S U M M E R 2 015
2Message from
the Registrar
8You’ve been asking
9Front and Centre:
Being an Effective
Interprofessional
Team Player
15Mouth Care for
Residents in
Continuing Care in
Alberta
16SMILE program
teachs importance
of good oral health
19Noteworthy
22 Continuing
Competence
Being An Effective
Interprofessional Team Player
The nature of a team is varied and complex. In health care, the most effective team from a patient’s perspective
is multidisciplinary, but teams may draw from a single professional group. Patients are treated in a variety of
environments - at home, in clinics, small hospitals and large teaching hospitals. In each of these places, the ways the
team communicates with one another and with the patient will determine how effective the care and treatment is, as
well as how the team members feel about their work.
Effective teamwork in health-care delivery can have an immediate and positive impact on patient safety. The importance
of effective teams is increasing due to factors such as: (i) the increased incidence of complexity and specialization of
care; (ii) increasing co-morbidities; (iii) the increasing incidence of chronic disease; (iv) global workforce shortages; and
(v) initiatives for safe working hours.
This article is based on the World Health Organization resource: To Err is Human; Being an Effective Team Player
www.who.int/patientsafety/education/curriculum/course4_handout.pdf Retrieved July 15, 2015
Continued on page 5
InTouch summer 2015
Publisher:
The College of Registered Dental
Hygienists of Alberta.
InTouch is published four times a year.
Advertising:
CRDHA accepts advertising for
educational opportunities from
recognized educational institutions or
other regulatory bodies. To place an
advertisement, send camera-readyart or typed text to:
Editor, InTouch
#302, 8657 51 Avenue NW
Edmonton, Alberta T6E 6A8
Phone:
(780) 465-1756
Fax:
(780) 440-0544
E-mail: [email protected]
Ads/graphics must be submitted
as camera ready artwork in high
resolution pdf format, .eps or
.tiff formats with a minimum
resolution of 300 dpi. Text only ads
may be submitted in MS Word.
Rates:
InTouch advertising rates are as
follows:
Full Page: 7.5” x 9.4”
$600
1/2 Page horizontal: 7.5” x 3.625”
$325
1/2 Page vertical:
3.625 x 9.4”
$325
1/4 Page: 3.625” x 4.5” $175
1/8 Page (BusCard): 3.625” x 2”
Website:
$100
$75/two weeks
Submissions:
Story ideas, articles and letters
are welcome. Send your submission
to the Editor at: [email protected]. The
Editor reserves the right to edit
content, format and length.
Submission Deadlines:
November 15 February 15
May 15
August 15
For more information about the
CRDHA and the dental hygiene
profession in Alberta visit
www.crdha.ca
CRDHA Council Directory
Laurie Smith, RDH
President
Calgary
[email protected]
Sabrina Heglund, RDH
Ardrossan
[email protected]
Joshua Jackman, Public Member
Edmonton
[email protected]
Arlynn Brodie, RDH
Vice President
Calahoo
[email protected]
Michael Lummerding,
Grande Prairie
[email protected]
Jack Belkin, Public Member
Edmonton
[email protected]
Kathleen Sauze, RDH
Edmonton
[email protected]
Alison Boone, RDH
Calgary
[email protected]
Jacqueline VanMalsen,
St. Albert
[email protected]
Joanna Czarnobaj, RDH
Edmonton
[email protected]
Geraldine (Gerry) Cool, RDH
Canadian Dental Hygienists
Association, Alberta Director
Carseland
[email protected]
Rocell Gercio-Chad,
Calgary
[email protected]
RDH
Public Member
RDH
Reminders & Announcements
August 24, 2015: Online Annual Renewal begins
September 25 & 26, 2015: Canadian Academy of Public Health Dentistry
Conference, Toronto, ON
October 9, 2015: Suggested deadline to submit Annual Renewal applications
and fees to allow for processing
October 31, 2015: CRDHA Annual Renewal Deadline
October 29, 2015 - October 31, 2015: CDHA Conference, Victoria, BC
April 28-30, 2016: CRDHA Annual Continuing Competence Event, Calgary, AB
June 23 - 25, 2016: International Federation of Dental Hygiene, Basel,
Switzerland
The College of Registered Dental Hygienists of Alberta (CRDHA) invites submissions of original research, discussion
papers and statements of opinion relevant to the dental hygiene profession for it’s official newsletter, InTouch.
Submissions are subject to editorial approval and may be formatted and/or edited without notice. Contributions to
InTouch do not necessarily represent the views of the CRDHA, its staff or Council, nor can the CRDHA guarantee
the authenticity or accuracy of reported research. As well, the CRDHA does not endorse, warrant, or assume
responsibility for the accuracy, reliability, truthfulness or appropriateness of information regarding products,
services, manufacturers or suppliers contained in advertisements within or associated with the newsletter. Under
no circumstances, including, but not limited to, negligence shall the CRDHA be liable for any direct, indirect, special,
punitive, incidental, or consequential damages arising from the use, or neglect, of information contained in articles
and/or advertisements within this publication.
S U M M E R 2 015
CRDHA Council
The College of Registered
Dental Hygienists of Alberta
(CRDHA) exists so that
Albertans will receive safe,
high quality dental hygiene
care from a continually
advancing dental hygiene
profession.
The College of Registered Dental
Hygienists of Alberta (CRDHA) Council
serves as the governing body of the
CRDHA and fulfills specific roles and
responsibilities set out in the Health
Professions Act (the Act). Council uses
the Carver Policy Governance Model®,
which enables the board to focus on
organizational purpose and direction.
Aimee Bradley, CRDHA President 201415, resigned as a CRDHA Councillor
effective June 30, 2015. We appreciate
Aimee’s leadership and wish her well
with her new endeavours. CRDHA
Council appointed Allison Boone for a
one-year term to replace the resigning
Councillor. Allison previously served on
the CRDHA Council from 2008-2014.
The CRDHA Council is elected by
CRDHA members and Councillors work
together as a team to accomplish the
mission of the CRDHA.
At the CRDHA Annual General
Meeting, May 9, 2015, results of the
mail ballot election were announced.
Sabrina Heglund, who previously
served a 3-year term 2008-2011 was
elected to serve a new 3-year term
which will end June 30, 2018. Rocell
Gercio-Chad was re-elected for a
second term which will end June 30,
2018.
To learn more about
the CRDHA Council
go to www.crdha.ca/
about-crdha/crdhacouncil.aspx
On behalf of CRDHA members we
express appreciation to the dedicated
councillors who have finished their
terms on CRDHA Council. Maureen
Graham, Vice President, and Shirley
Smith, Immediate Past President,
finished their terms on June 30, 2015.
Thank you Maureen and Shirley for your
service.
At its June 21, 2015 meeting the
Council elected Laurie Smith as
President and Arlynn Brodie as Vice
President. We look forward to their
leadership.
1
CRDHA INTOUCH
Message from the registrar
It’s renewal time! Renew your registration online and on time.
All expiry notices will be sent by email this year. Online renewal is
mandatory for all members except those applying for transfer from
Non-Practicing to General membership.
New Website Sign-in Coming
Brenda Walker, RDH
Renew your registration
at www.crdha.ca
It’s simple, fast and secure.
Online renewal will open
Thursday, August 24, 2015
The deadline for online renewal
is midnight, October 31, 2015.
To allow for processing all
applications and fees should
be received in the
CRDHA office by
Monday, October 9, 2015.
2
In August 2015 the CRDHA will begin
using a new member data base system.
Transition to the new system will
require members to use a new User
ID and password to access and update
certain information on the CRDHA
website. A new User ID and temporary
password will be sent to each member
by email when the new data base is
activated. Once the new system is in
place, you must use the new User ID
and the temporary password the first
time you sign in to the CRDHA website.
On sign-in you will be given the option
to reset the password to one that is
easier for you to remember.
Important Reminders
re: Online Renewal
When General members renew online,
the system will confirm that the
member’s CPR certification (Health
Care Provider Level) will be current on
November 1, 2015. If the member’s
continuing competence reporting
period ends October 31, 2015, the
online renewal system will also
verify that the competence program
requirements have been met.
If CPR certification was completed 12
or more months prior to November 1,
2015 or the continuing competence
program requirements have not
been met, the system will not
allow the member to proceed with
online renewal until an updated CPR
certificate has been uploaded and
continuing competence program
requirements have been met.
Non-Practicing membership may
be renewed online. Non-Practicing
members are not required to provide
evidence of holding CPR certification
or of meeting continuing competence
program requirements.
Transfers
Non-Practicing members who want to
transfer to General membership must
print and return a completed renewal
form along with the required additional
documentation, by regular mail. Sign in
to the CRDHA website to access the
forms and information you’ll require
to apply for transfer. Navigation: Sign
In>Registration & Renewal>Transfer
(Non-Practicing to Practicing).
General members may transfer to NonPracticing membership through the
online renewal system.
Your responsibility
• Make sure the CRDHA has your
correct name, email and postal
addresses, home telephone number,
S U M M E R 2 015
business address and telephone
number.
• General members must submit a
complete application for renewal
of their practice permit, including
evidence of current CPR certification
and fees, by October 31, 2015 even
if they fail to receive a renewal notice
from the Registrar.
• Non-Practicing members must
submit a complete application
for renewal of their membership,
including full payment of fees, by
October 31, 2015, even if they fail
to receive a renewal notice from the
Registrar.
The online renewal site will open August 24, 2015.
In preparation for online renewal, ensure that the CRDHA has
your current email address. To update your email address or
other personal information go to the CRDHA website home
page at www.crdha.ca > Your Membership > Update Personal
Information.
All categories of membership and practice permits expire
on October 31, 2015. Renew your registration early to avoid
delay in receiving your practice permit.
3
CRDHA INTOUCH
CPR Requirements
Don’t risk suspension of your practice permit
Regulated members applying for renewal of a practice permit
must provide evidence of holding current CPR certification at
the Health Care Provider (HCP) level. CPR certification must be
completed no longer than twelve months prior to November
1, 2015. A new practice permit will not be issued without
evidence of CPR certification.
If evidence of CPR certification is not received in the CRDHA
office by closing on October 31, 2015 your application for renewal of a practice
permit will be considered incomplete and will result in suspension of your practice
permit in accordance with section 40(2)(c) of the Health Professions Act. If the CPR
certification is the incorrect level, the certificate is not readable, or the certificate has
been altered, your application for renewal of a practice permit will be considered
incomplete and will result in suspension of your practice permit.
It is important to ensure that the CPR course you take has a hands-on
component. Online CPR courses without a hands-on component are
not acceptable for renewal of a practice permit. CPR courses must
include classroom instruction and practicum experience related to:
• o
ne and two rescuer chest compressions for adults, children
and infants;
• one and two rescuer adult, child and infant bag-valve mask
technique and rescue breathing;
• relief of choking in adults, children and infants; and
• use of an automated external defibrillator.
Reporting Blood Borne
Infections to the CRDHA
All health care workers with a history of human
immunodeficiency virus (HIV), hepatitis B virus (HBV)
or hepatitis C virus (HCV) positivity have an ethical
obligation to report to their professional regulatory
authority for referral to the Provincial Expert Review
Panel if they perform any exposure-prone procedures.
Exposure-prone procedures performed by dental
hygienists include scaling, root planing and injection
of local anaesthesia. Access to the Provincial Expert
Review Panel is through referral from a health care
worker’s regulatory authority.
Registered dental hygienists who have tested
positively to HIV, HBV or HCV should contact the
CRDHA Registrar, Brenda Walker, in person or by
telephone at 780-465-1756 or toll free 1-877-4651756 for further information and referral to the
Expert Review Panel.
4
New Heart and Stroke
CPR Cards
The Heart and Stroke Foundation issues
a plastic coated CPR card that is sent to
course participants from a central office
in Eastern Canada following completion
of the CPR course. Heart and Stroke
CPR cards cannot be issued by CPR
instructors on the day of the course.
It may take several weeks to receive
your CPR card so plan to renew your
CPR certification well in advance of the
October 31, 2015 renewal deadline.
Updating your CPR Records
You can send a scanned copy of your
updated CPR certificate to CRDHA
via the upload feature in the Member
Services section of the CRDHA website
as soon as you complete your CPR
training. Continuing competence credits
will be updated on receipt of the
scanned copy.
If you plan to fax your CPR certificate to
CRDHA, don’t wait too long. The office
needs to receive the fax and manually
update your member record prior to you
accessing the online renewal page.
Copies of dark
coloured or plastic
coated CPR cards
are not readable
when photocopied
and sent to
CRDHA by fax
(see illustration).
It is best to scan
these CPR wallet cards and send them
through the website update feature or
send them by email to [email protected].
Faxed or mailed copies of CPR cards
should be received in the CRDHA office
by October 9, 2015 so there is time to
enter your information into the member
database.
S U M M E R 2 015
Placement of Temporary
Restorations
Recent advertisement of an Interim
Stabilization Therapy (IST) course
delivered by the Canadian Dental
Hygienists Association, and recognition
of this IST course by the College of
Dental Hygienists of Ontario, has
resulted in CRDHA members calling to
see what implications all of this has for
dental hygiene practice in Alberta. The
short answer is NONE.
IST is an example of a jurisdictional,
regional or agency-specific term/
procedure that is used in another
province but is not used or recognized
in Alberta. Let me elaborate further.
Under the Health Professions Act
(Alberta) and the Dental Hygienists
Profession Regulation, all registered
dental hygienists can perform
restorative procedures of a temporary
nature as part of their scope of practice.
The dental hygienist must possess
the competencies required to perform
temporary restorative procedures safely
and effectively. If a dental hygienist
has not acquired these competencies
in their dental hygiene program of
study, the dental hygienist must
undertake further formal education or
comprehensive in-service training prior
to performing temporary restorative
procedures.
Dental hygienists placing temporary
restorations of any type must ensure
that the client is aware of the temporary
nature of the restoration and must
always advise the client or client’s
guardian to seek further care from a
dentist.
Because the more comprehensive
temporary restorative procedure called
Atraumatic Restorative Therapy (ART) is
already recognized as part of the scope
of practice of Alberta dental hygienists,
IST is not a term or procedure
recognized in Alberta.
Prior to performing ART procedures,
Alberta dental hygienists must complete
a lecture and clinical course to acquire
the competencies required to perform
ART safely and effectively. Periodically,
ART in-service courses (lecture and
clinical) are offered in Alberta by
provincial or federal health agencies.
When such courses are available, the
CRDHA posts the course information
on the CRDHA website. CRDHA is
currently working with Continuing
Dental Education at the University of
Alberta to add an ART course to their
2016 course offerings. Dental hygienists
who have not completed an ART course
should refrain from performing ART as a
temporary restorative procedure.
The CRDHA does not recognize an
IST course as equivalent to an ART
course. CRDHA members may choose
to complete an IST course for general
interest and may apply for credit under
the CRDHA continuing competence
program, but they will not be deemed
to have acquired the competencies
required to perform ART procedures
and will not be authorized to perform
IST in Alberta.
The College of Registered Dental
Hygienists of Alberta (CRDHA)
considers the following to be restorative
procedures of a temporary nature:
• discomfort from gingival or
mucosal irritation
• tooth sensitivity or pain
• impaired ability to eat
2.Atraumatic Restorative Treatment
(ART) on primary or permanent teeth
using glass ionomer or resin based
materials that release fluoride to
facilitate remineralization and inhibit
secondary caries when:
2.1.a dentist is not on-site or
readily available to treat the
client,
2.2.there is no evidence of
abscess, and
2.3.the client is experiencing any of
the following symptoms as the
result of an untreated carious
lesion, a fracture of the tooth or
loss of a filling: discomfort from
• gingival/mucosal irritation
• tooth sensitivity or pain
• impaired ability to eat, or
2.4.the client meets the criteria
for ART as part of an early
childhood caries prevention
program in a community health
setting
1.Insertion of zinc oxide eugenol or
other medicated cements in primary
or permanent teeth when:
1.1.a dentist is not on-site or
readily available to treat the
client,
1.2.there is no evidence of
abscess, and
1.3.the client is experiencing any of
the following symptoms as the
result of an untreated carious
lesion, a fracture of the tooth or
loss of a filling:
5
CRDHA INTOUCH
Unprofessional Conduct
re: CPR
On October 28, 2014, the CRDHA
received an online application for
renewal of a Practice Permit that
included an uploaded copy of what
purported to be a certificate of
completion of a CPR course at the HCP
level taken through St. John Ambulance
on September 8, 2014.
It appeared that the CPR certificate
submitted by the member was an
altered version of a September 6, 2013
CPR certificate, with changes made to
the date and the course number. Based
on concerns regarding the authenticity
of the CPR certificate, the member was
asked to have the CPR course instructor
verify the member’s participation
in the September 8, 2014 St. John
Ambulance CPR course. In response
to this request, the member provided
the CRDHA with the course instructor’s
name and phone number.
The course instructor confirmed that
she did not deliver a CPR course at
the HCP level on September 8, 2014.
Further, St. John Ambulance confirmed
that the course number on the CPR
certificate the member submitted to the
CRDHA did not exist in their system.
On October 30, 2014 the CRDHA
informed the member of the above and
indicated that the member’s Practice
Permit would be suspended effective
midnight on October 31, 2014 if new
evidence of current CPR certification at
the HCP level was not received. After
the CRDHA office closed on October
30, 2014, the member uploaded what
purported to be another CPR certificate.
The CPR certificate submitted by the
member on the evening of October 30,
2014 appeared to be another altered
version of a September 6, 2013 CPR
certificate. This time, changes were
made to the date but not to the course
number.
6
On October 31, 2014, in accordance
with section 56 of the Health
Professions Act (the “Act”), the CRDHA
Complaints Director decided to treat
this matter as a complaint under section
55 of the Act and the member was
sent a notice of suspension. Following a
preliminary investigation, the Complaints
Director resolved the complaint as
authorized under s. 55(2)(a.1) of the Act.
In a signed Complaint Resolution
Agreement, the member
acknowledged: (1) submitting an altered
CPR certificate on October 28, 2014
and October 30, 2014; (2) signing
an inaccurate renewal application
Declaration Statement; and (3) violating
various sections of the Code of Ethics,
Practice Standards and Continuing
Competence Rules by submitting
altered and inaccurate documentation.
Further, the member agreed to ensure
that altered documents or inaccurate
information are not submitted in
the future and agreed that if altered
documents or inaccurate information
is submitted in the future, the CRDHA
may rely on the Complaint Resolution
Agreement during any professional
conduct proceedings. Finally, under
the Complaint Resolution Agreement,
the member paid a fine of $1500 and a
portion of the costs of the investigation
and legal expenses in the amount of
$1,000, for a total of $2500 in fines and
costs
Code of Ethics Review
The CRDHA is currently undertaking a
comprehensive review of its Code of
Ethics. The review is being conducted
in accordance with requirements set
out in s.133(1) of the Health Professions
Act. The revised Code will be sent to
members for their review and comment
prior to being forwarded to the Minister
of Health. Please watch your email box
for your invitation to participate in an
online survey to provide your feedback
on the revised Code of Ethics.
S U M M E R 2 015
Navigating the CRDHA Website
Update Your Personal Information
Ensure the CRDHA office has your
current contact information and email
address. Access your Member Profile
online at www.crdha.ca and renew
your membership.
Two ways to access the Member
Services section on the CRDHA
website www.crdha.ca from the home
page:
1. Go to the top menu bar and click
the “Sign-In” button. Sign-In using
your user ID and password.* When
a new top menu bar appears click
the Member Services button to
access restricted documents and to
perform online member activities.
2. Go to the left hand column “Your
Membership” section to perform
the following functions:
Update Your Personal Information
View or Print Your CCP Transcript
Upload Current CPR
Documentation
Renew Your CRDHA Annual
Membership
* See the note on page 2 about the
new website Sign-In.
What does your email address
say about you?
When choosing your email address,
avoid nicknames, references
to personal characteristics, or
controversial topics. Keep your email
address simple and professional.
Avoid “cutesy” and/or suggestive
email addresses such as hotstuff@xxx.
com or [email protected] which do
not present a professional image.
7
CRDHA INTOUCH
You’ve been asking...
This section includes some questions that the
CRDHA staff has received from CRDHA members.
Can dental hygienists use
Botox® and injectable fillers in
their practice?
No. The use of Botox® and other
injectable fillers is a restricted activity
that does not fall within the scope of
practice for Alberta registered dental
hygienists.
The 2014 Alberta Dental Association
and College (ADA+C) Standards
of Practice, core competencies
and educational requirements
for administration of Botox®
(neuromodulators), derma fillers,
and other agents applies only to
dentists and dental specialists who
are registered with the ADA+C. The
ADA+C authorization to perform
these procedures does not extend to
registered dental hygienists employed
by a dentist or dental specialist.
Dental hygienists may wish to attend
the lecture portion of neuromodulator
or derma filler courses offered by
Continuing Dental Education at
the University of Alberta or other
course sponsors in order to acquire
general knowledge of the procedures
performed by their dental employers.
On completion of these courses, dental
hygienists may apply for continuing
competence program credit. If a course
has and on-line component, Continuing
Competence Program Rule #9.1.3
applies.
Dental hygienists must not perform
any clinical procedures related to
administration of Botox® or derma fillers
of any type.
8
What courses can I take to
incorporate orofacial myology
into my dental hygiene
practice?
The CRDHA Continuing Competence
Committee recently completed a
review of course outlines, course
content, and the evaluation/certification
requirements and processes used by
several organizations that teach orofacial
myology procedures to dental hygienists
and other health professionals.
The Committee re-confirmed its
earlier decision that only those
RDHs who have completed all of
the requirements established by the
International Association of Orofacial
Myology (IAOM) and who have received
IAOM certification will be considered
competent to perform orofacial myology
as part of the practice of dental hygiene
in Alberta. Further, following successful
completion of the IAOM certification
process, Alberta RDHs must comply
with any code of ethics, policies,
procedures, membership and continuing
education requirements set out by
the IAOM. Only persons who have
completed the full IAOM certification
process may use the designation
“COM”.
The IAOM was established 40+ years
ago and provides certification and
continuing education for those persons
seeking specialized recognition in
the area of orofacial myofunctional
disorders. IAOM members can achieve
certification status through testing
procedures and by meeting specific
clinical standards. A Directory of
Membership includes all professionals
who ascribe to the principles of the
IAOM. Those members who have
achieved certification in orofacial
myology (designated as COM) are also
identified in the IAOM Directory.
From time to time you will see courses
on orofacial myofunctional disorders
offered by various agencies or speakers.
You should be aware that only those
courses approved by the IAOM will
qualify toward IAOM certification. If
the course is not listed as an approved
course on the IAOM website it should
be taken for “general interest only”.
S U M M E R 2 015
Front and Centre:
Being an Effective Interprofessional Team Player
This article was developed by the World Health Organization with the broader health care system
in mind. Dental hygienists also work in teams and this information will confirm or provide advice
regarding how your practice functions as a team and how you function as a team member. The article
has been adapted by the CRDHA to refer to dental hygiene practice.
Characteristics of a
health care team
Health care teams interact dynamically
and have the common goal of
delivering health services to patients.
Regardless of their nature, teams share
certain characteristics. These include
the team members needing to:
• p
ossess specialized and
complementary knowledge and
skills
• k now their role and the roles of
others in the team(s) and interact
with one another to achieve a
common goal
• make decisions
Coordinating teams
The coordinating team is the group
responsible for day-to-day operational
management, coordination functions
and resource management for core
teams.
Contingency teams
Contingency teams are formed for
emergent or specific events (e.g.
cardiac-arrest teams, disaster-response
teams, obstetric-emergency teams,
rapid-response teams). The members
of a contingency team are drawn from
a variety of core teams.
Ancillary services
Ancillary service teams consist
of individuals such as cleaners or
domestic staff who provide direct, taskspecific, time-limited care to patients or
support services that facilitate patient
care. The members of these teams
are often not located where patients
receive routine care.
Support services and administration
Support services teams consist of
individuals who provide indirect, taskspecific services in a health care facility.
Administration includes the executive
leadership of a unit or facility and has
24-hour accountability for the overall
functioning of the organization.
• p
ossess specialized knowledge and
skills and often function under highworkload conditions
• a ct as a collective unit, as a result
of the interdependency of the tasks
performed by team members
The different types of teams
found in health care
Core teams
Core teams consist of team leaders
and members who are directly involved
in caring for the patient. Core team
members include direct-care providers
such as nurses, pharmacists, doctors,
dentists, dental hygienists, assistants
and, of course, the patient or their
carer. They also include continuity
providers - those who manage the
patient from assessment to discharge,
for example, case managers.
9
CRDHA INTOUCH
How teams can improve patient care
Example
Teams represent a pragmatic way to improve patient care. Teams can improve care at
the level of the organization, the team as a whole, the individual team member and the
patient.
During an oral cancer screening the
dental hygienist, Malcolm, asked Mr.
Koor, a new patient, about his tobacco
use. Mr. Koor responded that he has
used tobacco for twenty years and tried
to quit many times. Also, during the
examination, Malcolm discovered an
extensive, suspicious white lesion on the
inside of Mr. Koor’s cheek. He showed
it to Mr. Koor explaining that it was an
atypical condition which could be related
to Mr. Koor’s tobacco use and that referral
to an oral pathologist would be prudent.
Mr. Koor asked how urgent the referral
was. Malcolm responded that it was best
to get a referral soon. Malcolm also asked
Mr. Koor if he would like to learn about
some resources that could help him quit
smoking. Mr. Koor agreed, so Malcolm
told him about the Alberta Quits Helpline.
Mr. Koor requested the referral to the oral
pathologist and also that the receptionist
fax the Alberta Quits Helpline referral
form to register Mr. Koor with Alberta
Quits for assistance to quit smoking.
BENEFITS
Team benefits
Patient benefits
Benefits to team
member
Improved
coordination of care
Enhanced satisfaction
withcare
Enhanced job
satisfaction
Efficient use of
health-care
services
Acceptance of
treatment
Greater role
clarity
Enhanced
communication
and professional
diversity
Improved
health outcomes
and quality of care
Enhanced
well-being
Adapted from: World Health Organization: To Err is Human; Being an Effective Team Player (page 2)
www.who.int/patientsafety/education/curriculum/course4_handout.pdf Retrieved July 15, 2015
What does effective teamwork
mean?
How does the use of effective
teams improve patient care?
An effective team is one where the
team members, including the patient,
communicate with one another, as well
as combining their observations, expertise
and decision-making responsibilities to
optimize care. There is some evidence
that multidisciplinary teams improve the
quality of services and lower costs. Good
teamwork has also been shown to reduce
errors and improve care for patients,
particularly those with chronic illnesses.
In addition, understanding the culture of
their workplace and its impacts on team
dynamics and functioning will make an
individual a good team player.
Patients today are rarely looked after
by just one health professional. Patient
safety, in the context of a complex
health-care system, recognizes that
effective teamwork is essential for
minimizing adverse events caused by
miscommunication with others caring
for the patient, and misunderstandings
of roles and responsibilities. Patients
have a vested interest in their own care
and must be part of the communication
pathways too; their involvement has
been shown also to minimise errors and
potential adverse events.
10
At his dental hygiene recare appointment
Mr. Koor happily reported that he has
been tobacco free for 5 months; further
examination and biopsy of the lesion by
the oral pathologist indicated that Mr.
Koor does not have oral cancer.
Why is the issue of good
communication in health care so
important?
Research has shown that there are fewer
errors and better treatment outcomes
when there is good communication
between patients and their healthcare providers, and when patients are
fully informed and educated about
their treatment and medication. Poor
communication between health-care
professionals, patients and their carers
has also emerged as a common reason
for patients taking legal action against
health-care providers.
S P R I N G 2 015
The application of Crew
Resource Management (CRM)
in health care
CRM was developed by the aviation
industry to improve communication
in the cockpit and implement teamcentered decision making systems.
CRM is defined as “using all available
sources - information, equipment, and
people - to achieve safe and efficient
flight operations.” CRM has been used
in health care to improve team work and
communication and initiate other safe
processes.
Main characteristics of CRM
Common purpose
Team members generate a common
and clearly defined purpose that includes
collective interests and demonstrates
shared ownership.
easurable goals
M
Teams set goals that are measurable and
focused on the team’s task.
ffective leadership
E
Teams require effective leadership to set
and maintain structures, manage conflict,
listen to members and trust and support
members. It is also considered important
that team members agree on and share
leadership functions.
Effective communication
Good health-care teams share ideas
and information quickly and regularly,
keep written records and allow time for
team reflection. Some of the most indepth analysis of interprofessional team
communication (across disciplines and
not just among medical specialties) has
focused on high-stakes teams, such as
those found in surgery.
Good cohesion
Cohesive teams have a unique and
identifiable team spirit and commitment
and have greater longevity, as team
members want to continue working
together.
Mutual respect
Effective teams have members who
respect each others’ talents and
beliefs, in addition to their professional
contributions. Effective teams also accept
and encourage a diversity of opinions
among members.
Additional requirements for effective
teams include individual task proficiency
(both in terms of personal technical skills
and teamwork skills); task motivation;
flexibility; the ability to monitor their own
performance; effective resolution of and
learning from conflict and engagement in
situation monitoring.
Leadership
Effective leadership is a key characteristic
of an effective team. Effective team
leaders facilitate, coach and coordinate
the activities of other team members.
Challenges to effective
teamwork
Several barriers exist to establishing and
maintaining effective teamwork in health
care.
hanging roles
C
In many health-care environments, there
is considerable change and overlap in
the roles played by different health-care
professionals. These changing roles can
present challenges to teams, in terms of
role allocation and acknowledgement.
Changing settings
The nature of health care is changing
in many ways, including increased
delivery of care for chronic conditions
in community care settings and the
transfer of many surgical procedures to
outpatient centres. These changes require
the development of new teams and the
modification of existing teams.
Health-care hierarchies
Health care is strongly hierarchical in
nature, which can be counterproductive
to well- functioning and effective
teams where all members’ views are
considered.
Individualistic nature of health care
Many health-care professions, such as
nursing, dentistry and medicine, are
based on the autonomous one-to-one
relationship between the provider and
patient. While this relationship remains
a core value, it is challenged by many
concepts of teamwork and shared care.
The CRDHA Practice Standards and Code of Ethics
emphasize the expectation that dental hygienists
engage in effective communication with team members
and clients. The Practice Standards state: “Dental
hygienists consult and collaborate in a cooperative,
constructive, and respectful manner with other
colleagues, health professionals, and experts as
necessary.”
The CRDHA Code of Ethics goes on to state: “Dental
hygienists collaborate with colleagues and other
health professionals in a cooperative, constructive and
respectful manner.”
11
CRDHA INTOUCH
Instability of teams
As discussed previously, health-care
teams are often transitory in nature,
coming together for a specific task or
event (e.g. cardiac-arrest teams).
How to apply teamwork
Failing teamwork leads to accidents
Reviews of high-profile incidents, such
as aviation disasters, have identified
three main types of teamwork
failings as contributing to accidents,
namely, unclear definition of roles,
lack of explicit coordination and other
miscommunication.
• R
ead-back/close the communication
loop
Resolving disagreement and conflict
The ability to resolve conflict or
disagreement in the team is crucial
to successful teamwork. This can be
especially challenging for junior members
of the team, such as students, or in teams
that are highly hierarchical in nature.
Practical tips for health-care professionals
to practise at work:
• Always introduce yourself to the team
• S
tate the obvious to avoid
assumptions
• Ask questions, check and clarify
• D
elegate tasks to specific people, not
to the air
• Clarify your role
• U
se objective (not subjective)
language.
How to apply teamwork
principles
Practical tips for health-care professionals
to practise:
• Learn and use people’s names
• Be assertive when required
• If something doesn’t make sense, find
out the other person’s perspective
• A
lways do a team briefing before
starting a team activity and a debrief
afterwards
• W
hen in conflict, concentrate on
“what” is right for the patient, not
“who” is right / wrong.
resolving disagreement and conflict
Resolving conflict or disagreement is crucial to successful teamwork. Protocols have
been developed to help members of a team speak out:
Psychological
Safety
Peoples’
perception of the
work environment
as conducive
to taking these
interpersonal
risks
Two-Challenge Rule:
• designed to empower all team members to stop an activity if they
sense or discover an essential safety breach
• voice his/her concerns by restating concern at least twice if the initial
assertion is orgnored (hence two-challenge rule)
1
CUS: Is shorthand for a 3-step process for assisting people in stopping
a problem:
I am
Concerned
I am Uncomfortable
This is a Safety Issue
2
DESC script: a constructive process for resolving conflicts by reaching
consensus
3
Describe the specific situation/provide concrete evidence or data
Express how the situation makes you feel/what the concerns are
Suggest alternatives and seek agreement
Consequences stated/their effect on team and patient safety
12
S U M M E R 2 015
Teamwork doesn’t just happen.
It requires:
• A
n understanding of the characteristics
of successful teams
• K
nowledge of how teams function and
of ways to maintain effective teams.
Adapted from: World Health Organization: To Err is
Human; Being an Effective Team Player www.who.int/
patientsafety/education/curriculum/course4_handout.pdf
Retrieved July 15, 2015
Team: a distinguishable
set of two or more people
who interact dynamically,
interdependently and
adaptively towards a
common and valued
goal / objective / mission,
who have been assigned
specific roles or functions
to perform and who
have a limited lifespan of
membership. Examples
of teams include choirs,
sporting teams, military
units, aircraft crews and
emergency response
teams.
New number.
Same trusted health advice.
MyHealth.Alberta.ca/811
13
CRDHA INTOUCH
Interprofessional
What is Reflection?
• Reflection is an iterative process that occurs before, during and after situations with
the purpose of developing greater understanding of both the self and the situation so
that future encounters with the situation are informed by previous encounters”1.
How does Reflection apply to Interprofessional Teams?
• Different approaches to build skill in reflective practice include written processes
(journaling, narrative writing, structured reflection with prompts), and oral
processes (debriefing).
The high stakes nature of health care combined with the diversity of training, personal
background and professional perspective among interprofessional team members
demands an ongoing process to navigate differences and improve processes. The
process of reflection can enhance team functioning in two ways:
• Individual team members reflect on their professional contribution within the team
and their role in team process
• Initially, reflection may feel awkward as reflection is not necessarily intuitive2
though practice over time can help to develop the reflective habit of mind
necessary for competent professional practice.
• The team as a whole may discuss and reflect on their individual and collective
performance with respect to an event while incorporating feedback from outside
sources and making plans for improved performance.
While individual reflection is valuable, it is not sufficient to effect change on a team
level; intentional analysis by all team members is necessary for workable change.
Why Reflect?
As an essential process for professional self-assessment and practice improvement, reflection
• Helps with integration of feedback , identification of one’s own strengths and
limitations, and then the pursuit of information or outside expertise needed to
improve practice .
• Can improve quality of care through increased diagnostic accuracy4, and reduced
medical errors3.
• Focuses attention on team process, thus managing conflict that can impact team
function and job satisfaction.
Levels of Reflection
Describe the event, issue or situation
Personal / Team
Analysis
How do you and/or your
team interpret the event?
Context
Practice Implications
Use your analysis to identify learning
needs or changes to practice
How to use this guide
This guide can be used as a step-by-step guide to personal, professional and
interprofessional reflection.
• Reflection does not need to be formulaic in order to be effective, as long as the
description, analysis and practice implications are present.
• Successful written reflections may begin with a description of the event as a
foundation for analysis, though need not follow the remaining steps in a linear way.
Questions That Guide Reflection
Answering all of the questions is not necessary, or even desirable, in a single reflection.
What happened?
What was your professional and team role in the event?
How did other team members contribute, including the patient and/or family?
What was your emotional response to the event? Other team members?
How does the event relate to your personal ethics or values? Other team members?
What expectations/assumptions did you/your team have? Were they confirmed or challenged?
What were your personal or professional strengths and/or limitations in relation to the event? Other team members?
What other factors may have affected the event?
How does your interpretation align with external sources like
• Feedback from patients, community members, facilitators, team members or peers?
• The literature?
• Your profession’s standards of practice or code of ethics?
What organizational, historical or sociological implications does the event have?
What implications does the event have for your future practice?
What knowledge or expertise is needed to support your future practice?
How will you acquire that knowledge or access expertise?
How will you approach a similar event in the future?
Any factors from this experience that remain uncertain? How might you grapple with these grey issues going forward?
www.hserc.ualberta.ca
Health Sciences Education and Research Commons
Interprofessional Reflection Guide: HSERC: Permission received from HSERC
14
S U M M E R 2 015
Mouth Care for Residents in Continuing Care in Alberta
By Cindi de Graaff
Acting Provincial Oral Health Manager,
Alberta Health Services
In Alberta there are 14,319 Albertans
living in over 170 Long Term Care (LTC)
facilities across the province. With a
growing number of seniors maintaining
natural teeth for life, care facilities
across the country have identified a
need for skills and knowledge training
to support residents’ mouth care.
Thanks to Alberta Health Services’
(AHS’) Oral Health Action Plan this
training is now available, ensuring
staff has the competence necessary
to support seniors’ daily mouth care
needs. One of the primary focuses of
AHS Oral Health Action Plan (OHAP) is
to ensure our healthcare workers are
trained to identify and address evolving
seniors mouth care needs. Through
the Provincial Seniors Oral Health
Working Group (created by the OHAP)
healthcare workers are instructed to
provide or help senior residents to
perform daily mouth hygiene. Made
up of the Provincial Oral Health Team
Lead and health professionals from
each of AHS’ five Zones, the Working
Group’s primary objective has been to
extend this oral health initiative across
the province, developing a sustainable
mouth care training program for LTC
facilities’ healthcare workers. The
training program provides appropriate
oral hygiene techniques for the
senior population and addresses daily
challenges in assessing and providing
daily mouth care.
Working in collaboration with volunteer
LTC sites, each Zone brought forward
tool and resource ideas for mouth
care education. These ideas generated
the development of a Mouth Care
Planning Tool to assist care staff in
identifying what level of assistance a
resident requires based on their level
of autonomy. The mouth care education
enables health care workers to provide
support for daily mouth care based
on a standard Resident Assessment
Instrument (RAI) used in all care
facilities across the province. Another
tool - the Mouth Care Decision Tree helps staff identify common changes
in oral health, including bleeding gums,
broken teeth, signs of mouth pain, and
loose dentures. When these oral health
changes – or ‘triggers’ – are observed,
they are reported to a registered
nurse, who can use the pathways to
identify and provide appropriate care, or
navigate an appropriate referral.
in LTC facilities started with three
volunteer LTC sites in June 2014. This
oral health initiative has been very well
received, not only by seniors residents,
but also their family members and
facilities’ management teams. Having
garnered the support required to
expand this program across the
province, the training program has
since been delivered to an additional 34
facilities in Alberta, and through train
the trainer models, providing didactic
presentations, 40 more facilities are
anticipated to be reached by end of
2015. In addition, webinars have been
offered to health professionals caring
for dysphasia clients, annual education
days have been provided for acute care
health care aides, and guest lecturers
have spoken to health care aide and
first year register nurse academic
programs.
If you or a facility you know is
interested in more information on the
Mouth Care for Residents in Continuing
Care program please contact Cindi de
Graaff, Provincial Team Lead at cindi.
[email protected].
Other members of the Seniors Health
Working Group include: Leanne Rodine,
Joanne Penteluk, Judy Pahl, Nina
Kennaugh, Jenean Johnson, Sandra
Jensen, Brenda Pullar, Kristen Griffiths,
Christine, Keryluk, and Kelly Galea.
The reference of 83% of residents with
loss of independence is from Alberta’s
CIHI Data from 2012-2013 RAI ADL Self
Performance Scales levels 3-6. The Mouth Care Program for Residents
15
CRDHA INTOUCH
SMILE program teaches importance
of good oral health
Authors: Tarwinder Rai and Barbara Gitzel
Established in 2012, SMILE is a
volunteer initiative led by third year
dental hygiene students from the U
of A’s School of Dentistry that aims
to provide oral health education by
visiting schools and hospitals across
Edmonton. Third year students, BSC
students, grad students and junior
dental hygiene students worked in
small teams in the winter term to
provide oral health activities.
problem solving and group creativity
skills were tested and developed!
Team work in SMILE allowed for
bonding between senior and junior
students and was a good opportunity
for peer teaching and role modelling.
Even though teams were small, time
management skills, communication,
16
Other schools and
groups served by
SMILE were M.E Lazerte High
School, Ecole Broxton Park School in
Spruce Grove, Alberta School for the
Deaf, Millwoods Christian School,
St. Alphonsus Newcomers Program,
and Brightview Elementary School.
The presentation sparked a flurry
of questions from students: “How
Cultural
much
sweet stuff is too much?”
Competency
Skills
“Does
freezing damage my teeth?”
F OR HEALTH PROF ES S IONAL S
“If somebody smokes once during a
happy time like a wedding, will they
get
gum
disease?”
“If
Build your
intercultural
communication
skillsplaque lives in
Cultural Competency Skills for
to ensure the best possible patient outcomes.
and Psychologists
my mouth, is it a parasite?” Counsellors
Cultural Competency Skills for
OTHER TITLES IN THE SERIES
Cultural Competency Skills for Health Professionals teaches
techniques for meeting the challenges of working with
culturally diverse patients and their families. The skills that
health professionals and students acquire through using this
workbook will improve their communication and problemsolving abilities when working across cultures.
Occupational Therapists
Cultural Competency Skills for
Pharmacists
According to the Canadian Institute
for Health Information (CIHI), early
childhood caries (ECC) accounts for
about one-third of all day surgeries
performed on Canadian children
between the ages of 1 and 5. Studies
show that children with poor oral
health are more likely to miss school
and have more trouble concentrating
in class because of tooth pain or
infections. “Prevention of dental
disease is so important. Hopefully with
the knowledge we are giving these
children they will be able to prevent
dental disease and not just have it
treated.” added Dalpe.
Cultural Competency Skills for Health Professionals
approaches intercultural issues in health care from the
perspective of communication. It sharpens your ability
to understand the messages and information being
communicated by patients and their families.
The workbook provides eight learning modules based on
realistic health-care scenarios, along with exercises and
self-assessment tools. The modules include high-quality video
dramatizations and worksheets, and cover topics including:
• Traditional roles of family care
• Cultural issues in obtaining consent
• Cultural issues in compliance
• Language diversity in health care
• Generational views on personal directives
• Cultural issues in end-of-life care
• Challenging cultural norms
• Culturalinfluenceinfamilydecision-making.
AUTHORS
Earle Waugh, PhD
Director of the Centre for Health
and Culture, Department of Family
Medicine, University of Alberta
Olga Szafran, MHSA
Associate Director of Research,
Department of Family Medicine,
University of Alberta
Jean A.C. Triscott, MD
Professor and Director of the Division
of Care of the Elderly, Department of
Family Medicine, University of Alberta
Roger Parent, PhD
Professor Emeritus, Campus Saint‑Jean,
University of Alberta
$79.95
PRINTED IN CANADA
www.brusheducation.ca
WAUGH, SZAFRAN, TRISCOTT, PARENT
demonstrates to Hannah Berg, a Grade 5 student at Millwoods Christian
School, how to brush her teeth properly.
Samantha Dalpe, SMILE leader, said,
“So much of what children learn today
affects them as adults and this is very
true in regards to oral health.” 10-yearold student, Hannah Berg, showed her
appreciation, “I liked that they walked
us through how to brush and floss our
teeth. I’m going to try to floss more
and eat more healthy food.”
C U LT U R A L C O M P E T E N C Y S K I L L S F O R H E A LT H P R O F ES S I O N AL S
In spite of a heavy academic course
load, these students participated
with SMILE: Samantha Dalpe, Aurelia
Pantalone, Anna Vu, Danielle Clark,
Christine Banks, Stephanie Chan, Rylie
Carson, Melissa Chishop, Maria Zein,
Kayla Voytechek, Hassina Fazli, Kirsten
Patry. Junior student, Harley LaRocque
also volunteered.
Jessica Mensink,
May Hay Ho and Chet
Patel from the BSc
program presented to
the Healthcare Aides at
Norquest College under
the banner of SMILE
and graduate student
Samira Diar-Bakiirly
taught oral health to
80 students at MAC
(Muslim Association
of Canada). Danielle
Clark led a SHINE
project where students
filled shoe boxes with
brushes and other treats
for youth who reside
at or visit the youth
emergency shelter,
SMILE program leader and dental hygiene student Stephanie Dalpe
YESS.
Learners were from Kindergarten and
Grade 5-6. Some of the learners were
from English as a Second Language
program or with hearing challenges.
S U M M E R 2 015
Cultural Competency Skills for Health Professionals
Dr. Earle Waugh’s well received presentation at the CRDHA ACC Event in 2015 was based on the
concepts in this resource book and accompanying CD.
Earle Waugh, Olga Szafran, Jean A.C. Triscott, Roger Parent Brush Education Inc. Edmonton, 2014
Build your intercultural
communication skills to
ensure the best possible
patient outcomes.
Cultural Competency Skills for Health
Professionals teaches techniques for
meeting the challenges of working
with culturally diverse patients and
their families. The skills that health
professionals and students acquire
through using this workbook will
improve their communication and
problem solving-abilities when working
across cultures.
INCLUDES VIDEOS
OF REALISTIC
HEALTH-CARE
SCENARIOS
Cultural Competency Skills for
Health Professionals approaches
intercultural issues in health care from
the perspective of communication. It
sharpens your ability to understand
the messages and information being
communicated by patients and their
families.
The workbook provides eight learning
modules based on realistic healthcare scenarios, along with exercises
and self-assessment tools. The
modules include high-quality video
dramatizations and worksheets, and
cover topics including:
• Traditional roles of family care
Cultural
Competency Skills
• Cultural issues in obtaining consent
F OR H E A LTH PR OF ES SIONA LS
• Language diversity in health care
A Workbook for Caring Across Cultures
• G
enerational views on personal
directives
• Cultural issues in compliance
• Cultural issues in end-of-life care
• Challenging cultural norms
• C
ultural influence in family
decision-making.
The aim of the dramatizations is to
deepen your awareness and insight
into the ‘invisible’ language of cultures
(beliefs, values and norms).
EARLE WAUGH, OLGA SZAFRAN
JEAN A.C. TRISCOTT, ROGER PARENT
Cultural Competency Skills for
Health Professionals
Goals
The goal of this workbook is to help
health professionals provide culturally
competent care through effective
communication with their patients in a
respectful and effective manner.
Objectives
This workbook will assist you to:
1.become aware of your own beliefs
and attitudes toward patients of
different cultural groups;
2.better understand, the beliefs and
attitudes of your patients;
3.further enhance your skills in
intercultural communication and
problem-solving;
4.enrich your life-long practice of
self-discovery and self-learning in
cultural communication.
Modules
The learning of cultural competency
skills in this workbook is based on a
carefully designed and inter-related
sequence of learning modules. Each
module presents a real-life scenario
that illustrates challenges that you may
encounter in the health care setting.
The learning tools will assist you to
analyze the intercultural situation and
find an appropriate solution that is
effective and respectful.
17
CRDHA INTOUCH
CRDHA Annual Continuing Competence Event and
Annual General Meeting
On May 7-9, 2015 the CRDHA Annual Continuing Competence Event:
Intersections of Aging was a great success.
C R D H A A N N U A L C O N T I N U I N G C O M P E T E N C E E V E N T • M AY 7 - 9 , 2 01 5 • E D M O N TO N , A L B E R TA
Thank you
We extend a huge thank you to
Exhibitors, Volunteers, Mini Spot hosts
and Presenters who helped to make the
event such a success. Thank you also
to CRDHA members and guests who
support the event by attending.
Statistics
• T
he post-event ACC Event session
evaluation showed that the majority
of sessions received a 4-5 rating on a
scale of 5 (1 being the lowest rating
and 5 being the highest rating) for the
following statements pertaining to
the session.
• Information was relevant and
useful
• New or information, viewpoint, or
procedure was presented
• Information met my expectations
• T
he Community Connections
Showcase with 24 exhibitors was
SOLD OUT.
• 3
70 people registered for a part of or
the full event.
18
Comments about the some of
the main sessions
Taking Action Against Elder Abuse
Speakers were great! Very informative,
and although it was a long class, I felt
very engaged the entire time. There
was lots of interactive group work and
things to keep busy throughout the
presentation. Thank you.
Registration
Prize Winner:
Kerry Olsen
ACC Event Evaluation
Survey prize winner:
Calisia Payne
The HPA and Key Concepts in
Discipline Hearings
I just loved the information presented
during the session.
Comprehensive Health Prevention for
Older Adults
Enjoyed both speakers and found their
two speaker format engaging!
Telling Your Stories
I really enjoyed this class. Good
information presented for daily use
within or out of professional practice.
Very informative.
Leader-Ship ~ Are You on Board or
Walking the Plank?
Speaker was phenomenal. Very
interesting, great speaking skills and put
a new perspective in my mind.
Mark Your
Calendar!
2016 CRDHA
Annual Continuing
Competence Event:
Back to the
Basics... and Beyond
April 28-30, 2016
Coast Plaza Hotel and
Conference Centre
Calgary, Alberta
S U M M E R 2 015
Noteworthy
CRDHA Member Awards. A profession recognizes the accomplishments of its members and encourages
students in the profession through the administration of an Awards Program.
Marilyn Pawluk Mabey Award
Congratulations to
Professor Alexandra
Sheppard who is the
recipient of the CRDHA
Marilyn Pawluk Mabey
Award.
The award was established in 1978 to
honour and perpetuate the memory
of Marilyn Pawluk Mabey, a member
who enhanced the profession of dental
hygiene in Alberta by modelling clinical
competence, instructional excellence,
and professional development. The
award honours and recognizes a
dental hygienist who emulates similar
attributes.
As the coordinator for the senior clinical
course, Alexandra is responsible for
the overall operation and program
delivery of the clinical program. She is
involved in both clinical education and
clinical management. She participates
on most clinical related committees
with dentistry and dental hygiene
faculty in order to ensure the effective
management and delivery of the
clinical operation in order to meet our
educational objectives.
“Alexandra is a team member and
many would describe her with such
words as prepared, enthusiastic,
informed, dedicated, and thorough,”
says Sharon Compton, director of the
dental hygiene program. “She clearly
demonstrates these qualities in each of
her roles and responsibilities.”
Alexandra was pleasantly surprised in
receiving this award saying: “Receiving
the Marilyn Pawluk Mabey Award at the
Annual General Meeting of the College
of Registered Dental Hygienists of
Alberta on May 9th 2015 was truly an
honour. Although I did not know Ms.
Pawluk Mabey she was described by
the CRDHA as “approachable, helpful,
genuine, with a sense of humour and
demonstrated clinical excellence.” I
was humbled to be recognized in the
same category as a leader who was
integral in the formation of the former
ADHA (Alberta Dental Hygienists
Association) as well as being compared
with those who have received the
award in the past of which many were
clinical instructors who mentored me
as a student and early in my career as
an academic. Being nominated for this
distinguished award recognizing clinical
excellence as well as excellence in
teaching by the Director of the Dental
Hygiene Program, Dr. Sharon Compton
and my colleague and friend, Ms. Sally
Lockwood is truly a privilege.”
Joanne Clovis Award
Denise Kokaram (’88
DH) is Calgary’s living
tooth fairy. She is the
dental hygienist behind
developing The Alex
Dental Health Bus
program, which provides free dental
care to underserved children and youth
aged 6 to 24. And she’s the light at the
end of the tunnel for parents who can’t
afford dental care for their children.
Recognizing her tireless work to
improve access to oral care and dental
hygiene, she is also now the recipient
of the Joanne Clovis Award presented
to her by the College of Registered
Dental Hygienists of Alberta.
“To be receiving an award in her honour
is phenomenal. There are so many
people who I share this award with
because they are the real trailblazers.
The ability I have to run the mobile
clinic is thanks to them,” says Kokaram.
“I met her (Joanne Clovis) at the very
start of my career and she is one of the
real gurus of dental hygiene. She had
confidence and she had a passion for
our field.”
The dental health bus – the only
program of its kind in Western Canada
– was made possible by a $500,000
donation. Kokaram’s motivation
behind the dental health bus program
is simple. She believes, with all her
heart, that dental care should be easily
accessible by everyone – not just those
that can afford it.
“It (the bus) is a dream come true.
It is amazing to design a program to
do something that hasn’t been done
before. It’s a part of equalizing oral
health care across the board. By being
able to provide a program early in life,
we can give children and youth in this
population access to the foundation for
good oral health,” she says.
The mobile dental health bus started
operating in 2013, providing services at
16 identified high needs schools. Today,
it has expanded Oral Health School
Services to students from 36 different
schools, providing Preventative Oral
Health Clinics in designated locations,
as well as assisting with the identified
restorative needs.
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CRDHA INTOUCH
Student Award of Merit
The Student Award of Merit was presented by CRDHA President,
Aimee Bradley, to Melissa Chiscop at the CRDHA Brunch for
Graduating U of A Dental Hygiene Program students, April 12,
2015. This award is in recognition of Melissa’s professionalism,
leadership and team spirit.
The following CRDHA sponsored awards were
presented at the University of Alberta Alumni
Association Convocation Luncheon on
June 5, 2015.
Dental Hygiene Awards for BSc (Dental Hygiene
Specialization) Graduates
CRDHA Gold Medal: Janel Walz
CRDHA Jan Pimlott Award: Keli Mallard
Barbara Zier Award: Lauren Bergh
Back row, left to right: Aimee Bradley, CRDHA President, Kylie Younghans, Amberly Greer, Jessica Mensink, Janel Walz Front row, left to right: Drew Young,
Danielle Clark, Samantha Dalpe, Lauren Bergh
Dental Hygiene Awards for Students Entering BSc (Dental
Hygiene Specialization)
CRDHA Scholarship: Amberley Greer
CRDHA 40th Anniversary: Samantha Dalpe
Dr. Charl Els/CRDHA Prize in Addiction Awareness and Brief
Intervention: Jessica Mensink
Dental Hygiene Awards for Diploma Graduates
CRDHA Gold Scholarship: Kylie Younghans
CRDHA Silver Scholarship: Drew Young
CRDHA Dental Hygiene III: Danielle Clark
DENTAL ASSISTANCE FOR SENIORS PROGRAM
Effective July 1, 2015, Alberta Dental Service Corporation (ADSC) is the dental claims administrator for Alberta
Health’s Dental Assistance for Seniors Program (DASP).
Claims may be submitted to ADSC electronically using Carrier ID 000105 (ADSC), by fax to 780-426-7581, or by mail to
#200, 17010 – 103 Avenue, Edmonton, AB T5S 1K7.
Dental Providers can reassure their DASP clients that this
transition only changes who will be processing their dental
claims. There are no changes to the rules for eligibility for
coverage.
20
The DASP fee schedule effective for July 1st is almost
unchanged from the previous DASP fee schedule, with only
some minor changes to enhance exam codes to the benefit
of DASP clients (please refer to updated DASP Schedule).
A detailed list of Frequently Asked Questions and the
updated DASP Schedule are available at albertadentalservicecorp.com. Please contact ADSC with any questions at
1-800-232-1997 or 780-426-7526 (in Edmonton). The DASP
team can be reached through Option 1.
S U M M E R 2 015
Congratulations
The CRDHA Council and members extend sincere congratulations to the University of Alberta Dental
Hygiene Program Graduates of 2015. We acknowledge the effort and accomplishment of each graduate in
attaining their goal. The following people graduated from the U of A Dental Hygiene Program June, 2015:
Dental Hygiene Program
Diploma Graduates
Payton Achtymichuk
Christine Banks
Rylee Carson
Stephanie Chan
Melissa Chiscop
Danielle Clark
Laura Climenhaga
Caitlin Couronne
Janelle D’amico
Samantha Dalpe
Jessilyn Fairbanks
Hassina Fazli
Jade Gagnon
Amberly Greer
Jessica Harris
Kira Hazell
Kirstyn Holmes
Sandy Huynh
Mario Ivanov
Krista Klamot
Brianna Lee
Tori Mcfaddin
Antonina Mercia
Dragana Musulin
Soutthiphong Opaseuth
Aurelia Pantalone
Kirsten Patry
Laura Shaigec
Keady Smyth
Nicole Spoetter
Tamara Stayko
Shelby Tangerman
Taylor Taschuk
Kayla Voytechek
Anna Vu
Nicole Wieschorster
Drew Young
Norma-Jane Young
Kylie Younghans
Maria Zein
Dental Hygiene Program,
BSc (Specialization in Dental
Hygiene) Degree Completion
Students
Dental Hygiene Program, BSc
(Specialization in Dental Hygiene)
Full Time Students
Mellisa Abrey
Nicole Allin
Shelby Annicchiarico
Bahareh Azadi
Lauren Bergh
Zoryana Boiko
Danielle Chessor
Petra Diefenbach
Mikyla Durnin
Brittney Fiselier
Catarina Fonseca
Mayhay Ho
Maria Allal
Elisa Lee
Prabdeep Lotey
Angela Mah
Lindsay Marshall
Jessica Mensink
Sarah Milner
Chetas Patel
Destiny Rouse
Brittany Russell
Cindy Tran
Janel Walz
Shelley Warkentin
Danni Young
Brittany Barsi
Kiri Beacom
Kelli Hoopfer
Ladawn Lecnik
Keli Mallard
Jocelyne Titley
We wish each graduate continued success in your professional endeavours and we encourage each of you
to become active in CRDHA initiatives and opportunities. Also, we encourage CRDHA members to find
opportunities to personally welcome new graduates in the workplace. Find ways to include these
individuals in professional development opportunities; invite a new member to attend continuing
competence events and meetings or to join a study club. Get to know each other and develop positive
professional relationships based on mutual respect and learning from each other.
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CRDHA INTOUCH
Continuing Competence
REMEMBER that taking on-line courses simply to meet the Continuing Competence Program
credit requirements without regard to your learning needs is not acceptable.
U of A Continuing
Dental Education
October 2015
The University of Alberta’s Continuing
Dental Education (CDE) program
provides specialized education and
certification programs to postgraduate
dentists, dental hygienists, dental
assistants and dental laboratory
technicians.
VICTORIA, BC
CDHA Conference
October 29-31, 2015
www.cdha.ca/2015conference
Courses of interest to registered dental
hygienists include:
VANCOUVER, BC
Pacific Dental Conference
March 17-19, 2016
www.pdconf.com/cms2016
•
•
•
•
Business in Dentistry
Dental Hygiene Refresher Course
Local Anaesthetic
Nitrous Oxide Oxygen Conscious
Sedation
• Orthodontic Module
www.dentistry.ualberta.ca
ContinuingDentalEducation.aspx
Contact: (780) 492-1894
September 2015
EDMONTON, AB
Northwest Dental Exposition
September 25, 2015
Contact EDDS: (780) 642-8270
[email protected]
www.eddsonline.com/program_events/
TORONTO, ON
Canadian Academy of
Public Health Dentistry
September 25 & 26, 2015
[email protected]
www.caphd.ca/professionaldevelopment/caphd-annual-conference
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March 2016
April 2016
CALGARY, AB
CRDHA Annual Continuing
Competence Event
April 28-30, 2016
Various speakers and workshops (to be
determined). All members of the oral
health team may register.
Sponsored by CRDHA
[email protected]
2015-2016 Continuing
education speakers and
seminars are offered through:
Calgary and District Dental Society
[email protected]
www.cdds.ca/seminars
Edmonton and District Dental Society
[email protected]
www.eddsonline.com
S U M M E R 2 015
Continuing Competence Online
Assigning Program Credits for Online Courses
Following are some online sites which
were accessible at the time of printing
this newsletter. Providers may assess a
user fee and/or require registration with
user name and password.
The CRDHA Competence Committee determines the eligibility of specific courses
for Continuing Competence Program credit. CRDHA Continuing Competence
Program (CCP) Rule 9.1.3 Self Directed Study states: Program credits are granted
according to recommendations made by the course provider, the publisher, or the
Competence Committee, with consideration given to the amount of time necessary
to cover the material and to take the examination. Assignment of program credits
will not include the additional time the registrant takes to study or review the materials. The Competence Committee makes the final approval for the number of
credits awarded for any course.
Canadian Dental Hygienists
Association (CDHA)
www.cdha.ca
Some CDHA courses have limitations
on the eligibility for CCP credit. Refer to
the CDHA Course Credit Table.
American Dental Association
www.adaceonline.org
American Dental Hygienists
Association
www.adha.org/CE_courses/index.html
Introduction to Chronic Disease
Management
www.albertahealthservices.ca/7736.
asp
The Competence Committee determined that the number of credits indicated by
the some providers for courses is not consistent with the content of the courses.
The Competence Committee considered the allocation of program credit from the
following online course providers and determined the following:
Courses from these providers named below are eligible for 50% of the credits
indicated by the provider.
Crest Oral B/Proctor and Gamble;
(Dental Resources; Dental Care)
www.dentalcare.com/en-CA/index.jspx
Forsyth Institute
(Colgate Oral Care Report)
https://secure.colgateprofessional.com/app/
cop/ocr/
Hygienetown
www.towniecentral.com
INR Biomed
Paper based courses
I Need CE (Penwell, Hu-Friedy)
www.ineedce.com
Pharmacy Times: Courses relate mostly
to the Pharmacy Profession.
www.pharmacytimes.com
CDE World
www.cdeworld.com/courses
Courses from these providers named below are eligible for the number of the
credits indicated by the provider.
Use the CRDHA
Self-Assessment Tool
to help identify your
learning needs and
develop a learning plan.
Access the
Self-Assessment Tool
at www.crdha.ca
American Dental Association
www.adaceonline.org
American Dental Hygienists Association
www.adha.org/careerinfo/continuing_
education.htm
Dental Learning Network (Academy of
Dental Learning)
www.fice.com
Dimensions of Dental Hygiene (Belmont)
https://dimensions.absorbtraining.com/#/
login
Health Studies Institute
www.healthstudies.com
Public Health Agency of Canada:
Skills Enhancement for Public Health
www.phac-aspc.gc.ca/php-psp/ccphcesp/index-eng.php
Online continuing dental education is a convenient way to learn
at your own pace, anywhere, anytime. The CRDHA Continuing
Competence Program Rule 7.4 stipulates: “In the event that a
learning activity continues into the evening hours, a maximum of 10
program credits per 24-hour period may be claimed.”
Member Sign In is required.
23
CRDHA INTOUCH
Resources
Crdha members
sign-in online
Sign-in to the CRDHA member page on
the CRDHA website to access valuable
resources such as:
• IPC Standards
• Donning and Doffing PPE Resources
• IPC Manual Development Resources
and video
• Employment Handbook
• 2015 ACC Event Handouts
• Government Insurance Program
Documents: ADSC Updated July
2015
You can also do the following from the
member sign in page:
•
•
•
•
Update Your Personal Information
View or Print Your CCP Transcript
Upload Current CPR Document
Annual Renewal
Safety Competencies
The Safety Competencies provide
a framework of six core domains of
abilities that are shared by all health
care professionals. By contributing
to the patient safety education of
health care professionals, the Safety
Competencies can contribute to safer
patient care.
www.patientsafetyinstitute.ca/English/
toolsResources/safetyCompetencies/
Pages/default.aspx
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Treating Patients with C.A.R.E.
WHMIS/GHS
The Institute for Healthcare
Communication – Canada is a nonprofit organization whose mission is
to enhance the quality of health care
by improving communication through
education, advocacy and research.
The Canadian Center for Occupational
Health and Safety (CCOHS) has worked
in partnership with the Workplace
Hazardous Materials Bureau of
Health Canada to develop this series
of WHMIS 2015 Fact Sheets. These
information sheets are a part of
CCOHS’ free WHMIS 2015 e-courses.
Canada has aligned the Workplace
Hazardous Materials Information
System (WHMIS) with the Globally
Harmonized System of Classification
and Labelling of Chemicals (GHS).
GHS has not replaced WHMIS. Rather,
the original WHMIS, which remained
virtually unchanged since 1988, has
incorporated GHS elements, resulting
in new standardized:
https://d10k7k7mywg42z.
cloudfront.net/
assets/53330959d6af6808800000eb/
CARE_Workshop_and_TTT_Program___
IHCC_2013.pdf
ReLATE/ReSPOND
The ReLATE/ReSPOND Tool Kits
outline communication strategies
that healthcare providers can use to
build positive relationships with their
patients/clients.
https://d10k7k7mywg42z.
cloudfront.net/
assets/536010034f720a094a000025/
About_RR_051810.pdf
• classification criteria
• label requirements
• safety data sheet (SDS)
requirements (formerly material
safety data sheet)
Canadian Centre for Occupational
Health and Safety www.ccohs.com
search for WHMIS 2015 Fact Sheets
S U Mfall
M E R 2 014
5
REGISTRATION NOW OPEN!
Don’t Miss Our Early Bird Special!
$395 for CDHA members ($275 for CDHA student members)
CDHA PRESIDENT’S WELCOME
MANDY HAYRE
RDH, BDSc, PID, MEd
On behalf of the Canadian Dental Hygienists Association board of directors, I would like to
invite you to attend our 2015 national conference in beautiful Victoria, British Columbia,
from October 29 to 31. We hope that you will join us in British Columbia’s capital city, where
we will embrace the conference theme: “Explore.” A wide range of educational sessions
and exciting social events have been planned to provide registrants with the opportunity
to learn from and network with each other. I look forward to seeing you in Victoria!
VISIT WWW.CDHA.CA/2015CONFERENCE
DVD Q uarter ly of Dental Hygiene
Add to your Continuing Competence Program credits at home
Completion Certificates 12 hr/yr
CDHA Members Receive a 25% Pricing Discount
CDHA Member Cost $149.95 + 13% HST = $169.45
(CDHA non-member cost $199.95 + 13% HST = $225.95)
Vi s i t w w w. d v d q u a r t e r l y. c o m t o s u b s c r i b e , o r c a l l 1 - 8 6 6 - 9 9 9 - 2 9 9 9
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Return undeliverable Canadian addresses to:
College of Registered
Dental Hygienists of Alberta
302, 8657 51 Avenue NW
Edmonton, AB T6E 6A8
Canadian Publications Agreement #40012431