Unit of competency Outline
Date retreived
22/07/2026 3:32 PM AWST
22/07/2026 3:32 PM 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.
Implement an oral health promotion program
Implement an oral health promotion program
Unit of competency
National Code
HLTDA414B
HLTDA414B
State Code
D5859
D5859
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
02/08/2011
Field of Education
060799 - Dental Studies, N.e.c.
Original Release Date
02/08/2011
Nominal Hours
120
Description
DescriptorThis unit of competency describes the skills and knowledge required to provide an oral health promotion program This unit acknowledges that dental diseases are the most prevalent chronic diseases worldwide and that oral disease impacts on a person's everyday life causing pain and disability and influencing eating, sleeping and social rolesAll procedures are carried out in accordance with occupational health and safety policies and procedures, current infection control guidelines, Australia/New Zealand Standards, state/territory legislative requirements and organisation policy
Notes
Elements and Performance Criteria
1. Deliver an oral health promotion program
- 1.1 Identify the target group and appropriate teaching and learning styles to effectively communicate an oral health promotion program
- 1.2 Prioritise the oral health issues fore the target group and the potential foe effective interventions
- 1.3 Prepare oral health promotion materials suitable for use across age groups
- 1.4 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
- 1.5 Actively involve community groups in health decision making and setting of oral health promotion priorities
- 1.6 Implement a review strategy to determine the effectiveness of the oral health promotion program
2. Develop oral health promotion strategies for a target group
- 2.1 Provide information on the causes of oral diseases to a target group appropriately and completely using language that can be easily understood
- 2.2 Provide information on the prevention of oral diseases appropriately and completely using language that can be easily understood
- 2.3 Develop and give appropriate information on acids and fermentable carbohydrates in a manner that can be easily understood
- 2.4 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
- 2.5 Provide information appropriately on dentally healthy lifestyle and behavioural change
- 2.6 Provide an appropriate environment for the target group to ask questions and become involved in oral health
3. Integrate oral health promotion with targeted National Health Priorities
- 3.1 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
- 3.2 Personalise the delivery of health information so that it is immediately relevant to the individual and the consequences of behaviour
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
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
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
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
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWA43 | HLTDEN011 | Implement an oral health promotion program | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J092 | HLT43012 | Certificate IV in Dental Assisting | Qualification |