Unit of competency Outline
Date retreived
22/07/2026 6:32 AM AWST
22/07/2026 6:32 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Support clients and groups to learn practical aspects of oral health care
Support clients and groups to learn practical aspects of oral health care
Unit of competency
National Code
CHCOHC402A
CHCOHC402A
State Code
WB984
WB984
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
12/08/2014
Field of Education
061307 - Health Promotion
Original Release Date
12/08/2014
Nominal Hours
30
Description
DescriptorThis unit describes the skills and knowledge required by workers to provide practical information and instruction to clients and groups in relevant aspects of oral health self-care
Notes
Elements and Performance Criteria
1. Use appropriate oral health care resources to address the needs of the target audience
- 1.1 Access and provide oral health information as required to address planned outcomes
- 1.2 Prepare information so that it is relevant to the target audience and use a person-centred approach to identify and respond effectively to individual needs
- 1.3 Ensure flexible approach to delivery, using materials and methods that take into account social and cultural determinants of health, location, economic and physical circumstances, age, language, culture, capability and communication needs of the target audience
- 1.4 Respond to client enquiries or concerns by providing accurate information about oral health issues and risk factors related to oral health, including the importance of diet and nutrition
- 1.5 Address identified client issues where appropriate by providing information about the importance of regular oral checks, risk factors for oral disease, prevention of oral disease, consequences of oral disease and the need to follow up oral problems
2. Demonstrate and provide information and instruction on oral hygiene techniques and appropriate aids to meet planned outcomes
- 2.1 Ascertain requirements specific to client by questioning, observing and accessing available information
- 2.2 Provide accurate instruction in a variety of relevant oral hygiene techniques and demonstrate techniques addressing specific client requirements
- 2.3 Use standard precautions to address infection control requirements
- 2.4 Work with clients to ensure effective toothbrushing and soft tissue care with both manual and electric toothbrushes and other oral hygiene aids where relevant
- 2.5 Demonstrate and provide instruction on the care of partial and full dentures
- 2.6 Provide instruction on the use of fluoride toothpaste and the option of topical self-care products, advising clients to further discuss with their oral health care practitioner as appropriate
- 2.7 Provide support in a person-centred manner that engages the target audience, provides a basis for making informed decisions and encourages them to actively participate and ask questions
- 2.8 Provide opportunities for participants to demonstrate learned skills
- 2.9 Encourage clients to follow effective oral hygiene practices and make positive knowledge, attitude and behavioural changes
- 2.10 Maintain client confidentiality in line with organisation and legislative guidelines
3. Follow up and reinforce oral health information and instruction
- 3.1 Implement a review strategy to determine the effectiveness of the oral health information and instruction and whether planned outcomes were met
- 3.2 Implement changes to oral health information and instruction processes based on review outcomes
- 3.3 Regularly update and maintain records of oral health care programs delivered according to organisation policies and procedures
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. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Target audience may include but is not limited to individuals and groups who are:
Aboriginal and Torres Strait Islander peoples
Children and adolescents
Financially or socially disadvantaged
Friends, families and/or carers of clients
From culturally and linguistically diverse backgrounds, including refugees and migrants
Living in rural, remote or isolated areas
Older people
Palliative care clients
People with chronic disease e.g. diabetes and osteoporosis
People with disability and/or support needs
People with immunosuppressed conditions
People with mental health issues
People with substance misuse issues
Pregnant women
Taking medications that affect oral health
Young parents
Oral health information may include but is not limited to:
Brochures, posters and information sheets
Models and mirrors
PowerPoint presentations
Resources available for specific groups, such as children, people from culturally and linguistically diverse backgrounds and people with disabilities
Videos/DVDs/CD-ROMs
Web-based resources, such as those available on The National Oral Health Clearinghouse and government health department websites, including oral health messages
Planned outcomes may refer to:
The intended change in oral health knowledge, attitude and behaviour specific to the needs of the individual or group
Person-centred refers to:
Involving clients in discussions about service delivery options and issues
Involving clients in informed decision-making relating to their care/service
Listening to and addressing complaints
Obtaining informed consent
Providing effective service delivery
Putting clients, carers and their preferences at the centre of service delivery
Oral health issues may include but are not limited to:
Damage to teeth due to trauma
Damage to soft tissues e.g. due to smoking or prescribed and non-prescribed drugs and over the counter and herbal treatments
Dental caries
Developmental abnormalities
Non-carious tooth wear:
abrasion
attrition
erosion (acid)
Oromotor impairment
Periodontal disease
Physical impairment
Poor nutrition and eating and drinking habits
Poor oral hygiene
Poorly fitting or lack of dentures and other prosthesis
Quality and quantity of saliva
Soft tissue lesions
Systemic conditions
Importance of diet and nutrition on oral health may include:
Ensuring dietary habits, including fluids are in line with current Australian Dietary Guidelines and taking into consideration:
composition
consistency
following
frequency of intake
quantity of intake
Impact of cariogenic and acidic food and drinks
Risk factors for oral disease may include but not be limited to:
Age-related deterioration
Bleeding gums
Chronic conditions, such as diabetes
Cognitive, physical or psychological disability
Diet and nutrition related factors in the development of dental caries, including:
consumption and frequency of foods with high sugar content and/or highly acidic drinks, such as carbonated drinks, fruit juices and sports drinks
incorrect use of infant feeding and dummies in babies/children
Eating disorders
Exposure to radiation and chemotherapy
High levels of plaque
Impact of chewing tobacco
Impact of smoking on oral soft tissues
Lack of fluoride
Lack of regular dental visits
Mental illness or disorder
Metabolic disorders
Oral piercing
Poor oral hygiene
Salivary function
Use and misuse of alcohol, licit and illicit drugs and substances and over the counter and herbal treatments e.g. opioids and psychotropic drugs
Prevention of oral disease may include but is not limited to:
Addressing alcohol, drug and substance misuse issues within a harm minimisation framework
Appropriate timing of oral hygiene e.g. after food or medication
Dietary change
Effective oral health self-care practices
Encouraging smoking cessation
Increasing salivary flow and optimising its composition
Increasing water intake to recommended amount
Plaque control and removal
Preventing oral trauma from sports and other injuries
Promoting the use of fluorides
Regular visits to oral health practitioners
Consequences of oral disease may include but are not limited to:
Behavioural change
Emotional and psychological issues
Financial impact e.g. loss of employment
Ill health
Impaired social interaction
Inability to concentrate related, for example, to pain
Infection
Missed school or work days
Nausea
Noticeable physical changes
Nutritional deficiencies
Pain which may vary from minor to extreme levels
Possible systemic illness
Reduced life span
Reduced quality of life
Reduced self-esteem
Speech impairment
Oral hygiene techniques may include, but are not limited to:
Appropriate use of oral health products, including fluoride toothpaste and alcohol-free mouthwash when recommended
Cleaning and maintaining of full and partial dentures and all natural teeth
Manual and electric tooth-brushing techniques
Modifications to toothbrush handles for specific needs of client/carer e.g. as modified by an occupational therapist
Techniques for clients with specific needs e.g. cognitive impairment, physical disability, aged clients and carers, young children and babies
Techniques required for clients wearing oral appliances e.g. braces, crowns, implants and dentures
Use of other specific oral hygiene aids when specified in client's oral health care plan
Appropriate aids may include:
Alcohol-free mouthwash
Face mirror for client
Interdental brushes
Range of manual and electric toothbrushes
Range of oral hygiene aids e.g. mouth props
Range of toothpastes
Standard precautions refer to infection control which includes:
Wash hands before and after oral care
Appropriate use of personal protective equipment (PPE):
eye/facial protection e.g. glasses/face shield
gloves
gown
mask
Disposal of PPE
Toothbrushing may include:
Using currently accepted methods to clean:
natural teeth
fixed and removable prostheses
soft tissue
Knowledge, attitude and behavioural changes may include:
Appropriate infant feeding, including:
breast and bottle feeding
introduction of solids
Cessation of smoking
Ensuring fluoride intake
Improved diet and nutrition, including reduced frequency of drinks containing acid and sugars, such as carbonated drinks, fruit juices and sports drinks
Improved oral hygiene techniques and practices, including increased salivary flow
Increased sense of control over own oral health
Increased use of oral health services
Limiting foods or drinks that stay in the mouth for long periods of time
Reduced frequency of snacking
Use of strategies to minimise harm from licit and illicit drugs
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Target audience may include but is not limited to individuals and groups who are:
Aboriginal and Torres Strait Islander peoples
Children and adolescents
Financially or socially disadvantaged
Friends, families and/or carers of clients
From culturally and linguistically diverse backgrounds, including refugees and migrants
Living in rural, remote or isolated areas
Older people
Palliative care clients
People with chronic disease e.g. diabetes and osteoporosis
People with disability and/or support needs
People with immunosuppressed conditions
People with mental health issues
People with substance misuse issues
Pregnant women
Taking medications that affect oral health
Young parents
Oral health information may include but is not limited to:
Brochures, posters and information sheets
Models and mirrors
PowerPoint presentations
Resources available for specific groups, such as children, people from culturally and linguistically diverse backgrounds and people with disabilities
Videos/DVDs/CD-ROMs
Web-based resources, such as those available on The National Oral Health Clearinghouse and government health department websites, including oral health messages
Planned outcomes may refer to:
The intended change in oral health knowledge, attitude and behaviour specific to the needs of the individual or group
Person-centred refers to:
Involving clients in discussions about service delivery options and issues
Involving clients in informed decision-making relating to their care/service
Listening to and addressing complaints
Obtaining informed consent
Providing effective service delivery
Putting clients, carers and their preferences at the centre of service delivery
Oral health issues may include but are not limited to:
Damage to teeth due to trauma
Damage to soft tissues e.g. due to smoking or prescribed and non-prescribed drugs and over the counter and herbal treatments
Dental caries
Developmental abnormalities
Non-carious tooth wear:
abrasion
attrition
erosion (acid)
Oromotor impairment
Periodontal disease
Physical impairment
Poor nutrition and eating and drinking habits
Poor oral hygiene
Poorly fitting or lack of dentures and other prosthesis
Quality and quantity of saliva
Soft tissue lesions
Systemic conditions
Importance of diet and nutrition on oral health may include:
Ensuring dietary habits, including fluids are in line with current Australian Dietary Guidelines and taking into consideration:
composition
consistency
following
frequency of intake
quantity of intake
Impact of cariogenic and acidic food and drinks
Risk factors for oral disease may include but not be limited to:
Age-related deterioration
Bleeding gums
Chronic conditions, such as diabetes
Cognitive, physical or psychological disability
Diet and nutrition related factors in the development of dental caries, including:
consumption and frequency of foods with high sugar content and/or highly acidic drinks, such as carbonated drinks, fruit juices and sports drinks
incorrect use of infant feeding and dummies in babies/children
Eating disorders
Exposure to radiation and chemotherapy
High levels of plaque
Impact of chewing tobacco
Impact of smoking on oral soft tissues
Lack of fluoride
Lack of regular dental visits
Mental illness or disorder
Metabolic disorders
Oral piercing
Poor oral hygiene
Salivary function
Use and misuse of alcohol, licit and illicit drugs and substances and over the counter and herbal treatments e.g. opioids and psychotropic drugs
Prevention of oral disease may include but is not limited to:
Addressing alcohol, drug and substance misuse issues within a harm minimisation framework
Appropriate timing of oral hygiene e.g. after food or medication
Dietary change
Effective oral health self-care practices
Encouraging smoking cessation
Increasing salivary flow and optimising its composition
Increasing water intake to recommended amount
Plaque control and removal
Preventing oral trauma from sports and other injuries
Promoting the use of fluorides
Regular visits to oral health practitioners
Consequences of oral disease may include but are not limited to:
Behavioural change
Emotional and psychological issues
Financial impact e.g. loss of employment
Ill health
Impaired social interaction
Inability to concentrate related, for example, to pain
Infection
Missed school or work days
Nausea
Noticeable physical changes
Nutritional deficiencies
Pain which may vary from minor to extreme levels
Possible systemic illness
Reduced life span
Reduced quality of life
Reduced self-esteem
Speech impairment
Oral hygiene techniques may include, but are not limited to:
Appropriate use of oral health products, including fluoride toothpaste and alcohol-free mouthwash when recommended
Cleaning and maintaining of full and partial dentures and all natural teeth
Manual and electric tooth-brushing techniques
Modifications to toothbrush handles for specific needs of client/carer e.g. as modified by an occupational therapist
Techniques for clients with specific needs e.g. cognitive impairment, physical disability, aged clients and carers, young children and babies
Techniques required for clients wearing oral appliances e.g. braces, crowns, implants and dentures
Use of other specific oral hygiene aids when specified in client's oral health care plan
Appropriate aids may include:
Alcohol-free mouthwash
Face mirror for client
Interdental brushes
Range of manual and electric toothbrushes
Range of oral hygiene aids e.g. mouth props
Range of toothpastes
Standard precautions refer to infection control which includes:
Wash hands before and after oral care
Appropriate use of personal protective equipment (PPE):
eye/facial protection e.g. glasses/face shield
gloves
gown
mask
Disposal of PPE
Toothbrushing may include:
Using currently accepted methods to clean:
natural teeth
fixed and removable prostheses
soft tissue
Knowledge, attitude and behavioural changes may include:
Appropriate infant feeding, including:
breast and bottle feeding
introduction of solids
Cessation of smoking
Ensuring fluoride intake
Improved diet and nutrition, including reduced frequency of drinks containing acid and sugars, such as carbonated drinks, fruit juices and sports drinks
Improved oral hygiene techniques and practices, including increased salivary flow
Increased sense of control over own oral health
Increased use of oral health services
Limiting foods or drinks that stay in the mouth for long periods of time
Reduced frequency of snacking
Use of strategies to minimise harm from licit and illicit drugs
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 unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit is best assessed in the workplace or in a simulated workplace under the normal range of conditions
Consistency in performance should consider the particular workplace context
Access and equity considerations:
All workers in health and community services environments should be aware of access, equity and human rights 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 issues facing Aboriginal and/or Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and/or Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include:
access to appropriate workplace where assessment can take place
simulation of realistic workplace setting
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competency will include observation of processes and procedures, oral and/or written questioning on essential knowledge and skills and consideration of required attitudes
Consistency of performance should be demonstrated over a range of relevant workplace conditions
Related units:
This unit may be assessed independently or in conjunction with other units with associated workplace application, such as:
CHCPROM401C Share health information
BSBCMM401A Make a presentation
Chronic disease self-management skill set
Where this function involves working with groups, candidates may need to undertake a unit in working with groups, such as:
CHCGROUP403D Plan and conduct group activities
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 unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit is best assessed in the workplace or in a simulated workplace under the normal range of conditions
Consistency in performance should consider the particular workplace context
Access and equity considerations:
All workers in health and community services environments should be aware of access, equity and human rights 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 issues facing Aboriginal and/or Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and/or Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include:
access to appropriate workplace where assessment can take place
simulation of realistic workplace setting
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competency will include observation of processes and procedures, oral and/or written questioning on essential knowledge and skills and consideration of required attitudes
Consistency of performance should be demonstrated over a range of relevant workplace conditions
Related units:
This unit may be assessed independently or in conjunction with other units with associated workplace application, such as:
CHCPROM401C Share health information
BSBCMM401A Make a presentation
Chronic disease self-management skill set
Where this function involves working with groups, candidates may need to undertake a unit in working with groups, such as:
CHCGROUP403D Plan and conduct group activities
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVA14 | HLTOHC002 | Inform and support patients and groups about oral health | Unit of competency |