Nursing and Dental Students’ Reflections on Interprofessional Practice After a Service‐Learning Experience in Appalachia

Nierenberg, Susan; Hughes, Linda Paine; Warunek, Molli; Gambacorta, Joseph E.; Dickerson, Suzanne S.; Campbell-Heider, Nancy

doi:10.21815/jde.018.050

Cited by 16 publications

(21 citation statements)

References 5 publications

(4 reference statements)

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“…The fact that both NP and dental students reached near‐perfect scores on the RIPLS scale in teamwork and collaboration after IPCE training suggests that students in this university's culture are being sensitized to the needs of patients. The findings are also similar to Nierenberg et al's recent study, which found that exposure of students to patients in areas with health inequities increased the students' appreciation of the need for interprofessional practice in meeting patient needs 17 …”

Section: Discussionsupporting

confidence: 89%

“…Simulation experiences have already been shown to improve attitudes of both dental/dental hygiene and NP students 10, 16 . In addition, service‐learning experiences exposing students to patients who lack dental care and have severe oral health problems were found to impact developing nursing and dental professionals in their future willingness to provide care in settings that serve patients with health and oral health inequities 17 . There is a dearth of published research assessing IPCE collaborations between NP and dental students while providing patient care.…”

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confidence: 99%

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Dental and Nurse Practitioner Student Attitudes About Collaboration Before and After Interprofessional Clinical Experiences

Janotha

Tamari

Evangelidis-Sakellson

2019

Journal of Dental Education

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The aim of this study was to investigate the effect that an interprofessional clinical experience (IPCE) had on dental and adult‐gerontology primary care nurse practitioner (NP) students' attitudes towards health care collaboration. A survey study was conducted with dental and NP students before and after completing IPCE rotations in a dental clinic and a tertiary care setting in the 2016‐17 academic year. All dental students (N=159) and all NP students enrolled in the adult‐gerontology primary care program (N=37) participated in the IPCE. Students were asked to complete the Readiness for Interprofessional Learning Scale (RIPLS) survey anonymously prior to and immediately after the experience. All 37 NP students completed both pretest and posttest, for a 100% response rate on both. Among the dental students, 120 completed the pretest, for a 75% response rate, and 106 completed the posttest, for a 67% response rate. The results showed a significant increase in total RIPLS score for both the dental and NP students following the experience (p<0.001). Attitudes about teamwork and collaboration and about roles and responsibilities improved for both the dental and NP students (p<0.001) following the IPCE. There was a difference between dental students' and NP students' teamwork and collaboration subscale scores before IPCE (p=0.006), but it diminished after the intervention (p=0.09). These results suggest the IPCE succeeded in building positive attitudes about interprofessional collaboration between dental and NP students. Clinical rotations should be considered to enhance the scope of students' experiences with interprofessional patient care.

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Section: Discussionsupporting

confidence: 89%

mentioning

confidence: 99%

Dental and Nurse Practitioner Student Attitudes About Collaboration Before and After Interprofessional Clinical Experiences

Janotha

Tamari

Evangelidis-Sakellson

2019

Journal of Dental Education

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“…Seven of the 11 studies provided suggestions for including an oral health component in nursing curricula. Six of the seven studies [46][47][48][50][51][52] focussed on an interprofessional oral health education model. The remaining study [49] provided information about resources for older people's oral health care for nursing curricula.…”

Section: Need For Further Oral Health Care Education For Nursing Studmentioning

confidence: 99%

“…An interprofessional education (IPE) model in which nursing students work with, learn from, and contribute to the oral-systemic knowledge of dental and other allied health students has been found effective in improving understanding of nursing students towards their role in oral health care [46][47][48][50][51][52]. All the studies focussing on IPE were conducted in the US except the study by Grant et al [46], which was conducted in Canada.…”

Section: Value Of An Interprofessional Education Modelmentioning

confidence: 99%

Incorporating oral health care education in undergraduate nursing curricula - a systematic review

Bhagat

Hoang²,

Crocombe³

et al. 2020

BMC Nurs

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Background: The recognised relationship between oral health and general health, the rapidly increasing older population worldwide, and changes in the type of oral health care older people require have raised concerns for policymakers and health professionals. Nurses play a leading role in holistic and interprofessional care that supports health and ageing. It is essential to understand their preparation for providing oral health care. Objective: To synthesise the evidence on nursing students' attitudes towards, and knowledge of, oral healthcare, with a view to determining whether oral health education should be incorporated in nursing education. Methods: Data sources: Three electronic databases-PubMed, Scopus, and CINAHL. Study eligibility criteria, participants and interventions: Original studies addressing the research objective, written in English, published between 2008 and 2019, including students and educators in undergraduate nursing programs as participants, and conducted in Organisation of Economic Cooperation and Development countries. Study appraisal and synthesis methods: Data extracted from identified studies were thematically analysed, and quality assessment was done using the Mixed Methods Appraisal Tool. Results: From a pool of 567 articles, 11 met the eligibility criteria. Findings documented five important themes: 1.) nursing students' limited oral health knowledge; 2.) their varying attitudes towards providing oral health care; 3.) the need for further oral health education in nursing curricula; 4.) available learning resources to promote oral health; and 5.) the value of an interprofessional education approach to promote oral health care in nursing programs. Limitations: The identified studies recruited small samples, used self-report questionnaires and were conducted primarily in the United States. Conclusions: The adoption of an interprofessional education approach with a focus on providing effective oral health care, particularly for older people, needs to be integrated into regular nursing education, and practice. This may increase the interest and skills of nursing students in providing oral health care. However, more rigorous studies are required to confirm this. Nursing graduates skilled in providing oral health care and interprofessional practice have the potential to improve the oral and general health of older people.

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“…It would be useful to compare our results with findings from other health professions concerning the frequencies with which these programs engage in IPE and with which disciplines they collaborate most often. However, while several studies have assessed students’ IPE‐related attitudes in dentistry, 25 – 29 medicine, 22 , 25 , 30 nursing, 27 , 31 – 33 and pharmacy, 26 , 29 the results of studies with program directors or deans are much less available. In 2012, Formicola et al published a survey of dental school deans 15 .…”

Section: Discussionmentioning

confidence: 99%

Interprofessional Education in U.S. Dental Hygiene Programs: Program Director Responses Before and After Introduction of CODA Standard 2–15

Furgeson

Inglehart

2019

Journal of Dental Education

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A 2014 survey found that dental hygiene program directors perceived interprofessional education (IPE) as a priority for themselves and the dental hygiene profession in the U.S. The aim of this study was to explore whether IPE collaborations in dental hygiene programs and program directors’ attitudes changed from 2014 to 2017 since the Commission on Dental Accreditation (CODA) Standard 2–15 on IPE was introduced in August 2016. In May 2017, directors of all 325 U.S. dental hygiene programs were invited to participate in a web‐based survey. A total of 117 directors responded, for a 38% response rate, and their responses were then compared with the responses in 2014 (that survey had a 33% response rate). The results showed that, while the percentage of responding dental hygiene programs with a nursing program on campus had decreased (90% to 80%; p<0.022), the likelihood of having other health care‐related programs on campus did not change. In 2017 as compared to 2014, the programs were still most likely to collaborate with nursing (50% vs. 46%) and other allied health professions (44% vs. 56%) and in intraprofessional education with dental assisting programs (41% vs. 41%). IPE was still most likely to occur in volunteer activities (68% vs. 73%), basic science courses (65% vs. 60%), and communications training (63% vs. 63%). In 2017, program directors rated IPE as less challenging for programs to manage than in 2014 (on five‐point scale with 1=not at all challenging: 3.31 vs. 3.62; p=0.022). However, the responding directors did not view IPE as being as important to the profession in 2017 as the respondents reported in 2014 (3.29 vs. 3.88; p<0.001). The majority in 2017 agreed/strongly agreed that Standard 2–15 will improve the profile of dental hygiene as part of the health care team (77%) and contribute to integrating dental hygiene into interprofessional care (IPC) teams (78%). Overall, this study found that the introduction of an explicit IPE dental hygiene CODA standard in 2016 had already resulted in changes after only one year. However, the responding program directors’ lower agreement with statements concerning their graduates’ IPC‐related competence deserves further attention.

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Nursing and Dental Students’ Reflections on Interprofessional Practice After a Service‐Learning Experience in Appalachia

Cited by 16 publications

References 5 publications

Dental and Nurse Practitioner Student Attitudes About Collaboration Before and After Interprofessional Clinical Experiences

Dental and Nurse Practitioner Student Attitudes About Collaboration Before and After Interprofessional Clinical Experiences

Incorporating oral health care education in undergraduate nursing curricula - a systematic review

Interprofessional Education in U.S. Dental Hygiene Programs: Program Director Responses Before and After Introduction of CODA Standard 2–15

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