oral health, nutrition and a&p - delmarlearning.com€¦ · web viewfaculty teaching guide...

Module - Pharmacology and Emergency Management

Faculty Teaching Guide for Oral Health,

Nutrition, and Anatomy and Physiology

Module - Pharmacology and Emergency

Management

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


Module - Pharmacology and Emergency ManagementReview of Previous ModuleReview topics from the previous module to confirm understanding prior to presenting new material.

Module OverviewThe 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

ResourcesThis module utilizes the following learner resources:

Textbooks:

2

Faculty Teaching Guide forOral Health, Nutrition, and Anatomy and Physiology

Module:Pharmacology and Emergency

Management

Section 2:Emergency

Management

Section 1:Pharmacology

Part A: Medical Emergencies

Part B: Dental Emergencies

Part A: Prescriptions

Part B: Drug Classifications

Part A: Anesthesia and Nitrous Oxide Sedation

Part B: The Anesthetic Syringe

Section 3:Management of Pain

and Anxiety

Section 4:Dental

Terminology

Part A: Dental Terminology


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 ResourcesElectronic 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: PharmacologySection OverviewPharmacology 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 SectionPart A: Prescriptions

Part B: Drug Classifications

Learning Objectives and CompetenciesThese learning activities directly address the Learning Objectives and

Competencies as stated.

Knowledge

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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.

Teaching Tips


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 ActivitiesThese 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 OverviewThe 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 Activities1. 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

4

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.

The Adult Learner…


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 SlidesIntroduction 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)

[Insert In-Class Activity icon] Prescription

Writing

Slides 7-8

Drug Names Slide 9

Physician’s Desk Reference Slide 10

Drug Laws [Insert Home Ass icon] Textbook and

Homework Assignment

[Insert Home Ass icon] End of Chapter

Activities

Slide 11

[ ] 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.

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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 Tips


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

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

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

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

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

hours until gone.

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 Discussion1. 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 AssignmentsKey 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

6


Note: If you change Objectives or Assignments, don’t forget to change the slides accordingly.Slide 1 [Insert NA 2-1]

NA – Stands for Oral Health,

Nutrition, and Anatomy and

Physiology. The 1st number “2”

indicates the Module called

Pharmacology and Emergency

Management. The second

number indicates the slide

number.

Power Point Presentation for Oral Health, Nutrition,

and Anatomy and Physiology


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 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.)

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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

8


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 ClassificationsOverviewA 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 Activities1. 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 SlidesDrug Classifications Chapter ____, pp. ____ (Phinney & Halstead)

[Insert Homework Ass icon] Drug

Slides 12-13

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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.

Teaching Tip


Key Concepts References and Activities SlidesClassifications

[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 Discussion1. 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 AssignmentsDrug 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.

10


Ideas for learners who are ahead and want to learn more … Web Research. Go to www.rxlist.com 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.

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http://www.rxlist.com/


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.

12


Section 2: Emergency Management Section OverviewDental 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 SectionPart A: Medical Emergencies

Part B: Dental Emergencies

Learning Objectives and CompetenciesThese 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.


[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)

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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?

Teaching Tip


Part A: Medical EmergenciesOverviewIt 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 Activities1. 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 SlidesIntroduction to Section Slide 17

Key Terms Chapter ____, p. ____, (Phinney & Halstead)

[Insert Homeword Ass icon] Key Term

Glossary

Slides 18-20

Medical Emergencies Chapter ____, pp. ____ (Phinney & Halstead)

[Insert In-Class Activity icon] Heimlich

Maneuver

[Insert In-Class Activity icon] Airway

Obstruction

[Insert Home Ass icon] Textbook and

Slides 21-26

14

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.

The Adult Learner…


Key Concepts References and Activities SlidesWorkbook Assignment

[Insert Home Ass icon] End of Chapter

Activities


[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 Discussion1. 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.

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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 http://www.lungusa.org and learn how to help your patients to stop smoking.

Presentation ToolsNote: 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

16

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.

Teaching Tip

http://www.lungusa.org/


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

21

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

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

22

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

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

- 17 -17


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.

18


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.



Part B: Dental EmergenciesOverviewThis 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 Activities1. 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.

- 19 -19

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 Tip


Key Concepts References and Activities SlidesDental Emergencies Chapter ____, p. ____ (Phinney & Halstead) Slide 27

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

[Insert Home Ass icon] CPR Exam Preparation

Slide 28


[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 Discussion1. 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 AssignmentsCPR Exam Preparation. Learners should prepare for their upcoming written CPR exam.

Ideas for learners struggling with this material …20


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 http://www.americanheart.org. List the four steps in the chain of

survival.


slides accordingly.

Slide

27

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

Review Part A. Make sure that any remaining questions are

answered.


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.

- 21 -21

http://www.americanheart.org/


Section 3: Management of Pain and AnxietySection OverviewDental 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 SectionPart A: The Anesthetic Syringe

Part B: Anesthesia and Nitrous Oxide Sedation

Learning Objectives and CompetenciesThese 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.


[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)

22

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


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

Part A: The Anesthetic SyringeOverviewThe 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 Activities1. 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 SlidesIntroduction to Section Slides 29-30

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

[Insert Home Ass icon] Key Term Glossary

Slide 31

The Anesthetic Syringe Chapter ____, pp. ____ (Phinney & Halstead)

[Insert In-Class Activity icon] Preparing the

Anesthetic Syringe

Slides 32-33


[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 Discussion1. 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?

- 23 -23

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.

Teaching Tip


The foramen near the second bicusipids is the mental foramen.





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 www.ada.org, then find “Dental Therapeutics,” read the prescription tips and be prepared

to discuss them in class.


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.

24

http://www.ada.org/


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

- 25 -25


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 SedationOverviewThe 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 Activities1. 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 SlidesAnesthesia and Nitrous Oxide

Sedation

Chapter ____, pp. ____ (Phinney & Halstead) Slides 34-41

Assessment Questions [Insert In-Class Activity icon] Assisting with

the Administration of Topical and Local

Anesthetics

[Insert Home Ass icon] Textbook and

Workbook Assignment

Slide 42

26


Key Concepts References and Activities Slides[Insert Home Ass icon] End of Chapter

Activities


[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 Discussion1. 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. 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 AssignmentsTextbook 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 …

- 27 -27

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


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 http://aamgpaloalto.com 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.


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.

28

http://aamgpaloalto.com/


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

- 29 -29


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 [Insert NA 2-39] Local Anesthetic Solutions

30


39 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

- 31 -31




Section 4: Dental TerminologySection OverviewDental 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 SectionPart A: Dental Terminology

Learning Objectives and CompetenciesThese 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.


[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 TerminologyOverviewLearning 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.

32

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.

Teaching Tip


Initial Questions and Activities1. 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 SlidesIntroduction to Section Slide 43

Dental Terminology Chapter ____, pp. ____ (Dofka)

[Insert In-Class Activity icon] Explain the

Material

[Insert Homework Assignment icon]Textbook

Assignment

[Insert Homework Assignment icon] Dental

Terminology Audio Tape

Slides 44-45

Summary of Module Slide 46


[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

- 33 -33

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 . . .


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 AssignmentsTextbook 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 www.fda.gov and read the “Hot Topics” for the FDA. Report on one hot topic of interest

to you.


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

34

http://www.fda.gov/


activity.



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.

- 35 -35

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