A Conceptual Model Using CliftonStrengths^® to Support Dental Hygiene Students’ Professional Development

Abstract

Purpose Professional development is instrumental in the ongoing success of healthcare professionals and students. The purpose of the second year of this two-year study was to continue to apply the results from the CliftonStrengths^® assessment to support entry-level dental hygiene students’ professional development and to create a conceptual model for professional development in dental hygiene education.

Methods CliftonStrengths^® were incorporated in didactic and community learning experiences throughout year two of the dental hygiene curriculum. At the end of year two, focus group interviews assessed student perceptions of professional strengths based on these learning experiences. Co-investigators used a qualitative analysis software program to identify codes and themes. Investigator triangulation and member checks were used to validate responses.

Results All second-year dental hygiene students (n=32) participated in year two of the study. Two themes were identified: relevance of CliftonStrengths^® and professional development. Within the theme of relevance, the subthemes of adaptability, making connections, and teamwork emerged. The theme professional development yielded three subthemes: appreciation, personal and professional identity, and insight.

Conclusion This study demonstrated CliftonStrengths^® can be used to promote professional development among dental hygiene students. As a result, a conceptual model was developed for professional development in dental hygiene education. This model can be used as a framework for teaching and to improve student learning experiences.