Developing Dental Hygiene Students as Future Leaders in Legislative Advocacy

Pediatric dentists' participation in advocacy and acceptance of new medicaid children in clinical practice

Introduction

Advocacy involves promoting a noble cause or voicing on behalf of a program, policy, or population group. Previous literature shows that dentists who provide services to Medicaid-enrolled, underserved, and vulnerable children are more compassionate than those who do not.

Aim

To explore the association between pediatric dentists' (PDs) participation in various advocacy-related activities (ARAs) and their monthly acceptance of new Medicaid-enrolled children in their clinical practice to provide dental care services.

Methods

A 14-item pilot-tested survey was created on the SurveyMonkey^® online platform and emailed to 5591 PDs, active American Academy of Pediatric Dentistry members. Data from 789 PD respondents were analyzed. Frequencies, percentages, means, and standard deviations were used to describe the sample. Independent t-tests and chi-square tests assessed the differences between PDs accepting new Medicaid-enrolled children in their clinical practice every month vs. PDs who did not. A multivariable adjusted logistic regression model determined if there was an association between PDs' participation in ARAs and their acceptance of new Medicaid-enrolled children in their clinical practice, controlling for other independent variables.

Results

The mean number of different ARAs performed by PDs was 2.2 ± 1.8. Approximately 65% reported that they accepted new Medicaid-enrolled children every month in their dental clinic to provide dental care services. The multivariable logistic regression model showed that the odds of a PD accepting new Medicaid-enrolled children every month increased by 13% for each additional unit increase in ARA completed, with other variables being held constant (Odds ratio: 1.13, 95% CI: 1.03–1.25, p = 0.01).

Conclusion

PDs who performed more ARAs had greater odds of accepting new Medicaid-enrolled children into their dental practice every month. Education and training in oral health advocacy during dental education for dental students may promote performing ARAs and providing dental care services to Medicaid patients after graduation.

A common European Curriculum for Dental Hygiene - Domain II: Safe and Effective Clinical Practice

This position paper outlines the areas of competence and learning outcomes of the Common European Curriculum for Dental Hygiene (CECDH) that specifically relate to Safe and Effective Clinical Practice. Dental hygienists are required to ensure that they are capable of providing safe and appropriate care for their patients, whilst operating effectively within a wider team. The care provided should be based on contemporaneous evidence wherever possible, and the quality of care and the management systems that underpin it should be regularly audited and improved.

Empowering Students and Influencing Policy Change Through Experiential Public Health Advocacy Education

BACKGROUND

Public health advocacy is central to the work of many health professionals, including nurses. Although deemed to be a core competency for public health practitioners, courses described in the literature often lack a focus on experiential learning, which is an essential component to acquiring public health advocacy skills.

METHOD

This article describes an innovative, 12-week graduate course that provides students with a combination of theory and experiential learning through an opportunity to engage in political advocacy, community mobilization, and media engagement on a current public health issue.

RESULTS

An advocacy campaign undertaken by students to increase community access to the overdose reversal medication naloxone is described in light of the current North American overdose epidemic. Key considerations for teaching public health advocacy to facilitate development of nursing courses elsewhere are highlighted.

CONCLUSION

Public health advocacy education is important and needs to be expanded both within the nursing profession and across all disciplines. [J Nurs Educ. 2019;58(12):698-703.].

Evaluation of advocacy projects in undergraduate and graduate dental hygiene leadership courses

PURPOSE

The intent of this investigation was to describe learners' outcomes regarding a Legislative Advocacy Project and Health Policy Advocacy Project in required leadership courses in dental hygiene curricula.

METHODS

The 7-week legislative project was completed by Bachelor of Science (BS) in a traditional classroom setting and Master of Science (MS) degree dental hygiene students in an online course. The course requirement was a written paper all enrolled students completed, which comprised a significant portion of the final grade. Objectives were developed for topics presented and active learning strategies engaged students to extend learning to a higher level. Weekly activities provided a mechanism for formative assessment, and a rubric determined whether the objectives were met for the summative assessment. In 2016, the BS course was revised to include health policy, and the policy project was implemented.

RESULTS

The majority of students earned A or B grades on the assignments. The overall mean for the BS legislative projects based on 4 years was 89.1 (n = 104); the MS mean based on 12 years was 92 (n = 81). The mean for the BS policy projects, based on 4 years, was 91.9 (n = 111).

CONCLUSIONS

The instructional design of both advocacy projects' objectives, active learning strategies, and summative assessment were strategically aligned and created an effective environment for learning. Oral health practitioners who are empowered to engage in advocacy initiatives are needed in the next generation. Administrators and faculty are called to action to become leaders and advocates for advocacy education in all oral healthcare programs.

Assessing the impact of a didactic lecture for student pharmacists on legislative advocacy

BACKGROUND AND PURPOSE

Advocacy has been defined as "the essential competence". Literature describes and assesses the impact of elective, extracurricular, and co-curricular advocacy experiences, but there is a deficiency of literature that describes and assesses core curricular advocacy experiences.

EDUCATIONAL ACTIVITY AND SETTING

An electronic pre- and post-survey was administered to second-year student pharmacists who attended a didactic lecture on advocacy within a pharmacy law course. All responses were anonymous and matched via self-generated code. Wilcoxon signed rank tests analyzed matched data.

FINDINGS

Pharmacy students were generally unaware of their legislative representation and did not know what to expect when meeting with legislators. A small percentage (24%) had previously contacted their legislator regarding pharmacy topics. All three knowledge items and seven of eight attitudes showed statistically significant improvement after the lecture. Following the lecture, 85% of students agreed/strongly agreed they were more prepared to be an advocate for pharmacy, with 76% reporting increased commitment.

DISCUSSION

This study shows that a brief didactic educational intervention may improve student pharmacists' knowledge of and commitment to political advocacy, addressing previously noted limitations of models to prepare student pharmacists for advocacy efforts. The skill of advocating was not addressed by this intervention.

SUMMARY

A brief didactic lecture at one institution showed a short-term positive influence on pharmacy students' knowledge and attitudes towards legislative advocacy. Introduction of advocacy within the core didactic curricula may provide a method to increase the prevalence of advocates within the profession of pharmacy, but this requires further assessment and identification of best practices.

Post-Graduation Effects of an Advocacy Engagement Project on Alumni of a Dental Hygiene Program

The aim of this study was to investigate advocacy actions of dental hygiene program alumni who had completed a Legislative Advocacy Project (LAP) when they were students in the undergraduate or graduate program. Five variables were assessed: participation, frequency, perceived barriers, engagement, and mentorship. Alumni of the undergraduate and graduate programs were compared regarding frequency of and barriers encountered to legislative advocacy actions. A descriptive-comparative research design was used with quantitative and qualitative analysis. A convenience sample of 157 alumni who had completed a seven-week LAP at Idaho State University between 2008 and 2013 were invited to complete a 52-item author-designed online questionnaire in 2015. The response rate was 41.4%. The results showed a significant difference for participation prior to and after the LAP (df=12, X²=28.28, p=0.005). Most respondents, however, did not participate in legislative actions. There was a significant difference between the two groups for two frequency items: subscribing to online listservs (p=0.001) and contacting political representatives or staff (p=0.003). The three greatest barriers were time, financial resources, and testifying. The analysis found a significant difference between the two groups for the barrier of interest in advocating (p=0.05). In the qualitative analysis, themes emerged about engagement factors (collective efforts and advocacy commitment) and mentorship (mentoring experiences). Advocacy actions after graduation improved, but implementation of actions was challenging due to competing barriers. The results of this study may be useful in identifying key components of advocacy education that should be part of training programs.

Deliberate Integration of Student Leadership Development in Doctor of Pharmacy Programs

The CAPE 2013 Outcomes answered the call for increased student leadership development (SLD) by identifying leadership as a desired curricular goal. To meet this outcome, colleges and schools of pharmacy are advised to first identify a set of SLD competencies aligned with their institution's mission and goals and then organize these competencies into a SLD framework/model. Student leadership development should be integrated vertically and horizontally within the curriculum in a deliberate and longitudinal manner. It should include all student pharmacists, begin at the point of admission, and extend beyond extracurricular activities. The school's assessment plan should be aligned with the identified SLD competencies so student learning related to leadership is assessed. To accomplish these recommendations, a positive environment for SLD should be cultivated within the school, including administrative backing and resources, as well as support among the broader faculty for integrating SLD into the curriculum.