Preventive Dental Hygiene Care Syllabus for 2019-2020
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Instructor Information

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Course

DHYG-1227-001 Preventive Dental Hygiene Care

Prerequisites

Course Description

The role of the dental hygienist as a therapeutic oral health care provider with emphasis on concepts of disease management, health promotion, communication and behavior modification.

Student Resources Student Resources Website

Department Expectations

Occupational License Disclaimer

Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:

Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact:

Melodie Graves
Justice Involved Advocate
Student Service Center 117
mgraves24@actx.edu
806-371-5995
Make appointment at https://melodiegraves.youcanbook.me

You can also contact the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.

Hours

(2 sem hrs; 1 lec, 3 lab)

Class Type

On Campus Course

Syllabus Information

Textbooks

Required Course Textbooks

1. Primary Preventive Dentistry , Norman O. Harris, Franklin Garcia-Godoy, and Christine Nielsen Nathe, 8th edition.  Pearson, 2014.

2.  Dental Hygiene Applications to Clinical Practice, Rachel Henryand Maria Perno Goldie, 1st edition.  F.A. Davis Company, 2016.

3.  Dental Hygiene Applications to Clinical Practice and Workbook, Rachel Henry and Maria Perno Goldie, 1st edition.  F.A. Davis Company, 2016

Teaching Methods

 A variety of teaching methods will be used to facilitate the goals and objectives of this course.  This will allow for collaborative learning.  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 as an important mode of learning, and a structured approach to developing solutions to real-world problems are incorporated.  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. Material will be posted in Blackboard and adaptive quizzing will  be implemented to support classroom and laboratory activities.  Power point, videos, readings, case studies, practice questions and homework assignments  may be utilized.  Research shows that educational experiences that are active, social, contextual, engaging, and student-owned lead to a 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 diverse perspectives
• Preparation for real life social and employment situations

 

 

Supplies

Course Supply List

1.  Students are required to have regular, reliable access to a computer with a stable internet connection.

1.  Library Card for AC and/or city library

2.  Printer, print cartridges - students may be required to print some materials

3.  Additional materials may be needed

Student Performance

Course Description

The role of the dental hygienist as a therapeutic oral health care provider with emphasis on concepts of disease management, health promotion, communication, and behavior modification.

End-of-Course Outcomes

Describe the role of the dental hygienist as a therapeutic oral health care provider; develop and implement a patient education plan for periodontal disease; and explain the concepts of disease management.

Instructor Objectives for the Course

Objectives will coordinate with the materials presented in lecture, handouts, reading assignments and exams.

Chapter 1 Objectives

1.  Define and apply the following key terms:  primary, secondary, and tertiary prevention.

2.  Describe the historical aspect of preventive dental care.

3.  Describe the state of dental health in the United States.

4.  Describe categories that aid in classifying diseases.

5.  Describe risk assessment in dental care delivery.

Chapter 2 Objectives

1.  Define culture and explain its relevance to the contemporary healthcare professions.

2.  Describe influences of culture on aspects of U.S. society that impact preventive healthcare to underserved populations.

3.  Identify health beliefs among different cultural groups.

4.  Describe how cultural beliefs influence preventive dental care.

5.  Explain the relationship between cultural competence and health outcomes.

Chapter 3 Objectives

1.  Describe the dental hygiene process of care.

2.  Describe the integration of the dental hygiene process of care  into the dental hygiene appointment.

3.  Compare and contrast dental hygiene therapy for patients with and without attachment loss.

4.  Describe the elements of the dental hygiene appointment.

5.  Describe the use of the CDT in creating a dental hygiene care plan.

6.  Define dental public health.

7.  Describe community programs aimed at preventing diseases.

Chapter 4 Objectives

1.  Differentiate between organic coatings of endogenous and exogenous (acquired) origin.

2.  Explain why dental plaque is not unique among naturally occurring microbial layers.

3.  Describe the mechanisms proposed to explain bacterial adhesion to the acquired pellicle.

4.  Distinguish between primary and secondary bacterial colonizers in dental plaque, and cite examples of each.

5.  Identify the primary sites of calculus formation, explain how calculus forms, and detail the differences between supragingival and subgingival calculus.

6.  Describe the basis for the involvement of the acquired pellicle, bacterial dental plaque, and dental calculus in caries and the inflammatory periodontal diseases. 

Chapter 5 Objectives

1.  Describe the four types of carious lesions that are found on the different surfaces of the teeth.

2.  Describe the histologic characteristics of enamel and dentin that facilitate fluid flow throughout a tooth.

3.  Describe the four zones of an incipient caries lesion.

4.  Describe the conduits (pores) that directly conduct acid from the bacterial plaque to the body of the lesion.

5.   List the bacteria most often implicated in the caries process, and indicate when each is present in the highest number during the caries process.

6.  Describe the series of events in a cariogenic plaque and subsurface lesion from the time of bacterial exposure to sugar until the pH returns to a resting state.

7.  Describe the characteristics of root caries, and explain the differences and similarities to coronal caries.

8.   Describe why the profession takes so much time in treating secondary caries.

9.  Describe the relationship between pH and the saturation of calcium and phosphorus ions in caries development.

10.  Describe the protective relationship of calcium fluoride to hydroxyapatite and fluorhydroxyapatite during an acidogenic attack.

Chapter 8 Objectives

1.  Define dental trauma.

2.   Describe the etiology of dental trauma.

3.   Describe the assessment of trauma.

4.   List and describe the categories of dental trauma.

Chapter 9 Objectives

1.  List the four host defense mechanisms operational in the oral cavity.

2.  Describe how the epithelium functions as a microbial barrier in the mouth.

3.  Describe how an ideal dentition functions as a defense mechanism.

4.  Describe the cycle of enamel demineralization and remineralization and assess its presence in patients.

5.  Evaluate caries treatment plans to include a medical model of disease prevention and non-surgical treatment.

6.  Identify early and late colonizers in bacterial plaque, and discuss their roles in the disease process.

7.  Incorporate systemic assessments of host defense mechanisms into periodontal therapy.

8.  Explain the significance of plaque pH.

9.  Differentiate between cellular and humoral immunity.

10.  Describe the role of granulocytes in host defense.

11.  List the major salivary glands and functions of saliva.

12.  Prescribe appropriate therapies for a patient with compromised salivary function.

13.  Discuss the functions of the immunoglobulins.

14.  Explain concepts of host defense mechanisms into patient treatment plans.

Chapter 11 Objectives

1.  Differentiate between a cosmetic and a therapeutic dentifrice, mouth rinse, and chewing gum.

2.  Explain the three phases of reseach necessary when applying to investigate a new drug.

3.  Discuss how  approval or nonapproval of a new product by the Food and Drug Administration (FDA) differs from acceptance or rejection by the American Dental Association (ADA).

4.  List and define the purpose of each dentifrice ingredient including percentage quantities.

5.  Explain the various reasons that the same abrasive material in toothpaste can cause different levels of abrasion on tooth structure.

6.  Define the three types and amounts of fluoride compounds commonly used in dentifrices.

7.  Identify the agents used in dentifrices to produce anticaries, anticalculus, whitening, and anti hypersensitivity effects.

8.  Explain the active ingredients in antiplaque and  antigingivitis mouthrinses sold over the counter and as a prescription item.

9.  Describe the advantages and disadvantages of mouthrinses containing alcohol.

10.  Describe the benefits of chewing gum and the ingredients used to help reduce oral disease.

Chapter 12 Objectives

1.  Describe the reasons that adjuncts to toothbrushing are needed to supplement oral health self-care.

2.  Identify factors in addition to oral conditions that influence selection of self-care adjunctive devices and techniques.

3.  Identify the process of developing an oral health self-care plan.

4.  State the purposes, indications, contraindications, techniques, advantages, and limitations of various adjunctive oral hygiene devices and procedures.

Chapter 13 Objectives

1.  Describe the proper oral self-care for removable partial dentures, full dentures, and overdentures.

2.  Describe the risk of Candida infections for denture wearers.

3.  Explain the various procedures and cleansers used to prevent and control oral Candida infections.

Chapter 14 Objectives

1.  Define community water fluoridation.

2.  Describe the four historical periods in the evolution and development of community water fluoridation.

3.  Explain the role of community water fluoridation and  the impact of multiple sources of fluoride on the decline of dental caries.

4.  Describe the effect of the discontinuation of water fluoridation in a community on caries prevalence.

5.  Describe fluorosis classifications and characteristics by severity  and the need to monitor exposure to fluoride.

6.  Describe the economic aspects of water fluoridation.

7.  State the optimal fluoride concentration for drinking water in the United States, in parts per million (ppm F), for maximum caries protection with minimal risk of fluorosis.

8.  List the additives used for water fluoridation and briefly describe the technical aspects of fluoridation, including monitoring and surveillance of water fluoridation in the United States.

9.  Describe the regulatory standards and policies for naturally occurring fluoride in drinking water.

10.  State the daily Adequate Intake and Tolerable Upper Limit of fluoride for different age groups.

11.  Summarize the current status of fluoridation in other countries and describe alternatives to water fluoridation.

Chapter 15 Objectives

1.  List the fluoride compounds used to control caries and indicate their relative effectiveness.

2.  Describe how topical fluorides work to prevent caries.

3.  Identify what percentage of sodium fluoride, acidulated phosphate fluoride and stannous fluoride are available for office and home use.

4.  Describe how topical fluoride is applied to the teeth.

5.  Describe safety considerations with topical fluoride.

6.  State the expected decrease in caries formation following use of dentifrices and mouthrinses containing fluoride.

7.  Describe fluoridated varnishes and fluoride-releasing dental restorative materials and the potential of these materials to inhibit demineralization and enhance remineralization.

8.  Describe safety considerations with topical fluoride.

Chapter 19 Objectives

1.  Define patient autonomy.

2.  Explain the elements of the major health education theories.

3.  Identify principles of adult learning.

4.  Identify motivational interviewing techniques to devise a patient education strategy.

Chapter 20 Objectives

1.  Describe population  characteristics of tobacco users in the United States and the resultant morbidity and mortality.

2.  Describe the oral diseases and lesions related to the use of tobacco, both smoked and smokeless.

3.  Describe the different types of tobacco and their uses, emphasizing the harmful toxins, carcinogens, and nicotine levels in both smoked and smokeless tobacco.

4.  Describe the process of nicotine addiction as a chemical dependence as well as the behavioral and social aspects of the addiction process.

5.  Identify the specific FDA-approved pharmacotherapies available for tobacco cessation, including nicotine-replacement therapy and oral medication as well as emphasizing the appropriate assessment of the dependence level to nicotine and the most beneficial use of available medications.

6.  Identify the various  components of an effective tobacco-dependence intervention using the Public Health Service Guideline, stages of change model, and motivation for behavior change.

7.  Describe the specific components of a tobacco-dependence intervention in the  dental office setting, emphasizing the specific roles of the dental team for a comprehensive program.

8.  Identify the elements of successful tobacco-prevention strategies in the office and community settings.

Objectives from Dental Hygiene Applications to Clinical Practice

Chapter 19 Objectives

1.  Discuss the role daily self-care play in achieving and maintaining good oral heatlh.

2.  Explain the benefits and limitations of power and manual toothbrushes.

3.  Compare and contrast the various types of interdental cleaning devices.

4.  Recommend self-care devices to patients that are appropriate to their needs, interest and ability.

5.  Instruct a patient on how to use various types of self-care devices.

Chapter 21 Objectives

1.  Discuss the most important distinctions among various terms used to describe the disease of mineralized structures.

2.  Describe the multi  - factorial nature of the caries process.

3.  Discuss the demineralization and remineralization processes and the importance of a balance between the two.

4.  Explain the role fluoride and other preventive measures play in the remineralization process.

5.  Describe how carious lesions are classified.

6.  Discuss why early intervention using minimally invasive dentistry is critical to a therapeutic approach.

7.  Identify the key elements of conducting a caries risk assessment.

8.  Identify the specific primary risk factors and protective factors in the caries balance equation.

9.  Explain how therapeutic recommendations differ among low, moderate and high-risk status.

Chapter 28 Objectives

1.  Describe dentin hypersensitivity and discuss the prevalence, cause, and symptoms.

2.  Recognize by exclusion the cause associated with various entities of dentin hypersensitivity.

3.  Identify the most common teeth affected by dentin hypersensitivity and predisposing factors that contribute to this condition.

4.  Recognize transient and long-term occurrences of dentin hypersensitivity and recommendations for patient relief.

5.  Discuss and compare preventive and therapeutic modalities in the treatment of dentin hypersensitivity.

6.  Define the new and widely used generation of medicaments that support prevention and control of symptoms associated with hypersensitivity.

7.  Develop an evidence-based approach to preventing dentin hypersensitivity in individualized patient cases.

Chapter objectives  will coordinate with the materials in lecture, handouts, reading assignments, and exams.  The student will know that these objectives have been successfully completed if he or she earns a final course grade of "C" or higher as evaluated by the instructor.  The standard for the objectives may be one or any combination of the following:

• As given in lecture
• As demonstrated and/or discussed in clinical experience
• As given in handouts
• As stated in the course texts and reading assignments
• As given in laboratory projects
• As given on exams

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

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 www.actx.edu under the student tab.

"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.  Integrity and common sense will guide the actions of each member of the college community both in and out of the classroom.  Any student who fails to perform according to expected standards may be disciplined."

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 student conduct policies for Dental Hygiene students at Amarillo College.  In order for maximum learning to occur, the following professional standards must be adhered to:

Professional Standards

1. Student is prompt to class.

2. Student is prepared for class sessions by completing reading and homework assignments prior to coming to class.

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 when needed, and will monitor their own progress in meeting course requirements.  Students are required to follow the Amarillo College Tutoring for Success Policy.

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. Student will exhibit professionalism in the classroom.  Please refer to the Amarillo College Student Rights and Responsibilities bulletin.

10.  Student will abide by the cell phone usage policy.  Please, no exceptions.

Electronic and Recording Devices

In order to maximize learning, personal use of cell phones are prohibited in this course.  Students may check cell phones at designated breaks given by the instructor. 

 

Academic Grievances

A student, who has a grievance concerning a course in which he or she is enrolled or a grade, should make an 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.

 

 

 

Grading Criteria

Grading Criteria

The course will consist of weekly homework assignments due at the beginning of each class period (please note late homework will not be accepted), weekly chapter tests, major exams, lab assignments which include class projects and service learning projects, adaptive quiz assignments, discussions and a comprehensive final exam. 

The final course grade will be computed as follows:

I.  Weekly tests  count for 25% of your total grade

II.  Major  Examinations count for 25% of your total grade

III.  Homework Assignment Grade  counts for 10% of your total grade.  Students will begin the semester with 100 points for all homework assignments.  Homework assignments must be hand written and turned in at the beginning of each class.  Homework assignments will be graded as a Pass or Fail.  A pass equals completion of all of the assignment and turned in on time.  A fail equals incomplete answers ,not turning in the assignment or incorrect answers.    Each failure constitutes a minus 10 points. 

III.Lab Projects count for 15% of your total grade.

IV. Comprehensive Final counts for 25% of your total grade.                             

A = 93-100%

B = 83-92%

C = 75-82%

F = Below 75%

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

Amarillo College Tutoring for Success Policy

The Tutoring for Success policy applies to any student whose grade or performance falls below a minimum of 75% on any assigned assessment.  The student will be required to complete mandatory remediation assigned by the course instructor.  In DHYG 1227 students will be required to complete an assignment given by the instructor in addition to   completing a hand-written adaptive quiz assignment.  Students must turn in remediation assignments the following week.  Remediation will not change the student’s grade.  The initial grade will stand.

Lab Projects

1.  Service Learning Projects

Instructions:

• Students must complete several outside service learning  projects.  Examples  include projects at   facilities such as the  Panhandle Assessment Center, Head Start, Oral Health Education in Elementary schools, and Screening Events which may include Nursing homes and Health Fairs.
• A grade sheet will be given to you at the beginning of the project.   All grade sheets must be turned in to determine  your final grade.
• After completing your project, students will type a 2 page "reflection" paper (double -spaced and no larger than 12 font) about your service learning projects addressing  the following questions:

Who went?  Where did you go?  Why did you go?  When did you go?  What did you learn?  I would also like some comments about how you liked the project(s) - self reflection.   What was the highlight of this experience and why?  How did this experience help you become a better clinician and why? What worked?  What did not work and why?  What would you change if you had an opportunity to do the project again.  Compile your grade sheets and self-reflection papers in a notebook with your name on it.  Turn in on Friday, December 6th by 12 noon.

2.  Group Project 

a.  Students will complete a Group Project entitled questions that patients may ask.  A written  report,  create a chart on the products, and a class presentation will be required to complete this project.

Group Project #1  ( Ten Questions Patients Ask????)  Students will be  divided into assigned groups.

• Your group will create a typed (double-spaced no larger than 12 font) report on each of your questions.
• Your group will create a 1-2 page  chart which will be copied and handed out to the rest of the class.
• Your group must complete a class presentation about your questions.  Do not read the report out loud in the class.  Be creative in your presentation such as a play, skit, game, DVD, etc.  Use samples if possible.  The projects will be presented and handed in on Friday, November 15, 2019 at 1:00 pm.
• Students will be graded collectively (the group /peer grade) and individually (your performance in the group).  All of the dental hygiene faculty will be invited to watch your presentations.

3.  Patient Education Plan for Periodontal Disease

Students will develop, implement, and present a patient education plan for a patient who has moderate to severe periodontal disease.  Helpful information includes the following:

• Watch the Casey Video on Periodontal Disease.
• Explain what periodontal disease is.  Include the fact that it is an infection that attacks the bone and gums that support  teeth, and how the infection progresses.
• In your education plan, stress the causes of periodontal disease, i.e. bacteria in the mouth, condition of  teeth, oral hygiene, nutrition, general and emotional health.
• Explain the treatment options that you gave your patient.  Emphasize the partnership between the patient and the dental professional.
• Graphics are nice and the presentation should be in terms that your patient can understand.
• You will present this patient education plan for periodontal disease to a classmate on Thursday, October 17 at 1:00 PM.

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 pm.

3. The make-up work may earn a maximum of 80% of the original point value.

4.  Note:  Weekly tests and homework assignments  may not be made up and a grade of 0 will be entered into the grade book.  Late homework assignments will not be accepted.

 

 

 

 

 

 

 

Attendance

Attendance

“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, http://catalog.actx.edu/content.php?catoid=18&navoid=813#Academic_Information). 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 to replace hours of actual experience needed to master a new skill. Therefore, the student 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 who are not present when attendance is taken will be counted as absent. The student is expected to be present in class at the time the class or 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. (“Late” is defined as the student not being in his/her seat and ready for the class to start at the scheduled class time.)

The student will receive 2 bonus points to the final grade of this course if the student has perfect attendance for the semester.

 

Calendar

Additional Information