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Course : Dental Health Education

Course Number
4013
Section Number
Semester
Fall 2020
Location
N/A
Professor
Missing Professor
Days & Times
Final Exam Day/Time

 

Session Objectives, Fall 2020

 

CLASS SESSION: Health & Wellness - The Dental Hygienist’s Role in Health Education

Session Objectives: Given reading assignments, lecture, and class discussion, upon completion of this class session the student should be able to:

 

1.  Discuss the difference between "health" on a broad basis, and in terms of dental health education.

2.  Compare the concepts of wellness and high-level wellness in relation to health.

3.  Assess the 6 basic aims of health education.

4.  Analyze and discuss the focus of dental health education.

5.  Describe the relationship between the basic aims of health education and the ultimate goal of health education.

6.  Differentiate between the three levels of prevention: primary, secondary, and tertiary, and provide an oral health example of each.

7.  Name four convenient categories that aid in classifying disease and in planning oral health preventive and treatment programs, and provide an example of each

8.  Discuss the role of the dental hygienist as change agent, manager, consumer advocate, researcher, and educator in health promotion.

9.  Identify personal biases/prejudices that may influence the type of dental care and education provided.

 

 

CLASS SESSION: Effective Communication in Dental Health Education

Session Objectives: Given reading assignments, lecture, and class discussion, upon completion of this class session the student should be able to:

 

1.  Recognize that effective communication skills can be learned.

2.  Identify the stages in the acquisition of new skills: knowledge, interest, belief, commitment, practice, and habituation.

3.  Distinguish between the three key attributes to effective communication: listening, observing, and attending.

4.  Identify and explain the importance of core nonverbal behaviors such a facial expression, body language, and eye contact.

5.  Explain the function of space, time, culture, context, and language in the establishment of rapport.

6.  Explain and demonstrate key elements of deepening rapport: empathy, respect, warmth, concreteness, genuineness, and self-disclosure.

7.  State six conditions for positive feedback.

8.  Practice techniques of active listening.

9.  Identify the need for interpreters in the clinical setting for; (1) sign language (2) language translator.

 

 

CLASS SESSION: Enhancing Health Care Communication across the Patient’s Life Span

Session Objectives: Given the reading assignment, lectures, demonstrations, discussion, and the knowledge gained in the prerequisite course Dental Hygiene II, upon completion of this class session the student should be able to:

 

1.  Briefly review the basic knowledge attained in DH II, identifying physical capabilities and limitations commonly associated with preschool and elementary school age children.

2.  Analyze common age-related psychological characteristics to be considered when conducting dental health instruction with the preschool as well as the elementary school age child.

3.  Analyze the possible long-term effects of utilizing pharmacological intervention as the primary method of behavioral modification (inappropriate behavior management versus behavior modification strategies).

4.  Assess how the physiological and psychological characteristics discussed would affect various elements of instruction with the pre-school and school age child.

5.  Briefly review the physical attributes commonly associated with adolescents.

6.  List the notable characteristics associated with the intellectual development of adolescents.

7.  Analyze how the physiological and the psychological characteristics discussed would affect various elements of dental hygiene instruction and learning (both chairside and home-based) for the adolescent.

8.  Identify important characteristics of emotional and social development from adolescence through late adulthood. 

9.  Understand the relationship of biological and psychosocial aspects of patient care.

10.  Apply issues specific to the various life stages to the development of preventive and therapeutic interventions.

11.  Design an ideal learning situation for the adult.

12.  Evaluate the adult in learning by the application of the following terms:

        a. motivation     

        b. criticism     

        c. integration of new ideas    

        d. expectations           

        e. positive feedback

        f. group learning issues versus individual learning

13.  Analyze how the psychological characteristics discussed would affect various elements of dental hygiene instruction (chairside and home-based) for the adult patient.

14.  Summarize the demographics of the older adult.

15.  Consider the impact of the changing oral health status of older adults on the dental hygiene profession.

 

 

CLASS SESSION: Tobacco Cessation Programs

Session Objectives: Given the reading assignment, lectures, demonstrations, discussion, and the material covered in Pathology DNHY 4003, upon completion of this class session the student should be able to:

 

1.  Describe the process of nicotine metabolism throughout the body.

2.  Identify the clinical oral manifestations of tobacco use.

3.  Examine the terms tolerance, dependence, addiction, and withdrawal as they apply to nicotine addiction 

4.  Compare the two types of treatment modalities for smoking cessation (self-help, and assisted strategies).

5.  Identify the types of pharmacological interventions that may be used in a cessation programs and discuss indications and contraindications for use.

6.  Formulate an individualized tobacco cessation program based on the progressive action of the "Five A's" intervention system, utilizing information given in a case-based study session.

 

 

CLASS SESSION: Health Education & Promotion Theories: Understanding Human Motivation &

The Steps of Behavioral Change

Session Objectives: Given the reading assignment, lecture, student handouts, and class discussion, upon completion of this class session the student should be able to:

 

1.  Identify various reasons given for not seeking dental care.

2.  Describe the CARE principle as it applies to the dental hygienist in establishing relationships with clients.

3.  Discuss the relationship of human need theory to the dental hygiene process of care.

4.  Correctly identify the six steps of the Learning Ladder.

5.  Define motivation and differentiate between intrinsic and extrinsic motivation.

6.  Examine the various levels represented in Maslow's Hierarchy of Needs, and explain their relationship to motivation as affluence and learning levels improve.

7.  Analyze the needs levels in Maslow's Hierarchy of Needs in relation to motivating a person to see dental care.

8.  Individualize prevention programs to enhance patient motivation and to identify and remove roadblock to adopting good health behaviors.

9.  Adopt a philosophy of prevention that:

     a. encompasses the total oral health of the patient

     b. specifically targets the:

          1. health behaviors in the control of the patient

          2. the patient's lifestyle

          3. those professional procedures which can enhance health maintenance

10.  Apply the concepts learned in this unit to the following units regarding child, adolescent, adult, and gerodontic learning needs.

 

 

CLASS SESSION: Nutritional Aspects of Dental Caries, Gingivitis, & Periodontal Disease

Session Objectives: Given the reading assignment, lectures, demonstrations, discussion, and the knowledge gained in the prerequisite course Nutrition 1333, upon completion of this class session the student should be able to:

 

1.  Evaluate the roles that the tooth, saliva, food, and plaque play as factors in the caries process.

2.  Compare the usefulness and limitations of the Recommended Dietary Allowances (RDAs) and the four food groups in assessing a person's diet and in recommending modifications.

3.  Identify foods that stimulate salivary flow, and analyze the effects of food on buffering capacity and neutralization of plaque acids.

4.  Examine the role of carbohydrates and plaque in the promotion of caries.

5.  Analyze food choices to modify a cariogenic diet, and explain why all foods with equal amounts of sugar are not necessarily equally cariogenic.

6.  Describe the characteristics of some foods that are noncariogenic or cariostatic.

7.  Examine the specific role of each of the following nutrients and its effects on overall health as well as the periodontal health of the patient:

     a. proteins

     b. vitamin A          

     c. vitamin B      

     d. vitamin C

     e. folate

 8.  Compare the role of two vitamins critical for the formation of epithelial or connective tissue, respectively, and indicate how their marginal deficiency can affect periodontal disease.

 9.  Summarize the ways in which diet and nutrition can affect the overall health of the body, specifically as it relates to periodontal health and disease.

10.  Analyze the overall role of dietary assessment and planning as it relates to the dental hygiene process of care.

11.  Explain strategies for assessing a patient's diet using a diet review or a diet diary.

12.  Given a variety of case-based dietary assessments, assist each "patient" in determining which component of the diet could be changed, why they should be modified, and how the modification could be accomplished.

13.  Point out several environmental factors that affect whether modifications are likely to occur following the self-assessment session of dietary counseling.

 

 

CLASS SESSION: Fear & Dentistry

Session Objectives: Given the reading assignment, lecture, student handouts, and class discussion, upon completion of this class session the student should be able to:

 

1.  Define and compare the terms anxiety, fear, phobia, and pain, and discuss how such feelings originate.

2.  Discuss the major sources and stimuli of fear in the dental environment.

3.  Identify and evaluate the five universal fears in life as they pertain to dental situations.

4.  Identify and interpret three types of control the patient can have in the dental situation that will help to reduce feelings of helplessness and lack of control.

5.  Identify some of the more common signs of fear and anxiety displayed by patients in a dental office: verbal, behavioral, and physiological indicators.

6.  Compare the four categories into which patient fears may be grouped.

7.  Construct treatment strategies for each of the four categories.

 

 

CLASS SESSION: Multicultural Issues In Clinical Dental Hygiene Practice: Recognizing Cultural Diversity

Session Objectives: Given the reading assignment, lecture and class discussion, upon completion of this class session the student should be able to:

 

1.  Distinguish among the concepts of race, ethnicity, ethnic group, culture and subculture.

2.  Effectively apply knowledge of culture to oral healthcare delivery.

3.  Describe the importance of cultural health beliefs as related to dental hygiene care.

4.  Identify cultural barriers to oral healthcare.

5.  Develop an oral health plan that recognizes and respects patient traditions.

6.  Identify the need for interpreters in the clinical setting.

7.  Explain the importance of providing written materials or forms in the applicable or appropriate language.

8.  Identify health-related beliefs and practices of various ethnic and religious group

 

 

CLASS SESSION: Special Needs Patients - The Patient with A Cognitive Or Mental Disability

Session Objectives: Given reading assignments, lecture, class discussion, and the material covered in Pharmacology DNHY 4002, Treatment of Psychiatric Disorders, upon completion of this class session the student should be able to:

 

1.  Define the key terms used.

2.  Contrast the terms "disability" and "handicap" and provide a correct example of use for each term.

3.  Discuss the etiologies of mental retardation, autism, and Down syndrome.

4.  Describe the behavioral and physical characteristics of the patient with mental retardation, autism, and Down syndrome.

5.  Develop a dental hygiene process of care to be used for a patient with mental retardation, autism, or Down syndrome.

6.  Modify dental hygiene care for patients with special needs in the following areas:

     a. communication

     b. appointment planning

     c. environmental considerations

     d. instructions for individualized home care

7.  Describe medical conditions that may accompany Down syndrome, and how these conditions effect dental hygiene care.

8.  Identify the importance of a comprehensive assessment to be developed and utilized for the Down syndrome patient.

9.  Recognize the specific dental and oral manifestations seen in the patient with Down syndrome.

10.  Appreciate how negative stereotypes, and attitudes of the public have affected the physically and mentally challenged persons in society.

 

 

CLASS SESSION: Special Needs Patients - The Patient With A Psychiatric Disorder

Session Objectives: Given reading assignments, lecture, class discussion, and the material covered in Pharmacology DNHY 4002, Treatment of Psychiatric Disorders, upon completion of this class session the student should be able to:

 

1.  Differentiate between anorexia and bulimia nervosa as eating disorder syndromes.

2.  Discuss the psychological characteristics of the anorexic and bulimic patient.

3.  Utilizing role-playing, illustrate an appropriate technique for confronting and referring a newly identified anorexic or bulimic client for psychological therapy. 

4.  Explain body dysmorphic disorder.

5.   Identify the clinical features that are characteristic of this disorder.

6.  Outline dental hygiene diagnosis and interventions to be considered for each oral manifestation associated with these eating disorders, or with body dysmorphic disorder when it has oral implications.

7.  Recognize certain behaviors associated with mental and emotional disorders.

8.  Identify specific mental disorders and their relevance to dental treatment.

9.  Propose appropriate ways of relating to individuals with mental and emotional disturbances.

 

 

CLASS SESSION: Understanding Substance Use Disorders

Session Objectives: Given the reading assignment, lectures, demonstrations, discussion, and the information presented by the guest speaker, upon completion of this class session the student should be able to:

 

1.  Differentiate between a social user, a substance abuser and an addict.

2.  Describe the four stages of substance abuse.

3.  Explain the differences between psychological and physical dependence.

4.  Identify the addiction process for alcohol, prescription medications and illegal drugs.

5.  Recognize the signs of substance use disorders in patients.

6.  Identify management strategies for the chemically-dependent dental patient

7.  Identify commonly abused prescription and illegal drugs.

8.  Recognize the various oral conditions that may be present with chronic alcohol, prescription medications, and illegal drug use.

9.  Understand the current evidence-based consensus and recommendations regarding changing prescribing patterns for acute and post-operative dental pain to reduce the potential for opioid addiction.

10. Compare the effectiveness of opioid and non-steroidal anti-inflammatory drug analgesics for the management of dental pain.

11. Identify the most common and currently abused prescription and illegal drugs.

                                   

 

CLASS SESSION: Family Abuse- Identifying, Assessing & Reporting Spousal & Elder Abuse & Neglect

Session Objectives: Given the reading assignment, lectures, demonstrations, discussion, and the information presented by the guest speaker, upon completion of this class session the student should be able to:

 

1. Identify who is most at risk for spousal and elder maltreatment.

2. Describe and differentiate between the major types of family abuse/neglect.

3. Recognize the signs and attitudes of the abused spouse, intimate partner, or elderly family member.

4. Understand the Hygienist’s Approach to intimate partner/spousal and elder abuse or neglect victims.

5. Describe the proper channels of reporting spousal and elder abuse and neglect.

6. Discuss the reportable required information required of the dental hygienist.

7. Describe how the dental hygienist can serve as an advocate for clients that are victims of abuse or neglect.

 

 

CLASS SESSION: Identifying, Assessing & Reporting Child Abuse & Neglect

Session Objectives: Given the reading assignment, lectures, demonstrations, discussion, and the knowledge gained in the prerequisite course Dental Hygiene II, upon completion of this class session the student should be able to:

 

1.  Differentiate between child abuse and child neglect.

2.  Compare the different types of abuse.

3.  Recognize and discuss the major causes of abuse.

4.  Discuss the types of situations that might cause a person to abuse.

5.  Differentiate between actual signs of physical abuse, and "normal wear and tear" regarding a child's physical appearance.

6.  Identify the types of injuries that the dental professional should be alert for.

7.  Discuss the dental professional's role in identifying possible cases of abuse from the standpoint of:

     a. legal responsibility

     b. professional position conducive to observing physical signs

     c. record keeping

8.  Describe how the dental hygienist can serve as an advocate for clients that are victims of abuse or neglect.

 

 

 

Grading Scale:       

Exam #1                                   = 20%                                             

Exam #2                                   = 20%                                              

Exam #3                                   = 20%                                                    

Exam #4 (Senior Final Exam)  = 20%                                            

Geriatric Project                       = 15%

Class Participation                   =   5%                                                                                                       

                                                 100%         

Attendance:  More than two (2) absences for any reason will result in a loss of 5 points from the final course grade for EACH absence over the allowed 2.

In cases of extreme illness and/or hospitalization, individual decisions may be made. Two (2) tardies will be the equivalent of one (1) absence. Students must be present for the entire class period to get credit for a class session. Students leaving class early will be counted as absent.

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

Written and adopted by the 2002-2003 MSU Student Senate.

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

All instructors in the Department have voicemail in their offices and MSUTexas e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed the 6 hours of Communication Core and 2) earned 60 hours. Students may meet this requirement in one of three ways: by passing the Writing Proficiency Exam, passing two Writing Intensive Courses (only one can be in the core), or passing English 2113. If you have any questions about the exam, visit the Writing Proficiency Office website at https://msutexas.edu/academics/wpr, or call 397-4131.

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at https://msutexas.edu/campus-carry/rules-policies.

If you have questions or concerns, please contact MSU Chief of Police Patrick Coggins at patrick.coggins@msutexas.edu.