The six‐domain well‐being framework in oral health sciences: A pathway from theory to practice

Abstract

AbstractObjectivesWell‐being is a complex and multifaceted construct that has gained popularity in oral health sciences education. Maintaining students’ well‐being is essential for their academic performance and quality of life. While many definitions and frameworks of well‐being exist, their applicability to oral health sciences education remains unknown. This study aimed to evaluate the applicability of the Feeney and Collins's framework of well‐being to oral health sciences education by exploring students’ perceptions and experiences in the University of British ColumbiaMethodsAn Interpretive Description approach was used to conduct semi‐structured interviews with dental and dental hygiene students. Interviews were transcribed, and transcripts were coded and analyzed with guidance from Feeney and Collins's well‐being and thriving framework using content analysis. Domains were inductively developed within and beyond the organizing categories of the chosen framework.ResultsThirty‐one oral health sciences students participated in the study. Study data can largely be explained by the five well‐being domains suggested by Feeney and Collins: physical, psychological, eudaimonic, subjective, and social. Spirituality and gratitude emerged as an additional domain that contributes to students’ well‐being. Interdomain relationships were observed. The social domain seemed to contribute to all other well‐being domains; while the subjective domain seemed to be shaped by all other domainsConclusionsFeeney and Collins's framework seemed to be useful to understand and conceptualize well‐being in oral health sciences education but needed to be expanded to include spirituality and gratitude. Further evidence is needed to explore the applicability of this framework in other health professional education disciplines.