Unit: Dental Hygiene
Program: Dental Hygiene (BS)
Degree: Bachelor's
Date: Thu Nov 15, 2018 - 2:32:31 pm

1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)

1. Provide comprehensive individualized patient care in a competent, confident, safe, compassionate, ethical and legal manner.

(1a. General education, 3b. Respect for people and cultures, in particular Hawaiian culture)

2. Integrate evidence-based practice with problem solving, and critical thinking skills to inform clinical judgment and decision making.

(2a. Think critically and creatively, 2b. Conduct research)

3. Demonstrate ability to collaborate with patients and other healthcare professionals through effecitve written and verbal communication skills.

(1a. General education, 2c. Communicate and report, 3b. Respect for people and cultures, in particular Hawaiian culture)

4. Ensure personal and professional growth through life-long learning and participation in professional dental hygiene organizations.

(3a. Continuous learning and personal growth, 3d. Civic participation)

5. Assess the oral health care needs of the various cultures in the community and develop relevant action plans to be implemented in a varietyof healthcare settings.

(1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment)

6. Demonstrate clinical skills and didactic knowledge to successfully pass national and regional state board examinations.

(1b. Specialized study in an academic field)

2) Your program's SLOs are published as follows. Please update asneeded.

Department Website URL: https://nursing.hawaii.edu/dental-hygiene-bachelor/bs/
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2018:

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.


5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

Yes, on some(1-50%) of the program SLOs
Yes, on most(51-99%) of the program SLOs
Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?

No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (Check all that apply.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)
Collect/evaluate student work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)
No (skip to question 17)
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)

8) Briefly explain the assessment activities that took place.

1.  Each faculty reviewed their course syllabi duirng a 3 day faculty development workshop in March of 2016.

2.  Revamped program SLOs

3.  Revisesd curriculum map

4.  Instructors collboratively revised course SLOs to better align with the new program SLOs

5.  Three faculty participated in the Assessment Leadership Institute

6.  Developed new courses for our Advanced Certificate Program which included developed SLOs, course content on pediatric training.

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

Artistic exhibition/performance
Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
Capstone work product (e.g., written project or non-thesis paper)
Exam created by an external organization (e.g., professional association for licensure)
Exit exam created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student work
Publication or grant proposal
Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
Thesis or dissertation used for program-level assessment in addition to individual student evaluation
Alumni survey that contains self-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.
Student surveys that contain self-reports of SLO achievement
Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

SLO 1:  DH 240-480 lab courses-Clinical Practical Exams and Graded cases (timed exams) must be passed at a minimum of 75%.  

SLO 2:  Use a clinical evaluation sheet in clinical courses and instructors judgement call to determine if student is using critical or decision making skills.

SLO3 3:  Students are now integrating simulation lab activities to evaluate communication skills and also having the abilitiy to work with other disciplines for Interprofessional collaboration

SLO 4:  Department puts on continuing education courses for graduates of the program 

SLO 5:  Use community evaluation forms to determine community needs.

SLO 6:  Use National Board and Regional State Board Exam scores to determine students didactic and clinical competency.  Nationa Board pass rate is 95% and Regional State Board pass rate is 100%.

11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

Course instructor(s)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)

12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

Used a rubric or scoring guide
Scored exams/tests/quizzes
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)
Other: group discussion with students

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

SLO1, 2, 3,4 and 5 we do not have exact percentages as we have the data but have not analyze it all yet especially since we recently changed our SLO for program and course.

The department has only used the National Board pass rate of 95% for 2018 and Regional State Board pass rate of 100% for SLO 6.  

14) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)
Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)
Personnel or resource allocation changes
Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)
Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)
Celebration of student success!
Results indicated no action needed because students met expectations
Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)

15) Please briefly describe how the program used the results.

The program used the results of the surveys, quizzes, exams and discussions to reevalauate the course and program SLOs to aligh with the ILOs.

16) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

Participating in assessment activities allows faculty to critically think about what is important within and outside of their course.  It was gives them guidance as to whether they are acutally teaching what they need to teach.

17) If the program did not engage in assessment activities, please justify.