Preclinical Dental Hygiene Syllabus for 2016-2017
Return to Syllabus List

Instructor Information

Instructor

Amanda Lester-Chisum (Curriculum Vitae)

E-Mail

ajlester21@actx.edu

Phone

Office Location

West Campus Jones Hall 135

Office Hours

Wednesday 11-3 and Friday by appointment

Appointments can be made at other times if needed. Please contact either the supervising dentist or the clinic manger through email to set up a time.

Communication

The best way to contact all instructors is through email. We will check our emails Monday-Friday first thing in the morning and throughout the day as time allows. We will respond to your email within 24 hours.We will answer emails sent over the weekend the following Monday morning. Please remember the use of netiquette when corresponding with all faculty, staff, and peers.

Course Information

Recording Policy

Disability Statement

If you have a disability (learning, mental, physical) that affects your ability to participate effectively and have access to any program or service at Amarillo College please contact Disability Services at (806) 345-5639 . Our offices are located in the Student Service Center office 112. More information may be found at www.actx.edu/disability.
Disability Services facilitates access to all programs and services according to the ADA, Americans with Disabilities Act and Section 504 of the Rehabilitation Act, as well as other federal and state laws.

Amarillo College Web Accessibility Policy Statement

Amarillo College is committed to providing equal access to all programs and services, including all working, learning, and service environments that affect equal access for persons with disabilities. This commitment to provide equal access and opportunity for persons with disabilities is in compliance with federal and state law. Amarillo College also strives to provide Electronic and Information Resources (EIR) that are accessible to all authorized users.

If you find you are unable to access material in an accessible format please contact the Disability Services Office at (806) 345-5639 . This office will work in conjunction with other campus resources to address and accommodate your issue in a timely manner.

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

Students who do not attend class on or prior to the census date will be administratively dropped. Effective Fall, 2016

Student Withdrawal Procedures

Students who wish to withdraw from a class must:

consult with their instructor to obtain a signed academic withdrawal request form to submit to the AskAC department for processing
consult with the financial aid office if receiving financial aid
consult with the Veterans Benefit Coordinator if receiving veteran benefits
consult with their academic advisor to determine how withdrawing may affect their enrollment in future semesters
- NOTE: The Texas Education Code stipulates that students attending Texas institutions of higher education for the first time fall 2007 and later may not withdraw from more than six courses during their academic career, including courses from which transfer students have withdrawn at other Texas institutions of higher education. (Senate Bill 1231) Rule 4.10.

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

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, 8^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

Library Card for AC and/or city library
Students will be required to have a tablet for this course. The tablet is preferred due to ease of use in the lab setting. This purchase can be made in the AC Bookstore.
Students are required to have regular, reliable access to a their tablet with a stable Internet connection.

Student Performance

Course Description

(3 semester hours; 1 lecture; 7 lab)

End-of-Course Outcomes

Explain the procedures and the rationale for dental hygiene care; demonstrate basic dental hygiene instrumentation skills; and define ethical principles related to dental hygiene care.

Course Meeting Days and Times

Lecture: Addendum Change from Mondays: Wednesdays - 10:30-11:30 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

Chelsea O’Dell RDH
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 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.

Module 1 (Periodontal Instrumentation) Ergonomics and Periodontal Instrumentation

Goals of the Lesson:

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.

Learning Objectives:

Define the term ergonomics and discuss how ergonomic principles are helpful in the practice of dental hygiene
Define the term musculoskeletal disorder (MSD
Name four ergonomic hazards for dental hygienists
Develop an understanding and appreciation for ergonomic guidelines to minimize the exposure of dental hygienists to musculoskeletal stress
Identify musculoskeletal disorders commonly experienced by dental health professionals, their causes and prevention
Discuss and demonstrate the elements of neutral seated posture for the clinician
Demonstrate correct patient position relative to the clinician and positioning of dental equipment so that it enhances neutral clinician posture
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 the patient is comfortable and (2) the clinician has good vision and access to the oral cavity
In the preclinical or clinical setting, self-evaluate to identify the use of incorrect ergonomic principles and demonstrate how to correct the problem(s)

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 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.

Module 2 (Periodontal Instrumentation) Clinician Position in Relation to the Treatment Area

Goals of the Lesson:

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.

Learning Objectives:

Demonstrate and maintain neutral seated posture for each of the mandibular and maxillary treatment areas.
Demonstrate correct patient position relative to the clinician.
Demonstrate, from memory, the clock position(s) 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.

Week 3

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 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 4 (Patient Assessment Tutorials) Medical History

Goals of the Lesson:

Cognitive: Students will be able to describe the medical history form and its role in planning a patient’s dental care.
Motor: NA
Affective: Students will be able to devise a dental treatment plan for a patient based on the information provided in the medical history form.

Learning Objectives:

The lesson plan for each objective starts on the pages shown below.
Demonstrate skills in conducting online research on medical conditions/diseases and medications.
Describe how various systemic conditions/diseases and medications can impact dental care.
Discuss the ways in which a clinician's choice of words can facilitate or hinder communication with patients regarding patient assessment procedures
Define and discuss the terms informed consent, capacity for consent, and informed refusal as these terms apply to patient assessment procedures
Demonstrate skills necessary to obtain a complete and thorough medical history
Describe the types of information that should be entered in the Medical Alert Box on the medical history form.
List the information that should be indicated on a medical consultation form.
Describe contraindications and complications for dental care presented by various medical conditions/diseases and medications.
Recognize findings that have implications in planning dental treatment.
Provide appropriate referral to a physician or dental specialist when findings indicate the need for further evaluation.
Demonstrate the ability to apply information learned in the classroom and clinical activities to the fictitious patient cases A–E in this module, including: reviewing completed health history forms, conducting research, formulating follow-up questions, conducting a patient interview, and determining the medical risk of dental treatment to the patient.

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 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

Goals of the Lesson:

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.

Learning Objectives:

Given a variety of periodontal instruments, identify the parts of each instrument 3
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 using 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 hyperextended 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

Module 4 (Periodontal Instrumentation) Use of Dental Mouth Mirror

Goals of the Lesson:

Cognitive: Students will identify the different types of dental mirrors and be able to describe correct functions for mirror use.
Motor: Students will be able to demonstrate correct positioning for using the dental mirror for indirect vision, retraction, indirect illumination, and transillumination.
Affective: Students will understand the importance of proper positioning for mirror use to the safety of both the patient and the hygienist.

Learning Objectives:

Name and describe three common types of dental mirrors.
Demonstrate use of the mirror for indirect vision, retraction, indirect illumination, and transillumination.

Module 5 (Periodontal Instrumentation) Finger Rests in the Anterior Sextant

Goals of the Lesson:

Cognitive: Students will be able to describe correct positioning and techniques for anterior finger rests.
Motor: Students will be able to demonstrate correct positioning, mirror use, grasp, and finger rests in anterior sextants.
Affective: Students will understand the importance of proper positioning, mirror use, grasp, and finger rests to the safety of both the patient and the hygienist.

Learning Objectives:

Position equipment so that it enhances neutral positioning..
Maintain neutral seated position while using the recommended clock position for each of the mandibular and maxillary treatment areas
While seated in the correct clock position for the treatment area, access the anterior teeth with optimum vision while maintaining neutral positioning
Demonstrate correct mirror use, grasp, and finger rest in each of the anterior sextants while maintaining neutral positioning of your wrist and finger joints.
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 musculoskeletal problems in the clinician’s hands and 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.

Module 6 (Periodontal Instrumentation) Finger Rests in Mandibular Posterior Sextants

Goals of the Lesson:

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.

Learning Objectives:

Position equipment so that it enhances neutral positioning.
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

Module 7 (Periodontal Instrumentation) Finger Rests in Maxillary Posterior Sextants

Goals of the Lesson:

Cognitive: Students will learn techniques for proper use of dental mirrors and finger rests in the maxillary posterior treatment areas.
Motor: Students will demonstrate correct positioning, mirror use, grasp, and finger rests in the maxillary 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.

Learning Objectives:

Position equipment so that it enhances neutral positioning.
While seated in the correct clock position for the treatment area, access the maxillary posterior teeth with optimum vision while maintaining neutral positioning.
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.
Demonstrate exercises that lessen muscle imbalances through chairside stretching throughout the workday

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 should be aware of when taking a pulse.
Demonstrate the correct technique for locating and assessing the radial pulse.
Explain why the patient should not be told beforehand that the clinician is assessing his or her respiratory rate.
Describe the factors that may affect a person’s respirations.
Explain the terms used to describe a person’s respirations.
Demonstrate the correct technique for assessing respiration.
Provide information to the patient about the pulse and respiration assessment procedure and the readings that you obtain.
Recognize findings that have implications in planning dental treatment.
Provide appropriate referral to a physician when findings indicate the need for further evaluation.
Compare findings in the fictitious patient cases A–E (Module 9) to the normal ranges for pulse and respiration.
Demonstrate knowledge of the pulse and respiration assessment by applying concepts from this module to the fictitious cases A–E in Module 9, Blood Pressure.

Performance Goals:

Cognitive: The students will be able to measure the patient’s pulse and respiratory rates.
Motor: The students will be able to detect and count the pulse of the patient.
Affective: The student will value the importance of assessing pulse and respiration rate before dental treatment.

Module 9 (Patient Assessment Tutorials) Vital Signs: Blood Pressure, p.238

Learning Objectives:

Define the term blood pressure and describe factors that may affect a person’s blood pressure.
Define systolic and diastolic blood pressure and give their normal values
Explain how a sphygmomanometer works, and demonstrate how to use this tool to measure blood pressure
Diagram the parts of the stethoscope and explain how this tool is used
Given a selection of blood pressure cuffs, identify the five basic cuff sizes.
Identify the bladder width and length of a cuff.
Check to see if the length, width, and center of the bladder are correctly marked; if not, correctly mark the cuff.
Explain why the blood pressure cuff is kept at heart level while measuring blood pressure
List and describe the Korotkoff sounds that are heard while taking a person’s blood pressure.
Define and discuss the significance of the auscultatory gap.
Correctly position the patient for blood pressure assessment.
Locate and palpate the brachial pulse point in the antecubital fossa.
Demonstrate the correct technique for accurately assessing the blood pressure.
Provide information to the patient about the blood pressure assessment procedure and the readings that you obtain.
Describe blood pressure findings that have implications in planning dental treatment
Provide appropriate referral to a physician when findings indicate the need for further evaluation.
Compare findings for the fictitious patient cases A–E to the normal range for blood pressure.
Demonstrate knowledge of blood pressure assessment by applying concepts from this module to the fictitious patient cases A–E found in Section 8.

Performance Goals:

Cognitive: Students will be able to describe the correct steps for measuring blood pressure and will recognize its implications in dental treatment.
Motor: Students will be able to demonstrate correct blood pressure assessment and will distinguish the Korotkoff sounds that are heard during blood pressure measurement.
Affective: Students will understand the importance of blood pressure readings and dental treatment management.

Week 6

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.

Chapter 26 (Darby) Hand-Activated Instrumentation, p.434

Discuss basic dental hygiene instrument design and classify an instrument and its use based upon variations in instrument shank length, curvature, flexibility, blade type, and blade-to-shank angulation.
Discuss the classifications of instruments, including:
Describe assessment instruments, their design, and uses.
Customize fulcrum placement for a tooth surface.
Describe treatment instruments, their design, and uses.
Explain proper instrument blade adaptation and angulation.
Define the stroke principles of blade angulation, adaptation, and activation.
Describe protective scaling strategies and reinforcement scaling.
Identify intraoral and extraoral fulcrums for periodontal instrumentation.
Describe the methods, techniques, and importance of instrument sharpening.
Discuss how to prevent and manage instrument tip breakage.

Module 8 (Periodontal Instrumentation) Instrument Design and Classification

Goals of the Lesson:

Cognitive: Students will become familiar with the main design characteristics of periodontal instruments and the functions of their various design elements.
Affective: Students will understand the importance of design elements when selecting an instrument for the task.

Learning Objectives:

Identify each working-end of a periodontal instrument by its design name and number.
Recognize the design features of instrument handles and shanks, and discuss how these design features relate to the instrument’s use.
Describe the advantages and limitations of the various design features available for instrument handles and shanks
Given a variety of periodontal instruments, demonstrate the ability to select instruments with handle design characteristics that will reduce the pinch force required to grasp the instrument
Given a variety of periodontal instruments, sort the instruments into those with simple shank design and those with complex shank design.
Given a variety of sickle scalers and curets, identify the face, back, lateral surfaces, cutting edges, and toe or tip on each working-end.
Given a variety of periodontal instruments, determine the intended use of each instrument by evaluating its design features and classification.
Given any instrument, identify where and how it may be used on the dentition (i.e., assessment or calculus removal, anterior/posterior teeth, supragingival or subgingival use).

Module 11 (Patient Assessment Tutorials) Soft Tissue Lesions, p.336

Learning Objectives:

Explain the importance of inspecting the head, neck, and oral cavities for the presence of oral lesions.
Define the key terms used in this module: Discrete, Grouped, Confluent, Linear, Macule, Patch, Papule, Plaque, Nodule, Wheal, Vesicle, Bulla, Pustule, Ulcer, and Fissure.
Given an image of a lesion, use the Lesion Descriptor Worksheet to identify the location and characteristics of the lesion and to develop a written description of the lesion
Describe findings that have implications in planning dental treatment
Provide appropriate referral to a physician or dental specialist when findings indicate the need for further evaluation.
Demonstrate knowledge of soft tissue lesions by applying information from this module to the fictitious patient cases A - E found in Modules 12 and 13

Performance Goals:

Cognitive: Students will be able to identify and describe the characteristics of various soft tissue lesions.
Affective: Students will describe the importance of accurately written descriptions of lesions.

Module 12 (Patient Assessment Tutorials) Head and Neck Examination, p.376

Learning Objectives:

Locate the (a) lymph nodes of the head and the neck, (b) salivary and thyroid glands, and (c) temporomandibular joint (TMJ). 2
Describe the normal anatomy of the structures of the head and neck.
Identify deviations from normal of the skin, lymph nodes, salivary, and thyroid glands.
Position the patient correctly for the head and neck examination.
Provide information to the patient about the head and neck examination and any notable findings.
Demonstrate the head and neck examination using correct technique and a systematic sequence of examination.
Document notable findings in the patient chart or computerized record.
Explain findings that have implications in planning dental treatment.
Provide referral to an appropriate specialist when findings indicate the need for further evaluation.
Demonstrate knowledge of the head and neck examination by applying concepts from this module to the fictitious patient cases A to E found in Section 6.

Performance Goals:

Cognitive: The students will be able to differentiate between the correct and incorrect palpable techniques for head and neck examination.
Motor: Students will be able to demonstrate inspection and palpation techniques for head and neck examination.
Affective: Students will describe how head and neck examinations might literally save a patient’s life.

Module 13 (Patient Assessment Tutorials) Oral Examination, p.440

Learning Objectives:

Recognize the normal anatomy of the oral cavity.
Locate the following oral structures: parotid glands, sublingual fold, sublingual caruncles, papillae, anterior and posterior pillars, and the tonsils.
Recognize the deviations from normal in the oral cavity.
Position the patient correctly for the oral examination.
Provide information to the patient about the oral examination and any notable findings.
Demonstrate the oral examination using correct technique and a systematic sequence of examination.
Document notable findings in the patient chart or computerized record
Explain findings that have implications in planning dental treatment
Provide referral to a physician or dental specialist when findings indicate the need for further evaluation.

Performance Goals:

Cognitive: The students will be able to differentiate between the correct and incorrect palpable techniques for oral examination.
Motor: Students will be able to demonstrate correct inspection and palpation techniques for oral examination.
Affective: Students will describe how oral examinations might literally save a patient’s life.

Module 14(Patient Assessment Tutorials) Gingival Description, p.496

Learning Objectives:

Describe characteristics of the gingiva in health and disease.
Recognize gingival characteristics that are indicative of health and disease.
Define the key terms used in this Module: Papillary, Bulbous, Marginal, Blunted, Diffuse, Cratered, Enlarged, Nodular, Coronal to CEJ, Exudate, Apical to CEJ..
Provide information to the patient about gingival characteristics and any notable findings.
Accurately communicate gingival characteristics to a clinical instructor. Discuss the implications of notable findings.

Performance Goals:

Cognitive: Students will be able to describe the characteristics of the gingiva in health and disease.
Motor: Students will be able to distinguish between the characteristics of healthy and diseased gingiva.
Affective: Students will be able to formulate a description of gingival characteristics.

Week 7

Chapter 17 (Darby) Oral Hygiene Assessment: Soft and Hard Deposits, p.282

Discuss the tools and concepts for oral hygiene assessment, including the significance of soft and hard oral deposits.
Discuss types of oral deposits and explain the oral biofilm formation process.
Describe the clinical assessment of oral biofilm.
Explain the skills, motivation, and compliance needed to successfully manage oral self-care.
Compare the available oral hygiene indices, and list the criteria for an effective oral hygiene index.
Discuss record keeping and documentation.

Chapter 19 (Darby) Periodontal and Risk Assessment, p. 313

Define risk assessment and its significance.
Identify, give examples, and assess modifiable and nonmodifiable risk factors that affect onset, progression, and severity of periodontal disease and health maintenance.
Explain the clinical application of risk assessment, including:
Identify the six basic tools needed to assess clinical parameters.
Describe healthy periodontium by clinical signs and histologic characteristics.
Describe diseased periodontium by clinical signs and histologic characteristics.
Distinguish among varying types of gingivitis and periodontitis.
Discuss radiographic assessment, including evaluation of radiographs for signs of periodontal disease.
Discuss assessment of periodontal disease activity, including methods of microbiologic identification of periodontitis.
Describe indices for measuring periodontal diseases.
Explain proper documentation and record keeping.
Define a decision-making matrix and explain its significance.

Module 9 (Periodontal Instrumentation) Technique Essentials: Movement and Orientation to Tooth Surface

Goals of the Lesson:

Cognitive: Students will learn how to move periodontal instruments effectively during instrumentation.
Motor: Students will demonstrate movement and placement of instruments using correct motion activation, handle rolling, pivoting, and orientation to tooth surface.
Affective: Students will understand the importance of practicing strategies to acquire psychomotor skills; students will understand the importance of moving the instrument using muscles of the fingers, hand, and arm to move the working-end across the tooth surface.

Learning Objectives:

Name and define four stages of psychomotor development described in this module
Name and apply five strategies that assist in acquiring psychomotor skill
Define motion activation as it relates to periodontal instrumentation
Name two types of motion activation commonly used in periodontal instrumentation
Define and explain the uses of wrist-rocking motion during periodontal instrumentation
Using a pencil or periodontal probe, demonstrate the correct technique for wrist-rocking motion activation
When demonstrating wrist-rocking motion use correct instrumentation technique such as: using the fulcrum finger as a support beam, maintaining correct grasp, and maintaining neutral wrist position
Define and explain the uses of digital motion activation during periodontal instrumentation
Using a pencil or periodontal probe, demonstrate the correct technique for digital motion activation
When demonstrating digital motion activation use correct instrumentation technique such as: using the fulcrum as a support beam, maintaining correct grasp, and maintaining neutral wrist position
Define and explain the use of the handle roll during periodontal instrumentation
Using a pen or pencil, demonstrate the handle roll using correct technique including: correct modified pen grasp, knuckles-up position, fulcrum finger as a support beam, and neutral wrist position
Explain how the teeth are positioned in the dental arches
Using a periodontal probe and typodont or tooth model, correctly orient the working-end of a probe to the various tooth surfaces of the dentition

Module 12 (Periodontal Instrumentation) Periodontal Probes and Basic Probing Technique

Goals of the Lesson:

Cognitive: Students will learn the design features and proper technique with a calibrated periodontal probe.
Motor: Students will practice correct adaptation and probing technique.
Affective: Students will value correct probing technique as a vital component of effective nonsurgical periodontal therapy.

Learning Objectives:

The lesson plan for each objective starts on the page shown below.
Identify the design characteristics of a calibrated periodontal probe.
Identify the millimeter markings on several calibrated periodontal probes including some probe designs that are not in your school instrument kit.
Describe the rationale and technique for periodontal probing.
Identify factors that can affect the accuracy of periodontal probing.
Discuss the characteristics of effective probing technique in terms of adaptation and angulation of the tip, amount of pressure needed, instrumentation stroke, and number and location of probe readings for each tooth.
Using calibrated periodontal probe, demonstrate correct adaptation on facial, lingual, and proximal surfaces and beneath the contact area of two adjacent teeth.
Activate a calibrated periodontal probe using a walking stroke and correct probing technique.
While using correct positioning, mirror, grasp, and finger rests, demonstrate correct probing technique in all sextants of the dentition
Determine the probing depth accurately to within 1 mm of an instructor’s reading.
Define the term junctional epithelium.
Differentiate between a normal sulcus and a periodontal pocket and describe the position of the probe in each.
Define and discuss the terms informed consent, capacity for consent, written consent, and informed refusal as these terms apply to periodontal instrumentation

Week 8

Module 10 (Periodontal Instrumentation) Technique Essentials: Adaptation

Goals of the Lesson:

Cognitive: Students will define all the key terms in this module.
Motor: Students will demonstrate how to correctly identify and adapt the working-end to a tooth surface.
Affective: Students will value correct adaptation for effective instrumentation and for prevention of injury to the gingival tissue.

Learning Objectives:

Define the term adaptation as it relates to periodontal instrumentation.
Identify the leading-, middle-, and heel-third of the working-end of a sickle scaler and a curet
Using a typodont and an anterior sickle scaler describe and demonstrate correct adaptation of the working-end to the midline and line angle of a mandibular anterior tooth.
Explain problems associated with incorrect adaptation during periodontal instrumentation.
Using Figure 10-16 and a pencil demonstrate how to maintain adaptation to curved tooth surfaces while using a correct modified pen grasp and wrist motion activation
Given a universal curet and a typodont, explain how to use visual clues to select the correct working-end for use on the distal surface of a mandibular premolar tooth.
Use precise finger placement on the handle of a periodontal instrument while demonstrating adaptation and selection of the correct working-end for a treatment area

Module 11(Periodontal Instrumentation) Technique Essentials: Instrumentation Strokes

Goals of the Lesson:

Cognitive: Students will learn how to produce instrumentation strokes.
Motor: Students will demonstrate how to perform different stroke directions and will demonstrate an assessment stroke.
Affective: Students will value precise, controlled instrumentation strokes.

Learning Objectives:

Using a sickle scaler and a periodontal typodont, demonstrate the three basic stroke directions:
vertical, oblique, and horizontal
Compare and contrast the functions and characteristics of three types of instrumentation strokes: assessment, calculus removal, and root debridement.
Demonstrate how to stabilize the hand and instrument to perform an instrumentation stroke by using an appropriate intraoral fulcrum and the ring finger as a “support beam” for the hand.
Demonstrate the elements of an assessment stroke in a step-by-step manner.
Use precise finger placement on the handle of a periodontal instrument while demonstrating assessment strokes.

Module 13(Periodontal Instrumentation) Explorers

Goals of the Lesson:

Cognitive: Students will learn the designs and uses of the most common types of explorers. Students will understand why new clinicians often fail to detect calculus deposits in certain locations in the mouth.
Motor: Students will practice proper use of explorers on anterior and posterior teeth.
Affective: Students will value correct exploring technique as a vital component of effective nonsurgical periodontal therapy.

Learning Objectives:

Given a variety of explorer designs, identify the design characteristics of each explorer.
Given a variety of explorer designs, identify the explorer tip
Identify and describe the advantages and limitations of various explorer designs.
Describe how the clinician can use visual clues to select the correct working-end of a double-ended explorer
Demonstrate correct adaptation of the explorer tip.
Describe and demonstrate an assessment stroke with an explorer
Demonstrate detection of supragingival calculus deposits using compressed air.
Demonstrate correct use of an Orban-type explorer in the anterior sextants while maintaining correct position, correct finger rests, and precise finger placement in the grasp
Demonstrate correct use of an 11/12-type explorer in the anterior sextants while maintaining correctposition, correct finger rests, and precise finger placement in the grasp
Demonstrate correct use of an 11/12-type explorer in the posterior sextants while maintaining correct position, correct finger rests, and precise finger placement in the grasp
Name and describe several common types of calculus deposit formations
Explain why the forceful application of an explorer tip into a carious pit or fissure could be potentially harmful

Chapter 18 (Darby) Dental Caries Management by Risk Assessment, p.294

Explain the team approach in integrating CAMBRA into an oral healthcare practice.
Define the disease of dental caries.
Explain the dental caries process, including:
Explain the process of demineralization and remineralization that occurs in the oral environment.
List saliva’s beneficial actions.
Explain the dental caries balance.
Discuss dental caries risk assessment for clients age 6 through adult, including:
Explain the caries disease indicators that determine whether the client is at low, moderate, high, or extreme risk.
List the caries risk factors.
List the caries protective factors.
Discuss dental caries risk assessment for children 0 to 5 years of age, including:
List the high caries risk factors.
List the caries protective factors.
Explain the parent/caregiver recommendations for caries prevention.
Discuss caries management and identify clinical guidelines for caries management by risk assessment by age.
Explain, based on level of dental caries risk, when the following are indicated:
Professionally applied and self-applied topical fluorides, which are used to enhance remineralization.
Antimicrobial therapy (e.g., chlorhexidine, xylitol, iodine), which is used to reduce levels of pathogenic organisms.
Buffering products (e.g., sodium bicarbonate), which are needed to neutralize acid attacks.
Calcium and phosphate products, which are needed to replace minerals missing in saliva

Chapter 20 (Darby) Potential Impact of Periodontal Infections on Overall General Health, p.354

Discuss the connection between periodontal infections and overall general health, including why the presence of bleeding upon periodontal probing means that the “door is open” for a wide range of adverse effects on the overall health of the individual.
Explain the potential connection between periodontal diseases and coronary heart disease (atherosclerosis, myocardial infarction), cerebrovascular disease (stroke), pregnancy complications and adverse outcomes, diabetes mellitus, pulmonary diseases, neurologic diseases, gastrointestinal diseases, and cancer of the stomach and pancreas.

Chapter 21 (Darby) Dental Hygiene Diagnosis, p.361

Define diagnosis and differentiate between a dental hygiene diagnosis and a dental diagnosis.
Explain the dental hygiene diagnostic process, including:
Identify interventions that support various dental hygiene diagnoses.
Apply human needs theory to diagnostic decision making.
Discuss formulating and validating dental hygiene diagnoses, including:
Write dental hygiene diagnostic statements.
Explain how to validate a dental hygiene diagnosis.
Discuss the outcomes of dental hygiene diagnoses.

Fall Break

Week 9

Module 14 (Periodontal Instrumentation)Technique Essentials: Supragingival Calculus Removal

Goals of the Lesson:

Cognitive: Students will define all the key terms in this module.
Motor: Students will demonstrate correct technique for adaptation and angulation for supragingival calculus removal during instrumentation strokes.
Affective: Students will value correct adaptation and angulation for instrumentation of supragingival calculus.

Learning Objectives:

The lesson plan for each objective starts on the page shown below.
Given a drawing of the healthy periodontium in cross section (similar to that shown in Fig. 14-1) correctly label all the structures depicted in the illustration
Define the term angulation as it relates to the use of a sickle scaler for supragingival periodontal instrumentation.
Explain the problems associated with using an angulation greater than 90 degrees for calculus removal.
Explain the problems associated with using an angulation less than 45 degrees for calculus removal.
Describe the correct approach for removing a large supragingival calculus deposit and differentiate this technique from a different approach that leads to burnishing of the deposit
List from memory the sequence of steps used for supragingival calculus removal as outlined in Fig. 14-9

Module 16 (Periodontal Instrumentation) Technique Essentials: Subgingival Calculus Removal

Goals of the Lesson:

Cognitive: Students will define all the key terms in this module.
Motor: Students will demonstrate correct technique for adaptation, angulation, insertion, and calculus removal during instrumentation strokes.
Affective: Students will value correct adaptation, angulation and insertion for instrumentation.

Learning Objectives:

• Explain the importance of learning to rely on the sense of touch for successful performance of subgingival instrumentation

Define the terms insertion and Get Ready Zone as they apply to periondontal instrumentation

• On a periodontal typodont, demonstrate the steps used for insertion beneath the gingival margin as outlined in Fig. 16-6

• Define and state the objectives of periodontal instrumentation. Explain why complete removal of all subgingival biofilms and calculus deposits is so important to successful periodontal instrumentation

• Explain why “tissue response” rather than “root smoothness” is the standard for successful subgingival instrumentation

• Discuss the importance of a re-evaluation appointment in the treatment of patients with subgingival calculus deposits

• Define the term nonresponsive disease sites and name signs that indicate that nonresponsive sites are present at a re-evaluation appointment

• Describe the types of healing that may result following successful instrumentation of root surfaces

• Explain the importance of instrumenting the root surfaces in the series of narrow strips, known as instrumentation zones

• Define and explain the significance of multidirectional strokes in subgingival stroke removal

Module 26 (Periodontal Instrumentation) Powered Instrument Design and Function

Goals of the Lesson:

Cognitive: Students will learn principles of effective powered instrumentation.
Cognitive: Students will learn designs of powered instruments.
Affective: Students will value pretreatment considerations for use with powered instruments and employ them routinely.

Learning Objectives:

Discuss the history and technologic advances of powered instrumentation
Name the major types of powered instrumentation technology
Name the two subtypes of ultrasonic powered instrumentation technology
Describe the various modes of action of powered instrumentation devices
Compare and contrast the advantages and limitations of powered instrumentation
Discuss the benefits to the patient when powered instrumentation is integrated into the treatment plan
Discuss medical and dental contraindications for powered instrumentation
Discuss the terms “frequency” and “amplitude” and describe how these factors determine the cleaning efficiency of powered instrumentation
Compare and contrast the design features of standard and slim perio powered working-ends
Discuss criteria for the selection of powered working-ends in relation to the instrumentation task to be performed
Demonstrate how to determine powered working-end wear and at what point a working-end should be discarded
Define the term “active working-end area” as it pertains to a powered working-end. In a preclinical or clinical setting, demonstrate correct adaptation of the active portion of a powered instrument working-end
In a preclinical or clinical setting, demonstrate correct stroke pressure for use with a powered working-end a preclinical or clinical setting, demonstrate correct working-end adaptation in a (1) transverse orientation and (2) vertical orientation in all sextants of the dentition
Describe an effective strategy for removing tenacious calculus deposits during powered instrumentation
On a typodont, demonstrate how to access and enter a furcation area of a multirooted tooth with a ball-tipped powered working-end
Identify pretreatment considerations before the initiation of powered instrumentation
Prepare (set-up) a powered instrumentation device for use
In a clinical setting, demonstrate correct technique for use of a powered instrumentation device, including: treatment room, clinician and patient preparation; armamentarium selection/set-up and infection control; grasp, finger rest, adjustment of water flow, working-end adaptation and stroke; and fluid control
In a clinical setting, select appropriate powered working-ends for a patient in a clinical setting, use correct technique to effectively remove calculus deposits and plaque biofilm using a powered instrumentation device

Week 10

Module 15 (Periodontal Instrumentation) Sickle Scalers

Goals of the Lesson:

Cognitive: Students will learn the characteristics and uses of sickle scalers. Students will understand how to select the correct working-end of a posterior sickle scaler by using visual cues rather than relying on memorization.
Motor: Students will practice correct instrumentation technique with sickle scalers on anterior and posterior teeth.
Affective: Students will value the use of visual cues and accurate angulation during instrumentation.

Learning Objectives:

Given a variety of sickle scaler instruments, identify the design characteristics.
List the uses and limitations of sickle scalers.
List characteristics of a calculus removal stroke.
List from memory the sequence of steps used for calculus removal as outlined in Fig. 15-4
Given a posterior sickle scaler, demonstrate how to use visual clues to identify the correct working-end
Demonstrate correct adaptation and angulation of a sickle scaler
Explain why the lower shank of a sickle scaler should be tilted slightly toward the tooth surface being instrumented to obtain correct angulation
Demonstrate correct use of a sickle scaler in the anterior sextants while maintaining correct position, correct finger rests, and precise finger placement in the grasp
Demonstrate the three skills used to maintain adaptation to the proximal surfaces
Demonstrate correct use of a sickle scaler in the posterior sextants while maintaining correct position, correct finger rests, and precise finger placement in the grasp

Week 11

Chapter 22 (Darby) Dental Hygiene Care Plan, Evaluation, and Documentation, p. 377

Discuss the planning phase in the dental hygiene process of care, including:
Explain the purpose of the planning phase and the client’s role in care plan development.
Identify the sequence for developing a dental hygiene care plan and how each step relates to the dental hygiene diagnosis.
Do the following regarding the evaluation phase of client care:
Explain the purpose of the evaluation phase and its significance to the process of care.
Formulate a client-centered care plan from a dental hygiene diagnosis.
Discuss documentation, including its significance to the process of care and practitioner liability.

Chapter 29 (Darby) Stain Management and Tooth Whitening, p. 516

Define extrinsic and intrinsic tooth stains.
Discuss extrinsic stain management.
Discuss extrinsic stain removal, including:
Describe effects of rubber-cup and air polishing on teeth, gingiva, restorative materials,
and the dental care setting.
Describe indications, contraindications, precautions, and techniques for rubber-cup polishing.
Describe selection, maintenance, and infection control for instruments, devices, and armamentaria used for rubber-cup polishing.
Explain goal and rationale for selective polishing.
Describe effects of air polishing on teeth, gingiva, restorative materials, and implants.
Describe indications, contraindications, precautions, and techniques for air polishing.
Describe selection, maintenance, and infection control for instruments, devices, and armamentaria used for air polishing.
Discuss intrinsic stain management.
Discuss whitening agents, including:
Identify the advantages and disadvantages of each method of whitening.
Describe side effects of tooth whitening.
Explain restorative procedures to manage stained teeth.
Discuss ethical and legal aspects of extrinsic stain removal and tooth whitening.

Chapter 33 (Darby) Caries Management fluoride and Nonfluoride Caries-Preventive Agents, p.580

Discuss factors involved in caries management.
Discuss fluoride therapies, including:
Distinguish between the different types of ingested fluorides used for dental caries management and how each type relates to caries risk.
Differentiate between acute and chronic fluoride toxicity including causes, signs, symptoms, and management.
Identify the methods of delivery for topical fluorides used in dental caries management.
Name and describe the self-applied products for clients at risk for caries.
Name and describe the professionally applied fluorides for caries management, including product selection and the tray and paint-on techniques.
Discuss acute fluoride toxicity including causes, signs, symptoms, emergency management, and prevention.
Discuss the evidence-based research and ADA recommendations of nonfluoride caries-preventive agents.
Explain why xerostomia places clients at higher risk for caries and address recommendations to manage the symptoms and associated caries risk.
Describe the future of caries prevention.
Design a caries management plan based on sound clinical judgment and client risk, needs, and preferences

Module 17 (Periodontal Instrumentation) Universal Curets

Goals of the Lesson:

Cognitive: Students will learn the design and purpose of universal curets. Students will understand how to select the correct working-end of a universal curet using visual cues rather than relying on memorization.
Motor: Students will practice foundational skills and instrumentation technique with universal curets.
Affective: Students will value the use of visual cues and accurate angulation during instrumentation.

Learning Objectives:

Given a variety of universal curets, identify the design characteristics of each instrument.
Discuss the advantages and limitations of the design characteristics of universal curets.
Name the uses of universal curets
Describe how the clinician can use visual clues to select the correct working-end of a universal curet on anterior and posterior teeth
Given a variety of universal curets to choose from and a task (location, depth, and size of calculus deposits), select the best instrument for the specified task.
Explain why the lower shank of a universal curet should be tilted slightly toward the tooth surface being instrumented to obtain correct angulation.
Using a universal curet, demonstrate correct adaptation and use of calculus removal strokes on the anterior teeth while maintaining correct position, correct finger rests, and precise finger placement in the grasp.
Using a universal curet, demonstrate correct adaptation and use of calculus removal strokes on the posterior teeth while maintaining correct position, correct finger rests, and precise finger placement in the grasp.
Using a universal curet, demonstrate horizontal calculus removal strokes at the distofacial line angles of posterior teeth.

Module 19 (Periodontal Instrumentation) Area-Specific Curets

Goals of the Lesson:

Cognitive: Students will learn the design characteristics and uses of area-specific curets.
Motor: Students will practice foundational skills and instrumentation technique with area-specific curets.
Affective: Students will value correct instrumentation techniques during instrumentation.

Learning Objectives:

Given a variety of area-specific curets, identify the design characteristics of each instrument.
Discuss the advantages and limitations of the design characteristics of area-specific curets.
Name the uses of area-specific curets.
Explain why a set of area-specific curets is needed to instrument the entire dentition
Describe how the clinician can use visual clues to select the correct working-end of an area-specific curet on anterior and posterior teeth.
Using area-specific curets, demonstrate correct adaptation and use of calculus removal strokes on the anterior teeth while maintaining correct position, correct finger rests, and precise finger placement in the grasp
Using area-specific curets, demonstrate correct adaptation and use of calculus removal strokes on the posterior teeth while maintaining correct position, correct finger rests, and precise finger placement in the grasp.
Using area-specific curets, demonstrate horizontal calculus removal strokes at the distofacial line angles of posterior teeth and at the midlines on the facial and lingual surfaces of anterior teeth.
Given any sickle scaler, universal curet, or area-specific curet, identify its function and where it should be used on the dentition. Posterior teeth and at the midlines on the facial and lingual surfaces of anterior teeth.

Week 12

Chapter 23 (Darby) Toothbrushing, p.397

Describe characteristics of acceptable manual toothbrush designs.
Describe characteristics and modes of action of power toothbrush designs.
Discuss toothbrushing instruction, including differentiation among toothbrushing methods including indications, limitations, and impact on oral tissues.
Discuss soft- and hard-tissue lesions, including factors that cause tissue lesions, and the significance of a clean tongue and toothbrush.
Discuss the dental hygiene process of care and toothbrushing, including the sharing of evidence-based decision making with clients regarding selection and use of a toothbrush based on specific client needs.

Chapter 24 (Darby) Mechanical Oral Biofilm Control: Interdental and Supplemental Self-Care Devices, p.406

Discuss the selection of self-care devices, including the significance of removing or reducing interdental and subgingival plaque biofilm
Discuss types of nonpowered interdental and supplemental self-care devices, including:
Appropriate use of nonpowered self-care devices designed for interdental and subgingival biofilm removal.
Recommendations for the appropriate device(s) for clients based on efficacy, client needs, and preferences.
Discuss types of powered interdental and supplemental self-care devices, including:
Appropriate use of powered self-care devices designed for interdental and subgingival biofilm removal.
Recommendations for the appropriate device(s) for clients based on efficacy, client needs, and preferences

Module 27---Air Polishing for Biofilm Management and Stain Removal

Goals of the Lesson:

Cognitive: Students will describe the new technology for air polishing subgingivally for biofilm management.
Cognitive: Students will compare and contrast glycine and sodium bicarbonate powders used for air polishing.
Motor: Students will demonstrate correct angulation, stroke, and insertion for tips used in air polishing technology.
Affective: Students will value the importance of integrating supra- and subgingival air polishing into periodontal treatment plans.

Learning Objectives:

Explain the importance of professional subgingival biofilm removal from root surfaces as a routine part of nonsurgical periodontal therapy
Compare and contrast “subgingival air polishing with glycine powder for biofilm management” with “supragingival air polishing with sodium bicarbonate for stain removal”
Compare the types of air polishing powders available and their appropriate use
List medical and dental contraindications of subgingival air polishing for biofilm management and supragingival air polishing for stain removal
On a typodont, demonstrate the correct angulation and instrumentation stroke with a standard nozzle for stain removal
On a typodont, demonstrate correct insertion and use of the specialized plastic perio tip and glycine-based powder for subgingival biofilm removal
In a preclinical or clinical setting, demonstrate correct technique for use of an air polishing device, including: treatment room, clinician and patient preparation; armamentarium selection/set-up and infection control; grasp and finger rest; correct technique; and fluid control
Discuss the benefits to the patient when supra- and subgingival air polishing is integrated into the treatment plan

Week 13

Chapter 25 (Darby) Dentifrices, p.420

Explain the purpose of a dentifrice and types of effects that it can produce.
Discuss choosing the right dentifrice, including role of dentifrices in the demineralization and remineralization process.
Explain why each member of a family should have his or her own tube of toothpaste.
Describe the different forms of dentifrices and the role of medicinal and nonmedicinal components in dentifrices.
Explain the concept of bioavailability.
Debate the possible adverse health effects of dentifrices.
Explain the impact of the pH level of dentifrices.
Recommend dentifrices appropriate for unique client needs and risk factors.
Discuss the loss of tooth structures.
Compare methods to evaluate dentifrice abrasiveness.
Delineate the legal and ethical responsibilities of the dental hygienist with regard to dentifrices.

Week 14

Chapter 1 (Purtilo Health Professional), Respect: The Difference It Makes p. 3

Give a brief definition of respect
Describe why respect is so central to the success of the health professional and patient relationship
Identify three spheres of values that constitute a person’s “value system”
Discuss some reasons why the professions today have become concerned about professionalism
Distinguish collective professionalism from individual professionalism
List some values that have been proposed as being shared by all people including “primary goods”
Distinguish between the core professional value of care and caring in general
Cite examples of when a person or group may not embrace a fully integrated value system

Chapter 2 (Purtilo Health Professional), Respect in the Institutional Settings of Health Care p. 16

Compare the perspectives of viewing health care from each of Glaser’s three main realms: individual, institutional, and societal
List four major forces that have resulted in current structures of health care environments
Compare public and private sector relationships and describe why health professionals and patient interactions are public sector relationships
List several types of laws, regulations, and policies that influence the practice of your profession and what you should be able to expect from the institution in which you work
Discuss the idea of patients’ rights documents and the purposes they are designed to serve.

Chapter 3 (Purtilo Health Professional), Respect in a Diverse Society, p.34

Define cultural bias and personal bias
Identify three sources of personal bias that interfere with respect towards persons or groups
Define prejudice and how it is related to discrimination
List primary and secondary characteristics of culture
Describe ways the label of “race” is problematic even though it continues to be used
Describe how discrimination of all types affects patients and the health professions and some ways you can counter its disrespectful dimensions
Define cultural humility and describe the process of viewing the health professional and patient relationship in this manner.

Week 15

Chapter 1 (Purtilo Ethical Dimensions), Morality and Ethics What Are They and Why Do They Matter? P. 2

Define morality and ethics and distinguish between the two.
Describe the difference among and relationship of personal, group, and societal moralities that health professionals must integrate into their own moral life.
Describe the function of a health professions code of ethics in terms of professional morality.
List three ways in which ethic is useful in everyday professional practice.
Compare the basic function of law and ethics in professional practice.
Identify some laws and policies that protect the personal moral convictions of health professionals while upholding ethical standards of the profession.
Delineate a basic distinction between theories of action and virtue and between approaches that emphasize individuals or communities as primary moral concerns of ethics.

Chapter 2 (Purtilo Ethichal Dimensions), The Ethical Goal of Professional Practice: A Caring Response p. 25

Identify how care is the goal of professional ethics activity.
Describe the basic idea of “a caring response” and ways this response is expressed in a professional relationship.
Describe what mastery entails within the health professional and patient relationship.
List some types of claims encountered in a professional role and why the patient’s interests must take priority when conflicting claims arise.
Describe at least two important distinctions between the caring expressed in friendships or family life and the caring expressed in a health professional and patient relationship.
Define patient-centered care.
Discuss the relationship of compassion and technical expertise in achieving a caring response to patient’s needs.
Identify the two components of professional responsibility and why both are essential for a caring response.
Describe how the concept of rights enhances the understanding of what a caring response entails.
Discuss some burdens and benefits of care giving as they arise in the health professional and patient relationship.

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

Student Conduct and Responsibilities

A high standard of conduct is expected of all Amarillo College students. The Student Code of Conduct is defined in the Amarillo College Student Rights and Responsibilities publication. This document may be located online at http://catalog.actx.edu/content.php?catoid=7&navoid=291#StudentConduct.

“Amarillo College expects a high standard of conduct from its students. Students are expected to comply with the law, respect proper constitutional authority, and obey College policies, rules and regulations. Unacceptable conduct is defined as an action or behavior that is contrary to the best interest of a fellow student or students, the faculty or staff, the College, or the teaching/learning process. Students failing to perform according to established standards may be subject to disciplinary action. Policies, standards, rules and regulations apply to students attending College activities whether the activity takes place on or off campus.

Each student shall be responsible for becoming knowledgeable of the contents and provisions of College policies, rules, and regulations concerning student conduct. In some cases, individual programs may have approved policies for student conduct which also apply to student conduct in those programs.”

The Amarillo College Dental Hygiene Program has specific policies which apply to student conduct within the program. These policies may be implied or written. The course syllabus and the program manual are sources for specific student conduct policies for dental hygiene students at Amarillo College.

Professional Standards

1. Student is prompt to class.

2. Student is prepared for class sessions.

3. Student assumes responsibility for his/her own learning.

4. Student is concerned with excellence in learning rather than just meeting minimal criteria.

5. Student applies lecture material in the clinical setting.

6. Student will seek faculty assistance if needed, and will monitor their own progress in meeting course requirements.

7. Student maintains his/her composure, dealing with conflict in a constructive way.

8. Student exhibits an attitude of respect for classmates, faculty, and staff.

9. Students will not be disruptive or talk to each other during lectures, slide presentations, guest lectures, etc.

â€‹10. Student will complete all reading assignments, pre-assessments, journaling, discussion boards, self-evaluations and peer evaluations.

Electronic and Recording Devices

We will be utilizing E-books in this course to maximize learning. Personal use of cell phones are prohibited in this course. If a student is caught texting, talking, or surfing the internet during a lecture or lab, the student will immediately be dismissed and will receive an absence for the day. Students may check cell phones at designated breaks given by the instructor. Those students who have children or who anticipate an emergency situation should give caretakers and family members the Office Supervisor’s phone number (806-354-6050) and have calls directed to her first. She will then act accordingly to inform the student.

Emergency Contacts

Phone numbers that family members may use to reach you only in case of emergencies are as follows:

Dental Hygiene Office Supervisor: 354-6050

Amarillo College Police: 371-5163

Academic Grievances

A student who has a grievance concerning an academic course in which he or she is enrolled is directed to appeal in the following order to the: (1) Instructor (2) Department Chair/Program Director (3) Dean of Health Sciences (4) Vice President of Academic Affairs (5) College President.

Amarillo College Dental Hygiene Mentoring Program

The student has a very important role in the mentoring process. Each student will be assigned a mentor at the beginning of the semester. You are required to meet with your mentor 2 times in each semester. However, you may meet with your mentor as you need to. Mentoring is designed to assist the student with any difficulties they may be having and support student success in the program. Your mentor will be your first lab instructor. You will keep this mentor throughout the year and you will be given a new mentor in the summer semester. As partners in the mentoring relationship, students have responsibilities to:

Contact mentors and arrange for a mentoring appointment
September 15^th is the deadline to contact your mentor for Septembers session
November 15^th is the deadline to contact your mentor for Novembers session
Be aware of their mentoring needs and discuss these needs with mentors
Maintain regular communication with their assigned mentors
Prepare for mentoring meetings by:

Setting daily and weekly goals for program progression
Assessing attainment of goals
Identifying impediments to achieving goals

It is the student’s responsibility to contact mentors and arrange appointments. Failure to arrange and /or keep appointments will result in a two-point deduction from the final clinical course grade for each occurrence in the semester.

Grading Criteria

Assignments and Examinations

The following criteria will be used to determine the student’s grade:

The course will consist of eight major examinations, some quizzes, several pre-tests, professionalism evaluations, discussion boards, journaling, e-portfolio, clinical faculty lab evaluations, comprehensive clinical lab final and a comprehensive written final examination. Please refer to the course calendar for the schedule of materials to be covered in each class or lab period and the tentative examination dates. Also, please note the provisions of the Make-up Policy in this syllabus for missed examinations.

Major examinations and quizzes will be objective in nature (true/false and multiple choice) with a few questions being subjective in nature (short answer, essay, and fill in the blank). The final examination will be entirely objective in nature and will test information for the entire course.

Students will not have access to review and study prior quizzes or major examinations in preparation for the final examination. Students should not rely on memorization of specific test questions; instead, the student should have a general knowledge of the course objectives to be successful in learning the material in preparation for the comprehensive Final Exam in this course and for the Dental Hygiene National Board Examination.

Laboratory Assignments

The laboratory sessions of this course will consist of exercises that coordinate with the reading assignments and lectures. The students will first be introduced to the material in lab by utilizing the content in blackboard. This content will give them the learning objectives and goals for the lesson as well as the text chapters, videos, power points, and other adjuncts to then prepare the students for the pretests. Prior to the lab session all students will be required to take the pretest. Students will have two attempts to take the pretest and the highest grade will count towards their average. When students attend the lab session they will be given exercises by the faculty members demonstrating the processes and discussing the purposes for the steps to be followed during the exercises. The students will then practice the exercises and complete a self evaluation and a peer evaluation on each skill that is taught. Then students will be responsible for each skill practical examination by a clinical faculty instructor. The skill will test the student’s proficiency and level of competence. In order for a student to achieve competence or mastery of the skill they must attain a 75% on the skill evaluation. It is suggested that each student use the practice time wisely as the course faculty members will be available during that time for guidance and assistance. The practical examinations will be given randomly and each student is responsible for being ready for a practical examination on the next lab session after the material has be presented and practiced.

Grading Criteria

The final course grade will be computed as follows:

Major Exams -30%

Pre-Tests/Professionalism Evaluations -20%

Quizzes/Discussion Board/Journaling/E-Portfolio -5%

Clinical Lab Faculty Evaluations -20%

Comprehensive Written Final Exam -15%

Comprehensive Clinical Instrumentation Practicum -10%

The following grade scale applies throughout this course:

A = 93 - 100%

B = 83 - 92%

C = 75 - 82%

F = below 75%

Note: A grade of "D" is not possible in this course.

In order to pass the course, a student must achieve a final grade of 75% and meet all requirements of the course. All students are considered mature enough to seek faculty assistance and to monitor their own progress in meeting course requirements. Students who continually fall below the minimal level of 75% on graded material should seek assistance from the course faculty for remediation.

Comprehensive Clinical Instrumentation Practicum

The student is required to complete the comprehensive instrumentation practicum at the end of the semester. It is essential that a student possess competent technical skills (psychomotor ) before progressing to Clinic I and patient treatment. To demonstrate mastery level of clinical instrumentation a 75% must be achieved on the comprehensive clinical instrumentation practicum. Failure to achieve a 75% mastery level on the comprehensive clinical instrumentation practicum indicates a serious deficiency in skill acquisition and lack of preparation for patient treatment responsibilities. There will be no make-up or remediation status for this exam except under unusual circumstances approved by the Course Director and the Department Chair.

Faculty Assistance

All students are considered mature enough to seek assistance from the course director and to monitor their own progress in meeting course requirements. If students have questions concerning assignments, content, etc., or if a problem arises that warrants instructor help, please do not hesitate to call or come by my office to schedule an appointment. If I am unavailable, leave a note and I will contact you as soon as possible. I prefer to work with a scheduled appointment so that I may devote the time and attention necessary to meet each student’s needs.

Mandatory Skills Building/Tutoring
In an effort to increase student success in DHYG courses, and to assist students having difficulty understanding complex subject areas, any student who scores below a 75% on any exam (excluding the Final Exam) must complete a mandatory skills building assignment before taking the next exam. Before receiving a skills assignment, students must first schedule a time with the instructor. The assignment will be given at that time.

Remediation

In DHYG 1331 you will be given a clinical lab faculty evaluation of each skill. All students will be required to achieve a mastery level of at least of 75% in each skill in order to move forward to the next skill to be evaluated in DHYG1331. If a student receives a grade below 75% on any clinical lab faculty evaluation the student will be required to do mandatory remediation and demonstrate competency on the specific skill before moving forward with the next skill. The student and faculty will fill out the AC Dental Hygiene Program Clinical Remediation Form and submit it to the Lead Instructor. The student must demonstrate competency on the skill level submitted in the remediation form and the form must be signed and dated by the clinical faculty. Remediation will not change the student grade. The initial grade will stand and the remediation form will go into the students record.

Make-up Policy

If a student is absent on the day when a major examination is given, the student may make up the missed work as follows:

1. It is the responsibility of the student to make arrangements with the instructor within 24 hours of returning from the absence to reschedule the examination.

2. The missed work must be made up within TWO Amarillo College school days where the day ends at 4:00 p.m.

3. The makeup work may earn a maximum of 80% of the original point value.

Attendance

Attendance Policy

“Regular attendance is necessary for satisfactory achievement. Therefore, it is the responsibility of the student to attend class in accordance with the requirements of the course as established by the instructor.” (Amarillo College Student’s Rights and Responsibilities Publication)

Due to the tremendous amount of information contained in this course, the student who plans to succeed should also plan to attend all course sessions regularly and promptly. Without question, the instructor expects each student to be present at each session. Unfortunately, no one has ever developed a short cut which will replace hours of actual experience needed to master a new skill; therefore, students must be present to acquire the specific knowledge in this subject.

Absences will be monitored and evaluated to determine the student’s final course grade. The student may have no more than 1 absence in this course without affecting the final grade. Beginning with the 2^nd absence, 2 points will be deducted from the final grade; on the 3^rd absence, 3 points will be deducted; on the 4^th absence, 4 points will be deducted. On the occurrence of the 5^th absence, the student will fail the course and be required to repeat the course. Attendance will be taken at the beginning of each lecture and lab session. Students not present when attendance is taken will be counted as absent. The student is expected to be present in class at the time class/lab is scheduled to begin. STUDENTS, WHO ARE LATE TO CLASS OR LAB OR WHO LEAVE CLASS OR LAB EARLY, WILL BE COUNTED AS ABSENT. The student will receive 2 bonus points to the final grade of this course if the student has perfect attendance for the semester.

Calendar

PRECLINIC LECTURE/LAB SCHEDULE FALL OF 2016

Week

Lab Tuesdays 1-4:30

Class Wed.

10:30-11:30

Lab Thursdays 1-4:30

AUG 22-26

1-3pm

Review Syllabus
Intro to the course

Darby Chapter 1

(The DH Profession)

1-2pm

Darby Chapter 2 (Human Needs Theory/DH Care)

Darby Chapter 7 (E-portfolio)

3:00-4:30 Lab>Meet in Clinic/Team

Introduction to the operatory/clinic
Intro to Unit
Module 1 INST Ergonomics

Self-Evaluation & Peer Assessment

2-4:30 Lab Meet in Clinic/Team

Faculty Eval-“ Ergonomics”

Module 1, 2, 3 in TUTOR Communication, Words Understandable, Cultural Barriers

Self-Evaluation & Peer Assessment

AUG 29-SEPT 2

1-2pm

Darby Chapter 8 (DH Care Environment)

Darby Chapter 9

(Infection Control)

1-2pm

Darby Test 1,2, and 7

2-4:30 Lab Meet in Clinic/Team

Faculty Eval-“Comm. Barriers”

Distribute keys to students
Intro to TalEval/Intro to Eaglesoft
Module 2 INST Clock Positions

Self-Evaluation & Peer Assessment

2-4:30 Lab Meet in Clinic/Team

Faculty Eval-“ Clock Positions”

Hand Washing/ PPE
Introduce AC Clinic Asepsis/Infection Control Policies
Rotate in Sterilization Area

Self-Evaluation & Peer Assessment

SEPT

5-9

1-2pm

Darby Chapter 10 (Medical Emergencies)

Darby Chapter 12

(Health History)

1-2pm

Darby Test 8, 9

2-4:30pm

Faculty Eval-“ Hand Washing/PPE”

Introduce Chair Set Up/Barriers
Running Lines
Trays

Self-Evaluation & Peer Assessment

2-4:30pm

Faculty Eval-“Chair set up/Barriers”

Module 4,5 TUTOR
Medical History, Ready References
Eaglesoft Tutorial on Medical History (Clinic Manual)

Self-Evaluation & Peer Assessment

SEPT 12-16

1-2pm

Darby Chapter 14 (Pharmacologic History)

Darby Chapter 13

(Vitals)

Vitals Cont…

2-4:30pm

Faculty Eval-“Medical History”

Medical Emergencies
AC policies DH Emergency policies
AC DH Emergency Cart
Role Modeling

Self-Evaluation & Peer Assessment

2-4:30pm

Faculty Eval-“Medical Emergencies”

Module 7,8,9 TUTOR Temperature, Pulse/Respiration, Blood Pressure
Including Eaglesoft Tutorial on Vitals/Comments/Notes (Clinic Manual)

Self-Evaluation & Peer Assessment

SEPT 19-23

1-2pm

Darby Test 10,12

Darby Chapter 16 (Dentition Assessment)

1-2pm

Darby Chapter 15 (EO/IO)

2-4:30pm

Faculty Eval-“Occlusion/Charting”

Module 3, 4, 5, 6, 7 INST Grasp, Mirror, Finger Rest

Self-Evaluation & Peer Assessment

Students will be assigned a new team and a new instructor

2-4:30pm

Faculty Eval-“Inst Grasp, Mirror, Finger Rest”

Charting
Module 15 TUTOR Mixed Dentition/Occlusion
Including Eaglesoft Tutorial on Occlusion (Clinic Manual)

Self-Evaluation & Peer Assessment

SEPT 26-30

1-2pm

Darby Chapter 15 (EO/IO) Continued

Darby 26, Module 8 INST >Introduction to Instrumentation

1-2pm

Darby 26, Module 8 INST >Introduction to Instrumentation Continued

2-4:30pm

Faculty Eval-“Vitals”

Module 11,12, 13 TUTOR Head & Neck, Oral Exam
Including Eaglesoft Tutorial in Clinical Exam (Clinic Manual)

Self-Evaluation & Peer Assessment

2-4:30pm

Faculty Eval-“EO/IO”

Module 14 TUTOR Gingival Description
Including Eaglesoft Tutorial in Clinical Exam (Clinic Manual)

Self-Evaluation & Peer Assessment

OCT

3-7

1-2pm

Darby 17 (OH Assess/Soft & Hard Deposits)

Darby 19

(Perio Risk Assess)

1-2pm

Darby Test 13, 14, 15

2-4:30pm

Faculty Eval-“Gingival Description”

Module 12 INST Probing

Self-Evaluation & Peer Assessment

2-4:30pm

Faculty Eval-“Probing”

Module 8,9 INST Instrument Design, Movement & Orientation to the Tooth

Self-Evaluation & Peer Assessment

Oct

10-14

1-2pm

Darby 18 (Caries Management/Risk Assess)

Darby 20

(Perio/Overall Health)

1-2pm

Darby 21 (DH Diagnosis)

2-4:30pm

Faculty Eval-“Inst. Design/Movement”

Module 10, 11 INST Adaptation, Strokes

Self-Evaluation & Peer Assessment

2-4:30pm

Faculty Eval-“Adaptation & Strokes”

Module 13 INST Explorers

Self-Evaluation & Peer Assessment

Fall Break Oct 17-21^st

OCT

24-28

1-2pm

Introduction to Calculus (Boards)

Darby Test 16, 17, 18

Module 26 INST Powered Instrumentation

1-2pm

Module 26 INST Powered Instrumentation Continued

2-4:30pm

Faculty Eval-“Explorers”

Plaque Index
Module 14,16 INST Supragingival & Subgingival Calculus

Students will be assigned a new team and a new instructor

Self-Evaluation & Peer Assessment

2-4:30

Faculty Eval-“Calculus Removal/Detection”

Setting up the Cavitron
Proper Function/Purging/Asepsis/Handling
Practicing Technique on Crayon/Typodant

Self-Evaluation & Peer Assessment

OCT

31-

NOV 4

1-4:30pm

Faculty Eval-“Set up/Care of the Cavitron”

Standard Straight Insert Technique

Self-Evaluation & Peer Assessment

Module 15 INST

Sickle Scalers

1-4:30pm

Faculty Eval-“Standard Straight Insert”

Module 15 INST Sickle Scalers

Self-Evaluation & Peer Assessment

NOV

7-11

1-2pm

Darby 22 (DH Care Plan, Evaluation & Documentation)

Chapter 29

(Stain Management)

1-2pm

Darby 33 (Fluoride)

2-4:30pm

Faculty Eval-“Sickle”

Module 17, 19 INST Universal, Area Specific Curets

Self-Evaluation & Peer Assessment

2-4:30pm

Faculty Eval-“Curets”

Practice with Partners

Self-Evaluation & Peer Assessment

NOV 14-18

1-2pm

Darby Test 19,20,21,22

Darby 23 (TB)

Darby 24 (InterdentalSelf Care)

Air Polishing

Test Module 8 & 27 All “Instrumentation”

2-4:30pm

Introduce Selective Polishing
Fluoride Application
Desensitizing Application
Documentation of Fluoride/Desensitizing in Progress Notes

Self-Evaluation & Peer Assessment

2-4:30pm

Faculty Eval-“Polishing/Fluoride/Desensitizing”

Module 27 INST Air Polishing

Self-Evaluation & Peer Assessment

NOV 24-25

1-2pm

Darby Test 29, 33

Darby 25 (Dentifrice)

Rotation Assign.

Clinic Protocol

Thanksgiving

2-4:30pm

Faculty Eval-“Air Polishing”

Introduction to OHI
Risk Assessment
DH Care Plan
Including Eaglesoft Tutorial in Progress Notes/Documents needed

Self-Evaluation & Peer Assessment

NOV 28-

DEC 2

½ Class will practice

½ Class will do Clinical Practicum

MUST ACHIEVE A 75% TO PASS THE COURSE

Test

Darby Test 23,24,25,27

½ Class will practice

½ Class will do Clinical Practicum

MUST ACHIEVE A 75% TO PASS THE COURSE

Test

DEC

5-9

Practice on Partners

Students will complete entire appointment with student partner.
Practice on Instrumentation
Practice on Eaglesoft/Clinic Protocol for Appointment

Self-Evaluation & Peer Assessment

Final Exam Review

Practice on Partners

Students will complete entire appointment with student partner.
Practice on Instrumentation
Practice on Eaglesoft/Clinic Protocol for Appointment

Self-Evaluation & Peer Assessment

DEC

12-16

Final Exam

Additional Information

https://www.actx.edu/resources/

This website can be used to find those needed resources for Amarillo College students and their families.

Our goal is to provide as much information as possible for employees and students to be able to access campus and community resources when needed. There are many more resources in this community that are not listed on these pages. Some of these agencies and programs will change; so if you call and cannot get assistance, or cannot access a broken link, please contact me, Jordan Herrera, for more updated information.

The website will be updated as often as possible; therefore, most will be current. If the resources listed do not serve the needs you have or if you have any questions concerning this website, please call or email: Jordan Herrera, LMSW, Coordinator of Social Services, 806-371-5439, j0333462@actx.edu

Syllabus Created on:

08/19/16 11:06 PM

Last Edited on:

08/20/16 7:27 PM

SUCCESS IS AMARILLO COLLEGE

SUCCESS IS TAKING THE FIRST STEP

SUCCESS IS BEING YOUR BEST SELF

SUCCESS IS REACHING YOUR FULL POTENTIAL

SUCCESS IS A LIFETIME OF LEARNING

Preclinical Dental Hygiene Syllabus for 2016-2017 Return to Syllabus List

Instructor Information

Instructor

E-Mail

Phone

Office Location

Office Hours

Communication

Course Information

Recording Policy

Disability Statement

Amarillo College Web Accessibility Policy Statement

Statement for Mental Health and Advocacy & Resource Center:

Amarillo College Tutoring for Success Policy:

Administrative Drop Policy

Student Withdrawal Procedures

Privacy Statement

Course

Prerequisites

Course Description

Department Expectations

Occupational License Disclaimer

Hours

Class Type

Syllabus Information

Textbooks

Supplies

Student Performance

Students Rights and Responsibilities

Log in using the AC Connect Portal

Expected Student Behavior

Grading Criteria

Attendance

Calendar

Additional Information

Syllabus Created on:

Last Edited on:

Preclinical Dental Hygiene Syllabus for 2016-2017
Return to Syllabus List