SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Bachelor of Oral Hygiene

SAQA QUAL ID	QUALIFICATION TITLE
101970	Bachelor of Oral Hygiene
ORIGINATOR
University of KwaZulu-Natal
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree	Field 09 - Health Sciences and Social Services		Promotive Health and Developmental Services
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2021-07-01	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2033-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the 3 year qualification is to ensure that the student is prepared with sound theoretical knowledge in the scope of oral hygiene practice in South Africa. This theoretical knowledge is then integrated into clinical and community interventions.

The qualification will develop cognitive, technological and scientific enquiry capacity and management skills appropriate to the field of oral health.

The qualification should be able to provide appropriately trained professionals with specific knowledge, skills, attitudes and values that will enable them to promote the oral health general well-being of the individual, family and community systems in which they function. The focus is on evidence-based oral health promotion and prevention at a primary health care level within a multidisciplinary and inter-professional approach to improve health and oral health.

On successful completion of this qualification, students should be able to:

Display an appropriate caring behaviour towards patients and appropriate professional behaviour towards all members of the dental team.

Demonstrate a thorough understanding of the ethical, professional and legal responsibilities involved in the provision of care to individual patients, to populations and communities.

Communicate effectively with patients, their families, relatives and carers, and with other health professionals involved in their care.

Demonstrate a knowledge and understanding of the biological sciences, the biopsychosocial model and their role in human functioning in the context of disease and illness.

Apply knowledge and understanding of the biological, medical, technical and clinical sciences as relevant to the practice of dentistry.

Obtain and record a complete history and examination of the patient's medical, oral and dental state, interpreting the findings in order to evaluate the oral and dental condition in patients.

Formulate and record a diagnosis and treatment plan which meets the needs and demands of patients.

Provide primary oral health care (as defined in the scope of practice) for patients at all stages in their life (including children, adolescents, adults and the ageing population/elderly) appropriately, effectively and safely.

Use current concepts of oral health promotion and prevention of oral disease which supports the maintenance of systemic and oral health of individuals, families and groups in the community.

Understand the principles and concepts of research to inform evidence-driven oral health practice.

Skills and other attributes: After graduation students will be able to demonstrate the skills necessary to:

Analyse both scientific and clinical data.

Form concepts of oral health.

Solve clinical problems.

Recognise clinical problems that require referral for further management.

Reflect critically on one's own work (academic or clinical).

Devise and support arguments for health promotion.

Adapt to change.

Identify individual patients and groups with oral conditions through effective history taking, clinical examining and the interpretation of clinical findings.

Carry out investigative and operative procedures to the highest possible standard within his or her competence for the prevention and treatment of oral disorders and diseases.

Promote oral health and prevent oral disorders and diseases.

Communicate and work effectively with patients, their families and carers, the dental team, other health professionals and any other relevant person or group.

Obtain reliable information efficiently, assess it objectively, adopt a problem-solving approach, set priorities and plan effective solutions.

Adopt practices that is safe for the patient, the dental team and others who might be affected.

Exercise independent judgment and critical thinking.

Transferable skills (Generic): students will be able to:

Take appropriate responsibility.

Work effectively in a team.

Communicate effectively with patients and colleagues.

Use information and communications technology.

Manage effectively patients, resources and time.

Learn effectively to facilitate continuing professional development.

Work independently.

Self-direct their learning.

Rationale:
The prevalence, distribution and impact of largely preventable oral health diseases place a huge burden on scarce resources within the health system in South Africa. The oral disease profile, potential burden of oral diseases and the oral consequences of health problems indicate that strategies and interventions need to be addressed at various levels such as promotion, prevention therapeutic and curative measures. Thus health planning within the health system in South Africa needs to consider these various levels of oral health service delivery and ensure that appropriate workforce skills are developed. The oral hygienist focuses on preventive and promotive oral health services across primary, secondary and tertiary settings. The dental therapist focuses on primary curative oral health services. Oral health promotion services in South Africa are conducted almost exclusively by the oral hygienist. The oral hygienist is thus uniquely placed to provide the required care at primary, secondary and tertiary levels across public and private practice in both rural and urban settings. Given the historical and social context of communities in South Africa across the social and economic spectrum, the oral hygienist is able to provide appropriate oral health care in both disadvantaged communities and in sophisticated high technologically advanced clinical settings.

The scope of oral hygiene in South Africa was reviewed by the Health Professions Council of South Africa and the scope was expanded to include additional clinical functions. The expansion of the scope of practice had to be incorporated into the existing qualification. The current two-year Diploma in Oral Hygiene is a very compact qualification that attempts to develop multiple clinical skills over a short period in time. The Degree is aimed at replacing the two-year Diploma qualification and will further promote the concept of life-long learning.

Clinical skills and competence for an oral hygiene student are best developed over a sustained period of time and allowances must be made for maximum clinical exposure. The proposed three Degree in Oral Hygiene allows for longer clinical and community contact time, thereby ensuring that competence and skills are better developed and sustained.

The typical learner profile for enrollment in this qualification, will include students that have an interest and dedication to provide oral health in patients across the life spectrum with a particular interest in primary prevention of oral diseases and a recognition of the multifactorial and systemic influences on oral diseases, including patients with disability. Qualified oral hygienists will find employment in the full range of dental practices, academia, dental research organisations, and public health sector and have the option of independent private practice.

Completion of the qualification may then serve as entry point for future Postgraduate qualifications in oral hygiene specifically or branching into other disciplines such as management and/or economics.

The objectives of the National Qualifications Framework (NQF) will be facilitated through this qualification by adding to the scope of the already existing framework a further qualification serving the needs and of a well-established profession. This could facilitate access to and entry of potential learners in additional career paths which will specifically serve societal needs and economic growth in general. Through improved access, it will facilitate redress and lead to the full development of learners in South Africa.

Both the Statutory body, namely the Professional Board of Dental Therapy and Oral Hygiene (Health Professions Council of South Africa), which comprises of various stakeholders (oral hygienists, educational institutions, health authorities and community representatives) and the Oral Hygiene Association of South Africa (the main local professional association for oral hygienists) have provided support for the extended training year, that now requires skills development for independent private practice. The amended scope of practice for oral hygienists was approved by the Minister of Health. Thus, the qualification would be far better suited to develop the additional required clinical and management skills and competencies, compared to the two-year Diploma qualification.

The oral hygienist will provide interceptive and therapeutic care, relevant to the scope of practice, in primary, secondary or tertiary settings. This strong preventive and promotive focus underpinning the philosophy of training in oral hygiene will ensure this qualification differs from the current dental therapy training qualification, where the focus is on a strong primary curative focus.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
In accordance to the institution's Policy on Recognition of Prior Learning (RPL), the Discipline of Dentistry recognises the prior learning of students in terms of access to the qualification. Students with alternate dental and/or non-dental qualifications can be accepted into this qualification based on these qualifications. Students applying for access into this qualification using Recognition of Prior Learning will be assessed on an individual basis. Students may be granted permission to access the qualification through recognition of prior learning, if the student produces portfolios of evidence, endorsed by previous mentors or education institutions and may include learning outcomes achieved through formal learning, thus demonstrating achievement of the level of knowledge, skill and competence required. Students with evidence of recognised prior learning but without a recognised matriculation certificate will only be considered if the applicant qualifies for an age exemption in accordance to the stipulated general rules for admission to undergraduate qualification.

Entry Requirements:
The minimum requirement for admission to this qualification is:

Senior Certificate (SC) with endorsement and with Biology.
Or

National Senior Certificate (NSC) granting access to Bachelor's Degree admission and with Mathematics and Life Sciences.
Or

National Certificate Vocational (NCV) granting access to Bachelor's Degree admission,

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification comprises compulsory modules, totalling 384 Credits.

Compulsory Modules, Level 5, 104 Credits:

Oral Biology, 16 Credits.

General Basic Physiology, 16 Credits.

Basic IsiZulu, 16 Credits.

Introduction to Anatomy, 16 Credits.

Community Studies, 16 Credits.

Health and Illness Behaviour, 16 Credits.

Academic Skills and Clinical Practice, 8 Credits.

Compulsory Modules, Level 6, 152 Credits:

Foundation for Clinical Practice, 16 Credits.

Anatomy-Head and Neck, 8 Credits.

Oral Biology, 16 Credits.

Radiography Preclinical and Clinical Practice, 16 Credits.

Gen Medicine, Special Patients, 16 Credits.

Basic Dental Clinical Sciences, 16 Credits.

Clinical Practice in Preventive Dentistry 1, 16 Credits.

Dental Public Health, Ethics and Practice, 16 Credits.

Restorative Dentistry and Dental Materials, 16 Credits.

Periodontology 1, 16 Credits.

Compulsory Modules, Level 7, 128 Credits:

Clinical Practice in Preventive Dentistry 2, 16 Credits.

Clinical Practice in Oral Hygiene 1, 16 Credits.

Periodontology 2, 16 Credits.

Oral Pathology and Oral Medicine, 16 Credits.

Clinical Practice in Oral Hygiene 2, 16 Credits.

Clinical Practice in Prevention 2, 16 Credits.

Dental Public Health 2, 16 Credits.

Business Management, 16 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate personal, professional and ethical conduct and social responsibilities according to national regulations, codes and guidelines.
2. Apply practice management principles in a clinical oral health care environment and demonstrate an ability to efficiently manage and administer all components of a professional practice.
3. Understand infection control and apply universal precautions to avoid cross infection and maintain health and safety standards.
4. Understand and apply health promotion theory and practice, based on current evidence to prevent diseases and promote health and oral health at a public health and individual patient care level, through the development of integrated oral health promotion programmes and interventions.
5. Select and implement health education strategies at individual and community/group level, through the development of appropriate information, communication and educational initiatives on oral health care.
6. Explain and apply preventive interventions relevant to the scope of practice.
7. Explain, assess and apply therapeutic and cosmetic interventions relevant to the scope of practice.
8. Demonstrate knowledge and understanding of therapeutic and other duties, relevant to the scope of practice, within the dental specialties. The range includes but is not limited to general dentistry, orthodontics, prosthodontics, oral and maxilla-facial surgery, periodontics and paedodontics.
9. Demonstrate knowledge and understanding to conduct a basic research project in the field of oral health.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit-Level Outcome 1:

Understand the rules and regulations governing the scope of oral hygiene practice in South Africa.

Use the application of the rules and regulations that are in line with the ethical code of conduct as stipulated by the Health Professions Council of South Africa.

Reflect the appearance and personal hygiene as an image of professionalism and reflect the chair-side environment.

Establish the operator-patient relationship through a caring attitude.

Demonstrate knowledge and understanding of how the patients and staff should be treated with respect, dignity and empathy, regardless of their demographic profile.

Recognise and understand the need for multiculturalism and diversity when interacting with patients and communities.

Ensure effective communication with all stakeholders, patients and community members.

Associated Assessment Criteria for Exit-Level Outcome 2:

Understand and explain the following in Business Management:
> Dynamics in practice management.
> Operational Skills in practice management.
> The roles and responsibilities of the various staff.
> Billing, receiving and account for revenue, journal transactions
> Managing stress.
> Dealing with conflict.
> Malpractice.

Associated Assessment Criteria for Exit-Level Outcome 3:

Demonstrate knowledge of infection control principles; methods of infection control in the dental surgery; optimal infection control practices and instruments used in the dental clinic.

Apply these principles in pre-and post-operative clinical procedures.

Practice infection control measures such as use of Personal Protective Equipment, scientifically tested disinfectants, and international accepted sterilization methods.

Associated Assessment Criteria for Exit-Level Outcome 4:

Conduct a needs analysis.

Identify and communicate with relevant stakeholders.

Collaborate and form partnerships with stakeholders.

Develop an intervention programme in response to local needs.

Identify resource need.

Implement an integrated programme within a multidisciplinary environment.

Identify barriers to this process.

Monitor and evaluate the programme.

Associated Assessment Criteria for Exit-Level Outcome 5:

Select an appropriate health education strategy.

Use appropriate educational aids.

Communicate effectively.

Evaluate the effectiveness of the educational aid.

Associated Assessment Criteria for Exit-Level Outcome 6:

Demonstrate knowledge and skills in the application of:
> Fluoride topical gels.
> Fluoride topical varnishes.
> Fissure sealant applications.
> Post-operative instructions and patient counselling.

Demonstrate sound communication, motivation and education strategies in the management of individual patients of all developmental stages, and conditions or diseases relevant to the scope of practice.

Explain the diagnosis, relate this to known risk factors and develop an appropriate motivation, education and counselling programme for the individual patient.

Demonstrate knowledge and ability to establish the main oral health complaint and determine how this impacts on the health and well-being of the patient.

Demonstrate knowledge and ability to establish and interpret a thorough medical, dental and social/personal history.

Demonstrate knowledge and ability to identify, confirm and record intra-oral parameters related to the risk of oral disease (including testing of salivary parameters eg. pH, buffer, stimulated/unstipulated saliva flow; plaque - pH saliva based bacteria tests: Sultans, Lactobacilli.

Demonstrate knowledge and ability to take and record the patient's vital signs.

Demonstrate knowledge and ability to review and identify risks on the medical and oral health history that may impact on the treatment plan.

Demonstrate knowledge and understanding of the application of various instruments and equipment used in a dental practice.

Provide appropriate mechanical and chemical bacterial plaque control programmes individualised to the needs of specific patients and based on scientifically sound strategies.

Provide nutritional counseling for general and oral health and record referrals for complicated diet/health relationships.

Ability to provide smoking/tobacco cessation counselling and referrals.

Assess the needs for, select, explain the rationale, recommend and apply remineralising agents and supplements.

Explain the indications for, recommend and apply pit and fissure sealants.

Explain the indications for, select and apply appropriate modalities to manage dental hypersensitivity.

Explain the rationale for, select and apply appropriate modalities to arrest initial carious lesions.

Describe and implement preventive care for patients with special needs.

Maintain clinical asepsis throughout procedures.

Demonstrate knowledge and the ability to advise on the use of anti-bacterial agents.

Demonstrate knowledge and ability to provide health counselling on the cleaning of removable intra-oral appliances/prostheses.

Demonstrate knowledge and ability to evaluate removable intra-oral appliances/prostheses and any associated oral conditions for referral as indicated.

Associated Assessment Criteria for Exit-Level Outcome 7:

Demonstrate knowledge and skill when performing therapeutic procedures:
> Purpose and requirements of medical, social and dental history.
> Rationale for the inclusion of the medical, social and dental history in the questionnaire.
> Correct use of instruments used during examination.
> Aim and use of ultrasonic scalar: indications and contraindications.
> Indications and contraindications for polishing.
> Proper infection control procedures.

Demonstrate knowledge and skill for the following therapeutic procedures:
> Scaling and polishing.
> Root planning.
> Placement of temporary dressings.
> Placement of cervical abrasion restorations.
> Monitor wound healings.
> Splinting of periodontal affected teeth.
> Demonstrate knowledge and skill in the following cosmetic procedures:
> Bleaching.

Associated Assessment Criteria for Exit-Level Outcome 8:

Conduct the following through clinical case presentations:
> Taking of medical dental and social history and its relevance to the proposed clinical procedure.
> Formulate and explain the proposed treatment plan.
> Identify and explain the indications and contraindications for the administration of Local Anesthetic (LA).
> Demonstrate the correct technique for the administration of Local Anesthetic (LA).
> Demonstrate and explain the technique for taking impressions for orthodontic purposes.
> Demonstrate and explain the technique for taking cephs for orthodontic purposes.
> Demonstrate and explain the technique for casting study models for orthodontic purposes.
> Demonstrate and explain the method of placing pre-activated brackets and bands for orthodontic purposes.
> Demonstrate and explain the method of polishing amalgams.
> Demonstrate and explain the method of placing cervical abrasion restorations.
> Demonstrate and explain the method of temporary crowns/bridges/inlays.
> Demonstrate and explain the method of temporary denture re-liners.
> Demonstrate and explain tooth whitening/bleaching.

Associated Assessment Criteria for Exit-Level Outcome 9:

Engage in a critical review of the literature.

Develop a research proposal using a systematic approach in developing the problem statement, hypothesis, literature review, methods, budgetary allocation, ethical considerations and data analysis.

Demonstrate critical reading and academic writing skills; accessing of scientific literature.

Assess critique and apply relevant scientific information.

Integrated Assessment:
The Discipline aligns its assessment practices to those outlined in the institution's Policy on Assessment. The assessment policy outlines the assessment policy as being: "To promote excellence in teaching and learning through creative and innovative curriculum design and development, pedagogical strategies and assessment practices in accordance with the highest quality management principles." (Refer to Policy on Assessment).

The qualification will comprise of Integrated Assessment strategies. This means that all clinical modules are assessed through case-based presentations that assimilate the learning outcomes of various modules e.g. the student will be presented with a case scenario that requires comprehensive management of the patient. This requires the student to bring in knowledge and skills from the various modules to answer/address the scenario adequately.

Formative and summative assessment strategies will be used throughout the qualification that would ensure that Exit Level Outcomes are met. Formative assessments such as tests and tutorials/practicals, using multiple choices; true/false options; short answer questions; case studies will be used. Summative assessments such as case based scenarios, case studies, short answer questions, short essays will be used.

Formative assessment would include:

Tests.

Written and Practical assignments.

Portfolio of evidence: reports on oral hygiene practice in the role of the hygienist - clinician, educator/health promoter, administrator, change agent (oral health advocate) and researcher.

Case studies (Students prepare a clinical portfolio in Periodontology).

Class presentations.

Seminar presentations.

Peer evaluation.

Simulations in structured learning environments.

Summative assessments would include:

Written examinations.

Practical examinations.

Oral examinations.

Objective Simulated Clinical Evaluation Scenarios (OSCEs).

Formative and Summative Assessment:
All formative assessments within a specific module are weighted. These weightings are discussed with the students at the beginning of the year.

Summative assessment: (written test, clinical exams, OSCES, Orals).

At least one final assessment per module where applicable.

At least one practical assessment per module where applicable.

Integrated Assessment:
Forty percent (40%) of the formative assessment contributes to the final mark in each module (except in modules where only continuous assessment applies):
Formative assessment: summative assessment - 40:60.

There must be evidence of the integration of knowledge, skills and attitudes (values) across the assessment. In addition, there must be opportunities for students to show that they are able to demonstrate the achievement of a number of outcomes (both critical and specific) within a single assessment task. The assessment should focus on the application of the students' learning, not upon the recall of information provided.

A variety of assessment tools are used, in order to enhance the teaching and learning process and to provide for sufficient opportunity to explore the curriculum fully, and to ascertain their competence in the module. The nature of the assessment will be determined by the nature of the nature of learning. These tools include, amongst others, written tests, clinical assessments, practical exams, oral exams and OSCEs. The assessment criteria used are aligned to the learning outcomes, and this assures that the competency of the students is assessed.

The structured theory tests are designed to assess knowledge and understanding of the concepts and principles taught. The tests will comprise of case based presentations and short answer questions. An OSCE test is set to ascertain understanding of the application of theoretical knowledge to the clinical environment. The preclinical examination is conducted before the student start working in the clinical environment. This examination it set to determine if the student has sound clinical foundation knowledge prior to the introduction to patient management. The clinical assessments are structured to assess clinical skills that are developed in the clinical environment. The student will have to demonstrate knowledge and skill in diagnostics and treatment planning and performing the required clinical management of the patient. The student is also assessed for professionalism and infection control measures, as well as post-operative instructions to the patient. The oral exams are structured to ascertain the students' ability and confidence to discuss clinical case presentations that combine theoretical concepts and principles with clinical presentations.

Assessment system:
Students are expected to engage in self-study and to this end will be assessed on current events relevant to the medical and dental world through the use of journal article critiques which are assessed as part of group presentations. Students are presented with a range of assessment tools and many of these tools use Blooms Taxonomy in their construction. Thus, questions are based on the three cognitive domains, via: cognitive (head); assertive (heart); and psychomotor (hands) domains, and not on rote learning.

The example of this is written test is structured to allow the student to list, describe, explain, compare, analyse. In group presentations, students are required to describe, apply and analyse. In Portfolios of Evidence, students are required to assimilate and compile clinical cases managed. This requires a combination of clinical skill to carry out the procedure, proper note taking/ record keeping skills, and self-reflection (to note the strengths and challenges facing this particular case management), where applicable.

OSCE's are structured to allow identification of a procedure, dental material, technique; application of theory to the clinical environment.

The clinical assessments are structured to ensure an integration of theory into the relevant clinical presentation, apply skills appropriately, refer patients, when necessary and communicate effectively with the patient.

INTERNATIONAL COMPARABILITY

Charles Sturt University, Australia, Bachelor of Oral Health (Therapy and Hygiene), Australian Qualifications Framework Level 7.

This course is currently accredited by the Australian Dental Council until 31 December 2018.

Admission to the course will be based on ATAR or equivalent. Assumed knowledge for this course is HSC English Standard and Chemistry or Biology.

Successful applicants are encouraged to obtain a senior first aid certificate prior to commencing the course. Prior to commencement of the first placement students will also be required to provide evidence of their immunisation and vaccination status, and a completed Working with Children Check.

University of Copenhagen, Denmark, The Bachelor of Dental Hygiene (Dental Hygienist Program).

Approval: Ministry of Education Executive Order 731 2011; Ministry of Science, Innovation and Higher Education and Educational Support; the Agency for Higher Education and Educational Support (25 April 2012).

All applicants need to fulfil the requirement of their mother tongue at the highest level (corresponding to Danish A) and English B-level.

The other specific requirements are Mathematics A, Physics B and Chemistry B.

ARTICULATION OPTIONS

This qualification articulates with the following qualifications.

Horizontal Articulation:

A Bachelor of Dental Therapy, Level 7.

Vertical Articulation:

A Postgraduate Diploma in Dental Public Health, Level 8.

A Postgraduate Diploma in Public Health, Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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