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Assessing Evidence-Based Practice Knowledge, Attitudes, Access and Confidence Among Dental Hygiene Educators.

Jennifer L Stanley, Carrie L Hanson, Christopher J Van Ness

    Journal of Dental Hygiene : JDH
    |July 27, 2016
    PubMed
    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.

    Keywords:
    dental educationdental hygieneevidence-based dentistryevidence-based practice

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    Area of Science:

    • Dental Hygiene Education
    • Evidence-Based Practice (EBP)

    Background:

    • Effective patient care relies on evidence-based practice (EBP).
    • Assessing EBP competency among dental hygiene educators is crucial for curriculum development.

    Purpose of the Study:

    • To evaluate U.S. dental hygiene educators' knowledge, attitude, access, and confidence in evidence-based practice (EBP).
    • To determine correlations between EBP assessment scores and educators' educational level, teaching experience, and setting.

    Main Methods:

    • A cross-sectional survey was administered to dental hygiene faculty nationwide.
    • ANOVA and Pearson correlation analyses examined 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 facilitate its integration into curricula, enhancing student skills.