Effectiveness of mentor competence education for oral health care professionals in clinical practice
Thesis event information
Date and time of the thesis defence
Place of the thesis defence
Leena Palotie -lecture hall 101A (Aapistie 5 A)
Topic of the dissertation
Effectiveness of mentor competence education for oral health care professionals in clinical practice
Doctoral candidate
Master of Health Science Anna-Leena Keinänen
Faculty and unit
University of Oulu Graduate School, Faculty of Medicine, Research Unit of Health Science and Technology
Subject of study
Nursing Science
Opponent
Professor Hannele Turunen, University of Eastern Finland, Department of Nursing Science, Faculty of Health Sciences
Custos
Professor Kristina Mikkonen, University of Oulu, Research Unit of Health Science and Technology, Faculty of Medicine
The mentor education is needed to improve the competence of student mentoring for oral health professionals
Changes in oral health education structures increasingly require oral health professionals to have the competence of student mentoring. Mentor education is needed for oral health professionals who mentoring and working with students.
Anna-Leena Keinänen, M.Sc., Ph.D., studied the impact of mentor education on the competence of student mentoring for dentists and dental hygienists in clinical practice. The results of the doctoral thesis showed that the majority of oral health professionals had not completed the mentor education.
The doctoral thesis designed and developed two mentor educations for dentists and dental hygienists. One was a blended learning module, which combines both online and face-to-face teaching in an embedded learning approach, and the other was an online module. The control group was dentists and dental hygienists working in contract the health centre who had not completed the mentor education.
According to the doctoral thesis, both mentor educations developed competence of student mentoring in mentor motivation, goal-oriented mentoring and reflection during mentoring compared to the control group. In addition, the blended learning module developed the competence of student mentoring in mentoring practices in the workplace and student-centred evaluation, and the online learning module developed mentor competence in constructive feedback compared to the control group. When comparing blended learning module and online module, there was a difference in the provision of constructive feedback, which was rated higher in the blended learning module.
The researcher concludes that blended learning module can be recommended as an in-depth multi-professional mentor education for oral health professionals, also taking into account more experienced student mentoring. Oline learning module can be recommended to oral health professionals as a basic mentoring for student mentors and those working with students. It is also recommended for those who want to take more responsibility for their own learning through technology, regardless of time and geographical location.
The doctoral thesis provided new information on the development of mentor education for oral health professionals, which can strengthen and develop the competence of student mentoring of oral health professionals. The results of the dissertation can be used in the development of student mentoring for oral health professionals, in education and in cooperation between the placement and the educational institutions.
Anna-Leena Keinänen, M.Sc., Ph.D., studied the impact of mentor education on the competence of student mentoring for dentists and dental hygienists in clinical practice. The results of the doctoral thesis showed that the majority of oral health professionals had not completed the mentor education.
The doctoral thesis designed and developed two mentor educations for dentists and dental hygienists. One was a blended learning module, which combines both online and face-to-face teaching in an embedded learning approach, and the other was an online module. The control group was dentists and dental hygienists working in contract the health centre who had not completed the mentor education.
According to the doctoral thesis, both mentor educations developed competence of student mentoring in mentor motivation, goal-oriented mentoring and reflection during mentoring compared to the control group. In addition, the blended learning module developed the competence of student mentoring in mentoring practices in the workplace and student-centred evaluation, and the online learning module developed mentor competence in constructive feedback compared to the control group. When comparing blended learning module and online module, there was a difference in the provision of constructive feedback, which was rated higher in the blended learning module.
The researcher concludes that blended learning module can be recommended as an in-depth multi-professional mentor education for oral health professionals, also taking into account more experienced student mentoring. Oline learning module can be recommended to oral health professionals as a basic mentoring for student mentors and those working with students. It is also recommended for those who want to take more responsibility for their own learning through technology, regardless of time and geographical location.
The doctoral thesis provided new information on the development of mentor education for oral health professionals, which can strengthen and develop the competence of student mentoring of oral health professionals. The results of the dissertation can be used in the development of student mentoring for oral health professionals, in education and in cooperation between the placement and the educational institutions.
Last updated: 23.1.2024