Dental hygienists as adult learners and educators to improve access to care.
To cite this article: Int J Dent Hygiene 10, 2012; 36-45 DOI: 10.1111/j.1601-5037.2011.00510.x Rogo EJ. Dental hygienists as adult learners and educators to improve access to care. Abstract: Objective: The purpose of the qualitative study was to understand dental hygienists as adult learners and edu...
| Publicado en: | International Journal of Dental Hygiene Vol. 10; no. 1; pp. 36 - 46 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Feb2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104630563&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104630563 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 16015029 K8M jtl: International Journal of Dental Hygiene issn: 16015029 maglogo: Y pubinfo: dt: Feb2012 vid: 10 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104630563 70330411 10.1111/j.1601-5037.2011.00510.x NLM21564537 104630563 ppf: 36 ppct: 10 formats: fmt: @attributes: type: P tig: atl: Dental hygienists as adult learners and educators to improve access to care. aug: au: Rogo, Ej affil: Author's affiliation: EJ Rogo, Department of Dental Hygiene, Idaho State University, Pocatello, ID, USA sug: subj: Dental Hygienists Adult Education Professional Role Health Educators Qualitative Studies Health Services Accessibility Coding Grounded Theory Semi-Structured Interview Work Experiences Washington Oregon California Learning Oral Health Medically Underserved Medicaid Human Education, Continuing Professional Development ab: To cite this article: Int J Dent Hygiene 10, 2012; 36-45 DOI: 10.1111/j.1601-5037.2011.00510.x Rogo EJ. Dental hygienists as adult learners and educators to improve access to care. Abstract: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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