The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this competency unit:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Observation of workplace performance is desirable for assessment of this unit

Consistent compliance with infection control guidelines, WHS procedures, Australian and New Zealand Standards and legislative requirements as they relate to the dental assistant's specific job role

Consistency of performance should be demonstrated over the required range of workplace situations

Context of and specific resources for assessment:

Where, for reasons of safety, access to equipment and resources and space, assessment takes place away from the workplace, simulations should be used to represent workplace conditions as closely as possible

Method of assessment

Evidence of essential knowledge and understanding may be provided by:

traditional or online (computer-based) assessment

questions during workplace assessment

written assignments/projects

Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice

Staff and/or client feedback

Supporting statement of supervisor

Authenticated evidence of relevant work experience and/or formal/informal learning

Role play simulation

Access and equity considerations:

All workers in the health industry should be aware of access and equity issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on health of Aboriginal and/or Torres Strait Islander clients and communities

Related units:

This unit may be assessed in conjunction with:

BSBCMM401A Make a presentation

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes knowledge of:

Applied oral anatomy:

structures of the oral cavity - hard and soft palate, lateral and posterior borders of the oral cavity, tongue and floor of the mouth

teeth - form and function

dentition - Arrangement of the teeth, naming and coding of teeth

Plaque and its differing roles in the development of dental caries and periodontal disease

Saliva and its role in the maintenance of oral health

protecting teeth by neutralising acid

acting as a lubricant

delivering calcium, phosphate and fluoride to the tooth surface

The interaction of factors that lead to the development of dental caries including:

bacteria in dental plaque

diet

susceptible tooth surfaces

The interaction of factors that prevent and control dental caries

increasing salivary flow and optimising its composition

fluorides

plaque control and removal

dietary change

The interaction of factors that lead to the development of periodontal disease including:

bacteria in dental plaque

accumulation of plaque and calculus

smoking

The interaction of factors that prevent and control periodontal disease including:

client education

plaque control

Causes, and prevention, of non caries tooth wear:

erosion

abrasion

attrition

The role of properly constructed and fitted mouthguards in preventing dental injuries

Fundamental knowledge of the impact of smoking on oral soft tissues

Fundamental knowledge of systemic conditions which influence the development of oral disease

continued ...

Essential knowledge (contd):

Local oral factors which influence the development of oral disease

Modifications to oral health education programs related to special needs due to disability, aged care and child needs

Oral appliances and their impact on oral hygiene maintenance

Legislative requirements related to the use of fluoride in dentistry

Essential skills:

It is critical that the candidate demonstrate the ability to

Consistently follow procedures to ensure client safety

Provide complete and appropriate information on the prevention of oral diseases to clients, carers and others

Provide complete and appropriate information, advice and demonstration of oral hygiene techniques to clients, carers and others

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes the ability to:

Apply fundamental motivational and learning skills

Consistently demonstrate interpersonal skills when relating to people from a range of social, cultural and religious backgrounds and physical and mental abilities

Consistently follow sequenced written instructions and manufacturer specifications for the preparation of materials and medicaments

Consistently demonstrate communication skills as required in fulfilling the job role as specified by the dental practice/organisation including:

acknowledging and responding to a range of views

active listening

asking for clarification from client and/or carer

asking questions

negotiation

Consistently deal with conflict

Consistently work with others and display empathy with client and relatives

Consistently use problem solving skills required including:

selecting and preparing instruments, equipment and materials as directed by the operator

using available resources

Use communication skills to effectively inform and motivate behaviour change

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.

Prescribed oral health education program may include but is not limited to:

Written and/or verbal advice

Brochures, information sheets

Prescribed home fluoride treatments

Recommended toothpaste, toothbrush and oral hygiene aids for home use

Modifications due to disability and aged care requirements

Age dependent modifications for children

Oral diseases targeted in an oral hygiene program may include:

Dental caries

Damage to dentition due to trauma

Damage to oral tissues due to cigarette smoking

Effects of low salivary flow

Non carious tooth wear

erosion

abrasion

attrition

Periodontal disease

Causes of oral diseasesmay include but are not limited to:

Alterations to the quantity and composition of saliva

Bacteria in dental plaque

Diet

Consumption of foods with high sugar content

Frequently consumption foods with high sugar content

Consumption of highly acidic foods and drinks

Smoking

Susceptible tooth surfaces

Prevention of oral diseasesmay include but is not limited to:

Dietary change

Fluorides

Increasing salivary flow and optimising its composition

Plaque control and removal

Oral hygiene techniques may include but are not limited to:

Manual and electric tooth brushing technique

Modifications for young children

Modifications to application of program for carers of special needs and aged care clients

Modifications to techniques required for clients wearing oral appliances

Modifications to toothbrush handles for specific needs of client and/or carer

Use of dental floss

Use of fluoride toothpaste and mouth rinses when appropriate

Use of other specific oral hygiene aids when appropriate

The availability of fluoride is determined by legislative requirements and is currently limited to use of:

Fluoride toothpastes

Fluoride mouth rinses available without prescription

Appropriate information on acids and fermentable carbohydrates may include but is not limited to:

The development of dental caries and its relation to:

the frequency of eating foods containing added sugars

the consistency of foods containing added sugars

the consumption of highly acidic drinks that may also have a high sugar content

Specific instructions for a saliva diagnostic test must include:

Requesting the client not to smoke, consume food or drink, brush their teeth or use a mouthwash for at least one hour before the scheduled appointment time

A resting or unstimulated saliva test may include:

Visual examination - hydration

visually assess salivary production from the small salivary glands in the lip

Resting pH of unstimulated saliva

Visual examination - viscosity

visually assess the consistency of resting saliva

A stimulated saliva test may include:

Stimulated flow - quantity

Stimulated flow - buffering capacity or quality

Lifestyle change may include:

Decreased intake of acids and fermentable carbohydrates

Decreased intake of alcohol and caffeine

Increased water intake

Reduced smoking

Additional external protection may include:

Introduction of supplements containing CPP-ACP

Increased exposure to fluoride

Methods to increase salivary stimulation may include:

Chewing foods such as sugar-free gum that stimulate salivary flow

Eating foods that stimulate taste

Altered oral hygiene programs may include:

Changed cleaning times

Improved cleaning and flossing skills