• Dental Hygiene and Occupational Therapy: Working Together to Improve Oral Care

      Dishman, Karen; Coan, Lorinda
      The purpose of this quality improvement project is to determine the effectiveness and student satisfaction following a virtual interprofessional learning module between dental hygiene and occupational therapy students. Will a virtual interprofessional experience (IPE) learning module between dental hygiene and occupational therapy students improve student’s interprofessional teamwork skills and knowledge, and provide student satisfaction with their IPE learning experience? The Triple Aim and more preventive focus on systemic health resulted in the Affordable Care Act (ACA). This medical focus improves public health, patient experiences, and controls costs. 1 This led to a medical-dental integration (MDI) model whereby medical and dental systems are linked to support patients and remove treatment barriers. 2 Based on IPCP concepts; it requires IPE- providing curricular experiences readying students for collaborative practice. Lack of IPE experiences contributes to misinformation about qualifications and scope-of-practice of other providers, influences interactions with other disciplines and self-perceptions as professionals. 3 Amended dental hygiene accreditation standard 2-15 requires including IPE within curricula. 4 A virtual interprofessional learning module was implemented with 30 occupational therapy students and 23 dental hygiene students from September-December 2020. Students were asked to complete the SPICE-R2 instrument and additional five questions both prior to and after completing the IPE virtual module to determine the module’s effectiveness and student satisfaction. Voluntary surveys were distributed through Qualtrics and displayed the informed consent letter. Each survey took no more than 10 minutes to complete. Data collected will be used to determine future implementation of virtual interprofessional activities and will be used to share with other educators in dissemination through articles, presentations and posters. How did the implemented strategy impact student learning or academic success? Results revealed improvement in student understanding of professional criteria and in interactions with other providers. See student quotes below: Combining various fields of thought can bring about new ideas as well as solutions to the issues faced by a client. With this newly obtained aspect on client-centered care, we can now look at clients in more than one selective view. Moving forward, we will apply what we learned about communication to future IPE experiences to provide collaborative care to our patients. What are the findings related to student learning and success or your teaching practice? All students completed the IPE simulation requirements successfully. Showed improvement in all pre/post survey questions. What were the unexpected outcomes and lessons learned? Student reported surprise in the level of similarity between professional curricula. Students were impressed by the depth of knowledge in each other’s professional skill set. How might others apply, adapt, or extend what you have done to address student learning or academic success in their teaching practice? Follow up experiences allowing live interactions in the community. Utilization of a standardized patient. Focus on providing detailed procedural instructions. References Beasley C. The Triple Aim. Optimizing health, care, and cost. Health Exec 2009 Jan-Feb;24(1):64-6. World Health Organization. Framework for action on interprofessional education and collaborative practice [Internet]. Geneva: World Health Organization; 2010; [cited 2020 Dec 15] Available from: http://www.who.int/hrh/resources/framework_action/en/ Ateah CA, Snow W, Wener P, et al. Stereotyping as a barrier to collaboration: does interprofessional education make a difference? Nurse Educ Today. 2011 Feb; 31(2):208-13. American Dental Association. Accreditation standards for dental hygiene education programs. [Internet] Chicago: Commission on Dental Accreditation. c2019 [cited 2020 Dec 15]. Available from: https://www.ada.org/~/media/CODA/Files/2019_dental_hygiene_standards.pdf?la=en
    • Same-Day Dental Procedures with Questions Requiring Immediate Responses: An IPE Assignment

      Hall, Mellissa; Coan, Lorinda; Holt, Emily
      Research Question/Context Does an interprofessional assignment support learning between two student groups: Dental Hygiene/Dental Assisting and graduate nursing students in a family nurse practitioner specialty? The interprofessional assignment was developed to simulate a real-life experience using a “patient” waiting for a dental procedure. The goal of the assignment was to emphasize shared patient responsibility between dental and primary care professionals. Clinical scenarios included commonly encountered concerns: uncontrolled diabetes, uncontrolled blood pressure, or daily use of medications associated with bleeding risk. Grounding The theoretical foundation of the assignment was derived from E.E. Bayles’ discussion of theories supporting learning (1966). Bayles’ emphasized five tenets of learning: learning as a mental discipline, learning as conditioning, learning as preparation for life, learning as development of insight, and learning as operant conditioning. The interprofessional assignment focused on the third and fourth tenets as presented by Bayle. Students were assigned commonly presenting patient scenarios they will deal with daily in their professional lives. With the patient scenario, students were led to develop insight on how to ask or provide answers supported by current literature/standards of patient care. Methods An interprofessional site was opened through the Blackboard Learning Management System for both dental hygiene/assistant students and graduate nursing students. IRB ruling was received from the University of Southern Indiana. The Blackboard site provided details about the assignment for both student groups and explained informed consent. Students could opt out of the study, but all were required to complete the assignment. The pre/post questionnaires focused on the value of the IPE assignment (King, Shaw, Orchard & Miller, 2010). Data from pre and post questionnaires were compared to determine the effectiveness of the assignment. Pre-IPE assignment responses (N = 71) and post-IPE responses (N = 50) were compared. Discussion/Lessons Learned Pre and post student surveys included quantitative and qualitative questions. Findings from the quantitative questions supported > 98% of students reported the IPE assignment was of value and helped them to understand the other profession’s role in patient care. The majority of both students groups responded the assignment helped understand how classroom content would be applied to their future work setting. Most qualitative responses were positive as well. Other disciplines could adapt a similar IPE assignment based upon anticipated collaboration between professions and the necessity for timely answers to assure patients/customers receive appropriate and timely services. References Bayles, E. (1966). Theories of Learning and Classroom Methods. Theory Into Practice, 5(2), 71-76. King, G., Shaw, L. Orchard, C.A. & Miller, S. (2010). ISVS: The interprofessional socialization and valuing scale: A tool for evaluating the shift toward collaborative care approached in health care settings. Work, 35 (1), 77-85.
    • Survey of Dental Hygiene and Occupational Therapy Students' Perceptions of Team Behaviors and Client Satisfaction during an Interprofessional Education Event

      Coan, Lorinda; Arvin, Mary Kay; Reynolds, Erin
      Oral hygiene is an aspect of daily self-care that has a significant connection to overall health. There is a direct connection between the condition of the mouth, the condition of other systems in the body, and the transmission of infection throughout the body (Azarpazhooh & Leake, 2006; Li, Kolltveit, Tronstad, & Olsen, 2000; Sloane et al., 2013; Stein & Henry, 2009). Daily oral hygiene to maintain oral health has direct benefits for older adults (Bissett & Preshaw, 2011; U.S. Department of Health, 2011). In contrast, a poor oral hygiene regimen is associated with serious risks to overall health, especially in older adults who have been already diagnosed with certain medical conditions and are at risk for health complications (Azarpazhooh & Leake 2006; Li et al., 2000; Salamone, 2013; Stein & Henry, 2009). As patients age and experience a declining health status that leads them into long term care (LTC), oral hygiene tends to receive less attention than other activities of daily living (ADL) (McNally et al., 2012). Occupational therapy (OT) practitioners and dental hygienists (DH) share similar goals in the effort to improve oral healthcare in all populations. Shared assessments include both cognitive and physiological performance skills. Through a collaborative service learning activity, OT and DH students demonstrated interprofessional skills while performing oral and upper body screening of adult clients from the. Survey results indicate positive student perceptions of team planning, as well as high patient (adult volunteer) satisfaction in the care provided.