project topics for dental nursing students

50+ Research Topics on Dental Nursing: Nurturing Oral Health

• Carla Johnson
• August 29, 2023
• Nursing Topics and Ideas

Dental care is an integral component of holistic healthcare, often intertwining with nursing practices to ensure overall well-being. As nursing students embark on their educational journey, understanding the significance of dental nursing can enrich their knowledge and skills, preparing them for comprehensive patient care. In this article, we delve into the research topics on dental nursing, explore a range of PICOT questions, suggest evidence-based practice (EBP) projects, nursing capstone projects, research paper topics, research questions, and essay ideas related to dental nursing. Let’s dive in!

Introduction to Dental Nursing

Dental nursing is a specialized field that merges dental care with nursing principles, contributing to comprehensive patient care across diverse healthcare settings. It involves assisting dentists in various procedures, educating patients on oral hygiene, and promoting overall dental health . Dental nurses play a crucial role in patient comfort and safety during dental procedures and educating patients about post-procedure care.

PICOT Questions in Dental Nursing

• P: Pediatric population undergoing cavity fillings; I: Application of local anesthesia through nasal spray; C: Use of traditional injection; O: Reduction in pain and anxiety; T: During the procedure. In pediatric dental procedures, does using a nasal spray for local anesthesia result in reduced pain and anxiety compared to traditional injections?
• P: Elderly residents in long-term care; I: Implementation of daily oral hygiene protocol; C: Standard oral care routines; O: Decreased incidence of oral infections; T: 3 months. Among elderly residents in long-term care, does the implementation of a daily oral hygiene protocol lead to a decreased incidence of oral infections compared to standard oral care routines?
• P: Individuals with diabetes; I: Integration of dental check-ups in diabetes management; C: No dental intervention as part of diabetes care; O: Improved oral health outcomes; T: 1 year. For individuals with diabetes, does integrating regular dental check-ups into diabetes management lead to improved oral health outcomes compared to not including dental interventions?
• P: Pregnant women in their second trimester; I: Educational intervention on gestational gingivitis prevention; C: Standard prenatal care without specific dental education; O: Reduction in gingivitis severity; T: Throughout pregnancy. Among pregnant women in their second trimester, does an educational intervention targeting gestational gingivitis prevention reduce the severity of gingivitis compared to standard prenatal care without dental education?
• P: Cancer patients undergoing radiation therapy; I: Salivary gland massage and hydration regimen; C: No specific intervention for salivary gland health; O: Minimized radiation-induced xerostomia; T: During radiation treatment. In cancer patients undergoing radiation therapy, does a salivary gland massage and hydration regimen lead to minimized radiation-induced xerostomia compared to no specific intervention for salivary gland health?
• P: Individuals with intellectual disabilities ; I: Use of personalized visual guides for oral hygiene; C: Standard oral hygiene instructions; O: Improved oral hygiene maintenance; T: 6 months. Among individuals with intellectual disabilities, does using personalized visual guides for oral hygiene result in improved oral hygiene maintenance compared to standard oral hygiene instructions?
• P: Postoperative dental surgery patients; I: Implementation of telehealth follow-up for wound assessment; C: In-person follow-up appointments; O: Enhanced postoperative recovery; T: 2 weeks. Does implementing telehealth follow-up for wound assessment enhance postoperative recovery for postoperative dental surgery patients compared to traditional in-person follow-up appointments?
• P: Individuals with periodontal disease; I: Incorporation of probiotics as an adjunct to standard treatment; C: Standard periodontal treatment without probiotics; O: Improved periodontal health; T: 3 months. Among individuals with periodontal disease, does incorporating probiotics as an adjunct to standard treatment lead to improved periodontal health compared to standard periodontal treatment without probiotics?
• P: Orthodontic patients using braces; I: Implementation of tailored dietary recommendations; C: General dietary advice; O: Decreased risk of enamel demineralization; T: Throughout orthodontic treatment . In orthodontic patients using braces, does implementing tailored dietary recommendations decrease enamel demineralisation risk compared to general dietary advice?
• P: Individuals with oral phobia; I: Exposure therapy with gradual dental visit simulation; C: No exposure therapy; O: Reduction in dental phobia severity; T: Over 8 weeks. Among individuals with oral phobia, does exposure therapy with gradual dental visit simulation reduce dental phobia severity compared to no exposure therapy?

Evidence-Based Practice (EBP) Projects in Dental Nursing

• Investigating the effectiveness of fluoride varnish application in preventing childhood cavities.
• Evaluating the impact of teledentistry on access to dental care in rural communities.
• Assessing antimicrobial mouthwashes’ use to prevent postoperative infections in dental surgery patients.
• Analyzing the role of dental nurses in promoting oral health education in schools.
• Developing a protocol for managing dental emergencies in long-term care facilities.
• Exploring the use of 3D printing technology in creating customized dental implants.
• Investigating the effectiveness of motivational interviewing in improving oral hygiene adherence among adolescents.
• Evaluating the impact of sugar reduction campaigns on dental caries rates in children.
• Assessing the benefits of implementing ergonomic practices in dental clinics to prevent occupational injuries .
• Investigating the correlation between periodontal disease and systemic health conditions like cardiovascular disease and diabetes.

Nursing Capstone Projects in Dental Nursing

• Designing an oral health promotion program for pregnant women to prevent pregnancy-related oral health issues.
• Creating an educational toolkit for parents to encourage positive oral hygiene habits in children.
• Developing a protocol for assessing and managing oral care in unconscious patients in critical care settings.
• Designing a telehealth platform for postoperative dental surgery follow-up and patient education.
• Creating a cultural competency training module for dental nurses to provide sensitive care to diverse patient populations.
• Designing a comprehensive dental assessment tool for use in nursing homes.
• Developing a curriculum for training nursing students in basic dental hygiene techniques.
• Creating a mobile app to help individuals with intellectual disabilities maintain their oral hygiene independently.
• Designing an interdisciplinary workshop on the link between oral health and overall well-being for healthcare professionals.
• Developing a protocol for managing dental trauma in school settings.

Nursing Research Paper Topics in Dental Nursing

• The impact of poor oral health on the quality of life in older adults.
• Exploring the role of dental nurses in promoting oral health during humanitarian missions.
• Dental care disparities among different socioeconomic groups and potential interventions.
• The relationship between oral health and nutritional status in hospitalized patients.
• Factors influencing patient compliance with postoperative dental care instructions.
• An analysis of the prevalence of dental anxiety and its impact on treatment outcomes.
• Oral health challenges faced by individuals with disabilities and potential solutions.
• The effectiveness of different pain management strategies during dental procedures.
• Evaluating the role of dental nurses in preventing and managing oral complications in cancer patients .
• The influence of oral health education on oral hygiene practices among school children.

Nursing Research Questions in Dental Nursing

• How does the integration of dental hygiene education into nursing curricula impact nursing students’ knowledge and attitudes toward oral health?
• What are the barriers and facilitators to dental care access for marginalized populations, and how can nursing interventions address these disparities?
• What are the long-term effects of using telehealth platforms for dental follow-up and patient education?
• How do dental nurses contribute to the comprehensive care of patients with chronic illnesses like diabetes or cardiovascular disease?
• What is the relationship between periodontal disease and the risk of developing systemic conditions, and how can nursing interventions improve patient outcomes?
• How do cultural factors influence oral health beliefs and practices among diverse patient populations, and how can dental nurses provide culturally sensitive care?
• What strategies can dental nurses employ to alleviate dental anxiety in pediatric patients?
• What are the most effective methods for educating parents about early childhood caries prevention?
• How can nursing interventions enhance oral hygiene maintenance among individuals with intellectual disabilities?
• What are the outcomes of implementing ergonomic practices in dental clinics, and how can they be optimized for nurse and patient safety ?

Essay Topic Ideas & Examples in Dental Nursing

• The Interplay Between Oral Health and Overall Well-being: A Nursing Perspective.
• Dental Anxiety: Challenges, Interventions, and Nursing Compassion.
• Teledentistry: Expanding Access to Oral Care in Underserved Communities.
• Oral Health Disparities : Unveiling Social and Economic Factors.
• Pediatric Oral Care: Nurturing Healthy Smiles from an Early Age.
• The Evolution of Dental Nursing: From Chairside Assistance to Holistic Care .
• Oral Health Promotion in Schools: A Crucial Role for Dental Nurses.
• Special Needs Patients and Dental Care: Empathy, Education, and Empowerment.
• Diabetes and Oral Health: Exploring the Bidirectional Relationship.
• Aging Gracefully: Nursing Interventions for Oral Health in Elderly Patients.

Nursing students, as the future caretakers of patient health, hold the power to make a meaningful impact in dental nursing. Embracing the intersection of dental care and nursing principles can enhance patient outcomes and contribute to overall well-being. As you embark on your academic journey, consider the PICOT questions, EBP projects, capstone projects, research paper topics, research questions, and essay ideas presented in this article. These avenues stimulate intellectual curiosity and offer practical opportunities to advance dental nursing practices. Should you need assistance expressing your ideas, don’t hesitate to explore our professional writing services to help you communicate your insights effectively. Through collaboration, research, and advocacy, nursing students can pave the way for comprehensive patient care in dental nursing.

FAQs About Dental Nursing

Q: What does the dental nurse do? A: Dental nurses play a pivotal role in assisting dentists during procedures, maintaining a sterile environment, preparing instruments, comforting patients, managing appointments, and providing oral health education to patients.

Q: What is the difference between a dental nurse and a dentist? A: A dental nurse supports dentists in various tasks and ensures smooth clinic operations, while a dentist is a licensed healthcare professional who diagnoses, treats, and prevents oral diseases, performs dental procedures, and makes treatment plans for patients.

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100+ Revised Nursing Project Topics [2024]

• Post author By admin
• April 18, 2024

In the ever-changing field of nursing, keeping up with the newest trends and methods is really important. One way nurses can do this is by engaging in nursing projects. But what exactly are nursing project topics, and why are they important?

In this blog, we’ll delve into the realm of nursing project topics, exploring their significance, categories, factors to consider when choosing them, examples, steps in developing them, and more.

Whether you’ve been a nurse for a long time or you’re just beginning your career, this guide will offer helpful tips about this important part of nursing.

Table of Contents

What are Nursing Project Topics?

Nursing project topics are specific areas of interest or focus within the field of nursing that nurses explore through research, practice improvement initiatives, or educational endeavors. These topics encompass a wide range of areas, from clinical practice to community health, nursing education, leadership, and management.

Importance of Choosing the Right Nursing Project Topic

Selecting the right nursing project topic is crucial for several reasons.

• Firstly, it allows nurses to address pertinent issues within their practice areas, contributing to improvements in patient care, community health, or nursing education.
• Secondly, it enables nurses to stay engaged and passionate about their work by exploring topics that resonate with their interests and goals.
• Finally, choosing the right nursing project topic can enhance professional growth and development, providing opportunities for learning, skill-building, and leadership.

100+ Revised Nursing Project Topics: Category Wise

Clinical nursing projects.

• Implementing an Interdisciplinary Approach to Pain Management in Acute Care Settings
• Assessing the Impact of Nurse-to-Patient Ratios on Patient Outcomes
• Utilizing Telemedicine for Remote Patient Monitoring in Chronic Disease Management
• Enhancing Medication Reconciliation Processes to Improve Patient Safety
• Evaluating the Effectiveness of Nurse-led Discharge Education Programs
• Implementing Evidence-Based Practice Guidelines for Pressure Ulcer Prevention
• Assessing the Efficacy of Nursing Interventions in Managing Postpartum Depression
• Utilizing Technology to Enhance Communication Among Healthcare Team Members
• Improving Nurse Documentation Practices to Ensure Accuracy and Compliance
• Enhancing Cultural Competence in Nursing Practice Through Education and Training
• Implementing a Comprehensive Pain Management Protocol for Palliative Care Patients
• Assessing the Effectiveness of Nursing Interventions in Managing Substance Use Disorders
• Utilizing Telehealth Services to Provide Remote Wound Care Consultations
• Enhancing Patient Education Materials to Improve Health Literacy
• Evaluating the Impact of Nurse-led Chronic Disease Management Programs
• Implementing a Fall Prevention Initiative in Long-term Care Facilities
• Assessing the Efficacy of Integrative Therapies in Pain Management
• Utilizing Point-of-Care Testing to Improve Timely Diagnosis and Treatment
• Enhancing End-of-Life Care Through Advanced Care Planning Initiatives
• Evaluating the Use of Artificial Intelligence in Clinical Decision Support Systems
• Implementing Mindfulness-Based Stress Reduction Programs for Healthcare Providers
• Assessing the Effectiveness of Nurse-led Smoking Cessation Counseling
• Utilizing Telepsychiatry Services to Improve Access to Mental Health Care
• Enhancing Patient Engagement Through Shared Decision-Making Initiatives
• Evaluating the Impact of Music Therapy on Pain Management in Pediatric Patients
• Implementing Peer Support Programs for Nurses Dealing with Compassion Fatigue
• Assessing the Efficacy of Integrating Complementary and Alternative Medicine Modalities
• Utilizing Nursing Informatics to Enhance Medication Adherence in Chronic Disease Management
• Enhancing Patient Satisfaction Through Personalized Care Plans
• Evaluating the Use of Mobile Health Applications for Self-Management of Chronic Conditions

Community Health Nursing Projects

• Conducting a Community Health Needs Assessment to Identify Priority Areas
• Developing a School-Based Health Promotion Program for Adolescent Mental Health
• Implementing a Diabetes Prevention Program in Underserved Communities
• Assessing the Impact of Environmental Factors on Community Health Outcomes
• Promoting Vaccination Awareness and Education in High-Risk Populations
• Implementing Community-Based Interventions to Address Food Insecurity
• Evaluating the Effectiveness of Teen Pregnancy Prevention Programs
• Establishing Partnerships with Local Organizations to Address Substance Abuse Issues
• Enhancing Access to Healthcare Services for Homeless Populations Through Mobile Clinics
• Conducting Health Screenings and Education Campaigns in Rural Areas
• Developing Culturally Tailored Health Promotion Programs for Immigrant Communities
• Implementing Mental Health First Aid Training in Community Settings
• Assessing the Impact of Community Gardens on Nutrition and Food Security
• Promoting Safe Sleep Practices to Reduce Sudden Infant Death Syndrome (SIDS)
• Evaluating the Effectiveness of School-Based Health Centers in Improving Access to Care
• Implementing Smoking Cessation Programs in Workplaces and Public Spaces
• Developing Disaster Preparedness Plans for Vulnerable Populations
• Assessing the Health Needs of Aging Adults in Assisted Living Facilities
• Encouraging Kids to Move More and Eat Healthier
• Checking How Community Health Helpers Help People Get Medical Care
• Developing Culturally Sensitive Sexual Health Education Programs for Adolescents
• Implementing Community-Based Screening Programs for Infectious Diseases
• Assessing the Impact of Environmental Health Interventions on Asthma Rates
• Promoting Mental Health Awareness Through Community Workshops and Events
• Evaluating the Effectiveness of Peer Support Groups for Individuals with Substance Use Disorders
• Implementing Nutrition Education Programs in Schools to Combat Childhood Obesity
• Developing Strategies to Address Social Determinants of Health in Underserved Communities
• Assessing the Impact of Housing Stability Programs on Health Outcomes
• Promoting Health Equity Through Language Access Services for Limited English Proficiency Populations
• Evaluating the Effectiveness of Community Health Worker Programs in Reducing Health Disparities

Nursing Education Projects

• Integrating Simulation-Based Learning into Nursing Curriculum
• Developing Online Modules for Continuing Education in Nursing
• Assessing the Impact of Peer Tutoring on Student Learning Outcomes
• Implementing Interprofessional Education Initiatives to Foster Collaboration
• Enhancing Clinical Placement Experiences for Nursing Students
• Evaluating the Effectiveness of Preceptorship Programs in Clinical Settings
• Utilizing Gamification Strategies to Enhance Student Engagement
• Developing Cultural Competency Training for Nursing Faculty and Students
• Implementing Reflective Practice Exercises to Promote Critical Thinking Skills
• Assessing the Use of Social Media in Nursing Education and Professional Development
• Developing Interprofessional Simulation Exercises for Team-Based Learning
• Assessing the Impact of Online Learning Platforms on Nursing Student Engagement
• Implementing Peer Mentoring Programs to Support Underrepresented Minority Students
• Enhancing Cultural Competency Through Immersive Experiential Learning Opportunities
• Evaluating the Use of Virtual Patient Cases for Clinical Reasoning Development
• Developing Interdisciplinary Simulation Scenarios for Team Training
• Assessing the Impact of Virtual Reality Simulation on Nursing Skills Acquisition
• Implementing Peer Feedback Mechanisms to Enhance Clinical Competence
• Enhancing Cultural Sensitivity Through Global Health Experiences
• Evaluating the Effectiveness of High-Fidelity Simulation in Nursing Education
• Implementing Quality Improvement Projects in Clinical Practice Settings
• Developing Competency-Based Education Programs for Specialty Areas
• Assessing the Use of E-Portfolios for Student Assessment and Reflection
• Promoting Lifelong Learning Through Continuing Professional Development
• Evaluating the Impact of Preceptor Training Programs on Clinical Teaching Quality

Nursing Leadership and Management Projects

• Implementing a Nurse Residency Program to Support New Graduates
• Developing Leadership Skills Through Mentoring and Coaching Programs
• Assessing the Impact of Transformational Leadership on Nurse Satisfaction
• Enhancing Nurse Communication Skills Through Training Workshops
• Implementing Shared Governance Models to Empower Nursing Staff
• Evaluating the Effectiveness of Team-Based Care Models in Healthcare Organizations
• Developing Strategies to Address Nurse Burnout and Improve Retention
• Implementing Lean Principles to Streamline Workflow and Reduce Waste
• Assessing the Impact of Staffing Models on Patient Safety and Satisfaction
• Promoting Work-Life Balance Through Flexible Scheduling Options
• Implementing Lean Six Sigma Methodologies to Improve Healthcare Processes
• Developing Nurse-Led Transitional Care Programs for Patients with Complex Needs
• Assessing the Impact of Nurse Staffing Mix on Patient Outcomes
• Promoting Diversity and Inclusion in Nursing Leadership Positions
• Evaluating the Effectiveness of Nurse Manager Leadership Development Programs
• Implementing Quality Improvement Initiatives to Reduce Hospital Readmissions
• Developing Strategies for Conflict Resolution and Team Building in Healthcare Settings
• Assessing the Role of Nursing Informatics in Healthcare Decision-Making
• Promoting Ethical Decision-Making and Advocacy in Nursing Practice
• Evaluating the Implementation of Evidence-Based Practice Guidelines in Clinical Settings

Steps in Developing Nursing Project Topics

Developing a nursing project topic involves several key steps:

• Identify a Research Gap or Practice Issue: Start by identifying an area of interest or concern within your practice setting that warrants further investigation.
• Read up on what others have already written about your topic. This helps you see what we already know and find out where there’s more to learn or do better.
• Formulate a Research Question or Project Objective: Based on your review of the literature, formulate a clear research question or project objective that guides your study.
• Design the Project Methodology and Plan: Develop a detailed plan for how you will conduct your project, including the study design, data collection methods, and analysis techniques.
• Obtain Necessary Approvals and Permissions: Seek approval from relevant stakeholders, such as institutional review boards or ethics committees, and obtain any necessary permissions to conduct your project.
• Implement the Project and Collect Data: Execute your project according to the established plan, collecting data and monitoring progress along the way.
• Analyze Data and Draw Conclusions: Once data collection is complete, analyze your findings and draw conclusions based on the results.
• Communicate Findings: Finally, communicate your findings through presentations, publications, or other channels to share your insights with the broader nursing community.

Nursing project topics offer valuable opportunities for nurses to engage in research, practice improvement, and educational endeavors that contribute to the advancement of the profession.

By selecting the right topic, nurses can address important issues, enhance their skills and knowledge, and make meaningful contributions to nursing practice and scholarship. Whether you’re interested in clinical care, community health, education, or leadership, there’s a wealth of exciting nursing project topics waiting to be explored.

So go ahead, choose a topic that inspires you, and embark on your journey to making a difference in the world of nursing.

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Nursing Practicum Ideas for Nursing Students

Nursing practicum is a supervised, hands-on learning experience where a nursing student applies their skills, knowledge, and abilities in the real-world clinical/healthcare settings. Practicum placements often come towards the end of a nursing program or as a nursing school or university sets it to be. During a practicum placement, nursing students work with preceptors and community professionals in addressing healthcare issues. A student is expected to identify a population-based health problem and develop an evidence-based intervention, which is presented to a preceptor.

Before we move forward, we would like to mention that we have professional nursing paper writers you can hire to help you write nursing practicum report. Our writers specialize in practicum reports based on areas such as evidence-based practice, Quality of life, patient-centered care, fall risks and fall interventions, holistic care, nursing education, patient education, nursing leadership, and more. Whenever you are stuck with your practicum project, you can be rest assured that our team of nursing writers would help you, affordably.

Choosing the right practicum project topic or idea can significantly influence your learning and future career. You might take days to weeks developing an idea. These projects are more or less similar to the term papers, research papers, and essays you have written before. However, you have to come up with real-world solutions to real-world problems within healthcare. Often, preceptors would have to approve a topic before you move to the next level of research and writing. To help you get started, we have compiled 450 practicum project ideas across various categories, including MSN, BSN, ADN, Nursing Leadership, Palliative Care, Nursing Informatics, and more.

Trending Nursing Practicum Project Ideas (Global Scope)

Let us start with the trending nursing problems that affect almost every nation and ones that the world’s nursing fraternity is collaborating to address.

• Exploring the role of nurses in global pandemic preparedness and response.
• Developing a nurse-led telemedicine program for managing chronic diseases in underserved communities.
• Evaluating the role of nurses in addressing global health disparities.
• Implementing a mobile health (mHealth) solution to improve maternal and child health in rural areas.
• Exploring the impact of climate change on global healthcare delivery and nursing practices.
• Developing culturally sensitive nursing interventions for refugee populations.
• Implementing a global nursing leadership framework for disaster relief efforts.
• Exploring the use of artificial intelligence (AI) in global nursing education and training.
• Developing strategies to combat the global nursing shortage.
• Implementing infection control protocols in low-resource healthcare settings.
• Evaluating the role of nurses in combating antibiotic resistance globally.
• Exploring global initiatives to improve mental health care in post-conflict regions.
• Implementing evidence-based global vaccination programs to improve public health.
• Exploring the role of nurses in addressing the opioid crisis on an international scale.
• Developing an international protocol for providing culturally competent end-of-life care.
• Evaluating the impact of global nursing exchange programs on healthcare quality.
• Exploring the role of nurses in addressing gender-based violence (GBV) in low- and middle-income countries.
• Developing a global nursing framework for addressing the health impacts of migration.
• Implementing sustainable healthcare practices to promote global health equity.
• Exploring the role of global health nursing in combating emerging infectious diseases.
• Managing healthcare-associated infections in the hospital among healthcare staff.

Related Article: Topics for nursing capstone projects.

EBP (Evidence-Based Practice) Practicum Project Ideas

EBP projects are about integrating clinical expertise with the best available research to improve patient outcomes and nursing practices. Think of areas such as:

• Developing an evidence-based practice for reducing catheter-associated urinary tract infections.
• Implementing evidence-based guidelines for managing pressure injuries in long-term care.
• Exploring the impact of evidence-based pain management strategies in post-surgical patients.
• Developing an evidence-based protocol for early detection of sepsis in ICU patients.
• Implementing an evidence-based fall prevention program in acute care settings.
• Exploring the role of evidence-based practice in improving nurse-patient communication.
• Developing an evidence-based protocol for managing delirium in elderly patients.
• Implementing evidence-based interventions for reducing hospital readmissions in heart failure patients.
• Exploring the impact of evidence-based practice on improving patient outcomes in oncology.
• Developing an evidence-based pain assessment tool for non-verbal patients in ICU.
• Implementing an evidence-based initiative to improve hand hygiene compliance in hospitals.
• Exploring the role of evidence-based practice in reducing nurse burnout in critical care units.
• Developing an evidence-based protocol for managing chronic pain in elderly patients.
• Implementing evidence-based strategies to improve breastfeeding rates in postpartum care.
• Exploring the impact of evidence-based infection control practices in reducing surgical site infections.
• Developing an evidence-based protocol for managing depression in adolescent patients.
• Implementing evidence-based practice for improving communication during nurse handoffs.
• Exploring the role of evidence-based interventions in reducing workplace violence in healthcare.
• Developing an evidence-based fall risk assessment tool for use in geriatric care.
• Implementing evidence-based guidelines for managing diabetes in primary care settings.

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MSN (Master of Science in Nursing) Practicum Project Ideas

MSN students are typically involved in specialized, leadership, and research-oriented projects. These projects require critical thinking and a deep understanding of clinical practice and nursing theories.

• Developing a telehealth program for diabetes management.
• Impact of leadership styles on nursing staff retention.
• Implementing an advanced nursing practice model in geriatric care.
• Reducing hospital readmission rates through transitional care programs.
• Enhancing patient education for chronic disease management in rural areas.
• Developing a protocol for early sepsis detection in emergency departments.
• Addressing burnout among nurses through mindfulness programs.
• Creating a framework for nurse-led clinics in underserved communities.
• Evaluating the role of nurse practitioners in primary care shortage areas.
• Implementing evidence-based practice in pain management for post-surgical patients.
• Exploring the role of nurse leadership in improving patient safety culture.
• Development of a falls prevention program for long-term care facilities.
• Implementing telemedicine in pediatric asthma management.
• The role of advanced practice nurses in opioid addiction treatment.
• Improving outcomes for heart failure patients through case management.
• Enhancing team communication in operating rooms.
• Evaluation of nurse-led palliative care programs in oncology.
• Developing culturally sensitive care plans for diverse patient populations.
• Implementing a rapid response team in a community hospital.
• The impact of nurse practitioners on patient satisfaction in primary care.
• Reducing catheter-associated urinary tract infections in long-term care.
• Evaluating the effectiveness of simulation-based training for new nurse practitioners.
• Developing an education program for managing hypertension in minority populations.
• Impact of interdisciplinary team rounds on patient outcomes in critical care.
• Establishing nurse practitioner-led cardiac rehabilitation programs.
• Implementation of an evidence-based hand hygiene program.
• Creating a nurse-led initiative for smoking cessation in pregnant women.
• Exploring the impact of nurse mentorship on job satisfaction in hospital settings.
• Development of a pain management protocol for cancer patients in hospice care.
• Implementing a chronic care model in primary care settings.
• Improving mental health outcomes for veterans through telehealth interventions.
• Evaluating the impact of nurse-driven care coordination in reducing healthcare costs.
• Developing a nurse practitioner fellowship program in acute care.
• Implementation of family-centered care in neonatal intensive care units.
• The role of nurse practitioners in managing pediatric obesity.
• Reducing medication errors in home health care through staff education.
• Exploring the effectiveness of mobile health applications for chronic disease management.
• Implementing evidence-based practices to reduce hospital-acquired pressure injuries.
• Improving palliative care in oncology through nurse-led interventions.
• Evaluating the role of nurse practitioners in end-of-life decision making.
• Implementing a workplace wellness program to reduce nurse burnout.
• The impact of technology on patient care in nurse practitioner-led practices.
• Improving postpartum care for mothers with preeclampsia.
• The role of nurse leaders in managing multigenerational workforces.
• Implementing a breastfeeding support program in community clinics.
• Developing a nurse practitioner-led program for managing chronic pain.
• The impact of nurse practitioners on reducing healthcare disparities in rural areas.
• Exploring the role of nurse practitioners in palliative care for dementia patients.
• Evaluating the effectiveness of nurse-led health screenings in low-income communities.
• Improving care for patients with congestive heart failure through nurse-driven initiatives.

Related: Steps for a good epidemiology paper.

BSN (Bachelor of Science in Nursing) Practicum Project Ideas

As a BSN student, you should focus on fundamental clinical practice, patient care, and sometimes community health-related projects. Here are some suggestions:

• Creating a health education program for adolescents on the risks of substance abuse.
• Developing a fall prevention program for elderly patients in home care.
• Implementing a hand hygiene campaign in acute care settings.
• Exploring the role of BSN nurses in postpartum depression screening.
• Developing patient education materials for diabetes self-management.
• Implementing a nutrition program to combat childhood obesity in schools.
• Reducing surgical site infections through improved sterile techniques.
• Evaluating the effectiveness of simulation in nursing education.
• Developing a program to improve breast cancer awareness in rural communities.
• Enhancing pain management for post-operative patients through education.
• Implementing a smoking cessation program in community health centers.
• Evaluating the role of BSN nurses in reducing catheter-associated infections.
• Creating a protocol for safe medication administration in pediatric settings.
• Reducing nurse-to-patient ratios to improve patient outcomes in ICUs.
• Developing a screening tool for early detection of hypertension in community clinics.
• Enhancing patient communication using teach-back methods.
• The impact of cultural competence training on patient satisfaction.
• Developing a program to improve prenatal care in underserved populations.
• Reducing hospital readmission rates through transitional care plans.
• Implementing a program to promote immunizations among low-income families.
• Evaluating the impact of peer support on mental health outcomes in veterans.
• Enhancing pain management protocols for pediatric patients.
• Exploring the role of BSN nurses in health promotion and disease prevention.
• Implementing a nurse-led initiative to reduce central line-associated bloodstream infections.
• Improving communication between nurses and physicians in emergency departments.
• Developing a nurse-led falls prevention program in skilled nursing facilities.
• Implementing evidence-based practices to reduce pressure ulcers in elderly patients.
• Evaluating the effectiveness of patient safety huddles in acute care settings.
• Reducing medication errors in pediatric patients through nurse education.
• Developing a protocol for early sepsis detection in long-term care.
• Enhancing nurse education on the use of personal protective equipment in covid-19 care.
• Implementing a nutrition and exercise program for cardiac rehabilitation patients.
• Exploring the role of nurse-driven initiatives in palliative care for cancer patients.
• Developing a community-based health-screening program for low-income populations.
• Evaluating the impact of nurse-led programs on reducing childhood asthma hospitalizations.
• Creating a protocol for safe pediatric medication administration in hospital settings.
• The role of BSN nurses in improving patient satisfaction in primary care settings.
• Reducing post-operative complications through patient education programs.
• Implementing a nurse-led initiative to reduce ventilator-associated pneumonia in ICUs.
• Exploring the role of telehealth in managing chronic conditions in underserved areas.
• Developing a program to improve medication adherence in elderly patients.
• The impact of nurse-led educational interventions on diabetes management.
• Reducing nurse turnover rates through mentorship programs in hospitals.
• Implementing a nurse-led initiative to promote breastfeeding among first-time mothers.
• Evaluating the effectiveness of simulation-based learning for BSN students.
• Developing a nurse-driven care coordination program for patients with chronic diseases.
• Enhancing communication between nurses and caregivers in long-term care settings.
• Implementing evidence-based practices to improve pain management for end-of-life patients.
• Developing a nurse-led initiative to reduce healthcare-associated infections.
• Evaluating the impact of nurse-driven quality improvement programs in hospital settings.
• Developing a care plan for patients with congestive heart failure.
• Implementing an infection control protocol in a long-term care facility.
• Reducing fall rates among elderly patients through nurse education.
• Developing a pain management plan for post-operative patients.
• Enhancing patient communication for improved outcomes in emergency rooms
• Implementing evidence-based practices to reduce ventilator-associated pneumonia
• Reducing hospital-acquired infections through hand hygiene campaigns
• Exploring the role of ADN nurses in health promotion and disease prevention.
• Developing a patient education program for diabetes management.
• Reducing medication errors through improved nurse education.

Nursing Leadership Practicum Project Ideas

Nursing leadership projects focus on management, policy-making, and improving healthcare systems through effective leadership strategies.

• Developing a leadership mentorship program for new nursing graduates.
• The impact of organizational culture on the implementation of EBP.
• Exploring the impact of transformational leadership on nursing staff retention.
• Implementing a nurse leadership role in interdisciplinary healthcare teams.
• Reducing nurse burnout through leadership-driven workplace wellness programs.
• Developing a leadership model to enhance patient safety culture in hospitals.
• Evaluating the role of nurse leaders in reducing nurse turnover rates.
• Implementing leadership strategies to promote diversity and inclusion in nursing.
• Exploring the impact of servant leadership on nurse-patient communication.
• Developing a leadership framework to improve collaboration between nurses and physicians.
• The role of nurse leaders in promoting evidence-based practice in clinical settings.
• Implementing leadership-driven initiatives to reduce workplace bullying in healthcare.
• Exploring the impact of nurse leaders on healthcare policy reform.
• Developing a leadership program to enhance critical thinking skills in nurses.
• The role of nurse leaders in managing healthcare crises, such as pandemics.
• Implementing a leadership framework for improving nurse satisfaction in acute care.
• Evaluating the effectiveness of shared governance in nursing leadership.
• Exploring the role of transformational leadership in improving patient care outcomes.
• Developing a leadership program for promoting ethical decision-making in nursing.
• Implementing a nurse leadership initiative to improve team communication in operating rooms.
• Exploring the role of leadership in fostering a culture of patient-centered care.
• Developing a nurse leadership model for improving staff education and training.
• The impact of leadership on patient satisfaction and healthcare outcomes.
• Implementing a leadership-driven initiative to reduce healthcare-associated infections.
• Exploring the role of nurse leaders in promoting mental health awareness among healthcare staff.
• Developing a leadership mentorship program to improve clinical decision-making.
• The role of leadership in managing multigenerational nursing teams.
• Implementing leadership strategies to promote work-life balance for nurses.
• Exploring the role of nurse leaders in promoting patient safety in critical care units.
• Developing a leadership framework for reducing medical errors in hospital settings.
• The impact of nurse leadership on the quality of end-of-life care.
• Implementing leadership-driven initiatives to improve healthcare communication during handoffs.
• Exploring the role of nurse leaders in promoting cultural competency in healthcare.
• Developing a leadership program to enhance patient advocacy in nursing.
• The role of leadership in improving healthcare efficiency and reducing costs.
• Implementing a leadership initiative to promote resilience among nursing staff.
• Exploring the impact of nurse leaders on healthcare innovation and technology adoption.
• Developing a leadership framework for improving nursing education in clinical settings.
• The role of nurse leaders in promoting environmental sustainability in healthcare.
• Implementing leadership strategies to improve healthcare quality in rural areas.
• The impact of leadership on reducing hospital readmission rates.
• Exploring the role of nurse leaders in promoting patient-centered care in pediatrics.
• Developing a leadership program to address the challenges of nurse staffing shortages.
• The role of nurse leaders in fostering a culture of safety in operating rooms.
• Implementing leadership-driven initiatives to promote interdisciplinary collaboration in healthcare.
• Exploring the impact of leadership on improving healthcare outcomes in underserved populations.
• Developing a nurse leadership framework for managing healthcare technology implementation.
• The role of nurse leaders in reducing healthcare disparities through policy advocacy.
• Implementing a leadership initiative to improve healthcare delivery in emergency departments.
• Exploring the role of leadership in improving palliative care services.
• Developing a leadership program to enhance nurse autonomy and decision-making.

Nursing Education Practicum Project Ideas

These projects focus on improving educational techniques, curricula, and resources for nursing students and continuing education for practicing nurses.

• Developing a simulation-based learning module for pediatric nursing students.
• Implementing active learning strategies in nursing education to improve student engagement.
• Exploring the role of nurse educators in promoting evidence-based practice among students.
• Developing a standardized curriculum for teaching cultural competence in nursing schools.
• Evaluating the effectiveness of flipped classrooms in nursing education.
• Implementing interprofessional education programs for nursing and medical students.
• Developing an online learning platform for continuing education in nursing.
• Exploring the impact of simulation training on nursing student confidence in clinical settings.
• Implementing an evidence-based teaching strategy for improving critical thinking skills in nursing students.
• Developing a mentorship program for nursing students to enhance clinical decision-making.
• Exploring the role of nurse educators in promoting leadership skills among nursing students.
• Implementing a faculty development program to improve teaching effectiveness in nursing education.
• Developing a curriculum for integrating technology and informatics into nursing education.
• Evaluating the impact of peer teaching on student learning outcomes in nursing programs.
• Implementing a program for promoting resilience and stress management in nursing students.
• Developing an evidence-based curriculum for teaching patient safety in nursing education.
• Exploring the role of nurse educators in promoting mental health awareness among students.
• Implementing an innovative teaching strategy for improving communication skills in nursing students.
• Developing a program for integrating ethics and professionalism into nursing education.
• Exploring the impact of nurse educators on the retention of underrepresented minority students in nursing.
• Implementing a nursing education program to promote global health awareness.
• Developing a curriculum for teaching palliative care in nursing programs.
• Exploring the role of clinical preceptors in enhancing nursing student clinical experiences.
• Implementing a blended learning approach to improve nursing student academic performance.
• Developing an evidence-based program for teaching pharmacology to nursing students.
• Exploring the impact of nurse educators on the development of clinical judgment in nursing students.
• Implementing a competency-based education model in nursing programs.
• Developing a nursing education program for improving patient education and health literacy.
• Exploring the role of nurse educators in promoting interprofessional collaboration among healthcare students.
• Implementing a curriculum for teaching geriatric care in nursing education.
• Developing a mentorship program for new nurse educators to improve teaching quality.
• Exploring the impact of nurse educators on promoting ethical decision-making in nursing practice.
• Implementing an evidence-based teaching strategy for improving nursing student self-care practices.
• Developing a program for promoting nurse educator wellness and work-life balance.
• Exploring the role of nurse educators in promoting diversity and inclusion in nursing programs.
• Implementing an online nursing education program to improve accessibility for rural students.
• Developing a curriculum for teaching disaster preparedness and emergency response in nursing.
• Exploring the impact of nurse educators on fostering a culture of patient safety in healthcare settings.
• Implementing a program for integrating mindfulness and stress reduction into nursing education.
• Developing a curriculum for teaching leadership and management skills to nursing students.
• Exploring the role of nurse educators in promoting patient-centered care in nursing education.
• Implementing an evidence-based teaching strategy for improving clinical reasoning in nursing students.
• Developing a mentorship program for supporting underrepresented students in nursing programs.
• Exploring the impact of technology on nursing education and student learning outcomes.
• Implementing a curriculum for teaching health policy and advocacy in nursing education.
• Developing a program for promoting lifelong learning and professional development among nurses.
• Exploring the role of nurse educators in promoting patient advocacy skills in nursing students.
• Implementing a program for teaching communication and collaboration skills in nursing education.
• Developing a curriculum for teaching population health and community nursing.
• Exploring the impact of nurse educators on promoting healthcare innovation in nursing education.

Palliative Care Practicum Project Ideas

Palliative care projects focus on improving the quality of life for patients with serious illnesses by managing pain and other symptoms while supporting emotional and spiritual needs.

• Developing a nurse-led initiative for early palliative care interventions in cancer patients.
• Implementing a family-centered care model in palliative care settings.
• Exploring the role of palliative care in managing chronic obstructive pulmonary disease (COPD).
• Developing a pain management protocol for end-of-life care in oncology patients.
• Implementing an advanced care-planning program for elderly patients in long-term care.
• Evaluating the effectiveness of nurse-driven palliative care consultations in ICU settings.
• Exploring the role of spiritual care in improving quality of life for palliative care patients.
• Developing a bereavement support program for families of palliative care patients.
• Implementing a palliative care education program for nurses in acute care settings.
• Exploring the impact of early palliative care on reducing hospital readmissions.
• Developing a protocol for managing palliative care in patients with dementia.
• Implementing a symptom management program for palliative care patients with heart failure.
• Evaluating the role of palliative care in improving patient outcomes in pediatric oncology.
• Developing a nurse-led initiative for managing palliative care in patients with ALS.
• Exploring the impact of telehealth in providing palliative care for rural populations.
• Implementing a program for integrating palliative care into primary care settings.
• Developing a symptom management protocol for terminally ill patients in home care.
• Exploring the role of nurse practitioners in delivering palliative care in hospice settings.
• Implementing an evidence-based practice for managing fatigue in palliative care patients.
• Developing a nurse-driven initiative for integrating palliative care into emergency departments.

Nursing Informatics Practicum Project Ideas

Nursing informatics projects focus on the intersection of nursing, information systems, and data management to improve healthcare delivery.

• Developing a nurse-driven electronic health record (EHR) training program.
• Implementing a mobile health app to improve patient engagement in chronic disease management.
• Exploring the role of clinical decision support systems in reducing medication errors.
• Developing an informatics solution for managing nurse staffing and scheduling.
• Implementing a telehealth platform to improve access to care in rural areas.
• Exploring the impact of health information technology on nursing workflows in critical care units.
• Developing a nurse-led initiative for improving data quality in electronic health records.
• Implementing a digital platform for tracking patient outcomes in postoperative care.
• Exploring the role of informatics in improving communication between nurses and physicians.
• Developing a nurse-driven protocol for managing patient data security in healthcare settings.
• Implementing an EHR alert system to reduce hospital-acquired infections.
• Exploring the impact of nursing informatics on reducing healthcare costs in acute care.
• Developing a telemedicine program for managing diabetes in underserved populations.
• Implementing a nurse-led initiative for improving interoperability between healthcare systems.
• Exploring the role of artificial intelligence in enhancing nurse decision-making.
• Developing a digital tool for managing patient education in chronic disease management.
• Implementing an electronic system for tracking nursing competencies and certifications.
• Exploring the impact of nursing informatics on improving patient outcomes in pediatric care.
• Developing a nurse-driven initiative for integrating wearable technology into patient care.
• Implementing an electronic documentation system to streamline nursing workflows in critical care.
• How to write a nursing report .
• Steps for writing a head-to-toe assessment report.
• Ethical dilemmas in Nursing.
• Dissertation writing guide for nursing students.
• Nursing research topics for students.

That is it for Now, But before You Go …

If you made it this far, you would agree that not every area has exhaustively been researched. Even if that were the case, you can always research a nursing idea from a different lens or perspective. Selecting a nursing practicum project that addresses relevant, trending, or local/regional/global health issues is key to enhancing your practical knowledge and contributing meaningfully to the field of nursing. Whether you are focusing on palliative care, nursing informatics, leadership, or global health, your project has the potential to impact patient outcomes and healthcare systems positively.

However, we understand that developing a well-structured, research-driven practicum project can be challenging, especially with the rigorous demands of nursing school.

If you are feeling overwhelmed or need expert assistance in creating a high-quality practicum project, we are here to help. Our team of experienced nursing capstone writers can work with you to develop a tailored, evidence-based project that aligns with your academic goals and practicum requirements. Reach out today, and let us handle the heavy lifting so you can focus on excelling in your nursing journey!

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23 Classroom Activities for Dental Health Month

• Christopher Olson
• February 2, 2022
• No Comments

“Brush-a, brush-a brush-a”… anytime I pick up a toothbrush I act like the sleepover scene in the movie “Grease”.   This is of course before I start a refrain of “Look at me I’m Sandra Dee” in the mirror.   Alright, now that I am finished embarrassing myself let’s get back to the topic at hand… Classroom Activities for Dental Health Month.

February has numerous celebrations, holidays, and recognition sprinkled throughout. When the word February is mentioned with celebrations, most tend to think about Valentine’s Day, President’s Day, and even Groundhog Day.  However, February also happens to be Dental Health Awareness Month.  For all of your February holiday-themed activities, head over to ETTC Premium. You can find activities for all of the holidays this month and the entire year. 

1. FREE Toothbrushes

I wanted to start off this awesome list with something tangible for you and your students!  Colgate has a great program for Primary Educators that offers free classroom kits! The Colgate Bright Smiles, Bright Futures ®  classroom kit is full of easy-to-use classroom materials, plus Colgate ® toothpaste, and toothbrush samples for 24 head start, kindergarteners, or first-grade students.  Sign up today to receive your free kits!

2.  Losing Teeth Writing Prompt

Another thing that you should know about me is that I find teeth extremely gross.  Wiggly teeth make me queasy and teeth that fall out are just ugh!  So what do my students do best?  Immediately run into the room opening their mouths and saying “Mr. Olson, look at my wiggly tooth” as they continue to move it back and forth!  So, I do what we do as educators and make a big deal about it.  What better way to allow students to tell you their loose tooth stories than to write about them!?

3. ‘Egg-Ceptional Smiles’

Ready to show how your students can have an ‘egg-ceptional’ smile?  I’m sorry, an exceptional smile?  Grab these items and let your students explore in this hands-on brushing and flossing activity.

• Egg cartons
• White paint
• Yarn (for floss)

This activity teaches them about plaque hiding places and the importance of brushing well! Start by “brushing the teeth” using the white paint, toothbrush, and egg carton.

Once the paint is dry, it’s time to floss! Work with your students to place “plaque” (play-dough) in between each egg carton crack. Then use the yarn (floss) to remove the dough from each tooth.

4. Healthy Teeth Fluency Passage

Help your students practice oral fluency and accuracy while learning the best ways to take care of their teeth. Grab a version of this passage that works for your students. There are 4 different levels of passages ( Practically First ,  First Grade ,  Second Grade , and  Third Grade ).

5. Brush the Tartar Away

Young students?  Laminate pictures of a cut-out tooth.  Draw some “plaque” on it with an expo marker.  Using a real toothbrush, allow students to brush away the tartar and plaque for a clean and healthy tooth. 

Make this activity academic by having the “plaque” be a letter or number.  The student must brush the plaque according to the sound you made or identify the number stated.  

6. Race to Lose a Tooth: A Math Counting Game

A great math game using two pieces of pink paper, marshmallows, and dice.  Rolling the dice to lose the teeth, is the perfect subtraction math game. Feel free to adapt this game by making your own classroom rules (for example: if you roll a 1 or 6 you must add teeth back) or use two dice to play with more marshmallow spaces.

7. Healthy Foods Sort

Print off two large clip art tooth images or have your students draw and cut a large tooth on a piece of paper. Label each tooth.  One labeled “Healthy Foods” and the other “Not So Healthy Foods”.  Provide students with various magazines, newspapers, and online clipart opportunities.  Allow students to search and find different pictures of foods.  Next, students need to work together to determine which food fits each category.

Or, if magazines are hard to come by, I have a healthy foods sort all ready to go for you.

8. Tooth ‘Eggsperiment’

Did you like the experiment in Number 4?  Then you are going to LOVE this rendition!  Similar steps, however this time you are using items that students may actually drink and use like orange soda and kool-aid!  Allow students to record their observations with the included observational form!

9. Snack Time!

Looking for a fun Dental Health snack that students can make themselves?  How about their own grinning apples?   All the students need are:

• two slices of an apple
• peanut butter
• marshmallows

Students can spread the peanut butter (gums) onto the two apple slices (lips).  Place the marshmallows (teeth) in between the two apple slices to create their very own mouth model.  Upgrade your snack with pretzel stick toothbrushes.

10. Brushing Your Teeth Sequencing Puzzle

Here is a hands-on activity direct from my sequencing centers.  Allow students to arrange the pieces of the puzzle from what happens first, next, then, etc. until you end with the last piece of the puzzle.

11. Why Do We Brush Our Teeth?

SciShow for Kids is always my ‘go-to’ Youtube channel!  Check out this informative, yet short and engaging video to let your students know the importance of brushing their teeth!

12.  I Can Take Care of My Teeth Mini-Book

“I Can Take Care of My Teeth” from my No Prep Monthly Mini-Books are just perfect for whole group or small group activities!  The writing prompt gives your students the opportunity to make a connection and respond to the story.  The writing prompt will encourage speaking and listening skills by allowing students to share their writing within their small groups.

13. Tooth Money

Besides loose teeth, children also love talking about the “Tooth Fairy” and what the Fairy left for them.  Cut out some teeth and glue or print off images of various coins on them that the Tooth Fairy left behind.  Have students count them up and document them.  Laminate and have students write their answers in an expo marker on the tooth itself for independent/small group practice. 

14.  Growing Plaque Science Experiment

Just like Virginia is for Teachers  states: “This has to be one of the grossest science experiments ever… but that’s exactly why you have to try it in your classroom!” By using yeast students will see how plaque will grow and how gross it may look when sugar is added to the mixture.  This is the perfect lesson to show how sugar in our mouths creates plaque too.

15. Lego Flossing

Here is an activity similar to number 3 on this list.  However, it involves one of the students’ favorite items… legos !  Take a lego block and place some playdough on top sticking it between the knobs.  Provide your student with a piece of real dental floss and have them floss the dough out.  This is a great fine motor activity for all.

16. 5 Senses Writing

Science lesson AND writing!?!  I mean what could be a better combination?  Oh yeah, just a sprinkle of health with the importance of toothpaste and dental health!  This writing mat is a component of the Second Grade Literacy Centers for the month of October.  Or if you are looking for yearlong Math, ELA, Writing centers, activities, and more check out the bundle option as well!

Bring a tube or multiple tubes of toothpaste into your classroom and let students explore.  Using their sight allows your students to describe all aspects of the toothpaste. They can unscrew the cap and smell it, and even squirt a tiny bit on their fingers and let them taste it.

17.  Teeth Brushing Chart

I had a coworker print off monthly charts for the month of February.  Each day she would give the student a sticker to place on their chart that was displayed in the hallway. If they brushed their teeth before coming to school in the morning they received a sticker.  She would give them another sticker if they brushed their teeth last night before going to bed.  Super cute… and surprising how honest kids are. 

18.  Toothpaste Slime

I don’t know why I am so obsessed with slime! I don’t even like touching it, but I just think it is so cool and the students do too!  Slime is such a popular, engaging, and easy science lesson/experiment so let’s tie it into Dental Health Month too!  The special thing with THIS recipe?!?  Still Playing School ‘s recipe looks like ACTUAL TOOTHPASTE!  I even have these little tooth holders that I bought in bulk several years back and don’t know what else to do with them besides waiting for a tooth to fall.  Here is my answer!

19. Apple Cavity Experiment

Have you ever had an apple with a bruise or a small hole in it?  What happened to the area surrounding the hole in the apple?  Exactly, it got discolored, soft, rotten around the area, and spreads.  Guess what?  That’s exactly what happens with a cavity!

The hard enamel surface of your teeth protects them, much like the skin of an apple protects the fruit inside. After poking the apple with a pencil or scissor point, allow it to sit for 24 hours before exploring and cutting into it.

20. Readers Theatre

Readers Theatre is probably THE favorite activity for me.  I love to see how creative my students get when I allow them to practice reading the script, create their own costumes, and create their own scenery.  Since February is the month of Dental Health Awareness, I have this great “Trip to the Dentist” play and comprehension questions to go alongside the play.

Not only are your students participating in the play, able to answer the comprehension questions, but the audience listening and watching can answer them as well!

21. Dental Health Educational Websites

• Activities and lesson plans for educators with resources and presentations.  This website offers a dental health curriculum, Smile Smarts!, for preschool through grade eight students offering flexible, modular lesson plans, support materials, hands-on classroom demonstrations, student activity sheets, and suggestions for future dental health activities.
• Ready to make your students’ and families’ Tooth Fairy experience more special?  Check out Delta Dental’s Tooth Fairy Resources!  Letters to and from the tooth fairy are included, activities, as well as certificates, are included on this cute and great website!
• The ADA website offers educators posters, resource guides, and tons of activities including coloring sheets and activity sheets.  My favorite part of this website?  That it offers all its materials in both English and Spanish!

22. Dental Health Read Alouds

No list from Christopher Olson wouldn’t be complete if I didn’t offer a read-aloud list!  My favorite activity, if you haven’t learned yet about me, is pairing a lesson and activity with a book!  Check out some of these texts to add to your classroom library!

Just Going To The Dentist by Mercer Mayer (aff)

Teeth Rex Brushes His Teeth by Dee Smith (aff)

Open Wide: Tooth School Inside by Laurie Keller (aff)

The Tooth Book by Edward Miller (aff)

What If You Had Animal Teeth? by Sandra Markle (aff)

Whose Teeth Are These? by Wayne Lynch (aff)

Brush Your Teeth Please! by Leslie Mcguire (aff)

Pete the Cat and The Lost Tooth by James Dean (aff)

Bear’s Loose Tooth by Karma Wilson (aff)

How to Catch The Tooth Fairy by Adam Wallace (aff)

23. Dental Health Listen and Color

There is always time to work on listening comprehension and following directions. You can practice these  skills while keeping with your theme. Read aloud each direction and have your students follow them in the image given. Or, if your students are able to read on their own, place this page in a center and have them read and follow the directions indepedently.

Whether you choose some texts or some science activities, this list of 23 Classroom Activities for Dental Health Month has a little bit of everything for you!  Hey, you can even take every activity off of this list and fill your entire month!  How amazing does that sound!?   

Anything I’m missing from this Dental Health Activity list?  Let me know in the comments below!  Even better let’s see some pictures of your students’ hard work on some of these awesome resources and activities!  Remember… “Brush-a, brush-a, brush-a”!  Smile wide this month!

Written By: Christopher Olson

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• Areas of Research

Research Projects

Research within the School of Dental Medicine encompasses a wide variety of fields within oral health care, helping to translate basic science discoveries into clinical therapies. Use the links below to learn more about current and past projects of faculty, staff, and students. 

Search by Department

Search individual research projects and faculty areas of research interest by School of Dental Medicine Departments

Biological Sciences

Biological Sciences research focuses on how the body, particularly the mouth, fights diseases through innate immune responses. 

**We are currently updating these pages to refresh information. While we work, please visit the Biological Sciences Research and Sponsored Projects page to review our active projects.

Ge Jin, PhD

• Beta-defensins in Immunological Responses and Immunotherapy in Oncogenesis
• Innate Immunity and Oral Carcinogenesis

Pushpa Pandiyan, PhD

• Mechanism of Immunomodulation during Oropharyngeal Candidiasis
• Modulation of Tumor Necrosis-α during Oropharyngeal Candidiasis

Aaron Weinberg, DMD, PhD

• Oral Cancer and the Discovery of a Novel Biomarker
• Oral Cancer and the Discovery of a Novel Biomarker - Taiwan
• Fusobacterial-Associated Beta Defensin Inducer (FADI)
• Center for Excellence in Immunology

Fengchun Ye, PhD

• Role of Angiopoietin-2 in KSHV Induction of Angiogenesis, Inflammation, and Cutaneous KS Lesions
• Epigenetic Regulation of Viral Infection and Replication by Periodontal Bacteria

Chad Zender, MD, FACS

• Comprehensive Head and Neck Database 

Community Dentistry

Community Dentistry research focuses on the protection and improvement of oral health in patients and community at-large. 

**We are currently updating these pages to refresh information. While we work, please visit the Community Dentistry Research and Sponsored Projects page to review our active projects.

Catherine Demko

• MEDTAPP Healthcare Access Initiative
• Sisters of Charity of Canton Evaluation Project

James Lalumandier, DDS, MPH

• Geriatric Dentistry Mobile Unit Program
• Healthy Smiles Sealant Program

Sena Narendran, PhD

• Post-doctoral Training in General, Pediatric, and Public Health Dentistry and Dental Hygiene
• Pre-doctoral Training in General, Pediatric, and Public Health Dentistry and Dental Hygiene

Suchitra Nelson, PhD

• Family Intervention with Caregivers of Children with Urgent Dental Needs
• Longitudinal Studies of Dental Caries in Very Low Birthweight Children

Mary Beth Slusar, PhD

• Caregiver Illness Perception and Child's Early Childhood Caries Status

Kristin Victoroff

• Collaborative Home for Oral Health, Medical Review, and Health Promotion (CHOMP)

Kristin Williams

Comprehensive Care

• Correlation of Primary Implant Stability with Cone Beam Computed Tomography Analysis in a Bovine Mandibular Bone Model
• Image Guided New Biomaterials for Dental Restorations
• Optimization of Insertion Torque for Primary Dental Implant Stability

Endodontics

Anita Aminoshariae, DDS, MS

• Association of Endodontic Conditions with Systemic Medical Disease
• Effect of Time Factor in Crown Placement on Survival of Primary Endodontically Treated: A Retrospective Cohort Study

Thomas Montagnese, DDS

• Efficacy of Buprenorphine on Post-operative Endodontic Analgesia 

Oral and Maxillofacial Medicine + Diagnostic Sciences

Oral Medicine research focuses on orofacial pain, oral premalignant disorders, interprofessional education outcomes, and markers for response to treatment of mucosal disorders.

Andres Pinto, DMD, MPH

• Osteonecrosis of the Jaw (ONJ) Case Registry
• Reliability of a Modified Brief Pain Inventory-Facial

Oral and Maxillofacial Surgery

Dale Baur, DDS

• Patient-Centered Quality of Live (QOL) Measures after Temporomandibular Total Joint Replacement Surgery 
• Removal of Unerupted Third Molars at the Time of Mandibular Sagittal Split Osteotomy: Case Series 
• Treatment Outcomes of Keratocystic Odontogenic Tumor

Orthodontics

**We are currently updating these pages to refresh information. While we work, please visit the Orthodontics Research and Sponsored Projects page to review our active projects.

Mark Hans, DDS, MSD

• Craniofacial Initiatives in the School of Dental Medicine

J. Martin Palomo, DDS, MSD

Manish Valiathan, DDS, MSD

• Craniofacial Growth Prediction in Different Facial Types

Pediatric Dentistry

Pediatric Dentistry research focuses on improving the care and treatment of pediatric oral health, including pediatric oral health disparities, craniofacial anomalies, and oral health behavior.

*We are currently updating these pages to refresh information. While we work, please visit the Pediatric Dentistry Research and Sponsored Projects page to review our active projects.Orthodontics

Gerald Ferretti, DDS, MS, MPH

Research Interests:

• Reducing children's oral health disparities
• Craniofacial anomalies
• Pediatric sedation

Masahiro Heima, DDS, PhD

• Dental care-related fear and anxiety
• Oral health care behavior

Lance Vernon, DMD, MPH

• Oral hygiene behavior
• Oral health care in HIV population
• Development of a Provider-Observed Tool to Assess Oral Hygiene Skills in HIV+ Adults
• Holistic, Prevention-Focused Assessment and Coaching of Targeted/Tailored Oral Hygiene Behaviors
• Immune and Inflammatory Consequences of Intensive Periodontal Disease Treatment in HIV+ Adults
• Oral Link to Vascular Disease in an HIV-1 Cohort

Periodontics

Nabil Bissada

• Gingival Dimension Around Natural Teeth and Dental Implants in Health and Disease
• Role of Nonsurgical Periodontal Treatment on the Level of Rheumatoid Factor in Patients Diagnosed with Rheumatoid Arthritis

Andre Paes, DDS, PhD, MS

• Examination of Proton Pump Inhibitor Use and Colonization with Trichomonas tenax and Entamoeba gingivalis

Leena Palomo, DMD, MSD

• Analysis of Postmenopausal Women Using Bisphosphonate Therapy
• Periodontitis in Postmenopausal Women

Best Nursing Research Topics for Students

What is a nursing research paper.

• What They Include
• Choosing a Topic
• Best Nursing Research Topics
• Research Paper Writing Tips

Writing a research paper is a massive task that involves careful organization, critical analysis, and a lot of time. Some nursing students are natural writers, while others struggle to select a nursing research topic, let alone write about it.

If you're a nursing student who dreads writing research papers, this article may help ease your anxiety. We'll cover everything you need to know about writing nursing school research papers and the top topics for nursing research.  

Continue reading to make your paper-writing jitters a thing of the past.

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A nursing research paper is a work of academic writing composed by a nurse or nursing student. The paper may present information on a specific topic or answer a question.

During LPN/LVN and RN programs, most papers you write focus on learning to use research databases, evaluate appropriate resources, and format your writing with APA style. You'll then synthesize your research information to answer a question or analyze a topic.

BSN , MSN , Ph.D., and DNP programs also write nursing research papers. Students in these programs may also participate in conducting original research studies.

Writing papers during your academic program improves and develops many skills, including the ability to:

• Select nursing topics for research
• Conduct effective research
• Analyze published academic literature
• Format and cite sources
• Synthesize data
• Organize and articulate findings

About Nursing Research Papers

When do nursing students write research papers.

You may need to write a research paper for any of the nursing courses you take. Research papers help develop critical thinking and communication skills. They allow you to learn how to conduct research and critically review publications.

That said, not every class will require in-depth, 10-20-page papers. The more advanced your degree path, the more you can expect to write and conduct research. If you're in an associate or bachelor's program, you'll probably write a few papers each semester or term.

Do Nursing Students Conduct Original Research?

Most of the time, you won't be designing, conducting, and evaluating new research. Instead, your projects will focus on learning the research process and the scientific method. You'll achieve these objectives by evaluating existing nursing literature and sources and defending a thesis.

However, many nursing faculty members do conduct original research. So, you may get opportunities to participate in, and publish, research articles.

Example Research Project Scenario:

In your maternal child nursing class, the professor assigns the class a research paper regarding developmentally appropriate nursing interventions for the pediatric population. While that may sound specific, you have almost endless opportunities to narrow down the focus of your writing. 

You could choose pain intervention measures in toddlers. Conversely, you can research the effects of prolonged hospitalization on adolescents' social-emotional development.

What Does a Nursing Research Paper Include?

Your professor should provide a thorough guideline of the scope of the paper. In general, an undergraduate nursing research paper will consist of:

Introduction : A brief overview of the research question/thesis statement your paper will discuss. You can include why the topic is relevant.

Body : This section presents your research findings and allows you to synthesize the information and data you collected. You'll have a chance to articulate your evaluation and answer your research question. The length of this section depends on your assignment.

Conclusion : A brief review of the information and analysis you presented throughout the body of the paper. This section is a recap of your paper and another chance to reassert your thesis.

The best advice is to follow your instructor's rubric and guidelines. Remember to ask for help whenever needed, and avoid overcomplicating the assignment!

How to Choose a Nursing Research Topic

The sheer volume of prospective nursing research topics can become overwhelming for students. Additionally, you may get the misconception that all the 'good' research ideas are exhausted. However, a personal approach may help you narrow down a research topic and find a unique angle.

Writing your research paper about a topic you value or connect with makes the task easier. Additionally, you should consider the material's breadth. Topics with plenty of existing literature will make developing a research question and thesis smoother.

Finally, feel free to shift gears if necessary, especially if you're still early in the research process. If you start down one path and have trouble finding published information, ask your professor if you can choose another topic.

The Best Research Topics for Nursing Students

You have endless subject choices for nursing research papers. This non-exhaustive list just scratches the surface of some of the best nursing research topics.

1. Clinical Nursing Research Topics

• Analyze the use of telehealth/virtual nursing to reduce inpatient nurse duties.
• Discuss the impact of evidence-based respiratory interventions on patient outcomes in critical care settings.
• Explore the effectiveness of pain management protocols in pediatric patients.

2. Community Health Nursing Research Topics

• Assess the impact of nurse-led diabetes education in Type II Diabetics.
• Analyze the relationship between socioeconomic status and access to healthcare services.

3. Nurse Education Research Topics

• Review the effectiveness of simulation-based learning to improve nursing students' clinical skills.
• Identify methods that best prepare pre-licensure students for clinical practice.
• Investigate factors that influence nurses to pursue advanced degrees.
• Evaluate education methods that enhance cultural competence among nurses.
• Describe the role of mindfulness interventions in reducing stress and burnout among nurses.

4. Mental Health Nursing Research Topics

• Explore patient outcomes related to nurse staffing levels in acute behavioral health settings.
• Assess the effectiveness of mental health education among emergency room nurses .
• Explore de-escalation techniques that result in improved patient outcomes.
• Review the effectiveness of therapeutic communication in improving patient outcomes.

5. Pediatric Nursing Research Topics

• Assess the impact of parental involvement in pediatric asthma treatment adherence.
• Explore challenges related to chronic illness management in pediatric patients.
• Review the role of play therapy and other therapeutic interventions that alleviate anxiety among hospitalized children.

6. The Nursing Profession Research Topics

• Analyze the effects of short staffing on nurse burnout .
• Evaluate factors that facilitate resiliency among nursing professionals.
• Examine predictors of nurse dissatisfaction and burnout.
• Posit how nursing theories influence modern nursing practice.

Tips for Writing a Nursing Research Paper

The best nursing research advice we can provide is to follow your professor's rubric and instructions. However, here are a few study tips for nursing students to make paper writing less painful:

Avoid procrastination: Everyone says it, but few follow this advice. You can significantly lower your stress levels if you avoid procrastinating and start working on your project immediately.

Plan Ahead: Break down the writing process into smaller sections, especially if it seems overwhelming. Give yourself time for each step in the process.

Research: Use your resources and ask for help from the librarian or instructor. The rest should come together quickly once you find high-quality studies to analyze.

Outline: Create an outline to help you organize your thoughts. Then, you can plug in information throughout the research process. 

Clear Language: Use plain language as much as possible to get your point across. Jargon is inevitable when writing academic nursing papers, but keep it to a minimum.

Cite Properly: Accurately cite all sources using the appropriate citation style. Nursing research papers will almost always implement APA style. Check out the resources below for some excellent reference management options.

Revise and Edit: Once you finish your first draft, put it away for one to two hours or, preferably, a whole day. Once you've placed some space between you and your paper, read through and edit for clarity, coherence, and grammatical errors. Reading your essay out loud is an excellent way to check for the 'flow' of the paper.

Helpful Nursing Research Writing Resources:

Purdue OWL (Online writing lab) has a robust APA guide covering everything you need about APA style and rules.

Grammarly helps you edit grammar, spelling, and punctuation. Upgrading to a paid plan will get you plagiarism detection, formatting, and engagement suggestions. This tool is excellent to help you simplify complicated sentences.

Mendeley is a free reference management software. It stores, organizes, and cites references. It has a Microsoft plug-in that inserts and correctly formats APA citations.

Don't let nursing research papers scare you away from starting nursing school or furthering your education. Their purpose is to develop skills you'll need to be an effective nurse: critical thinking, communication, and the ability to review published information critically.

Choose a great topic and follow your teacher's instructions; you'll finish that paper in no time.

Joleen Sams is a certified Family Nurse Practitioner based in the Kansas City metro area. During her 10-year RN career, Joleen worked in NICU, inpatient pediatrics, and regulatory compliance. Since graduating with her MSN-FNP in 2019, she has worked in urgent care and nursing administration. Connect with Joleen on LinkedIn or see more of her writing on her website.

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Research Topics & Ideas: Healthcare

F inding and choosing a strong research topic is the critical first step when it comes to crafting a high-quality dissertation, thesis or research project. If you’ve landed on this post, chances are you’re looking for a healthcare-related research topic , but aren’t sure where to start. Here, we’ll explore a variety of healthcare-related research ideas and topic thought-starters across a range of healthcare fields, including allopathic and alternative medicine, dentistry, physical therapy, optometry, pharmacology and public health.

NB – This is just the start…

The topic ideation and evaluation process has multiple steps . In this post, we’ll kickstart the process by sharing some research topic ideas within the healthcare domain. This is the starting point, but to develop a well-defined research topic, you’ll need to identify a clear and convincing research gap , along with a well-justified plan of action to fill that gap.

If you’re new to the oftentimes perplexing world of research, or if this is your first time undertaking a formal academic research project, be sure to check out our free dissertation mini-course. In it, we cover the process of writing a dissertation or thesis from start to end. Be sure to also sign up for our free webinar that explores how to find a high-quality research topic.

Overview: Healthcare Research Topics

• Allopathic medicine
• Alternative /complementary medicine
• Veterinary medicine
• Physical therapy/ rehab
• Optometry and ophthalmology
• Pharmacy and pharmacology
• Public health
• Examples of healthcare-related dissertations

Allopathic (Conventional) Medicine

• The effectiveness of telemedicine in remote elderly patient care
• The impact of stress on the immune system of cancer patients
• The effects of a plant-based diet on chronic diseases such as diabetes
• The use of AI in early cancer diagnosis and treatment
• The role of the gut microbiome in mental health conditions such as depression and anxiety
• The efficacy of mindfulness meditation in reducing chronic pain: A systematic review
• The benefits and drawbacks of electronic health records in a developing country
• The effects of environmental pollution on breast milk quality
• The use of personalized medicine in treating genetic disorders
• The impact of social determinants of health on chronic diseases in Asia
• The role of high-intensity interval training in improving cardiovascular health
• The efficacy of using probiotics for gut health in pregnant women
• The impact of poor sleep on the treatment of chronic illnesses
• The role of inflammation in the development of chronic diseases such as lupus
• The effectiveness of physiotherapy in pain control post-surgery

Topics & Ideas: Alternative Medicine

• The benefits of herbal medicine in treating young asthma patients
• The use of acupuncture in treating infertility in women over 40 years of age
• The effectiveness of homoeopathy in treating mental health disorders: A systematic review
• The role of aromatherapy in reducing stress and anxiety post-surgery
• The impact of mindfulness meditation on reducing high blood pressure
• The use of chiropractic therapy in treating back pain of pregnant women
• The efficacy of traditional Chinese medicine such as Shun-Qi-Tong-Xie (SQTX) in treating digestive disorders in China
• The impact of yoga on physical and mental health in adolescents
• The benefits of hydrotherapy in treating musculoskeletal disorders such as tendinitis
• The role of Reiki in promoting healing and relaxation post birth
• The effectiveness of naturopathy in treating skin conditions such as eczema
• The use of deep tissue massage therapy in reducing chronic pain in amputees
• The impact of tai chi on the treatment of anxiety and depression
• The benefits of reflexology in treating stress, anxiety and chronic fatigue
• The role of acupuncture in the prophylactic management of headaches and migraines

Topics & Ideas: Dentistry

• The impact of sugar consumption on the oral health of infants
• The use of digital dentistry in improving patient care: A systematic review
• The efficacy of orthodontic treatments in correcting bite problems in adults
• The role of dental hygiene in preventing gum disease in patients with dental bridges
• The impact of smoking on oral health and tobacco cessation support from UK dentists
• The benefits of dental implants in restoring missing teeth in adolescents
• The use of lasers in dental procedures such as root canals
• The efficacy of root canal treatment using high-frequency electric pulses in saving infected teeth
• The role of fluoride in promoting remineralization and slowing down demineralization
• The impact of stress-induced reflux on oral health
• The benefits of dental crowns in restoring damaged teeth in elderly patients
• The use of sedation dentistry in managing dental anxiety in children
• The efficacy of teeth whitening treatments in improving dental aesthetics in patients with braces
• The role of orthodontic appliances in improving well-being
• The impact of periodontal disease on overall health and chronic illnesses

Topics & Ideas: Veterinary Medicine

• The impact of nutrition on broiler chicken production
• The role of vaccines in disease prevention in horses
• The importance of parasite control in animal health in piggeries
• The impact of animal behaviour on welfare in the dairy industry
• The effects of environmental pollution on the health of cattle
• The role of veterinary technology such as MRI in animal care
• The importance of pain management in post-surgery health outcomes
• The impact of genetics on animal health and disease in layer chickens
• The effectiveness of alternative therapies in veterinary medicine: A systematic review
• The role of veterinary medicine in public health: A case study of the COVID-19 pandemic
• The impact of climate change on animal health and infectious diseases in animals
• The importance of animal welfare in veterinary medicine and sustainable agriculture
• The effects of the human-animal bond on canine health
• The role of veterinary medicine in conservation efforts: A case study of Rhinoceros poaching in Africa
• The impact of veterinary research of new vaccines on animal health

Topics & Ideas: Physical Therapy/Rehab

• The efficacy of aquatic therapy in improving joint mobility and strength in polio patients
• The impact of telerehabilitation on patient outcomes in Germany
• The effect of kinesiotaping on reducing knee pain and improving function in individuals with chronic pain
• A comparison of manual therapy and yoga exercise therapy in the management of low back pain
• The use of wearable technology in physical rehabilitation and the impact on patient adherence to a rehabilitation plan
• The impact of mindfulness-based interventions in physical therapy in adolescents
• The effects of resistance training on individuals with Parkinson’s disease
• The role of hydrotherapy in the management of fibromyalgia
• The impact of cognitive-behavioural therapy in physical rehabilitation for individuals with chronic pain
• The use of virtual reality in physical rehabilitation of sports injuries
• The effects of electrical stimulation on muscle function and strength in athletes
• The role of physical therapy in the management of stroke recovery: A systematic review
• The impact of pilates on mental health in individuals with depression
• The use of thermal modalities in physical therapy and its effectiveness in reducing pain and inflammation
• The effect of strength training on balance and gait in elderly patients

Need a helping hand?

Topics & Ideas: Optometry & Opthalmology

• The impact of screen time on the vision and ocular health of children under the age of 5
• The effects of blue light exposure from digital devices on ocular health
• The role of dietary interventions, such as the intake of whole grains, in the management of age-related macular degeneration
• The use of telemedicine in optometry and ophthalmology in the UK
• The impact of myopia control interventions on African American children’s vision
• The use of contact lenses in the management of dry eye syndrome: different treatment options
• The effects of visual rehabilitation in individuals with traumatic brain injury
• The role of low vision rehabilitation in individuals with age-related vision loss: challenges and solutions
• The impact of environmental air pollution on ocular health
• The effectiveness of orthokeratology in myopia control compared to contact lenses
• The role of dietary supplements, such as omega-3 fatty acids, in ocular health
• The effects of ultraviolet radiation exposure from tanning beds on ocular health
• The impact of computer vision syndrome on long-term visual function
• The use of novel diagnostic tools in optometry and ophthalmology in developing countries
• The effects of virtual reality on visual perception and ocular health: an examination of dry eye syndrome and neurologic symptoms

Topics & Ideas: Pharmacy & Pharmacology

• The impact of medication adherence on patient outcomes in cystic fibrosis
• The use of personalized medicine in the management of chronic diseases such as Alzheimer’s disease
• The effects of pharmacogenomics on drug response and toxicity in cancer patients
• The role of pharmacists in the management of chronic pain in primary care
• The impact of drug-drug interactions on patient mental health outcomes
• The use of telepharmacy in healthcare: Present status and future potential
• The effects of herbal and dietary supplements on drug efficacy and toxicity
• The role of pharmacists in the management of type 1 diabetes
• The impact of medication errors on patient outcomes and satisfaction
• The use of technology in medication management in the USA
• The effects of smoking on drug metabolism and pharmacokinetics: A case study of clozapine
• Leveraging the role of pharmacists in preventing and managing opioid use disorder
• The impact of the opioid epidemic on public health in a developing country
• The use of biosimilars in the management of the skin condition psoriasis
• The effects of the Affordable Care Act on medication utilization and patient outcomes in African Americans

Topics & Ideas: Public Health

• The impact of the built environment and urbanisation on physical activity and obesity
• The effects of food insecurity on health outcomes in Zimbabwe
• The role of community-based participatory research in addressing health disparities
• The impact of social determinants of health, such as racism, on population health
• The effects of heat waves on public health
• The role of telehealth in addressing healthcare access and equity in South America
• The impact of gun violence on public health in South Africa
• The effects of chlorofluorocarbons air pollution on respiratory health
• The role of public health interventions in reducing health disparities in the USA
• The impact of the United States Affordable Care Act on access to healthcare and health outcomes
• The effects of water insecurity on health outcomes in the Middle East
• The role of community health workers in addressing healthcare access and equity in low-income countries
• The impact of mass incarceration on public health and behavioural health of a community
• The effects of floods on public health and healthcare systems
• The role of social media in public health communication and behaviour change in adolescents

Examples: Healthcare Dissertation & Theses

While the ideas we’ve presented above are a decent starting point for finding a healthcare-related research topic, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses to see how this all comes together.

Below, we’ve included a selection of research projects from various healthcare-related degree programs to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• Improving Follow-Up Care for Homeless Populations in North County San Diego (Sanchez, 2021)
• On the Incentives of Medicare’s Hospital Reimbursement and an Examination of Exchangeability (Elzinga, 2016)
• Managing the healthcare crisis: the career narratives of nurses (Krueger, 2021)
• Methods for preventing central line-associated bloodstream infection in pediatric haematology-oncology patients: A systematic literature review (Balkan, 2020)
• Farms in Healthcare: Enhancing Knowledge, Sharing, and Collaboration (Garramone, 2019)
• When machine learning meets healthcare: towards knowledge incorporation in multimodal healthcare analytics (Yuan, 2020)
• Integrated behavioural healthcare: The future of rural mental health (Fox, 2019)
• Healthcare service use patterns among autistic adults: A systematic review with narrative synthesis (Gilmore, 2021)
• Mindfulness-Based Interventions: Combatting Burnout and Compassionate Fatigue among Mental Health Caregivers (Lundquist, 2022)
• Transgender and gender-diverse people’s perceptions of gender-inclusive healthcare access and associated hope for the future (Wille, 2021)
• Efficient Neural Network Synthesis and Its Application in Smart Healthcare (Hassantabar, 2022)
• The Experience of Female Veterans and Health-Seeking Behaviors (Switzer, 2022)
• Machine learning applications towards risk prediction and cost forecasting in healthcare (Singh, 2022)
• Does Variation in the Nursing Home Inspection Process Explain Disparity in Regulatory Outcomes? (Fox, 2020)

Looking at these titles, you can probably pick up that the research topics here are quite specific and narrowly-focused , compared to the generic ones presented earlier. This is an important thing to keep in mind as you develop your own research topic. That is to say, to create a top-notch research topic, you must be precise and target a specific context with specific variables of interest . In other words, you need to identify a clear, well-justified research gap.

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19 Comments

I need topics that will match the Msc program am running in healthcare research please

Hello Mabel,

I can help you with a good topic, kindly provide your email let’s have a good discussion on this.

Can you provide some research topics and ideas on Immunology?

Thank you to create new knowledge on research problem verse research topic

Help on problem statement on teen pregnancy

This post might be useful: https://gradcoach.com/research-problem-statement/

can you give me research titles that i can conduct as a school nurse

can you provide me with a research topic on healthcare related topics to a qqi level 5 student

Please can someone help me with research topics in public health ?

Hello I have requirement of Health related latest research issue/topics for my social media speeches. If possible pls share health issues , diagnosis, treatment.

I would like a topic thought around first-line support for Gender-Based Violence for survivors or one related to prevention of Gender-Based Violence

Please can I be helped with a master’s research topic in either chemical pathology or hematology or immunology? thanks

Can u please provide me with a research topic on occupational health and safety at the health sector

Good day kindly help provide me with Ph.D. Public health topics on Reproductive and Maternal Health, interventional studies on Health Education

may you assist me with a good easy healthcare administration study topic

May you assist me in finding a research topic on nutrition,physical activity and obesity. On the impact on children

I have been racking my brain for a while on what topic will be suitable for my PhD in health informatics. I want a qualitative topic as this is my strong area.

Hi, may I please be assisted with research topics in the medical laboratory sciences

How do i frame a qualitative topic that will be suitable for the use of calibrated drape among midwifes. this is a thesis for my master programme in midwifery education.

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Talking with children about their oral health can be a rewarding activity for both you and you students. The ADA believes that it's never too early to begin oral health education and screening. By sharing these sample presentations and resources with your class, you can help educate students of all ages think about and discuss the importance of dental health. This section contains exercises ranging from learning and coloring the different parts of the tooth to more dynamic lessons that engage preteen students on why making smart choices can protect their teeth and health.

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Penn Dental Medicine has a long-standing tradition of offering faculty-mentored clinical and basic science research opportunities for students to enrich their education. Students conduct research within the dental school and collaborate with other schools, including School of Medicine, School of Engineering and Applied Sciences, Wharton School of Business, and School of Nursing. Students who are involved in research have opportunities to author manuscripts, present their results at national and international meetings, and successfully compete for fellowships, awards, and grants inside and outside of the dental school. Students can be involved in research by participating in specific research programs or volunteering in research projects independently. Potential Penn Dental Medicine research advisors include faculty across disciplines. Students can contact faculty directly or fill out a request form for research opportunities and submit it to the Office of Graduate Studies and Student Research with their CV. The requests are reviewed monthly to determine the availability of research positions and facilitate the communication between students and faculty. — View Research Advisors »

Predoctoral (DMD) Student Research

Summer research program.

The  Summer Research Program  is for current Penn Dental Medicine students to engage in a basic laboratory or clinical research project. The purpose of the program is to give interested dental students a chance to experience both basic and clinical dental research from a “hands-on” perspective by participation in an ongoing faculty research investigation. Student researchers are expected to work full time during the summer and continue their research throughout the academic year with a faculty advisor on a mutually agreed research project.  Learn more about the program and how to apply

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A number of research-focused  honors courses within the DMD program at Penn Dental Medicine, including Basic & Translational Research Honors , offer research opportunities to qualifying students.  Learn more and how to apply

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Students interested in an academic career often consider applying to one Penn Dental Medicine’s  dual degree programs , which offer students a variety of research opportunities.

Leonard Davis Institute of Health Economics

Penn Dental Medicine in collaboration with the Leonard Davis Institute of Health Economics and the Health Care Management Department of the Wharton School supports stipend-based  summer research fellowships  for dental students interested in working on a health services or health policy research project during the summer between their first and second year of dental school.

Independent Research

DMD students also have opportunities to be involved in independent research by participating as a volunteer in basic and clinical research studies throughout the school. Students can directly reach out to faculty to explore volunteering opportunities. Alternatively, students can complete an application and submit it with their CV to the Office of Graduate Studies and Student Research. The applications are reviewed monthly to determine the availability of research positions and facilitate the communication between students and faculty.

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Human Subjects Research/Institutional Review Board (IRB)

Student researchers should communicate with their faculty advisors to guide them through their research projects.

Research projects that meet the definitions of Human Subjects and Research must be submitted for review and approval by the IRB. Please consult with your faculty advisor to confirm IRB approval is required. Once you have confirmed that IRB is required, federal regulations and the University of Pennsylvania, mandates that students complete human subject research training to ensure the protection of research subjects.  CITI Human Resources Protections Training  is required for everyone engaged in human research at Penn. Additional trainings may be required by your department/division.

The  Penn IRB Office  has all of the resources available for researchers. Some useful links are provided below as a starting point.

• CITI Human Resources Protections Training
• How to Submit Initial IRB Application
• Student Guidance Manual: Submitting to the Penn IRB
• Forms and Templates

Animal Research/Institutional Animal Care & Use (IACUC)

The  Penn Office of Institutional Animal Care & Use Committee (IACUC)  is also available to support you through the process of coursework and research projects involving animals.

External Sources for Student Research Awards, Fellowships, Grants

Students are encouraged to work with their research advisors to identify and apply to appropriate external research opportunities.

• NIDCR Summer Dental Student Award
• Medical Research Scholars Program
• Clinical Electives Program
• Summer Internship Program for Biomedical Research

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• IADR Awards, Grants, Fellowships & Competitions
• AADOCR Awards, Grants, Fellowships & Competitions
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Interested in doing research? Complete this  Research Opportunities Request Form »

Questions about student research at Penn Dental Medicine can be directed to  [email protected] .

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Interprofessional oral health guidance for doctor of nursing practice students

Oral diseases are one of the most prevalent conditions in the world and are largely preventable. In comparison with other professionals, nurses have more frequent and longer interactions with people in most health-care environments. 1  With frequent exposure to patients, nurses are ideal for assessing patients’ oral health needs. Nursing students’ involvement in an oral-health educational module could increase their skill set in early detection of oral-health issues and appropriate, timely referral to a dentist. This could significantly decrease the cost of treatment and improve patient care.

In general, studies have shown that nurses need to improve their knowledge about oral health .  Therefore, more content should be created to address the oral-health education needs of nursing students. 2  Increased knowledge from interprofessional education experiences has been shown to lead to better skills and positive attitudes toward collaboration between health-care providers. 3  Oral-health education and practical experience occur best in an interprofessional setting and provide the most effective environment for increasing confidence, motivation, knowledge, and skills. 4

Related reading: 

• Understanding the evolution of education in nursing and dental hygiene
• Is the grass greener? Online discussion compares benefits of nursing with dental hygiene
• Senior care: The importance of oral health for overall health

The practice problem guiding this project was: How will an oral-health education seminar impact BSN (bachelor of science in nursing) to DNP (doctorate of nursing practice) nursing students’ confidence in utilizing the following four key factors in a patient population ranging from pediatric to geriatric?

• Establishing general oral assessment skills
• Identifying common oral pathology signs
• Identifying signs/symptoms of xerostomia and products to treat this condition
• Knowing when and how to refer

The outcome of interest was to have a reported increase in student confidence in these four key factors. For the purpose of this study, confidence was defined as “the quality or state of being certain.” 5  Confidence was measured using a survey measurement tool before and after the intervention. Questions were scored on a five-point Likert scale, ranging from “very confident” (5) to “not at all confident” (1) with higher scores indicating higher confidence.

Eight peer-reviewed publications regarding oral-health education in nursing programs were evaluated to better examine necessity, obstacles, attitude, and outcomes of recent dental interprofessional education (IPE) projects.

Intervention(s)

The project facilitator provided a 60-minute oral-health guidance seminar to all students using a didactic PowerPoint, presented live on Microsoft Teams. The event was recorded for those who couldn’t attend, as well as for future reference. The seminar was divided into three sections, with the first and second sections being 15-20 minutes in length each with content designed to highlight pediatric through geriatric patient oral-health needs, along with how nurses can make a difference in the oral-care regimen for their patients. The third section of the seminar was 10 minutes in length and was focused on when and how to refer to a general dentist or specialist such as a pediatric dentist or oral surgeon.

The pre- and post-survey assessment tool was created specifically for this project by the investigator and measured the confidence level of participants in the oral-health guidance seminar. The survey consisted of five questions designed to address participants ’  confidence in the four key factors. Each of the five questions was presented as a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).

Question number five of the survey was designed to measure participants’ perceived value of incorporating the oral-health guidance seminar into their didactic course. The survey came at no cost to the students or to the institution.

Excel software was used to organize and analyze pre- and post-survey results. Each survey item was coded using an ordinal scale ranking and totaled for the pre- and post-survey results. Survey answers were assigned a numerical value that resulted in a score based on a five-point Likert scale: 1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, 5 = strongly agree. A comparison of the pre- and post-survey responses was used to analyze the data along with an unpaired t-test.

Out of 20 DNP students, six participated in the pre-survey and four participated in the post-survey. The five statements that were rated on both the pre- and post-survey were:

• I feel confident in my skills/knowledge to perform a limited oral-health assessment for a patient under my care.
• I feel confident in my skills/knowledge to identify common oral pathology signs for a patient under my care.
• I feel confident in my skills/knowledge to recognize the signs and symptoms of xerostomia in a patient under my care.
• I feel confident in my skills/knowledge in referring a patient under my care to an oral health-care specialist.
• The oral-health guidance seminar would benefit future students in this course.

All questions showed improvement in mean scores after the intervention, showing indications of approaching the highest rating on the Likert scale utilized in this study. The average mean score from the pre-survey to the post-survey is visually represented in Figure 1.

The two-sample unpaired t-test was performed, showing a statistically significant difference of 95% CI, with  p  = .03. The study determined that a statistically significant difference occurred after the presentation of the interprofessional oral health guidance seminar.

Limitations

Several important limitations need to be considered. A relatively small sample size limited

the strength of the findings. Given the few responses, the interprofessional oral-health guidance model intervention looks promising, and it is recommended that another intervention is studied with a larger subject population to evaluate the statistical results. Additionally, the subjects did not follow the directions correctly on creating a unique identification code. This caused data to be unpaired and although improvements were noted, they could not be statistically evaluated to the individual subjects.

Conclusions

With the nursing profession taking on a greater degree of responsibility in the health-care system, the oral-health component in the curriculum needs to be further evaluated. The online oral-health educational module offered through this project demonstrated improvement in student knowledge of dental needs and increased confidence in identifying, treating, or referring their patients. The project lays the groundwork for future studies to examine the impact of educational courses in oral-health guidance for nursing students, including the potential for the permanent inclusion of a dental educational module into the curriculum.

Editor's note:  This article appeared in the October 2023 print edition of  RDH  magazine. Dental hygienists in North America are eligible for a complimentary print subscription.  Sign up here.

• Poortaghi S, Raiesifar A, Bozorgzad P, Golzari SE, Parvizy S, Rafii F. Evolutionary concept analysis of health seeking behavior in nursing: a systematic review.  BMC Health Serv Res . 2015;15:523. doi:10.1186/s12913-015-1181-9
• Kent KA, Clark CA. Open wide and say a-ha: adding oral health content to the nurse practitioner curriculum.  Nurs Educ Perspect . 2018;39(4):253-254. doi:10.1097/01.NEP.0000000000000252
• Bagge JR, Harbaugh TC, Tabora IG, Aponte MA, Hakobyan A, Johnson DL. Dental hygienists' interprofessional education and collaboration experiences: a survey of current behaviors and attitudes.  J Dent Hyg . 2021;95(4):32-40.
• Bhagat V, Hoang H, Crocombe LA, Goldberg LR. Incorporating oral health care education in undergraduate nursing curricula - a systematic review.  BMC Nurs . 2020;19:66. doi:10.1186/s12912-020-00454-6
• Confidence definition. Merriam-Webster. https://www.merriam-webster.com/dictionary/confidence

Kari Wade EdD, MSN, RN, CNE

Kari Wade EdD, MSN, RN, CNE,  is a professor of doctoral studies at Nebraska Methodist College in Omaha. She is immediate past president of the Nebraska Nurses Association and vice president of the Midwest Multistate Division. 

Updated August 7, 2023

Erik Mutterer, EdD, MA, RDH

Erik Mutterer, EdD, MA, RDH, has more than two decades of experience as an educator and dental hygienist. His educational interests include administration, dental hygiene education, and community healthcare accessibility. In his free time, he enjoys restoring old arcade games, traveling, and spending time with family.

Updated July 28, 2023

The power of inclusion: Reflections from RDH Under One Roof 2024

Removal of the root surface smear layer

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Geriatric Nursing

Featured article oral health clinical training and dental referral program for nurses: an interprofessional collaborative project.

• • A multifaceted approach of using evidence-based interdisciplinary tools, coaching by oral health care providers, and collaboration between nursing and dental faculty.
• • Didactic oral health education with clinical learning tools used by dentists effectively increased nurses’ confidence in performing dental screenings.
• • Nurses improved their knowledge and confidence with initiating dental referrals for patients with oral health problems.
• • Concepts of mastery of learning in the instruction by dentists were purposeful and systematic, as well as providing timely and specific feedback.
• • Patients were highly satisfied with oral health screenings by the nurses.

Conclusions

Limitations, acknowledgments, periodontal diseases, established and emerging cardiovascular risk factors, dental care practices and oral health training for professional caregivers in long-term care facilities: an interdisciplinary approach to address oral health disparities, geriatr nurs, implementing oral care practices and policy into long-term care: the brushing up on mouth care project, j am med dir assoc, coronavirus disease 2019 and dental care for older adults: new barriers require unique solutions, j am dent assoc, teledentistry support in covid-19 oral care, clinics (são paulo), periodontal disease, tooth loss, and cancer risk, epidemiol rev, oral health: the silent epidemic, public health rep, long-term control of diabetes mellitus and periodontitis, j clin periodontol, bidirectional interrelationships between diabetes and periodontal diseases: an epidemiologic perspective, ann periodontol, association of the severity of periodontal disease with organ complications in type 1 diabetic patients, j periodontol, periodontal disease and coronary heart disease, the effect of alcohol consumption on periodontal disease, coronary artery disease: the role of lipids, hypertension and smoking, basic res cardiol, periodontitis and osteoporosis: a systematic review, climacteric, improve oral care in hospitalized non-ventilated patients: standardizing products and protocol, medsurg nursing.

• Services CfMM. Resources: Ventilator-associated pneumonia (VAP)....

Pilot study for risk assessment of aspiration pneumonia based on oral bacteria levels and serum biomarkers

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Challenge-Based Learning in Dental Education

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Challenge-based learning (CBL) is a novel learning framework for a collaborative and multidisciplinary learning experience. It allows students, teachers, stakeholders, researchers, families, and society to work together to identify and solve real-world challenges. CBL helps students develop a deeper knowledge of the subjects they are studying. The concepts of CBL originate from a variety of educational theories and approaches, such as problem-based learning and inquiry-based learning. The precursor to the CBL framework is problem-based learning. However, unlike in problem-based learning and other approaches, students formulate the challenges they will address in CBL. Furthermore, students need to create a solution resulting in concrete action. CBL takes into account the social impact of an idea rather than just the corporate benefits. Therefore, it can help students expand the scope and depth of learning, encourage teamwork capabilities, and raise their awareness about considering quality and ethics in decision-making. CBL is implemented in universities, schools, and institutions worldwide and its use is well-recognized in science, engineering, and medicine, but it has not been translated into dentistry. The aim of this paper is to describe the concept of inclusion, principles and design, implementation, and supervision of the CBL framework in a dental course for the adaption of this learning framework to dental education.

1. Introduction

Today’s students have instant access to information by using the web and informal learning. For this reason, the conventional ‘chalk and talk method’ of teaching is becoming less effective in engaging students in learning [ 1 ] and motivating them to achieve their goals [ 2 ]. These days, students are presented with content-centred coursework. This meets certain standards but lacks real-world settings and opportunities for active participation. An accessible, effective, and efficient framework to solve these problems is necessary. Challenge-based learning (CBL) was first developed by the technology company Apple, and it is now implemented in universities, schools, and institutions worldwide, as an advanced solution for educational learning systems [ 2 , 3 , 4 ].

Different studies emphasized the importance of active learning tools, which prepare students for lifelong, self-regulated, and cooperative learning; at the same time, these learning tools provide high-quality learning, according to students’ metacognitive and self-regulatory skills. From this perspective, Challenge-Based Learning (CBL) is a pedagogical approach, with roots in experimental learning, where the starting point for learning is an open-ended, real-life challenge [ 5 ]. CBL is an engaging multidisciplinary approach to teaching and learning. It encourages students to use current technology to solve real-world problems. Traditional teaching methods focus on imparting highly specific and methodical knowledge through teacher-centred didactic teaching (i.e., lectures, reading books, classroom-based activities, and the repetition of work) to help students gain a growing knowledge of the content [ 6 ]. In contrast, the new educational strategy allows students to be exposed to real-life situations where they face high levels of uncertainty and challenges. Furthermore, the new technologies, currently available, allow the identification of the preferred learning style of modern students and, at the same time, enhance the diversification of the teaching style [ 7 ]. The new model, based on skill development, develops a transition from a face-to-face classroom setting to an educational setting in the real world [ 8 ].

The concepts of CBL were derived from a variety of educational theories and pedagogical approaches, including problem-based learning (PBL), inquiry-based learning (IBL), and the conceive, design, implement, operate method (CDIO). PBL is considered the main precursor to the CBL framework. PBL has been widely applied in medicine and engineering education because it can improve critical thinking, self-guided learning, generic skills, and the long-term retention of students [ 9 , 10 ]. The ‘ASK’ (attitude, skills, knowledge) model distinguishes PBL from the traditional teaching method [ 11 ]. In PBL, a group of students are presented with a design, research, or diagnostic problem. Learning takes place through the process of finding a solution [ 12 , 13 ]. IBL is defined in different ways in the literature. Generally, it is a student-centred approach. In IBL, the instructor guides the students through questions they pose, methods they design, and data they interpret. The concept involves intensive questions on knowledge creation and problem-driven student projects [ 14 ]. IBL can be effective in enhancing students’ ability to search, research, and solve problems. However, it can also be perceived as a risk-taking process because it may result in lower satisfaction with students’ assessments [ 15 ]. The CDIO method is specifically used in engineering education. It is an educational framework that emphasizes engineering fundamentals in the context of imagining, designing, executing, and operating real-world systems and products [ 16 , 17 ].

Unlike the above mentioned learning frameworks, CBL requires students to formulate the challenges they will address. Furthermore, CBL is a multidisciplinary approach and engages teams composed of learners (students), facilitators (teachers), stakeholders, families, and society. CBL considers the social impact of an idea rather than just the corporate benefits. Therefore, CBL can expand the scope and depth of learning and encourage teamwork capabilities as well as personal awareness in students through considering quality and ethics in decision-making. In the process of designing scholarly and pedagogical education systems (CBL) for the next generation, as a learning group, we need to critique the systems we are developing and examine our theories and practices. At the same time, we need to reveal how the other parts of an education system interrelate and how this system works within the context of whole existing education systems [ 18 ].

It is now time to advance dental education via the CBL framework, as it is a truly student-centred community-based learning method for handling real-world situations. Medical and nursing schools have already implemented CBL in their course design [ 19 , 20 , 21 , 22 ]. In dentistry, CBL has not yet been implemented. Therefore, the aim of this study is to provide an overview of a course design for implementing CBL in dentistry to provide best practices, solve frequently asked questions, and adapt the learning approach to dental education.

2. CBL in the Education System

CBL is a collaborative and hands-on approach. A true student-centred education system requires students to work with their peers, teachers, communities, and experts worldwide to develop in-depth knowledge by identifying challenges and sharing their results with the world. Research has shown that student-centred learning approaches are effective in improving students’ learning [ 23 , 24 ]. The first outline of CBL was published in a white paper in 2008 [ 3 ]. Since then, academicians and schools around the world have gradually accepted and applied it to improve teaching and learning, allowing students to achieve distinction quickly in their communities. Later, in 2009, a detailed study design was published by the New Media Consortium for classroom practice. The study recruited six schools involving twenty-nine teachers and three hundred thirty students in seventeen disciplines. The study found that CBL is effective in promoting learning [ 24 ]. Furthermore, in 2011, the study was expanded to nineteen schools involving ninety teachers and one thousand five hundred students from three different countries and demonstrated that this pedagogical approach is an excellent way to engage students, meet curriculum standards, and achieve twenty-first-century skills. In addition, CBL was suggested for students of all age groups [ 4 ].

It has been reported that adopting this framework requires a profound transformation of the organizational culture. This involves teacher training, rebuilding infrastructure, and transforming it into an administrative framework that is both open and flexible to change [ 25 , 26 ]. The challenge method is not difficult to work with because most students are familiar with the concept, as they have watched multiple reality shows on television. The common theme is that competitors are presented with a challenge that requires them to use their creativity to draw on previous learnings, gain new knowledge, work as a team, and reach solutions. This idea is successful because participants are highly motivated by the general goal of winning an award afterward [ 27 ].

The CBL framework has been expanded to some new areas such as strategic planning and training in the workplace [ 28 ] and mobile software instruction and development [ 29 ]. Most recently, in 2016, the ‘Digital Promise’ team and the founding CBL team members jointly updated the CBL content. CBL was applied to the collaboration project ‘Apple Classrooms of Tomorrow’ with great success among public middle schools, universities, and research organizations [ 30 , 31 ]. They developed a website and published a book [ 2 ]. CBL is presented in three phases ( Figure 1 ).

The three phases of CBL (adapted from Nichols et al., 2016) [ 2 ].

The first phase is ‘Engage’. Through a process of essential questioning, learners (students) move from a big idea to a concrete and effective challenge. The second phase is ‘Investigate’. All students plan and take part in a journey that forms the basis of solutions and addresses academic requirements. The third phase is ‘Act’. Evidence-based solutions are created for application to authentic audiences. They will be evaluated based on the results.

3. Principles of CBL

CBL is a flexible framework that implements new concepts and study designs and generates new study models [ 2 , 3 , 4 ]. The following twelve items (a through l) are the basic principles of CBL:

• (a) A flexible and customizable framework that can be applied as a guiding pedagogy or integrated with other progressive methods of learning;
• (b) A walkable model with multiple points of entry and the capability to start small and create big;
• (c) An open framework without any proprietary concept, product, or subscription;
• (d) A process that puts all students in charge and manages learning;
• (e) An authentic environment to meet academic standards and establish a deep connection with the content;
• (f) A focus on global ideas, meaningful challenges, and the development of local and age-appropriate solutions;
• (g) An authentic relationship between academic disciplines and real-world experience;
• (h) A framework for developing twenty-first-century skills;
• (i) The purposeful use of technology for researching, analysing, organizing, collaborating, networking, communicating, publishing, and reflecting;
• (j) The opportunity for students to make a difference;
• (k) A way to document and assess both the learning process and products;
• (l) An environment for deep reflection on teaching and learning.

4. Design of CBL

Many of today’s problems cannot be solved with just one discipline. These problems require a multidisciplinary approach because solutions require technical knowledge, social perspectives, and communal understanding. In CBL, learners (students), facilitators (teachers), stakeholders, families, and society play different roles [ 2 , 3 , 4 ].

4.1. Role of the Learners (Students) in CBL

In CBL design, students are not passive learners. It is not like the traditional student-teacher role. They work together with facilitators, researchers, entrepreneurs, and external agencies (stakeholders) to explore and address current challenges.

Apprenticeship teams are usually formed by students from various backgrounds, such as different study levels and programs.

4.2. Role of the Facilitator (Teacher) in CBL

The role of the teacher is to be a facilitator for students, to help them with guidance, knowledge, and real-world information. The teacher provides relevant content skills. The teacher is an instructor in the student team, supporting them at various stages of the CBL and facilitating their learning. Teachers can play a role in defining learning outcomes at the course level. However, the contents of these lessons can be flexible according to individual students’ preferences.

4.3. Role of the Stakeholder in CBL

Sometimes, especially in community-involved learning, educating students with close guidance from stakeholders is important for their practical life and future engagement. In some courses, students will have to invite community stakeholders as guest lecturers or to be a part of their real-life projects. The stakeholder will guide the process. They will also get active feedback from the students. In ideal situations, they are partners of the students. Therefore, students should inform stakeholders about the pros and cons involved in the project when the students are trying to solve issues.

4.4. Role of Communities in CBL

In CBL, students face real-world challenges; thus, the involvement of all stakeholders and community members of society can effectively impact the investigation of the problem through their active participation in its actual solution.

4.5. Implementation of CBL

Each educational design is planned to follow a systematic process. Intellectually created educational designs have been proposed and implemented in the process. CBL has been adopted from some existing education systems. For this reason, we can easily implement it in our education system.

4.6. Redesigning Existing Courses

CBL can be included in existing courses. The challenge can be translated into a real-life application in accordance with the course. When incorporating challenges into existing courses, it is important to keep learning goals flexible. This is because students will make their own choices and manage their own learning. Teachers will not only be experts in the content of the course but will also be facilitators when students work on their challenges.

4.7. Extracurricular Learning Experiences

Extracurricular learning can also be applied in CBL. Students or outsiders will also focus on ‘big ideas’. The students then continue to do extracurricular activities along with other steps in the CBL curriculum to achieve good support. An experienced teacher can be a good trainer. However, the objects and strategies of learning will be defined by students in extracurricular learning. This will be beneficial when it is time to evaluate and earn credit.

5. CBL in Dental Education

Active learning strategies can engage students in a coherent discussion, causing them to comprehensively analyse situations and practice critical thinking. It can maximize the learning effect of the subjects on students [ 32 ]. PBL as an active learning method is widely used in medical and dental education. In PBL, real problems are used to trigger questions and create a learning setting for motivating students to be actively involved and to think critically [ 33 ]. This boosts students’ confidence. CBL is speculated to be a derivative of the PBL approach Therefore, it has quite similar characteristics, but it is different from PBL.

Those who are familiar with the PBL approach will be able to adapt and implement CBL in dental education more easily. Furthermore, CBL itself will drive the learning strategies by getting the entire learning team involved. Thus, CBL can be easily adapted and implemented in dental education and develop knowledge and skills through identifying problems in real-world situations and engaging communities with their challenges. Table 1 highlights some comparative characteristics of PBL and CBL.

Learning methods of problem-based learning and challenge-based learning.

The key point of CBL is that learning is driven by challenges that have more than a few solutions [ 2 , 3 , 4 ]. Unlike a more traditional curriculum, the design of CBL curriculums is similar to that of PBL curriculums. However, special attention should be paid to the mentality of the education team. In addition, it should be borne in mind that moving towards a new strategy (CBL) mindset itself is a big challenge. CBL leads students to be dynamic and complex thinkers and to stand out in unpredictable future tasks. In CBL, students work on multidisciplinary teams with challenges. It will improve their team skills and teach them how to solve problems and design solutions. Therefore, they develop their self-steering and learning skills. Additionally, CBL brings together interdisciplinary and disciplinary perspectives on problems and solutions related to environmental, social, health, education, and economic sustainability. Table 2 shows the CBL topics and descriptions. Appendix A is an example of CBL study design in dental education.

CBL topics and description (adapted from Nichols et al., 2016) [ 2 ].

Today’s globalization, with its knowledge-based economy, creates a growing need for individuals to practice creative thinking skills. Creative thinking has become relevant in many advanced fields such as education, art, medicine, information and communications technology, and social media. Recent evidence has shown that creative thinking skills can be taught to improve problem-solving skills [ 40 , 41 , 42 ]. In this context, CBL has appeared as a quite new approach for engaging students in creative and advanced learning [ 24 ]. CBL incorporates modern technology, teamwork, self-learning, peer learning, and real-world problem-solving in its teaching tools. The learning process can be extended from the classroom to the local or global community. CBL has been found to develop students’ ability to learn by deepening their understanding of the material and extending their practical skills and engagement [ 4 , 24 , 31 ]. CBL has also been found to help learners perform better in group interaction, integration, and synthesis of concepts [ 28 ]. It has attracted academics through its immense learning outcomes [ 27 , 43 ].

In CBL, students are expected to ask questions, search the literature, conduct a primary survey, consult experts, and attempt to answer the essential questions hands-on. Based on the results, they will find challenging problems and may reframe the essential questions or guiding questions. Then, they will spend more time and effort generating innovative but realistic solutions for the problem, with an outline of the details of their resources and activities to develop the answer. In this approach, students will explore the ‘big ideas’ provided and creatively try to analyse and uncover the problems. However, in the beginning, it can be difficult to implement. Thus, facilitators may modify the strategic plan to avoid falling into the wrong path in learning. We believe this will help enhance students’ ability to innovate and learn. They will be good at generating new ideas and getting out of old thoughts. Logically, they will be able to share their creativity and innovation in useful and practical dental fields like disease management, dental product selection and innovation, best services, or related new program development. To date, we cannot find any published literature on the application of CBL in dental education. We will be using CBL in dental education in our institute and will observe the result. We certainly believe that this will be a great teaching approach. With the increase in life expectancy, promoting sound oral health is a global obligation. Therefore, the new dental student must be ready to deal with real-world challenges.

6. Conclusions

In conclusion, CBL is a collaborative and multidisciplinary learning experience for identifying and solving real-world challenges. It can be applied to dental education to allow dental students to create challenging questions from ‘big ideas’ and solve them based on a logical practical point of view. CBL enables students to gather knowledge from different sources and create a framework so that they can work together as a team to plan solutions to address the challenges. CBL can improve students’ general knowledge about different various specialties and products, the application of technologies, community involvement, and the management and treatment of orofacial diseases. CBL enables students to meet the real-world challenges of dentistry.

An example of CBL study design in dental education

Big idea: Dental caries

Essential questions: What is a caries-free healthy life?

Challenge: Caries prevention

Big idea —Suppose the team starts with a topic, ‘dental caries,’ which has broad meaning and importance to dentists, patients, dental educators, students, stakeholders, and society.

Essential questions —After developing a topic, the team will come up with some essential questions that reflect the interest in learning and the needs of society.

• Questions will be developed by the students —The ideas will define the topics according to the aetiology, prevention, and management of dental caries and the consequences and social impacts, including to general health and the economy, caused by caries.
• How does the question emphasize the learning outcome? —Depending on the developed questions, students will start thinking. They will go to the facilitator, stakeholders, or the public, involving both internal and external elements of the team to develop guidelines and solutions.

The topic ‘dental caries’ can be stated with the essential question: What is a caries-free healthy life?

Challenge —For every essential question, a challenge will be created to ask students to come up with a specific answer or solution. If we think about caries, the challenge is ‘caries prevention’. Students may come up with challenges related to:

• - Development and prevention of caries;
• - Effects on health and the economy related to caries.

Guiding questions —Students will generate questions to which they need to discover solutions to meet the challenges. Some guiding questions may be:

• - What is dental caries?
• - How are people affected by dental caries?
• - How do people get protection against dental caries?
• - How can mass education reach society, and how can dentists give the solution?
• - What is the prevalence of caries in different ethnic groups, age groups, genders, etc.?
• - What treatment strategies are available to solve the problem?
• - What occurs in the absence of treatment?
• - What are the strategies for configuring protection and prevention to serve society?
• - How can stakeholders and the community be involved to serve society?
• - How do dentists educate and create awareness in society?
• - How do we find a realistic solution for treatment?

Guiding activities —Students will hold weekly discussions with facilitators, learn basic cariology from websites, lectures, seminars, and group discussions, and organize a discussion with the community (patients and dentists), social welfare officers, authorities from companies that make dental products and devices, etc. To achieve practical knowledge, students will attend university health clinics, local clinics, hospitals, or other dental schools and other classes.

Guiding resources —Students will use their research books, class lecture notes, literature, the internet, and expert opinions to develop solutions to their guiding questions. Videos on the internet will help them to learn how different communities and health and social workers applied preventive and restorative strategies.

Solutions —Students will create situation-specific solutions as well as general solutions during their evaluation. The critical aspects of data collection and management will be itemized and worked on by the entire group. Students will learn how to acquire the knowledge needed to solve each question, verify event logs for possible break-ins, and update existing treatments and applications. The group discussion on management will come up with a solution to prevent dental caries through enhancing social awareness and applying dental treatment. In general, they will have more than one solution to a problem. The solutions will be determined by the latest and most advanced knowledge, and they will be openly discussed.

Study assessment and result publication —Students will be evaluated based on their activities for implementing their knowledge to solve real challenges. They can compile records of experiences and results on a digital platform (e.g., audio, video, and photography; Word files; or PowerPoint presentations). It should be borne in mind that they must record their reflections with descriptions of the challenges, learning processes, solutions, and implementation outcomes. Finally, these results can be shared with the world through web-based communities. In addition, the arrangement of a public event to publish their results will boost their leadership skills.

Funding Statement

This study was funded by the Health and Medical Research Fund (19180782).

Author Contributions

M.Z.I.N. conceived the conceptual design, interpretation, and writing—original draft preparation; V.W.X. revised the draft; A.W.Y.W., O.Y.Y. and C.Y. critically comments; C.H.C. revised the draft. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

Informed consent statement, data availability statement, conflicts of interest.

The authors declare no conflict of interest.

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• Research article
• Open access
• Published: 14 July 2020

Incorporating oral health care education in undergraduate nursing curricula - a systematic review

• Vandana Bhagat   ORCID: orcid.org/0000-0002-0158-1471 1 ,
• Ha Hoang   ORCID: orcid.org/0000-0001-5116-9947 2 ,
• Leonard A. Crocombe   ORCID: orcid.org/0000-0002-3916-0058 3 &
• Lynette R. Goldberg   ORCID: orcid.org/0000-0002-8217-317X 4  

BMC Nursing volume  19 , Article number:  66 ( 2020 ) Cite this article

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The recognised relationship between oral health and general health, the rapidly increasing older population worldwide, and changes in the type of oral health care older people require have raised concerns for policymakers and health professionals. Nurses play a leading role in holistic and interprofessional care that supports health and ageing. It is essential to understand their preparation for providing oral health care.

Objective: To synthesise the evidence on nursing students’ attitudes towards, and knowledge of, oral healthcare, with a view to determining whether oral health education should be incorporated in nursing education.

Data sources : Three electronic databases - PubMed, Scopus, and CINAHL.

Study eligibility criteria, participants and interventions: Original studies addressing the research objective, written in English, published between 2008 and 2019, including students and educators in undergraduate nursing programs as participants, and conducted in Organisation of Economic Co-operation and Development countries.

Study appraisal and synthesis methods: Data extracted from identified studies were thematically analysed, and quality assessment was done using the Mixed Methods Appraisal Tool.

From a pool of 567 articles, 11 met the eligibility criteria. Findings documented five important themes: 1.) nursing students’ limited oral health knowledge; 2.) their varying attitudes towards providing oral health care; 3.) the need for further oral health education in nursing curricula; 4.) available learning resources to promote oral health; and 5.) the value of an interprofessional education approach to promote oral health care in nursing programs.

Limitations: The identified studies recruited small samples, used self-report questionnaires and were conducted primarily in the United States.

Conclusions

The adoption of an interprofessional education approach with a focus on providing effective oral health care, particularly for older people, needs to be integrated into regular nursing education, and practice. This may increase the interest and skills of nursing students in providing oral health care. However, more rigorous studies are required to confirm this. Nursing graduates skilled in providing oral health care and interprofessional practice have the potential to improve the oral and general health of older people.

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Introduction

Oral health is measured by the absence of orofacial pain, oral infection, periodontal (gum) diseases, tooth decay, tooth loss, and other orofacial diseases and disorders that can affect a person’s overall physical and mental health, and social well-being [ 1 , 2 , 3 ]. This is a particular concern for older people [ 2 , 3 , 4 , 5 ]. The world’s population is ageing rapidly [ 4 ]. Living longer brings challenges when meeting the complex healthcare needs of many older people and ensuring their quality of life. Currently, there is a profound disparity in the oral health of the older population, even in high-income countries [ 5 ].

Worldwide, the oral health of older people, defined as those over 65 years of age, is poor with a high prevalence of dental caries, periodontal diseases, dry mouth problems, and incremental tooth loss [ 5 , 6 ]. Oral health problems often lead to malnutrition, and difficulty with speech and swallowing [ 7 ]. There is increasing evidence of the association of periodontal problems with systemic conditions including type II diabetes, osteoporosis, cardiovascular problems such as myocardial infarction, stroke, coronary heart disease, and aspiration pneumonia that may lead to unplanned hospitalisations [ 8 , 9 , 10 ]. Poor oral health impacts morbidity, mortality, and recovery time after treatment [ 11 , 12 ]. Pain and suffering resulting from oral health problems may influence older people’s mood and behaviour, particularly if they have difficulty in communicating their discomfort [ 13 ]. Poor dental appearance and bad breath can lower self-esteem and exacerbate social isolation [ 14 ]. Thus, oral health problems can have profound physical, psychological, social, and economic consequences.

Most oral health problems experienced by older people are preventable or treatable [ 15 ]. However, they remain underdiagnosed and untreated due to the lack of effective, efficient, and equitable distribution of oral health services [ 15 ]. Reasons for the inadequate delivery of oral health services to older people include limited resources, poor understanding of oral care among nursing staff, lack of interprofessional collaboration, and inadequate policy protocols [ 16 , 17 ]. The lack of time, competing priorities, a high workload, and staffing issues are also significant barriers for providing oral care to older people [ 18 ].

The provision of quality and timely oral health care services to the rapidly increasing older population has become a large challenge for policymakers and health professionals [ 9 , 19 , 20 ]. Many changes have occurred in the oral health care needs of the older population in the twenty-first century due to the preservation of natural teeth, and the placement of complex prostheses such as crowns, bridges, overdentures, and implants. These changes highlight the need for staff trained in providing oral health care to older people [ 21 , 22 ]. With increasing age and ill-health, many people need assistance with their oral and general health care [ 23 , 24 ]. This is particularly true for dependent older adults in residential care communities and hospitals. However, oral health care is a low priority for non-dental health professionals [ 6 , 25 , 26 , 27 ].

Interprofessional education and collaborative practice have been recognised as a valuable approach to alleviate the global health workforce crisis and prepare a health workforce that will better respond to local health needs and ensure safe, holistic practice [ 28 ]. The World Dental Federation (FDI) also supports the need for interprofessional education and collaborative practice to improve access to oral health services [ 29 ]. Involving nurses, primary health care workers, and other allied health professionals in oral health care, will increase the national capacity to reach vulnerable and underserved population groups, including older people [ 6 ]. Nurses account for a large proportion of the health care workforce and are often present at the point of care or supervising direct caregivers [ 30 , 31 ]. Therefore, oral health care education and training are essential for graduating nurses to improve the oral and systemic health of older people [ 32 , 33 , 34 , 35 , 36 ]. Such education and practice provided with an interprofessional approach enables nursing students to contribute, learn and work effectively with other professionals involved in oral health [ 29 ].

Nurses provide care to older people in various settings such as hospitals, residential aged care, rehabilitation units, as well as in the community. Community nurses can educate and empower older people to take an active role in their oral care to prevent oral problems [ 37 ]. Nurses working in residential communities can take a leadership role in ensuring oral health care is integrated into routine nursing care [ 38 ]. Nurses can screen each resident’s oral health upon admission, assess the need for an examination by a dental professional, and prepare and monitor an oral health care plan [ 25 , 39 , 40 ]. Registered nurses can train and supervise personal care assistants in providing support to residents to maintain oral hygiene, monitor adequate nutrition, and identify signs of oral diseases [ 33 ]. Similarly, in hospitals, nurses can promote oral health, screen for any suspicious oral pathology, and make appropriate referrals [ 41 ]. Given interprofessional support, nurses can improve and maintain the oral health of older people when immediate access to an oral health therapist is not available [ 23 ].

To synthesise the evidence on nursing students’ attitudes towards, and knowledge of, oral health care, with a view to determining whether oral health education should be incorporated in nursing education. To our best knowledge, no previous study has summarised the literature on this topic.

Research questions

What do nursing students understand about oral health care?

What are the attitudes of nursing students towards providing oral health care?

Is there evidence of oral health education and training in nursing curricula?

A systematic review was performed following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines [ 42 ].

Eligibility criteria

Original studies addressing the research questions, written in English, published between 2008 and 2019, including students and educators in undergraduate nursing programs as participants, and conducted in Organisation of Economic Co-operation and Development (OECD) countries. The review excluded studies involving students from certificate nursing courses, graduate nursing programs, and midwives. Studies reported in conference proceedings, short communications, thesis, or book chapters were also excluded.

Information sources and search

Three electronic databases were searched: PubMed, Scopus, and CINAHL. Boolean operators with the following keywords and strategy were used: (oral care OR dental health OR oral health OR dental care OR mouth care OR oral hygiene) AND (nursing students OR nurse students OR nurse undergraduates OR nurse educators) AND (curriculum OR curricula OR knowledge OR understanding OR learning OR teaching OR attitudes OR interprofessional education OR interdisciplinary education). A detailed example of the search strategy used for Scopus is outlined (Fig. 1 ). This search strategy was adapted for each of the databases.

Full electronic search strategy

Study selection

All original studies, including quantitative, qualitative, and mixed-method studies, were selected if they met the eligibility criteria. After an initial search and removing duplicates from the search list, titles and abstracts were independently screened by two authors (VB, HH) and the full texts of identified papers were then sought. Studies not fitting the eligibility criteria were excluded before the full text was reviewed. In cases of disagreement, two additional authors (LC, LG) were consulted to resolve any conflicts. Disagreements were resolved with consensus by referring back to the protocol. Research data were synthesised systematically, and the quality of the included studies was then evaluated.

Data extraction

The data collection form was developed by two authors (VB, HH) referring to previous systematic reviews in the related field; data extraction was then performed independently by VB. The accuracy of the extracted data was verified by the second author (HH). Information collected from the identified articles for this systematic review included: country and setting, details of participants, objectives of the study, research design, description of the main findings related to the three research questions, and the reported limitations of each study (Table  1 ).

Data synthesis

Extracted data were analysed thematically to produce a narrative description of the findings. While thematic synthesis is commonly used for qualitative research outcomes, it can be used for quantitative research outcomes when there is heterogeneity in measurements. Therefore, the process of thematic synthesis was chosen to narrate the findings of this review [ 53 ]. The thematic analysis was conducted according to Braun and Clarke’s guidelines: familiarisation with the data, coding, developing potential themes, reviewing themes, defining themes and reporting data relating to research questions [ 54 ]. The coding process involved segmenting data into similar groups and identifying the relationship between codes. After finishing the coding process, codes were grouped into descriptive themes that captured similarities in the data across identified studies. Finally, selected themes were reviewed, and synthesised data were finalised in relation to the research questions.

A meta-analyses of the identified studies was not possible because of the small number of studies, participants, and heterogeneity.

Quality assessment

The quality assessment of the identified studies was done by two authors (VB, HH) using the Mixed Methods Appraisal Tool (MMAT) [ 55 ]. All studies were screened regarding the clarity of their research questions, and whether collected data addressed the research questions. Studies that passed the screening were then appraised using methodological quality assessment questions relative to the study design. Studies that met all assessment criteria scored 1; studies that met fewer criteria scored less than 1.

From a pool of 567 articles, 11 met the eligibility criteria (Fig. 2 ). A large number of articles were excluded based on the wording of their titles (482), 49 were excluded from reading the abstract, and a further 25 were excluded after reading the full text. Finally, 11 studies were included in this paper. Of the 11 studies, six were conducted in the United States, two in Australia, and one each in Japan, Turkey, and Canada. Studies evaluating nursing students’ oral health knowledge and attitudes of oral health care used cross-sectional survey design; intervention studies assessing the impact of the inclusion of oral health components in nursing curricula used quasi-experimental pre-post survey design, post-survey design, retrospective pre-post survey design, and cross-sectional qualitative design. The study evaluating oral health care resources for older people used a mixed-method design.

PRISMA flowchart detailing search results and the selection of studies

The main findings of the 11 identified studies were 1.) nursing students’ limited oral health knowledge; 2.) their varying attitudes towards providing oral health care; 3.) the need for further oral health education in nursing curricula; 4.) available learning resources to promote oral health; and 5.) the value of an interprofessional education (IPE) approach to promote oral health care in nursing programs. The results of the quality assessment of the identified papers are shown in Tables 2 , 3 , 4 and 5 .

Synthesis of results: five identified themes

Limited knowledge of oral health care among nursing students.

Only three studies [ 31 , 43 , 45 ] assessed the oral health knowledge of nursing students. Using convenience samples ranging from 30 to163 students, each study used different questionnaires. Data were collected from students belonging to a single university or at different campuses of the same university. Studies conducted in the US and Japan showed students had limited oral health care knowledge and inadequate understanding of the crucial elements of an oral health assessment and promotion of effective oral health practices [ 43 , 45 ]. Only 25% of all participants in the US-based study by Clemmens et al. [ 43 ] were able to recognise the critical components of oral health assessment, despite a majority of students thinking they understood these components. In Japan, Haresaku et al. [ 45 ] found that only half of the nursing students knew that oral health diseases could have an impact on systemic health. An earlier study by Pai et al. [ 31 ] in Australia showed nursing students understood issues related to periodontal diseases; however, the majority of participants were not confident about their understanding and recommended including more detailed oral health content in their nursing curriculum.

Varying attitudes of nursing students towards oral health care

Three studies conducted in the US [ 43 ], Japan [ 45 ], and Turkey [ 44 ] evaluated the attitudes of nursing students towards providing oral health care. Clemmens et al. [ 43 ] found that nursing students felt oral health care to be an essential component for effective nursing practice. A different trend was observed in nursing students from Turkey and Japan. Nursing students from Turkey often avoided going to a dentist until they developed a painful oral condition [ 44 ]. In Japan, the attitudes of nursing students toward oral health appeared negative, with 39.2% of students stating that they were not interested in learning about oral health and practice [ 45 ].

Need for further oral health care education for nursing students

Seven of the 11 studies provided suggestions for including an oral health component in nursing curricula. Six of the seven studies [ 46 , 47 , 48 , 50 , 51 , 52 ] focussed on an interprofessional oral health education model. The remaining study [ 49 ] provided information about resources for older people’s oral health care for nursing curricula.

Available learning resources for nursing students to promote oral health

Lewis et al. [ 49 ] evaluated the relevance of “Building Better Oral Health Communities” (BBOHC) resources for students undertaking a Bachelor of Nursing, Diploma of Nursing, or Certificate III in Aged Care. The BBOHC resources were developed as a part of the Australian government-funded project for aged care workforce training in older people’s oral health care [ 13 ]. The BBOHC consists of five modules: 1) better oral health care, 2) dementia and oral care, 3) understanding the mouth, 4) care for natural teeth, and 5) care for dentures. Participating students were highly satisfied with the content of this resource [ 49 ]. Student learning outcomes showed consistently positive attitudes and substantial enhancements in oral health care knowledge and skills. Educators found the BBOHC content highly relevant in reinforcing a comprehensive approach to older people’s oral health care, which included learning about the consequences of poor health, dry mouth problems, oral health assessment, oral health planning, and timely referral. Educators also found the resources useful in building students’ skills in daily oral hygiene practice by increasing awareness about oral hygiene products, tooth brushing techniques, denture cleaning, and techniques to manage care resistive behaviours [ 49 ].

Value of an Interprofessional education model

An interprofessional education (IPE) model in which nursing students work with, learn from, and contribute to the oral-systemic knowledge of dental and other allied health students has been found effective in improving understanding of nursing students towards their role in oral health care [ 46 , 47 , 48 , 50 , 51 , 52 ]. All the studies focussing on IPE were conducted in the US except the study by Grant et al. [ 46 ], which was conducted in Canada.

As a result of their IPE experiences in lectures and simulation exercises, nursing students showed significant improvement in oral health behaviour, knowledge, and attitudes regarding the importance of oral health care [ 47 , 52 ]. Interprofessional education and practice experiences also increased nursing students’ confidence in conducting oral examinations and providing counselling [ 50 ]. IPE provided the platform for students to explore oral-systemic disease connections in a supportive team culture [ 46 , 48 , 51 ]. IPE helped nursing students to learn oral risk assessments, identify common oral pathologies, engage in oral hygiene activities, use fluoride varnish and work with students from other professions to promote oral health [ 47 ]. IPE clinical experiences focussing on oral-systemic health were valuable in enhancing shared professional skills with hands-on care, facilitating effective communication, and working as a team to develop an integrated plan of care to ensure holistic care [ 50 , 51 ]. Nursing students’ experiences in interprofessional clinical practice were instrumental in understanding how underserved and rural communities could benefit from accessing multiple providers at one place on the same day [ 50 ].

Summary of evidence

This review of 11 identified studies documented limited oral health knowledge and varying attitudes (both favourable and unfavourable) of nursing students towards oral health care. The review identified available learning resources and highlighted the importance of an interprofessional education and practice approach in improving oral health knowledge and attitudes among nursing students.

Growing evidence of the relationship between poor oral health and general systemic health requires urgent attention. The inclusion of oral health care education in nursing curricula, integrated with an interprofessional approach, will strengthen the capability and interest of future nurse practitioners to include evidence-based effective oral health care in routine nursing care. It is important to understand that “oral health care” can be interpreted differently by different health professionals [ 56 ]. For nursing practice, oral health care includes collaboration with dental, medical, and allied health professionals. For nursing students, this entails understanding the factors affecting people’s oral health and oral health-related quality of life, ensuring daily oral care practice, and being able to complete an oral health screening. Such screening includes checking the status and function of oral structures and dentures, swallowing ability, nutritional status, asking each person’s perspective about their oral and general health and whether they have any concerns, and making appropriate referrals. Daily oral care for older people in residential care includes assisting with evidence-based oral hygiene, use of saliva substitutes when appropriate, water hydration, desensitising agents, lip balms, denture cleaning tablets, pastes and adhesive pastes, and fluoride varnishes.

Older people are at particular risk for poor oral health. This review showed a significant gap in the current literature on nursing students’ knowledge of oral health care for older people and how this gap is best addressed through interprofessional education and practice. Interprofessional education and practice is one of the best ways to improve both nursing students’ awareness of the importance of oral health and their role in improving access to and providing oral health services [ 48 , 57 ]. IPE facilitates collaborative work in varying health care settings including educational institutes [ 52 ], dental health clinics [ 47 ], mobile clinics in underserved areas [ 48 ] and hospitals [ 51 ]. While challenges remain in coordinating curricula across disciplines to facilitate students’ involvement in IPE initiatives, providing nursing students with opportunities to include oral health assessments in their assessment of overall body function would significantly improve the health outcomes of older people [ 32 , 58 ]. IPE models have been implemented successfully in many graduate nursing programs in addition to undergraduate nursing programs [ 46 , 59 , 60 , 61 , 62 , 63 ]. The “Smile for Life-National Oral Health Curriculum” has been popular with graduate nursing students [ 17 , 59 , 62 , 63 , 64 ]. This comprehensive oral health curriculum was initially developed in 2005 for primary health workers. It is freely available online and could be readily integrated into IPE activities in nursing curricula ( www.smilesforlifeoralhealth.com ) [ 65 ].

Implementing IPE into nursing curricula requires thought, time, and careful planning to ensure that students from other health-related programs can participate [ 46 , 63 , 66 ]. Organising IPE with students and faculty from different health programs with different health knowledge makes IPE challenging [ 48 ]. Flexibility, willingness, and cooperation among all professionals are needed for effective collaborative and interprofessional learning [ 46 ]. Establishing academic credit for students participating in IPE is an effective way to involve and encourage students in collaborative learning about oral health [ 46 , 66 ].

Effective oral health education must include clinical practice and ideally interprofessional clinical practice. The best way to translate oral health learning to practice is to shift from the traditional physical assessment approach that is Head, Eyes, Ears, Nose, Throat (HEENT) to the Head, Eyes, Ears, Nose, Oral cavity, and Throat (HEENOT) approach for the assessment, diagnosis, and treatment of oral-systemic health [ 17 ]. The HEENOT approach ensures that one does “NOT” leave oral health assessment out of any medical history and physical examination. The success of the HEENOT approach was evidenced by more than 1000 referrals to the Nursing Faculty Practice (NFP) from New York University (NYU) dental clinics between 2008 and 2014. The HEENOT approach resulted in increased care appointments and more than 500 referrals to NYU dental clinics from the NFP [ 17 ]. Another collaborative model provided students in nursing, dental hygiene, and health services management with community-based experience providing affordable oral health services and oral health education [ 67 ]. Nursing students’ involvement in early detection of oral health issues and appropriate, timely referral to a dentist can ensure minimal cost treatment and improve patient-centred care [ 31 ].

This systematic review is a valuable initial step in identifying the current knowledge and attitudes of nursing students towards providing oral health care and recognising factors to reinforce their interest in oral health care, particularly for older people [ 45 ]. Results have several implications for nursing students, nursing educators, nursing education accreditation authorities, and researchers. Nursing students need to understand the importance of oral health, the relationship of poor oral health to systemic disease, the importance of their competency in oral health practices, and their important role in maintaining the health of older people. Oral health education and practical experience occur best in an interprofessional situation to build confidence, motivation, knowledge, and skills. Nursing educators need to understand and implement an interprofessional approach to oral health education and practice in nursing curricula. Nursing education accreditation authorities need to pay attention to develop guidelines to promote oral health care learning and practice among nursing students who are future health professionals. IPE improves workplace practices and productivity, patient health outcomes, staff morale, patient safety, and enables better access to health care [ 28 ]. Ongoing rigorous research is required to understand the extent to which oral health is addressed in nursing curricula in Australia and to evaluate the inclusion and impact of oral health content, delivered through interprofessional education and clinical practice, in undergraduate nursing curricula.

Limitations

Most of the reviewed studies were conducted in the United States and had small sample sizes belonging to a single location; therefore, the results cannot be generalised. Some intervention studies had quasi-experimental designs, and there was a lack of blinding of the intervention leading to questions on the trustworthiness of the study results. Self-report questionnaires were used in the identified studies which may be biased by respondent beliefs. The long-term evaluation results of an integrated oral health learning model are still not available to check the effectiveness of IPE in building nursing students’ capacity in oral healthcare delivery.

This review supports the need to integrate oral health education into nursing curricula, ideally through an IPE approach, to increase nursing students’ knowledge and ability to provide oral care, particularly to maintain the health of older people, and to interest students in providing effective oral care. There is a need to conduct rigorous well-designed studies about how best to achieve this and measure its success. A future nursing workforce with competence in oral health care will help to improve the oral health and quality of life of all people, especially those who are older and dependent on others for care.

Availability of data and materials

All data generated or analysed during this study is included in this article.

Abbreviations

Cumulative Index to Nursing and Allied Health Literature

Organisation of Economic Co-operation and Development

Interprofessional education

Mixed Methods Appraisal Tool

Building Better Oral Health Communities

Head, Eyes, Ears, Nose, Oral cavity, and Throat

New York University

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Acknowledgments

We would like to thank all the authors of the studies included in this systematic review. Also, we would like to thank the Centre for Rural Health and the University of Tasmania for providing opportunities for the first author to develop her research skills.

We would also like to thank the reviewers of this manuscript for providing valuable feedback to strengthen the manuscript.

The first author is supported by a Department of Health, Rural Health Multidisciplinary Training Program, and the University of Tasmania Research Scholarship for her doctoral studies.

The funding bodies played no part in the design of the study, collection, analysis and, interpretation of data, nor in writing this manuscript.

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90 DNP Project Ideas & DNP Scholarly Project Paper Topics

If you are a Doctor of Nursing Practice (DNP) student, then you know that choosing the right DNP project is essential to your success. But with so many options out there, it can be tough to decide what to do. Luckily, we have compiled a list of DNP project ideas to help you get started. From improving patient outcomes to reducing healthcare costs, there is a wide range of topics that you can cover in your DNP project. So take a look and see what inspires you!

What You'll Learn

DNP Project Ideas

Looking for DNP project ideas ? You’re in luck! We’ve compiled a list of thirty great ideas to help get you started.

• Develop a community health outreach program.
• Create a nurse-led clinic within your community.
• Implement a falls prevention program in your facility.
• Evaluate the effectiveness of a new medication or treatment protocol.
• Develop a care plan for a specific population (e.g., elderly, pediatric, chronic illness).
• Investigate the root cause of a problem or adverse event within your facility.
• Implement best practices for wound care management.
• Evaluate staff compliance with hand hygiene protocols.
• Develop and implement a new orientation program for nursing staff.
• Investigate ways to reduce length of stay in your facility.
• Evaluate the effectiveness of your facility’s discharge planning process.
• Identify ways to improve patient satisfaction scores.
• Implement a new evidence-based practice in your facility.
• Develop and implement a plan to reduce hospital-acquired infections.
• Evaluate staff knowledge and compliance with infection control protocols.
• Investigate the root cause of medication errors in your facility.
• Implement best practices for managing hazardous medications.
• Evaluate the effectiveness of your facility’s pain management protocols.
• Investigate ways to reduce readmission rates in your facility.
• Develop and implement a plan to improve patient safety in your facility.
• Evaluate staff compliance with safety protocols in your facility.
• Investigate the root cause of sentinel events in your facility.
• Implement best practices for managing risk in your facility.
• Evaluate the effectiveness of your facility’s quality improvement initiatives.
• Investigate ways to reduce variation in care in your facility.
• Develop and implement a plan to improve communication among interdisciplinary teams.
• Evaluate staff knowledge and compliance with policies and procedures in your facility.
• Investigate the root cause of employee turnover in your facility.
• Implement best practices for managing human resources in your facility.
• Evaluate the financial impact of new initiatives in your facility.

DNP Project Paper Topics

• Evaluating the impact of a nurse-led intervention on patient satisfaction in an acute care setting
• Examining the effect of a collaborative care model on provider burnout and turnover rates
• Investigating the feasibility of implementing a telehealth program for chronic disease management
• Determining the best strategies for improving medication adherence in patients with chronic illnesses
• Identifying barriers to palliative care access and developing strategies to overcome them
• Developing a tool to assess older adults’ readiness for self-management of their chronic conditions
• Investigating how to increase advance care planning discussions among primary care providers
• Assessing the impact of a community health worker intervention on health outcomes in low-income, minority populations
• Implementing and evaluating a fall prevention program in an assisted living facility
• Conducting a needs assessment to determine gaps in mental health services for college students
• Implementing an evidence-based practice change in wound care at a long-term care facility
• Investigating factors that contribute to missed appointments among patients with chronic diseases
• comparing the effectiveness of two different models of diabetes self-management education
• Studying the effect of caregiver training on caregivers’ stress levels and health outcomes
• Evaluating a weight loss program for obese patients with type 2 diabetes
• Assessing the impact of a workplace wellness program on employees’ health risks and absenteeism
• Implementing and evaluating a smoking cessation program for pregnant women
• Developing a tool to screen for perinatal depression in primary care settings
• Investigating the efficacy of an online breastfeeding support intervention
• Determining the most effective strategies for managing postpartum pain
• Examining the effect of a home visiting program on maternal and child health outcomes
• Studying the impact of a nurse-led care coordination intervention on hospital readmission rates
• Investigating how to improve provider compliance with evidence-based guidelines for management of hypertension
• Developing and testing a patient education tool on self-management of type 2 diabetes
• studying the feasibility of implementing a telehealth program for postpartum women
• Examining the effectiveness of different models of home-based care for elders with chronic illnesses
• Investigating how to increase access to dental care for low-income, minority populations
• Conducting a needs assessment to determine gaps

The DNP project is a significant component of the doctoral program in nursing. It is an opportunity for students to apply what they have learned in their coursework to a real-world problem or issue in nursing. The DNP project can take many different forms, but all projects must be evidence-based and address a specific problem or need within the field of nursing.

DNP Scholarly Project Paper Topics

Choosing a topic for your DNP project can be a daunting task. To help get you started, we’ve compiled a list of 30 potential DNP Scholarly Project Paper Topics that you could use for your project. These topics were chosen based on their relevance to current issues in nursing, as well as their potential to make a positive impact on patient care.

• Implementing a nurse-led intervention to improve compliance with hand hygiene guidelines in the hospital setting
• Evaluating the effectiveness of bedside shift report in improving patient safety
• Investigating the impact of nurse staffing levels on patient outcomes in the ICU
• Examining the relationship between nurse burnout and patient satisfaction scores
• Developing a tool to assess frailty in older adults admitted to the hospital
• Investigating the feasibility of using telehealthto deliver primary care services in rural areas
• Assessing the impact of a nurse-led discharge planning intervention on readmission rates
• Implementing and evaluating a falls prevention program in an assisted living facility
• Comparing the effectiveness of two different models of diabetes self-management education
• Developing and testing a patient
• Improving access to care for underserved populations
• Implementing novel approaches to care delivery
• Reducing health disparities in vulnerable populations
• Developing and testing new models of care delivery
• Studying the impact of health care policy on care delivery and outcomes
• Evaluating the effectiveness of different types of interventions
• Investigating the use of technology in improving care delivery
• Addressing the social determinants of health
• Improving patient safety and quality of care
• Reducing the cost of health care

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Oral Health Topics

The Oral Health Topics section on ADA.org is intended to provide dentists with clinically relevant, evidence-based science behind the issues that may affect their patients and their practice. Refer to the Oral Health Topics for current scientific reviews of subjects that relate to oral health, from amalgam separators and antibiotic prophylaxis to xerostomia and X-rays.

Featured oral health topics

Learn which oral analgesics  are used for the management of acute dental pain.

Understand Occupational Safety and Health Administration  (OSHA) safety standards.

Learn about special considerations for pregnant patients and pregnant dental personnel .

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• Published: 20 September 2024

Dental nurses rose to the challenge of COVID-19 with resilience, confidence and passion for their role

• Samia Turkistani 1 ,
• Chris Louca 2 ,
• Carolina Machuca Vargas 2 ,
• Tracy Ann Wallis 2 &
• David R. Radford 2  

BDJ Team volume  11 ,  pages 354–358 ( 2024 ) Cite this article

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By Samia Turkistani , a dental nurse and research associate, with Professor Chris Louca , Dr Carolina Machuca Vargas , Tracy Ann Wallis and Professor David R. Radford

©dpa picture alliance / Alamy Stock Photo

Introduction

The COVID-19 pandemic had a global impact on people's health and wellbeing. 1 The highly infectious nature of the virus and the associated morbidity and mortality resulted in significantly elevated levels of stress and anxiety amongst dental healthcare workers. 2 , 3 The COVID-19 era created a pivotal transformational period for dental care from a number of perspectives as the pandemic altered routine activities. The United Kingdom Government halted routine dental care provision from March to June 2020, with many dental practices acting only as urgent dental care hubs, and others ceased activities for an unforeseeable period. The initial lockdown restrictions meant that primary care dental nurses (DN) were either furloughed or worked altered hours. Government guidance recommended more robustInfection Prevention and Control (IPC) procedures with the use of enhanced Personal Protective Equipment (PPE) and the mandatory use of various types of respirators for Aerosol Generating Procedures (AGP). Moreover, the oral environment was recognised as a high-risk route for the transmission of COVID-19 and the necessary close proximity to patients and colleagues during dental AGPs increased the risk of transmitting the virus. 4

DNs' professional practice, particularly ‘airborne precautions', necessitated assiduous observance of IPCs during any given AGP. The new IPC guidelines introduced numerous additional procedures to consider when assisting in AGPs, including ‘environmental' and ‘procedural' risk mitigation measures. 5 , 6 This included ventilation, donning and doffing PPE and strategies of ‘environmental' risk mitigation measures. 7 These measures had to be practical, evidence-based, equitable, sustainable, and effective to protect both individuals and the environment. 7 Furthermore, it has been reported that the updated IPC guidelines raised various concerns amongst DNs including the ways to access them, barriers and facilitators to adherence levels and the perceived support from senior management, the Government and the National Health Service (NHS). 8

Thus, this study aimed to investigate the impact of COVID-19 on DNs' professional practice as well as any financial, physical and psychological concerns. Despite the challenges of DNs' roles being discussed widely on social media platforms, very little has been written in the literature. This study explored DNs' experiences of working during the phased return to work in June 2020.

This mixed methods study (questionnaire and semi-structured interviews) gained ethical approval from the Science and Health Faculty Ethics Committee, University of Portsmouth (SHFEC 2021-075). Only the qualitative arm of the study will be reported in this paper. Answers to the study questionnaire guided the selection of topics for the semi-structured interviews. A self-reported questionnaire was used to guide the selection of topics for the semi-structured interviews. Interviews were recorded and transcribed verbatim and returned to the interviewee to check for accuracy. Transcripts were subsequently anonymised and thematically analysed using NVIVO v.12 software. Thematic analysis was also undertaken independently by the principal researcher (ST) and an experienced senior researcher (DRR). Themes and subthemes were identified, subsequently revised and collated with the NVIVO results and finalised during four round-table discussions (ST, DRR). The researchers recognised that their dental background could cause bias and therefore they monitored and practised reflexivity throughout the research process of data collection and interpretation. 9

Results and discussion

In September 2021, seven dental nurse participants were recruited, consented to the process and interviewed at the participants' convenience ( Table 1 ).

Five diverse but closely interlinked themes and 17 subthemes were identified. Theme 1 discussed participants' experiences during the first lockdown, where many practices remained open focusing only on urgent treatment and the impact on patient flow and care, as well as the increase of workload demand. Theme 2 explored the confusion DNs faced when trying to access and follow IPC guidelines, particularly when assisting in AGPs. Theme 3 focused on the PPE requirements. Theme 4 explored the impact of the pandemic on DNs' wellbeing. Theme 5 revealed the support and recognition DNs needed to feel valued and appreciated ( Table 2 ).

Theme 1 - Never really shut

During lockdown, many dental practices closed but some ‘changed a lot of face-to-face appointments to over the telephone' (P3) and to ‘only seeing emergency dental cases' (P5). Many practices solely ‘became an urgent dental care hub' (P1).

1.2 Patient flow

As restrictions eased, DNs faced an overwhelming influx of patients and ‘got a lot of new patients potentially four or five new patients every day' (P2). They struggled with new IPC guidelines and found that ‘the balance between patients' best interests as well as what could be provided to them was compromised' (P4).

1.3 Workload

Workload adjustment led to an increase in DNs' workload: ‘know of any dentists within the area that are taking on NHS patients; this itself is creating a strain on practices' (P6). Participants reported that despite ‘seeing fewer patients, it's more tiring mentally and physically' (P1).

Theme 2 - Am I doing it right?

2.1 guidance - different standard operating procedures (sop).

Participants were certain that ‘the revised IPC guidelines were thorough and put in place for the amount of knowledge we knew about COVID-19 at the time' (P5). However, others expressed dissatisfaction with the different IPC guidance derived from various sources ‘you've got an SOP from here and an SOP from there and your own company's SOP' (P1), and they thought that ‘they are very long, and they did conflict with each other' (P2).

2.2 Which guidance to follow

Many participants commented on the need for one main source of COVID-19 policies. Furthermore, having those guidelines communicated appropriately was essential ‘thought that these were very extreme until I was shown why we needed to be wearing it' (P6). For example, one participant said, ‘I found myself “googling” around' (P1) and resorted to an online resource to develop the practice SOPs. Others relied on local support systems to communicate the frequently changing SOPs and ‘created a WhatsApp group chat with everyone from work ... would use this chat to send us all of the relevant details' (P6). Therefore, having clear guidance from a single resource they could understand and rely on was important for DNs.

The complexity of AGP requirements, especially cleaning, was described by participants as particularly challenging.

2.3 Fallow time necessary for AGPs

Decisions on donning and doffing procedures and fallow time policies had to be made according to the individual dental setting. Initially, some practices ‘focused mainly on non-AGP' (P4) to minimise the confusion that arose from AGP guidelines. For others, special rearrangements were implemented and ‘made the decon [sic decontamination] room our doffing room' (P2). The complexity of AGP requirements, especially cleaning, was described by participants as particularly challenging. ‘It was having to clean the door handles, the door, the floor, the cupboard doors, underneath the chair, and every bit of everything which you wouldn't do between each patient usually' (P2). A sense of hope that ‘fallow time will be reduced' (P3) and reconsidered in the updated guidelines was also reported.

2.4 Confusion

Although DNs were prepared to adapt to new working requirements, most participants found themselves facing a lack of nationally agreed SOPs and guidance as ‘a lot of the time they were like contradictory to each other' (P1). The ensuing pressure made DNs ‘confused with them [sic SOPs], being contradicting [sic contradictory to] each other which makes you question your practice' (P6). As a result of the misalignment of the SOPs, their ‘confidence was very low' (P7) and they kept questioning themselves ‘I am doing the right thing?' (P7).

Theme 3 - PPE Requirement

3.1 types of ppe.

Participants described access to and availability of PPE as a ‘challenge to begin with' (P4). Similarly, fit-testing requirements were viewed as problematic because some ‘proved to be unsuitable for the FFP3 mask' (P7) or had supplier issues as they were ‘fit-tested on one type, and the suppliers didn't do them again' (P5). However, these changes to DNs' routine required ‘a bit of time, effort, and sacrifice' (P4) to adapt to the new working pattern and overcome barriers to wearing the respirators.

3.2 Difficulties of the respirators

Several participants experienced difficulties and health concerns while wearing a respirator as they felt that their ‘health was at risk as the moisture development created a lot of bacteria' (P5) and wearing them for a long period caused ‘marks and bruises on your face, your breathing changes' (P4), and ‘face would get hot, and glasses would steam up' (P3) resulting in pain, discomfort, and fears of ‘not working or focusing to full potential' (P7).

3.3 Communication

Another primary concern identified by most participants was the communication between clinicians. One participant explained that the ‘new hygienist wears the “Stealth mask”; I cannot hear a word she says' (P2). Others claimed that the masks affect and hinder their performance ‘as a dental nurse because I struggle to communicate with patients and clinicians' (P7).

Theme 4 - Wellbeing impact

4.1 work-life balance.

Due to the unique challenges and substantial demands upon returning to work, most participants reported that their work-life balance became ‘just literally work' (P1) with ‘minimum exercise and activity' (P7) describing their feeling of being ‘exhausted after long and stressful day of work' (P7). Participants found life outside of work difficult which in turn ‘has put a strain on work life' (P6) and that their ‘mental health was greatly affected' (P7) often showing ‘signs of anxiety and depression' (P7).

4.2 Concerns and anxiety

To meet increased workload demands, DNs often wore enhanced PPE for long AGPs without breaks. A specialist DN noted the need for ‘a break to be able to take their masks off and have a breather' (P3). DNs were ‘getting more tired and more stressed' (P2) and experienced increased fear of the unknown when interacting with patients, particularly when ‘people telling us after they've been into us that they've tested positive' (P2) making DNs questioning ‘what if I was to catch it as well as what if I was to then pass it on to people and you've done that unknowingly' (P4).

4.3 How did we manage?

In response to these stress prompts, DNs followed stringent IPC protocols and ‘made sure the seal on the FFP3 mask is properly on' (P3). They felt that ‘with good infection control with policies in place and adherence to them that you are able to prevent things and therefore that was really reassuring' (P4). Nonetheless, for many DNs, ‘it was really reassuring in building confidence and eventually it becomes second nature' (P4). Interestingly, as a coping strategy, some participants perceived the pandemic as a new opportunity ‘to try new activities and projects' (P5).

Theme 5 - Lessons from the pandemic and our future

5.1 we don't get appreciated.

Feeling under-appreciated existed with ‘the amount of work that we have to do and the amount of responsibility we have, even before COVID-19' (P2). However, the pandemic exacerbated their feeling of being under ‘too much pressure and responsibility that we have that we don't get appreciated for' (P2). Many participants reconsidered their role and ‘did think sometimes about giving up' (P6) or ‘go part-time if the restrictions stayed' (P1).

5.2 Shortage of DNs

These concerns may have driven DNs away from the profession. A Head DN shared ‘many DNs who work in different conditions to mine have considered leaving the profession leading to massive shortage of nurses' (P6) and ‘we are really really struggling' (P1). This has put the working DNs under pressure of being ‘in surgery pretty much all week and just do all other bits and pieces' (P1) when time permits.

5.3 Why are we leaving?

DNs working in hospitals reported a better experience and felt ‘quite fortunate working at the NHS having that set wage in Band 4 role [sic NHS pay grades]' (P3). However, participants summarised the main drivers for DNs to leave the profession as, ‘wellbeing, then it's the pay, then the increase of work and the lack of time to get everything done' (P2). Many participants emphasised the reasons for their dissatisfaction at work ‘not majorly because of COVID-19 but more so because they are not happy with their wages' (P6). Other participants added ‘the pay isn't very good and there is no career progression' (P7), some thought that ‘wages are not in line with the sort of job that they're expected to do' (P1). One participant mentioned that professional responsibilities at work, such as ‘keeping up with infection control updates, SOPs, fallow time and to keep up outside of work with CPD' (P5) steered them away from re-registering with the GDC. Additionally, ‘working relationships' (P6) and the desire ‘to start something different with less responsibilities and more involvement' (P7) were other reasons that led DNs to leave the profession. Unfortunately, many DNs felt that ‘pay raise would've made them to consider staying' (P7), whereas others believed ‘the positive atmosphere and mind-sets of the working individuals help elevate morale' (P5).

5.4 We need more recognition

A particular disappointment was voiced with the level of appreciation and recognition leaving them ‘feeling sad being a professional individual with no proper recognition from the NHS, the GDC and the Government, and most of the time from our employer' (P7). Participants ‘needed the full support from the NHS' (P7) and believed that ‘the NHS ought to give DNs a little bit of recognition' (P1).

Despite the impact of the pandemic, DNs rose to the working challenges and demonstrated high levels of resilience, confidence, and passion for their role.

Study contribution

Impact of COVID-19 on DNs: Highlights how the pandemic affected DNs' professional practices, an area previously unexplored in the literature

IPC Guidelines: Discussed DNs' experiences with updated IPC guidelines introduced in the COVID-19 crisis

Support and Challenges: Identifies lack of NHS support and recognition, despite their essential role

Future Implications: Findings could inform future guidelines and support structures for DNs with an emphasis of the importance of learning from this experience.

Within the limitations of this study, COVID-19 has had a profound impact on the professional lives of DNs and their interactions with people they work with and their personal lives, resulting in a substantial contribution to increased stress and anxiety levels. However, despite the impact of the pandemic, DNs rose to the working challenges and demonstrated high levels of resilience, confidence, and passion for their role.

Read more about the corresponding author of this article in Box 1 .

Box 1 More about Samia, the corresponding author

My journey in dentistry began in 2016, after many years in Blood Science. Driven by a passion for patient care and a desire to work directly with people rather than their samples, I decided to shift careers. My first step was enrolling in a local dental nursing course. Although I passed the theory test, I faced a setback with the OSCE. Undeterred, I pursued further education and earned a CertHE in Dental Nursing from the University of Portsmouth.

A year later, when the first BSc Advanced Dental Nursing course launched - designed to enhance dental nurses' expertise and management skills - I eagerly joined and graduated with First-class honours. My commitment to learning didn't stop there; I went on to earn a master's in research and now work as a Research Associate at the University of Portsmouth.

In my current role, I lead the BrushUp programme in collaboration with Portsmouth City Council. This outreach initiative focuses on promoting oral and dental health to early-year children in the most deprived areas of Portsmouth through digital screening, fluoride varnish applications, and other oral health activities carried out by university staff and students.

With years of experience as a dental nurse and a deep passion for research, I have contributed to numerous studies aimed at enhancing career perspectives, improving patient care, and advancing the field of dentistry.

Abbreviations

Aerosol Generating Procedures - AGP

Dental Nurse - DN

Infection Prevention and Control - IPC

Personal Protective Equipment - PPE

Standard Operating Procedure - SOP

Salari N, Hosseinian-Far A, Jalali R et al. Prevalence of stress, anxiety, depression among the general population during the COVID-19 pandemic: a systematic review and meta-analysis. Global Health 2020; doi: 10.1186/s12992-020-00589-w.

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We acknowledge the seven participants who contributed their time and insights regarding their return to work following the COVID-19 pandemic.

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Samia Turkistani

The University of Portsmouth Dental Academy, Portsmouth, UK

Chris Louca, Carolina Machuca Vargas, Tracy Ann Wallis & David R. Radford

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Turkistani, S., Louca, C., Machuca Vargas, C. et al. Dental nurses rose to the challenge of COVID-19 with resilience, confidence and passion for their role. BDJ Team 11 , 354–358 (2024). https://doi.org/10.1038/s41407-024-2745-5

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Published : 20 September 2024

Issue Date : 20 September 2024

DOI : https://doi.org/10.1038/s41407-024-2745-5

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