Integrative pedagogy in Suupirssi Internships - Learning Experiences of Dental Hygienist Students

Author(s):

Marja Äijö(presenting / submitting)Kaarina Sirviö

Conference:

ECER 2013

Network:

08. Research on Health Education

Format:

Paper

Session Information

08 SES 09, Professional Competence Development in Health Education

Paper Session

Time:

2013-09-12

11:00-12:30

Room:

D-504

Chair:

Jeanette Magne Jensen

Contribution

Healthcare professionals, such as dental hygienists, encounter demanding customer situation, in their everyday work, to which they must respond. This requires more ongoing personal competence identification and construction (Ettinger 2010a). In education, the integration of formal and informal learning is required to develop a variety of expertise needed to respond to the changes taking place in working life (Tynjälä 2008). Authentic learning situations where elements of integrative pedagogy model (Tynjälä 2010), such as theoretical knowledge, practical skills, self-regulation and socio-cultural knowledge, are merged into real customer situations, are one possibility to develop professional competences among students.

The research investigated the learning experiences of dental hygienist students during their clinical practice in the mobile oral healthcare unit, Suupirssi using the integrative pedagogy model.

This research focus on the Suupirssi (Mouth Car) project. The purpose of this project was to develop oral healthcare services for people in rural areas, division of work to ensure rapid access to oral healthcare, clinical practice for dental hygienist students and the services of the dental clinic in cooperation with those working in the field. First, the project produced a mobile oral healthcare unit (Suupirssi). Access to services is eased by bringing the services to customers through a mobile oral healthcare unit, and by disseminating modes and models of operation throughout the entire province. The aims of the service are to offer customer-oriented oral healthcare and to improve oral self-care skills among customers. The service is intended for oral healthcare customers living in rural areas in eastern Finland and for oral healthcare organisations throughout the province.

The team in Suupirssi was composed of one teacher and two students, each working day. The teacher was a mentor for the students and she was always with the students in the authentic learning situations. Students worked with the actual customers and with the community workers. They work independently, requesting assistance from the teacher when needed. Before and after the practice day, teacher and students had reflective discussions. The theoretical background of Suupirssi practice is based on integrative pedagogy (Tynjälä 2010) and connective model of learning (Griffiths, T. & Guile, D. 2003).

Method

The research was conducted at the Savonia University of Applied Sciences in eastern Finland and it based on student interviews. The data was collected though five thematic focus-group interviews after the clinical practice period during the spring 2011. All the participants (n=17) were female and second-year dental hygienist students. The research data was analyzed using deductive content analysis.

Expected Outcomes

Students learning experiences can be found all four integrative pedagogy elements. Students learning experiences described the experiential knowledge of the customers and the working environment. Theoretical knowledge was important for the students who came up with development ideas during the clinical practice. The clinical practice expanded the students' understanding of the scope in dental hygienist jobs. Students were more aware of their expertise in their own field and what skills and knowledge they need to practice more. During the clinical practice and their placement students gained socio-cultural competence. The results show that integrative pedagogy is a suitable pedagogical model for clinical practice in the mobile oral healthcare unit Suupirssi. The challenging nature of the clinical practice requires knowledge and skill from the students. The key point of learning process was the authentic learning situations in real work places and Suupirssi where they had to use theoretical, experimental and self-regulative knowledge. At the same time students gained socio-cultural knowledge from the work place and the reflective discussions with the teacher and fellow student. The integrative pedagogical model and connective model of learning enhances the professional competencies of students towards professional expertise.

References

Ettinger, R.L. 2010a. Meeting oral health needs to promote the well-being of the geriatric population: Educational research issues. Journal of Dental Education 74 (1), 29-35. Griffiths, T. & Guile, D. 2003. A Connective Model of Learning: the implications for work process knowledge. European Educational Research Journal 2 (1), 56–73. Tynjälä, P. (2008) Perspectives into learning at the workplace. Educational Research Review 3: 130–154. Tynjälä, P. 2010. Asiantuntijuuden kehittämisen pedagogiikkaa. Teoksessa K. Collin, S. Paloniemi, H. Rasku-Puttonen & P. Tynjälä (toim.) Luovuus, oppiminen ja asiantuntijuus. Helsinki: WSOPpro, 79–95.

Author Information

Marja Äijö (presenting / submitting)

Savonia University of Applied Sciences

School of Health Care Kuopio

Kuopio

Kaarina Sirviö

Savonia Univesity of Applied Sciences

Unit of Health Care, Kuopio