Preventive Dental Hygiene Care Syllabus for 2026-2027
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Tutoring for Success applies to any student whose overall performance in the course falls below 75%. The instructor will create the task in the Student Engagement Portal (Watermark) to direct the student to the appropriate tutoring service, which may be faculty- or SI-led, discipline-specific, and/or general. The tutoring service assigned, the due date for when the tutoring must be completed, and the amount of tutoring required are at the discretion of the instructor. Additionally, the task will alert the student’s success team. Students who do not fulfill the assigned tutoring task may be subject to program- and course-specific penalties that could result in a grade reduction and/or in not being allowed to progress in the course until the tutoring requirement has been satisfied.

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

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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

Hours

(2 sem hrs 1 lec 3 lab)

Class Type

On Campus Course

Syllabus Information

Textbooks

Students are required to have the most current edition of textbooks.

• Primary Preventive Dentistry, Norman O. Harris, Franklin Garcia-Godoy, and Christine Nielsen Nathe, 8th edition, 2024 Update. Pearson. 
• Foundations of Periodontics for the Dental Hygienist, 6th edition, Jill S. Gehrig, RDH, MA; Daniel E. Shin, DDS, MSD, Jones and Bartlett, Copyright 2024

Teaching Methods

This course is taught in a lecture/lab format and uses a variety of instructional methods to support student learning and achievement of the course goals and objectives. Instructional methods may include lectures, class discussions, collaborative learning activities, demonstrations, and hands-on laboratory projects.

Course materials, announcements, assignments, and other instructional resources will be provided through Blackboard Ultra. Students are expected to regularly access Blackboard Ultra and complete assigned activities by the designated deadlines.

Laboratory assignments and learning activities reinforce course concepts and give students opportunities to apply their knowledge and skills. These activities may include continuing education courses, homework assignments, student presentations, laboratory projects, and other instructor-assigned learning activities. Students are expected to come prepared for each class and actively participate in both lecture and laboratory activities.

Supplies

Computer and Technology Requirements

Computer use is integral to this course. Students must bring a tablet or laptop to every class session. Please ensure your device is fully charged and ready to use before class.Students must have the Respondus LockDown Browser installed and functioning on their computer by the first day of class. Students are responsible for ensuring that their device meets the necessary technical requirements and is ready for use during class activities and examinations.

For technical assistance, please utilize the Center for Teaching and Learning (CTL) Student Help Center:

CTL Student Help Center
Phone: 806-371-5992
Email: ctlstudenthelp@actx.edu

Please address any technical issues as soon as possible to avoid disruptions to your coursework.

Other Supplies

Students are responsible for obtaining and maintaining access to the following supplies and resources as needed for the course:

1. Library Access: Access to the Amarillo College (AC) Library and/or a local public library.
2. Computer and Internet Access: Reliable access to a computer, the internet, and a printer. Students may be required to print course materials, assignments, or other documents.
3. Printing Supplies: Adequate printer ink or toner and paper as needed to complete course requirements.
4. Additional Materials: Other supplies or materials may be required as needed throughout the course. Students will be notified of any additional requirements in advance whenever possible.

Communication

The best way to contact me is through your student email in Blackboard. I will check my email Monday through Friday first thing in the morning and throughout the day as time allows.

I will respond to emails within 24 hours during the week. I will answer emails received over the weekend the following Monday morning.

When communicating with faculty, staff, and peers, please remember to practice professional netiquette. Use respectful, professional, and appropriate language in all electronic communications.

Student Performance

Course Meeting Day and Time

The course is taught in a lecture/lab format on Monday  from 8:00 AM  to 11:00  AM in Jones Hall classroom 111.

Changes to the Syllabus and the Course

The instructor reserves the right to change the syllabus or course as needed to support the course goals and objectives. Students will be notified of any changes through the Blackboard Announcements page and, when appropriate, by email. Students are responsible for regularly checking Blackboard and their student email for updates and ensuring they are aware of any changes that may affect the course.

Participation, Instructor Help, and Tutoring

Learning activities in this course are designed to enhance your understanding of course concepts and provide opportunities to apply what you have learned. Students are expected to come prepared for each class session, actively participate in learning activities, and engage appropriately in class discussions and exercises.

As a college student, you are responsible for taking an active role in your learning. You are encouraged to ask questions, seek clarification, and request assistance from the instructor whenever you need additional support. Please do not hesitate to ask questions during class or communicate with the instructor when you need help understanding course material or completing assignments. Seeking assistance is an important part of the learning process and is encouraged throughout the course.

Tutoring and Academic Support

Students are encouraged to utilize the departmental tutor as an additional resource for academic support and reinforcement of course concepts. The instructor may require a student to participate in tutoring when additional academic support is needed, including when a student is struggling with course content, assignments, examinations, or overall course performance. When tutoring is assigned, attendance and participation are mandatory and count as part of the student's academic responsibilities. Students are expected to come prepared for tutoring sessions and actively participate in the recommended activities. The departmental tutor is available to help students strengthen their understanding of course material; however, tutoring does not replace attending class, preparing for class, completing assignments, or seeking assistance from the instructor.

End-of-Course Outcomes

By the end of the course, the student will be able to 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.

Competency-to-Evaluation Mapping Matrix

The AC Dental Hygiene Program has clearly defined graduation competencies that establish the expected knowledge, skills, and professional behaviors students must demonstrate upon program completion. These competencies guide curriculum development and form the basis for instruction and assessment throughout the program.

Each course in the curriculum contributes to the development of these competencies. Learning activities are structured to progressively build knowledge and skill toward entry-level dental hygiene practice. Evaluation methods vary across courses and may include written exams, laboratory or clinical skill assessments, case-based evaluations, reflective writing, and formal competency testing.

This course evaluates the following graduation competencies:

• Program Competency #1: Demonstrate systematic planning and management of patient treatment by applying the Dental Hygiene Process of Care.
  • Measurement Method:
    • Periodontal Plan Project
• Program Competency #2: Recognize medical and dental conditions requiring special precautions or considerations before dental hygiene treatment.
  • Measurement Method:
    • Interdisciplinary Communication Case Study
• Program Competency #3: Analyze and interpret assessment data to formulate a dental hygiene diagnosis.
  • Measurement Method:
    • Periodontal Plan Project
• Program Competency #5: Develop health promotion and disease prevention activities for diverse populations.
  • Measurement Method:
    • Cultural Diversity Project

Specific Course Outcomes

In alignment with the standards of the Commission on Dental Accreditation, upon successful completion of this course, the student will demonstrate competency in preventive care for the dental hygienist through the following measurable outcomes:

1. Disease Prevention & Risk Assessment
Outcome:
Assess and classify patient risk for dental caries, periodontal disease, and oral conditions using evidence-based risk assessment tools.
Measurable Criteria:
• Accurately complete risk assessments in simulated/clinical cases
• Classify patients into appropriate prevention categories (primary, secondary, tertiary)
• Justify risk level using patient data (biofilm, medical history, lifestyle factors)

2. Dental Hygiene Process of Care
Outcome:
Apply the dental hygiene process of care to develop individualized preventive care plans.

Measurable Criteria:
• Develop complete dental hygiene care plans, including evidence - based preventive interventions
• Sequence care appropriately (assessment → diagnosis → planning → implementation →evaluation)

3. Biofilm, Caries, and Periodontal Disease Management

Outcome:
Analyze the etiology and progression of biofilm-related diseases and implement preventive strategies.

Measurable Criteria:
• Explain disease mechanisms on written exams
• Select appropriate preventive agents (fluoride, antimicrobials, dentifrices) for case scenarios

4. Patient Education & Behavior Change

Outcome:
Design and deliver individualized oral health education using behavior modification and motivational interviewing techniques.

Measurable Criteria:
• Demonstrate motivational interviewing techniques in evaluated patient interactions.
• Develop patient-centered education plans with measurable goals in the clinic and on case-based scenarios.

5. Cultural Competence in Preventive Care

Outcome:
Integrate cultural, socioeconomic, and behavioral factors into preventive care strategies.

Measurable Criteria:
• Adapt dental hygiene care plans for diverse populations in case-based assessments.
• Identify cultural factors influencing oral health behaviors
• Demonstrate culturally competent communication in simulated case studies

6. Preventive Therapeutics & Self-Care Adjuncts

Outcome:
Select and recommend appropriate preventive agents and oral self-care devices based on patient needs.

Measurable Criteria:
• Recommend correct adjuncts (interdental aids, irrigation, fluoride) in simulated case scenarios.
• Demonstrate proper use of self-care devices
• Evaluate the effectiveness of patient self-care compliance in the clinic

7. Fluoride Therapy & Public Health Prevention

Outcome:
Evaluate and apply community and professional fluoride therapies for caries prevention.

Measurable Criteria:
• Recommend appropriate fluoride regimens in the clinic
• Explain the benefits/risks of fluoridation in the clinic and on case-based exams
• Compare community vs. individual preventive strategies on exams and case-based simulations

8.  Special Population Preventive Care

Outcome:
Develop preventive strategies for patients with special needs, including implants, dentures, xerostomia, and systemic conditions.
Measurable Criteria:
• Modify care plans appropriately in case scenarios
• Identify risks for peri-implant disease and caries
• Recommend targeted preventive therapies for individuals with special needs

9. Evidence-Based Preventive Practice
Outcome:
Critically evaluate scientific literature to support preventive care decisions.

Measurable Criteria:
• Analyze at least 2 peer-reviewed articles
• Apply evidence to clinical decision-making scenarios

10. Professional Responsibility & Ethics in Prevention
Outcome:
Demonstrate ethical and legal responsibility in preventive dental hygiene practice.

Measurable Criteria:
• Document care in compliance with legal standards
• Apply ethical decision-making in case scenarios
• Maintain patient confidentiality in clinical care

Chapter Objectives

Chapter 1:  Introduction to Primary Preventive Dentistry

After studying the chapter, the student will be able to:

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: Cultural Health Influences

After studying the chapter, the student will be able to:

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

2. Describe the influences of culture on aspects of U.S. society that impact preventive healthcare for 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:  Dental Hygiene Science

After studying the chapter, the student will be able to:

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 32:  Documentation and Insurance Reporting of Periodontal Care (Periodontology Text)

After studying the chapter, the student will be able to:

1.  Explain the foundations for tort law and how it applies to the profession of dentistry.

2.  Define the term liability as it applies to the provision of periodontal care.

3.  Describe situations in the dental office that trigger liability for dental hygienists.

4.  Define the terms intentional torts and negligence and provide examples of each.

5.  In a clinical setting, be able to thoroughly document a patient's dental record that includes updated health history, treatment options, history of patient noncompliance and cancellations, refusal of treatment, and follow-up conversations about the proposed treatment, potential risks and benefits of each option, and treatment alternatives.  

6.  Be able to explain the advantages and disadvantages of computer-based electronic health records.

Chapter 4:  Dental Plaque Biofilm

After studying the chapter, the student will be able to:

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 inflammatory periodontal diseases. 

Chapter 11:  Oral Biofilms (Periodontal Textbook)

After studying the chapter, the student will be able to:

1.  Describe the key structural features of Gram-positive and Gram-negative bacteria and explain the role of the cell envelope in the Gram-staining technique.

2.  Define the term biofilm and explain the benefits of bacteria residing in a biofilm.

3.  Describe the life cycle of a biofilm.

4.  Explain the significance of the extracellular protective matrix and fluid channels in a biofilm.

5.  Define coaggregation and explain its significance in coordinating and regulating microbial behavior and growth.  

6.  Define quorum sensing and explain its significance in coordinating and regulating microbial behavior and growth.  

7.  Explain why systemic antibiotics and antimicrobial agents are not effective in eliminating dental plaque biofilm.

8.  List several reasons why newer microbe detection methods have brought Socransky's microbial complexes model and the specific plaque hypothesis into question.  

9.  Discuss the evolution of hypothesis to explain the role of bacteria in periodontal disease and how current hypothesis are distinct from the nonspecific plaque hypothesis and the specific hypothesis.  

10.  Discuss the hypothesis that plaque biofilm is necessary but not sufficient to cause destruction of the tissues of the periodontium and the implications for the  treatment of individuals with periodontitis.

Chapter 9:  Host Defense Mechanisms in the Oral Cavity 

After studying the chapter, the student will be able to:

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 nonsurgical 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 immunoglobulins.

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

Chapter 29:  Host Modulation Therapy (Periodontology Text)

After studying the chapter, the student will be able to:

1.  Define the term host modulation therapy.

2.  Discuss the potential importance of host modulation therapy.

3.  Name some anti-inflammatory mediators.

4.  Name some proinflammatory mediators.

5.  List three types of drugs that have been studied for use as possible host modulating agents.

6.  Explain why subantimicrobial-dose doxycycline is useful as a host-modulating agent.

7.  Define the term subantimicrobial dose.

8.  Make a list of treatment strategies for a periodontitis patient that includes host modulation.

Chapter 27:  Supragingival and Subgingival Irrigation (From the Periodontal Textbook)

After studying the chapter, the student will be able to:

1. Discuss the oral health benefits of a power-driven irrigation device for the patient with periodontal disease.

2. Distinguish the depth of the delivery between the power-driven water irrigation device and a power-driven air floss device, a toothbrush, dental floss, and other dental aids.

3. Name the types of agents that can be used in a power-driven water irrigation device.

4. In a clinical setting, be able to educate a patient in the use of a power-driven water irrigation device.

5. Summarize research findings that relate to using professional irrigation to deliver chemicals to periodontal pockets.

Chapter 28:  Chemotherapeutic Agents in Periodontal Care (Periodontal Text)

After studying the chapter, the student will be able to:

1.  Define chemotherapy and explain its use in the treatment and management of periodontal disease.

2.  Compare and contrast systemic delivery from topical delivery of chemical agents.

3.  Define the  term systemic antibiotics and explain why they are not used routinely in the treatment of patients with plaque-induced gingivitis and patients with periodontitis.

4.  Describe three examples of mouth rinse ingredients that can help reduce the severity of gingivitis.

5.  List three antimicrobial agents that can be delivered using controlled-release delivery devices.

6.  Explain why toothpastes are nearly ideal delivery mechanisms for chemical agents.

7.  List two toothpastes ingredients that can reduce the severity of gingivitis.

8.  Explain the current scientific evidence behind charcoal-based dental products and oil pulling. 

Chapter 12:  Self-Care Adjuncts

After studying the chapter, the student will be able to:

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

2. Identify the factors in addition to oral conditions that influence the 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 26:  Patient's Role in Nonsurgical Periodontal Therapy (From the Periodontal Textbook)

After studying the chapter, the student will be able to:

1. In a classroom or laboratory setting, explain how to select and demonstrate the use of the following to an instructor: manual toothbrush, power toothbrush, and various interdental aids.

2. Explain why interdental care is of utmost importance for any patient.

3. In a clinical setting, recommend, explain, and demonstrate appropriate interdental aids to a patient with Type III embrasure spaces. Assist the patient in selecting an appropriate interdental aid that they are willing to use daily.

4. Explain how the presence of exposed root concavities in a dentition would influence your selection of effective self-care aids.

5. State the rationale for tongue cleaning and, in the clinical setting, recommend and teach tongue cleaning to an appropriate patient.

Chapter 11:  Dentifrices, Mouthrinses, and Chewing Gums

After studying the chapter, the student will be able to:

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

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

3. Discuss how approval or non-approval of a new product by the Food and Drug Administration (FDA) differed 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, anti-calculus, whitening, and anti-hypersensitivity effects.

8. Explain the active ingredients in anti-plaque and anti-gingivitis mouth rinses sold over the counter and as a prescription item.

9. Describe the advantages and disadvantages of mouth rinses containing alcohol.

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

Chapter 13:  Implant and Denture Self-Care

After studying the chapter, the student will be able to:

1. Identify risks for peri-implantitis and peri-implant mucositis.

2. Identify critical factors that result in implant failure.

3. Describe proper oral self-care for dental implants.

4. Describe the proper oral self-care for removable partial dentures, complete dentures, and overdentures.

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

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

Chapter 5: Carious Lesions

After studying the chapter, the student will be able to:

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 carious 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:  Dental Trauma

After studying the chapter, the student will be able to:

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 21:  Athletic Mouthguards

After studying the chapter, the student will be able to:

1. Describe the preventive aspects of athletic mouthguards.

2. Describe the historical aspects of athletic mouthguards.

3. Describe the prevalence of sports-related orofacial and head trauma. 

4. List the promotional activities advocating the use of mouthguards.

5. List the sports and activities that should involve the use of athletic mouthguards.

6. Describe the types of athletic mouthguards.

7. Describe the fabrication of custom-made vacuum-formed mouthguards.

8. Describe the dental provider's role in the use of athletic mouthguards.

Chapter 14:  Community Water Fluoridation

After studying the chapter, the student will be able to:

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 fluoride exposure.

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 fluoridation status in other countries and describe alternatives to water fluoridation.

Chapter 19:  Health Education and Promotion Theories

After studying the chapter, the student will be able to:

1. Define patient autonomy.

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

3. Apply appropriate health education models to cases.

4. Identify principles of adult learning.

5. Use motivational interviewing techniques to devise a patient education strategy.

Chapter 23:  Encouraging Patient Behavior Change with Motivational Interviewing (From the Periodontal Textbook)

After studying the chapter, the student will be able to:

1. Recognize the role of ambivalence in patient behavior change and explain the goal of motivational interviewing concerning ambivalence.

2. Describe the primary difference between how hygienists often approach patient education and the motivational interviewing approach.

3. Identify the four key elements of motivational interviewing.

4. Give examples of specific motivational interviewing methods and how they are used to enhance patient motivation for change.

Chapter 15:  Topical Fluoride Therapy 

After studying the chapter, the student will be able to:

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

2. Describe how topical fluorides work to prevent caries.

3. Identify the percentage of sodium fluoride, acidulated phosphate fluoride, and stannous fluoride 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 the use of dentifrices and mouth rinses containing fluoride.

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

Chapter 20:  Tobacco Cessation

After studying the chapter, the student will be able to:

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 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 offfice and community settings.  

Chapter 17:  Tobacco Smoking and Periodontal Disease ( From the Periodontal Textbook)

After studying the chapter, the student will be able to:

1. Discuss the implications of smoking and the use of other tobacco products on periodontal health status.

2. Describe the different categories of tobacco/nicotine delivery systems and provide examples of each.

3. Discuss the implications of smoking on the host response to periodontal disease.

4. Discuss the implications of cannabis on the host response to periodontal disease.

5. Discuss the effects of smoking on periodontal treatment outcomes.

6. Discuss current theories as to why smokers have more periodontal disease than nonsmokers.

7. Explain why tobacco cessation counseling is a valuable part of patient care in the dental setting.

8. Value the importance of providing smoking cessation counseling as a routine part of periodontal treatment.

Dental Hygiene Lab Instructors for the Course:

1.  Lacey Briscoe, RDH

Lab Assignments 

a.  Cultural Competency Program for Oral Health Professionals CE

b.  Preventive Graphics and Presentations

c.  Developing a Preventive Periodontal Plan and Presentations

d.  Group Projects and Presentations

f.  Interdisciplinary Communication Case Study

g.  Cultural Diversity Assignment and Presentations

Students 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

Professionalism and Student Conduct

Program Handbook and Student Responsibilities

The Amarillo College Dental Hygiene Program Handbook contains the complete policies, procedures, standards, and expectations for students enrolled in the Dental Hygiene Program. The handbook provides detailed information regarding professional conduct, appearance, attendance, academic and clinical expectations, communication, ethical responsibilities, disciplinary procedures, grievance procedures, and other program requirements.

Because the Amarillo College Dental Hygiene Program Handbook explains these policies in detail, each course syllabus does not repeat them in full. Students are responsible for reading, understanding, and following all policies and procedures outlined in the current Program Handbook, as well as the policies specific to this course.

The policies and expectations outlined in the Program Handbook are part of this course's requirements, even when they are not specifically repeated in the syllabus. Students are expected to consult the Program Handbook whenever they have questions regarding program policies, procedures, or professional expectations.

Students should refer to the current Amarillo College Dental Hygiene Program Handbook for complete information regarding program policies and expectations. If a question or concern arises regarding a program policy, students should consult the handbook and seek clarification from the appropriate faculty member or program administrator.

Failure to read or review the Program Handbook does not relieve a student of the responsibility to know and follow the policies contained within it. 

Your professionalism will be observed, assessed, and evaluated continuously throughout the program.

Expected Student Behavior

The Amarillo College Dental Hygiene Program requires students to demonstrate professionalism in all aspects of their education consistently. Professional behavior is expected in the classroom, laboratory, clinic, during interactions with faculty, staff, classmates, patients, and whenever you are representing the Dental Hygiene Program.

These expectations prepare students for the responsibilities, standards, and professional behaviors expected of a dental hygienist.

Professional Standards and Expectations

As a dental hygiene student, you are expected to maintain professional conduct at all times. Professionalism includes how you present yourself, communicate, interact with others, respond to feedback, and conduct yourself in academic and clinical settings.

Professional Appearance

As a representative of the Amarillo College Dental Hygiene Program, your appearance must reflect professionalism, cleanliness, and readiness for the educational or clinical environment. Students are expected to:

• Wear clean, well-fitting attire that complies with the program dress code.
• Maintain appropriate personal hygiene and a polished, professional appearance.
• Keep hair neat and well-groomed in a natural human hair color. Bright or unnatural hair colors are not permitted.
• Wear appropriate footwear and accessories consistent with program and clinical requirements.

Examples of inappropriate or prohibited attire and accessories include, but are not limited to:

• House shoes, slippers, or inappropriate footwear.
• Bare midriffs, low-cut tops, or revealing clothing.
• Torn, stained, excessively casual, or inappropriate clothing, including pajamas or hoodies when prohibited by program dress requirements.
• Excessive jewelry or accessories.
• Hair colors that are bright or considered unnatural.

Your appearance should promote confidence, safety, respect, and professionalism. Failure to meet appearance standards may result in removal from class, laboratory, or clinic until the concern is corrected and may result in additional consequences as outlined in the Dental Hygiene program manual.

Interactions and Communication

Professional communication is expected in all interactions with classmates, faculty, staff, patients and other members of the college community.  Students are expected to:

• Communicate clearly, respectfully, and professionally in verbal and written interactions.
• Use appropriate professional language in academic, clinical, electronic, and other related communications.
• Treat classmates, faculty, staff, patients and others with courtesy and respect.
• Manage disagreements and conflicts calmly, respectfully, and maturely.
• Accept and consider constructive feedback without becoming argumentative or disrespectful.
• Maintain appropriate professional boundaries in all interactions.

Ethics and Responsibility

Students are expected to take responsibility for their actions, decisions, and performance throughout the program.  This includes:

• Accepting responsibility for academic performance, clinical performance, patient professional development.
• Demonstrating honesty, integrity, accountability, and ethical behavior.
• Following all college, program, course, laboratory, and clinical policies and procedures.
• Recognizing mistakes and taking appropriate steps to correct them.
• Seeking assistance when clarification, guidance or additional support is needed.

Academic and Program Conduct

Students are expected to contribute to a positive, respectful, and professional learning environment.  Students should:

• Strive for excellence and work toward meeting or exceeding program expectations
• Arrive prepared for class, laboratory, and clinical experiences
• Participate appropriately in learning activities
• Support a positive and collaborative learning environment
• Demonstrate maturity and professionalism under pressure or in challenging situations
• Accept constructive criticism and professionalism during disagreements, conflicts, and stressful situations

Concerns Regarding Grades or Program Decisions

Students who disagree with a grade, evaluation, or other academic decision are expected to follow the official grievance or appeal process as outlined in the course syllabus and the the College Dental Hygiene Program Handbook.

Students must maintain professionalism throughout the process.  This includes communicating respectfully, following established procedures, and addressing concerns through the appropriate channels.

Professionalism extends beyond clinical performance and patient interactions.  You demonstrate it through your daily actions, communication, appearance, attitude, accountability and interactions with others throughout your education.

Statement of Confidentiality

Confidentiality is an essential ethical and professional responsibility of every dental hygienist and dental hygiene student. Students are entrusted with sensitive patient information, including medical history, dental history, personal information, treatment records, photographs, radiographs, and other information obtained during patient care. This information must be protected and handled in accordance with applicable laws, institutional policies, program policies, and professional ethical standards.

Dental hygiene students must maintain the confidentiality and privacy of all patient information at all times. Patient information may be accessed, discussed, documented, or disclosed only for legitimate educational, clinical, treatment, or legal purposes, and only with individuals authorized to receive it. Never share patient information in a way that could identify a patient or compromise the patient's privacy.

The American Dental Hygienists' Association (ADHA) Code of Ethics for Dental Hygienists identifies confidentiality as one of the profession's core values. The ADHA states that dental hygienists respect the confidentiality of client information and relationships as a demonstration of the value placed on individual autonomy and acknowledge an obligation to justify any violation of confidence.

Therefore, dental hygiene students are expected to:

• Protect the confidentiality and privacy of all patient information.
• Access patient records only when authorized and when necessary for patient care or legitimate educational purposes.
• Discuss patient information only with individuals who are directly involved in the patient's care or authorized educational activities.
• Avoid discussing patients in public areas or other locations where conversations may be overheard.
• Never photograph, record, copy, post, or share patient information or images without appropriate authorization.
• Never post patient information, photographs, clinical experiences, or other identifying information on social media or other public platforms.
• Follow all applicable federal and state privacy requirements, college policies, Dental Hygiene Program policies, and clinical site requirements.
• Immediately report any actual or suspected breach of patient confidentiality to the appropriate faculty member or program administrator.

A breach of patient confidentiality is a serious violation of professional and program expectations and may result in disciplinary action under applicable college and Dental Hygiene Program policies. Students are responsible for understanding and consistently demonstrating the ethical and professional behaviors expected of members of the dental hygiene profession.

Professional Ethics Reference:
American Dental Hygienists' Association. Code of Ethics for Dental Hygienists. The ADHA Code of Ethics identifies confidentiality as a core value and emphasizes the dental hygienist's responsibility to respect the confidentiality of client information and relationships.

Cell Phone Policy – Classroom/Lab

To promote a focused, professional, and distraction-free learning environment, cell phones, smart watches, and other personal electronic communication devices are not permitted in the classroom or laboratory.

Students are expected to turn off these devices and store them out of sight before entering the classroom or laboratory. Students may not use, access, or keep cell phones and smart watches on their person during class or laboratory activities unless the instructor specifically authorizes it.

If a student is found with or using a cell phone or smart watch during class or laboratory, the student will be immediately dismissed from the class or laboratory session and marked absent for that session. Students are responsible for understanding that leaving class or lab for violating this policy does not excuse missed instruction, assignments, or laboratory activities.

Class Time and Scheduled Breaks

Class will begin promptly at 8:00 AM  and will end at 11:00 AM.  . Students are expected to be present, prepared, and ready to participate at the beginning of class. Arriving late or leaving early may result in missed instruction, is considered unprofessional behavior, and will result in an absence. 

To minimize interruptions and maintain an effective learning environment, the instructor will designate scheduled class breaks, and the entire class will take the break at the same time. Students should use these designated breaks to attend to personal needs, check messages, use the restroom, or address other necessary matters.

Students should not routinely leave and re-enter the classroom or laboratory during instruction unless there is an emergency or the student has received permission from the instructor. Frequent coming and going disrupts the instructor and other students and can result in missed instruction and important course information. Students are expected to plan accordingly and return promptly when the designated break has ended.

Students with children, or who may need to be reached for an urgent family situation, should provide caregivers with the Office Supervisor's telephone number: 806-354-6050. Emergency or urgent calls can then be directed to the appropriate office personnel.

If a student has a personal or extenuating circumstance that requires access to a cell phone during class or laboratory, the student must speak with the instructor before the class or laboratory session begins and receive permission. The instructor will determine approval on a case-by-case basis.

Students are expected to demonstrate professional behavior by following this policy consistently and respecting their classmates' learning environment.

Mailboxes

Each student is assigned a mailbox located inside the student locker room. Students are responsible for checking their mailbox daily for communications, announcements, and other information from faculty.

Bulletin Board

First and second-year dental hygiene students have designated areas on a shared bulletin board located inside the student locker room. Faculty may use the bulletin board to post announcements, reminders, schedules, and other important program information. Students are responsible for reviewing their designated area regularly.

Academic Grievance Procedure

If you have a concern or grievance regarding an academic (clinical) course in which you are enrolled, you must follow the established chain of appeal outlined in the course syllabus and Amarillo College Dental Hygiene Program Handbook.   You must address the concern at each level before proceeding to the next.

Appeals must be in the following order:

1. Instructor
2. Department Chair
3. Dean
4. Vice President of Academic Affairs
5. College President

When presenting a grievance, the student must clearly explain the concern and provide any relevant supporting documentation.

Students should begin by discussing the concern with the course instructor. If the concern is not resolved at that level, the student may proceed to the next level in the order listed above.

Do not skip levels in the grievance process. Address each level before appealing to the next level.

Grading Criteria

Required Course Assignments and Learning Activities

The course calendar lists all assignments, due dates, and due times. Students are responsible for reviewing the course calendar and submitting all assignments by the posted deadline.

Late work is not accepted. Assignments that are submitted late or are not submitted by the deadline will receive a grade of zero (0). Students should plan ahead and allow enough time to complete and submit assignments before the deadline.

Grading Criteria

Your final course grade will be based on the following assignments and assessments:

Grade Scale

The following grading scale will be used throughout the course:

• A = 93–100%
• B = 83–92%
• C = 75–82%
• F = Below 75%

Important: A grade of D is not assigned in this course.

Requirements for Passing the Course

To successfully pass the course, students must:

1. Earn a final course grade of at least 75%.
2. Complete and meet all required course, lab, and assignment requirements.
3. Follow all course policies and expectations outlined in the syllabus and program handbook.

A final grade below 75% will result in failure of the course.

Missed Examinations

Students are expected to attend and be prepared for all scheduled examinations. If a student misses an examination, they must complete it during the following class period. A 10-point deduction will be applied to the examination grade for a missed examination.

The instructor will administer make-up examinations at a time determined by the instructor based on the instructor's availability. Students should be prepared to complete the make-up examination at the time the instructor designates.

Students are responsible for communicating with the instructor regarding a missed examination.   Missing an examination does not extend the deadline for other assignments or examinations.

Attendance

Attendance Policy

Regular attendance is essential to complete this course successfully. As stated in the Amarillo College Student Rights and Responsibilities Publication, "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."

The Health Sciences Division follows established attendance requirements for all classroom, laboratory, and clinical experiences. Students are responsible for reviewing and following the attendance requirements outlined in the Dental Hygiene Program Handbook and this course syllabus.

What Counts as Attendance?

Attendance means being present, alert, and actively engaged for the entire scheduled class or laboratory session. This expectation applies to both in-person and virtual class meetings.

• Students must be present when attendance is taken. If you are not present for roll call, you will be marked absent.
• Students are expected to remain in class or lab for the entire scheduled session. Leaving early will result in an absence.
• Sleeping or failing to participate appropriately during class or lab does not meet the attendance requirement. A student who is sleeping or not participating may be asked to leave and will be marked absent for the session.
• Students are responsible for notifying the instructor of any anticipated absence from class or lab as soon as possible.
• The instructor will monitor attendance throughout the semester.

Students are expected to maintain at least 90% attendance in both classroom and laboratory sessions. A student whose attendance falls below 90% may fail the course, regardless of the student's academic performance on assignments or examinations.

Excessive absenteeism can interfere with a student's ability to meet course objectives, complete required learning activities, and successfully progress in the Dental Hygiene Program. Attendance is therefore an important component of your responsibility as a professional student.

Perfect Attendance Bonus

A student who maintains perfect attendance for the course may receive one (1) bonus point added to the final course grade, provided the student has a minimum overall course average of 75% before the bonus point is applied.

The perfect attendance bonus recognizes students who demonstrate consistent attendance and commitment to their education. The bonus point cannot be used to raise a failing course average to a passing grade.

Classroom Remediation Policy

To support student success and ensure mastery of course material, any student who scores below 75% on a test, excluding the final examination, must complete the remediation process outlined below.

1. Schedule Tutoring: Within seven (7) calendar days of receiving the test grade, the student must schedule and attend a tutoring session with the departmental/program tutor.
2. Complete Remediation Assignment: The course instructor will provide a targeted remediation assignment based on the material missed on the test. The instructor will email the assignment to the student.
3. Submit Before the Next Test: Submit the completed remediation assignment to the instructor before the next scheduled test.
4. Failure to Complete Remediation: Failure to complete any part of the remediation process, including scheduling and attending tutoring within the required seven-day period or submitting the remediation assignment by the deadline, will result in a 10% deduction from the total possible points on the next test.
5. Repeated Non-Compliance: Repeated failure to complete required remediation during the semester will result in a meeting with the Program Director and may lead to further academic action.

The purpose of this policy is to provide timely academic support, reinforce areas of difficulty, and promote mastery of course material and continued success in the Dental Hygiene Program.

Calendar

Additional Information