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Graduating dental hygiene students' attainment of the CDHA baccalaureate competencies: Students' self-ratings.

ABSTRACT: Problem statement:In 2015 the Canadian Dental Hygienists Association published the first Canadian Competencies for Baccalaureate Dental Hygiene Programs . To date there is no scientific evidence to support that graduates from baccalaureate programs have gained these abilities. Purpose:To explore the confidence levels of graduating dental hygiene baccalaureate students in their ability to demonstrate the national baccalaureate competencies. Methods:This article examines the preliminary frequency data from the first year of a 3-year longitudinal study involving the graduating students within the University of British Columbia dental hygiene baccalaureate program. An online, anonymous survey was conducted with these students to rate their confidence level based on a 5-point scale ranging from not confident to confident in the national competencies that include 13 domains with 110 associated subcompetencies. Results:Seventeen of the twenty-two graduating students responded to the survey for a 77% response rate. The competency areas in which they expressed the highest confidence were collaboration (100%), clinical therapy (100%), oral health education (90%), disease prevention (86%), professionalism (82%), and integration of knowledge (80%). The areas in which they expressed the least confidence were policy use (20%) and advocacy (11%) where some respondents were not confident, somewhat confident or unsure. Conclusion:These data provide the faculty with important insights to support curriculum revisions, particularly in the policy use and advocacy domains. The data also contribute to a broader national discussion about the baccalaureate competencies and an exploration of the subcompetencies that may be beyond the scope of baccalaureate education.

SUBMITTER: Sunell S

PROVIDER: S-EPMC7533802 | biostudies-literature | 2019 Jun

REPOSITORIES: biostudies-literature

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Graduating dental hygiene students' attainment of the CDHA baccalaureate competencies: Students' self-ratings.

Sunell Susanne S Laronde Denise M DM Kanji Zul Z

Canadian journal of dental hygiene : CJDH = Journal canadien de l'hygiene dentaire : JCHD 20190601 2

<h4>Problem statement</h4>In 2015 the Canadian Dental Hygienists Association published the first <i>Canadian Competencies for Baccalaureate Dental Hygiene Programs</i> . To date there is no scientific evidence to support that graduates from baccalaureate programs have gained these abilities.<h4>Purpose</h4>To explore the confidence levels of graduating dental hygiene baccalaureate students in their ability to demonstrate the national baccalaureate competencies.<h4>Methods</h4>This article examin ...[more]

PMID: 33240347

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Project description:ObjectiveTo assess clinical practice competencies and associated factors among graduating nursing students attending public universities found in the Amhara Region, Ethiopia DESIGN: Institution-based cross-sectional study design SETTING: The study was conducted in six universities found in the Amhara Region from February to April 2018.Participants307 graduating nursing students participated. Of these, 173 were male and 134 were females from different ethnic groups; Amhara 145, Oromo 84, Tigris 44 and Gurage 17. Graduating nursing students attending regular degree programmes were included.Outcome measurementsClinical instructor (good vs not good), clinical environment (conducive vs not conducive), assessment method (measurable vs not measurable), clinical staff-student interaction (good vs not good), clinical practice competency (competent vs incompetent).ResultThe study revealed that 33.6% (95% CI 26.3% to 39.41%) of students were clinically competent. Orientation about the objective of clinical practice (adjusted OR, AOR 2.387; 95% CI 1.011 to 5.635), enough time for mentoring during clinical practice (AOR 2.247; 95% CI 1.100 to 4.593). Students followed by instructors during conducting a procedure (AOR 2.655; 95% CI 1.294 to 5.449), assessment checklist during clinical practice (AOR 2.663; 95% CI 1.324 to 5.358), students who were allowed by clinical staffs to perform tasks (AOR 5.858; 95% CI 2.657 to 12.916), clinical instructor factors (AOR 3.051; 95% CI 1.717 to 5.421) and student-staff interaction factors (AOR 2.348; 95% CI (1.337 to 4.124) were statistically significant variables with the level of competency.ConclusionAround one-third of the students were clinically competent. Clinical instructor and staff-student interaction were significantly associated with clinical practice competencies among graduating nursing students. Therefore, designing an appropriate clinical practice protocol that includes improving the supervision of a clinical instructor is important to enhance the clinical practice competency of students.

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Project description:IntroductionHigh-fidelity simulation (HFS) can bridge the gap between theoretical knowledge and nursing practice and improve safety and quality of patient care in baccalaureate nursing education. Although inconsistent assessment instruments or lack of high-quality research designs affect the strength of the evidence and limit the generalisability of the results, quantitative studies generally demonstrate the effectiveness of HFS in baccalaureate nursing education. Synthesis of the existing evidence of baccalaureate nursing students' experiences with HFS is crucial for the improvement and revision of simulation design and teaching.Methods and analysisA comprehensive search for qualitative studies on baccalaureate nursing students' experiences with HFS will be conducted in the following databases: PubMed, Embase, CINAHL, ProQuest, Web of Science, PsycINFO, the Cochrane library, China Biology Medicine disc, China National Knowledge Infrastructure and VIP Database for Chinese Technical Periodicals. This review considered studies reported in English or Chinese, and studies that were conducted between January 2000 and December 2019 in view of the launch of International Nursing Association for Clinical Simulation and Learning. The literature search will be conducted by two independent reviewers, and any disagreement will be adjudicated by discussion or with a third reviewer. The two independent reviewers will use the Joanna Briggs Institute (JBI) Critical Appraisal Checklist for Qualitative Research to assess the methodological validity, following which the JBI standardised data extraction tools will be used to extract relevant data. The JBI meta-aggregation method will be subsequently used to synthesise the data, eventually forming themes, categories and synthesised findings. The final synthesised findings will establish confidence levels based on the JBI ConQual approach.Ethics and disseminationThis review does not require formal ethical review since it is based on available published literature. Findings will be disseminated through publication in a peer-reviewed journal, and, if possible, presented in scientific conferences.

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Graduating dental hygiene students' attainment of the CDHA baccalaureate competencies: Students' self-ratings.

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Graduating dental hygiene students' attainment of the CDHA baccalaureate competencies: Students' self-ratings.

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