Elements and Performance Criteria

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.


Good oral health refers to but may not be limited to:
A person's mouth that has:
breath without offensive odour
inflammation and lesion-free soft tissue
intact and stable teeth without cavities
moist lips without chapping
no build up of food, calculus or plaque
no oral pain
pink, moist, uncoated tongue
watery plentiful saliva
Looking after the whole mouth, including natural and artificial teeth, gums, tongue, lips and inside the cheeks
Oral health related quality of life factors, such as appearance, social interaction and self esteem


Oral health messages refers to:
State, territory or national statements that include evidence based current best practice techniques and strategies for maintaining good oral health


Oral health issues may be related 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 decay
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


Risk factors for oral diseases 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, 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
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


Oral hygiene techniques refer to the care of teeth, soft tissue and prostheses and may include, but not be 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 technique
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 carer, young children and babies
Techniques required for clients wearing oral appliances e.g. braces, crowns, implants and dentures
Use of other specific oral hygiene techniques and aids as specified in client's oral health care plan


Social and cultural determinants of health refer to:
The socio-economic and cultural factors that affect the living circumstances, quality of life, health literacy and in turn the health and wellbeing of individuals and communities


Individual motivations may include but are not limited to:
Access to services
Financial priorities
General health and wellbeing
Independence
Pain management
Potential consequences of poor oral hygiene, including impact on general health and specific health issues
Previous experience of oral health care
Psychological e.g. fear of being seen without dentures
Self-awareness of personal appearance
Self-esteem and social interaction


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 refer to:
The intended change in oral health knowledge, attitude and behaviour specific to the needs of the individual or group


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


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


Dental plaque refers to:
A biofilm containing bacteria deposited on the teeth and associated with the development of dental caries


Dental caries refers to:
A disease where bacterial processes damage hard tooth structure (enamel, dentine, and cementum)
also known as tooth decay


Dental erosion refers to:
Erosion of the tooth enamel and possibly the dentine caused by acids not of bacterial origin, such as those in acidic foods, acidic drinks and stomach acids


Periodontal disease refers to:
Diseases of the gum and/or the supporting bone that range from simple gingival or gum inflammation to serious disease that results in major damage to the soft tissue and bone that support the teeth:
gingivitis and periodontitis
characterised by:
bad breath (halitosis)
bleeding gums
discomfort in the gums
inflammation/infection
loosening of the teeth
receding of the gums
spaces opening between teeth


Prevention of oral diseases 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 diseases 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 health practitioners include:
Dental assistants
Dental hygienists
Dental prosthetists
Dental specialists e.g. orthodontist
Dental technicians
Dental therapists
Dentists
Oral health therapists


Other health practitioners include but are not limited to:
Aboriginal and/or Torres Strait Islander health workers
Dietitians
Enrolled nurses
General practitioners
Health promotion officers
Nutritionists
Occupational therapists
Registered nurses
Speech pathologists


Methods of delivery may include but are not limited to:
Audio visual presentation
Augmentative and alternative communication systems
Pamphlets and flyers
Pictures
Verbal presentation
Written documents


Appropriate aids may include:
Face mirror for client
Range of interdental aids
Range of manual and electric toothbrushes
Range of toothpastes
Range of topical self-care products e.g. alcohol-free mouthwash, fluoride supplements and tooth remineraliser
Resources e.g. teaching models


Special needs include but are not limited to:
Anxiety, including as a trigger for seizures
Cognitive impairment
Communication impairment
Cultural preferences
High gag reflex
Homelessness/rough sleeping
Immunosuppressed conditions
Intellectual disability
Language barriers
Mental illness
Oromotor impairment
Physical impairment
Swallowing disorder


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
Minimised harm from illicit drug use
Reduced frequency of snacking

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:
CHCPROM401B 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