community ch 8-9 quiz

health literacy

• health education meeting minimal standards for all school grade levels is the OLD definition

• evolved into a common idea that involves both the need for people to understand information that helps them maintain good health and the need for health systems to reduce their complexity

healthy behavior

• can be defined as an action, such as daily flossing to remove plaque biofilm, that helps prevent disease and promotes health for the individual or population

health education

• imparting knowledge to population

• can be defined as instruction regarding health behaviors that bring an individual to a state of health awareness

• ex teaching a population the proper flossing technique

health promotion

• encouraging a concept

• a process that informs and motivates people to adopt health behavior to enhance their health and prevent disease, occurs

• for example when a dental hygienist provides samples of floss at a local health fair

• is similar to health education but is geared more toward motivating people to adopt healthy behaviors

health promotion vs health education

• both are methods to modify detrimental behaviors and promote healthy ones

• health promotion is geared more toward motivating people to adopt healthy behaviors while the intention of health education is to have the learner gain accurate knowledge about healthy behaviors and lifestyles

behavior change

• simply changing a behavior, such as decreasing the amount of sugar in ones diet or learning how to brush properly

habit

• is a behavior that becomes automatic, such as daily brushing or routinely eating foods without added sugar

values

• the ideas and beliefs a person possesses that influence behavior

• give meaning to our lives

• generally must first be changes if behavior is to change

health

• a state of physical, mental, and social well-being that involves more than just the absence of disease

wellness scale

• continuum of total health to death

• state of being from optimal health to serious illness or disease for quality of life (QOL) indicators

five-dimensional health model

• multidimensional being

• necessity of positive input from an individuals environment to enable overall development/health

• dental hygienist should utilize the _ as a need systems, each requiring specific input from the environment for an individual’s complete development

  • physical

  • mental

  • social

  • spiritual

  • emotional

maslow’s law of hierarchy of needs

• ranks needs from highest to lowest

  • 1. physiological needs

  • 2. safety needs

  • 3. belongingness and love

  • 4. need for self esteem

  • 5. self actualization

• as one level is met ,the next higher can be met

physical

• fitness, nutrition, medical self care, control of substance abuse

• positive input: food, toothbrush, floss

• negative input: poor nutrition, inadequate dental care

emotional

• care for emotional crises and stress management

• positive input: trust

• negative input: mistrust, fear of dental provider

mental (intellectual)

• educational achievement, career development

• positive input: knowledge

• negative input: ignorance

social

• communities, families, friends

• positive input: interaction with people

• negative input: withdrawal, inadequate communication skills

spiritual

• love, hope, charity, purpose

• positive input: values, morality

• negative input: no value for dental health, no morality

dental health education

• planned activity that uses the populations knowledge, attitudes, culture, and values to promote proper oral health practices

dental health education and promotion goals

• provide effective dental health education

• promote values by changing values aimed at improving dental health

• promotes health behaviors aimed at improving dental health

• developing better habits that become automatic

theory of health belief model

• When individuals have accurate information, they will make better choices, including those pertaining to health

• suggests that in order to display readiness to take action to avoid a disease or act in a preventive manner, an individual needs to believe that he or she is susceptible or vulnerable, the disease has serious consequences, the behavior is beneficial, and the behavior is important

• Useful in group setting

• am I susceptible = is it worth change?

• susceptibility, serious consequences, benefit (change), salience (change in action)

theory of stages of learning

• Individuals' natural progression from knowledge to absorption to value adoption

  Useful in group setting

  • 1. unawareness

  • 2. awareness

  • 3. self interest

  • 4. involvement

  • 5. action

  • 6. habit

transtheoretical model of change

behavior changes move through a predictable set of stages rather than occuring at once

• precontemplation- no intention

• conteplemplation- thinking about it

• preparation- getting ready to make change

• action - change occurs

• maintenance - keep working on it

• termination- extinction of behavior

theory of reasonsed action

• people make rational decisions based on behavioral intent

• intentions and behavior changes are affected by attitudes and social norms

• attitude toward behavior

• what are norms, attitude, values? (intentions and behavior change are affected by these)

sense of coherence

• health lies on a continuum of ease to disease

• stressors move an individual to the disease end of the continuum

• individuals develop a network of general resistance resources that reduce stressors

• individuals with a high SOC find stressors manageable ( they have the resources to cope), comprehensible (stressors make sense), and meaningful (willing to spend resources to deal with the stressor)

  • cognitive- i have a problem

  • perceptual - control

  • social: influence the change/educate

  • control or no control sense and how it effects health and wellness

motivational theories

• motivation, or the will of the individual to act or change

• a need must exist for changes to be considered

• attitude is a powerful influence on human behavior and motivation because it determines the learners investment in desired outcome

• stimulation learner is actively engaging. the effect is a major influence on the learners emotion due to actual experience

• competence individual masters a skill or change

motivation

• the will of the individual to act or change

behavior modification theory

• is believed to be accomplished through classical conditioning, operational conditioning, or modeling

social cognitive theory

• postulates that knowledge, behavior, and environment act reciprocally to continually affect each other

• Reinforces the belief that social pressure is the most powerful factor in influencing social norms and emphasizes the power that social leaders have in influencing values and behaviors

1. extension of social learning that emphasizes personal actions

2. self-efficacy is the belief that personal actions will affect outcomes

3. Self-efficacy is gained as information, behavior, and environment interact reciprocally. As self-efficacy increases, individuals plan for contingencies and persevere through difficulties

both statements are false

Empowerment models that focus on patient autonomy and collaborative relationships are paternalist regimens. These regimens are led by patients whose knowledge of health and disease increases the likelihood that healthy behaviors are attained.

a. The first statement is true; the second statement is

false.

b. The first statement is false; the second statement is true.

c. Both statements are true.

d. Both statements are false.

spirituality

Which of the following aspects is part of the multidimensional model of health?

a. Spirituality

b. Knowledge

c. Behavior

d. Values

health promotion

The local dental hygiene association worked on policy change that banned sugary beverages from school vending machines. This is an example of

a. healthy behavior.

b. health action.

c. health education.

d. health promotion

value the change

For behavior change to occur, an individual must reach what milestone?

a. Value the change

b. Understand the healthy behavior

c. Understand unhealthy behavior

d. Understand why a behavior was chosen

classical conditioning

A patient who receives praise for having healthy gums during two routine dental hygiene appointments will be more likely to maintain good home car to ensure that the praise will continue at subsequent appointments. This theory is called

a. classical conditioning.

b. operant conditioning.

c. modeling.

d. empowerment.

dental hygienists role in education

• should be able to successfully transform knowledge into positive behaviors

• ultimate goal of education should be to instill the value of dental health and thus change individuals behaviors

• education should develop positive values toward dental health and cause behavior changes

dental hygiene process of care (ADPIED)

• assessment, dental hygiene diagnosis, planning, implementation, evaluation, and documentation of dental hygiene care of a target population

• planning effective presentation of dental hygiene principles to a target group involves the understanding of this process

• utilizing this process enables the dental hygienists to follow logical steps in developing an effective lesson

assessment

• Assess target population’s needs, interests, abilities, and resources

• Assess dental status

• obtain a baseline to evaluate

dental hygiene diagnosis

• Formulate findings from assessment

• Prioritize goals

• needs and interests

planning

• Select broad goal formulation, identify specific objectives, and select teaching method(s)

• goals: a broad statement of the anticipated final outcome

• objectives: a specific, observable action or behavior that a learner will perform or exhibit

implementation

• Prepare for various scenarios

• Demonstrate effective teacher characteristics

evaluation

• Use qualitative measurement

• Use quantitative measurement

• Provide follow up information to appropriate parties

psychomotor

• to describe actions

  • brush, clean, demonstrate, detect, disinfect, eat, exercise, experiment, floss, identify, irrigate, measure, probe, screen, sterilize

cognitive

• to describe behavior

  • classify, collect, compare, contrast, describe, design, diagnose, explain, indicate, label, list, recognize, record, show, solve

affective

• to describe feelings

  • advocate, assess, believe, challenge, debate, deduct, defend, discuss, evaluate, judge, lead, live out, persuade, suggest, value

verbs whose meaning as objectives can be unclear

• appreciate, comprehend, empathize, familiarize, grasp, have faith, interpret, know, like, realize, think, and understand

teaching methods

• is the approach or method used in instruction.

  • lecture

  • discussion

  • problem-based learning (inquiry)

  • self-directed

  • role-playing

  • simulation activities

visual clarity

• each visual needs to be clear and understandable on its own

  • limit each slide to only one topic

  • state sources where appropriate

  • know the audience: avoid abbreviations and jargon unfamiliar to them

  • use meaningful graphics when they reinforce the written message

  • highlight key information on figures to help focus the audience’s attention

  • make points concise yet meaningful- avoid being cryptic

organizational consistency

• balance and consistency are important when creating a presentation package

  • keep type sizes and font consistent

  • format headings consistently format headings consistently

  • use no more than two fonts per slide (one for headings and one for main text) or choose different sizes of the same font for headings and main text

  • spread the information out so that it fills the screen

  • choose contrasting colors (e.g., dark background with light lettering)

  • use color consistently but avoid overuse-two to four colors per slide

  • be aware of the connotations behind colors (e.g., red on a financial statement comes with the negative connotation of having a cash deficit)

  • use parallel grammar for points (e.g., begin each point with the same part of speech)

readability

Visuals are only effective if the audience can physically see them.

• use 24-28 point font for main text and 32-40 point font for headings

• if writing by hand on overhead slides, make the letters at least 1/2"      (1.0 cm) high

• avoid distracting, unnecessary graphics and excessively complex backgrounds

• use clear, standard fonts such as Times New Roman, Arial, or Helvetica

• consider using boldface lettering to make text thicker

• avoid putting much text in italics or all upper-case letters-this slows down reading

• ensure diagrams are not too intricate to be visible from the back of the room

• limit each point to one line whenever possible to limit reading time

emphasize important information

Effective visuals should aid the audience, not the presenter.

• write only main points on visuals, not the details that support them

• avoid giving the audience the entire presentation to read

• put the key words on the visuals (repetition is acceptable in presentations, since it helps audience retention)

• make points discrete: do not simply break up paragraphs

• assume the audience will copy down everything presented on a visual-keep information clear, simple, and minimal

educational materials

• powerpoint

• videos

• dry-erase boards

• classroom activities

implementation of lesson plan

• preparation is the most important aspect

• organize, organize, organize!

characteristics of effective teachers

• ability to interact with students, their families, and colleagues

• enthusiasm

• flexibility

• broad knowledge

• organizational skills

• patient

• pleasant personality

• willingness to learn

goals

• the first step in writing a lesson plan

• a broad statement of the final outcome that the instructor expects from the target group upon completing the presentation

• one or two broad

objectives

• includes a specific, observable action or behavior that a learner will perform or exhibit at the end of the lesson

• tend to include a target group, a condition, and measurement

fear of public speaking

• be prepared

• organize

• practice!

• should be improved by repeated presentations and can actually become close to a habit if done consistently

discussion teaching method

• involves interaction between the students and the instructor and more easily arouses interest, which helps students to develop reasoning abilities

presentation teaching method

employing the lecture and discussion methods together

lecture teaching method

• is probably the most well-known and traditional method of teaching.

• It is effective if a formal presentation of information is needed and the information is appropriate for the audience’s knowledge level.

• is also effective when the intention is to create awareness of various ideas, issues, and beliefs.

• method is best used in conjunction with other methods.

inquiry teaching method

• method, more commonly referred to as problem-based learning, uses case studies in which the teacher acts as a facilitator and the student is responsible for gaining the correct information

• games and activities usually increase motivation and learning

evaluation of lesson plan

• by exam results, questions, and understanding of assignments

lesson plan evaluation checklist

• displays organization

• demonstrates evidence of research topic

• presents effective introduction

• presents lessons on level of target populations understanding

• presents expected behavioral objectives

• asks appropriate questions

• material is covered in appropriate length of time, develops and utilizes appropriate visual aids, presents effective conclusion, implements self evaluations strategies

presenter evaluation checklist

• shows evidence of research of topic

• includes instruction on level of target populations understanding

• indicates appropriate teaching methods, includes the use of effective visual aids, timed to meet requirements

• list appropriate probing questions to ask

• presents professional appearance

• maintains proper eye contact

• projects voice meaningffully

• demonstrates a prepared, organized manner

be prepared

1. The best way to ensure an effective presentation is to

a. decrease the number of participants.

b. utilize audiovisual aids.

c. have at least ten objectives for each presentation.

d. be prepared.

objective

“Following the presentation, the audience will be able to compare ten healthy and unhealthy snack choices” is an example of a(n)

a. goal.

b. lesson plan.

c. objective.

d. healthy behavior.

both statements are false

Lecturing is always an effective way to teach dental health education. Lecture always includes the problem based method of learning.

a. The first statement is true; the second statement is

false.

b. The first statement is false; the second statement is

true.

c. Both statements are true.

d. Both statements are false.

demonstrating

Which verb pertains to the psychomotor domain?

a. Demonstrating

b. Comparing

c. Advocating

d. Defending

is frequently used

When used as an objective, the verb understand

a. is easily measured.

b. is open to misinterpretation.

c. always requires skill.

d. is frequently used.