Emma Nodine

Daily Summaries 

Tuesday – 1/27/2026

On this day I created a presentation with the proper UGA branding, provided by Kristen, to begin working on the slide show that will be presented to stakeholders to inform them about the Dental Savings Plan. I reviewed all of the data I have collected so far and organized the information to figure out how to best arrange and present the data and proposal to stakeholders. I then began reviewing findings from the student dental survey to analyze the true needs, interests, and perspectives of the priority populations. I finished this day by synthesizing these findings into slides to be included in the final presentation.

Thursday – 1/29/2026

On this day, I imported the data from all dental clinic appointments from 1/1/2025 through 12/31/2025 and filtered through all of the appointments to remove any repeated patient names to get an overall total patient number. I then filtered through the total list of patients to determine the amount of patients with each insurance. I then used this information to make a table and pie chart through Excel to include in the final presentation to show the priority populations based on the actual UHC Dental Clinic patient population.

Summary of Week 3 with Competencies 

• 7.5 Conduct strategic planning with appropriate stakeholders.
  • 7.5.1 Facilitate the development of strategic and/or improvement plans using systems thinking to promote the mission, vision, and goal statements for health education and promotion.
  • This week I began synthesizing and organizing the data I have been collecting throughout the internship thus far. I began creating the final presentation that will be presented to the UGA UHC stakeholders responsible for the UHC finances. I spoke with Kristen Thompson, the UHC Creative Services Manager, about obtaining the proper themed powerpoint presentation to use for the committee. I began organizing the powerpoint she sent me into the order I plan on presenting the information with to figure out the best flow of information. 
• 1.3 Analyze the data to determine the health of the priority population(s) and the factors
• that influences health.
  • 1.3.2 Determine the knowledge, attitudes, beliefs, skills, and behaviors that impact the health and health literacy of the priority population(s).
    • In order to determine the knowledge, attitudes, beliefs, skills, and behaviors that impact the health and health literacy of the priority populations, I analyzed the responses from the survey I shared with the student population last week. I looked through the response data to try to identify any patterns in patient demographics, such as age and insurance status, and their performance of preventative behaviors such as when their most recent cleaning had been. I also analyzed the responses of the question asking students “What prevents or inhibits you most from getting cleanings?”. I specifically looked at the students’ responses who had answered in the previous question that they had not gotten a cleaning in the past 2+ years. While looking through this group of responses, I noted the students’ insurance status, what prevented them from regular preventative care, and their interest level in a Dental Savings Plan offered by the UHC. I looked at these factors to specifically assess the students’ attitudes and behaviors of preventative oral health. 
  • 1.3.4 Assess existing and available resources, policies, programs, practices, and interventions.
    • In order to determine the current insurance policies existing in the current patient population, I researched data from all 2025 patients of the UGA UHC Dental Clinic. I began by importing all “tickets”, or appointment summaries, into an Excel sheet. I then sorted the 4,003 tickets in the excel spreadsheet to be alphabetically sorted by name so that I could go through the document and remove any duplicate names. Once I had a complete list of all patients seen in the Dental Clinic throughout 2025, I then went through all of the tickets one by one to determine the patient’s insurance status and type. I then sorted the spreadsheet by the insurance column to group each type of insurance together so that I could get a final number of patients with each type of insurance. I then used the Excel chart tool to create a pie chart to present this information to the review committee to show the priority populations using data from the UHC Dental Clinic’s actual patient population. 
• 1.4 Synthesize assessment findings to inform the planning process.
  • 1.4.5 Report assessment findings.
    • I began sorting through all of the data that I have collected so far to figure out the best order to present the information to the review committee. I began by explaining what the gap in access was to emphasize the need for a Dental Savings Plan. I then explained the survey sent to the student population in order to provide examples of actual feedback from the UGA student population regarding their interest in the plan. I went through each of the statistics of the survey, explaining the significance of each question’s responses to the gap in access we are aiming to address. 

Week 3 Summaries 

During my third week with the UGA UHC Dental Clinic, I began sorting through all of the data that I have collected so far to figure out the best order to present the information to the review committee. I began by explaining what the gap in access was to emphasize the need for a Dental Savings Plan. I then explained the survey sent to the student population in order to provide examples of actual feedback from the UGA student population regarding their interest in the plan. I went through each of the statistics of the survey, explaining the significance of each question’s responses to the gap in access we are aiming to address. 

As I was creating this presentation, I began analyzing the students’ responses. In order to determine the knowledge, attitudes, beliefs, skills, and behaviors that impact the health and health literacy of the priority populations, I analyzed the responses from the survey I shared with the student population last week. I looked through the response data to try to identify any patterns in patient demographics, such as age and insurance status, and their performance of preventative behaviors such as when their most recent cleaning had been. I also analyzed the responses of the question asking students “What prevents or inhibits you most from getting cleanings?”. I specifically looked at the students’ responses who had answered in the previous question that they had not gotten a cleaning in the past 2+ years. While looking through this group of responses, I noted the students’ insurance status, what prevented them from regular preventative care, and their interest level in a Dental Savings Plan offered by the UHC. I looked at these factors to specifically assess the students’ attitudes and behaviors of preventative oral health. 

I then researched data from all 2025 patients of the UGA UHC Dental Clinic to determine the current insurance policies existing in the current patient population. I began by importing all “tickets”, or appointment summaries, into an Excel sheet. I then sorted the 4,003 tickets in the excel spreadsheet to be alphabetically sorted by name so that I could go through the document and remove any duplicate names. Once I had a complete list of all patients seen in the Dental Clinic throughout 2025, I then went through all of the tickets one by one to determine the patient’s insurance status and type. I then sorted the spreadsheet by the insurance column to group each type of insurance together so that I could get a final number of patients with each type of insurance. I then used the Excel chart tool to create a pie chart to present this information to the review committee to show the priority populations using data from the UHC Dental Clinic’s actual patient population.