Implementing and evaluating the effectiveness of an oral health module for the bachelor of midwifery program at an Australian university

Although guidelines recommend antenatal care providers such as midwives promote oral health during pregnancy, oral health training is not routinely provided in undergraduate midwifery curricula. The aim of this study was to implement an oral health module into an Australian undergraduate midwifery p...

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Bibliographic Details
Published in:Nurse education today 2020-07, Vol.90, p.104457-104457, Article 104457
Main Authors: George, Ajesh, Kong, Ariana C., Villarosa, Amy, Duff, Margaret, Sheehan, Athena, Burns, Elaine, Priddis, Holly, Chua, Clarity, Dahlen, Hannah G.
Format: Article
Language:English
Subjects:
College students
Colleges & universities
Curricula
First year
Health information
Health status
Maternal characteristics
Medical personnel
Midwifery
Midwives
Mouth
Nursing
Nursing education
Obstetrics
Oral health
Oral hygiene
Pregnancy
Prenatal care
Questionnaires
Response rates
Students
Universities
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Summary:Although guidelines recommend antenatal care providers such as midwives promote oral health during pregnancy, oral health training is not routinely provided in undergraduate midwifery curricula. The aim of this study was to implement an oral health module into an Australian undergraduate midwifery program, and evaluate its effectiveness in improving the oral health knowledge and confidence of midwifery students. Pre-test post-test study (2015–2017). An undergraduate midwifery program within an Australian university. All first-year undergraduate midwifery students enrolled in two core units at the above university (N = 56). Oral health modules were implemented into each of the two core units within the first year of the Bachelor of Midwifery course. Changes in knowledge and confidence were measured using a standardised questionnaire, administered at baseline, immediately following module completion, and at 2 and 3 years following module completion. 44 students participated in the baseline survey (79% response rate), of which 41 completed the first post-module questionnaire, 21 completed the second post-questionnaire, and 24 completed the third post-questionnaire. Knowledge scores significantly increased from baseline (mean 13.12) to follow-up (mean 17.78, p 
ISSN:0260-6917
1532-2793
DOI:10.1016/j.nedt.2020.104457