Stanley Jennifer L, Hanson Carrie L, Van Ness Christopher J, Holt Lorie
J Dent Hyg. 2016 Jun;90 Suppl 1:42.
To assess U.S. dental hygiene educators' evidence-based practice (EBP) knowledge, attitude, access and confidence and determine whether a correlation exists between assessment scores and level of education, length teaching and teaching setting (didactic, clinical or both).
A cross-sectional survey was conducted with a sample of dental hygiene faculty from all 334 U.S. dental hygiene schools. ANOVA and Pearson correlation coefficient statistical analysis were utilized to investigate relationships between demographic variables and application of evidence-based principles of patient care.
This study involved a non-probability sample (n=124), since the total faculty among all U.S. dental hygiene schools was not determined. Analysis demonstrated a positive correlation between EBP knowledge, access and confidence scores indicating that as knowledge scores increased, so did confidence and access scores (r=0.313, p<0.01 and r=0.189, p<0.05, respectively). Study findings also revealed that faculty who held advanced educational degrees scored significantly higher in EBP knowledge (F3,120=2.81, p<0.04) and confidence (F3,120=7.26, p<0.00).
This study suggests the level of EBP knowledge, attitude, access and confidence increases with additional education. Therefore, more EBP training may be necessary for faculty who do not possess advanced education. Results of the study indicate that further incorporation of EBP into dental hygiene curricula may occur as dental hygiene educators' knowledge of EBP increases, which in turn could enhance students' acquisition of EBP skills and their application of EBP principles toward patient care.
评估美国口腔卫生教育工作者基于证据的实践（EBP）知识、态度、获取途径和信心，并确定评估分数与教育水平、教学时长和教学环境（理论教学、临床教学或两者皆有）之间是否存在相关性。
对美国334所口腔卫生学校的口腔卫生教师样本进行了横断面调查。采用方差分析和Pearson相关系数统计分析来研究人口统计学变量与基于证据的患者护理原则应用之间的关系。
由于未确定美国所有口腔卫生学校的教师总数，本研究涉及一个非概率样本（n = 124）。分析表明，EBP知识、获取途径和信心分数之间呈正相关，这表明随着知识分数的增加，信心和获取途径分数也会增加（r分别为0.313，p < 0.01和0.189，p < 0.05）。研究结果还显示，拥有高等学位的教师在EBP知识（F3,120 = 2.81，p < 0.04）和信心（F3,120 = 7.26，p < 0.00）方面得分显著更高。
本研究表明，随着教育程度的提高，EBP知识、态度、获取途径和信心水平也会提高。因此，对于没有高等教育背景的教师来说，可能需要更多的EBP培训。研究结果表明，随着口腔卫生教育工作者对EBP的了解增加，EBP可能会进一步纳入口腔卫生课程，这反过来可能会提高学生对EBP技能的掌握以及他们将EBP原则应用于患者护理的能力。
