Journal of oral rehabilitation · 2025
Bridging Knowledge and Preparedness: The Role of Education and Symptoms in Nurses' Competency for Temporomandibular Disorder Care.
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Yang Wenjing, Liu Zejin, Liu Yi, Sun Yanyu, Xiong Xin, Du Shufang
Аннотация
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.
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.