Relationship Between Original Research Experiences and Evidence‐Based Practice Among Undergraduate Dental Hygiene Students

Abstract

ABSTRACTObjectivesFor the dental hygiene profession, a need exists to engage students in research experiences as undergraduate students to foster interest in research and improve the implementation of evidence‐based practice. The purpose was to explore the relationships between original research experiences and evidence‐based practice among undergraduate dental hygiene students.MethodsThis quantitative survey research study of undergraduate dental hygiene students in the USA was conducted in 2021. Original research experience was measured using the Wessex Research Network (WReN) spider instrument and evidence‐based practice was measured using the Knowledge, Attitudes, Access and Confidence Evaluation (KACE) instrument. Invitation e‐mails were sent to the directors of US entry‐level dental hygiene programs to forward the survey e‐mail message to students in the last semester of their dental hygiene programs. The data were analysed using descriptive statistics, bivariate analysis and multiple linear regression analysis.ResultsA total of 128 responses were analysed. The foundational knowledge domain of research experience was found to be a significant predictor of evidence‐based practice and the mediators of evidence‐based knowledge, evidence‐based attitudes, evidence‐based access and evidence‐based confidence.ConclusionResearch experience was found to be a significant predictor of Evidence‐Based Practice. Engaging undergraduate dental hygiene students in research opportunities may prepare students for the clinical application of evidence‐based practice and original research projects.