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A distance delivery model to improve accessibility to post-diploma baccalaureate level dental hygiene education.

机译：远程交付模式，以提高文凭后学士学位水平牙齿卫生教育的可及性。

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摘要

Dental hygiene practice is grappling with change as it adapts to the rapidly evolving health care delivery system, and dental hygiene education must respond to the changing needs of its graduates. Dental hygienists and the Canadian Dental Hygienists Association see a need for increasing access to baccalaureate degree dental hygiene education in Canada. Changes in student demographics require flexibility in curriculum delivery. A post-diploma baccalaureate degree program for dental hygienists that is available by distance delivery methods is one mechanism by which to increase access to post-diploma baccalaureate educational opportunities. The purposes of this study were to identify the challenges dental hygienists face as potential learners, to propose a model for a post-diploma dental hygiene baccalaureate degree-completion program for delivery by distance methods, and to suggest appropriate distance delivery methods for courses that would lead to a baccalaureate degree. To achieve these purposes, two surveys were undertaken. A survey of a stratified random sample of 668 members of the Canadian Dental Hygienists Association was conducted to identify learning preferences of dental hygienists who would enrol in a post-diploma baccalaureate degree program. Fifty-seven post-diploma dental hygiene baccalaureate degree programs in Canada and the United States were surveyed to determine the curriculum content and delivery mechanisms of these programs. Response rates were 57.6% for the survey of dental hygienists and 57.9% for the survey of the dental hygiene programs. Dental hygienists are motivated to pursue baccalaureate education by a desire for increased knowledge and for personal satisfaction. They are constrained in their pursuits by a need for flexibility in scheduling, and by family and work obligations. Dental hygienists perceive the barriers or constraints to have a stronger influence than the motivators, as evidenced by higher mean scores in their ratings of these factors. They prefer to pursue baccalaureate education by means of correspondence, computer-based communication/Internet, or evening or weekend classes in their home communities. They are not interested in full-time study or weekend classes in a distant community. They have access to and are comfortable using computers and e-mail. Current dental hygiene post-diploma degree programs are not accessible by the delivery methods that dental hygienists indicate they prefer. Current post-diploma baccalaureate dental hygiene degree programs were most likely to be 120 semester hour credits in length, transfer 60 credits from the diploma, more with an articulation agreement, have a residency requirement of 30 credits, and require a minimum grade point average and National Board exam for admission. They were not likely to require a clinical component but were likely to offer specialization components. They offer a blend of advanced dental hygiene and liberal studies, but were not likely to offer the program by distance delivery methods. A model, including program specifications and a sample curriculum, has been proposed for distance delivery of a post-diploma baccalaureate dental hygiene degree.
机译：牙齿卫生实践正适应变化迅速，因为它适应了迅速发展的医疗服务体系，而牙齿卫生教育必须应对毕业生不断变化的需求。牙科保健员和加拿大牙科保健员协会认为，有必要在加拿大增加获得学士学位的牙科保健教育的机会。学生人口统计的变化要求课程设置具有灵活性。可通过距离传递方法获得的牙科卫生师文凭课程后学位课程是增加获得文凭课程后教育机会的一种机制。这项研究的目的是确定牙科保健员作为潜在学习者所面临的挑战，为文凭后牙科卫生学士学位课程的完成程度计划提供模型，并通过远程方法提出建议，并针对适合课程的学生建议合适的远程方法导致获得学士学位。为了实现这些目的，进行了两次调查。对加拿大牙科卫生员协会的668名成员进行分层随机抽样调查，以确定将参加文凭后文凭课程的牙科卫生员的学习偏好。对加拿大和美国的57个文凭课程后的口腔卫生学士学位课程进行了调查，以确定这些课程的课程内容和提供机制。牙齿卫生员的回应率为57.6％，牙齿卫生计划的回应率为57.9％。牙科保健员出于对知识的增长和个人满意度的渴望而去接受学士学位的教育。他们的追求受到时间表安排的灵活性以及家庭和工作义务的限制。牙齿卫生学家认为障碍或限制因素比动机因素具有更强的影响力，这一点在他们对这些因素的评分中均分较高时可以证明。他们更喜欢通过书信，基于计算机的通信/互联网或在其家庭中的傍晚或周末课程来接受学士学位教育。他们对遥远社区的全日制学习或周末课程不感兴趣。他们可以使用计算机和电子邮件，并且使用起来很舒服。当前的牙科卫生文凭课程无法通过牙科卫生学家表明的偏爱的授课方式获得。当前的文凭后学士学位的牙齿卫生学位课程最有可能达到120个学期小时的学分，从文凭中转出60个学分，并有明确的协议，居留要求为30个学分，并且要求平均最低成绩达到国家委员会考试入学。他们不太可能需要临床组件，但可能会提供专业组件。他们提供了先进的牙齿卫生和综合性研究的结合，但不太可能通过远程传送方法提供该程序。已经提出了一种包括计划规范和样本课程的模型，用于远程提供文凭后学士学位的牙齿卫生学位。

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    Cobban Sandra J.;

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  • 年度 2000
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