Jacqueline Rojo , Lucie M Ramjan , Yenna Salamonson , Leanne Hunt , Annette Stunden , Ajesh George
{"title":"嵌入式口腔健康教育干预在本科护理课程中的有效性：一项混合方法研究。","authors":"Jacqueline Rojo , Lucie M Ramjan , Yenna Salamonson , Leanne Hunt , Annette Stunden , Ajesh George","doi":"10.1016/j.nedt.2025.106568","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to evaluate the effectiveness of an oral health educational intervention designed for undergraduate nursing students.</div></div><div><h3>Background</h3><div>The role of oral health promotion and screening has been extended to non-dental health professionals, for example, nurses. To prepare the future workforce for these responsibilities, an educational intervention underpinned by Mezirow’s Transformative Learning Theory was codesigned and implemented in an Australian undergraduate nursing program.</div></div><div><h3>Methods</h3><div>A concurrent mixed methods design was used to evaluate the educational intervention Semi-structured interviews with second-year nursing students and faculty staff along with pre-post-test surveys (validated tool) were used to assess changes in attitude and confidence among nursing students regarding oral healthcare. Directed Content Analysis and univariate and bivariate analyses were used to analyse the data.</div></div><div><h3>Results</h3><div>Nursing students experienced a positive change in attitude following the educational intervention, which was also observed by faculty staff. This was corroborated by statistically significant improvements in attitude (5.89 versus 6.22, p=0.002) with the main area of improvement being a positive recognition of the role that nurses have in oral health assessment (21% increase). Students demonstrated a positive shift in confidence, which was supported by the quantitative data which showed an increase in mean scores post intervention (4.73 versus 5.26, p<0.001). Marked improvement in confidence was observed around the recognition of periodontitis (24-25% increase) which was the key focus of the educational intervention.</div></div><div><h3>Conclusion</h3><div>This is the first time an oral health educational intervention has been implemented and found to be effective in improving the attitude and confidence of nursing students when undertaking oral healthcare activities in Australia. Adopting a transformative approach to teaching oral health is recommended for undergraduate nursing education providers as this learning approach can positively influence practice and behaviour changes.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106568"},"PeriodicalIF":3.6000,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effectiveness of an embedded oral health educational intervention in an undergraduate nursing program: A mixed methods study\",\"authors\":\"Jacqueline Rojo , Lucie M Ramjan , Yenna Salamonson , Leanne Hunt , Annette Stunden , Ajesh George\",\"doi\":\"10.1016/j.nedt.2025.106568\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Aim</h3><div>This study aims to evaluate the effectiveness of an oral health educational intervention designed for undergraduate nursing students.</div></div><div><h3>Background</h3><div>The role of oral health promotion and screening has been extended to non-dental health professionals, for example, nurses. To prepare the future workforce for these responsibilities, an educational intervention underpinned by Mezirow’s Transformative Learning Theory was codesigned and implemented in an Australian undergraduate nursing program.</div></div><div><h3>Methods</h3><div>A concurrent mixed methods design was used to evaluate the educational intervention Semi-structured interviews with second-year nursing students and faculty staff along with pre-post-test surveys (validated tool) were used to assess changes in attitude and confidence among nursing students regarding oral healthcare. Directed Content Analysis and univariate and bivariate analyses were used to analyse the data.</div></div><div><h3>Results</h3><div>Nursing students experienced a positive change in attitude following the educational intervention, which was also observed by faculty staff. This was corroborated by statistically significant improvements in attitude (5.89 versus 6.22, p=0.002) with the main area of improvement being a positive recognition of the role that nurses have in oral health assessment (21% increase). Students demonstrated a positive shift in confidence, which was supported by the quantitative data which showed an increase in mean scores post intervention (4.73 versus 5.26, p<0.001). Marked improvement in confidence was observed around the recognition of periodontitis (24-25% increase) which was the key focus of the educational intervention.</div></div><div><h3>Conclusion</h3><div>This is the first time an oral health educational intervention has been implemented and found to be effective in improving the attitude and confidence of nursing students when undertaking oral healthcare activities in Australia. Adopting a transformative approach to teaching oral health is recommended for undergraduate nursing education providers as this learning approach can positively influence practice and behaviour changes.</div></div>\",\"PeriodicalId\":54704,\"journal\":{\"name\":\"Nurse Education Today\",\"volume\":\"147 \",\"pages\":\"Article 106568\"},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2025-01-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Education Today\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0260691725000036\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0260691725000036","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Effectiveness of an embedded oral health educational intervention in an undergraduate nursing program: A mixed methods study
Aim
This study aims to evaluate the effectiveness of an oral health educational intervention designed for undergraduate nursing students.
Background
The role of oral health promotion and screening has been extended to non-dental health professionals, for example, nurses. To prepare the future workforce for these responsibilities, an educational intervention underpinned by Mezirow’s Transformative Learning Theory was codesigned and implemented in an Australian undergraduate nursing program.
Methods
A concurrent mixed methods design was used to evaluate the educational intervention Semi-structured interviews with second-year nursing students and faculty staff along with pre-post-test surveys (validated tool) were used to assess changes in attitude and confidence among nursing students regarding oral healthcare. Directed Content Analysis and univariate and bivariate analyses were used to analyse the data.
Results
Nursing students experienced a positive change in attitude following the educational intervention, which was also observed by faculty staff. This was corroborated by statistically significant improvements in attitude (5.89 versus 6.22, p=0.002) with the main area of improvement being a positive recognition of the role that nurses have in oral health assessment (21% increase). Students demonstrated a positive shift in confidence, which was supported by the quantitative data which showed an increase in mean scores post intervention (4.73 versus 5.26, p<0.001). Marked improvement in confidence was observed around the recognition of periodontitis (24-25% increase) which was the key focus of the educational intervention.
Conclusion
This is the first time an oral health educational intervention has been implemented and found to be effective in improving the attitude and confidence of nursing students when undertaking oral healthcare activities in Australia. Adopting a transformative approach to teaching oral health is recommended for undergraduate nursing education providers as this learning approach can positively influence practice and behaviour changes.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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