Emma Nodine

Daily Summaries

Wednesday – 1/14/2025

I began this day by training on the Eaglesoft software and goal planning with my site supervisor, Kristen. I was introduced to the clinic’s electronic health record and scheduling system and learned how it supports patient documentation and clinic efficiency. After training with the software, we discussed my internship goals and outlined expectations and timelines for my primary project focused on developing a preventive dental care plan. This day helped me understand clinic operations and begin building a strong foundation for my role within the clinic. I plan to continue learning clinic systems, including the other clinical system Point and Click, and begin gathering more detailed data related to costs, services, and patient access to support my needs assessment and project development.

Thursday – 1/15/2025

On this day I completed Point and Click training with UHC IT to further learn appointment scheduling and patient documentation from the software system that contains more financial and insurance information. I then began planning research areas of interest for my primary semester long project by surveying a dental hygienist about supplies and costs for cleanings and researching appointment types available for uninsured patients. These activities helped me better understand clinic operations, cost structures, and current access to preventive care services.

Summary of Week 1 With Competencies 

• 1.2: Obtain primary and secondary data
  • 1.2.1: Identify primary data, secondary data, and evidence-informed resources
  • 1.2.7: Determine primary data collection needs, instruments, methods, and procedures
  • By speaking with the dental clinic staff, surveying a dental hygienist, and reviewing appointment types and service costs and respective insurance reimbursements, I began identifying appropriate sources of primary data and determining the types of information needed to evaluate barriers in preventive dental care access. These activities helped me distinguish between operational data, staff knowledge, and service records as key evidence-informed resources for my needs assessment. I also began considering which data collection methods, such as staff interviews, cost/insurance analyses, and service utilization reviews of current and past patients, will be most appropriate for understanding needs for uninsured patients. 
• 1.3: Analyze data to determine health status and influencing factors
  • 1.3.4: Assess existing and available resources, programs, and practices
  • 1.3.6: List the needs of the priority population(s)
  • Through reviewing the types and usage amounts of current appointment types for uninsured patients with clinic staff, I began assessing the existing resources, programs, and practices available to support the preventive dental care goal. These conversations allowed me to identify areas where current clinical services are sufficient and areas where potential gaps may exist, particularly related to financial access for uninsured patients. By observing current workflows and learning about patient demand, I also began identifying key needs of the priority population, including reduced-cost preventive services and clearer pathways for accessing care.
• 2.1: Engage priority populations, partners, and stakeholders
  • 2.1.1: Convene partners and stakeholders
  • 2.1.2: Facilitate collaborative efforts among partners and stakeholders
  • By meeting with my supervisor and communicating with other clinic staff, I began engaging key stakeholders in early discussions related to how the clinic typically operates, cost structures and how they were determined, and patient insurance prevalence. These interactions allowed me to involve individuals who play critical roles throughout the office to start building relationships that will support ongoing input and alignment between my preventive care project and the clinic’s operational goals.
• 7.1: Coordinate relationships with partners and stakeholders
  • 7.1.2: Assess capacity of potential partners and stakeholders
  • 7.1.3: Involve partners and stakeholders throughout the process
  • Through meetings with my supervisor and interactions with clinic staff, I began assessing the capacity of key stakeholders to support program development and implementation. I learned about staff roles and operational limitations that may influence the feasibility and cost requirements of a preventive care program. By involving these stakeholders early in the planning process, I began establishing collaborative relationships that will allow for ongoing communication and participation throughout the development and implementation phases of my project.

Week 1 Summary 

During my first week at the UGA University Health Center Dental Clinic, I focused on orientation, training, and preliminary data collection to build a foundation for my semester-long project on improving access to preventive dental care for uninsured students. I completed training in Eaglesoft and Point and Click systems, which allowed me to understand how patient information, appointments, and services are documented and managed within the clinic so I can access the data for future research and analysis. Throughout the week, I engaged in conversations with clinic staff, including hygienists and my site supervisor, to gather initial primary data related to service delivery, supply usage, appointment types, and cost structures for the most common preventative dental procedures. These interactions directly supported competencies in assessment and planning by helping me identify relevant data sources, determine appropriate methods for data collection, and begin assessing existing resources and practices within the clinic. By reviewing current services for uninsured patients and discussing clinic capacity, I began identifying unmet needs related to cost and access to preventive care among the UGA population of students without dental insurance. This week also emphasized the importance of collaboration and stakeholder engagement. Through meetings with my supervisor and discussions with clinic staff, I began building professional relationships and involving key stakeholders in early planning conversations. These collaborative efforts will be essential as I continue developing a preventive care program that aligns with clinic operations and addresses the needs of uninsured and underinsured patients. Overall, Week 1 allowed me to integrate assessment, planning, communication, and leadership competencies in a practical clinical setting. The knowledge gained this week will guide my continued data collection, needs assessment, and program development in the coming weeks as I work toward designing a sustainable preventive dental care plan for the UGA community.