Chabot College
Fall 2006
Course Outline for Dental Hygiene 73
EDUCATIONAL THEORIES IN DENTAL HYGIENE CARE
Catalog Description:
73 – Educational Theories in Dental Hygiene Care
1.5 units
Basics of research processes associated with clinical dental hygiene practice. Teaching, learning, and
research processes. Application of principles for patient education. Identification of effective environments for
teaching and learning. Prerequisites: Dental Hygiene 69A and 71A. Corequisites: Dental Hygiene 69B and
71B. 1.5 hours.
[Typical contact hours: 26.25]
Prerequisite Skills:
Before entering the course the student should be able to:
1.
list the six roles of the dental hygienist and give an example or function of the DH in each role;
2.
define Dental Hygiene according to Darby and Walsh;
3.
list the four main processes dental hygienists utilize;
4.
identify three models in dental hygiene care;
5.
differentiate the terms client and patient;
6.
differentiate between the occupational dental hygienist and the professional dental hygienist;
7.
describe ways in which a client’s beliefs, attitudes and values can affect his or her oral health
behavior;
8.
explain the development of dental plaque and its relation to dental diseases;
9.
explain the development of the carious lesion;
10.
articulate the role of dental plaque in the etiology and pathogenesis of the inflammatory
periodontal diseases and dental caries;
11.
describe the oral disease processes by identifying factors involved in the etiology of dental caries
and the inflammatory periodontal disease. Describe the ways in which these factors interact;
12.
describe the role of fluoride in the prevention of dental caries by listing the principle methods of
receiving fluoride protection and the advantages and disadvantages of each method relative to
other available methods;
13.
discuss the role of diet and nutrition in the prevention of dental caries and periodontal disease;
14.
conduct a diet counseling protocol on a student partner, using the procedures and strategies
discussed in class and in the reading assignments;
15.
discuss how the dental hygiene care provider can assist clients with disease prevention and oral
health promotion at various life span stages;
16.
discuss the design characteristics of contemporary manual toothbrush models on the market and
discuss the basic characteristics of a good manual toothbrush;
17.
explain the different manual tooth brushing techniques such as the Bass, Stillman’s and Charters’
technique. Explain the advantages and disadvantages of each method;
18.
explain the advantages and disadvantages for various power toothbrushes and indications for
their use;
19.
identify the various interdental plaque control devices available for client use; discuss the
appropriate use, the indications and contraindications for these devices;
20.
identify the key ingredients of dentifrices;
21.
recommend the appropriate dentifrice for your client’s needs;
22.
identify various mouthrinses and their chemical components;
23.
identify appropriate mouthrinses for your client’s specific needs;
24.
articulate the history of sugar; it’s role in diet and caries;
25.
describe the various types of sugar and sugar alternatives;
26.
discuss with parents their role in helping to maintain health in their child’s mouth;
27.
discuss baby bottle caries, their origin and prevention;
Chabot College
Course Outline for Dental Hygiene 73, Page 2
Fall 2006
Prerequisite Skills (continued):
28.
29.
30.
31.
32.
33.
identify the various types of eating disorders and their effects on the oral cavity;
explain how oral health products are evaluated;
explain the ADA Seal of Approval process: how a product is reviewed and evaluated;
describe methods for evaluating client oral hygiene practices;
develop and conduct an oral health education program on a classmate;
demonstrate techniques for planning, implementing and evaluating to include:
a.
assessment of client’s oral health needs;
b.
setting of appropriate goals and objectives;
c.
selection of appropriate preventive measures;
d.
selection of appropriate client educational materials, educational methods, and strategies
for communication;
e.
implementation of the oral health care program;
f.
documentation of assessments including evaluation of client’s performance;
g.
evaluation of client response to program;
h.
development of future goals and directions to improve or maintain level of client oral
hygiene practices.
Expected Outcomes for Students:
Upon completion of the course the student should be able to:
1.
state the role of evaluation in the learning process and identify two methods of evaluation utilized in
the classroom/clinic;
2.
identify and demonstrate three different teaching methodologies for the appropriate situations;
3.
define non-verbal communication and indicate four non-verbal signs;
4.
utilize the library to collect information and data for a mini-teach presentation;
5.
formulate a literature review based on an article pertaining to the field of dentistry;
6.
define the terms mean, median, mode, and standard deviation;
7.
demonstrate two effective methods of communication and how they could be incorporated into dental
hygiene care;
8.
list the four basic rules for brainstorming and participate in a brainstorming session with fellow
classmates;
9.
identify four effective methods of problem solving;
10.
following predetermined guidelines, effectively present an aspect of personal plaque control to fellow
students through the presentation of the literature review;
11.
utilize the world wide web to collect research data and information for a mini-teaching presentation;
12.
distinguish between personal websites and acceptable research sources on the world wide web,
13.
prepare a visual aid for mini-teaching assignment.
Course Content:
1.
2.
3.
4.
Role of evaluation in the learning process
Teaching methodologies
Verbal and non-verbal communication skills
Facilitation of group processes
Chabot College
Course Outline for Dental Hygiene 73, Page 3
Fall 2006
5.
6.
7.
8.
9.
10.
11.
12.
Principles of research design
a.
Elements of research
b.
Data collection
c.
Abstracting
d.
Statistics
e.
Evaluation
Communication theory
Mini-teaching/Presentation
Utilization of the library
Problem solving
Development of teaching visual aid
Utilization of the world wide web
Development of a literature review based on education of primary research articles
Methods of Presentation:
1.
2.
3.
4.
5.
Lecture
Demonstration
Audiovisual aids
Discussion-Group
Classroom online instruction
Assignments and Methods of Evaluating Student Progress:
1.
2.
Typical Assignments
a.
Develop an educational presentation on a topic that has to do with oral health. Include a
visual aide such as a poster board or power point as part of the presentation
b.
Write a literature review for an article or book that address some aspect of oral health
Methods of Evaluating Student Progress
a.
Quizzes
b.
Written final examination
c.
Mini-teach presentation
d.
Literature review
Textbook(s)(Typical):
Writing a Literature Review, Galvin, Pyrczak Publishing, 2005 or most current edition
Publication Manual of the American Psychological Association, American Psychological, 2005 or most recent
edition
jg/tsp, G:\Course Outlines\2005-2006\DH 73
Revised: 11/2/05