Oral Health, Nutrition and A&P



Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy and Physiology

Module - Pharmacology and Emergency Management

Faculty Teaching Guide for Oral Health, Nutrition, and Anatomy

and Physiology

Module - Pharmacology and Emergency Management

Review of Previous Module

Review topics from the previous module to confirm understanding prior to presenting new material.

Module Overview

The dental assistant has a vital role to ensure medications prescribed or administered to help a patient will not worsen another physical condition the patient may have. The importance of a complete medical history is paramount to protect the health of the patient, but occasional circumstances require the dental team to perform emergency treatment procedures. This module discusses drugs prescribed to patients, some medical and dental emergency situations, as well as dental anesthetics and sedation methods used to help patients be more comfortable.

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.

Dental Terminology, by Charline M. Dofka, Delmar Learning, 2000. ISBN 0-8273-9068-8.

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.

Audiotape to Accompany Dental Terminology: Delmar Learning.

Faculty CD-ROM: The faculty CD-ROM includes this Faculty Guide and the Power Point Presentation for Oral Health, Nutrition, and Anatomy and Physiology.

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: Pharmacology

Section Overview

Pharmacology is the study of drugs to include the preparation, use, and action of medications. As a member of the health care team, dental assistants are responsible for acquiring knowledge of medicines, their use and abuse, correct dosage, methods of administration, and abnormal reactions that may arise in treatment of various conditions. This knowledge makes the dental assistant an indispensable aid in giving patients the best possible care.

Outline of Section

Part A: Prescriptions

Part B: Drug Classifications

Learning Objectives and Competencies

These learning activities directly address the Learning Objectives and

Competencies as stated.

Knowledge

1. Define the Key Terms.

2. Identify parts of a prescription.

Comprehension

3. Discuss routes through which drugs can be administered.

Application

4. Demonstrate the use of drug abbreviations.

5. Demonstrate how to use a Physician’s Desk Reference.

Learning Activities

These learning activities directly address the Learning Objectives and Competencies as stated.

[Insert Homework Assignment icon] Key Term Glossary (Part A, Objectives 1-3)

[Insert In-Class Activity icon] Prescription Writing (Part A, Objective 2, 4)

[Insert Homework Assignment icon] Textbook and Workbook Assignment (Part A, All Objectives)

[Insert Homework Assignment icon] End of Chapter Activities (Part A, Objectives 1-5)

[Insert Homework Assignment icon] Drug Classifications (Part B, Objective 5)

[Insert In-Class Activity icon] Physician’s Desk Reference (Part B, Objective 5)

Part A: Prescriptions

Overview

The prescription is an order written by a physician or dentist, for the dispensing of drugs, or other forms of therapy. It is written on a specially designed form which includes directions to the pharmacist for filling the prescription and instructions to the patient for taking the medication. Often the dentist will write out the prescription and expect the dental assistant to transfer the information into the patient’s dental record. This requires familiarity with the abbreviations and symbols used to create the drug order.

Initial Questions and Activities

1. Can all prescriptions be called into the pharmacy by telephone, or does the patient always need to take a written order with them?

Narcotics cannot be called in to the pharmacist, but must be documented with a written order. Other medications can be called in to the pharmacy, as a courtesy, by the dental assistant, under direction of the doctor, so that the prescription will be ready when the patient arrives.

|Key Concepts |References and Activities |Slides |

|Introduction to Module | |Slides 1-3 |

|Introduction to Section | |Slide 4 |

|Key Terms |[Insert Home Ass icon] Key Term Glossary |Slides 5-6 |

|Prescriptions |Chapter ____, pp. ____ (Phinney & Halstead) |Slides 7-8 |

| |[Insert In-Class Activity icon] Prescription Writing | |

|Drug Names | |Slide 9 |

|Physician’s Desk Reference | |Slide 10 |

|Drug Laws |[Insert Home Ass icon] Textbook and Homework Assignment |Slide 11 |

| |[Insert Home Ass icon] End of Chapter Activities | |

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Act [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities

❑ Prescription Writing (Parts A-B, Objective 2, 4). Goal: To have learners understand how drug prescriptions are written and gain knowledge of how drug abbreviations are used. Using the proper abbreviations write out the following prescriptions on prescription forms provided by the instructor. Learners should demonstrate prescription writing by creating 6 prescriptions on the forms. Have learners refer to Figure ___ in Chapter ___ (Phinney & Halstead). Explain that there are three parts to each prescription: The Rx: (what drug and dosage), Disp: (how many and of what form), and the Sig: (directions to the patient). Learners should complete the exercise in class and turn in to be graded.

1. 1.Valium, 10 milligrams, give ten tablets, take one tablet every six hours.

2. 2. Erythromycin, 500 milligrams, give forty tablets, take one tablet four times a day until gone.

3. 3. Percocet, 10 milligrams, give fifteen tablets, take one tablet every four hours as needed for pain.

4. 4. Tylenol number three, 30 milligrams, give twenty-four tablets, take one tablet three times a day after meals.

5. 5. Penicillin, 500 milligrams, give thirty-five tablets, take two tablets immediately, then one tablet every six

6. hours until gone.

7. 6. Vicodin, 500 milligrams, give twelve tablets, take one tablet every 4 to 6 hours as needed for pain.

[Insert In-Class Dis Ques icon] In-Class Discussion

1. Why is it important for the dental assistant to take a thorough medical history from the patient each time they

come to the office, to include any current medications they are now taking?

Present medications being taken by the patient could cause an adverse, or an exacerbated reaction, if the dentist is going to prescribe other drug therapy for the patient. A thorough medical history will also ensure the patient hasn’t developed new drug allergies since the last appointment.

[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 and Workbook Assignment. Learners are to read Chapter ____ (Phinney & Halstead) and complete the workbook Chapter ____ questions. Learners should be prepared to review these in class.

End of Chapter Activities. Have learners complete the Case Study, Review Questions and Critical Thinking Questions in Chapter ____ (Phinney & Halstead).

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Slide 1 |[Insert NA 2-1] |Power Point Presentation for Oral Health, Nutrition, and Anatomy and |

| |NA – Stands for Oral Health, Nutrition, and |Physiology |

| |Anatomy and Physiology. The 1st number “2” |Module - Pharmacology and Emergency Management |

| |indicates the Module called Pharmacology and |Prior to introducing this module. Ask learners if any questions remain from |

| |Emergency Management. The second number indicates |the previous module. If questions remain review the material as needed. |

| |the slide number. |Introduce the module. |

|Slide 2 |[Insert NA 2-2] |Module – Pharmacology and Emergency Management |

| | |Introduce the sections and each part. |

|Slide 3 |[Insert NA 2-3] |Module – Pharmacology and Emergency Management (cont.) |

| | |Continue to introduce the sections and each part. |

|Slide 4 |[Insert NA 2-4] |Section 1: Pharmacology |

| | |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 5 |[Insert NA 2-5] |Key Terms |

| | |Review each key term and discuss. |

|Slide 6 |[Insert NA 2-6] |Key Terms (cont.) |

| | |Continue to review each key term and discuss. |

| | |Homework Assignment: Stop here and go over the Key Term Glossary assignment. |

|Slide 7 |[Insert NA 2-7] |Part A: Prescriptions |

| | |Explain the various parts of a prescription. |

| | |Ensure learners understand that the closing part of a prescription must |

| | |contain the dentist’s signature as well as the refill amount, in order for the|

| | |prescription to be filled. The refill information must have a large zero if |

| | |there is to be no refill of the medication. |

| | |Question: Where should prescription pads be kept in a dental office? |

| | |Explain to learners that it is important for all prescription pads to be kept |

| | |in a safe place and out of reach of individuals who may want to obtain drugs |

| | |illegally. |

|Slide 8 |[Insert NA 2-8] |Abbreviations |

| | |Explain to learners that in order to interpret what the Dr. has written on the|

| | |prescription, they must become familiar with the accepted Latin abbreviations |

| | |used. Learners need to understand that only lower case letters are used for |

| | |these abbreviations. |

| | |In-Class Activity: Stop here for the Prescription Writing activity. |

|Slide 9 |[Insert NA 2-9] |Drug Names |

| | |Explain and provide examples regarding the differences between brand names and|

| | |generic names. |

|Slide 10 |[Insert NA 2-10] |Physician’s Desk Reference |

| | |Inform learners that this publication is revised annually and is the most |

| | |widely used reference source for drugs. Explain the different sections found |

| | |in the PDR. |

| | |Short Activity: Handout PDRs to learners and have them go through and exam. |

| | |Inform learners that they will later be given the opportunity to complete an |

| | |in-class activity using the PDR. |

|Slide 11 |[Insert NA 2-11] |Drug Laws |

| | |Review the various drug laws and the purpose for each. |

| | |Homework Assignment: Stop here to assign and discuss the homework. |

Part B: Drug Classifications

Overview

A drug is a chemical agent that affects living tissue and is given to treat or prevent disease. It is important for dental assistants to understand that drugs are classified according to the action they have on the body.

Initial Questions and Activities

1. What section of the Physician’s Desk Reference contains the indications and

contraindications for drugs?

The Product Information Section of the PDR, the white pages, contains medications listed alphabetically by their trade or brand name and contains the indications and usage, dosage, administration, description, clinical pharmacology, warnings, contraindications, adverse reactions, overdose, and precautions for each drug.

|Key Concepts |References and Activities |Slides |

|Drug Classifications |Chapter ____, pp. ____ (Phinney & Halstead) |Slides 12-13 |

| |[Insert Homework Ass icon] Drug Classifications | |

| |[Insert In-Class Activity icon] Physician’s Desk Reference | |

|Routes of Administration | |Slides 14-15 |

|Assessment Questions | |Slide 16 |

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities

❑ Physician’s Desk Reference (Part B, Objective 5). Goal: For learners to have practice using a PDR in order to appreciate the important details available in the publication. Acquire PDR’s for learners to use, or they can do this assignment as homework using the public library. Use the Prescription Writing assignment information from Part A instruct learners to look up each of the drugs to determine their classification, indications for use, contraindications, and what form it is dispensed in. They should enter the information on notebook paper or type it to be turned in for grading.

[Insert In-Class Dis Ques icon] In-Class Discussion

1. What is a narcotic drug?

Narcotic drugs are prescribed for the relief of pain and are extremely addictive. After repeated doses, the dose must be continually increased to obtain the same effect. Withdrawl symptoms from narcotics are severe and may even be life threatening. They are derived from the opium poppy and are strictly controlled and regulated by government agencies. Non-narcotic drugs have been developed in order to prevent such psychological and physical dependencies.

[Insert Home Ass icon] Homework Assignments

Drug Classifications. Learners should write down each drug classification when slide 12 is presented, then look up the definition of each drug category for homework, by using their textbook glossary, a PDR, any available medical dictionary or even the internet. They should come to class prepared to discuss their findings.

Ideas for learners struggling with this material …

❑ Sleep on it. Review information right before you go to sleep at night. Sometimes it will keep working in your brain.

Ideas for learners who are ahead and want to learn more …

❑ Web Research. Go to and look up tetracycline. Write down the drug’s indications, dosage, side effects, drug interactions, warnings, and precautions.

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Slide 12 |[Insert NA 2-12] |Part B: Drug Classifications |

| | |Review Part A. Make sure that any remaining questions are answered. |

| | |Review the homework from part A. |

| | |Introduce Part B. |

| | |Learners should know that synthetic or chemical drugs are produced in greater |

| | |volume and are usually less expensive. Inform them that drugs derived from |

| | |animals often come from glands, and that drugs from plants come from the root, |

| | |stems, and leaves. Explain that drugs derived from minerals are highly purified |

| | |for use as medications. |

|Slide 13 |[Insert NA 2-13] |Drug Classifications (cont.) |

| | |Homework Assignment: Prior to reviewing the 12 categories of drugs. Stop here and|

| | |explain the Drug Classifications homework. |

| | |Discuss the 12 categories of drugs. |

|Slide 14 |[Insert NA 2-14] |Routes of Administration |

| | |Discuss how safety is the paramount concern in drug administration. Inform |

| | |learners that medications are given to patients only by written order of the |

| | |dentist and that it must be documented in the patient’s dental record. |

| | |Ensure learners realize that the methods by which drugs are administered modify |

| | |their effects on the body and that certain drugs are suited to only one method of|

| | |administration, while others may be given in various ways, depending on the |

| | |preparations used and the reason for which the medication is given. |

|Slide 15 |[Insert NA 2-15] |Factors Affecting the Action of Drugs on the Body |

| | |Inform learners that children and elderly people tend to respond more |

| | |dramatically to drugs, and that oral administration is slower than parenteral |

| | |(injection), due to the fact that the medication must pass through the digestive |

| | |system before taking effect, which also relates to the time of administration, if|

| | |meals are present in the stomach. |

| | |Let learners know that a thin person may require less medication than an obese |

| | |person. Ensure they understand that the same dose of a drug no longer produces |

| | |the desired effect after prolonged administration and that some drugs do not mix.|

| | |Medications presently taken by the patient must be recorded in the chart for the |

| | |Dr. to review. |

|Slide 16 |[Insert NA 2-16] |Assessment Questions |

| | |Short Activity: Stop here and have learners answer the questions on the slide. |

| | |Review material as needed to enhance understanding. |

| | |In-Class Activity: Stop here for the Physician’s Desk Reference activity. |

Section 2: Emergency Management

Section Overview

Dental personnel need to be prepared for a variety of medical emergencies at all times. As a member of the healthcare team, dental assistants play a vital role during emergency care, and also in preventing emergency situations. This section describes some medical conditions that could potentially take place in the dental office. Patient care for numerous dental emergencies will also be explained.

Outline of Section

Part A: Medical Emergencies

Part B: Dental Emergencies

Learning Objectives and Competencies

These learning activities directly address the Learning Objectives and Competencies as stated.

Comprehension

6. Describe the A, B, C and D of CPR.

7. Explain several medical emergencies and how to treat them.

8. State several dental emergencies.

Application

9. Demonstrate the Heimlich Maneuver.

10. Demonstrate how to open an airway.

Learning Activities

These learning activities directly address the Learning Objectives and Competencies as stated.

[Insert Homework Assignment icon] Key Term Glossary (Part A, Objectives 6-8)

[Insert In-Class Activity icon] Heimlich Maneuver (Part A, Objective 9)

[Insert In-Class Activity icon] Airway Obstruction (Part A, Objective 10)

[Insert Homework Assignment icon] Textbook and Workbook Assignment (Part A, All Objectives)

[Insert Homework Assignment icon] End of Chapter Activities (Part A, All Objectives)

[Insert In-Class Activity icon] CPR Training (Part B, Objectives 6-7, 9-10)

[Insert Homework Assignment icon] CPR Exam Preparation (Part B, Objectives 6-8, 9-10)

Part A: Medical Emergencies

Overview

It is important for healthcare providers to understand that emergency situations can happen at any time to patients as well as staff members. A calm smoothly functioning team is capable of handing an emergency situation in the dental office without compounding the seriousness of the situation by frightening the patient.

Initial Question and Activities

1. Who knows what the A, B, C’s of CPR (Cardiopulmonary Resuscitation) means?

The learners in the class that have already taken a CPR course should be able to answer this question. The A stands for Airway, B for Breathing, and C for Circulation, or the pulse. The D stands for Defibrillator, and was recently added for settings where an automated external defibrillator is available, such as some healthcare environments.

|Key Concepts |References and Activities |Slides |

|Introduction to Section | |Slide 17 |

|Key Terms |Chapter ____, p. ____, (Phinney & Halstead) |Slides 18-20 |

| |[Insert Homeword Ass icon] Key Term Glossary | |

|Medical Emergencies |Chapter ____, pp. ____ (Phinney & Halstead) |Slides 21-26 |

| |[Insert In-Class Activity icon] Heimlich Maneuver | |

| |[Insert In-Class Activity icon] Airway Obstruction | |

| |[Insert Home Ass icon] Textbook and Workbook Assignment | |

| |[Insert Home Ass icon] End of Chapter Activities | |

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities

❑ Heimlich Maneuver (Part A, Objective 9). Goal: For learners to know what do to in case of a conscious choking emergency. In pairs, learners are to utilize the Skills Competency Sheet 13-5 in the learner workbook in order to practice the skill needed to remove an object from the blocked airway of a conscious person. Learners should take turns gently practicing on each other. Remind learners to be careful of the other person when practicing this skill.

❑ Airway Obstruction (Part A, Objective 10). Goal: For learners to know what do to in case of a unconscious choking emergency. In pairs, learners are to utilize the Skills Competency Sheet 13-6 in the learner workbook in order to practice the skill needed to remove an object from the blocked airway of a unconscious person. Learners should take turns gently practicing on each other. Remind learners to be careful of the other person when practicing this skill.

[Insert In-Class Dis Ques icon] In-Class Discussion

1. What type of reaction could occur to a patient who is allergic to a local anesthetic?

Anaphylactic Shock is a severe reaction that is life threatening and is a possible complication if a patient is administered a local anesthetic to which they are allergic. If this happens, the emergency kit must be located immediately, so the patient can be administered epinephrine. All allergies must be noted on the patient’s chart, so this situation can be avoided.

2. What would the epinephrine in the emergency kit do for a patient who is experiencing this type of allergic reaction?

Epinephrine is a vasodepressor, which will increase blood pressure as well as the patient’s heart rate. It will constrict blood vessels, relieve any swelling, and possibly save your patient’s life, should an anaphylactic reaction take place.

[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 and Workbook Assignment. Have learners read Chapter ____ (Phinney & Halstead) and complete the questions in Chapter _____ of the workbook.

End of Chapter Activities. Have learners complete the Case Study, Review Questions and Critical Thinking Questions in Chapter ____ (Phinney & Halstead).

Ideas for learners struggling with this material …

❑ Think about it. How deeply are you thinking about this information? If you are just reading the text and listening to the lecture without really thinking about the content and trying to apply it to the real world, you are missing out on a whole level of understanding and learning. Think about what you are learning and share your thoughts with other classmates to get their opinions and feedback.

Ideas for learners who are ahead and want to learn more…

❑ Web Research: Go to and learn how to help your patients to stop smoking.

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Slide 17 |[Insert NA 2-17] |Section 2: Emergency Management |

| | |Discuss each objective in detail. Learners need to know what they will be |

| | |learning and why. Relate it back to their careers as dental assistants. |

|Slide 18 |[Insert NA 2-18] |Key Terms |

| | |Review each key term and discuss the importance of knowing the definition of |

| | |each. |

|Slide 20 |[Insert NA 2 –19] |Key Terms (cont.) |

| | |Continue to review each key term and discuss. |

| | |Homework Assignment: Stop here and review the Key Terms Glossary homework |

| | |assignment. Make sure learners understand the importance of learning each term|

| | |and acquiring new vocabulary. |

|Slide |[Insert NA 2 –21] |Part A: Medical Emergencies |

|21 | |Note to Instructor: For the lecture on medical emergencies, if available, |

| | |refer additionally to the chapter on Office Emergency Procedures found in |

| | |Delmar’s Safety and Standards and Infection Control for Dental Assistants, |

| | |2002, by Ellen Dietz. |

| | |Introduce learners to the each of the possible medical emergencies that can |

| | |take place in the dental office, to either a patient, or even to a fellow |

| | |staff member. |

| | |Discuss each of the potential medical emergencies that could occur. |

| | |Question: In addition to what has already been discussed, what other possible |

| | |medical emergencies might occur in the dental office? |

|Slide |[Insert NA 2 –22] |Medical Emergencies (cont.) |

|22 | |Discuss the two types of diabetes and their differences. Remind learners that |

| | |asthma is constriction of the bronchioles in the lungs, making it difficult to|

| | |breathe. |

| | |Explain hyperventilation and how this may happen to an anxious patient. |

| | |Explain the three types of epileptic seizures that can occur. |

| | |Discuss the various cardiovascular emergencies that can happen to the blood |

| | |vessels throughout the rest of the body. |

| | |Have learners refer to the Emergency Conditions, Symptoms, and Treatments |

| | |Table on p.____ (Phinney & Halstead) and discuss the listed medical |

| | |emergencies, their symptoms, and how to help the patient through the crisis. |

| | |(This Table can also be found at the end of this faculty guide). |

|Slide 23 |[Insert NA 2-23] |Medical Emergencies (cont.) |

| | |Explain to learners that a complete medical history must be taken from the |

| | |patient at each visit, which could identify potential emergency symptoms, and |

| | |ensure dental treatment will not cause or worsen a problem. |

| | |Tell learners that the dental team should know where the emergency kit is |

| | |kept, how to take and monitor vital signs, as well as how to properly |

| | |administer oxygen. Discuss that someone should call 911 if the emergency is |

| | |life threatening and that all healthcare providers are trained to perform CPR |

| | |in case of emergency. |

|Slide 24 |[Insert NA 2-24] |Cardiopulmonary Resuscitation |

| | |Use this slide to go through the basic steps of CPR. Inform learners that |

| | |they will receive training in CPR at the end of this section. |

|Slide 25 |[Insert NA 2-25] |Foreign Body Airway Obstruction |

| | |Explain to learners that the Heimlich Maneuver is performed for conscious |

| | |choking victims. |

| | |Go through the procedure of performing the Heimlich Maneuver. |

| | |In-Class Activity: Stop here for the Heimlich Maneuver activity. |

|Slide 26 |[Insert NA 2-26] |Foreign Body Airway Obstruction (cont.) |

| | |Explain the steps to take in assisting an unconscious choking victim. |

| | |In-Class Activity: Stop here for the Airway Obstruction activity. |

| | |Homework Assignment: Stop here to assign and discuss the homework. |

Part B: Dental Emergencies

Overview

This part will examine some of the dental emergencies for which a patient may visit the dentist. Some dental emergencies are traumatic or painful, and require immediate attention, while others are less complicated but still a priority for the patient to be seen as soon as possible.

Initial Questions and Activities

1. How is angina pectoris treated?

Angina Pectoris is treated by having the patient stop all movement and to sit down and place a nitroglycerin pill under their tongue. Oxygen can be administered if necessary.

2. What is another term for under the tongue?

The technical term for under the tongue is sublingual.

|Key Concepts |References and Activities |Slides |

|Dental Emergencies |Chapter ____, p. ____ (Phinney & Halstead) |Slide 27 |

|Assessment Questions |[Insert In-Class Activity icon] CPR Training |Slide 28 |

| |[Insert Home Ass icon] CPR Exam Preparation | |

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities

❑ CPR Training (Part B, Objective 6-7, 9-10). Goal: For learners to be certified in Healthcare Provider CPR by either the American Heart Association, Red Cross, or other training organization allowed by your state. This training will need to be scheduled in advance of this module, so the course instructor can plan ahead, and all learners can participate. Ensure that all equipment necessary is available. Steps for CPR should be reviewed with the class. Each learner should then be paired off to practice each of the requirements. After demonstration of the techniques and learner practice, the instructor should go around the room and check off each learner for competency. After the learner’s have been checked off for the hands-on portion, the instructor should review the material in preparation for the written exam. For homework, learners can study this material and come to the next class section prepared to take the written portion. If any learner does not pass the hands-on portion, prior to the written exam, the learners should be given the opportunity to show hands-on competency on the same day the written is given. Skill Competency Assessment Sheets 13-2 & 13-3 found in the learner workbook can also be utilized during this activity.

[Insert In-Class Dis Ques icon] In-Class Discussion

1. What do the letters CPR stand for?

CPR stands for Cardiopulmonary Resuscitation, where cardio is the heart, pulmonary is the lungs, and resuscitation is to save a life.

2. If you have a full schedule and an emergency patient needs to be seen, what might you do?

A scheduled patient may need to be called and asked if their appointment can be rescheduled, or at least let them know you will be running late when they get to the office.

[Insert Home Ass icon] Homework Assignments

CPR Exam Preparation. Learners should prepare for their upcoming written CPR exam.

Ideas for learners struggling with this material …

❑ Conquer and Divide. Divide all projects, assignments, homework, etc. into small and manageable chunks. Make a plan and then implement it.

Ideas for learners who are ahead and want to learn more …

❑ Research: Look up the chain of survival at . List the four steps in the chain of survival.

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Slide 27 |[Insert NA 2-27] |Part B: Dental Emergencies |

| | |Review Part A. Make sure that any remaining questions are answered. |

| | |Review the homework from part A. |

| | |Discuss each of the dental emergencies on this slide. Explain to the learners |

| | |that they will learn more details about treating each of these dental problems as|

| | |they go through the course, and that this is a sort of “preview of coming |

| | |attractions.” |

|Slide 28 |[Insert NA 2-28] |Assessment Questions |

| | |Short Activity: Ask the group to answer these questions to assess their |

| | |comprehension of the recent material. |

| | |In-Class Activity: Stop there for the CPR Training activity. |

| | |Homework Assignment: Stop here to assign and discuss the homework. |

Section 3: Management of Pain and Anxiety

Section Overview

Dental treatment goes more smoothly for the patient as well as the dental team when patients are made as comfortable as possible. There are many methods available to achieve this, including conscious and unconscious sedation. Anesthetic injections may be routine for the dentist, but are often an unpleasant experience for the patient. Re-assurance and psychological support from the dental assistant is essential, and will increase the patient’s confidence in the dentist and the necessary procedure.

Outline of Section

Part A: The Anesthetic Syringe

Part B: Anesthesia and Nitrous Oxide Sedation

Learning Objectives and Competencies

These learning activities directly address the Learning Objectives and Competencies as stated.

Knowledge

11. List the steps for preparing to administer local anesthetic.

Comprehension

12. Explain the types of topical anesthetic.

13. State injection sites for maxillary and mandibular injection.

14. Discuss nitrous oxide sedation.

Application

15. Demonstrate anesthetic syringe preparation.

16. Demonstrate assisting with placement of topical anesthetic and in the administration of local anesthetic.

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 from Section 1)

[Insert In-Class Activity icon] Preparing the Anesthetic Syringe (Part A, All Objectives)

[Insert In-Class Activity icon] Assisting Administration of Topical and Local Anesthetics (Part B, All Objectives)

[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 Anesthetic Syringe

Overview

The are many components to the anesthetic syringe and its preparation that dental assistants need to know in order to perform their job. This part discusses each element required to assemble an anesthetic syringe.

Initial Questions and Activities

1. What are considered the vital signs for a patient?

Vital signs include the pulse, blood pressure, and respiration. In certain situations, such as a severe dental infection, vital signs may also include the patient’s temperature.

|Key Concepts |References and Activities |Slides |

|Introduction to Section | |Slides 29-30 |

|Key Terms |Chapter ____, pp. ____ (Phinney & Halstead) |Slide 31 |

| |[Insert Home Ass icon] Key Term Glossary | |

|The Anesthetic Syringe |Chapter ____, pp. ____ (Phinney & Halstead) |Slides 32-33 |

| |[Insert In-Class Activity icon] Preparing the Anesthetic Syringe | |

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities

❑ Preparing the Anesthetic Syringe (Part A, All Objectives for the Module). Goal: For learners to have hands-on experience manipulating an anesthetic syringe. Learners should follow the steps on the Skill Competency Assessment Sheet 16-1 in the learner workbook. Explain the skill and performance objectives listed on the assessment sheet to the learners. Instructor should check off each learner’s competency as they perform the task using the Skill Competency Assessment Sheet. The instructor must provide sterile syringes, disposable needles, anesthetic carpules, and 2x2 gauze sponges.

[Insert In-Class Dis Ques icon] In-Class Discussion

1. What is a foramen?

A foramen is an opening in the bone to permit passage of nerve and

blood vessels.

2. What is the name of the foramen that is near the mandibular bicispids?

The foramen near the second bicusipids is the mental foramen.

[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.

Ideas for learners struggling with this material …

❑ Use a To Do list. Organize your day or week. Develop the list. Then, check off each item as you complete the task. This will not only assist in time management and organization, but will also assist in motivation as you see your progress.

Ideas for learners who are ahead and want to learn more …

❑ Web Activity. Go to , then find “Dental Therapeutics,” read the prescription tips and be prepared to discuss them in class.

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Slide 29 |[Insert NA 2-29] |Section 3: Management of Pain and Anxiety |

| | |Discuss each objective for this section 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 30 |[Insert NA 2-30] |Section 3: Management of Pain and Anxiety (cont.) |

| | |Continue to discuss each objective for this section in detail. |

|Slide 31 |[Insert NA 2-31] |Key Terms |

| | |Review each key term and discuss the importance of knowing the definition of |

| | |each. |

| | |Homework Assignment: Stop here and review the Key Terms Glossary homework |

| | |assignment. Make sure learners understand the importance of learning each term|

| | |and acquiring new vocabulary. |

|Slide 32 |[Insert NA 2-32] |Part A: The Anesthetic Syringe |

| | |Inform learners that the hands should be washed before beginning to prepare |

| | |for anesthesia. Discuss that there are several different types of anesthetic |

| | |syringes available, also many types and brands of local anesthetic, and |

| | |disposable needles. Ensure that learners understand that each dentist will |

| | |have his / her own preference and policies that must be followed by the dental|

| | |assistant. |

|Slide 33 |[Insert NA 2-33] |The Anesthetic Syringe (cont.) |

| | |Describe how dental needles come in two lengths, commonly referred to as short|

| | |and long. The 1” needle is used for infiltration anesthesia and the 1 5/8” |

| | |needle used for block anesthesia. |

| | |Explain that the gauge of the needle is its width, with the most common |

| | |numbers being 30, 27, and 25. Ensure learners understand that the larger the |

| | |gauge number, the smaller the needle diameter. Tell them the most common |

| | |dental needles are made by Monoject, and are color coded, with red being 25 |

| | |ga, yellow is 27 ga, and blue is 25 ga. |

| | |Inform learners that the lumen is the opening of the needle and that the |

| | |protective cover is removed so the needle can be screwed onto the syringe, but|

| | |that the needle guard is not removed until the dentist is ready to administer |

| | |the anesthetic. |

| | |Explain that the needle punctures the rubber diaphragm on the glass carpule / |

| | |cartridge. Tell them the next section will discuss anesthetic solutions. |

| | |In-Class Activity: Stop here for the Preparing the Anesthetic Syringe |

| | |activity. |

Part B: Anesthesia and Nitrous Oxide Sedation

Overview

The ultimate success of dental treatment depends on a calm, confident patient. Sometimes pre-medication or sedation will be required to calm an apprehensive patient, especially if treatment is extensive, such as certain surgery procedures. The dental assistant has a vital role in observing the patient for any signs of problems and to report anything out of the ordinary to the dentist.

Initial Questions and Activities

1. What is the first thing a dental assistant should do before preparing the anesthetic syringe?

Healthcare personnel should always wash their hands before preparing for any treatment.

|Key Concepts |References and Activities |Slides |

|Anesthesia and Nitrous Oxide Sedation |Chapter ____, pp. ____ (Phinney & Halstead) |Slides 34-41 |

|Assessment Questions |[Insert In-Class Activity icon] Assisting with the Administration|Slide 42 |

| |of Topical and Local Anesthetics | |

| |[Insert Home Ass icon] Textbook and Workbook Assignment | |

| |[Insert Home Ass icon] End of Chapter Activities | |

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities

❑ Assisting with the Administration of Topical and Local Anesthetics (Part A, All Objectives for the Module). Goal: For learners to have hands-on experience setting up, placing topical anesthetic, preparing an anesthetic syringe, and rinsing the patient’s mouth. Learners should follow the steps on the Skill Competency Assessment Sheet 16-2 in the learner workbook. The instructor must provide the equipment and supplies necessary for this procedure. An operatory, dental chair, operator and assisting stools must be available in order for the instructor to simulate administering local anesthetic, so the learners can practice the competency steps involved, including rinsing the patient’s mouth. Learners should practice this skill on each other. Explain to learners the skill and performance objectives listed on the assessment sheet. Once the learners have been given an opportunity to practice, the instructor, using the Skills Competency Sheet, should check off each learner as they successfully demonstrating each step.

[Insert In-Class Dis Ques icon] In-Class Discussion

1. Which needle has the larger diameter lumen, between the 25 gauge and the 30

gauge?

The 25 gauge has a wider diameter than the 30 gauge needle.

2.

2. What does epinephrine do?

Epinephrine is a vasoconstrictor which shrinks blood and nerve vessels, as

well as stimulating the heart.

[Insert Home Ass icon] Homework Assignments

Textbook and Workbook Assignment. Learners are to read Chapter ____(Phinney & Halstead). Have learners complete the workbook Chapter ____ questions. Learners should be prepared to review these in class.

End of Chapter Activities. Have learners complete the Case Study, Review Questions and Critical Thinking Questions in Chapter ____ (Phinney & Halstead).

Ideas for learners struggling with this material …

❑ Develop Questions. Develop questions for the exam as if you were the instructor. Then answer the questions. Use this as a review tool for exams. Assess how close you are to the instructor’s real questions with each exam. Soon you will be able to accurately predict the questions.

Ideas for learners who are ahead and want to learn more…

❑ Web Research. Go to and research the role of an anesthesiologist in the dental office

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Slide 34 |[Insert NA 2-34] |Part B: Anesthesia and Nitrous Oxide Sedation |

| | |Review Part A. Make sure that any remaining questions are answered. |

| | |Review the homework from part A. |

| | |Introduce part B. |

| | |Ensure learners realize how important a complete and accurate medical history |

| | |is before any type of anesthesia is administered. |

| | |Discuss the issues that prior negative experiences can have on anesthesia |

| | |considerations. |

| | |Encourage learners as dental assistants to be alert to patient’s attitudes and|

| | |disposition. Explain how a patient’s attitude can affect their dental |

| | |treatment. |

| | |Discuss the importance of monitoring vital signs before, during and after |

| | |general anesthesia or intravenous sedation. Point out that during anesthesia |

| | |the dental team must be prepared for any possible adverse reactions to the |

| | |medications. |

| | |Explain the various types of complications that may occur during anesthesia. |

|Slide 35 |[Insert NA 2-35] |Anesthetics and Sedation |

| | |Inform learners that general anesthesia can be achieved through combination of|

| | |gases and intravenous agents, and must be monitored properly by personnel |

| | |trained to deal with adverse reactions to anesthetics. |

| | |Discuss how local anesthetics block conduction of nerve impulses, thereby |

| | |eliminating feeling to the affected area, and that the experience does not |

| | |need to be unpleasant for the patient. Tell them how important they can be in |

| | |reassuring the patient by providing essential psychological support in order |

| | |to increase confidence in the dentist and the treatment. |

| | |Explain to learners that various forms of sedation are available; that the |

| | |patient is conscious and able to respond. Only those individuals trained and |

| | |certified in sedation techniques may perform these procedures. |

|Slide 36 |[Insert NA 2-36] |Topical Anesthetic |

| | |Inform learners that topical anesthetics are available in many forms and that |

| | |they temporarily numb the sensory nerve endings of the surface on the oral |

| | |mucosa, so the dentist can inject the local anesthetic with minimum discomfort|

| | |for the patient. |

|Slide 37 |[Insert NA 2-37] |Vasoconstrictors |

| | |Explain to learners that the vasoconstrictor epinephrine is added to local |

| | |anesthetic solutions to prolong the duration of the anesthesia and that it may|

| | |cause unwanted side effects, such as nervousness, high blood pressure, or to |

| | |worsen current heart conditions. For some patients, such as those with a |

| | |history of heart disease, a local anesthetic without epinephrine may be used. |

| | |Explain the epinephrine ratio of 1:100,000. Point out that when longer |

| | |duration is necessary, a ratio of 1:50,000 is used. |

| | |Discuss that all anesthetic cartridges are marked as to their epinephrine |

| | |content. Address the color code marking system that indicates amount of |

| | |epinephrine. |

| | |Inform learners that a mistake in epinephrine content can cause serious |

| | |problems and if they are in doubt, they should ask before preparing the |

| | |syringe. |

|Slide 38 |[Insert NA 2-38] |Injection Types |

| | |Review the different types of injections. |

| | |Tell learners that anesthetic solutions are less irritating to the tissues |

| | |when they are near body temperature and that this can be done with a warming |

| | |unit, or by running the cartridge under warm water. |

| | |Explain that the tip of the needle is beveled and that during injection, the |

| | |bevel is turned towards the bone, which enables the dentist to deposit |

| | |anesthetic solution next to the bone, without actually contacting the bone. |

| | |Describe how both maxillary and mandibular block anesthesias are administered.|

|Slide 39 |[Insert NA 2-39] |Local Anesthetic Solutions |

| | |Discuss the two types of local anesthetic solutions used for injections in |

| | |dental procedures. |

|Slide 40 |[Insert NA 2-40] | Other Anesthetic Techniques |

| | |Address each type of injection technique and delivery systems used for |

| | |administering anesthetics. |

|Slide 41 |[Insert NA 2-41] |Nitrous Oxide with Oxygen |

| | |Inform learners that a combination of nitrous oxide and oxygen is used to |

| | |achieve conscious sedation. In most states the dental assistant is allowed to|

| | |aid in monitoring the administration of nitrous oxide only under direct |

| | |supervision of the dentist. Ensure that learners realize the equipment and |

| | |hoses must be monitored regularly to ensure they are in proper working |

| | |condition. |

| | |Explain to learners that the patient’s baseline is the ratio of nitrous oxide |

| | |to oxygen that is most effective to each patient and that at the baseline, the|

| | |patient is conscious and cooperative but pleasantly relaxed. Once the baseline|

| | |has been determined for a patient, it is recorded on the patient’s chart. If |

| | |the patient becomes nauseated or restless, turn off the nitrous immediately |

| | |and administer 100% oxygen. |

|Slide 42 |[Insert NA 2-42] |Assessment Questions |

| | |Short Activity: Ask the group to answer these questions to assess their |

| | |comprehension of the material recently. |

| | |In-Class Activity: Stop here for the Assisting with the Administration of |

| | |Topical and Local Anesthetics activity |

| | |Homework Assignment: Stop here to assign and discuss the homework. |

Section 4: Dental Terminology

Section Overview

Dental assistants must have a basic understanding of the various specialties devoted to dentistry. This section will examine terminology as it relates to each of the dental sciences, and will give an overview of information to be presented throughout the remainder of the dental assisting program.

Outline of Section

Part A: Dental Terminology

Learning Objectives and Competencies

These learning activities directly address the Learning Objectives and Competencies as stated.

Knowledge

17. Define each dental specialty.

Comprehension

18. Recognize terminology related to each of the specialties in dentistry.

19. Understand dental terminology pronunciation.

Application

20. Apply dental terminology building skills.

Learning Activities

These learning activities directly address the Learning Objectives and Competencies as stated.

[Insert In-Class Activity icon] Explain the Material (Part A, All Objectives)

[Insert Homework Assignment icon] Textbook Assignment (Part A, All Objectives)

[Insert Homework Assignment icon] Dental Terminology Audio Tape (Part A, All Objectives)

Part A: Dental Terminology

Overview

Learning the basic word parts in dental terminology will make it easier to understand each of the new vocabulary being introduced in this section. Much of what was previously taught about the strucure of words will be continued and expanded upon as the dental specialties are studied.

Initial Questions and Activities

1. What is paresthesia?

Paresthesia is a condition of numbness after the effects of local anesthesia wears off. This condition

may be either permanent or temporary.

|Key Concepts |References and Activities |Slides |

|Introduction to Section | |Slide 43 |

|Dental Terminology |Chapter ____, pp. ____ (Dofka) |Slides 44-45 |

| |[Insert In-Class Activity icon] Explain the Material | |

| |[Insert Homework Assignment icon]Textbook Assignment | |

| |[Insert Homework Assignment icon] Dental Terminology Audio Tape | |

|Summary of Module | |Slide 46 |

[ ] Group Activities [ ] Homework [ ] Individual Activity [ ] Internet Activity [ ] In-Class Discussion [ ] In-Class Activity [ ] Evaluation

[Insert In-Class Act icon] In-Class Activities

❑ Explain the Material (Part A, All Objectives for the Module). Goal: To enhance learners’ understanding of dental terminology and the dental specialties. Divide learners into groups of two or three and assign each group enough Chapters to insure that Chapters 9 through 19 are covered from the Dental Terminology textbook. (Dofka). The groups should discuss their chapters and then present the information to the class. Make sure that time is given for questions and answers.

[Insert In-Class Dis Ques icon] In-Class Discussion

1. What do prefix, root word, and suffix mean?

The prefix is a division that begins a term, and may alter it by indicating quality, condition, location, or size. The root word contains the basic meaning, and the suffix is added to the end of a root word to describe or qualify the word.

[Insert Home Ass icon] Homework Assignments

Textbook Assignment. Learners are to read Chapters ______ (Dofka).

Dental Terminology Audio Tape: Have learners listen to the audio cassette tape to help with the correct pronunciation of words.

Ideas for learners struggling with this material …

❑ Examine the Concept. For each concept, think of several examples and applications. Write these down in your notes. This strategy will assist in recalling the information for an exam and in the workplace.

Ideas for learners who are ahead and want to learn more …

❑ Web Research. Go to and read the “Hot Topics” for the FDA. Report on one hot topic of interest to you.

Presentation Tools

Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.

|Slide 43 |[Insert NA 2-43] |Section 4: Dental Terminology |

| | |Discuss each objective for this section 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 44 |[Insert NA 2-44] |Part A: Dental Terminology |

| | |Describe each of the dental specialties on the slide. |

|Slide 45 |[Insert NA 2-45] |Dental Terminology (cont.) |

| | |In-Class Activity: Stop here for the Explain the Material activity. |

| | |Homework Assignment: Stop here to assign and discuss the homework. |

|Slide 46 |[Insert NA 2-46] |Summary of Module |

| | |Remind learners of the many fascinating topics they have just begun to learn |

| | |about, and that there is more to come. |

| | |Ask reviewers if there are any remaining questions from the module. Review |

| | |information as needed. |

[pic]

-----------------------

Part A: Prescriptions

Part B: Drug Classifications

Part A: Medical Emergencies

Part B: Dental Emergencies

Section 1:

Pharmacology

Section 2:

Emergency Management

Faculty Teaching Guide for

Oral Health, Nutrition, and Anatomy and Physiology

Module:

Pharmacology and Emergency Management

▪

Teaching Tip

Remind learners at the beginning of each module where they have been in the course, how this particular module fits in, and where they are going in the course. Reinforce that Anatomy and Physiology, as well as Medical Terminology, provides a foundation for most allied health courses.

Teaching Tips

Explain each Learning Activity you will be using either in class or as a homework assignment so learners can understand what will be expected. Discuss why each activity is important, which learning style it addresses, and what learners will gain by completing the assignment.

Teaching Tip

Create an environment where group activities are taken seriously and learners are expected to act in a professional manner. These behaviors will carry over into the workplace.

The Adult Learner…

dislikes one-way communication and long lectures. Ask questions, recognize expertise of learners, and involve the class. PowerPoint slides should be used as an aid. Adult learners do not appreciate having the instructor read to them. Your knowledge of the subject matter is what interests them.

Teaching Tip

Teaching Tip

For each learning activity, ensure you provide sufficient instructions and set specific expectations. What exactly do you want learners to get out of the activity? Exactly how are learners supposed to complete the activity? What could go wrong and what should learners do about it? How are learners supposed to turn in the assignment? How will they be graded?

Walk around the room rather than hiding behind the slide projector or desk. Learners will stay more focused on what you are saying and for longer.

Teaching Tip

Teaching Tip

Explain each activity to which learners have to look forward to. If time is an issue, carefully choose the activities you will do in class. Try to address each Learning Objective with a Learning Activity. Remember that learners learn best by what they do, more than what they hear in lecture.

Explain each learning activity you will be using, either in class, or as a homework assignment so learners can understand what will be expected. Discuss why each activity is important, which learning style it addresses, and what learners will gain by completing the assignment.

Teaching Tip

Consider quizzing learners prior to lecturing on the reading assignments. When learners get into the habit of expecting a quiz, they also get into the habit of preparing for class, thus learning improves.

Part A: Anesthesia and Nitrous Oxide Sedation

Part B: The Anesthetic Syringe

Section 3:

Management of Pain and Anxiety

Teaching Tip

It is important to remind learners why they are learning the material you are presenting. How does it equate to being in the workplace? How ill it affect their role as a healthcare professional? On a scale from one to ten, how important is this information? Relevancy is the key to successful learning.

Part A: Dental Terminology

Section 4:

Dental Terminology

The Adult Learner…

responds well to frequent instructor-learner contact and it may have a positive effect on retention. Tailoring activities to a learner’s ability and interests facilitates the learner-instructor relationship as well as to meet learners at their level of knowledge.

Teaching Tips

Encourage learners to assume the roles of both patient and allied health worker and to treat each other accordingly. Patients should ask lots of questions and state fears. Allied health workers should practice effective patient interaction skills.

learns best in an atmosphere of mutual respect. Early in the class, establish class guidelines for listening, asking questions, disagreeing, and other elements of communication. Letting learners decide on the guidelines will involve them and give them ownership of the process.

The Adult Learner . . .

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