Wenjing Yang, Zejin Liu, Yi Liu, Yanyu Sun, Xin Xiong, Shufang Du
{"title":"桥梁知识和准备：教育和症状在护士颞下颌障碍护理能力中的作用。","authors":"Wenjing Yang, Zejin Liu, Yi Liu, Yanyu Sun, Xin Xiong, Shufang Du","doi":"10.1111/joor.70045","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Temporomandibular disorders (TMDs) are the second most prevalent diseases related to musculoskeletal pain that impact patients' quality of life, with nursing staff playing a crucial role in multidisciplinary management. However, TMDs-related knowledge and preparedness among nurses remain underexplored.</p><p><strong>Objective: </strong>This study examines how education and personal symptom experience influence nursing competency in TMDs care.</p><p><strong>Methods: </strong>A cross-sectional survey of 345 nursing practitioners (including trainees) assessed TMDs knowledge (25-item scale), clinical preparedness (5-item scale), and self-reported symptom history. Multiple linear regression analyses examined the effects of (1) educational background, (2) exposure to TMDs-specific curricula and (3) personal symptom severity on competency development.</p><p><strong>Results: </strong>While 50% of participants reported TMDs symptoms, only 12.8% had formal TMDs training. Knowledge scores were suboptimal (mean = 12/25), and preparedness was moderate (mean = 17/25). Exposure to TMDs curricula significantly predicted preparedness (b = 2.83, p < 0.001); as did registered nurse status (b = 1.50, p < 0.01) and holding an associate degree (b = 1.93, p < 0.001). Knowledge positively correlated with preparedness (b = 0.27, p < 0.001), but this relationship weakened with greater symptom severity (interaction b = -0.043, p < 0.05).</p><p><strong>Conclusion: </strong>Significant gaps in nurses' TMDs competencies come from disparities in educational resources. Although knowledge enhances preparedness, personal symptom experiences may undermine this enhancement. Strengthening TMDs education and supporting nurses' symptom management are essential to improving confidence and competency in TMDs care.</p>","PeriodicalId":16605,"journal":{"name":"Journal of oral rehabilitation","volume":" ","pages":""},"PeriodicalIF":4.0000,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Bridging Knowledge and Preparedness: The Role of Education and Symptoms in Nurses' Competency for Temporomandibular Disorder Care.\",\"authors\":\"Wenjing Yang, Zejin Liu, Yi Liu, Yanyu Sun, Xin Xiong, Shufang Du\",\"doi\":\"10.1111/joor.70045\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Temporomandibular disorders (TMDs) are the second most prevalent diseases related to musculoskeletal pain that impact patients' quality of life, with nursing staff playing a crucial role in multidisciplinary management. However, TMDs-related knowledge and preparedness among nurses remain underexplored.</p><p><strong>Objective: </strong>This study examines how education and personal symptom experience influence nursing competency in TMDs care.</p><p><strong>Methods: </strong>A cross-sectional survey of 345 nursing practitioners (including trainees) assessed TMDs knowledge (25-item scale), clinical preparedness (5-item scale), and self-reported symptom history. Multiple linear regression analyses examined the effects of (1) educational background, (2) exposure to TMDs-specific curricula and (3) personal symptom severity on competency development.</p><p><strong>Results: </strong>While 50% of participants reported TMDs symptoms, only 12.8% had formal TMDs training. Knowledge scores were suboptimal (mean = 12/25), and preparedness was moderate (mean = 17/25). Exposure to TMDs curricula significantly predicted preparedness (b = 2.83, p < 0.001); as did registered nurse status (b = 1.50, p < 0.01) and holding an associate degree (b = 1.93, p < 0.001). Knowledge positively correlated with preparedness (b = 0.27, p < 0.001), but this relationship weakened with greater symptom severity (interaction b = -0.043, p < 0.05).</p><p><strong>Conclusion: </strong>Significant gaps in nurses' TMDs competencies come from disparities in educational resources. Although knowledge enhances preparedness, personal symptom experiences may undermine this enhancement. Strengthening TMDs education and supporting nurses' symptom management are essential to improving confidence and competency in TMDs care.</p>\",\"PeriodicalId\":16605,\"journal\":{\"name\":\"Journal of oral rehabilitation\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2025-09-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of oral rehabilitation\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1111/joor.70045\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"DENTISTRY, ORAL SURGERY & MEDICINE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of oral rehabilitation","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1111/joor.70045","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"DENTISTRY, ORAL SURGERY & MEDICINE","Score":null,"Total":0}
Bridging Knowledge and Preparedness: The Role of Education and Symptoms in Nurses' Competency for Temporomandibular Disorder Care.
Background: Temporomandibular disorders (TMDs) are the second most prevalent diseases related to musculoskeletal pain that impact patients' quality of life, with nursing staff playing a crucial role in multidisciplinary management. However, TMDs-related knowledge and preparedness among nurses remain underexplored.
Objective: This study examines how education and personal symptom experience influence nursing competency in TMDs care.
Methods: A cross-sectional survey of 345 nursing practitioners (including trainees) assessed TMDs knowledge (25-item scale), clinical preparedness (5-item scale), and self-reported symptom history. Multiple linear regression analyses examined the effects of (1) educational background, (2) exposure to TMDs-specific curricula and (3) personal symptom severity on competency development.
Results: While 50% of participants reported TMDs symptoms, only 12.8% had formal TMDs training. Knowledge scores were suboptimal (mean = 12/25), and preparedness was moderate (mean = 17/25). Exposure to TMDs curricula significantly predicted preparedness (b = 2.83, p < 0.001); as did registered nurse status (b = 1.50, p < 0.01) and holding an associate degree (b = 1.93, p < 0.001). Knowledge positively correlated with preparedness (b = 0.27, p < 0.001), but this relationship weakened with greater symptom severity (interaction b = -0.043, p < 0.05).
Conclusion: Significant gaps in nurses' TMDs competencies come from disparities in educational resources. Although knowledge enhances preparedness, personal symptom experiences may undermine this enhancement. Strengthening TMDs education and supporting nurses' symptom management are essential to improving confidence and competency in TMDs care.
期刊介绍：
Journal of Oral Rehabilitation aims to be the most prestigious journal of dental research within all aspects of oral rehabilitation and applied oral physiology. It covers all diagnostic and clinical management aspects necessary to re-establish a subjective and objective harmonious oral function.
Oral rehabilitation may become necessary as a result of developmental or acquired disturbances in the orofacial region, orofacial traumas, or a variety of dental and oral diseases (primarily dental caries and periodontal diseases) and orofacial pain conditions. As such, oral rehabilitation in the twenty-first century is a matter of skilful diagnosis and minimal, appropriate intervention, the nature of which is intimately linked to a profound knowledge of oral physiology, oral biology, and dental and oral pathology.
The scientific content of the journal therefore strives to reflect the best of evidence-based clinical dentistry. Modern clinical management should be based on solid scientific evidence gathered about diagnostic procedures and the properties and efficacy of the chosen intervention (e.g. material science, biological, toxicological, pharmacological or psychological aspects). The content of the journal also reflects documentation of the possible side-effects of rehabilitation, and includes prognostic perspectives of the treatment modalities chosen.
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