A mixed methods salutogenic exploration of dental and dental hygiene program learning environment and curriculum as perceived by students
| dc.contributor.author | MacDonald, Laura Lee | |
| dc.contributor.examiningcommittee | Ripat, Jacqueline (Occupational Therapy) Anderson, Judith (Biological Sciences) Cooper, Juliette (Occupational Therapy) Gurenlian, JoAnn (Dental Hygiene, Idaho State University) | en_US |
| dc.contributor.supervisor | Ready, Elizabeth (Kinesiology and Recreation Management) Schonwetter, Dieter (Kinesiology and Recreation Management) | en_US |
| dc.date.accessioned | 2020-12-09T16:38:02Z | |
| dc.date.available | 2020-12-09T16:38:02Z | |
| dc.date.copyright | 2020-11-24 | |
| dc.date.issued | 2020 | en_US |
| dc.date.submitted | 2020-11-24T22:30:06Z | en_US |
| dc.degree.discipline | Applied Health Sciences | en_US |
| dc.degree.level | Doctor of Philosophy (Ph.D.) | en_US |
| dc.description.abstract | Little is known about the University of Manitoba dental (DMD) and dental hygiene (DipDH) students’ program experience and the health-of-self professional competency. This sequential exploratory mixed methods study explored students’ perceptions from a salutogenic perspective. Analysis of accreditation documents took place followed by four senior student focus groups (FG). Analysis of FG discussions involved Charmaz’s grounded theory process elements. Qualitative findings guided the survey development which included the Sense of Coherence-29 (SOC-29). Seven theoretical categories emerged from the FG analysis: realizing health-of-self; sensing program as health-promoting learning setting; experiencing health-of-self curriculum; programming structure; programming strategy; health-promoting people; and facilitating learning environment. Six significant relationships emerged between the programs. The DMD program predicted 8.4% of the variance for realizing health of self (DipDH composite score [CS] = 2.20, DMD CS=2.63, r = -0.29, p = 0.001) and 25.0% for the program structure about the patient booking system (DipDH CS = 1.67, DMD CS = 2.76; r = -0.50, p = 0.000). The DipDH program predicted 10.24% of the variance for experiencing a health-of-self curriculum (DipDH CS = 3.43, DMD CS = 2.84; r = 0.32, p = 0.000), 19.36% for program strategy regarding extending the curriculum (DipDH CS = 2.96, DMD CS = 1.77; r = 0.44, p = 0.000), and 6.25% for health-promoting program-based people (DipDH CS = 3.60, DMD CS = 3.09; r = 0.25, p = 0.005). Students perceived a lack of a health-of-self curriculum and little about the learning environment in support of the competency. The SOC-29 scores indicate a moderate SOC (r = -0.25, p=0.004) with DMD program mean of 127.37 SD = 19.08 and the DipDH program mean of 116.60 SD = 17.19. The study positions the DMD and DipDH programs to spearhead how program decision-makers might enable, mediate, advocate students’ health-of-self competency. | en_US |
| dc.description.note | February 2021 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/35159 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | Salutogenesis | en_US |
| dc.subject | Health-promoting | en_US |
| dc.subject | Health promotion | en_US |
| dc.subject | Healthy learning | en_US |
| dc.subject | Learning environment | en_US |
| dc.subject | Curriculum | en_US |
| dc.subject | Dental hygiene students | en_US |
| dc.subject | Dental students | en_US |
| dc.subject | Health-of-self competency | en_US |
| dc.title | A mixed methods salutogenic exploration of dental and dental hygiene program learning environment and curriculum as perceived by students | en_US |
| dc.type | doctoral thesis | en_US |