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Factors Affecting Adoption of Tobacco Education in Dental Hygiene Programs

Factors Affecting Adoption of Tobacco Education in Dental Hygiene Programs. Margaret S. Stockdale Joan M. Davis Martha Cropper Elaine M. Vitello Southern Illinois University Carbondale. This research was supported by a grant from the American Cancer Society, Illinois Division; PSB-#12.

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Factors Affecting Adoption of Tobacco Education in Dental Hygiene Programs

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  1. Factors Affecting Adoption of Tobacco Education in Dental Hygiene Programs Margaret S. Stockdale Joan M. Davis Martha Cropper Elaine M. Vitello Southern Illinois University Carbondale This research was supported by a grant from the American Cancer Society, Illinois Division; PSB-#12

  2. Study Rationale • Brief chair-side interventions by health care professionals significantly increases successful cessation. • 50% of smokers visit dentists annually, and spend 30 minutes with dental hygienists • Tobacco education in dental/DH programs is minimal and educators do not feel adequately prepared to integrate comprehensive tobacco education in their curriculum. • Current study examined the factors influencing DH faculty coverage of tobacco-related topics in their curriculum.

  3. Theory of Planned Behavior Attitudes Intentions Behavior Subjective Norms Perceived Behavioral Control

  4. Current study Attitudes Toward Tobacco Education + Social Influences On teaching Tobacco education Current Tobacco Education Practices + Self Confidence To Teach Tobacco Education + ? + Demographic Variables Control of External Barriers to Tobacco Education

  5. Methods • Participants • 86 DH faculty in Illinois (12 Community College Programs) • 11 DH faculty attending ADEA conference • Procedure • Survey distributed in program meetings or by mail

  6. Measures: TPB variables

  7. Measures: Criteria

  8. Results: Means, SDs, Correlations

  9. Results: Means, SDs, Correlations

  10. Results: Multiple Regression Curriculum Coverage Variable R2  sr2 I. Demographics .062 Part-Fulltime -.06 .00 Exp. Tob. Cess .24* .04 II. TPB Variables .07 ATE .17 .02 SN -.20 .02 Self Confidence .15 .02 External Control .10 .01 p<.10; *p<.05

  11. Results: Multiple Regression Teach Curriculum Variable R2  sr2 I. Demographics .142 Part-Fulltime .27* .07 Exp. Tob. Cess .00 .00 II. TPB Variables .12* ATE -.12 .01 SN -.12 .01 Self Confidence .14 .01 External Control .33* .08 *p<.05

  12. Results: Multiple Regression Clinic Assessment Variable R2  sr2 I. Demographics .21*** Part-Fulltime -.17+ .03 Exp. Tob. Cess .39*** .13 II. TPB Variables .02 ATE .02 .00 SN -.07 .00 Self Confidence .14 .01 External Control .05 .00 +p<.10; *p<.05

  13. Summary • Although DH faculty had positive attitudes toward tobacco education, self confidence and control over external barriers were only moderately strong. • Self confidence was related to the number of tobacco topics covered in the curriculum, but this was explained by prior tobacco cessation counseling (TCC) experience. • Full-time employees and those who could control external barriers were more likely to teach tobacco curricula. • Part-timers and those with prior TCC experience were more likely to report that tobacco competencies were assessed in clinic.

  14. Conclusions • DH faculty need to be confident and be able to control external barriers in order to teach tobacco curriculum. • Experience with providing TCC may be critical • A comprehensive, flexible curriculum that builds self confidence and reduces barriers may be part of the solution.

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