Nicole Reddiex

Team lead Training Officer

Oral Health Improvement

Stobhill Hospital

Oral Health Directorate

300 Balgrayhill Road

Glasgow

G21 3UR

Tel: 0141 201 4217

Mobile: 07977 072 908

Email: nicole.reddiex@ggc.scot.nhs.uk

Availability: Monday - Friday 8.30am - 4.30pm

We come together to share knowledge or collective understanding of effective practice and new learning needs.

• Care Home Managers and Nursing Staff

• General Hospital Health Care Support Workers ( HCSW)

• Community and Hospital based Registered Staff Nurse

• NHS Dental Practices

• Public Dental Health Service for Special Care

• Adult Speech and Language Therapy (SALT)

• Adult Social Work Department

• Learning Disability Team

• NHS Education for Scotland (NES)

  
  

Oral Health Training Officer colleague Margaret Munro:

Margaret has 10 years experience as an OHTO and able to upskill my current knowledge as I am new to post.

Measure students thoughts as they embark onto the course.

How they're feeling, nervous, excited or worried? Allow them to speak one at a time using their surnames in alphabetical order to determine who speaks first.

(Power Point S40)

Students work in a group of 3 on a Jamboard to add questions they would like to ask their Tutor about the course content.

(Jamboard S30)

(Jamboard S20)

(Slide Deck S30)

Internal Stakeholders: NHS employees, managers, executive leadership team and the board of NHS directors.

Decide on a group leader who will present their findings to the class.

(Video A10)

(Critical Reflection S30)

(Slidedeck S10)

(Jamboard S30)

(Kahoot A&S30)

(S10)

Slide Decks (S10)

This will allow students to work with other classmates who they have not had the chance to collaborate with yet. It will also help eliminate any passenger behaviour, groups may have been previously formed in other units where more confident students always take the lead.

(Wheel of names/Collaborative learning S10)

Students have access to NHS Library recourses, these can be booked out of the library and brought to class to continue working on the leaflet.

Library visit in 3 then 2 sub working groups at a time.( Out of class visit A30)

Those waiting to attend the Library will use this time to decided on digital technology that the whole group agrees on to produce and publish their leaflet.

Final leaflet due for Submission on 6/3/24

This task will demonstrate critical reflection through joint practice development (JPD). By using this model students will develop practice in collaboration with peers around ideas within innovation, how to prioritise, develop and engage in peer support and share one another's learning.

• Word

• Padlet

• leaflet maker

• Canva

  
  

Reminder Final leaflet due for Submission on 6/3/24

(S15)

Open question - "Do you think the public are influenced more by information found in health leaflets produced by Public Health Scotland or Online sources such as social media". (Word S15)

Film your answers on Flip Grid to allow classmates to watch in their own time Asynchronously. (Digital Literacy A15)

(A5)

Slide deck presentation on following conditions;

Dental Caries, Periodontal Disease.

(Slide Deck S10)

Students are asked to input what their mood is today?, How stressed they feel about course work that's due?, What aspect of the course are they enjoying?.

(Digital Literacy, Health and Wellbeing A5)

(Digital S5)

Groups are presented with laminated pictures of a variety of different patients mouths with a mix of basic oral diseases and oral cancers. Students asked to discuss with small group potential diagnosis.

A leader will them be chosen to deliver their findings to the class.

Students can use open book for this formative assessment.

(NHS Learning slides S45)

(Power Point A20)

Students will take it in turns to role play the patients or Nurse providing Oral Care.

Students will follow the case study previously chosen by them to role play the scenario to fellow class mates and OHTO.

(Oral Health Aids, Word docs, S40)

Give a summary of todays learning and the importance of checking all patients for any changes in their mouths.

Students all input into the class Jamboard as much information as they can remember from todays lesson.

(Jamboard S10)

(A15)

All backgrounds behind pictures will be blue or yellow - never white to ensure it prevents the student from suffering any visual stress.

Class will investigate best practice into how to use each aid when delivering oral care. Recourses in tub - Toothbrush, non foaming toothpaste, denture pot, denture cream, saliva substitute, floss, IDB brushes, special care 3 end brush, silk special care brush, dentures, mouth models, sodium hypochlorite, mouth rest, finger shield, mouth prop. Students must show awareness of prevention being the key to good oral health and should be tailored to the individual needs of the patient.

(S15)

Students will pick from a list of case studies written from previous students.

They will use this case study to mimic the oral health session.

In their groups of 2 they will be asked to take turns being the Oral Health Educator and the patient.

Using the video the class watched for homework they are asked to expand on their skill set to deliver care.

The class Jamboard is available on screen for reference.

(A20)

(Word Cloud S10)

OHTO will also grade all groups individually, an e-mail will be sent out to each individual with their grades.

(S20)

(Slide Deck S10)

Some answers OHTO is looking for;

Attachment - No relationship or bond.

Comfort - Lack of warmth from others.

Identity - No social interactions or hobbies can lease to loss of identity.

Occupation - No meaningful activity can lead to boredom and sensory deprivation.

(Power Point A20)

(Clinical medical notes A15)

If there is an unmet need students are asked to explain; How they can meet the needs of the patient? The best method of communicating to the patient? If there is an expression of frustration noted could this be caused by these needs not been met.

(Clickview 15)

Students are asked to record any proactive and preventative strategies they have used. This will be done using the following headings;

: What Strategy did you use?

: Why did you use this Strategy?

: How helpful was it for the person?

(Case notes, logbook A45)

(Log book S15)

Discuss with students that dementia is a neurodegenerative condition that affects the brain and progressively worsens over time.

It affects the way a person thinks, communicates and behaves. This is why we find patients are obstructive when receiving dental care.

(Slide Decks to reflect on as notes S30)

Students are asked to add this list to the class Jamboard.

OHTO has started the list with the most common Dementias;

Alzheimer's disease

Vascular Dementia

Dementia of mixed aetiology

Frontotemporal dementia (FTD)

Lewy body Dementia (DLB)

Make students are aware that there are in fact 206 protentional different kinds of dementia diagnosis.

(Jamboard A30)

Imagine you have been admitted to a hospital ward or have been moved into a care home and are stopped from doing your usual morning routine.

No one appears to be listening to you.

How would you feel?

What would you do?

Discuss how will present back to class on the feelings you have discussed.

(Jigsaw activity S20)

For the rest of the session they are asked to research the condition they have chosen and how they can disable themselves to mimic the condition.

(Wheel of names S10)

• Physical

• Social and Environmental

• Psychological

Students are then asked to note down what they think the causes of aggression would be from a patient with dementia when attempting to deliver oral care.

(Slide deck S30)

Each student will move around beds to have their turn at delivering care to a patient with at least 3 different illnesses.

(Role Play A60)

Students are asked to evaluate how difficult they found the delivery and discuss what was the least and most difficult form of behaviour that prevented them from delivering their care.

(S15)

• Medial term for swallowing.

• One in 10 people over the age of 65 have swallowing problems.

• The 3 main health complications of dysphagia are under nutrition, dehydration and pneumonia.

Signs that may indicate dysphagia include;

Problems eating and drinking.

• Wet or horse voice, frequent clearing of throat.

• Coughing or Choking with or after food or drink.

  (Padlet S60)

Students personal learning journals available for students to share with OHTO (A10 for each individual)

• Clean mouth is essential for good overall health, often forgotten when someone is unable to eat or drink easily.

• Plaque will still form in the mouth of patients with no natural teeth.

(Padlet A30)

(Video 7min)

Students are asked to complete an essay in exam conditions in the NHS education building at the QEUH.

They will then be asked to begin completing their competency case studies. This is in the form of a book which I have attached electronically and handed students paper copies. Students have 10 weeks to complete these, they have to complete a case study for 5 of their patients over 10 weeks. submission will be required 10 weeks from date of last lecture. All students will be reminded of that date and have it added to their electronic diary.

Using this form of formative assessment in collaborative teaching, students can individually enhance their own learning from appropriately chosen case studies. This gives students hands on practical learning which they are then able to demonstrate to the OHTO through the form of formative assessment from the log book. It also helps OHTO to be able to check students understanding of topics chosen and demonstrates their learning or any learning needs they may have.

This essay will allow OHTO to evaluate the effectiveness of the students ability to showcase their knowledge while investigate and explain their approach.

If assistance is required in writing the essay a scribe will be provided to those who already have disclosed learning needs in their personal record.

The principles when designing the exams are programmed to ensure both summative assessments are Valid, Authentic, Current, Sufficient and Reliable.

When developing the assessments OHTO's work in collaboration with NES and NHS Scotland staff to maintain collaborative practice, maintaining the most up to date SIGN Guidelines in oral care for patients with dementia and dementia related conditions.

Any Students who have Competency Framework booklets that require resubmission will have a date discussed and agreed with them prior to date been set.

(Exam paper S30)

• Own experience is an important learning recourse.

• Can apply knowledge rather than just examine it.

• Internally motivated.

• Self-directed.

• Understand why they are on the course and the benefits the SCQF qualification will have to their current roles.

(Slide decks S15)

I have evaluated and understood that students have their own individual way of learning so have designed different strategies to teach classes to accommodate the needs of diagnosed dyslexic students.

I have identified that inclusive practice is about adapting learning, teaching and assessment to make the course assessible to all regardless of ability, educational needs or any other barrier that may occur from a protected characteristic.

Following the International WCAG 2.2 AA I have followed the 4 design principles, Perceivable, Operable, Understandable, Robust when designing this course in collaboration with partnership working. To ensure all individuals have the best opportunity to attain a pass grade and end of course.

Use of proper headings with short, simple sentences to describe patient care.

Yellow paper has been provided and used for printing off any questions in Arial font size 16 for dyslexic students.

Line spacing of 1.5 of multiple