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Assessing Evidence-Based Practice Knowledge, Attitudes, Access and Confidence Among Dental Hygiene Educators
Journal of Dental Hygiene : JDH
|November 1, 2015
Summary
Dental hygiene educators with advanced degrees show higher evidence-based practice (EBP) knowledge and confidence. Increased EBP knowledge correlates with better access and confidence, suggesting a need for more training for some faculty.
Area of Science:
- Dental Hygiene Education
- Evidence-Based Practice (EBP)
Background:
- Evidence-based practice (EBP) is crucial for effective patient care in dental hygiene.
- Assessing educators' EBP understanding is vital for curriculum development.
Purpose of the Study:
- To evaluate U.S. dental hygiene educators' knowledge, attitude, access, and confidence in EBP.
- To determine correlations between EBP assessment scores and educators' qualifications and teaching settings.
Main Methods:
- A cross-sectional survey was distributed to dental hygiene faculty nationwide.
- ANOVA and Pearson correlation analyses were used to examine relationships between demographic variables and EBP application.
Main Results:
- A positive correlation was found between EBP knowledge, access, and confidence (r=0.313, p<0.01; r=0.189, p<0.05).
- Faculty with advanced degrees demonstrated significantly higher EBP knowledge (F3,120=2.81, p<0.04) and confidence (F3,120=7.26, p<0.00).
Conclusions:
- Higher educational attainment in dental hygiene faculty is associated with increased EBP knowledge and confidence.
- Enhanced EBP training may be beneficial for educators lacking advanced degrees.
- Improving faculty EBP knowledge can lead to better integration of EBP into curricula and enhanced student skills.
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