Dental Hygiene and Nursing Students’ Perceptions of Interprofessional Collaboration

Background:

Emerging models of care highlight the importance of interprofessional collaboration (IPC) and research demonstrates the bidirectional relationship between oral health and systemic disease. This is an ideal opportunity to incorporate oral health into interprofessional education (IPE) learning activities. Focusing on preventive health through oral care in IPE activities improves patient outcomes, decreases medical costs, and improves the health of the population.

To demonstrate the importance of oral care to reduce ventilator-associated pneumonia, second-year dental hygiene and nursing students at Parkland College completed a simulation activity on a ventilated patient. This study is designed to evaluate the effect of a simulation activity on dental hygiene and nursing students’ attitudes regarding interprofessional collaboration.

Methodology:

The study used a quasi-experimental survey design. In response to an email soliciting participation sent to 34 dental hygiene and 49 nursing students prior to the simulation activity, 28 students completed the pre- and post-surveys. The IPEC Competency Self-Assessment Version 3 Tool was used to measure attitudes regarding IPC. Data were analyzed in SPSS Version 25 using a Wilcoxin Signed-Rank Test. Dental hygiene and nursing students were assessed together. Descriptive statistics were used to evaluate the ordinal data from the Likert-scale survey. Median IPEC survey scores, interquartile ranges, and standard deviations for each domain were calculated. Significance was set at p < 0.05.

Results:

A Wilcoxin signed-rank test showed that there was a significant difference (Z= -3.447, p < .001) between pre- and postsurvey Interprofessional Interaction scores and no significance was shown pre- to postsurvey in the Interprofessional Values Domain (Z= -2.374, p < 0.18). Despite the statistical significance differences between domains, median scores between the pre-and postsurvey showed improvement. In addition to the postsurvey Likert scale questions, students were asked to respond to open-ended questions regarding the simulation activity and shared noteworthy responses.

Conclusion:

This study suggests IPE improves students’ attitudes regarding collaboration. Attitudes influence behaviors and it is beneficial to gain an understanding of students’ perceptions to provide meaningful education experiences across disciplinary boundaries.

Reflections:

A significant amount of planning and coordination from instructors is crucial to optimize an interprofessional activity. As for students, a level of vulnerability in learning, especially with students from an outside profession, elevates the experience and provides a greater take-away. Students not only learn fundamental information from one another but can also take the collaborative spirit with them in practice.

This study did not receive any funding from an outside source.