Module - Chairside Assisting
Faculty Teaching Guide for Chairside Dental Assisting with Labs
Module - Chairside Assisting
Faculty Teaching Guide for Chairside Dental Assisting with Labs
Module - Chairside Assisting
Review of Previous Module
Review topics from the previous module to confirm understanding prior to presenting new material.
Module Overview
This module introduces basic skills required by dental assistants. Taking care of the dental patient begins as they are directed to the dental chair. Quality care starts as the dental treatment room is prepared and instruments are set up. Working properly at chairside requires proper posture and attention to detail. Understanding the dental setting by facility, the role of the dental assistant, and the responsibilities involved in insuring safety for both the patient and the dental staff is the focus of this module.
The Big Picture
Resources
This module utilizes the following learner resources:
Textbooks:
Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN 1-4018-3480-9.
Safety Standards and Infection Control for Dental Assistants, by Ellen Dietz, Delmar Learning, 2002. ISBN 0-7668-2659-7.
Workbook: Workbook to Accompany Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J. Phinney and Judy Halstead, prepared by Karen L. Waide, Delmar Learning, 2004. ISBN 1-4018-3483-3.
Instructor’s Manual:Instructor’s Manual to Accompany Delmar’s Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN 1-4018-3482-5.
Delmar’s Dental Assisting Video Series: Delmar Learning. ISBN 0-7668-1031-3
Faculty CD-ROM: The faculty CD-ROM includes this Faculty Guide and the Power Point Presentation for Nutrition, Anatomy and Physiology.Chairside Dental Assisting with Labs.
Additional Resources
Electronic Classroom Manager to Accompany Delamr’s Dental Assisting, A Comprehensive Approach, 2nd edition, by Donna J. Phinney and Judy Halstead. Delmar Learning, 2004. ISBN: 1-4018-3484-1.
Section 1: Introduction to Chairside Assisting
Section Overview
Patient care begins when the dental treatment room is prepared with barriers, instruments, and equipment. As the patient is escorted to the operatory, the patient should be made to feel comfortable in the dental environment. After seating the patient in the dental chair the dental assistant washes his or her hands and continues preparation for the procedure. Following patient treatment, the assistant cleans the area and sterilizes the instruments.
Outline of Section
Part A: Dental Office
Part B: Instrument Exchange
Learning Objectives and Competencies
These learning activities directly address the Learning Objectives and
Competencies as stated.
Knowledge:
- Define the Key Terms.
Comprehension
- Explain basic concepts of chairside dental assisting.
Application
3. Demonstrate the steps necessary to prepare for patient treatment.
4. Demonstrate seating and dismissing a patient.
5. Demonstrate proper dental instrument transfer.
6. Demonstrate ergonomics of the operator and the dental assistant at chairside.
7. Demonstrate the use of equipment used for treatment in the oral cavity.
Learning Activities
These learning activities directly address the Learning Objectives and Competencies as stated.
[Insert Homework Assignment icon] Key Term Glossary (Part A, Objective 1)
[Insert In-Class Activity icon] Seating the Dental Patient(Part A, Objectives 3-4)
[Insert In-Class Activity icon] Dismissing the Dental Patient (Part A, Objective 4)
[Insert Homework Assignment icon] Textbook Assignments (Part A, All Objectives)
[Insert Homework Assignment icon] Posttests (Part A, Objectives 3 & 7)
[Insert In-Class Activity icon] Homework Review (Part B, All Objectives)[Insert In-Class Activity icon] Homework Review (Part B, All Objectives)
[Insert In-Class Activity icon] One-Handed Instrument Transfer(Part B, Objectives 4-6s)
[Insert In-Class Activity icon] Evacuation of the Oral Cavity (Part B, Objectives 5-7)
[Insert Homework Assignment icon] Textbook and Workbook Assignment (Part B, All Objectives)
[Insert Homework Assignment icon] End of Chapter Activities (Part B, All Objectives)
Part A: The Dental Office
Overview
A patient’s first impression of the dental office begins when they walk in. The dental assistant has a vital role as an effective communicator to greet the patient, put them at ease, and review their medical history. The operatory should be prepared before the patient is received.
Initial Questions and Activities
1. What are some things the dental assistant can talk about to help the patient
become more comfortable?
Almost any topic would make the patient more comfortable. Be sure to introduce yourself and communicate in a professional manner with the patient.
Key Concepts / References and Activities / SlidesIntroduction to the Module / Slides 1-2
Introduction to Section 1 / Slides 3-4
Key Terms / [Insert Home Ass icon] Key Term Glossary / Slides 5-6
The Dental Office / Chapter ____, pp. ____ (Phinney & Halstead)
[Insert In-Class Activity icon] Seating the Dental Patient
[Insert In-Class Activity icon] Dismissing the Dental Patient
[Insert Home Ass icon] Textbook Assignments
[Insert Home Ass icon] Posttests / Slides 7-26
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Act [ ] Evaluation
[Insert In-Class Act icon] In-Class Activities
Seating the Dental Patient (Part A, Objectives 3-4). Goal: For learners to practice preparing a patient for treatment. Learners should set up an operatory with instruments as outlined in the Seating the Dental Patient Procedure in Chapter ____, pg. ____(Phinney & Halstead). Aseptic technique must be followed as learners take turns being the patient and the assistant. Instructor should divide the class into teams, depending on number of operatories supplies, and instruments available for each team. The instructor should walk around as each team is performing their tasks to insure that each step is understood and correctly completed.
Dismissing the Dental Patient (Part A, Objective 4). Goal: For learners to practice preparing a patient for treatment. Learners should break down an operatory as outlined in the Dismissing the Dental Patient Procedure in Chapter ____, pg. ____(Phinney & Halstead). Aseptic technique must be followed as learners put instruments and supplies away. Instructor should provide patient charts so treatment can be documented. The instructor should walk around as each team is performing their tasks to insure that each step is understood and correctly completed.
[Insert In-Class Dis Ques icon]In-Class Discussion
1. Why is it important to set up the dental treatment room before going to get the patient?
Everything should be prepared before the dental assistant receives the patient so the patient doesn’t have to sit in the chair while instruments, trays, handpieces and other items are being set out.
[Insert Home Ass icon]Homework Assignments
Key Term Glossary. Learners will define key terms listed in the PowerPoint presentation. They are to enter this glossary on disk, in a dedicated notebook or in a designated part of a notebook. They are expected to augment information from text or lecture with other resources including any available in the school or public libraries or on the Internet and will be graded at the end of the module on completeness and presentation.
Textbook Assignments. Learners are to read Chapter ____ (Phinney & Halstead). Have learners also read Chapters 7, 8 and 9 (Dietz). Explain to learners that much of this may be review but due to the importance of the material they need to refresh their understanding of issues such as protective equipment, infection control, and surface asepsis prior to working on patients.
Posttests. Have learners complete the Posttests in Chapters 7, 8, and 9 (Dietz) and be prepared to review them in class. Much of this information was discussed in Course 1 Module 2, but is delivered in a different format in these chapters. It is important to recap safety and infection control techniques in view of the fact that they will be working on live patients during this section.
Presentation Tools
Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.
Slide 1 / [Insert CDA 2-1]CDA – Stands for Chairside Dental Assisting with Labs. The 1st number indicates the Module called Chairside Dental Assisting. The second number indicates the slide number. / Power Point Presentation for Chairside Dental Assisting with Labs
Module: Chairside Dental Assisting
Prior to introducing this module. Ask learners if any questions remain from the previous module. If questions remain review the material as needed.
Introduce the module.
Slide 2 / [Insert CDA 2-2] / Module: Chairside Dental Assisting
Introduce the sections and each part.
Slide 3 / [Insert CDA 2-3] / Section 1: Introduction to Chairside Assisting
Discuss each objective in detail. Learners need to know what they will be learning and why. Try to relate it back to their careers as dental assistants.
Slide 4 / [Insert IIDACDA 2-4] / Section 1: Introduction to Chairside Assisting (cont.)
Continue to discuss each objective in detail.
Slide 5 / [Insert CDA 2-5] / Key Terms
Review each key term and discuss.
Homework Assignment: Stop here and remind learners about the Key Term Glossary assignment.
Slide 6 / [Insert IIDACDA 2-6] / Key Terms (cont.)
Continue to review each key term and discuss.
Slide 7 / [Insert CDA 2-7] / Part A: The Dental Office
Discuss the different rooms and areas of a dental office. Point out that first impressions are lasting impressions and that the dental assistant has the responsibility to help their patients feel at ease in the dental office and that this takes communication skills. The assistant should introduce themselves and ensure they are pronouncing the patient’s name correctly as they escort their patient to the treatment area.
Slide 8 / [Insert CDA 2-8] / The Dental Operatory
Explain that the dental treatment room needs to be prepared before the assistant brings the patient back. All barriers need to be placed, the burs, handpieces, instruments, and other supplies ready, as well has the patient’s x-rays on the view box and the chart open.
Question: What kind of impression may be given if the treatment room is not well prepared for the patient?
Slide 9 / [Insert CDA 2-9] / The Dental Assistant Stool
Note to the Instructor: During this discussion, have a dental assistant stool in the front of the class. As each issue is discussed, use the stool as a tool to present the information. For instance, when discussing how to sit, invite a learner to come up front. Have the learner illustrate poor posture vs. posture that is correct.
Explain that the dental assistant will sit higher than the dentist, so both have a clear view of the operating field. The extended arm should be used as an abdominal support, the assistant’s legs toward the back of the chair, the instrument tray within an arm’s reach, and the front of the assistant’s stool even with the patient’s mouth.
Inform learners that dentists and dental assistants should sit with their back straight and head relatively erect. This helps prevent curvature of the spine. The patient should be lowered to a position that places the treatment site as close to the dentist’s elbow as possible. The assistant should sit as close as possible to the back of the patient’s chair, where hose attachments, instruments, and materials can be reached without leaning, twisting, or overextending the arms.
Slide 10 / [Insert CDA 2-10] / Activity Zones
Explain that the activity zones are identified so that the operator and assistant both have good visibility of the oral cavity, have easy access to instruments, and are able to transfer instruments, and evacuate the mouth smoothly and safely for the patient.
Ensure learners understand that good posture is necessary especially for longer appointments, and over the time of a person’s career repetitive motions could create problems if not accomplished properly.
Slide 11 / [Insert CDA 2-11] / Right Handed Operator Positions
Note to Instructor: Continue to usual visuals such as chairs and instruments to demonstrate correct positioning.
Discuss with learners how the dental assistant and operator are positioned if the dentist is right handed.
Slide 12 / [Insert CDA 2-12] / Left Handed Operator Positions
Explain the difference of operator and assistant locations when the dentist is left handed. Point out that during procedures when the dental assistant is the operator, positioning will be depend on if the assistant is left handed rather than right handed.
Slide 13 / [Insert CDA 2-13] / Office Routines
Discuss the various types of responsibilities that dental assistants will be doing daily as they arrive to work and before they leave the office for the day.
Address the variety of maintenance tasks that must also be taken care of on a regular basis.
Slide 14 / [Insert CDA 2-14] / Patient Treatment
Discuss the purpose of reviewing the patient’s medical history once the patient has been seated in the dental chair.
Review how each patient should be seated.
Short Activity: Stop and show the section on Seating the Dental Patient on Video 1: Introduction to Chairside Assisting.
In- Class Activity: Stop here for the Seating the Dental Patient activity.
Slide 15 / [Insert CDA 2-15] / Patient Position – The Mandibular Arch
Demonstrate how the patient and light are positioned when providing treatment on the lower arch and how the assistant needs to use the high volume evacuator in the left hand to retract the cheek, or tongue, depending on right or left side treatment.
Slide 16 / [Insert CDA 2-16] / Patient Position – The Maxillary Arch
Describe how to illuminate the teeth on the upper arch and that the assistant needs to use the air-water syringe in the left hand to keep the operator’s mirror free from water or debris when treating the maxillary teeth.
Slide 17 / [Insert CDA 2-17] / Operator Position
Explain how performing dentistry with good back support ensures less neck, shoulder, and back problems.
Slide 18 / [Insert CDA 2-18] / Assistant Position
Demonstrate how the assistant can adjust the seat of the assistant stool in order to raise and lower the height, and that the assistant’s chair has a foot rest and abdominal support that should be used, and are designed to place less strain on the back.
Slide 19 / [Insert CDA 2-19] / Dismissing Your Patient
Discuss the importance of documenting completed treatment in the patient’s record.
Demonstrate how they can use a wet 2x2 gauze to clean the patient’s face from any debris, or give the patient the wet gauze and a mirror before they are allowed to leave the operatory.
Short Activity: Stop and show the section on Dismissing the Dental Patient on Video 1: Introduction to Chairside Assisting.
In-Class Activity: Stop here for the Dismissing the Dental Patient activity.
Slide 20 / [Insert CDA 2-20] / Special Patients
Describe some techniques that may be used with this list of patients that will come to the office for dental treatment.
vities.
Homework Assignment: Stop here to assign and discuss the workbook and end of chapter homework homework.
Part B: Instrument Exchange
Overview
The transfer of instruments between the dentist and dental assistant must take place as a smooth transition, allowing the clinician to keep eyes on the oral cavity in order to provide for quick and efficient treatment. The assistant must hold instruments in both hands properly and sit in such a manner as to have the instruments close by and to enable proper oral evacuation.
Initial Questions and Activities
1. Why is ergonomics important to dental professionals?
Sitting improperly for long periods of time, during dental care, could contribute to weak postural muscles and create fatique.
Key Concepts / References and Activities / SlidesDental Instrument Exchange / Chapter ____, pp. ____ (Phinney & Halstead)
[Insert In-Class Activity icon] Homework Review[Insert In-Class Activity icon] Homework Review
[Insert In-Class Activity icon] One-Handed Instrument Transfer
[Insert In-Class Activity icon] Evacuation of the Oral Cavity[Insert Homework Ass icon] Food Label Research / Slides 21-28
Assessment Questions / [Insert Homework Ass icon] Textbook and Workbook Assignment
[Insert Homework Ass icon] End of Chapter Activities / Slide 29
[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation
[Insert In-Class Act icon]In-Class Activities Homework Review (Part B, All Objectives). Goal: To access learners’ comprehension of the material. Review the Chapter ___ workbook assignment questions and the Case Study, Review and Critical Thinking Questions that learners completed as homework. Assess the learners understanding and review material as needed.
Homework Review (Part B, All Objectives). Goal: To access learners’ comprehension of the material. Review the Chapters 7, 8, and 9 (Dietz), Posttest questions that learners completed as homework. Assess the learners understanding and review material as needed.
One-Handed Instrument Transfer (Part B, Objectives 4-6). Goal: For learners to practice passing and receiving instruments with an operator. Learners should set up an operatory and perform each procedure step as outlined in the One-Handed Instrument Transfer Procedure in Chapter ____, on pg _____ (Phinney & Halstead). Aseptic technique must be followed as learners take turns being the patient and assistant for instrument transfer, with the instructor as the operator. Instructor may have learners practice with each other in the operator position after they have mastered the dental assistant role. Instructor should grade each learner on the successful completion of each step.
Evacuation of the Oral Cavity (Part B, Objectives 5-7). Goal: For learners to practice maintaining a clear operating field, retracting, and rinsing the oral cavity. Learners should set up an operatory and perform each step as outlined in the Specific Tip Placements for Evacuation of the Oral Cavity Procedure in Chapter ____, on pg. ____ (Phinney & Halstead). Aseptic technique must be followed as learners take turns being the patient and assistant for oral evacuation with the instructor as the operator. Instructor should use the handpiece with a finishing bur and water, as well as a mirror for retraction. Learners will practice with the high volume evacuator in their right hand and the air-water syringe in the left hand, until competent. Instructor should grade each learner on the successful completion of each step.