Chabot College
Fall 2001
Replaced 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.
Prerequisite Skills:
Before entering the course the student should be able to:
1.
list the seven roles of the dental hygienist and give an example or function of the dental hygienist 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.
describe the development of dental plaque and its relation to dental diseases;
9.
describe the development of a carious lesion;
10.
describe the role of dental plaque in the etiology and pathogenesis of the inflammatory periodontal
diseases and dental caries;
11.
describe the role of fluoride in the prevention of dental caries by listing the principal methods of
receiving fluoride protection and the advantages and disadvantages of each method relative to other
available methods;
12.
demonstrate how the dental hygiene care provider can assist clients with disease prevention and oral
health promotion at various life span stages;
13.
describe the design characteristics of contemporary manual toothbrush models on the market and
discuss the basic necessary characteristics of a good manual toothbrush;
14.
differentiate between the different manual tooth brushing techniques such as the Bass, Stillman's
and Charters' technique. Explain the advantages and disadvantages of each method;
15.
identify the advantages and disadvantages of various power toothbrushes and indications for their
use;
16.
list the various interdental plaque control devices available for client use. Identify the appropriate
use, the indications and contraindications for these devices;
17.
identify methods for evaluating client oral hygiene practices;
18.
develop and implement an oral health education program on a classmate, and demonstrate
techniques for planning, implementing and evaluating a client's oral health education program,
including:
a.
assessment of client's oral health needs;
b.
setting of appropriate goals and objectives;
c.
selection of appropriate preventive measures;
d.
identification of criteria for the selection of appropriate client educational materials, methods
and communication techniques;
e.
implementation of the oral health care program;
f.
documentation of assessments including evaluation of client's performance;
g.
evaluation of client's response to program;
h.
identification of future goals and directions to improve or maintain level of client oral
hygiene practices;
19.
describe and demonstrate methods of sterilization and disinfection for dental
Chabot College
Course Outline for Dental Hygiene 73, Page 2
Fall 2001
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
instruments, supplies, equipment and demonstrate maintenance of asepsis for dental hygiene
therapy;
demonstrate appropriate body mechanics and correct positioning options for the patient and
operator during instrumentation;
collect and record data from the patient interview: medical/dental history and synopsis;
utilize the medical history and patient interview, collect and document information pertinent to the
patient's medical and dental status;
describe and demonstrate the correct technique for taking vital signs (pulse, respiration, temperature
and blood pressure);
demonstrate and identify the uses for assessment instruments, including the periodontal probe,
explorer, and mouth mirror;
identify normal intraoral and extraoral structures and note any deviations in the treatment record;
demonstrate techniques and proper procedure for performing a thorough periodontal assessment;
describe the uses and limitations of the universal curettes and sickle scalers in scaling and root
planing;
record and describe the appearance of the periodontium;
complete dental hygiene documentation following patient treatment according to clinical guidelines;
demonstrate use of the dental hygiene universal periodontal probe, explorers, curettes and sickle
scalers on a typodont and a student partner;
prepare and record medical and dental histories on all student partners who are seen as patients.
Corequisite Skills:
Upon completion of the course the student should be able to:
1.
list the components of each phase of the dental hygiene process, including assessment, planning,
implementation, evaluation and referral;
2.
describe the roles of bacterial plaque, other soft deposits, and calculus in relation to dental health
and disease;
3.
explain and describe the secondary test for chronic inflammatory periodontal disease;
4.
recognize the categories of tooth discolorations and stains;
5.
present a case presentation of existing periodontal conditions in the clinical setting;
6.
analyze data collected during the assessment phase of the dental hygiene process, formulate an
appropriate dental hygiene care plan, and set goals for the patient's health process;
7.
explain and describe the rationale, techniques, and armamentarium involved with scaling and root
planing in the treatment of periodontal disease;
8.
list the three categories of professional mechanical oral hygiene practices as:
a.
oral prophylaxis;
b.
non-surgical periodontal therapy;
c.
periodontal recall maintenance;
9.
list the associated objectives of the three categories of mechanical oral hygiene practices;
10.
explain and describe the techniques, materials and precautions involved in polishing natural and
restored tooth surfaces, and dental appliances;
11.
explain and describe the mechanics, techniques, materials and precautions involved in the
application of topical fluorides;
12.
explain how evaluation of dental hygiene care is accomplished and why it is an essential component
of the dental hygiene process;
13.
describe the concepts involved in sharpening dental instruments;
14.
describe medical/dental complications that may influence or occur during treatment and list
preventive measures;
15.
utilize infection control protocols for prevention of disease transmission through demonstration of
proper sterilization and disinfection methods, barrier techniques and maintenance of asepsis;
16.
collect and record data from the patient interview including medical history, case history, chief
complaint and history of chief complaint on all clinical patients;
17.
utilize the medical history and patient interview to collect and document information pertinent to the
patient's medical and dental status on all clinical patients;
Chabot College
Course Outline for Dental Hygiene 73, Page 3
Fall 2001
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
obtain a complete medical history and explain the rationale and implications for each portion of the
history form;
describe and demonstrate the correct technique for taking vital signs (pulse, respiration,
temperature, and blood pressure) on all clinical patients;
demonstrate assessment skills designed to identify dental needs in order to plan treatment with the
goal of delivering comprehensive dental hygiene care on all clinical patients;
demonstrate techniques and proper procedure for performing a thorough periodontal assessment
and examination of the teeth on all clinical patients;
apply principles of instrumentation for the proper use of the explorers, mouth mirror, periodontal
probe, scaling/root planing instruments and polishing instruments on all clinical patients;
perform proper polishing technique with appropriate material selection and precautions for polishing
natural and restored tooth surfaces and dental appliances;
demonstrate technique, procedures and precautions for applying topical fluoride;
apply the principles of instrument sharpening for proper sharpening of curettes and sickle scalers;
demonstrate the use of the Gracey curet and explorer on a typodont and clinic patient;
record complete dental restorative charting on a student partner and on all clinical patients;
list and discuss post-operative procedures and instructions for the patient;
identify and describe the relationship between universal curet scaler and root morphology in
advanced instrumentation;
list objectives of Gracey curettes in advanced instrumentation;
identify and describe the relationship between the Gracey curet and root morphology in advanced
instrumentation;
describe procedures for preventing and reporting occupational risks.
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 an abstract 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;
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.
Course Content:
1.
2.
3.
4.
5.
Role of evaluation in the learning process
Teaching methodologies
Verbal and non-verbal communication skills
Facilitation of group processes
Principles of research design
a.
Elements of research
b.
Data collection
c.
Abstracting
d.
Statistics
Chabot College
Course Outline for Dental Hygiene 73, Page 4
Fall 2001
6.
7.
8.
9.
10.
11.
e.
Evaluation
Communication theory
Mini-teaching/Presentation
Utilization of the library
Problem solving
Development of teaching visual aid
Utilization of the world wide web
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.
Typical Assignments
a.
Development of an educational presentation
b.
Educational presentation write-up based on data gathered
c.
Utilization of the Internet for a literature search on selected topics
2.
Methods of Evaluating Student Progress
a.
Quizzes
b.
Written final examination
c.
Mini-teach presentation
Textbook(s)(Typical):
Writing Literature, Galvin, Pyrczak Publishing, 1994
Special Student Materials:
Diskettes
Revised 12-1-00