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The increasing prevalence of dental implants has brought greater attention to the prevention and management of peri-implant diseases, which can compromise long-term implant success. This systematic review evaluated the current evidence on oral self-care practices for maintaining peri-implant health in healthy, non-smoking adults. This systematic review was reported in accordance with the PRISMA 2020 statement and registered in the PROSPERO database (CRD420251028140). PICO methods and guidelines for the Center for Evidence-Based Medicine were used to develop the focus question, \" Risk of bias was determined by applying the ROBIS Tool to assess risk of bias in systematic reviews and the revised Cochrane risk of bias tool for randomized trials (RoB2). Across 12 studies, interventions were categorized into five domains: toothbrushes, interdental aids, toothpaste, mouth rinses/topicals, and multi-modal self-care strategies. Powered toothbrushes, particularly oscillating-rotating models, demonstrated superior plaque and inflammation reduction compared to manual options. Triclosan-containing toothpastes consistently outperformed fluoride-only formulations in decreasing plaque, bleeding on probing, and pathogenic bacteria. Interdental aids such as interproximal brushes and oral irrigators were more effective than floss in reducing inflammatory markers. Stannous fluoride-based rinses showed potential anti-inflammatory benefits, while prolonged chlorhexidine use may elevate inflammatory cytokines. A multimodal approach combining mechanical and chemical adjuncts was most effective for peri-implant disease prevention. These findings emphasize the importance of individualized, evidence-based home care protocols in preserving implant longevity and reducing peri-implant disease burden. https://www.crd.york.ac.uk/PROSPERO/view/CRD420251028140, PROSPERO CRD420251028140.

Background Decades of epidemiological studies have documented high rates of early childhood caries (ECC) among American Indian and Alaska Native (AIAN) children. The aim of this pilot study was to investigate if a motivational interviewing (MI) intervention improved oral self-care behaviors of AIAN caregivers of infants, and determine if the MI intervention promoted positive changes in caregivers’ ECC risk-related behaviors. Methods Caregivers of infants presenting for well- child visits in a medical clinic were randomized to treatment and control groups. At the first visit, a caries risk test (CRT) for cariogenic bacteria was completed for both groups. The Parental Care of Child’s Teeth (PCCT) was administered at the second visit and used to assess ECC risk-related behaviors. Over the course of four well-child visits, caregivers in the treatment group participated in a MI discussion focusing on behavior changes and desired outcomes for their personal oral health and their child’s. The duration of the intervention was 1 year. The control group was given oral health information traditionally provided at well-child visits. At the fourth well-child visit, the CRT and PCCT questionnaire were administered again. Results The mean bacterial load for mutans streptococcus (MS) was similar at both visits. A slight reduction in the mean bacterial levels of lactobacilli was observed in both the test and control groups after the last visit, although not at a level of statistical significance. The treatment group showed minimal improvement in child feeding practices and nighttime bottle habits. Conclusions Motivational Interviewing had little effect on oral self-care behaviors as measured by bacterial load, nor did MI reduce parental risk related behavior for early childhood caries. Trial registration Clinicaltrials.gov# NCT04286256 . Retrospectively registered, February 26, 2020.

Oral and systemic chronic health conditions are widespread in the United States, and nutrition plays a crucial role in their prevention and management. Dental hygienists, as prevention specialists, are uniquely positioned to incorporate nutritional counseling into patient care due to their education and expertise in risk assessment. Despite its importance, integrating effective nutritional counseling in clinical practice is often challenging, with barriers such as time constraints, patient compliance, and clinician confidence. This report presents a blueprint for incorporating motivational interviewing (MI) through a Nutritional Risk Assessment and Counseling Tool (NRACT) into dental hygiene education at Eastern Washington University (EWU). The five-semester dental hygiene curriculum at EWU integrates nutrition concepts early in the course of study, using MI strategies to enhance student confidence in patient counseling. Students receive foundational training in MI techniques, including open-ended questions, reflective listening, and evoking patient motivation. The NRACT supports both assessment and structured nutritional counseling, allowing students to guide patient interactions effectively. Through clinical practice, workshops, and peer feedback, students refine their MI skills and develop confidence addressing nutrition-related concerns. Initial outcomes from EWU suggest incorporating the NRACT, which includes MI, increases students' comfort in discussing topics like nutrition while enhancing patient-centered care. This short report provides the framework to foster the development of skilled oral health care professionals equipped to promote nutritional health. Additionally, this report offers a transferable model for integrating nutritional counseling into dental hygiene education across diverse educational settings.

Commission on Dental Accreditation Standards require that dental hygiene students are competent in evaluation of scientific literature. A current problem is the lack of faculty mentorship to develop allied oral health student researchers. The goal the University of Minnesota (UMN) undergraduate research program was to utilize an existing writing curriculum thread and mentor students interested in research through the development of research question(s), study design, conducting research, and the manuscript development process to achieve a publication.The UMN dental hygiene program assessed the writing within the program, created standardized rubrics for research and reflective writing, and calibrated dental hygiene faculty on their use. Additionally, a writing orientation workshop was established to increase student success in writing. Students were also encouraged to apply for a dental hygiene writing award as this was used to select students for the research mentorship program. Writing outcomes were assessed and improvement was demonstrated in several key writing standards defined by the program. A total of nine (n=9) students have participated in the faculty research mentorship program from 2019 to 2023 and eight students completed the program assessment questionnaire (n=8, 87.5%). All participants reported strong agreement that they felt supported in all aspects of the research process and expressed confidence that they could complete research in the future. Six students had publications and one student was under review. The development of a writing enriched curriculum and a writing orientation workshop has improved student writing outcomes and student engagement in research and publication at UMN. Faculty mentorship resulted in students' experience with manuscript development and the peer-review process to obtain a publication. More faculty mentorship in undergraduate allied oral health education is needed to engage students in the research process.

Oral health-related quality of life (OHRQoL) measured by the 5-item Oral Health Impact Profile (OHIP-5) allows characterization of patients' oral health impact into normative values in a university setting. This study aims to derive OHIP-5 normative values for patients seeking care from the dual degree student provider of the dental hygienist and dental therapist in Minnesota. Normative OHIP-5 values were determined in n = 2,835 patients at the University of Minnesota School of Dentistry, representing sample-based reference distributions. Summary scores were analysed using an empirical cumulative distribution function, with the 90th percentile threshold indicating typical versus elevated impact, while dimensional scores (Oral Function, Orofacial Pain, Orofacial Appearance, and Psychosocial Impact) assessed as elevated impact were considered frequent item response categories \"fairly often\" or \"very often\". The vast majority (90%) of patients seeking care from the dual degree student providers presented an OHIP-5 score of 6 or less, characterizing OHIP-5 scores of 7-20 points as \"non-typically elevated\". The \"non-typically elevated\" dimension scores occurred in 7% of patients for Oral Function, 6% for Orofacial Pain, 11% for Orofacial Appearance, and 2% for Psychosocial Impacts. Understanding normative OHIP-5 values in patient populations treated by dual degree student providers in dental school settings supports clinical decision-making by guiding diagnostic, referral, and treatment pathways. Their role in preventive and restorative care advances patient-centered outcomes, aligning with the quadruple aim of healthcare.

The purpose of this case report is to present the clinical impacts and outcomes of a patient who applied a non-professionally ('do it yourself' (DIY)) orthodontic treatment to correct a midline diastema post orthodontic relapse. The patient presented for preventative dental hygiene care with a chief complaint of pain and swelling surrounding teeth #8 and #9. The patient reported that a midline diastema appeared after she lost the orthodontic retainer and used rubber bands every night for approximately four years to close the diastema. The DIY orthodontic treatment of the maxillary central incisors caused rapid and severe bone loss, loss of function and pain for the patient. This case highlights the negative impact on periodontal health with DIY orthodontic treatment, ultimately resulting in extraction and implants to restore function and esthetics. It is important that dental and allied oral health professionals are aware of DIY orthodontic trends on social media in order to educate and counsel patients on the consequences to their oral health.

The purpose of this narrative review was to explore how motivational interviewing (MI) and brief MI are utilized for nutritional counseling in oral health care to support patient-centered dietary behavior change. This narrative review followed PRISMA format. A search strategy was designed using MeSH terms and keywords with inclusion and exclusion categories dictating the search. Searches were conducted in Ovid Medline ALL, CINAHL, Scopus, and Web of Science. Studies were screened in Rayyan by two independent reviewers. Eligible studies were categorized into two domains: MI utilization by provider type or setting and MI application for a population or a condition. The search yielded 122 articles. After title and abstract screening, 113 articles were excluded. Following full-text review, three more were removed, resulting in six (n=6) studies for inclusion. Four studies examined the utilization of MI by provider type or setting. These studies demonstrated MI training improved provider confidence and interest in delivering nutritional counseling, with brief MI interventions showing effectiveness in dietary behavior change. Two studies focused on the application of MI for a population or condition. Motivational interviewing and brief MI can be utilized for nutritional counseling in oral health care settings by dental hygienists to enhance their confidence, promote patient behavior change, and contribute to improved dietary habits for improved oral and systemic health. The Nutritional Risk Assessment and Counseling Tool (NRACT) can be used as a risk assessment and guide to facilitate brief MI in a dental setting for nutritional counseling.

Dental hygiene (DH) education is grounded in evidence-based practice (EBP), requiring graduates to critically evaluate and apply scientific literature in clinical decision-making. However, widespread gaps in academic literacy, particularly in reading comprehension, writing, and research synthesis, pose significant challenges for undergraduate DH students transitioning from novice learners to competent practitioners. This short report examines the role of academic literacy as a foundational component of DH education and its alignment with the Commission on Dental Accreditation (CODA) standards. Drawing on evidence from nursing and allied health education, this paper highlights strategies to strengthen academic literacy through curriculum innovation, including writing-enriched curricula, scaffolding assignments, active learning, portfolio assessment, and the ethical integration of generative artificial intelligence. Additionally, the importance of faculty development, interprofessional collaboration, and librarian partnerships are emphasized to support both teaching efficacy and student success. By embedding academic literacy longitudinally across the curriculum, DH programs can better prepare undergraduates to engage in research, think critically, and deliver high-quality, person- centered care. Advancing academic literacy supports not only accreditation standards but also creates a foundation for the development of future leaders, educators, and researchers in the dental hygiene profession.