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Abstract
As calls for incorporation of evidence-based practices have increased, the concept of research utilization is gaining awareness in the dental hygiene profession. Research utilization is the dissemination and translation of learning into professional practice. However, there are barriers that thwart knowledge uptake. The aim of this action research case study was to tell a story of how a group of dental hygiene educators verified the existence of a problem facing the profession, then developed, implemented, and evaluated an intervention to address this deficiency. The major intervention was a problem-focused, online continuing education course with five distinct modules on the topics of (a) publications and research terminology, (b) information sources and databases, (c) searching techniques, (d) accessing findings, and (e) document formatting style. Concurrent to course implementation, this study assessed three types of research utilizationconceptual, instrumental, and symbolicand was informed by Rogers Diffusion of Innovations. A mixed-method approach for qualitative and quantitative data collection helped to triangulate research findings. Data came from six sources: (a) research utilization questionnaire, (b) module evaluation survey, (c) team meeting transcripts, (d) team observations, (e) team critical incident interviews, and (d) a team focus group. This study found (a) dental hygiene educators used conceptual research utilization most commonly and gathered knowledge from numerous information sources, (b) the intervention received strong agreement using diffusion theorys five perceived attributes; and (c) the team experienced stages of group development through addressing the problem. Concluded from this inquiry: (1) Dental hygiene educators know information sources and display various levels of research utilization, but four information-seeking barriers limit implementation; (2) Education and professional association policies need modification to demonstrate and emphasize more research-based information; and (3) Temporal relationships strongly influence various aspects of collaborative learning, professional and product development, and capacity building for advocacy. Study implications include: (a) Collaboration is fundamental to group learning and action research; (b) Explore attitudes and opinions related to professional development interventions; and (c) Pooling resources benefit program accreditation requirements focused on scientific literature and lifelong learning. Results catalyze future research needs to extend, replicate, and evaluate research utilization in the dental hygiene profession.