ICPC
Introduction to Comprehensive Patient Care
Protocol and Techniques for Outreach Events
Ms. Jan Fricke and Ms. Nancy Thompson
Winter Quarter 2006
Objectives
1.To provide information and resources for organizing and implementing dental health education in a community/classroom setting
2.List the five components of organizing community outreach events.
3.Recognize the developmental stages of children related to an outreach presentation.
4..How to organize a classroom presentation.
Community Outreach Events
This outline will help provide information on how to crate a dental health education
Program. The areas include organization, resources, education materials, implementation and evaluation.
ORGANIZATION
A). Date, time
B). Location (indoor/outdoor)
C). Size / age of group at presentation
D). Equipment (tables,chairs, blackboard, easel, audiovisual)
E). Staff / volunteers (proportionate to group size, recruitment)
F). Inservice “Preplanning, training, outline of responsibilities”
RESOURCES
A). American Dental Association
B). California Dental Association
C). Local Dental Society
D) Dental Schools
E). Community Service Groups (Lion’s Club, etc).
F). Dental Supply Companies
G). Oral Health Education Material Resource Guide
(Dental Health Foundation)
H). Oral Health Resources on the Web
EDUCATIONAL MATERIALS
A). Age appropriate
B). Multi-lingual
C). Pediatric Dental Terminology
D). Universal sinage (simple, clear symbol, drawings)
E). Visual aids (posters, models, etc).
F). copyright infringement
IMPLMENTATION
A). Outline of program time schedule
B). Delegation of duties- team leader
C). Lit of supplies/material for presentation
D). Transportation, map, directions, parking
E). Set-up
F). Break-down
EVALUATION
A). Meet your goals
B). Client knowledge/retention (testing by playing a dental health game
C). Behavior change
D). Decrease in decay
ORAL HEALTH RESOUCE WEBSITES
Academy of General Dentistry-
American Dental Association –
American Academy of Pediatric Dentistry-
American Cleft Palate-Crainiofacial Association-
American Dietetic Association-
California Dental Association-
California Society of Pediatric Dentistry-
CDC’s Oral Health Program-
Colgate-
Food Pyramid-
Department of Health and Human Services-
DHHS Public Healthfinder-
Oral-B Laboratories-
OralCancerInformationCenter-
Proctor and Gamble-
The Dental consuber Advisor-
The Dental Site-
United States Department of Agrilculture-
University of the Pacific, Arthur A. Dugoni School of Dentistry-
PEDIATRIC DENTAL TERMINOLOGY
AirWind
Amalgam/AlloySilver Star, silver filling
AspiratorVacuum cleaner
BloodRed, Hem, Pink, RBC’s
Caries, decaySugar bugs, tooth bugs
ExplorerTooth counter, tooth feeler
ExtractionSunshine the tooth, E.X. T.
FluorideTooth vitamins
Highspeed, drillWater whistle
Hurt, painbother, uncomfortable
NeedleStraw, shor/long tip
PlaqueClear sticky film
Rubber DamRubber raincoat
Rubber Dam ClampTooth ring
Rubber dam forcepsTooth ring holder
Rubber dam frameCoat rack
Saliva EjectorMr. Slurpy, Mr. Thirsty,
SlowspeedAir whistle, Mr. Bumpy
Stainless Steel CrownSilver hat, tooth hat
Topical Anesthetic“Flavored” jelly
Testing for anesthesiaSmall scratch, push
X-rayTooth picture
XylocaineSleepy juice
DENTAL HEALTH OUTREACH
FOR CLASSROOM PRESENTATIONS
I. Introduction
a. Introduce yourself
b. Overview of presentation
II. First visit to the dentist
a. Infection Control
b. Dental Chart (The storybook about you and your teeth)
c. Dental Chair
d. Mirror/Tooth counter
e. X-rays, panorex, bitewings, periapicals
III. Diet and Nutrition
a. Good foods
b. Bad or not so good foods
c. Food pyramid
IV. Decay Process
a. Plaque: formation-periodontal disease
b. Tooth model parts of the tooth
c. Process of decay equation
V. Disclosing
a. Why disclose
b. Methods to disclose tablets/liquid show pictures of disclosed teeth
VI. Brushing and Flossing
a. Types of floss waxed, unwaxed, flavored
b. Method of flossing 18” around middle finger use thumbs and index to help
c. Flossing aides
VIII. Fluoride (Tooth Vitamins)
a. Nutrient that helps to keep teeth strong and resistant to decay, vitamins
b. Ways to obtain fluoride, water, tablets, mouthrinses (Act, Fluoriguard) toothpaste
DENTAL HEALTH OUTREACH PRESENTATIONS
Be on time
Confirm the contact person’s name, phone number, e-mail address
Obtain location, directions, parking availability
Prepare your materials, i.e. outline of presentation, visual aids
Know your audience’s age and comprehension level
Use appropriate terminology for each age/educational level
Encourage questions from the audience
Call on a variety of children for questions-always tell children to raise their hand
Repeat the question to the audience before beginning your answer
Demonstrate concepts with “tell, show and do” method
Practice prior to your presentation
Only display the visual aids you need for that specific topic-too many others will be a distraction
Make sure everyone can see your demonstration
Try not to pass items around as you talk, this distracts from your presentation
Maintain eye contact with everyone in the classroom
CLASSROOM MANAGEMENT
The teacher should stay in the classroom during the presentation
Set guidelines-explain your presentation, purpose, objectives, children must save questions for the end and no story telling i.e. “Grandma puts her teeth in a cup of water every night”
At the end of your presentation ask the teacher to assign small groups to come up to view your visual aids. Review basic concepts.
Classroom presentations are typically no more than 20 minutes in length. to keep the children’s attention and adhere to their classroom schedule
Thank the class for inviting you to their school
Remember…you are representing the University of the PacificArthurA.DugoniSchool of Dentistry.
- BE PROFESSIONAL
- ACT PROFESSIONAL
- DRESS PROFESSIONAL
- WEAR YOUR I.D. BADGE AT ALL TIMES
HAVE A WONDERFUL EXPERIENCE!
Age Profiles
General summary: must consider total development - composed of many variables (motor, intellectual, emotional and social), which usually mature at different rates.
1-1½ Infant child
Communication poor - vocabulary 12-50 words - but ability to comprehend beginning
Solitary
Shy with new people
Needs to be in parent’s lap
2-2½ Contrary – ‘terrible two’ - asserts independence and autonomy
Shows extremes - intense activity to passive quiescence
Usually unable to treat without management adjuncts
Needs to be in parent’s lap
3Can communicate and understand more
Dramatic change from ‘terrible two’ - coming of age
Difference between boys and girls - girls frequently more mature
Try to please and comfort docile
Knows three digits (1, 2, 3)
Somewhere around 3½ you can start reasoning with the child (giving them choices, etc); will more than likely jump up into the dental chair and allow a complete exam and tooth cleaning (with or without parent present)
4Variable - lively, assertive - communicates well and imaginative but may be voluble, insecure, antisocial (‘I hate you’); similar to two years of age but with increasing level of motor, language and social function; contrary (‘no’)
3-5Colorful approaches - responds to fantasies and imagination
Magic, clowning
‘Helper’
Talk at their level - not below; does not understand consequences of dental neglect
75% of communication is non-verbal
Seek cooperation rather than understanding
5Fears decrease; wants social acceptance
Mature
Can picture ideas in mind (hypnosis now a possible technique)
When lost, knows address; if parent can’t find her, they’re lost
Simplistic thinking
6Increasing fear as she moves away from family
7-9Interested, cooperative, most oedipal anxieties resolved; give some control - raise hand if something bothers, etc; give options to select
10-12Generally good but prepubescent turmoil
‘Open door’ and ‘stay all day’ techniques
Some truly apprehensive
Again need some control
Summary:It is helpful to know children are exhibiting appropriate behavior for their age levels. Also, expect some normal regression in periods of stress.
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ICPC
Introduction to Comprehensive Patient Care
Dental Health Education
PreschoolDemonstrate the difference between ‘good’ and ‘bad’ foods. Develop an exercise to teach basics of plaque control, using a toothbrush.
KindergartenTeach keeping the mouth clean; brushing the teeth and washing out or
1st Grade rinsing the mouth. If possible, reach the parents to encourage tooth brushing at home and stress the importance of baby teeth. Discuss the role of the dentist in preventing fractured incisors and hygiene in the classroom. Teach simple facts about diet.
2nd - 4thTeach the importance of protecting the teeth through proper care and the importance of visits to the dentist and keeping teeth clean. Teach simple facts about diet, especially candy, and the need for rinsing the mouth after eating.
5th - 6thTeach the importance of good dental health to overall physical health. Introduce tooth structure and the importance of proper brushing technique. Provide more detailed information on the seriousness of dental disease, the importance of dental care and good oral hygiene. Discuss orthodontic problems.
Junior HighThis is the ‘scientific age’ and the beginning of interest in appearance, chemical aspects of tooth formation, importance of preventive measures, community dental resources, and the pros and cons of fluoridation; report studies in dental research. Nutrition, especially diet, is important and how to distinguish facts and fads. Emphasize dental health care and the prevention of periodontal disease. Include dental health education in health and science courses. Discuss orthodontics and the importance of mouth guards in sports.
Senior HighStress the importance of making decisions based on reliable data. Teach the reason for the cause of dental disease, including periodontal disease and oral cancer, as well as preventive measures. Stress the importance of nutrition as it relates to pregnancy; teach how teeth develop in the embryo. Evaluate mass media information and interpret research findings. Discuss the effects of smoking and smokeless tobacco on oral health. Encourage peer teaching by high school students to younger students.
How to take care of your Child’s Teeth
Infant
Use a gauze pad or washcloth and wipe gums after bottle.
Use a soft bristle brush
Hold the baby’s head in your lap sitting position; lift the lip to check gums and teeth, inside and outside surfaces and to brush.
Brush 3 sides of the teeth, front, back, chewing surface after each feeding.
First visit to the dentist should be by the first birthday.
Child
Let your child select their own size/color toothbrush
Rinse and store the toothbrush upright in a cup/ holder
Set a good example by maintaining your own good oral hygiene
Let your child watch you brush after each meal/snack and make it a family event.
Assist your child until the age of 10 years with brushing/flossing
Use a disclosing tablet/ solution to help see areas of plaque.
Tooth brushing
Select size appropriate, soft bristle, easily gripped
Avoid hard bristles which injure gums
Replace toothbrush when bristles are frayed
Place a pea-size amount of tooth paste on the toothbrush
Using a circular motion, angle toothbrush at a 45 degree angel into the gumline; avoid vigorously brushing back-and-forth- which causes gum abrasion
Remember to brush the front, back chewing surfaces of all teeth
After brushing the teeth, brush the tongue to remove plaque too.
Flossing
Removes food in between the teeth and gums where the toothbrush does not reach
Children do not have the hand skills to floss
Adults must help floss to avoid injury to the gums
Floss aids are available at drug stores
Choose the type of dental floss which works well for you
(Tape, Waxed, Unwaxed, Glide, Flavored)
Using about 18 inches, wrap the floss in between 2 teeth and curve it around into a “C” shape carefully not to “snap” it down and injuring the gums. Slide the floss up and down to remove any food/ plaque. Unwind and rewind on the other finger a new section of floss and repeat on each tooth.
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