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Elevated levels of bacteria impact the use of the Little River watershed in Texas. The amount of bacteria entering the waterway could be reduced if landowners within the watershed received water-related information and adopted best management practices. However, landowners' access to water-related information is limited, perhaps, because the information is not targeted to them and their preferences. Therefore, to identify landowners' communication preferences for receiving water-related information, we assessed 275 landowners in the Texas Little River watershed using a paper questionnaire. Respondents preferred water-related information delivered via websites monthly and direct mailings quarterly, twice annually, and annually and least preferred social media platforms as a communication medium. Yet, we found no statistically significant differences between respondents' demographics and their preferred communication mediums. Furthermore, respondents identified Texas A&M AgriLife Extension as the most trustworthy source of water-related information. Water resource experts, therefore, should disseminate information using websites and direct mailings in partnership with Texas A&M AgriLife Extension. Further research should be conducted using observations, focus groups, and interviews during the watershed-based planning process to understand reasons for landowners' communication preferences. [This research was supported by Texas Water Resource Institute and Texas Commission on Environmental Quality under the Clean Water Act Section 319(h) Nonpoint Source (NPS) Grant Program, Grant No. 131527 SRS M1502190.]

To assist Extension professionals working in Texas's Little River Watershed with efforts to educate landowners about reducing amounts of bacteria there, we assessed motivations for and barriers to landowners' adopting best management practices (BMPs). We surveyed 275 landowners in the watershed. Respondents were at least somewhat familiar with nine of 11 identified BMPs. Additionally, they agreed that 10 of 13 listed factors were motivators for adopting BMPs and that six of 14 listed factors were barriers to adopting BMPs. Extension professionals can help landowners move through the innovation-decision process by targeting educational programming and materials to motivations for and barriers to adoption of such practices.

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This study sought to determine if statistically significant differences existed among and between licensed dental hygienists and first- and second-year dental hygiene students in Texas on a cross-cultural adaptability measure. The cross-cultural adaptability of licensed dental hygienists and of first- and second-year dental hygiene students attending five randomly selected dental hygiene schools in Texas was investigated. A sample of 289 individuals completed the fifty-item Cross-Cultural Adapt- ability Inventory (CCAI) and a brief demographic survey, resulting in 278 usable responses. The CCAI yields a total score and four individual subscale scores that describe a person's readiness to interact with people of different cultures. The results revealed no statistically significant differences among the licensed hygienists and students in the first and second years of study and CCAI scores. A statistically significant relationship (r=.148) was found between age and one of the four CCAI subscale scores: flexibility/openness. No other statistically significant relationships were found. The number of years to earn a degree, level of practice, ethnicity, and years employed may not play a significant role in enhancing cross-cultural adaptability. Further research needs to be conducted to determine differences and relationships between and among various dental hygiene groups and their cross-cultural adaptability performance. [ABSTRACT FROM AUTHOR]

The media has given much attention to the academic cheating crisis in America. A majority of college students believe that, in today's global environment, it is necessary to cheat in order to get ahead and to compete with their peers. The prevalence and attitudes concerning academic dishonesty of health professions students, including those in medical, dental, and nursing schools, have been extensively researched. No such studies exist in the discipline of dental hygiene. The purpose of this study was to investigate the prevalence of cheating in Texas dental hygiene programs. Four hundred surveys were mailed to twenty Texas dental hygiene schools for graduating students to complete. A total of 289 usable surveys was returned for a response rate of 72.25 percent. Data were analyzed using SPSS with frequencies and chi-square tests. Findings from this study reveal that 86.5 percent of graduating Texas dental hygiene students have cheated a minimum of one time during matriculation. Students identified the demands of what they considered academic overload as the primary justification for cheating behavior. [ABSTRACT FROM AUTHOR]

Determines the factors influencing the retention of dental hygienists within the workforce in Texas. Role of employee benefits and practice of dental hygiene on career retention; Reasons for remaining in the practice of dental hygiene; Influence of family responsibility to leave the practice.

Purpose: Culturally competent health care providers understand cultural attitudes, values, beliefs and practices and are able to use this knowledge to guide patient care. Rising oral health disparities among racial and ethnic minorities require that dental educators emphasize the attainment of cultural competence in order to prepare students to effectively care for patients with backgrounds different from their own. This study investigated the role of community rotations on the cultural competence of second-year Texas dental hygiene students. Methods: A modified version of the validated self-assessing Clinical Cultural Competency Questionnaire (CCCQ) was given to students at twelve Texas dental hygiene programs with a 100% response rate (239/239). Data analysis was performed using the Kendall tau correlation for associations and Kruskal- Wallis and Mann-Whitney U tests for differences among and between groups. Results: Students scored highest in attitude (86th percentile). Time spent in community rotations (p=0.009), number of community rotations (p=0.028), racial/ethnic diversity of program clinic patients (p=0.042), and training hours (p=0.044) were associated with increased cultural competence scores. Students with over 50 community rotation hours (p=0.006) scored significantly higher than students with less than 50 hours. Generally, those with four rotations (p=0.002) scored highest. Those with public clinic (p=0.049) and school (p=0.044) rotations scored significantly higher than those without these experiences. Those with nursing home (p=0.009) and hospital (p=0.026) experience scored lower than those without these experiences. Students seeing the most racially/ethnically diverse patients in program clinics scored higher (p=0.014) than students seeing less diverse patients. Those with 6-10 training hours scored higher (p=0.013) than those with other training levels. Hispanics scored significantly higher than whites in skill and overall cultural competence (p≤ 0.005). Conclusion: Dental hygiene programs should invest time in cultural competence training and choose a robust program of community rotations, while considering the diversity of the student body and clinic patient pool to enhance graduates' cultural competence. [ABSTRACT FROM AUTHOR]

Purpose of the study was to determine whether 1) victims of domestic violence present in dental offices with signs of abuse; 2) are asked about their injuries by the oral health care provider; 3) are given referral and/or assistance; and 4) if they would like their injuries to be recognized by the dental professional. Although numerous studies report that the majority of domestic violence (DV) victims sustain head and neck injuries, few dentists recognize that DV is a problem that their patients may encounter. A 14-question survey was developed and mailed to 15 domestic violence shelters in the North Texas area. Eleven of 15 shelters participated in the study, for an institutional response rate of 73.3%. Each shelter was mailed 15 surveys and of the total number of surveys mailed (N= 165), 112 were returned for an overall response rate of 67.8%. Descriptive statistics were analyzed and a one-way Analysis of Variance (ANOVA) was used to determine whether the participants’ age, race, or sex was statistically significant in determining the likelihood of abuse. The majority (76%) of participants had suffered from a head, neck, or mouth injury as a result of abuse. Over half of participants had seen a dentist when signs of abuse were present, yet 88.6% were not asked about their injuries. In addition, 69.2% responded that they would have liked to have been asked about their injuries. Of the total 112 participants, 76% have experienced an abusive head, neck, or mouth injury due to domestic violence. A one-way Analysis of Variance (ANOVA) found statistically significant differences in abuse rates for different ethnic groups. African Americans and Native Americans had significantly higher abuse rates (p < .05). [ABSTRACT FROM AUTHOR]

This study investigated cheating in Texas dental hygiene (DH) programs, the frequency of didactic and clinical cheating behaviors, justifications for cheating, and if ethics courses, honor codes, and faculty discussions on cheating affect prevalence. Reports of cheating in dentistry have highlighted the need for faculty to promote academic integrity. Because cheating may result in substandard patient care, it is important to determine if cheating occurs in DH schools, why it occurs, and what interventions may be undertaken to ensure that an environment of academic integrity prevails. Surveys were mailed to 20 program directors to include 400 graduating students. Class presidents were instructed to administer the survey during class time without faculty present. Usable survey returns were 289 for a response rate of seventy-two percent. Data were analyzed using SPSS with frequencies, cross-tabulations, and chi-square tests. Eighty six percent of graduating students have cheated a minimum of one time while enrolled in DH school. Students have copied assignments from others (n=137), allowed others to copy from them (n=151), and collaborated on assignments meant to done independently (n=131). Just over 25% of the students were able to obtain previous exams without the instructor’s knowledge. Respondents reported participating in violations of infection control protocol (n=153), recording false vital signs (n=128), and copying previous periodontal findings to use as current findings (n=69). Three reasons cited for participating in academic dishonesty included demands at school, pressure to pass a course, and clinic requirements. Of the students who had an ethics course, whose school has an honor code, or whose instructor(s) discussed cheating, approximately 87% self-reported cheating. Results show that cheating is widespread. Evidence suggests that if a student chooses to engage in academic dishonesty, it is likely to continue in the professional clinical setting; hence, the exigency in developing strategies to curtail the prevalence of academic dishonesty. [ABSTRACT FROM AUTHOR]