Unit: Dental Hygiene
Program: Dental Hygiene (BS)
Degree: Bachelor's
Date: Tue Nov 17, 2020 - 10:10:31 am

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 as needed.

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 2020:

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 November 1, 2018 and October 31, 2020?

No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (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)
Investigate other pressing issue related to student learning achievement for the program (explain in question 8)

8) Briefly explain the assessment activities that took place since November 2018.

1.  Some faculty revised their course SLO's because they had to separate the combined courses.

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 Clinical Courses-Clinical Practical Exams (CPE) and Graded cases are timed exams that must be passed at a minimum of 75%. 

SLO 2:  Use a Clinical Evaluation Sheet in clinical courses and instructos judgement call to determine if student is using critical or decison making skills.

SLO 3:  Students do simulation lab acitivites to evaluate communicationskills, faculty evaluate communication skills in the clinic while working on patients, and students also have the ability to work with other disciplines for interprofessional collaboration.

SLO 4:  All students are enrolled in their local chapter for the Student American Dental Hygiene Association (SADHA) and students attend the annual dental hygiene association session and are provided other educational courses from guest speakers.

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.  National Board Dental Hygiene Exam for 2019 was 100% and Central Regional State Board Exam for 2019 was 100%.  There were 18 students evaluated.

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 from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.

Class of 2019:

SLO1: 100%

SLO2: 100%

SLO3: 100%

SLO4: 100%

SLO5: 100%

SLO6: 100%


Class of 2020:

SLO1: 100%

SLO2: 100%

SLO3: 100%

SLO4: 100%

SLO5: 100%

SLO6: 95%

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 its findings/results.

The program used its finding and results to evaluate course content in didactic and the clinical setting.  Department reviewing course sequence and looking at better ways to gather the data and analyze the data.

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.

The department is on its way to gathering and interpreting data but not all suggestions on collecting data was used.  At this point, we do not have an employer survey done to assess whether or not the employer of our graduating students are satisfied with their knowledge and skills.  We are working on this survey and hope to disseminate in 2021.  During this period, it made the deparment realize that they need to review the evaluation sheets and rubrics that faculty use within their courses.  

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

Faculty participated in assessment activities by reviewing their course SLOs and seeing if they needed to be revised.  Faculty whose courses had a continuation on it were asked to separate the course , some of the courses, titles were changed and new SLOs were created for the separated courses.