Factors influencing the career selection of first-year dental hygiene students

As dental hygiene programs experience declining enrollments, attention has focused on the need for effective recruitment strategies. One response to this need is to learn more about what influences dental hygiene students' career selections. This study examined the factors that were reported to have influenced the career selections of students newly enrolled in one baccalaureate dental hygiene program. Additionally, the students' levels of vocational identity were measured in order to determine if students with higher levels of vocational identity were influenced by different factors. The dental hygienist received the highest ranking by all students for being influential in the decision to select dental hygiene as a career. This supports earlier findings related to the importance of involving dental hygiene professionals in recruitment of future dental hygienists.     

Career history and perceptions of dental hygiene education programs--questionnaire mail-in survey of alumni of the School of Dental Hygiene in Tokyo Medical and Dental University

This study was conducted to investigate the career history and perceptions about dental hygiene education programs among the alumni (1952-1999 graduates) of the School of Dental Hygiene in Tokyo Medical and Dental University. A questionnaire containing demographic, practice characteristics and views on the programs was mailed to 997 alumni in 1999, and 576 alumni (57.8%) responded. Three hundred and forty-one respondents worked as dental hygienists. The majority who responded were in clinical practice. One hundred and thirty-one of the respondents worked in private clinics, 76 in public health centers, and 72 in clinics in companies. The rate of them who worked in public health centers was much higher than the national average cited in the Statistical Report on Public Health Administration and Services. Two hundred and ninety-one respondents reported inadequate programs. The rate of them who reported inadequate programs was significantly higher in alumni who were working than in alumni who were not. The items cited as insufficiently taught at the school were clinical practice, instrumentation, foreign language, psychology, counseling, and nursing related subjects. Thus, many alumni suggested the need for better programs and continuing education. From these results, it was suggested that dental hygienists need to change their education programs in order to meet the present and future needs of more diversified society. This view was particularly prevalent among alumni who were working. The result showed that dental hygiene educators and dental hygienists urgently need to reconsider the professionalism of their field.     

Is there a shortage of dental hygienists?

Dental hygiene faculty from the Ohio State University, working under a grant from the Ohio Dental Association, surveyed licensed dentists and dental hygienists in Ohio in order to determine work-related concerns and possible solutions to perceived shortages of hygienists. There were 585 respondents from those selected through stratified systematic sampling based on state dental district for a 69% rate of dentist return and a 73% rate of hygienist return. The joint surveys assessed attitudes and documented experiences in several categories: practice background, opinion about hygiene employment shortage, compensation, aspects of hygiene satisfaction, reasons for ever terminating hygiene practice and future conditions persuading a return to hygiene practice. This article, the first in a series, presents findings from the survey of dentists relative to a perceived shortage of clinical dental hygienists. Forty-eight percent of dentist respondents believe that there is a shortage, while 52% are either not sure or believe there is no shortage. Those sensing a shortage have either tried to find a hygienist and could not believe there is a smaller pool to choose from, or have heard that colleagues have been unable to find a hygienist. Solutions to the shortage focus on better recruitment of qualified students, encouraging reentry of non-practicing hygienists, and promoting retention of hygienists in existing practices. Less frequently, dentists suggest starting new hygiene programs or training hygienists by preceptorship.     

Dental hygiene education in Japan: present status and future directions

The aim of this report is to provide basic information about the historical development, current status and future needs of education and training of dental hygienists in Japan. The first formal training of dental hygienists in Japan started at Tokyo in 1949. Restructure and modification of the dental hygiene education system has been reiterated over the years in order to satisfy the needs of the constantly changing society. Although previously only vocational training was provided for dental hygienists, higher-level education has been conducted. The present legislation of dental hygiene has gone through a complicated process. The student should take the dental hygienist licensing examination which is held once a year by the National Board organized by the Ministry of Health, Labour and Welfare. Currently there are 136 dental hygiene schools and the total enrolment is about 7000. The duration of dental hygiene education course has been prolonged from 2 to 3 years since 2001. In 2004, the 4-year course started. The 2-year dental hygiene education program is expected to be replaced with the 3- and 4-year courses by 2010. The dental hygiene education system in Japan will be improved in many ways as dental hygienists are expected to participate in health promotion and preventive care, and to gain knowledge of the economics and organization of health care in relation to oral hygiene.     

The prevalence of mentoring programs in the transition from student to practitioner among U.S. dental hygiene programs

Mentoring of students to assist them in the transition to clinical practice has been utilized in a number of health professions but has only been recently introduced in dental and dental hygiene education. A survey was sent to all U.S. dental hygiene program directors to determine the prevalence of mentoring programs in the dental hygiene curriculum that utilize practicing dental hygienists as mentors to facilitate the transition from student to practitioner. Results showed that less than 30 percent of dental hygiene programs are using this type of student mentoring. Dental hygiene program directors reported that the main benefit mentoring provided was "real world" experiences to their students. Lack of formal structure to the mentoring program was the most frequently cited weakness of existing programs. Programs not utilizing mentoring programs listed inadequate time in the existing dental hygiene curriculum as the main obstacle for not implementing a mentoring program. Student mentorship in other health professions has been shown to not only enhance personal and professional growth, but also to increase job satisfaction and retention. Further research, however, is needed on student mentoring programs in the dental and allied dental fields.     

Dental Hygiene and Research: Irrevocably Connected

Although remarkable growth has occurred in the dental hygiene research arena, an increased emphasis on research development will facilitate the designation of dental hygiene as a true discipline.BackgroundDental hygienists have participated in research for nearly 100 years. Support for research development has increased due to contributions of the American Dental Hygienists' Association and other grant monies that have funded seminal educational endeavors to elevate the research skills of dental hygienists. Dental hygiene initiated research endeavors, the advent of doctoral degree programs in dental hygiene, expansion of the dental hygiene body of knowledge, and efforts toward interprofessional collaboration continue to elevate the profession of dental hygiene while addressing the oral health needs of the public.MethodsThe research focus in dental hygiene is reviewed. Landmark events that have supported research endeavors are described and examples of historically important global contributions made by dental hygienists are chronicled.ConclusionsFurther development of a body of dental hygiene research will help position the profession alongside other academically recognized health care disciplines. A small, dedicated group of dental hygienists have worked toward advancing the profession in this way, but additional growth is essential if dental hygiene is to be considered a true discipline. One such initiative on the near horizon is the doctoral degree in dental hygiene.     

Dental hygienists in Europe: trends towards harmonization of education and practice since 2003

Abstract: Aim: The aim of this study was to investigate the trends in dental hygienists’ education and regulation in the European Union (EU) and European Economic Area (EEA) to examine whether, since 2003, there has been harmonization in dental hygiene education. Methods: Information and data were obtained via piloted questionnaires and structured interviews with delegates from the International and European Dental Hygienists’ Federations and representatives of the Council of European Chief Dental Officers and by literature review. Results: In the EU/EEA, dental hygienists are legally recognized in 22 countries. Since 2003, there has been an increase in the number of Bachelor degree programmes and in autonomous practice. Entry to the profession is now exclusively via a Bachelor degree in five EU/EEA Member States and pending in two more. Ten Member States have adapted their degree programmes to the European Credit Transfer System. Two Member States combine education for dental hygienists and dental therapists. However, dental hygienists are not recognized by EU law and in five Members States, the introduction of the profession has been opposed by dental associations. Conclusions: For the reasons of wide variations in the standards of preventive care and periodontal therapies, the formal recognition of the dental hygiene profession by EU legislation and agreement on a pan‐European curriculum for dental hygiene education leading to defined professional competencies and learning outcomes is required. To achieve this, there is a need for a better collaboration between competent authorities including governments, universities and dental and dental hygienists’ associations.     

Independent dental hygiene practice worldwide: a report of two meetings

Objectives: Following a meeting at the EUROPERIO in Berlin in 2003, a forum on Independent Practice of Dental Hygienists was held at the International Symposium on Dental Hygiene (ISDH) in Madrid July, 2004. The forum was organized and moderated by Beate Gatermann, President of the German Dental Hygiene Association. The participants were asked to address the following issues: population of country/state; population of dentists; population of state recognized dental hygienists (Canada/USA etc.); number of hygienists with ‘Diploma’ (Europe); duration of dental hygiene education; cost of education (2/3 year base approximately); when and how independent practice began in the country and who must be consulted or approve the application for an independent office (e.g. Health Department); what services are allowed? Can dental hygienists administer local anaesthesia in the dental office, and if so, must a dentist be present? Can dental hygienists purchase the necessary medication for the injection? Does the dental hygienist require additional education to provide local anaesthesia? How are the patients charged? Does the country offer a service fee list? Do insurance companies pay claims of the dental hygienist? What is the approximate average fee per hour charged (€/$)? Do dentists refer patients to you? If so, do they need a letter of referral? Are dental hygienists allowed to take radiographs in independent dental hygiene offices?     

The virtual dental home: a critique

The Virtual Dental Home is a concept of the Pacific Center for Special Care of the Arthur A. Dugoni School of Dentistry in San Francisco. It is designed to improve access to dental care for underserved populations, specifically children and institutionalized adults. This article describes the development and implementation of the Virtual Dental Home, subsequently critiquing the concept. The criteria for a dental home are not met by the program. It is the equivalent of a traditional public oral health prevention and screening program, with the additional dimension of allowing dental hygienists and assistants to place interim glass ionomer restorations in dental cavities. The critique questions the need to insert a “cloud” dentist into the process. The routine utilization of radiographs is also challenged. The VDH not only lacks the attributes of a dental home, it has not been shown to be as efficient and effective as traditional programs staffed by dental hygienists and dental therapists. The article concludes by describing how programs utilizing dental therapists could address the deficiencies of the Virtual Dental Home, effectively improving access to oral health care for underserved populations.     

Student self-assessment in dental hygiene education: a cornerstone of critical thinking and problem-solving

Self-assessment is an integral component of learning and developing decision making and critical thinking skills in the practice of dental hygiene. Dental hygienists must think critically and develop problem-solving strategies during their formal education to ensure lifelong quality and ongoing development of their personal knowledge and skill as related to providing comprehensive, evidence-based patient care. The primary focus of this qualitative investigation was to obtain undergraduate dental hygiene students' perceptions of and experiences with self-assessment. The sample consisted of an intact undergraduate dental hygiene class of seventeen students in their final semester of a two-year, entry-level dental hygiene program at a community college in the southeast United States. Data for this research were obtained from three sources: 1) a program-designed self-assessment survey assignment, 2) in-depth interviews with four second-year dental hygiene students, and 3) program-designed clinical competence evaluation forms. Inductive data analysis revealed that the majority of students perceived that they had no prior experience with self-assessment in any prerequisite coursework and thus felt unprepared for its use in the dental hygiene program. As they matriculated in the program, students began to see the advantages of self-assessment in clinical practice. Programmatic orientation to self-assessment may therefore be beneficial due to the varying backgrounds of students entering dental hygiene programs.     

Establishing dental hygiene education in Germany: current facts and future perspectives

Abstract:   As there is a marked need to increase the number of dental hygienists (DHs) working in German dental practices, efforts are being made to establish dental hygiene education in accordance with international standards. However, as current German legislation does not envisage a perennial full-time training programme, dental hygiene education may currently be provided within a modular concept only. The basic qualification for enrolment in a modular hygienist training programme of this kind is accredited vocational training as a dental assistant (DA), followed by board-certified continuing education as an oral prophylaxis assistant. Thus, the current system of advanced training for qualification as a DH is subject to at least 6 years' work experience in the field of dentistry. A 950-h full-time advanced training course, meeting all the requirements of this concept, was established by the Westphalia–Lippe Dental Association in cooperation with the University of Münster. The curriculum underlying this programme was outlined considering the recommendations for dental hygiene education issued by the European Federation of Periodontology, although reduced in standards to comply with current German legislation. In addition, the recommendations for American Dental Hygiene education by the American Dental Association were used as a guide for programme development. The contents and implementation of the Münster Dental Hygienist Curriculum may allow the professional competence generated during practical work experience to be linked with international requirements of dental hygiene education.     

Empowerment Through Mentorship and Leadership

Leadership is vital to future growth and change in the dental hygiene profession.Background and PurposeAs health care reform emerges, state practice acts expand and new models of dental hygiene practice are created and implemented, dental hygienists will assume leadership positions that may be quite different from the more traditional leadership roles they assume today. These dental hygienist leaders will envision, creatively design and implement oral health care programs to improve the oral health of the public. Mentoring, a vital component of leadership development, is critical for dental hygienists to acquire knowledge, guidance, and growth.MethodsThis paper provides a literature-supported overview of leadership and mentoring principles applicable to dental hygienists in their personal and professional lives. Opportunities for dental hygienists to assume leadership roles are also described.ConclusionsDental hygienists are poised to become leaders and vital members of the professional team promoting and integrating oral health care as a part of general health. Consequently, the dental hygienist's leadership roles are likely to expand and can be strengthened through mentoring relationships and mentoring teams. Ultimately, this can increase professional growth and career satisfaction for the dental hygienist as well as improve oral health care for the public.     

Increasing the enrollment of underrepresented minority dental students: experiences from the dental pipeline program

Dental educators have been trying to increase enrollment of underrepresented minority (URM) students for many years with limited success. The Pipeline, Profession, and Practice: Community-Based Dental Education program has developed or been affiliated with several innovative strategies for increasing the enrollment of URM students in U.S. dental schools. In March 2005, three promising approaches were discussed at an American Dental Education Association symposium and are described in this article: 1) collaborative recruitment programs based on groups of regional schools; 2) workshops that focus on the effective operation of admissions committees; and 3) a new summer enrichment program for college students interested in dentistry and medicine.     

Managerial role development of the dental hygienist in initial patient interactions

In 1985, the American Dental Hygienists' Association (ADHA) identified six roles for the future of dental hygiene: change agent, health promoter/educator, clinician, researcher, consumer advocate, and administrator/manager. As part of the role definition implicit in the identification of these roles, dental hygienists must enlarge their view of themselves as clinicians and realize the importance of these six roles in total patient care. The purpose of this paper is to focus on the dental hygienist's managerial role in initial patient interactions and to identify skills essential to manage this responsibility. This paper also examines different teaching strategies that could be used by dental hygiene educators to enhance managerial role development.     

Dental hygiene and direct access to care: Past and present

The American Dental Hygienists' Association (ADHA) defines direct access as the ability of a dental hygienist to initiate treatment based on their assessment of patient's needs without the specific authorization of a dentist, treat the patient without the physical presence of a dentist and maintain a provider–patient relationship. In 2000, there were nine direct access states; currently, there are 42 states that have authorized some form of direct access. The ADHA has been instrumental in these legislative initiatives through strong advocacy efforts. While research and data support the benefits of direct preventive/therapeutic care provided by dental hygienists, many barriers remain. This paper chronicles key partnerships that have influenced and advocated for direct access and the recognition of dental hygienists as primary healthcare providers. The National Governors Association released a report in 2014 suggesting that dental hygienists be ‘deployed’ outside of dental offices as one strategy to increase access to oral health care along with reducing restrictive dental practice acts and increasing the scope of practice for dental hygienists. The December 2021 release of the National Institutes of Health report, Oral Health in America, further supports greater access to dental hygiene preventive/therapeutic care. This paper also reflects on opportunities and barriers as they relate to workforce policy, provides examples of effective state policies and illustrates an educational curriculum specifically created to prepare dental hygienists to provide oral health services in settings outside of the dental office. Dental hygiene education must ensure that graduates are future-ready as essential healthcare providers, prepared to deliver direct access to dental hygiene care.     

International employment in clinical practice: influencing factors for the dental hygienist

Purpose: To assess demographics, job characteristics, geographical regions, resources and commitment, which influence dental hygienists seeking international clinical practice employment opportunities. Methods: Questionnaires were mailed to a convenience sample of members of the Dental Hygienists’ Association of the City of New York. Statistical analyses were conducted and frequency distributions and relationships between variables were calculated. Results: Seventy‐two percent of respondents reported that they are or may be interested in working overseas. Italy and Spain (67%) were the regions of most interest. Salary (65%) was cited as the most influencing factor in selection, whereas non‐compliance with the equivalency to Occupational Safety and Health Administration standards (74%) was the most frequently perceived barrier. Multiple language fluency was statistically significant (0.003) regarding interest in overseas employment. Conclusion: Policy makers, employers and educators need to be aware of these findings should recruitment be a possibility to render urgently needed oral hygiene care in regions where there is a perceived shortage of dental hygienists.     

Student dental hygienists' and dental hygiene educators' attitudes toward the handicapped

The purpose of this study was to determine the attitudes of student dental hygienists and dental hygiene educators at four educational sites in a north central state in the United States, using the Dental Students' Attitudes Toward the Handicapped Scale (DSATHS) developed by Lee and Sonis. It was hypothesized that (1) the majority of students would express a negative attitude toward the handicapped and (2) no significant differences would be found between students and educators. Of the 110 students surveyed, there was an 84% response rate. Of the 46 educators surveyed, there was a 78% response rate. The data were analyzed using frequency distributions. Chi-square analyses were performed to determine if significant differences exist between (1) student dental hygienists and (2) student dental hygienists and dental hygiene educators. The criterion for statistical significance was p less than .05 for all analyses. The results revealed that over 50% of the students have a positive attitude toward their (1) educational experience; (2) perceptions of their instructors' experiential qualifications in working with the handicapped; and (3) desire for future and interpersonal relationships with the handicapped. However, more students have a positive attitude toward their relationships with the handicapped than toward their educational experience and perceptions of instructors relative to the handicapped. Fewer than 50% of the students agreed that their (1) educational experiences facilitate confidence or enjoyment in working with the handicapped; (2) teachers demonstrated enthusiasm or enjoyment when working with the handicapped; and (3) school's program for treatment of the handicapped is good.(ABSTRACT TRUNCATED AT 250 WORDS)     

Trends in allied dental education: an analysis of the past and a look to the future.

Allied dental healthcare providers have been an integral part of the dental team since the turn of the 19th century. Like dental education, allied dental education's history includes a transition from apprenticeships and proprietary school settings to dental schools and community and technical colleges. There are currently 258 dental assisting programs, 255 dental hygiene programs, and 28 dental laboratory technology programs according to the American Dental Association's Commission on Dental Accreditation. First-year enrollment increased 9.5 percent in dental hygiene education from 1994/95 to 1998/99, while enrollment in dental assisting programs declined 7 percent and declined 31 percent in dental laboratory technology programs during the same period. Program capacity exceeds enrollment in all three areas of allied dental education. Challenges facing allied dental education include addressing the dental practicing community's perception of a shortage of dental assistants and dental hygienists and increasing pressure for career tracks that do not require education in ADA Commission on Dental Accreditation accredited programs. The allied dental workforce may also be called upon for innovative approaches to improve access to oral health care and reduce oral health care disparities. In addition, allied dental education programs may face challenges in recruiting faculty with the desired academic credentials. ADEA is currently pursuing initiatives in these and other areas to address the current and emerging needs of allied dental education.     

Oral health promotion for schoolchildren – evaluation of a pragmatic approach with emphasis on improving brushing skills

Background  

Preventive dentistry has traditionally emphasized improvement of oral hygiene. School-based programs, often delivered by dental hygienists or other health educators, are usually limited to dental knowledge provision. The present study focused on promotion of health behavior. The objectives were to evaluate the effect of a pragmatic educational program on tooth brushing skills of young schoolchildren.