EPFA 510 Mod. 8 Lesson Plan

EPFA 510 Mod. 8 Lesson Plan Matrix
Sandi Miles

Description of Lesson Plan:

This lesson plan is designed for a traditional course that is web-enhanced using the Blackboard learning system. This is a pre-clinical course for entry-level dental hygiene students, providing introductory information and skills necessary for students to learn how to effectively present patient oral health education and self-care instruction.

Learning Objectives:
At the end of this unit of study, students will be able to:
Define key terms and theories relevant to patient oral health education and self-care skills
Define key terms and theories specifically relevant to the proposed Client Self-Care Commitment Model (CSCCM)
Explain rationale for individualizing patient oral health education and self-care strategies

Course Reading Materials:

On Blackboard read attached article, “A proposed client self-care commitment model” (Calley et al. (2000).

Textbook: Reading in Daniel, Harfst, & Wilder (2008), Mosby’s dental hygiene concepts, cases, and competencies, Chapters 5 & 2.

Course Assignments:

Participation in class and online discussions
Conduct group research project on assigned health behavior theory; develop PPT presentation to present to class and posted online for group discussion and feedback
View PPT presentations on components of effective interpersonal communication, health behavior theories and strategies relevant to patient oral health education and self-care instruction, and on the proposed Client Self-Care Commitment Model
View live role play (students in Group A) or videotaped (students in Group B) demonstration of clinical application of the proposed CSCCM applied in a patient oral health instruction session
Apply the CSCCM with a patient in a clinical setting; session will be evaluated by an instructor
Write a two-page reflection paper answering this unit’s Essential Question, following APA guidelines; submit paper to instructor via email
On Blackboard, complete the Assessment of Student Learning Survey Questionnaire

Lesson Plans

Components of Patient Oral Health Education & Self-Care Strategies: Application of
Effective Communication Techniques & Health Promotion Behavior Theories



Week
Lesson Description
Lesson Specific Learning Objectives/Outcomes
Teaching Strategies
Outcomes Assessment
Resources
Alternative Instructional Strategies


Lecture Topic 1:

Introduction to Fundamentals of Interpersonal Communication

Pre-Class Assignments:

On Blackboard:

Read handout on Components of Effective Commun-
ication & Eliciting Rapport Strategies

Textbook:
(Daniel, Harfst, & Wilder)
Read Chpt. 5

View PPT & Video on Interpersonal Communication

Take Communi-
cation Self-Eval Quiz (p. 65)

In-Class Activities:

Complete Terms/Definitions Worksheet

Develop/present role plays demonstrating communication skills, rapport building skills, & providing feedback using “I” messages

Re-take Communi-
cation Self-Eval Quiz

Knowledge/Comprehension
Students will be able to define key components/strategies of effective communication & demonstrate understanding of how to apply components/strategies of communication & how to elicit rapport

Application/Analysis
Students will develop role-play scenario applying guidelines for providing feedback using “I” message skills

Synthesis/Evaluation
Students will re-take Self-Eval Quiz & compare previous quiz score to new score; in small groups, students will evaluate responses & reflect on new understanding/knowledge

Students will take 10 min. online Quiz at beginning of class, followed by class discussion

View PPT presentation/ video on Interpersonal Communication along w/ in-class discussion

Students will complete Work Sheet in-class
matching key terms and definitions associated w/ interpersonal communication, rapport eliciting strategies, & constructive feedback/ “I” messages strategies; responses will be reviewed/discussed in class

Students will form 3 groups & develop role-play scenarios demonstrating:
1) steps that elicit rapport
2) effective interpersonal com-munication skills
3) how to provide feedback using “I” messages

Students re-take Communication Self-Eval Quiz; in small groups, discuss how responses have or
have not changed

On Blackboard:

10 min. Quiz on assigned reading; review of quiz follows

Students’ partici-pation in class discussions monitored

Role-play scenarios will be followed by in-class discussion /peer feedback; students’ active participation monitored

Small group discussions on Self-Eval Quiz results; one member will speak for the group & discuss plans to improve interpersonal communication skills

Discussion Board: use for assignments, discussions & peer feedback

On Blackboard:

Components of Effective Communication & Eliciting Rapport hand-
out

Interpersonal
Communica-tion PPT/video


Work Sheet handout on key terms/ definitions assoc. w/ interpersonal communica-
tion, rapport eliciting strategies & forming “I” Messages for providing constructive feedback



Students will email instructor Journal Reflections on Lecture 1 topic



2

Lecture Topic

Introduction to Health Behavior Theories/ Principles of the Proposed CSCCM

Pre-Class Assignments:

Calley et al. (2000) CSCCM PDF
(on Blackboard)

Textbook:
Read Chpt. 2

View PPT & Video on Health Behavior Theories/ Core Principles of the Proposed CSCCM



Knowledge/Comprehension
Students will be able to demonstrate a conceptual understanding of selected health behavior theories, & the core principles of the CSCCM

Application/Analysis
Students will be able to construct role-play scenarios that apply guidelines for maximizing behavioral change & eliciting rapport

Synthesis/Evaluation
Students will be able to apply new understanding about how to facilitate interpersonal communication & rapport eliciting strategies in novel situations, as demonstrated through role play scenarios

On Blackboard:

Students will take 10 min. online Quiz at beginning of class, followed by class discussion

In-class discussion on Calley et al. proposed CSCCM

View PPTs on Health Behavior Theories/ Core Principles of the Proposed CSCCM along w/ in-class discussion



On Blackboard:

Take 10 min. Quiz on assigned readings; review of quiz follows



Discussion Board: use for assignments, discussions & peer feedback

Assigned reading: Calley et al. (2000) PDF

Health Behavior Theories PPT;
Behavioral Change Guide-
Lines/ CSCCM PDFs



Students will email instructor Journal Reflections on Lecture 2 topic

3

Lecture Topic

Applying the Proposed CSCCM in Patient Oral Hygiene Self-Care Instruction (OHI)

Pre-Class Assignments:

Read Jonsson et al. (2006) research report (PDF
available on Blackboard)

Knowledge/Comprehension
Students will demonstrate a conceptual understanding of selected health behavior theories & proposed CSCCM via their PPT/oral presentation


Application/Analysis
Before the end of the semester, students will be evaluated on their understanding & practical application of the CSCCM based on presentation of patient OHI in a clinical setting.

Synthesis/Evaluation
Based on readings, class discussions, & clinical application of the model to direct patient care, students will be able to demonstrate depth of understanding of the proposed CSCCM & its utility to patient oral health education & OHI through completion of the Essential Question Reflection Paper & the Assessment of Student Learning Survey Questionnaire.

On Blackboard:

Students will take 10 min. online Quiz at beginning of class, followed by class discussion

In-class review/ discussion of:

Health Behavior Theories/ CSCCM

The Jonsson et al. research report

Components of pt. OHI education/ health behavioral theories/proposed CSCCM

Students will participate in a group project researching an assigned theory & presenting findings to class via PPT / oral presentation

For research purposes, students will be divided into two groups to view demonstration of a clinical application of the CSCCM:
Group A students will observe a live role play presenta-
tion by a clinician w/a patient; Group B students will view a videotaped version using a similar scenario

Students will apply the CSCCM in clinical application

On Blackboard:

Take 10 min. Quiz on assigned readings; review of quiz follows

Student group research project & PPT/oral presentation evaluated based on criteria in Group PPT Presentation Rubric

Students’ appli-
cation of the CSCCM to direct patient care in clinical setting will be evaluated by clinical faculty using the Student Performance Evaluation Rubric

Discussion Board: use for assignments, discussions & peer feedback



Group PPT
Presentation Rubric

Health Behavior Theories / CSCCM PPTs

Available On Blackboard:

Jonsson et al. (2006) report

Assessment of Student Learning Survey Questionnaire

Student Performance Evaluation Rubric

Group PPT presentations will be posted on the Discussion Board for peer discussion

Students will email instructor Essential Question Reflection Paper






















Post Script:
Most of the PPT presentations, videos, assessment tools, and handouts for this lesson plan are still being developed. I will attempt to link the few that are available to the URL page.

EPFA Mod. 8 Student Performance Evaluation Rubric

Observed Student Learning Data Collection Form
Student Performance Evaluation Rubric
Participant’s Identifier/Group Information:__________
CSCCM

Domain
Client & Hygienist Actions
Superior

(4 points)
Competent

(3 points)
Satisfactory

(2 points)
Needs
Improve-ment

(1 point)
Unacceptable

(0 points)
Initiation
Phase:

Client:
Discloses explanatory model, beliefs/values;

Establishes chief concern

Hygienist:
Discloses explanatory model, beliefs/values;

Helps client identify chief concern





Assessment
Phase:

Client:
Discloses perceptions of self-care & disease;

Verbalizes explanatory model of self-care methods & disease

Hygienist:
Establishes baseline information;

Completes human needs assessment;

Encourages client participation;

Applies therapeutic communication;

Explanatory model of disease verbalized





Negotiation
Phase:
Client:
Becomes co-therapist w/hygienist;

Identifies differences in explanatory models;

Differences are reconciled;

Negotiates treatment options;

Negotiates self-care behaviors;

Negotiates recare intervals

Hygienist: Becomes co-therapist w/client;

Identifies differences in explanatory models;

Differences are reconciled;

Negotiates treatment options;

Negotiates self-care behaviors;

Negotiates recare interval





Commitment
Phase:
Client:
Establishes self-selected goals;

Makes commitment for self-care behaviors;
Makes commitment for recare interval

Hygienist:
Collaborates/facili-tates w/ client to establish goals;

Assists client w/establishing self-
selected goals;

Accepts client’s self-selected commitments





Evaluation
Phase:
Client:
Reports compliance to previous com-mitment;
Assessment;
Negotiation; Commitment

Hygienist:
Reports compliance to previous commitment; Assessment; Negotiation;
Commitment





Evaluation Score:






Rater’s Score of Participant’

Work Experience, Professional Memberships and Volunteer Activities

EDUCATION

2009 Master's of Science Degree in Dental Hygiene, Idaho State University

2004 Bachelor of Art Degree in Interdisciplinary Studies, Marylhurst University

1980 Associate of Applied Science in Dental Hygiene, Portland Community College


UNDERGRADUATE INTERNSHIP

From Fall 2003-Spring 2004, for my senior year internship, I assisted a team of research investigators at Kaiser Permanente's Center for Health Research during the launching phase of the clinical trial study caled "Active Referral". This study was based on the hypothesis that dental clinicians are more likely to offer patients tobacco cessation interventions if there is an outside source to refer patients to, such as a telephone-based tobacco quitline, which provides experienced and definitive counseling services.


PROFESSIONAL EXPERIENCE

Private Practice Experience: Over 25 years of dental hygiene work experience in general dentistry and periodontal specialty practices.

Teaching Experience: From 2006 to present, part-time clinical instructor at Pacific University's School of Dental Health Science.

PROFESSIONAL MEMBERSHIPS

The American Dental Hygienists' Association (ADHA)

The Oregon Dental Hygienists' Association (ODHA)

The Washington County Dental Hygienists' Association (WCDHA)

The BPD Dental Hygiene Study Club




SPECIAL TRAINING

Introduction to Motivational Interviewing counseling techniques, OHSU School of Nursing

Basic Skills for Working With Smokers online tobacco cessation training program, University of Massachusetts Medical School



VOLUNTEER ACTIVITIES

The American Dental Hygieniests' Association Smoking Cessation Initiative Liaison for Oregon

Alcohol & Drug HelpLine/Suicide Prevention HopeLine telephone-based counseling


PERSONAL & PROFESSIONAL REFERENCES

(info will be added later)

Important Professional Links

The American Dental Hygienists' Association



Go to this website to learn more about how the ADHA's goals strive to ensure that Americans have access to quality oral healthcare, and about the professional and educational services the organization provides its members.


The Oregon Dental Hygienists' Association


Go to this website to learn more about the mission and goals of the Oregon Dental Hygienists' Association, and about the many public oral health services this organization promotes.



Oregon Partnership


Go to this website to learn more about Oregon Partnership's drug and alcohol education and prevention programs and services, and phone-based suicide prevention counseling.


Ask.Advise.Refer ADHA's Smoking Cessation Website


Go to this website to learn more about how the American Dental Hygienists' Association Ask.Advise.Refer. program assists dental hygienists in helping patients to quit tobacco use.



Oregon Tobacco Quitline


Go to this website to learn more about the Oregon Department of Human Services Tobacco Prevention & Education Program (TPEP) services and the Oregon Tobacco Quitline program.