• Journal of dental hygiene science
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• v.17 no.1
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• pp.1-11
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• 2017

There are 82 dental hygiene departments and clinical training institutes across the country with a very wide range of clinical practice content and evaluation methods, making standardization difficult. Therefore, there is a need to establish a standard protocol outlining clinical practice content and evaluation methods for systematic and efficient operation of clinical practice. Thus, this study attempted to propose such a protocol for standardization of dental hygiene clinical practice in dental clinics and hospitals to examine the contents of clinical practice by reviewing relevant literature, and relating it to professional practice within the dental hygienic curriculum to facilitate enhancement of expertise. Clinical practice content was extracted from 74 cases, and was consisted of classifying mandatory and optional clinical practice, training time, and activity methods for each component. To standardize effective clinical practice, it is necessary to organize the components acquired in the course of clinical dentistry training in line with their arrangement on each university's curriculum, in order to learn all components step by step. To do this, it is necessary to present a standardized clinical practice protocol and a organic cooperation between educational institutions and clinical training institutions.

• Journal of Korean society of Dental Hygiene
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• v.19 no.5
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• pp.791-802
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• 2019

Objectives: The purpose of this study was to investigate the relevance of stress and stress amounts of physical environment factors and interpersonal factors of clinical practice institution of dental hygiene department students. It is in order to create condition to focus on clinical practice institution. Methods: The participants in this study were 231 dental hygiene department students engaged in clinical practice; the survey was conducted from September 1 to 30, 2018, using a structured questionnaire (1040460-A-2018-036). The questionnaire consisted of items on participants' general characteristics (4 items), characteristics of the clinical practice institution (9 items), stress from environmental factors (8 items), stress from interpersonal factors (7 items), and stress amounts of BEPSI (5 items). The collected data were compared and analyzed using a t-test, ANOVA, and multiple regression. Results: The physical environment and interpersonal factors of stress according in clinical practice institutions were statistically significant. In case of a number of dentists (p<0.05), subjective practice atmosphere (p<0.001), practice satisfaction (p<0.001), and kindly teach (p<0.001). The factors affecting the amount of stress on the characteristics of the clinical practice institution were that the dental clinic, the relationship with the dental hygienist is common, the number of dentists is 4 or more, and there is no resting room. Conclusions: The selected clinical practice institutions should provide dental hygiene department students with places to relax and a systematic hands-on manual.

• Journal of Korean society of Dental Hygiene
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• v.23 no.6
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• pp.501-509
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• 2023

Objectives: This study aimed to analyze the relation between factors related to the clinical performance competency of dental hygiene students and their clinical learning environment. Methods: The study conducted a survey of dental hygiene students from October 18 to 30, 2023. The data were analyzed using one way analysis of variance, t-test, and stepwise multiple regression. Results: The total practicum lasted ≤10 weeks, 11-15 weeks, and ≥16 weeks for 41.7%, 33.5%, and 24.8% of the students, respectively. Half of them had experience at only one clinical institution. Clinical learning environment had an average score of 3.46 points, whereas the average clinical performance competency of the participants was 3.60 points. The major influencing factors on clinical performance competency were identified as preceptor' s guidance (β=0.277), work participation opportunities (β=0.213), and perceived importance of clinical practice (β=0.136). Conclusions: Efforts are required to provide students with prior education on the importance of clinical practice, improve the clinical learning environment with a focus on preceptor's guidance and work participation opportunities. And standardize various elements to resolve differences in the practice of clinical institutions across regions.

• Journal of Korean society of Dental Hygiene
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• v.13 no.5
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• pp.827-833
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• 2013

Objectives : The purpose of the study is to investigate the relationship between self-leadership in clinical practice and stress in dental hygiene majoring students. Methods : Subjects were 250 dental hygiene majoring students in J area from March 20 to April 20, 2012. Data were analyzed using the statistical package SPSS WIN 12.0 for frequency, mean and standard deviation analysis, one-way ANOVA and multiple regression. Results : There were significant differences between Satisfaction and clinical practice, practice and major stress factors(p<0.01). There were significant differences between practices, satisfaction, and self-expectations(p<0.001). The explanatory power of the model was 9%(p<0.05). The combination of self-leadership, activity, interpersonal factors were very important factors and the explanatory power of the model was 8%(p<0.001). Conclusions : Self-leadership is able to decrease stress. Self-leadership is very important in clinical practice in dental hygiene majoring students.

• Journal of Korean society of Dental Hygiene
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• v.14 no.6
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• pp.935-942
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• 2014

Objectives: The purpose of the study was to investigate the related factors of clinical practice satisfaction and social support in dental hygiene students. Methods: A self-reported questionnaire was filled out by 420 dental hygiene students in Gwangju and Jeonnam from March 8 to April 8, 2014. Except 26 incomplete answers, 394 data were analyzed. The instrument consisted of general characteristics of the subjects(7 questions), social support(7 questions), and satisfaction level with clinical practice(22 questions). The instrument for satisfaction level with clinical practice included self-esteem(1 question), interest and usefulness(2 questions), knowledge application(1 question), place of clinical practice(1 question), and influence by practice leader(1 question). Cronbach alpha was 0.773 in the study. The instrument of social support was adapted from Park and reconstructed. Social support included emotional support(11 questions), self-esteem support(7 questions), and informative support(4 questions). Social support was score by Likert 5 scale and higher score showed the higher social support. Results: The dental hygiene students got a mean of $3.11{\pm}0.55$ in clinical practice satisfaction. They got 3.35 points in satisfaction with major and 3.32 in satisfaction with curricula(p<0.001). They got a mean of $3.68{\pm}0.55$ in social support. They got $3.69{\pm}0.57$ in emotional support; $3.81{\pm}0.59$ in self-esteem support; and $3.53{\pm}0.66$ in informative support. The influencing variables on satisfaction with clinical practice were self-esteem support(B=0.202), satisfaction with major(B=0.234), and satisfaction with curricula (B=0.128). Conclusions: There was a close relationship between satisfaction with clinical practice and social support. In order to enhance the satisfaction with clinical practice, it is necessary to connect self-esteem support with major satisfaction and curricula satisfaction.

• Journal of dental hygiene science
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• v.15 no.4
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• pp.457-464
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• 2015

The purpose of this study was to examine the relationship between image of dental hygienists and clinical practice satisfaction of dental hygiene students. The subjects in the study were 706 female students who majored in dental hygiene at randomly selected colleges, which were located in Daejeon, Ulsan, and North Chungcheong province. Data were gathered using structured questionnaires from October 20, 2014 to April 13, 2015. The major findings of the study were as follows: The average of satisfaction with clinical practice was 3.32, The average of image of dental hygienists was 3.55. As for clinical practice satisfaction by general and practice characteristics, there were statistically significant difference according to degree of satisfaction for major, as for image of dental hygienists, there were statistically significant difference according to grade, degree of satisfaction for major, number of clinical experience, practice organization and admission motive. The relationship of image of dental hygienists and clinical practice satisfaction was analyzed, and clinical practice satisfaction had a significant positive effect on image of dental hygienists. As a result of analyzing which variables affected image of dental hygienists, it's found that image of dental hygienists were under the influence of number of clinical experience, practice organization and clinical practice satisfaction. Clinical practice satisfaction influenced image of dental hygienists. Therefore, dental hygiene students are given a chance to have positive image through well-structured clinical practice.

• Journal of Korean society of Dental Hygiene
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• v.14 no.5
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• pp.649-658
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• 2014

Objectives : The purpose of the study is to investigate the relationship between the satisfaction levels of education and clinical practice in the dental hygiene students and to provide the basic data for the improvement of satisfaction with major. Methods : A self-reported questionnaire was filled out by 487 dental hygiene students in Busan, Gyeongnam, and Ulsan. Data were analyzed by SPSS 19.0 program. Results : Those who chose the dental hygiene by themselves tended to have higher satisfaction(p<0.05). Those who chose the major by teacher's advice tended to have higher satisfaction for the clinical practice(p<0.05). The satisfaction level between the education and clinical practice was equally proportional to each other. Multiple regression test showed that the influencing factors on satisfaction level included major satisfaction and lecture satisfaction(p<0.05). Conclusions : Satisfaction with the major influenced on the clinical practice performance. More systematic approach for the better curricula can bestow the students satisfaction with the major in the future.

• Journal of Korean society of Dental Hygiene
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• v.20 no.5
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• pp.717-731
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• 2020

Objectives: The purpose of this study was to develop applicable standards for clinical dental hygiene practice in Korea and to evaluate their validity. Methods: Based on the standards for clinical dental hygiene practice developed in the United States and Canada, the standards were adapted to be applicable in Korea. The validity of the standards was evaluated by a self-writing questionnaire among 14 professors and 10 clinicians using a developed tool for evaluating the standards. A focus group interview was additionally conducted for clinicians to increase the validity of the standards. Descriptive statistics and Mann-Whitney test were performed using SPSS 25.0. To analyze the content of the focus group interviews, content analysis was conducted. Results: The standards for clinical dental hygiene practice consisted of five elements of professionalism for dental hygienists and a total of 28 items to perform the five stages of dental hygiene process of care (assessment, diagnosis, planning, implementation, and evaluation) and included conceptual meaning, clinical significance, and application methods with examples for each item. Conclusions: The standards for clinical dental hygiene practice developed in this study could contribute to standardizing dental clinical practices provided by dental hygienists. It is necessary to consistently improve the standards that are highly practical, to prevent oral diseases and maintain oral health of the public, based on the results of this validity evaluation.

• Health Communication
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• v.13 no.2
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• pp.133-140
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• 2018

Purpose: This study was performed to provide basic educational data for improvement of satisfaction in clinical practice by investigating the relationship of clinical practice satisfaction with self-efficacy, fatigue and communication skill in dental hygiene students. Methods: A survey using a self-administered questionnaire was conducted among 205 second- and third-year students enrolled in an dental hygiene program at three colleges located in A and B province from March 10 to April 10, 2018. Results: Satisfaction level of clinical practice was significantly higher in the group more satisfied with their majors, with more healthy subjective health status, more satisfied with their interpersonal relationships, with a higher self-efficacy, with a lower fatigue, and with better communication skill. Clinical practice satisfaction had a significantly positive correlation with self-efficacy and communication skill and a significantly negative correlation with fatigue. Factors affecting clinical practice satisfaction in the subjects were communication skill, self-efficacy and fatigue. The total variance explained by all three variables was 20%. Conclusion: Further studies and development of education programs including a broad range of strategies for clinical training are warranted by reflecting those related variables to improve clinical practice satisfaction in dental hygiene students.

• Journal of Korean society of Dental Hygiene
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• v.15 no.2
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• pp.287-293
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• 2015

Objectives: The purpose of this study was to investigate the influence of achievement motivation and self concept on clinical practice satisfaction in the dental hygiene students. Methods: A self-reported questionnaire was filled out by 206 dental hygiene students in Jeonnam from December to October, 2013. The questionnaire consisted of 6questions of general characteristics, 6 questions of achievement motivation, 18 questions of self concept, and 23 questions of clinical practice satisfaction. Cronbach's alpha was 0.881, 0.889, and 0.935 in achievement motivation, self concept, and clinical practice satisfaction, respectively. The data were analyzed by t-test, one way ANOVA, Pearson correlation coefficient and multiple regression analysis. Results: Clinical practice satisfaction showed a significant difference by grade(p<0.05), personality(p<0.05) and satisfaction of major(p<0.01). Clinical practice satisfaction had a positive correlation with achievement motivation(r=0.508, p<0.01) and self concept(r=0.324, p<0.01). Multiple logistic regression analysis revealed that clinical practice satisfaction was related with achievement motivation(p<0.05) and self concept(p<0.01). Conclusions: The clinical practice satisfaction depends on achievement motivation and self concept. It is necessary to develop the program to improve satisfaction level of clinical practice by achievement motivation and self concept.