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Post‐Graduation Effects of an Advocacy Engagement Project on Alumni of a Dental Hygiene Program
Author(s) -
Bono Leciel K.,
Rogo Ellen J.,
Hodges Kathleen,
Frantz Alan C.
Publication year - 2018
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.21815/jde.018.017
Subject(s) - mentorship , graduation (instrument) , legislature , medical education , state legislature , descriptive statistics , psychology , medicine , political science , nursing , engineering , mechanical engineering , statistics , mathematics , law
The aim of this study was to investigate advocacy actions of dental hygiene program alumni who had completed a Legislative Advocacy Project (LAP) when they were students in the undergraduate or graduate program. Five variables were assessed: participation, frequency, perceived barriers, engagement, and mentorship. Alumni of the undergraduate and graduate programs were compared regarding frequency of and barriers encountered to legislative advocacy actions. A descriptive‐comparative research design was used with quantitative and qualitative analysis. A convenience sample of 157 alumni who had completed a seven‐week LAP at Idaho State University between 2008 and 2013 were invited to complete a 52‐item author‐designed online questionnaire in 2015. The response rate was 41.4%. The results showed a significant difference for participation prior to and after the LAP (df=12, X 2 =28.28, p=0.005). Most respondents, however, did not participate in legislative actions. There was a significant difference between the two groups for two frequency items: subscribing to online listservs (p=0.001) and contacting political representatives or staff (p=0.003). The three greatest barriers were time, financial resources, and testifying. The analysis found a significant difference between the two groups for the barrier of interest in advocating (p=0.05). In the qualitative analysis, themes emerged about engagement factors (collective efforts and advocacy commitment) and mentorship (mentoring experiences). Advocacy actions after graduation improved, but implementation of actions was challenging due to competing barriers. The results of this study may be useful in identifying key components of advocacy education that should be part of training programs.