DENT 1040 Test #1 Study Flashcards Preview

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Flashcards in DENT 1040 Test #1 Study Deck (39):

Affective domain

the domain of learning concerned with attitudes, interests, and appreciations; classifies objectives involving attitudes, values, and interests; helpful when moving from mere awareness to internalization


Cognitive domain

the domain of learning concerned with knowledge outcomes and intellectual abilities; classifies learning objectives involving INTELLECTUAL TASKS;


Psychomotor domain

the domain of learning concerned with levels of motor skills; instructional objectives relating to the ACQUISITION OF SKILLS; that require muscle development and coordination; personal oral hygiene behaviors such as brushing, flossing, interproximal devices fall into this domain


Maslow Hierarchy of Needs: Physical

the need for air, water, food, exercise, rest, freedom from diseases and disabilities


Maslow Hierarchy of Needs: Security

the need for safety, shelter, stability


Maslow Hierarchy of Needs: Social

the need for being loved, belonging, inclusion


Maslow Hierarchy of Needs: Ego

the need for self-esteem, power, recognition, prestige; these needs are met through achievement, recognition, promotions and bonuses


Maslow Hierarchy of Needs: Self-actualization

the need for development, creativity; these needs are met through autonomy and achievement


Learning ladder, step 1: Unawareness

Many patients have little concept of the new information about dental and periodontal infections and how they are prevented or controlled; unaware of oral care being significant to oral health


Learning ladder, step 2: Awareness

Patients may have a good knowledge of the scientific facts, but they do not apply the facts to personal action; or may have incorrect information about the problem


Learning ladder, step 3: Self-interest

Realization of the application of facts/knowledge to the well-being of the individual is an initial motivation; recognition of problem and indicates a tentative application of the known facts


Learning ladder, step 4: Involvement

With awareness and application to self, the response to action is forthcoming when attitude is influenced; attitude changes and desire for additional knowledge increases particularly when positive results are visible


Learning ladder, step 5: Action

Testing new knowledge and beginning of change in behavior may lead to an increased awareness that a real health goal is possible to attain; behavior modification: knowing oral health is attainable


Learning ladder, step 6: Habit

Self-satisfaction in the comfort and value of sound teeth and healthy periodontal tissues helps to make certain practices become part of a daily routine; ultimate motivation is finally reached; self-gratification becomes the motivator for continual, daily routine practice of sound home oral care


Lesson plans

simply stated, clearly written, flexible and individualized teacher aid for conducting a class; based on the individual needs, interests, and abilities of the students; formatted according to the goals, needs, and style of the teacher


Lesson plan: three major sections

1. Lesson approach (learning objectives)
2. Lesson development
3. Lesson summary


Learning objectives

be very specific, ie: brush facial, lingual and occlusal surfaces vs brush teeth;
describes the behavior or performance of the student;
describes what is expected of the student at the end of the instruction;
includes information about the level of performance that will be considered acceptable;
how to measure their knowledge obtained after teaching


Learning objectives, continued

a statement of what is to be accomplished or the aim of the education;
"a precise statement of what the student will be able to do as a result of the instruction";
each statement should have a CONTENT dimension, a BEHAVIORAL dimension, and the PERFORMANCE expected should be MEASURABLE


Learning motivated by success or rewards is

BEST! rather than learning by failure or punishment; repeated failure creates anxiety and will disintegrate any motivation the patient may have had; the patient will avoid trying any new oral health behaviors in order to avoid failure; must help patient SET REALISTIC GOALS AND FOCUS ON ABILITY AND STRENGTHS


External locus of control

feel outcomes are out of their control and whatever they do will not affect outcomes


Internal locus of control

feels fate is in their own hands and take responsibility for their actions


Human needs conceptual model

concept of health is a relative condition, a state of well-being is regarded with both objective and subjective aspects existing on a continuum from maximal wellness to maximal illness; the higher the fulfillment, the higher the state of wellness, maximal illness occurs with minimal or absent human need fulfillment


Individualistic approach

one to one


Microsocial approach

individual, small group, peer group influences


Macrosocial approach

economic, political, sociocultural, and environmental factors


Treatment plan phases: Phase I Therapy

AKA: Initial therapy;
-Patient education
-Establishment of the patient and clinician alliance
-Scaling and root planing - calculus removal
-Caries control
-Removal of overhangs and other inadequate restorations


Treatment plan phases: Phase I

Probing depths; Clinical signs of inflammation; dental biofilm control; patient's participation


Treatment plan phases: Phase II

Periodontal; endodontic; extraction of hopeless teeth; temporary stabilization; occlusal adjustments; implant placement


Treatment plan phases: Phase III

Therapy restorative: Final restorative treatment; fixed/removable prostheses


Treatment plan phases: Phase IV

Maintenance: appointments for continuing care and supervision; refining biofilm control techniques


Diagnosis and Prognosis

diagnosis is a statement about an actual or potential problem; dx involves the ability to collect, analyze and synthesize data; prognosis is a statement of the possible outcomes that can be expected from the dental hygiene intervention selected for an individual patient; px means a look ahead to an anticipated outcome or endpoint


Bloom knowledge taxonomy: 1. Knowledge
*high school

Memorizing verbatim information; being able to remember, but not necessarily fully understanding the material


Bloom knowledge taxonomy: 2. Comprehension
*high school

restating in your own words; internalizing it; paraphrasing, summarizing, translating


Bloom knowledge taxonomy: 3. Application

Using information to solve problems; transferring abstract or theoretical ideas to practical situations; identifying connections and relationships and how they apply


Bloom knowledge taxonomy: 4. Analysis

identifying components; determining arrangement, logic and semantics


Bloom knowledge taxonomy: 5. Synthesis
*graduate school

combining information to form a unique product; requires creativity and originality


Bloom knowledge taxonomy: 6. Evaluation
*graduate school

making decisions and supporting views; requires understanding of values


Body language when not ready to learn

arms folded over chest


Informed consent

*** Important - the patient must be legally competent and be informed; key element is that the patient must have enough information to make a rational choice