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Academic SYLLABUS

Course/Section: DHYG 125A, 125B,

125C/DHYG 126A, 126B, 126C

Course Title: Dental Hygiene Practice/DH

Clinical Practice

Course Credit: DH 125-3units DH 126-4units

Course Type: Lecture, Lab, Clinic

College: Arthur A. Dugoni School of Dentistry

Department: Periodontics/Dental Hygiene

Course Dir:

Instructor:

All are TBD at a later date Term:

Course Days (Lec):

Meeting Time:

Modules IV, V &

VI 2017

Office: Class Location:

Phone: Clinic Days:

E-Mail: Class Location:

Lab Location:

Office

Hours:

Dates: May 8-Sept 22,

2017

I. Welcome!

Welcome to your second dental hygiene semester and your first clinical patient care experiences.

In these two courses, you will be incorporating and expanding upon information and skills gained

in previous coursework. Students will develop new skills and understanding in the provision of

dental hygiene therapies, which collaboratively involve the patient and all relevant health care

providers.

II. University Course Catalog Description

DHYG 125: Dental Hygiene Practice. This lecture/ lab course is designed to provide students lecture and lab experience in the dental hygiene process of care for child, adolescent, adult and geriatric patients. Promotion of oral health and wellness is stressed through lecture and case studies. The principles, rationale and application of sealants and glass ionomers, area specific curets, advanced fulcrums, peizo and magnetostrictive ultrasonic scaling, air-powder polishing and desensitizing products are discussed as well as cariology and fluoride delivery options. Students integrate knowledge and skills developed in DHYG 110, DHYG 115, DHYG 116 and concurrent course DHYG 120.

DHYG 126: Dental Hygiene Clinical Practice-This clinic course is designed to provide students beginning clinical experience in the treatment of child, adolescent, adult, and geriatric patients. Promotion of oral health and wellness is stressed through clinical experiences in: patient assessment, dental hygiene care treatment planning, case presentation and implementation and

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evaluation of treatment outcomes. The principles, rationale and application of sealants and glass ionomers, the use of ultrasonic scaling, area specific curets, advanced fulcrums, desensitizing products and other treatment modalities are implemented. Cariology considerations and additional fluoride delivery options are also discussed & implemented for patient care. Students integrate knowledge and skills developed in previous courses: DHYG 110, DHYG 113, DHYG 115, DHYG 116, DHYG 118 and concurrent courses DHYG 120 & DHYG 124

III. Required Texts

DENTAL HYGIENE CONCEPTS, CASES, AND COMPETENCIES, 2nd edition, Daniel, Harfst, & Wilder.

Mosby, St. Louis, 2008.

*FUNDAMENTALS OF PERIODONTAL INSTRUMENTATION, 7th edition, Nield-Gehrig, Lippincott

Williams and Wilkins, Baltimore, 2013.

*ORAL SOFT TISSUE DISEASES, 6th edition, Newland, Lexi Comp, 2013.

*PATIENT ASSESSMENT TUTORIALS, 2nd edition, Nield-Gehrig, Lippincott Williams and Wilkins,

Baltimore, 2010.

*Required in clinic for reference

IV. Recommended Texts and Materials

DRUG INFORMATION HANDBOOK FOR DENTISTRY, 15th edition (or online equivalent), Wynn,

Mieller, Crossley.

Class “Drug Diary” to be posted weekly on Sakai.

V. Course Prerequisites/Co-requisites

Admission to the Baccalaureate Dental Hygiene Program. Successful completion of Semester I of

Pacific’s Dental Hygiene Program. Students should have knowledge of the basic biological,

physiological, and microbiological sciences with an understanding of how each relates to human

health.

VI. Methods of Instruction

Lecture Class discussions Audiovisual presentation Demonstration Collaborative Learning Distance/Blended Learning VII. Course Rationale:

Clinical Dental Hygiene 1: DHYG 125, lecture and lab will integrate theory, procedures, techniques,

and skills, providing the student opportunities to develop basic clinical skills, beginning levels of

dental hygiene therapy and patient care.

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Clinic 1: DHYG 126, provides the dental hygiene student initial patient care/clinic opportunities for

developing skills in comprehensive patient assessment, treatment planning, preventive oral health

care instruction, and dental hygiene therapy and evaluation.

VIII. Course Goal

The goals of these two courses are for the DH student to successfully apply theory & clinical DH

practice as a beginning level clinician. Building on the introductory understanding of preclinical

skills and learning from previous courses the student will increase their basic clinical and

theoretical knowledge of periodontology, cariology, preventive dental hygiene practice, and

application of comprehensive patient care.

IX. Course Objectives/Learning Outcomes

1. Demonstrate beginning caries risk assessment. 2. Demonstrate beginning data analysis and case type selection. 3. Develop and present treatment plans for the child, and healthy adult patient with the goal of

delivering comprehensive dental hygiene care. 4. Identify characteristics and trends in the dental profession with regards to dental hygiene. 5. Exhibit professionalism through personal appearance, attitude, and conduct appropriate for the

learning environment and delivery of dental hygiene care. 6. Demonstrate infection control techniques for prevention of disease transmission, including

provision of oral health care services to patients with infectious diseases. 7. Distinguish ergonomic principles for optimal operator positioning, patient positioning, and

instrumentation. 8. Conduct accurate, appropriate, comprehensive medical/dental history, and explain its rationale

and implications. 9. Explain the principles and rationale of ultrasonic scaling. 10. Incorporate ultrasonic scaling appropriately into patient treatment. 11. Demonstrate correct hard tissue dental charting and record maintenance. 12. Distinguish assessment skills utilized to plan comprehensive dental hygiene care and treatment. 13. Demonstrate correct scaling instrumentation technique utilizing universal curets and scalers. 14. Evaluate outcome procedures following implementation of dental hygiene care. 15. Determine ongoing re-care needs of the patient. 16. Summarize recall protocol necessary for continuity in long-term preventive periodontal care. 17. Utilize and be familiar with rationale for professional topical fluoride application and alternative

methods of fluoride delivery. 18. Demonstrate correct scaling instrumentation technique utilizing Gracey curets. 19. Compare and utilize sharpening techniques for universal and Gracey curets. 20. Describe rational, technique and application of intraoral camera for patient education and

documentation. 21. Describe the ADA recognized dental specialties and distinguish their respective areas of dental

care delivery. 22. Describe considerations regarding dental implant placement, ongoing evaluation, and hygiene

care. 23. Explain and demonstrate the criteria and placement technique for pit and fissure sealants.

Upon successful completion of the combined course 125/126, the student will:

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DHYG 125/126 Course Outcomes:

Course Outcome

Assessment Supports Competencies

Conduct accurate, comprehensive medical/dental histories related to oral/systemic disease and patient well-being. Present summary of medical/dental history and physical status

DH125:Case Study, DH126: Patient Completion Form (PCF), Health History, & Oral Cancer Exam Competencies

PC.1, PC.2, PC.3, C.3

Demonstrate accurate utilization of Axium, patient electronic health records and hard copy patient records.

DH125:Case study DH126: PCF

C.11, PC.1, PC.9

Demonstrate correct dental charting and record maintenance.

DH126:Dental Charting Competency C.11

Provide comprehensive treatment planning, presentation and the process of gaining informed consent.

DH 125:Case Study, DH126:PCF ,DH Diagnosis, Tx Plan & Informed Consent Skill evaluations

PC.5, PC.6, PC.9, C.12

Demonstrate beginning data analysis and case type selection.

DH 125: Case study DH 126: Periodontal charting & Tx Plan skill evaluations, PCF

PC.1, PC.5,PC.6

Evaluating & recognizing radiographic technique, anatomical & dental structures in states health & disease.

DH126: Radiographic Evaluation forms PC.1, PC.2, PC.5, PC.6,

Implement DH treatment modalities, including oral hygiene instructions, therapeutic services, and adjunctive therapies

DH126: Preventive Counseling, Plaque Index, Periodontal Charting Selective Polishing skill evaluations

PC.10, C.12

Develop and present comprehensive DH treatment plans for the child & adult delivery of dental hygiene therapy.

DH 125: Case study DH126: Periodontal charting & Tx Plan competencies, PCF

PC.3

Exhibit professionalism through personal appearance, attitude, and conduct.

DH126:PCF C.1,

Describe ADA recognized dental specialties and distinguish their respective areas of dental care delivery.

DH125:Dental specialties written assignment

PGD.1

Students will demonstrate correct periodontal therapy instrumentation techniques utilizing all instructed curets, scaler, & files.

DH125: Typodont & partner skill evaluation DH126:Fine Scaling skill evaluation

PC.10

Students will demonstrate and utilize correct sharpening techniques for universal, area specific curets, scalers & files

DH125 Skill evaluation DH126:Fine Scaling Skill evaluation

PC.10

Present written reflections & observations regarding DH care provided in variety of service learning rotations.

DH 126: Self-reflection discussion, PCF C.6, C.8, C.10, C.12, CM.2, CM.3,

Explain rationale & demonstrate procedures for placing resin and glass ionomer sealants.

DH125: Quiz, Demonstration & skill evaluation DH126: Placement on partner/student

C.5, PC.2, PC.12

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Utilize and be familiar with rationale for professional topical fluoride application & alternative methods of fluoride delivery.

DH125: Fluoride debate, Quiz, Final Test DH126: Tray Fluoride Competencies

HP.2, PC.2, PC.6,PC.10

Evaluate the patient response, prognosis and reevaluation/recare plan

DH125: Collaborative case study Comprehensive Final, DH 126:

C.12, PC.11, PC. 12, PC.13

Demonstrate basic understanding & utilization of ultrasonic technology, instrumentation, and the contraindications.

DH125: Lab demonstration and skill evaluation on typodonts, Quiz, Lab identification, DH126: Demonstration on student/partner and patient care PCF

C.3, HP.4, HP.6, PC.3,

Demonstrate understanding of occlusal morphology, beginning caries detection, & appropriate protocols.

DH125: ICDAS assessment, Axium charting DH126: Radiographic evaluations, PCF, Consultations with dental residents

Describe considerations regarding dental implant placement, evaluation, & maintenance.

DH125: Case study discussion, quiz, comprehensive final, typodont demo. DH126: PCF

Explain and demonstrate the criteria and placement technique for pit and fissure sealants.

DH125: Skill evaluation

Competencies Addressed:

Core Competencies (C) C.1 Apply a professional code of ethics in all endeavors. C.2 Adhere to state and federal laws, recommendations and regulations in the provision of dental hygiene care.

C.3 Use critical thinking skills and comprehensive problem-solving to identify oral health care strategies that promote patient health and wellness

C.4 Use evidence-based decision making to evaluate emerging technology and treatment modalities to integrate into patient dental hygiene care plans to achieve high-quality, cost-effective care.

C.5 Assume responsibility for professional actions and care based on accepted scientific theories, research, and the accepted standard of care.

C.6 Continuously perform self-assessment for lifelong learning and professional growth. C.7 Integrate accepted scientific theories and research into educational, preventive, and

therapeutic oral health. C.8 Promote the values of the dental hygiene profession through service-based activities,

positive community affiliations, and active involvement in local organizations. C.9 Apply quality assurance mechanisms to ensure continuous commitment to accepted

standards of care. C.10 Communicate effectively with diverse individuals and groups, serving all persons

without discrimination by acknowledging and appreciating diversity. C.11 Record accurate, consistent, and complete documentation of oral health services

provided. C.12 Initiate a collaborative approach with all patients when developing individualized care

plans that are specialized, comprehensive, culturally sensitive, and acceptable to all parties involved in care planning.

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C.13 Initiate consultations and collaborations with all relevant health care providers to facilitate optimal treatments.

C.14 Manage medical emergencies by using professional judgment, providing life support, and utilizing required CPR and any specialized training or knowledge.

Health Promotion and Disease Prevention (HP) HP.1 Promote the positive values of overall health and wellness to the public and organizations within and outside the profession. HP.2 Respect the goals, values, beliefs and preferences of all patients. HP.6 Utilize methods that ensure the health and safety of the patient and the oral health professional in the delivery of care. Patient Care (PC) PC.1 Systematically collect, analyze and record data on the general, oral and psychosocial health status of a variety of patient/clients using methods consistent with medico-legal principals.

PC.5 Use patient assessment data, diagnostic technologies, and critical decision making skills to determine a dental hygiene diagnosis, a component of the dental diagnosis, to reach conclusions about the patient’s dental hygiene care needs.

PC.7 Collaborate with the patient and other health professionals as indicated to formulate a comprehensive dental hygiene care plan that is patient-centered and based on the best scientific evidence and professional judgment.

PC.11 Evaluate the effectiveness of the provided services, and modify care plans as needed.

X. Instructional Methods and Materials

DHYG 125 seminar utilizes the Pacific Policy and Clinic Manual, textbooks, classroom lecture, Power-point, audio/ video presentations and the online learning management system, Sakai. The DH student is expected to utilize all aspects of learning modalities for collaborative and individual assignments. The course meets weekly for 2.5 hours of lecture/lab. DHYG 126 is the student’s first clinical application of theory & experience of patient care. The student will integrate knowledge gained from previous courses and initiate complete assessment, radiography, patient education and dental hygiene therapies with a focus on the patients’ oral health as related to systemic health and total well-being. It is expected that the student will provide thorough patient care at a skill level consistent with a beginning clinician. The degree of difficulty regarding patient case types and competency expectations will increase as the student progresses through the program. Clinic is scheduled 8:00am-5:00pm, 2 days per week. A schedule of clinic assignments and rotations for assisting duties, and service learning experiences will be provided. Students will schedule patient appointments in axiUm. Patients may also be scheduled for the students by the Pacific Dental Care Clinic receptionists.

XI. Attendance Policy:

Students at the Arthur A. Dugoni School of Dentistry Dental Hygiene Program assume professional obligations which include regular and consistent attendance at academic activities. The ability to do so is an essential qualification of all students. Specific attendance policies are determined by individual course directors who will provide students with a written statement of such policies at the beginning of the course, if policies differ from the above. For students assigned to the clinics

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of the Arthur A. Dugoni School of Dentistry Dental Hygiene Program, or other clinics associated with the school, attendance is mandatory.

Course directors will be notified of absences due to illness, or other personal or family emergencies beyond the control of the student. The student is required to contact the Department Administrative Assistant (Jeanne Swift, 946-7477), Front Office (946-7404) and Program Director, (Deborah Horlak, 946-7394) promptly in case of absence or tardiness so that proper and timely notification can be given to course directors. An excused absence is recognized when students contact the persons listed above regarding illness or family emergency or when other proper written notification has been received and approved. Absences must be phoned in daily. If a student is absent for three or more consecutive days, certification from a health care provider is necessary.

A student who is absent from school for seven or more days in a single semester, or who otherwise significantly fails to satisfy attendance requirements, may be dismissed from the program. Absence policy: If a student has been absent for substantiated and properly reported illness/medical reasons a missed exam or assignment must be made up on the day of return to school by appointment with the instructor. The absent student must arrange with fellow students for classroom lecture notes and handouts. If the student did not follow the program absence notification policies, the missed exams/assignments may not be made up and a grade of zero will be recorded. XII. Course Evaluation

The final grade in DH125 will be based on: 1. Assignments 2. Exams 3. Final exam 4. Participation & Professionalism

The final grade in DH126 will be based on: 1. Clinical performance based on Clinical Competency Evaluation forms. 2. Daily clinical patient experience - Feedback and points provided on Patient Completion (PCF)

by clinical block instructor 3. Clinical Practicum 4. Reflections - Weekly Clinical Discussion Forum 5. Mid-Semester Skill Evaluation Requirements

Evaluation of Skills

Skill evaluations not completed this semester will be carried over to the next semester and must

be completed before midterm (exact date to be announced). All competencies from a previous

semester must be completed before attempting competencies for the current semester and will

no longer count for points. Students must complete 70% of clinical competencies (6 of 9) to be

eligible to progress to the following semester. Radiographic competencies are not included in

this calculation. Students are not eligible to complete the Dental Hygiene program with

unfinished competencies.

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Completion of 70% of skill evaluations is the “ticket” which will allow the student to move to the next semester.

All Competencies must be completed by the end of the last scheduled clinic day of DH126 to count toward the Summer semester’s points, unless there are documented and approved extenuating circumstances.

Each student’s Skill Evaluation sheets and Tracking Form are to be submitted to Prof. Horlak by the last scheduled Clinic day of DH126, August 13, 2015.

Passing Score for Skill Evaluations are listed on each skill evaluation form.

Students who are unsuccessful after 3 attempts must obtain tutoring in order to progress

to the next semester. Students who continue to perform at less than the expected level will

need to meet with the Junior Clinic Coordinator/Program Director, Deborah Horlak, to sign a

contract that outlines a plan for remediation.

XIII. Grading System

Two separate letter grades will be given, one for Lecture/Lab and one for Clinic, based on your

performance in:

DH125 Lecture/Lab:

Module IV

Assessment

Points Possible % Applied Toward

Final Grade

Examinations (35 pts) and Quiz (5 pts) 40 points 50%

Dental Specialties Assignment

Professionalism

Typodont Scaling Assignments (5 pts)

10 points

10 points

5 points

25%

15%

10%

Module V

Assessment


Final Grade

Examinations (35 pts) and Quiz (5 pts) 40 points 50%

Annotated Bibliography: Periodontal Risk Factor

Professionalism


20 points

10 points

5 points

25%

15%

10%

Pass: Progressing at an emerging level of competency, meeting most criteria. No critical errors. Repeat: <70% of criteria met, needs to repeat the competency

Repeat: Critical Error Any action placing any person (student, faculty, staff or patient) at risk

constitutes a critical error, results in an automatic repeat of the competency and a significant

reduction in points as outlined on the patient completion form.

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Module VI

Assessment


Final Grade

Examinations (35 pts) and Quizzes (5 pts) 40 points 50%

Case Presentation Group Assignment

Professionalism


25 points

10 points

5 points

25%

15%

10%

DH 126 Clinical:

Module IV

Assessment


Final Grade

Daily Grade (variable) (Will be revised)

150 points

40% of course grade

Clinical Skill Evaluations *

Radiographs

Weekly Discussion

9 points

20 points

10 points/week

30% of course grade

10% of course grade

20% of course grade

Module V

Assessment


Final Grade


150 points

40% of course grade


Radiographs

Practicum

Weekly Discussion

9 points

20 points

40 points

10 points/week

30% of course grade

10% of course grade

10% of course grade

10% of course grade

Module VI

Assessment


Final Grade


150 points

40% of course grade


Radiographs

Weekly Discussion

9 points

20 points

10 points/week

30% of course grade

10% of course grade

20% of course grade

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*Students are eligible to accumulate a maximum of 3 points per skill evaluations

Grading Scale (%)

90-100 A

80 - 89 B

70 - 79 C

60 - 69 D

0 - 59 F

Professionalism Policy: Per university policy and classroom etiquette; mobile phones, iPods, etc. must be silenced during all classroom activities. Those not heeding this rule will be asked to leave the classroom immediately so as not to disrupt the learning environment. Should this be necessary, it is the student’s responsibility to obtain notes and assignments from another student. Please arrive on time for all class meetings. Students who habitually disturb the class by talking, arriving late, etc., and have been warned may suffer a reduction in their final class grade.

2 points- Professional attitude and ethical behavior towards your patient, instructors, staff and peers is mandatory

o Unprofessional or harmful behavior/conduct involving a patient/classmate will be significantly reflected in your grade.

2 points-Punctuality: consistently arriving on time to class

2 points-Participation in required classroom activities, assignments, discussions, and projects

2 points-Preparedness: the student is responsible for bringing textbooks, paper, pencil, lab supplies, goggles and any required supplemental materials to class

2 points-Proper attire: attending classes in adherence with the dress code. Clinic attire is mandatory in clinic, whether seeing patients or not. The Dress code will be enforced and you may be asked to leave and return when you meet the dress code requirements.

XIV. Assignments

Written assignments will be accepted in Word, Excel, or PPT document format. Submit assignments via Canvas by the Due By date. Late assignments may be accepted with penalty at the discretion of the course instructor. Documents without proper identification risk being lost and will receive no credit. All assignments must follow the APA guidelines (The Health Science Library can assist in these guidelines or the Purdue Online Writing Lab is a resource for APA guidelines https://owl.english.purdue.edu/owl/resource/560/01/). Students are responsible for proper submission. If there is a problem with the electronic submission, email or call the instructor. Assignments will be submitted in Canvas. Do not submit assignments to the instructor’s email address unless specifically instructed to do so. Handwritten exceptions will be made for clinical forms and in class assignments. Written assignments will be accepted in Word, Excel, or PPT document format. Submit assignments by the Due By date and time specified.

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Narrative assignments are to be a Word document, double-spaced, using 10-12 pt. font. As per program policy & course written assignment rubric, documents should follow APA citations and format. Please include your name, the assignment name, and due date at the top of the page. See example:

Assignments may be submitted to the appropriate DH125 Sakai Assignment. Handwritten exceptions will include in-class assignments only. Please, do not submit assignments to the instructor's Pacific email address unless there has been a

specific instruction to do so.

XV. Grade Dissemination

Graded tests and materials in this course will be returned individually only upon request for review in the presence of the course instructor. You can access your scores at any time using the Grade Book function of Sakai. Note that Sakai is for tracking purposes only and grades are unofficial. Official grades will be posted in Inside Pacific at the end of the semester. Students are free to discuss their grades with the instructor at any time during the semester. Scores returned mid-semester are unofficial grades.

XVI. Course Policies: Grades

Extra Credit Policy: If extra credit is offered, the additional points will be added to cumulative points earned prior to the Final Exam. You cannot earn higher than 100% prior to or on the Final Exam; any points over 100% are not counted. Late Work Policy: There are no make-ups for in-class writing, quizzes, or activities. The midterm and final exam may be made up only due to medical reason and with acceptable documentation and must be taken upon return to class. Prearrangements must be made for submission of late assignments. Assignments turned in late will be assessed a penalty. Assignments will not be accepted if overdue by more than two days, without documented medical cause. Group work Policy: Everyone must take part in group projects and case study collaboration. Depending on the assignment, groups may be selected by the instructor or by the students. All members of a group will receive the same score; that is, the group project or case study is assessed and everyone receives this score. Once formed groups cannot be altered or switched, except for reasons of extended hospitalization However, in some cases that number is only 90% of your grade (please see individual assignments & rubrics). The final 10% is individual, and refers to your collaborative efforts and teamwork. In this case, every person in the group will provide the instructor with a suggested grade for every other member of the group; the instructor will assign a grade that is informed by those suggestions.

Samuel Clements DHYG 125 Dental Specialties June 14, 2015 Text follows….

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Grades of "Incomplete": The current university policy concerning incomplete grades will be followed in this course. Incomplete grades are given only in situations where unexpected emergencies prevent a student from completing the course and the remaining work can be completed the next semester. Your instructor is the final authority on whether you qualify for an incomplete. Incomplete work must be finished by the end of the subsequent semester or the “I” will automatically be recorded as an “F” on your transcript.

XVII. Course Policies: Student Expectations

Disability Access and Non-Discrimination Statement - The University of the Pacific is committed to the goal of providing qualified students an equal opportunity to attain college education regardless of disability. Please refer to the Program Clinic and Policy Manual for the full extent on the University policy on students with disabilities. Academic Conduct: University of the Pacific students must abide by the university Honor Code established in 1958 which is intended to preserve the high standards of personal character and integrity. The Honor Code is listed in Tiger Lore, Section 1.1-1.3 and is available on Inside Pacific under the Academic tab. The full policy is also written in the Program Clinic and Policy Manual. The success of the Honor Code is made possible only with the acceptance and cooperation of every student. Each student is expected to maintain the principles of the Code. A violation of the Honor Code may occur in any of the following areas:

Giving or receiving information from another student during an examination;

Using unauthorized sources for answers during an examination;

Illegally obtained test questions before the test;

Any and all forms of plagiarism; and

The destruction and/or confiscation of school and/or personal property.

A violation is reported either to the professor involved, who will report it to the Dean of Students, or directly to the Dean of Students, Judiciary for appropriate action. Plagiarism – Intentionally or knowingly presenting the work of another as one’s own (i.e., without proper acknowledgement of the source). The sole exception to the requirement of acknowledging sources is when the ideas, information, etc. is common knowledge. Plagiarism includes, but is not limited, to the following: Copying or borrowing liberally from someone else’s work without his/her knowledge or

permission; or with his/her knowledge or permission and turning it in as your own work. Copying off of someone else’s exam or paper with or without his/her knowledge (aka Cheating) Allowing someone to turn in your work as his/her own Not providing adequate references for cited work Turning in someone else’s work and calling it your own Copying and pasting large quotes or passages without properly citing them

Disability Access and Non-Discrimination Statement - The University of the Pacific is committed to the goal of providing qualified students an equal opportunity to attain college education regardless of disability. To reach that goal, Pacific will make efforts towards meeting reasonable requests for services and accommodations to students with disabilities. To that end, please

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notify me about any special needs you may require during the first weeks of the semester. Students requesting accommodations due to a disability should provide me with an accommodations request letter from the Office of Services for Students with Disabilities, Bannister Hall, Room 101, (209) 946-2879, E-mail: [email protected], website: http://www.uop.edu/education/ssd.

Accommodations for students with disabilities In compliance with the University policy and equal access laws, I am available to discuss appropriate academic accommodations that may be required for student with disabilities. Requests for academic accommodations are to be made during the first three weeks of the semester, except for unusual circumstances, so arrangements can be made. Students are encouraged to register with Student Disability Services to verify their eligibility for appropriate accommodations. Students with Learning Disabilities: If you are registered with the Educational Resource Center as having a learning disability, you may decide to take advantage of accommodations the University can provide. To preserve student confidentiality, please discuss such accommodations with the instructor.

The Policy Manual can be found at http://web.pacific.edu/Documents/school-education/acrobat/PolicyManualforStudentswithDisabilities.pdf.

“The University of the Pacific is committed to providing access for qualified students, faculty, staff, and visitors to University programs. This non-discrimination policy applies to all qualified applicants or students who seek to or do participate in employment, in access to facilities, student programs, activities and services.” The Educational Resource Center offers a variety of services for Pacific students with disabilities. These services may include, but are not limited to, extended time for completing exams, alternative testing procedures, note takers, and transportation to and from classes.

XVIII. Testing and Quiz Policy:

All materials, notebooks, papers, back packs, etc. must be placed away from the testing area and table dividers put in place. No electronic devices of any kind, unless necessary as an aid for a disability, will be allowed in the testing area. Cell phones are not allowed in the testing area, must be turned off and placed with other belongings away from the testing area. See General University policies http://web.pacific.edu/x5152.xml for details. Failure to abide by these policies can result in an “F” on the affected assignment or examination and possible academic probation sanctions. Student work may be retained to assess how the learning objectives of the course are being met.

XIX. Course Policies: Technology and Media

Email: It is expected that students will check Pacific email and Sakai at least twice daily for updated information, assignments, and adjunctive reading. Student inquiries via email will generally be responded to Mondays through Thursdays until 5 p.m. Discussion Forum: Course will utilize the Sakai Discussion Forum for weekly discussion and other assignments. The student will be expected to submit their primary discussion entry by Saturday 11:59pm, respond to at least two classmates in your discussion group, and reply to secondary posts within your primary entry by the following Tuesday at 11:59 pm. Grade dissemination for posts are outlined below. Submissions are monitored and responded to by the instructor; late submissions will

mailto:[email protected]

http://www.uop.edu/education/ssd

http://web.pacific.edu/Documents/school-education/acrobat/PolicyManualforStudentswithDisabilities.pdf

http://web.pacific.edu/Documents/school-education/acrobat/PolicyManualforStudentswithDisabilities.pdf

http://web.pacific.edu/x5152.xml

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not be graded. Online etiquette: Remember to proofread before you send…the intent to be funny or sarcastic can easily be misunderstood.

What needs to be included in a post to get maximum points?

*Grading Criteria for Primary Posts (6 points):

● Answer the discussion question completely; threads will open on Thursday afternoons.

● Any citations made should be written using APA.

● Proper punctuation, grammar, and spelling is utilized.

● Posts should be no less than 2 paragraphs (about 200 words) and no more than 3 paragraphs

(about 300 words). Points will be deducted for writing more or less than these guidelines.

*Grading Criteria for Secondary Posts (must reply to at least one student within your group-4 points):

The Secondary Post must include at least two of the following to earn maximum points:

● Proper punctuation, grammar, and spelling is utilized.

● Additional information you would like to add to a Primary Post (information must be cited)

● A question you have regarding a Primary Post of your group member.

● Ideas of how this information can be utilized in your clinical practice

● Present a theoretical case in which the current topic can be applied. Allow for other students to

analyze and figure out how they can utilize this information if this were a real client.

Laptop Usage: Is not required for this course. Should you elect to bring a laptop to class, it is to be used solely as an adjunctive learning device for this course. Social network sites are not to be accessed during class/lab/clinic. Laptops/mobile devices are to be turned off during presentations out of courtesy to the speaker(s). Should laptop use interfere with participation, learning, or cause distraction or disruption of other students’ learning, you will be asked to refrain from bringing it to class and your professionalism points may be negatively affected.

Classroom Devices: Electronic devices, such as cell phones, calculators, will not be allowed in class. Tape recorders are allowed for the purpose of recording lecture material only.

XX. Schedule

It is expected that each student has read assignments and has the responsibility to bring texts (except Daniel, Harfst, and Wilder) to class and to all Lecture/Lab sessions for use in class. Unless otherwise advised by faculty, clinical attire (scrubs) is required for all Lecture/Lab sessions.

Week

Lecture /Lab 9:30-11:50

Rm:110/109

Lab Practice

Review Prior to Class

& Assignments

Module IV May 8-June 9, 2017

1

Course Overview Skill evaluations & Faculty Assessment Preparing for Patient Care Review of Process of Care

Discussion and Concerns Reading before class

Preview syllabus online FPI Modules 14,15 Review Instrumentation FPI Module 18

2 Quiz #1 Techniques & Skill FPI Module 21, p 541-542

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Desensitizers Pediatric care

development Pedo. - Knee to knee demo

DHW Chap.23 Chap. 11 p.202-211 Chap. 25 p. 474-485 Posted resources

3

CAMBRA Glass Ionomer-ITR

CAMBRA exercises on patients and dispensing products

4

Due in class: Typodont Scaling assignment #1 Magnetostrictive Ultrasonic Scaler

PHS 109 Lab-Typodont/Ext Teeth (Sterilize ultrasonic inserts)

Dental Specialty Assignment Initial post due FPI Module 25-26 Power points

5

*Set up clinic ops before 9:30 class* Quiz #2 (Sealants & ultrasonics) Sealants Resin Practice Ultrasonic scaler on each other

PHS 109 Sealants 9:30-10:30 Lab: Typodont/ext teeth Ultrasonic in Clinic 10:30-Clinician A 11:15 –Clinician B

FPI Module 22 DHW Chap. 28 Sealants Sakai PPT Dental Specialty Assignment Response post due

Exam 1

Module V Jul 17-Aug 18, 2017

1 Due in class: Typodont Scaling assignment #2 Sealant Day

Clinic Sealant Day Refer to schedule

2 (Weeks 1-5) Prof. Watson: Risk Factors

Turn in Competency folders for Midterm Evaluation

3 Quiz #3 (Risk factors) Introduce Gracey Curettes Area-Specific Curets Instrumentation

Techniques & Skill development

FPI Module 16

4

Practicum

Schedule TBA

5 Continue with information and practice with Gracey curettes: 13/14, 15/16/ 17/18, After 5 and Mini 5

Techniques & Skill development PAINT TYPODONT

DH&W Chap. 9, p.177-179, 183-187

EXAM 2

Module VI Aug 21-Sept 22, 2017

1 Due in class: Typodont Scaling assignment #3 Quiz #4 (All Gracey curettes) SIM LAB: Air-powder Polishing; Magnetostrictive, & Peizo Ultrasonics

Clinic Demo/practice Air-powder Polishing & Peizo Ultrasonics

Air-powder Polishing DH&W pp. 613-620 FPI Module 26 pp. 605-607 Annotated bibliography on Periodontal Risk Factors due

2 Gracey Sharpening Techniques & Skill FPI Module 17, 23

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Files & Sharpening

development PAINT TYPODONT

DH&W Chap. 10

3 Due in class: Typodont Scaling assignment #4 Tentative topic Glass ionomer and Interim Therapeutic Restorations

DH&W Chap 13, p. 535 Resources posted on Sakai Case presentations due

4 Case Studies Presentations

Presentations

5 Case Studies Presentations

Presentations

EXAM 3

XXI. Assignments

All assignments are due as indicated in schedule PROJECT Dental Specialties Discovery & Discussion Assignment Due: June 5, 2015 and June 12, 2015. Details and rubric will be available on Sakai after May 18. PROJECT Periodontal Risk Factors Annotated Bibliography Due: July 13, 2015 Details and rubric will be available on Sakai after May 25. PROJECT DH 125 Case Study Presentation Assignment Due: August 2, 2015 Completing of the Case Presentation the student will demonstrate:

Assessment of patient care criteria Present summary of medical/dental history and physical status Identify necessary treatment modifications based on medical and/or dental findings Discuss comprehensive treatment planning, presentation and the process of gaining

informed consent. Describe treatment modalities and implementation including oral hygiene instructions,

therapeutic services, and adjunctive therapies. Evaluate the patient response, prognosis and reevaluation/recare plan.

Details and rubric will be available on Sakai after June 15. FUTURE PLANNING… PROJECT: Portfolio

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Diagnostic FMXs and BWXs are required as part of DH 135/136 and 145/146; please begin to collect your diagnostic films in preparation for these requirements. Also, track your community service hours and save any certificates of participation that you receive.

PROJECT: DH 135 Independent Case Study Presentation You are expected to complete the entire Dental Hygiene Process of Care and provide an independent case study presentation by week 12 of DH 135 next Fall semester on a patient that requires 4 quadrants of RDT. It would be prudent to secure this classification of patient by the end of this summer semester to ensure that you are able to complete this requirement for DH 135. Additionally, you will have a Re-eval Skill Evaluation requirement that this classification will be able to fulfill as well. DH 126 CLINICAL PRACTICUM Student ________________________________________ Date _____________

CHECK CRITERIA THAT ARE MET; CIRCLE ANY AREAS THAT NEED IMPROVEMENT

Instrument

Probe

Teeth

Clinician Positioning

Maintains correct positioning Adjusts head, light, mirror Neutral wrist

Mirror

Uses correct grasp and establishes secure rest with mirror Uses the mirror correctly for retraction and/or indirect vision

Modified Pen Grasp with Dominant Hand

Thumb and index finger pads positioned opposite one another on handle; fingers not touching or overlapped. Pad of middle finger rest lightly on shank; touches the ring finger. Handle rests between the 2

nd knuckle

of the index finger and the “V” of hand Grasp is relaxed (no blanching of fingers)

Intraoral Fulcrum

Ring finger is straight and supports weight of hand. Fulcrums on same arch, near tooth being instrumented

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Probing Technique

Positions probe parallel to the tooth surface. Keeps tip in contact with the tooth surface. Uses small walking strokes within the sulcus. Tilts probe and extends tip beneath contact area to assess interproximal area. Covers entire circumference of sulcus with walking strokes.

Comments: Points ______ Points ______/10

9-10 Generally understands use and can demonstrate instrument with none or a few minor discrepancies (expected level for DH 136) 7-8 Generally understands use and can demonstrate instrument with several minor discrepancies or 1-2 major discrepancies 5-6 Lacks some understanding of instrument use or lacks some ability to demonstrate the instrument with more than 2 major discrepancies <5 Does not understand the instrument use or is unable to demonstrate the correct instrument usage

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DH 126 CLINICAL PRACTICUM

Student ________________________________________ Date _____________


Instrument

11/12 Explorer

3A Explorer

Teeth


Maintains correct positioning Adjusts patient’s head, light, mirror Maintains neutral wrist

Maintains correct positioning Adjusts patient’s head, light, mirror Maintains neutral wrist

Grasp

Thumb and index finger pads positioned opposite one another on handle; fingers not touching or overlapped. Pad of middle finger rests lightly on shank; touches the ring finger. Handle rests between the 2

nd

knuckle of the index finger and the “V” of hand. Grasp is very relaxed

Thumb and index finger pads positioned opposite one another on handle; fingers not touching or overlapped. Pad of middle finger rests lightly on shank; touches the ring finger. Handle rests between the 2

nd

knuckle of the index finger and the “V” of hand. Grasp is very relaxed

Fulcrum

Ring finger acts to support grasp Finger stable and straight Extraoral fulcrum used properly

Ring finger acts to support grasp Finger stable and straight Extraoral fulcrum used properly

Angulation

Correct end used Keeps terminal shank parallel to long axis of the tooth Uses toe down position if appropriate

Correct end used Keeps terminal shank parallel to long axis of the tooth Uses toe down position if appropriate

Adaptation

Uses tip-third of the instrument Rolls into proximal concavities Reaches far enough across the proximal surface

Uses tip-third of the instrument Rolls into proximal concavities Reaches far enough across the proximal surface

Strokes

Controlled and proper length Overlapping and multidirectional Advances slowly

Controlled and proper length Overlapping and multidirectional Advances slowly

Comments: Points ______/10


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Student ________________________________________ Date _____________


Instrument

3/4 Universal 411/412 Universal

Teeth




Grasp

Index finger and thumb separated Side of middle finger rests on shank Thumb tip on instrument, knuckle bent C-shaped index finger


Fulcrum

Ring finger supports grasp Finger stable and straight Proper extraoral fulcrum


Angulation

Correct end used Correct angulation of terminal shank Uses toe down position if appropriate


Adaptation

Uses toe-third Rolls into proximals


Strokes

Controlled Short Exploratory and working Overlapping and multidirectional Wrist activation Advances slowly


Comments:

Points _____/10


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Student ________________________________________ Date _____________


Instrument

Anterior Sickle Posterior Sickle

Teeth




Grasp



Fulcrum



Angulation



Adaptation



Strokes



Comments:

Points _____/10


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Instructor Goals – Just as this syllabus outlines important information and goals for students, I have also set goals for myself as your instructor. Below are some of the goals I aspire to meet as we journey through this course together. I welcome and solicit your open and timely feedback on how well these goals are serving you:

Instill curiosity in students. Communicate effectively and frequently with students. Be an enthusiastic, involved teacher. Demonstrate a mastery of the discipline. Relate material to current practices. Clearly explain complex concepts and ideas. Provide a framework for lifelong learning. Strive to involve students in class activities. Foster an environment conducive to critical thinking. Be availability to assist students in or out of class. Have respect and concern for all students.

Note: This syllabus is subject to revision at the discretion of the Course Director

PREMEDICATION GUIDELINES Refer to your clinic manual for complete list of guidelines: If in doubt, consult with patient’s physician or appropriate specialist • American Heart Association • American Academy of Orthopedic Surgeons • Other situation that may require antibiotic premedication Leukemia Patients undergoing chemotherapy/radiation therapy AIDS/HIV Systemic Lupus Erythematous Patients on dialysis IDDM (not well-controlled) Rheumatoid arthritis Patients with co morbidities: previous joint infection, HIV, IDDM To ensure that the patient is not excessively required to take antibiotics verify and plan your appointments.

HH, OCE, Radiographs: non-invasive and no pre-medication requirement

Any instrumentation: Antibiotic is necessary. Treatment must be completed in a maximum of 2 visits with a 2 week space between visits.

Protect your patient’s health by planning visits, and not taking more than 2 visits that require pre-medication. Therefore, clients who require premedication are not the best to select for attempting competencies.

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PATIENT HEALTH ACCEPTANCE FOR TREATMENT POLICY Patients with active infectious disease are not treated in the clinic. Examples include: • Patients with active herpes simplex lesion (inform patients with health history indication). • Chickenpox, shingles lesions • Active tuberculosis • HIV/AIDS patient who is to medically compromised (M.D. consultation). • Influenza with fever present. • Strep throat • Patient who presents with symptoms that may indicate they are infectious (malaise, fever)

TREATMENT FOR PATIENTS WITH DENTAL IMPLANTS You will learn about implant care in your Periodontics class. If you have a patient with an implant, make your instructor aware of it and obtain an implant instrument/probe from Mabel in Sterilization. DO NOT USE IT yourself, but your instructor may show you how to use the probe. You will not use any kind of metal instrument or disturb an implant that has been in less than 6 months. Mobility is a key factor regarding an implant’s health. Radiographs are an important diagnostic aid.

CLINICAL PREPARATION Please arrive by 7:30 to disinfect your treatment room, turn on your computer, review your patient’s chart, obtain all hygiene supplies, and be ready for the huddle at 8:00. An instructor will be in the clinic by 7:50 to view sterile instrument packets so you can sharpen instruments. Patient files cannot be accessed unless the front office assigns you as a clinician for the patient. You can only see patients that are assigned to you and are in your schedule. Students who are on rotation are to report to the Consultation Room Block Instructor to identify their responsibilities for the day. (Fill out Patient Completion Form with your name only). Ask your block instructor for permission to leave the clinic & sign out. If permission has been granted to seek a patient, always leave your cell phone number on the sign out sheet. Patient Completion Form – one for each patient/clinic session • Complete with name, date, and patient information that is available. • Place on pony wall. • Instructors use these to provide feedback for you. • Turn in a patient completion form for every clinic session. Competencies-

Complete at least 1 session prior to attempting competencies. • Please read carefully ahead of time so you are prepared. • Some steps require instructor observations; it is your responsibility to make sure the instructor is present when necessary. • Complete with all necessary information. • Place on pony wall for instructor

Ensure that the patient selected fits the criteria of the competency.

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8:00 AM Huddle Please be on time Review patient chart in advance (use a huddle preparation form): • Look up all medications the patient may be taking • Evaluate need for Premedication • Note systemic conditions that may modify their treatment plan • Review age/gender to identify possible needs • Note information identified in Risk Assessment • Verify the date of last radiographs • Verify date of last dental examination At huddle be prepared to present: • Patient’s age, name, and gender • Any concerns that may affect the treatment plan or dental hygiene care today: Medications Systemic conditions Other pertinent information • Note: you may not have this information for new patients who are without charts 8:15 AM - Be prepared to seat patient • Ensure that a Patient Completion Form (PCF) is on your pony wall, filled out and ready for the

session. • Follow Clinical Care Sequence 10:50 AM - Dismiss patient • Complete patient treatment (or label as In Progress) in the computer before dismissing patient. • Walk patient to door or front desk with patient. • Write up chart prior to cleaning op. • Clean treatment room (start before Huddle finish afterward). 11:00 AM - Post Clinic Huddle • Sharing of what you learned during the clinic session. • Sharing is expected and part of your clinic grade. Take your instruments to sterilization by 11:15 1:00 PM – Huddle • Sharing information about your afternoon patient. • Please be prepared to begin on time 1:15 PM - Be prepared to seat patient Ensure that a Patient Completion Form (PCF) is on your pony wall, filled out and ready for the session. • Follow Clinical Care Sequence 3:50 PM - Dismiss patient • YOU MUST Label ‘Complete’ patient treatment (or ‘In Progress’) in the computer before dismissing patient TO AVOID A MISSING CHARGE and be locked out of the Axium system

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Ask faculty to approve and check out patient. • Walk patient to door or front desk, after faculty check out. • Write up chart, complete competency self-evaluation, and time management reflection prior to cleaning op. • Clean treatment room, leave in end of day configuration 4:00 PM - Post Clinic Huddle • Sharing of what you learned during the clinic session. • Sharing is expected and part of you clinic grade. • Take your instruments to sterilization by 4:15 (before Huddle is better) • Be a supportive part of the clinical team, help classmates, restock, wipe counter tops, etc. We will dismiss at 5:00 or when the block instructor dismisses students.

PLEASE-DO NOT LEAVE THE CLINIC WITHOUT CHECKING WITH YOUR BLOCK INSTRUCTOR Before leaving.

Make sure PCFs are complete and placed in your folder at the front counter.

Check to make sure your patient ID number at the bottom of the Axium screen is not aqua color.

Ensure all signatures are captured on competencies and tracking.

Check to make sure all equipment is turned off.

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Mid-Semester Competency Check

Student ________________________________________ Date _____________

Bring your skill evaluation folder to show completion of at least 50% of DH 126 competencies to receive credit. No partial credit will be awarded. Points _____/10

Thank you!