التفاصيل البيبلوغرافية
| العنوان: |
Dental Hygiene Curriculum and Core Competency Development: A Case Study of One Ontario College Program |
| المؤلفون: |
Capacchione, Laura |
| المساهمون: |
Janzen, Katharine, Leadership, Higher and Adult Education |
| سنة النشر: |
2019 |
| المجموعة: |
University of Toronto: Research Repository T-Space |
| مصطلحات موضوعية: |
capabilities approach, case study, convergent parallel, core competencies, dental hygiene, mixed methods |
| الوقت: |
0275 |
| الوصف: |
The purpose of this convergent parallel mixed methods case study was to explore the dental hygiene curriculum at one Ontario College, referred to as DH College (pseudonym) to discover educator, student, and graduating student perceptions of teaching and learning strategies related to national core competency development. Dental hygiene programs across Canada use these entry-to-practice National Dental Hygiene Competencies to develop curricula. All full-time educators of the program were invited to participate in an online survey and interview. This study explored how participating educators (n=7) in the DH College program interpreted, integrated, and assessed student achievement of core national competencies in the classroom. Through document analysis the study explored how students (n=144) perceived learning experiences related to core competency development. And, through the use of an online survey, the study further explored how participating graduating students (n=20) self-assessed their abilities related to the core national competencies. The Capabilities Approach theoretical framework grounded this study. The conclusions drawn from the findings of this mixed methods case study suggest that the DH College curriculum supports the development of core national competencies which are: the dental hygienist as a professional, communicator and collaborator, critical thinker, advocate, and coordinator however, educators find it challenging to teach professionalism and advocacy in the classroom. Three of the seven educators interviewed felt that graduates are not attaining all of the 70 core ability-based outcomes at the level of national expectations. And, graduating students reported that they had gained no understanding or a less than a basic understanding from their program curriculum with respect to 21 (30%) of the 70 core national ability-based outcomes required for entry-to-practice into the profession. Furthermore, and most importantly, educators were not unanimous in their explicit understanding of what ... |
| نوع الوثيقة: |
thesis |
| اللغة: |
unknown |
| العلاقة: |
http://hdl.handle.net/1807/97343Test |
| الإتاحة: |
http://hdl.handle.net/1807/97343Test |
| رقم الانضمام: |
edsbas.76EC6BAC |
| قاعدة البيانات: |
BASE |
