2013 Dental Hygiene Program Plan
2013 Dental Hygiene Instructional Plan Instructional Planning Report Dental Hygiene Program
Spring 2013
TABLE OF CONTENTS
Page
I. BACKGROUND, EVALUATION AND ANALYSIS
Program Description ..............................................................................................................
Relationships .........................................................................................................................
Costs ......................................................................................................................................
Student Learning Outcomes ..................................................................................................
Student Success .....................................................................................................................
Results of the Student Survey................................................................................................
Curriculum Assessment .........................................................................................................
3
4
5
7
7
9
9
II. PROGRAM GOALS AND RECOMMENDATIONS Narrative ............................................. 10
III. APPENDICES ........................................................................................................................
Program Goals and Recommendations Template .................................................................
Program Plan Check List .......................................................................................................
CTE: SLO Assessments Summary ........................................................................................
DH Planning Grid 2011 ........................................................................................................
Catalog Pages of DH Program 2012-2013 ...........................................................................
Course Evaluation of Standards of Care (DH Outcomes) .....................................................
11
12
13
18
25
29
34
INSTRUCTIONAL PLANNING REPORT
DENTAL HYGIENE PROGRAM
SPRING 2013
I. BACKGROUND, EVALUATION AND ANALYSIS
Program Description
The associate degree Dental Hygiene Program is a full time, two-year course of study in dental
hygiene. The program features an integrated curriculum, which prepares students to participate in
national and state board exams for licensure as a registered dental hygienist. Using a collaborative
approach and a theoretical framework, a carefully planned sequence of theory, clinical practicum,
and didactic courses are taught to achieve the program’s outcomes. The program’s outcomes are:
1. Apply ethical, professional and legal concepts to the provision and/or support of oral
health care services to all persons following the dental hygiene process of care.
2. Demonstrate competence in educating the public on dental health promotion and disease
prevention both at chair side and at the community level following the dental hygiene
process of care.
The Dental Hygiene Program consists of 4 full time faculty members, 11 adjunct faculty
members, and 3 reduced contract staff. The staff includes 50% 11 month Program Specialist II,
80% 10 month Office Specialist I, and a 50% college funded/ 50% program funded 11 month
Laboratory Instructional Assistant II.
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2013 Dental Hygiene Instructional Plan The administration, faculty, and staff of Cabrillo College’s Dental Hygiene Program remain
highly respected in the region and the state. The Commission on Dental Accreditation (CODA) is
the body that accredits dental hygiene programs. The Cabrillo College Dental Hygiene Program
completed a two-year self-study for accreditation from 2010 to 2012. In October 2012 the site
visitors from CODA granted the program full accreditation without reporting requirements. The
program has continued to meet and exceed CODA standards in all areas. Additional evidence of
the quality of our graduates is the 100% first-time pass rate for the class of 2012 on the national
written and state clinical exams.
The most recent graduating class (2012) is 100% employed. According to the data from a recent survey of 2012 graduates, 54% of the graduates are working in our tri-­‐county area;
18% are working in Santa Clara County; 18% are working out of state; 9% are working in the
central valley. The data shows that 45% are full time; 27% are working 2 to 3 days per week; and
27% are working 1 to 2 days per week. The majority has stated that they are content with the number of days they are working due to family responsibilities. One asset of dental hygiene as a profession is that the graduate can work part time and earn a good income. This ability to adjust one’s work schedule to meet family needs draws people to the profession.
The Dental Hygiene Program meets the criteria for all of the college’s primary mission/vision
statement: “helping all student [to] achieve their academic, career, and personal development
goals.”
As a result of Program Planning assessment the dental hygiene program needs to address
financial challenges. Consequently five of our eight goals address projected cost savings to offset
the college base budget.
Relationships
Community Relationships: Cabrillo offers the only Dental Hygiene Program in Santa Cruz,
Monterey, and San Benito Counties. The dental hygiene advisory committee has representatives
from the local dental and dental hygiene community, the local community, as well as Cabrillo
College representatives. The committee meets semi-annually with dental hygiene faculty and
student representatives to share information and make recommendations.
Cabrillo College and the Cabrillo Dental Hygiene Program are active participants with the
Regional Occupational Program Dental Assisting Program (ROP/DA). ROP/DA provides
courses in radiology for the local dental community using the Cabrillo Dental Hygiene Radiology
Clinic. ROP/DA students rotate through the Cabrillo DH Clinic to gain experience in dentistry
and specifically dental hygiene. This serves as a career ladder opportunity for the ROP/DA
students to enter the DH program.
Community support for the Dental Hygiene Program is evidenced by a generous annual
endowment from Dick and Theresa Crocker for $125,000 to be distributed amongst all the Allied
Health programs.
The dental hygiene community college program chairs of Cabrillo College, Chabot College,
Diablo Valley College, and Foothill College maintain contact throughout the year. In addition
thorough the California Dental Hygiene Educators’ Association regular contact occurs among all
Dental Hygiene Program chairs through email and the annual session. Footnote: a private Dental
Hygiene Program in San Jose lost its accreditation and closed last year.
The Dental Hygiene Program makes a significant and substantial contribution to the benefit of the
local community as evidenced by an average of six thousand (6,000) patient visits a year. This
service is low cost to the community members in need of dental hygiene care and provides a
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2013 Dental Hygiene Instructional Plan venue for good public relations for Cabrillo College with the community. These patients see the
face of Cabrillo College in the Dental Hygiene Clinic.
Campus Relationships: The Dental Hygiene Program works closely with many departments on
campus to provide critical prerequisite courses for dental hygiene students. Science, math,
English, speech, and social sciences offer prerequisite and degree-required courses. The
prerequisite course work data is: science and English (19 units) and general education units (21
units). In addition, many students on the dental hygiene waitlist are taking transfer courses toward
an advanced degree.
Faculty members utilize the services offered by the Teaching and Learning Center (TLC). This
includes ParScore, faculty and program web sites, and Blackboard. DH faculty members have
made their course materials, including syllabi, lecture outlines, exams, grades, discussion boards,
PowerPoint and podcasts accessible to enhance student learning.
Dental hygiene faculty members and students have a close relationship with the library, utilizing
software accessible in the library as well as working with librarians to lead students through webbased modules and exercises. Students also utilize Fast Track to Work services.
The Student Health Services department provides physicals and vaccinations to dental hygiene
students.
The Dental Hygiene Program has strong relationships with the other occupational programs. In
the past the Stroke Center has been a collaborator in dental hygiene education during the geriatric
specialty rotation and community dental health projects. The nursing SIM (simulation) lab has
been incorporated into the dental office emergencies curriculum for dental hygiene students. The
nursing instructor who manages the SIM laboratory suggested that the DH program create a
dental emergency video of the SIM experience for national presentation.
Diversity of the dental hygiene student population is a positive step in meeting the diverse needs
of the community. Cabrillo College counselors have noticed the diversification of dental hygiene
students and have been pleased with the success of the diverse students in the program. In the
years 2010 to 2012 there were 40% non-white students (22% Hispanic, 10% Asian/Pacific
Islander, 8% other) in the DH program. To promote strategies that foster success with an
increasingly diverse student body, the Dental Hygiene Program needs to remain sensitive to
changes in the age, gender, and cultural/ethnicity of the student population.
The dental hygiene faculty members under the instructions of the DSPS department provide
required accommodations to students needing accommodations. The Dental Hygiene Program
works closely with DSPS to review procedures and policies on a regular basis. There are tutorials
located on computers in the library as well as in the allied health collaborative learning center.
The use of library online research is a vital part of education of health care providers.
The dental hygiene labor market is impacted by an aging population, the increasing technological
complexity of health care, and anticipated retirements of an aging workforce. This has led to a
continued demand for dental hygienists. There is a need for health care workers, from entry-level
positions to advanced-practice professionals. Cabrillo dental hygiene graduates are well prepared
to enter this job market.
Dental hygienists primarily work in clinical dental office settings and are employed by dentists.
The salary of a dental hygienist depends primarily upon the responsibilities associated with the
specific position, the geographic location of employment and the type of practice or other setting
in which the hygienist works. Hygienists earn salaries equal to other health care personnel with
similar educational backgrounds and experience. The median wage in 2012 for Dental Hygienists
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2013 Dental Hygiene Instructional Plan in California is $96,317 annually, or $46.31 hourly. Annual incomes range from $78,857 to
$110,866 (see Table A, Source: EDD/LMID Occupational Employment Statistics Survey, 2012
Wages do not reflect self-employment).
According to the federal Bureau of Labor and Statistics for the profession of Dental Hygiene is
expected to grow by 38% during the years of 2010-2020, faster than other ALH careers. The
nationwide median pay in 2010 for associate degree dental hygienists was $68,250 per year,
$32.81 per hour (Source: http://www.bls.gov/ooh/healthcare/dental-hygienists.htm).
Table A: Dental Hygiene Wage in California
2012 Median Pay
$96,317 per year, $46.31 per hour
On-the-job Training
None
Source: EDD/LMID Occupational Employment Statistics Survey, 2012 Wages do not reflect self-employment)
Costs
The Dental Hygiene Program accepts twenty-two students per year into the two-year, foursemester program. The Commission on Dental Accreditation (CODA) mandates a low studentfaculty ratio. In 2009 CODA adopted a change of student/faculty ratio from fifteen to one (15 to
1) in the laboratories to ten to one (10 to 1) and from six to one (6 to 1) ratios in the pre-clinical
and clinical courses to five to one (5 to 1). CODA changed the student-faculty ratio in order to
help assure adequate supervision and patient safety with the increased complexities in the
patients’ medical and dental histories common in the dental hygiene clinics.
The FTES declines from the fall to the spring semester (see the Table B: Dental Hygiene FTES).
Two reasons for the decline are the decrease in course units taught in the spring and the student
attrition rate. In the academic year 2009/10 twenty (20) students were admitted into the program
versus the typical entering class of twenty-two (22) students. The reduction in the number of
entering students was a response to the CODA change in the student/faculty ratio from six to one
(6:1) to five to one (5:1) in student/faculty ratios that occurred in academic years 2009/10 and
2010/2011. Due to the high attrition rate, the program is continuing to accept twenty-two (22)
students; please note that twenty-six (26) students are enrolled in the first year summer courses
(DH161 and DH7) to assure a full class. The program has been offering three (3) courses in the
summer. Effective in summer 2013 there will be four (4) dental hygiene courses taught in the
summer for a total of 5.5 student units or 10% of the program student unit total. This is to lighten
the student’s course load during fall and spring to support student success.
Table B: Comparison of Dental Hygiene Program Load with College Load
# of
WSCH/FTEF =
FTES
WSCH
FTEF
Graduates
Load
Academic
Year
Fall Spring Fall
Spring Fall Spring Fall
Spring
18
2011/12 37.2 35.4
1149
1098.4 6.6 6.2
173.6
178.6
14
2010/11 32.9 31.0 1017.2
957.3 6.7 6.2
151.0
154.1
15
2009/10 31.4 29.3
969.8
906.7 6.6 6.2
146.5
147.4
20
2008/09 37.5 33.2 1157.0 1027.2 6.6 6.0
174.8
170.3
19
2007/08 39.0 37.2 1204.3 1149.1 6.6 6.2
181.9
184.3
Cost data in Table C confirms that dental hygiene is an expensive college program. Over a fiveyear period the average of dental hygiene WSCH as compared to the overall college WSCH for
fall semester is 0.62% and for the spring is 0.59%. Over a five-year period the average of dental
hygiene FTEF as compared to the overall college FTEF for fall semester is 2.19% and for the
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2013 Dental Hygiene Instructional Plan spring is 2.08%. The clinic income pays expenses such as supplies, 50% of the DH LIA, dental
equipment maintenance and other costs required in operating a fee-for-service dental hygiene
clinic. The college pays personnel costs for faculty and classified support.
Table C: Comparison of College to Dental Hygiene WSCH and FTEF
Percent of College WSCH
Percent of College FTEF
Fall
Spring
Fall
Spring
2011-2012
0.67%
0.66%
2.28%
2.13%
2010-2011
0.57%
0.56%
2.27%
2.12%
2009-2010
0.52%
0.51%
2.23%
2.10%
2008-2009
0.62%
0.56%
2.13%
2.02%
2007-2008
0.72%
0.68%
2.17%
2.04%
In Table D the comparison of the DH base budget with the college base expenditures over a fiveyear period is 2.3%. The program is working on ways to increase clinic income and to offset
current costs such as fundraising, post-graduate courses, analysis of current expenditures and
other options.
Table D: Comparison of DH Base with College Base Expenditures
DH
Academic
Year
2011/12
2010/11
2009/10
2008/09
2007/08
4160, 4161, 4162,
4163
Program Base
Expenditures
$680,588
$645,723
$623,898
$640,608
$687,379
College Base
Expenditures
$25,974,013
$26,778,795
$27,072,480
$28,658,802
$29,023,043
Percentage of
DH to College
2.62%
2.41%
2.30%
2.23%
2.36%
Income Expense
Ratio
0.25
0.24
0.23
0.26
0.29
It is anticipated that one full time DH faculty member will be moving to another program in Fall
2013. The DH program will be going from four (4) full time faculty to three (3). This would
result in a cost savings of $39,062 to dental hygiene, assuming that the DH full time contract
faculty would not be replaced.
The college funds fifty percent of the DH Laboratory Instructional Assistant II (LIA). The
department uses clinic income to pay for the remaining 50% bringing the LIA to 100%. The LIA
has a major role in the operation of the dental hygiene clinic in terms of equipment purchase and
maintenance. One of the LIA’s main roles is to assist in implementing procedures to insure the
health and safety of students, faculty, and staff. The LIA works with the appropriate instructor on
the mandated hazardous communication guidelines. S/he also assists with training students and
faculty members on equipment utilized in the facility. Finally, the Dental Hygiene Program
makes a significant and substantial contribution to the benefit of the local community. The dental
hygiene clinic provides dental hygiene services to 2,000 patients per year totaling over 6,000
patient visits each year.
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2013 Dental Hygiene Instructional Plan Student Learning Outcomes
The Dental Hygiene Program annually assesses the program student learning outcomes (SLO)
during the fall and spring flex faculty meetings. Student, new graduate, and employer surveys
were reviewed, as well as data from the results from the most current Dental Hygiene National
Board and State Board Exams. One important factor is the 100% first-time pass rate for the class
of 2012 on the national written and state clinical exams; this is also the first class to graduate
from the new dental hygiene facility and also the first class to take DH7 in the summer that they
begin the program instead of taking the former BIO7 Head and Neck course prior to entering the
program. We learned from assessing the program student learning outcomes that the students
influencing factors would be: the new DH clinical facility, DH7 as an entering course, regular
faculty calibration sessions and participation in educational methodology courses.
In addition, all student learning outcomes for each course were assessed during the SLO cycle.
The course SLO results indicated alignment with outcomes. The SLO assessment indicated
several areas in the sequence of the curriculum to strengthen. Specific topics include fluoride,
amalgam restorations, periodontal and dental charting, risk assessments, and electronic health
records. Faculty members were encouraged to share teaching methods that foster faculty
competency. Overall the department was pleased with the results of the outcomes assessment.
The next step is to review the sequence of content for the areas mentioned above and then to
assess the program by level and across levels. In addition the fiscal impact of each course will be
reviewed in an effort to explore areas of increased efficiency in curriculum content and delivery.
The goal is to seek potential cost savings without sacrificing outcomes.
The dental hygiene faculty met with instructors or department chairs whose GE courses are
required as pre-requisites for entrance into the program to strengthen outcomes.
The site visitors from the Commission on Dental Accreditation (CODA) at their visit on October
2 & 3, 2012 reviewed all dental hygiene courses in great detail. Their final report had no
recommendations. In addition their positive comments on site were evidence that our outcomes
are appropriate and in line with national guidelines.
Student Success
Learner outcomes in dental hygiene meet or exceed the skills and competencies required to
practice competently as a registered dental hygienist. The student survey shows consistently
100% employment of our graduates upon one year of completion of the Dental Hygiene National
Board Exam (NBDHE) and the California licensing board examinations. This is also the first
class to graduate from the new dental hygiene facility that has provided a more conducive and
safer learning environment. We have larger and improved work stations/operatories. The building
provides students with access to the Allied Health Collaborative Learning Center that has
computers and is a quiet study area. Increased use of computers clinically and didactically has
been beneficial for the electronic health records and electronic national board exam. Faculty
members are using Blackboard and the Teaching and Learning Center more extensively.
Student success measures include passing the National Board Dental Hygiene Examination
(NBDHE) and the California State Board licensing examinations. Table E reflects the National
Board Dental Hygiene Outcome Measure from 2006-2012. Effective January 1, 2012, results for
the NBDHE are reported as pass/fail only for candidates who pass the test. One hundred percent
(100%) of the Class of 2012 passed the NBDHE with a 75% or higher score value in their first
attempt. Data prior to 2012 shows the students routinely scored higher than the national average
overall with, in particular, an average of 6.77 points higher than the national average for the casebased questions. The students must first pass the written Dental Hygiene National Board
Examination (NDHBE) before they are eligible to take a clinical licensing exam.
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2013 Dental Hygiene Instructional Plan Table E: National Board (written) Dental Hygiene Outcome Measure 2006 to 2012
Graduating
Year
2012
2011
2010
2009
2008
2007
DH National Board
Cabrillo Avg.
75% or higher
81.64
85.8
86.1
85.0
87.11
DH National Board
Average Nationally
N/A
82.7
81.8
81.0
83.3
84.2
Cabrillo CaseBased Average
N/A
104.85
107.5
106.9
106.8
112.4
National CaseBased Average
N/A
99.7
99.3
98.8
102.8
104
Table F: Outcome Measure of Completion and Licensing
Graduation Number
Took DH Licensing
Received CA License in Year of
Year
Graduated Board Exam
Graduation
2012
18
18
18
2011
14
14
14
2010 *
15
15
15
2009
21
21
20
2008
20
20
19
Table E: Average Percentage Scored on the DH National Board Exam by Cabrillo College DH students
compared to the national average.
Table F lists the dental hygiene licensing board examination results for 2006-2012. The clinical
portion of the licensing board requires the students to bring a live patient to a designated
examination site, (i.e. a dental or dental hygiene school site) and to administer local anesthesia
and to perform quadrant scaling and root planing.
Table F shows the Outcome Measure of Program Completions and successful licensing exams.
The department is proud to point out that the Class of 2012 had a 100% first time pass rate on the
written and practical DH board examinations. As a point of information, in the past Cabrillo
graduates have participated in the Western Regional licensing exam in Idaho, Washington, Utah,
and Arizona. In summer 2013 this licensing exam will be held at Cabrillo College in the Dental
Hygiene Clinic.
Table G compares College and DH Program success and completion. Due to the nature of the DH
Program, the student success and completion percentage range from 95 to 100.
Table G: Comparison of College and Program Student Success/Completion
Academic College Course
DH Course
College Course
DH Course
Year
Success
Success
Completion
Completion
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
2011/2012 72.0%
72.7
98.9
97.8
86.7
86.7
98.9
100
2010/2011 71.0%
71.9
95.4
96.9
85.8
86.3
96.0
97.5
2009/2010 69.7%
70.6
99.3
95.9
85.3
84.7
100
99.3
2008/2009 68.5 %
68.9
98.3
97.4
85.7
84.6
100
99.4
2007/2008 67.3%
67.8
98.8
97.3
80.6
82.0
100
98.4
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2013 Dental Hygiene Instructional Plan Results of the Student Survey
Student Diversity is evident in the dental hygiene classes of 2012 through 2014. The data shows
cultural and gender diversity. Specifically there were one (1) white male, two (2) Hispanic males,
twelve (12) Hispanic females, two (2) Asians, one (1) Pacific Islander, two (2) Persians, fortyfour (44) white females, and one (1) unknown. There is also age diversity as 66% of that
population was age 24 to 35, 25% was over age 35 and 9% were age 23 and under. The Dental
Hygiene Program has provides midlife career changes for community members.
Students attend the Cabrillo Dental Hygiene Program first based on location (75%) and second on
reputation (45%).
Completers/Leavers Survey Summary
1. Number of Total surveys: 168 surveys in 13 years, 157 surveys for completers
“Completers” (93%). Year 2012 had 14 surveys. A response rate of 71% for Completers
and 80% for Leavers
2. Career Goal: 79% of students of the sample report to have taken the DH program to obtain
a CTE degree. 12% of them were seeking to transfer to a 4-yr. school.
3. Employment: Employment is strong among DH Students. 9 out of each 10 students are
employed overall.
4. Working in the field: 98% of DH participants are working in the field. This behavior has
been consistent all years.
5. Hourly Earnings: The average earnings report an increase in all years. Students seem to
double their earnings after participating in the program, regardless if complete or left.
Median salary also shows improvement in all years.
6. Annual Earnings: The average and median annual earnings of DH Students who
participated in the program improved for all years except in 2010.
Class of 2011 Recent Grad survey
The Recent Grad Survey for the Class of 2011 show 78% to 89% of the graduates felt
prepared for all of the skills surveyed
Curriculum Assessment:
The objectives and philosophy of higher education is reflected in the scope and depth of the
dental hygiene curriculum. The curriculum is designed to provide students with increasing
skills in depth and understanding in both the didactic and clinical curriculum.
The Cabrillo College Dental Hygiene Program’s philosophy statement describes the outcome of
the dental hygiene curriculum as follows: Produce a clinically competent, ethical and
knowledgeable dental hygienist.
This person, the Cabrillo College dental hygiene graduate, is capable of combining the
knowledge from didactic courses in the sciences, social sciences and clinical sciences with the
skill and techniques gained from clinical dental hygiene practice. He/she applies this
knowledge for the betterment of each individual patient, as well as the community. It is further
hoped that the student will apply this knowledge in the community as well, recognizing that
educating the public to achieve and maintain optimum oral health is the highest achievement.
The curriculum is designed to provide students with increasing skills in depth and
understanding in both the didactic and clinical curricula by evaluating the student skills to
increasingly higher levels of competence.
While writing the 2012 self-study for the Commission on Dental Accreditation (CODA) the
curriculum was thoroughly reviewed. The required in depth documentation of each course
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2013 Dental Hygiene Instructional Plan included outcomes, objectives, weekly schedule and weekly content, evaluation, and student
success data. The CODA site visit occurred October 2 and 3, 2012. The individual meetings of
the site team with didactic faculty garnered compliments from the site visitors for the excellent
curriculum and program. Full accreditation was given for the next seven (7) years until 2019
with no reporting requirement. The dental hygiene faculty members are confident that the
highest standards are met and the students benefit from their education in this program at
Cabrillo College.
Program Goals And Recommendations Narrative
Based on outcome assessments of DH162A (5. Document medical history and assessment data
in dental management software), DH171 (8. Demonstrate correct utilization of the Health History,
Oral Evaluation form, Treatment Record, continuing care system and Student Evaluation Form
and 10. Demonstrate use of computer for appointing patients), DH162B (6. Demonstrate
knowledge of data entry in dental management software), DH163B (4. Expose, process and
mount digital radiographic surveys to include: periapical projections, bitewing projections, and
panoramic projections), DH173 (3. Demonstrate dental charting, periodontal charting, caries risk
assessment, placement of pit and fissure sealants,…), DH183 (6. Demonstrate proficiency with
new technology, i.e., intraoral camera, digital radiography, Dentrix.), we discovered that dental
technology should be a separate course as part of the core curriculum. The technology course
would incorporate “how to” integrate the computer portion of digital and panoramic radiology,
digital intra-oral photograph, patient treatment record documentation, dental and periodontal
charting, scheduling, uploading photos and radiographs to the patient electronic chart, and record
lab practice on a classmate into his/her e-chart. The department will continue evaluating the
implementation of electronic health records (HER) in this educational setting to prepare the
students for work experiences after graduation.
As a result of the assessment of DH183 (5. Demonstrate proficiency in State Board screening
procedures), we discovered that the students would benefit from becoming a site for the Western
Regional Board Exam (WREB). Consequently the Dental Hygiene Program will be hosting the
Western Regional Exam Board (WREB) in June. Students will be taking this clinical exam in the
clinic where they have been learning for two years. . The cost of participating in the WREB at
other locations can cost the applicant/student from $3,000 to $5,000. This will provide some
income to the department as well as benefiting the students on several levels.
In dialog with program faculty regarding the Program Outcome #1 (Apply ethical, professional
and legal concepts to the provision and/or support of oral health care services to all persons
following the dental hygiene process of care) and the assessment tools of completion rates,
student success and retention, we identified the need to increase student strategies for success.
The Academy for College Excellence (ACE) foundation course is provides the student with tools
to increase success. In the foundation course the student will obtain tools for success: selfknowledge, learning styles, communication skills, and tools for managing stress.
An objective computerized grading system (TalEval) for clinical courses is being incorporated
into the program. The clinic coordinators, program chair, and former clinic coordinator will be
meeting to set up the system and develop a plan to integrate it into the clinical courses. Webinars
will be scheduled for implementing the system and for clinical faculty training.
The department is continuing to evaluate the financial data of running and managing a fully
functional dental hygiene clinic. This includes assessing the needs for supplies, instructional
materials, electronic health recordkeeping, and staff support. The goal is to develop potential
options to save the college money. This is a complex and ongoing process. It is pivotal that the
department follows the Commission on Accreditation Guidelines in Standard 3-12, which
stipulates that students working in the front office cannot replace Cabrillo College staff.
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2013 Dental Hygiene Instructional Plan Possible Funding Sources
As listed in the Program Goals the DH program is looking at ways to generate income. Currently
the DH clinic operating budget is self-funded by dental income. The most definite revenue source
is the WREB exam in June 2013. There are several ideas to rent the DH facility to outside
dentists for treatment or to the Monterey Bay Dental Society for meetings.
REQUIRED ATTACHMENTS ARE FOLLOWING
Program Goals and Recommendations template ...................................................................
Program Plan Checklist .........................................................................................................
CTE only: SLO Occupational Assessment Plan ...................................................................
Time Line for 2013-2016 SLO Assessments ........................................................................
DH Planning Grid 2011 .........................................................................................................
Catalog Pages ........................................................................................................................
Course Outline and Prerequisite Review Process .................................................................
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13
18
21
22
26
28
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2013 Dental Hygiene Instructional Plan PROGRAM GOALS AND RECOMMENDATIONS
Dental Hygiene Program Planning Goals and Recommendations As a result of our assessment of course SLOs and program outcomes, we determined a need for the following: Rank
Goal or Recommendation
1.
Host Western Regional
Examination Board (WREB)
DH practical exam at Cabrillo
starting in June 2013
2.
Host Local
Anesthesia/STC/Nitrous Oxide
post-graduate course for
RDH’s
Host Continuing Education
Courses
Work with ROP to Host
Registered Dental Assistant
Written Review Course
3.
4.
5.
FT faculty transfer to another
program in Fall 13
Rank
Goal or Recommendation
6.
Investigate reorganizing the
DH staff to help with
efficiency, to comply with
CODA requirements, and to
identify potential cost savings
for the college
Investigate and develop a ACE
Foundation Course for
incoming DH students
Develop new dental technology
course (digital and panoramic
radiology, digital and intra-oral
photography, dental office
management software) that will
be part of the core curriculum
and investigate offering it in
condensed format or a modular
format to the dental community
7.
8.
Projected Cost
Savings
Evidence of need (SLO Assessment, etc.)
$10,800
Cost analysis TBD
*Cost of staff & potential
fee increase not included
(Source: TA)
Approx. fee: $440 ea.
10 students = $4,400;
Cost analysis TBD
Supports DH cost savings
Supports student success on licensing exam so
students can take their clinical exam here at
Cabrillo College
Approx. $4,000
Cost analysis TBD
Approx. fee: $300 ea.
20 students = $6,000
Cost analysis TBD
Supports DH cost savings by offering a fee-based
course
Potential ladder of applicants into DH program
Supports DH cost savings by offering a fee-based
course
Supports local RDH employers via ROP
Supports DH cost savings
Reducing DH budget to the College.
Evidence of need
Supports DH cost savings
Must comply with CODA Standard 3-12
Approx. $39,062
Projected Cost
Potential cost savings to
the district
Cost: TDB (Major growth); 22 students would generate FTES
Cost: TDB (Major
growth); minimum of 22
students with the potential
of opening it to the dental
community – would
generate FTES
Supports DH cost savings by offering a fee-based
course
Supports student success and retention
Assessment of Program Outcome #1
Student survey DH Class of 2011, 78% to 89%
of the graduates are using electronic record
keeping in the office and need this training.
Supports Cabrillo core value of technology
competence in the field
Assessment of DH162A & B, DH163B, DH171,
DH183,
Updated 3/8/13
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2013 Dental Hygiene Instructional Plan Program Plan Checklist Use this form to help write your Program Plan. The left side of the chart is a handy
checklist of what should be included. The right side describes the qualities that each
section should exhibit. Check off each section as you complete it. Turn this form in as
an appendix to your plan. CIP will be looking at the plan and comparing it against this
list.
Sections of the Plan
Program Description
Describes program States program’s goals Describe program’s relation to the College Mission. Relationships
This section describes the importance of the program to the community and/or other programs in the college. Includes other programs which utilize the program’s classes as required or elective courses. Qualities
Description is clear and succinct
Description shows how internal and
external relationships have resulted in
innovative results that directly benefit
students and programs.
Describes any overlap with other programs. Details possible inter-­‐
programmatic collaboration. Shows utilization of cross-­‐
curricular programs such as the Work Based Learning Resource Center, and the Library/Learning Resource Center. Describes educational institutions in the vicinity offering the same or similar programs. CTE programs describe the labor market, including job availability and wages for program graduates. Transfer programs list the appropriate university with which the program has been articulated. O drive/dh/
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2013 Dental Hygiene Instructional Plan Sections of the Plan
Costs (data provided by PRO office) Comments on program WSCH/FTEF data (provided by PRO office) that compares the program load with the average for Cabrillo. Comments on FTES income and program expenditures (provided by PRO office) to describe the cost effectiveness of the program, including how it compares to the college average. Provides other information helpful in understanding the load and cost effectiveness of the program and describes how the efficiency (load and cost effectiveness) of the program can be improved. Qualities
Information provided by PRO office is
utilized.
Information is presented in charts and
graphs that are clear and easy-to-read
with some description of their meaning.
Description includes an explanation of
patterns and/or or irregularities.
Description also includes consideration
of ways to increase efficiencies.
Student Learning Outcomes
Transfer and basic skills:
Describes how many course SLOs
have been assessed (should be all)
and summarizes the departmental
dialog about the results, including
what is needed to improve teaching
and learning. .
Describes how many of the Core 4
have been assessed (should be all)
and summarizes the departmental
dialog about the results, including
what is needed to improve teaching
and learning.
CTE:
Briefly describes the department’s
assessment plan.
Describes how many course SLOs
have been assessed (should be all)
and summarizes departmental
dialog about the results, including
improving teaching and learning.
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Description includes a discussion of how
the SLO assessment process affected the
department overall.
Description discusses any changes to
course or program SLOs that occurred as
a result of undertaking assessment.
Description includes a discussion of what
program goals and recommendations
arose as a result of assessment results.
Description includes an explanation of
any irregularities or incompleteness.
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2013 Dental Hygiene Instructional Plan Sections of the Plan
Qualities
SLO Assessment cont’d
CTE cont’d
Describes how many certificate and
degree SLOs have been assessed
and summarizes the departmental
dialog about the results, including
what is needed to improve teaching
and learning.
Describes meetings with those
transfer programs whose GE
courses are required for certificates
and degrees.
Student Success
Defines student success in your program, including how it is measured Compares program student success and retention rates with overall student success and retention at Cabrillo College. Compares students’ success rates with the goals established in PFE and VTEA Core Measures. Data are presented accurately.
Includes and explains data derived from
any additional departmental research
undertaken as part of program planning.
Data identifies strategies that are
innovative and, if appropriate, utilize
more than Cabrillo resources,
information and models
Results of Student Survey
Description includes changes that have
Describes any additional already been made due to student
questions added to the student feedback and recommends others.
survey. Describes the trends identified in the surveys. Curriculum Review
Summarizes curricular review
process undertaken, including the
review of all courses, model
programs and CTE certificates and
degrees.
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Discussion is reflective and highlights
any major changes. If no changes were
made, describes why.
Discussion details how curriculum
revisions will help the program to keep
up with changes in this field of study.
15 5/28/2013 3:50 PM
2013 Dental Hygiene Instructional Plan Sections of the Plan
Qualities
Program Goals and Recommendations
Narrative
Programs goals and needs for the next six years are described, focusing on on-­‐going initiatives and new directions. The goals consider any of the following that apply: curriculum changes, methodology including distance learning, use of work-­‐
based and service learning strategies, scheduling, supplies, equipment, facilities, staffing, and ways to measure and improve student success. Each goal listed is linked to at least one of the following: College Master Plan, Technology Master Plan, Distance Ed plan, Watsonville Center Plan, Basic Skills Plan and/or any other applicable plans. Goals that require additional funding include costs. Recommendations are written as specific
goals.
Recommendations are ranked in priority
order.
The description of each recommendation includes how it links to college-­‐wide planning including the College Master Plan, Technology Master Plan, Distance Ed plan, Watsonville Center Plan, Basic Skills Plan and/or any other applicable plans. Recommendations are thoughtful,
forward thinking and achievable.
Recommendations discuss their SLO
assessment results are mentioned as
driving forces for appropriate program
goals and recommendations.
Recommendations include a time line for
implementation.
Costs for recommendations are accurate
Appropriate costs are taken from table in
Program Planning binder
Program Goals and Recommendations
Templates (one for No Costs and one for
Costs)
Recommendations with No Costs
Describes the programs needs and
goals for the next six years that can
be accomplished without additional
funding; these are goals that the
department can accomplish on its
own or in collaboration with other
departments.
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Template is filled out accurately
Each item lists exactly what is wanted
Each item includes a phrase or clause that
captures its rationale.
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2013 Dental Hygiene Instructional Plan Sections of the Plan
Qualities
Program Goals con’t
Recommendations with No Costs
con’t
Includes a very brief rationale.
Recommendations with Costs Describes the programs needs and goals for the next six years that need additional revenues from the college. Includes a very brief rationale and
cost.
Appendices
Goals and Recommendations
Budget Forms
Plan Checklist (this form)
SLO Departmental Analysis forms
CTE only: SLO Assessment Plan
Catalog Pages
Course Outline and Prerequisite
Review Process
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Costs for recommendations are accurate
Appropriate costs are taken from table in
Program Planning binder
Appendices are clearly marked and easy
to access.
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2013 Dental Hygiene Instructional Plan CTE: SLO Occupational Program Assessment Summary Meeting Data: Department Meeting Date Number of Faculty in Attendance (% of full time and adjunct plus total) Number of Faculty sharing Assessment Results – if applicable (% of full time and adjunct plus total) Dental Hygiene 5/31/11 7 faculty attending Attending = 3 adjunct =43% Attending = 4 FT =57% 6 faculty sharing results Sharing = 3 adjunct =50%, and Sharing = 3 FT =50%
Department Meeting Date Number of Faculty in Attendance (% of full time and adjunct plus total) Number of Faculty sharing Assessment Results – if applicable (% of full time and adjunct plus total) Dental Hygiene 6/2/11 6 faculty attending Attending = 3 adjunct =50%, and Attending = 3 FT =50% 5 faculty sharing results Sharing = 3 adjunct =60%, and Sharing= 2 FT =40% Department Meeting Date Number of Faculty in Attendance (% of full time and adjunct plus total) Number of Faculty sharing Assessment Results – if applicable (% of full time and adjunct plus total) Dental Hygiene 8/24/11 7 faculty attending Attending = 4 adjunct =57%, Attending = 3 FT =43% 5 faculty sharing results Sharing = 3 adjunct = 60% Sharing = 2 FT =40% Program Meeting Date Number of Faculty in Attendance (% of full time and adjunct plus total) Number of Faculty sharing Assessment Results – if applicable (% of full time and adjunct plus total) Dental Hygiene 12/13/11 4 faculty attending Attending = 1 adjunct =25%, Attending = 3 FT =75% 3 faculty sharing results Sharing = 0 adjunct =0%, Sharing = 3 FT =100%
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2013 Dental Hygiene Instructional Plan SLO ASSESSMENTS: SLO(s) Competency
Measured
Assessment Tool
(Briefly describe
assessment tool)
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
O drive/dh/
All course outcomes were reviewed over the four sessions
Exams, projects, quizzes
All faculty are learning Blackboard
DH160 (1st semester) will introduce risk factors but not the
assessments for caries and perio disease. The assessments will be
introduced in 2nd semester
DH161 Strengthen legalities in DH161; one option is to use the library
exercise developed for DH187
DH162A add IO/EO exam. Dr. Reddy agreed to have students come
into his office for the emergency kit exercise
DH162B Add 1st years observing protocols in 2nd year clinic
DH163A will add phosphor plate to the curriculum as a trial run; will
have to delete some content to schedule the new topic. Videos on
line have assisted the learning
DH163B Expand use of radiographic interpretation form in clinical
DH164 Reinforce dental charting in clinical in 2nd semester
DH170 will add clinical considerations and identifying location of a
lesion on a tooth. When the course is offered on a Tuesday, there is
room in the schedule for that content. When offered on a Monday,
there are 2 less class sessions so the content will be minimal. Caries
and Perio risk factors are addressed from histologic perspective.
DH171 add recording existing teeth, tooth numbering and description
of lesions to the assessments
DH173 less time on food diary (Watson Enterprise Tutorials has one
on nutrition for dental health care providers accessible in the
library, CTC, and CLC) and chart audits; increased time on
instrumentation
DH174 Rebecca is developing web casts that can be used in other
courses as a reference. For example immunology, healthy tissues,
etc. Rebecca will coordinate lecture on appearance of periodontal
disease with DH173 assessments
DH180 some neurologic conditions are not covered in the textbook;
will focus more on most common pathologies and less on rare
lesions
DH181 Blackboard testing was utilized this year; student response was
negative. Tracking sheets will now include sign off showing
clinical instructor worked with the student on the ultrasonic scaler
DH182A will add content on risk assessment
DH183 discussed different versions of APA format; suggestion to use
Cabrillo Library reference on APA
DH184A more lab practice on set up of syringe
DH184B new text looks good; a video was helpful this semester
DH186A on line review of topic is now available & beneficial for the
student
DH186B encourage faculty discussion to teach tools that will help the
students such as indices
DH187 recommend a thread of legalities and ethics in all DH classes
DH7, adding a materials deposit for bone boxes; will not use cadaver
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2013 Dental Hygiene Instructional Plan heads any longer
Next Step in the Classroom
to Improve Student
Learning
(list all the items faculty felt
would help them improve
student learning)
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Implementation
o
(List the departmental plans
to implement these
priorities)
o
o
Timeline for
Implementation
(Make a timeline for
implementation of your top
priorities
O drive/dh/
o
o
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Revise the amount of writing, oral, visual, clinical or similar work
by level
Increase student collaboration and/or peer review
Increase guidance for students on assignments
Offer/encourage attendance at seminars, workshops or discussion
groups about teaching methods
Consult teaching and learning experts about teaching methods
Encourage faculty to share activities that foster competency
Write collaborative grants to fund departmental projects to
improve teaching
Visit classrooms to provide feedback (mentoring)
Create bibliography of resource material
Analyze course curriculum to determine that competency skills are
taught, so that the department can build a progression of skills as
students advance through courses
Offer/encourage attendance at seminars, workshops or discussion
groups about teaching methods
Consult teaching and learning experts about teaching methods
Create bibliography of resource material
Analyze course curriculum to determine that competency skills are
taught, so that the department can build a progression of skills as
students advance through courses
Offer/encourage attendance at seminars, workshops or discussion
groups about teaching methods = encouraged all faculty to attend
the California Dental Hygiene Educators’ Annual Session
Create bibliography of resource material = this is part of the
Commission on Dental Accreditation self study
Analyze course curriculum to determine that competency skills are
taught, so that the department can build a progression of skills as
students advance through courses = this is an ongoing process;
will set up meetings to review curriculum by course and then by
level
July 2011 four faculty members attended workshops by Dental
Hygiene Educational Methodology.
Each December provide links to all faculty members with
registration and schedule information on the California Dental
Hygiene Educators’ Annual Session (February each year).
o Every other year the CDHEA session is held in the north
with the result that more Cabrillo DH faculty members
attend. There are 2 or 3 DH faculty who always attend
these annual sessions
o All program faculty are invited to attend the February 810, 2013 Annual Meeting of the California Dental
Hygiene Educators (CDHEA) in Burbank, CA. The topic
is "Creating Significant Learning Experiences". The
speaker, L. Dee Fink, PhD is an internationally recognized
consultant on college teaching and faculty
20 5/28/2013 3:50 PM
2013 Dental Hygiene Instructional Plan o
o
development. She will be focusing on "Designing Your
Courses for Significant Learning: A Methodology for
Assisting Your Students with Learning". This topic
fulfills the CODA requirement for faculty development.
The more faculty members (including clinical) who attend
will result in better calibration on implementing the
teaching methodology in all aspects of our curriculum.
Creating a positive learning environment and assisting the
student with learning are the focus of the ongoing review
of the program curriculum
Bibliography of resource material
o This information was updated and completed as part of the
Commission on Dental Accreditation self study.
o Information is accessible to all faculty Summer 2012
Analyze course curriculum to determine that competency skills are
taught, so that the department can build a progression of skills as
students advance through courses
o This is an ongoing process
o Meetings were set up to review curriculum by course and
then by level. In Spring 2012 through Fall 2012 each
didactic faculty member met with the HAWK curriculum
committee member to review their course information in
CurricuNet.
o Spring 2013 through Spring 2014 small group sessions
will be held by level to discuss content and skill
progression
o Spring 2013 through Spring 2014 group sessions across
levels will be held to discuss the progression of skills
across the 2-year program
o A time line has been set up for review of course SLOs.
See next page
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2013 Dental Hygiene Instructional Plan CTE Certificate and Degree SLO Departmental Assessment Analysis August 17, 2012 Department
Dental Hygiene Meeting Date
Fall Flex, August 17, 2012 Number of Faculty/Staff
participating in dialogue
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
CTE certificate and degree SLOs
measured
List the SLOs whose assessment
results were discussed in this
meeting
Assessment Tools
(Give examples of major
assignments your faculty used to
measure the SLOs)
Assessment Results
1.) In general, how did students do
on the assessment?
2.) What student needs and issues
were revealed?
3.) Were there any areas where
student performance was
outstanding?
4.) Any areas where it can be
improved?
Next Step in the Classroom
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FULLTIME ADJUNCT 4 4 2 16 (4 full time faculty, 10 adjunct faculty, 2 staff) The Cabrillo DH graduates must be competent in: 1.) Applying ethical, professional, and legal concepts to the
provision and/or the support of oral health care services to
all persons
2.) Providing dental health promotion and disease prevention
National Board results, California State Board Results WREB results Graduate surveys Employer Surveys 1.) Students did very well on the assessments. 100% pass rate on the WREB 100% pass rate on the National Board 2.) National board no longer provides category/topic data 3.) The class of 2012 was the first graduating class in the new facility (fall 2010 the DH program teaching in the new facility) is also a factor in student success -­‐ much more conducive to learning 100% pass rate on the WREB 100% pass rate on the National Board 3.) DH faculty are calibrated with WREB – continue calibrations sessions 22 5/28/2013 3:50 PM
2013 Dental Hygiene Instructional Plan to Improve Student Learning
o
How might student performance be
improved?
o
Revise the amount of writing/oral/visual/clinical or similar work Increase student collaboration and/or peer review Go through list. Highlight what
items faculty felt would help them
address the needs and issues that
were revealed by the assessment.
Delete the rest.
Next Step in the Department
to Improve Student Learning
o Offer/encourage attendance at seminars, workshops or discussion groups about teaching methods o Analyze course curriculum, so that the department can build a progression of skills as students advance through courses o Request more data from National Board o Revise the amount of writing/oral/visual/clinical or similar work o Offer/encourage attendance at seminars, workshops or discussion groups about teaching methods o Analyze course curriculum, so that the department can build a progression of skills as students advance through courses o Offer/encourage attendance at seminars, workshops or discussion groups about teaching methods -­‐ disseminate information on OSAP and DH Methods of Education workshops o Begin list and evaluation of student assignments & projects by semester o SLO assessment begins summer 2013 – include listing of student assignments & projects o Each semester forward information from OSAP and DH Methodology; support seeking funding for attendance at workshops o Begin curriculum review by semester – 3 year implementation Go through list. Highlight what
items faculty felt would help them
address the needs and issues that
were revealed by the assessment.
Delete the rest.
Priorities to Improve Student
Learning
(List the top 3-6 things faculty/staff
felt would most improve student
learning)
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
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2013 Dental Hygiene Instructional Plan DH Planning Grid 2011: TIMELINE for SLO ASSESSMENT 2013-­‐2016 Updated 4.22.13 First Year Summer/ Fall/Spring 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 O drive/dh/
DH 7 Head & Neck Anatomy Summer DH 174 Periodontology Summer Fall Fall Fall Fall Fall Spring Spring Spring Spring Spring Second Year Summer/ Fall/Spring DH 161 Preparation for Dental Hygiene Clinic DH 160 Oral Health Ed DH 162A Patient Assessment I DH 163A Dental Radiology DH 170 Tooth Morphology, Oral Histo, & Embryol DH 171 Introduction to Clinical Dental Hygiene DH 162B Patient Assessment DH 163B Dental Radiographic Interpretation & Case Studies DH 164 Dental Materials DH 173 Clinical Dental Hygiene I DH 184A Pain Management I Summer DH 184B Pain Management II Summer Fall Fall Fall Fall Spring Spring Spring DH 180 Oral Pathology DH 181 Clinical Dental Hygiene II DH182A Advanced Case Studies DH 186A Community Oral Health DH 183 Clinical Dental Hygiene III DH 186B Community Service DH 187 DH Law & Ethics Program Goals Program Goal #1 Program Goal #2 Renoir/…DH Instructional Plan_2013_FINAL.doc
24 2013-­‐2016 SLO evaluation Summer 2013 Summer 2014 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Fall 2014 Spring 2013 Spring 2014 Spring 2015 Spring 2016 Spring 2015 Summer 2013 Summer 2014 Fall 2013 Fall 2014 Fall 2015 Fall 2016 Spring 2014 Spring 2015 Spring 2016 Spring 2014 Spring 2015 5/28/2013 3:50 PM
2013 Dental Hygiene Instructional Plan Dental Hygiene Department Planning Grid
DH Planning Grid 2011
Goal 1
Applying ethical, professional, and legal concepts to the provision and/or the support of oral health care
services to all persons following the dental hygiene process of care
Objective 1
Assess and provide comprehensive dental hygiene services as part of a total care program for a wide
scope of patients utilizing evidenced-based practice
1. Action Step
2. Monitoring
mechanism
3. Evaluating
mechanisms
4. When
evaluated
5. Who collect
data
6. Who assesses
data
7.
7. Results
Evaluative written and clinical exams, written reports, patient case-based scenarios (role playing), Use of software tracking
for student experience & competency data (Typhon), and clinical tracking, Student Learning Outcomes (SLO)
Director/Program
Clinical
Cabrillo College
ADA Dept. of
CA Dental Board
WREB
Chair
Coordinator
Planning &
Testing Services
Dental Hygiene
Research Office
Committee of CA
(PRO)
(DHCC)
Graduate Survey
Clinical
Cabrillo College
National Board DHE State Board Exam CA State Board
Competency
Plan & Research
Results
Results
Exam Results
Exams (CCE)
OfficeCompleter/Leaver
survey
Jan. following
grad yr
Program
Specialist
Director/Program
Chair & Faculty
Positive results
8. Resulting
action
Continued efforts
to improve
program based on
results obtained
9. Program
improvement
as a result of
data analysis
On-going analysis
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Semesters
1,2,3,4
Clinical
Coordinators
Clinical
Coordinators
& faculty
Good to
excellent pass
rate
April following
grad yr
Institutional
researcher
Course Instructor
March
July, October
ADA Dept. of
testing services
Director/Program
Chair & Faculty
CA Dental Board,
DHCC
Director/Program
Chair & Faculty
Positive results
1st time pass rate
2010-50%, 2011100%;
100% pass rate
grad yr
1st time pass rate
2010-100%,
2011- 88%;
100% pass rate
yr of grad
Faculty
discussion and
review of
course criteria
for clinical
skill
evaluation
Identified the
need to
continue
analysis of
criteria for
clinical skill
evaluation and
continued
calibration of
clinical
faculty
Dept. continue to
monitoring student
responses
NBDHE: 100% pass
rate yr of
graduation; 2010:
School Avg. 85.5,
Nat’l Avg. 81.8;
Case based School
107.5, Nat’l Avg.
99.3; 2011: School
81.1, Nat’l Avg.
82.7, Case based
School 103.2, Nat’l
Avg. 99.7, 1st time
pass rate: 86%
Clinical
Coordinators &
Faculty continue
monitoring student
competency
Faculty continue
monitoring
student
competency
Faculty continue
monitoring
student
competency
On-going analysis of
SLO assessment,
course sequencing,
and course content
On-going analysis
and continued
calibration of
clinical faculty
On-going
analysis and
continued
calibration of
clinical faculty
Renoir/…DH Instructional Plan_2013_FINAL.doc
Increasing use of
digital X-ray
sensors, perio &
dental charting in
Dentrix
25 Throughout the
yr
WREB
Director/Program
Chair & Faculty
5/28/2013 3:50 PM
2013 Dental Hygiene Instructional Plan DH Planning Grid 2011
Goal 1
Applying ethical, professional, and legal concepts to the provision and/or the support of oral health care
services to all persons following the dental hygiene process of care
Objective 2
Demonstrate the highest degree of professional ethics, legal concepts, and competence in the application of
self-assessment skills
1. Action Step
Evaluate didactic and clinical exams, written reports, journaling, clinical and group exercises, research project evaluation,
observation & evaluation of clinical behavior. Students reflection/self-assessment for all ethical, professional and legal activities
on Daily Clinical Evaluation Form (D-CEF)
2. Monitoring
mechanism
Clinical Coordinator
DH187
ADA Dept. of Testing Services
CA Dental Board
Dental Hygiene
Committee of CA
(DHCC)
3. Evaluating
mechanisms
Clinical Competency Exams (CCE),
journaling
Exercises,
quizzes, exams
National Board DH Exam
CA Law and Ethics Exam
4. When
evaluated
Semesters 1,2,3,4
Semester 4
March
In fall
5. Who collect
data
Clinical Coordinators
Course Instructor
ADA Dept. of Testing Services
CA State Dental Board,
Dental Hygiene
Committee of CA
6. Who
assesses
data
All faculty
Course Instructor
Director/Program Chair & Faculty
Director/Program Chair &
Faculty
7. Results
100% pass rate, competence in
student self evaluation
100% pass rate
100% pass rate grad yr.
Students receive P/F and
do not nec. relay this info.
back to the Dept. Pass rate
results are to be posted by
DHCC on website.
8. Resulting
action
Faculty discussion and review of
course criteria for clinical skill selfevaluation
9. Program
improvemen
t as a result
of data
analysis
Identified the need to assess with
students their self-assessment needs
Encourage all
faculty to
incorporate legal
& ethical issues
into their course
content
Thread law &
ethics throughout
whole program,
library law and
ethics exercise
NBDHE: 100% pass rate yr of
graduation; 2010: School Avg.
85.5, Nat’l Avg. 81.8; Case based
School 107.5, Nat’l Avg. 99.3;
2011: School 81.1, Nat’l Avg. 82.7,
Case based School 103.2, Nat’l
Avg. 99.7, 1st time pass rate: 86%
Faculty continue monitoring
student competency
On-going analysis of SLO
assessment, course sequencing, and
course content
DH187 library law and
ethics exercise
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26 Faculty continue
monitoring student pass
rate
5/28/2013 3:50 PM
2013 Dental Hygiene Instructional Plan DH Planning Grid 2011
Goal 2
Objective 1
1.
2.
3.
4.
5.
6.
7.
8.
Action Step
Monitoring
mechanism
Evaluating
mechanisms
When
evaluated
Who collect
data
Who assesses
data
Results
Resulting
action
9. Program
improvement
as a result of
data analysis
O drive/dh/
Dental health promotion and disease prevention both at chairside and at the community
level following the dental hygiene process of care
Assess and provide comprehensive dental hygiene services as part of a total care program
for a wide scope of patients utilizing evidenced-based practice
Curriculum sequencing, didactic & clinical assessments, research projects
Director/Program
Clinical
DH160
DH173, 181,183
Chair
Coordinator
ADA TestingClinical
Didactic,
Clinical
NBDHE
Competency
preventative
preventative
Cabrillo College Plan
Exams (CCE)
counseling
counseling,
& Research OfficeCaries/Perio risk
Completer/Leaver
assessments
survey
competencies,
Graduate Survey
CCE’s
Throughout the yr
Semesters
Semester 1
Semesters 2,3,4
1,2,3,4
ADA Testing
Clinical
Course
Clinical
Services, Cabrillo
Coordinators
Instructor
Coordinators
College Planning &
research Office,
Program Specialist
Director/Program
All faculty
Course
Clinical
Chair & Faculty
Instructor
Coordinators
100% pass rate yr of
100% pass rate
100% pass
100% pass rate in
graduation
rate
preventive
counseling
competency; good
to excellent
Continued efforts to
Faculty
Faculty
Clinical
improve program
discussion and
continue
Coordinators &
based on results
review of course
monitoring
Faculty continue
obtained
criteria for
student
monitoring
clinical skill
competency
student
evaluation
competency
On-going analysis
Identified the
On-going
On-going analysis
need to continue
analysis
and continued
analysis of
calibration of
criteria for
clinical faculty
clinical skill
evaluation
Renoir/…DH Instructional Plan_2013_FINAL.doc
27 DH186A
DH186B
Exams,
exercises
Community
projects
Semester 3
Semester 4
Course
Instructor
Course
Instructor
Course
Instructor
100% pass
rate
Course
Instructor
100% pass
rate
Faculty
continue
monitoring
student
competency
Faculty
continue
monitoring
student
competency
More course
material in an
on-line format
More course
material in an
on-line format
5/28/2013 3:50 PM
2013 Dental Hygiene Instructional Plan DH Planning Grid 2011
Goal 2
Objective 2
1. Action Step
2. Monitoring
mechanism
3. Evaluating
mechanisms
4. When
evaluated
5. Who collect
data
6. Who
assesses data
7. Results
8. Resulting
action
9. Program
improvement
as a result of
data analysis
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Dental health promotion and disease prevention both at chairside and at the
community level following the dental hygiene process of care
Demonstrate the highest degree of professional ethics, legal concepts, and competence
in the application of self-assessment skills
Student self-assessment as related to clinical competencies, course activities, research projects
Director/Program
Clinical
DH173, 181,183
DH186A
DH186B
Chair
Coordinator
ADA TestingClinical
Clinical
Exams,
Community
NBDHE
Competency
preventative
exercises
projects
Cabrillo College
Exams (CCE)
counseling,
Planning & Research
Caries/Perio risk
Office assessment
Completer/Leaver
competencies,
survey
CCE’s
Graduate Survey
Throughout the yr
Semesters
Semesters 2,3,4
Semester 3
Semester 4
1,2,3,4
ADA Testing
Clinical
Clinical
Course
Course
Services, Cabrillo
Coordinators
Coordinators
Instructor
Instructor
College Planning &
research Office
Program Specialist
Director/Program
All faculty
Clinical
Course
Course
Chair & Faculty
Coordinators
Instructor
Instructor
100% pass rate yr of
100% pass rate
100% pass rate
100% pass
100% pass
graduation
in preventive
rate
rate
counseling
competency;
good to excellent
Continued efforts to
Faculty
Clinical
Faculty
Faculty
improve program
discussion and
Coordinators &
continue
continue
based on measuring
review of
Faculty continue
monitoring
monitoring
effectiveness
course criteria
monitoring
student
student
for clinical
student
competency
competency
skill evaluation
competency
On-going analysis,
discuss revising
survey with College
Renoir/…DH Instructional Plan_2013_FINAL.doc
Identified the
need to
continue
analysis of
criteria for
clinical skill
evaluation
On-going
analysis and
continued
calibration of
clinical faculty
28 More course
material in an
on-line format
More course
material in an
on-line format
DH187
Exercises,
quizzes,
exams,
Semester 4
Course
Instructor
Course
Instructor
100% pass
rate
Encourage
all faculty to
incorporate
legal &
ethical issues
into their
course
content
Thread law
& ethics
throughout
whole
program
5/28/2013 3:50 PM
2013 Dental Hygiene Instructional Plan Cabrillo College Catalog–2012-2013
DENTAL HYGIENE
Health, Athletics, Wellness, and Kinesiology Division Kathleen Welch, Division
Dean Division Office, Room 1102
Bridgete Clark, D.D.S., Program Chair, (831) 479- 6471 Aptos Counselor: (831) 4796274 for appointment Watsonville Counselor: (831) 786-4734
Call (831) 479-6471 for more information
http://www.cabrillo.edu/programs
Dental Hygiene A.S. Degree
Program Description:
The Dental Hygiene Program at Cabrillo College is affiliated with the University of the Pacific, Arthur A.
Dugoni School of Dentistry, San Francisco. Upon completion of the two-year program, students are eligi- ble
to take the state and national examinations. Enrollment is limited to 22 students each summer. Program
retention is based on a minimum grade of “C” in all courses in the published dental hygiene curriculum.
Courses must be taken sequentially. A dental hygienist is a person who is trained and licensed to provide
dental hygiene therapy, takes dental x- rays and provides services, usually under the supervision of a
dentist. The dental hygiene profession demands a high level of ethics, profes- sionalism, critical thinking and
manual dexterity.
How to Apply
Admission to the Dental Hygiene Program requires a separate and additional process to the general college
admission. The dental hygiene information and application forms are available in the dental hygiene office
(Room HW2149) and on the website (www.cabrillo.edu/academ- ics/dentalhygiene).
General college application materials are available: in the Admissions & Records Office, Enrollment Services
Center, Building 100, (831) 479- 6201; online (www.cabrillo.edu). Process of Application
Read all material in the application packet and the appropriate sections of the Cabrillo College Catalog about
the associate degree of Dental Hygiene program, academic regulations, attendance and graduation
requirements. Return the completed dental hygiene application forms by certified mail return receipt to the
Dental hygiene Program. A completed application includes:
1. Dental Hygiene application form, Part I and Part II, 2. Physical & Non Physical Standards form, 3. Two
sets of official sealed transcripts documenting all college prerequisite courses completed, 4. Two sets of WebAdvisor transcripts.
Acceptance is based on:
1. Completed application as outlined above, 2. Send complete application certified mail, return receipt
requested, 3. Completion of all science prerequisites with a GPA of 2.7 or better, 4. Completion of English
prerequisite with a GPA of 2.00 or better.
Due to the rigorous academic nature of the Dental Hygiene Program, it is advisable to complete the general
education requirements for the Associate Degree, before entering the program. The DH program follows the
academic policies and procedures listed in the Cabrillo College Catalog and DH Student Handbook. Clinical
Compliance To comply with state and local regulations for health care providers, stu- dents enrolled in the
Cabrillo College Dental Hygiene program are required to meet clinical compliance i.e., vaccination, titers,
drug testing and provide documentation before starting the program. Students are also required to complete
criminal background checks, and may be required to undergo fingerprinting. Prerequisites BIO 4 BIO 5 BIO
6 CHEM 30B
Biochemistry for Health Occupations . . . . . . . . . . . . 4 ENGL 1A/1AH/1AMC/1AMCH . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . 3 Your GPA will not improve with repetition of prerequisite courses with passing grades of
either A, B, or C. Substandard grades (D or F) can be retaken and your GPA can be modified. These
prerequisites may also be used to satisfy appropriate general education areas. *Successful completion of
these prerequisites or equivalent is required
before applying to the Dental Hygiene Program. It is recommended that all science prerequisites be
completed within the last five (5) years.
Human Anatomy. . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 * Human Physiology. . . . . . . . . . . . . . . . . . . . . . . . . 4 *
Microbiology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 * Introductory Organic Chemistry and
1Cabrillo College Catalog–2012-2013
Core Courses
DH 7 DH 160 DH 161 DH 162A DH 162B DH 163A DH 163B DH 164 DH 170
HeadandNeckAnatomyandEmbryology........2 Oral Health Education . . . . . . . . . . . . . . . . . . . . . . . . 2
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2013 Dental Hygiene Instructional Plan Preparation for Dental Hygiene Clinic . . . . . . . . . . 0.5 Patient Assessment I . . . . . . . . . . . . . . . . . . . . . . . .
3 Patient Assessment II. . . . . . . . . . . . . . . . . . . . . . . . 3 Dental Radiology. . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 Dental Radiographic Interpretation and Case Studies1 Dental Materials
.........................
. . . 2 Tooth Morphology, Oral Histology, and
Oral Embryology. . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Introduction to Clinical Dental Hygiene. . . . . . . . . . . 5
Clinical Dental Hygiene I . . ....................5 Periodontics . . . . . . . . . . . ....................2 Oral Pathology . . . . . . .
. . ....................2 Clinical Dental Hygiene II. ....................6 Advanced Case Studies. . ................... ..1 Clinical
Dental Hygiene III. . . . . . . . . . . . . . . . . . . . . 6 Pain Management I. . . . . . . . . . . . . . . . . . . . . . . . . . 2 Pain
Management II . . . . . . . . . . . . . . . . . . . . . . . . . 1 Community Oral Health. . . . . . . . . . . . . . . . . . . . . . . 2
CommunityOralHealthandCaseStudies ........1
. .............2
............ ..3
. .............3
. .............3 ............ ..3
. .............3 . .............3 . . . . . . . . . . . . . . 3
..............3
DH 171 DH 173 DH 174 DH 180 DH 181 DH 182A DH 183 DH 184A DH 184B DH 186A DH 186B DH 187
Additional Graduation Requirements
Dental Hygiene Law and Ethics. . .
COMM 1 or COMM 1H or
COMM 2 PSYCH 1 or PSYCH 1H
CAHM 20 SOC 1
or SOC 1H
or SOC 2 or SOC 2H *SOC 2/2H meets the Multicultural Studies Requirement for graduation. Please note
that the above courses may also be used to satisfy appro- priate general education areas.
NOTE: It is highly recommended to complete the General Education courses prior to entering the DH
Program.
Public Speaking
..............
Honors Public Speaking . . . . . . . .
Group Discussion . . . . . . . . . . . . . General Psychology . . . . . . . . . . .
Honors General Psychology . . . . .
Nutrition . . . . . . . . . . . . . . . . . . . . Introduction to Sociology: Understanding Society . . . . . . . . .
Honors Introduction to Sociology: Understanding Society . . . . . . . . .
Contemporary Social Problems . . Honors Contemporary Social Problems . . . . . . . . . . 3
. .............3
Associate in Science Degree in Dental Hygiene
Program Learning Outcomes:
1.)
Apply ethical, professional, and legal concepts to the provision and/or the support of oral health care
services to all persons
2.)
Promote dental health and disease prevention both at chairside and at the community level
General Education Courses 21 Units Core Courses
53.5 Units *Plus approved prerequisite units. See
above for information on pre- requisites
Total Units 74.5 Units General Education
This A.S. Degree requires completion of a 21-unit general education pattern (see Cabrillo College Catalog
under Associate in Science Degree or the A.S. Degree worksheets available in Counseling or on the
Transfer and Articulation website.
Completing a U.S. History or U.S. Political Science course and a Humanities course, in addition to the above
prerequisites and graduation requirements, will complete the A.S. Degree general education pattern for
dental hygiene students.
A Bachelor of Science/Bachelor of Arts Degree from a regionally accredited college or university will satisfy
all general education and competency requirements for Cabrillo's non-transfer A.A. and A.S. degrees, with
the exception of the multicultural requirement and pro- gram specific graduation requirements.
Mathematics Competency Requirement
The A.S. Mathematics Requirement may be met by successful com- pletion of intermediate algebra,(MATH
152) or equivalent or a higher- level mathematics course with a grade of "C" or better. Successful completion must be verified by an official college transcript or by an appro- priate score on the Cabrillo
mathematics assessment.
Multicultural Requirement
An approved multicultural course is required for graduation. This course may be double counted with general
education or other program graduation requirements. Courses taken at other regionally accredited colleges
can be used when approved by a Cabrillo Counselor.
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2013 Dental Hygiene Instructional Plan *MATH 154, or equivalent is a prerequisite for CHEM 30A; CHEM 30A is a prerequisite for CHEM 30B*, BIO
5 and BIO 6.
Dental Hygiene Courses
DH 7 Head and Neck Anatomy and Embryology 2 units; 1.5 hours Lecture, 1.5 hours
Laboratory Prerequisite: BIO 4. Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Covers the skeletal, muscular, vascular and neuroanatomy of the head and neck, emphasizing aspects
useful for dental hygiene students. This course covers embryonic development of the head, neck and oral
cavity with emphasis on the microscopic anatomy of the mandible, maxilla and associated structures.
Portions of the course will be taught in a Distance- Learning Format. Transfer Credit: Transfers to CSU.
2
Cabrillo College Catalog–2012-2013
DH 149A-Z Special Topics in Dental Hygiene Education 0.5 - 3 units; 0.5 hour Lecture, 1.5
hours Laboratory Recommended Preparation: Eligibility for ENGL 100 and READ 100. Repeatability: May be
taken a total of 4 times.
Teaches selected topics in Dental Hygiene education not covered by regular catalog offerings. Each special
topic course will be announced, described, and given its own title and letter designation in the Schedule of
Classes The structure and format of the classes will vary depending on the subject matter.
DH 155 Dental Terminology 3 units; 3 hours Lecture Recommended Preparation: Eligibility for
ENGL 100 and READ 100. Repeatability: May be taken a total of 2 times.
Teaches fundamentals of dental/medical word building, with an emphasis on prefixes, word roots, suffixes,
combining forms, abbrevia- tions, and lay terms. Provides a background for any dental course. May be
offered in a Distance-Learning Format.
DH 157 Dental Law & Ethics 2 units; 2 hours Lecture Recommended Preparation: Eligibility for
ENGL 100 and READ 100. Repeatability: May be taken a total of 2 times.
Teaches dental ethics and dental legal issues, including discussion of California state dental regulations and
legal standards of practice for den- tal care workers.
DH 160 Oral Health Education 2 units; 2 hours Lecture, 1 hour Laboratory Prerequisite: Acceptance
to the Cabrillo Dental Hygiene Program. Hybrid Requisite: Completion of Concurrent enrollment in PSYCH
1/1H and CAHM 20. Recommended Preparation: Eligibility for ENGL 100 and READ 100. Repeatability: May
be taken a total of 2 times.
Presents concepts of oral disease, prevention, and promotion of pos- itive attitudes and behaviors toward
oral health. May be offered in a Distance-Learning Format.
DH 161 Preparation for Dental Hygiene Clinic 0.5 unit; 0.5 hour Lecture, 0.5 hour Laboratory
Prerequisite: Acceptance to the Cabrillo Dental Hygiene Program. Recommended Preparation: Eligibility for
ENGL 100 and READ 100. Repeatability: May be taken a total of 2 times.
Teaches guidelines, procedures, and infection control in the dental hygiene clinic; ethics and legalities of
dental practice. May be offered in a Distance-Learning Format.
DH 162A Patient Assessment I 3 units; 3 hours Lecture, 1 hour Laboratory Prerequisite:
Acceptance to the Cabrillo Dental Hygiene Program. Recommended Preparation: Eligibility for ENGL 100
and READ 100. Repeatability: May be taken a total of 2 times.
Introduces medical-dental history, oral inspection, oral manifestation of diseases and emergencies. May be
offered in a Distance-Learning Format.
DH 162B Patient Assessment II 3 units; 3 hours Lecture Prerequisite: Acceptance to the Cabrillo
Dental Hygiene Program and DH 162A Corequisite: DH 173. Recommended Preparation: Eligibility for
ENGL 100 and READ 100.
Covers pharmacologic principles and patients' special needs applied to the practice of dental hygiene.
Emphasis on drugs prescribed in den- tal settings, taken for systemic disorders and used by special populations. May be offered in a Distance-Learning Format.
DH 163A Dental Radiology 3 units; 2 hours Lecture, 3 hours Laboratory Prerequisite: Acceptance to
the Cabrillo Dental Hygiene Program. Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Presents principles of dental radiation theory including: radiographic techniques, laboratory and clinical
application, radiation safety princi- ples, equipment operation, processing and mounting. May be offered in a
Distance-Learning Format.
DH 163B Dental Radiographic Interpretation and Case Studies 1 unit; 1 hour Lecture, 1
hour Laboratory Prerequisite: Acceptance to the Cabrillo Dental Hygiene Program. Recommended
Preparation: Eligibility for ENGL 100 and READ 100. Repeatability: May be taken a total of 2 times.
Teaches identification of dental radiographic anatomy and introduces specialized techniques with analysis of
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2013 Dental Hygiene Instructional Plan case studies. May be taught in a Distance-Learning Format.
3
Cabrillo College Catalog–2012-2013
DH 164 Dental Materials 2 units; 2 hours Lecture, 1 hour Laboratory Prerequisite: Acceptance to the
Cabrillo Dental Hygiene Program. Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Teaches the composition and fabrication of dental restorations, the proper care of dental restorations, and
introduces dental specialties. May be offered in a Distance-Learning Format.
DH 170 Tooth Morphology, Oral Histology, and Oral Embryology 2 units; 2 hours
Lecture, 1 hour Laboratory Prerequisite: Acceptance to the Cabrillo Dental Hygiene Program.
Recommended Preparation: Eligibility for ENGL 100 and READ 100. Repeatability: May be taken a total of 2
times.
Teaches recognition of normal and abnormal clinical appearance of the permanent and deciduous dentition
as well as in-depth oral histology and oral embryology. May be offered in a Distance-Learning Format.
DH 171 Introduction to Clinical Dental Hygiene 5 units; 3 hours Lecture, 9 hours Laboratory
Prerequisite: Acceptance to the Cabrillo Dental Hygiene Program. Recommended Preparation: Eligibility for
ENGL 100 and READ 100. Repeatability: May be taken a total of 2 times.
Introduces professional conduct, assessment, exploring, probing, and scaling techniques through laboratory
and clinical experiences. First in a four-course series in clinical dental hygiene practice. May be offered in a
Distance-Learning Format.
DH 173 Clinical Dental Hygiene I 5 units; 2 hours Lecture, 14 hours Laboratory Prerequisite:
Acceptance to the Cabrillo Dental Hygiene Program and DH 171. Recommended Preparation: Eligibility for
ENGL 100 and READ 100. Repeatability: May be taken a total of 2 times.
Introduces dental and periodontal charting, desensitizing, dental sealants, ultrasonic scalers, and Gracey
curets through laboratory and clinical experiences. May be offered in a Distance-Learning Format.
DH 174 Periodontics 2 units; 2 hours Lecture Prerequisite: Acceptance to the Cabrillo Dental Hygiene
Program. Recommended Preparation: Eligibility for ENGL 100 and READ 100. Repeatability: May be taken
a total of 2 times.
Presents fundamental principles of periodontology: normal and dis- eased periodontium, the disease
classifications, etiology and treatment with an emphasis on clinical application.
DH 180 Oral Pathology 2 units; 2 hours Lecture Prerequisite: Acceptance to the Cabrillo Dental
Hygiene Program. Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Introduces general pathology and clinical pathology of diseases affect- ing the oral, head and neck areas.
May be offered in a Distance-Learning Format.
DH 181 Clinical Dental Hygiene II 6 units; 1 hour Lecture, 20 hours Laboratory Prerequisite:
Acceptance to the Cabrillo Dental Hygiene Program; DH 173. Recommended Preparation: Eligibility for
ENGL 100 and READ 100.
Introduces advanced clinical techniques, advanced treatment plan- ning, and evaluation of treatment
through clinical experiences. Third in a four-course series. May be offered in a Distance-Learning Format.
DH 182A Advanced Case Studies 1 unit; 1 hour Lecture Prerequisite: Acceptance to the Cabrillo
Dental Hygiene Program. Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Provides opportunity to apply critical thinking skills in relating theoret- ical principles to clinical practice using
a case study approach. May be offered in a Distance-Learning Format.
DH 183 Clinical Dental Hygiene III 6 units; 2 hours Lecture, 16 hours Laboratory Prerequisite:
Acceptance to the Cabrillo Dental Hygiene Program; DH 181. Recommended Preparation: Eligibility for
ENGL 100 and READ 100. Repeatability: May be taken a total of 2 times.
Studies new technology and computer based skills for the operatory, refinement of local anesthesia, nitrous
oxide analgesia, and advanced clinical techniques through clinical experiences at Cabrillo and outside
clinics. Fourth in a four-course series in clinical dental hygiene practice. May be offered in a DistanceLearning Format.
DH 184A Pain Management I 2 units; 1 hour Lecture, 3 hours Laboratory Prerequisite: Acceptance
to the Cabrillo Dental Hygiene Program. Recommended Preparation: Eligibility for ENGL 100 and READ
100. Repeatability: May be taken a total of 2 times.
Teaches theory and techniques for administration of regional anesthet- ic agents, including nerve and field
blocks limited to the oral cavity. May be offered in a Distance-Learning Format.
4
Cabrillo College Catalog–2012-2013
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2013 Dental Hygiene Instructional Plan DH 184B Pain Management II 1 unit; 1 hour Lecture, 1 hour Laboratory Prerequisite: Acceptance to
the Cabrillo Dental Hygiene Program. Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Teaches administration of nitrous oxide/oxygen conscious sedation competently to clinical proficiency. May
be offered in a Distance- Learning Format.
DH 186A Community Oral Health 2 units; 2 hours Lecture Prerequisite: Acceptance to the Cabrillo
Dental Hygiene Program. Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Introduces the principles and practices of dental public health, and the role of the dental hygienist as an
innovator of and educator in communi- ty health programs.
DH 186B Community Oral Health and Case Studies 1 unit; 3 hours Laboratory Prerequisite:
Acceptance to the Cabrillo Dental Hygiene Program; DH 186A. Recommended Preparation: Eligibility for
ENGL 100 and READ 100.
Covers planning, implementation, and evaluation of a dental health project of the student's own design with
a dentally-underserved popula- tion. A continuation of DH 186A.
DH 187 Dental Hygiene Law and Ethics 2 units; 2 hours Lecture Prerequisite: Acceptance to the
Cabrillo Dental Hygiene Program. Recommended Preparation: Eligibility for ENGL 100 and READ 100.
Repeatability: May be taken a total of 2 times.
Teaches current concepts in ethics and legalities involved in dental hygiene practice. May be offered in a
Distant-Learning Format.
5
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2013 Dental Hygiene Instructional Plan The following are sample pages from Dental Hygiene Accreditation Exhibit 6-42
Course Evaluation of Standards of Care. This exhibit provides an assessment of
program outcomes as seen in the Standards of Care. The exhibit is a total of
fifteen (15) pages with 5 pages being attached here. Additional pages can be
viewed upon request.
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