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Evidence Guide: HLTDA414B - Implement an oral health promotion program

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

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HLTDA414B - Implement an oral health promotion program

What evidence can you provide to prove your understanding of each of the following citeria?

Deliver an oral health promotion program

  1. Identify the target group and appropriate teaching and learning styles to effectively communicate an oral health promotion program
  2. Prioritise the oral health issues fore the target group and the potential foe effective interventions
  3. Prepare oral health promotion materials suitable for use across age groups
  4. Ensure flexibility of delivery of oral health promotion taking into account the target group's location, economic and physical circumstances, language, culture and communication needs
  5. Actively involve community groups in health decision making and setting of oral health promotion priorities
  6. Implement a review strategy to determine the effectiveness of the oral health promotion program
Identify the target group and appropriate teaching and learning styles to effectively communicate an oral health promotion program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prioritise the oral health issues fore the target group and the potential foe effective interventions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare oral health promotion materials suitable for use across age groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure flexibility of delivery of oral health promotion taking into account the target group's location, economic and physical circumstances, language, culture and communication needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Actively involve community groups in health decision making and setting of oral health promotion priorities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement a review strategy to determine the effectiveness of the oral health promotion program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop oral health promotion strategies for a target group

  1. Provide information on the causes of oral diseases to a target group appropriately and completely using language that can be easily understood
  2. Provide information on the prevention of oral diseases appropriately and completely using language that can be easily understood
  3. Develop and give appropriate information on acids and fermentable carbohydrates in a manner that can be easily understood
  4. Involve the target group in a review of current dietary habits and the development of an approach to healthy eating which improves general and oral health
  5. Provide information appropriately on dentally healthy lifestyle and behavioural change
  6. Provide an appropriate environment for the target group to ask questions and become involved in oral health
Provide information on the causes of oral diseases to a target group appropriately and completely using language that can be easily understood

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information on the prevention of oral diseases appropriately and completely using language that can be easily understood

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and give appropriate information on acids and fermentable carbohydrates in a manner that can be easily understood

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Involve the target group in a review of current dietary habits and the development of an approach to healthy eating which improves general and oral health

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information appropriately on dentally healthy lifestyle and behavioural change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide an appropriate environment for the target group to ask questions and become involved in oral health

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Integrate oral health promotion with targeted National Health Priorities

  1. Work collaboratively with other health care workers in a culturally sensitive and competent manner to address risk factors that oral diseases have in common with other diseases
  2. Personalise the delivery of health information so that it is immediately relevant to the individual and the consequences of behaviour
Work collaboratively with other health care workers in a culturally sensitive and competent manner to address risk factors that oral diseases have in common with other diseases

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personalise the delivery of health information so that it is immediately relevant to the individual and the consequences of behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 legislative requirements, infection control guidelines and occupational health and safety procedures

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

Roleplay/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:

It is recommended that this competency unit is assessed in conjunction with the following related units:

HLTAMBFC301C Communicate with clients and colleagues to support health care

HLTDA407C Implement an individualised oral hygiene program

HLTDA413B Implement an oral hygiene program for older people

Required Skills and Knowledge

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

Nutritional requirements for children, adolescents and adults including the elderly:

National Health and Medical Research Council dietary guidelines

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

continued ...

Essential knowledge (contd):

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

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

Essential skills:

It is critical that the candidate demonstrate the ability to

Communicate effectively across population groups

Develop oral health program strategies for specific target groups within the community

Integrate oral health promotion with targeted National Health Priorities

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 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

Use evaluation skills to review the effectiveness of an oral health promotion program

Range Statement

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

Teaching and learning styles may include:

Auditory learning

Visual learning

Oral health issues targeted in an oral health promotion program may include:

Dental caries

Periodontal disease

Non carious tooth wear

erosion

abrasion

attrition

Damage to dentition due to trauma

Damage to oral tissues due to cigarette smoking

Harmful effects of low salivary flow

Poor nutrition and poor oral health

Population groups may include but are not limited to:

Children and adolescents

Older people

Low income and socially disadvantaged

People with special needs

Aboriginal and Torres Strait Islander peoples

Oral health education materials may include but are not limited to:

PowerPoint presentations

Videos

Brochures and information sheets

Models

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

Susceptible tooth surfaces

Smoking

Prevention of oral diseasesmay include but is not limited to:

Dietary change

Discouraging alcohol, drug and substance abuse

Discouraging tobacco use

Increasing salivary flow and optimising its composition

Plaque control and removal

Preventing oral trauma from sports injuries

Promoting the use of fluorides

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

Dentally healthy lifestyle and behavioural changemay include:

Decreased intake of acids and fermentable carbohydrates

Decreased intake of alcohol and caffeine

Increased water intake

Reduced smoking

Common risk factors may include but are not limited to

Alcohol consumption

Exposure to ultraviolet radiation

Lifestyle factors

Poor diet and nutrition

Tobacco smoking