Perception of homecare

Perception of homecare

Catherine Monchik

New York City College Of Technology

Principles of Dental Hygiene Care II

Activity Description: Provide a brief description of the activity

All students are required to take a “Prevention Exam” in Den 1200 lab. This exam consists of two components which consist of having the student teach home care to patients during two visits. The patient needs to have a 30% plaque score, with a minimum of 20 teeth present and 7-10 days between the two visits. The first visit will include assessing initial skills and homecare regimen, disclosing patient with solution so you can visualize where improvement is needed,  and choose an appropriate aid (flossing, brushing, interdental aid etc). On the second visit and second part of the exam, we check the patients compliance and technique. The student can reinforce what was originally taught if patient needs more assistance. Then we disclose again, to choose another aid, if the patient seems comfortable with the original method taught. The second aid will access another area of the teeth that the patient is finding difficult to reach and keep clean. The student will be required to write a reflection of both visits on the perception of value, of homecare taught due to their cultural background. They will need to analyze the patients level of ability to learn new skills. The assignment will be posted on openlab using only the patients initials with at least one paragraph.

Learning Goals: What do you aim to achieve with this activity?

There will be different goals from this assignment for the students to learn. The student will decide, based on the need of their patient, which aid is appropriate. By seeing the visible plaque with disclosing solution, the student should be able to choose the right aid. At the follow up appointment, check if the patient is compliant and has the ability to use the aid correctly. At this time we need to reinforce aid or introduce a new aid for another area that needs help. The student will see what worked or did not work, and why. The reflection will teach the student that along with dexterity, and ability to perform the aid, that compliance is essential. There are other barriers, such as cultural beliefs and background that have a big impact on accepting prevention measures. Professional development along with diversity learning will help the student grow as a better clinician.
*The student will gain knowledge from cultural self-awareness and knowledge of cultural worldview frameworks.
*Demonstration of skills of verbal and nonverbal communication and attitudes of openness will also be assessed.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This assignment will be discussed in the beginning of the semester. The student will post it on open lab one week after the completion of their prevention competency. It can be submitted at any time before the end of the semester. There will be no classroom time devoted to this. The out-of class time will require one to two hours.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

The preparation of this assignment is minimal. The prevention competency is found in the back of the students clinic binder for them to review. After completing the competency, the student will have one week to write the reflection and post it on open lab. The student will analyze the the perception of value for homecare based on the patients cultural background. It will be a short paragraph reflecting the background of their patient. It will need to be submitted on time, with correct spelling, grammatical format and quality content. This reflection is a low stakes assignment, having a small percentage of their overall Den 1200 lab grade. Failure to complete the assignment will have a deduction of ten points to their final Den 1200 lab/lecture grade.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

This assignment is geared towards second semester dental hygiene students, and not a college wide assessment tool. The grade will be determined on the completion of the assignment and the use of the Intercultural Knowledge and Competence VALUE Rubric.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

As of right now, we do not have this implemented in our Den 1200 lab. If we did, I believe our students can learn a lot about their patients. Cultural backgrounds have a big impact on how patients perceive value in homecare and prevention measures in their dental health. Compliance is not only the reason, it is an understanding of what we believe in.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Please share a helpful link to a pages or post on the OpenLab

Testing Usability, Learning Ethics

Testing Usability, Learning Ethics

Joe Jeyaraj

English

Planning and Testing User Documentation (Eng 3780)

Activity Description: Provide a brief description of the activity

Students will do usability testing of a health document either they or a friend or relative may have used.

Learning Goals: What do you aim to achieve with this activity?

How well the document works for its audience and purpose.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

In the second section of the course.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

As assignments go, it is simple in its planning, but complex in its completion.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

I use a rubric that I have for upper level courses in technical and professional writing.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

I have given students a document I have personally used, and students generally respond well to this type of assignment because it involves their personal life.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Please share a helpful link to a pages or post on the OpenLab

Network Brand (The Manifesto pt1)

Network Brand (The Manifesto pt1)

George Larkins

Communication Design

COMD 3521 Motion Design 1

Activity Description: Provide a brief description of the activity

Students are to create a manifesto designed to launch their network. Here is where it all starts. Where they have to look within themselves and develop the courage to share their beliefs with the world. I have them start off with what they believe and what they know to be true. Ex. I believe that racism is real. I know that discrimination exists in this society.

Learning Goals: What do you aim to achieve with this activity?

My aim here is to create an environment of ethical and honest reasoning designed to withstand the pressure that business demands. In addition to aid in rebuilding their self-belief system.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This project is part of their final. We devote two entire class sessions dealing with this. Out of class time is constantly encouraged. What I tell them is the more time you spend on a subject, the better it will become. If time permits, I share with them a video of the “Long Game, part 2.” https://vimeo.com/87448006

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

The instructions for this exercise is to start with a list of beliefs. What would do be doing right now in your perfect world? Are you preparing yourself go along with the future or are you preparing yourself to help shape the future? Do you believe that you can have an impact on this planet? Who are your design heroes, and why? And in order to do this, they have to develop the skills the right questions, not only questions from other people but of themselves as well. And have the courage to ask and answer honestly.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

I will use the creative thinking value rubric. I believe it fits this activity well.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

The activity went well, and yes, I will be repeating it. Why, because I believe it is an important skill set to have. That is having the courage to ask questions, be asked questions and give honest answers. My challenge has been getting students to manage the fear of being put in the spotlight. I address that issue by having students give their presentation in front of the class. One possibility would be to review some contemporary design and some history so that they would be more aware of the people that came before them. And also aid them in finding someone who could they can follow and be inspired by.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

The next step here for will be to get more familiar using openLab.

Please share a helpful link to a pages or post on the OpenLab