The role of self-compassion in mediating the effect of perfectionism on personal growth initiative in dental hygienists.

OBJECTIVE: This study explored perfectionism, self-compassion and personal growth initiative in clinical dental hygienists. METHODS: Cross-sectional survey research was conducted with a non-probability sample of clinical dental hygienists (n = 877). The survey had 55 items and consisted of three validated instruments: Frost's Multidimensional Perfectionism Scale-Brief (including evaluative concerns and perfectionistic striving subscales), Neff's Self-Compassion Scale and Robitschek's Personal Growth Initiative Scale. Descriptive, correlation, t-test, ANOVA and logistic regression analyses were used to evaluate the relationships among variables. Mediation analysis was conducted to determine the presence of a mediated moderation effect of self-compassion on perfectionism and personal growth initiative. RESULTS: The completion rate for the survey was 89% (n = 788). Evaluative concerns (M = 11.83) and perfectionistic strivings (M = 15.44) among dental hygienists were high, levels of self-compassion (SC) were moderate (M = 2.87) and levels of personal growth initiative (PGI) were low (M = 38.07) compared to others not in the dental field. The mediation analysis found that SC mediates the relationship between perfectionistic evaluative concerns and PGI. It was also determined that SC mediates the relationship between perfectionistic strivings and PGI. CONCLUSION: Dental hygienists have high levels of perfectionism and may lack necessary levels of self-compassion to counteract those perfectionistic tendencies resulting in a decrease in taking the initiative to engage in opportunities for growth. This suggests the importance of dental hygienists developing a more adaptive perfectionism to balance self-criticism along with not having unrealistic expectations for perfection while engaging in self-compassion that includes self-kindness and mindfulness to support their continued growth.

Faculty caring behavior and effect on dental hygiene students' worry or anxiety.

PURPOSE/OBJECTIVES: Studies in health professional students have shown the students' perception of instructor caring behaviors had a positive impact on student behaviors and their anxiety. Health professional students are under high emotional and academic demands during entry-level programs which can lead to higher anxiety. The purpose of this study was to measure the relationship between worry or anxiety and dental hygiene students' perceptions of faculty caring behaviors. METHODS: Cross-sectional survey research was conducted with a convenience sample of dental hygiene students (n = 355) in the United States using a web-based survey. The validated instruments Nursing Students' Perceptions of Instructor Caring (NSPIC) and Penn State Worry Questionnaire (PSWQ) were used for data collection. The NSPIC contains five subscales including instilling confidence through caring (CTC), supportive learning climate, appreciation of life's meanings, control versus flexibility (F), and respectful sharing (RS). Data analysis included descriptive, correlation, and multiple linear regression. RESULTS: The completion rate was 66% (n = 235). Findings showed the NSPIC subscale, CTC had a statistically significantly higher median score than other NSPIC sub-scales (p < 0001). The NSPIC subscale RS had the second-highest median score. The results of the PSWQ showed that 48% of participants were in the chronic worrier category. Regression analysis showed CTC was a significant predictor of worry (p < 0.001) and a one-unit increase in CTC resulted in a 0.21 decrease in the PSWQ score. CONCLUSION: Our findings suggested instilling CTC behaviors was the most significant faculty caring behavior and was associated with lower levels of student worry. The results from this study may aid in identifying and developing effective caring behaviors for faculty to support students during stressful dental and allied dental curricula.

Faculty perceptions of student incivility in dental hygiene education.

PURPOSE/OBJECTIVE: Conflict and discourtesy between college students and faculty have become increasingly common in higher education. Fallout from uncivil student encounters can have numerous effects on educators' overall health and has been shown to negatively impact learning environments. This research assessed the severity and frequency of student incivility in dental hygiene education and explored the relationship uncivil behavior has on faculty feelings of confidence, career satisfaction, and longevity. METHODS: Cross-sectional survey research was conducted among dental hygiene educators (n = 601) in the United States and Canada using purposive and snowball sampling. The survey (47-item) was developed based on the literature and validated prior to administration. Spearman's correlation coefficient was used to assess the relationship between variables and mean item category scores and thematic analysis was used to identify themes for open-ended questions. RESULTS: Survey completion rate was 78% (n = 469). Behaviors ranked mildly uncivil, such as eating/drinking in class, occurred more frequently, and incivility had less impact on faculty confidence with increased age (r = -.19; P ≤ 0.01). The level of severity of behaviors did not impact educators; however, how often certain behaviors occurred had some effect. Contemptuous behaviors, such as using a disrespectful/sarcastic tone (r = .34, .32, .31; P ≤ 0.01), had the most impact. CONCLUSION: This study determined student incivility exists within dental hygiene education. Day-to-day, minor uncivil behaviors seemingly take a greater emotional toll than occasional, highly uncivil encounter. Understanding how faculty perceive these behaviors may influence development of management strategies, fostering a sense of career satisfaction for educators.

Variations in Periodontal Diagnosis Among Clinicians: dental hygienists' experiences and perceived barriers.

Purpose: Research indicates clinicians face barriers when attempting to utilize evidence-based protocols for periodontal disease and periodontal disease diagnosis often varies between dental providers. The purpose of this study was to identify and better understand dental hygienists' perceived barriers and experiences during the process of diagnosing periodontal disease in clinical practice.Methods: This study used a qualitative design and a purposive sample of dental hygienists (n=20). Utilizing a virtual video-conferencing platform, participants logged into focus group sessions to discuss their experiences with diagnosing periodontal disease in clinical practice. Focus group sessions were recorded and transcribed. Thematic analysis involved the use of inductive coding to draw themes from the data.Results: Dental hygienists reported being responsible for periodontal disease diagnosis, and that they utilized similar classification systems, and agreed with colleagues' periodontal disease diagnoses. However, participants reported the lack of a standardized periodontal classification system was confusing when communicating outside of their dental practice and described both intrinsic and extrinsic barriers to diagnosing disease. A common theme expressed by participants was that patients' lack of acceptance of their periodontal disease status and inability to fund treatment interfered with providing an evidence-based diagnosis and treatment plan. Newly licensed dental hygienists felt somewhat prepared to diagnose periodontal disease upon completion of their education but reported increased confidence in their skills and knowledge with years of practice and continuing education.Conclusion: Study data indicates dental hygienists feel the lack of a standardized periodontal classification system causes confusion and inconsistencies when communicating with other oral health care providers outside of their clinical practice setting, and dental hygienists face barriers when diagnosing periodontal disease. These findings may be instrumental in assisting educators in preparing students for clinical practice.

Experiences and Challenges of Clinical Dental Hygienists Transitioning into Teaching Roles.

Purpose: The purpose of this pilot study was to examine the experiences of novice dental hygiene faculty when transitioning from private practice into clinical teaching roles.Methods: A phenomenological qualitative study was performed using focus groups; data was collected from the responses provided from clinical faculty members during semi-structured interviews. Focus groups were comprised of three to four members. Participants were asked open-ended questions regarding their experiences, and to identify helpful strategies which assisted them as they entered the clinical teaching setting.Results: Participants were both female (n=16) and male (n=1), ranging from 25 to 60+ years of age, with clinical teaching experience ranging from 1 to 5 years. Emergent themes, identified from an analysis performed on the participant's responses, revealed numerous strategies encountered by novice faculty as they entered clinical teaching roles. Strategies found to be helpful during the transition into clinical teaching included: shadowing experienced faculty, availability of resources such as textbooks and course materials for use as teaching aids, and orientation sessions held prior to the beginning of each semester. Few challenges were identified from the participants' responses, however, younger novice faculty members shared challenges in regards to being taken seriously by students due to their age. Older faculty members found relearning course content and terminology to be challenging.Conclusion: Increased understanding of the unique experiences of novice clinical faculty, and identification of the successful strategies and challenges encountered by these individuals, may aid in developing effective approaches and programs for novice faculty as they enter clinical teaching roles.

Assessing Student Satisfaction with Face-to-Face Synchronous Distance Education in a Dental Hygiene Program.

As universities and colleges seek to reach more students in efficient ways, the use of synchronous distance education (SDE) can be an alternative to traditional classrooms. This study focused on face-to-face SDE, in which classrooms equipped with interactive synchronous technologies allow students in both classrooms and the professor to synchronously see and hear one another. The aims of the study were to aid educators in understanding student concerns, determine whether face-to face SDE was sacrificing overall student satisfaction, and investigate whether satisfaction improved as the program matured. This mixed-methods study utilized a convenience sample of two cohorts of dental hygiene students (n=122) in one program: Cohort 1, which graduated in 2014 as the first class to experience face-to-face SDE; and Cohort 2, which graduated in 2015. The response rate for the two cohorts was 95%. Perceptions of face-to-face SDE versus traditional classroom experiences and characteristics of face-to-face SDE were measured using pre- and post-program surveys. The results showed no difference in student perceptions and expectations pre-course vs. post-course, although Cohort 2 had a more positive perception of SDE than did Cohort 1 (p<0.001). Perceptions of characteristics related to the classroom setting and instructor satisfaction were overall positive (p<0.001). The qualitative data suggested that technological support and faculty familiarity with SDE were substantial influences on students' satisfaction. Overall, there was no significant difference in satisfaction with face-to-face SDE when students compared it to their previous classroom experiences.

Assessment of Students' Sense of Community in Distance Education Classrooms of U.S. Dental Hygiene Programs.

The aim of this study was to examine the association between distance education (DE) and students' sense of classroom community (SCC) in U.S. dental hygiene programs. The concept of SCC is recognized to have an influence on students' educational outcomes. With the goal of increasing diversity among future dental professionals, there comes a need to accommodate students of various backgrounds through the use of DE. The impact of DE on students' SCC has not been studied in previous research. This 2014 cross-sectional survey study looked at a convenience sample of dental hygiene students finishing their first or second clinical year to assess their SCC. Participating programs had both host and satellite campuses and utilized DE for didactic course delivery at the remote sites. To calculate the students' sense of community, Rovai's Classroom Community Scale (CCS) was utilized, and demographic information was collected. Six of the 13 eligible programs agreed to participate; the overall response rate for individual students was 25%. When evaluated on their sense of community, the satellite college-based students scored 26.47 CCS units and 14.51 learning subscale units lower than the host college-based students. These results suggested a negative association between the students' sense of community and their affiliation with satellite campuses when controlled for demographic variables. The findings suggest a negative trend in the SCC for dental hygiene students on remote campuses and utilizing DE for a portion of their curriculum. This trend can potentially decrease students' educational success and satisfaction and should be addressed.