Self-reported academic literacy, professional literacy and professional knowledge in Swedish higher education and profession in dentistry and nursing

Abstract Background: Professional education of dentists and nurses include literacies – academic and professional literacy– and professional knowledge. These have a reciprocal relationship and contribute to the development from students to professionals. However, this is an area in need of further exploration. Therefore, this study aimed to investigate dentists’ and nurses’ experience of academic and professional literacy, and professional knowledge at the time of their graduation, and five years into their profession. Methods: The material consisted of a questionnaire distributed twice to dentists and nurses. The first time was immediately after graduation (degree-evaluation) and the second time five years after graduation (alumni-evaluation). Approximately 30% of the dentists and the nurses responded both times. Data was analyzed with non-parametrical methods. Results: At the time of graduation, the newly graduated dentists scored high in all aspects of academic and professional literacy, as well as professional knowledge. This was also found five years into the profession, although the dentists expressed concerns for communication in English, for work in relation to equitable treatment, and for equal. When it comes to nurses, they followed a similar pattern as for the dentists, but already in the time for graduation the newly graduated nurses expressed concerns for communication in English, and for promoting sustainable development within their profession. This was also the case five years into their profession, for English and sustainable development, in addition to work in relation to equitable treatment, and to equal rights. Conclusions: The level of confidence and perception of a sufficient degree of knowledge regarding academic literacy, professional literacy, and professional knowledge is higher at the time for graduation in both disciplines compared to five years into the profession where there is a decrease in areas concerning work in relation to equitability, and equality, and for dentists also communication in English. Furthermore, for nurses there was a constant low rating of confidence in both evaluations, concerning sustainable development and communication in English. This indicates that continuous opportunities for practice, and professional experience is a key factor for the level of confidence and perception of knowledge.