Department of Dental Hygiene - Northern Arizona University

Department of

Dental Hygiene

SELF-STUDY FOR THE COMMISSION ON

DENTAL ACCREDITATION JANUARY 2006

BOOK I STANDARDS 1-6

Administrator Verification Self-Study Guide for the Evaluation of a

Dental Hygiene Education Program

The Commission requires appropriate administrators of the institution* to verify that the contents of the application are factually accurate.

*If the program is co-sponsored by more than one institution, the appropriate administrators of both institutions must verify the contents of the application. This page may be expanded to include all verifications.

I N S T I T U T I O N : Northern Arizona University, Department of Dental Hygiene

Summary of Factual Information on the Dental Hygiene Program

The purpose of providing the following information is to give the reader of the completed self-study document a brief summary of critical factual information about the dental hygiene program.

Admissions

a. Number of classes admitted annually: 1 b. Current enrollment: Maximum enrollment:

1st year students 24 1st year students 24 2nd year students 22 2nd year students 24

if applicable:

3rd year students 25 3rd year students 25 4th year students 4th year students

Curriculum

a. Name of term: Fall, Spring, Summer I and Summer II

b. Number of terms: 10

c. Number of weeks per term:16 for Fall and Spr ing , 5 for summer but equivalent to 16

d. Total number of weeks: 128

e. Award granted at completion: Bachelor of Science in Dental Hygiene

f. Degree granting institution: Northern Arizona University

g. Credit-to-clock hour ratio for: lecture: 1; laboratory: 3 ; clinic: 3

Facilities

a. Identify program(s) which share facilities with the dental hygiene program, e.g., dental assisting, dental laboratory technology, nursing. None

b. Number of clinical treatment units: 18

c. Number of radiography units:

Program Faculty

a. Number of dental hygienists Full-time: 5 Part-time: 12

b. Number of dentists Full-time: 0 Part-time: 5

c. Number of dental assistants Full-time: 0 Part-time: 0

d. Number of other faculty Full-time: 0 Part-time: 1

Setting/Curriculum Delivery

a. Briefly describe the setting in which the dental hygiene program occurs. List all sites where basic clinical education occurs. The Dental Hygiene Program is housed within the Consortium of Professional Schools; one of five schools at Northern Arizona University.

b. If all or part of the dental hygiene curriculum is delivered through distance education technologies (e.g., compressed video), and/or non-traditional methods, please provide a description. Most of the Dental Hygiene courses are offered in a web enhanced format as of fall 2005. Course has a classroom component that is supported by web materials.

Financial Support a. Total direct cost budgeted for current fiscal year: $ 7 8 5 , 5 4 5 .

SCHEDULE OF CONFERENCES NORTHERN ARIZONA UNIVERSITY

DENTAL HYGIENE PROGRAM SITE VISIT April 13th 2006

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SCHEDULE OF CONFERENCES NORTHERN ARIZONA UNIVERSTIY

DENTAL HYGIENE PROGRAM SITE VISIT

See appended maps

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COMMISSION ON DENTAL ACCREDITATION

POSTING FORM FOR POLICY ON THIRD PARTY COMMENTS

The Commission currently publishes in its accredited lists of programs the year of the next site visit for each program it accredits. In addition, the Commission publishes in its spring and fall newsletter, Communications Update, those programs being site visited January through June or July through December. Developing programs submitting accreditation eligible applications may be scheduled for site visits after the publication of Communications Update: thus, the specific dates of these site visits will not be available for publication. These programs will be listed in Communications Update with a special notation that the developing programs have submitted accreditation eligible applications and may or may not be scheduled for site visits. Parties interested in these specific dates (should they be established) are welcomed/encouraged to contact the Commission office. The United States Department of Education (USDOE) procedures now also require accrediting agencies to provide an opportunity for third-party comment, either in writing or at a public hearing (at the accrediting agencies' discretion) with respect to institutions or programs scheduled for review. All comments must relate to accreditation standards for the discipline and required accreditation policies. In order to comply with the department's requirement on the use of third-party comment regarding program's qualifications for accreditation or pre-accreditation, the following procedures have been developed.

WHO CAN SUBMIT COMMENTS: Third-party comments relative to the Commission's accredited programs may include comments submitted by interested parties such as faculty, students, program administrators, Commission consultants, specialty and dental related organizations, patients, and/or consumers.

HOW COMMENTS CAN BE SOLICITED: The Commission will request written comments from interested parties in the spring and fall issues of Communications Update. In fairness to the accredited programs, all comments relative to programs being visited will be due in the Commission office no later than 60 days prior to each program's site visit to allow time for the program to respond. Therefore, programs being site-visited in January through June will be listed in the fall issue of CU of the previous year and programs scheduled for a site visit from July through December Will be listed in the spring issue of the current year. Any unresolved issues related to the program's compliance with the accreditation standards will be reviewed by the site visit team while on-site.

Those programs scheduled for review are responsible for soliciting third-party comments from students and patients by publishing an announcement at least 90 days prior to their site visit. The notice should indicate the deadline of 60 days for receipt of third-party comments in the Commission office and should stipulate that comments must pertain only to the standards for the particular program or policies and procedures used in the Commission's accreditation process. The announcement may include language to indicate that a copy of the appropriate accreditation standards and/or the Commission's policy on third-party comments may be obtained by contacting the Commission at 211 East Chicago Avenue, Chicago, IL 60611, or by calling 1/800-621-8099, extension 4653.

TYPES OF COMMENTS CONSIDERED: All comments submitted must pertain only to the standards relative to the particular program being reviewed or policies and procedures used in the accreditation process. Comments will be screened by Commission stafi for relevancy. For comments not relevant to these issues, the individual will be notified that the comment is not related to accreditation and, where appropriate, referred to the appropriate agency. For those individuals who are interested in submitting comments, requests can be made to the Commission office for receiving standards and/or the Commission's Evaluation Policies and Procedures (EPP).

MANAGEMENT OF COMMENTS: All relevant comments will be referred to the program at least 50 days prior to the site visit for review and resp ssion office and the site visit team 15 days prior to the scussion of comments with proper personnel. Adopted: (7/95)

www.asdailysun.com Friday, January 13, 2006--B3 Revised: (1/97)

INSTITUTION: Northern Arizona University

PROGRAM(S) TO BE REVIEWED: Dental Hygiene

SITE VISIT DATE: April 13-14, 2006

60-DAY DEADLINE FOR RECEIPT OF COMMENTS IN THE COMMISSION OFFICE:

(Commission on Dental Accreditation, 211 E. Chicago Avenue, Chicago, IL 60611) 11/97

Dental Hygiene Questions or Comments

Search The Department of Dental Hygiene

The NAU Dental Hygiene Program is accredited by the American Dental Association Commission on Accreditation.

Complaint Procedure Northern Arizona University

Students in the NAU Dental Hygiene Program have the right to file a complaint with the University Office of Student Life. The University has outlined several grievances processes for students. For a full description please see the Student Handbook

American Dental Association Commission on Accreditation

Students, faculty, constituent dental societies, state boards of dentistry, and other interested parties have the right to file a complaint with the American Dental Association Commission on Accreditation. A complaint is defined by the Commission on Dental Accreditation as one alleging that a Commission-accredited educational program, or a program which has an application for initial accreditation pending, may not be in substantial compliance with Commission standards or required accreditation procedures.

To file a complaint write to the Commission at the address below. A copy of the appropriate accreditation standards and/or the Commission's policy and procedure for submission of complaints may be obtained by contacting the Commission at 211 East Chicago Avenue, Chicago, IL 60611-2678 or by calling 1-800-621-8099 extension 4653. Only wr i t ten, signed complaints will be considered by the Commission; oral and unsigned complaints will not be considered.For further information see the Dental Hygiene Policy and Procedure Manual.

DEPARTMENT OF DENTAL HYGIENE SELF-STUDY DOCUMENT

BOOK I

TABLE OF CONTENTS

SECTION PAGE

I. Previous Site Visit Recommendations and Compliance with Commission

Policies ACT-1

I I . Standards

1 Institutional Effectiveness 1-1

2 Educational Program 2-1

3 Administration, Faculty, and Staff 3-1

4 Education Support Services 4-1

5 Health and Safety Provisions 5-1

6 Patient Care Services 6-1 I I I . Conclusions and Summary of the Self-Study Report CS-1

ACTIONS TO COMPLY W I T H THE FORMAL REPORT OF THE COMMISSION ON DENTAL ACCREDITATION TO THE

ADMINISTRATION OF NORTHERN ARIZONA UNIVERSITY ON THE DENTAL HYGIENE EDUCATION PROGRAM

Flagstaff, Arizona*

INTRODUCTION

An evaluation of the Dental Hygiene Program offered by Northern Arizona University was conducted on December 2-3, 1999, by a committee of the Commission on Dental Accreditation, composed of Dr. C. Lawrence Chiswell, dentist-consultant; Ms. Joanne C. Gibson-Howell, consultant in dental hygiene; and Ms. Kathleen E. Morr, Commission staff representative.

ACCREDITATION HISTORY

The Dental Hygiene Program offered by Northern Arizona University was initiated in 1973. This was the Commission's fifth site evaluation of the Dental Hygiene Program. At that t ime, the Commission made three (3) recommendation and two (2) commendations.

The Department of Dental Hygiene at Northern Arizona University takes seriously the recommendation made by the American Dental Association Commission on Dental Accreditation and has taken action to meet the standards as delineated for Dental Hygiene Program. The Department's actions for each recommendation are outlined below.

STANDARD 3. ADMINISTRATION

The dental hygiene program director position has been vacant for two years. Currently that position is being filled on an interim basis. While the University has conducted one search to fill this position with a qualified applicant, their efforts have not been successful. It is suggested that the administration move ahead with its plan to identify and secure a qualified candidate to assume this position no later than July 1, 2000.

Since the last site visit, the University has filled the Dental Hygiene Chair position. Denise Muesch Helm has been

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in the administrative role since July 1, 2003, and is committed to the continued success of the Department. Prior to Ms. Helm taking this position, the University hired Dr. Thomas Hassel in July 2000. Immediately after he vacated the position, Ms. Helm stepped into the role, creating a seamless transition.

During the site visit, it was clear to the visiting committee that communication among program faculty and other faculty who teach dental hygiene students is limited. For example, basic science faculty are not aware of dental hygiene student performance on national boards, nor have they seen examples of the case-based testing format used on that examination. Representatives from the basic science department indicated a desire to have dialogue with dental hygiene faculty to confirm appropriateness of course content and to enhance continuity of instruction.

1. It is recommended that a defined mechanism for coordinating instruction among program faculty with other faculty who teach dental hygiene students be identified and implemented. (DH Standard 3.3)

The Dental Hygiene Program has developed a mechanism for coordinating instruction among Program faculty and with other faculty who teach Dental Hygiene students. The plan for coordination of instruction is comprised of regular one-on-one communication between Dental Hygiene faculty and other faculty, inclusion of basic science and other faculty on the Dental Hygiene Curriculum Committee, and reporting National Board scores to NAU faculty who teach Dental Hygiene students.

Each year, Dental Hygiene faculty members are assigned to communicate with other faculty members who teach Dental Hygiene students by contacting the other faculty person to discuss Board scores, request course syllabi, or discuss course content. Illustrations of this communication can be found in Exhibit 2-21: Sample E-mail to Faculty Who Teach Dental Hygiene Students.

Dr. Lon Owen was invited to serve on the Dental Hygiene Curriculum Committee to further communication between other faculty and Dental Hygiene faculty. Dr. Owen, basic science faculty, teaches General Pathology for Dental Hygiene and other students at NAU. His extensive experience in higher education has proved to be a valuable asset for the Department. Dr. Owen acts as the liaison between the

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Department of Dental Hygiene and Biological Sciences. In addition, Dr. Marylou Brubaker, former pharmacology professor, sits on the Dental Hygiene Curriculum Committee.

Each year, the National Board results are sent to the NAU Office of Public Affairs, to be published on "My NAU" and other campus publications. "My NAU" is the central information sources for all NAU faculty and staff. The faculty is sent E-mails with the links to headlines for each publication. The typical headline reads: "Dental Hygiene 100% Pass Rate on National Boards." The Department Chair also sends the school scores for each area to the department chairs that teach specific courses within the Dental Hygiene curriculum. See Exhibit 2-21: Sample E-mail to Faculty Who Teach Dental Hygiene Students.

STANDARD 4. FINANCIAL SUPPORT

Financial support for the program must be stable and insure the continuous development and fulfillment of program goals. Currently, the allocation of part-time support is supplemented with salary savings, funds generated by continuing education programs, and other local accounts. It is anticipated the vacant Chair position will be filled within the upcoming year. As a result, there will be a significant reduction in available supplemental salary savings. The visiting committee was assured through on-site interviews that the part-time faculty budget will continue to be adequately supported; however, no financial statement outlining the institutional budget plan was presented. It is therefore suggested that stable financial support continue to be provided for part-time faculty instruction.

Financial support for the program has improved in recent years. Faculty members have received merit pay raises and market adjustments. The Department has also been given a new State line for a full-time tenure eligible faculty member. The addition of a new faculty line will help reduce the workload burden on the current faculty. Yet, the instructor pool may need to be supplemented by funds from the Dean's Office, salary savings, or made up through Clinic revenues. The Program wishes to hire one additional three-quarter-time staff person, have funds to purchase equipment and supplement the instructor pool.

STANDARD 5. CURRICULUM

The dental hygiene program is presented in six 16-week semesters and two summer sessions. Upon completion of the program, graduates are awarded Bachelor of Science in Dental Hygiene degrees. The curriculum has been defined in terms of program goals, general

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instructional objectives, learning experiences designed to achieve the goals and objectives, and evaluation procedures to assess student attainment of the goals and objectives.

The dental hygiene curriculum has recently undergone a comprehensive revision based upon a University mandate to reduce the total number of credits in the curriculum. Revisions have included adjustments in the liberal studies requirements, as well as deletion of some dental hygiene courses, with redistribution of content into existing courses. Implementation of the curriculum revision began in fall, 1999. While faculty members meet on an ongoing basis to discuss the courses they currently teach, the visiting team could identify no mechanism for ongoing curriculum evaluation and revision. Therefore, changes resulting from the curriculum revision have not been clearly identified or refined.

2. It is recommended that a mechanism for ongoing curriculum evaluation, revision and implementation be identified and implemented. (DH Standard 5)

The NAU Dental Hygiene Program has made great strides in developing and implementing an ongoing mechanism for the evaluation and revision of the curriculum. After the last site visit, the Department hired a consultant, Ms. Ann McAnn, to assist with the development of a formal Curriculum Management Plan (CMP). The plan contains the following steps:

STEP 1. Define the NAU Dental Hygiene Program Mission and Goals in terms of program outcome statements and student competencies. Review annually in Aug with

• Faculty

• Curriculum Committee

• Students at Department Orientation

• Advisory Board

Revise as appropriate.

STEP 2. Establish a broad-based Curriculum Committee to assist in the curriculum evaluation and revision process. Membership is reviewed annually during June and July in preparation for the next academic year. Revise as appropriate.

STEP 3. Identify the curriculum sequence and course content to ensure that all required components of an accredited dental hygiene program are included and appropriately sequenced.

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Review annually and involve the Curriculum Committee as needed.

STEP 4. Identify the content and requirements of each course included in the Dental Hygiene Curriculum and ensure that each course syllabus includes all appropriate information and meets the requirements of the University. Use stated criteria to evaluate each course and apply the information gleaned from the evaluation as well as information available from a variety of student and program assessment instruments to make decisions about course revisions and course sequencing.

Evaluation of each course is reviewed by the course instructor and the Department Chair, and courses are revised as needed. The course content is reviewed by course instructors at the close of the semester, revised as necessary, and a copy of the complete syllabus is placed in the curriculum files of the DH Department.

The course instructors complete the Course Change Form to communicate the changes to other faculty. When significant revisions in content are indicated, the changes must go to the Department, College, and University Curriculum Committee for approval.

STEP 5. Identify the evaluation and assessment methods used for each student competency in the respective courses. Updates are scheduled annually by course instructors.

STEP 6. Conduct a content analysis of each course to link basic science and foundational concepts to topics included in the Dental Hygiene curriculum to ensure that all necessary background information is included in the curriculum to enhance the integration of scientific principles, theory, and clinical application.

STEP 7. Review the Department Policy and Procedure Manual, which contains student and faculty contracts, policies, and procedures related to the Clinic, general safety, ethical issues, and other general program information. The Program Chair and Clinic Coordinator review the Department's Policy and Procedure Manual annually and revise as needed. The revised date is noted on the document.

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STEP 8. Integrate all information about course content, considering the scope of competencies, and level of instruction for novice, developing, and proficient through the sequence of instruction. Also consider Program outcomes and student competencies to make revisions and initiate Program improvements. Review annually at Curriculum Committee.

In addition to these steps, the Program has added a schedule to assure that curriculum review is an ongoing process and that the outcomes and assessments inform decisions around curricular changes. To accomplish these steps, the Program has developed and continues to revise the Competency Assessment Plan. For more specific details and the full CMP and the Competency Assessment Plan, see Standard 2 and appended exhibits.

As mentioned in Standard 2, the Dental Hygiene Department has been looked to as a model in program assessment, by the NAU Assessment Office, for the plan they are utilizing to assure an ongoing excellent curriculum.

STANDARD 12. OUTCOMES ASSESSMENT

The program uses a number of tools to assess outcomes, such as performance on licensure examinations, exit interviews of graduating students and periodic surveying of alumni and employers. Current students, if interested, are permitted to conduct the survey research of the alumni. While it is recognized that this could be a valuable learning activity for students, it cannot substitute for a regularly conducted outcomes measure. No structured schedule of who will be surveyed, along with a timetable for conducting the survey, could be identified by the site team after review of the self-study document and on-site interviews.

3. It is recommended that the program regularly evaluate the degree to which its goals are being met through formal assessment of outcomes. (DH Standard 12)

Integrated into the Curriculum Management Plan is a mechanism the Program used to evaluate the degree to which the goals are being met. The Program goals are assessed and monitored on a scheduled basis through the Alumni and Employer Surveys. These questionnaires are sent to graduates who are out of the program 1, 3, and 5 years. Data from the surveys are compiled, and analyzed by faculty and presented to the Advisory Board and the Curriculum Committee.

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ACCREDITATION STATUS

At its July 28, 2000 meeting the Commission on Dental Accreditation adopted a resolution to continue the accreditation status of "approval without reporting requirements" for the dental hygiene program offered by Northern Arizona University.

PUBLICATION OF ACCREDITATION

The Commission has authorized use of the following statement by institutions or programs that wish to announce their programmatic accreditation by the Commission. Programs that wish to advertise the specific programmatic accreditation status granted by the Commission may include that information as indicated in italics below (see text inside square brackets); that portion of the statement is optional but, if used, must be complete and current.

The program in dental hygiene is accredited by the Commission on Dental Accreditation [and has been granted the accreditation status of "approval without reporting requirements "]. The Commission is a specialized accrediting body recognized by the United States Department of Education. The Commission on Dental Accreditation can be contacted at (312) 440-4653 or at 211 East Chicago Avenue, Chicago, IL 60611.

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Standard 1 Institutional Effectiveness

1-1 The program must demonstrate its effectiveness using a formal and ongoing planning and assessment process that is systematically documented: a) developing a plan with goals and/or objectives which are consistent with the goals of the

sponsoring institution and appropriate to dental hygiene education addressing teaching, patient care., research and service;

b) implementing the plan; c) assessing the outcomes, including measures of student achievements; d) using the results for program improvement.

A. Description

1. List the institution's and program's goals. If a philosophy has been developed for the program, quote the philosophy.

Northern Arizona University's mission statement embraces three foci: 1. To provide superb undergraduate education on the

Mountain Campus. 2. To offer top-flight research and graduate programs that

make superior education possible. 3. To deliver education to place-bound students state wide.

NAU is a doctoral-intensive institution with graduate programs, undergraduate programs, and on-going significant research. The University aspires to be a premier undergraduate residential institution that provides students with liberal arts and sciences education within comprehensive professional programs. NAU also provides exceptional selected post-baccalaureate certificates as well as master's and doctorate programs. NAU is an integral part of Flagstaff and other northern Arizona communities, embraces service to rural Arizona and Native American peoples, and seeks a partnership with citizens in providing economic, cultural, and social opportunities for the region.

The University recognizes the value of cultural diversity within Arizona. NAU exercises leadership in multi-cultural appreciation through recruitment and retention of under-represented and ethnic minority students, faculty, staff, and administrators in both curricular and co-curricular activities and programs as well as through cooperative outreach programming with the diverse peoples of rural Arizona. The University utilizes innovative methods for on-campus as well as distant delivery of instruction and educational services

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to provide greater access to higher education for the citizens of Arizona. The university has established the infrastructure to offer courses via Internet/Web-based instruction, and other modes of educational programming to off-campus sites throughout the state. NAU's future is closely tied to its mission of extending instructional services to the state, with emphasis on the non-metropolitan counties.

Strategic planning sets the direction for a university's future and enables it to maintain a common sense of purpose. NAU's mission of providing an outstanding undergraduate residential education is supported through strategic planning and strengthened by important research and graduate programs with sophisticated methods of distance delivery.

Northern Arizona University's Mission Statement and Goals were revised in 2001 and are published on the NAU Website at http://www4.nau.edu/president/mission2.asp. The University's 5-year goals (listed below) are part of its 2005-2010 Strategic Plan.

See Exhibit 1-1: Mission Statement of Northern Arizona University; Exhibit 1-2: NAU Strategic Plan; Exhibit 1-3: NAU Organizational Chart; Exhibit 1-4: Consortium of Professional Schools Organizational Chart.

Northern Arizona University Goals

GOAL 1: Strengthen undergraduate educational excellence in a residential learning community.

GOAL 2: Increase and manage enrollment. GOAL 3: Strengthen graduate education, economic

development, and research. GOAL 4: Build on our national reputation for excellence in

professional programs. NAU offers an increasing number of degree and certificate programs for areas in which Arizona and the nation need a growing supply of trained professionals.

GOAL 5: Provide leadership in the development, use, and assessment of technologies in educational programs.

GOAL 6: Foster a culture of diversity. GOAL 7: Be the nation's leading university serving Native

Americans. GOAL 8: Ensure financial stability and growth.

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http://www4.nau.edu/president/mission2.asp

Department of Dental Hygiene Mission Statement and Goals

Because NAU's Department of Dental Hygiene continually seeks to improve, its mission, goals, and competencies were modified and updated in the spring of 2005. The Department's mission is to improve oral health by developing individuals who will have a significant impact on their communities. The Dental Hygiene Program is committed to excellence, with a focus on self-responsibility, critical thinking, leadership, and professional judgment. This mission will be accomplished through education, service, and research, as noted in the six goals listed below: 1. Students will successfully meet the competencies and

values, as outlined in the Dental Hygiene Student Competencies, to become competent oral healthcare providers using health promotion/disease prevention strategies.

2. Students will be able to formulate comprehensive, patient-centered oral hygiene care plans based on current scientific evidence and to evaluate the effectiveness of services provided.

3. Students will be able to employ professional judgment and critical thinking skills to identify, assess, analyze, and creatively address situations in a safe, ethical, and legal manner.

4. Students will be able to demonstrate effective interpersonal skills through actions, oral and written communication, and work with diverse populations.

5. Students will demonstrate leadership skills and provide service to the community through health promotion activities and education.

6. Students will able to demonstrate self-responsibility for professional growth and optimum patient care.

Department of Dental Hygiene Philosophy and Motto

The Department's philosophy is to "Create a learning-centered environment where health and diversity flourish." The Program's motto is "OPENING MOUTHS, MINDS, and HEARTS."

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The Department values the continual development of healthy life-style, self-responsibility, critical thinking, professionalism, and interpersonal skills, including: 1) open, effective communication, 2) balance between idealism and realism, and 3) successful relationships with peers, patients, teachers, and other professionals. See Exhibit 1-5: Department of Dental Hygiene Strategic Plan. The School of Health Profession's Strategic Plan, which is in the form draft, is available for review.

2. Describe how the institutional and program goals relate.

The Department's mission statement, goals, and strategic plan are aligned with the foci and values of the University's mission statement and strategic plan (see Table 1.1).

Table 1.1. Goals of NAU and the Department of Dental Hygiene

NAU

GOAL 1: Strengthen undergraduate educational excellence in a residential learning community. Superior undergraduate education on the Mountain Campus lies at the center of all that NAU stands for and seeks to accomplish.

GOAL 4: Build on our national reputation for excellence in professional programs. NAU offers an increasing number of degree and certificate programs for areas in which Arizona and the nation need a growing supply of trained professionals.

GOAL 5: Provide leadership in the development, use, and assessment of technologies in educational programs.

GOAL 6: Foster a culture of diversity.

GOAL 7: Be the nation's leading university serving Native Americans.

DENTAL HYGIENE

Is committed to excellent undergraduate education.

Offers a needed professional program and the only Bachelor of Science degree in dental hygiene in Arizona.

Offers all courses as Web enhanced and a Cyberclinic (an on-line resource center) to support learning by using technology.

Embraces diversity by valuing effective interpersonal skills through actions, oral and written communication, and work with diverse populations. Students actively participate in clinical enrichment activities with diverse populations.

Students provide oral health services, community health outreach, and career recruitment for at least five Native American tribes as part of Hopi and Yavapai/Apache programs.

3. Describe how the goals address teaching, patient care, research and service.

Teaching and learning are central to the missions of the Department and the University. The faculty is expected to engage in teaching based on current scientific research. Each of the Department's goals can be met more fully through effective teaching. The Department's Goals 1, 3, and 6 address patient care, Goal 2 focuses on research, and Goal 4 focuses on service, which are detailed below.

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The Department's goals 1, 3, and 6 focus on patient care. Goal 1 states that students will successfully meet the competencies and values, as outlined in the Dental Hygiene Student Competencies, to become competent oral healthcare providers using health promotion/disease prevention strategies. The Dental Hygiene Student Competencies include five specific areas related to patient care: Assessment (A), Diagnosis (D), Planning (P), Implementation (I), and Evaluation (E).

Goal 3 states that students will be able to employ professional judgment and critical thinking skills to identify, assess, analyze, and creatively address situations in a safe, ethical, and legal manner. And Goal 6 states that students will be able to demonstrate self-responsibility for professional growth and optimum patient care. See Exhibit 1-6 (or A): Dental Hygiene Program Goals and Assessment; Exhibit 1-7: Competency Assessment Plan.

Goal 2 focuses on research by expecting students to formulate comprehensive oral hygiene care plans based on current scientific evidence. Students must understand how to read and interpret the literature to provide evidence-based care.

Goal 4 focuses on service, which is important to both the University and the Department. Therefore, a mission statement specific to service has been adopted by the Program: "Our service mission is for students, faculty, and staff to improve lives through community service with a focus on excellence, responsibility, critical thinking, leadership, and professional judgment." All faculty, staff, and students are expected to provide service to the community.

The Dental Hygiene students were awarded the first-ever NAU Student Service Learning Award for their annual Kiddie Clinic, which serves over 100 children each year; in 2004, the students were again recognized when they received a Service Learning Honorable Mention for the Kiddie Clinic. Students also volunteer to conduct health fairs, school fluoride programs, and oral cancer screenings in the community.

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See Exhibit 1-6 (or A): Dental Hygiene Program Goals and Assessment; Exhibit 1-7: Competency Assessment Plan.

4. Using the sample format illustrated in example exhibit A, develop an assessment schedule, timetable or plan. Include how, when and by whom the program goals are reviewed, evaluated and revised.

See Exhibit 1-6 (or A): Dental Hygiene Program Goals and Assessment.

The University has infra structure to support academic programs with student outcome assessments and faculty development through the Office of Academic Assessment. Outcome measures are completed at various times during a student's academic tenure. Senior students are surveyed upon exit from the Program, and alumni are surveyed at 1, 3, and 5 years post-graduation. In addition, employers of alumni are surveyed. The surveys are excellent sources of data about the graduates' abilities to make the transition from school to the workplace and their perceptions of preparedness for that transition. See Exhibit 1-8: Alumni Survey; Exhibit 1-9: Alumni Survey Results; Exhibit 1-10: Employer Survey; Exhibit 1-11: Employer Survey Results; Exhibit 1-12: Senior Exit Survey; Exhibit 1-13: Senior Exit Survey Results.

5. Document and describe the outcomes measures which are utilized to determine the degree to which these stated goals and/or objectives are being met. Include examples, i.e., course completion rates, job placement rates, survey instruments, statistics, written and clinical board examination results, as an exhibit.

The Department uses a variety of outcome measures—the Alumni Survey, Senior Exit Survey, Employer Survey, a patient Survey, scores from national and regional Boards, outcomes projects, objective structured clinical examinations (OSCE), written and oral examinations, papers, and other assessments—to determine the degree to which goals and competencies are met. Job placement rates for students that successfully graduate from NAU DH are consistently 100 percent. However, placement rates may change with the addition of new programs in the State.

A Competency Assessment Plan (CAP) is also used to determine at what level (novice, developing, and proficient) and where information for each program competency is introduced, as well as how it is assessed and monitored. The three levels of student proficiency are defined as follows:

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• Novice = The student can speak knowledgeably about the topic and is able to discuss and use skills, but more experience and feedback would be helpful.

• Developing = The student can demonstrate skills in the area with guidance and is able to use skills or knowledge in a variety of situations at a satisfactory level.

• Proficient = The student can successfully and independently apply this skill in the professional setting and understands and uses the skill at a proficient level.

To complete the initial CAP, the faculty met several times as a group to discuss which courses should introduce each competency and at what level, as well as how competencies should be assessed and monitored. A grid with all Dental Hygiene courses listed on the x-axis and all Program competencies listed on the y-axis was used to track the information. Using the completed grid, the faculty periodically reviews it to make sure that all competencies are being implemented, assessed, and monitored. See Exhibit 1-7: Competency Assessment Plan.

Course instructors use the CAP when writing course syllabi to ensure that appropriate content and assessment information are included. See Exhibit 1-7: Competency Assessment Plan.

All course instructors report outcome measures at Department meetings and file the data in the Department Outcomes Notebook. The faculty reviews the outcome data and determines if the competencies are adequately met. If a competency is not met at the appropriate level, the faculty proposes changes in delivery, content, assessment, or remediation measures.

When changes are made in a course to improve a competency outcome, the course instructor completes the Course Change Form, outlining why the changes were implemented and which outcome was expected to improve. This form is again used to track changes in the course for the following semester. See Exhibit 1-14: Course Modification Form.

Other outcome measures used to evaluate and improve the curriculum include the Alumni Survey and the Employer Survey. Each year, these surveys are mailed together to graduates of the Program from 1, 3, and 5 years earlier.

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Questions in the Alumni Survey are concerned with stated competencies, and alumni are asked to have their employers complete the Employer Survey. To increase response rates, the alumni are given a fee waiver to attend a continuing education (CE) course offered by the Department when the surveys are returned to the Department. See Exhibit 1-8: Alumni Survey; Exhibit 1-9: Alumni Survey Results; Exhibit 1-10: Employer Survey; Exhibit 1-11: Employer Survey Results.

The Program also makes use of a Senior Exit Survey as an outcome measure. Each year, senior-level students complete this questionnaire in the final month of their final semester. Data collected from this survey are helpful in the improving the Program. See Exhibit 1-12: Senior Exit Survey; Exhibit 1-13: Senior Exit Survey Results.

Finally, the Department uses competency exams taken by students during their sophomore, junior, and senior years as outcome measures to improve the Program. The competency exam is timed and includes OSCEs, with direct observation and evaluation by a clinical instructor, as well as written cases. Data gathered from the exam are used to make changes in the Program. See Exhibit 1-15: Sophomore Competency Exam; Exhibit 1-16: Sophomore Competency Exam Results 2005; Exhibit 1-17: Junior Competency Exam; Exhibit 1-18: Junior Competency Exam Results5; Exhibit 1-19: Senior Competency Exam; Exhibit 1-20: Senior Competency Exam Results 2005.

6. Document, by course, the number of students who have passed and who have failed for the current and previous classes since the last site visit. State the program's policy on repeating courses.

See Exhibit 1-21: Course Success Rate 1999-2005. See Exhibit 1-22: Policy on Grades and Repeating Courses.

7. Please provide results for the past two years of the assessment process.

See Exhibit 1-23: Assessment Report 2003 and 2004.

8. Provide examples of how the assessment results have been used for program improvement over the past year.

An example of how the assessment results have been used to make improvements in the Program was replacing the Oral Microbiology course, taught through the Department, with the

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General Microbiology course. This change resulted after examining students' National Board scores for immunology and microbiology and finding that the scores for students who took Oral Microbiology were below the national average. Because the course content was covered thoroughly in the General Microbiology course, it was decided to have students take this course instead of offering it through the Department. See Exhibit 1-24: National Board Scores for the Last 5 Years.

B. Supportive Documentation

1. Exhibit 1-1: Mission Statement of Northern Arizona University

2. Exhibit 1-2: NAU Strategic Plan

3. Exhibit 1-3: NAU Organizational Chart

4. Exhibit 1-4: Consortium of Professional Schools Organizational Chart

5. Exhibit 1-5: Department of Dental Hygiene Strategic Plan

6. Exhibit 1-6 (or A): Dental Hygiene Program Goals and Assessment

7. Exhibit 1-7: Competency Assessment Plan

8. Exhibit 1-8: Alumni Survey

9. Exhibit 1-9: Alumni Survey Results

10. Exhibit 1-10: Employer Survey

11. Exhibit 1-11: Employer Survey Results

12. Exhibit 1-12: Senior Exit Survey

13. Exhibit 1-13: Senior Exit Survey Results

14. Exhibit 1-14: Course Modification Form

15. Exhibit 1-15: Sophomore Competency Exam

16. Exhibit 1-16: Sophomore Competency Exam Results 2005

17. Exhibit 1-17: Junior Competency Exam

18. Exhibit 1-18: Junior Competency Exam Results 2005

19. Exhibit 1-19: Senior Competency Exam

20. Exhibit 1-20: Senior Competency Exam Results 2005

21. Exhibit 1-21: Course Success Rate 1999-2005

22. Exhibit 1-22: Policy on Grades and Repeating Courses

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23. Exhibit 1-23: Assessment Report 2003 and 2004

24. Exhibit 1-24: National Board Scores for the Last 5 Years

C. Appraisal and Analysis

The University's mission supports the mission of the Department of Dental Hygiene. In particular, the Department is frequently lauded for its involvement in distance learning and utilization of technology. The Department is also recognized nationally for attracting and assisting diverse students to thrive, which is also part of the University's mission.

The Dental Hygiene Program has made great strides by implementing a CAP, which has been used as a model for other units across campus because of its thoroughness and the program improvements made based on data gathered. The Department discusses assessment outcomes on a regular basis and makes changes to the Program based on assessment findings. The Course Modification Form provides a mechanism to track and record ongoing changes in courses, thus aiding the Program in successfully achieving its goals. The quality of the Program continuously improves through review and revision.

1-2 The institution must have a strategic plan which identifies stable financial resources sufficient to support the program's stated mission, goals and objectives. A financial statement document must be submitted providing revenue and expense data for the dental hygiene program.

Funding for the Department comes from three major sources: 1. State allocations for salary and operations, including the

return of student laboratory and Clinic fees for purchase of supplies.

2. Clinic revenues, which are deposited into a local account for direct access to support the operations and salary of the Office Specialist/Clinic Coordinator.

3. Private gifts and grants from multiple sources: a. The John and Sophie Ottens Foundation supports the

operations at the Hopi Health Care Project, which was started in 2003 at the Indian Health Service Dental Clinic in Polacca, Arizona. The Foundation also supports 1.0 full-time equivalent (FTE) faculty person to supervise students, a 0.25 FTE administrative assistant, housing in Keams Canyon, Arizona, and student travel.

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Students provide dental hygiene care, community service, and American Indian student recruitment through the Hopi Health Center Dental Clinic. This grant has also facilitated interaction with Head Start, the public schools, and local tribal councils. Funding for this project is secured through the Ottens Foundation until 2013. See Exhibit 1-25: Hopi Health Center.

b. The Del E. Webb Foundation funds operations and a 0.50 FTE faculty person to direct the Del E. Webb Outreach Program, which has been in operation since 1986; in 2006, another grant will be written to continue this project. Grant funds support a 0.50 FTE staff person, a 0.50 FTE faculty, travel, and supplies. A faculty member supervises senior-level students, who provide dental hygiene services in nursing homes and private homes and at centers for developmentally disabled children and adults. This grant has supported the purchase of portable dental-hygiene equipment, including patient chairs, lights, dental units, and an x-ray generator, to provide care for homebound individuals.

c. The John and Sophie Ottens Foundation funds a 0.25 FTE faculty person to coordinate the Yavapai-Apache clinical enrichment, which started in 2003 and is based out of Camp Verde, Arizona. Students provide dental hygiene care, outreach, and student recruitment through the Yavapai-Apache Health Center. Funding for this project is renewed annually through the Ottens Foundation. See Exhibit 1-26: Yavapai-Apache clinical enrichment experience.

d. The Yavapai-Apache Tribe also provides funds for operations and a 0.25 FTE faculty person for the Yavapai-Apache clinical enrichment experience. This funding is renewed annually through the Yavapai-Apache Tribe.

e. The Ford Foundation is supporting a 0.25 FTE faculty person for 2 years to assess and improve context diversity in the Program. The Department was invited to participate in a multi-institutional research project because of the Program's high multi-contextually and demonstrated success with diverse students. Multi-contextually integrated through higher education has been shown to attract and retain diverse students and faculty.

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Occasional support also comes from the School of Health Professions through the Dean's distribution of school-wide salary savings or summer over-attainment. This support is usually in the form of additional computers for faculty, audiovisual equipment, classroom upgrades, or other negotiated support.

A one-time-gift of $200,000 was donated by the Del E. Webb Foundation to purchase state-of-the-art equipment for NAU's Dental Hygiene Clinic. In addition, other one-time-gifts have been received from community dentists, the Arizona Dental Hygienists' Association, and corporations to renovate the clinical facility and its sterilization area.

A long-range plan to enhance the Department's financial situation involves two major sources: bond initiatives and private gifts. The Consortium of Professional Schools is currently involved in a capital improvement program, supported by bond initiatives, to revitalize buildings and infrastructure across the campus. The School of Health Professions renovation committee has selected a design team and a contractor for the demolition and reconstruction of the building, which is slated to start in February 2006. Their plan includes a first-floor Dental Hygiene Clinic, with shared reception and sterilization space. However, funding for furnishings and equipment will have to be identified from an outside source. The Consortium Development Officer and Chair are working with potential donors on these issues.

One plan to enhance the Department's budget is to provide more professional CE courses. The revenue sources would be added to local budgets, which the Department could access directly.

Once a year, the Department Chair submits a request for needed staffing additions to the Dean, who then presents the request to the Provost and Strategic Planning Council. Changes in state-supported operations allotments and salary increases are then determined by the State Legislature.

State money is allocated to the Department in a lump sum, and it is the Department Chair's responsibility to allot the money to the expenditure categories. The Chair is fully

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responsible for the fiscal administration of the budget and participates in all revisions of it.

Because of fiscal difficulties within the state and declining University enrollment, NAU expects the budget to remain stagnant. The University is attempting to regain its exhausted savings by reorganizing the academic structure and not filling vacated faculty positions without strong justification. Revenues from Clinic income are expected to remain relatively stable, however, since the fees for clinical services were increased, and the number of student clinicians and patients will likely remain about the same.

In 2003, the Department requested an internal audit of the Clinic's account to better track its overhead and revenue. The audit resulted in several recommendations to increase revenues and to decrease overhead, including one recommendation to use a computerized accounting system to track patient accounts. Increased revenue from the Clinic can be used to purchase supplies and equipment. In addition, the Department is continuing to explore the possibility of charging students a program fee to offset the cost of replacing clinical equipment.

The University President recently approved the addition of one tenure-track faculty line to the Dental Hygiene budget. The position is currently being advertised and we hope to fill it for the 2006-2007 academic year. In addition, the Dean of the Consortium of Professional Schools has given the Dental Hygiene Department $20,000 for faculty raises and to supplement the instructor pool for 2005-2006. These funds will be provided through the Provost's Office thereafter.

Currently, state-funded financial support must be supplemented through local accounts, salary saving and the Dean's office to achieve the Program's objectives. Using salary savings and other revenues divert funds that could otherwise be used for operations, capital expenditures, or part-time support staff. The Department is teaching the equivalent of 11-13 FTE with 5 full-time tenure or tenure-track faculty (1 who is the program administrator), 18 part-time or adjunct faculty, and 2 support staff. Historically, the Department of Dental Hygiene changed in 1986 from a 2-plus-2 curriculum to a 1-plus-3 curriculum, making it

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necessary to hire additional part-time clinical faculty. At that time, the University was unable to permanently increase the pool of funds used to hire part-time faculty.

New funds will alleviate some of the stress on the instructor pool and the local Clinic account; it also will reduce the overload that faculty are currently carrying. No funds are now designated for a 5-year plan to replace clinical equipment.

Funding has improved recently but the instructor pool is still funded through local sources. The hourly rate paid for clinical instructors had to be increased significantly (from $20/hour to $30/hour) in an effort to attract practitioners from the community. Annual salaries for the Department Chair and some full-time faculty still fall behind comparable positions across the country this is consistent across campus. NAU salary comparisons for Dental Hygiene are based on CUPA data for Dental Support Services & Allied Professions. See Table 1.2.

Table 1.2. NAU's Department of Dental Hygiene Salaries Compared to Mean National Dental Hygiene Salaries for Assistant and Full Professors and Chairs

Rank

Assistant Professor

Professor

Chair

NAU Salary

$52,700

$75,100

$81,850 (12 month)

ASAHP Salary

$52,500

$79,000

$71,400 (10 month)

Difference

<$200>

$3,900

$3,190 (based on 12 month)

N=17 schools and 135 faculty Source: Association of Schools of Allied Health Professions (ASAHP), 2004-2005

The priorities of the current University Strategic Plan call upon the institution to develop a multi-year compensation plan to achieve equity with peers in faculty and staff compensation and to develop processes that routinely link strategic planning and budgeting, thus increasing and diversifying revenue streams. This plan includes bring all NAU salaries in FY06 to 85% of CUPA average.

Recruiting qualified personnel for full-time and part-time positions has also presented some problems over the last 3 years. Positions in the Department have remained unfilled for an average of 18 months. Further, Flagstaff's high cost of living and the city's poor job market for partners contribute to budgetary difficulties.

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Attempts have been made to permanently increase funding for the clinical instructor pool to a level that will provide the part-time funds necessary to continue staffing the Clinic at the current level. Until recently, however, these attempts have been unsuccessful. If the Department has to operate on the budgeted part-time faculty pool, it may necessary to reduce staffing in clinical sessions by one or more faculty persons per session. These factors make permanently increasing the part-time faculty pool a primary objective of the Department.

Professional development funds from state and CE courses are available and travel and course registration can usually be arranged, especially if the faculty person is presenting at a meeting. Income from CE courses and grants continues to support faculty development. In addition, the Provost's Office, Faculty Development Office and the Executive Directors Office have funds for faculty development that faculty may apply for. Fortunately, professional development funding has not presented any problems in recruitment efforts.

A financial statement, including revenue and expense data for the Dental Hygiene Program, can be found in several exhibits. See Exhibit 1-27 (or B): NAU Dental Hygiene Program Budget FY05; Exhibit 1-28 (or C): NAU Dental Hygiene Budget for Developmental, Current, and Ensuing Fiscal Years; Exhibit 1-29 (or D): Actual Dental Hygiene Expenditures for the Developmental Year 2004-2005; Exhibit 1-30: (or E): Salary Schedule for Full-time and Part-time Faculty for the Current Year; Exhibit 1-31: NAU Dental Hygiene Professional Development Expenditures for FY03-05.


1. Exhibit 1-25: Hopi Health Center

2. Exhibit 1-26: Yavapai-Apache Program

3. Exhibit 1-27 (or B): NAU Dental Hygiene Program Budget FY05

4. Exhibit 1-28 (or C): NAU Dental Hygiene Budget for Developmental, Current, and Ensuing Fiscal Years

5. Exhibit 1-29 (or D):Actual Dental Hygiene Expenditures for the Developmental Year 2004-2005 "

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6. Exhibit 1-30: (or E): Salary Schedule for Full-time and Part-time Faculty for the Current Year

7. Exhibit 1-31: NAU Dental Hygiene Professional Development Expenditures for FY03-05


Faculty salaries are now more competitive, which will help attract new professional to the Program. Faculty development is dependent on monies from CE offerings and grants, and funds to purchase and replace equipment are gathered through gifts. Inadequate funding in the past has impacted the Department's ability to recruit qualified new faculty, thus resulting in teaching overload for existing faculty and the hiring of part-time temporary instructors. The Department hopes to successfully fill the two vacant positions now that salaries have been increased for the 2005-2006 year.

1-3 The sponsoring institution must ensure that support from entities outside of the institution does not compromise the teaching, clinical and research components of the program.

The Office of Grants and Contract Services review all agreements between departments and outside entities to make sure that they do not compromise the student learning experience. For example, the program accepts support from the John and Sophie Ottens Foundation and the Del E. Webb Foundation for clinical enrichment experiences. Neither of these foundations expect the program to alter teaching, clinical education or research in the dental hygiene program.

1-4 The authority and final responsibility for curriculum development and approval, student selection, faculty selection and administrative matters must rest within the sponsoring institution

A. Description

1. Describe/explain the process utilized to develop the program's budget. Include the time/frame, individuals involved, and final decision making body/ individual(s).

A macro planning process links University budget decisions and the three year strategic plan. The office of Planning, Budget and Institutional Research is responsible for providing information in support of strategic planning and budgeting. The year prior to budget allocation the Strategic Planning

1-16

Council, composed of Deans, director of Assessment, financial officers and others, gather data to inform the Vice Presidents including the Provost, of funding priorities. The Provost uses this information to allocate funds for the following year.

The Dental Hygiene Department chair informs the Dean through the Executive Director of their budget needs for the subsequent year. The Department Chair develops a staffing plan each year that is submitted to the Executive Director. The Executive Director submits a School staffing plan to the Dean and the Dean in turn submits a Consortium staffing plan to the Provost for the following academic year's budget.

2. Describe the long-range plan developed to assist the program in acquiring stable and adequate funding. Append a copy of the long-range plan, if available.

The Executive Director creates a long range Budget Plan for the School with input from the Chairs of each department. See Exhibit 1-27: School of Health Professions Long Range Budget Plan.

3. Assess the allocations for faculty salaries and professional development to ensure the program is in a competitive position to recruit and retain qualified faculty.

The Dental Hygiene department has not remained competitive in salaries for faculty and open positions have remained open for as long as 2 years before being filled with a qualified applicant. However, the current raises may help to attract qualified applicants.

4. If the program faculty salary schedule differs from that of the institution, explain the rationale for the difference.

The dental hygiene faculty salary schedule is based on the University compensation system and philosophy; salaries are based on market, rank, merit and years of service in the specific rank. The University is currently taking steps to align salaries accordingly.

5. Identify the funds appropriated from each source listed on example exhibit B for the dental hygiene program and the percentages of the total budget that each source constitutes.

See Exhibit 1-28 (or B): NAU Dental Hygiene Program Budget FY05

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6. If financial resources include grant monies, specify the type, amount and termination date of the grant. What is the primary use of these funds? Upon termination of the grant(s), how will these funds be replaced? If applicable, describe how the tuition or other sources of funds are distributed between affiliated institutions.

The Dental Hygiene program has grant funding for 3 clinical enrichment experiences, Hopi Health Center, Yavapai/Apache and Del E. Outreach Project. These projects are supported by the Ottens Foundation, Del E. Webb Foundation and the Yavapai/Apache Tribe. The Ottens Foundation has made a 10 year commitment and the programs are in their 4 th year. The Del E. Webb Foundation funds on an annual basis and is in its 15th year of support for the project. Funds are used primarily for faculty salaries to supervise students at these sites. If these grants are terminated they would not have to be replaced directly, but funds to increase instructors in the clinic would have to be added to the Dental Hygiene budget. Exhibit 1-28 (or B): NAU Dental Hygiene Program Budget FY05

7. Using the example exhibit C format, provide information on the program's budget for the previous, current and ensuing fiscal years.

Exhibit 1-29 (or C): NAU Dental Hygiene Budget for Developmental, Current, and Ensuing Fiscal Years

8. Using the example exhibit D format, provide the actual expenditures for the previous year.

Exhibit 1-30 (or D): Actual Dental Hygiene Expenditures for the Developmental Year 2004-2005.

9. Using the format shown in example exhibit E, provide information on the salary schedules for full- and part-time faculty for the current academic year; include the program administrator.

Exhibit 1-31 (or E): Salary Schedule for Full-time and Part-time Faculty for the Current Year

10. If applicable, list the financial resources available for distance sites. Provide information on the budget, actual income and expenditures for the distance site(s).

NA

1-18


1. Exhibit 1-26: Yavapai-Apache Program

2. Exhibit 1-27: School of Health Profession Long Range Budget

3. Exhibit 1-28 (or B): NAU Dental Hygiene Program Budget FY05

4. Exhibit 1-29 (or C): NAU Dental Hygiene Budget for Developmental, Current, and Ensuing Fiscal Years

5. Exhibit 1-30 (or D): Actual Dental Hygiene Expenditures for the Developmental Year 2004-2005

6. Exhibit 1-31 (or E): Salary Schedule for Full-time and Part-time Faculty for the Current Year

7. Exhibit 1-32: NAU Dental Hygiene Professional Development Expenditures for FY03-05

8. Exhibit 1-33: Individuals Involved in the Budgetary Process

1-5 Programs must be sponsored by institution of higher education that are accredited by an institutional accrediting agency (i.e. a regional or appropriate* national accrediting agency) recognized by the United States Department of Education for offering college-level programs.

NAU's last accreditation site visit by the Higher Learning Commission of the North Central Association of Colleges and Schools (formerly, North Central Association) was in 1998. The site visit resulted in continued accreditation, with the nexl comprehensive visit scheduled for 2007-08. A focused visit was conduced in 2005, in which the University received exceptionally glowing reviews and unqualified endorsement for on-line programs.

The evaluation team recommended that two progress reports be submitted: the first by December 1, 1999, followed by a focused visit in the fall of 2001. The first report focused on progress made in implementing student-learning-outcome measures in all academic programs and at all levels of instruction, especially in general education. The second report focused on the University's strategic planning efforts to establish priorities and the resulting resource allocations to achieve the status of a premier residential campus and a

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Doctoral I institution, as well as the primary provider of statewide academic programs. See Exhibit 1-34: Higher Learning Commission of the North Central Association of Colleges and Schools.

1-6 All arrangements with co-sponsoring or affiliated institutions must be formalized by means of written agreements which clearly define the roles and responsibilities of each institution involved.

The Arizona Board of Regents' Policy 3-102, 103 requires that agreements between affiliated institutions and NAU are formalized in writing, with the roles and responsibilities of each institution involved clearly defined. The Dental Hygiene Program does not have any co-sponsoring or affiliated institutions, as defined by the Commission. See Exhibit 1-35: Arizona Board of Regents Policy on Affiliated Institutions; Exhibit 1-36: School of Health Professions Standard Affiliation Agreement.


1. Exhibit 1-34: NCA Accreditation.

2. Exhibit 1-35: Arizona Board of Regents Policy on Affiliated Institutions

3. Exhibit 1-36: School of Health Professions Standard Affiliation Agreement

1-7 There must be an active liaison mechanism between the program and the dental and allied dental professions in the community. The authority and final responsibility for curriculum development and approval, student selection, faculty selection and administrative matters must rest with the educational institution.

The Department of Dental Hygiene utilizes both formal and informal methods to maintain a liaison between the Program and the professional community. Informal mechanisms include employment of both full-time and part-time faculty from the community; attendance and presentations at local, state, and national professional meetings; and delivery of local and statewide CE programs.

The Dental Hygiene faculty is actively involved in local, state, and national professional associations. Faculty participation in professional development and long-range planning activities helps address important educational issues and provides faculty with input from a large number of dental professionals

1-20

and others about state, regional, and national trends influencing the profession. These contacts help define the need for programs, such as NAU's Degree Completion Program, as well as advanced clinical and didactic education.

In addition, the faculty is actively involved in the community, with frequent contacts with dentists, dental hygienists, and other health professionals. Participation in community activities helps the Department define its role in the community. The following faculty members are currently involved in the community: • Ellen Grabarek is a member of the Arizona Rural Health

Association and the Coconino County Board of Health; in addition, Ellen Grabarek and Patricia Dray are active with Head Start's Health Advisory Committees.

• Marge Reveal serves on the Arizona State Board of Dental Examiners as Chair of the Dental Hygiene Committee and is a member of the Legislative Committee; she is also past president of the American Dental Hygienists' Association, continues to work with a variety of national and international organizations related to dental hygiene, and is a Head Start Health reviewer.

• Tricia Moore is active in Smoke-Free Works for Flagstaff, Tobacco Free Alliance of Coconino County, Arizona Cessation Training and Evaluation (ACTEV), Speakers Bureau, and Big Brothers/Big Sisters.

• Gail Aamodt is a volunteer in the Flagstaff Unified School District # 1 , where she supervises fluoride programs; she is also an American Cancer Tobacco Cessation Instructor.

The formal mechanism of liaison between the Department and the community consists of an advisory committee and a curriculum committee. The Advisory Committee includes, dentists and dental hygienists in general and specialty practices, public health representatives, and lay representatives from the area. The committee's composition changes periodically to include a broad range of participants; the process for selecting committee members is outlined in Exhibit 1-37: The Purpose of the NAU Dental Hygiene Advisory Committee.

The Advisory Committee meets 1-3 times each year to discuss departmental policy, curriculum, program goals and objectives, and achievements. The Dean and Executive

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Director of the Consortium of Professional Schools and several students are invited to attend advisory meetings, where advisory members are asked to offer information on professional climate, job opportunities, trends affecting dentistry, and other important professional issues. See Exhibit 1-38: NAU Dental Hygiene Advisory Committee Members 2003-2005; Exhibit 1-39: NAU Dental Hygiene Advisory Committee Agenda and Minutes.

The Curriculum Committee includes, dentists and dental hygienists, public health representatives, faculty from the biological sciences, former NAU Dental Hygiene faculty, faculty from other Arizona dental hygiene programs, alumni, and students. The Dean and Executive Director of the Consortium of Professional Schools are invited to attend. The Curriculum Committee is designed to provide the Program with assistance regarding curricular issues. See Exhibit 1-40: The Purpose of the NAU Dental Hygiene Curriculum Committee, Exhibit 1-41: NAU Dental Hygiene Curriculum Committee Members 2004; Exhibit 1-42: NAU Dental Hygiene Curriculum Committee Agenda and Minutes.


Exhibit 1-37: The Purpose of the NAU Dental Hygiene Advisory Committee

Exhibit 1-38: NAU Dental Hygiene Advisory Committee Members

Exhibit 1-39: NAU Dental Hygiene Advisory Committee Agenda and Minutes.

Exhibit 1-40: The Purpose of the NAU Dental Hygiene Curriculum Committee

Exhibit 1-41: NAU Dental Hygiene Curriculum Committee Members 2004

Exhibit 1-42: NAU Dental Hygiene Curriculum Committee Agenda and Minutes


Existing community-liaison activities help support the needs of the Department. Local and statewide representatives from varied backgrounds offer a broad range of information for

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consideration at Advisory Committee meetings, thus providing a sound base for making Program decisions. This Committee has helped revise the curriculum and establish other important Department services, such as professional CE courses for dentists and dental assistants. It has also assisted in developing internships and educational rotations to enrich the Program.

One of the Advisory Committee's functions is to envision the future of dental hygiene and to help the Department determine strategies for implementing curriculum that will prepare dental hygienists for their future roles. In general, the Advisory Committee has been very helpful in this regard.

The previous Dean met with a variety of individuals in dentistry, education, and public health to support the Department's efforts in reaching out to the community. Greater emphasis is now being placed on recruiting Advisory Committee members from around the state and from a broad range of professional and cultural backgrounds. However, because attendance at its meetings is often a problem, steps have been taken to encourage attendance by providing meals and free CE courses to members, as well as by asking each member what time and day would best meet his/her needs.

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Standard 2 Educational Programs

Admissions

2-1 Admission of students must be based on specific written criteria, procedures and policies. Previous academic performance and/or performance on standardized national tests of scholastic aptitude or other predictors of scholastic aptitude and ability must be utilized as criteria in selecting students who have the potential for successfully completing the program. Applicants must be informed of the criteria and procedures for selection, goals of the program, curricular content, and the scope of practice of and employment opportunities for dental hygienists.

A. Description

1. List the admission criteria for the dental hygiene program. Are the criteria weighted? If so, explain.

The Department of Dental Hygiene's acceptance criteria assesses several factors to determine each candidate's ability to complete the curriculum. The criteria are weighted in an attempt to attract diverse students to the Program, which is unique among dental hygiene programs in creating a process that is race/ethnic neutral. Program applications include seven questions to measure the candidate's personal characteristics that have proved to be indicators of success in diverse students in medical schools. The NAU application process has been tested and was published in the Journal of Allied Health.

Table 2.1. NAU Dental Health Program Criteria for Admission

Acceptance Criterion

Overall Grade Point Average

Science Grade Point Average

Military Experience

Second Language

Enrollment Status

Personal Characteristics Questions

Dental Assisting/Medical Exp

TOTAL

Not Typed

Weight

20%

25%

2%

3%

5%

40%

5%

100%

-2.5%

Points Possible

12

15

1

2

2

26

3

60

-2.5

The application and instructions for completing it are available for applicants to download from the Dental Hygiene Web page at www.nau.edu/dh; electronic copies can be mailed upon request.

2-1

http://www.nau.edu/dh

See Exhibit 2 -1 : NAU Dental Hygiene Application for Entrance; Exhibit 2-2: Instructions for Completing the NAU Dental Hygiene Application; Exhibit 2-3: Application Rating Sheet; Exhibit 2-4: Scoring Rubric for the Personal Characteristics Questions; Exhibit 2-5: Employment Opportunities for Dental Hygienists; Exhibit 2-6: NAU Dental Hygiene Curriculum.

2. Describe the process for selecting dental hygiene students and at each campus site, if applicable. Indicate names and titles of individuals participating in the process. Provide a sample rating sheet for students selection as an exhibit.

The NAU Dental Hygiene Program revised its application process, adding seven essay questions to the written application in order to identify predictors of professional success. The questions were designed to measure the personal characteristics identified by Sedlacek and Prieto (1990) as predictors of success for medical students. The essay questions were included in the 1999 and 2000 applications after the NAU Office of Affirmative Action reviewed and approved the application. For 1999 and 2000, candidates' responses to these questions were not used to accept or deny student entrance to the Program; instead, they were used to pilot test the questions and to develop a scoring rubric.

The following six questions ultimately appeared on the application for entrance to the NAU Dental Hygiene Program: 1. What extracurricular or cultural activities have you

participated in that demonstrate your leadership? What was your role?

2. Which of your personal characteristics will help you succeed as a health care professional? How?

3. Describe how you seek emotional support in times of stress.

4. Describe how you have dealt with racism or social bias. 5. Explain your goals in health care and how you plan to

achieve them. 6. How do you plan to overcome perceived barriers to

completing your education?

After completing a calibration exercise, two faculty members independently score each candidate's response to a question, using a scoring rubric as a guide. The two scores are then compared, and a mean score is calculated. In the case of two

2-2

scores varying by more than 1 point, the faculty members discuss the difference and agree on a score that differs by less than 1 point.

See Exhibit 2-3: Application Rating Sheet; Exhibit 2-4: Scoring Rubric for the Personal Characteristics Questions.

3. To what extent do the program administrator and faculty participate in the modification of admission criteria and procedures?

The faculty and Department Chair are responsible for establishing the acceptance criteria for entrance into the program. Each year, after the incoming class is accepted, the faculty review the process and make changes when necessary. One change implemented for the 2006 application process is adding a question to assess a candidate's understanding of the difference between a bachelors and associates degree for a hygienist. The Department has been recognized nationally for the success of its unique acceptance criteria, which facilitates the entry of diverse students.

4. How are applicants informed about the program's criteria and procedures for admission, program goals, curricular content services performed by dental hygienists and employment opportunities? Provide a program application packet and/or form as an exhibit.

Applicants are informed about the Program's criteria and procedure for admission, goals, curricular content, services performed by a dental hygienist, and employment opportunities by accessing the Dental Hygiene Web page at www.nau.edu/hp/dh; copies also can be mailed upon request, although candidates are asked to type their applications. Perspective students may also schedule an appointment with a pre-dental hygiene advisor for a phone or E-mail conversation. The University also schedules a day-long orientation session for perspective students to give them information regarding programs of interest.

See Exhibit 2 -1 : NAU Dental Hygiene Application for Entrance; Exhibit 2-2: Instructions for Completing the NAU Dental Hygiene Application; Exhibit 2-5: Employment Opportunities for Dental Hygienists; Exhibit 2-6: NAU Dental Hygiene Curriculum; Exhibit 2-7: NAU Dental Hygiene Program Goals; Exhibit 2-8: NAU Dental Hygiene Expense Sheet; Exhibit 2-9: Frequently Asked Questions; Exhibit 2-10:

2-3

http://www.nau.edu/hp/dh

Curriculum Check Sheet; Exhibit 2-11 (or F): NAU Dental Hygiene Applicant Data for 2002-2005.

5. If students who do not meet the program's admission criteria are admitted, what academic strengthening is provided in the area(s) of deficiency(s)? When and by whom, will the remediation be provided?

The application pool to the NAU Dental Hygiene Program is strong. Therefore, the Program does not accept students who do not meet the minimum acceptance criteria.

6. Evaluate whether the program (including each campus site, if applicable) has the necessary faculty, facility and financial resources and scheduling flexibility to accommodate students who do not meet the admission criteria without jeopardizing learning experiences of other students.

The Program does not accept students who do not meet the acceptance criteria.

7. Describe how the program monitors and evaluates both attrition rates and performance of students in relation to admission criteria. If applicable, explain adjustments that have been made in the admission criteria within the last three years as a result of the program's evaluations and outcomes assessments.

The attrition rate for the Program is significantly lower than most University programs; attrition was 0.6% for the current classes enrolled. In fact, the Department has been asked to participate in the Ford Foundation Consortium, in part because of our low attrition rates. When a student elects to leave the Program, he/she is interviewed by the appropriate faculty advisor and the Department Chair. The student is asked why he/she is leaving the program and if there is any way the Department can assist the student in transitioning to a new school or degree program.

Students leaving the Program have done so either because their significant other has had to relocate or because they have decided that dental hygiene was not a good career choice. To reduce the number of students who are accepted and then leave because they do not like dental hygiene, the Department has appointed a committee to draft questions for the application to assess a student's understanding of the roles and responsibilities of a hygienist.

Students are encouraged to observe or work in a dental office prior to applying, so they can have a better understanding of what a hygienist does, and are required to take DH 100 Orientation and DH 101 Oral Health Care Today prior to

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starting the Program. The orientation course is an introduction to dental hygiene for individuals with little or no dental experience or understanding of the dental field; completing this course often helps students determine whether or not dental hygiene remains a desired career goal.

8. Briefly describe the institution's policies on discrimination. In what documents are these policies stated?

NAU forbids discrimination because of race, color, religion, national origin, age, non-disqualifying handicapping condition, veteran status or sex. This policy, which is strongly enforced by the NAU Office of Affirmative Action, is included in the NAU Faculty Handbook and is part of the Arizona Board of Regent Policy; the policy can be found at http://www4.nau.edu/diversity/policy.htm and http://www2.nau.edu/provost/faculty.html, respectively.

See Exhibit 2-12: Arizona Board of Regents Affirmative Action Policy on Discrimination.


1. Exhibit 2 -1 : NAU Dental Hygiene Application for Entrance

2. Exhibit 2-2: Instructions for Completing the NAU Dental Hygiene Application

3. Exhibit 2-3: Application Rating Sheet

4. Exhibit 2-4: Scoring Rubric for the Personal Characteristics Questions

5. Exhibit 2-5: Employment Opportunities for Dental Hygienists

6. Exhibit 2-6: NAU Dental Hygiene Curriculum

7. Exhibit 2-7: NAU Dental Hygiene Program Goals

8. Exhibit 2-8: NAU Dental Hygiene Expense Sheet

9. Exhibit 2-9: Frequently Asked Questions

10. Exhibit 2-10: Curriculum Check Sheet

11. Exhibit 2-11 (or F): Applicant Data for 2002-2005.

12. Exhibit 2-12: Arizona Board of Regents Affirmative Action Policy on Discrimination

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http://www4.nau.edu/diversity/policy.htm

http://www2.nau.edu/provost/faculty.html

2-2 Admission of students with advanced standing must be based on the same standards of achievement required by students regularly enrolled in the program. Transfer students with advanced standing must receive an appropriate curriculum that results in the same standards of competence required by students regularly enrolled in the program.

A. Description

1. Does the dental hygiene program admit students with advanced standing? If yes, describe the policies and methods for awarding advanced standing credit. Indicate the type of courses for which advanced standing is granted and the maximum number of credits that can be awarded.

The Dental Hygiene Program does not accept students with advanced standing.


NA

2-3 The number of students enrolled in the program must be proportionate to the resources available.

A. Description

1. Describe the potential patient population available from surrounding community resources (at each campus site, if applicable), e.g., hospitals, dental schools, military or public health clinics, nursing homes and other short- or long-term care facilities. How are these resources used for instruction? List the facilities utilized by the program and describe the relationship.

The NAU Dental Hygiene Clinic has an active patient pool of approximately 1,000 individuals. The Clinic draws from the NAU campus (population of 12,057 students in spring 2005) as well as the Flagstaff and surrounding areas (population of 52,894 in 2000). The Clinic also enjoys a positive relationship with agencies, such as Lou Corp and the Hozioni Foundation, by providing oral health services for developmentally disabled patients. Students recruit individuals from the community and trade patients with other students to make sure they are able to meet their clinical requirements.

The Clinic offers adequate space—with 18 operatories and 5 radiology rooms—to schedule an ample number of patients for each student during their clinical courses. The six students who are not assigned an operatory for a clinic session are assigned to a clinical enrichment experience. See Exhibit 2-13: NAU Dental Hygiene Clinic; Exhibit 2-14: Rotation Schedule for Dental Hygiene Theory and Practice I I I , IV, V, and VI.

In addition to the on-campus Clinic, Dental Hygiene students participate in clinical enrichment experiences by providing

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services for the Hopi Health Center in Polacca Arizona; Yavapai/Apache Health Center in Camp Verde, Arizona; Winslow/Leupp Dental Center in Winslow and Leupp, Arizona; North Country Community Health Center in Flagstaff, Arizona; and the Del E. Webb Outreach Program, which serves all of northern Arizona.

Second- and third-year students participate in the NAU Dental Hygiene Hopi Project, which is fully funded by the John and Sophie Ottens Foundation. Students travel to the Hopi Health Center in Polacca, Arizona for 2-4 days at a time to provide dental hygiene services to Hopi and Navajo patients. This project provides (a) an experience in public health, (b) exposure to culture diversity, (c) exposure to patients with more pathology and periodontal involvement, and (d) student supervision from a NAU Dental Hygiene faculty person. A full-time faculty person supervises 4-6 students in a full-service dental clinic. During their stay in Polacca, students are housed with the faculty person in a 4-bedroom modular home. See Exhibit 1-25: Hopi Health Center.

In addition, third-year students participate in the Del E. Webb Outreach Program, which serves special needs patients in northern Arizona using portable equipment. The Del E. Webb Foundation fully funds this program by providing the salary for a half-time NAU Dental Hygiene instructor to supervise students and a contract for a dentist to complete dental examinations and basic services as well as by purchasing and replacing portable equipment and supplies.

The on-campus Clinic will be renovated with adequate space and resources for the current number of students accepted each year. The Department Chair has been invited to be on the initial renovation team in order to assure that the building will meet accreditation standards as well as state and federal requirements.

2. How many classes does the dental hygiene program admit each year? In what month(s) of the year do students begin their course of study?

The Program accepts one class with 24 students each year. Candidates apply in February and are notified about their acceptance in April for an August start date.

3. How many applicants, i.e., individuals who have submitted required credentials:

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a) were there for the most recently admitted class? b) met the minimum admission criteria? c) were offered admission? d) were enrolled? e) were enrolled with advanced standing?

In 2005, a total of 77 candidates submitted applications for entrance to the Dental Hygiene Program; all met the minimum requirements, but 5 did not submit a completed application. Twenty-seven students were offered a seat, and 24 students were accepted and enrolled in the Program. The Program does not accept students with advanced standing.

4. Using the format illustrated in example exhibit F, provide enrollment data for the program during the current and four preceding years and student attrition data for the current classes of students.

See Exhibit 2-11 (or F): Applicant Data for 2002-2005; Exhibit 2-15: Attrition Data for Current NAU Dental Hygiene Classes, 2005-2008


1. Exhibit 2-11 (or F): Applicant Data for 2002-2005

2. Exhibit 2-13: NAU Dental Hygiene Clinic

3. Exhibit 2-14: Rotation Schedule for Dental Hygiene Theory and Practice I I I , IV, V and VI

4. Exhibit 2-15: Attrition Data for Current NAU Dental Hygiene Classes, 2005-2008


The Programs' unique application criterion has proven to be an equitable method of attracting qualified, culturally diverse students. Since implementing the alternative criteria the percentage of culturally diverse individuals in the Program has been between 20% and 25%. Prior to implementing the criteria about 5% to 12% of the student population was diverse. Based on the high number of diverse students in the Program, the United States Department of Health and Human Services has awarded approximately $40,000 in Scholarships for Disadvantaged Students for each of the past 5 years.

The Clinic's patient pool is adequate, with over 1,000 active patients, enabling students to complete their requirements. Students are also exposed to more pathology and unique

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learning opportunities through their clinical enrichments experiences.

Financial resources for operations are limited, although the Program has acquired grant funding to provide students with several clinical enrichment experiences. Funds for replacing and purchasing new equipment are limited to gifts from donors.

Thus, NAU faculty members frequently elected to teach courses beyond what is normally expected of them in order to supplement their incomes. Funds for faculty development come from CE offerings, the Provost's Office, Faculty Development Office and the Executive Director's Office.

Curriculum Management

2-4 The dental hygiene program must have a formal, written curriculum management plan, which includes: a) an ongoing curriculum review and evaluation process with input from faculty, students,

administration and other appropriate sources; b) evaluation of all courses related to the defined goals and competencies of the program; c) a defined mechanism for coordinating instruction among program faculty as well as between

dental hygiene faculty and other faculty who teach dental hygiene students.

See Exhibit 2-16: Dental Hygiene Curriculum Management Plan.

A. Description

1. Please provide a copy of the program's curriculum management plan (CMP) and provide a description of how the CMP is utilized for curriculum review and evaluation.

See Exhibit 2-16: Dental Hygiene Curriculum Management Plan.

2. In what ways do full-time and part-time faculty participate in the decision-making process in matters relating to the continuous evaluation and development of the dental hygiene program? Include the frequency and purpose of program faculty meetings, (exhibit)

The full-time and part-time faculty participate in the decisionmaking process in matters relating to the Dental Hygiene Program. NAU administrators maintain that the Dental Hygiene faculty members are experts in dental hygiene education and allow them to make decisions regarding continuous evaluation and development of the Program and its curriculum. The Department meets as a group at least once a month, and as frequently as once a week when

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possible. These meetings are used to update faculty and discuss opportunities, challenges, or potential changes to procedures or the Program. The agenda items for meetings are submitted to the Department Chair by full-time or part-time faculty or/and staff. The Program's decision-making philosophy is one of concordance, in which everyone supports ideas and changes prior to implementing them.

See 2-16: Dental Hygiene Curriculum Management Plan; Exhibit 2-17: Schedule of Department of Dental Hygiene Meetings for 2004-2005; Exhibit 2-18: Sample of Department of Dental Hygiene Meetings, 2004-2005.

3. Describe how students, administrators and others are included in the CMP.

Dental Hygiene students participate in the Curriculum Management Plan (CMP) by serving on the Dental Hygiene Curriculum Committee, completing course evaluations, completing the Senior Exit Survey, and providing informal feedback to the faculty and Chair. Student members of the Curriculum Committee are responsible for representing their peers. The Dental Hygiene student body is informed of upcoming meetings and asked to provide their representatives with suggestions or feedback.

The course and instructor evaluations also provide an opportunity for all students to participate in the CMP. Students complete the Senior Exit Survey in their last month at NAU. Student feedback is also gathered, on an informal basis through student and faculty brown-bag lunches. See Exhibit 1-12: Senior Exit Survey; Exhibit 1-41: NAU Dental Hygiene Curriculum Committee Agenda and Minutes; Exhibit 2-19: Sample Dental Hygiene Course Evaluation.

Administrators are included in the CMP by participating in the Dental Hygiene Strategic Plan's development. Once the Strategic Plan is drafted or revised, the Executive Director and Dean review the document and provide suggestions to improve it. The Executive Director and Dean also participate on the Dental Hygiene Advisory and Curriculum Committees.

Community members, including dentists, public health officials, other healthcare providers, and other dental hygiene and non-dental hygiene educators, participate in the CMP by

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acting as members of the Dental Hygiene Advisory or Curriculum Committee. Alumni and employers also have input into the CMP by completing Alumni and Employer Surveys when they are conducted. See Exhibit 1-8: Alumni Survey; Exhibit 1-10: Employer Survey.

4. Describe how courses are evaluated in relation to goals and competencies.

Courses are evaluated in relationship to the Program's goals and competencies through the course evaluation and the competency assessment process. The Program recently included questions related to course objectives and Program competencies on the course evaluations, with responses used to improve the course. See Exhibit 2-19: Sample Dental Hygiene Course Evaluation.

5. Describe the mechanism(s) utilized for evaluating and revising the dental hygiene curriculum, including the distance site, if applicable.

The Dental Hygiene curriculum is evaluated and revised based on the outcomes tools used by the Program. When assessments are completed, the person responsible for reporting the results brings the information to the Department meeting for presentation and discussion. Lower than desirable results are discussed and recommendations for changes are made. The results are also presented and discussed with the Advisory and Curriculum Committees.

For example, in the spring of 2004, 10 sophomore students were required to repeat the competency exam section on universal curets. The faculty discussed the results at a meeting, and it was determined that a part of the problem was that the diagram used for demonstration was confusing to the students. When the course instructor supplemented the diagram with a new illustration, the first-time pass rate on this competency improved from 4 1 % to 57% in the spring of 2005. See Exhibit 1-38: NAU Dental Hygiene Advisory Committee Agenda and Minutes; Exhibit 1-41: NAU Dental Hygiene Curriculum Committee Agenda and Minutes.

6. Describe the mechanism for coordinating instruction between dental hygiene faculty members and other faculty who teach dental hygiene students and describe how information from faculty meetings is disseminated to all dental hygiene and related faculty, including faculty at distance sites, if applicable.

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Coordination of instruction between full-time and part-time Dental Hygiene faculty occurs principally through the Department meetings, which is open to all faculty. Dates and times are posted on the Cyberclinic calendar, which is open to all Dental Hygiene employees. The meeting minutes are posted in the Cyberclinic faculty discussion area, which faculty can assess and read at their leisure but is closed to students. To further improve communication among faculty, the Program created the Required Course Content Document to be compiled for all courses and distributed to the faculty in the fall of 2005. See Exhibit 2-20: Sample Required Course Content and Assessments for DH 320.

Coordination of instruction between Dental Hygiene faculty and other faculty who teach Dental Hygiene students is accomplished through phone calls, E-mails, and informal meetings and at the Curriculum Committee meetings. When a Dental Hygiene faculty member is periodically assigned to communicate with a faculty member from another department, he/she is responsible for reporting Board scores and curriculum changes and for requesting current syllabi or other relevant information.

For example, when the Department considered re-introducing General Microbiology into the curriculum, Denise Helm met with Dr. Jeff Leid, a specialist in biofilms who teaches Microbiology at NAU, to discuss the students' specific needs in the course. Dr. Leid adapted his course to better meet the needs of the Dental Hygiene students. Additionally, involvement in the Ford Consortium by the Biological Science Department, Chemistry Department, and Dental Hygiene Department has created a setting for more frequent communication between the departments. See Exhibit 2-21: Sample E-mail to Faculty Who Teach Dental Hygiene Students.

7. If the program has faculty and students at distance sites, explain how they are incorporated into the CMP.

NA


1. Exhibit 1-8: Alumni Survey

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2. Exhibit 1-10: Employer Survey

3. Exhibit 1-12: Senior Exit Survey

4. Exhibit 1-38: NAU Dental Hygiene Advisory Committee Agenda and Minutes

5. Exhibit 1-41: NAU Dental Hygiene Curriculum Committee Agenda and Minutes

6. Exhibit 2-16: Dental Hygiene Curriculum Management Plan

7. Exhibit 2-17: Schedule of Department of Dental Hygiene Meetings for 2004-2005

8. Exhibit 2-18: Sample of Department of Dental Hygiene Meetings, 2004-2005

9. Exhibit 2-19: Sample Dental Hygiene Course Evaluation

10. Exhibit 2-20: Sample Required Course Content and Assessments for DH 320

11. Exhibit 2-21: Sample E-mail to Faculty Who Teach Dental Hygiene Students


The Program's ongoing CMP uses input from faculty, students, administration, and others to evaluate the curriculum. Courses are evaluated based on the Program's defined goals and competencies. A defined mechanism for coordinating instruction among Program faculty as well as between Dental Hygiene faculty and other faculty who teach Dental Hygiene students has been implemented. The University Assessment Office has requested permission to use the Dental Hygiene Assessment Plan and Report as a model for other departments having difficulty in developing a high-quality assessment plan.

Instruction

2-5 The curriculum must include at least two academic years of full-time instruction or its equivalent at the postsecondary college-level. The scope and depth of die curriculum must reflect the objectives and philosophy of higher education. A college catalog must be submitted listing degree awarded, course titles and descriptions.

In a two-year college setting, the graduates of the program, must be awarded an associate degree. In a four-year college or university, the graduates of the program must be awarded an associate degree, certificate, or a baccalaureate degree.

A. Description

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1. Describe how the objectives and philosophy of higher education is reflected in the scope and depth of the dental hygiene curriculum. Describe how the curriculum is designed to provide students with increasing skills in depth and understanding in both the didactic and clinical curricula.

The NAU Dental Hygiene Department focuses on critical thinking and problem solving to create a learning-centered environment where health and diversity flourish. A l-plus-3 curriculum allows sufficient time for students to take courses with the depth and scope necessary to develop desired skills. Students are required to take general education, liberal studies, biological science, and dental hygiene courses to complete their degree. The curriculum includes two semesters of periodontics, an introduction to statistics, research, and an internship experience. A l-plus-3 curriculum also gives students 3 years to apply dental hygiene theory to practice. The curriculum culminates with a Bachelors of Science in Dental Hygiene. The 2005-2006 Academic Catalog can be found at http://www4.nau.edu/academiccatalog/2005/academiccatalo g.htm. See Exhibit 2-22: Dental Hygiene Curriculum from the NAU Academic Catalog.


1. Exhibit 2-22: Dental Hygiene Curriculum from the NAU Academic Catalog

2-6 A process must be established to assure students meet the didactic, behavioral and/or clinical criteria as published and distributed. Academic standards and institutional due process policies must be followed for remediation or dismissal. A college document must be submitted listing institutional due process procedures.

A. Description

Describe how the standard is implemented.

The Competency Assessment Plan (CAP) provides a mechanism to ensure that students meet the all of the didactic, behavioral, and/or clinical competencies, as published and distributed. In the event that a student is having difficulty meeting these competencies, the faculty will offer additional instruction. The Program has an established policy for students needing remediation, in which the faculty and clinical instructors provide individualized instruction in the Clinic and offer individual clinical tutoring when possible. In the event that a student requires extensive clinical

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http://www4.nau.edu/academiccatalog/2005/academiccatalo

remediation, he/she may be asked to hire a tutor from the clinical instructor pool. In the event that a student needs additional assistance in a didactic course, he/she may be referred to the NAU Learning Assistance Center or to the Counseling and Testing Center. See Exhibit 1-7: Competency Assessment Plan; Exhibit 2-23: Policy for Student Requiring a Tutor.

Students who receive two "Ds" or one "F" in a Dental Hygiene course may be dismissed from the Program. Students may appeal a course grade under the University Grade Appeal Policy. See Exhibit 1-22: Policy on Grades and Repeating Courses; Exhibit 2-24: NAU Grade Appeal Policy.



2. Exhibit 1-22: Policy on Grades and Repeating Courses

3. Exhibit 2-23: Policy for Student Requiring a Tutor

4. Exhibit 2-24: NAU Grade Appeal Policy

2-7 Written documentation of the curriculum must be provided at the initiation of course instruction and include course descriptions, content outlines, including topics to be presented, specific instructional objectives, learning experiences, and evaluation procedures.

A. Description

1. Describe how this information is provided at the initiation of instruction.

At the start of each semester, instructors provide students with a course syllabus that includes the course title and number, course description, course outline of topics to be presented, specific instructional objectives, didactic/ laboratory/clinical learning experiences, evaluation criteria and procedures, and name and contact information of applicable faculty presenting the course.

2. In a separate curriculum document, provide the syllabus for each course in the dental hygiene curriculum to include: (please note these elements are also required for the description for Standards 2-10 through 2-16 as noted on page 32) a) Course title and number; b) Course description; c) Course outline, including topics to be presented; d) Specific instructional objectives for each topic presented; e) Didactic/laboratory/clinical learning experiences, including time allocated for each

experience;

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f) Evaluation criteria and procedures; and g) Date prepared and name of applicable faculty presenting course.

See Dental Hygiene Curriculum Document.

3. For each term of the current year's dental hygiene curriculum, provide a class schedule as illustrated in the example Exhibit. If a schedule does not extend the entire year, provide supplemental schedules. Include course number, indicate whether the session is lecture, laboratory or clinic; and provide the name(s) of the faculty member(s) responsible.

See Exhibit 2-25 (or H): Class Schedules 2002-2006.

2-8 The dental hygiene program must define and list the competencies needed for graduation. These competencies must be written and communicated to enrolled students.

A. Description

1. Describe how the competencies are conveyed to students.

The NAU Dental Hygiene competencies are given in a printed form to students when they start the Program and are published in the Policy and Procedure Manual in Cyberclinic, which all students enrolled in the Program have access to via the Internet.


1. Exhibit 2-25 (or H): Class Schedules 2002-2006

2. Exhibit 2-26: NAU Dental Hygiene Competencies

2-9 The dental hygiene program must employ student evaluation methods that measure all defined program competencies. These evaluation methods must be written and communicated to the enrolled students.

A. Description

1. Describe how, and what intervals, students' laboratory, preclinical and clinical performance/competency is evaluated. Include all forms utilized to evaluate students' skills in the separate course outlines document. Provide all evaluation tools and strategies used to assess competence.

Students' abilities to achieve the stated laboratory and clinical competencies is assessed each year through clinical competency exams and monitored through process evaluations, Total Patient Care (TPC) forms, and Daily Goal sheets. The evaluation methods used in the Program include process and end-product assessments of student performance as well as a variety of objective testing measures.

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The process that students use to complete a skill is evaluated on a regular basis in the Clinic through process evaluations and clinical competency exams. The end product is evaluated through the TPC form, mini-mock and mock Board exams, and the Clinical Oral Health Outcomes Project. Students keep the TPC form as a record of their clinical progress. These mechanisms provide performance data related to defined competencies throughout the Program for students, faculty, and school administration.

See Exhibit 1-15: Sophomore Competency Exam; Exhibit 1-16: Sophomore Competency Exam Results 2005; Exhibit 1-17: Junior Competency Exam; Exhibit 1-18: Junior Competency Exam Results 2005; Exhibit 1-19: Senior Competency Exam; Exhibit 1-20: Senior Competency Exam Results 2005; Exhibit 2-27: NAU Dental Hygiene Clinic Process Evaluations; Exhibit 2-28: Total Patient Care Form; Exhibit 2-29: Daily Goal Sheet; Exhibit 2-30: Clinical Oral Health Outcomes Project; Exhibit 2-31: Grading Rubric for Clinical Oral Health Outcomes Project; Exhibit 2-32: Student Sample Clinical Oral Health Outcomes Project.

2. What standards of achievement/competence are required for dental hygiene students to continue in each portion of the curriculum? How and when are these standards explained to the students?

Each year, students must successfully complete a clinical competency exam with OSCEs and case studies at 75% or higher. Junior students must also successfully complete a mini-mock Board, and seniors must successfully complete a mock clinical exam. The competency exam is explained to students at the start of the semester in which the exam is given, and the information is also supplied to students in written form through their clinical course syllabus. See Exhibit 2-33: Mock Board Criteria and Results.

3. Who reviews dental hygiene students' academic and clinical performance and what action is taken when a student's performance is below minimum standards? How frequently is the student made aware of his/her performance?

Clinical course lead instructors are responsible for reviewing the respective student's clinical performance. The lead clinical instructor teaches the didactic portion of the course.

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Each student is also assigned a clinical mentor and an academic advisor to guide his/her general academic progress and to assess clinic progress. Students are responsible for tracking their completed requirements and patients. The faculty mentor reviews the student's Daily Goal sheets and TPC forms, and audits the student's completed patient records and requirements. Students are required to meet with their faculty mentor at least 3 times each semester. The faculty mentor informs the lead faculty person of students having difficulty completing requirements or meeting specific goals. See Exhibit 2-34: NAU Dental Hygiene Mentor Meeting Requirements; Exhibit 2-35: Mentor Meeting Record; Exhibit 2-36: Clinic Graduation Requirements.

Each student is also assigned an academic advisor, who is responsible for reviewing the student's academic progress. Students have the same academic advisor throughout their 3 years in the Program. Because the Dental Hygiene courses are Web enhanced, students are able to see their grades in a class at any time by going to the "See My Grades" page in WebCt. See Exhibit 2-37: Sample "See My Grades" from DH 100 Dental Hygiene Orientation.

When a student's clinical performance is below minimum standards, initially the lead clinical instructor informs the clinical instructors of the student's difficulty, and the student is given individualized instruction during regular clinic sessions. If the student's need for individualized instruction interferes with providing individualized instruction to other students, the student performing poorly may be required to hire a tutor from the clinical instructor pool. The student must work with the tutor until his/her performance meets the standards. On occasion, students are required to repeat a year if their clinical performance does not meet the standard by the end of the academic year. See Exhibit 2-23: Policy for Student Requiring a Tutor.

When a student's academic performance is below minimum standards, initially the course instructor works with the student to identify the reason for his/her difficulty. Often the student needs simple tools to improve study skills in order to resolve the difficulty. In the event that the student needs additional tools, he/she is referred to one of the University's student support services, which include the Multicultural

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Student Center, Counseling and Testing Center, the Learning Assistance Center, the English Writing Lab, the Health Psychology Center, or Fronske Health Center. See Exhibit 1-22: Policy on Grades and Repeating Courses.

4. Describe procedures for assisting students who are having academic difficulties.

Initially, Dental Hygiene faculty members work individually with students having academic difficulties. If the student requires additional assistance beyond the faculty person's ability or resources, the student is referred to one of the previously mentioned student-support services and/or a private counselor and/or family physician. Students rarely leave the NAU Dental Hygiene Program due to poor academic performance because of the outstanding student support system in the Department and University.

5. To what extent do evaluation procedures for didactic instruction: a) Allow both students and faculty to periodically assess student progress in relation to stated

objectives? b) Require students to demonstrate higher-order knowledge and application? c) Become more rigorous as the student's ability increases? d) Lend themselves to consistent application by faculty? e) Evaluate student's responsibility for professional judgment and conduct?

The evaluation procedures for didactic instruction assess student progress in relation to the course-stated objectives by having the student complete projects or answer questions related to the stated objective. In addition, students may be required to complete online quizzes prior to coming to class in order to assess their understanding of the reading. Some Web courses have self-tests where students get immediate feedback. See Exhibit 2-38: Pre-Quiz from Periodontics I.

Courses in the Dental Hygiene curriculum are designed to encourage higher-order knowledge and application through problem solving and case studies. Examinations frequently contain essay questions that require the integration and application of information. A student's responses to these questions are expected to demonstrate critical higher-level thinking. Each year, students also complete a written competency exam that consists of cases and scenarios requiring the application of information. Additionally, the Program philosophy is such that faculty are encouraged to use questioning strategies instead of giving answers to the students.

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To make certain that the curriculum becomes more rigorous as the student's ability increases, faculty refer to the CAP, which outlines the course where each competency is introduced and at what level the student is expected to perform. The levels of student performance are as follows: • Novice = The student can speak knowledgeably about the

topic and is able to discuss and use skills, but more experience and feedback would be helpful.

• Developing = The student can demonstrate skills in the area with guidance and is able to use skills or knowledge in a variety of situations at a satisfactory level.

• Proficient = The student can successfully and independently apply this skill in the professional setting and understands and uses the skill at a proficient level.

The faculty develops evaluation and assessments at the appropriate level. See Exhibit 1-7: Competency Assessment Plan.

Scoring rubrics are used in didactic courses to make certain that evaluations are consistent among faculty. These rubrics describe the ideal and minimum expectation for an assessment tool. See Exhibit 2-39: Sample Scoring Rubric.

Calibration exercises are also used to make certain that evaluations are consistent among faculty. These exercises are conducted as part of an in-service or are part of Cyberclinc. For example, when clinical instructors desired more consistency on radiographic evaluation, a radiographic calibration exercise was developed and posted on Cyberclinic.

An evaluation of student's responsibility for professional judgment and conduct in didactic courses is accomplished primarily through case studies and a written competency exam. For example, in DH 370 Cyber Seminar II and DH 470 Cyber Seminar I I I , students work in groups of three to complete an ethical case study, with each student assuming a different role. See Exhibit 2-40: Ethical Case Study; Exhibit 2-41: Sample Student Ethical Case Study.

6. To what extent do evaluation procedures for laboratory, preclinical and clinical instruction: a) Allow both students and faculty to periodically assess student progress in relation to stated

objectives? b) Reflect the process as well as the end result? c) Monitor each student's progress through time?

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d) Define performance standards in clear, specific terms? e) Enable the student to meaningfully evaluate his/her own work? f) Support individualized instruction throughout clinical practice sessions? g) Become more rigorous as the student's ability increases? h) Lend themselves to consistent application by faculty? i.) Evaluate student's responsibility for professional judgment and conduct?

Laboratory, preclinical, and clinical instruction allow students and faculty to assess students' progress in relation to the stated objectives by using a variety of assessments that evaluate the stated objectives.

Students in pre-clinic and clinical courses are required to write their goals and complete a self-reflective paper to encourage their understanding of the dental hygiene process and end results. For each clinic session, students are also required to complete Daily Goal sheets, which list specific goals for the day and a self-reflection at the conclusion of the session. Students share their goals and self-reflection with their clinic instructor and team members at the pre- and post-clinic meetings. This encourages students to discover and learn from the process and the end results of their peers' experiences as well as their own. Students also complete self-assessments in laboratory courses. For example, in DH 235 Head and Neck Anatomy, students create a final storyboard in which they apply principles of anatomy to a care scenario and complete a self-assessment. See Exhibit 2-29: Daily Goal Sheet; Exhibit 2-34: NAU Dental Hygiene Mentor Meeting Requirements; Exhibit 2-35: Mentor Meeting Record.

A student's progress through time in the pre-clinic, clinical, and laboratory courses is monitored through the mentor meetings and Daily Goal sheets. Students are required to meet with their clinic mentor at least 3 times each semester so the mentor can monitor their progress, strengths, and goals. The mentor reviews the student's clinic progress notebook, which includes the Daily Goal Sheet, completed Process Evaluations, Patient Requirements Sheet, and TPC forms. Additionally, the faculty mentor evaluates the completed patient charts, which have been audited by another Dental Hygiene student prior to the mentor meeting. See Exhibit 2-28: Total Patient Care Form; Exhibit 2-29: Daily Goal Sheet; Exhibit 2-42: Patient Tracking Sheet.

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Performance standards in pre-clinic, clinical, and laboratory courses are defined in clear and specific terms through course syllabi, process evaluations, and Daily Goals sheets. Course syllabi, which are provided to students on the first day of class, include the objectives, assessment, and competencies addressed in the course. Students are also supplied with grading rubrics for major assignments to provide specific and clear expectations. See Exhibit 2-39: Sample Scoring Rubric.

Students evaluate their own work in a meaningful manner in the pre-clinic, clinical, and laboratory courses by using the grading rubrics supplied for assignments. Students are also required to evaluate their own performance in groups and are scored on their ability to accurately assess themselves. The score that a student assigns him/herself is compared to the scores that the faculty member and peers determine is appropriate for that student. These scores are used to calculate a congruency score, which is incorporated into the student's final grade for the project. Students also evaluate their own work by using the Daily Goal Sheet in the Clinic. See Exhibit 2-40: Ethical Case Study; Exhibit 2-41: Sample Student Ethical Case Study.

Students may also evaluate their own work by successfully completing a peer and self-process evaluation prior to having an instructor observe them. When faculty observes the process evaluation, students are given immediate feedback on their performance.

Pre-clinical and clinical courses support individualized instruction throughout clinical practice sessions by having a low faculty-to-student ratio. Low faculty-to-student ratios allow faculty time to assess the student's needs during any given clinical session and to provide the support and instruction necessary. The pre- and post-clinic meetings also encourage individualized instruction by providing clinical instructors with information about what activities each student will be involved and what goals he/she would like to accomplish. Faculty members are able to plan a clinic session to provide more time with students performing more difficult procedures or having more involved patients.

During the post-clinical meeting, students share their experiences with the faculty and each other. This

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conversation can encourage evaluation of the procedures accomplished and stimulate discussion in regards to what worked well and how a student might modify behavior and/or procedures to improve patient care and outcomes.

The Dental Hygiene curriculum has been developed and is reviewed so that requirements become more rigorous as each student's ability increases. Students are expected to complete specific competencies at the novice, developing, or proficient level at specific points in the curriculum. As the students progress, the expectation is that he/she will move closer to the proficient level.

Process evaluations used in the laboratory, preclinical, and clinical courses lend themselves to consistent evaluation by faculty. Each Process Evaluation Form outlines specific steps for each procedure so that faculty can consistently evaluate the expected performance. Calibration exercises, clinical in-service, and mock Board exams assure consistency among clinical instructors.

Professional judgment and conduct is evaluated on a regular basis through the Daily Goal sheets, chart audits, mentor meetings, and direct observation. Students are expected to behave in a professional and ethical manner at all times. In the event that a clinic instructor determines that a student's behavior is unprofessional or unethical, the instructor can assign the student a critical error for that clinic session. See Exhibit 2-43: Policy On Critical Errors.

7. For distance education sites: describe how examinations are managed to remain secure if administering via technology, and how examinations are graded in a timely manner.

No distances sites, as defined by the Commission, are used.


1. Exhibit 1-7 Competency Assessment Plan


3. Exhibit 1-16: Sophomore Competency Exam Results 2005


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8. Exhibit 2-23: Policy for Students Requiring a Tutor

9. Exhibit 2-27: NAU Dental Hygiene Clinic Process Evaluations

10. Exhibit 2-28: Total Patient Care Form

11. Exhibit 2-29: Daily Goal Sheet

12. Exhibit 2-30: Clinical Oral Health Outcomes Project

13. Exhibit 2-31: Grading Rubric for Clinical Oral Health Outcomes Project

14. Exhibit 2-32: Student Sample Clinical Oral Health Outcomes Project

15. Exhibit 2-33: Mock Board Criteria and Results

16. Exhibit 2-34: NAU Dental Hygiene Mentor Meeting Requirements

17. Exhibit 2-35: Mentor Meeting Record

18. Exhibit 2-36: Clinic Graduation Requirements

19. Exhibit 2-37: Sample "See My Grades" from DH 100 Dental Hygiene Orientation

20. Exhibit 2-38: Pre-Quiz from Periodontics I

21. Exhibit 2-39: Sample Scoring Rubric

22. Exhibit 2-40: Ethical Case Study

23. Exhibit 2-41: Sample Student Ethical Case Study

24. Exhibit 2-42: Patient Tracking Sheet

25. Exhibit 2-43: Policy on Critical Errors

26. Dental Hygiene Curriculum Document


The Dental Hygiene faculty has implemented excellent teaching methodologies to support student acquisition and integration of cognitive and psychomotor skills. The CAP identifies expected outcomes and assures that information is introduced, assessed, and monitored without undue repetition. The assessment plan has also improved

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cooperation between instructors by providing a guide for instructors to develop course materials.

The Department continues to improve communication between full-time and part-time faculty. The clinical coordinator contacted all part-time faculty members for their preferred method of contact for messages. The clinical coordinator has used the preferred method for each instructor. Weekly, clinical lead instructors post progress, concerns, and questions from clinic in the Cyberclinic faculty discussion area so that part-time faculty can be more informed. Part-time clinical faculty members have verbally reported to lead faculty that they have been checking Cyberclinic more often and are feeling "more included" in the program as a result.

All evaluation tools and strategies used to assess competence are to be included with appropriate course syllabi in a separate dental hygiene curriculum document.

Curriculum Content

2-10 The curriculum must include content in the following four areas: general education, biomedical sciences, dental sciences and dental hygiene science. This content must be integrated and of sufficient depth, scope, sequence of instruction, quality and emphasis to ensure achievement of the curriculum's defined competencies. A curriculum document must be submitted providing all courses included in the dental hygiene program for all four content areas.

The Dental Hygiene faculty conducted a content analysis of all courses in the curriculum to determine the depth, scope, and sequence of instruction. Other faculty who teach Dental Hygiene students participated when possible. See Dental Hygiene Curriculum Document; Exhibit 2-6: NAU Dental Hygiene Curriculum.

2-11 General education content must include oral and written communications, psychology, and sociology.

The NAU Dental Hygiene curriculum includes a 3-credit-hour Introduction to Psychology course and a 3-credit-hour Sociology course to help students understand and meet the psychosocial needs of their patients. Communication skills are taught through clinical courses and assessed through oral presentations and clinical process evaluations. Oral presentations are videotaped and evaluated by the student and the faculty. See Exhibit 2-6: NAU Dental Hygiene Curriculum; Exhibit 2-27: NAU Dental Hygiene Clinic Process Evaluations.

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2-12 Biomedical science content must include content in anatomy, physiology, chemistry, biochemistry, microbiology, immunology, general pathology, nutrition and pharmacology.

The Program ensures that biomedical science instruction serves as a foundation for student analysis and synthesis of the interrelationships of the body systems when making decisions regarding oral health services within the context of total body health by requiring the following college courses: • Anatomy and Physiology, with a lab, 8 credit hours • General Chemistry, 4 credit hours • General Chemistry, lab 1 credit hour • Microbiology, with a lab, 4 credit hours • General Pathology, 3 credit hours • Nutrition, 3 credit hours • Pharmacology, 2 credit hours • Oral Medicine, 2 credit hours

Biochemistry is incorporated into BIO 181 Unity of Life, and immunology is taught in Microbiology and in Periodontics I. See Exhibit 2-6: NAU Dental Hygiene Curriculum.

2-13 Dental sciences content must include tooth morphology, head, neck and oral anatomy, oral embryology and histology, oral pathology, radiography, periodontology, pain management, and dental materials.

The Dental Hygiene curriculum includes content in tooth morphology, head and neck anatomy, oral embryology and histology, oral pathology, radiography, periodontology, pain management, and dental materials to provide students with knowledge of oral health and disease as a basis for assuming responsibility for assessing, planning, and implementing preventive and therapeutic services. The Curriculum includes the following college courses: • Head and Neck Anatomy, with a lab, 2 credit hours • Oral Pathology, 3 credit hours • Radiology, with a lab, 3 credit hours • Periodontology, 6 credit hours • Pain Management, with a lab, 3 credit hours • Dental Materials, with a lab, 2 credit hours • Dental Anatomy and Histology, with a lab, 3 credit hours

Oral Embryology and Histology are taught within the Dental Anatomy course.

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2-14 Dental hygiene science content must include oral health education and preventive counseling, health promotion, patient management, clinical dental hygiene, provision of services for and management of patients with special needs, community dental/oral health, medical and dental emergencies including basic life support, legal and ethical aspects of dental hygiene practice, infection and hazard control management, and the provision of oral health care services to patients with bloodborne infectious diseases.

The Dental Hygiene course content prepares students to assess, plan, implement, and evaluate dental hygiene services as an integral member of the health team. Students are prepared to assess patients' needs and plan, implement, and evaluate appropriate treatment for patients with blood-borne infectious diseases. Table 2.2 lists content area and applicable courses.

Table 2.2. Dental Hygiene Course Content

Content Area

Oral health education

Preventive counseling

Health promotion

Clinical dental hygiene

Patient management

Provision of services for and management of patients with special needs

Community dental/oral health

Medical and dental emergencies including basic life support

Legal and ethical aspects of dental hygiene practice

Infection and hazard control management, and the provision of oral health care services to patients with blood-borne infectious diseases

Courses Taught

DH 227, 228

DH 227, 228, 319

DH227, 228, 319, 320

DH 227, 228, 319, 320, 425, 426

DH 227, 228, 319, 320, 425, 426

DH319, 320, 425, 426

DH 373, 408

DH 326, 227, 228, 319, 320, 425, 426

DH 227, 228, 319, 320, 338, 370, 470, 425, 426

DH 227, 228, 319, 320, 425, 426

2-15 The basic clinical education aspect of the curriculum must include a formal course sequence in scientific principles of dental hygiene practice, which extends throughout the curriculum and is coordinated and integrated with clinical experience in providing dental hygiene services.

The 1-plus-3 curriculum provides students more than adequate opportunity to develop competence in all clinical procedures and allows practice time in clinical procedures. Didactic materials on clinical dental hygiene are presented throughout the 3-year curriculum to ensure the integration of theory and practice. See Exhibit 2-6: NAU Dental Hygiene Curriculum.

2-16 The number of hours of clinical practice scheduled must be based on the clinical services included in the curriculum. To ensure that students attain clinical competence and develop appropriate judgment, clinical practice must be distributed throughout the curriculum.

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Sufficient practice time and learning experiences are provided during preclinical and clinical courses to ensure that students attain clinical competence. The number of hours devoted to clinical practice time increases as students progress toward the attainment of clinical competence. During their first semester-and-a-half in DH 277 Pre-Dental Hygiene Theory and DH 228 Dental Hygiene Theory I, students work on a partner/patient to develop initial dental hygiene skills.

During the subsequent four-and-a-half semesters in the program, the clinical sessions are primarily scheduled for patient care. On occasion, students are involved in skill-development activities. The l-plus-3 curriculum offers more than adequate time for students to develop the necessary psychomotor skills while applying theory to dental hygiene care. Table 2.3 details the total hours of clinical practice.

Table 2.3 Clinical Clock Hours for NAU Dental Hygiene Students

Year

Sophomore

1s1 year

Junior

2nd year

Senior

3rd year

Course

DH227 Pre-Dental Hygiene Theory

DH 228 Dental Hygiene Theory 1

DH 319 Dental Hygiene Theory II

DH 320 Dental Hygiene Theory III

DH 425 Dental Hygiene Theory IV

DH 426 Dental Hygiene Theory V

Clinic Hrs/Week

6

6

9

9

12

12

Clinic Hrs/Semester

90

90

135

135

180

180

Total Hrs Clinic Practice/Year

180

270

360

A. Description (for Standards 2-10 through 2-16)

1. Outline the sequence of the dental hygiene curriculum as illustrated in example exhibit G.

2. In the separate dental hygiene curriculum document, supply the syllabus for each course in the dental hygiene curriculum: a) course title and number; b) course description c) course outline, including topics to be presented; d) amount of instructional time allocated to each topic; e) specific instructional objectives for each topic presented; f) didactic/laboratory/clinical learning activities designed to achieve goals and objectives,

including time allocated for each experience; g) teaching methods;

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h) required text(s); i) evaluation criteria and procedures; and j) date prepared and applicable faculty presenting course. Include all evaluation forms and a sample examination for each course. The document should include a table of contents; pages should be numbered.

See Dental Hygiene Curriculum Document; Exhibit 2-44 (or G): Sequence of Dental Hygiene Curriculum; Exhibit 2-45: Table of Courses Providing Instruction.

3. For each term of the current year's dental hygiene curriculum, provide a class schedule as illustrated in the example exhibit H. (If a schedule does not extend the entire term, provide supplemental schedules.) Include course number; indicate whether the session is lecture, laboratory or clinic; and provide the name(s) of the faculty member responsible.

See Exhibit 2-25 (or H): Class Schedules 2002-2006.

4. Using the format illustrated in example exhibit I, list the courses which provide the major instruction in each required content area and specify the number of clock hours of instruction devoted to instruction in that area.

See Exhibit 2-46 (or I ) : Clock Hours of Instruction. 5. If distance education is utilized to provide the didactic curriculum, provide a comprehensive plan

that describes how the program manages the delivery of courses, if and when, technology does not operate properly.

NA 6. If any content area specified in Standard 2 is not included in the curriculum, what is the rationale

for its omission?

NA

7. List the relevant sections in the curriculum document that identify instructional content in, and student evaluation of activities related to, bloodborne infectious diseases.

The CAP identifies that bloodborne infectious disease content, Core Competency 1, is introduced in DH 227 Pre-Dental Hygiene Theory and Practice, assessed in DH 228 Dental Hygiene Theory and Practice I, and monitored throughout the clinical courses: DH 319 Dental Hygiene Theory and Practice I I , DH 320 Dental Hygiene Theory and Practice I I I , DH 425 Dental Hygiene Theory and Practice IV, and DH 426 Dental Hygiene Theory and Practice V.

In DH 227, the course instructor uses an exam and the Unit Maintenance/Preparation/Asepsis, and Autoclave, Packaging Process Evaluation to evaluate a student's performance at the novice level. Students are deemed competent in DH 228 through the Competency Exam (Assessment Systems OSCE).

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A student's continued ability is monitored in DH 320 through the Competency Exam (assessment systems and written exams) and the Unit Maintenance Process evaluations; and in DH 425 and DH 426 through Infection Control, Biological Monitoring process evaluations. See Exhibit 1-7: Competency Assessment Plan; Exhibit 1-15: Sophomore Competency Exam; Exhibit 1-17: Junior Competency Exam; Exhibit 2-27: NAU Dental Hygiene Clinic Process Evaluations.

8. If applicable, describe how the distance site provides clinical instruction throughout the two academic years of education to coincide with the didactic curriculum.

NA

B. Supportive Documentation (for Standards 2-10 through 2-16)

1. Dental Hygiene Curriculum Document


3. Exhibit 1-15: Sophomore Competency Exams

4. Exhibit 1-17: Junior Competency Exams

5. Exhibit 2-6: NAU Dental Hygiene Curriculum

6. Exhibit 2-25 (or H): Class Schedules 2002-2006


8. Exhibit 2-44 (or G): Sequence of Dental Hygiene Curriculum

9. Exhibit 2-45: Table of Courses Providing Instruction

10. Exhibit 2-46 (or I ) : Clock Hours of Instruction

2-17 The dental hygiene program must have established mechanisms to ensure an adequate number of patient experiences that afford all students the opportunity to achieve stated competencies within a reasonable time.

A. Description

1. Using the format illustrated in example exhibit J, summarize the type and minimum number of acceptable radiographic surveys that each student is required to expose, process and mount during the dental hygiene program in order to assist in demonstrating competence.

See Exhibit 2-47 (or J): Required Radiographic Surveys to Demonstrate Competence.

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2. Describe how faculty instruction and evaluation are provided to students throughout all of their radiographic experiences.

A student's first radiographic experience is in DH 338 Oral Radiology Lab on mannequins with supervision by an instructor. Students expose, process, mount, and evaluate and total of four full-mouth series (FMS) and two sets of bitewings on a mannequin before taking a competency exam. Two of the four FMS are competency exams, one with 5 or less errors and one in less than 30 minutes on a mannequin with less than 3 errors. Once the student demonstrates competency in exposing, processing, mounting, and evaluating radiographs, he/she takes two or three more FMS on patients, with faculty supervision depending on the student's need.

After students successfully complete DH 338, they expose radiographs on patients during their clinic sessions. The student, faculty, and dentist evaluate all films. Students are required to have direct supervision from a clinical instructor when retaking any films.

3. For each patient care service that is taught to clinical competence, specify the performance levels expected at the beginning and the end of the dental hygiene students' clinical experiences.

Students are expected to perform each patient-care service at the novice, developing, and proficient level through the Dental Hygiene clinical experiences. See Exhibit 1-7: Competency Assessment Plan.

4. Provide a definition of the patient category system used by the program.

The Clinic uses the American Academy of Periodontology (AAP) Classification System to assess patient difficulty. In addition, patients are classified as active or maintenance. Student-patient requirements include a re-evaluation appointment for any patient with active disease in order to monitor and evaluate the outcome of dental hygiene care. See Exhibit 2-48: AAP Classification System.

5. Using the format described in example exhibit K, summarize the program requirements including average, minimum and maximum for each patient category.

The Clinic Graduation Requirements are provided for the students at the start of their educational experience. See

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Exhibit 2-36: Clinic Graduation Requirements; and Exhibit 2-49 (or K): Average Number of Patients by AAP and Type

Specify the clinical sites where basic clinical instruction is provided. If a distance site is utilized for clinical instruction, explain if differences exist in the clinical operation of the parent program and the distance site.

Basic clinical instruction is provided at the NAU Dental Hygiene Clinic. Students are allowed to count no more than 17% of their patients from their clinical enrichment experiences toward their total clinical requirements. See Exhibit 2-13: NAU Dental Hygiene Clinic.



2. Exhibit 2-13: NAU Dental Hygiene Clinic


4. Exhibit 2-47 (or J): Required Radiographic Surveys to Demonstrate Competence

5. Exhibit 2-48: AAP Classification System


The Program's curriculum incorporates general education, biomedical sciences, dental sciences, and dental hygiene science with sufficient depth, scope, sequence of instruction, quality, and emphasis to ensure achievement of the Program's defined competencies. Students also take courses in liberal studies, general education, social sciences, and biological sciences. The Program's curriculum is designed to include assessments for students to demonstrate competency in these areas: • Preventing, recognizing, and managing medical

emergencies. • Exposing, processing, mounting, and evaluation

radiographs. • Providing care for patient with bloodborne infectious

disease.

Patient Care Competencies

2-18 Standards 2-18 revised July 30,2004 with an implementation date of January 1, 2006.

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Graduates must be competent in providing dental hygiene care for the child, adolescent, adult and geriatric patient. Graduates must be competent in assessing the treatment needs of patients with special needs.

Graduates of the NAU Dental Hygiene Program are competent at assessing and implementing patient care for child, adolescent, adult, geriatric, and special needs patients. The Clinic has a patient pool that provides a wide scope of patient experiences, including patients whose medical, physical, psychological, or social situations may make it necessary to modify dental procedures in order to provide dental treatment. The Clinic has developed a relationship with Hozoni Foundation and Lou Corp to provide oral health services for their developmentally disabled clients. Students also provide full dental hygiene care for geriatric, medically compromised, and developmentally disabled patients through the Del E. Webb Outreach Program. Student requirements for children and adolescents are met through the annual Kiddie Clinic.

Clinical instruction and experiences with patients having special needs include instruction in proper communication techniques and assessing the treatment needs compatible with the special need. Students transfer patients between each other to ensure equal opportunities. For example, if a student has several cases of type I I I patients and few cases of type I patients, he/she will offer to assign one of the case type I I I patients to a peer. The student will introduce the patient to the peer and possibly assist the peer with the treatment.

See Exhibit 2-36: Clinic Graduation Requirements; Exhibit 2-42: Patient Tracking Sheet; Exhibit 2-49 (or K): Average Number of Patients by AAP and Type.

A. Description

1. Provide forms used for collecting and recording patient data during clinical sessions as an exhibit.

See Exhibit 2-49: (or K): Average Number of Patients by AAP and Type; Exhibit 2-50 Patient Data Forms

2. Identify the course(s) in which enriching clinical experiences are scheduled (off-campus). Include the specific learning objectives and a description of the manner in which the experiences are evaluated. Identify the individuals who participate in supervision and evaluation of dental hygiene students.

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Table 2.4 overviews students' clinical enrichment experiences.

Table 2.4. NAU Dental Hygiene Clinical Enrichment Experience

Experience

Winslow Indian Health Service

North Country Community Health Center

Hopi Health Care Program

Yavapai/ Apache Health Center

Del E. Webb Outreach Program

Course(s)

DH320

DH 319, 320, 425, 426

DH 320, 425, 426

DH 425, 426

DH 425, 426

Learning Objective

• Demonstrate respect for diverse populations.

• Exhibit professional behavior.

• Provide individualized care based on patient assessment.

• Follow accepted infection control procedures.

• Demonstrate appropriate clinical judgment

• Communicate effectively with patient and other healthcare providers.

Evaluation Method

External Rotation Evaluation

External Rotation Evaluation

Hopi Rotation Evaluation

Rotation Evaluation

Rotation Evaluation

Faculty Supervisor

Dr. Tom Barns

Shirl Simkins

Maxine Janis

Ellen Grabarek

Ellen Grabarek

3. Provide actual clinical rotation schedules for the current classes of dental hygiene students (for each campus site) as an exhibit, including basic clinical education that is off-campus and off-campus enriching rotations.



2. Exhibit 2-14: Rotation Schedule for Dental Hygiene Theory and Practice I I I , IV, V, and VI

3. Exhibit 2-26: NAU Dental Hygiene Competencies


5. Exhibit 2-42: Patient Tracking Sheet

6. Exhibit 2-49 (or K): Average Number of Patients by AAP and Type

7. Exhibit 2-50: Patient Data Forms

8. Exhibit 2-51 External Rotation Evaluation

9. Exhibit 2-52: Hopi Rotation Evaluation

2-19 Graduates must be competent in providing the dental hygiene process of care which includes: Assessment The systematic collection and analysis of the following data to identify patient needs and oral health problems. a) medical and dental histories b) vital signs c) extra/intra-oral examination

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d) periodontal and dental examination e) radiographs f) indices g) risk assessments (i.e., tobacco, systemic, caries) Planning The establishment of realistic goals and treatment strategies to facilitate optimal oral health. a) dental hygiene diagnosis b) dental hygiene treatment plan c) informed consent d) dental hygiene case presentation Implementation Provision of treatment as identified in the assessment and planning phase. a) infection control b) periodontal debridement and scaling c) pain management d) application of chemotherapeutic agents e) fluoride therapy f) application of pit and fissure sealants g) coronal polishing h) care of oral prostheses i) care and maintenance of restorations j) health education and preventive counseling k) nutritional counseling Evaluation Measurement of the extent to which goals identified in the treatment plan were achieved. a) indices b) re-evaluation of oral and periodontal health status c) subsequent treatment needs d) continuing care (recall) e) referral f) patient satisfaction

A. Description

1. List the dental hygiene services that students are required to provide clinically in the program including clinical services required in Standard 2-19 as well as other patient services identified by the program not under Standard 2-19. Using the format provided in example exhibit L, state the preclinical and/or clinical courses that provide the major instruction in each service. Also, specify the program requirements for the number of times each student must complete each service, as well as the average number of times the most recently graduated class (at each campus site) provided each of these services. If there are no program requirements, describe minimum performances for completing the preclinical and clinical courses.

See Exhibit 2-53 (or L): Pre-clinical and Clinical Courses Providing Major Instruction in Patient Care Competencies.

2. If any dental hygiene service is not taught to clinical competence, how is the public made aware of this fact? How are students made aware of the ethical and legal ramifications of the level of preparation?

The Dental Hygiene Program teaches all services to clinical competence except margination, recontouring restorations, rubber dam, and curettage; these skills are taught to lab

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competence. Students have a laboratory experience but may not have a clinical experience with a patient demonstrating competence in these skills.

3. Assess the degree to which the educational program provides students with the knowledge and clinical experience required to assess, plan, implement and evaluate current, comprehensive dental hygiene services.

NAU Dental Hygiene graduates demonstrate the ability to assess, plan, implement, and evaluate current, comprehensive dental hygiene services. This is clearly demonstrated by Mock Board results as well as National and Regional Board results. In 2005, the NAU National Board Examination average score was 85.1, which was 1.8 points above the national average; the Case Based score was 101.3, which was 2.1 points above the national average. All students passed the Clinical Outcomes Project. The first-time pass rate for the 2005 Western Regional Board was 96%, n=22. See Exhibit 1-24: National Board Scores for the Last 5 Years.



2. Exhibit 2-53 (or L): Pre-clinical and Clinical Courses Providing Major Instruction in Patient Care Competencies

2-20 Graduates must be competent in providing dental hygiene care for all types of classifications of periodontal disease including patients who exhibit moderate to severe periodontal disease.

A. Description

1. Using the format provided in example exhibit K, specify the program requirements for numbers of completed scaling/root planing/prophylaxis services for patients by difficulty level and oral health/disease status. Specify the average, minimum and maximum number of times services are performed in each category. Describe how program requirements for completed services are distributed throughout the clinical course series.

The total number and type of patients is adequate to ensure competency in all components of dental hygiene practice. An appropriate patient pool is available to provide patient experiences in all classifications of periodontal patients, including maintenance and active disease. These experiences are monitored to ensure equal opportunity for each enrolled student.

See Exhibit 2-36: Clinic Graduation Requirements; Exhibit 2-53 (or L): Pre-clinical and Clinical Courses Providing Major

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Instruction in Patient Care Competencies; and Exhibit 2-49 (or K): Average Number of Patients by AAP and Type.

2. Describe the monitoring system used to assure that all students have attained clinical competence and exercise appropriate judgment.

The sophomore, junior, and senior clinic competency exams assure that all students have attained competency. Students are required to pass each area of the OSCE at 75% or higher. The OSCEs are designed to assess specific clinical skills before progressing in the Program. See Exhibit 1-15: Sophomore Competency Exam; Exhibit 1-16: Sophomore Competency Exam Results 2005; Exhibit 1-17: Junior Competency Exam; Exhibit 1-18: Junior Competency Exam Results 2005; Exhibit 1-19: Senior Competency Exam; and Exhibit 1-20: Senior Competency Exam Results 2005.



2. Exhibit 1-16: Sophomore Competency Exam Result 2005







9. Exhibit 2-49 Average Number of Patients by AAP and Type

10. Exhibit 2-53 (or L): Pre-clinical and Clinical Courses Providing Major Instruction in Patient Care Competencies

2-21 Graduates must be competent in interpersonal and communication skills to effectively interact with diverse population groups.

A. Description

1. Describe the ways by which students demonstrate effective interpersonal communication skills during patient interactions and how they are deemed competent.

Effective one-on-one, small-group interaction and the ability to communicate orally and in written form is important to the NAU Dental Hygiene Program. In fact, it is so important that

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the NAU Dental Hygiene Core Competency 6 is "Communicate effectively with individuals and groups from diverse populations."

Students must demonstrate competency in one-on-one communication by completing the Patient Education Process Evaluation at the proficient level in DH 320 Dental Hygiene Theory and Practice I I I . One-on-one communication is monitored through clinical interactions and documented on the Daily Goal Sheet. See Exhibit 2-27: NAU Dental Hygiene Clinic Process Evaluations; Exhibit 2-29: Daily Goal Sheet.

Didactic courses require students to write papers that are graded on content as well as writing skills. The Program uses a writing rubric to score student papers. The University recognizes DH 373W Public Health as a liberal studies junior writing course. In this course, students are required to complete 20 pages of revised, multiple-draft prose to complete the course successfully and a writing portfolio, one piece of which is a 1-2 page strengths-and-goals essay. A student's ability to write well is monitored in didactic courses throughout her/his 3 years in the Program. See Exhibit 2-54: NAU Dental Hygiene Writing Rubric.

Small-group interaction is expected in the Clinic and classroom on a regular basis. Students meet before and after each clinic session in a small group. Each student shares with a clinical instructor and peers her/his goals and learning experiences. Students also work on group projects, which are evaluated and monitored by self, peer, and faculty evaluations. The previously mentioned Ethical Case Study is one example of small-group interactions and how students are assessed. See Exhibit 2-41: Sample Ethical Case Study.

NAU Dental Hygiene students experience a series of broad-based activities with diverse populations, including the provision of clinical services for Hopi, Navajo, Yavapai/ Apache, Hispanic, homebound, medically and developmentally challenged, geriatric, and pediatric patients through clinical enrichment experiences. Population-based activities, such as the Hopi—Yavapai/Apache Del E. Webb Outreach and North Country Community Health Center, allow students to apply community dental health principles to prevent disease and promote health. Students also complete a 3-week internship

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at a military base, community health center, Veterans Administration hospital, or Indian health center. Students are exposed to a diverse population and deemed competent through the Final Internship Report and Supervisors Evaluation in DH 408 Internship. See Exhibit 2-55: Supervisor's Evaluation Sample; Exhibit 2-56: Internship Final Report Sample.





4. Exhibit 2-54: NAU Dental Hygiene Writing Rubric

5. Exhibit 2-55: Supervisor's Evaluation Sample

6. Exhibit 2-56: Internship Final Report Sample

2-22 Graduates must be competent in assessing, planning, implementing and evaluating community-based oral health programs including, health promotion and disease prevention activities.

A. Description

1. Evaluate the extent to which community dental health instruction and learning experiences prepare students to participate in community-based oral health programs. Describe how students are deemed competent.

NAU Dental Hygiene students are involved in several clinical enrichment experiences with diverse populations to ensure competence in oral health education and preventive counseling for individuals and groups, including providing clinical services. Population-based activities allow students to apply community dental health principles to prevent disease and promote health. These experience include:

• Hopi • Yavapai/Apache • Del E. Webb Outreach Program and • North Country Community Health Center

Students learn how to assess needs, plan, implement, and evaluate community health programs in DH 373W Public Health. Students conduct a needs assessment and develop an appropriate outreach as part of Public Health for the

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internship site they select. Once at their internship site, students implement the outreach project and evaluate its success. Students are deemed competent through the Final Internship Report. See Exhibit 2-56: Internship Final Report Sample.


See Exhibit 2-56: Internship Final Report Sample

2-23 Graduates must be competent in providing appropriate life support measures for medical emergencies that may be encountered in dental hygiene practice.

A. Description

1. Describe how students are deemed competent in this area.

Dental Hygiene students demonstrate competency in managing medical emergencies in the clinical setting through the written portion of the Clinical Competency Exam while taking DH 320 Dental Hygiene Theory and Practice I I I . A student's ability to prevent, recognize, and manage medical emergencies is monitored throughout her/his clinical experience through Daily Goals sheets, case documentations/ presentations, exams, cases, and case-based exams. Students are required to renew their Cardiopulmonary Resuscitation at the professional level, including use of an AED, on an annual basis. See Exhibit 1-17: Junior Competency Exam.


See Exhibit 1-17: Junior Clinical Competency Exam.

2-24 Graduates must be competent in applying ethical, legal and regulatory concepts to the provision and/or support of oral health care services.

A. Description

1. Assess the degree to which students assume responsibility for professional judgment and ethical conduct and how they are deemed competent.

Dental Hygiene students gain understanding and practice of ethical and legal requirements, which are expected of them as healthcare professionals, and maintain appropriate standards in the provision of health care to the public. Students

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complete ethical case scenarios in Cyber Seminar, Public Health, Oral Radiology, and other courses.

Students demonstrate competency in ethical practice through the group presentation in DH 320 Dental Hygiene Theory and Practice I I I . Students demonstrate competency in legal documentation through the Sophomore Clinical Competency Exam (Informed Consent OSCE) and jurisprudence through successfully passing the Arizona State Jurisprudence Examination (or a similar exam for students not taking the state exam). See Exhibit 1-15: Sophomore Competency Exam; Exhibit 2-57: DH 320 Group Project Presentation.

Ethical practice is monitored through the Daily Goal sheets and TPC form in the Clinic. Students who conduct themselves in an unethical manner may receive a critical error or be subject to dismissal from the Program. See Exhibit 2-29: Daily Goal Sheet; Exhibit 2-43: Policy on Critical Error; Exhibit 2-58: Dental Hygiene Policy on Academic and Professional Conduct.




3. Exhibit 2-43: Policy on Critical Errors

4. Exhibit 2-57: DH 320 Group Project Presentation

5. Exhibit 2-58: Dental Hygiene Policy on Academic and Professional Conduct

2-25 Graduates must be competent in the application of self-assessment skills to prepare them for life-long learning.

Dental Hygiene students gain self-assessment skills for life-long learning to maintain competency throughout their careers by continually assessing their performance in the Clinic on Daily Goal sheets. Students also show evidence of competence in Cyber Seminar and Oral Radiology through the self-evaluation and congruency with the peer and faculty assignment. A student's competency is monitored through the completion of her/his portfolio. See Exhibit 2-29: Daily Goal Sheets; Exhibit 2-40: Ethical Case Study; Exhibit 2-59: NAU Dental Hygiene Portfolio Criteria.

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2-26 Graduates must be competent in the evaluation of current scientific literature.

A. Description (for Standards 2-25 and 2-26) Assess the degree to which students study current literature in preparation for life-long learning. Describe how they are deemed competent.

Students learn to evaluate scientific literature as a foundation for life-long learning and to adapt to changes in health care in the Oral Health Research Course. The NAU Dental Hygiene Core Competency 3—"Provide dental hygiene care based on accepted scientific theories, research, and the current standard of care that is humane, empathetic, and caring (including pain control)"—addresses the understanding of scientific literature. Students learn the foundation in DH 450 Oral Health Research and are deemed competent by completing an Evidence Outcomes Project. They learn to use evidence to support clinical decision-making. See Exhibit 2-30: Evidence Outcomes Project; Exhibit 2-31: Grading Rubric for Clinical Oral Health Outcomes Project; Exhibit 2-32: Student Sample Clinical Oral Health Outcomes Project.

The Program's goals and objectives create opportunities for students to explore advanced technologies related to dental hygiene education and care. Research, periodontology, and clinical theory courses require study and application of current clinical research. Students are exposed to new products and technologies, including Perio Chip and Arrestin. They also learn to evaluate the scientific literature and evaluate the clinical significance of outcomes. All Dental Hygiene students take Web-enhanced courses that require exploration of advancements in the dental hygiene field.

B. Supportive Documentation (for Standards 2-25 and 2-26)


2. Exhibit 2-30: Evidence Outcomes Project

3. Exhibit 2-31: Grading Rubric for evidence Outcomes Project



6. Exhibit 2-59: NAU Dental Hygiene Portfolio Criteria

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2-27 Graduates must be competent in problem solving strategies related to comprehensive patient care and management of patients.

A. Description

1. Describe how students are deemed competent in this area.

Students gain the necessary critical-thinking and decision-making skills to provide effective and efficient dental hygiene services through the provision of care and case documentation. NAU Dental Hygiene Core Competency 2— "Use critical thinking and problem solving in the provision of evidenced-based practice"—addresses this skill. Students are deemed competent by completing the Clinical Oral Health Outcomes Project. Critical thinking and problem solving are monitored through the TPC form. See Exhibit 2-28: Total Patient Care Form.


1. Please refer to the applicable "Examples of evidence to demonstrate compliance include" section within the Accreditation Standards for Dental Hygiene Education Programs.

1. Exhibit 2-28: Total Patient Care Form

2. Exhibit 2-30: Clinical Oral Health Outcomes Project

3. Exhibit 2-31: Grading Rubric for Clinical Oral Health Outcomes Project


C. Appraisal and Analyses

NAU Dental Hygiene graduates are competent at assessing, planning, implementing, and evaluating oral health care for patients from a variety of populations. While enrolled in the Program, students are required to provide dental hygiene services for a minimum of 54 patients, including those from diverse populations and age groups. Many unique clinical enrichment programs allow students experience with patient populations that would otherwise not be possible. These experiences also provide students with the opportunity to plan, implement, and evaluate a community health project while working with a public health agency. Students learn to communicate effectively with the populations with whom they work.

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The CAP helps assure the implementation, assessment, and monitoring of Program competencies, including preventing, recognizing, and managing medical emergencies as well as providing care for patients with a bloodborne infectious disease. The clinical competency exams and CMP provide a mechanism to assess a student's clinical skills and to identify changes needed in the curriculum. However, in reviewing the clinic requirements only 2 geriatric patients are required during the 3 years in the program. The faculty agree that this is not adequate particularly in light of our aging population, so the requirement has increases to 4 geriatric patients during the 3 years.

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Standard 3 Administration, Faculty, and Staff

3-1 The program must be a recognized entity within the institution's administrative structure which supports the attainment of program goals.

A. Description

1. Provide the most recent organizational chart for the institution indicating the position of the dental hygiene program in the administrative structure, (exhibit)

The Dental Hygiene Department is located within the School of Health Professions, which is one of four schools of the Consortium of Professional Schools. See Exhibit 1-3: NAU Organizational Chart; Exhibit 1-4: Consortium of Professional Schools Organizational Chart.

2. Explain how the administrative structure supports attainment of program goals.

The Department Chair is centrally involved in decision-making and problem-solving processes that impact the Consortium, School, and Program. The Department Chair is the academic and administrative leader of the University's basic organizational unit: the academic department.

The Department Chair works directly with the faculty, Executive Director, and the Dean of the Consortium of Professional Schools to develop a strategic plan that is consistent with the goals of the University, School and the Department. The Dean and the Executive Director support the goals of the Department.

3. Describe the opportunities for direct communication between the dental hygiene program administrator and the institutional administrators who are responsible for decisions that directly affect the program. Assess the effectiveness of this communication.

The Department Chair participates in regularly scheduled meetings of the Administrative Council. The Administrative Council is made up of the Executive Director and Departmental Chairs from the School of Health Professions. In addition, individual meetings between the Department Chair and the Executive Director are held monthly. The Executive Director and Dean have an open-door policy, and informal meetings take place frequently. Additionally, the Dean has an open invitation for faculty to join him at informal luncheons. The Executive Director and the Dean join the

3-1

faculty during one regular Department meeting a semester and attend meetings to discuss all School-wide changes that may affect the Program.

4. Are there opportunities for the dental hygiene program administrator and faculty to participate in decisions which directly affect the program? Please give examples.

Changes in the School are made only after discussions with the Dental Hygiene faculty are considered. For example, prior to the former College undergoing restructuring, Executive Director Dr. Ilene Decker came to a Department meeting in September 2004 to discuss how the proposed structure might impact the Dental Hygiene Program. The Department Chair took part in further discussions about the restructuring at meetings of the School of Health Professions (SHP) Administrative Council. See Exhibit 2-18: Sample Department Meeting for 2004-2005.

The Department Chair and faculty meet regularly to discuss matters affecting the Program, School, and University. These meetings are informal and involve information sharing and group decision-making. The faculty meet at least twice a month in team meetings and monthly for an extended period of time to discuss long range-planning, budget prioritization, student selection, and faculty/staff recruitment and selection; to develop departmental philosophy, goals and objectives; to develop/revise policy; to review/revise curriculum; and to engage in professional/personal development activities.

5. If an institution-wide committee, which has significant impact on the dental hygiene program, does not include a member of the program faculty, explain the procedure whereby faculty provide consultation when matters directly related to the dental hygiene program are considered.

Dental Hygiene faculty members represent the Department and School on important university/school committees concerned with program review, promotion and tenure, curriculum, minority recruitment and retention, and technology. All institution-wide committees that affect the Program include at least one faculty member from the Program. See Exhibit 3-1 : Dental Hygiene Representation on Key School or University Committees.


1. Exhibit 1-3: NAU Organizational Chart

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2. Exhibit 1-4: Consortium of Professional Schools Organizational Chart

3. Exhibit 2-18: Sample Department Meeting for 2004-2005

4. Exhibit 3-1 : Dental Hygiene Representation on Key School or University Committees


The Program's organization is consistent with Accreditation Standards and provides the Chair and the faculty with adequate opportunity to communicate with administrators and committees that make decisions affecting the Department. The organizational structure as well as informal and formal meetings results in direct, effective communication within the Department. One weakness in the lines of communication relates to the varying schedules of part-time faculty and the difficulty of scheduling full department meetings to include all part-time faculty at once. The Department is exploring mechanisms to more effectively communicate with the part-time faculty.

Communication between the Program Administrator and the Executive Director is effective. A formal monthly meeting and open door policies of the Executive Director and Dean facilitate communication. Communication between the Program Administrator and administration beyond the School level is more structured. However, for important matters affecting the Department, direct one-on-one communication may be scheduled.

Program Administrator

3-2 The dental hygiene program administrator must have a full-time appointment as defined by the institution, which provides time for operation, supervision, evaluation and revision of the program.

A. Description

1. Does the institution have specific policy that governs the amount of teaching responsibility assigned to the program administrator? If so, please state the policy.

Program administrators are not required to teach a specific number of credit hours. Instead, their teaching responsibility is consistent with their administrative responsibilities and allows sufficient time for oversight of operation, supervision,

3-3

evaluation, and revision of the Program. For example, if a chair has unusually heavy administrative responsibilities, such as running an outpatient clinic, the administrator responsible for the oversight of such a clinic is expected to teach fewer hours than an administrator who is not in charge of it. See Exhibit 3-2: Duties and Responsibilities of the Chair (from the NAU Faculty Handbook); Exhibit 3-3: Faculty Instructional Load (from the NAU Faculty Handbook); Exhibit 3-4: NAU Dental Hygiene Faculty Schedules.

2. Compare the program administrator's teaching contact hours and course responsibilities with those of full-time instructors who have no administrative responsibilities.

The Department Chair teaches 3-6 credit hours (45-90 clock hours) in an academic year. Other program chairs in the School teach 3-9 credit hours (90 -135 clock hours). Full-time dental hygiene instructors teach 18-24 credit hours (270 -360 clock hours) an academic year. The Department Chair is responsible for the administration of the Department of Dental Hygiene but is also active in University and School committees and professional organizations. Table 3.1 details the credit and clock hours for the Chair, other chairs in the School of Health Professions, and full-time Dental Hygiene faculty.

Table 3.1. Credit and Clock Hours for Administrators and Faculty

Title

Dental Hygiene Chair

SHP Chairs (average)

Full-time Dental Hygiene Faculty

Credit Hours per Academic Year

3-6

3-9

18-24

Clock Hours per Academic Year

45-90

90-135

270-360

3. To what extent are institutional policies concerning program administrators applied consistently to the dental hygiene program?

Institutional policies concerning the program administrator's teaching responsibilities are applied consistently across all units in the University.

4. Compare the program administrator's teaching contact hours and course responsibilities with administrators of other programs in the institution.

The Department Chair is given release time for administrative responsibilities commensurate with the predetermined expectations and administrative duties. The Chair and the

3-4

Executive Director of the School agrees upon the Chair's expectations prior to the academic year. These expectations are set based on the complexity of the academic unit.

5. If distance education sites are utilized, identify the distance site coordinator, if different than the program director, and provide documentation describing the job responsibilities of the distance site coordinator.

No distance sites, as defined by the Commission, are utilized.


1. Exhibit 3-2: Duties and Responsibilities of the Chair (from the NAU Faculty Handbook)

2. Exhibit 3-3: Faculty Instructional Load (from the NAU Faculty Handbook)

3. Exhibit 3-4: NAU Dental Hygiene Faculty Schedules


The Chair has ample time for administration of the program. The teaching responsibilities and contact hours of the program administrator are approximately one-quarter that of a full-time faculty with no administrative responsibilities. Teaching loads vary from semester to semester based on departmental needs.

3-3 The program administrator must be a dental hygienist or dentist who has the educational background and professional experience necessary to understand and fulfill the program goals.

A. Description

1. Provide the name, title, type and length of appointment, professional training and experience of the dental hygiene program administrator.

The current Chair is Ms. Denise Muesch Helm. Her educational background and experience are consistent with Accreditation Standards and have enabled the Program to meet its goals and objectives. Ms. Helm was appointed Chair in 2003 after 1 year as Department Director and Intern in the former College of Health Professions Dean's Office. Ms. Helm holds a master's degree in Sociology and is currently enrolled in the Northern Arizona University doctoral program in Education, with an emphasis in Curriculum and Instruction. She also has 9 years of clinical dental hygiene experience. Prior to becoming a

3-5

hygienist, Ms. Helm was an office manager and a dental assistant in orthodontic, oral surgery, and general dental offices.

Ms. Helm taught as a clinical instructor from 1988 to 2004, teaching sophomore, junior, and senior students. She has 7 years experience in didactic dental hygiene education. She has taught the following courses: Orientation, Pre-Dental Hygiene Clinic, Dental Hygiene Clinic I, Dental Anatomy Lab, Preventive Dentistry, Oral Health Promotion, Oral Radiology, Oral Pathology, Career Management, Professional Leadership Seminar and Dental Hygiene Internship. See Exhibit 3-5: Denise Muesch Helm's Curriculum Vitae


1. Exhibit 3-5: Denise Muesch Helm's Curriculum Vitae


The current Program Administrator's educational background and experience are consistent with Accreditation Standards and have enabled the program to meet its goals and objectives. Ms. Helm has experience as Director of the NAU Department of Dental Hygiene and an educational background in curriculum and instruction.

3-4 The program administrator must have the authority and responsibility necessary to fulfill program goals including the responsibility for: a) curriculum development, evaluation and revision; b) faculty recruitment, assignments, supervision and evaluation; c) initiation of program or department in-service and faculty development; d) assessing, planning and operating program facilities; e) budget preparation and fiscal administration; f) coordination, evaluation and participation in determining admission criteria and procedures as well as student promotion and retention criteria.

A. Description

1. Delineate the administrative duties and authority of the program administrator. Specify any additional commitments that the program administrator has each term, e.g., teaching, administration of other programs. Include the time devoted to each.

The Dental Hygiene Department administrator is a department chair. The Chair is administrative leader of the University's basic organizational unit—the academic department—except in nondepartmentalized units, in which

3-6

the Dean or Director serves in this role while area coordinators perform some functions.

The Department Chair provides leadership for the faculty and is available for consultation. Faculty members meet with the Chair during curriculum meetings to review and update their courses to make certain that content is not being duplicated and that the needs of the students and the program are being met. Considerable time and direction is given to coordination of clinical courses.

Faculty have multiple opportunities for formal and informal development and mentoring. The University organizes a formal mentoring program for new faculty members, in which they are paired with tenured faculty from outside the Department. The Department also has an informal mentoring program, in which senior faculty guide new faculty in curriculum, research, and teaching activities. The University also provides an inclusive Faculty Development Office, which offers courses on numerous topics to assist new and senior faculty.

The Department Chair encourages and evaluates faculty productivity, recommends persons for support and recognition, and leads the faculty in integrating research with instruction. She coordinates departmental curriculum, prepares class schedules, evaluates academic standards, assigns academic advisors, and keeps advisors informed. The Chair also proposes new candidates for hiring and evaluates faculty performance in teaching, advising, research, and professional service. The Chair informs faculty members of departmental expectations and counsels them in realizing departmental goals.

Approximately 80% of the Department Chair's time is involved in the following activities: • Development, evaluation, revision, and maintenance of the

curriculum • Assessment, planning, and operations of program facilities. • Administration of University, School, and Departmental

policies for student, faculty, and staff. • Development and administration of departmental budget. • Organization, management, and authority for departmental

grants and contracts.

3-7

• Development of departmental strategic plans and other University reports.

• Supervision, assessment, and evaluation of faculty and staff, including hiring and dismissal.

• Supervision of admissions process. • Coordination of interagency agreements for student

extramural rotations. • Monitoring student academic progress. • Communication within and outside the Department and

University. • Advisement for pre-dental hygiene. • Representation of the Department on the School

Department Chairs Council. • Assignment of faculty and course scheduling. • Supervision of clinical management and educational issues. • Enhancement of Department income through continuing

education program offerings, grants, and other projects. • Communication and coordination of external communities.

2. Is there a formal arrangement for sharing administrative responsibility? If yes, what is the rationale for this arrangement? Specify the duties and authority of each individual involved.

There is no formal arrangement for sharing administrative responsibility.

3. To what extent does the program administrator participate in budget preparation and revision and fiscal administration?

The Chair prepares departmental budget requests for student wages, operational capital, and library acquisitions; proposes additions to the faculty of their department; and administers departmental budgets.

4. If distance education sites are utilized, identify the distance site coordinator, if different than the program director, and indicate the involvement of the distance site coordinator in any/all areas defined in Standard 3-4.



Exhibit 3-2: Duties and Responsibilities of the Chair (from the NAU Faculty Handbook).

3-8

C. Appraisal and Analysis The authority and teaching load delegated to the Department Chair is consistent with other academic departments across campus. The Chair carries a lighter teaching load due to increased administrative responsibilities of the Program and Clinic. The authority residing in the position is sufficient to accomplish the duties outlined by Accreditation Standards.

The Program Administrator has the authority and responsibility necessary to fulfill program goals, including the responsibility for curriculum, faculty supervision and evaluation, course assignment, in-service and faculty development, facilities, budget preparation, fiscal administration, admission criteria, and promotion and retention criteria.

Faculty

3-5 The number and distribution of faculty and staff must be sufficient to meet the dental hygiene program's stated purpose, goals and objectives.

A. Description

1. Specify the number of full-time equivalent positions allocated to the dental hygiene program (including distance sites). Are any faculty positions presently vacant? If so, please explain.

The Department of Dental Hygiene now has eight FTE positions assigned to it. Currently, there are six state-funded, full-time tenured eligible faculty lines, including the Department Chair's position. One full-time tenure eligible position was added to the department this academic year. A search is underway to fill the two open tenure eligible positions. In addition, the Department has one 0.50 FTE state-funded faculty line with benefits. Another one-and-a-half, (0.5 FTE) positions are funded by grants: one for the past 15 years by the Del E. Webb Foundation and two (0.5 and 1.0 FTE) funded for 3 years by the Ottens Foundation.

One full-time, non-tenure position is funded by Proposition 301 (a State proposition intended to develop the State's workforce). A state-supported instructor's pool or Clinic revenues fund other part-time positions of the clinical faculty. Table 3.2 details funding sources for the Department. As of November 1, 2005, the Department of Dental Hygiene has two vacant full-time tenure-track faculty positions. The

3-9

tenure-track position vacated by Dr. Thomas Hassell is being filled, in part, by a temporary faculty member Jennifer Klaus the other position is a new line given to the department.

Table 3.2. Funding Sources for the NAU Department of Dental Hygiene

Full-time Equivalent (FTE)

1.0

0.5

1.0

0.5

0.5

0.5

1.0

TOTAL FTE

1.0

Number Assigned to the Department of Dental Hygiene

6

1

1

1

1

1

-5.75

13.75

1

Funding Source

State

State

Ottens Foundation

Ottens Foundation

Del E. Webb Foundation

Instructor Pool

Instructor Pool

State Proposition 301

2. As an exhibit, list full- and part-time faculty with the courses they teach.

For teaching contact hours and supplemental responsibilities of the Dental Hygiene Faculty, see Exhibit 3-6 (or M): Table of NAU Dental Hygiene Faculty Teaching Commitments; Exhibit 3-7: Faculty and Courses They Teach.

3. What percentage of full-time equivalent positions assigned to the program are filled by part-time faculty? What is the rationale for hiring part-time faculty?

Currently, 6.75 FTE are part-time faculty, which is 49% of the Department's faculty. Part-time faculty are necessary to ensure that (a) all courses are taught by someone with advanced education in that area, (b) clinical sessions are supervised by a licensed dentist, and (c) clinical sessions are adequately staffed with licensed dental hygienists.

4. Using the format illustrated in example exhibit M, provide information requested for each dental hygiene faculty member for each term of the academic year. (Note: If two or more classes are enrolled concurrently, each table should reflect the faculty member's total time commitment per term).

A list of full-time and part-time faculty courses taught can be found in Exhibit 3-6 (or M): Table of NAU Dental Hygiene Faculty Teaching Commitments.

5. How many dental hygiene faculty have terminated employment at the institution in each of the past three years? What was the reason for each termination?

3-10

Dr. Thomas Hassell terminated employment with the Department in January 2005.

6. Indicate those individuals who have additional teaching and/or administrative responsibilities within the institution and describe the extent of these responsibilities.

Marge Reveal is Assistant Clinical Professor for the Program. Her primary role is administration of the Dental Hygiene Bachelor of Science Degree Completion (DHBSC) Program. Fifty percent of her time is spent administering the DHBSC Program, and the other 50 percent of her time is dedicated to teaching courses and advising students in the BSDHC Program.

7. For distance education sites: Provide credentials/job description for instruction and technology support at all distance education sites.


8. Define faculty responsibilities for didactic, laboratory and clinical faculty at all distance sites.


9. For distance education sites: Describe whether faculty numbers at the parent program have increased to accommodate the distance education portion of the program, and its students.


10. For distance education sites: Describe the faculty calibration plan for faculty at both the parent program and the distance education program, should the distance program include a clinical component.



1. Exhibit 3-4: NAU Dental Hygiene Faculty Schedules 2. Exhibit 3-6 (or M): Table of NAU Dental Hygiene Faculty

Teaching Commitments 3. Exhibit 3-7: Faculty and Courses They Teach


The number of full time positions is better and the addition of a new line will help to meet the Program's goals and

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objectives. Over the past 3 years, most full-time Dental Hygiene faculty have carried overload to teach courses for the DHBSC Program. All courses are taught by qualified faculty, and appropriate faculty-student ratios are maintained in clinics and labs. Heavy teaching loads in the past have made it challenging for Dental Hygiene faculty members' to pursue scholarly endeavors required for promotion and tenure.

Faculty-student ratios are adequate to provide individualized instruction and to allow evaluation of the process and the end product. The faculty-student ratio of 1:6 in radiography and 1:12 in pre-clinical sessions, where students are working with partners, provides more than sufficient time to evaluate process and product. During clinical sessions, the ratio is 1:4-1:5, which provides time for appropriate student supervision and adequate patient-faculty interaction. Instructors are assigned to sections during pre-clinical and clinical sessions for a period of 2-3 three weeks, allowing faculty to observe a student over time. Instructors rotate through the sections so all students benefit from the strengths of all instructors.

The strong clinical component in the Dental Hygiene curriculum requires higher-than-average student-contact-hours per week for faculty within the Department. Each full-time faculty member receives a minimum of 3 credit hours (8 clock hours per week) each semester for non-teaching activities. In addition, faculty receive time for clinical administrative functions (e.g., senior, junior, and sophomore clinic coordinator), research activities, or specific service activities.

The faculty's actual work hours are greater than credit hour assignments due to clinical administration, teaching, and student mentoring. Class preparation requires additional time. This, in addition to faculty carrying an overload, has contributed to faculty fatigue and frustration.

3-6 The faculty to student ratios must be adequate to ensure the development of competence and ensure the health and safety of the public. The faculty to student ratios in clinical and radiographic practice must allow for individualized instruction and evaluation of the process as well as the end result and allow students to progress at an individual pace.

A. Description

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1. State the institution's policy on teaching load and how it is calculated, e.g., number of credit hours taught, number of contact hours, type and level of instruction, number of different preparations and the number of students.

Full-time university faculty is officially recognized as having a 15-credit-hour teaching load. Hence, a half-time faculty member, who only has teaching responsibilities, would teach 7.5 credit hours per semester; 7.0 credit hours is less than half-time. See Exhibit 3-3: Faculty Instructional Load.

Normally, regular full-time faculty teach no more than 12 credit hours per semester, with a recognition that she/he has been provided 3 credit hours of time for department/ college/school/university committees and advisement. Whenever possible, faculty with a heavy research or other scholarship responsibility may be provided with 3 hours of time; hence, they will teach 9 hours.

The Dental Hygiene full-time teaching load (one FTE) is 15 faculty load hours per semester. A 3-credit didactic course is equal to three faculty load hours (or 0.20 FTE). A 3-clock-hour, one-credit clinical session or laboratory equals 0.20 FTE. Three faculty load hours are assigned to non-teaching activities, such as advisement and scholarly endeavors.

2. If the teaching policy for the dental hygiene program is different from the institution's general policy, please explain.

The University is working to develop an equitable workload for faculty in all departments. Currently, parity exists in assigning FTE for didactic course, but there is a wide range between departments of FTE assigned for faculty teaching lab and clinical courses.

3. Describe the institution's policy for release time for activities such as administrative duties, advising and counseling students, supervision of extramural (off-campus) clinical experiences and committee assignments.

Typically, regular full-time faculty teach no more than 12 credit hours per semester, with recognition that she/he has been provided 3 credit hours of time for department/ school/university committees and advisement. Faculty may be given additional time because of assignment of scholarship or administrative duties.

3-13

Time for activities such as higher-than-normal advisement loads, research, and service must be documented in terms of assigned FTE.

4. What are the current faculty/student instructional ratios during laboratory, preclinical and clinical sessions including those at distance sites, if applicable.

The Program uses the following staffing guidelines for its 18-chair Clinic: • Senior students, three registered dental hygienists, and

one dentist. • Senior periodontal clinic, student work as partners, there

are three registered dental hygienist one of which is a licensed dentist.

• Junior students, three-four registered dental hygienists, and one dentist.

• Second-semester sophomore students, three registered dental hygienists, and one dentist.

• First-semester sophomore students, three registered dental hygienists.

• The 5-chair radiography lab is staffed with either two faculty or one faculty and one teaching assistant.


1. Exhibit 2-25 (or H): Class Schedule 2002-2006

2. Exhibit 3-7: Faculty and Courses They Teach

3. Exhibit 3-8: List of Faculty-to-Student Ratios for Clinical, Radiographic, and Laboratory Courses


The faculty-to-student ratio in the Dental Hygiene Clinic is adequate for students to develop competency and ensure the public's health and safety. The ratios allow for individualized instruction and evaluation of students and encourage students to progress at their own pace.

3-7 The dental hygiene program must be staffed by a core of well-qualified full-time faculty who possess a baccalaureate or higher degree. All dental hygiene program faculty members must have current knowledge of the specific subjects they are teaching and background in appropriate educational methodology.

A. Description 1. Describe the mechanism utilized to determine teaching assignments.

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The primary criterion for determining teaching assignments is advanced education and expertise in the given content or clinical area. Faculty with a clinical background are assigned to clinical sessions as needed. Full-time faculty and part-time clinical faculty have background in educational methodology. See Exhibit 3-9: Summary of NAU Dental Hygiene Faculty Teaching Qualifications.

2. As an exhibit, provide the following information for all full- and part-time dental hygiene faculty members (excluding guest lecturers) teaching during the current academic year. Be sure to include this information for faculty providing instruction during summer sessions. For the purposes of this section, the program administrator should be considered a faculty member. For each faculty member, specify the following:

See Exhibit 3-9: Summary of NAU Dental Hygiene Faculty Teaching Qualifications; Exhibit 3-10: NAU Dental Hygiene Faculty Curriculum Vita.

3. Describe the program's efforts to assure that program faculty providing instruction in the clinical facility are familiar with the program's goals, curricular content and methods of instruction and evaluation.

Faculty providing instruction in the Clinic become familiar with the Program's goals, curricular content, and method of instruction and evaluation through clinical instructor in-services and calibration exercises. In-services for clinical faculty are scheduled 1-3 times each semester. See Exhibit 3-11: Sample In-service Agenda, October 7, 2004, and January 6, 2005; Exhibit 3-12: Records of In-service Programs Held for NAU Dental Hygiene Faculty.

Calibration exercises are conducted prior to mock Board exams, and online calibration exercises are available to instructors for CE credit. Clinical instructors have full access to the Department e-mail, with regular postings by the lead clinical instructor and discussion through the Cyberclinic Web site. Minutes from all Department meetings are posted on Cyberclinic for clinical and visiting instructors to review. Clinical and visiting instructors also have access to the Department's forms, Policy and Procedure Manual, and teaching resources through Cyberclinic.

4. List the individual(s) who assume(s) responsibility for supervisory, diagnostic, consultative and referral services. Explain how those services are provided for patients during clinical sessions.

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Table 3.3 lists all individuals currently providing clinical supervision. Each patient seen in the Dental Hygiene clinic receives a dental exam, and referral to their dentist at least once a year. If a consultation or referral is needed for medical or dental purposes beyond that of the typical dental needs a Consultation form is completed and sent with the patient to their physician and/or physician. A copy of the Consultation Form is filed in the patient's chat.

Table 3.3. NAU Dental Hyc

Name

Mark Castle, D.D.S

Tom Grabarek, D.D.S

David Yang D.D.S.

Richard Shannon D.D.S

TOTAL HOURS

iene Clinical Supervisors

Number of Hours per Week

Sophomore

6

" • 6 ••:, .

Junior

6

3

9

Senior

6

3

3

12

Total

18

3

3

24

5. If any full-time faculty member lacks a baccalaureate degree or any full- or part-time faculty member(s) lack(s) educational background in educational methods or the subjects they teach, in what ways are these deficiencies being corrected? Is the institution able to provide financial assistance and/or release time to support this endeavor?

All didactic and clinical instruction is provided by faculty with a minimum of a bachelor's degree, advanced education in their area of teaching and experience. The only exception is Ms. Gail Stoops who is currently enrolled in the DHBSC program and is team teaching with Ms. Marjorie Reveal who holds two masters degree. Ms. Stoops also has an extensive background in dental hygiene and sales. The full-time faculty all possess a master's degree or higher and are well qualified to teach in their subject area. In addition, the faculty has completed graduate courses in educational methodology and pedagogy. They remain current in the specific subject of courses taught by attending professional CE meetings and regularly reading the scientific literature.

Faculty members are encouraged to maintain their expertise through CE and by reviewing publications. Faculty who are interested in assuming new teaching assignments are encouraged to seek advanced education in that area through CE or university courses. The Department offers support to faculty wishing to expand their areas of expertise. The

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Department also offers an undergraduate and graduate course in teaching methodologies for dental hygiene educators and faculty without teaching methodology coursework. In addition, the Department offers CE courses on educational methodologies for full-time and part-time instructors.

6. Provide a description of the role of the dentist during clinical sessions as an exhibit.

The primary responsibilities of the supervising dentist during clinical sessions are described in Exhibit 3-13: Roles and Responsibilities of the Dentist.


1. Exhibit 3-9: Summary of NAU Dental Hygiene Faculty Teaching Qualifications

2. Exhibit 3-10: NAU Dental Hygiene Faculty Curriculum Vita

3. Exhibit 3-11: Sample In-service Agenda, October 7, 2004, and January 6, 2005

4. Exhibit 3-12: Records of In-service Programs Held for NAU Dental Hygiene Faculty

5. Exhibit 3-13: Roles and Responsibilities of the Dentist

6. Exhibit 3-14: Examples of Program or School Faculty Development Offerings


In the Department of Dental Hygiene, all full-time faculty members have content expertise and advanced degrees, with significant emphasis on education methodology.

On occasion, a new instructor without advanced education will team-teach a course with an experienced faculty member. A close mentorship is established between the new faculty person and the senior faculty member.

All pre-clinical and clinical instructors are proficient in current concepts of dental hygiene. All clinical instructors have had several years experience in clinical instruction and evaluation, they apply current educational methodology.

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All dental hygienists and dentists supervising students' clinical procedures meet the requirements of the Arizona State Dental Practice Act, as it relates to faculty teaching in educational programs, and attend Department in-services and CE courses on educational methodology. The current dental faculty provides excellent educational supervision and support for the Dental Hygiene Clinic.

3-8 Opportunities must be provided for full-time faculty to continue their professional development.

A. Description

1. Does the institution offer a planned faculty development program? If so, describe the program including the procedures faculty must follow to participate. Is the plan financially supported by the institution?

Full-time and part-time faculty members at NAU have a variety of opportunities for professional development. In most some case there is a competitive application process for support, in other the faculty member must agree to present outcomes from a project.

• The Office of Academic Assessments supports quality student learning by establishing and maintaining a culture of assessment at the course, program, and institutional levels.

• The Faculty Development Program is a multifaceted resource and networking center that assists faculty in achieving their full potential as teachers, scholars, and productive members of the University and external communities during all stages of their academic careers. They have implement a successful mentoring program for in which junior faculty are partner with mature faculty.

• E-Learning Center offers several categories of instruction enhancement grants, workshops, and seminars as well as a variety of individualized services and resources designed to support instructional excellence.

• Information Technology Services (ITS) provides training and support in computer software, hardware, and voice/E-mail messaging services. Workshops are frequently made available to University staff to help enhance teaching materials and communications used in instruction.

• Office of Grant and Contract Services provides support in grant development skills, identifying potential funding

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sources, and grant procurement. Workshops are offered at various times throughout the academic year.

• Departments within the School of Health Professions may offer seminars, lecture series, and other educational opportunities, which are available and free to the Dental Hygiene faculty.

• The Office of Health and Wellness provides a variety of wellness programs and training as well as workshops on team building, communication, and other topic.

• The NAU Human Resources Department provides training on risk management, supervision, and a variety of other personnel training topics; these are available to administrators, faculty, and staff generally at no cost.

• The Department of Dental Hygiene schedules professional/personal development sessions throughout the school year. These sessions include activities such as personal/professional philosophy clarification, personality inventories, conflict management profiles, and stress management strategies. On several occasions, the Department has engaged a facilitator to conduct training sessions/retreats that focus on team building, communication, and productivity.

2. Give examples of how dental hygiene faculty have participated in the faculty development program.

On-campus workshops attended by the Dental Hygiene faculty include "Assessing Online Learning: National Audio Conference," "Instructional Assessment Resources on Campus," "Using Assessment for Improvement of Student Learning," "Developing a Degree Program Assessment Plan," and "Strength in Numbers: The Magic of Cooperative Learning." Several faculty members have submitted proposals and received grant funding from the former Office of Teaching and Learning Effectiveness (now E-Learning Center) and Organized Research. Faculty members also have received training and support to develop online sites. Finally, faculty members have been awarded travel to attend/present at several educational workshops.

3. In what ways are members of the faculty encouraged to attend meetings of professional organizations? Give examples of meetings which dental hygiene faculty attended during the last calendar year.

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Faculty members are encouraged to attend and participate in professional organizations. The Department offers financial support and encouragement to attend meetings, make presentations, and contribute as officers or delegates.

Faculty who have attended professional meetings include Gail Aamodt (ADEA Annual Scientific Session and ASDHA Annual Scientific Session), Donna Baird (ASDHA Annual Scientific Session), Patricia Dray (ASDHA Annual Scientific Session and International Dental Hygiene Annual Session), Denise Helm (ADEA Allied Health Directors Meeting and ASDHA Scientific Sessions), Tricia Moore (ASDHA Scientific Sessions), and Marge Reveal (ADEA Allied Health Directors Meeting, ADHA Scientific Annual Sessions, and Federation of Dental Hygienists' Session).

Three faculty attended the "Multicontextuality, Unity, and Diversity in a Pluralistic Society Symposium" at the University of New Mexico. Seven faculty members attended "Problem-Based Learning Tutors Training" at the University of New Mexico School of Medicine. The Department participated in team-building activities presented by the Office of Health and Wellness counselors. Faculty have attended on-campus workshops on developing an assessment plan, collaborative learning , new faculty orientation, grant proposal writing, Internal Review Board training, sexual harassment training, Occupational Safety and Health Administration (OSHA) training, Health Insurance Portability and Accountability Act (HIPAA) compliance, Family Educational Rights and Privacy Act (FERPA) tutorials, and Peoplesoft modules.

All full-time faculty has participated in departmental retreats and professional/personal development activities. Faculty members are active in professional associations, including American Dental Hygienists' Association (ADHA), American Dental Educators Association (ADEA), Arizona State Dental Hygienists Association (ASDHA), and Western Regional Examining Board (WREB).

4. Describe the in-service programs that have been presented to full- and part-time dental hygiene faculty during the past two years. Include a list of faculty who participated. If faculty are located at distance sites, explain how faculty are provided the same opportunities as faculty at the primary program location.

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The Department holds several in-services through-out the academic year. At the beginning of each semester, full-time and part-time clinical instructors meet to discuss clinical management issues and new procedures. Faculty may sign-up for a review session or additional information. Sessions are held annually to re-certify clinical faculty in cardiopulmonary resuscitation (CPR). As new procedures or processes are introduced, in-service sessions are held with clinical faculty from different clinical levels. Calibration activities are often part of these meetings. For example, calibration activities in periodontal classification, radiographic interpretation, and technique have been integrated into the online Cyberclinic. Sessions were held with didactic faculty to review policies relating to curriculum development, course content, and syllabus development. An example of a mini in-service is the introduction of Cyberclinic for instructors working in the clinic. During this in-service, instructors were given a tour of the Cyberclinic and then asked to complete a scavenger hunt to identify each area within the site. See Exhibit 3-12 Records of In-service Programs Held for NAU Dental Hygiene Faculty

5. Describe the availability of continuing education courses for faculty in the community.

CE courses outside the University are limited in the Flagstaff community. NAU Dental Hygiene offers CE courses each year, and the Flagstaff Dental Study Club occasionally opens their CE courses to Dental Hygiene faculty. The Northern Arizona Dental Hygiene Association holds occasional meetings with CE speakers. Phoenix College, the Arizona State Dental Hygienists' Association, and the Dental Association also offer courses in the Phoenix area.

6. How do faculty maintain and improve their clinical skills? What does the institution do to encourage clinical skills improvement?

Faculty members maintain and improve their clinical skills by practicing in a private dental office or public health setting. For example, Ms. Tricia Moore, Ms. Marge Reveal, and Ms. Denise Helm filled in for a dental hygienist who was out on sick leave for the summer. Ms. Gail Aamodt and Ms. Patricia Dray provided dental hygiene services at the Hopi Health Center during the summer of 2003. Ms. Patricia Dray acted as the Dental Hygiene site coordinator for the Yavapai/Apache Health Center for 2 weeks during the summer of 2005.

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1. Exhibit 3-10: NAU Dental Hygiene Faculty Curriculum Vita

2. Exhibit 3-11: Sample In-service Agenda, October 7, 2004, and January 6, 2005

3. Exhibit 3-12: Records of In-service Programs Held for NAU Dental Hygiene Faculty

4. Exhibit 3-14: Examples of Program or School Faculty Development Offerings


The Department of Dental Hygiene has been able to financially support some professional development activities with assistance from the Dean and the Provost. The travel budget is augmented with funds from CE courses offered by the Department. However, this year, it was necessary to limit out-of-state travel to faculty involved in professional presentations and/or holding a position in a professional organization. This policy is consistent with other departments at NAU.

3-9 A defined faculty evaluation process must exist that ensures objective measurement of the performance of each faculty member.

A. Description

1. Describe the criteria used in evaluating full- and part-time faculty, including faculty at distance sites. Who determines the criteria and what input do faculty have in the process?

The criteria used in the evaluation of full-time and part-time didactic faculty are outlined in the University's Faculty Handbook, which can be found at http://www.nau.edu/~regis/forms/fhbintro.htm, and in the Department's promotion and tenure document. See Exhibit 3-15: NAU Policy on Promotion and Tenure; Exhibit 3-16: School of Health Professions Promotion and Tenure Document; Exhibit 3-17: NAU Department of Dental Hygiene Standards for Professional Rank; Exhibit 3-18: NAU Dental Hygiene Criteria for Annual Review.

Faculty members are generally evaluated in three categories: (a) teaching-related activities, including advising; (b) scholarly activity; and (c) service. Faculty meet individually

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http://www.nau.edu/~regis/forms/fhbintro.htm

with the Department Chair to determine the percentage of their effort that will be directed into each of the three categories and what evidence they will need to demonstrate satisfactory performance in each area.

The Board of Regents developed the general guidelines for evaluation, which are listed in the NAU Faculty Handbook, with input from the Faculty Senate of each institution. Department promotion and tenure documents are developed by the faculty in each department and approved by the Dean of the Consortium of Professional Schools and the Provost. Student evaluations are conducted each semester for both clinical and didactic faculty. See Exhibit 2-19: Sample Dental Hygiene Course Evaluation; Exhibit 3-19: Peer Teaching Evaluation; Exhibit 3-20: Evaluation Rubric for Online Dental Hygiene Course; Exhibit 3-21: Student Evaluation of Clinical Instructors.

2. How often and by whom are faculty evaluated and how are the evaluative data used? Does the evaluation include clinical as well as didactic criteria?

Clinical instructors are evaluated through student evaluations which are conducted 2-3 times each semester; they are first reviewed by the Department Chair and then sent to the instructor. The Department Chair uses these evaluations to make recommendation for improvement and for re-hiring for following semesters.

Benefit eligible faculty submit; a self-evaluation based on the letter of expectation they submitted, and a dossier to the Department Annual Review Committee (ARC) The ARC is made up of peers that evaluate the faculty based on their assigned teaching, advising, service and administrative responsibilities. The ARC submits a memo to the Department Chair after reviewing the faculty member's dossier and evaluations. The Chair uses this information for faculty development and contract renewal.

Full time faculty submit a self-evaluation, peer-evaluation and a dossier, at the end of each year, documenting their activities during that academic year to the Faculty Status Committee (FSC). The FSC reviews the documentation and makes recommendations to the Chair. The Chair reviews the evaluation, dossier and the recommendations and makes

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suggestions to the Executive Director. The Executive Director makes recommendations to the Dean and the Dean to the Provost. Faculty are evaluated during a student learning activity by a peer at least once each year and twice when possible.

3. If the criteria used to evaluate the program administrator is different from that used to evaluate faculty members, please explain.

The Department Chair is evaluated based on pre-determined expectation set for the academic year. The Executive Director of the School evaluates the Department Chair with input from the faculty.

4. How often and by whom is the program administrator evaluated, and how are the evaluative data used?

The Department Chair's annual evaluation is based on self-evaluation, the Executive Director's evaluation with input from faculty.

5. How are results of one's evaluation communicated to the faculty members?

Evaluations from the ARC or FSC are given directly to the faculty member by the committee chair. Department Chair's evaluation is given to them in writing and discussed with the faculty members during a meeting.


1. Exhibit 2-19: Sample Dental Hygiene Course Evaluation

2. Exhibit 3-15: NAU Policy on Promotion and Tenure

3. Exhibit 3-16: School of Health Professions Promotion and Tenure Document

4. Exhibit 3-17: NAU Department of Dental Hygiene Standards for Professional Rank

5. Exhibit 3-18: NAU Dental Hygiene Criteria for Annual Review

6. Exhibit 3-19: Peer Teaching Evaluation

7. Exhibit 3-20: Evaluation Rubric for Online Dental Hygiene Course

8. Exhibit 3-21: Student Evaluation of Clinical Instructors

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The evaluation system is effective and efficient. Results are provided from student evaluations at the completion of each semester. All full-time faculty members are experienced clinical and didactic instructors, and the evaluation system is primarily used for professional growth and documentation for promotion and tenure.

3-10 Opportunities for promotion, tenure, and development must be the same for dental hygiene faculty as for other institutional faculty.

A. Description

1. Describe how this standard is implemented including faculty at distance sites, if applicable.

Promotions, tenure, and development opportunities are the same for the Dental Hygiene faculty as for others within the institution. The criteria are outlined in The Faculty Handbook. The Department developed the "Department Standards for Professional Rank and Criteria for Annual Review," develop by the ARC, approved in 2005 by the, FSC, and the Executive Director. The Dean is currently reviewing these documents.

C. Supportive Documentation

1. Exhibit 3-15: NAU Policy on Promotion and Tenure

2. Exhibit 3-16: School of Health Professions Promotion and Tenure Document

3. Exhibit 3-17: NAU Department of Dental Hygiene Standards for Professional Rank

4. Exhibit 3-18: NAU Dental Hygiene Criteria for Annual Review

B. Appraisal and Analysis

Opportunities for promotion, tenure, and development are the same for Dental Hygiene faculty as for other institutional faculty. However, the heavy teaching load may have made it more challenging for faculty to complete scholarly activates that other faculty in the University.

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Support Staff

3-11 Sufficient qualified institutional support personnel must be assigned to the program to support both the instructional program and the clinical facilities providing a safe environment for the provision of instruction and patient care.

A. Description

1. List the support services provided by the institution to the dental hygiene program, e.g., counseling, custodial, maintenance, learning resources, instructional, audiovisual.

The University provides numerous general support services to the Department of Dental Hygiene Department: Academic Retention; Admissions: Undergraduate Gateway Advisement Center for Freshmen; College Advisement Center for Pre-Majors; Affirmative Action; Alumni Office; Bilby Research Center (desk-top publishing, graphics, posters); Bursar's Office; Bookstore; Budget Office; Campus Safety and Security (Police); Capital Assets and Services, including Environmental Health and Safety, Planning and Development, Facility Services, and Campus Supply; Career Services; Comptroller; Information Technology Services; College of Health Profession Technology Support; Computer Laboratories/Learning Assistance Centers; Continuing Education (credit and non-credit); Counseling and Testing Center; Creative Communications (publication services); Custodial Services; Development Office; Disability Support Service; Distance Learning (TV services, interactive TV, Web delivery services); Employee Health and Wellness; Employment Office; Escort Service; Evening Programs; Facilities, including development, architect, construction, carpentry, paint, electrical, grounds, lockshop, plumbing, and maintenance;Transportation Services; Financial Aid; Food Service; Fronske Health Center; Grant and Contract Service Center; Health Psychology Center; Human Resources; Inn at NAU; Learning Assistance Center; Liberal Studies; Assessment, Library (media, statewide library services, and interlibrary loan; Multicultural Student Center; Northern Arizona University Foundation; Office of Native Recruitment and Retention; Office for Professional Development; Parking Services; Faculty Development Program; Payroll; Planning and Institutional Research; Postal Services; President's Office Property Administration; Provost's Office; Public Affairs Office; Purchasing; Recreation Centers; Recycling; Office of the Registrar Residence Life; Safe Working and Learning Environment Project; Sponsored

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Projects (Research Administration); Statewide Academic Programs; Student Support Services; Center for Teaching and Learning Effectiveness; and University Stores.

2. Specify the amount of secretarial and clerical support provided for the dental hygiene program. How many full-time positions are designated solely for the program? How much of this support, if any, is provided by a centralized clerical/duplicating service? If a centralized service is available, describe procedures necessary for faculty to utilize the service. How is support staff provided to manage duties related to clinic management, i.e., appointment control?

The Department of Dental Hygiene has one full-time, 12-month administrative associate, Ms. Christine Baca, and one three-quarter time, 12-month administrative assistant, Ms. Becky Witt, to provide clerical support for the Department. Part-time student employees also provide assistance to the administrative secretary and faculty.

The administrative associate monitors budgets, manages accounts receivables, processes personnel records, and reports and processes the course schedules. The administrative associate supervises student workers, provides secretarial support for the Chair, faculty, and the Del E. Webb Outreach, Hopi, and Yavapai/Apache Programs.

The administrative associate and administrative assistant provide business support to the Clinic (e.g., make deposits, assist with ordering supplies) as clinic receptionists. The receptionists are responsible for scheduling and receiving clients, collecting fees for dental hygiene services, monitoring the fee and service entries in patients' records, balancing financial records, preparing receipts and deposits, and managing the Clinic's messaging system. The receptionists also are responsible for producing the Clinic's production reports and patient-recall procedures.

The Dental Hygiene Clinic has a three-quarter-time, 10-month clinical coordinator, Ms. Donna Baird, who is responsible for oversight of the Clinic, which includes monitoring overhead, revenue, and fees; managing the Clinic's inventory; ordering clinical supplies and student instrument kits; producing clinical production reports; monitoring patients' electronic records and recall procedures; and complying with federal and state regulatory guidelines.

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Additionally, the staff in the Executive Director's Office are available to assist the Department with mailings, word processing and other clerical duties as needed. The Department and the Executive Directors Office have duplicating machines available for copying needs; large projects may be sent to the University's printing office. These services are accessed directly by faculty or through the administrative assistant.


1. Exhibit 3-22: Job Descriptions for Support Staff of NAU Department of Dental Hygiene

2. Exhibit 3-23: Program Staff Schedules


General support services offered by the University are adequate to support the Program's operation. However, budget constraints limit the Department's ability to supplement the direct administrative support needed by a busy department. Faculty members often have to do their own filing, duplicating, and mailing.

3-12 Student assignments to clerical and dental assisting responsibilities during clinic sessions must be minimal and must not be used solely to compensate for limitations of the clinical capacity or to replace secretarial or dental assisting staff.

A. Description

1. If applicable, describe clerical and dental assisting responsibilities that students assume during clinical sessions, to include distance sites. Provide instructional objectives and evaluation mechanisms in the separate course outline document, if applicable.

Students are assigned to a clerical- or dental-assisting rotation no more than 3 times during the semester. These rotations are designed as learning experiences and evaluated through process evaluations. Because the Program does not require assisting experience, these rotations are designed to teach Dental Hygiene students the duties of an assistant or office manager. Currently, 18 students have access to a patient chair during a clinical session; the remaining 6 students are involved in a clinical enrichment experience at the Coconino County Health Department, Hopi Health Center,

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Winslow Indian Health Services, Yavapai/Apache Program, or North Country Community Health Center.


Exhibit 2-14: Rotation Schedule for Dental Hygiene Theory and Practice I I I , IV, V and VI Exhibit 2-27: NAU Dental Hygiene Clinic Process Evaluations


Student assignments to clerical and dental assisting responsibilities during clinical sessions are limited to those necessary for students to understand dental assisting, office management, sterilization, and radiology. Students are not required to have dental office experience prior to acceptance to the Program, so it is particularly important that they become familiar with these rotations.

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Standard 4 Educational Support Services

Facilities

4-1 The program must provide adequate and appropriately maintained facilities to support the academic

and clinical purposes of the program that are in conformance with applicable regulations.

Clinical Facilities

The dental hygiene facilities must contain the following: a) an adequate clinical facility with clinical stations for students including conveniently located hand

washing sinks and view boxes; a working space for the patient's record adjacent to units; functional, modern equipment; an area that accommodates a full range of operator movement and opportunity for proper instructor supervision;

b) a number of clinical stations based on the number of students admitted to a class (If the number of stations is less than the number of students in the class, one clinical station is available for every student scheduled for each clinical session.);

c) a capacity of the clinic that accommodates individual student practice on a regularly scheduled basis throughout all phases of preclinical technique and clinical instruction;

d) a sterilizing area that includes sufficient space for preparing, sterilizing and storing instruments; e) sterilizing equipment and personal protective equipment/supplies that follow current infection and

hazard control protocol; f) facilities and materials for students, faculty and staff that provide compliance with accepted

infection f) facilities and materials for students, faculty and staff that provide compliance with accepted infection and hazard control protocols;

g) space and furnishings for patient reception and waiting provided adjacent to the clinic; h) patient records kept in an area assuring safety and confidentiality.

A. Description

1. In what year was the program facility constructed and/or last remodeled? What provisions exist to accommodate disabled persons? If applicable, provide the same information for distance education sites.

The Dental Hygiene Clinic is located in the School of Health Professions building. The building was constructed in 1972, and the clinical facility was remodeled in 2004, with handicap access to and around the operatories improved by the renovation. The building is scheduled for complete renovation (from the frame up) and expansion of clinical space in 2006.

The renovation included the installation of new carts, chairs, units, lights, and computers for all 18 operatories. Each operatory is located near a hand-washing sink and equipped with a view box, a rolling cart for storage, and writing space. The clinical facility contains modern equipment, allows adequate space for instruction, and assures confidentiality of patient records, which are locked in a secure reception area

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when not in use. A reception area is adjacent to the clinical facility.

The sterilization area was remodeled in June 2003, including the addition of a new door to facilitate movement of contaminated instruments through a process of "clean side, dirty side" with respective entrance and exit doors. The sterilization area adequately allows for sterilization equipment and provides access and storage for personal protective equipment/supplies that follow current infection and hazard control protocol. In the current building, students are required to traverse a public hall to move contaminated instruments from the clinic to the sterilization area.

The radiology area was renovated in 1996 and is continually updated and improved. Other small equipment has been added annually to maintain an updated clinical environment.

Although the Clinic is on the second floor of the building, an elevator allows access for people with disabilities. The Clinic has adequate space for wheelchair transfers in most units. The building in which the Clinic is housed is also accessible to persons with disabilities.


2. What procedures have been established for assessing program facilities and equipment in relation to current concepts of dental and dental hygiene practice? Who is responsible for the assessment and how frequently is it made? What is the program's long-range plan for maintaining, replacing and adding equipment?

Each year, full-time faculty assess the facilities and make recommendations for additions and replacement of equipment. In addition, the Clinic's coordinator makes recommendations to the Department Chair at their regular standing meetings. Recommendations are transmitted to the Executive Director of the School for consideration in capital purchase planning.

The Department has developed a plan to replace clinical equipment, using calculations based on identification and cost of each piece of equipment. The cost was then multiplied by a rate of increase per year, typically 10%. The normal life span was predicted at 3, 5, or 10 years. The cost increase was added for each year. For example, it was determined that one

4-2

Statum was purchased in 2005 for $3,195.00; with the increase in cost determined to be 10% each year, it would need to be replaced in 2010. Table 4.1 provides an overview of estimated cost for 6 years.

Table 4.1. NAU Dental Hygiene Clinic Equipment Cost Estimate for One Statum over 6 Years

Year

2005

2006

2007

2008

2009

2010

Percentage Increase

10

10

10

10

10

10

Dollar Increase

319.50

351.40

386.59

392.40

431.64

Estimated Cost ($)

3,195.00

3,514.50

3,865.95

3,924.07

4,316.47

4,748.12

The State budget allocates $14,983 each year for operation of the entire Dental Hygiene Department. In April 2005, the Arizona Board of Regents rejected a student course fee increase that was proposed to cover, in part, the cost of adding and/or replacing equipment. Consequently, the Department finds itself dependent on an inadequate State budget for purchasing and replacing equipment. See Exhibit 4 - 1 : Plan for Maintaining, Replacing, and Adding Equipment in the NAU Dental Hygiene Clinic.

3. How many complete, functional treatment areas are there in the clinic used for preclinical and clinical instruction in patient care? (An exhibit should detail the size and shape of the facilities.) If applicable, provide the same information for distance education sites.

The Clinic has 18 complete and functional treatment areas for instruction. Each unit is equipped for full dental hygiene services and is positioned to optimize instruction and maintain patient privacy. The remaining six students are assigned to either internal (sterilization, radiology, peer teaching, or office) or external (Hopi Health Center, North Country Community Health Center, Yavapai/Apache and Winslow Indian Health Service, or Del E. Webb Outreach) rotations for clinical enrichment experiences. The purpose of both the internal and external rotation is to provide students with an experience that enriches their clinical education.

The radiology area has five lead-enclosed rooms with intraoral x-ray generators and one panolispe machine. See Exhibit 4-2: Blueprint of Clinical Facilities.

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4. List the type and quantity of major equipment provided in each treatment area in the dental hygiene clinic and at the distance education site, if applicable.

All 18 units are equipped with an A-dec 500 Series chair, a light and delivery system, a computer, and an operator stool. The delivery system includes air/water, high-speed suction and saliva ejector for the operator and assistant, a quick release for high- and low-speed hand pieces, and a self-contained water system.

5. As an exhibit, identify the type and quantity of instruments and small equipment available to each student. Indicate which items are purchased by students.

See Exhibit 4-3: List of Student Instruments; Exhibit 4-4: Small Equipment Provided by the NAU Dental Hygiene Program.

6. Identify the type, quantity and capacity of equipment utilized to sterilize and disinfect instruments, small equipment and supplies.

The sterilization area is equipped with three large Pelton and Crane hydroclaves, two Statums (one large and one medium) and two medium ultrasonic cleaners. Other items, such as autoclave tape, sterilization bags, and cassette wraps, are available in the sterilization area. The area has an adequate number and placement of equipment, countertops, and cabinets to support the appropriate sterilization process. The Program conducts an internal and external monitoring of sterilization procedures.

7. If the clinic is shared with other program(s), how many hours per week is it used by the each program? How many treatment areas are used each session? What procedures have been established for scheduling utilization of the clinic? If applicable, provide the same information for distance education sites.

The Dental Hygiene Clinic is only used by the Dental Hygiene Program. Approximately 4 times a year, the radiology area is also used to instruct dental-assisting students in radiographic techniques and as a Dental Assisting National Board (DANB) testing site.

8. Describe how students at each program location(s) receive equivalent clinical experience. Explain the difference, should one exist, between clinic operation at the parent program and the affiliated site(s).

Not Applicable.

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1. Exhibit 4 - 1 : Plan for Maintaining, Replacing and Adding Equipment in the NAU Dental Hygiene Clinic

2. Exhibit 4-2: Blueprint of Clinical Facilities.

3. Exhibit 4-3: List of Student Instruments

4. Exhibit 4-4: Small Equipment Provided by the NAU Dental Hygiene Program


The clinical facility is adequate to maintain and support an academic and clinical education. The Dental Hygiene Clinic, which is schedule for renovation in the spring 2006, is located on the second floor of a 30-year-old building that needs renovation. Students and patients must traverse a public hallway to go to the radiology and sterilization areas. This is particularly problematic for the transportation of contaminated instruments. To date, students have taken extreme care in transporting instruments in a metal cassette and have prevented accidents.

The clinical space is efficient for teaching basic dental hygiene. The individual operatories have room for unassisted dental hygiene and limited space for assisted dental hygiene. New carts, chairs, lights, units, and computers have facilitated teaching current concepts. The Clinic has adequate storage to manage inventory, with additional storage located across the hallway. Students are assigned locking carts located in the Clinic for supplies and instrument storage. Sinks are centrally located for easy access. The reception area, which was moved in 2004, is efficient and provides a secure, locked space for patient charts. Space for patient seating prior to appointments is limited, especially during peak times.

Sterilization and disinfection equipment and supplies are available and allow for current asepsis techniques. A laboratory is readily accessible for pouring models and fabricating bleaching trays.

Radiography Facilities

4-2 Radiography facilities must be adequate for student practice and the development of clinical competence.

4-5


The radiography facilities must contain the following: a) an appropriate number of radiography exposure rooms which include: dental radiography units;

teaching manikin(s); and conveniently located hand-washing sinks; b) processing equipment; c) an area for mounting and viewing radiographs. Irrespective of the number of machines provided, it must be demonstrated that time is available for all students to obtain required experience with faculty supervision and that acceptable faculty teaching loads are maintained.

Description

1. How many radiography units are there for taking intraoral radiographic surveys? Of this number, how many are separate from the general treatment area(s)? How many are accessible to students in clinic? (An exhibit should detail the size and shape of the facilities.) If applicable, provide the same information for distance education sites.

The radiology area is separate from the Clinic and equipped with five rooms for intra-oral radiography and one room for an orthopantomograph for panoramic surveys and cephalometric films. The radiology area also has a viewing table and darkroom with two film processors. All x-ray equipment is accessible to students during clinical sessions and radiology labs. With only one sink in the radiology area, students and instructors rely on the use of two waterless hand sanitizers mounted in the area. See Exhibit 4-2: Blueprint of Clinical Facilities.

2. With respect to equipment used for radiography instruction and practice: a) Identify the type(s) and date of manufacture of the radiography units. b) Describe the extension tubes available for each radiography unit. c) Identify the method utilized to determine whether the units are adequately filtered and

collimated. d) Identify the type(s) and quantity of manikins provided. e) Identify the type(s) and quantity of mechanical devices utilized as aids in making acceptable

radiographs. f) Specify the type(s) and quantity of devices which provide protection from ionizing radiation. g) Identify the type(s) and quantity of devices utilized to monitor the emission of ionizing

radiation. If applicable, provide the same information for distance education sites.

The Clinic has five intra-oral generators and one extra-oral x-ray generator: • 1 Gendex, 100 kVp, 15Ma, model GX 1000 (control and

tube) (1994) • 1 Gendex, 100 kVp, 15Ma, model GX 1000 (control and

tube) (1994) • 1 Siemens, 70kVp, 7mA, model 5938733D3195 (control)

8458747X1744 (tube) (1994) with recessed focal spot

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• 1 Siemens, 70kVp, 7mA, model 5938733D3195 (control) 5938733D3195 (tube) with recessed focal spot

• 1 Sirona, 60kVp, 7mA, model 4684606D3303 (control) 4681263D3302 (tube) with recessed focal spot

• 1 Orthopantomograph, 90 kVp 10 mA, model OP100 (1995), and 1 Orthoceph, OC100 (1995).

Each intra-oral x-ray generator is equipped with a 16" rectangular extension tube. A 16" rectangular cone is used for all intra-oral films, with the exception of occusals taken with a #4 size film. In accordance with AZ R12-1-1002, the Arizona Radiation Regulator Agency checks each x-ray generator for filtration and collimation and leaks every 3 years. Valley Dental checks the equipment for the same factors on years that the State does not. All students and faculty are required to wear whole-body radiation-monitoring devices when in the radiology area; these devices are monitored monthly by an outside agency. Students are required to use Rinn XCP film positioning devices, which is part of the instrument kit purchased by the student.

Each of the five rooms are equipped with an adult-size lead shield with thyroid collar. One child-size lead shield is available, and one two-sided shield with no thyroid collar is present for the orthopantomograph. Students practice radiographic techniques prior to exposing patients, using one of six Rinn/Densply mannequins (5 adult and 1 pediatric) with real skulls.

3. What specific features in the design of, and equipment in, the exposure rooms provide protection from ionizing radiation. If applicable, provide the same information for distance education sites.

The partitions in the radiology laboratory are lined with one-fourth-inch lead and a leaded window in each room for patient observation during exposure. All of the x-ray generators have remote exposure buttons so that the student and instructor can stand behind the lead-lined wall. The chairs swivel so that the patient may be positioned for ideal angulation of the film and cone.

4. Identify the type(s) and quantity of processing equipment provided. If applicable, provide the same information for distance education sites.

The darkroom has two DSXX automatic film processors and one Rinn film duplicator.

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5. What area is designated for mounting and viewing radiographs? How many students can be accommodated simultaneously? How many viewboxes are provided for use during patient treatment and where are they located? If applicable, provide the same information for distance education sites.

The radiography laboratory has a large viewing table for viewing and mounting films that comfortably accommodates 10-12 students. Each radiographic and clinic operatory has a view box mounted on the wall. Portable view boxes are also available for instructor and student use.


1. See Exhibit 4-2: Blueprint of Clinical Facilities

2. Exhibit 4-5: Radiology Schedule

3. Exhibit 4-6: Arizona State Inspection Certificate of Radiology Equipment


The capacity and design of the radiographic facility and equipment is adequate to permit all students to develop competence in exposing radiographs. Students receive a semester of direct faculty supervision. The first half of the semester is dedicated to exposing films on mannequins; the second half of the semesters is dedicated to exposing films on patients. Students must demonstrate competence prior to exposing patient films. In the following semesters, faculty is available for assistance with films, and students are supervised for all retakes.

Students in DH 338L Oral Radiology Lab have time available to obtain experience with faculty supervision; acceptable faculty teaching loads are maintained. The faculty-student ratios are 1:6 in radiography sessions while students are working with partners on a mannequin, and 1:4 while working on patients. A teaching assistant may also be available during laboratory activities.

The radiography area provides adequate space for the demonstration of techniques. The lead-lined operatories and windows for patient observation provide adequate protection from radiation. Students are required to use a film-positioning

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device to take periapical films with minimum errors. Regular inspection by the Arizona Radiation Regulatory Agency and individual radiation monitoring devices worn by clinicians provide an adequate evaluation of the effectiveness of protection devices. Lead shields and Insight speed film (Speed F) are required for use on all patient x-rays to limit exposure to ionizing radiation.

The darkroom is equipped with a revolving light-sealed door to provide continuous access during processing. The space and equipment are adequate for the volume of films processed during a clinical or laboratory period.

Laboratory Facilities

4-3 An adequate multipurpose laboratory facility must be provided for effective instruction and allow for required laboratory activities. If the laboratory capacity requires that two or more sections be scheduled, time for all students to obtain required laboratory experience must be provided.

Laboratory facilities must contain the following: a) placement and location of equipment that is conducive to efficient and safe utilization; b) student stations that are designed and equipped for students to work while seated including

adequate ventilation (exhaust) and lighting, necessary utilities, dust collection equipment, storage space, and an adjustable, comfortable chair;

c) documentation of compliance with applicable local, state and federal regulations.

A. Description

1. How many work areas (student stations) are there in the laboratory(s) used for instruction in dental science courses such as dental materials? If applicable, provide the same information for distance education sites.

The main dental laboratory, with 22 student stations, is located on the floor above the Dental Hygiene Clinic. See Exhibit 4-2: Blueprint of Clinical Facilities.

2. List the type(s) and quantity of equipment provided for each work area. If applicable, provide the same information for distance education sites.

In the main dental laboratory, each workstation is equipped with a light source, A-dec dental engine (air driven), compressed air source, and restorative instruments. The room is well ventilated but does not have a dust collection system. The plan for the new facility includes appropriate dust collection equipment.

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3. List the type(s), number and location of general use equipment and instruments such as lathes, model trimmers and vibrators. If applicable, provide the same information for distance education sites.

The laboratory has the following equipment: casting unit, polishing lathe, model trimmer, two vibrators, inlay oven, Vac-u-vestor, two sinks with plaster control devices, two portable x-ray view boxes, and instructional models. For emergencies, the dental laboratory has a first-aid kit, eyewash station, fire extinguisher, and telephone.


1. Exhibit 4-7: Blueprint of the NAU Dental Hygiene Laboratory Facilities


The laboratory has 22 stations and a typical class of 24 students. When the maximum number of students is participating in a laboratory course, it is necessary for students to share stations. Sharing of laboratory stations is inconvenient but has not interfered with students reaching laboratory competence.

The size of the laboratory is adequate; however, the design of the facility could be more efficient. Laboratory benches are situated in such a way that students face each other across a bench. During didactic instruction or classroom discussion, some students have their back to the instructor and/or fellow students. The existing School of Health Professions building, including the lab, is scheduled for renovation in 2006.

Capacity is generally adequate to provide students with the opportunity to develop proficiency in performing laboratory procedures included in the curriculum.

The dental laboratory is well ventilated, and windows may be opened if additional ventilation is needed. The use of mercury is confined to the capsule system, and mercury-hygiene instruction is provided to students prior to working with the material. Storage space is adequate in the laboratory for instructional material and supplies. Locked drawers are available for student projects. Emergency equipment and

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supplies are adequate to handle accidents that might occur in the laboratory.

Extended Campus Facilities

4-4 It is preferable and therefore recommended that the educational institution provide physical facilities and equipment which are adequate to permit achievement of program objectives. If the institution finds it necessary to contract for use of an existing facility for basic clinical education, then the following conditions must be met in addition to all existing Standards: a) a formal contract between the educational institution and the facility; b) a two-year notice for termination of the contract stipulated to ensure that instruction will not be

interrupted; c) a contingency plan developed by the institution should the contract be terminated; d) a location and time available for use of the facility compatible with the instructional needs of the

dental hygiene program; e) the dental hygiene program administrator retains authority and responsibility for instruction and

scheduling of student assignments; f) clinical instruction is provided and evaluated by dental hygiene program faculty; g) all dental hygiene students receive comparable instruction in the facility; h) the policies and procedures of the facility are compatible with the philosophy and goals of the

educational program.

A. Description

1. If the program depends on an extended campus facility (as defined in Standard 4-4) for the provision of basic preclinical and/or clinical education: a) Identify the facilities and their distance from the programs; b) State the extent to which the program is dependent upon the extended campus facility. c) Provide a signed copy of the formal agreements between the educational institution and the

facilities, (exhibit) d) Describe the procedures and process for student supervision, instruction and evaluation.

The NAU Dental Hygiene Program does not contract for use of an existing facility. However, students complete enriching clinical experiences in a variety of Indian Health Service and community health facilities. The Program is not dependant on these rotations for basic instruction, but students are allowed to complete patient requirements at four sites, where they are supervised by NAU Dental Hygiene instructors, including (a) Hopi Health Center, (b) Yavapai/Apache Health Center, (c) North Country Community Health Center, and (d) the Del E. Webb Outreach Program. Students are required to perform services at these facilities as they would in the on-campus Clinic. In the event that one of these sites would terminate its agreement with the Program, students would still be able to meet their clinical requirements in the on-campus Clinic.


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Not Applicable

C. Appraisal and Analysis The external rotations have enriched the clinical education in the Program because students are able to treat patients with more complex medical and dental conditions under the supervision of NAU Dental Hygiene instructors. These rotations also expose students to diverse populations and offer an appreciation for public health.

Classroom Space

4-5 Classroom space which is designed and appropriately equipped for effective instruction must be provided for and readily accessible to the program.

A. Description

1. Are classrooms assigned exclusively to the dental hygiene program? If not, what arrangements have been made to ensure the availability of a classroom for the programs? If applicable, provide the same information for distance education sites.

Dental Hygiene courses are scheduled in several classrooms shared with four other programs. Classroom scheduling is conducted through the Executive Director's Office, and classes are assigned an adequately equipped classroom with space for the number of enrolled students. The dental laboratory is used as a classroom for lab-related activities and unscheduled activities.

2. Indicate the capacity of the classroom(s) utilized by the programs. Describe the equipment available in each classroom to support instruction. If applicable, provide the same information for distance education sites.

The capacity of classrooms used by the Department ranges from 40 to 100 and is more than adequate to meet the needs of the Program. Classrooms are equipped with a whiteboard, computer with Internet access, a digital light-processing projector, overhead projector, VCR, and a screen. The Department has additional overhead projectors, slide projectors, video camera, digital camera, and video player available. Additional equipment is available through the Executive Director's Office.

Office Space

4-6 Office space which allows for privacy must be provided for the program administrator and faculty. Student and program records must be stored to ensure confidentiality and safety.

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A. Description

1. Specify the number, capacity and location of faculty and staff offices. If applicable, provide the same information for distance education sites.

A total of 11 offices are assigned to the Dental Hygiene Department and are in close proximity to the Clinic. Offices of the Department Chair, administrative associate, and administrative secretary are located in a three-room central business office. The current full-time faculty have individual offices adjacent to the business office. Part-time faculty share an office in the dental hygiene office-suite area. The Clinic's receptionists use the clinic reception area.

2. Describe the space available for securing student and program records. If applicable, provide the same information for distance education sites.

Students' academic records are kept in locked files in the business office, which has adequate space and security.

3. Describe the manner in which records of student work in the program are maintained. If applicable, provide the same information for distance education sites.

Students' clinical progress notebooks are kept in locking bookcases in the student computer lab, which has adequate space and security.

4. Describe the way in which confidentiality of and access to student records are ensured. If applicable, provide the same information for distance education sites.

Storing student records in locked faculty offices ensures confidentiality and access to records. Grades are computerized and stored on faculty computers, which are password protected. To maintain student data confidentiality, NAU employees are required to complete a Family Educational Rights and Privacy Act (FERPA) training prior to employment.


Exhibit 4-2: Blueprint of Clinical Facilities


The classroom and office space allocated to the Department is adequate, although the building is in need of an overall renovation, which is planned for 2006.

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Demand for classroom space in the Health Professions Building has necessitated careful scheduling of courses. In general, classroom space has been available to accommodate the needs of the Dental Hygiene curriculum.

Classroom design and furnishings are efficient for a variety of instructional strategies and student learning activities, although not all rooms have movable chairs for group activities. The laboratory, which is sometimes used as a lecture classroom, would be more efficient if lab tables were redesigned so that all students faced the front of the room.

Faculty office space is adequate, although the furnishings are not ergonomically correct. A faculty member wanting new office furniture or equipment, such as a color printer, often purchases his/her own.

Learning Resources

4-7 Instructional aids and equipment, and institutional library holdings must include or provide access to a diversified collection of current dental, dental hygiene and multidisciplinary literature and references necessary to support teaching, student learning needs, service, research and development. There must be a mechanism for program faculty to periodically review and select current titles and instructional aids for acquisition.

A. Description

1. Where is the major collection of books and periodicals related to dental hygiene retained? If the major collection is housed in the central library, is a separate collection of books and periodicals related to dental hygiene retained in the program's facilities?

The major collection of books and periodicals related to dental hygiene is located in the Cline Library, which provides all library services for the NAU campus community and its distance locations. The Cline Library is the central library for NAU, located on the central campus; it serves NAU-affiliated students, faculty, and staff both on campus and at a distance. The Library offers services, instruction, and timely access to information resources and collections that reflect NAU's culturally and socially diverse educational environment, serve the residential student as well as the non-traditional student, and enable distance learners to fully participate in the educational process.

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The Library has approximately 520 books in the RK call number area and shelved in the regular book stacks. All dental hygiene books, including reference materials such as dictionaries and encyclopedias, are located in the stacks, where they are readily accessible and may be checked out. Over 23,600 titles are cataloged in the R call numbers, which include all areas of medical and health topics. Because of the increasingly interdisciplinary nature of all research, books and other resources of interest to researchers in dental hygiene may be located throughout the Library of Congress call number areas in the Library.

The Cline Library is a 60% depository library for federal publications. It also receives many Arizona documents that may support the research of Dental Hygiene students and faculty. Dental Hygiene researchers can access a wealth of information on dental hygiene topics online at sites such as the U.S. Department of Health and Human Services (http://www.hhs.gov/).

2. Specify the hours that the library is available to students and faculty.

See Exhibit 4-8: Cline Library Hours for the on campus hours. Increasingly, the emphasis of research libraries, such as the Cline Library, is providing access to the greater world of information available rather than simply maintaining a physical collection of materials. The Library's Web page provides 24-hour/7-days-a-week online access to its catalog, a rapidly expanding number of periodical indexes, and full-text electronic resources, electronic course resources pages, and much more.

The Library's e-resources (e.g., article databases, online research resources, electronic course reserves, Document Delivery Service/interlibrary loan) are available to all NAU-affiliated users via the Library's Web page. The Library also provides the NAU community access to the articles found in over 27,000 periodicals and journals. The Library licenses well over 110 electronic information products, including article databases, online reference sources, and e-books, to support the study and research needs of NAU students, faculty, and staff.

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http://www.hhs.gov/

3. Do students and faculty have access to additional libraries and/or on-line electronic sources? If so, describe the mechanism or agreement.

Users may choose to visit the Cline Library in person, call with research questions (1-800-247-3380, or in Flagstaff 928-523-6805), access its many online resources, or confer online with a member of the Library's staff using the Ask a Librarian service at: http://www4.nau.edu/library/reference/aal/askalibrarian.htm. Turn-around time for Ask a Librarian questions is less than 24 hours, and questions requiring in-depth consultation may be referred to the Library's resource specialist team in a particular field. See Exhibit 4-8: Cline Library Hours.

4. List the specialized reference texts available for the dental hygiene program's utilization, e.g., medical and dental dictionaries and indices.

Specialized reference materials supporting the Dental Hygiene Program include, but are not limited to, the following resources: • Academic Search Premier • Clinical Pharmacology (EBSCOhost) • Health & Wellness Resource Center (Gale) • Health Business Fulltext Elite (EBSCOhost) • Health Source: Nursing/Academic Edition (EBSCOhost) • Medline • National Institute of Dental and Craniofacial Research

Digest • MedlinePlus Health Information • ScienceDirect • Stat!Ref (Medical Reference) See Exhibit 4-9: List of Current Dental-related Periodicals; Exhibit 4-10: List of Electronic Journals Available through Cline Library; Exhibit 4-11: Comprehensive List of Current Collection of References on Dentistry, Dental Hygiene, and Related Subjects.

5. As an exhibit, provide a list of periodicals related to dental hygiene dentistry which are available for student and faculty reference.

See Exhibit 4-10: List of Electronic Journals Available through Cline Library.

6. As an exhibit, provide a comprehensive listing of the collection of books available to the students and faculty. Group the listing into categories, i.e., dentistry, dental hygiene and other related subject areas.

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http://www4.nau.edu/library/reference/aal/askalibrarian.htm

See Exhibit 4-11: Comprehensive List of Current Collection of References on Dentistry, Dental Hygiene, and Related Subjects.

7. Describe the procedure for updating and expanding library holdings. Identify the individuals involved by name and title.

The Cline Library updates and expands its holdings in several ways. Each academic department is allocated firm order funds to purchase books and media to support its curricular and research needs. These funds are managed by a library subject-specialist team for each subject area in consultation with the departments' faculty library representatives and library committees. Dental Hygiene faculty can request materials through the Department's faculty library representative, who works with the Library's subject specialist to identify materials to purchase out of the allocated funds. Electronic media purchases are a separate library fund.

Books that support the Department's research and curriculum are acquired through the Library's Books-on-Approval Program. In consultation with Dental Hygiene faculty and other NAU departments, the Library has established a selection profile for each subject area. Books identified by this profile are sent to the Library on a weekly basis and placed on shelves for review by faculty and subject specialists. This method of acquisition brings in a variety of books across all subject areas collected by the Library in a very efficient and timely manner. It also allows the faculty to examine a broad cross-section of materials being published in various areas.

The subject fund allocation for Dental Hygiene for FY2005 is $1,000, which can be used to purchase books and media. Additional funds can be used for any health-related media purchases. A total of $13,000 has been allocated for purchasing materials in all of the health fields.

The Cline Library's acquisitions budget for this fiscal year is $1,878,639. From these funds, the Library pays for access to article databases, some individual e-journal subscriptions, paper journal subscriptions, book and media purchases, and other materials to support NAU student and faculty research and instruction; $2,500 were specifically allocated for the purchase of new periodical subscriptions across all subject

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areas. Most new periodical titles are added as a part of larger collection of titles made available via the various databases to which the Library provides access.

Materials to be acquired with subject funds are selected by the Library's resource specialist team supporting Dental Hygiene (The Consortium of Professional Schools Team) and working in conjunction with the faculty of Dental Hygiene. Team members are Kevin Ketchner, Beth Schuck, Tina Adams, Sarah Myers, and Martha Portree; all have a Master's of Library Science or equivalent degree. The team can be contacted at [email protected]. Team members are available for library instruction, individual consultation, and course support, such as the creating course resource pages and consulting on research assignments. Ms. Diana Wilkinson currently serves as the Department's faculty library representative.

The Library pays for online periodical access through content aggregators such as Ebsco, Elsevier, Gale, and other vendors. Isolating the cost of content by subject (such as medical subjects or more specifically dental hygiene) is difficult because periodical titles may not be paid for individually, but rather as part of a package. During this fiscal year, $450,000 has been appropriated for e-journal renewals, and $377,750 has been appropriated for electronic reference and index renewal.

8. Briefly describe the instructional aids used in the program, i.e., skeletal and anatomical models and replicas, slides and films which depict current techniques.

The Department has a variety of instructional aids available for student and faculty use: • 8 plastic adult skulls • 12 adult human skulls • 1 disarticulated human skull • 24 Columbia Dentoforms • 20 Columbia bench mounts • 18 Columbia chair mounts • Typodonts with anatomical teeth • plaster models of various occlusion types • plastic models of eruption patterns • plastic models of primary dentition • 1 set enlarged instrument models • 1 set of enlarged plastic tooth models

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mailto:[email protected]

• 3 large mouth models for toothbrush instruction • 3 hand puppets • 4 large toothbrushes • extracted teeth • 5 oral irrigators, various brands • 5 power toothbrushes, various brands. See Exhibit 4-12: List of Instructional Aids Available through the Department of Dental Hygiene.

9. List the audiovisual equipment available for program use.

The Dental Hygiene faculty and students have the following equipment available: • Slide projectors • Overhead projectors • Video camera • Digital camera • Video player/recorders • Televisions, and computers with Internet access • CD ROM DVD player/recorder

10. Discuss how and to what extent self-instructional materials are utilized in the dental hygiene program.

Individual faculty members utilize self-instructional materials as needed for their particular classes. Many courses are Web enhanced, with students reading content and completing self-instructive materials prior to attending class. Didactic and laboratory courses use online instruction and supplemental self-instruction materials. In several classes, students are required to develop their own instructional materials, including study cards, videos, and overhead transparencies.

11. Describe the accessibility of instructional resources to dental hygiene students, including the hours of availability.

Instructional resources are readily available to students and faculty. Hours for the Cline Library are exceptional, especially with Internet access. Materials located in the Department are available during office and clinical hours or by special appointment. Online course materials are available 24 hours a day/7 days a week.


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1. Exhibit 4-8: Cline Library Hours

2. Exhibit 4-9: List of Current Dental-related Periodicals

3. Exhibit 4-10: List of Electronic Journals Available through Cline Library

4. Exhibit 4-11: Comprehensive List of Current Collection of References on Dentistry, Dental Hygiene, and Related Subjects

5. Exhibit 4-12: List of Instructional Aids Available through the Department of Dental Hygiene


Funds to purchase instructional aids and equipment vary year to year. In recent years, the Cline Library has acquired funds to support an impressive collection of current periodical and other educational materials. The Library will acquire any materials needed for teaching, service, or research that are not part of the Cline collection.

Faculty utilizes an array of instructional aids in didactic and clinical courses to support various learning styles and to enhance instructional objectives. Students are encouraged to utilize instructional aids to support learning. Instructional aids are often purchased with grant monies, which vary from year to year.

Student Services

4-8 There must be specific written due process policies and procedures for adjudication of academic and disciplinary complaints that parallel those established by the sponsoring institution.

A. Description

1. Provide information concerning the institution's ethical standards and policies which protect students as consumers. What avenues for appeal and due process have been established?

The Dental Hygiene Program abides by the due process policies and procedures for adjudication of academic and disciplinary complaints, as outlined in the NAU Student Handbook. See Exhibit 2-24: NAU Grade Appeal Policy.


1. Please refer to the applicable "Examples of evidence to demonstrate compliance include" section within the Accreditation Standards for Dental Hygiene Education Programs.

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1. Exhibit 2-24: NAU Grade Appeal Policy

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Standard 5 Health and Safety Provisions

Infectious Disease/Radiation Management

5-1 The program must document its compliance with institutional policy and applicable regulations of local, state and federal agencies including, but not limited to, radiation hygiene and protection, ionizing radiation, hazardous materials, and bloodborne and infectious diseases. Policies must be provided to all students, faculty, and appropriate support staff, and continuously monitored for compliance. Additionally, policies on bloodborne and infectious diseases must be made available to applicants for admission and patients.

A. Description

1. Provide policies and procedures that have been developed related to individuals who have bloodborne infectious disease(s), including applicants for admission to the program, students, patients, faculty and staff, (exhibit)

In accordance with the rules and regulations established by the Arizona State Department of Public Health, physicians are required to report all positive or suspected cases of tuberculosis that come to their attention. If a diagnosis of active tuberculosis is made, the student, faculty, or staff must obtain clearance from the Department of Pubic Health before he/she will be permitted to enter or continue in the NAU Dental Hygiene Program.

Students who have known bloodborne infectious diseases, such as Hepatitis B or C or HIV, should consult the Department Chair to discuss the recommendations of the Arizona State Department of Public Health related to health care workers. The State's policies and recommendations include students in the health professions and are based on federal and state guidelines. If appropriate, an anonymous panel review may be arranged to see if further recommendations should be made. See Exhibit 5 -1 : Policy for Faculty and Staff with Infectious or Bloodborne Diseases and Signature Page; Exhibit 5-2: Policy for Students with Infectious or Bloodborne Diseases and Signature Page; Exhibit 5-3: Record of Students' Immunizations, CPR, and Signature Page; Exhibit 5-4: Record of Clinical Instructors' Immunizations, CPR, License, and Signatures.

All patients seen in the NAU Dental Hygiene Clinic are treated using universal precautions. Students and faculty are required to wear appropriate personal protective devices. See Exhibit 5-5: Infections Hazard Control Procedures.

5-1

2. Describe how these policies and procedures have been implemented.

Patients, students, faculty, and staff are asked to self-report any bloodborne or infectious diseases prior to commencing clinical activities each fall semester. Individuals self-reporting as positive for an infectious disease are referred to the Coconino County Health Department for appropriate treatment or follow-up care.

Patients, students, faculty, and staff submit copies of their immunization records, including an annual TB skin test, to the Clinic's coordinator before entering the clinic in the fall term. The office assistant files the documents in the Immunization Notebook and records the expiration date on the Immunization Record form. The Clinic's coordinator verifies that the records are current.

3. How do these policies ensure that the confidentiality of information pertaining to the health status of each infected individual is strictly maintained?

The Immunization Record Book and all other information about student, faculty, or staff infectious disease is stored in a notebook in the main Department office, Room 202, in a locked cabinet. Everyone with permission to access these records is advised of the need for confidentiality. It is considered a serious breach of ethics if medical information is disseminated inappropriately, and the responsible party may be subject to dismissal from the Program and/or to legal action.

All NAU faculty and staff have completed FERPA training, and all Dental Hygiene faculty and staff have completed HIPPA training in an effort to maintain confidentially of student, faculty, staff, and patient records. Patient information is stored in their dental records in the Clinic Office, which remains locked unless staffed by a receptionist or faculty person.

4. How are these policies made available to all applicants, students, patients, faculty and staff?

The Department's policies on infectious disease and bloodborne disease are part of the NAU Dental Hygiene Policy and Procedure Manual, which is available in Cyberclinic via the

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Internet. Clinical faculty, staff, and students are required to read and sign that they have read this document prior to commencing any clinical activities.

Information regarding the risk of infection from bloodborne pathogens is available to applicants and the public at www.nau.edu/hp/dh. See Exhibit 5-6: Statement on Risk of Bloodbome Pathogens.

5. State or append a copy of the program's policies on: a) selection criteria for radiography patients; b) frequency of exposing radiographs on patients; c) retaking radiographs; and d) exposing radiographs for diagnostic purposes

See Exhibit 5-7: Selection Criteria for Radiography Patients; Exhibit 5-8: Policy for Radiographic Re-takes; Exhibit 5-9: Radiographic Re-take Log; Exhibit 5-10: Radiographs for Diagnostic Purposes.

5. Describe how students acquire an understanding of radiation safety prior to exposing radiographs on patients.

During Oral Radiology, students are required to take a radiation safety quiz that demonstrates a basic understanding of radiation safety prior to exposing radiographs on a mannequin. Students are then required to successfully complete three diagnostic full-mouth series and two sets of bitewings on a mannequin with faculty supervision prior to taking a competency exam. Students demonstrate competency with radiation safety by completing a clinical competency exam on a mannequin with no more than three retakes before they can expose radiographs on a patient. Clinical instructors may require a student to complete additional full-mouth series on a mannequin if an excessive number (5) of re-takes are noted on any patient series at any point in the student's academic tenure. See Exhibit 5-8: Policy for Radiographic Re-takes.

7. Describe how patient radiographs are utilized: a) while patient services are being provided. b) for integration of radiography with clinical procedures.

Radiographs are taken during the patient assessment phase, prior to a diagnosis and clinical intervention phase.

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http://www.nau.edu/hp/dh

Radiographs are an integral part of the data collection and treatment planning in several areas: • Examination for current and pre-existing conditions • Periodontal assessment • Caries • Pathology • Referral • Instrumentation guide • Identification of landmarks for local anesthesia • Identification of faulty restorations needing margination or

referral • Patient education • Case management/treatment planning.

Patient radiographs are used to aid in the diagnosis of caries, periodontal disease, and other pathologies. The student, clinical instructor, and dentist evaluate the films for technique errors, diagnostic quality, and presence or absence of disease prior to implementing treatment. Radiographs are posted on the view box next to the dental unit during all patient appointments where they may be easily referenced during patient assessment, procedures, education, and treatment to determine the architecture of bone and anatomy of the teeth.

8. Describe the program's asepsis, infection and hazard control protocol. How are students, faculty and appropriate support staff informed about these procedures? Describe how student, faculty and staff compliance with this protocol is monitored within the institution and affiliated sites. Provide a copy of the protocol as an exhibit.

The Clinic uses universal precautions with all patients. Students, faculty, and staff must complete the "Bloodborne Pathogen" training module. Faculty sign that they have read and understand the infection control protocol prior to commencing clinical activities, and students take a quiz and sign that they have read and understand the protocol prior to commencing clinical activities. OSHA training is included in the NAU Dental Hygiene Policy and Procedure Manual on Cyberclinic, where it is accessible to students, faculty, and staff. Clinical instructors monitor student's asepsis during every clinical session. The supervising hygienist, who in many cases is also an NAU Dental Hygiene clinical instructor, monitors compliance at affiliated sites. See Exhibit 5-5: Infections Hazard Control Procedures.

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9. Describe how the institution documents compliance with applicable regulations for radiation hygiene and protection.

Students and faculty in the radiology area are required to wear a radiation-monitoring device at all times. These devices are monitored monthly to determine whole-body exposure. The Department documents compliance with radiation protection by posting the Arizona State Radiation Safety inspection certificates on the wall in the radiology area as well as in the Quality Assurance Book. See Exhibit 5-11: Quality Assurance Logs for Radiology.


1. Exhibit 5 -1 : Policy for Faculty and Staff with Infectious or Bloodborne Diseases and Signature Page

2. Exhibit 5-2: Policy for Students with Infectious or Bloodborne Diseases and Signature Page

3. Exhibit 5-3: Record of Students' Immunizations, CPR, and Signature Page

4. Exhibit 5-4: Record of Clinical Instructors' Immunizations, CPR, License, and Signatures

5. Exhibit 5-5: Infections Hazard Control Procedures

6. Exhibit 5-6: Statement on Risk of Bloodborne Pathogens

7. Exhibit 5-7: Selection Criteria for Radiography Patients

8. Exhibit 5-8: Policy for Radiographic Re-takes

9. Exhibit 5-9: Radiographic Re-take Log

10. Exhibit 5-10: Radiographs for Diagnostic Purposes

11. Exhibit 5-11: Quality Assurance Logs for Radiology


The policy on infectious or bloodborne disease and the infection-control procedures followed in the Clinic comply with current Centers of Disease Control and Prevention (CDC) and OSHA regulations. The equipment is sufficient in quantity and quality to handle the sterilization requirements of clinical sessions. The equipment is monitored regularly to ensure effectiveness. Infection-control policies and procedures are

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outlined in the Department's Policy and Procedure Manual, which is available to all students and faculty.

Two main shortcomings of the infection-control procedure are (a) lack of direct access from the sterilization room to and from the Clinic without using a public hallway and (b) too few electrical services to support the sterilization equipment without over-tasking the circuit.

5-2 Students, faculty and appropriate support staff must be encouraged to be immunized against and/or tested for infectious diseases, such as mumps, measles, rubella, tuberculosis and hepatitis B prior to contact with patients and/or infectious objects or materials in an effort to minimize the risk to patients and dental personnel.

A. Description

1. Are students encouraged to be immunized against infectious diseases? If so, how?

Students are encouraged to be immunized against infectious disease. Prior to enrollment in the Program, the Clinic Coordinator collects current immunization information for the following infectious diseases: Hepatitis B, Measles, Mumps, Rubella (MMR), Varicella (chickenpox) Tetanus, and Diphtheria Pneumococcus (DPT). Sophomore students must obtain a negative Tuberculosis (TB) skin test or chest x-ray prior to commencement of clinical activities. The University requires that all students be immunized against Measles, Mumps, and Rubella (MMR) prior to enrollment. Faculty and staff submit proof of current immunizations and a negative TB skin test or chest x-ray to the Clinic Coordinator prior to employment. See 5-3: Record of Students' Immunizations, CPR, and Signatures; Exhibit 5-4: Record of Clinical Instructors' Record of Immunizations, CPR, License, and Signatures.


1. Exhibit 5-1: Policy for Faculty and Staff with Infectious or Bloodborne Diseases and Signature Page

2. Exhibit 5-2: Policy for Students with Infectious or Bloodborne Diseases and Signature Page

3. Exhibit 5-3: Record of Students' Immunizations, CPR, and Signature Page

5-6

4. Exhibit 5-4: Record of Clinical Instructors' Immunizations, CPR, License, and Signatures

Emergency Management

5-3 The program must establish, enforce, and instruct students in preclinical/ clinical/laboratory protocols and mechanisms to ensure the management of emergencies. These protocols must be provided to all students, faculty and appropriate staff. Faculty, staff and students must be prepared to assist with the management of emergencies.

A. Description

1. Identify and describe the location of the emergency materials and equipment which are available for use in the dental hygiene clinic and for instruction in the management of dental office emergencies. Describe additional emergency equipment and supplies that may be accessible to the clinic and their location. Provide the program's policy to manage emergencies as an exhibit.

Emergency equipment available for use in the Dental Hygiene Clinic is located in or near a mobile cart in the middle of the Clinic. An automated external defibrillator (AED) is located in the second floor hall adjacent to the Clinic. Clinical instructors and students are trained in the proper use of the AED. The location of all emergency equipment is clearly marked and includes the following items: • Emergency oxygen unit with disposable masks • Ambu bag • Clipboard with Emergency Record Report and pen • 1 Emergency record, accident, and bloodborne exposure

forms and log book in a 3-ring binder • 1 Adult-size blood pressure kit with stethoscope • 1 Child-size blood pressure cuff • 1 Clean Towel • 1 Pillow • Cold packs and paper bags • 1 Digital thermometer with sheaths • 1 Flashlight • 1 Emergency drug kit and instructions (Block Drug - Vital

Response Kit) located in the mobile cabinet mid-Clinic. The drug kit contains:

o Disposable oral airways o 1 Solu-Cortef 50 mg/ml in a pre-loaded syringe o 1 Benadryl 50 mg/ml in a pre-loaded syringe o 1 3-ml disposable syringe o 1 Tourniquet o 1 Benadryl, 50 mg, (25 tablets) o 1 Diazepam 5 mg/ml in a pre-loaded syringe

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o 1 Bronkosol inhaler o 1 Nitrostat 1/150 gr. (25 tablets) o 1 epi pen, adult dose o 1 epi pen, child dose o 1 ml disposable syringe o 1 Glucose - 10 grams glucose o 1 Vasoxyl 20mg/ml o 1 Pair of scissors

A first-aid kit with Turns and assorted bandages is located near the middle of the Clinic; a can of juice is stored in the small refrigerator in the middle of the Clinic. Fire extinguishers are located on the Clinic's wall near the middle door, and others are placed strategically in the building corridors. An eyewash station is at one end of the Clinic. Phones for emergency contacts are located in the Clinic, dental laboratory, radiology area, and the sterilization room.

2. Describe how the emergency equipment is monitored to assure it is functional.

The emergency equipment is monitored regularly to ensure that it is functional and that the medications are not out of date. Monitoring the equipment is the responsibility of the Clinic Coordinator and is recorded in the Quality Assurance book, which is located on the north wall of the Clinic by the mirror. See Exhibit 5-12: Quality Assurance Log for Emergency Equipment.

3. Identify the materials and equipment which are available for use in managing laboratory accidents. Provide the program's policy on managing emergencies in the laboratory as an exhibit.

A first-aid kit is located near entrance of the laboratory. A fire extinguisher is located on the wall near the entrance, and others are placed strategically in the building corridors. An eyewash station is centrally located in the lab. Phones for emergency contacts are located in the laboratory.

4. If applicable, please clarify how Standard 5-3 is met at any distance education site.



1. Exhibit 2-27: Clinic Process Evaluations

5-8

2. Exhibit 5-12: Quality Assurance Log for Emergency Equipment

3. Exhibit 5-13: Policy on Managing Emergency Situations in the Treatment Area(s)

4. Exhibit 5-14: Emergency Record


The emergency equipment and materials are adequate to manage emergencies that may occur in the Clinic. The Clinic is accessible to professional emergency help by telephone. The emergency policy, as outlined in the Department's Policy and Procedure Manual, is adequate and reviewed/updated as needed. Students are introduced to the emergency protocol during their first semester in the Clinic and are assessed as competent by successfully completing a Medical History and Vital Signs Process Evaluation with faculty observation.

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Standard 6 Patient Care Services

6-1 The program must have policies and mechanisms in place that educate patients about their comprehensive treatment needs. Patients accepted for dental hygiene care must be advised of the scope of dental hygiene care available at the dental hygiene facilities.

The student clinician completes a Treatment Plan/Case Management form on all patients that is evaluated by a clinical instructor prior to any treatment. The student clinician also completes an Informed Consent Document for all patients that is reviewed by the clinical instructor prior to the student presenting individualized recommendations to the patient. The student asks the patient to read, sign, and retain a copy of the consent document. The patient's signature indicates that he/she understands the proposed treatment and either accepts or declines the recommended treatment. The consent form describes the conditions found, contributing factors, treatment recommendations for procedures, including patient self-care measures, expected health outcomes, fees, and referral recommendations. See Exhibit 6 -1 : Written Policy, Patients' Rights, and Patient Access to Comprehensive Care; Exhibit 6-2: Treatment Plan Form; Exhibit 6-3: Case Management Form; and Exhibit 6-4: Informed Consent Document.

In addition, every patient is given a referral to see their dentist for either a regular exam or immediate attention for specific conditions (e.g., caries, periodontal condition, medical status). The patient receives a copy of this referral to provide to his/her dentist or specialist. A copy is also placed in the patient's record. See Exhibit 6-5: Referral Form.

A medical history form provides a list of services that can be rendered in the NAU Dental Hygiene Clinic. New patients typically receive this form in the mail prior to the initial appointment. When patients call to ask about the Clinic, the receptionist or designated office person provides the information on services available in the Clinic. See Exhibit 2-50: Patient Data Forms (Medical History); Exhibit 6-6: Consultation Request Form.

6-2 The program must conduct a formal system of quality assurance for the patient care program that demonstrates evidence of: a) standards of care that are patient-centered, focused on comprehensive care, and written in a format

that facilitates assessment with measurable criteria;

6-1

b) an ongoing review of a representative sample of patients and patient records to assess the appropriateness, necessity and quality of the care provided;

c) mechanisms to determine the cause of treatment deficiencies; d) patient review policies, procedure, outcomes and corrective measures.

The Clinic has a formal system of quality assurance for the patient-care program that demonstrates standards of patient-centered care focused on comprehensive care to facilitate assessment with measurable criteria. This quality assurance process includes clinical faculty evaluating each patient and patient record for completeness of treatment and documentation at the conclusion of each clinical session; charts are also reviewed upon completion of treatment.

In addition, charts are audited by the student clinician, then a peer, and then randomly selected for audit by clinical instructors upon completion of patient care. To ensure that the chart is thoroughly reviewed, the Chart Audit Form is used. At the conclusion of the academic year 5-10 percent of the active charts are randomly selected for audit by a staff person.

In the event that treatment is found to be deficient, the student is required to complete the care. The clinical instructor does not sign the Chart Audit Form until patient care is complete or appropriate referral is made. See Exhibit 6-7: Chart Audit Form; Exhibit 6-8: Chart Audit Policy.

6-3 The use of quantitative criteria for student advancement and graduation must not compromise the delivery of comprehensive dental hygiene patient care.

Students do not get credit for any patient care until a comprehensive care plan is complete or the patient has received appropriate referral for care. This helps assure that patient care is complete. To assure that quality of care is not compromised, students who have several difficult patients will pass a more involved patient to a peer who needs a more difficult patient. Students are encouraged to work with an upperclassman if they encounter a patient who may be too involved for their level or expertise. Senior students near the conclusion of their academic career are encouraged to introduce their patients to an underclassman so the junior student can continue the patients' care. See Exhibit 6-7: Chart Audit Form; Exhibit 6-8: Chart Audit Policy.

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6-4 The program must develop and distribute a written statement of patients' rights to all patients, appropriate students, faculty, and staff.

The Program has adopted the written policy on patients' rights outlined below.

DENTAL HYGIENE PATIENT'S RIGHTS

THE PATIENT HAS THE RIGHT TO: • Considerate, respectful, and confidential treatment. • Continuity and completion of treatment. • Access to complete and current information about his/her

condition. • Explanation of recommended treatment, treatment

alternatives, options including no treatment, the risks, and the expected outcomes of various treatments.

• Informed consent. • Treatment that meets the standards of care in the

profession. Esther M. Wilkins, RDH, DMD, May 1991

The policy on patients' rights is posted in the reception room of the Clinic and printed at the bottom of the Informed Consent Document, which the patient signs before treatment is started. The patient is given a copy of this form. See Exhibit 6-4: Informed Consent Document.

The Medical History form completed by all patients receiving care in the Clinic provides a listing of available services, a notation that the patient will be referred for complete care, and a reminder to read the Patient's Rights poster. The form also states the Clinic's philosophy on access to comprehensive health care.

The Clinic's philosophy statement is "We believe in providing an environment committed to health with an emphasis on prevention, which encourages each individual to set and achieve personal health goals."

The students, faculty, and staff have access to the above documents as well as to the Policy and Procedure Manual, which includes the Department's policy on patients' rights and access to care. Patient rights are reviewed at faculty in-service trainings.

6-3

6-5 All students, faculty and support staff involved with the direct provision of patient care must be continuously recognized/certified in basic life support procedures, including cardiopulmonary resuscitation.

All students, faculty, and staff involved in the direct provision of care are required to complete the healthcare providers recertification for basic life support, including basic life support and use of the AED device, on an annual basis. A record of the recertification is collected by the office receptionist and kept on file in the Department office, Room 202. See Exhibit 5-1: Policy for Faculty and Staff with Infectious or Bloodborne Diseases and Signature Page; Exhibit 5-2: Policy for Students with Infectious or Bloodborne Diseases and Signature Page.

6-6 The program's policies must ensure that the confidentiality of information pertaining to the health status of each individual patient is strictly maintained.

The confidentiality of the health status of each individual patient is strictly maintained. All patient records remain in the locked reception area unless in use in the provision of care. Students must check out the patient's chart prior to the clinical session and return it at the end of the clinical session. Students, faculty, and staff complete the HIPAA training module. Students complete a quiz and are required by the Clinic receptionist to follow the chart checkout procedures in order to maintain patient confidentiality. When patient information is used for case studies or presentations, all identifying information is removed from the copies of the record.


1. Exhibit 5-1: Policy for Faculty and Staff with Infectious or Blood-borne Diseases and Signature Page

2. Exhibit 5-2: Policy for Students with Infectious or Blood-borne Diseases and Signature Page

3. Exhibit 6 -1 : Written Policy, Patients' Rights, and Patient Access to Comprehensive Care

4. Exhibit 6-2: Treatment Plan Form

5. Exhibit 6-3: Case Management Form

6. Exhibit 6-4: Informed Consent Document

6-4

7. Exhibit 6-5: Referral Form

8. Exhibit 2-50: Patient Data Forms (Medical History)

9. Exhibit 6-6: Consultation Request Form

10. Exhibit 6-7: Chart Audit Form

11. Exhibit 6-8: Chart Audit Policy


The Dental Hygiene Program employs adequate procedures to provide information regarding patients' rights and access to comprehensive care and referral.

The reception area provides adequate space and security for maintenance of confidential patient records. The area where records are stored remains locked unless a faculty or staff person is available in the immediate area.

Each patient receives comprehensive, individualized dental hygiene care according to their needs, including a completed Treatment Plan/Case Management form completed with assessment of patient's needs, a written plan, interventions, and evaluation of the outcomes. A clinical faculty evaluates each patient and his/her chart for completeness of treatment and documentation at the conclusion of each clinical session. All charts are audited by the student and randomly selected for audit by clinical instructors upon completion of patient care, including follow-up on documentation, referrals, pathology, and treatment provided.

6-5

Conclusions and Summary of the Self-Study Report

In reflection, the self-study process has proven to be a valuable experience for improving the already-excellent Dental Hygiene Program at Northern Arizona University, although gathering the supporting data seemed untenable at times. The self-study report provided the impetus for evaluating consistencies and inconsistencies within the Program and across the curriculum, which may have otherwise been left for a later date. The process was especially beneficial in that the Program Administrator was in her second year in that position and interested in conducting a critical appraisal of the Department of Dental Hygiene. The self-study process assisted in identifying specific strengths, continuing challenges, and areas for improvement within the Program.

Clearly, the greatest strengths of the Department are the outstanding faculty and the excellent Web-enhanced curriculum that they have developed. Cyberclinic, the online learning environment, has been an invaluable resource for the self-study process, cooperation among and between full-time and part-time faculty and students, and coordination of the curriculum. Ongoing challenges include continuing communication between faculty, students, and staff, despite the fact that Cyberclinic has facilitated regular discussions.

The University supports the attainment of stated goals by allowing the Department Chair time for operation, supervision, evaluation, and revision of the Program. The Chair has been given authority to support the goals and objectives of the Program; this was made evident during the planning process for the building's renovation when the Chair was included in the initial planning to assure that Department needs were addressed. The complete renovation of the School of Health Professions building will allow for adequate facilities for student learning and patient scheduling.

Although the Program has been able to achieve its stated goals, faculty have taught an overload, leaving little time for program assessment, working one-on-one with students, and release for faculty development or scholarly activity. The addition of the new faculty line and safary increases will like alleviate some of the stress on the current faculty. In spite of budgetary constraints, faculty provide an excellent education; the faculty-to-student ratio has remained adequate to provide quality instruction.

The full-time and part-time faculty's dedication to students is reflected in

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the Curriculum Management Plan (CMP), which facilitates student success The CMP includes an ongoing curriculum review and evaluation to assess all courses in relation to their goals, Program competencies and student outcomes. Coordination of instruction between and among Program and other faculty has become an integral part of the CMP. In addition, the CMP includes an effective mechanism for the professional community to offer assistance for the faculty in order to meet the Program's goals. At times, it has been challenging to encourage attendance at the Advisory Board meetings; however, key members do attend consistently and offer valuable input.

Expected student competencies for graduation have been identified and are communicated through Cyberclinic in a written format for students upon entrance to the Program; competencies are evaluated on a scheduled basis. The curriculum has sufficient depth and scope, including content in liberal studies, general education, biomedical sciences, dental sciences and dental hygiene science, to achieve the Program's defined competencies. The dental hygiene science content includes all aspects of oral health prevention and care, including application of theory to patient care as well as care for children, adolescents, adults, senior adults, and patients with special needs. The Program has garnered funding for clinical enrichment experiences that provide students with a wide diversity of patients.

The Program's admissions criterion has proven extremely successful in attracting and retaining a successful, diverse population of students. Graduates are competent at all aspects of dental hygiene care, including assessing, diagnosing, treating, and evaluating the individual needs of all patient types—from healthy to severely diseased patients. During their academic tenure at NAU, Dental Hygiene students learn to communicate effectively; assess, plan, implement, and evaluate community-based oral health programs; perform basic life-support measures; apply ethical, legal, and regulatory concepts; self-assess, understand, and utilize current scientific literature; and solve problems.

The Program has access to excellent support services, including NAU's Cline Library, the E-Learning Center, and the Multicultural Student Center. Cline Library staff are extremely supportive in gathering resources for traditional and Web-based courses.

The NAU Dental Hygiene Program has effective policies and procedures for infectious disease, sterilization, and disinfection of equipment, hazard control, and management of ionizing radiation. The emergency equipment is suitable for the education about and prevention and management of

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emergencies. Students, faculty, and staff are required to renew their health care provider cardiopulmonary resuscitation (CPR) every year to guarantee that they are prepared to treat emergencies. The Program provides excellent dental hygiene services.

At the conclusion of the self-study process, it has been determined that the Program has met or exceeded each of the Standards for Dental Hygiene Education, as set by the American Dental Association (ADA) Commission on Dental Education. The Program has developed and utilizes a formal and ongoing assessment process, including a strategic plan with a mission. The Program's goals are consistent with the University and appropriate to dental hygiene education, addressing teaching, patient care, research, and service. The CMP assesses the identified outcomes and measures student achievements. The outcomes are used extensively to improve the Program, with input from faculty, staff, administration, and the medical and dental community. The Program continues to modify the plan when necessary in order to achieve the established mission and goals.

Faculty have been able to achieve the Programs goals with support from other funding sources within the school. University Administrators have been attentive to budgetary requests and are using strategic planning to continue address needs across campus. Currently, the Program has three primary budgetary needs: competitive salaries, funding to purchase and replace equipment, and funding to increase the instructor pool. The plan for purchasing and replacing equipment is dependant on gifts and grants and/or clinic revenues. Each year, the Department Chair requests increases to the instructor pool; to date, these requests have been declined. Faculty salaries, although improving, still lag slightly behind the national average for dental hygiene educators.

The Program started the CMP and assessment process immediately after our last site visit. Ongoing attention to outcomes and continuous improvement has greatly improved the Program, the coordination efforts of the faculty, and the preparedness of the graduates.

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Department of

Dental Hygiene

SELF-STUDY FOR THE COMMISSION ON

DENTAL ACCREDITATION JANUARY 2006

BOOK II EXHIBITS 1-1 - 1-42

DEPARTMENT OF DENTAL HYGIENE SELF-STUDY DOCUMENT

BOOK II

TABLE OF CONTENTS

SECTION PAGE

IV. Exhibits

A. Exhibits for Standard 1

1-1 Mission of Northern Arizona University 1-1-1

1-2 NAU Strategic Plan 1-2-1

1-3 NAU Organizational Chart 1-3-1

1-4 Consortium of Professional Schools Organizational Chart 1-4-1

1-5 Department of Dental Hygiene Strategic Plan 1-5-1

1-6 (or A) Dental Hygiene Program Goals and Assessment 1-6-1

1-7 Competency Assessment Plan 1-7-1

1-8 Alumni Survey 1-8-1

1-9 Alumni Survey Results 1-9-1

1-10 Employer Survey 1-10-1

1-11 Employer Survey Results 1-11-1

1-12 Senior Exit Survey 1-12-1

1-13 Senior Exit Survey Results 1-13-1

1-14 Course Modification Form 1-14-1

1-15 Sophomore Competency Exam 1-15-1

1-16 Sophomore Competency Exam Results 2005 1-16-1

1-17 Junior Competency Exam 1-17-1

1-18 Junior Competency Exam Results 2005 1-18-1

1-19 Senior Competency Exam 1-19-1

1-20 Senior Competency Exam Results 2005 1-20-1

1-21 Course Success Rate 1999-2005 1-21-1

1-22 Policy on Grades and Repeating Courses 1-22-1

1-23 Assessment Report 2003 and 2004 1-23-1

1-24 National Board Scores for the Last 5 Years 1-24-1

1-25 Hopi Health Center 1-25-1

1-26 Yavapai-Apache Program 1-26-1

1-27 School of Health Professions Long Range Budget 1-27-1

1-28 (or B) NAU Dental Hygiene Program Budget FY05 1-28-1

1-29 (or C) NAU Dental Hygiene Budget for Developmental, Current, and Ensuing Fiscal Years 1-29-1

1-30 (or D) Actual Dental Hygiene Expenditures for the Developmental Year 2004-2005 1-30-1

1-31 (or E) Salary Schedule for Full-time and Part-time Faculty for the Current Year 1-31-1

1-32 NAU Dental Hygiene Professional Development Expenditures

for FY03-05 1-32-1

1-33 Individuals Involved in the Budgetary Process 1-33-1

1-34 Higher Learning Commission of the North Central Association of Colleges and Schools 1-34-1

1-35 Arizona Board of Regents Policy on Affiliated Institutions 1-35-1

1-36 School of Health Profession Standard Affiliation Agreement 1-36-1

1-37 The Purpose of the NAU Dental Hygiene Advisory Committee 1-37-1

1-38 NAU Dental Hygiene Advisory Committee Members 2003-2005 . . . .1-38-1

1-39 NAU Dental Hygiene Advisory Committee Agenda and Minutes 1-39-1

1-40 The Purpose of the NAU Dental Hygiene Curriculum

Committee 1-40-1

1-41 NAU Dental Hygiene Curriculum Committee Members 2004 1-41-1

1-42 NAU Dental Hygiene Curriculum Committee Agenda and Minutes 1-42-4

Exhibit 1-2: NAU Strategic Plan

1-2-1

Northern Arizona University

strategic plan 2 0 0 5 - 2 0 1 0

Dear Colleagues,

I look at 2003-2004 as a turning point for Northern Arizona University. We started the academic year with some challenges related to enrollment shortfalls and budget concerns, but by the end of the year, we achieved success in many areas, including enrollment, budget, legislative agendas, and capital projects.

This success has carried over into the 2004-2005 academic year where enrollment on the Flagstaff Campus is up for the first time in several years, one-year retention rates are up, and graduation rates have increased. It is important to continue building upon this momentum to ensure that the university's priorities and goals continue to be met.

Our success this past year is owed to the collective involvement of some 400 students, faculty, staff, alumni, and community and state leaders in our strategic planning process. NAU's Strategic Planning Council hosted fifteen sessions to elicit comments and ratings on university priorities. Through these conversations with the NAU community, key university planning priorities were identified and subsequently funded, including; • faculty and staff raises • allocation of resources to enhance student

activities on the Flagstaff campus • initiatives to hire a diverse faculty • enrollment management initiatives • implementation of a marketing plan

Northern Arizona University's Strategic Plan provides a summary of the university's many accomplishments over the past year, while focusing on the goals and initiatives that lie ahead. This five-year strategic plan focuses on the seven most critical strategic Issues facing NAU in the coming years. Each one of these goals ties directly to the university's mission: to provide an outstanding undergraduate residential education strengthened by research, graduate and professional programs, and sophisticated methods of distance delivery, it is through the collective campus involvement that NAU continues to successfully strive toward reaching each goal while strengthening the university's mission.

I thank the campus community for its continued involvement and support in the planning process. I look forward to another year of planning success and accomplishments made possible because of NAU's greatest strength—our students, faculty, and staff.

Sincerely,

John D, Haeger President Northern Arizona University

NAU Mission To provide an outstanding undergraduate residential education strengthened by research, graduate, and professional programs and sophisticated methods of distance delivery.

What's Inside

The Year's Accomplishments

in Review 2003 - 2004

Capital Investment Projects


Goals 2 0 0 5 - 2 0 1 0

Arizona Board of Regents

Strategic Planning Council


Administration

Northern Arizona University is a doctoral-research intensive university with its main campus in Flagstaff, Arizona. NAU-Yuma shares a campus with Arizona Western College in Yuma. Arizona, and NAU-Distance Learning is located at 30 campuses throughout the state.

At NAU, leaming isn't limited to the classroom. There is a wide range of opportunities to enhance your educational experience and help you grow as a person,I encountered exceptional and challenging classes and was involved in many clubs and organizations—so when I graduated I had the knowledge, skills, and abilities to succeed in a career that I love.

Jared Saylor Firefighter, Flagstaff Fire Department NAU Class of 1998 - B.A. in Liberal Studies

NAU is like a home away from home. I'm really enjoying the computer science program and my classes are small so I get to know my professors. They know my name and lean go to them anytime for help, It means a great deal to me to have that personal attention.

Francesca Rossi Freshman, Computer Science College of Engineering and Natural Sciences

Before outlining Northern Arizona University's goals for the next five years, it is essential to review the accomplishments from President John D. Haeger's most recent Strategic Plan issued in 2003-2004.

GOAL 1 TRENGTHEN UNDERGRADUATE EDUCATIONAL XCELLENCE IN A RESIDENTIAL LEARNING COMMUNITY

Accomplishments: Increased Financial Commitment: $160,000 from the BF Foundation for undergraduate student scholarships $80,000 from the Otters Student Research Award to support collaborative research between faculty and undergraduates $ 100,000 to the Gateway Student Success Center for additional staff to support advisement and other student services $250,000 to ASNAU to enhance student activities on the Flagstaff campus

The President's Task Force on the Freshman Year worked to more broadly share retention research findings and raise awareness of campus programming initiatives.

98 percent of graduating seniors and 99 percent of alumni reported a satisfaction rating of either excellent or good.

G O A L 2 INCREASE AND MANAGE ENROLLMENT

Accomplishments: • Enrollment Management realized a

35 percent increase in campus visitors (316 visitors) due to additional funding allocations, increasing the number of Open Houses and expanding the Campus Visit Program.

• A variety of new marketing initiatives was implemented, including hiring Lipman Hearne—an outside consulting firm—to conduct market research and evaluate our market position and serve as a foundation for planning future marketing strategies.

• Distance Learning realized an increase of 272 percent in prospective student inquiries from March 2003 to March 2004. Enrollment also reached record numbers for fall and winter sessions.

• President Haeger established an internal grant program (with a pool of $25,000) to target undergraduate student recruitment and retention efforts on the Flagstaff Campus.

• A recent survey conducted by the Department of Planning and Institutional Research found that six-year graduation rates for first-time, full-time cohorts increased from 43 percent to 51 percent for the fourth straight year. A similar pattern of steadily increasing graduation rates has also occurred for lower and upper division transfer students.

G O A L 3 STRENGTHEN GRADUATE EDUCATION, ECONOMIC DEVELOPMENT, AND RESEARCH

Accomplishments: Scholarships, grants, and financial awards: $706,000 Scholarships and graduate fellowships/assistants $445,000 NAU's Verde Watershed Research and Education Program $220,000 The Center for Sustainable Environrnents $242,000 A gift of land from Babbitt Ranches, LLC Land $350,000 Small Business Innovative Research Grant from the National Cancer Institute $145,000 Nina Mason Pulliam Charitable Trust awarded to support the Fossil Creek study

• The master of administration and master of applied communications were developed to meet the needs of working professionals. New or revised programs were also implemented in Spanish, forestry, and applied geographic information systems.

• Two NAU professors developed Writing Like a Chemist as part of an interdisciplinary effort supported by the National Science Foundation.

» New science modules for middle school teachers were developed to allow teachers to be "highly qualified" under "No Child Left Behind" definitions.

• An NAU associate professor of religious studies was awarded a 2004 Guggenheim Fellowship for his work on how western Christianity was shaped over the centuries.

G O A L A BUILD ON OUR NATIONAL REPUTATION FOR EXCELLENCE IN PROFESSIONAL PROGRAMS

Accomplishments: • National enrollments in web courses

and programs grew 56 percent. • Healthy delivery areas—including

nursing, dental hygiene, communication sciences and disorders, exercise science, and physical therapy—have received positive accreditation reviews.

• NAU earned a top 25 spot on the Peace Corps list of the 2003 "Top Producing Colleges and Universities," which ranks institutions based on the number of alumni who currently serve as Peace Corps volunteers.

NAU is home to many award-winning faculty members who are recognized as leaders in their field.

3

2003 - 2004 in Review

GOAL 5 PROVIDE LEADERSHIP IN THE DEVELOPMENT, USE, AND ASSESSMENT OF TECHNOLOGIES IN EDUCATIONAL PROGRAMS

Accomplishments: » Through gifts in kind, NAU's programs in

chemistry, physics, and microbiology were provided with state-of-the-art research equipment.

» Web course enrollments, both on campus and off campus, continued to grow by 23 percent from fall '03 to fall '04.

* The Center for Research, Development, and Learning in Electronic Environments continues to support development oi technologically-delivered courses for students.

* Information Technology Services has made several upgrades/improvements to systems, including the degree audit capability of LOUIE, upgrading NAU's telephone switch, and improving the overall security of NAU network and e-mail sen/ices.

G O A L B FOSTER A CULTURE OF DIVERSITY

Accomplishments: • A total of $300,000 for FY04 and FY05

was dedicated to implement a strategy to hire a diverse faculty,

• Nine new faculty hires were minorities and counteroffers were successful in retaining two minority faculty members.

• A director of the Ethnic Studies Program was hired.

« A variety of recruitment and outreach efforts was conducted to targeted schools that were primarily Native American and/or Hispanic.

• NAU was selected as part of a southwestern universities consortium to participate In a UNM Foundation, Inc. initiative to implement a "multicontextuality" model aimed at increasing diversity and success for diverse populations.

• the University Union now provides dedicated space for Native American Student Services, the Multicultural Student Center, and Student Support Services,

• The Office of Public Affairs routinely targets stories and news releases for Hispanic and Native American publications.

GOAL 7 BECOME THE NATION'S LEADING UNIVERSITY SERVING NATIVE AMERICANS

Accomplishments: • Grants of over $400,000 from the John

and Sophie Ottens Foundation support a Diabetes Prevention Program and the Ganado Nursing Program, which provides nursing education to Navajo Nation residents.

• NAU offered thirty-five degree and certificate programs directly to the reservation.

« A new tenure-track position was established for a Hopi historian. NAU hired (or promoted) five Native American faculty and staff in FY04.

GOAL 8 ENSURE FINANCIAL STABILITY AND GROWTH

Accomplishments: • NAU developed a reorganization plan to

better serve campus needs. Key points of the plan Include: combining the existing ten colleges and schools into six units, aligning disciplines in new ways to better foster collaboration and economies of scale, and aligning a number of research centers with academic units for better accountability and cooperation.

• A new funding formula was developed that supports NAU's mission in providing a high quality education to undergraduate students and greater funds for high-cost programs such as engineering and clinical health professions.

» The Strategic Planning Council held fifteen University Priority Sessions and conducted a web survey to elicit comments and ratings on priorities from approximately 400 faculty, staff and students.

• NAU Foundation restored its investment market value to its historic high of $44,991,000 (April 2004) and fully recovered the deficit in the Foundation Unrestricted Reserve Account.

/ was drawn to NAU because of the great Hotel Restaurant Management program. After I visited campus, I fell in love with the environment and small-town atmosphere. At NAU, I get the best of both worlds academically and personalty,

Emily Stiffe Tucson, Arizona Freshman, Hotel and Restaurant Management Consortium of Professional Schools and Colleges

The new, state-of-the-art Communication building has incredible technology and hands-on programs that allow me to experience all

: types of media. Working for the campus newspaper, radio station, and television station allows me real-world experience with an impressive resume — all before even graduating.

Allison Travis Tucson, Arizona Junior, Broadcasting College of Social and Behavioral Sciences

Significant capital projects have been completed in the past year and substantial construction and renovation projects are planned for the next several years.

Accomplishments: » The Communication building was

completed in time for the 2004-05 academic year and will serve as the backbone of communication technology at NAU.

• This summer and fall, NAU broke ground on three new environmentally responsible "green" buildings.

• The Anthropology building was demolished and construction of a new College of Business Administration is under way.

• Phase II of the swing space was completed.

• A combination of legislative appropriations, revenue bonds, and donations will fund several important building projects over the next several years that will enhance the living and learning environment on the Flagstaff Campus.

In 2005, students will enjoy an expanded engineering building. The student-friendly design will provide research opportunities for undergraduates with the addition of 18,000 square feet.

Projects identified for 2005-2006 include: • Completion of the new College of Business

Administration • Construction of the Applied Research and

Development facility • Renovation of the Engineering and

Technology building • Building an apartment-style residence hall • New laboratory facility • Upgrading the campus infrastructure • Wayflnding/landscaping infrastructure • Partnering with Arizona Western College for

a new science building at NAU-Yuma • Construction to begin on:

- the Health Profession and Nursing building renovation

- parking structure

Projects identified for 2006-2008 include: • Receiving legislative approval and funding

for NAU-Yavapai facility • Numerous building renovations

throughout campus

7

NAU business students will soon enjoy a new state-of-the-art business college opening in spring 2006. The 110,000-square-foot building includes flexible breakout spaces that promote interaction, brainstorming and project-based teamwork.

Strategic planning provides a framework for the future by outlining direction,

priorities and measures of accountability. While we have made significant progress

this past year, we must continue to work together to reach our strategic goals. The

following pages outline those goals and remind us of the important responsibilities

we have to our students, faculty, staff, and many community constituents to provide

an outstanding undergraduate residential education strengthened by strong research

and graduate programs and sophisticated methods of distance delivery.

Change is our ally and the possibilities for the future are limited only by our own imaginations.

John D. Haeger President, Northern Arizona University

GOAL 1 PROVIDE UNDERGRADUATE

EDUCATIONAL EXCELLENCE IN A

RESIDENTIAL LEARNING COMMUNITY

Northern Arizona University's primary mission is to provide students w i t h a superior undergraduate education experience.

Specifically, NAU will: • Enhance the freshman year experience and

continue to improve academic advising services to freshmen and transfer students through the Gateway Student Success Center

• Increase the percentage of lower-division undergraduate student credit hours taught by tenured and tenure-track faculty

• Expand involvement of students in undergraduate research and capstone experiences

• Strengthen the Honors Program and develop other opportunities for high achieving undergraduates

• Begin Implementation of the Residence Life Master Plan

• Review the Liberal Studies program and goals and implement a plan to assess the essential skills developed through the program

9

Research is a valuable tool used in almost every industry. Here at NAU, I was able to conduct research for my advertising campaign for the MGM Grand hotel in Las Vegas. I was able to do primary research actually at the hotel. This first-hand experience has put me one step ahead of students attending other universities.

Sally Mason Tucson, Arizona Senior, Public Relations. College of Social and Behavioral Sciences

G O A L 2

STRENGTHEN GRADUATE AND

PROFESSIONAL EDUCATION,

ECONOMIC DEVELOPMENT, AND

RESEARCH

Research and graduate education are inextricably l inked to Northern Arizona University's undergraduate mission because they al low NAU to attract high qual i ty facul ty and students and to sustain a st imulat ing and productive intel lectual environment.

NAU w i l l cont inue to ident i fy opportuni t ies and bui ld on its already substantial research program, which more than doubled extramural awards to more than $50 mi l l ion f r om 1999 to 2002.

To further advance our education, research, and service efforts, NAU will: • Develop and evolve programs in response

to student and state demand • Strengthen MALI'S engagement and

partnerships in economic development, workforce development, applied research and outreach

• Develop a five-year plan for use of Technology and Research Initiative Fund revenues

• Advance the university's research infrastructure through capital projects, compliance with the Institutional Review Board process, and cost recovery activities to increase resources

10

My favorite thing about being a forester at Northern Arizona University is the emphasis on fire-ecology sustainable forestry and ecological restoration. Many of our classes are held outside and we have access to distinctive resources, like the NAU Centennial Forest, where we conduct labs and research.

Luke Brady Ashland, Oregon Junior, Forestry

Consortium of Professional Schools and Colleges

GOAL 3 INCREASE ENROLLMENT AND

RETENTION

The Flagstaff Campus can accommodate a larger student body than currently exists and is actively engaged in aggressive recruit ing and retent ion activities to increase enrol lment and retent ion,

Northern Arizona University will: • Create a master marketing plan outlining

strategic activities to increase enrollment • Invest in the development of recruitment

products to increase enrollment and communication

• Increase efforts to convert prospects into matriculated, enrolled students

• Strengthen international student recruitment through entrepreneurial program development efforts

• Develop and invest in a variety of distance education sites and programs in response to student and state demand

• Target and provide support for students identified as needing additional support services

11

GOAL 4 PROVIDE LEADERSHIP IN THE

DEVELOPMENT, USE, AND

ASSESSMENT OF TECHNOLOGIES

IN ADMINISTRATIVE SYSTEMS AND

EDUCATIONAL PROGRAMS

Northern Arizona University has a unique mission to provide both a residential campus and an extensive distance learning experience to students allowing for choice and opportunity.

Northern Arizona University will: • Enhance the quality of web-based courses

and programs • Increase utilization and continue to support

development of technologically delivered courses both for on- and off-campus efforts

» Continue to improve the user friendliness, integrity, and functionality of the LOWE administrative software system

• Implement upgrade of the Advantage Financial System

• Evaluate upgrades to campus technology infrastructure

• Continue to improve campus information technology security

• Support student and faculty communication through the user-friendly enhanced MyNAU portal

12

DISTANCE LEARNING HIGHLIGHT

Northern Arizona University continues

to employ an entrepreneurial approach

to higher education through its

extensive distance learning mission.

From market analysis to technology

enhanced programs and services, NAU

is a national leader in providing

dynamic higher education opportunities

to students—all supported by a long

tradition of commitment that is integral

to the university mission.

Ongoing trend analysis makes it

possible for NAU to better understand

the needs of today's changing student

dynamic, which ranges from cultural to

geographic, economic, and personal.

Long-standing partnerships, dedicated

faculty and staff, new program

development, powerful technology, and

a philosophy of "Expand on Demand"

make NAU distance learning unique.

With a new digital network, web-based

courses and programs, satellite-based

courses and 30 statewide sites (and

growing), NAU is there—in the

mountains, in your community, and

even in your home.

I'm a pre-med student majoring in biology. This program is interesting, challenging, and very rewarding. I enjoy learning about the way the world functions, and hope to help people by pursuing a career as a doctor.

Alex Akin Scottsdale, Arizona Junior, Biology College of Engineering and Natural Sciences

GOAL 5 FOSTER A CULTURE OF DIVERSITY,

COMMUNITY, AND CITIZENSHIP

Northern Arizona University supports an envi ronment of inclusion and recognizes how a diverse campus culture contributes to the learning experience.

Northern Arizona University will: • Continue initiatives to diversify NAU's

faculty, staff and student body • Pilot a new strategy for college

responsibility and accountability in affirmative action processing

• Implement a faculty and staff training program to promote local problem prevention, early resolution, and a culture of mutual respect and civility

• Support university and community collaborations to leverage resources and advance common interests

• Continue Investing in the Ethnic Studies Program through funding and programmatic support

13

FINDING YOUR PLACE

The STAR program gave me a head start in being a college student. Upon completing this summer program I got a tuition waiver for my first semester. NAU helped me make an easier transition to university life,

Silvia Portillo (left), Senior-Electronic Media, Glendale, Arizona

As a residence assistant at Reilly Hall, help motivate freshmen and.he part of their first-year experience. One great advantage of living on campus is. the bonding and friendship that you don't find off campus.

Adiam Tesfay {right),

Senior - Speech Pathology, East Africa

I'm an ASNAU senator, a DJ on KJACK radio, and a Previews counselor. These unforgettable experiences will enhance my leadership abilities, education, and personal growth.

Scott Kirkessner (top), Senior-Journalism, Glendale, Arizona

/ grew up in a small community called Rough Rock, Arizona. My maternal clan

Chishi (Chiricahua Apache) and my paternal clan is Tlogi (The Weavers). Northern Arizona University has given me an opportunity for academic success. NAU brought me convenient class schedules, tailored attention, a variety of specialized programs and excellent instructors. With this valuable education, I am continuing my efforts to assist the Dine people in youth development, education, health promotion, domestic/sexual violence 'ictim service and community educatio.

Jo Nell Sells-Nez Chinle, Arizona NAU Class of 2002 - M.Ed. in Counseling

GOAL 6 BECOME THE NATION'S LEADING

UNIVERSITY SERVING NATIVE

AMERICANS

Northern Arizona University and its Native American neighbors have a long tradition of partnership and community involvement. NAU continues this commitment by expanding and developing new educational opportunities for Native Americans.

Northern Arizona University will: • Explore additional program delivery

options with Arizona tribes and expand program offerings as feasible on reservations

• Develop specific programs to support Native American student needs and demand

• Facilitate integration of the Institute for Native Americans into the College of Social and Behavioral Sciences to connect the institute with other programs serving Native American students

• Maximize KNAU's partnerships with broadcasters on Hop!, Apache and Navajo reservations to facilitate communications in Native American communities

• Identify performance criteria to assess progress towards the goal of becoming a leading university serving Native Americans

14

GOAL 7 ENSURE FINANCIAL STABILITY AND

GROWTH

Higher education faces tough budgetary challenges imposed by today's complex financial environment. New sources of funding and careful, data-driven resource reallocation are essential to the success of any public institution.

Northern Arizona University will: • Continue to improve compensation in

order to attract and retain high quality faculty and staff

• Implement NAU's academic restructuring plan to foster collaboration and economies of scale, and align a number of research centers with academic units for better accountability and cooperation

• Continue to explore the implementation of fees as a revenue source

• Establish a plan to assist University Advancement to become more self-sufficient and to provide support for NAU's strategic goals

• Invest in the physical campus and infrastructure of the university through new capital projects, renovations, new initiatives, and use of Master Plan recommendations

• Continue to integrate planning, the budget, and reporting

15


Chris Herstam President.

Christina Palacios President Elect

Fred Boice

Robert Bulla

Ernest Calderon

Lorraine Frank

Benjamin Graff Non-Voting Student Regent

Jack Jewett

Wes McCalley Voting Student Regent

Joel Sideman

Gary Stuart

EX-OFFICIO MEMBERS

The Honorable Janet Napolitano Governor of Arizona

The Honorable Tom Home Arizona Superintendent of Public Instruction

Northern Arizona University Executive Administration

John Denis Haeger President.

David Bousquet Vice President for Enrollment Management and Student Affairs

Liz Grobsmith Provost

Fred Hurst Vice President and Dean for Extended Programs

David Lorenz Vice President for Administrative and Financial Services

MJ McMahon Executive Vice President


John Denis Haeger Chair

Joshua Allen Budget Office

Janessa Bailey ASNAU Representative

Sarah Bickel Associate Vice President for Student Affairs


Charles Connell Faculty Senate Representative

Jack Dustman Chair Faculty Senate Planning and Budget Committee

Pamela Eibeck Vice Provost for Undergraduate Studies

Fred Estrella Chief Information Technology Officer

Carl Fox Vice Provost for Research and Graduate Studies

Mason Gerety Council of Deans Representatives

2003 - 2004


Pat Haeuser Director of Planning and Institutional Research

Fred Hurst Interim Vice President and Dean for Extended Programs

Stan Lindstedt Faculty Representative

Dave Lorenz Vice President for Administration and Finance

MJ McMahon Executive Vice President

Tom McPoil Regents Professor Representative

Ramona Mellott Council of Chairs Representative

Lawrence Mohrweis Faculty Senate Representative

Mischa Willett Graduate Student Organization Representative

16


Gary Stuart President

Christina Palacios President Elect

Fred Boice

Robert Bulla

Ernest Calderon

Lorraine Frank

Benjamin Graff Non-Voting Student Regent

Chris Herstam

Jack Jewett

Wes McCalley Voting Student Regent

Joel Sideman Executive Director

EX-OFFICIO MEMBERS

The Honorable Janet Napolitano Governor of Arizona

The Honorable Tom Home Arizona Superintendent of Public Instruction

Northern Arizona University Executive Administration

John Denis Haeger President



Fred Hurst Vice President and Dean for Extended Programs

MJ McMahon Executive Vice President, Vice President for Administration and Finance

Molly Williams Vice President for University Advancement

2004 - 2005


John Denis Haeger Liz Grobsmith Chair Provost

Beth Appiebee Pat Haeuser Director of Fronske Health Center Direction of Planning and

Institutional Research Christy Arazan Planning and Policy Analyst, Staffing Fred Hurst

Vice President and Dean Diane Bellock for Extended Programs Classified Staff Advisory Council Representative Hari Kowtha

ASNAU Representative Sarah Bickel Associate Vice President for Josie Hutchinson Student Affairs Graduate Student Organization

Representative David Bousquet Vice President, for Enrollment Stan Lindstedt Management and Student Affairs Faculty Representative

David Camacho MJ McMahon Special Assistant to the President Executive Vice President,

Vice President for Administration Fred Estrella and Finance Chief Information Technology Officer

Lawrence Mohrweis Marcus Ford Faculty Senate Representative Faculty Senate Representative

Karen Pugliesi Bruce Fox Vice Provost for Undergraduate Council of Chairs Representative Studies

Carl Fox Eric Yordy Vice Provost for Research and Service Professional Advisory Graduate Studies Council Representative

Mason Gerety Council of Deans Representative

Northern Arizona University South San Francisco Street, Flagstaff, Arizona 86011

www.nau.edu

http://www.nau.edu

Exhibit 1-4: Consortium of Professional Schools Organizational Chart

Consortium of Professional Schools Desired Administrative Structure

1-4-1

Exhibit 1-5: Department of Dental Hygiene Strategic Plan

Please note that parts of this document not related to the entry- level bachelors program have been omitted. This document was drafted in the fall of 2 0 0 4 and will be revised in the fall 2005 , based on the faculty retreat in May 2005 .

SETTING - The Department of Dental Hygiene (DH) is located within the College of Health Professions, which is one of three divisions of the Consortium of Professional Schools. The DH Program is the only baccalaureate program in the State of Arizona, and it is recognized as one of the leading dental hygiene programs in the nation. The Department also offers a degree completion program for registered dental hygienists wishing to obtain a nationally and internationally recognized post-professional baccalaureate completely online.

V I S I O N - Reaching out to improve lives.

MISSION -The DH mission is to improve oral health by developing individuals who will have a significant impact on their communities. The Program is committed to excellence, with a focus on self-responsibility, critical thinking, leadership, and professional judgment. This mission will be accomplished through education, service, and research, with specific goals outlined below.

ENVIRONMENTAL SCAN - The profession of DH is currently undergoing transformation, causing registered dental hygienists to seek advanced education beyond the baccalaureate and presenting DH with opportunities to offer new and innovative programs.

Six social and political changes are currently influencing the DH profession:

1. The number of registered dental hygienists in Arizona is increasing, leading to a competitive job market.

2. DH practice acts across the country are evolving to include alternative or advanced practice, which requires a bachelors degree or additional education beyond the baccalaureate.

3. The number of dentist is decreasing, producing a greater need for alternative oral health practitioners.

4. The population is aging, causing a greater need for oral health care providers.

5. The rising cost of health care is generating a need for affordable oral health service, which hygienists may be able to provide.

1-5-1

6. The DH faculty in the U.S. is aging; a recent article in the Journal of Dental Hygiene stated that the number one challenge for our profession is the shortage of qualified educators.

These changes are causing hygienists to seek career alternatives that require additional education, which the Department of DH can offer. Many hygienists wish to expand their career beyond private practice but not leave the profession; as a result, they are looking for advanced education related to DH. Hygienists are interested in expanding their knowledge in business administration, education, public health, and biological science so they can enhance their careers. Many of these hygienists continue practicing while obtaining an advanced education.

The DH is well posed to meet these demands for advanced education, especially using distance delivery. The Department has a well-developed Bachelor of Science (BS) Degree Completion program via online delivery that has been in existence for over 5 years. Further, many faculty have developed expertise in distance education. The Department's connection with community health agencies and Indian Health Service also has increased the potential for grants to develop new programs, from an Associate of Science to Masters of Science as well as a public health certificate.

While the future of the Department is promising, some threats exist that must be addressed. Faculty members are confident that these threats also provide opportunities. First, the Department has difficulty recruiting and retaining faculty because of (a) poor salaries, especially in comparison to private practice; (b) heavy faculty workload; (c) location of the University (the size of the town, the cost of living, and few opportunities in the area of arts and entertainment); and (d) the nation-wide shortage of dental hygiene educators.

Second, the current political climate concerning DH rules and regulations and practice acts, which limit delivery of services and career options, is another threat to the Department. Regulations that limit the practice of dental hygiene include (a) hygienists cannot bill directly for services, (b) hygienists must be supervised by a dentist; (c) hygienists are regulated by individuals outside of their discipline, and (d) some state practice acts have been amended to allow dental assistant to do ultrasonic scaling and polishing, services hygienist normally provide, reducing the number of jobs for hygienists.

Third, an additional threat to the Department is that offering a professional education with a clinical component is much more

1-5-2

complex than a purely academic degree. Attention must be paid to external accreditation standards; students must be prepared to pass national, regional, and local licensing exams; and operation of an 18-chair clinic is the same as running a business. A typical dental office with 3-4 chairs employs, on the average, 4-5 staff members to manage collections, scheduling, and inventory and assure that OSHA, HIPAA, and other state and federal guidelines are met. In the DH Clinic, these duties are completed by one 0.75 full-time-equivalent (FTE) faculty person, two 0.50 FTE staff members, and two part-time student workers. If the DH Clinic was staffed similar to a typical dental office, we would need to hire 12-14 new staff members.

Fourth, the insufficient budget to support a clinical program is another threat to the Department. DH equipment and supplies are expensive, and accreditation mandates a 6:1 student-to-faculty ratio. The current budget is not adequate to support the replacement of clinical equipment; therefore, the Department must rely on gifts from private donors. The state line for the instructor pool is not adequate to meet the required student-to-faculty ratio during a given year; thus, a local account must supplement salaries. An added strain on the DH budget is the inadequate funding from Distributed Learning to support operations and travel for the BS Degree Completion program.

Fifth, a related but separate threat is a lack of adequate facilities and support to teach, including (a) lack of technical support; (b) aged clinical facility, labs, and classrooms; (c) insufficient funding for travel and continuing education for faculty; (d) lack of ergonomically correct office equipment; (e) poor student-support services, such as registration, fee payment, and processing of graduation applications due to under staffing, and (f) meager alumni support.

Sixth, changes in the community colleges may also present some threats to the Department. Two new associate dental hygiene programs are opening in Arizona. In some states, community colleges offer BS degrees. This may limit the normally strong applicant pool, as community colleges will be competing for students.

DEPARTMENT STRENGTHS AND GOALS

The Department of DH has a strong national reputation for providing 3 years of clinical and didactic education that professionalizes individuals. The online BS Degree Completion program is nationally and internationally recognized for its excellent education designed for the working professional degree.

1-5-3

NORTHERN ARIZONA UNIVERSITY

The Ford Consortium has recognized the DH Program as one of the University's premier programs in attracting diverse students and in creating an environment for them to thrive. The Program offers a strong public health and service component. The Department's strength comes from the faculty's, instructors', and staff's commitment to student success and continued desire to improve through innovation. The student applicant pool remains diverse and robust. Faculty members recognize that their success is due, in part, to the excellent support of University administration and other units, such as Cline Library and the English Writing Lab.

The Department's has three goals: 1. To set the stage for advanced education. 2. To advance hygiene as a professional entity that will improve

access to quality oral health. 3. To develop leaders.

The individual goals for the entry-level and BS Degree Completion program are outlined in the assessment plan at the end of this document.

UNDERGRADUATE EDUCATION

Currently, 72 students are enrolled in the on-campus DH Program. The Department's philosophy is to prepare the graduate for success in a professional work setting by providing a thorough knowledge base and excellence in clinical skills while developing self-responsibility and encouraging individual differences and personal exploration. The DH Program values self-responsibility, critical thinking, professionalism, and interpersonal skills, including the ability to communicate effectively and maintain successful relationships with peers, patients, teachers, and other professionals.

The entry-level program utilizes Web delivery to enhance learning and provides students the ultimate flexibility while exposing them to a variety of clinical experiences. The Program is fully accredited by the American Dental Association Commission on Dental Accreditation. The DH Program also has a strong connection with the Indian Health Service, the Del E. Webb Foundation, and the Ottens Foundation.

[omitted BS Completion and Graduate Education sections.]

1-5-4

RESEARCH

The DH Program's primary areas of research are student and faculty diversity and curriculum and instruction. The Department is part of a Ford Foundation Consortium aimed at increasing context diversity to attract and create an environment in which diverse students thrive through communication and problem-based learning. The Department also uses a race/ethnic neutral application process, with an eye toward attracting and accepting diverse students. Long- and short-term success of students accepted with the alternative application is being followed.

[omitted Graduate Education section.]

SERVICE

Our mission is for students, faculty, and staff to improve lives through community service, with a focus on excellence, responsibility, critical thinking, leadership, and professional judgment. Service is so important that it is part of the Department's stated mission. An example of current DH service projects is the "Kiddie Clinic." In 1998, the NAU Service Learning Award was created in response to student, faculty, and staff contributions to the community through "Kiddie Clinic." Again in 2004, the DH Program was awarded the NAU Service Learning Honorable Mention for its contribution through "Kiddie Clinic."

STAFFING NEEDS

The Department teaches 11.75 FTE with 5 full-time and 21 part-time faculty. Each semester, faculty carries an overload, with total workload ranging from 110% to 160%. For example, this semester, a half-time assistant professor is teaching 12 credit hours, an overload of 4.5 hours. The same faculty members also have student advising and mentoring responsibilities each semester. The teaching load increased dramatically with the addition of the BS Completion program; however, only one faculty and one half-time staff were added. Further, accreditation requires and faculty are committed to scholarly activities that advance their education mission and the profession. Taking into account these factors, the DH workload is far beyond the typical NAU faculty workload.

As a result, the Department may be forced to stop accepting new students into the BS Degree Completion program and to limit enrollment in the on-campus program to 72 students. Both programs

1-5-5

have many more applicants, but without additional faculty, it is impossible to accept more students. Last year, the on-campus program accepted one quarter of its qualified applicants.

To maintain its current enrollment, the Department must have one additional faculty line and an additional $55,000 in the Instructor Pool. The Department has only one support individual, and a second is needed as Administrative Secretary. Currently, we are piecing this salary together using state, local, and grant funds. As mentioned previously, if the DH Clinic was staffed similar to that of a typical dental office, we would need to hire 12-14 new staff members. We recognize that this is not feasible. However, the Department needs a dental assistant, who would work 19 hours each week, in order to maintain the procedural aspects of the sterilization facility and thus keep the Clinic eligible for its operational license.

Table 1.5.1. The Entry-Level Program: Implementing, Monitoring, and Assessing the Plan

Goal

1. Students will successfully meet the competencies and values as outlined in the DH Student Competencies to become competent oral healthcare providers using health promotion and disease prevention strategies.

2. Students will be able to formulate comprehensive oral hygiene care plans that are patient-centered and based on current scientific evidence as well as evaluate the effectiveness of services provided.

Implementation

Information is taught in the DH courses, as outlined in the Dental Hygiene Competency Assessment Plan

Information is taught in the DH courses, as outlined in the Dental Hygiene Competency Assessment Plan.

Monitoring

Information is monitored in the DH courses, as outlined in the Dental Hygiene Competency Assessment Plan. Sophomore, junior, and senior students must successfully pass a clinical competency exam. Junior students must successfully pass a mini-mock Board. Senior students must successfully past a mock clinical exam.

Junior and senior students must successfully pass a clinical competency exam. Junior students must successfully pass a mini-mock Board. Senior students must successfully past a mock clinical exam.

Assessment

Program competencies are measured during the 3- year curriculum, with a variety of tools outlined in the Dental Hygiene Competency Assessment Plan. Students are assessed at the novice, developing, and proficient level for each competency. Pass rates on national and regional Board exams are tracked for all students and graduates.

A. Senior students take the National Board Dental Hygiene Exams (NBDHE), case-based portion.

B. Junior and senior students present case documentation in both the spring and fall.

C. Senior students participate in Capstone case evaluation and presentation.

Plan Revision

Individual course instructors will revise instruction as soon as the assessments tools indicate lower-than-desired student performance on any competency. Scores from Board exams are evaluated prior to each academic year, and curriculum changes are made where indicated, with advice from the DH Curriculum Committee and the External Curriculum Committee.

Individual course instructors will revise instruction as soon as the assessments tools indicate lower-than-desired student performance on any competency.

1-5-6


Goal

3. Students will be able to employ professional judgment and critical thinking skills to identify, assess, analyze, and creatively address situations in a safe, ethical, and legal manner.

4. Students will be able to demonstrate effective interpersonal skills through actions and oral and written communication, and by working with diverse populations.

5. Students will demonstrate leadership skills and provide service to the community through health promotion activities and education.

6. Students will be able to demonstrate self-responsibility for professional growth and optimum patient care.

Implementation



All students are required to participate in Kiddie Clinic, a health promotion activity. Information to develop a community health project is provided in DH 373W Public Health.


Monitoring

Student performance in the clinical setting is monitored using the Total Patient Care form and Daily Goal Sheet.


Students must have a passport signed by a faculty member who observed the students health promotion activity

A faculty member assesses the student's progress on the project in DH 373W Public Health


Assessment

Student performance in the clinical setting is assessed using the Total Patient Care form and Daily Goal Sheet. External site evaluations, alumni surveys, employer surveys, and exit interviews also assess these competencies.

Student performance in the clinical setting is assessed using the Total Patient Care form and Daily Goal Sheet. Alumni surveys, employer surveys, and exit interviews also assess these competencies.

The passport is collected at the conclusion of the senior year. Senior students must demonstrate proficiency in planning, implementing, and evaluating a community health project to receive a passing grade in DH 408 Internship.

Student performance in the clinical setting is assessed using the Total Patient Care form and Daily Goal Sheet. Alumni surveys, employer surveys, and exit interviews also assess these competencies.

Plan Revision

Information from the External Rotation Evaluation is used to revise the curriculum, with advice from the DH Curriculum Committee and the External Curriculum Committee.

Individual course instructors will revise instructions as soon as the assessments tools indicate lower-than-desired student performance on any competency.

Individual course instructors revise course content and requirements as soon as there is indication of lower-than-desired student involvement in community service.

[omitted THE DEPARTMENT and B.S. COMPLETION IMPLEMENTING, MONITORING, ASSESSMENT OF THE PLAN]

1-5-7

Goal

#6

Objective

Students will be able demonstrat e self-responsibility for profess-sional growth and optimum patient care.

Action Step


Monitoring Mechanism


Evaluating Mechanisms

Alumni survey, and Exit interviews assess these competencies

When Evaluated

During all clinical sessions. Spring semester.

Who Collects Data

Clinic coordinator and Dept. Chair

Who Assesses Data

Clinic Coordinator and faculty

Results

Alumni Survey, prepared to self-assess; lifelong learn and professional growth: x=3.4, importance of self-assess; lifelong learn and professional growth: X=3.0, on a scale of 1-4, with 4 the highest, n=30. Exit Interview, prepared to self-assess; lifelong learn and professional growth: x=3.6, on a scale of 1-4, with 4 the highest, n=22.

Resulting Action

Individual course instructors revise course content and requirements as soon as there is indication of lower-than-desired student involvement in community service.

Program Improvement as a Result of Data Analysis

No change due to alumni perception that it is not Important.

1-7-13

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE COMPETENCIES IN DH 208 DENTAL ANATOMY

Revised 6-1-05 Core Competencies (C)

2. Use critical thinking and problem solving in the provision of evidenced-based practice.

4. Perform self-assessment for life-long learning and professional growth.

Patient Care |P) Assessment (A) Diagnosis (D) Planning (P) Implementation (I) Evaluation (E)

1(A) Systematically collect and analyze data on general, oral and psychosocial health status of a variety of individuals.

2.(A) Recognize predisposing & etiologic risk factors that require intervention and/or referral to prevent disease and/or impact care.

3. (A) Perform comprehensive exam including collection, interpretation of appropriate diagnostic information including radiographic, periodontal, and other data needed to assess the patient's needs.

DH 208 Dental Anatomy

N

N

DH 208 Dental Anatomy

N

N

N

Implementation Measure

208 Exam

208 Serf-assess final poster and presentation project

208 Practical Exam

208 Exam

206 Exam

Assessment Tool El paper, exam, OSCE

Novice = the student can speak knowledgeably about the topic; is able to discuss and use skills but more experience and feedback would be helpful.

Developing = the student can demonstrate sills in the area with guidance; is able to sue skills or knowledge in a variety of situations at a satisfactory level.

Proficient = the student can successfully and independently apply this skill in the professional setting; understands and uses the skill at a proficient level.

Monitoring Measure

1-7-14

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE COMPETENCIES DH 227/228 PRE-DENTAL HYGIENE AND DENTAL HYGIENE THEORY I


1. Demonstrate safe, professional, ethical and

HIPPA

OSHA infection control

Code of Ethics

Legal

3. Provide dental hygiene care based on accepted scientific theories, research and the current standard of care that is humane,


5. Act as a change agent to improve the oral health and/or advance the profession through service activities and affiliations with professional

6. Communicating effectively with individuals and groups from diverse populations.

Improving Health In Individuals and Communities (H)

1 .Promote the values of oral and general health and wellness.

2. Respect the goals, values, beliefs and preferences of the individual.

3. Identify individual and population risk factors and develop strategies that promote health related quality of life.

5. Provide screening, referral, and other preventive, educational and oral health services.

6. Identify barriers and potential suggestions for improving client access to oral health services.

Patient Care (P) Assessment (A) Diagnosis (D) Planning {P) Implementation (I) Evaluation (E)

1.(A) Systematically collect and analyze data on general, oral and psychosocial health status of a variety of individuals.

2.(A) Recognize predisposing & etioiogic risk factors that require intervention and/or referral to prevent disease and/or impact care.


4. (A) Identify and manage individuals at risk for medical emergency.

5. (D) Use critical decision-making based on assessment data to reach conclusions about oral health needs to determine the dental hygiene diagnosis and need for consultation and referral.

7. (I) Perform dental hygiene interventions to including preventive and therapeutic services designed to achieve and maintain oral health.

8. (E) Determine effectiveness of outcomes of dental hygiene interventions and provide appropriate follow-up care and/or health maintenance.

DH 227 Pre Dental

Hygiene Theory

DH 228 Dental Hygiene Theory

I

N, D

N, D, P

P

P

N

N,D

N. D

N, D

N

N.D

DH 227 Pre Dental

Hygiene Theory

N

N

N

N

DH 227 Pre Dental

Hygiene Theory

N

N

N

N

N

N

N

D


I

D

D

D

N

N


I

D

D

N

D

N-D

D

D


227, Exams 228 PE; Medical History

227, 228 Exam, Paper, PE: Unit Maintenance/Preparation/Asepsis, Autoclave, Packaging Competency Exam: Assess Patient Care

227, 228 Paper, discussion, Case doc. Mission and Philosophy

227,228 Exam, Total Patient Care form (TPC form). Daily Goal Sheet Comp exam: Informed Consent form, PE: Medical History

227, 228 PE: Treatment/Case Plan, Exams. Comps, TPC form, Paper

227,228 Faculty mentor sheet, Mission and Philosophy

227, 228 Passport, Kiddie Clinic

227,228 Dairy Goal Sheet fac, PE: Patient Education. Treatment/Case Plan. Nutritional Counseling

227, 228 TPC form

227, 226 Exam, Daily Goal Sheet, Informed Consent

227,228 TPC form, Paper, Case doc, PE: Case management, Informed Consent

227, 228 Exam

227, 228 Dairy Goal Sheet fac. PE: Patient Education, Treatment/Case Plan, Nutritional Counseling

227, 228 TPC form

227, 228, PE: Medical History, Extra/lntra Oral Exam, Vital Signs

227, 228 PE: Extra/lntra Oral Exam, Dental Exam/Charting, Microbial Smear, Nutritional Counseling. Periodontal Exam

227, 228. PE: Medical History, Vital Signs

227, 228, PE: Treatment/Case Plan. Nutritional Counseling, Patient Education

227, 228, PE: Basic Instrumentation. Nutritional Counseling, Patient Education. Fluoride Application, Polishing, Sealant Application

227, 228, PE: Treatment/Case Plan


228 HIPPA Certificate module/quiz

228 Competency Exam: Assess Patient Care

Novice = the student can speak knowiedgeably about the topic; is able to discuss and use skills but more experience and feedback would be helpful. Developing = the student can demonstrate sills in the area with guidance; is able to sue skills or knowledge in a variety of situations at a satisfactory level. Proficient = the student can successfully and independently apply this skill in the professional setting; understands and uses the skill at a proficient level.

Monitoring Measure

1-7-15

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE COMPETENCIES IN DH 235 HEAD AND NECK ANATOMY

Revised 6-1-05 Cora Competencies (C)

Improving Health in Individual and Communities (H)


Patient Care (P) Assessment (A) Diagnosis (D) Planning (P) Implementation (I) Evaluation (E)

1 .(A) Systematically collect and analyze data on general, oral and psychosocial health status of a variety of individuals.



DH 235 Head and Neck Anatomy


N-D


N

N

N


Assessment Tool Ei paper, exam, OSCE

235 Exam, EO/IO PE

235 Exam

235 Exams

235 Practical Exam, Story board



Monitoring Measure


Proficient = the student can successfully and independently apply this skill in the professional setting.; understands and uses the skill at a proficient level.

1-7-16

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE CORE COMPETENCIES IN EACH COURSE, DH 3 0 0 PHARMACOLOGY Revised 6 -1 -05 Core Competencies (C)

1. Demonstrate safe, professional, ethical and legal behavior. HIPAA

Code of Ethics

Legal 2. Use critical thinking and problem solving in the provision of evidenced based practice.

3. Provide dental hygiene care based on accepted scientific theories, research and the current standard of care that is humane, empathetic, and caring (including pain control)



2. Respect the goals, values, beliefs and preferences of the individual. 3. Identify individual and population risk factors and develop strategies that promote health related quality of life.

Patient Care (P) Assessment (A) Diagnosis (D) Planning (P) Implementation (1) Evaluation (E)

1.(A) Systematically collect and analyze data on general, oral and osychosocial health status of a variety of individuals.



4. (A) Identify and manage individuals at risk for medical emergency. 5. (D) Use critical decision-making based on assessment data to reach conclusions about oral health needs to determine the dental hygiene diagnosis and need for consultation and referral.

DH 300 Pharmacology

P P

P

D

N, D

D

DH 300 Pharmacology

N N. D

DH 300 Pharmacology

D

D

D

D

D


300 Case based exam

300 Case based exam

300 Journal entries


300 Exam

300 Case based exam

300 Case based exams

300 Case Based Exams

300 Case Based Exams

300 Case base exam 300 Case based exam


Novice = the student can speak knowledgeabfy about the topic; is able to discuss and use skills but more experience and feedback would be helpful. Developing = the student can demonstrate sills in the area with guidance; is able to sue skills or knowledge in a variety of situations at a satisfactory level. Proficient = the student can successfully and independently apply this skill in the professional setting; understands and uses the skill at a proficient level.

Monitoring Measure

300 Cased based exam 300 Exam

300 Case based exam

1-7-17

1-7-18

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE COMPETENCIES IN DH 328 ORAL MEDICINE Revised 6-1-05 Improving Hearth in Individual and Communities (H)

5, Provide screening, referral, and other preventive, educational and oral hearth services.


1(A) Systematically collect and analyze data on general, oral and psychosocial hearth status of a variety of individuals.





DH 326 Oral Medicine

D

DH 326 Oral Medicine

ND

D

P

P

D

Implementation Measures

326 Exam

326 Exams, Cases, Cased based exams

326 Exams. Cases, Cased based exams

326 Exams, Case, Case based exams


Novice = the student can speak knowledgeably about the topic, is able to discuss and use skills but more expenence and feedback would be helpful. Developing = the student can demonstrate sills in the area with guidance; is able to sue skills or knowledge in a variety of situations at a satisfactory level. Proficient = the student can successfully and independently apply this skill in the professional setting; understands and uses the skill at a proficient level.

Monitoring Measures

326 Exams. Cases, CaseC based exams

326 Exams, Cases, Casec

1-7-19

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE COMPETENCIES DH 338 ORAL RADIOLOGY Revised 6-1-05 Core Competencies (C)

1. Demonstrate safe, professional, ethical and legal behavior.

HtPAA OSHA infection control



1(A) Systematically collect and analyze data on general, oral and psychosocial health status of a variety of individuals.


5. (0) Use critical decision-making based on assessment data to reach conclusions about oral health needs to determine the dental hygiene diagnosis and need for consultation and referral.

DH 338 Oral Radiology

P

P

N, D

DH 338 Oral Radiology

D

N-D

N


338 Exam, Radiographic Request form

338 Radiographic Request form, Radiographic Eval form, Exam

338 Radiographic Request form, Radiographic Eval form, Exam

338 Exam


Novice = the student can speak knowledgeably about the topic: is able to discuss and use skills but more experience and feedback would be helpful.

Monitoring Measures

338 Exam 338 Exam, PE: Unit Maint, Asepsis

Developing = the student can demonstrate sills in the area with guidance; is able to sue skills or knowledge in a variety of situations at a satisfactory level. Proficient = the student can successfully and independently apply this skill in the professional setting; understands and uses the skill at a proficient level.

1-7-20

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE COMPETENCIES IN DH 340 ORAL PATHOLOGY


2. Use critical thinking and problem solving in the provision of evidenced-biased practice.

5. Act as a change agent to improve the oral health and/or advance the profession through service activities and affiliations with professional organizations.

Improving Hearth in Individuals and Communities (H)


4. Assess community oral health needs and resources.




2.(A) Recognize predisposing & etiotogic risk factors that require intervention and/or referral to prevent disease and/or impact care.


6. (P) Collaborate with patient and other health professionals to formulate an individualized comprehensive dental hygiene care plan including etiology, prognosis, treatment alternatives, prioritization, sequence and informed consent.


DH 340 Oral Pathology

D

N


N, D

N

D


D

D

N

N

N


340 Case studies

340 Case based exam

340 Exams, Case Presentation

340 Exams

340 Case Presentations


340 Case presentations

340 Case Presentations, PE: Extra/Intra Oral Exam

340 Case presentations, Case based exams

340 Case Presentations, Exams

340 Exams, Case Presentation


Novice = the student can speak knowledgeably about the topic; is able to discuss and use skills but more experience and feedback would be helpful. Developing = the student can demonstrate sills in the area with guidance; is able to sue skills or knowledge in a variety of situations at a satisfactory level. Proficient = the student can successfully and independently apply this skill in the professional setting; understands and uses the skill at a proficient level.

Monitoring Measures

1-7-21

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE COMPETENCIES IN DH 354 DENTAL MATERIALS

Revised 6-1*05 Core Competencies (C)


HIPAA


Legal 2. Use critical thinking and problem solving in the provision of evidenced-based practice.





DH 354 Dental Materials

P

P D

D

D

DH 354 Dental Materials

N-D

N-D


354 Exam 354 Exams. Case Studies

354 Bleaching, Paper

354 Evaluation of Study Models, Case based exam

354 Cased based exams


Novice = the student can speak knowtedgeably about the topic; is able to discuss and use skills but more experience and feedback would be helpful.

Monitoring Measure

354 Exam 354 Exam

Developing = the student can demonstrate sills in the area with guidance; is able to sue skills or knowledge in a variety of situations at a satisfactory level. Proficient • the student can successfully and independently apply this skill in the professional setting; understands and uses the skill at a proficient level.

*

1-7-22

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE COMPETENCIES IN DH 369 PAIN MANAGEMENT




Legal 3. Provide dental hygiene care based on accepted scientific theories, research and the current standard of care that is humane, empathetic, and caring (including pain control)

Improving Health in Individuals and Communities (H)


2. (A) Recognize predisposing & etioiogtc risk factors that require intervention and/or referral to prevent disease and/or impact care.




DH 369 Pain Management

P D

N, D



D

D

D


369 Exam 369 Case-based exam

369 Exams, Case based exams

369 Exams, Case based exam

369 Exams, Case based exams


Novice • the student can speak knowiedgeably about the topic; is able to discuss and use skills but more experience and feedback would be helpful.

Monitoring Measure

369 PE: Infection Control


1-7-23

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE COMPETENCIES DH 370/470 CYBER SEMINAR II /III


page numbers

Code of Ethics 4. Perform self-assessment for life-long learning and professional growth.


DH 370 Cyber

Seminar It

D D

D

DH 470 Cyber

Seminar III

D P

P


370, 470 Project PBL

370, 470 Group project, Team evaluation

Assessment Tool Ei paper, exam OSCE

370, 470 Self eval and Congruency w/peer and fac

Novice - the student can speak knowledgeabty about the topic; is able to discuss and use skills but more experience and feedback would be helpful. Developing = the student can demonstrate sills in the area with guidance; is able to sue skills or knowledge in a variety of situations at a satisfactory level.


Monitoring Measures

370, 470 Group project, Team evaluation

1-7-24

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE COMPETENCIES IN DH 373W PUBLIC HEALTH




Code of Ethics

Legal




5. Act as a change agent to improve the oral health and/or advance the profession through service activities and affiliations with professional organizations.

Improving Health In Individuals and Communities

1 .Promote the values of oral and general health and wellness.


3. Identify individual and population risk factors and develop strategies that promote health refated quality of life.

4. Assess community oral health needs.



7. Evaluate outcomes of community based programs.





DH 373W Public Health

P

P

D

D

N, D

D

P

DH 373W public Health

P

P

P

P

P

P

D

DH 373W Public Health

D

N-D

N-D


373W Case studies, Exam

373W Project

373 Project

373W Self assessment and Congruency w/peer, Self reflective essay

373W Project

373W Project

373W Project

373W Project


373W Project

373W Project

373W Exam, Project

373W Project

373W Project

373W Project, Self Eval, Exam

373W Project


Monitoring Measure

373 Paper, Discussion

373 Case studies, Quiz, Project



1-7-25

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE COMPETENCIES IN DH 408 INTERNSHIP Revised 6-1-05 Cor* Competencies (C)


HIPAA OSHA infection control Code of Ethics Legal 2. Use critical thinking and problem solving in the provision o: e vide need-based practice.



5. Act as a change agent to improve the oral health and/or

advance the profession through service activities and affiliations with professional organizations.


Improving Hearth in Individuals and Communities (H) 1 .Promote the values of oral and general health and wellness.



4. Assess community oral health needs and resources. 5. Provide screening, referral, and other preventive, educational and oral health services.


Patient Care (P) Assessment (A) Diagnosis (D) Planning (P Implementation (I) Evaluation (E)






6. (P) Collaborate with patient and other health professionals to formulate an individualized comprehensive dental hygiene care plan including etiology, prognosis, treatment alternatives, prioritization, sequence and informed consent.



DH 408 Internship

P P P P D

D

D-P

P

D-P

DH 408 Internship P

P

P

P P

P

DH 408 Internship

ND

D

P

P

D

D

P

D


408 Supervisor's eval


408 Supervisor's eval, Final report







408 Supervisor's eval, Final report

408 Supervisor's eval, Final Report

Novice = the student can speak knowledgeably about the topic; is able to discuss and use skills but more experience and feedback would be helpful. Developing = the student can demonstrate sills in the area with guidance; is able to sue skills or knowledge in a variety of situations at a satisfactory level. Proficient = the student can successfully and independently apply this skill in the professional settinq; understands and uses (he skill at a proficient level.

Monitoring Measure

408 Supervisor's eval 408 Supervisor's eval 408 Supervisor's eval


408 Supervisor's eval, Intervention Project

408 Supervisor's eval. Intervention Project

408 Needs assessment, Intervention project

408 Needs assessment, Intervention 408 Needs assessment. Intervention project

408 Supervisor's Eval




1-7-26

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE COMPETENCIES IN DH 416 CAREER MANAGEMENT



Improving Health in Individuals and Communities (H>


DH 416 Career Management

P

DH 416 Career Management

P

Implementation Measure Assessment Tool El paper, exam, OSCE



Monitoring Measure

416 Resume, Cover letter, Interdisciplinary paper, Interview with pharmacist and sales rep, New technology paper

416 Resume, Cover letter, Interdisciplinary paper, Interview with pharmacist and sales rep. New technology paper

1-7-27

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE COMPETENCIES IN DH 418/419 PERIO II AND II



Improving Health in Individuals and Communities


Patient Care (P) Assessment (A) Diagnosis (D) Planning (P) implementation (I) Evaluation (E)





6. (P) Collaborate with patient and other health professionals to formulate an individualized comprehensive dental hygiene care plan including etiology, prognosis, treatment alternatives, prioritization, sequence and informed consent

DH 418 PerioI

N, D

DH 418 Perio l

DH 418 Perio 1

N, D

DH 419 Perio II

N. D

DH 419 Perio II

P

DH 419 Perio II

N. D

N, D

P

D

N D


418, 419 Exam, Paper, Debate

418, 419 Exam, Case studies

418,419 Exams, case studies

418, Exams, case study discussion

418, 419 Exams, case studies


Novice = the student can speak knowledgeably about the topic; is able to discuss and use skills but more experience and feedback would be helpful. Developing = the student can demonstrate sills in the area with guidance; is able to sue skills or knowledge in a variety of situations at a satisfactory level.


Monitoring Measures

418, 419 Exams

418 Exams, indices calibration discussion

1-7-28

1-7-29

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE COMPETENCIES IN DH 450 RESEARCH






DH 450 Research

D

N

P


450 Project pico

450 Essay test. Discussion



Monitoring Measures

450 Exam, calibration

1-7-30

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE COMPETENCIES IN DH 495 ORAL HEALTH OUTCOMES




6. Communicate effectively with individuals and groups from diverse populations.

Improving Health in Individuals and Communities (H) 1.Promote the values of oral and general health and wellness. 2. Respect the goals, values, beliefs and preferences of the individual.



2.(A) Recognize predisposing & etiologic risk factors that require intervention to prevent disease and/or impact care.



6. (P) Collaborate with patient and other health professionals to formulate an individualized comprehensive dental hygiene care plan including etiology, prognosis, treatment alternatives, prioritization, sequence and informed consent



DH 495C Oral Health

Outcomes

P

P

P

P P

P

P

P

P

P

Implementation Measures Assessment Tool Ei paper, exam, OSCE

495 Project

Novice = the student can speak knowledgeably about the topic; is able to discuss and use skills but more experience and feedback would be helpful. Developing = the student can demonstrate sills in the area with guidance; is able to sue skills or knowledge in a variety of situations at a satisfactory level. Proficient = the student can successfully and independently apply this skill in the professional sertinq; understands and uses the skill at a proficient level.

Monitoring Tool Ei paper, exam, OSCE

495C Project

495C Presentation

495C Clinical Project

495C Clinical Project 495C Clinical Project, Theory project

495C Clinic Project

495C Clinic Project





1-7-31

NORTHERN ARIZONA UNIVERSITY DENTAL HYGIENE COMPETENCIES IN THE PROGRAM


1. Demonstrate safe, professional, ethical and legal behavior. HIPAA


Legal/Jurisprudence


3. Provide dental hygiene care based on accepted scientific theories and research and the current standard of care.

4. Perform self-assessment for life-king learning and professional growth.

5, Act as a change agent to improve the oral health and/or advance the profession through service activities and affiliations with professional organizations.


7. Provide care using an individualized approach that is humane, empathetic, and caring (including pain control)

Improving Health in Individuals and Communities (H)

1.Promote the values of oral and qeneral health and wellness. 2. Respect the goals, values, beliefs and preferences of the individual.



Program Outcomes

P P

P

D

P P P

Monitoring Tool Ei paper, exam, OSCE

Employer Survey, Alumni Survey, Exit Interview, National Board Exams

Exit Interview

Senior Exit Survey, Employer Survey, Alumni Survey Senior Exit Survey, Employer Survey, Alumni Survey, National Board Exam case based

Senior Exit Survey, Employer Survey, Alumni Survey, National Board Exam case based



Senior Exit Survey, Employer Survey, Alumni Survey. National Board Exam case based



Patient Survey Patient Survey Patient Survey

Senior Exit Survey, Employer Survey, Alumni Survey, National Board Exam


1-7-32

NAU DENTAL HYGIENE ALUMNI SURVEY 2005

Preparation for Practice

Rate your level of preparedness for practice at the time you graduated from NAU DH.

Very Poorly Poorly Well Very Well

Prepared Prepared Prepared Prepared N/A

Importance for Practice

Indicate how important you thi this skill is to your practice.

Not Important Somewhat Very

at all Important Importa

Patient Care Assessment: Systematically collect and analyze data on general, oral and psychosocial health status of a variety of individuals. Recognize predisposing & etiologic risk factors that require intervention and/or referral to prevent disease and/or impact care. Perform comprehensive exam including collection, interpretation of appropriate diagnostic information including radiographic, periodontal, and other data needed to assess the patient's needs.

Identify and manage individuals at risk for medical emergency. Dental Hygiene Diagnosis: Use critical decision-making based on assessment data to reach conclusions about oral health needs to determine the dental hygiene diagnosis and need for consultation and referral. Planning: Collaborate with patient and other health professionals to formulate an individualized comprehensive dental hygiene care plan including etiology, prognosis, treatment alternatives, prioritization, sequence and informed consent

Implementation: Perform dental hygiene interventions to including preventive and therapeutic services designed to achieve and maintain oral health.

Evaluation: Determine

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3 4

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1-8-1


Demonstrate professional, ethical and legal behavior. (HIPPA, OSHA infection control, Code of Ethics Legal)

Use critical thinking and problem solving in the provision of evidenced-based practice.

Provide dental hygiene care based on accepted scientific theories, research and the current standard of care that is humane, empathetic, and caring (including pain control)

Perform self-assessment for life-long learning and professional growth.

Act as a change agent to improve the oral health and/or advance the profession through service activities and affiliations with professional organizations.

Communicate effectively with individuals and groups from diverse populations.

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1-8-2






Indicate how important you th this skill is to your practice

Not Important Somewhat Ver

at all Important Import

Demonstrate professional, ethical and legal behavior. (HIPPA, OSHA infection control, Code of Ethics Legal)

Use critical thinking and problem solving in the provision of evidenced-based practice.

Provide dental hygiene care based on accepted scientific theories, research and the current standard of care that is humane, empathetic, and caring (including pain control)


Act as a change agent to improve the oral health and/or advance the profession through service activities and affiliations with professional organizations.


1 2 3 4 N/A

1

1

1

1

1

2 3 4 N/A

2 3 4 N/A

2 3 4 N/A

2 3 4 N/A

2 3 4 N/A

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1-8-3






Indicate how important you th this skill is to your practice

Not Important Somewhat Ver

at all Important Import


effectiveness of outcomes of dental hygiene interventions and provide appropriate follow-up care and/or health maintenance. N/A

1-8-4

NAU DENTAL HYGIENE ALUMNI SURVEY 2005

Preparation for Practice Rate your level of preparedness for practice at the

time you graduated from NAU DH. Very

Poorly Poorly Well Very Well Prepared Prepared Prepared Prepared N/A

Importance for Practice Indicate how important you thit

this skill is to your practice. Not

Important Somewhat Very at all Important Importai

Improving Health in Individuals and Communities Promote the values of oral and general health and wellness.

Respect the goals, values, beliefs and preferences of the individual.

Identify individual and population risk factors and develop strategies that promote health related quality of life.

Assess community oral health needs and resources.

Provide screening, referral, and other preventive, educational and oral health services.

Identify barriers and potential suggestions for improving access to oral health services.

Evaluate outcomes of community based programs.

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3 4 N/A

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1 2 3

1-8-5

1. What year did you graduate from NAU Dental Hygiene?

2. In which type of setting/s are you employed? (if more than one, place 1 by the one where you spend the most time, 2 by the next most etc)

• General dentistry • Periodontal practice • Hospital • Private industry • Public Health • Education • Research • Specialty office, specify • Other, specify

3. Do you currently practice CLINICAL dental hygiene (seeing patients for dental hygiene services in either a private practice or clinic type setting)?

•YES • NO

4. If you are not currently practicing clinical dental hygiene, please specify reason:

5. If you are not currently practicing clinical dental hygiene, do you plan to practice again some time in the future?

• YES • NO • N/A

6. If you are currently practicing dental hygiene (clinical or non-clinical), in which state do you practice?

• Arizona • Other (specify)

7. In which type of setting do you practice (clinical or non-clinical)? • Rural (<50,000 population) • Urban (50,000 or more) • Not currently practicing dental hygiene

8. How many hours per week are you working as a clinical dental hygienist? • <16 • 17-25 • 26-32 • >32 • Not currently practicing clinical dental hygiene

9. How many hours per week are you working as a dental hygienist in a non-clinical setting? • <16 • 17-25 • 26-32 • >32 • Not currently working in a non-clinical setting

10. How satisfied are you with dental hygiene as a career? Very Satisfied Satisfied Unsatisfied Very Unsatisfied

4 3 2 1

1-8-6

What would make you more satisfied with dental hygiene as a career?

11. Have you held any leadership positions in your local, state or national ADHA? •YES which? • NO

Have you held any leadership positions in other organizations? • YES which? • NO

12. In retrospect, would you choose Dental Hygiene again? • YES why? • NO why not?

If yes, would you choose the NAU Dental Hygiene Program again? • YES why? • NO why not?

13. Would you recommend the NAU Dental Hygiene Program to others? • YES why? • NO why not?

14. Are you a member of ADHA? • YES • NO

15. Have you continued your education towards an advanced degree? • YES, specify • NO

16. Please indicate your level of satisfaction with the NAU Dental Hygiene Program. Very Satisfied Satisfied Unsatisfied Very Unsatisfied

4 3 2 1

17. What were the strengths of the dental hygiene program at NAU?

18. What were the weaknesses of the dental hygiene program at NAU?

19. Ethnic Background * *(Provision of this information is optional: Please check one)

1-8-7

• Asian/Pacific Islander • Black/African American • Mexican-American/Chicano • Native American (specify nation: • Other Hispanic (specify: ) • White/Caucasian • Bi-Cultural/Other

20. General Comments:

Thank you for your time in completing this survey.

Completed 2005:

adhere to ethics important adhere ethics prepared advocate for access to care Important advocate for access to care prepared

assess community needs important

assess community needs prepared

communicate effectively important

communicate effectively prepared

employ critical thinking and problem solving important

employ critical thinking and problem solving prepared

range 1-4

N

29 30 29 30

29 30

29

30

29

30

Mean

3.0 3.6 2.S 3.0

2.5 3.0

2.9

3.6

2.9

3.4

Completed 2004: (2nd mailing)

access professional networks important

access professional networks prepared

adhere to ethics important adhere to laws prepared advocate for access to care important advocate for access to care prepared apply ethics important

apply ethics prepared assess community needs important


assessment important

assessment prepared



demonstrate self-response and response important

demonstrate self-response and response prepared

develop management and marketing strategies important develop management and marketing strategies prepared

diagnosis important

diagnosis prepared

documentation important

documentation prepared

employ critical thinking and problem solvingjmportant

employ critical thinking and problem solving_preparec

encourage healthjmportant

encourage health_prepared

eval & utilize methods to ensure pt health/safety_ prepared

eval & utilize methods to ensurept health/safety_ important

eval outcomes of community programs_prepared

eval outcomes of communtiy programsjmportant

eval reimbursement_prepared

evaluationjmportant

evaluation_prepared

eval reimbursementjmportant

range 1-4

N

20

19

20 20 20 19 20 20 18 19

20

20

20

20

20

20

19

19

20

20

20

20

20

20

20

20

20

20

18

19

16

20

20

19

Mean

1.8

2.5

3.0 3.8 2.1 3.2 2.9 3.7 1.9

3.0

2.9

3.8

2.6

3.3

2.7

3.7

1.8

2.4

3.0

3.6

2.9

3.8

2.9

3.6

2.9

3.6

3.6

2.9

2.9

1.8

2.3

2.9

3.7

1.8

Completed 2004: (1st mailing)

access professional networks important

access professional networks prepared

adhere to ethics important adhere to laws prepared advocate for access to care important advocate for access to care prepared apply ethics important apply ethics prepared assess community needs important assess community needs prepared

assessment important assessment prepared



demonstrate self-response and response important

demonstrate self-response and response prepared

develop management and marketing strategies imnorlant develop management and marketing strategies prepared diagnosis important

diagnosis prepared



employ critical thinking and problem solv ing jmpor tant

employ critical thinking and problem solving_prepared

encourage hea l th jmpor tant

encourage health_prepared

eval & utilize methods to ensure pt health/safety_ prepared

eval & utilize methods to ensurept health/safety important

eval outcomes of community programs_prepared

eval outcomes of communtiy programs important

eval reimbursement_prepared

evaluat ionjmportant

evaluation_prepared

eval re imbursement jmportant

range 1-4

N

11

9

11 11 11 11 11 11 11 10

11

11

11

11

11

9

11

9

11

11

11

11

11

11

11

11

11

11

10

11

10

11

11

11

Mean

1.9

2.1 3.0 3.8 2.1 3.0 3.0 3.7 2.0 3.0

2.9

3.7

2.4

2.9

2.4

3.0

1.8

2.4

2.9

3.7

3.0

3.7

2.7

3.5

2.8

3.5

3.2

2.9

2.9

1.9

2.3

2.7

3.5

2.1

Completed 2003:

adhere to ethics important adhere to laws prepared

apply ethics important apply ethics prepared assess community needs important


assessment important

assessment prepared



diagnosis important

diagnosis prepared



range 1-4

N

22 22

22 22 22 22

22

22

22

22

21

21

22

22

eval & utilize methods to ensure pt health/safe 22

eval & utilize methods to ensure pt health/safe

evaluat ion jmpor tant

evaluation_prepared

22

22

22

Mean

3.0 3.6

3.0 3.5 2.1 2.8

3.0

3.5

2.7

3.2

3.0

3.5

3.0

3.6

3.4

2.8

2.8

3.1

Comple ted 2005:

evidence-based practice_important

evidence-based practice__prepared

identify risk factors important

identify risk factors_prepared

identify and utilize resources including technology important

identity and utilize resources including technology prepared

promote values of health and wellness important

promote values of health and wellness prepared

provide screening important provide screening prepared

respect patient's goals important respect patient's goals prepared self-assess; lifelong learn and growth important

self-assess; lifelong learn and growth prepared

satisfaction with NAU DH program

act as a chanqe aqent important act as a change agent prepared

N

29

30

29

30

29

30

29

30

29 30

29 30 29

30

29 30

Mean

3.0

3.7

2.7

3.2

3.0

3.7

2.9

3.6

2.9 3.2

2.9 3.6 3.0

3.4

2.9 3.0

Comple ted 2004: (2nd mailing)

evidence-based practicejmportant

evidence-based practice_prepared

how satisfied with dh as career

identify alternative career pathsjmportant

identify alternative career paths_prepared

identify risk factors_prepared


identity and utilize resources including technology prepared

identify and utilize resources including technology important

implement important implement prepared leadership skills important leadership skills prepared

plan important plan prepared promote compliance important

promote compliance prepared

promote values of health and wellness important

promote values of health and wellness prepared

provide individualized pt care important provide individualized pt care prepared provide screening important provide screening prepared provide serviced in variety of settings important

provide services in variety of settings prepared

quality assurance including peer evaljmportant

quality assurance including peer eval_prepared

refer pts for evaljmportant refer pts for eval_prepared respect patient's goals important respect patient's goals prepared self-assess; lifelong learn and growth important


service activities important service activities prepared standard of care important standard of care prepared


N

20

20

20

20

20

20

20

20

20

20 20 20 20

20 20 20

20

20

20

20 20 19 20 19

20

20

20

20 20 20 20 20

20

20 20 20 20

Mean

3.0

3.6

3.4

2.0

2.6

3.2

2.3

3.2

2.9

2.9 3.7 2.7 3.S

2.8 3.6 2.9

3.5

2.4

3.3

3.0 3.9 2.2 3.1 2.2

3.6

2.3

3.4

2.2 2.8 2.7 3.5

2.8

3.5

2.4 3.5 2.7 3.5

Comple ted 2004: (1st mai l ing)

evidence-based pract ice jmportant

evidence-based p rac t i ce j xepared


identify alternative career paths jmpor tant

identify alternative career paths_prepared

identify risk factors prepared


identity and utilize resources including technology important

identity and utilize resources including technology prepared implement important implement prepared leadership skills important leadership skills prepared



promote values of health and wellness important promote values of health and wellness preparec

provide individualized pt care important provide individualized pt care prepared provide screening important provide screeninq prepared provide serviced in variety of settings important

provide services in variety of settings prepared

quality assurance including peer eva l jmpor tan t

quality assurance including peer eval_prepared

refer pts for eval important refer pts for eval prepared respect patient's qoals important respect patient's qoals prepared self-assess; lifelong learn and growth important


service activities important service activities prepared standard of care important standard of care prepared satisfaction with NAU DH proqram

N

11

11

11

11

11

10

10

11

11

11 11 11 11

11 11 11

10

11

10

11 11 11 10

11

11

11

11

11 11 11 11 11

11

11 11 11 11

11

Mean

2.8

3.6

3.1

1.8

2.9

2.9

2.5

2.7

3.5

3.0 3.8 2.6 3.2

2.9 3.6 2.9

3.0

2.5

3.3

3.0 3.8 2.3 2.9 2.3

3.5

2.3

3.1

2.5 2.6 2.8 3.3 2.9

3.5

2.2 3.4 2.9 3.5 3.5

Comple ted 2003:

evidence-based pract ice jmportant

evidence-based practice_prepared


identify risk factors prepared


identity and utilize resources including techno

N

22

22

22

22

22

22

identity and utilize resources including techno 22

implement important implement prepared leadership skills important leadership skills prepared



promote values of health and wellness import

22 22 22 22

22 22 22

22

22

promote values of health and wellness prepar 22

provide individualized pt care important provide individualized pt care prepared provide screeninq important provide screeninq prepared provide serviced in variety of settings important provide services in variety of settings prepared

22 22 22 22 22

22

quality assurance including peer eval_important 22

quality assurance including peer eval_prepart 22

refer pts for eval important refer pts for eval prepared respect patient's qoals important respect patient's qoals prepared self-assess; lifelong learn and growth importa

self-assess; lifelong learn and growth prepare

service activities important service activities prepared standard of care important standard of care prepared


22 22 22 22 22

22

22 22 22 22 22

Mean

3.0

3.5

3.5

3.0

2.5

2.9

3.2

3.0 3.2 3.0 2.8

3.3 3.0 3.3

2.9

3.1

2.6

3.2 3.0 3.6 2.4 2.9

3.0

3.0

2.4

3.0 2.4 2.6 2.8 3.4

2.9

3.4 2.4 3.0 2.8 3.4

Exhibit 1-10: Employer Survey

January 2005

Dear Employer:

This survey is being conducted by the Department of Dental Hygiene to determine the preparedness of graduates making the transition between college and their career. Your participation in this survey will be of considerable value in evaluating the current program.

Please respond to every item honestly and completely. Please answer ALL questions with the ONE answer that BEST describes your situation. We will use your input to review the curriculum in light of current dental hygiene practice.

For your convenience, a pre-addressed, stamped envelope is enclosed. We would greatly appreciate a response within the next TWO WEEKS.

Individual responses are anonymous and confidential. Results of the survey will be available upon request.

Sincerely,

Denise Muesch Helm, R.D.H., M.A. Associate Professor and Chair

1-10-1

NAU DENTAL HYGIENE EMPLOYER

1. Do you currently employ a dental hygienist that is a graduate of the NAU Dental Hygiene Program? YES NO

If NO, you have completed the questionnaire. Thank you for your participation. If YES please continue.

2. In which type of setting(s) do you employ an NAU graduate (if more than one, place 1 by the primary, 2 by the second most etc)

• General dentistry • Hospital • Public Health • Research • Other, specify

• Periodontal practice • Private industry • Education • Specialty office, specify

3. Would you hire an NAU graduate again? • YES why? • NO why not?.

4. Would you recommend the NAU Dental Hygiene Program to a prospective student? • YES why? • NO why not?

5. Please indicate your level of satisfaction with the graduate from NAU Dental Hygiene Program.

Very Satisfied Satisfied 4 3

Unsatisfied 2

Very Unsatisfied 1

Please see the reverse side.

1-10-2

Please rate the NAU Dental Hygiene graduate's level of preparedness for practice in the following areas.

Very Poorly Poorly Well Very Well Prepared Prepared Prepared Prepared

NA

Demonstrates professional, ethical and legal behavior.

Uses of critical thinking and problem solving in the provision of evidence-based practice.

Provides dental hygiene care based on accepted scientific theories research and the current standard of care.

Possess current knowledge in the provision of dental hygiene care.

Access current information and apply knowledge in the provision of dental hygiene care.

Functions as an effective team member.

Communicates effectively with individuals and groups from diverse populations.

Provides care using an individualized approach that is humane, empathetic, and caring.

Comments:

THANK YOU

1-10-3

1 2 3 4 0

1 2 3 4 0

1 2 3 4 0

1 2 3 4 0

1 2 3 4 0

1 2 3 4 0

1 2 3 4 0

1 2 3 4 0


If the practice setting in which the graduate of the NAU Dental Hygiene Program practices is primarily a public health setting, please complete the following questions. If not, thank you for your participation.

Very Poorly Prepared

Poorly Prepared

Well Prepared

Very Well Prepared NA

Respects the goals, values, beliefs and preferences of others.

Identifies individual and population risk factors and develop strategies that promote health related quality of life.

Assesses community oral health needs and resources.

Provides screening, referral, and other preventive, educational and oral health services.

Identifies barriers and potential suggestions for improving access to oral health services.

Evaluates outcomes of community-based programs.

Comments:

THANK YOU

1-10-4

1 2 3 4 0

1 2 3 4 0

1 2 3 4 0

1 2 3 4 0

1 2 3 4 0

1 2 3 4 0

Exhibit 1-11: Employer Survey Results 2005

NAU DENTAL HYGIENE EMPLOYER SURVEY 2005

NAU Dental Hygiene

Question

Do you currently employ a dental hygienist that is a graduate of the NAU Dental Hygiene Program?

Would you hire an NAU graduate again?

Would you recommend the NAU Dental Hygiene Program to a prospective student?

N

13.0

13.0

13.0

Yes

13.0

13.0

12.0

NO

0.0

0.0

1.0

Private Practice

Question

Please indicate your level of satisfaction with the graduate from NAU Dental Hygiene Program.

Demonstrates professional, ethical and legal behavior.

Uses of critical thinking and problem solving in the provision of evidence-based practice.

Provides dental hygiene care based on accepted scientific theories research and the current standard of care.

Possess current knowledge in the provision of dental hygiene care

Access current information and apply knowledge in the provision of dental hygiene care

Functions as an effective team member

Communicates effectively with individuals and groups from diverse populations.

Provides care using an individualized approach that is humane, empathetic, and caring.

N

13.0

13.0

13.0

13.0

13.0

13.0

13.0

13.0

13.0

Minimum

4.0

4.0

3.0

3.0

4.0

3.0

3.0

3.0

3.00

Maximum

4.0

4.0

4.0

4.0

4.0

4.0

4.0

4.0

4.00

Mean

4.0

4.0

3.8

3.9

4.0

3.9

3.9

3.9

3.1

1-11-1

Exhibit 1-11: Employer Survey Results 2005

Public/Community Health

Question

Respects the goals, values, beliefs and preferences of others.

Identifies individual and population risk factors and develop strategies that promote health related quality of life.

Assesses community oral health needs and resources

Provides screening, referral, and other preventive, educational and other oral health services.

Identifies barriers and potential suggestions for improving access to oral health services.

Evaluates outcomes of community-based programs.

N

7.00

7.00

7.00

7.00

7.00

7.00

Minimum

3.00

3.00

3.00

3.00

3.00

3.00

Maximum

4.00

4.00

4.00

4.00

4.00

4.00

Mean

3.86

3.71

3.50

3.86

3.86

3.50

1-11-2

Exhibit 1-12: Senior Exit Survey

April 14, 2005

Dear NAU Graduating Senior:

This survey is being conducted by the Department of Dental Hygiene to determine the preparedness of graduates making the transition between college and their career. Your participation in this survey will be of considerable value in evaluating the current program.

Please respond to every item honestly and completely. Please answer ALL questions with the ONE answer that BEST describes your situation. We will use your input to review the curriculum in light of current dental hygiene practice.

Please submit this survey to Becky in room 2002.

Individual responses are anonymous and confidential. Results of the survey will be available upon request.

Sincerely,

Northern Arizona University Department of Dental Hygiene

1-12-1

NAU DENTAL HYGIENE SENIOR SURVEY

Core Competencies

Demonstrate professional, ethical and legal behavior. (HIPAA, OSHA, ADHA Code of Ethics etc.)

Use critical thinking and problem solving in the provision of evidence-based practice.

Provide dental hygiene care based on accepted scientific theories and research and the current standard of care.


Advance the profession through service activities and affiliations with professional organizations.


Provide care using an individualized approach that is humane, empathetic, and caring, (includes pain control)

Rate your


1

1

1

1

1

1

1

Preparation for Practice level of preparedness for practice at this point

Poorly Well Very Well HA Prepared Prepared Prepared

2

2

2

2

2

2

2

3

3

3

3

3

3

3

4 99

4 99

4 99

4 99

4 99

4 99

4 99

1-12-2

Patient Care Assessment: Systematically collect and analyze data on general, oral and psychosocial health status of a variety of individuals.

Assessment: Recognize predisposing & etiologic risk factors that require intervention to prevent disease and/or impact care.

Assessment: Perform comprehensive exam including collection, radiographic, periodontal, and other data needed to assess the patient's needs.

Dental Hygiene Diagnosis: Interpret assessment findings, etiologic factors, and clinical data to determine dental hygiene diagnosis.

Dental Hygiene Diagnosis: Use critical decisionmaking based on assessment data to reach conclusions about oral health needs.

Planning: Collaborate with patient and other health professionals to formulate an individualized comprehensive dental hygiene care plan including etiology, prognosis, treatment alternatives and informed consent.

Planning: Establish a planned sequence of care (educational, clinical and evaluative) based on the dental hygiene diagnosis; identified oral conditions; potential problems; etiologic and risk factors; and available treatment modalities

Implementation: Perform dental hygiene interventions to including preventive and therapeutic services designed to achieve and maintain oral health.

Evaluation: Determine effectiveness of outcomes of dental hygiene interventions and provide appropriate follow-up care.

Rate your level


1

1

1

1

1

1

1

1

1

Preparation for Practice of preparedness for practice at this point

Poorly Prepared

2

2

2

2

2

2

2

2

2

Well Prepared

3

3

3

3

3

3

3

3

3

Very Well Prepared

4

4

4

4

4

4

4

4

4

NA

99

99

99

99

99

99

99

99

99

1-12-3

Improving Health in Individuals and Communities Respect the goals, values, beliefs and preferences of others

Identi fy individual and population risk factors and develop strategies that promote health related quality of life.


Provide screening, referral, and other preventive, educational and oral health services.

Identify barriers and potential suggestions for improving access to oral health services.

Evaluate outcomes of community-based programs.

Preparation for Practice Rate your level of preparedness for practice at this point

Very Poorly Poorly Well Very Well NA Prepared Prepared Prepared Prepared

1 2 3 4 99

1 2 3 4 99

1 2 3 4 99

1 2 3 4 99

1 2 3 4 99

1 2 3 4 99

1-12-4

1. What year are you graduating from NAU Dental Hygiene?

2. In which type of setting/s are you planning to seek employment? (if more than one, place 1 by the one where you plan to spend the most time, 2 by the next most etc)

• General dentistry • Periodontal practice • Hospital • Private industry • Public Health • Education • Research • Specialty off ice, specify • Other, specify

3. In which state do you plan to practice? • Arizona • Other (specify)

4. In which type of setting are you planning to practice (clinical or non-clinical)? • Rural (<50,000 population) • Urban (50,000 or more) • Not currently practicing dental hygiene

5. In retrospect, would you choose Dental Hygiene again? •YES why? • NO why not?

If yes, would you choose the NAU Dental Hygiene Program again? • YES why? • NO why not?

6. Would you recommend the NAU Dental Hygiene Program to others? • YES why? • NO why not?

7. Are you a member of SADHA? •YES •NO

8. Are you planning on becoming a member of ADHA? •YES •NO

9. Please indicate your level of satisfaction with the NAU Dental Hygiene Program. Very Satisfied Satisfied Unsatisfied Very Unsatisfied

4 3 2 1

1-12-5

10. What were the strengths of the dental hygiene program at NAU?

11. What were the weaknesses of the dental hygiene program at NAU?

12. Ethnic Background * *(Provision of this information is optional: Please check one)

a Asian/Pacific Islander • Black/African American a Mexican-American/Chicano a Native American (specify nation: ) a Other Hispanic (specify: ) a White/Caucasian a Bi-Cultural/Other

13. General Comments:

1-12-6

Variable

Demonstrate professional, ethical and legal behavior. (HIPAA. OSHA, ADHA Code of Ethics etc.)

Use critical thinking and problem solving in the provision of evidence-based practice.

Provide dental hygiene care based on accepted scientific theories and research and the current standard of care.


Advance the profession through service activities and affiliations with professional organizations.


Provide care using an individualized approach that is humane, empathetic, and caring, (includes pain control)

Respect the goals, values, beliefs and preferences of others

Identify individual and population risk factors and develop strategies that promote health related quality of life.


Evaluate outcomes of community-based programs.

Graduating Class of 2005

N 22

22

22

22

22

22

22

22

22

22

22

Minimum 3.0

3.0

3.0

2.0

2.0

3.0

3.0

3.0

3.0

2.0

2.0

Maximum 4.0

4.0

4.0

4.0

4.0

4.0

4.0

4.0

4.0

4.0

4.0

Mean 3.9

3.4

3.5

3.6

3.5

3.7

3.8

3.6

3.5

3.4

3.3


N 33

33

33

33

33

33

33

33

33

33

33

Minimum 2.0

2.0

3.0

3.0

2.0

2.0

1.0

2.0

3.0

2.0

2.0

Maximum 4.0

4.0

4.0

4.0

4.0

4.0

4,0

4.0

4.0

4.0

4.0

Mean 3.7

3.6

3.8

3.5

3.5

3.5

3.6

3.7

3.4

3.3

3.1


N 27

27

27

27

27

27

27

27

27

27

27

Minimum 2.0

2.0

2.0

3.0

2.0

1.0

3.0

3.0

2.0

1.0

2.0

Maximum 4.0

4.0

4.0

4.0

4.0

4.0

4.0

4.0

4.0

4.0

4.0

Mean 3.3

3.4

3.4

3.4

3.1

3.2

3.4

3.1

3.2

2.9

2.9

Variable Interpret assessment findings, etiologic factors, and clinical data to determine dental hygiene diagnosis.

Systematically collect and analyze data on general, oral and psychosocial health status of a variety of individuals.

Perform comprehensive exam including collection, radiographic, periodontal, and other data needed to assess the patient's needs.

Interpret assessment findings, etiologic factors, and clinical data to determine dental hygiene diagnosis.

Use critical decision-making based on assessment data to reach conclusions about oral health needs.

Collaborate with patient and other health professionals to formulate an individualized comprehensive dental hygiene care plan including etiology, prognosis, treatment alternatives and informed consent.

Establish a planned sequence of care (educational, clinical and evaluative) based on the dental hygiene diagnosis; identified oral conditions; potential problems; etiologic and risk factors; and available treatment modalities

Establish a planned sequence of care (educational, clinical and evaluative) based on the dental hygiene diagnosis; identified oral conditions; potential problems; etiologic and risk factors; and available treatment modalities

Determine effectiveness of outcomes of dental hygiene interventions and provide appropriate follow-up care.

Graduating Class of 2005 N Minimum Maximum

'Due to an error in administration of the questionnaire these questions were omitted in 2005

Mean Graduating Class of 2004

N 33

33

33

33

33

33

33

33

33

Minimum 3.0

3.0

3.0

3.0

2.0

2.0

3.0

3.0

2.0

Maximum

4.0

4.0

4.0

4.0

4.0

4.0

4.0

4.0

4.0

Mean 3.6

3.5

3.7

3.6

3.6

3.4

3.5

3.6

3.6

Graduating Class of 2003 N 27

27

27

27

27

27

27

27

27

Minimum 3.0

3.0

3.0

3.0

2.0

3.0

3.0

3.0

2.0

Maximum 4.0

4.0

4.0

4.0

4.0

4.0

4.0

4.0

4.0

Mean 3.4

3.4

3.6

3.4

3.1

3.3

3.3

3.3

3.2

Exhibit 1-14: Course Modification Form

NAU Dental Hygiene Course: DH 408 Internship Faculty: Helm

Modifications Implement in Course

Revise the student evaluation form that is complete by supervising hygienist.

Reasons for Modification

Students are not measured on the current department goals. Students are all scored above average or excellent in all areas by supervisor

Year/Semester (when

implemented)

Summer 2004

Results of Modifications

(to be complete at the end of the semester)

Students were evaluated on the current department goals. The students still scored above average or higher. It may be that students perform above average in the areas the department values.

Proposed Future Changes

(based on results)

Monitor

1-14-1

Exhibit 1-15: Sophomore Competency Exam

MEDICAL HISTORY COMPETENCY NAME CASE

1. IDENTIFY THE KEY HEALTH CONCERN OR ISSUE.

CIRCLE KEY INFORMATION THAT IS MISSING OR REQUIRES FURTHER PROBING QUESTIONS IN RED. YOU DO NOT HAVE TO CIRCLE THE "YES" ANSWERS IN RED. ONLY CIRCLE THOSE ITEMS THAT MAY NEED MORE CLARIFICATION OR ARE MISSING.

1-15-1

Clinic-Philosophy We are committed tc health and disease prevention. Our treatment is individualized to your needs. We encourage each individual to set and achieve o^rsonal health goals. Please read the 'Patient's Rights" printed on the consent form.

Theprimary purpose of this clinic is to provide an educational environment for dental hygiene students. To ensure high quality preventive services, appointment times are longer (2-3 hours) and may require multiple appointments as necessary. If 2 appointments are missed or cancelled with less than a 24 hour notice, you may lose the privilege of completing your care in our clinic and will be referred to a dental office in the community,

Fees are charged according to the services rendered and are expected at the time of service. The following is a list of services which may be provided in our clinic:

2 Calculus/stain removal 3. Anti-bacterial therapy 4. Nutritional counseling 5. Root desensilization

7. Periodontal therapy, root debridement and curettage 8. Dental radiographs (x-rays) 9. Pit and fissure sealants

; 10. Tooth whitening procedures

11. Pain control: topicatlocal anesthesia, nitrous oxide 12. Oral microbial assessment 13. Fluoride application 14. Smooth and polish fillings 15. Sports mouthguards 16. Other dental hygiene services provided on an individual needs basis

Consent for treatment I understand that the examination performed does not take the place of a regular visit to my dentist The clinic does not assume responsibility for diagnosing or treating dental disease, other than those conditions directly associated with the above mentioned services. I wili be referred for a complete dental examination and any other necessary oral health services. I give permission to contact my physician or dentist for information necessary to complete my dental hygiene treatment

I understand my clinical records, including intraoral photographs, may be used for research or educational presentations. These records remain the property of the NAU Dental Hygiene Department. I further consent to have my clinical records transferred to a dental/medical practitioner upon my written request, and to receive treatment as provided by the NAU Dental Hygiene Clinic:

Patient Signature: _

Signature of Parent or legal guardian

MEDICAL HISTORY: Please mark "Yes" or "No" or'Unsure" next to each question and fill in the blanks as requested

Medical History

1. How would you describe your general health?

2. Date of your last medical exam Nov. 10, 2004

3. Are you now being treated, or have you been treated with the last year by a physician?

4. Do you or a member(s) of you family have diabetes?

5. Have you taken, or been given injections of steroids, such as cortisone?

r the counter?' 6. Have you ever taken Fen-Phen or dietary medications prescribed or over the counter?

7, FOR WOMEN ONLY: is their a possibility that you are pregnant?

8. Have you had any of the followinq in the last 6 months? Circle all that apply.

Fatique

Frequent diarrhea

Loss of appetite/loss of weight

Recurring viral infections

Bruise easily, unexplained bleeding

Swollen or sore lymph nodes

Night sweats, recurrent fevers

Persistent cough

Reddish-purple lesions of the skin

Excessive thirst

9. Do you now or have you ever had any of the following? Circle all that apply.

Heart trouble, chest pain

Hepatitis or liver disease

Heart murmur

Stroke .

High Blood Pressure

Rheumatic fever

Tumor/growth, radiation or chemotherapy

Arthritis Type:

Jaundice (yellow skin of eyes)

Epilepsy

Ulcers

Bleeding problems

Glaucoma, visual impairment

Joint replacement

If yes, joint replaced:

Hearing impairment

Heart attack

Diabetes (sugar in blood)

Anemia

Thyroid, parathyroid trouble

Convulsions or seizures

Tuberculosis

STD and Venereal disease

AIDS or HIV positive

Asthma, breathing trouble

Kidney disease

Drug or alcohol dependency

Tobacco use

Other:

replacement

1-15-3

RADIOGRAPHIC HISTORY. Page 3

1. Are you employed in any situation that exposes you

2. Have you had:

Yes regularly to x-rays or other ionizing radiation?

Yes No Date of most recent series: month/year

a. Medical x-rays

b. Bitewing dental x-rays (four films)

c. Full-mouth dental x-rays (18 films)

d. Panoramic dental x-ray

DENTAL HISTORY:

1. Have you come to this clinic for the relief of pain?

2. Do you have any sores, swelling or blisters on your gums, cheeks or lips?

3. Do your gums bleed?

4. Do you inspect your mouth regularly for sores?

5. Have you been treated for periodontal disease (gum disease, pyorrhea or trench mouth)?

6. Do you have dental implants?

7. Have you ever had an unusual reaction to dental anesthesia (gas or injections)?

8. Have you ever had an unpleasant dental experience?

9. Do you have any dental concerns or complaints (overall appearance, color of teeth, or other)?

10. Are you taking fluoride? If yes, in what form?

11. Are your teeth sensitive to; Heat ___ Cold___ Sweets____ Pressure___

Please LIST all medications you are currently taking on the back of this page.

1-15-4

If yes, where is the pain?

PATIENT MEDICATIONS Department of Denial Hygiene

Page 4

example 1/1/04

Date

•

allegro

Medication

allergies

To treat

may dry mouth, drowsiness

Student notes

1-15-5

Sophomore Medical History Clinical Competency

Student Name:

Equipment Needed: This form and a pen

Date:

Evaluation: C NI

Instructions to Student: Review the medical history provided. Answer the questions below:

1. Were there any areas improperly filled out or left blank? If your answer is yes, please list those areas below (in order of occurance);

2. Were there any questions that needed additional clarification? If so, please indicate the question by number and write the questions you would ask the patient.

3. What implications do the patient's medications have on dental care? List the medication and the implication.

4. Based on the information provided, what ASA classification is this patient?

5. Based on the information provided, what alterations/considerations should be addressed? (Circle all that apply)

a. Consult the patient's physician prior to care

b. Appoint in the morning c. Appoint in the afternoon d. Pre-medication is necessary e. The patient may need

frequent breaks f. The patient may need to be in

a semi-supine position g. Use non-latex gloves

m. Other:

h. The patient may need to reduce/stop medications prior to treatment (with physician approval)

i. The patient is at greater risk for caries

j. The patient is at greater risk for periodontal disease

k. The patient is at greater risk for cancer

I. Shorter appointments

1-15-6

MEDICAL/DENTAL EMERGENCY NAME: CASE:

WHAT IS OCCURRING?

WHAT CAUSED OR PROVOKED THE OCCURRENCE?

WHAT EMERGENCY TREATMENT SHOULD YOU PROVIDE?

H O W COULD YOU HAVE PREVENTED THE OCCURRENCE?

MEDICAL/DENTAL EMERGENCY NAME: CASE:

WHAT IS OCCURRING?

WHAT CAUSED OR PROVOKED THE OCCURRENCE?

WHAT EMERGENCY TREATMENT SHOULD YOU PROVIDE?

W COULD YOU HAVE PREVENTED THE OCCURRENCE?

1-15-7

James Cortell, a 35-year-old client, pre-sents for restorative treatment. Initial vital signs include pulse 76 bpm, respiration

22 breaths/min, and blood pressure 120/ 80rnm Hg, right arm, sitting. Three carious lesions will.be restored at this appointment. As the dentist begins to apply a topical anes-thetic in preparation for administration of local anesthesia, he notices that the client

has become pale, is perspiring, and is breathing rapidly. The dentist inquires

whether or not the client is anxious about receiving an injection, and the client re-sponds to the negative. The dentist pro-ceeds to pick up the needle, turns to the client, and notices that the client has lost

consciousness.

CASE STUDY

Case A

A female chiid, 9 years of age, presented for dental treatment Trie chief complaint was

my back tooth hurts." The child had never been to a dentist. Medical history was non-

contributory except for allergy to tomatoes, strawberries, seafood, and erythromycin

antibiotics. When asked whether the child had received any local anesthetic drugs, the

mother said the child had never had a den-tal anesthetic before. Oral examination revealed a large carious lesion in tooth

number 30; radiographs revealed no evi-dence of loss of tooth vitality. To be safe the

dentist selected lidocaine for local anesthe-sia. Within minutes after the injection the

dental assistant noticed erythema on one

|

side of the child's face, and the child seemed anxious and reported difficulty breathing.

CASE STUDY

John Carpenter, a 13-year-old, presents to the dental office for a prophylaxis. The client grips' die arms of the dental chair tightly during the oral examination and while radiographs are performed. As the dental hygienist begins the prophylaxis, she notices that John's breathing is rapid and shallow. His pulse is 80 bpm, respira-

tion |is 40 breaths/min, and blood pressure is 100/60 mm Hg, sitting, right arm.

CASE STUDY

Janice Cameron, a 27-year-old hair stylist, presents for a. restorative dental appoint-

ment. She reports that she is in good health and does not take any medications. During the course of restorative therapy, the client becomes stiff and her jaw muscles begin to

spasm. Her arms and legs thrash about, and the client then loses consciousness.

CASE STUDY

Case A

Mr. Taylor presents to the practice for an amalgam restoration on tooth number 30. He is a 45-year-old man with a history of hypertension and elevated cholesterol, which is being treated with Norvasc and Lipitor. Vital signs include pulse 70 bpm, respiration 14 breaths/min, blood pressure

160/80 mm Hg, right arm, sitting.

During the course of treatment, the client places his hand over his chest and com-plains of a crushing pain and difficulty breathing.

1-15-8

Case B

Donna Sampsone, a 19-year-old, presents to the practice for caries restoration on the occlusal surface of tooth number 31. She reports a history of asthma and uses an al-buterol inhaler as needed. She has seasonal allergies and takes Claritin or Allegra as recommended by her family practitioner. Currently, Ms. Sampsone is not taking any medications, and has not used her inhaler in 1 month. Hervital signs are pulse, 72 bpm; respiration, 12 breaths/min; blood pres-sure 110/62 mm Hg, right arm, sitting. The dentist proceeds with restorative treatment and administers an injection of lidocaine 1:100,000 vasoconstrictor. While the dentist is drilling her tooth, the client reports that she is beginning to have difficulty breathing.

Infection Control (10 points) Name:

Please carefully inspect the two pictures. First, describe the infection control errors in each and second, describe the proper protocol or what you should do to correct them.

1-15-9

Department of Dental Hygiene

Student Name:

A=Acceptable - Meets specified criteria in a efficient, effective, consistent manner. Performs procedure with minimal assistance. I = Improvable - Did not meet specified criteria. Needed assistance to perform the procedure.

PROCEDURE: UNIT PREPARATION

1. Discusses the relationship between this procedure and total client health. , Explains the rationale, benefits, risks and alternatives associated with this

procedure. 3. Wears protective glasses. 4. Washes hands and puts on utility gloves. Unit-Maintenance/Asepsis/Unit-Preparation-

5. Identifies chemicals used in this procedure. Cleans and disinfects the dental chair, storage area, light, hoses, and operator

6. stool. (Wipe with a soaked soapy water paper towel, dry with a paper towel, wipe with biocide soaked 4X4. followed by a 10 minute wait)

7. Run air and water through the syringe for 2 minutes 8. Covers appropriate areas with plastic wrap

9. Places bags over chairs and units

Procedure-ASEPSIS:

10. Discusses the relationship between this procedure and total client health. . . Explains the rationale, benefits, risks and alternatives associated with this

procedure. 12. Monitors asepsis throughout appointment and modifies when appropriate.. 13. Removes and properly disposes of wrap materials in trash containers.

14. Properly disposes of sharps and/or biomedical hazardous waste. 15. Cleans and disinfects the dental chair, storage area, light, hoses and operator

stool. 16. Evaluates the effectiveness of this procedure and makes appropriate corrections.

Procedure - CLINIC UNIT MAINTENANCE:

Instr/Date

Patient:

PROCESS EVALUATION

17. Discusses the relationship between this procedure and total client health. 18. UNIT: BRACKETS & AIR WATER. HANDPIECE. VACUUM: Tighten

brackets using appropriate alien wrench (l/l 6). 19. Runs water/iodophor through vacuum/saliva hoses at the end of the clinic day. 20. Checks air/water syringe for proper working and repairs as needed. 21. Cleans hoses and unit area. 22. Lid of Unit: Tightens screws of lid with a straight screwdriver. 23. Replaces all missing screws. 24. Power Source: Turns off master switch when not: in use

1-15-10

Sophomore Vital Signs Clinical Competency Evaluation: C NI

Equipment Needed: This form, pen, all equipment necessary for taking vital signs on your partner.

Instructions to Student: You will be asked to assess your partner's vital signs and record your findings on this form. You will be evaluated for accuracy and technique.

Instructions to Observer: Observe the student as he/she assesses their partner's vital signs. Observe technique and fill out this evaluation form. When the student is complete, evaluate their findings for accuracy and note any significant discrepancies.

Criteria Blood Pressure:

1. Correctly positions the patient: arm resting gently, supported at the level of the heart, palm up, and tiqht clothinq removed

2. Locates brachial artery 3. Applies completely deflated cuff, fastens snugly 4. Checks for ausclatory gap 5. Places stethoscope over brachial artery, an inch below antecubital fossa 6. Inflates cuff to 20 above prior (ausclatory qap) readinq 7. Deflates cuff slowly 8. Waits 2-3 minutes and repeats if necessary 9. Accurately records: Date, arm used, blood pressure and any irreqular sounds 10. Reports if a referral is indicated

Pulse: 1. Locates radial artery 2. Exerts liqht pressure on artery with two finqers 3. Accurately counts pulse for 15 seconds and multiplies by four 4. Accuratley records: rate and any irregularities (weak, thready, etc) 5. Reports if a referral is indicated

Respiration: 1. Maintains fingers on pulse area 2. After counting pulse rate, counts the number of times the chest rises and falls in

15 seconds and multiplies by four 3. Accurately records: rate and any irregularities in depth or quality (shallow,

deep, weak, labored)

C NI

Student

Observer

Blood Pressure Pulse Respiration

Observer Name:

Feedback Notes:

1-15-11

Student Name: Date:

Sophomore EO/IO Clinical Competency

Student Name: Date:

Evaluation: C NI

Equipment Needed: This form, pen, mouth mirror, 2X2 gauze, gloves, mask, and glasses.

Instructions to Student: Perform an extra/intraoral exam on your partner. You will be assessed for technique, thoroughness and accuracy.

Instructions to Observer: Observe student as he/she performs an EO/IO examination on their partner and fill out this evaluation form. Allow 3 minutes for verbal and written (below) feedback.

Criteria 1. Visually examines face and neck for symmetry, color, lesions and swelling. 2. EXTRAORALLY PALPATES:

• anterior border of mandible • auricular lymph nodes (posterior and anterior) • occipital lymph nodes • temporomandibular joint (opening and closing, visually inspects for deviation) * parotid gland • submental qland and lymph nodes • submandibular qland and lymph nodes * sternocleidomastoid muscle and cervical lymph nodes • thyroid gland • larynx • supraclavicular lymph nodes

C

3. Performs cursory screening with mirror 4. INTRAORALLY VISUALLY INSPECTS AND PALPATES;

• Lips • Labial mucosa and labial frenum • Buccal mucosa and parotid duct • Maxillary tuberosity • Retromoiar pad • Floor of mouth (lingual vein, sublingual caruncle, submandibular duct, sublingual

folds, plica fimbriata) • Sublingual frenum • Hard palate (incisive papilla, palatal raphe, rugae, palatine fovea) • Soft palate • Uvula (visual only) • Anterior pillars and posterior pillars (visual only) • Palatine tonsils (visual only) • posterior wall of pharynx (visual only) • Tongue (filiform, fungiform, circumvallate, and foliate papilla) • Ungual tonsils (visual only) • Alveolar ridges • Intraorally palpates submental and submandibular glands

NI

|

Feedback Notes: use back if necessary

1-15-12

Observer:

Sophomore Clinical Competency Exam Periodontal Evaluation

Evaluation: C NI

Name:

Date:

Station:

Equipment Needed: This form, a red/blue pencil, sterile mirror, explorer and probe.

Instnicttons to Student: You will be asked to complete a periodontal charting on four teeth of your partner. Your partner may record your findings, but ultimately you are responsible for the charting, You will be evaluated on accuracy and technique (including grasp, mlcrum, light, seating and positioning). Fill in the chart below on the teeth assigned. Yon may only probe once. This means you may not "backtrack " to confirm your readings. Be sure to note recession, furcations, bleeding and calculate the clinical attachment levels as appropriate.

Instructions to Observer: Observe the student as he or she probes each tooth. Observe technique and fill out the evaluation form. When the student is complete, evaluate their findings for accuracy and note any discrepancies over 1 mm or any items missed.

Allow 3 minutes for verbal and written feedback. This feedback should be in writing on this form (below).

Probe the following teeth: 30 9 13 25

Facial:

Lingual:

Please circle: C NI Observer:

Feedback Notes:

1-15-13

BASIC INSTRUMENTATION SOPHOMORE CLINICAL COMPETENCY

Criteria GENERAL PRINCIPLES: Asepsis is maintained Patient/operator position: head rest correctly positioned, occlusal plane appropriate, patient's mouth 14-17" from operator's eyes, height of patient and chair correct, operator maintains good posture Visibility and Access: has patient turn/raise or lower head, effective and comfortable retraction, light/hand positioned for illumination, uses mirror for illumination Indirect Vision

Grasp: close to working end, thumb and forefinger opposing, pad of fingers on instrument, handle rests behind 2nd phalange, uses arm, wrist, and hand as a unit (minimal finger movement) Fulcrum: Effective, stable and comfortable for the patient. Mirror fulcrum appropriate and comfortable

C

EXPLORER Coverage: Identifies the correct end and starts at line angles; systematically explores all surfaces using overlapping strokes. On proximal surfaces, tip is positioned to reach attachment and pass beyond the contact. Explores from base of pocket to contact Adaptation: uses side (terminal portion of explorer) against the tooth, adapting as much of working end as possible to tooth surface Stroke: applies appropriate lateral pressure against tooth for control, uses slow, deliberate strokes of the correct length and direction UNIVERSAL CURET Coverage; Identifies the correct end and starts at line angles; systematically instruments all surfaces using overlapping strokes. Covers each tooth systematically (including line angles). On proximal surfaces, tip is positioned to reach attachment. Adaptation: terminal portion of cutting edge against the tooth, maintaining adaptation throughout the stroke, adapting as much of working end as possible to tooth surface Angulation: effective angle between face of blade and tooth surface to remove deposit. Adjusts blade to maintain angulation throughout stoke. Utilizes the correct end Stroke: applies appropriate lateral pressure against tooth for control, uses slow, deliberate strokes of the correct length and direction SICKLE ANTERIOR AND POSTERIOR Coverage: Same as above

Adaptation: Same as above

Angulation: Same as above

Stroke: Same as above

N I

1-15-14

Sophomore Clinical Competency Exam BASIC INSTRUMENTATION

Name: Station: B-l B-2 Date:

Equipment Needed: Mouth mirror, universal curette, sickle, explorer, gloves, mask, glasses for self and patient, process evaluation form.

Time: 20 minutes

Instructions to Student: Teeth will be selected to demonstrate basic instrumentation with each of the instruments listed above. You will be evaluated on instrumentation techniques including grasp, fulcrum, seating and positioning. The observer will choose two teeth for each of the instruments. You may only explore or scale once. This means you may not "backtrack" to confirm your instrumentation.

Exploring: Tooth # Tooth #

Sickle: Tooth # Tooth #

Universal: Tooth # Tooth #

Instructions to Observer: Select 2 teeth for each instrument (indicate on this form please). Observe the student as he or she instruments each tooth. Observe technique and fill out the evaluation form (on back).

Allow 3 minutes for verbal and written feedback. This feedback should be in writing on this form (below).

Please circle: C NI Observer:

Feedback Notes:

1-15-15

Exhibit 1-16: Sophomore Competency Exam Results 2005

NAU Dental Hygiene SOPHOMORE COMPETENCIES SUMMARY, SPRING 2005 Competencies took place over the course of one clinic February 23, 2005. Wednesday p.m. Start time: 12:30 p.m. End time: 4:00 p.m. Each student was scheduled 20 minutes for infection control; 30 minutes in the Clinic; 10 minutes for vital signs and medical history; and 15 minutes for short-answer questions on infection control, medical history, and dental emergencies.

Students were evaluated on the following: Infection control - unit set-up and asepsis Vital signs Extra- and intra-oral exams Instrument/chair positioning routine Probing technique Exploring technique Anterior sickle technique Posterior sickle technique Universal curet technique

Short answer questions on cases involving: Infection control—picture, identify, and remedy errors Medical History—review an MHx and point out errors and omissions Medical Emergencies—identity and treat a medical emergency in the dental office.

Student recommendations for 2006: • Allow more time for infection control and unit maintenance in the

clinic; at least 1/2 hour. • Allow more time for vital signs and medical histories; at least 15

minutes/group. • Continue to have EO/IO as part of the clinical component, prior to

instrumentation. • Relax students before they demonstrate instrumentation

competencies. • Allow students to schedule themselves for the written portions. • Start sickle scalers earlier in the first term. • Spend more time on Universals in January.

1-16-1

• Students felt they were ready for competencies at the February point.

• Provide immediate feedback on success or repeat of procedures.

Implementation for 2006: • Schedule the competencies over the course of a full day, a.m. and

p.m., as long as there is no clinic scheduled in the a.m. • Those scheduled in radiology lab would have to be booked in the

afternoon competencies. • Schedule infection control for 30 minutes. • Schedule vital signs and medical history for 20 minutes/student;

schedule into clinic time. • Drop the routine as part of competencies; use it as a process

evaluation for sophomore year. • Provide students with immediate feedback on the instrumentation,

EO/IO, and Vital Signs portions of the competencies.

Proposed Schedule: Clinical portion: Morning competencies: Unit set-up: 7:30 a.m. A.M.: Three instructors evaluating four students each, starting at 8 a.m. One hour each evaluation, including operatory clean-up. Last evaluation at 11:00 a.m.

Afternoon competencies: Unit set-up: 12:30 p.m. P.M.: Four instructors evaluating three students each, starting at 1:00 p.m. Last evaluation at 3:00 p.m.

*This is not a time for teaching. The increased time is to lessen the stress and speed at which the evaluation proceeds for the student. Feedback can occur at the end of the session, but not during the session.

Written portion: Each student will be provided with an individual MHx, Emergency and Infection Control case to do during the course of the day, as scheduled, as no cases are similar.

1-16-2

2005 Competency Exam Results N

ame

Pass Rate First Time % Average %

Infe

ctio

n C

ontr

ol

Pas

s/R

epea

t

P P P P P P P P P P P P P P P P P P P P P P P 100

Vita

l Sig

ns


EO

/IO

P R(EO) P P P P P P P P P P P P P P P P P P P P P 96

Rou

tine


Pro

be

P P P R P P P R R P P P R P P R P P P P P P P 78

Exp

lore

r

R P P R P P P P R R P P P R P P P P R R P P P 70

Ant

erio

r S

ickl

e

R R P P P P P P P R R(D) P R R R P R P R P P P P 61

Pos

terio

r S

ickl

e

P P P R P P P R R R(D) P P P R R P R(D) P R R P P P 61

Uni

vers

al

R R P R P P P P R R P R R R P P R P R P P P P 56.5

Wr Infection Control (5) 5 5 4.5 5 5 5 5 5 5 MR) 5 5 5 3.5 (5) 5 5 2(R) 5 5 4 5 4.5 5 87

91

Wr. MHX (10) 9 10 9.5 9 10 8.5 9 9 10 9.5 9.5 10 9.5 8.5 9.5 9.5 10 9.5 9.5 9.5 9 9.5 10 100

94

Wr Emerg (4) 2(R) ,5(R) 3.5 3 3.5 4 4 3.5 3 4 4 2.5 (R) 4 3.5 3.5 3.5 2.5 (R) 3 4 3.5 4 3 3.5 83

82

P=PASS R=REPEAT D=DEMONSTRATE (NOT EVALUATED ON FEB. 23, numbers).

2005; demonstrate on second evaluation. Not included in REPEAT

Pass Rate on ALL twelve (12) competency components the first time was: 39.1% (9 students) Repeat evaluation on one section: 4.4% (1 student) Repeat evaluation on two sections: 17.4% (4 students) Repeat evaluation on three components: 4.4% (1 student) Repeat evaluation on four components: 34.7% (8 students) 100% (23 students)

1-16-3

Exhibit 1-17: Junior Competency Exam

JUNIOR WRITTEN COMPETENCY EXAM Score:

Spring 2005

Name:

Multiple Choice Questions: Circle the BEST possible answer.

1. Which of the following items would be the MOST cariogenic? a. Cake b. Soda pop c. Chewing gum d. Ice cream

2. All of the following reduce patient exposure to radiation, EXCEPT a. Filtration b. Collimation c. Lead apron d. Positioning

3. The INITIAL treatment for syncope involves: a. positioning the patient upright b. the use of ammonia inhalants c. placing the patient in the Trendelenburg position d. the administration of oxygen

4. Oral manifestations associated with diabetes include a higher incidence of which of the following?

a. periodontal disease b. glossitis c. lichen planus d. cheilosis

5. Mr. White reports that he has epilepsy but cannot remember the drug he takes to treat it. He notices that his gingiva is enlarges. The drug he is MOST likely taking is:

a. Diazepam (valium) b. Pluconazole (diflucan) c. Cimetidine (tagamet) d. Phenytoin (dilantin)

1-17-1

6. When an ethical decision must be made, all of the following steps are recommended, EXCEPT:

a. Granting patient autonomy b. Following an employer's directive c. Avoiding harm d. Respecting the profession

7. Identify the safest and most effective utilization of face masks as personal protective equipment (PPE).

a. Change on a daily basis for maximum operator protection b. Change at the end of morning and afternoon schedules for

maximum operator protection c. Change after every other patient for maximum operator protection d. Change after every patient, or when visibly soiled for maximum

operator protection

8. Some sources for extrinsic stains include: a. Food and tobacco b. Chromogenic bacteria c. Tetracycline d. A & B above e. All of the above

9. Slimline style ultrasonic tips are the BEST choice for which kind of deposits?

a. Light calculus and plaque b. Heavy calculus and plaque c. Heavy stain and plaque d. All deposits

10. Why is it critical that the point of the ultrasonic tip never be adapted to the root surface?

a. It is uncomfortable for the operator b. It is uncomfortable for the patient c. It is not effective in deposit removal d. It can gouge and permanently damage the root surface e. It generates too much heat

11. When using the Peizon ultrasonic unit, which of the following is true? a. It is considered to have more power than the magnetostrictive

ultrasonic b. All sides of the tip are active c. It is a more expensive unit than the cavitron d. It is not as effective in subgingival irrigation as the cavitron

1-17-2

12. Universal curets and area-specific curets share a number of design features. Which of the following is NOT common to both?

a. Paired, mirror-imaged working ends b. Simple shanks for anterior teeth and complex shanks for posterior

teeth c. 2 cutting edges per working end d. Rounded toe and rounded back

13. What symptoms might a child exhibit if he or she ingested a toxic dose of fluoride?

a. Syncope b. Sloughing of oral mucosa c. Nausea, vomiting, diarrhea, increased salivation and thirst d. Caustic burns on mouth and throat

14. Bacterial plaque in a recently cleaned mouth contains: e. Gram negative anaerobic bacteria, gram positive cocci and

spirochetes f. Gram negative anaerobic bacteria, white blood cells and

spirochetes g. Leukocytes, cocci with filaments increasing and newly formed

rods h. Leukocytes, epithelial cells and a few gram positive cocci

15. The incidence of occupational injury can be reduced by the use of good body mechanics. Which one of the following is NOT good use of body mechanics?

a. Keeping the shoulders relaxed and even b. Keeping the upper arms near the body and the forearms

parallel to the floor c. Tilting forward and hyper-extending the neck to improve

visibility d. Keeping the patient's mouth at a comfortable focal distance of

about 15 inches from the operator's eye

16. An individual with a class I I I occlusion would have what kind of profile?

a. Mesognathic b. Retrognathic c. Orthognathic d. Prognathic

1-17-3

17. Contraindications for taking study models include: a. open lesions b. severe gagging reflex c. temporary crowns d. B &C only e. All of the above

18. When trimming a study model, a. Make the base portion 1/3 and the anatomical portion 2/3 b. Use plenty of water when running the trimmer c. Make the flat base surface of each base parallel to the table

top d. All of the above

19. Dental hypersensitivity is a a. Result of exposed dentinal tubules, through which fluid can

flow, stimulating pain messages to the brain b. Result of over-stimulation of the enamel rods, allowing fluid

to flow to the dentin, stimulating pain messages to the brain c. Matter of an overly sensitive person and requires a gentle

touch d. None of the above e. All of the above

20. Leukoplakia a. Cannot be scraped off the oral mucosa b. Appears more often in smokers and snuff dippers than non-

smokers c. Means "red lesion" d. A & B above e. All of the above

21. The purpose of placing wax around the periphery of the impression tray is

a. To prevent penetration of the incisal or occlusal surfaces through the impression material

b. To create a posterior palatal seal to aid in preventing excess material from passing into the throat

c. To prevent the tray rims from causing discomfort tot the soft tissues

d. All of the above.

1-17-4

Circle true or false. Things or behaviors that may cause a person to experience dental hypersensitivity that may be alleviated by desensitizing agents are:

23. 24. 25. 26. 27. 28. 29. 30.

T T T T T T T T

F F F F F F F F

periodontal disease caries consumption of acidic beverages toothbrush abrasion chewing on ice history of bulimia use of abrasive toothpastes never having had a fluoride treatment

31. After instruments have been properly cleaned, wrapped and sterilized; the pack is considered sterile and ready for use

a. Indefinitely b. Up to 6 months after sterilization c. Up to 3 months after sterilization d. Up to 1 month after sterilization

32. The suction trap on the dental unit should be cleaned a. After each patient b. Daily c. Weekly d. Monthly

1-17-5

NAME:

UNIVERSAL & SICKLE DH 320 JUNIOR CLINICAL COMPETENCIES

Equipment Needed: This form, a red/blue pencil, sterile mirror - universal and sickle, and PPE

Time: 20 minutes

Instructions: You will be assigned 4 teeth to instrument. You will be evaluated on instrumentation techniques including grasp, fulcrum, light, and positioning. The evaluator will choose teeth in different quadrants. You will only be allowed to instrument the tooth once; there will be no back tracking.

Instructions to the evaluator: Select teeth and place tooth numbers on the lines below:

One max posterior tooth_ One mand posterior tooth

Observe the technique and indicate if the student is competent (C) or needs improvement (NI) in each blank cell of the table below.

Criteria

Grasp - uses modified pen grasp Fulcrum - maintains a stable fulcrum Angulation - terminal shank is parallel to the long axis of the tooth Uses correct end Maintains adaptation keeping lower 1/3 and tip in contact with the tooth (pivoting on fulcrum and/or rolling the handle) Coverage: from the contact to the depth of the sulcus or pocket including line angles Stroke: utilizes controlled vertical, horizontal and/or oblique strokes Stroke: activation on pull stroke only Stroke: uses effective lateral pressure Stroke: uses short, controlled overlapping strokes MAINTAINS ADEQUATE LIGHTING UTILIZES CORRECT ERGONOMIC PRINCIPLES UTILIZES INDIRECT VISION WHEN APPROPRIATE Sharpness: instruments are sharp for effective deposit removal

U-ant U-post

U-post

sickle

OVERALL: NI Evaluator's Name:

*C = competent; consistently correct or readily identifies error and corrects.

WRITTEN FEEDBACK:

1-17-6

DATE:

Select: One max anterior tooth One mand anterior tooth

C

Dental Charting Instructions: Chart the existing restorations on the model provided.

Additionally chart the following treatment that has been diagnosed from the radiographs.

• #27 Extraction needed

• #10 PFM crown prep

• #29 DO caries

• #3 fractured restoration

1-17-7

EXPLORER & PROBE DH 320 JUNIOR CLINICAL COMPETENCIES

NAME: DATE:

Equipment Needed: This form, a red/blue pencil, sterile mirror - probe - explorer, and PPE

Time: 20 minutes

Instructions: You will be assigned 4-6 teeth to explore and probe. You will be evaluated on instrumentation techniques including grasp, fulcrum, light, and positioning. The evaluator will choose teeth in different quadrants. You will only be allowed to instrument the tooth once, there will be no back tracking to verify your readings. Your patient will be allowed to assist you by writing the periodontal readings.

Based on the 4 teeth probed, what is the periodontal classification? (please circle) Gingivitis Chronic Periodontitis Aggressive Periodontitis Other

Instructions to the evaluator: Select teeth and place tooth numbers on the lines below: Select: One max anterior tooth One mand anterior tooth

One max posterior tooth One mand posterior tooth

Observe the technique and indicate if the student is competent (C) or needs improvement (NI) in each blank cell of the table below.

Criteria EXPLORER Grasp - uses modified pen grasp Fulcrum - maintains a stable fulcrum Angulation - terminal shank is parallel to the long axis of the tooth Uses correct end Maintains adaptation keeping lower 1/3 and tip in contact with the tooth (pivoting on fulcrum and/or rolling the handle) Coverage: explores from the contact to the depth of the sulcus or pocket Stroke: utilizes controlled vertical, horizontal and oblique strokes PROBE Grasp — uses modified pen grasp Fulcrum - maintains a stable fulcrum Angulation - does not over angle interproximally Maintains adaptation keeping tip in contact with the tooth Coverage: probes to the depth of the sulcus or pocket and into the col Stroke: utilizes walking stroke Measures and records furcations Measures and records furcations Records Bleeding MAINTAINS ADEQUATE LIGHTING UTILIZES CORRECT ERGONOMIC PRINCIPLES UTILIZES INDIRECT VISION WHEN APPROPRIATE

# # # #

OVERALL: NI Evaluator's Name:

*C = consistently correct. If initially incorrect, readily identifies error and corrects. WRITTEN FEEDBACK:

Staple this evaluation to the periodontal probing. Thank you.

1-17-8

Scenario 1

ORAL SELF CARE

A 28-year-old male college student presents to the clinic after a 10-year lapse in dental care. He has active mild chronic periodontal disease, pockets ranging from 3 to 6 mm, and moderate plaque and bleeding. His current oral self-care program consists of tooth brushing once a day in the morning.

Scenario 2

A 38-year-old female returns for her 6-month re-care. She reports that she is pregnant for the first time and experiencing severe nausea every evening. You note that she has moderate to severe inflammation and bleeds easily. She says it is impossible to brush in the evening without vomiting; she often vomits whether she has brushed or not.

Scenario 3

A young mother accompanies her 4-year-old child to the NAU Clinic. The child has heavy plaque throughout the mouth. Mom states she just cannot get the child to brush. Eight (8) interproximal carious lesions are diagnosed.

Scenario 4

A 58-year-old man presents with moderate periodontal disease, pockets ranging from 3 to 7 mm, class II embrasures throughout the mouth, and a history of previous periodontal surgery. There are mild-mod levels of subgingival and interproximal plaque. His current OSC is to brush with a Sonicare twice daily. When asked if he flosses, he replies that his hands are too big.

1-17-9

JUNIOR CLINICAL COMPETENCY IN RADIOGRAPHIC EVALUATION

Results: C

Time: 20 minutes Date: NAME

Student Instructions: Evaluate the radiographs for technique errors. Identify the film by #, circle all errors that apply to the film. Write an explanation of what would have caused the error and determine how to correct the problem

Identify the film as a

BW or PA and list the teeth shown in the film

Technique error(s) identified Circle all that apply

Placement Closed contacts Contrast

Cone cut Bent film Too light or

dark

Scratches Elongated Foreshortened

Other: Placement Closed contacts Contrast


dark


Other:

Placement Closed contacts Contrast


dark


Other:

List possible cause(s) of the

error(s)

State steps to correct the

error(s)

1-17-10

JUNIOR CLINICAL COMPETENCY IN RADIOGRAPHIC INTERPRETATION

Results: C

Time: 20 minutes Date: NAME

Instructions: Complete an interpretation of the radiographs. numbers that apply to the various pathology listed. Write the on the line provided.

Identify the film by #, list the tooth appropriate treatment needed for each

Identify the film as a BW Treatment Plan

or PA and Pathology observed (referral to appropriate list the teeth professional, tx for mild, shown in the moderate or severe

film periodontal disease.

Decay: Referral to:

Calculus: for:

Resorption: Referral

Vertical bone loss: to:

Horizontal bone loss: for:

Furcations: DH tx needed:

Retained deciduous teeth:

Abscess:

Cyst:

Supernumerary teeth:

Other: Referral to:

Decay:

Calculus: for:

Resorption: Referral to:

Vertical Bone Loss: for:

Horizontal Bone Loss: DH tx needed:

Furcations:


Abscess:

1-17-11

Cyst:


Other: Referral to:

Decay:

Calculus: for:

Resorption: Referral to:

Vertical Bone Loss: for:

Horizontal Bone Loss: DH tx needed:

Furcations:


Abscess:

Cyst:


Other:

1-17-12

Exhibit 1-18: Junior Competency Exam Results 2005

P= Pass NI=Needs Improvement

l-18-l

NAU Dental Hygiene

1. Under Care of Physician

2, Hospitalized within the last 5 years

3. Has or had the following conditions

MEDICAL HISTORY:

DENTAL HISTORY:

4. Current medications

CHIEF COMPLAINT:

1-19-1

Exhibit 1-19: Senior Competency Exam

5. Smokes or uses tobacco products

6. Is pregnant

SOCIAL HISTORY:

1-19-2

1-19-3


2. Hospitalized within the last 5 years




6. Is pregnant

MEDICAL HISTORY:

DENTAL HISTORY:

SOCIAL HISTORY:

CHIEF COMPLAINT:

1-19-4

cc

1-19-5

1-19-6


2. Hospitalized within the last 5 years



MEDICAL HISTORY:

SOCIAL HISTORY:

1-19-7


6. Is pregnant

DENTAL HISTORY:

CHIEF COMPLAINT:

1-19-8

1-19-9

1 . , Under Care of Physician

Hospitalized within the last 5 years

3, Has or had the following conditions

6. Is pregnant

CHIEF COMPLAINT:

1-19-10


4. Current medications SOCIAL HISTORY:

DENTAL HISTORY:

MEDICAL HISTORY:

1-19-11

Senior Clinical Competencies Occlusion

March 2005

Total Time: 30 minutes

Equipment provided: two models and magnifying glass, probe, instruction sheet

Instruction to Students: You have 30 minutes to determine the occlusion of the three models before you. You must determine the occlusion using the canines and the first molars. You need to include tendencies. Please do not take the models apart. Doing so will invalidate you answers. Please do not discuss your findings with any other students. Please write your answers on the sheet provided. Faculty cannot give any hints or help in any way.

Please place your sheets in the envelope provided.

Senior Clinical Competencies Sharpening Technique Instructions to students

March 2005

To the Student:

You must use the magnifying glass to view the instrument tips. Please look at the tips and check off the problems that you find, please make sure you write the correct name of the instrument down also. Then once you have finished you will view the blue taped instrument, and test its sharpness (DO NOT SHARPEN IT), then give a rationale describing if it should or should not be sharpened.

1-19-13

Senior Clinical Competency Exam Occlusion

Evaluation: C NI

Name: Date:

Equipment Needed: This form, study model will be provided.

Time: 30 minutes

Instructions to Student: You will be given 2 study models (labeled A, B, C or D). You are to fill out the occlusion chart below. Do NOT leave any blanks. Be sure to indicate which study model you are evaluating.

Study Model Class: Right

Overbite: Crossbite:

Edge to Edge:

Functional interference - Right: Yes No

Class: Left

Overjet: Midline Shift:

End to end:

Functional interference - Left: Yes No

Study Model Class: Right

Overbite: Crossbite:

Edge to Edge:

Functional interference - Right: Yes No

Class: Left

Overjet: Midline Shift:

End to end:

Functional interference - Left: Yes No

1-19-14

Senior Clinical Competency Exam SHARPENING AND EVALUATION OF INSTRUMENTS Evaluation: C NI

Name: Date:

Station: A-1 A-2

Equipment Needed: Dull or misshapen instruments (provided), sharpening stone, test stick, light, and magnifying glass.

Time: 30 minutes

Instructions to Student: You will be given 2 instruments to evaluate. Please complete your evaluation of each instrument by completing this form. Be sure to write the number of the instrument you are evaluating. When you have completed the evaluations, you will be given an instrument to sharpen and turn in with this form.

Instructions to Observer: Assign a group of instruments for the student to evaluate. When the evaluation phase is completed, give the student an instrument to sharpen. Collect this form and attach the sharpened instrument to the form with tape. Instrument

Number

Satisfactory

Identification of the Instrument (Example: anterior sickle, Gracey 7/8, Barnhart 5/6)

Unsatisfactory

Condition of the instrument:

_ One end dull _ Both ends dull Improper contour

_ Toe not rounded

Comments:

_ One end dull _ Both ends dull _ Improper contour _ Toe not rounded

Comments:

Student: Name the instrument assigned to sharpen. An instru will evaluate the effectiveness of your sharpening.

1-19-15

Exhibit 1-20: Senior Competency Exam Results 2005

Spring 2005 Student Case

A

P P

P

P

P

P

P

P P

P P

P

P

P P

P

P P

P P

P P

Case B

P P

P

P

P

P

P

P

P P P

P

P P

P

P P

P P

P P

P

Case C

P P P

P

P P

P

P

P P

P

P

P

P P

P

P P P

Nl/P P P

Case D

P Nl/P

P

P

P

P P

P P

P P

P

P

P P

P

P P

P Nl/P

P

P

Occlusion

P

P

P

P

P P

Nl/P

P

P P

P

P P

P

P

Nl/P P

P P

P P

P

Sharpening

P Nl/P

P

P

P

P P

P P

P P

P

P

P P

Nl/P

P

P P P

P P

Scaling & Root Planing

P P

P

P

P P

P

P

P P P

P

P Nl/P

Nl/P

P Nl/P

P P

P Nl/P

P

P = pass on first attempt Nl/P = Needs Improvement/Pass (passed on second attempt)

Seniors were tested during competencies using cased based problems, sharpening, and radiographs; Case A. pedodontic patient; Case B, an adolescent patient; Case C, an elderly patient; and Case D, an immuno-compromised patient.

Case A — 22 seniors passed on the first attempt Case B — 22 seniors passed on the first attempt Case C — 21 seniors passed on the first attempt Case D — 20 seniors passed on the first attempt Occlusion— 20 seniors passed on the first attempt Sharpening — 20 seniors passed on the first attempt Radiographs — 18 seniors passed on the first attempt

Seniors who did not pass on the first attempt passed on the second attempt. All failures were due to a failure to complete the cases. All seniors on their case documentations revealed success in formulating a comprehensive oral hygiene care plan. Seniors also demonstrated strength in developing a thorough and complete case documentation.

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Exhibit 1-21: Course Success Rate 1999-2005

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Exhibit 1-22: Policy on Grades and Repeating Courses (from the NAU Dental Hygiene Policy and Procedure Manual;

Academic and Professional Standards: Advancement, Retention and Graduation)

To be eligible for graduation from Northern Arizona University, a student must maintain a minimum grade average of 2.0. If the student is not maintaining a 2.0 grade average, he/she will be placed on academic probation by the Department for the subsequent semester. Students unable to achieve a 2.0 grade average by the end of that subsequent semester will be dismissed from the Dental Hygiene Program.

1. Grounds for dismissal from the Dental Hygiene Program: a. Failure to maintain a 2.0 grade average. b. Receiving an "F" in any clinical course. c. Receiving two "Ds" in non-clinical dental hygiene

courses. d. Receiving an "F" in a non-clinical dental hygiene

course. Faculty in consultation with the Department Chair may recommend that the student be given an opportunity to retake the course for a change of grade if there is sufficient reason to support this recommendation.

e. Receiving more than two "Ds" in non-dental hygiene foundation courses. Foundation courses include Chemistry, Anatomy, Physiology, Nutrition, and General Pathology. A grade of "F" in a foundation course must be eliminated from the student's transcript prior to graduation; preferably the course would be retaken within the year following the failing grade.

f. Violations of academic integrity and/or ethical standards

g. Violations of HIPAA. 2. Dismissal from the Dental Hygiene Program: Once a student

is dismissed from the Dental Hygiene Program, he/she may not re-enter the Program.

3. Students who receive a "D" in a Dental Hygiene course are required to repeat the course and earn a "C" or higher. If a student receives a "D" in a clinical course, the student may also be required to hire a Department-approved tutor at the student's expense. No dental hygiene course for which a student received a grade of "D" may be repeated more than

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once. If the repeat grade is lower than the original grade, the Department will consider the most recent grade as binding.

4. Policy regarding Head and Neck Anatomy: DH 235 Head and Neck Anatomy must be completed with a "C" or better in order to take DH 369 Pain Control.

5. In rare cases, students may be allowed to register for the course and take the didactic course but will not be allowed to participate in laboratory activities until a satisfactory grade is achieved in DH 235. Failure to pass DH 235 with a "C" or better may jeopardize the student's ability to complete the Program within the prescribed time frame.

1-22-2

Exhibit 1-23: Assessment Report 2003 and 2004

Please note that the NAU Dental Hygiene Program and Department goals have been modified since these documents were created. The current goals can be found in Exhibit 1-6 (or A): Program Goals and Assessment.

The NAU Assessment Office is accepting the Assessment Report for 2005 found in Exhibit 1-6 (or A) Program Goals and Assessment.

N o r t h e r n Annual Report on the A r i z o n a Degree Program Assessment of Student University Learning

Assessment Committee

Instructions: The purpose of the Annual Report on the Degree Program Assessment of Student Learning is to provide information about progress in assessment efforts for each degree program within your academic unit. The report will be made available publicly at the Office of Academic Assessment website and will be provided to appropriate accrediting agencies.

Please respond to each of the questions below. Use as much space as you need to describe the assessment efforts implemented for the specified degree program during the past year. Reports are typically 1 to 2 pages in length. Once this form is completed, please email it as an attachment to [email protected].

Name: Denise Muesch Helm

Title: Director

Email: [email protected]

Phone: 523-7425

Academic Unit: Dental Hygiene

Degree Program Covered by this Report*: Bachelor of Science in Dental Hygiene (*Note: Please complete a separate Annual Report form for each degree program.)

Annual Report for 2004 Academic Year

Q1. Based on the degree program assessment plan, describe the student learning assessment activities conducted in the past year (i.e., data collection, analysis, reporting, departmental discussions, etc.). Please include in this description who was involved in the assessment activities and when they occurred.

Table 1 addresses Q1 and 2.

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Student Learning Outcomes Dental Hygiene students will be. . . 1. Competent oral health care providers using health promotion/ disease prevention strategies in clinical settings.

Evidence or Measure

Assessment Tool

A. All three clinical courses (sophomore, junior and senior) will take competency exams in the spring semester. Students are required to pass with a 75% or higher.

B. Senior students take mock boards in the fall.

C. Senior students take the Arizona State Jurisprudence exam for Dental Hygienists. Student must score 75% or higher to be successful. Senior students take the WREB exam. Student must score 70% or higher.

Data Collection

and Analysis

A. Individual scores for the categories are calculated for each student. Mean scores are calculated for all 11 categories.

B. Individual scores for 5 areas and overall percentage are calculated for each student.

C. The Arizona State Board of Dental Examiners score the exam and report total correct for each student. WREB examiners score the exam and report the percent correct in 5 areas.

Reporting and Discussion

A. Results were reported and discussed at a faculty meeting.

B. Results were reported and discussed at a faculty meeting.

C. Results were reported and discussed at a faculty meeting.

Key Findings For 2003-2004

A. Sophomore students needed more development in the area of early instrumentation skills and Medical History. First time pass rates were as follows: Medical History Case 75%, Universal Curet 57%, all other areas were 75% or higher. Overall pass rate was 100% on the first attempt.

• Junior students needed improvement in Sickle Scaler, Gracey Instrumentation, Study Models, Occlusion, Radiographic Technique and Interpretation, Sharpening and Dental Charting. First time pass rates were as follows: Explore/Probe 75%, Sickle Scaler 58%, Gracey Instrumentation 54%, Intra and Extra Oral Exam 96%, Oral Hygiene Instruction 88%, Study Models 58%, Occlusion 25%, Radiographic Technique 58%, Radiographic Interpretation 42%, Sharpening 63%, Medical Emergency 83% and Dental Charting 66%.

• Senior student scored 76% or higher in all areas except Sharpening.

B. Mock Board results indicated senior students needed additional guidance in occlusion, periodontal assessment and lesion description.

C. All senior students successfully passed AZ State Jurisprudence examination on the first attempt.

• 100% of the senior students successfully passed the WREB exam on the first attempt, 17 scored 90% or above.

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Student Learning Outcomes Dental Hygiene students will be.. .

2. Able to formulate comprehensive oral hygiene care plans that are patient-centered and based on current scientific evidence and evaluate the effectiveness of services provided.

3. Able to employ professional judgment and critical thinking skills to identify, assess, analyze and creatively address situations in a safe, ethical and legal manner.

4. Able to demonstrate effective interpersonal skills through actions, oral and written communication, and working with diverse populations.

Evidence or Measure

Assessment Tool

A. Senior students take the National Board Dental Hygiene Exams' (NBDHE) case-based portion.

B. Junior and Senior students present case documentation in both the spring and fall.


A. Alumni and the Senior Exit Surveys.

A. Senior, junior and sophomore students take competency exams in the spring semester.

Data Collection

and Analysis

A. Individual student percents are calculated and reported by NBDHE, composite school scores and national averages are also reported.

B. Content analysis is completed on the case presentations.

C. Data are collected for 3 areas. Individual and mean scores are calculated.

Data are collected and mean scores are calculated for questions related to professional judgment and critical thinking

A. Mean score are calculated for the related competency.


A. Results were reported and discussed at a faculty meeting. They were also reported, to the basic science instructors and to the Dental Hygiene Advisory Board.



A. Data were reported in faculty meetings at the conclusion of each semester.


A. Senior students were well prepared for the NBDHE scoring 91.2, above the 84.4 national average in cased based application.

B. Senior and junior students Case Documentation reveal success in formulating a comprehensive oral hygiene care plan. Junior students had some difficulty including the appropriate documentation in the Case Document although it had been collected appropriately on the patient. Seniors demonstrated strength in developing a thorough and complete Case Documentation.

C. Students required multiple attempts to demonstrate integration of information from clinical courses in case presentations although the first attempt was significantly better this year at 83% compared to last year at 71%. The means for this year were as follows: Theory Project 90%, Clinical Application 83% first attempt, 85% second attempt and, Evidence Based 88% (n=34).

99% of the seniors and 100% of alum responded that they were well prepared to identify, assess and creatively address problems.

A. Junior and senior students preformed exceptionally well on interpersonal communication; Junior students communication was measured in the Oral Hygiene Instructions competency, where their scores averaged 88% on the first attempt. Senior students communication was measured through the Radiographic Interpretation, scoring 100% on the first attempt.

1-23-3

Student Learning Outcomes Dental Hygiene students will be...

5. able to demonstrate self-responsibility for professional growth and optimum patient care. 6. Able to demonstrate leadership skills in professional and community health settings.

Evidence or Measure

Assessment Tool

B. Alumni Surveys are sent to alumni who graduated 1, 3, and 5 years ago

A. See 4 B above

A. Student Internship evaluations are completed on senior students.

B. See 4B above Alumni Survey

Data Collection

and Analysis

B. Mean scores are calculated for each question related to the program competencies.

A. See 4 B above

A. Qualitative data are compiled and analyzed for trends.

B. See 4B above


B. Data were disseminated to faculty member mailboxes and discussed in a faculty meeting and reported, and discussed at the DH Advisory meeting.

A. See 4 B above

A. Data were reported and discussed at the DH Advisory Board and reported at the student orientation.

B. See 4B above.


B. Faculty members determined that the Alumni Survey was a better measure of interpersonal skills than the process evaluations. 73% of the alumni who responded indicated they were well prepared in the area of written and oral communication.

A. 91% of alumni responded that they were well prepared to demonstrate self-responsibility.

A. Students were well prepared to take on leadership roles and act as professionals in a community health setting. External supervisors rated all student exceptional or above average in leadership.

B. 100% of alumni and 97% of the seniors responded that they were well prepared to demonstrate leadership skills in professional and community health settings.

Table 1,2003-2004

Q2. Describe key findings from the assessment process concerning student learning in the degree program. See Table 1.

Q3. Describe changes in curriculum, instruction, or use of resources that resulted from the above assessment process. See Table 1.

Q4. Identify assessment problems or difficulties encountered during the assessment process, and describe any proposed changes to the degree program assessment of student learning plan.

The two most significant difficulties the program encountered were: 1. Alumni Survey response rate was 11%, which may have influenced outcomes. 2. The extensive amount of data is difficult to track without a comprehensive database.

1-23-4

Assessment Committee

Instructions: The purpose of the Annual Report on the Degree Program Assessment of Student Learning is to provide information about progress in assessment efforts for each degree program within your academic unit. The report will be made available publicly at the Office of Academic Assessment website and will be provided to appropriate accrediting agencies.

Please respond to each of the questions below. Use as much space as you need to describe the assessment efforts implemented for the specified degree program during the past year. Reports are typically 1 to 2 pages in length. Once this form is completed, please email it as an attachment to [email protected].

Name: Denise Muesch Helm

Title: Director

Email: [email protected]

Phone: 523-7425

Academic Unit: Dental Hygiene

Degree Program Covered by this Report*: Bachelor of Science in Dental Hygiene (*Note: Please complete a separate Annual Report form for each degree program.)

Annual Report for 2003 Academic Year

Q5. Based on the degree program assessment plan, describe the student learning assessment activities conducted in the past year (i.e., data collection, analysis, reporting, departmental discussions, etc.). Please include in this description who was involved in the assessment activities and when they occurred.

Table 1 addresses Q1 and Q2.

1-23-5



Student Learning Outcomes Dental Hygiene students will be... 1 .Competent oral health care providers using health promotion/disease prevention strategies in clinical settings.

2. Able to formulate ' comprehensive oral hygiene care plans that are patient-centered and based on current scientific evidence and evaluate the effectiveness of

Evidence or Measure

Assessment Tool

A. All three clinical courses (sophomore, junior and senior) will take competency exams in the spring semester. Students are required to pass with a 75% or higher.

B. Senior students take mock boards in the fall.

C. Senior students take the Arizona State Jurisprudence exam for Dental Hygienists. Student must score 75% or higher to be successful. Senior students take the WREB exam. Student must score 70% or higher to be successful.

A. Senior students take the National Board Dental Hygiene Exams' (NBDHE) Case-based portion.

Data Collection and Analysis

A. Individual scores for 11 categories are calculated for each student. Mean scores are calculated for all 11 categories.

B. Individual scores for 5 areas and overall percentage are calculated for each student.

C. The Arizona State Board of Dental Examiners score the exam and report total correct for each student. WREB examiners score the exam and report the percent correct in 5 areas.

A. Individual student percent are calculated and reported by NBDHE, composite school scores and national averages are also reported.


A. Results were reported and discussed at a faculty meeting.



A. Results were reported and discussed at a faculty meeting. They were also reported, to the basic science instructors and to the Dental Hygiene


A. Sophomore students needed more development in the area of early instrumentation skills and periodontal evaluation. First time pass rates were as follows: Medical History 83%, Vital Signs 87%, Basic Instrumentation 21% and, Periodontal Evaluation 62%; 100% passed on the second attempt. • Junior students needed

improvement in Gracey Instrumentation, and Periodontal Evaluation. The Radiology portion of the exam needed better films to determine student's ability. First time pass rates were as follows: Basic Instrumentation 76%, Gracey Instrumentation 56%, Fluoride 97%, Dental Charting, 41%, Oral Hygiene Instruction 100%, Sharpening 88%, Periodontal Evaluation 56%, Radiology Technique 53%, Written Exam 82%.

B. Senior students needed additional guidance in patient selection and heavy calculus removal as 29% were not successful on their first attempt due to poor patient selection and/or ineffective calculus removal.

C. All senior students successfully passed AZ State Jurisprudence examination on the first attempt.

• 93% of the senior students successfully passed the WREB exam on the first attempt, 17 scored 90% or above, and 100% passed on the second attempt.

A. Senior students were well prepared for the NBDHE scoring 101.9, above the 99.3 national average in cased based application.

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Student Learning Outcomes Dental Hygiene students will be... services provided.

3. Able to employ professional judgment and critical thinking skills to identify, assess, analyze and creatively address situations in a safe, ethical and legal manner.

4. Able to demonstrate effective interpersonal skills through actions, oral and written communication, and working with diverse populations.

5. Able to demonstrate self-responsibility for professional growth and optimum patient care.

Evidence or Measure

Assessment Tool

B. Junior and Senior students present case documentation in both the spring and fall.


A. Senior students take the NBDHE Case-based portion.

A. Senior, junior and sophomore students take competency exams in the spring semester.

B. Senior, junior and sophomore students complete process evaluations that assessed specific dental hygiene skills. Criteria must be met at a satisfactory or higher level before the students can progress to the next semester.

A. Alumni Surveys are sent to alumni who graduated 1, 3, and 5 years ago.

Data Collection and Analysis

B. Content analysis is completed on the case presentations.

C. Data are collected for 3 areas. Individual and mean scores are calculated.

A. See 2A above

A. No Collected

B. Data are documented through clinical courses each semester

A. Mean scores are calculated for each question related to the program competencies.


Advisory Board.



A. See 2A above

A. Data were reported in faculty meetings at the conclusion of each semester.

B. Data were reported in clinical faculty meetings at the conclusion of each semester.

A. Data were disseminated to faculty member mailboxes and discussed in a faculty meeting and reported, and discussed at the DH Advisory meeting.


B. Some students did not understand the significance of reporting some of the clinical findings in the case documentation.

C. Students required multiple attempts to demonstrate integration of information from clinical course in case presentations. The mean were as follows: Theory Project 71%, Clinical Application 83% first attempt, 92% second attempt and, Evidence Based 92% (n=28).

A. See 2A above

Faculty members found that the Alumni and the Senior Exit Surveys were better measures of critical thinking skills. 96% of the senior and 91 % of alum responded that they were well prepared to identify, assess and creatively address problems.

A. Faculty members found that the OSCE that measured interpersonal communications was not included in senior competencies. Clinical instructors were asked to implement the pervious or create a new OSCE that measures communication,

B. Faculty members determined that the Alumni Survey was a better measure of interpersonal skills than the process evaluations. 96% of the alumni who responded indicated they were well prepared in the area of written and oral communication.

A. 91% of alumni and 96% of the seniors responded that they were well prepared to demonstrate self-responsibility.

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Student Learning Evidence or Data Collection Reporting and Key Findings Outcomes Measure and Analysis Discussion For 2002-2003 Dental Hygiene Assessment Tool students will be... 6. Able to A. Student A. Qualitative data A. Data were A. Students were well prepared demonstrate extemship are compiled and reported and to take on leadership roles and leadership skills in evaluations are analyzed for discussed at the act as professionals in a professional and completed on junior trends. DH Advisory Board community health setting, community health students. and reported at the settings. student orientation.

B. Alumni B. See 5A above B. See 5A above. B. 91% of alumni and 93% of surveys are the seniors responded that they sent to alumni were very well prepared to who graduated demonstrate leadership skills in 1, 3, and 5 professional and community years ago. health settings.

Table 1,2002-2003

Q6. Describe key findings from the assessment process concerning student learning in the degree program. See Table 1.

Q7. Describe changes in curriculum, instruction, or use of resources that resulted from the above assessment process.

The primary outcome that required changes in curriculum and instruction was the Capstone course outcomes. Changes include:

1. The sophomore, junior and senior clinical faculty are placing more emphasis on case documentation;

2. Senior, junior and sophomore instructors have all adopted the same requirements and grading rubric for the case documentation;

3. The capstone course has been moved to the fall semester of the senior year so that remediation is possible in the spring.

The faculty members have also started reviewing the mission and competencies to determine if they should be clarified or are significant to dental hygiene student learning. The faculty members are further analyzing the Alumni Survey for more definitive findings. Other findings related to clinical preparedness were addressed in the respective clinical courses during the semester the data were gathered.

Q8. Identify assessment problems or difficulties encountered during the assessment process, and describe any proposed changes to the degree program assessment of student learning plan.

The two most significant difficulties the program encountered were: 1. The Alumni Survey response rate was 30%, which may have influenced outcomes. 2. The extensive amount of data is difficult to track without a comprehensive database.

1-23-8

Exhibit 1-25: Hopi Health Center

1-25-1

Exhibit 1-26: Yavapai-Apache Program

1-26-1

Early Macro-Level Budget Planning -CHP 1 of 22

Exhibit 1-27 School of Health Professions Long Range Budget

INTEROFFICE

MEMORANDUM

TO: Dr. David R. Patton, Dean

FROM: Dr. Ilene Decker, Executive Director College of Health Professions

DATE: November 15, 2004

RE: FY 2005-06 Budget Priorities and Strategic Plans

Please accept this document as the College of Health Professions Budget Allocations and Requests for FY 2005-06. It indicates answers to the questions posed by President Haeger in his memo entitled "Budget Priorities and Strategic Plans" dated October 22, 2004.

I have provided an excel spreadsheet summarizing dollar amounts for each category specified in the President's memo, organized by department. I have also provided a narrative which provides the details for each category specified in the President's memo. The narrative starts with the Director's Office followed by each department in alpha order. Dollar amounts in response to each category are in blue.

At the end of the narrative you will find a priority listing for FY06 base budget changes requiring additional support from university sources.

1-27-1


COLLEGE OF HEALTH PROFESSIONS BUDGET PRIORITIES and STRATEGIC PLANS

Executive Director's Office (HPD)

A 1. FY 05 One-Time Expenditures of State or Local Funds within Current Resources

Salaries, stipends, and operating costs are currently being supplemented from HPD 1134 (State Account), HPD 2501 (Summer Over-attainment Account) and HPD 2473 (Indirect Cost Recovery Account) as follows:

HPD 1134 (State Account) > Linda Jerome > Evening Division > James Blagg > Instructor AT

CHP Advisement Part-time faculty Vacation Payout AT 200

HPD 2501 (Summer Over-attainment Account) > Jennifer Blevins > Jennifer Blevins > Dana Beneysheck > Jayme Davis > Katie Shea > Karen Blalock > Previews > Previews > Carl De Rosa > Operations > Computers > Proxima

Chair Stipend Development NTS 135 CHP 300W GA Overtime Pay Advisors Students Vacation Payout

Classrooms Classrooms

HPD 2473 (Indirect Cost Recovery Account) > Candace Markle > Faculty Development > Postage

Contracts Conferences Cadavers

$ 6,865 $12,000 $2,661 $1,980

-$5,128 (includes ERE) $ 850 $ 5,700 (includes 14% ERE) $ 684 (includes 14% ERE) $1,503 (includes 1% ERE) $ 120 (includes ERE) $3,271 (includes 14% ERE) $ 606 (includes 1% ERE) $ 7,700 $10,463 $15,000 $ 3,000

$ 7,881 (includes ERE) $1,300 $1,600

Total funds $88,312

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A 2. Planned FY 05 One-Time Expenditures of State or Local Funds Requiring Supplemental Funding beyond Current Resources

Renovation of Classroom 337 in order to convert an obsolete laboratory into a laboratory that meets minimum OSHA and accreditation standards, particularly for dental materials.

Remove obsolete gases Re-plumbing water and compressed air New laboratory tables New operator stools Proxima Computer

(Estimate reguested, best guess $ 50,000 or more if asbestos abatement needed)

B 1. FY 06 One-Time Expenditures of State or Local Funds within Current Resources

HPD 2501 (Summer Over-attainment Account) > Dana Beneysheck NTS 135 $ 5,700 (includes 14% ERE) > Previews Advisors $ 3,271 (includes 14% ERE) > Previews Students $ 606 (includes 1% ERE)

HPD 2473 (Indirect Cost Recovery Account) > Candace Markle Contracts $ 7,881 (includes ERE)

Total Funds $17,458

B 2. Planned FY 06 One-Time Expenditures of State or Local Funds Requiring Supplemental Funding beyond Current Resources

> Upgrade faculty and student lab computers $100,000

Total Funds $100,000

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B 3. FY06 Base Budget Changes Requiring Additional Support fromUniversity Sources

The director's office has returned in budget cuts the college's entire capital eguipment budget and the majority of the instructor pool which had been used to support evening division courses, primarily elective, service, and recreational courses. If new funds are available for allocation, the primary needs of the director's office are:

> An increase in Instructor Pool of $21,000 plus ERE of $2,940, or a total of $23,940, to create a half time instructor position to teach CHP 300W, Applied Health Ethics, the college's junior writing-intensive course;

> Restoration of the college's capital equipment account, previously $45,000; > Implementation of a central advising center. The college remains the only

college on campus without central advising. It could be provided with one full-time twelve month service professional position at a salary of $42,000 plus $16,800 ERE, or a total of $58,800.

Total Funds of $127,740 (includes ERE)

Administrative salaries are the most distant from peer norms. Most of CHP department chairs (the exception being Nursing) are receiving academic year salaries that are below market, plus an administrative stipend that does not cover the additional three months of work at a rate equal to the monthly rate received for the academic year portion of their salary. As an example, the physical therapy chair has an academic year salary of $70,576. His current academic year salary would convert to a twelve month salary of $94,101 but he receives a twelve month salary of $89,776. He should actually be receiving $94,101 (an additional $4,325) plus a stipend to reasonably compensate him for his valuable chair service.

Other chairs are in a similar situation. The amount each is below what he/she should receive by converting her/his nine month salary to a twelve month salary is as follows: CSD $6,000, dental hygiene, $3,500; exercise science, $4,000. Even if given raises in these amounts, they would be below market.

We are currently requesting permission to search for a chair for Health Promotion. The average academic year salary according to CUPA is $57,500 for an associate professor to $70,500 for a full professor. This salary range would convert to a 12 month salary of $76,600 to $94,000. Currently we have an academic year salary of $65,450 (Baldwin resignation) and a chair stipend of $11,000 for a total of $76,450 in the HPE budget. We are requesting permission to advertise a range of $61,000 to $77,000. To attract an associate professor, I recommend we pay the 12 month salary of $76,600 with a $5000 stipend. Therefore we would need an additional $5,150 to attract a qualified chair.

Total funds to raise 5 chair salaries to 12 months= $17,825 Total funds to raise to 5 chair salaries to 12 months (based on AY salary) with a $5000 stipend= $42,825 ($17.825 + (5 x $5000))

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C 1. Long Term Budget Issues and Plans

The College of Health Professions is desperately short of space. Some full-time faculty do not have individual offices, making confidential counseling of students impossible. In order to give athletic training the dedicated classroom space that it needs, the space used to advise exercise science, athletic training, and health promotion students was reassigned to athletic training; we have not yet been able to identify space for the advising function. Audiology services has outgrown existing space and has no room to expand, costing-the audiology clinic income. The speech clinic does not meet HIPAA nor programmatic accreditation regulations, and the dental hygiene clinic will soon be out of OSHA compliance if pending regulations are implemented. Nursing and dental hygiene do not have the space necessary to expand program enrollments at a time that there is a statewide hue and cry for more graduates from each program. Health promotion does not have space to implement a wellness clinic that would provide appropriate practicum opportunities for its students and income for its department. Research space is sorely lacking for all departments.

In the long term, but as soon as possible, the college needs a building addition and a building renovation. A proposal to this end was presented to, and approved by, the Arizona Board of Regents in November, 1999, but funding has not materialized. The addition would provide a multi-disciplinary clinic for communication sciences and disorders, dental hygiene, and health promotion. It would be beneficial to include Fronske Health Center as well. Space should be considered for nursing clinics. The clinic would serve to consolidate operations: waiting room, appointment scheduling, patient records storage, patient billing and collections, clerical support, ordering of supplies. Student locker rooms, clinic classrooms and conference areas, and clinical treatment areas could be shared. Cross-referral of clients and cross-discipline experience could occur. But most importantly, larger and improved clinical facilities would allow treatment of more clients which in turn would allow expansion of the enrollment in clinical programs. The space vacated by current clinics could be renovated to create the needed offices and research space. The nursing building should also be expanded to provide additional nursing skills laboratories and classrooms so that nursing enrollment capacity can be increased.

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Communication Sciences and Disorders (SPH)


The department expends a considerable sum to provide support not available in the stste budget. It currently provides the following

SPH 2501 (Summer Over-attainment Account)-> S 13,986 plus $5,105 ERE = $19,091 to cover 2 additional months of salary and

administrative stipend for Kathy Mahosky for her service as clinic director;

> An additional supplement in the amount of $55,050 from local accounts is expended on part-time classroom instruction, instructional overload, graduate assistants and other student employment, and to supplement operations.

SPH 2568 (Clinic Account)-> $51,078 ($35,450 plus $15,628 ERE) to employ Mary Towle as a clinical

instructor;

> $26,520 ($6,900 plus $9,620 ERE) to Sharon Feist to serve as clinic office specialist (the state budget supports 40% of her full-time salary);

> $63,574 ($43,844 plus $19,730 ERE) to Michael Skelton as a clinical instructor

> $33,600 to employ part-time clinical faculty includes ERE.



> $55,000 for an Laryngovideostroboscopy (LVS).

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Communication Sciences and Disorders (SPH)


SPH 2501 (Summer Over-attainment Account)-> $ 13,986 plus $5,105 ERE = $19,091 to cover 2 additional months of salary and

administrative stipend for Kathy Mahosky for her service as clinic director;

> $62,757 (includes 14% ERE) from local accounts is expended on part-time classroom instruction, instructional overload, graduate assistants and other student employment, and to supplement operations.

SPH 2568 (Clinic Account)-> $51,078 ($35,450 plus $15,628 ERE) to employ Mary Towle- clinical instructor;

> ^$26,520 ($6,900 plus $9,620 ERE) to Sharon Feist to serve as clinic office specialist (the state budget supports 40% of her full-time salary);

> $63,574 ($43,844 plus $19,730 ERE) to Michael Skelton as a clinical instructor

> $33,600 (includes ERE) to employ part-time clinical faculty

Total Funds $256.620


> $50,000 to convert the current audiology booth from a single wall to a double wall.

Total Funds $50,000

B 3. FY06 Base Budget Changes Reguiring Additional Support from University Sources Currently, Kathy Mahosky, the CSD Clinic Director has responsibilities and duties that are performed on an 11 month contract. This change occurred in May, 04 and was deemed necessary to meet accreditation recommendations that she be here in the summer months since our clinic operates for the full ten weeks of the summer session. In addition, the accreditation site visitors identified serious gaps in the graduate program's curriculum, particularly related to the summer's only clinical practicum experiences. An increase in salary of $13,986 was from the SPH 2501 summer over-attainment account to bring Ms. Mahosky from a 9 month to 11 month salary based on her academic year salary and retention of her $4,141 stipend for clinic direction. I am requesting that the SPH state base budget be increased by $ 13,986 plus $5,105 ERE = $19,091 to cover Ms. Mahosky's entire salary and stipend.

The department has only one individual for clerical support, a program coordinator who spends considerable time supporting the graduate programs. The department needs a half-time administrative secretary to provide faculty support ($11,000 plus $11,950 ERE= $22,950).

Total funds of $42,041 Communication Sciences and Disorders (SPH)

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To come into compliance with accreditation recommended faculty/student ratios (1:8 in clinical education), the department needs one additional clinical faculty member to increase enrollments from 24 to 32. Fortunately, the department was able to secure a three year grant to fund a clinical instructor for 12 months beginning at a salary of $46,700 plus ERE of $17,304 and ending at a salary of $50,510 plus ERE of $17,304 . At the end of the grant cycle, with previous level of resources before grant funding, the department can stay within accreditation-mandated faculty/student ratios by limiting enrollment to 25 graduate students. It can maintain enrollment at current levels (32 students per class) if allocated an additional line at a salary of $50,510 plus ERE of $17,304 in FY 08 to replace the grant funded line. It is suggested that the current locally funded individual, Mary Towle, be moved to this new state funded position. The department would then employ a new individual on its local account.

See need for clinic renovation under Executive Director section.

Total Funds of $67,814

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Dental Hygiene (PHY)

A1. FY 05 One-Time Expenditures of State or Local Funds within Current Resources

Renovation of the Dental Hygiene Clinic to include installation of new operatories and equipment- $226,000

DHY 2540 (Clinic Account)

> 50% of the salary of the clinic coordinator- $25,318 (includes ERE) > Student wages to clean the clinic $5,930 (includes 1% ERE) > Special Assignment to cover administrative duties- $8,478 + $15,666=

$24,144 (includes ERE) > Part-time Clinical Instructors $1,140 (includes 14% ERE)

DHY 2501 (Summer Over-attainment Account) > Special Assignment to cover administrative duties- $ 1,625+ $3,412 = $5,037

(includes ERE) > Faculty development $2,000



> Fast sterilizer $3,200 > Digital Radiography Equipment $45,000 > Human Skulls $18,000 > Perioscope $20,000 > Digital camera $400 > Photo scanner $800



DHY 2540 (Clinic Account) > 50% of the salary of the clinic coordinator- $25,318 (includes ERE) > Student wages to clean the clinic $5,930 (includes 1 % ERE) > Special Assignment to cover administrative duties- $8,478 + $15,666=

$24,144 (includes ERE) > Part-time Clinical Instructors $1,140 (includes 14% ERE)

DHY 2501 (Summer Over-attainment Account) > Special Assignment to cover administrative duties- $ 1,625+ $3,412 = $5,037

(includes ERE) > Faculty development $2,000

Total Funds $63,569

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Replacement Equipment

> Computers $6,048 > Vacuum Pump $43,529 > X-ray generators $5,720 > Lead Apron $82 > Sealant Lights $1,200 > Prophy Jet $2,197 > Statim $3,195 > Sealant lights $1,200

Total for Replacement $63,171 New Eguipment

> Digital Intraoral Camera $6,292 > Operator Carts $5,099 > Piezoelectric scalers $2,864

Total Funds $77,428

B 3. FY06 Base Budget Changes Reguiring Additional Support from University Sources

To maintain its current enrollment, the department must have one additional faculty line ($45,000 plus ERE of $17,050= $62,050) and an additional ($55,000 plus 7,700 ERE= 62,700) in Instructor Pool.

Class size can be increased by six (the accreditation mandated faculty/student ratio for clinical education is 1:6) to an entering group of 30 with the addition of a second new faculty line ($45,000 plus ERE of $17,050 = $62, 050).

The department has only one support individual, and a second is needed (an Administrative Secretary with a salary of $24,000 plus $13,900 ERE = $37,900). Currently we are piecing this salary together using state, local, and grant funds. I am recommending that this position be added to the state base budget.

The department also needs a dental assistant (9, 000 plus $1,260 ERE = $10,260) who would work 19 hours each week to maintain the procedural aspects of the sterilization facility and thus keep the clinic eligible for its operational license.

Total Funds of $234.960

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Replacement Equipment

> Computers $6,048 > Operator Carts $5,099. > Lead Apron $90 > Film processors $3,953. > OXTR $7,011. > Prophy Jet $2,197. > Sealant lights $1,200

Total Replacement $25,598

New Equipment

> Caries Detection System $6,500 > Piezoelectric scalers $2,864.

Total Funds $34,964.

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Exercise Science and Athletic Training (EXS)


EXS 1101 & EXS 1117 (State Accounts) > Advisement $5,500 > Clinical Exercise Research Facility Lab assistant and instructor $12,040 >, EXS 150 $3,960., AT200 $3,960, AT Clinical $3,960

Total Funds 29,480


> Faculty travel $4,000


> Clinical Exercise Research Facility Lab assistant and instructor $12,040 > EXS 150 $3,960., AT200 $3,960, AT Clinical $3,960

Total Funds 23.920


> Faculty travel $4,000

B 3 FY06 Base Budget Changes Reguiring Additional Support from University Sources

In the FY03 budget cut, the Department of Exercise Science and Athletic Training returned a line. As a result, the department has suspended admission to its graduate program and reduced its elective and service course offerings. Even with this change, the department chair has had to teach six credit hours each semester, an administrative release of only 25% to perform responsibilities requiring a 50% release. Undergraduate student numbers continue to grow in the department, as do class sizes. When the department received its mandatory seven year review four years ago, the reviewers indicated the department needed two additional faculty members, bringing it now to being three faculty short of its needs. If there is sufficient new funding to begin to rebuild departments, this department should be awarded an additional line ($45,000 plus ERE of $17,050 = $62,050). If its numbers keep increasing (it was the fourth most popular major among entering freshmen last year) and its resources do not, it will soon be placed in the position of having to cap enrollments.

The department has expressed need for an additional increase of $10,000 in operations. This amount is needed for general office-related expenses, including updating and repairing computers for the office and faculty, projectors and other classroom reguirements not covered by course fees, and supplies and copying. Other than copying, these expenses have many times been covered by local accounts, and these accounts have been depleted because of this type of expenditure. Exercise Science and Athletic Training (EXS)

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B 3 FY06 Base Budget Changes Requiring Additional Support from University Sources

Increase instructor pool for athletic training by $ 10,000. The demand for courses is high. The Executive Director funded the opening of a 4th section of AT 200 bacause the AT instructor pool funds had been expended.

Move the Clinical Exercise Research Facility Lab assistant and instructor from local funds to the state budget and increase hours from 19 per week to a 20 per week benefit eligible position with a salary of $12,040 plus $15,062 ERE= $27,102



The Committee on Accreditation of Allied Health Programs (CAAHEP) recently announced that the Standards and Guidelines for the Accreditation of Educational Programs in Exercise Physiology (graduate) and the Standards and Guidelines for the Accreditation of Educational Programs in Exercise Science (undergraduate) have been adopted by the American College of Sports Medicine, the National Athletic Trainers Association, the American Kinesiotherapy Association and the CAAHEP. CAAHEP currently accredits educational programs in 18 different allied health disciplines. With approximately 2,000 accredited programs, CAAHEP is also one of the largest accrediting bodies in the United States.

Personal communication with Dr. Walt Thompson, Chairman of Committee on Accreditation for the Exercise Sciences (CoAES) of the CAAHEP, indicates that the applications for accreditation and self-study will be available Fall, 2004 with site visits scheduled for January 2005 and beyond. The Department of Exercise Science has positioned itself to seek accreditation by meeting requirements for recognition as an American College of Sports Medicine (ACSM) University Connection Partner. The ACSM University Connection Endorsement Program is designed to recognize academic institutions with educational programs that cover all of the knowledge, skills, and abilities (KSAs) specified by the ACSM Committee on Certification and Registry Boards to prepare students for successful careers in the health and fitness and clinical exercise programming fields.

If the Department seeks accreditation, we will need two additional full-time faculty lines at a nine month salary of $42,000 each for a total of $84,000 plus $37,262 ERE= $121,262.

Total Funds $121,262.

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Health Promotion

A 1. FY 05 One-Time Expenditures of State or Local Funds within Current Resources HPE 1137 (State Account)

> Betty Brown, half-time, $22,500; > Laura Bounds, three-quarters time, $7,980 > Laura Bounds Hp 229/HpGrading $1,800 > Rachel Billowitz HP523b $2,640 > Rachel Billowtiz Coordinator Internship MA program $3,200 > Lisa Bilsborough HP 229 $1,320 > Sean Clendaniel HP 303 & 307 $1,044 > Graduate Assistants $4,400 > Linda Jerome, part-time, $5,000 > Rhonda Johnson, HP571 $1,810 > Deborah McCormick, HP471 $1,810 > Joshua Morzelewski, HP102$660 > Advising $1000 > Student workers $14,200 Total Funds = $ 69,364

A 2. Planned FY 05 One-Time Expenditures of State or Local Funds Requiring Supplemental Funding beyond Current Resources None, assuming we keep Julie Baldwin's Spring, 2005 salary

B 1. FY 06 One-Time Expenditures of State or Local Funds within Current Resources HPE 1137 (State Account)

> Linda Jerome, part-time, $10,000 > Rhonda Johnson, HP571 $2,000 > Deborah McCormick, HP471 $2,000 > Joshua Morzelewski, HP102$660 > Advising $1000

HPE 2581 (Continuing Education) > Laura Bounds, coordinate PES program $19,020 Total Funds = $34,680

B 2. Planned FY 06 One-Time Expenditures of State or Local Funds Requiring Supplemental Funding beyond Current Resources With all regular faculty fully loaded, the Department of Health Promotion needs additional faculty to complete staffing of its required curricular offerings and administrative support needs. It needs to retain the following individuals employed this current academic year at the following salary levels:

> Betty Brown, 3/4-time, $30,000; > Laura Bounds, three-quarters time, $7,980; > Laura Bounds Hp 229/HpGrading $1,800 > Lisa Bilsborough HP 229 $2,000 > Graduate Assistants $4,000 > Rachel Billowtiz Coordinator Internship MA program $9,000 > Student Workers $14,200.

Total Funds $68,980 Health Promotion

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Projected Grant salary savings funds available during AY 2005-06 are projected to total only $10,622 as follows: J. Sciacca: $1,725, P. Brynteson: $ 3,677, K. Hildebrand: $5,220.

With these hires, the department will need an additional amount of $27,338 of Instructor Pool funds to cover remaining unstaffed courses.

Total Funds $37,960

Table 1. Residential Course/Load Hours Not Covered by Current State-funded Faculty

F a l l 2 0 0 5

HP 102 HP 200

HP 229 HP 229

HP 229 HP 300 HP 3051A

HP 340

(1) (3) Evening division

(3) (3)

(3) Evening division (3)

f (3) (1) n o c o s t t o

d e p a r t m e n t HP 341 (1) n o c o s t t o d e p a r t m e n t HP 350 HP 425 HP 435

(3) ( l a b ) (1) (3)

HP 4 6 5 / 5 5 0 ( w i t h l a b ) (4) ECI 495 T o t a l :

(1) 33

Not covered by alternate funding: 16

S p r i n g 2 0 0 6

HP 102 (1) HP 200 (3) Evening division HP 229 (3) HP 22 9 (3) Evening division HP 305W (3) HP 308 (3) HP 408 (1) HP 413 (3) Evening division H P 4 6 5 / 5 5 0 ( w i t h l a b ) ( 4 )

HP 490 (3) ECI 495 (4) HP 405 ( w i t h l a b ) (3) HP 375 ( w i t h l a b ) (2)

T o t a l : 3 6 Not covered by alternate funding: 18

B 3. FY 06 Base Budqet Changes Requiring Additional Support from University Sources

Move Roger Bounds to a tenure track position- $ 45,000 plus ERE of $ 17,050= $62,050 For stability of the program, the current Prop 301 line held by Roger Bounds needs to be converted to a tenure track state-funded line as soon as possible. Data have been provided that indicate the program is nearing self-sufficiency through tuition generated, tuition sufficient to fund two faculty positions. The University expressed the intent at that time to convert Prop 301 positions to tenure-track positions as enrollment in the Distance Learning program increased. Even though our Distance Learning enrollment now generates enough money to fund more than one faculty line, tenure-track lines have not been established for this program. This is an excellent opportunity to move a high-performing faculty member with a proven track record into a tenure-track position that

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will meet HP Department needs and that is in line with his professional goals. Roger Bounds would teach 9 hours per semester and meet the department's needs for residential courses. This move would require that we search to fill the Prop 301 funded position

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Health Promotion

B 3. FY 06 Base Budget Changes Requiring Additional Support from University Sources

The Department of Health Promotion operations budget was cut by $5,500 to fund a counteroffer to one of its strongest faculty members. It was then informed it could no longer use course fees to copy materials for PES courses. It, thus, has insufficient funds to operate. It has expressed a need to restore the previous cut of $5,500. It also has inadequate funds to cover faculty travel for scholarly presentations, travel to seek new grant opportunities, and in-state travel to meet departmental objectives. It has expressed a need for an addition of $5,000 in travel funds.

Total Funding of $ 72,550


Due to the complexity of administrative tasks of the department, it needs to hire a new position at the Office Specialist level, and reclassify its current administrative assistant, Beverly Suetopka-Alex. As to the former, the department has only one individual to support twelve full-time and several dozen part-time faculty, serve as receptionist, and support the administrative and budgetary needs of the department. A salary of $21,000 plus ERE of $13,450 is needed (total = $34,450) to fund a new Office Specialist position.

Total Funding $34,450

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Nursing

A 1 FY 05 One-Time Expenditures of State or Local Funds within Current Resources

NUR 1188 (State Account) > To hire part-time faculty to cover instruction ($149,730) > To increase the contract period of Dr. Margaret Conger to ten months ($6,663)

and provide her an assistant chair stipend of $5,000 > To increase the contract period of Dr. Karine Crow, coordinator of the Ganado

program, to ten months ($5,205) > To provide Dr. Karen Plager, coordinator of the graduate program, a $1,500

stipend > To provide Ms. Sally Doshier a stipend of $2,000 to coordinate departmental

distance learning, including development of new certificate programs. Ms. Doshier would also receive a 50% release.

> Pay the department's annual accreditation membership fee ($1,700) > Faculty Workshop ($ 375)

Total Funds $172,173 See Nursing Expansion spreadsheet


> To hire a consultant, Dr. Doris Milton, to assist with strategic planning and developing research agendas ($10,500)

> Travel ($9,000)

Total Funds $19.500

B 1. FY 06 One-Time Expenditures of State or Local Funds within Current Resources NUR 1188 (State Account)

> To increase the contract period of Dr. Margaret Conger to ten months ($6,663) and provide her an assistant chair stipend of $5,000

> To increase the contract period of Dr. Karine Crow, coordinator of the Ganado program, to ten months ($5,205)

Total Funds $16.868 See Nursing Expansion spreadsheet

B2. Planned FY 06 One-Time Expenditures of State or Local Funds Requiring Supplemental Funding beyond Current Resources None

B 3. FY06 Base Budget Changes Requiring Additional Support from University Sources None

C 1. Long Term Budget Issues and Plans Nursing has an accreditation mandated faculty/student ratio of 1:10 in clinical education. The State Board of Nursing highly recommends a 1:8 ratio, and has considered mandating this ratio. If that occurs, the department will need additional lines to maintain current enrollment levels.

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Physical Therapy


PHT 2588 (Doctoral Program) > Post Professional DPT (PPDPT) Program coordinator Stipend ($7,000 plus 2,170

ERE = $9,170) > Guest Lecturers for PPDPT ($ 28,000) > Travel for Guest Lecturers PPDPT ($6,000) > Supplies $(2,000)

PT 2503 (Discretionary Account)) > Cadaver Immersion Tank ($ 5,600) > Anatomy Lab Operation ($2,000)

Total Funds $ 52,770

A 2. Planned FY 05 One-Time Expenditures of State or Local Funds Requiring Supplemental Funding beyond Current Resources The post professional DPT program was developed without the use of startup funds and is intended to be completely self-sufficient on funds it generates by charging an program fee to students enrolled in the program. The loss of revenue from the imposed administrative fee has put a tremendous strain on the program's ability to remain self-sufficient and ensure its longevity. The administrative fee generated by the entry-level PT program significantly subsidizes our post-professional efforts. This has drained important resources away from a program that has consistently received a national ranking for its quality. Without these funds, enhancements necessary to maintain the accreditation status of our entry-level DPT program have not been possible. The New Academic Programs Budget Projects submitted to ABOR in 2000 as required in the Request for Implementation Authorization for New Academic Degree Programs proposed using funding from the post professional DPT local account to hire an additional faculty member during the second year of program development. Loss of the above revenue has prevented the PT department from hiring such a faculty member ($ 45, 000 plus 17, 250 ERE= $ 62,250), and therefore has prevented even consideration of expanding the program beyond the geographical confines of Flagstaff.

Purchase and Disposal of Cadavers- ($5,000)

Total Funds = $ 67,250


PHT 2588 > Post Professional DPT (PPDPT) Program coordinator Stipend ($9,170) > Guest Lecturers for PPDPT ($ 28,000) > Travel for Guest Lecturers PPDPT ($6,000) > Supplies $(2,000) > Anatomy Lab Operation ($2,000)

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Total Funds =$47,170

Physical Therapy

B2. Planned FY 06 One-Time Expenditures of State or Local Funds Requiring Supplemental Funding beyond Current Resources

Same as FY 05

B 3. FY06 Base Budget Changes Requiring Additional Support from University Sources

Replace the Borden Line at $ 45, 000 plus 17,250 ERE= $ 62,250


None

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Priorities for FY06 Base Budget Changes Requiring Additional Support

from University Sources

In this section, I have listed increases in the base budget in priority order. The highest priority is to address those items that must be funded to remove departments from deficit situations:

> Increase the dental hygiene Instructor pool by $62,700 includes ERE. > Fund an additional dental hygiene line to reduce faculty work load to normal

levels (several now carry overload): $45,000 plus ERE of $17,050= $62,050 > Increase the health promotion Instructor pool by $27,338 $152,088

Priority 2 is to address salary adjustments necessary to fairly compensate individuals for work they are currently performing:

> Transition Kathy Mahosky to a 11-month contract: and administrative stipend $13,986 plus $5,105 ERE = $19,091

> Move the Clinical Exercise Research Facility Lab assistant and instructor from local funds to the state budget and increase hours from 19 per week to a 20 per week benefit eligible position with a salary of $12,040 plus $15,062 ERE = $27,102

$46,193

Priority 3 is to fund instructional needs that if not funded will reduce current student credit hours:

> Increase Executive Director's office Instructor Pool to fund writing-intensive courses (CHP 300W): $21,000 plus $2,940 ERE = $23,940.

> Add a college advisor position to develop centralized recruitment retention and advising: $42,000 plus $16,800 ERE = $58,800.

> Increase Athletic Training Instructor pool: $10,000 $92,740

Priority 4 is to fund support positions, and operations funding, needed for appropriate and efficient operation of the college's programs:

> Add a half-time administrative secretary to communication sciences and disorders: $11,000 plus ERE of $11,950 = $22,950

> Add a full-time administrative secretary to dental hygiene: $24,000 plus ERE of $13,900 = $37,900

> Add a 19 hours/week dental assistant to the dental hygiene clinic: $9,000 + $1,260 ERE = $10,260

> Add a full-time office specialist to health promotion: $21,000 plus ERE of $13,450 = $34,450

> Increase exercise science Operations: $10,000 > Increase health promotion Operations: $5,500 > Increase health promotion Travel—In State: $5,000 $126,060

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Priority 5 is to add faculty positions to grow college programs:

> Add a new line to dental hygiene to support increasing class size: $45,000 plus ERE of $17,050= $62,050

> Add a new line to exercise science to support reopening its graduate program and stave off need to cap undergraduate enrollment: $45,000 plus ERE of $17,050= $62,050

> Move Roger Bounds to a new tenure-track line to Health Promotion to remove its deficit and stave off its need to cap undergraduate enrollment: $45,000 plus ERE of $17,050= $62,050

> Add a new line to physical therapy to support growth of its doctoral program: $45,000 plus ERE of $17,250= $62,250

$248,400

Priority 6 is to restore the college capital equipment budget for equipment repair, maintenance, and acquisition: $45,000.

Closure

If you need any additional information, please let me know.

College of Health Professions - Director's Office Box 15015 • 523-4331 • fax 523-4315

1-27-22

Exhibit 1-28 (or B): NAU Dental Hygiene Program Budget FY05

Current fiscal year: FY05

A. State support $420,838 38.2%

B. Local support $ 19,500 1.8%

C. Grants Federal $0 0% State $0 0% Local $0 0% Private

John & Sophie Ottens $107,000 Del E.Webb $260,000 Ford $ 10,300 Yavapai $ 68,000

TOTAL PRIVATE $445,300 40.5%

D. Student tuition

E. Clinic Revenue $ 76,302 6.9%

F. Other state benefits $138,743 12.6% (specify)

TOTAL $1,100,683 100.0%

1-28-1

Exhibit 1-29 (or C): NAU Department of Dental Hygiene Budget for Developmental, Current, and Ensuing Fiscal Years

I.

II.

III.

IV.

V.

Expenditure Category

Capital Expenditures A. Construction B. Equipment

1. Clinic (dental unit, chair, etc.) 2. Radiography (including darkroom) 3. Laboratory

' 4. Locker Room 5. Reception Room 6. Faculty & Staff Offices 7. Instructional Equipment 8. Other (specify) computers

TOTAL

Non-capital expenditures A. Instructional Materials, e.g., Sides.films B. Clinic Supplies C. Laboratory Supplies D. Office Supplies E. Program Library Collection

1. Institutional 2. Departmental

F. Equipment Maintenance and Replacement G. Other (specify)

TOTAL

Faculty A. Salaries 5%/yr B. Benefits C. Professional Development D. Travel for Student Supervision E. Other (specify) Instructor Pool

TOTAL

Staff 5%/yr A. Secretarial Support B. Clinic Support Staff C. Other (specify) Benefits

Student Workers Advisor

TOTAL

Other Cateqories, if any (specify) TOTAL

GRAND TOTAL

Developmental Year

2004-2005

Expenditure Amount

$ 16,883

$ 184,697

$ 2.011

$ 40,000

$ 243,591

$ 20,232 $ 24,271 $ 2.513 $ 2,888

$ 1.000

$ 8,591

$ 59,495

$ 316,696 $ 122.431

$ 66,865

$ 505,992

$ 60,650 $ 33,065 $ 24,271 $ 6,178 $ 1.786 $ 125,950

$

$ 935,028

Current Year 2005-2006

Expenditure Amount

$15,000,000

$ 6,000

$15,006,000

$ 22,256 $ 26,698 $ 2.765 $ 2,764

$ 1.050

$ 9,021

$ 64,554

$ 339,906 $ 163.625

$ 70,208

$ 573,739

$ 63.682 $ 34,718 $ 25,484 $ 6.487 $ 1.875 $ 132,246

$

$ 785,545

Ensuing Year 2006-2007

Expenditure Amount

$

$ 0

$ 24.481 $ 29,368 $ 3.041 $ 3.495

$ 1.102

$ 9.450

$ 70,937

$ 460.901 $ 207.619

$ 73,718

$ 742,238

$ 66.866 $ 36,454 $ 26,758 $ 6,811 $ 1,968 $ 138,857

$

$ 952,032

1-29-1

Exhibit 1-30 (or D): Actual Dental Hygiene Expenditures for the Developmental Year, 2004-2005

I.

II.

III.

IV.

V.

Expenditure Category

Capital Expenditures A. Construction B. Equipment

1. Clinic (dental unit, chair, etc.) 2. Radiography (including darkroom) 3. Laboratory 4. Locker room 5. Reception room 6. Faculty & staff offices 7. Instructional equipment 8. Other (specify): computers

Non-capital Expenditures A. Instructional materials, e.g., slides, films B. Clinic supplies C. Laboratory supplies D. Office supplies E. Program library collection

1. Institutional 2. Departmental

F. Equipment maintenance and replacement G. Other (specify):

Faculty A. Salaries B. Benefits C. Professional Development D. Travel for Student Supervision E. Other (supplies):

Staff A. Secretarial Support B. Clinic Support Staff C. Other (specify): Benefits

Student workers Advisor

Other Categories, if any (specify)

TOTAL

TOTAL

TOTAL

TOTAL

TOTAL GRAND TOTAL

Expenditure Amount $

16,883 184,697

2,011 40,000

243,591

20,232 24,271 2,513 2,888

1,000

8,591 0

59,495

316,696 122,431

0 0

66,865 505,992

60,650 33,065 24,271

6,178 1,786

125,950 0 0

935,028

1-30-1

Exhibit 1-31 (or E): Salary Schedule for Full-time and Part-time Faculty

for the Current Year

Categories of Faculty Rank

Assistant Professor

Associate Professor (Not including administrative stipend)

Professor

NAU Dental Hygiene Full-time Faculty

INSTITUTION

Minimum

$40,278

$47,642

$60,544

Average

$50,587

$57,829

$76,443

Maximum

$91,530

$96,575

$141,419

DENTAL HYGIENE PROGRAM

Minimum Salary

$52,590

$57,636

$75,111

Average Salary

$52,711

$57,636

$75,111

Maximum Salary

$52,831

$57,636

$75,111

NAU Dental Hygiene Part-time Faculty

Categories of Faculty Rank

Instructors

Assistant Clinical Professor

Clinical Instructor

INSTITUTION

Minimum

$690/Cr hr

$16,793

50%

NA

Average

$990/Cr hr

$19,530

50%

NA

Maximum

$1290/Cr hr

$33,400

75%

NA

DENTAL HYGIENE PROGRAM

Minimum Salary

$690/Cr hr

$16,793

50%

$30/hr

Average Salary

$990/Cr hr

$19,530

50%

$30/hr

Maximum Salary

$1290/Cr hr

$33,400

75%

$30/hr

1-31-1

Exhibit 1-32: NAU Dental Hygiene Professional Development Expenditures for FY03-05

Faculty Development FY03

Faculty Name Day Jim

Grabarek Ellen

Hassell Tom

Helm Denise

Moore Tricia

Patty Price

Reveal Marge

Faculty Development Offering ADEA San Antionio TX

Rural Health Association

Arizona State Dental Assocation ADEA San Antonio, TX/C.E. Seattle, WA ADEA C.E. San Antonio, TX/C.E. Seattle, WA

Arizona State Dental Hygienist Association


Arizona State Dental Hygienist Association/CE WREB Conference-Spokane, WA

Arizona State Dental Hygienist Association American Dental Hygienist Association American Dental Hygienist Association

TOTAL FACULTY DEVELOPMENT FY 03

Funding Source DH Clinic

Del E Webb Foundation

Continuing Education DH Clinic Continuing Education

State

State

Continuing Education State

State Prop 301 State

Funding DHY 2540

DHY 39N6

DHY 2501 DHY 2540 DHY 2501

DHY 1166

DHY1166

DHY 2501 DHY 1166

DHY 1166 AWD TD12 DHY 1166

Total Funding $

463.99

604.58

467.66 78.70

1805.53

347.00

347.00

1092.73 378.44

310.26 856.29 268.00

7,020.18

1-32-1


Faculty Name Aamodt Gail

Day Jim

Dray Patricia

Grabarak Ellen

Helm Denise

Moore Tricia

Reveal Marge

Wilkinson Diana

Faculty Development Offering ADA Convention/Research Dental Equipment(SF)


AZADA-Seattle, WA/Houston, TX

ADEA, C.E. Seattle, WA

Arizona State Dental Hygienist Association International Conference-Spain Public Health Conference-Albuquerque, NM

Arizona State Dental Hygienist Association (CE) Public Health Conference-Albuquerque, NM-UNM Arizona Public Health Assoc. Meeting Annual AZ Rural Health Conference National Oral Health Conference/CE

American Dental Educators-Chairs Conference Arizona State Dental Hygienist Association American Dental Educators Director Conference ADA Convention/Research Dental Equipment (SF)

American Dental Educators Arizona State Dental Hygienist Association PBL Training Cancun

Arizona State Dental Hygienist Association American Dental Educators Director Conference E-Learn 2003 Conference-Phx International Conference-Spain



Funding Source Continuing Education

Continuing Education



Continuing Education Self Funded Continuing Education

Del E Webb Foundation Del E Webb Foundation Del E Webb Foundation Del E Webb Foundation Del E Webb Foundation

Continuing Education Continuing Education Continuing Education Continuing Education

State Continuing Education Ford Foundation

Continuing Education Continuing Education Continuing Education Self Funded


Funding DHY 1166

DHY 2501

DHY 2501

DHY 2501

DHY 2501

DHY 2501

DHY 39N6 DHY 39N6 DHY 39N6 DHY 39N6 DHY 39N6

DHY 2501 DHY 2501 DHY 2501 DHY 2501

DHY 2501 OPD 38JF

DHY 2501 DHY 2501 DHY 2501

DHY 2501

Total Funding $

175.00

347.91

750.88

468.65

375.00 0.00

543.40

377.91 686.24 345.17 652.24 968.28

585.38 377.94

1560.65 160.00

377.91 1350.00

378.02 840.71 881.03

0.00

270.00

12,472.32

1-32-2


Faculty Name Aamodt Gail

Baird Donna

Dray Patricia

Grabarek Ellen

Helm Denise

Moore Tricia

Maxine Janis

Reveal Marge

Wilkinson Diana

Faculty Development Offering Arizona State Dental Hygienist Association PLB Training University of New Mexico PLB Training University of New Mexico-Registration

Arizona State Dental Hygienist Association PLB Training University of New Mexico

PLB Training University of New Mexico (Registration;

Arizona State Dental Hygienist Association PLB Training University of New Mexico PLB Training University of New Mexico (Registration)

Arizona State Dental Hygienist Association Public Health Conference Arizona Rural Health Conference-Phx Western Regional Dental Convention-Phx

Arizona State Dental Hygienist Association ADEA National Allied Dental Director's Conference

Arizona State Dental Hygienist Association PLB Training University of New Mexico PLB Training University of New Mexico-Registration PBL Training McMaster's University-Toronto, CA

International Meeting

Arizona State Dental Hygienist Association ADEA 82nd Annual Session/Baltimore, MD PLB Training University of New Mexico PLB Training University of New Mexico (Registration; ADEA National Allied Dental Director's Conference



Funding Source Continuing Education Ford Foundation University of NM

Continuing Education Faculty Development Offi

State

Continuing Education Faculty Development Offi State

Continuing Education Del E Webb Foundation Del E Webb Foundation Del E Webb Foundation

Continuing Education Continuing Education

Continuing Education Ford Foundation UNM Ford Foundation

Provost's Office

Continuing Education Continuing Education Ford Foundation State Continuing Education


Funding DHY 2501 OPD 38JF

UNM

DHY 2501 OPD 38JF

DHY 1166

DHY2501 OPD 38JF DHY 1166

DHY 2501 DHY 39N6 DHY 39N6 DHY 39N6

DHY 2501 DHY 2501

DHY 2501 OPD 38JF

? OPD 38JF

DHY 2501 DHY 2501 OPD 38JF DHY 1166 DHY 2501

DHY 2501

Total Funding $

266.98 504.38 250.00

386.98 218.37

225.00

266.98 218.37 225.00

266.98 429.10 504.43 208.30

266.98 1129.59

266.98 504.38 250.00

1350.00

800.00

240.00 1156.58 218.37 225.00

1015.10

266.98

11,660.83

1-32-3

Exhibit 1-33: Individuals Involved in the Budgetary Process NAU Dental Hygiene

NAME TITLE Arizona Board of Regents John Haeger M. J. McMahonn Liz Grobsmith Karen Appleby

David Patton

Ilene Decker

Denise Helm

President, NAU Vice-President, NAU Provost, NAU Chief Financial Officer, NAU

Dean, Consortium of Professional Schools Executive Director, School of Health Professions Chair, Department of Dental Hygiene

ROLE Allocated Education Budget Allocate University Allocate University Allocate Department Budget Consult with President, Vice-President and Provost regarding budgetary needs of the department Allocate Consortium of Professional Schools budget Consult with Dean regarding budgetary needs of the department Consult with Executive Director and Dean regarding budgetary needs of the department

1-33-1

Exhibit 1-34: Higher Learning Commission of the North Central Association of

Colleges and Schools

NAU First Year Experience

Can be found at http://jan.ucc.nau.edu/~nca-p/ Northern Arizona University is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools.

Northern Arizona University is scheduled for a comprehensive review by the Higher Learning Commission of the North Central Association in Fall 2007. The review is pursuant to the renewal of NAU's institutional accreditation, which is granted for ten years. Northern Arizona University's accreditation was last renewed in 1997.

Universities and colleges in the United States obtain accreditation from non-governmental bodies that are recognized by the U.S. Secretary of Education as being reliable authorities to evaluate the quality of higher education. The North Central Association is one of six regional associations recognized by the Department of Education that accredit institutions of higher education. The Higher Learning Commission of the North Central Association accredits the university; while more specialized organizations accredit particular degree programs. NAU has twenty accredited degree programs that are reviewed on a regular basis by specialized accrediting bodies.

The Criteria for Accreditation

1. Mission and Integrity - The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students.

2. Preparing for the Future - The organization's allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.

3. Student Learning and Effective Teaching - The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

4. Acquisition, Discovery and Application of Knowledge - The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.

5. Engagement and Service - As called for by its mission, the organization identifies its constituencies and serves them in ways both value.

2005 Focused Visit Northern Arizona University will host a Focused Visit by the Higher Learning Commission on May 2 and 3, 2005. The focused visit is pursuant to a "Request for Institutional Change" submitted by Northern Arizona University that seeks commission approval for on-line degree and

l-34-l

http://jan.ucc.nau.edu/~nca-p/

certificate programs. The focused visit is separate from the comprehensive review for renewal of institutional accreditation that will occur Fall 2007.

The visit will focus on the administrative support and infrastructures for on-line programs and learners. The Commission's Best Practices for Electronically Delivered Degree and Certificate Programs spells out principles that will inform the evaluation of Northern Arizona University's on-line programs and services for on-line learners.

Karen Pugliesi (Vice Provost for Undergraduate Studies), Fred Hurst (Vice President for Extended Programs and Dean of Distance Learning), and a group of leaders from across the university are leading efforts to prepare for the Focused Visit.

Focused Visit Planning Committee

• Fred Hurst (Co-Chair) • Karen Pugliesi (Co-Chair) • Karen Appleby • Candy Bacon • Pat Baron • David Bousquet • Don Carter • Cynthia Childrey • Galen Collins • Kathy Cruz-Uribe • llene Decker • Gypsy Denzine • Fred Estrella • Mason Gerety • Priscilla Hardin • Pat Haueser • Dan Kain • Tom Paradis

1-34-2

Exhibit 1-35: Arizona Board of Regents Policy on Affiliated Institutions

3-103 Signing of Documents on Behalf of the Board A. University officers designated by the president of the university, as certified to the Executive Director, are authorized to execute contracts and other written instruments on behalf of the Board. In addition, the President of the University may delegate his/her authority to execute contracts and other written instruments to appropriate university officials without certification to the Executive Director in the following circumstances:

(1) The value of the university's obligation under the contract or other written instrument is $10,000 or less; and (2) the delegation of authority is warranted to improve efficiency and effectiveness of university operations and does not unduly expose the Board or the university to financial loss.

B. Officers of the central staff approved by the Board of Regents are authorized to execute and deliver in behalf of the Board all instruments incidental, convenient or necessary to the transaction of business between said Board and the Department of Administration of the State of Arizona. C. The president, secretary, or assistant secretary of the Board, or the secretary to said Board, is authorized to certify to depositories approved pursuant to Section 3-101 the following:

1. A copy of the relevant Board policies. 2. A copy of Board actions taken to implement the policies in Chapter

III. 3. A copy of the names and signatures of Board or university officers or employees authorized to act in the premises.

1-35-1

Exhibit 1-36: School of Health Professions NORTHERN ARIZONA UNIVERSITY

AGREEMENT FOR CLINICAL PRACTICUM AND/OR INTERNSHIP/EXTERNSHIP EDUCATION

THIS AGREEMENT is entered into by and between the Arizona Board of Regents for and on behalf of Northern Arizona University, School of Health Professions and School of Nursing located in Flagstaff, Arizona, hereinafter referred to as the "PROGRAM", and , hereinafter referred to as the "FACILITY", located in , for the purpose of providing clinical practicum and/or internship/externship education to university students. This agreement shall be effective

through , and may be renewed by mutual agreement of the parties.

It is agreed by the aforesaid parties to be of mutual interest and advantage for selected students, hereinafter referred to as "STUDENT/S", of the PROGRAM to be provided quality clinical practicum and/or internship/externship education experiences at the FACILITY. A clinical practicum and/or internship/externship education experience is defined as any assigned clinical, internship, externship, or educational experience that is part of a PROGRAM prescribed curriculum.

I. MUTUAL RESPONSIBILITIES

A. PROGRAM and FACILITY shall each designate a Clinical Education Coordinator to be the liaison representative to each other for implementation of this agreement and agree to notify the other within 14 days of any change in their designated representative.

B. The FACILITY agrees to accept STUDENTS selected by the PROGRAM for clinical practicum and/or internship/externship experiences. The nature and timeframe of the experiences shall be individually arranged and approved by the Clinical Education Coordinators for the FACILITY and the PROGRAM.

C. The number of STUDENTS assigned to the FACILITY and the dates of rotation shall be mutually agreed upon, and shall be subject to the availability of the FACILITY'S personnel for teaching and supervision.

D. FACILITY has determined that it is a Covered Entity under the Health Insurance Portability and Accountability Act (HIPAA) of 1996. STUDENTS shall function as part of the FACILITY'S "workforce" as defined in 45 CFR §160.103 and shall be subject to the HIPAA policies and procedures of the FACILITY. FACILITY shall be responsible for providing the assigned STUDENTS with the appropriate training in their HIPAA policies and procedures. PROGRAM shall insure that the assigned STUDENTS are familiar with HIPAA prior to their assignment to the FACILITY.

SHPSTD 8/05 Page 1 Of 6

1-36-1

E. Reserve the right to withdraw any STUDENT from assigned clinical practicum and/or internship/externship rotation at the FACILITY when, in the PROGRAM'S judgment, the clinical practicum and/or internship/externship experiences do not meet the needs of the STUDENT.

F. Assure personal professional liability insurance coverage by the STUDENT and/or the Risk Management Division, Arizona Department of Administration, for each STUDENT assigned to the FACILITY. Upon request, a certificate of insurance will be furnished to the FACILITY indicating effective coverage and liability limits.

G. Provide FACILITY with a statement of expectations and objectives of curricular and clinical education, upon request.

H. Insure that STUDENTS review and understand their responsibilities under this Agreement as outlined in Appendix A.

FACILITY RESPONSIBILITIES

The FACILITY shall:

A. Provide clinical practicum and/or internship/externship experiences as stated in the objectives of the PROGRAM and FACILITY, and supervision appropriate to the academic and clinical level of the assigned STUDENT.

B. Provide appropriate orientation and information regarding the policies, rules and regulations of the FACILITY to incoming STUDENTS.

C. Make available the physical facilities and other equipment necessary to support the clinical practicum and/or internship/externship experiences.

D. For facilities with multiple sites, provide appropriate orientation material to aid STUDENTS and PROGRAM in selecting a specific site, including a statement of the objectives of each of the sites in the FACILITY'S Clinical Education Program.

E. Retain primary responsibility for its patients.

F. Provide STUDENT with added assistance in the form of:

G. Complete forms requested by the PROGRAM, such as General Information Form, Student Evaluation Report, etc.

H. Request the PROGRAM to immediately withdraw a STUDENT from assigned clinical practicum and/or internship/externship experience when the STUDENT'S performance is unsatisfactory or the STUDENT'S behavior is disruptive or

SHPSTD 8/05 Page 3 of 6 1-36-3

detrimental to the FACILITY and/or violates the Code of Ethics of the discipline, or FACILITY regulations, policies or procedures.

I. Provide and/or facilitate emergency care for STUDENT; STUDENT shall be responsible for the cost of said emergency care.

GENERAL AGREEMENT

A. Any notice required or permitted hereunder shall be in writing and shall be deemed given if delivered in person or three days after mailing by United States registered or certified mail, postage prepaid, and addressed as follows:

To FACILITY:

Phone:

To PROGRAM:

School of Health Professions Phone: (928) 523-4331 Office of the Associate Dean P.O. Box 15015 Flagstaff, AZ 86011

To PROGRAM CONTRACT ADMINISTRATION:

Office of Grant and Contract Services Phone: (928) 523-5311 Attention: Jeanne W. Cox, Senior Grant and Contract Administrator Babbitt Administrative Center, Bldg. 51, Rm. 100 Flagstaff, AZ 86011-4130

B. All books, accounts, reports, files and other records relating to this Agreement shall be subject at all reasonable times to inspection by PROGRAM or FACILITY or their agents for five (5) years after completion of this Agreement. Any person(s) reviewing documents shall execute a HIPAA and/or other nondisclosure agreement to protect the confidentiality of protected health information or other confidential information pertaining to client, patient, or student records.

C. PROGRAM shall maintain adequate insurance to cover any liability arising from the acts and omissions of PROGRAM'S agents and employees arising out of the performance of this Agreement. PROGRAM shall not be responsible for maintaining insurance coverage for liability arising from the acts and omissions of FACILITY'S employee's or agents. FACILITY shall maintain adequate insurance to cover any liability arising from the acts and omissions of FACILITY'S employees or agents arising out of the performance of this Agreement. FACILITY shall not be responsible for maintaining insurance to cover liability arising from the acts and omissions of employees of PROGRAM.

SHPSTD 8/05 Page 4 of 6 1-36-4

D. The parties agree that either party may terminate this Agreement at any time upon thirty (30) days written notice to the other party, except that any STUDENT already assigned to and accepted by the FACILITY shall be allowed to complete any in-progress clinical practicum and/or internship/externship assignment at the FACILITY.

E. The parties agree that this agreement may be cancelled for conflict of interest in accordance with Arizona Revised Statutes §38-511.

F. This agreement constitutes the entire agreement between PROGRAM and FACILITY. Any changes or modifications shall be accomplished by amendment to this agreement executed by the duly authorized representatives of the parties.

IN WITNESS WHEREOF, the parties have caused this Agreement for Clinical/Internship Education to be executed as of the date first written above by their duly authorized representatives.

Arizona Board of Regents for and on behalf of Northern Arizona University

Date Wilma G. Ennenga Date Director of Grant and Contract Services

While not a party to this agreement, the undersigned hereby acknowledges that he/she has read the agreement and understands his/her obligations to abide by the terms herein.

Date

SHPSTD 8/05 Page 5 of6 1-36-5

APPENDIX A

STUDENT RESPONSIBILITY STATEMENT

In order to meet the requirements of Section II. H. of the Agreement for Clinical Practicum and/or Internship/Externship Education, STUDENTS shall read the following and indicate their understanding by signing below. This Student Responsibility Statement is in addition to the course syllabus, and the student is responsible for being familiar with the content of both documents. In consideration of the opportunity to enter into a clinical education/internship educational program, I agree to:

A. Complete and be responsible for the cost of providing all health forms and certificates requested by the FACILITY.

B. Provide the PROGRAM and FACILTY with written confirmation of professional liability coverage for the term of the clinical/internship education assignment if required by the degree program.

C. Secure my own housing, but welcome FACILITY housing and/or assistance in obtaining private housing, during my clinical/internship education assignment.

D. Follow the policies, rules and regulations of FACILITY, including those regarding confidentiality of protected health information or other confidential information pertaining to client and patient records.

E. At all times conduct myself, both at the FACILITY and outside normal business hours, in a personally and professionally ethical manner.

F. Conform in my attire and appearance to the accepted standard of the FACILITY, and procure the appropriate and necessary attire required, if any, but not provided by the FACILITY.

G. Provide my own transportation to and from the FACILITY and any reasonable special assignment by the faculty or FACILITY. I will never transport patients.

H. Conform to the work schedule of the FACILITY, and make up time and work missed during unavoidable illnesses, in consultation with my academic coordinator and clinical instructor.

I. Notify the FACILITY and PROGRAM Clinical Education Coordinators if I learn I am pregnant before or during the clinical practicum and/or internship/externship education assignment so that appropriate personal safety precautions can be implemented.

J. Obtain prior written approval from PROGRAM and FACILITY before publishing or presenting any material relating to the clinical experience outside normal educational settings of the PROGRAM.

Student Name: (Please type or print)

Student Signature Date

SHPSTD 8/05 Page 6 of 6

1-36-6

Exhibit 1-37: The Purpose of the NAU Dental Hygiene Advisory Committee

Northern Arizona University Department of Dental Hygiene Advisory Board Purpose

2003-2005

The Dental Hygiene Advisory Board is a community resource that will act as an active liaison between Northern Arizona University's Dental Hygiene Program and the dental and allied dental professions in northern Arizona.

The purpose of the Northern Arizona University Dental Hygiene Advisory Board is to provide a forum for mutual exchange of information for improving the program, recruiting qualified students, and meeting employments needs.

This purpose will be accomplished by: • Reviewing of the Dental Hygiene Program curriculum. • Relating outcome data related to the effectiveness of the curriculum. • Making recommendations to the Department regarding curricular issues based on:

o Clinical Competencies o Clinical Board Results o National Board Results o Alumni Surveys o Employer Surveys.

• Advising the department regarding how current practice of dentistry and dental hygiene may affect the curriculum.

The board is made up of professionals, who practice in private practice, public health, education and industry. It is recommended that there is equitable representation from each discipline. The board will meet annually. Each member will be asked to serve a two-year term. Members are selected based on the following criteria:

• Professional Experience. • Previous or ongoing interaction with the Department. • Commitment to dental hygiene education.

1-37-1

Exhibit 1-38: NAU Dental Hygiene Advisory Committee Members

2003-2005

1. Mary Beth Johnson DDS Hopi Health Care Center P.O. Box 4000 Polacca, AZ 86042 Phone: 928-737-6000: Fax: 928-737-6001 Email:

6. Trisha O'Hehir RDH 3225 W. Northstar Drive Tucson, AZ 85741 Phone: 520-742-2715 Fax: Email:

2. Kneka Smith RDH 12221 N. 39th Street Phoenix, AZ 85032 Phone: Fax: Email:

7. Stacey Cislo RDH 2645 E. Matterhorn Flagstaff, AZ 86004 Phone: 928-527-9720 Fax: Email:

3. Dr. Rick Nelson DDS 710 N.Beaver Street Flagstaff, AZ 86001 Phone: 928-774-0181 Fax: 928-774-7510 Email: [email protected]

8. Keen Jacobs RDH Route 4, Box 868 Flagstaff, AZ 86001 C/O Dr. Marzolf 1419 N.Beaver Street Flagstaff, AZ 86001 Phone: 928-635-0101

5. Dr. Ilene Decker, Executive Director SHP School of Health Professions NAUBox 15015 Flagstaff, AZ 86011 Phone: 928-523-2159 Fax: 928-523-4315 Email: [email protected]

9. Dr. David Patton, Dean CPS Director of Health and Human Services 2400 W. Datsi Street Camp Verde, AZ 86322 Phone: 928-567-2168 or 567-1004 Fax: 928-567-6832 Email: [email protected]

& School of Forestry NAU Box 15018 Flagstaff, AZ 86011 Phone: 928-523-1399 Fax: 928-523-Email: [email protected]

1-38-1


http://vavapai-nation.com

NEWLY INVITED MEMBERS AUGUST 2005-2007

1. Mr. Andrew Felix

2. Dr. John Bacon

3. Dr. Michael McLaughlin

4. Mr. Ross Hardwick

FACULTY MEMBERS ON THE ADVISORY BOARD

1. Denise Helm - Associate Professor / Chair 2010 N. Rio De Flag Flagstaff, AZ 86004 Phone: (h) 527-9405; (w) 523-7425 Fax: 928-523-6195 Email: [email protected]

2. Tricia Moore - Professor 6755 Turkey Hills Road Flagstaff, AZ 86004 Phone: (h) 526-6672; (w) 523-4012 Cell: 607-4104 Fax: 928-523-6195 Email: [email protected]

3. Gail Aamodt - Junior Coordinator 1531 W. University Heights Drive North Flagstaff, AZ 86001 Phone: (h) 774-7966; (w) 523-0953 Fax: 523-6195 Email: [email protected]

4. Donna Baird - Senior Coordinator 1000 W. Forest Meadows, Apt. #233 Flagstaff, AZ 86001 Phone: (h) 779-9535; (w) 523-7424 Fax: 523-6195 Email: [email protected]

1-38-2






5. Marge Reveal - Degree Completion 3320 N. Adrianne Way Flagstaff, AZ 86004 Phone: (h) 214-8919; (w) 523-0520 Fax:523-6195 Email: [email protected]

6. Patricia Dray - Sophomore Coordinator / Public Health 4924 E. Half Moon Drive Flagstaff, AZ 86004 Phone: (h) 522-2287; (w) 523-3980 Fax:523-6195 Email: [email protected]

7. Ellen Grabarek - Homebound, Yavapai-Apache 3301 N. Estates Street Flagstaff, AZ 86001 Phone: (h) 774-7585; (w) 523-6709 Cell: 699-1673 Fax: 523-6195 Email: [email protected]

8. Diana Wilkinson - Pre-Dental Hygiene 675 N. Lone Oak Way Flagstaff, AZ 86004 Fax:523-6195 Phone: (h) 714-9442; (w) 523-7847 Email: [email protected]

9. Maxine Janis - Visiting Professor / Hopi Box 15065 Flagstaff, AZ 86011 Phone: (w) 523-5727; (c) 360-513-2808 Fax:523-6195 Email: [email protected]

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Exhibit 1-39: NAU Dental Hygiene Advisory Committee Agenda and Minutes

NAU DENTAL HYGIENE ADVISORY BOARD MEEING MINUTES

OCTGOBER 17, 2005

In attendance: D. Helm, T. Moore, G. Aamodt, P. Dray, E. Grabarek, D. Wilkinson, D. Baird, P. Dray, K. Jacobs, T. O'Hehr, Dr. Day, Dr. R. Nelson, Dr. J . Bacon, and K. Smith (conference call).

Not in attendance: M Janis, R. Hardwick, Dr. M. Castle, A. Felix, J. Fullmer, Dr, I. Decker, and Dr. D.. Patton.

Italian buffet served:

Welcome and Introductions: D. Helm

Accreditation Site Visit: D. Helm

April 13' 2006 12:00 Location TBA: Advisory Board and Site Visitors Luncheon. Advisory Board members are requested to attend.

Problem-based learning: T. Moore

Paradigm shift in course instruction to meet the need of changing practice.

Outcomes: T. Moore

Information was presented on the senior outcomes course DH 495 regarding Expectations for graduation in terms of theory, evidence-based practice, clinical, and the final portfolio.

T. O' Hehr: Focus on Patient's Health vs. the process evaluations.

K. Jacobs: Re-evaluation should be presented as part of the treatment plan, so client knows it is a built-in cost of the treatment. Improve value of doing a re-evaluation with the student and client.

National Board/WREB results: G. Aamodt

2005 All students passed the National Boards One student did not pass the WREB exam on first attempt, but did on the second attempt.

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All students, but two passed the Anesthesia Board, (please clarify: I thought I heard 2 did not pass clinic and 2 did not pass written but that not what I heard previous to this) All students passed the Jurisprudence Board.

It was reiterated that NAU Dental Hygiene does not teach to the National Boards.

Senior Report: G. Aamodt All students are on track for graduation. Handout provided

Junior Report. G. Aamodt All students are on track Handout provided

Sophomore Report: P. Dray 24 students enrolled. 22 Females and 2 Males. 4 Hispanics. Competencies discussed. All students passed on first or second try. Handouts provided.

Clinic Update: D. Baird 1.988 active patients. 99% collection rate. Collections pay for disposables and some clinical faculty salaries Keeping in line with OSHA and CDC standards

Yavapai-Apache: E. Grabarek Two internship rotations during the summer Diabetic protocol implemented Funded by Ottens Foundation and the Yavapai Tribe

Del E. Webb Outreach: G. Grabarek Homebound rotations to Prescott, Kingman, and Flagstaff to service the medically compromised. Funded by the Del E Webb Foundation

Hopi: D. Helm for M. Janis Purpose : 1) outreach to tribes, 2) recruitment for Native American oral health professionals, 3) clinical care experience for NAU dental hygiene students. Fully funded by the Otten's Foundation

Degree Completion Program: M. Reveal 27 new students this year. 12 to graduate in December 2005 12 to graduate in May 2006 Major reasons in program: personal fulfillment and to prepare to teach in a community college program

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Alumni Survey: D. Helm 36% return rate CE coupon if returned survey Recommendation: separate date on first, third and five year graduates. 21 responses private practice 9 responses public health Lowest mean score was 3.xx on a scaole of 1-4 with 4 being the highest Alunin scored all areas lower on importance the preparedness

Employers Survey Lowest score was 3.xx on a scale of 1-4 with 4 being the highest Lowest area public health competencies

Renovations: D. Helm Construction: Manager at Risk selected All Depts. Meet with design team $ 15 Million committed to Health Professions building by NAU Expansion: Summer 2005 Renovation of existing building: Fall 2006

Recommendations: digital radiography, NO2 piped in, communication system, 4-handed dentistry

Ideas from K. Smith re: AZ School of Dentistry ( get correct name??) Geriatrics Video tapes of stations, MHX, EO/IO, Vital signs Pregnant Mom/Baby Clinic Portable equipment set up at school for experience Client instruction areas Case presentation rooms Common space for Continuing Education courses Telemedicine conferencing

Action Needed: Private practitioners to send comments ideas for the building to D. Helm

Recommendation: Dental Hygiene conduct interview of applicants when funds available

Meeting Adjourned: 8:05 p.m.

Next Meeting: April 13, 2006 Lunch with Accreditation Site Visitors

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ADVISORY BOARD MEETING OCTOBER 29, 2004

FRIDAY 1:00-3:30 P.M.

AGENDA

1:00

1:15

1:30

1:45

1:55

2:05

2:15

2:25

2:35

2:55

3:05

3:15

3:25

3:30

WELCOME AND INTRODUCTIONS

NATIONAL/WREB BOARD RESULTS

DEPARTMENT UPDATE

SOPHOMORE REPORT

JUNIOR REPORT

SENIOR REPORT

YAVAPAI-APACHE HOMEBOUND

HOPI

UPDATE ON CLINIC EQUIPMENT

DEPARTMENT REQUIREMENTS

ALUMNI SURVEY

PUBLIC HEALTH CERTIFICATE PROGRAM

OTHER

ADJOURNMENT

D. HELM,

G. AAMODT

D. HELM

P. DRAY

G. AAMODT

D. BAIRD

E. GRABAREK

M. JANIS

D. HELM

D. HELM

D. HELM

M. REVEAL

D. HELM

NEXT MEETING: APRIL 8, 2005 (Friday), 1:00-3:30 p.m.

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ADVISORY BOARD MEETING 10/29/04

D.H. Advisory Board Meeting October 29, 2004 (Friday)

Sophomore Update

Competencies from Spring 2004

100% pass rate Infection Control 96% first try (1 repeat) Vital Signs 87% first try (3 repeats) Extra-oral 91% first try (2 repeats) Intra-oral 87% first try (3 repeats) Probe 91 % first try (2 repeats) Explorer 96% first try (1 repeat) Universal Curet 57% first try (10 repeats) Anterior Sickle 87% first try (3 repeats) Posterior Sickle 78% first try (8 repeats)

Weaknesses re: universal curet -partially due to inaccurate illustrations in text.

Case studies/Scenarios

Infection Control 91% Medical Emergency 93% Medical History 75% This term implemented mock scenarios; students stated it was a

good learning tool.

Clinical portion Avg. 86%

Written competency: Rather than a written midterm, students prepared an oral case presentation.

Oral Case Presentation 88% Avg. Individual cases given out on a Friday, and presented on a Monday. Followed the Case Doc. Protocol. Time Management Activity Students enjoyed these activities and felt they learned a great deal from it.

Sophomores: Fall 2004

23 females 1 male

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Fairly young class Approximately 5 Assistants Mature student works in the Emergency Ward of the Hospital-Nursing Assistant CPR/First Aid Certified student One Honors student

One Native American One Black One Hispanic

Pre-test 64% Formed study groups Mid-terms-Currently only one student in question, and at that, has a 77% avg. Mid-term Avg. overall - 44.59/50 or 89%

NATIONAL BOARD RESULTS (Spring 2004)

• 33 out of 34 students passed. The one failure failed by 3% points.

• We were above the national average in the following categories:

o Anatomic sciences o Physiology, biochemistry and nutrition o Pathology o Patient assessment o Radiology o Management of dental hygiene care o Periodontology o Community health

• Areas identified as needing improvement (below the national average): o Microbiology/immunology(3 percentage points below the national average) o Pharmacology (5 percentage points) o Preventive agents (3 percentage points) o Supportive treatment (1 percentage point)

WREB BOARD RESULTS (Spring 2004)

• Anesthesia (Junior students) 23 students eligible to take the exam (one student is repeating the course this fall and was not eligible)

o 2 students failed the written first time around o All students passed the clinical o All students passed both the written and clinical before the end of the year.

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WREB Clinical exam (Graduating seniors) 33 students eligible to take the exam (one student received an incomplete and is not eligible until the incomplete is cleared)

o All students passed the clinical exam o 4 students passed at 100 percent o 15 students passed at 90 percent or higher o All the rest passed at 80% or higher

STATE JURISPRUDENCE EXAM (Spring 2004)

• All students passed on the first attempt

JUNIOR CLINICAL COMPETENCY REPORT (Spring 2004)

The following areas were tested: • Radiographic technique questions: the students were required to identify technique

errors and state how to correct or improve the quality of the film • Radiographic interpretation: the students were required to identify pathology and state

the appropriate referral for the problem identified • Sharpening: the students were given a very dull instrument and required to sharpen

the instrument • Oral hygiene instruction: the students were given a case scenario and a choice of oral

hygiene aids. They then had to provide oral hygiene instructions to a patient (a senior dental hygiene student) based on the information provided in the case. The students were evaluated based on appropriate information, demonstration, and communication.

• Basic Instrumentation Skills (Universal/Sickle): students demonstrated skills on one another.

• Gracey Instrumentation Skills: students demonstrated skills on a typodont. • Explorer/Probe Instrumentation and Periodontal Evaluation: students demonstrated

skills on a peer. • Extra/intraoral Evaluation: students demonstrated skills on a peer. • Occlusion: students had to correctly identify 2 models of occlusion. • Study Models: students had to identify errors in a study model and state when the

error occurred in the process and how to correct or improve the quality of the study model

• Dental Charting: students were given a typodont with restorative work and had to correctly chart all items.

• Medical Emergencies: Students were given a written case scenario and had to identify the medical emergency and state how to handle the emergency.

Results: 22/24 students passed all areas. Two students failed to achieve passing evaluations and are repeating the junior clinical course in the fall of 2004. (Both students had extenuating circumstances that interfered with their progress.)

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A breakdown of pass rates on the first attempt were as follows. (For those students who failed to pass on the first attempt, review sessions on each topic were scheduled. Students were given the opportunity to attend the review sessions and retake one or more examinations sections as needed. ALL SECTIONS had to be passed for successful completion of the competency exam and progression into the senior clinical level).

• Radiographic technique questions: 14/24 • Radiographic interpretation: 10/24 • Sharpening: 15/24 • Oral hygiene instruction: 21/24 • Basic Instrumentation Skills (Universal/Sickle): 14/24 • Gracey Instrumentation Skills: 13/24 • Explorer/Probe Instrumentation and Periodontal Evaluation: 18/24 • Extra/intraoral Evaluation: 23/24 • Occlusion: 6/24 • Study Models: 14/24 • Dental Charting: 18/24 • Medical Emergencies: 20/24

It was also determined there was too much to test in a one day format. The students were exhausted. This year the exam will be broken into two days for the spring 05 session.

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Northern Arizona University Department of Dental Hygiene

Advisory Board Meeting August 26,2003

Introductions Member present:

James Day - Private Practice, Instructor - Dental Materials, and Head & Neck Tricia Moore - (faculty) teaches Perio, Oral Health Outcomes, and Radiology Kneka Smith - Director, Arizona Office of Oral Health Gail Aamodt - (faculty) teaches - Junior and Senior Clinic Coordinator Donna Baird - (part-time faculty), teaches - DH 100, Sophomore Clinic and Hopi Clinic instructor Ilene Decker - Assistant Dean and Acting DH Chair James Blagg - Dean, College of Health Professions Rick Nelson - Private Practice, Board of Trustees, Northern Arizona Dental Society Marge Reveal - Coordinator, Dental Hygiene Degree Completion Program Patricia Dray - (faculty) teaches -Sophomore Clinic lecture and Junior clinic Keem Jacobs - RDH, Flagstaff Alumni Denise Helm - Director, Dental Hygiene Department

Member not present: Jaime Fulmer Tribal Chairman Yavapai/Apache Tribe Dr. Bill Esposito Dental Director, Hopi Health Center Regina Cobb, DDS Tricia O'Heir, RDH, BS Dental Hygiene Completion Student

2. Introduction to the purpose and goals of the committee. See attached.

3. Current Curriculum handout was distributed. See attached. An overview of the curriculum changes was presented as follows: New Curriculum focuses on front-loading the curriculum and increases the time in the clinic. Last semester in the dental hygiene curriculum is designed to decrease clinical paperwork and increase patient time.

Prerequisite Courses • Additions:

• Orientation to Dental Hygiene (used to be an elective but now required). Web-based

• Oral Health Today. Web-based • Statistics 270, to aide in the understanding of research.

Sophomore Courses: • Changes from general Microbiology to Oral Microbiology. • Moved Pain Control, Head and Neck and Periodontics I earlier in the year.

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• Added summer clinic. • Eliminated Professional Leadership Seminar but moved material to other

courses. Junior Courses:

• Eliminated Professional Leadership Seminar but moved material to other courses.

• Moved Periodontics II earlier in the year. • Revised • Research and Planning. • Public Health is now a writing intensive course.

Senior Courses: • Additions • Oral Health Outcomes.

• Projects/Poster/Presentation. • Evidence Based Question/Case Documentation • Theory based project. • "A Culmination experience"

• Dental Marketplace. • Projects/Poster/Presentation. • Evidence Based Question/Case Documentation • Theory based project. • "A Culmination experience"

A member asked what is the difference between an associates and bachelor degree program? Marge Reveal addressed the question by stating that bachelor programs offer more in the following areas: • State of the art periodontic instruction. • Public health instruction. • Research instruction. • Outcomes requirements and patient education instruction. • General education. • Leadership activities. • More interaction with faculty.

4. Bachelor Completion Report Marge reported that there are currently 63 dental hygiene completion students now being given university credit for dental hygiene licensure.

5. Cyberclinic Demonstration Tricia gave an overview of the online community. Cyberclinic is design to 1) facilitate communication among and between faculty and students, 2) provide a resource center for information for faculty and students and, 3) engage students in multi-level interactions that foster learning. Cyberclinic is available at all dental hygiene clinical sites.

Tricia demonstrated the function of the following areas:

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Mentor Groups, Discussion, E-Mail, Chat, Clinic Forms: Policy and Procedure Manual, (The Arizona Department of Health Services inspector was impressed with the on-line manual.) Resource Center (for commonly used sources), Universal Calendar, Places to Go, Things to Do - that houses collaborative learning activities. The department is in the process of developing a CE for faculty, calibration exercises and OSHA training. Cyberclinic will accommodate the Problem-Based Learning activities that will be developed in the future.

6. The department representatives stated they are open to suggestions and would specifically like help with designing an Employer Survey. A draft of the current Employer Survey will be sent out prior to the next meeting.

Suggestions and Comments from the committee members: • Student need more exposures to teamwork is an area that may be lacking in our

program. • The program is attempting to add rotations this year for underclassmen

to observe team approach. • Student journals focus on team interactions. • In Career Management Course students will write resumes, apply

leadership skills, ethics and conduct and interviewing skills. (Dr. states that, 5-6 years ago, the student interviewed the Dr. aggressively - only happened once and he suggests teaching interviewing skills).

• The clinical instructors should model in clinic the role of the private practice dentist and hygienist to help students understand the relationship and expectation in the real world. • It is a wonderful idea to collaborate with the community a hospital Rotation recommendation. • The recommendation was made to have private practice rotations where students observe patients every hour. • It is problematic to have (Anesthesia) Pain Control prior to Pharmacology. This

is a concern for the department as well - students will have only seen 2 patients when they start the course although there is a didactic portion of this course.

• Student should receive the patient feedback from patient surveys. • The department should examine the reimbursement/fee schedules. • The advisory board should look at how the program is addressing the needs of the

State and where the program might want to go. Perhaps AEGD residency (good for students/state). There is a possibility that 4th year residents Dental could receive training at NAU.

• A dentist on the committee expressed disappointment in attendance of dentists. We need to stress importance.

• Grants are drying up. What is the Department doing about it? • The department responded by stating we have increased

diversity, which improves the chance of getting Federal funds. • The suggestion was made to look for more private donors,

fund raising beginning at alumni program.

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• Kneka informed the committee of a grant for educators. This grant funds up to $5,000.00 for needs assessment of community oral health in northern Arizona.

• A suggestion was made that the Advisory Committee is ongoing, not just at accreditation time. The committee was informed that the department would not go through accreditation for another four years.

7. Items for the next meeting: • Access to care and including other health care professionals. • Employer Survey • Meeting scheduled for November 6th.

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Exhibit 1-40: The Purpose of the NAU Dental Hygiene Curriculum Committee

Northern Arizona University Department of Dental Hygiene External Curriculum Committee Charge

2004

The Dental Hygiene External Curriculum Committee is a resource that will act as an active liaison between Northern Arizona University's Dental Hygiene Program and other educators associated with the program.

The purpose of the Northern Arizona University Dental Hygiene External Curriculum Committee is to provide a forum for mutual exchange of information for improving the program and its curriculum.

This purpose will be accomplished by: • Participating in the assessment of the dental hygiene program curriculum. • Reviewing outcome data related to the effectiveness of the curriculum. • Making recommendations to the Department regarding curricular issues based on:

o Clinical Competencies o Clinical Board Results o National Board Results o Alumni Surveys o Employer Surveys

• Advising the Department regarding current information that may affect the curriculum.

The board is made up of current students, alumni, basic sciences educators, dental hygiene educators, and private practitioners with a background in education. The committee will meet annually. Each member will be asked to serve a 2-year term. Members selected criteria is based on:

• Educational Experience. • Previous or ongoing interaction with the Department. • Commitment to dental hygiene education.

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Exhibit 1-41: NAU Dental Hygiene Curriculum Committee Members

NAU Dental Hygiene 2004

1. Dr. Lon Owen Northern Arizona University Department of Biological Science [email protected]

2. Karen Christen Phoenix Community College Dental Hygiene Educator [email protected]

3. Dr. Mary Lou Brubaker North Country Community Health Center Pharmacist and Physician Assistant Mary. Bruabaker@nau. edu

4. Dr. Todd Smith Phoenix Indian Health Director of Dental Services [email protected]

5. Dr. David Patton 6. Dean, Consortium of Professional Schools School of Forestry [email protected]

7. Dr. Ilene Decker 8. Executive Director, College of Health Professions Email: [email protected]

Becky Cain NAU Dental Hygiene Student

Trisha Cauley Dental Hygiene Student

1. Dr. James Day - Visiting Professor 1663 Continental Dr. Flagstaff, AZ 86004 Fax: Phone : (w) 928-774-505 (h) 928-607-9869 Cell Phone: 480-326-6043

Email: [email protected] or [email protected]

2. Denise Helm - Associate Professor/ Chair 2010 N. Rio De Flag Flagstaff, AZ 86004 Fax: 928-523-6195 Phone: (h) 527-9405 (w) 523-7425 Email: [email protected]

3. Tricia Moore - Professor 6755 Turkey Hills Rd. Flagstaff, AZ 86004 Fax: 928-523-6195

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Phone: (h) 526-6672 (w) 523-4012 Cell: 607-4104 Email: [email protected]

4. Gail Aamodt - Junior Coordinator 1531 W. Univ. Hgts. Dr. N. Flagstaff, AZ 86001 Fax: 523-6195 Phone: (h) 774-7966 (w) 523-0953 Email: [email protected]

5. Donna Baird - Senior Coordinator 1000 W. Forest Meadows Apt. # 233 Flagstaff, AZ 86001 Fax: 523-6195 Phone: (h) 779-9535 (w) 523-7427 Cell: 853-6984 Email: [email protected]

6. Marge Reveal - Degree Completion 3320 N. Adrianne Way Flagstaff, AZ 86004 Fax:523-6195 Phone: (h) 214-8919 (w) 523-0520 Email: [email protected]

7. Patricia Dray - Sophomore Coordinator / Public Health 4924 E. Half Moon Dr. Flagstaff, AZ 86004 Fax: 523-6195 Phone: (h) 522-2287 (w) 523-3980 Email: [email protected]

8. Ellen Grabarek - Homebound , Yavapai-Apache 3301 N Estates St. Flagstaff, AZ 86001 Fax: 523-6195 Phone: (h) 774-7585 (w) 523-6709 Cell: 699-1673 Email : [email protected]

9. Diana Wilkinson - Pre-Dental Hygiene 675 N. Lone Oak Way Flagstaff, AZ 86004 Fax : 523-6195

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Phone: (h) 714-9442 (w) 523-7847 Email: [email protected]

10. Maxine Janis - Visiting Professor / Hopi Box 15065 Flagstaff, AZ 86011 Fax: 523-6195 Phone: (w) 523-5727 (c) 360-513-2808 Email: [email protected]

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Exhibit 1-42: NAU Dental Hygiene Curriculum Committee Agenda and Minutes

External Curriculum Committee Meeting Sept 28, 2005

NAU DENTAL HYGIENE DEPARTMENT

IN ATTENDANCE: Mary Lou Brubaker Pharm D, PA; Karen Christensen R.D.H. M.A.; Jina Ethelbah RDH , Todd Smith D.D.S.; Laural Marakaumi, S.D.H.; Donna Baird R.D.H. M..Ed, Patricia Dray R.D.H. M.Ed..;Denise Helm, R.D.H. M.A.; Tricia Moore R.D.H. M.A

Item #1 NAU Assessment Plan

Recommendation: Develop intermediate evaluation for areas that outcomes were less than desirable in the following year to assess student's ability prior to formal assessments.

Item #2 Outcomes

National Board Results Western Regional Board Result Clinical Competencies

Recommendation:

Sophomore Competencies: Change "Redo" to "No Pass" on compilation sheet.

Junior Mock Boards: Review the radiographic section to determine why score have been less than desirable for multiple years.

Senior Mock Board: Separate explore and probe OSCE

Alumni Survey

Recommendation:

Public Health Project: Make the project a collaborative intervention with students from health sciences.

Internship: Have student take their portfolio to their internship site and share with their supervisor.

PBL

Outcomes Course

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NAU Dental Hygiene External Curriculum Committee Health Professions Building Room 119

Dec 2, 2004

Agenda

1. Welcome

2. Introductions

3. Summary of the purpose and goals of the committee

4. Outcomes

National Board Results

Western Regional Board Results Clinical Anesthesia

Clinical Competencies Sophomore Junior Senior

Alumni Survey

Employer Survey

Exit Interviews

5. Curriculum Review Process

6. Discussion

7. Recommendations

8. Other

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Curriculum Committee Minutes Health Professions Building Room 119

Dec 2, 2004

External Curriculum Committee Senior Outcomes

SENIOR COMPETENCY EXAMS SPRING 2004

Thirty-four seniors were tested during competencies using cased based problems, sharpening and radiographs. There were four case based problems that covered a (Case A) pedodontic patient, (Case B) an adolescent patient,(Case C) an elderly patient, and (Case D) an immuno-compromised patient.

Case A — 29 seniors passed on the first attempt Case B — 29 seniors passed on the first attempt Case C — 28 seniors passed on the first attempt Case D ~ 26 seniors passed on the first attempt Sharpening —23 seniors passed on the first attempt Radiographs — 34 passed on the first attempt.

All seniors who did not pass on the first attempt passed on the second attempt. All failures were due to a failure to complete the cases.

All seniors on their case documentations revealed success in formulating a comprehensive oral hygiene care pan. Seniors also demonstrated strength in developing a thorough and complete case documentation.

Senior mock Boards from last fall indicated senior students needed additional guidance in occlusion, description of lesions and periodontal assessment.

Senior students averaged significantly better this year in their outcomes evaluation then did the previous year, scoring an 83% (previous year 71%).

99% of the seniors on their exit interviews responded that they were well prepared to identify, assess, and creatively address problems, 97% of the seniors responded that they were well prepared to demonstrate leadership skills in professional and community health settings.

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External Curriculum Committee Board Results

NATIONAL BOARD RESULTS (Spring 2004)

• 33 out of 34 students passed. The one failure failed by 3% points. • We were above the national average in the following categories:

o Anatomic sciences o Physiology, biochemistry and nutrition o Pathology o Patient assessment o Radiology o Management of dental hygiene care o Periodontology o Community health

• Areas identified as needing improvement (below the national average): o Microbiology/immunology(3 percentage points below the national average) o Pharmacology (5 percentage points) o Preventive agents (3 percentage points) o Supportive treatment (1 percentage point)

WREB BOARD RESULTS (Spring 2004)

• Anesthesia (Junior students) 23 students eligible to take the exam (one student is repeating the course this fall and was not eligible)

o 2 students failed the written first time around o All students passed the clinical o All students passed both the written and clinical before the end of the year.

• WREB Clinical exam (Graduating seniors) 33 students eligible to take the exam (one student received an incomplete and is not eligible until the incomplete is cleared)

o All students passed the clinical exam o 4 students passed at 100 percent o 15 students passed at 90 percent or higher o All the rest passed at 80% or higher

STATE JURISPRUDENCE EXAM (Spring 2004)

• All students passed on the first attempt

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JUNIOR CLINICAL COMPETENCY REPORT (Spring 2004)

The following areas were tested: • Radiographic technique questions: the students were required to identify technique

errors and state how to correct or improve the quality of the film • Radiographic interpretation: the students were required to identify pathology and state

the appropriate referral for the problem identified • Sharpening: the students were given a very dull instrument and required to sharpen

the instrument • Oral hygiene instruction: the students were given a case scenario and a choice of oral

hygiene aids. They then had to provide oral hygiene instructions to a patient (a senior dental hygiene student) based on the information provided in the case. The students were evaluated based on appropriate information, demonstration, and communication.

• Basic Instrumentation Skills (Universal/Sickle): students demonstrated skills on one another.

• Gracey Instrumentation Skills: students demonstrated skills on a typodont. • Explorer/Probe Instrumentation and Periodontal Evaluation: students demonstrated

skills on a peer. • Extra/intraoral Evaluation: students demonstrated skills on a peer. • Occlusion: students had to correctly identify 2 models of occlusion. • Study Models: students had to identify errors in a study model and state when the

error occurred in the process and how to correct or improve the quality of the study model

• Dental Charting: students were given a typodont with restorative work and had to correctly chart all items.

• Medical Emergencies: Students were given a written case scenario and had to identify the medical emergency and state how to handle the emergency.

Results:

22/24 students passed all areas. Two students failed to achieve passing evaluations and are repeating the junior clinical course in the fall of 2004. (Both students had extenuating circumstances that interfered with their progress.)

A break down of pass rates on the first attempt were as follows. (For those students who failed to pass on the first attempt, review sessions on each topic were scheduled. Students were given the opportunity to attend the review sessions and retake one or more examinations sections as needed. ALL SECTIONS had to be passed for successful completion of the competency exam and progression into the senior clinical level).

• Radiographic technique questions: 14/24 • Radiographic interpretation: 10/24 • Sharpening: 15/24 • Oral hygiene instruction: 21/24 • Basic Instrumentation Skills (Universal/Sickle): 14/24 • Gracey Instrumentation Skills: 13/24

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• Explorer/Probe Instrumentation and Periodontal Evaluation: 18/24 • Extra/intraoral Evaluation: 23/24 • Occlusion: 6/24 • Study Models: 14/24 • Dental Charting: 18/24 • Medical Emergencies: 20/24

It was also determined there was too much to test in a one day format. The students were exhausted. This year the exam will be broken into two days for the spring 05 session.

STUDENT REPORT

Ms Trisha Cauley, student dental hygienist, gave an oral report based on discussions with her peers. Overall, students were pleased with their education in the NAU Dental Hygiene Program. Suggestion for improvement included:

• Instruments kits should be complete sets instead of having instruments that did not belong in a full set.

• Students would like to count more patients from their clinical enrichment experience. • Some students would like fewer group projects.

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Department of Dental Hygiene - Northern Arizona University

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