Dental Hygiene Program Plan

In elementary school, one of my favorite days in grade school would be when my mom came in for her oral hygiene lessons. Even though my mom could have easily demonstrated proper techniques on how to brush and floss teeth with a dental model for my classes, she knew how excited I would always get when she called on me to personally demonstrate. I would brush in confidence those tooth surfaces, at a 45 degree angle and with small circular strokes. Promptly in the lesson, I would put the toothbrush vertically for those inside surfaces of my front teeth. My mom would end the brushing technique with a friendly reminder to brush for a full two minutes, twice a day. She also told the kids to think of triangles and to floss along the mesial and distal surfaces of their teeth, rather than straight down and cutting their gums. With every upcoming yearly demonstration, I honed that routine of mine, ensuring to my classmates the best way to keep the plague out. Even to this day, I have still got my middle school sketchbook in my desk drawer, where I had illustrated the cover as, “Dr. Pham, DDS”. Starting in my high school summer, I had my first shot to assist my parents with what I have always known to be as, “The Office.” In the day-to-day, I strove to follow my dad’s office procedures. Imagine, my young, impressionable self holding onto the large suction and water syringe as a patient’s wisdom were extracted; gums cut, that red blood flowing throughout the procedure.

I observed a second year student in the dental clinic who was incredibly enthusiastic, genuine, cheerful, and helpful, and her personality would fit perfectly into what I consider the typical dental hygienist. She seemed very well prepared and confident in her ability to treat her patient. A dynamic conversation was held throughout the appointment with her easygoing and cooperative patient. Besides the appropriate clock and chair positions, I was not aware of many proper techniques when I observed at the beginning of the semester. I noticed the student kept the patient chair in the same position for treating the maxillary and mandibular teeth. I observed her for the full four hours including the preparation before her patient arrived until

Although there have been oral health care models, as well as, best practice concepts for oral health, there is still a host of barriers that prevent this problem from being minimalized. Factors including negative behaviors from both the staff and residents, dexterity, mobility, as well as a lack of dental supplies, often leave the residents or the health care personnel frustrated. Some of the factors that prevent dentists from caring for these residents is a lack of mobile equipment, lack of space, time away from their private practice, and low reimbursement rates (Dirks, 2016). The director of nursing, along with the administrator, must collaborate with dental personnel to change the culture and instill a higher value on oral health. On-site training and education must be included in oral care, along with infection control regulations. Most residents are not able to coordinate their own care and often rely on personnel at the facility for assistance. There needs to be a collaboration between dental personnel, facility staff, and the residents, to cultivate oral care as an integral part of health and wellness for each resident (Chaves,

Being a first year student at the Fortis Institute Dental Hygiene School, I have experienced many wonderful things. I have made new friendships, enhancing my learning experience, furthering my career, and my personal favorite experience, clinic. I have learned many techniques from observing the other students during this time. Also, being in the clinic had shown me that being an RDH is what I want to do. In my essay I will discuss my Fears, experiences, observations, my new found confidences, and finally how my view of Dental Hygiene has changed.

3. Compare the mean baseline and posttest depression scores of the experimental group. Was this an expected Finding? Provide a rationale for your answer. The Experimental group’s mean depression baseline score(mean-14.00) was 0.64 points higher than its posttest mean score ( mean-13.36) because on the average the experimental group subjects scored higher on the baseline than after the end of the empowerment program. This was

The student must provide clinical dental hygiene services to patients with all classifications of periodontal disease for eight to twelve hours per week during freshman year and twelve to sixteen hours per week during sophomore year. While in the clinical setting, the student must show competence and include the process of care for the following patients: children, teens, adults, geriatrics and special needs. The competencies include the following: life-long education and knowledge of present research-based publishings, delivery of proper medical services in an emergency situation, ethical rationale and resolution, collecting and understanding patients’ overall health status, evaluating findings in order to incorporate ideal care plans, recognizing the level of success with the patient, and documenting all findings accurately. All of these will show that the hygienist is competent and capable of formulating care plans and managing patients’ health within the community through assessing, planning, implementing, and evaluating. All of the education, experience and competencies are incorporated to prepare the hygienist for his or her career (Joint Commission on National Dental Examinations,

Assessment Principles. Learning outcomes 2, 3, 4 and 5 must be assessed in the work

In clinical settings next fall and spring I intend to use research methods to assist my patients in achieving patient’s human needs. Before starting to work on the patient the treatment plan based on each patient’s need will be developed by me. As a dental hygienist student I would provide efficient educational methods by administering evidence-based facts when preparing individualized patient-centered

During Wednesday’s lecture we had the opportunity to hear Kathryn Trilli give us a short autobiography of her career, and introduce us to the roles of a hygienist when working in a specialty clinic. Mrs. Trilli started her career at Sheridan College in Wyoming. She received her Associates in Science in Dental Hygiene. Upon graduation Mrs. Trilli was serving tables while waiting for her license. It was at her serving job that she met her first boss, John Nabers D.D.S., a periodontist in Wichita Falls, Texas who later was the founder of the Nabers probe. After working in Nabers practice for two years she left to begin her teaching career. While teaching Mrs. Trilli obtained a Bachelor of Science degree in Dental Hygiene, from Midwestern State University. After relocating to east Texas for her husband’s profession she worked at various private practices. While living in Denton, Texas for five years she taught at Texas Woman’s University. After her husband accepted a coaching position at Newman University the Trillis relocated their family one final time to where they currently call

The school counselor uses the test scores to determine whether or not the comprehensive school counseling program made an impact on the students. The school counselor also use the scores to help better the counseling program at the school and to determine which areas need more work. The school counselor also share the results with the stakeholders. Looking at the example given the results from the pre test and the post test the lesson on bullying awareness worked. The purpose of testing is to see improvements. In the pre test, the scores were lower than the post test which is a good. The lesson on bullying seemed to change the students mind because the scores were higher on the post test. The percent of change for the last question was 60%.

The research method I used to test the current hypotheses was a pre-experimental pretest/posttest design. The SATS measurement tool was administered with study participants at the beginning of the study and then at follow up of 6 month and 12 month. The first hypothesis of examining where there was a statistical significance between clients being able to reach the final stage of treatment by analyzing data of using the results from the first SATS score taking at the beginning implementation

The quantitative method for this study is being used because of the statistical, arithmetical, or a numerical study of facts gathered through surveys, and questionnaires (Babbie, 2010). The quantitative will allow to measure before and after. This quantitative research is significant because it will statistically show the number of teachers that improve with a before and after test design. The methodology will be a Quantitative Quasi-Experimental Pre-Post Test Design.

In Dr. Parson’s presentation, I learned that there are still many seniors with out dental insurance. This is sad because the population by 2030 is going to double and more will eventually need treatment done by a dentist. According to her presentation oral care is not a concern to the nursing home staff. Some families show up to brush their family members teeth. With the limited financial resources for dental care these patients have it is one of their barriers to getting treatment done if needed or even cleaning. Therefore, we as dental hygienist can help make a difference by going out to the community and offering dental care education to the nursing staff because they must first know how to take care of their oral health before taking care

A one group pre-test and post-test design was undertaken to analyze the effectiveness of an educational intervention.

After reviewing the video of the lesson I recorded and analyzing the results, I feel very positive about the lesson outcomes. Prior to the start of this lesson, each student completed the pre-assessment. Students were then placed in groups based on their readiness level. This assessment displayed the need for differentiation during small group instruction.