Dental Nurse End-point Assessment (9752-12)

End-Point Assessment Pack For independent end-point assessors

Dental Nurse – End-point Assessment (9752-12)

Version 1.2 March 2018

2 Dental Nurse – IEPA End-point Assessment Pack (9752-12)

Version and date Change detail Section

October 2017 Creation of Document

December Added upload to EPA portal 0

December Entry requirements Gateway form

March 2018 Amended minimum duration to 15 months for

on-programme to reflect page 2 of the

assessment plan

Entry Requirements

Dental Nurse – IEPA End-point Assessment Pack (9752-12)

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Contents

1 Introduction 5

About this Apprenticeship Occupation 5

What is in this document 5

End-points assessments 5

Grading 5

Entry requirements for end-point Assessment 5

Gateway – prior to end-point assessment 6

Remote Assessment 6

Security, confidentiality & copyright of end-point assessment materials 6

2 Apprenticeship Occupational Standard 8

3 End-point assessment guidance for Independent Assessors 11

Introducing the tasks to the apprentice 11

Health and safety / Codes of practice 11

Authenticating the candidates work 11

Recording forms 12

Notes on the grading criteria 12

Sharing of results with apprentices 13

Results submission and Certification 13

Feedback 13

Opportunities to retake/resit or improve results for end-point assessments 13

4 End-Point Assessment Resources list 14

5 End assessment timeline 15

Assessment 700/750 End-point Assessment - Project 16

Assessment specification 16

Task instructions for Independent End-point Assessors 18

Task instructions for Training Providers/Employers 18

Project Introduction for Apprentices 21

Recording forms 27

For IEPAs 27

For Centres 27

Grading criteria: Tasks 1a-1e 29

Assessment 701/751 End-point Assessment - Professional Discussion 31

Assessment specification 31

Task instructions for Independent End Assessors 32

Task instructions for Training Providers/Employers 35

Task instructions for Apprentices 36

Task 2 36

Recording forms 37

For IEPAs 37

Grading criteria 38

5 Appendices 40


End-Point Assessment Gateway Declaration Form 41

Appendix 1 - Mapping of Trailblazer Standards to each project theme. 43


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1 Introduction

About this Apprenticeship Occupation The Dental Nurse role complements the role of other dental professionals. One of the primary roles is to provide chair side support to dental professionals and deliver a high level of patient care. Dental Nurses may work in a variety of clinical environments and the Apprenticeship reflects all aspects of clinical responsibilities and duties of a dental nurse’s role and will provide the apprentice with the relevant qualification to apply to the General Dental Council (GDC) for professional registration as a dental nurse.

Dental Nurses are registered professional and work within the standards and scope of practice defined by the GDC Scope of Practice document

What is in this document The apprenticeship standard

Resource requirements for end-point assessment

Timeline for end-point assessment

End assessment tasks and guidance on grading

The document must be used alongside the Assessment pack recording forms document which contain all of the recording forms that must be completed during end-point assessment. The term training provider/employer is interchangeable and can mean that either party can take responsibility or it can also refer to a centre employer

End-point assessments The focus of the end-point assessment is for the candidate to fully demonstrate the values, knowledge, skills and behaviours set out in the apprenticeship standard and to be able to demonstrate this level of professional competence in authentic workplace contexts.

Candidates will be asked to complete a number of end-point assessments to conclude their apprenticeship. The end assessment is formal summative assessment that concludes the apprenticeship programme and is assessed in a number of ways to provide a clear indication of the candidate’s knowledge and skills. These methods of end assessment will be:

Project

Professional discussion

This pack contains specific guidance around the assessments of the specific occupation, for an overview summary of all assessment methods that could be used as part of end-point assessment please see the Independent End-Point Assessor Manual.

Grading Each assessment will be individually assessed and graded by a City & Guilds Independent End Assessor. This apprenticeship is graded Pass/Distinction.

Entry requirements for end-point Assessment To be eligible for end-point assessment the apprentice must have successfully achieved the following:


On programme for a least 15 months

A qualification which is approved by the General Dental Council as meeting the requirements for entry to the professional register such as the 5234 City & Guilds Level 3 Diploma in Dental Nursing

Level 2 Mathematics and Level 2 English qualifications (or relevant equivalent) either during or before their apprenticeship.

Gateway – prior to end-point assessment When all on-programme content has been completed, the employer and provider are required to sign-off the apprentice as being ready to undertake the end-point assessment. In order to do this, they will be required to submit a City & Guilds EPA Gateway Declaration form. This confirms that the apprentice has acquired the required knowledge, skills and behaviours, along with any mandatory qualifications. Each occupation has a specific Gateway Declaration form, a copy of this form for this occupation can be found in the appendices of this document.

The completed Gateway Declaration form are submitted to City & Guilds as part of the booking process and are checked by the End-point assessment team, prior to the allocation of an IEPA to undertake the assessments.

Remote Assessment Remote assessment is live assessment that is supported by technology where the end-point assessor and the apprentice are not in the same physical location when the assessment takes place

The following assessments can be conducted remotely

Project


For more detailed information around the conditions and requirements that must be met for remote assessment please refer to the City & Guilds guide to End Assessment Service

Security, confidentiality & copyright of end-point assessment materials The content of this document is, unless otherwise indicated, © The City and Guilds of London Institute and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres or end-point assessment customers and candidates studying for City & Guilds end-point assessment may photocopy this document free of charge. The Standard Copying Conditions (see the City & Guilds website) also apply.

Additional conditions of use City & Guilds End-Point Assessment Materials for Independent Assessors are protected by copyright and are supplied only to Independent Assessors for use solely for the purpose of summative assessment.

The following conditions, which apply to City & Guilds Assessment Materials, are additional to

- the Standard Copying Conditions which can be found at http://www.cityandguilds.com/142.html; and

- (where the City & Guilds Assessment Materials are dated examinations), the JCQ Instructions for Conducting Examinations.

The Independent Assessor must: ·

http://www.cityandguilds.com/142.html


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only use the City & Guilds End-Point Assessment Materials in formal, summative end-point assessment leading to the award of an apprenticeship and not for any other purpose (including, but not restricted to, teaching, revision, as practice assessments or for commercial purposes). ·

handle and store securely the City & Guilds End-Point Assessment Materials in accordance with the following conditions -

o City & Guilds End-Point Assessment Materials must be accessible to candidates only during formal end-point assessment as governed by the assessment conditions specified for the individual apprenticeship; -

o The portfolio of the candidate may contain assessment results referenced to the assessment taken but should not contain the City & Guilds End-Point Assessment Materials (such as assessment tasks or questions or marked scripts if the tests may be reused (unless otherwise stated));-

o The content of any City & Guilds End-Point Assessment Materials must not be made public in any format, either in part or in full; -

City & Guilds End-Point Assessment Materials must be securely handled and under no circumstances shared with third party organisations (including centres and employers) or individuals


2 Apprenticeship Occupational Standard

Knowledge

Dental and regional anatomy

1.1 A thorough understanding of dental / oral anatomy and physiology

Respiratory and circulatory systems

2.1 How to recognise the range and functions of normal human structures

Health promotion and disease prevention

3.1 The basic principles of a population health care approach, including oral and general health care

3.2 Factors than can affect oral and general health care

3.3 Clear understanding of the role of dental professionals and healthcare teams

3.4 The delivery of oral health care information and preventative information which encourages patent self-care and motivation

Transmission infectious diseases and their prevention

4.1 The potential routes of transmission of infectious agents in a dental environment and mechanisms for the prevention of infection

4.2 The scientific principles of decontamination and disinfection and relevance to health and safety and current best practice guidelines

Materials, equipment and resources

5.1 Commonly used dental materials and equipment and their uses and applications.

5.2 Correct usage, handling, storage and disposal of materials and equipment in accordance with workplace and legislative requirements.

5.3 How to select correct equipment, materials and instruments for all stages during general chair side procedures.

Medical Emergencies

6.1 The role of the first aider and understanding of equipment, record keeping, recommended good practice and maintaining hygiene throughout.

6.2 Recognise and support action to deal with medical emergencies.

Legislative compliance

7.1 The appropriate Health and Safety guidance related to the dental environment and equipment, and how to follow these, including maintenance requirements of equipment and resources.

7.2 Current legislative and statutory requirements relating to personal information, including the recording, storage and protection of personal information

The Dental team and GDC Guidelines

8.1 A thorough understanding of the role and responsibilities of the Dental Nurse and other Dental Care Professionals involved in patient management.

8.2 Legal and ethical responsibilities involved in protecting and promoting the health of individual patients.

Communication 9.1 The methods of communicating with patients, the dental team and members of the wider health care sector.

Self-management 10.1 Understand principles relating to evidence based approaches to learning, clinical and professional practice and decision making.


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10.2 Know consequences of own professional actions, attitudes and behaviours and effects on the dental team, the workplace and public opinion.

10.3 How to assess own capabilities and limitations in the interest of providing high quality patient care seeking and using feedback from colleagues or supervisors where appropriate.

Skills

Health promotion 11.1 Advise patients on oral health maintenance.

11.2 Support members of the dental health care team in the delivery of the health care advice and preventative support

11.3 Recognise and comply with national guidance and best practice, and acknowledging local health initiatives.

Clinical skills 12.1 Prepare and maintain the clinical environment before, during and after dental procedures.

12.2 Prepare records, equipment and resources for all stages of treatment including dental radiography.

12.3 Work in a safe and efficient manner.

12.4 Undertake audits, testing and maintenance of equipment and maintain appropriate records to reflect this.

12.5 Manage and perform effective decontamination and infection control procedures complying with legislative, local and current best practise guidelines.

12.6 Provide chair side support to the operator during clinical dental procedures.

12.7 Prepare, mix and handle dental materials in correct manner whilst ensuring manufacturers’ requirements for storage, usage and disposal are facilitated.

12.8 Record dental charting and oral tissue assessment carried out by other registrants.

Patient care 13.1 Recognise and comply with systems and processes to safe patient care.

13.2 Recognise and take into account the needs of different patients throughout the patient care process.

13.3 Contribute to obtaining and recording patient clinical history.

13.4 Monitor, support and reassure patients throughout all aspects and processes.

13.5 Give appropriate patient advice in relation to their needs and treatment plans.

Patient management

14.1 Put patients’ interests first and act to protect them.

14.2 Act as an advocate for patients' where appropriate.

14.3 Communicate with colleagues in relation to the direct of care individuals.

14.4 Demonstrate safe, prompt and effective first aid in emergency situations.

14.5 Support patients and colleagues in event of medical emergency.

14.6 Discuss the health risks of diets, drugs and substance misuse and the use of substances such as tobacco, alcohol and drugs on oral and general health.

Professionalism 15.1 Act without discrimination, show integrity and be trustworthy at all times.

15.2 Be respectful of patients’ dignity and choices.


Management Skills

16.1 Manage own performance and development.

16.2 Manage the clinical environment within own scope practice.

16.3 Recognise and comply with the team working requirements in the scope of effectively managing own time and resources.

Communication Skills

17.1 Communicate with the dental team in relation to the direct care of the individual.

17.2 Implement correct methods of communication for spoken, written and electronic records.

17.3 Have open and effective communication methods with patients and the dental team.

Behaviours

Ethical 18.1 Commitment to the General Dental Council standards for the Dental Team.

Professional

19.1 Reliability, working to high standards.

19.2 A commitment to excellent customer service.

19.3 Effective time management and self- management.

19.4 Appropriate use and storage of confidential information.

Commitment

20.1 A caring approach toward patients and colleagues.

20.2 A commitment to striving for the best at all times.

Responsible

21.1 Take responsibility for own actions and act in accordance with GDC standards

21.2 Act and raise concerns as described in the principles of raising concerns

21.3

Be responsible for own development and currency of skills, knowledge and understanding whilst ensuring current guidelines and best practice guidance is adhered to.

21.4 Take a patient centred approach to working with the dental and wider healthcare team

21.5 Recognise the impact of own personal behaviours and work/act professionally.

21.6 Recognise the signs of abuse or neglect and raise concerns where necessary.

21.7 Implement the processes of informed consent

21.8 Recognise and act upon the legal and ethical responsibilities involved in the protection and promotion of health care to individuals.

Reflection and self-Awareness

22.1 Awareness of own impact and influence when working with others.

22.2 An awareness of how to get the best from each individual.

22.3 The ability to reflect on own practice to support self-development.


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3 End-point assessment guidance for Independent Assessors

Introducing the tasks to the apprentice The employer/training provider should have made the apprentice aware of the different assessment methods that make up the end-point assessment of the apprenticeship prior to the gateway process.

For this apprenticeship the following assessment methods will be introduced to the apprentice by the employer/training provider ahead of any contact with you.

Project


The specific details around what the employer/training provider will share with the apprentice and the timelines can be found in the Task Instructions for Training Providers/Employers sections within this document. When introducing any assessments it is expected that employer/training providers set a realistic timeframe for completion of each task, and that this should align with any timeline agreed with City & Guilds when booking end-point assessment. If tasks are not completed within the agreed timeframe without the apprentice having a good reason, the timeline for any independent end-point assessment visit may be reviewed. City & Guilds End-Point Assessment team would liaise with you directly around this.

For any assessments that occur over a longer duration employers/training providers are expected to work with apprentices to develop a submission schedule that aligns with the overall timeline for assessments and with any timelines agreed with City & Guilds when booking end-point assessment

Health and safety / Codes of practice

The importance of safe working practices, the demands of the Health and Safety at Work Act and any Codes of Practice associated with the industry must always be adhered to.

The requirement to follow safe working practices is an integral part of all City & Guilds assessments, and it is the responsibility of the training provider/employer to ensure that all relevant health and safety requirements are in place when working on any projects or before apprentices begin any practical assessment.

Should you identify something, when assessing evidence submitted for the apprenticeship or pick up on something during an oral assessment that indicates that health and safety practices and procedures may not have been adhered to, you should feed this back to the City & Guilds end-point assessment team.

Authenticating the candidates work When making judgements on evidence of unobserved tasks, the assessor must ensure all decision satisfy VACS – that the evidence is Valid, Authentic, Current and Sufficient. The assessor must be satisfied that the evidence is relevant to the area of the standard being assessed (validity), that the evidence submitted/observed is genuinely the work of the apprentice (authenticity), the evidence is sufficiently recent (currency) and there is enough evidence to give confidence that the full requirements of the standard have been met (sufficiency).


For evidence produced outside controlled conditions the candidate will be required to:

sign a declaration that the work is their own

reference all sources.

The training provider/employer should also aid authentication by:

supplementary (oral) questioning to gauge familiarity with the topic

looking out for any changes to the apprentices usual writing style, unusual sources/examples or the use of e.g. US spellings or phrases that might indicate cutting and pasting from the internet

requiring access to evidence of steps in the process e.g. drafts, notes, planning etc.

For further information on authenticating work, see: www.ofqual.gov.uk/plagiarism-teachers

City & Guilds have produced evidence reference forms for both apprentices and IEPAs to use when reviewing evidence produced outside of controlled conditions. These forms, include a declaration of authenticity form, and must be completed when submitting evidence. These forms can be found in the EPA recording forms for end-point assessment customers/employers/training provider’s document. These should be completed and signed by both the tutor/employer and the apprentice.

Recording forms City & Guilds have designed specific recording forms for this apprenticeship, some for centres/employers/training providers to use, and some for you to use.

These can be found in the following documents

End-Point Assessment Recording Forms for Independent End-Point Assessors

EPA recording forms for end-point assessment customers/employers/training provider’s document

Centres must use the forms provided by City & Guilds in the format laid out in this document.

You should ensure that any notes are recorded on these forms are recorded in a way that another assessor who was not present at the assessment can clearly see why grading/marking decisions have been made.

Notes on the grading criteria Each assessment will be individually assessed and graded by a City & Guilds Independent End Assessor. The grade will be determined using the grading criteria detailed in the tasks.

Determining the apprenticeship grade You are responsible for grading all tasks and communicating these outcomes to City & Guilds. You are also responsible for determining the overall grade of the apprenticeship.

The overall grade will be based on the grades achieved in the Dental Nurse End-point assessment methods;

To achieve a pass an apprentice must achieve a pass in both the project and the professional discussion. If either end-point assessments are not achieved, the apprentice would not achieve the Apprenticeship overall.

http://www.ofqual.gov.uk/plagiarism-teachers


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To achieve a distinction an apprentice must achieve a distinction in both the project and the professional discussion. If a pass is achieved in one assessment and a distinction is achieved in the other, the apprentice would achieve a pass overall.

Sharing of results with apprentices

You should not share any individual results or provide any feedback with apprentices, end-point assessment customer, employers or training providers during any assessment, immediately following or between the different assessments that make up the end-point assessment.

On completion of the final assessment method, where appropriate, you may indicate to the apprentices if they have achieved the overall end-point assessment but should not share any grades with them.

Results submission and Certification You are responsible for submitting apprentice’s results to City & Guilds. City & Guilds will issue an end-point assessment record of achievement confirming the grade achieved and will notify the appropriate body who will issue the Apprenticeship certificate.

Feedback You are required to provide written feedback for any apprentice that fails their end-point assessment. Written feedback must be captured on the City& Guilds Apprentice Feedback form. The Apprentice feedback form can be found in the End-Point Assessment Recording Forms for Independent End-Point Assessors document. Written feedback should highlight strengths and weaknesses and outline which aspects of the standard/assessment were not met.

If apprentices have achieved the end-point assessment as default will not be provided other than confirmation of results. If an end-point assessment customers specifically request feedback these will be viewed as an exception and decisions and decisions around this made on a case by case basis. If it is agreed to provide feedback the End-Point Assessment team will contact you directly and request that this is completed. It is expected that you would use the information captured in the recording forms to draft the feedback to the apprentice.

Opportunities to retake/resit or improve results for end-point assessments An Apprentice who passes the end-point assessment cannot re-sit to achieve a higher grade.

If an apprentice fails the any part of the end-point assessment they should not retake the end-point assessment until they have completed a period of further learning or training and the employer and training provider (if applicable) is confident the apprentice is competent. A separate end-point assessment resit booking will need with City & Guilds for the relevant assessment.

If an apprentice fails any part of the end-point assessment for reasons out of their control, a resit can be booked at the earliest opportunity.


4 End-Point Assessment Resources list

Resource required

Task 2- Room suitable for professional discussion with 2 participants

Refer also the IEPA manual for guidance around remote assessment


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5 End assessment timeline

The process of setting up the end-point assessment, will begin six months before the completion of the apprenticeship as shown in this table:

Time line Activity

On-going prior to completion (

minimum of 15 months on-

programme)

Line manager/Tutor:

reviews progress and ensures apprentices’ performance is on track as part of the regular performance management system

identifies any gaps and creates a plan for the end assessment with the apprentice

Apprentice completes on-programme qualification and if applicable, level 2 English and Maths

Gateway Process The apprentice and Line manager/tutor review progress made during on programme and confirm agreement that the apprentice has met all gateway requirements and is ready for end-point assessment

Booking of End-point Assessment (a

minimum of 90 days prior to the

professional discussion)

Training Provider/Employer

Makes end-point assessment booking with City & Guilds

Submits completed Gateway form

Agree dates with City & Guilds on when to submit the synoptic project to the IEPA

Employer/End-point Assessment customer/Training provider agree with the apprentice which version of the project they will take, confirm this with the IEPA and shares the tasks and grading criteria with the apprentice

Completion of synoptic project Apprentice

Completes project and submits in time for Training Provider/Employer to meet the agreed submission deadlines with City & Guilds – likely to be 2 weeks prior to the professional discussion.

End Assessment visit IEPA

Carries out professional discussion.


Assessment 700/750 End-point Assessment - Project

Assessment specification

Component Description Coverage Grading

Task 1a Decontamination Knowledge 4.1,4.2, 7.1, 7.2, 8.1,

8.2, 9.1, 10.1-10.3

Skills 12.1-12.8, 15.1, 15.2, 16.1-

16.3, 17.1-17.3

Behaviours: 18.1, 19.1-19.4,

20.1-20.2, 21.1-21.8, 22.1-22.3

P/D/X

Task 1b Health Promotion Knowledge 3.1-3.4, 7.1, 7.2, 8.1,

8.2, 9.1, 10.1-10.3

Skills 11.1-11.3, 13.1-13.5,15.1,

15.2, 16.1-16.3, 17.1-17.3

Behaviours: 18.1, 19.1-19.4,

20.1-20.2, 21.1-21.8, 22.1-22.3

P/D/X

Task 1c Medical Emergencies Knowledge 1.1, 2.1, 6.1, 6.2,

7.1, 7.2, 8.1, 8.2, 9.1, 10.1-10.3

Skills 13.1, 14.3-14.5, 15.1, 15.2,

16.1-16.3, 17.1-17.3

Behaviours: 18.1, 19.1-19.4,

20.1-20.2, 21.1-21.8, 22.1-22.3

P/D/X

Task 1d Patient Clinical Journey Knowledge 5.1-5.3, 7.1, 7.2, 8.1,

8.2, 9.1, 10.1-10.3

Skills 12.1-12.3,12.5-12.7,, 15.1,

15.2, 16.1-16.3, 17.1-17.3

Behaviours: 18.1, 19.1-19.4,

20.1-20.2, 21.1-21.8, 22.1-22.3

P/D/X

Task 1e Auditing of Clinical Activities Knowledge 5.1-5.3, 7.1, 7.2, 8.1,

8.2, 9.1, 10.1-10.3

P/D/X


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Skills 12.1-12.8, 15.1, 15.2, 16.1-

16.3, 17.1-17.3

Behaviours: 18.1, 19.1-19.4,

20.1-20.2, 21.1-21.8, 22.1-22.3



Task instructions for independent end-point assessors

The IEPA will be responsible for assessing the work-based project to

deem the apprentice competent in the skills, knowledge and behaviours as set out in the Trailblazer Standards

assess against the grading descriptors and apply the recommended grade

identify areas to explore in the professional discussion.

There are five versions of the project, Task 1a – Decontamination, Task 1b – Health promotion, Task 1c – Medical emergencies, Task 1d – Patient clinical journey, Task 1e – Auditing for clinical activities

There is a single grading descriptor which applies to all five versions of the project. The IEPA will also receive a completed report and a Project Header and Declaration Sheet completed by the apprentice and signed by the centre. This confirms the project theme selected and its authenticity as well as gives an indication as to how the apprentice is able to relate the skills, knowledge and behaviours to their project. The IEPA verifies this by completing the IEPA column in the Project Header Form, any areas of difference between IEPA and apprenticeship mapping can be explored further in the professional discussion. The IEPA records grade decision and any comments on the Project Header and Declaration Sheet. There is a section for IEPAs to make a note of any themes or questions they might want to explore in the professional discussion. It is acknowledged that the same project theme undertaken by different apprentices may vary in the knowledge, skills and behaviours listed in the assessment specification and also illustrated in appendix 1. The assessment specification identifies the most likely skills, knowledge and behaviours that you would expect to be covered for each project theme. There is not a requirement that all skills, knowledge and behaviours are to be covered in the report. When assessing the report, the focus should be on determining that there is a sufficient breadth of skills, knowledge and behaviours to indicate that apprentices are able to relate the Trailblazer Standards to their own job roles.

Task instructions for Training Providers/Employers

The end-point assessment consists of two tasks.

Task 1 Project (written report) from a selection of five different project themes.

Task 2 Professional discussion with IEPA

The tasks must be completed in the order listed above as the professional discussion is likely to consist of questions pertaining the project themes as well as the wider Trailblazer Standards

Selection of project theme

There are 5 versions of the project each linked to a different project theme. Apprentices will only undertake one project and the themes available are:

Task 1a – Decontamination

Task 1b – Health promotion


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Task 1c – Medical emergencies

Task 1d – Patient clinical journey

Task 1e – Auditing for clinical activities

There is not a requirement for End-point Assessment to cover 100% of the standards. Each theme has been mapped to different aspects of the Trailblazer standards as listed in the test specification and illustrated in Appendix 1.

It is recommended that both the centre and employer are involved in the process of agreeing potential themes taking into account.

Apprentice preference where appropriate

Viability/achievability for the candidate’s workplace

Potential added value for the employer

Once the centre and employer have agreed a range of themes which are applicable to the apprentice’s workplace, the apprentice should then be involved in the final decision.

Apprentices are expected to work independently. The role of the centre and employer should be limited to helping apprentices select an appropriate project theme, approving project plans and signing off the project for submission to the IEPA.

When approving project plans training provider/employers should ensure that the

project theme is appropriate for the workplace

project is drawing upon the skills, knowledge and behaviours of the Trailblazer Standards as set out in the assessment specification and Appendix 1.

primary and secondary sources are appropriate to workplace and project themes

content and scheduling of primary research is agreed with employer

timeframes are realistic and deadlines for submission to IEPA are met.

The project plan does not have to be submitted to the IEPA.

Timings

The project will be undertaken over a maximum of 8 weeks. The Apprentice is expected to manage their time to work independently on the project. When introducing the centre should also agree a timeline for agreeing the project plan.

Documents to share with Apprentices

Centres must ensure apprentices are issued with:

The Project Introduction for Apprentices


The Task Instructions for Apprentices specific to the selected theme (or themes is presenting apprentices with choice).

Grading descriptors for the Project

Copy of the Trailblazer Standards

On completion of the project apprentices should be issued with the Project Header and Declaration form. For more information on this refer to the End-point Assessment Recording forms for centres/End-point Assessment Customers/Employers.

Centres should also refer to the glossary section below to ensure apprentices are familiar with the terms.

Submission to City & Guilds

The Apprentice is required to complete the relevant sections in the Project Header and Declaration Sheet.

The training provider/employer will review the report once completed to ensure it meets the requirements, as set out in the instructions for apprentices, the centre will then sign the Project Header and Declaration Sheet. It is recommended that the employer reads the report prior to centre sign off and submission.

Once the Project Header and Declaration Sheet has been signed by the centre the following documents must be uploaded to the City & Guilds EPA Portal. The report will then be formally marked by the IEPA. Their Assessment decisions will be recorded in the Project Header and Declaration sheet.

The documents that must be sent are:

1. The completed project 2. The completed Project Header and Declaration Sheet

The purpose of signing off the Project Header Form is to authenticate the apprentice’s work and verify that it is representative to their workplace. Training providers/employers are not expected to provide feedback or support.

Refer the End-point Assessment Recording forms for centres/End-point Assessment Customers/Employers for guidance on to complete these forms.

Glossary of Terminology used throughout the different versions of the projects

Decontamination for the purposes of the project is referring to Legislative guidance and refers to HTMO105

Workplace refers to the learners working environment and includes all dental settings.

Team refers to the learners colleagues within the workplace


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Assessment 700/750 End-point Assessment – Project

Project introduction for apprentices

You are required to produce a project based around one of your five themes. You will work with your training provider and employer to select an appropriate project theme. The project will involve researching and reflecting on an area of your own practice. You will need to produce a word-processed, written report with recommendations.

You will be assessed on how you apply and integrate knowledge, skills and behaviours of the Trailblazer Apprenticeship Standards in your role as a dental nurse.

Your completed report will be submitted online to an independent end-point assessor for grading. Following this you will be invited to attend a professional discussion to answer any questions about your report as well as to talk about your performance during your apprenticeship.

Your report should be between 2000-3000 words and you will be expected to:

Refer the Trailblazer Standards for Dental Nurses (refer to Appendix 1).

Create an initial plan for your project which outlines your methods of investigation, suitable research sources and timelines. The plan will be agreed by your employer and training provider.

Refer to relevant documentation and evidence based research sources.

Undertake relevant primary research e.g. interview patients, colleagues, questionnaires/observations.



Task instructions for apprentice

Task 1a - Decontamination

Investigate the extent to which your workplace meets essential requirements in line with relevant legislative guidance for the decontamination of instruments and equipment.

Your investigation should include recommendations for how your workplace can improve upon beyond essential practice.

Your written report should include:

A summary of your research approaches (including a bibliography)

An evaluation of existing practice, policies and procedures in own workplace

Implications to the workplace , patients and self if legislative guidance is not followed correctly/fully

An evaluation of alternative routes to instrument and equipment decontamination

Based on your own practice reflect and recommend improvements that you could make and implement within your workplace.

Consider the impact of the recommendations on your workplace, patients and own role

Once you have written your report you are required to complete the Project Header and Declaration sheet which will be provided by your centre/training provider. The purpose of this is to show the Independent End-Point Assessor (IEPA) how you apply the Trailblazer Standards across the different aspects of your job role and the project.

Conditions of assessment:

You must carry the task out on your own unsupervised

Your plan must be agreed by your tutor/employer

What you must produce for marking:

Your written report

Completed Project Header and Declaration Sheet

Your training provider/employer will review your report and sign the Project Header and Declaration Sheet once they are satisfied all requirements have been met. Documentation will then be forwarded to City & Guilds for assessment.


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Task 1b - Health Promotion

Select a healthcare initiative promotional campaign that your workplace promotes. Investigate the extent to which your workplace applies evidence based practice in order to encourage motivation and patient self-care.

Your investigation should include recommendations for strengthening messages



An evaluation of the varying roles of the dental team in delivering consistent messaging and engaging in the campaign.

Implications to the workplace and patient/s if national guidelines are not consistently followed in relation to both oral and general health.

An evaluation of potential changes for improving the delivery of health promotions that could be made.

Based on your own practice reflect and recommend improvements that you and your team could make and implement.

Consider the challenges of implementing the recommendations.






Your written report





Task 1c - Health Medical Emergencies

Investigate the extent to which your workplace is prepared for a medical emergency which occurs on the premises.

Your investigation should include recommendations to your workplace’s policies and procedures.



An evaluation of the team’s knowledge and understanding of relevant policies and procedures for medical emergencies.

Implications to the workplace, staff, patient and visitors if policies and procedures are not followed correctly/fully

An evaluation of potential changes that could be made

Based on your own practice reflect on what improvements you could make and implement within your workplace.

Consider the impact of the recommendation on your workplace, staff, patients, visitors and own role.






Your written report



25



Task 1d - Patient Clinical Journey

Select a clinical session. Investigate how your workplace policies and procedures prepare for a patient’s clinical journey taking into account of the use of materials, equipment and resources.

Your investigation should include recommendations to your workplace’s procedures and personal efficiency and effectiveness



An evaluation of workplaces’ procedures for preparation prior to patient arrival

Implications to the workplace and self and patient if procedures are not followed correctly/fully.

An evaluation of potential changes to workplace procedures and own practice

Based on your own practice reflect and recommend improvements that you and your workplace could make and implement.

Consider the impact of the recommendations on your workplace and own role






Your written report





Task 1e - Auditing for Clinical Activities

Select a clinical activity that requires auditing within your workplace, examples may include

- Radiography

- Stock control

- Decontamination.

Investigate the extent to which your workplace maintains equipment and ensures the currency and availability of materials.

Your investigation should include recommendations for own workplace’s policies and procedures for stock control and auditing of equipment



An evaluation of existing practice, policies and procedures in own workplace

Implications to the workplace, if policies and procedures for auditing and maintenance of equipment are not correctly/fully followed.

An evaluation of alternative methods of auditing.

Based on your own practice reflect and recommend improvements that you could make and implement within your workplace.

Consider the impact of the recommendations on your work place.






Your written report


.


27


Recording forms

All recording forms can be found in Assessment pack recording form document that is available in a word format. Please see below summary of the recording forms that are available

For IEPAs

Recording form

Purpose Who should complete

Where can it be found

Project Header and Declaration Sheet

Apprentices and Centre completes this before submitting to IEPA to complete and record assessment grade. There is also space for IEPAs to note potential themes or questions to explore in the professional discussion.

Apprentice / IEPA/Training

provider/employer

End-point assessment

recording forms for centres / end-point

assessment customers /

employers / training providers

Feedback form To be used to provide feedback to any apprentices that fail any of the assessments within their apprenticeship

IEPA End point assessment

recording forms for IEPAs

For Centres

Recording form



End-point assessment gateway declaration form

To provide evidence that apprentices is ready for end-point assessment.

Apprentice / employer / training provider

End-point assessment recording forms for centres / end-point assessment customers / employers / training providers

Project Header and Declaration Sheet

Apprentices and Centre completes this before submitting to show mapping of the project to the standard.

Apprentice / IEPA End-point assessment recording forms for centres / end-point assessment customers /


It is also used by the IEPA to record assessment decisions.

employers / training providers


29


Grading criteria: Tasks 1a-1e

Descriptors

Task No

Fail

The candidate has

Pass

The apprentice has

Distinction

The apprentice has achieved everything at pass grade and has

1 Failed to demonstrate a clear application of the knowledge, skills and behaviours of the TB standards. This is likely to be demonstrated by

Lack of understanding around Health and Safety , workplace policies, procedures and national legislation

Incomplete primary and secondary research and communications with team and patients

Minimal ability to self-reflect on own work practice

Occurrence of inconsistencies and inaccuracies.

Limited range of potential changes and recommendations

Demonstrated the essential understanding and application of evidenced based research, workplace policies and procedures, and national legislation within the broad context of their own workplace and role.

Explanations within the report are logical and in the main free from misunderstanding, but may lack some depth or critical appraisal

The report is supported by sufficient and valid use of primary and secondary sources which includes appropriate use of team members and/or patients

There are sufficient examples of self- reflection around the required knowledge, skills and behaviours. These are directly related to the theme, but may be narrow in their scope. The majority of evidence provided shows that skills and behaviours are performed to standards of professional

Demonstrated thorough understanding and application of evidenced based research, workplace policies and procedures, and, national legislation relevant to their own workplace and role.

Explanations within the report are comprehensive and there is clear evidence of critical analysis throughout.

The report is supported by varied use of both primary and secondary sources which are complementary to the theme and gives full consideration to team members and/or patients.

There are comprehensive examples of self- reflection around the required knowledge, skills and behaviours.

The majority of evidence demonstrates a broad range of professional; skills and behaviours and a sound level of knowledge.


practice. Expected conduct is high but may not be consistent throughout.

Expected conduct is high and is consistent throughout.

A significant range of potential changes that could be implemented in the workplace have been fully explored and the impact considered.

Clear, relevant and detailed recommendations are proposed which demonstrate practicality and in depth understanding of implications and how they impact on the workplace

In summary, the report demonstrates that the apprentice is confident in their role. They are able to apply their practice to wide range of the Trailblazer Standards demonstrating effective and safe practice. There is good evidence of confident evaluation, analysis and application throughout.


31

Assessment 701/751 End-point Assessment - Professional Discussion

Assessment specification


701 Professional Discussion Skills: 11.1-11.3, 12.1-12.8, 13.1-

13.5,, 14.1-14.6, 15.1,15.2, 16.1-

16.3, 17.1-17.3

Knowledge: 1.1, 2.1,3.1-

3.4,4.1,4.2,5.1-5.3, 6.1,6.2,

7.1,7.2,8.1,8.2,9.1, 10.1-10.3

Behaviours: 18.1,19.1-19.4,

20.1,20.2,21.1-21.3

P/D/X


Assessment 701/751 End-point Assessment – Professional Discussion

Task instructions for independent end-point assessors

The purpose of the professional discussion is to 1) authenticate and validate the project in Task 1 2) probe anything that is unclear from the project 3) sample across other parts of the Trailblazer Standard.

Prior to the professional discussion Prior to the day of the discussion taking place the IEPA will:

Review/be familiar with grading decision and coverage of Trailblazer Standards as stated in the recording form for Task 1.

Review/be familiar with the grading criteria for the professional discussion

Review/be familiar with Trailblazer Standards listed in the assessment specification

IEPAs must use the recording form provided to prepare questions and consider areas to discuss. This should cover

o anything that is not clear in the project from Task 1 o insufficient/no evidence of any skills, knowledge and behaviours specific to the project

theme as detailed in the assessment specification for Task 1 * o a sample of the skills and knowledge that are not covered in the project **.

The focus of the professional discussion is to ascertain apprentices’ understanding of how the Trailblazer Standards apply to aspects of their job role. It is not the role of the IEPA to reassess the license to practice already achieved. Therefore IEPAs must use questions that are designed to elicit examples of how their job role relates to the skills, knowledge and behaviours of the Trailblazer Standards. Questions are likely to ask for

o examples from their working practice, o correct actions to be taken o explanations and reasoning for day to day activities.

Sample questions include:

Standard ref Question

Knowledge 6.1 How does your practice keeps up to date with medical emergency training?

Knowledge 5.1 What materials and equipment might you use for XXX treatment?

Knowledge 7.2 What do you understand about the data protection act and give examples how you follow it in your practice?

Skills 11.1 What advice would you give to a 12 year old about to have an orthodontic appliance fitted?

Skills 13.1 Can you give me an examples of how you always ensure safe patient care?

Skills 14.2 Can you provide any examples of when you have acted as an advocate on behalf of a patient?


33

Standard ref Question

Behaviours 18.1 How do you plan to keep yourself occupationally current in line with GDC standards?

Behaviours 21.6 If you suspected a safeguarding incident in your workplace what actions would you take?

Behaviours 19.3 How do you prioritise different aspects of your working day?

The above is not exhaustive and the IEPA should make their own judgement on the questions they should use.

* While the project is assessed separately to the professional discussion if further clarification is provided by the apprentice during the professional discussion regarding evidence in the project then this can lead to a grade change for the project, any new evidence presented during the professional discussion should not lead to a grade change for the project.

**When sampling the skills and knowledge that are not covered in the project theme there is not a recommended minimum number of questions. Rather it is more important that the IEPA should select areas of the standards both skills and knowledge where apprentice responses could contribute to grading and aid the assessor in differentiating between a pass and a distinction. Introducing the professional discussion

It is important that the IEPA ensures that actions are taken to help put the apprentice at ease at the

beginning of the meeting and before collection of evidence begins. This is to enable an accurate

assessment of the apprentice’s knowledge, skills & behaviours by minimising the extent to which their

performance may be hindered by anxiety.

The IEPA should:

1. Introduce themselves and explain their role in the process and if applicable ask permission to record the discussion.

2. Summarise the purpose and structure of the assessment 3. Ask the apprentice what reference material they have brought to the discussion. This should align

with the materials listed in the conditions section of the task. 4. Emphasise that the confidentiality of their assessment will be maintained 5. Ask the apprentice if they have any questions before beginning the assessment

During the professional discussion During the discussion the IEPA should record all responses in the recording form provided To further ease the apprentice into the Professional Discussion, it is also recommended that to commence the Professional Discussion you ask the apprentice questions about the organisation they work for and their own role of work within their employer organisation eg:

Please explain the type and nature of the organisation that you work in and the sector/s your organisation operates in?


What is your job role within your organisation? The Professional Discussion should feel as natural as possible, utilising open questions to allow the apprentice to dominate the conversation. It is expected that you use a number of techniques to ensure the assessment remains focused and effective. These may include:

Using follow up questions where necessary to probe for more information or to clarify points, questions such as ‘How did you know that?’ ‘What method did you use to arrive to that conclusion?’

Providing summaries of points covered to ensure they have understood and recorded apprentice evidence accurately

You must ensure that you do not inadvertently answer questions or provide hints or clues which may lead apprentices to answers.


35


Task instructions for training providers/employers

The professional discussion will be carried out by the IEPA. The purpose is to: 1) authenticate and validate project 2) probe anything that is unclear from project in Task 1 3) sample across other parts of the Trailblazer Standard.

The professional discussion will ascertain apprentices’ understanding of how the Trailblazer Standards apply to aspects of their job roles. It is not the remit of the IEPA to reassess the license to practice already achieved. Therefore the interviewer will ask questions that are designed to elicit evidence of skills knowledge and behaviours. Questions are likely to ask for:

examples from their working practice,

correct actions to be taken

explanations and reasoning for day to day activities.

Centre/ Employer book apprentice for the professional discussion prior to the submission of project. The IEPA is responsible for planning the content and conducting the discussion. Training providers/employers can support apprentices in their preparation by referring them to the Trailblazer Standards and their completed Project Header Form from Task 1. The training provider/employer should ensure that the apprentices have access to copies of their header form and reports that were submitted to the IEPA.

Apprentices are permitted to take in any additional notes and copies of their report, project plan and header form. Although this is not compulsory and the professional discussion can still go ahead if the apprentices fail to bring these on the day of the assessment.

IEPA is responsible for confirmation that apprentices are ready to sit the profession discussion, they will not be put forward for the professional discussion if their project is incomplete or has failed. In instances where a pass grade for the project is borderline pass the IEPA can make a judgement whether to proceed with the discussion if they feel there will be sufficient time within the 45 minutes to ask questions in order to draw out any missing evidence. The IEPA can use part of the discussion to seek clarification around any inconsistencies or elements of ambiguity which could potentially lead to grade change for the project. However presentation of any new evidence should not be used change the project grade

The discussion will be a maximum of 45 minutes



Task instructions for apprentices

Task 2

Following the submission of your completed project for independent assessment, you will be invited to attend a professional discussion by the independent end-point assessor on a specified date.

Purpose of the professional discussion

The focus of the discussion will be on how you have performed during your apprenticeship as well discussing the results of your project. The assessor will be interested in examples of your approach to your work which demonstrate the standard to which you perform. During the discussion you should draw on the evidence gathered for your project and experiences during your Apprenticeship which align with the skills, knowledge and behaviours of the Trailblazer Standards.

In preparation for your discussion you may want to review your report and the mapping of the Trailblazer Standards in the Project Header Form. You will also be asked questions on areas of the trailblazer standards that fall outside of the project as listed in Appendix One.

Time allowed for professional discussion The discussion may last up to 45 minutes Conditions of assessment:

You must answer the questions independently without support, and comply with the relevant conditions if the assessment is being conducted remotely.

You can bring to discussion the following documentation to refer to:

Your Project Header and Declaration Sheet

Project Plan

Any notes

Copy of report submitted to the IEPA


37


Recording forms



For IEPAs

Recording form



Professional discussion recording form

To plan and record the questions to ask in the discussion as well as to record responses



Feedback form To be used to provide feedback to any apprentices that fail any of the assessments within their apprenticeship



There are not any forms for centres to complete for task 2.

Independent End Assessors should ensure that notes are recorded in a way that another assessor who was not present at the assessment can clearly see why grading/marking decisions have been made



Grading criteria

Descriptors

Task No

Fail

The candidate has

Pass

The candidate has

Distinction

The candidate has achieved everything at a Pass grade and has

1 Been unable to answer questions asked by the panel to confirm understanding of the Trailblazer Standard. Responses to questions are inaccurate or insufficient.

Throughout the discussion The apprentice has demonstrated limited/no range in the application and understanding of the skills, knowledge and behaviours required within their role.

Been able to engage professionally, providing satisfactory responses to questions set.

Their responses, using examples drawn from their experience on the apprenticeship , show they understand and are able to apply the Trailblazer Standard to their own role. However there may be some inconsistences and apprentices may need a little prompting on occasion.

Generally the apprentice has been able to articulate successful application of skills demonstrating a sufficient grasp of different processes and procedures, although in some instances areas of complexity may present a challenge.

At times the apprentice has related relevant key knowledge and understanding to their practice. There may be a tendency to deal with topics individually rather than holistically but understanding and application are, in the main, accurate.

been able to engage professionally and respond to questions that consistently demonstrates a breadth of well-chosen examples from their experience during their Apprenticeship

Their well-considered responses show they have an in-depth understanding of the knowledge, skills and behaviours which form the Trailblazer Standard and are able to apply these effectively within their own role.

The apprentice has been able to articulate high levels of skill demonstrating a secure and consistent grasp of a wide range of processes, procedures and problems. They have an ability to deal with some complexity, and successfully make adjustments to practice.

The apprentice has consistently related a range of knowledge, concepts and theories to their own practice. They are also able to demonstrate an ability to make links


39

They have demonstrated that they understand and adhere to occupational behaviours and carry out their role in a responsible manner with evidence of professional conduct.

between different topics and areas of their practice.

They have engaged fully with occupational behaviours and have demonstrated a highly motivated and self-managing approach to their work where they have been able to find solutions to problems and move forward independently.

5 Appendices

End-Point Assessment Gateway Declaration Form

Completion of this Gateway Declaration Form confirms that the employer/training provider is satisfied the apprentice has fulfilled all requirements to request their consideration for end point assessment by City & Guilds.

Apprenticeship Standard

Title Start date

DD/MM/YY

Apprentice

name Apprentice name

Enrolment

number 1234567

Entry Requirement Achieved (Yes/No)

Completion of on-programme qualification, 5234-01 Level 3 Diploma in Dental Nursing

Completion of Level 2 English, if applicable

Completion of Level 2 Maths, if applicable

You must submit evidence of achievement of the above to City & Guilds as part of the gateway process. It is the provider’s responsibility to retain auditable evidence. Any non-disclosure of information requested could subsequently result in the end-point assessment booking being cancelled.

Any previous End-Point Assessments

Has the Apprentice previously taken any assessments that form part of the EPA for this Apprenticeship Standard with any other Assessment Organisation?

Yes/No

If yes

What Assessment Organisation was the End-Point Assessment carried out by?

What date(s) was the End-Point Assessment taken?

What grade(s) (eg fail/pass/merit/distinction) was issued?

Employer/training provider declaration:

I confirm that the apprentice has achieved all end point assessment entry requirements as listed above and obtained the required teaching, workplace training and experience covering the full apprenticeship standard to be eligible for end-point assessment. A Gateway process has been carried out to confirm the following

1. The apprentice has been employed throughout the duration of his/her apprenticeship.

2. The ILP and commitment statement has been signed by the apprentice, the employer and the Training Provider, and all three parties have retained a signed and dated version.

3. The apprentice has been given appropriate time to attend the on and off-the-job training required for the apprenticeship standard.

4. The apprentice has completed a minimum of 12 months of on-programme learning and all pre-requirements for eligibility for end point assessment.

Employer Name & Signature Date DD/MM/YY

Training Provider (if appropriate)

Name & Signature Date DD/MM/YY

Apprentice declaration:

I confirm that I have undergone a Gateway process to confirm that I am eligible for

end point assessment and give consent to City & Guilds EPAO to apply for the Apprenticeship certificate on my behalf to the ESFA and the Institute for apprenticeships upon successful completion of end-point assessment.

Apprentice Name & Signature Date DD/MM/YY

Appendix 1 - Mapping of Trailblazer Standards to each project theme. Knowledge

Theme specific

Outcome Knowledge Decontamination

Health Promotion

Medical Emergencies

Patient Care

Auditing of Clinical Activities

Dental and regional anatomy

1.1 A thorough understanding of dental / oral anatomy and physiology

√

Respiratory and circulatory systems

2.1 How to recognise the range and functions of normal human structures

√

Health promotion and disease prevention

3.1 The basic principles of a population health care approach, including oral and general health care

√

3.2 Factors than can affect oral and general health care

√

3.3 Clear understanding of the role of dental professionals and healthcare teams

√

3.4 The delivery of oral health care information and preventative information which encourages patent self-care and motivation

√

Transmission infectious diseases and their prevention

4.1 The potential routes of transmission of infectious agents in a dental environment and mechanisms for the prevention of infection

√

4.2 The scientific principles of decontamination and disinfection and relevance to health and safety and current best practice guidelines

√

Materials, equipment and resources

5.1 Commonly used dental materials and equipment and their uses and applications.

√ √

5.2 Correct usage, handling, storage and disposal of materials and equipment in accordance with workplace and legislative requirements.

√ √

5.3 How to select correct equipment, materials and instruments for all stages during general chair side procedures.

√ √

Medical Emergencies

6.1 The role of the first aider and understanding of equipment, record keeping, recommended good practice and

√

maintaining hygiene throughout.

6.2 Recognise and support action to deal with medical emergencies.

√

Common to all themes

Legislative compliance

7.1 The appropriate Health and Safety guidance related to the dental environment and equipment, and how to follow these, including maintenance requirements of equipment and resources.

√

√

√

√

√

7.2 Current legislative and statutory requirements relating to personal information, including the recording, storage and protection of personal information

√ √ √ √ √

The Dental team and GDC Guidelines

8.1 A thorough understanding of the role and responsibilities of the Dental Nurse and other Dental Care Professionals involved in patient management.

√ √ √ √ √

8.2 Legal and ethical responsibilities involved in protecting and

√ √ √ √ √

promoting the health of individual patients.

Communication 9.1 The methods of communicating with patients, the dental team and members of the wider health care sector.

√

√

√

√

√

Self- management

10.1 Understand principles relating to evidence based approaches to learning, clinical and professional practice and decision making.

√ √ √ √ √

10.2 Know consequences of own professional actions, attitudes and behaviours and effects on the dental team, the workplace and public opinion.

√ √ √ √ √

10.3 How to assess own capabilities and limitations in the interest of providing high quality patient care seeking and using feedback from colleagues or supervisors where appropriate.

√ √ √ √ √

Skills

Theme specific

Outcome Skills Decontamination

Health Promotion

Medical Emergencies

Patient Care


Health promotion

11.1 Advise patients on oral health maintenance.

√

11.2 Support members of the dental health care team in the delivery of the health care advice and preventative support

√

11.3 Recognise and comply with national guidance and best practice, and acknowledging local health initiatives.

√

Clinical skills 12.1 Prepare and maintain the clinical environment before, during and after dental procedures.

√

√ √

√

12.2 Prepare records, equipment and resources for all stages of treatment including dental radiography.

√ √ √

12.3 Work in a safe and efficient manner.

√ √ √

12.4 Undertake audits, testing and maintenance of

√ √ √

equipment and maintain appropriate records to reflect this.

12.5 Manage and perform effective decontamination and infection control procedures complying with legislative, local and current best practise guidelines.

√

√

√

12.6 Provide chair side support to the operator during clinical dental procedures.

√ √ √

12.7 Prepare, mix and handle dental materials in correct manner whilst ensuring manufacturers’ requirements for storage, usage and disposal are facilitated.

√ √ √

12.8 Record dental charting and oral tissue assessment carried out by other registrants.

√ √ √

Patient care 13.1 Recognise and comply with systems and processes to safe patient care.

√

√

13.2 Recognise and take into account the needs of different patients

√ √

throughout the patient care process.

13.3 Contribute to obtaining and recording patient clinical history.

√ √

13.4 Monitor, support and reassure patients throughout all aspects and processes.

√ √

13.5 Give appropriate patient advice in relation to their needs and treatment plans.

√

√

Patient management

14.1 Put patients’ interests first and act to protect them.

14.2 Act as an advocate for patients' where appropriate.

14.3 Communicate with colleagues in relation to the direct care individuals.

√

14.4 Demonstrate safe, prompt and effective first aid in emergency situations.

√

14.5 Support patients and colleagues in event of medical emergency.

√

14.6 Discuss the health risks of diets, drugs and substance misuse and the use of substances such as tobacco, alcohol and drugs on oral and general health.

Common to all themes.

Professionalism 15.1 Act without discrimination, show integrity and be trustworthy at all times.

√ √

√

√

√

15.2 Be respectful of patient’s dignity and choices.

√ √

√

√

√

Management Skills

16.1 Manage own performance and development.

√

√

√

√

√

16.2 Manage the clinical environment within own scope practice.

√ √ √ √ √

16.3 Recognise and comply with the team working requirements in the scope of effectively managing own time and resources.

√ √ √ √ √

Communication Skills

17.1 Communicate with the dental team in relation to the direct care of the individual.

√

√

√

√

√

17.2 Implement correct methods of communication for

√ √ √ √ √

spoken, written and electronic records.

17.3 Have open and effective communication methods with patients and the dental team.

√ √ √ √ √

Behaviours

Common to all themes.

Outcome Behaviours Decontamination

Health Promotion

Medical Emergencies

Patient Care


Ethical 18.1 Commitment to the General Dental Council standards for the Dental Team.

√

√

√

√

√

Professional 19.1 Reliability, working to high standards.

√ √ √ √ √

19.2 A commitment to excellent customer service.

√ √ √ √ √

19.3 Effective time management and self- management.

√

√

√

√

√

19.4 Appropriate use and storage of confidential information.

√ √ √ √ √

Commitment 20.1 A caring approach toward patients and colleagues.

√ √ √ √ √

20.2 A commitment to striving for the best at all times.

√

√

√

√

√

Responsible 21.1 Take responsibility for own actions and act in accordance with GDC standards

√ √ √ √ √

21.2 Act and raise concerns as described in the principles of raising concerns

√ √ √ √ √

21.3 Be responsible for own development and currency of skills, knowledge and understanding whilst ensuring current guidelines and best practice guidance is adhered to.

√

√

√

√

√

21.4 Take a patient centred approach to working with the dental and wider healthcare team

√ √ √ √ √

21.5 Recognise the impact of own personal behaviours and work/act professionally.

√ √ √ √ √

21.6 Recognise the signs of abuse or neglect and raise concerns where necessary.

21.7 Implement the processes of informed consent

√

√

√

√

√

21.8 Recognise and act upon the legal and ethical responsibilities involved in the protection and promotion of health care to individuals.

√ √ √ √ √

Reflection and self-Awareness

22.1 Awareness of own impact and influence when working with others.

√ √ √ √ √

22.2 An awareness of how to get the best from each individual.

√

√

√

√

√

22.3 The ability to reflect on own practice to support self-development.

√ √ √ √ √

Useful contacts

Centres

Exam entries, Certificates, Registrations/enrolment, Invoices, Missing or late exam materials, Nominal roll reports, Results

E: [email protected]

Learners

General qualification information

E: [email protected]

Other contacts

For other contacts visit the Contact Us page of our website

W: www.cityandguilds.com/help/contact-us

About City & Guilds

As the UK’s leading vocational education organisation, City & Guilds is leading the talent revolution by inspiring people to unlock their potential and develop their skills. We offer over 500 qualifications across 28 industries through 8500 centres worldwide and award around two million certificates every year. City & Guilds is recognised and respected by employers across the world as a sign of quality and exceptional training.

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The City & Guilds Group operates from three major hubs: London (servicing Europe, the Caribbean and Americas), Johannesburg (servicing Africa), and Singapore (servicing Asia, Australia and New Zealand). The Group also includes the Institute of Leadership & Management (management and leadership qualifications), City & Guilds Licence to Practice (land-based qualifications), the Centre for Skills Development (CSD works to improve the policy and practice of vocational education and training worldwide) and Learning Assistant (an online e-portfolio).

Copyright

The content of this document is, unless otherwise indicated, © The City and Guilds of London Institute and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and candidates studying for City & Guilds qualifications may photocopy this document free of charge and/or include a PDF version of it on centre intranets on the following conditions:

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The Standard Copying Conditions (see the City & Guilds website) also apply.

Please note: National Occupational Standards are not © The City and Guilds of London Institute. Please check the conditions upon which they may be copied with the relevant Sector Skills Council.

Published by City & Guilds, a registered charity established to promote education and training

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Dental Nurse End-point Assessment (9752-12)

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Transcript of Dental Nurse End-point Assessment (9752-12)