This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 12/08/2022 10:48:23
|
Title of Module: Technology in Dentistry |
|---|
|
Code: VHNM09004 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Health and Life Sciences |
|---|
| Module Co-ordinator: | Kate
Wilson |
|---|
| Summary of Module |
|---|
General Dental Practices are essentially small business that function in the health care sector. Either publically (NHS) or privately (by client fees) funded most dental practices compete in the mixed market economy where their funding is a combination of both. Paying clients demand for better aesthetic outcomes is the driver for change in this sector. Dental practices are obliged to feed this client demand by engaging in the use of all available new technology to maintain their competitive edge to this end.
The dental workforce is evolving to embrace these new technologies with new skills and expertise to provide the best outcome for clients. This module is designed to develop the dental nurse’s autonomy and initiative as they engage with clients undergoing aesthetic rehabilitation of the dentition. Through critical analysis of the extensive range of technologies, the dental nurse will have the ability to help clients navigate the psychological, physical and social impact of aesthetic rehabilitation of their dentition. In addition ethical, moral and professional issues will be appraised.
Dental nurses will experience first-hand the practical application of an extensive range of technologies which impact on client aesthetic treatment. This will include; Computer Aided Design/Computer Aided Manufacturing, Digital Imaging, Smile Design©, and specialist software. This experience will enhance the role of the dental nurse who will have a key role within the team. Following consultation with the dentist, they will exercise responsibility as they support clients enabling them to make an informed decision relating to treatment provision involving aesthetic treatment.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Critically analyse a range of technologies which support aesthetic dental treatment
L2.
Evaluate a range of specialist technology applications to support and enhance practice.
L3.
Appraise the physical, social and psychological impact of new technologies and treatment on the client
L4.
Critically analyse the developing role of the dental team responsible for aesthetic dental treatment.
L5.
Review the ethical, moral and professional determinants associated with aesthetic dental treatments. |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrate a critical understanding of dental technologies and the application to clinical practice.
Determine the factors influencing aesthetic dental care and impact on individuals
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Use critical appraisal skills to evaluate aesthetic dental technology and its potential contribution to dentistry. |
| Generic Cognitive skills |
SCQF Level 9.
Employ critical analysis skills to appraise evidence of aesthetic advancements in dentistry and the evolving needs of society. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Interpret and evaluate numerical and graphical data when appraising literature.
Make effective use of information technology and other sources to retrieve information.
|
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Identify and acknowledge specialist aesthetic dental technologies expertise.
Consider and address learning needs for specialist aesthetic dental technology practice.
Recognise ethical, moral and professional issues arising from aesthetic dental applications. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
A variety of learning and teaching strategies will be utilised including lectures, workshops, tutorials, simulation,enquiry based learning and group activities. Support and guidance will be available from the module team. Additional support for teaching and learning can be individualised for those students with enabling support needs. The learning and teaching strategies on this module contribute to the development of UWS graduate attributes as outlined in “I am UWS” see link:
https://www.uws.ac.uk/current-students/your-graduate-attributes/
|
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 10 |
| Tutorial/Synchronous Support Activity | 10 |
| Laboratory/Practical Demonstration/Workshop | 14 |
| Independent Study | 164 |
| Personal Development Plan | 2 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Banerji, S. and Mehta, S.B. and Ho, C.C.K (2017) Practical Procedures in Aesthestic Dentistry West Sussex: John Wiley & Sons Ltd.
Koenig, L.J; Tamini, D; Petrikowski, C.G.; Perschbacher, D.D.S. (2017) Diagnostic Imaging: Oral and Maxillofacial. 2nd ed. Philadelphia: Elsevier
Noble, S. (2012) Clinical Textbook for Dental Hygiene and Therapy. 2nd ed. Oxford: Wiley Blackwell
Pollard, B.& Kitchen, G. (2017) Handbook of Clinical Anaesthesia. 4th ed. Florida: Pearson Professional Limited.
Ricketts, D. and Bartlett, D.W. (2013). Advanced Operative Dentistry: A Practical Approach. China: Churchill Livingston
Sheridan, P. (2019) Clinical Photography in Dentistry: A New Perspective. London: Quintessence Publishing
Websites:
https://www.dentalethics.org/
|
|
(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
|
| Engagement Requirements |
|---|
In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
[Top of Page]
Supplemental Information
| Programme Board | Midwifery & Specialist Nursing |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Midwifery & Specialist Nursing DAB |
|---|
| Moderator | Claire Manning |
|---|
| External Examiner | V Hewson |
|---|
| Accreditation Details | |
|---|
| Version Number | 1.06 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| 3000 word written assigment. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
|
| Equality and Diversity |
|---|
Please see NCL's equality and diversity policy:
http://www.nclanarkshire.ac.uk/us/media-centre/downloads/equality-diversity-downloads
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|