Interprofessional peer-led learning in oral health training

ABSTRACT

Research on peer-led interprofessional learning in oral-health training for pediatric nurse practitioner (PNP) students is sparse. Therefore, we conducted a mixed-methods pilot study to assess the feasibility and impact of a student-led interprofessional training program centered on pediatric oral-health with PNP and dental students. Eleven PNP students rotated through the dental clinic to receive an oral-health education from 12 second-year dental students. These students learned how to treat avulsed teeth, apply fluoride varnishes, detect caries, and to do lap-to-lap baby dental exams. A reflection and a self-report survey-measure were used to elucidate what the students gained from the experience, their satisfaction with the training, how it may be improved, and how they see future collaboration of PNPs and dentists. PNP students felt dental students were well equipped to teach them, felt confident in their ability to conduct an oral evaluation/apply fluoride varnishes, and felt the experience to be valuable to their future practices. Dental students learned the scope of practice of PNPs and ideated ways the two professions overlap and complement each other. While some may find it challenging to envision dentistry regularly collaborating with other healthcare providers, clinical interprofessional education can be one way to break down these barriers.

KEYWORDS:

• Interprofessional-education
• pediatric-nurse-practitioner
• oral-health
• dental-students
• nursing-students
• peer-learning

Acknowledgments

The authors wish to thank student research assistants and recently graduated dentists, Chloey L. Jones and Jeffery Rawley for their support in the implementation of the training program, the initial stages of qualitative analysis and the literature review.

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Additional information

Notes on contributors

Tobie Jones

Tobie A. Jones is an Assistant Professor in the Department of Restorative Dentistry and the Director for Interprofessional Education at OHSU School of Dentistry.  After graduating from OHSU School of Dentistry in 2011, Tobie spent four years in the Navy as a general dentist at the Naval Air Station in Lemoore, California.  In 2016, she joined OHSU as full-time faculty, and is currently the course director for both the first and second year pre-doctoral Comprehensive Care courses and the university’s Foundations of Patient Safety & Interprofessional Practice course, which is taken by all first-year learners at OHSU.  Tobie received her Masters of Science in Education, in the area of curriculum and instruction in 2018, and has a passion for improving the educational environment.  Her research interests include alternate testing methodology, faculty and student self-efficacy, student-led learning, and interprofessional education.

Asma Taha

Asma Ali Taha is an Associate Professor and the Pediatric Nurse Practitioner Program Director at the School of Nursing at Oregon Health & Science University in Portland, Oregon. Dr. Taha is a respected educator, researcher, clinician, and mentor, known for her advocacy for children, families, and best practice in pediatrics close to home and around the world.