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Dental hygienists as adult learners and educators in social action :a grounded theory
Citation
Rogo, Ellen J.. (2009). Dental hygienists as adult learners and educators in social action :a grounded theory. Theses and Dissertations Collection, University of Idaho Library Digital Collections. https://www.lib.uidaho.edu/digital/etd/items/etd_386.html
- Title:
- Dental hygienists as adult learners and educators in social action :a grounded theory
- Author:
- Rogo, Ellen J.
- Date:
- 2009
- Keywords:
- Dental hygienists--Study and teaching Dental hygienists--Social aspects
- Program:
- Education
- Abstract:
- Inequities in health exist among certain populations and these populations experience more disease, disability, and premature death. Everyone has a shared social responsibility to improve the health of the nation. Dental hygienists, as oral health care professionals, are called to social action to reduce oral health inequities by improving access to care. Understanding hygienists as adult learners and educators in social action was the purpose of this inquiry, and constructing an interpretive theory on learning and educating to reduce health inequities and improve population health was the second purpose.;A qualitative inquiry using grounded theory methodology was conducted. Eight dental hygienists from California, Oregon, and Washington were interviewed. A constructivist grounded theory approach and situational analysis was used to illuminate the complexities and the variation of the participants' experiences during data analysis. Multiple methods of verification were used to enhance the trustworthiness of the analysis.;The grounded theory analysis reveals three categories for the learning process in social action Awareness, Adaptation, and Relationships. Situational analysis was applied to the same data to examine the context in which the learning occurred. The process of educating reveals one category, Improvement. Situational analysis was applied to the data to illuminate the context in which learning and educating occurred.;Although the process of learning and educating were initially analyzed separately, their inter-relatedness was evident as the analysis moved to a more abstract level towards the construction of a theory. Synergy in Social Action is the interpretive theory for dental hygienists as adult learners and educators in social action. Synergy is the momentum energized by the interaction of three key elements to create a greater influence on social action than the individual elements alone. The momentum is created by the relationship among and between (1) the learning and educating processes, (2) the situations and interactions that provided the opportunities for learning and educating, and (3) the movement from individual action to collective action. The dynamic nature of social action requires continual momentum to sustain ongoing efforts to overcome the status quo. As one victory is achieved, another challenge needs to be overcome.
- Description:
- Thesis (Ph. D., Education)--University of Idaho, April 2009.
- Major Professor:
- Roger L. Scott.
- Defense Date:
- April 2009.
- Type:
- Text
- Format Original:
- xiii, 312 leaves :ill. ;29 cm.
- Format:
- record
Rights
- Rights:
- In Copyright - Educational Use Permitted. For more information, please contact University of Idaho Library Special Collections and Archives Department at libspec@uidaho.edu.
- Standardized Rights:
- http://rightsstatements.org/vocab/InC-EDU/1.0/