Utilizing CliftonStrengths^® to Increase Professional Development in Dental Hygiene Students

Purpose Undergraduate dental hygiene education programs may not provide sufficient training in professional development to prepare graduates to be primary health care providers. The purpose of the year one of a two-year study was to apply the results from a strengths assessment instrument to entry-level dental hygiene students' learning experiences and faculty instruction of students.Methods An exploratory research design including quantitative and qualitative methods was used among a convenience sample of entry-level dental hygiene students. A validated assessment instrument (CliftonStrengths^®) was used at the beginning of the academic year to determine the professional strengths of the participants. Frequencies and percentages were used to summarize the top five strengths of each participant. Focus group interviews were conducted to assess student and faculty perceptions of professional strengths based on learning experiences at the end of the first academic year. Virtual interviews were transcribed, and the codes and themes were identified. Investigator triangulation and member checks were used to validate responses.Results Thirty-two hygiene students and 28 faculty agreed to participate in the study. The top five strengths identified for both students and faculty (n=60) were in the executing, strategic and relationship building domains. All students (n=32) participated in the focus groups and the following themes were identified: awareness, application, positive approach, successful strategies, and personal growth. Of the faculty participants (n=28), 14 participated in the focus groups. Faculty themes identified were recognition, change in perspective, personalized approach, participatory environment, and empowerment.Conclusion Results this study highlight the potential benefits of a strengths-based approach to undergraduate dental hygiene education. Helping students utilize their professional strengths in a challenging educational setting may lead to increased empowerment, professional growth and development. Further study with year two data may offer an opportunity to understand how identification of professional strengths influences students' learning experiences.