Preclinical Dental Hygiene Syllabus for 2015-2016
Return to Syllabus List

Instructor Information

Course Information

Recording Policy

Disability Statement

Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact disAbility Services (Student Service Center room 119, phone 371-5436) as soon as possible.

Statement for Mental Health and Advocacy & Resource Center:

As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student's ability to participate in daily activities. Amarillo College offers services to assist you with addressing these and other concerns you may be experiencing. If you or someone you know are suffering from any of the aforementioned conditions, you can learn more about the broad range of confidential mental health services available on campus by calling the AC Counseling Center at 806-371-5900. The AC Counseling Center website is https://www.actx.edu/counseling/ . Also, if you are in need of social services (affordable housing, utilities, transportation, food, clothing, childcare, medical/dental/vision, legal), please call the AC Advocacy & Resource Center at 806-371-5439. The AC Advocacy & Resource Center website is https://www.actx.edu/arc

Amarillo College Tutoring for Success Policy:

Administrative Drop Policy

N/A

Student Withdrawal Procedures

N/A

Privacy Statement

The Amarillo College Privacy Policy is found at https://www.actx.edu/-amarillo-college-privacy-notice , and applies to all Amarillo College students.  If you have questions about this privacy statement or you believe that your personal information has been released without your consent, send email to humanresources@actx.edu .

Course

DHYG-1331-001 Preclinical Dental Hygiene

Prerequisites

Course Description

Foundational knowledge for performing clinical skills on patients with emphasis on procedures and rationale for performing dental hygiene care. Introduction to ethical principles as they apply to dental hygiene care.

Student Resources Student Resources Website

Department Expectations

\N

Occupational License Disclaimer

Hours

(3 sem hrs; 1 lec/7 lab)

Class Type

On Campus Course

Syllabus Information

Textbooks

Required Course Textbooks

Students MUST have the current edition of ALL required textbooks.

Fundamentals of Periodontal Instrumentation and Advanced Root Instrumentation, Jill Neild-Gehrig; Lippincott, Williams & Wilkins, 7^th Edition. (Available in Hard Copy Text)

Patient Assessment Tutorials: A Step-By-Step Guide for the Dental Hygienist, 3^rd Edition, Jill Neild-Gehrig; Lippincott, Williams & Wilkins. (Available in Hard Copy Text)

Dental Hygiene Theory and Practice, 4^th Edition,  Michele Leonardi Darby, BSDH, MS; Margaret Walsh, RDH, MS, MA, EdD; Saunders Publisher (Available in E-book or Hard Copy Text)  

Health Professional and Patient Interaction, Ruth Purtilo, Amy Haddad, Regina Doherty;Elsevier, Saunders Publisher (Available in E-book or Hard Copy Text)

Ethical Dimensions in the Health Professions, Ruth B. Purtilo, Regina F. Doherty; Elsevier, Saunders Publisher (Available in E-book or Hard Copy Text)

Medical Emergencies in the Dental Office, Stanley F. Malamed, 7^th Edition; Elsevier, Saunders Publisher (Available in E-book or Hard Copy Text)

                        Amarillo College Dental Hygiene Program Manual will be available to you in Blackboard.

Teaching Methods:

A variety of teaching methods will be used to facilitate the goals and objectives of this course.  Students will have e-books available to them with highlights from the instructor to assist them with their text.  We will be utilizing blackboard “Content” for our lecture/lab sessions.  Students will be required to take a pre-test on the lab content prior to lab sessions.  This will allow for collaborative learning in the lab setting.  Collaborative learning is based on four principles where the learner or student is the primary focus of instruction, interaction and "doing" are of primary importance, working in groups is an important mode of learning, and structured approaches to developing solutions to real-world problems should be incorporated into learning. This learning style will be incorporated into our preclinical lab setting.  The lab sessions will be divided into teams that will rotate every 5 weeks with new groups and new instructors. (4-5 Students to 1 Instructor)  Instrumentation technique will be taught on dental manikins and student partner activities.  The lecture component of this course will be taught in a collaborative way to incorporate different learning styles.  We will work in groups and with partners often with some traditional lecture format.  All material will be posted on blackboard to support classroom and laboratory activities:  Power Points, Videos, Demonstration of Instruments, and Demonstration of Skills.  Research shows that educational experiences that are active, social, contextual, engaging, and student-owned lead to deeper learning. The benefits of collaborative learning include:

• Development of higher-level thinking, oral communication, self-management, and leadership skills.
• Promotion of student-faculty interaction.
• Increase in student retention, self-esteem, and responsibility.
• Exposure to and an increase in understanding of diverse perspectives.
• Preparation for real life social and employment situations.

Supplies

Course Supply List

1. Library Card for AC and/or city library
2. Students will be required to have a tablet or Lecture:         Mondays 9:00 - 10:00 Jones Hall, Room 110

   Laboratory:    Tuesdays and Thursdays 1:00 - 4:30 Jones Hall, Room 110, and/or Dental Clinic Room 112

    

   Course Overview

   DHYG 1331 is a course designed to teach the sequence and procedures that are followed to perform a preventive dental prophylaxis.  Areas of study will focus on the role of the dental hygienist, diseases of importance, management of medical emergencies, infection control, dental hygiene instrumentation, use of equipment, techniques of positioning, and preventive measures to teach the patient.  Module and chapter learning objectives and goals will be found in the student workbook and text and  at the beginning of each week in blackboard as well as in the syllabus.  The learning objectives and goals will coordinate with the materials presented in lecture, handouts, reading assignments, online assignments, workbook exercises, quizzes, examinations, and laboratory practicals. 

    

   Students with Disabilities

   "Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements should contact Disability Services (Student Service Center Room 119, Phone 371 -5436) as soon as possible.”

   The Amarillo College Catalog

   The Amarillo College Academic Catalog can be viewed at:  http://catalog.actx.edu. 

   Additional Clinic Lab Instructors

   • Jnita Collins RDH, B.S.
   • Lynette Hayhurst RDH, B.S
   • Karen Lester RDH, B.S.
   • Monica Cryer RDH
   • Krista Lutonsky RDH

   Instructor Objectives for the Course

   Chapter objectives will coordinate with the materials presented in lecture, handouts, reading assignments, and examinations.  Learning the objectives will be required of the student in order to be successful in the completion of the written and practical examinations and in laboratory exercises. Given the course textbooks, personal notes, handouts, and other course materials, the student should:

   1.         Learn the terminology, facts, theories, methods, and principles, associated with Dental Hygiene as outlined in the daily objectives and in the course schedule.

   2.         Apply the knowledge learned to a laboratory simulation or clinical patient.

   3.         Evaluate the learning experiences as measured by the course objectives.

    

   The student will know that these goals have been successfully completed if after evaluation by course instructor, a minimal grade of 75 or greater is earned.  This will demonstrate Mastery Level.

    

   Course Objectives and Learning Outcomes for Pre-Clinic Theory and Lab

   Week 1

   Chapter 1 (Darby) The Dental Hygiene Profession, p. 1

   • Define the discipline of dental hygiene, the dental hygienist, and the dental hygiene process of care.
   • Explain the paradigm for the discipline of dental hygiene.
   • Describe the different dental hygiene conceptual models.
   • Describe the professional roles of the dental hygienist.
   • Explain professional regulation in dental hygiene, including the purpose of standards of practice, accreditation, practice acts, and licensure.
   • Explain the role and importance of professional dental hygiene associations.
   • Describe the different workforce models for dental hygienists.

   Chapter 2 (Darby) Human Needs Theory and Dental Hygiene Care, p. 13

   • Explain why dental hygienists need to understand human needs theory.
   • Describe Maslow’s hierarchy of needs.
   • Define the four paradigm concepts based on the dental hygiene Human Needs Conceptual Model.
   • Define the eight human needs related to dental hygiene care, including:
   • Explain how to meet client needs simultaneously.

   Chapter 4 (Darby) Health and Health Promotion, p. 39

   • Explain the health continuum and dental hygiene care, including:
   • Explain how oral health can be viewed as an investment.
   • Describe a dental hygiene intervention for the three levels of prevention—primary, secondary, and tertiary.
   • Differentiate among disease treatment, disease prevention, and health promotion.
   • Describe health-promotion strategies the dental hygienist might employ to facilitate client oral health: oral health marketing, health education, collaboration, use of mass media, community organization, advocacy, and legislation.

   Chapter 5 (Darby) Changing Behaviors, p. 51

   • Explain the basic elements of the communication process.
   • Describe factors that influence interpersonal communication.
   • Identify the forms of communication.
   • Describe professional dental hygiene relationships, including the CARE principle.
   • Discuss therapeutic communication techniques.
   • Describe factors that inhibit communication.
   • Identify communication techniques appropriate throughout the life span.
   • Explain motivational interviewing as a client-centered approach to addressing behavior change.

   Module 1 (Periodontal Instrumentation) Principles of Positioning, p 1

   Learning Objectives:

   • Define the term musculoskeletal disorder
   • Develop an appreciation of evidence-based knowledge of positioning in the dental environment.
   • Understand the relationship between neutral position and the prevention of musculoskeletal problems.
   • Identify musculoskeletal disorders (MSDs) commonly experienced by dental health professionals, their causes and prevention
   • Demonstrate operation of the clinician stool and the patient chair.
   • Discuss the elements of neutral seated position for the clinician
   • Demonstrate correct patient position relative to the clinician
   • State the reason why it is important that the top of the patient’s head is even with top edge of the chair headrest. Demonstrate how to correctly position a short individual and a child in the dental chair so that (1) the patient is comfortable and (2) the clinician has good vision and access to the oral cavity.
   • Position equipment so that it enhances neutral positioning.       
   • Recognize incorrect position and describe or demonstrate how to correct the problem.

   Performance Goals:

   • Cognitive: Students will learn the correct ergonomic and procedural positions of the dental environment.
   • Motor: Students will practice positioning themselves, their patients, and the dental equipment to facilitate neutral position.
   • Affective:  Students will value the importance of correct positioning for patient comfort and safety and in the prevention of musculoskeletal injury to the clinician.

    

   Module 1 (Patient Assessment Tutorials) Communication Skills for Assessment, p 2

   Learning Objectives

   • Define communication and describe the communication process
   • Describe how ineffective communication hinders the provision of quality dental care
   • Describe the two major forms of communication and give examples of each.
   • Discuss techniques that promote effective communication
   • Understand the role of effective communication in the provision of quality dental care
   • List and describe three ways in which people communicate nonverbally
   • Explain why appearance can often lead to incorrect assumptions about an individual
   • Define patient-centered care
   • List and describe five key elements of the RESPECT model for the patient-centered approach to communication.
   • Discuss strategies for making health care words understandable to the patient.
   • Demonstrate the use of communication strategies and questioning techniques that facilitate complete, accurate information gathering during patient assessment.

   Performance Goals:

   • Cognitive: Students will be able to describe the techniques of effective communication and identify the obstacles to effective communication.
   • Motor: Students will be able to detect nonverbal communication cues of the patients.
   • Affective: Students will be able to demonstrate sensitivity towards individual and cultural differences.

   Module 2 (Patient Assessment Tutorials) Making Our Words Understandable, p.23

   Learning Objectives:

   • Discuss how effective communication improves health outcomes
   • Discuss strategies for making health care words understandable to the patient
   • Demonstrate the ability to gather relevant information for improving communication skills from the Internet

   Performance Goals:

   • Cognitive: Students will be able to explain complex dental terminology in simple words and recall the steps used to gather information from the Internet.
   • Motor: Students will be able search the Internet to gather information.
   • Affective: Students will be able to assist patients in understanding dental health information and advice.  

   Module 3 (Patient Assessment Tutorials) Overcoming Communication Barriers, p.44

   Learning Objectives:

   • The lesson plan for each objective starts on the pages shown below.
   • Describe some of the changes in the population of North America during the last few decades and explain how these changes affect dental health care.
   • Give an example of how cultural differences could affect communication.
   • Define cultural competence.
   • Discuss effective communication techniques for interacting with patients from different cultures.           
   • Explore how cultural variables impact the delivery of health care services
   • Discuss strategies that healthcare providers can use to improve communication with children.  
   • Discuss strategies that healthcare providers can use to improve communication with adolescents.          
   • Discuss strategies that healthcare providers can use to improve communication with older adults.           
   • Discuss strategies that healthcare providers can use to improve communication with children with Attention Deficit
   • Hyperactivity Disorder (ADHD)
   • Discuss strategies that healthcare providers can use to improve communication with hearing-, visually-, and speech-impaired patients.

   Performance Goals:

   • Cognitive: Students will be able to describe the various strategies for overcoming communication barriers.
   • Motor: Students will be able to modify the way they communicate to meet the needs of patients with special needs.
   • Affective: Students will be able to demonstrate sensitivity towards patients with special needs regarding communication.

   Week 2

   Chapter 6 (Darby) Cultural competence, p.67

   • Reflect on the influence of cultural differences in the interaction between the oral health professional and client.
   • Discuss the concepts of culture, cultural competence, and cultural sensitivity, including subcultures, ethnocentrism, and stereotyping, and do the following:
   • Apply the diversity continuum in communication.
   • Apply creative solutions for culturally sensitive care.
   • Describe and identify cultural barriers to oral healthcare and achievement of optimal health, including shared decision making and inequality and poverty.
   • Explain the importance of culture and health literacy in health communication.
   • Describe how to implement the dental hygiene process in a cross-culture environment, including:
   • Develop cultural competence through self-awareness and exploration of cultural self-identity and the identity of others.
   • Acquire a transcultural perspective.

   Chapter 7 (Darby) Professional Portfolios, p.79

   • Define the professional portfolio.
   • Describe the process for creating a student portfolio, including the role of reflection within the portfolio.
   • Discuss portfolio authorship and ethical principles.
   • Discuss transitioning the student portfolio to the professional world.

    

   Chapter 4 (Wilkins) Addendum (Materials added to blackboard)

   • Identify and define key terms and concepts related to control of infectious diseases
   • Explain the infectious process and discuss methods of preventing transmission of infection
   • Identify and distinguish pathogens transmissible by the oral cavity
   • Identify oral lesions related to various infectious agents

   Module 2 (Periodontal Instrumentation) Clinician Clock Positions, p. 39

   Learning Objectives:

   • The lesson plan for each objective starts on the page shown below.
   • Demonstrate and maintain neutral seated position for each of the mandibular and maxillary treatment areas.
   • Demonstrate correct patient position relative the clinician
   • Demonstrate, from memory, the traditional clock position for each of the mandibular and maxillary treatment areas.             
   • Demonstrate standing clinician position for the mandibular treatment areas.     
   • Recognize incorrect position and describe or demonstrate how to correct the problem.

   Performance Goals:

   • Cognitive: Students will learn the correct ergonomic and procedural positions for mandibular and maxillary treatment areas.
   • Motor: Students will practice positioning themselves, their patients, and the dental equipment to facilitate neutral position and optimal vision for mandibular and maxillary treatment areas.
   • Affective:  Students will value the importance of correct positioning for patient comfort and safety and in the prevention of musculoskeletal injury to the clinician.

   Week 3

   Chapter 8 (Darby) The Dental Hygiene Care Environment, p.91

   • Discuss the dental hygiene care environment in a private office setting, including the components of the dental hygiene treatment area.
   • Discuss the dental hygiene care environment in a dental hygiene care facility (college setting), including the use of electronic health records and simulation technology.
   • Discuss the dental hygiene care environment in a hospital setting, including who the main clients are in this setting.
   • Name an example of a mobile dental facility.

    

   Chapter 9 (Darby) Infection Control, p.101

   • Discuss standard precautions and basic infection-control concepts.
   • Explain the similarities and differences between the infection-control model and model of dental hygiene care.
   • Identify the government agencies that play key roles in regulations of infection control standards.
   • Discuss the standard of care, including assessment of risk of disease transmission in oral healthcare, and planning of appropriate control measures.
   • Explain the principles of infection control, including:
   • Select appropriate protective attire for dental hygiene client care.
   • Prepare the dental environment before and after client care.
   • Discuss strategies to prevent disease transmission, and how healthcare personnel can take action to stay healthy.

   Chapter 12 (Darby) The Health History, p162

   • Explain the purpose of the health history, including legal and ethical issues regarding health record documentation.
   • Gather information pertinent to the health history by utilizing the technique of patient-centered interviewing.
   • Discuss decision making after the health history is obtained, including:
   • Recognize implications of client health status for dental hygiene care.
   • Understand the rationale and indications for pre-procedure prophylactic antibiotics.
   • Identify the need for consultation and collaboration with other healthcare professionals in order to develop an individualized dental hygiene care plan.

   Module 5 (Patient Assessment Tutorials) Ready References: Medical History, p. 123

   Learning Objectives:

   • The lesson plan for each objective starts on the pages shown below.
   • Demonstrate skills in using “Ready References” in this module to research patient medical conditions or diseases and prescription medications.
   • Describe contraindications and complications for dental care presented by various medical conditions or diseases and prescription medications.

   Performance Goals:

   • Cognitive: Students will be able to make use of ready references to describe the contraindications, complications, and prescription drugs used for commonly occurring medical conditions

   Week 4

   Chapter 10 (Darby) Medical Emergencies, p. 120

   • Discuss prevention of medical emergencies, including how to recognize persons at high risk for a medical emergency.
   • Delineate protocols for performing Basic Life Support in adults, children, and infants.
   • Discuss cardiac arrest and the protocol for management of the situation.
   • Describe protocols for managing victims with mild (partial) airway obstruction and severe (complete) airway obstruction.
   • Discuss the administration of oxygen.
   • Discuss appropriate use of equipment and drugs included in a basic kit for managing medical emergencies in the oral care environment.
   • Identify signs and symptoms of specific medical emergencies and appropriate treatment for each.

    

   Chapter 14 (Darby) Pharmacologic History, p.204

   • Discuss the importance of taking a comprehensive pharmacologic history and explain the first step of compiling the medication list.
   • Identify fundamental questions to gather a comprehensive pharmacologic history, and do the following:
   • Describe adverse drug events, including side effects, drug toxicity, and drug hypersensitivity reactions.
   • Describe common side effects caused by medications.
   • Discuss strategies to improve client compliance with medication use.
   • Discuss dental hygiene interventions to manage the oral side effects of medications.

   Chapter 16 (Darby) Dentition Assessment, p.244

   • Discuss the purpose and methods of documentation including charting and the responsibilities of the dental hygienist.
   • Differentiate between the tooth numbering systems.
   • Discuss the classification of dental caries and restorations.
   • Discuss tooth assessment and detection of signs of dental caries.
   • Explain the dentition and periodontal charting, including application of charting symbols to a case study.
   • Discuss occlusion and common problems of occlusion.
   • Distinguish between the classification of malocclusion and the sub-types.
   • Discuss the primary occlusion.

   Module 15 (Patient Assessment Tutorials) Mixed Dentition and Occlusion, p.536

   Learning Objectives:

   • List the order of eruption of the permanent teeth.         
   • List the time ranges for permanent tooth eruption.        
   • In a clinical setting, distinguish the primary and permanent teeth in a mixed dentition.  
   • In a clinical setting, identify Angle’s class I, class II, and class III relationships.       
   • List and describe types of tooth malocclusions. 
   • Define the key terms used in this module: Mixed dentition, Overbite, Overjet, Angle’s classification, Buccal groove of the mandibular first molar, Molar relation, Canine relation, Class I, II, and III, Open bite, Edge-to-edge, End-to-end, Cross-bite, Facioversion, Linguoversion, Supraversion, Rotated          
   • Provide information to a pediatric patient and his or her parent about the tooth eruption sequence.      
   • Provide information to a pediatric patient - and his or her parent- about the teeth present in (this patient’s) mouth. Discuss the implications of notable findings.       
   • Provide information to the patient about occlusion, malocclusion, and any notable findings.       
   • Accurately communicate the findings to the clinical instructor. Discuss the implications of notable findings.               
   • Demonstrate knowledge of mixed dentitions by applying the information to the fictitious patient case in this module.              
   • Given a patient case, establish the expected age of a person by studying the mixed dentition.
   • Demonstrate knowledge of occlusion and malocclusion by applying the information from this module to the fictitious patient cases in this module.

   Performance Goals:

   • Cognitive: Students will be able to identify the teeth present in a mixed dentition and classify occlusion.

   Week 5

   Chapter13 (Darby) Vital Signs, p.190

   • Discuss vital signs and the importance of minimizing risk of a medical emergency via vital signs assessment.
   • Do the following regarding the assessment of body temperature, including:
   • Assess temperature and record these vital signs measurements.
   • Recognize findings that have implications for care planning, and initiate medical referrals for the health and safety of the client.
   • Compare baseline measurements with current findings, and communicate significant changes to the client and dentist.
   • Discuss the significance of the pulse and do the following:
   • Assess the pulse rate and record these vital signs measurements.
   • Recognize findings that have implications for care planning, and initiate medical referrals for the health and safety of the client.
   • Compare baseline measurements with current findings, and communicate significant changes to the client and dentist.
   • Discuss the assessment of respiration, including:
   • Assess the respiration rate and record these vital signs measurements.
   • Recognize findings that have implications for care planning, and initiate medical referrals for the health and safety of the client.
   • Compare baseline measurements with current findings, and communicate significant changes to the client and dentist.
   • Do the following regarding the assessment of blood pressure, including:
   • Assess the blood pressure and record these vital signs measurements.
   • Recognize findings that have implications for care planning, and initiate medical referrals for the health and safety of the client.
   • Compare baseline measurements with current findings, and communicate significant changes to the client and dentist.

    

   Chapter 15 (Darby) Extraoral and Intraoral Clinical Assessment, p.214

   • Discuss the clinical assessment, including recognition of normal head and neck anatomic structures, common signs of oral disease, and deviations from normal.
   • Conduct the extraoral clinical assessment, including proper methods and sequence.
   • Conduct the intraoral clinical assessment, including proper methods and sequence.
   • Describe and document significant findings in the client’s record using precise descriptive terms, including appropriate follow-up and referral when atypical or abnormal tissue changes warrant further medical or dental evaluation.
   • Discuss cancers affecting the head and neck, including:
   • Explain oral self-examination techniques to the client.
   • Explain the use of biopsy as well as other methods for early detection of oral cancer.

    

   Module 3 (Periodontal Instrumentation) Instrument Grasp, p.69

   Learning Objectives:

   • Given a variety of periodontal instruments, identify the parts of each instrument            
   • Identify the fingers of the hand as thumb, index, middle, ring, and little fingers
   • Understand the relationship among correct finger position in the modified pen grasp, the prevention of musculoskeletal problems, and the control of a periodontal instrument during instrumentation
   • Demonstrate the modified pen grasp precise finger placement on the handle of a periodontal instrument               
   • Describe the function each finger serves in the modified pen grasp.       
   • Define joint hypermobility and describe how hyper-extended joints in the modified pen grasp can affect periodontal instrumentation
   • Recognize incorrect finger position in the modified pen grasp and describe how to correct the problem(s).
   • Select the correct glove size for your own hands and explain how the glove size selected meets the criteria for proper glove fit         
   • Understand the relationship between proper glove fit and the prevention of musculoskeletal problems in the hands           
   • Perform exercises for improved hand strength 

   Performance Goals:

   • Cognitive: Learn the functions of the finger positions in the performance of the modified pen grasp.
   • Motor: Practice performing the modified pen grasp with a pencil or periodontal instrument.
   • Affective:  Appreciate the importance of a correct instrument grasp in the prevention of musculoskeletal disorders.

   Module 5 (Periodontal Instrumentation) Mirror and Finger Rests in Mandibular Posterior Sextants, p.131

   Learning Objectives:

   • Position equipment so that it enhances neutral positioning.
   • Maintain neutral positioning when practicing finger rests in the mandibular posterior sextants. 
   • While seated in the correct clock position for the treatment area, access the mandibular posterior teeth with optimum vision while maintaining neutral positioning.   
   • Demonstrate correct mirror use, grasp, and finger rest in each of the mandibular posterior sextants while maintaining neutral positioning of your wrist.    
   • Demonstrate finger rests using precise finger placement on the handle of a periodontal instrument.     
   • Recognize incorrect mirror use, grasp, or finger rest, and describe how to correct the problem(s).           
   • Understand the relationship between proper stabilization of the dominant hand during instrumentation and the prevention of (1) musculoskeletal problems in the clinician’s hands and (2) injury to the patient.      
   • Understand the relationship between the large motor skills, such as positioning, and small motor skills, such as finger rests. Recognize the importance of initiating these skills in a step-by-step manner.

   Performance Goals:

   • Cognitive: Students will identify correct positioning, mirror use, grasp, and finger rests in the mandibular posterior sextants.
   • Motor: Students will be able to demonstrate correct positioning, mirror use, grasp, and finger rests in the mandibular posterior sextants.
   • Affective: Students will understand the importance of proper positioning, mirror use, grasp, and finger rests to the safety of both patient and hygienist

    

   Module 7 (Patient Assessment Tutorials) Vital Signs: Temperature, p.200

   Learning Objectives:

   • Define the term vital signs and discuss how vital signs reflect changes in a person’s health status.            
   • Discuss the dental health care provider’s responsibilities in assessing temperature.
   • Describe factors that can affect a person's body temperature
   • State the variables that can affect accurate temperature assessment
   • Prior to assessing temperature, explain to the patient why an accurate body temperature is needed
   • Describe the equipment to the patient and explain what to expect during the procedure
   • Answer any questions regarding the procedure that the patient might have
   • Accurately assess, interpret, and document body temperature
   • Provide information to the patient about the readings that you obtain
   • Properly use and care for the equipment used for measuring oral temperature
   • Recognize oral temperature findings that have implications in planning dental treatment
   • Provide appropriate referral to a physician when findings indicate the need for further evaluation

   Performance Goals:

   • Cognitive: Students will be able to recognize the importance of vital signs and measure one such vital sign—oral temperature.
   • Affective: Students will be able to value the importance of not treating a dental patient with elevated oral temperature.

   Module 8 (Patient Assessment Tutorials) Vital Signs: Pulse and Respiration, p.218

   Learning Objectives:

   • Define the term pulse and describe factors that may affect a person’s pulse.     
   • Describe the different qualities of the pulse that a clinician shoul

     Students Rights and Responsibilities

     Student Rights and Responsibilities

     Log in using the AC Connect Portal

     In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

     If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

     Expected Student Behavior

     No behavior expectations available

     Grading Criteria

     No grading criteria available

     Attendance

     No attendance information available

     Calendar

     No calendar available

     Additional Information

     No additional information available

     Syllabus Created on:

     N/A

     Last Edited on:

     N/A