Health Education, Nursing Education, Oral Health Care, Oral Health Education
Conditions
Brief summary
This study aims to assess the current state of oral health education in nursing training programs in Germany. Good oral health is an important component of general health, yet it is often insufficiently addressed in nursing practice and education. This cross-sectional study uses self-developed standardized online questionnaires to collect data from educational leaders (such as school directors and program coordinators) as well as nursing trainees and students. The survey examines how oral health topics are integrated into curricula, which content is taught, how teaching is delivered, and how learners assess their own competence and educational needs in this area. The results of this study will provide a comprehensive overview of current practices and help identify gaps and opportunities to improve oral health education in nursing programs.
Detailed description
This study is a cross-sectional observational survey designed to assess the current state of oral health care education in nursing training programs in Germany. Oral health is an important component of overall health and is particularly relevant in the care of dependent and vulnerable populations. However, previous research suggests that oral health care may not always be consistently addressed in nursing practice and that there is variability in knowledge and practical competence among nursing staff. The study aims to systematically evaluate how oral health care content is integrated into vocational nursing training programs and primary qualifying nursing degree programs. In particular, the study examines the extent and structure of curricular integration, the range of topics covered, teaching and assessment methods, and structural conditions such as available resources and interprofessional collaboration. Data are collected using self-developed standardized online questionnaires administered once to two groups: educational leaders (e.g., school directors and program coordinators) and nursing trainees or students. Educational leaders provide information on institutional and curricular characteristics, while learners provide information on their exposure to oral health education, perceived competence, practical experience, and educational needs. The study is conducted nationwide across Germany using a non-probability sampling approach. Participation is voluntary and anonymous. No interventions are applied, and no follow-up assessments are conducted. The results of this study are intended to provide a comprehensive overview of current educational practices and to identify gaps and opportunities for improving oral health care education in nursing training programs.
Interventions
None listed
Sponsors
University Medical Center Goettingen
Study design
Observational model
OTHER
Time perspective
CROSS_SECTIONAL
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Age ≥18 years * Educational leaders (e.g., school directors, curriculum coordinators, or program leads) in vocational nursing schools or primary qualifying nursing degree programs in Germany- OR * Nursing trainees enrolled in vocational nursing training programs in Germany, OR * Students enrolled in primary qualifying nursing degree programs in Germany * Ability to understand German * Provision of informed consent
Exclusion criteria
* Age \<18 years * Not belonging to one of the defined target groups * Inability to understand the German language sufficiently to complete the questionnaire * No provision of informed consent
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Self-Reported Competence in Oral Health Care Assessed by Likert-Scale Questionnaire | Day 1 | Measured using a self-developed standardized online questionnaire completed by nursing trainees and students. Participants rate their perceived ability to perform appropriate oral care for a person in need of care on a 5-point Likert scale ranging from 1 to 5, where 1 indicates very low perceived competence and 5 indicates very high perceived competence. Higher scores indicate higher self-reported competence. |
| Curricular Integration of Oral Health Care Content Assessed by a Self-Developed Questionnaire | Day 1 | Curricular integration of oral health care content will be assessed using a self-developed standardized online questionnaire completed by educational leaders. Participants select one of three categorical response options: 1. = explicitly included as a separate topic/module 2. = integrated into other topics/modules 3. = not included/no specific content The categories describe the type of curricular integration of oral health care content and do not represent a validated numerical scale. |
| Extent of Theoretical Oral Health Care Teaching Assessed by Questionnaire | Day 1 | Measured using a self-developed standardized online questionnaire completed by educational leaders. Participants report the approximate extent of theoretical teaching on oral health care using teaching units, European Credit Transfer and Accumulation System (ECTS), or semester hours. Responses are reported using predefined categorical ranges for teaching units, European Credit Transfer and Accumulation System (ECTS) credits, or semester hours. |
| Learner Exposure to Oral Health Care Education Assessed by Questionnaire | Day 1 | Measured using a self-developed standardized online questionnaire completed by nursing trainees and students. The item assesses whether participants have received oral health care education during their training or study program. Response categories are: yes, multiple times; yes, once/briefly; or not yet/cannot remember. Higher exposure categories indicate more frequent exposure to oral health care education. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Educational Need for Additional Oral Health Care Training Assessed by Likert-Scale Questionnaire | Day 1 | Measured using a self-developed standardized online questionnaire completed by nursing trainees and students. Participants rate their agreement with statements regarding the need for more practical exercises and theoretical content using a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Higher scores indicate greater perceived need for additional training. |
| Coverage of Oral Health Care Topics Reported by Educational Leaders | Day 1 | Measured using a self-developed standardized online questionnaire completed by educational leaders. Participants rate the extent to which predefined oral health care topics are taught using a 3-point categorical response scale: not covered, briefly covered, or covered in more detail. Categories describe increasing levels of topic coverage. |
| Coverage of Oral Health Care Topics Reported by Learners | Day 1 | Measured using a self-developed standardized online questionnaire completed by nursing trainees and students. Participants rate the extent to which predefined oral health care topics were covered during their education using a 4-point categorical response scale: not at all, briefly, rather extensively, or very extensively. Categories describe increasing levels of perceived topic coverage. |
| Self-Reported Ability to Recognize Oral Abnormalities Assessed by Likert-Scale Questionnaire | Day 1 | Measured using a self-developed standardized online questionnaire completed by nursing trainees and students. Participants rate their perceived ability to recognize oral abnormalities requiring medical or dental assessment on a 5-point Likert scale ranging from 1 to 5, where 1 indicates very low ability and 5 indicates very high ability. Higher scores indicate greater perceived ability. |
Contacts
CONTACTJana Biermann, Dr. med. dent.
Outcome results
None listed