Preparedness for practice: a qualitative inquiry into the core attributes of dental hygiene graduates

Background Preparedness for clinical practice is an overarching aim of dental hygiene education, reflecting how effectively graduates translate academic learning into competent, confident, and independent clinical care. While graduate readiness has been widely discussed, dental hygiene literature focuses on discrete competencies rather than providing a holistic understanding of preparedness. This study aimed to identify and describe the essential attributes required for preparedness for clinical practice from the perspectives of key stakeholders. Methods A qualitative case study design was employed using semi-structured interviews with key stakeholder groups, including final-year dental hygiene students, recent graduates, and educators. Interviews were audio-recorded, transcribed verbatim, and analyzed using Braun and Clarke’s reflexive thematic analysis. Results Fifteen participants took part in the study. Analysis of the interviews inductively generated six interconnected themes describing the multidimensional nature of preparedness: scientific knowledge, critical thinking and clinical judgment, communication and professional interaction, professionalism and ethics, adaptability and resilience, and policy awareness and advocacy. Participants emphasized that preparedness extends beyond technical skills to include effective patient interaction, application of knowledge in practice, and the ability to manage complex or unfamiliar clinical situations. Conclusion Preparedness for dental hygiene practice is multidimensional, extending beyond technical competence to encompass cognitive, interpersonal, and contextual attributes. Six interconnected domains—scientific knowledge, critical thinking, communication, professionalism, adaptability, and policy awareness collectively define graduate readiness. Stakeholder perspectives highlight the need for curricula that bridge the training-to-practice transition through enhanced mentorship, interprofessional learning, and simulation-based experiences.