Bridging the Gap: Exploring Barriers and Facilitators Influencing Preparedness of Dental Hygiene Graduates

Preparedness for clinical practice is an overarching aim of dental hygiene education and reflects graduates' ability to provide safe and competent patient care. While competency-based curricula aim to ensure readiness for professional practice, evidence suggests that graduates may still encounter challenges during the transition from supervised training to clinical roles after graduation. The aim of this study was to explore factors influencing the transition of dental hygiene graduates into clinical practice by engaging with a range of stakeholders.

This study used qualitative methods to explore factors influencing preparedness of dental hygiene graduates. The study was conducted within a baccalaureate dental hygiene program in Qatar. Fifteen participants including dental hygiene students (n = 4), recent graduates (n = 7) and educators (n = 4) participated in semi-structured interviews. Interviews were audio-recorded, transcribed verbatim and analysed using thematic analysis following Braun and Clarke's six-phase framework. A focused secondary analysis of the dataset examined barriers and facilitators influencing preparedness during transition to practice.

Preparedness was shaped by a combination of clinical, relational and structural factors. Barriers included limited exposure to complex patient cases, challenges associated with abilities related to clinical judgement, communication constraints in linguistically diverse settings and systemic factors such as limitations related to scope of practice policy awareness. Facilitators of preparedness included mentorship and guided supervision, experiential clinical rotations, interprofessional engagement and the use of high-fidelity simulation to enhance skill development.

Preparedness for dental hygiene practice extends beyond competency attainment and evolves through engagement with authentic clinical environments. Educational strategies that integrate realistic clinical exposure, supported autonomy and interprofessional learning may enhance graduates' confidence and facilitate a smoother transition to clinical practice after graduation.