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Aspects of Expansive Learning in the Context of Healthy Ageing—A Formative Intervention between Dental Care and Municipal Healthcare

Author

Listed:
  • Jessica Persson

    (Department of Health Sciences, University West, 461 86 Trollhättan, Sweden
    Centre for Gerodontology, Public Dental Service, Region Västra Götaland, 402 33 Gothenburg, Sweden)

  • Ann Svensson

    (School of Business, Economics and IT, University West, 461 86 Trollhättan, Sweden)

  • Ingela Grönbeck Lindén

    (Centre for Gerodontology, Public Dental Service, Region Västra Götaland, 402 33 Gothenburg, Sweden
    Department of Behavioral and Community Dentistry, Institute of Odontology, Sahlgrenska Academy, University of Gothenburg, 405 30 Gothenburg, Sweden)

  • Sven Kylén

    (R&D Department, Primary Health Care, Regionhälsan, Region Västra Götaland, 462 35 Vänersborg, Sweden)

  • Catharina Hägglin

    (Centre for Gerodontology, Public Dental Service, Region Västra Götaland, 402 33 Gothenburg, Sweden
    Department of Behavioral and Community Dentistry, Institute of Odontology, Sahlgrenska Academy, University of Gothenburg, 405 30 Gothenburg, Sweden)

Abstract

There are great risks of diseases in the ageing population, and oral diseases are no exception. Poor oral health has profound negative impacts on the quality of life. It is therefore crucial to include the oral health perspective in the care for older adults. To meet the challenges associated with oral health in the ageing population, a formative intervention was launched. The intervention, called the TAIK project (=“Dental hygienist in a municipality organization”, in Swedish: Tandhygienist i kommunal verksamhet), meant that six dental hygienists served non-clinically as oral health consultants in five Swedish municipal organizations. The intervention formed an infrastructure and platform for work that benefits the ageing population and created a new basis for decisions regarding oral health in homecare. The aim of this paper is to explore how aspects of collaboration in an interprofessional and interorganizational intervention may lead to expansive learning. Expansive learning forms the theoretical framework of this study. The dental hygienists and the local head nurses were interviewed individually in-depth. Reflection documents from the dental hygienists were also part of the analyzed data. The conclusion is that the formative intervention was reliant of change which created a foundation for reciprocal understanding that led to expansive learning between dental care and municipal healthcare, with resilience and empowerment as crucial factors.

Suggested Citation

  • Jessica Persson & Ann Svensson & Ingela Grönbeck Lindén & Sven Kylén & Catharina Hägglin, 2022. "Aspects of Expansive Learning in the Context of Healthy Ageing—A Formative Intervention between Dental Care and Municipal Healthcare," IJERPH, MDPI, vol. 19(3), pages 1-16, January.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:3:p:1089-:d:728207
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    References listed on IDEAS

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    1. Paul R. Carlile, 2004. "Transferring, Translating, and Transforming: An Integrative Framework for Managing Knowledge Across Boundaries," Organization Science, INFORMS, vol. 15(5), pages 555-568, October.
    2. Florence M. F. Wong & Yannies T. Y. Ng & W. Keung Leung, 2019. "Oral Health and Its Associated Factors Among Older Institutionalized Residents—A Systematic Review," IJERPH, MDPI, vol. 16(21), pages 1-29, October.
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    Cited by:

    1. Jessica Persson & Isabelle Johansson & Cristina Joy Torgé & Eva-Karin Bergström & Catharina Hägglin & Inger Wårdh, 2022. "Oral Care Cards as a Support in Daily Oral Care of Frail Older Adults: Experiences and Perceptions of Professionals in Nursing and Dental Care—A Qualitative Study," IJERPH, MDPI, vol. 19(15), pages 1-12, July.

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