An evaluation of a school-based dental sealant programme.

OBJECTIVES: To evaluate the effectiveness of Bengal Smiles, a school-based dental sealant programme and assess outcomes related to the U.S. Healthy People 2020 oral health objectives. METHODS: A needs assessment identified high caries prevalence in Idaho children and supported the need for a school-based dental sealant programme at a local Title 1 school. Children (n=54) ages 6-12 were screened by dental hygiene students for suspected dental caries, sealant placement and need for referral for dental treatment. Sealant retention and sealant caries rates were computed at 12 months (n=32) using descriptive statistics. Caries rates were analysed with a t test for paired samples, while a chi-square test was used to determine a difference in referral treatment rates before and after the intervention of administrative staff who contacted parents of children in need of dental treatment. RESULTS: Bengal Smiles participants had a 16% decrease in suspected dental caries; however, there was no statistically significant difference in caries rates (P=.21) at baseline and 12 months. Sealant prevalence increased 370%. Sealant retention outcomes were 74% fully retained with 0% caries, 13% partially retained with 25% caries and 13% no retention with 25% caries. At 12 months, 50% of participants referred for dental treatment accessed care. The intervention of contacting parents had no statistically significant effect on increasing dental treatments (P=.75). CONCLUSIONS: School-based sealant programmes eliminate disparities in accessing oral health care and contribute to attaining U.S. Healthy People 2020 oral health objectives.

Integration of the Client Self-Care Commitment Model in a dental hygiene curriculum.

OBJECTIVE: This exploratory study investigated whether integration of the Client Self-Care Commitment Model (CSCCM) Instructional Module in a dental hygiene curriculum, as an additional educational experience, would further enhance students' client-centred knowledge, values and actions. METHODS: Subjects (n = 26) were second-year students enrolled in a BS entry-level dental hygiene programme with random assignments to two groups. The experimental group participated in a 2-h didactic session, an 8-h preclinical session, an 8-h clinical session and a 1-h question and answer period. An online pretest-post-test survey administered at three time intervals (baseline, 3 and 6 weeks) was used to measure differences between the groups on three subscales (knowledge, values and actions). RESULTS: Cronbach's α for each subscale across time was above 0.90. A repeated-measures anova determined that there were no statistically significant interactions between Time and Group (experimental or control group) for the knowledge and values variables; however, there was a significant interaction between Time (P = 0.003) and Group (P = 0.033) for the actions variable. A content analysis of participants' responses to three open-ended questions reflected both positive and negative comments and revealed that students' primary barrier to implementing the model in client care was lack of time. CONCLUSIONS: Significant differences in the actions variable between the groups suggested that implementation of the CSCCM Instructional Module enhanced students' client-centred actions during client care.

Dental hygienists as adult learners and educators to improve access to care.

OBJECTIVE: The purpose of the qualitative study was to understand dental hygienists as adult learners and educators in their quest to improve access to care. The intent of this article is to share the results from open and focused coding procedures and the participants' rich stories from which the analysis was constructed. METHODS: A grounded theory approach to data collection and analysis was used. Data were collected from eight practitioners in three US states who met the inclusion criteria, using semi-structured interviews. Traditional grounded theory procedures with a constructivist emphasis on lived experiences of the participants and situational analysis were used to analyse the data. RESULTS: The process of learning was experienced in three categories: Awareness, Adaptation and Relationships. Awareness was the process of learning participants experienced as developing consciousness of self, status quo, power and injustice of systems. Adaptation was constructed from experiences of specializing and creating to adjust to the new environments and prepare future practitioners. Relationships were developed to feel connected and collaborate to build support and gain respect to improve access to care. Dental hygienists as educators revealed one category: Improvement. Improvement was the process of educating others to enhance awareness, oral health and the dental hygiene profession. CONCLUSIONS: Dental hygienists were adult learners by using their experiences in the context of their struggle to improve health inequities. A strong educator role was necessary to make improvements in the oral health delivery system.