Adolescents' self‐reported experiences following a person‐centred, theory‐based educational intervention versus conventional education for improved oral hygiene: Analysis of secondary outcomes of a randomized field study

Abstract

AbstractAimTo analyse adolescents' self‐reported experiences and behavioural outcomes of a person‐centred, theory‐based intervention in comparison with conventional information/instruction for improved oral hygiene.Materials and MethodsData were derived from a prospective, multi‐centred, two‐arm, quasi‐randomized field study focusing on the effectiveness of educational interventions for improved oral hygiene. Dental hygienists working within the Public Dental Service, Västra Götaland, Sweden, provided treatments, and adolescents with poor oral hygiene conditions were eligible for participation. The person‐centred test intervention was based on social cognitive constructs, and motivational interviewing was used as an approach in communication. The control intervention included conventional information/instructions. Clinical examinations were performed, and questionnaires were distributed at baseline and at 6 months. Three‐hundred and twelve patients were enrolled, and data from 276 patients, following treatment per protocol, were analysed.ResultsThe test group was more satisfied with the education about gingivitis (very good: 61% vs. 37%) and communication during therapy (very good: 69% vs. 50%) and reported to a larger extent that they were much more careful regarding their oral hygiene after the treatment (30% vs. 15%) and had higher confidence about keeping up healthy gingival conditions, in comparison with the control group (all p < .01).ConclusionsThe person‐centred, theory‐based intervention was superior in terms of adolescents' experiences of education and communication during therapy and self‐reported oral hygiene behavioural outcomes at 6 months, in comparison with conventional information/instruction.