252 http://www.fldoe.org/edfacil/sref.asp (State Requirements for Educational Facilities)
The purpose of this course is to assist students in making informed decisions regarding their future academic and occupational goals and to provide information regarding careers in the Health Science career cluster.
The content includes but is not limited to basic information about the kinds of jobs and workers involved the various career paths, financial rewards, occupational hazards, and educational requirements. Information concerning the practices for promoting good health is included
. Instruction and learning activities are provided in a laboratory setting using hands-on experiences with the equipment, materials and technology appropriate to the course content and in accordance with current practices.
Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.
After successfully completing this program, the student will be able to perform the following:
Recognize progress in health care service.
Show an awareness of health careers.
Identify life stages and the health care needs of each.
Demonstrate basic communication skills.
Perform basic mathematical calculations and demonstrate problem solving skills used by the health care worker.
Demonstrate an understanding of principles of wellness.
Demonstrate an understanding of the sciences in the health care field.
Explore the multiple facets of wellness and disease.
Perform basic health care skills.
Demonstrate employability skills related to a health occupation.
Demonstrate occupational safety.
Describe and use communication features of information technology.
Recognize progress in health care service–The student will be able to:
Compare medical progress from early times to the present. For example: surgical techniques, anesthesia, treatment and equipment.
Discuss health care leaders who brought about change and progress from early times to the present.
Show an awareness of health careers–The student will be able to:
Describe the relationship between self-awareness and satisfying career choices.
Demonstrate an understanding of tasks related to health service careers.
Identify the personal traits required for employment in health care.
List factors related to job satisfaction.
Complete a project, solve a problem, or complete an activity related to a career through team or group work.
Identify at least three occupations out of each of Health Science Career Pathways: Therapeutic Services, Diagnostic Services, Health Informatics, Support Services, Bio-technology Research and Development.
List the advantages and disadvantages of one occupation in each pathway including the following factors; job opportunities, salary range, fringe benefits, working conditions, occupational hazards, and educational requirements.
Recognize the differences between volunteer and governmental agencies in healthcare.
Identify types of education and training levels as related to health careers.
Understand and appreciate the importance of legal and ethical behaviors as related to health careers.
Identify life stages and the health care needs of each–The student will be able to:
Describe common health care needs from birth to death and identify occupations that address those needs.
Identify occupations aimed at promoting optimum health.
Demonstrate basic communication skills–The student will be able to:
Demonstrate the ability to follow written and oral directions.
Demonstrate examples of verbal and non-verbal communication.
Recognize the role and use of terminology and abbreviations used in various health occupations.
Perform basic mathematical calculations and demonstrate problem solving skills used by the health care worker–The student will be able to:
Describe the importance of why accurate calculations and effective problem solving skills are required.
Accurately identify and perform appropriate numeric procedures with problems found in numeric, symbolic, or word form as they relate to the occupations.
Convert common weights, measure, and volumes to metric as applied in the health care setting.
Demonstrate an understanding of principles of wellness–The student will be able to:
Describe how cultural and individual differences relate to wellness and quality of life and how these differences impact health problems of society.
Demonstrate an understanding of the risk factors that contribute to illness.
Identify consequences of substance abuse and high risk behaviors.
Identify ecological issues that affect wellness and identify environmental careers associated such as parks and recreation, health inspectors, sanitariums.
Demonstrate an understanding of the sciences in the health care field–The student will be able to:
Demonstrate knowledge of how the scientific method and advances in science have impacted beliefs and practices from ancient times to the present.
Recognize the role science has in the health field.
Identify the various science educational courses required by various health occupations.
Explore the multiple facets of wellness and disease–The student will be able to:
Describe strategies for prevention of diseases including health screenings and examinations.
Discuss the adverse effects of alcohol, tobacco, and drugs on the human body and strategies to prevent addiction in yourself and others.
Explain basic concepts of positive self-image, body and mental wellness and the effect stress has on both.
Explore basic information on the dangers of blood borne diseases in healthcare including but not limited to HIV/AIDS and Hepatitis B.
Explore the need for proper nutrition (www.myplate.gov) and water intake to maintain wellness.
Perform basic health care skills–The student will be able to:
Measure and record (graph) height, weight, and temperature, pulse and respiration (TPR), intake and output of body fluids.
Demonstrate medical aseptic technique by hand washing, gloving, and application of mask and gown.
Perform proper body mechanics to prevent self and patient injuries.
Demonstrate basic first aid skills including Cardiopulmonary resuscitation (CPR) and the Heimlich maneuver.
Recognize the need for personal comfort measures to include skin care, bed bath, bed making, and mouth care.
Show an awareness of safe patient transfer techniques.
Recognize the importance of instructions to patients in safe use of assisting devices.
Demonstrate employability skills related to a health occupation–The student will be able to:
List skills needed for employment in a health occupation of choice.
At a minimum, demonstrate the skills used within two of the health occupations from the following list:
Allied Health Assisting: Use of a Wheelchair, Crutches and/or Walkers
Dental Aide: Making Dental Molds
First Responder: Basic First Aide/Rescue Breathing
Demonstrate occupational safety–The student will be able to:
Discuss occupational safety issues that relate to the employer, employee, and the patient in the health care setting.
Demonstrate health safety habits that will prevent injury to health care workers, co-workers, and patients.
Show an awareness of the importance of identifying poisons and hazardous materials commonly found in the workplace.
Describe the importance of fire safety including prevention and evacuation.
Identify components of network systems–The student will be able to:
Identify structure to access internet, including hardware and software components.
Identify and configure user customization features in web browsers, including preferences, caching, and cookies.
Recognize essential database concepts.
Define and use additional networking and internet services.
Describe and use communication features of information technology–The student will be able to:
Define important internet communications protocols and their roles in delivering basic Internet services.
Identify basic principles of the Domain Name System (DNS).
Identify security issues related to Internet clients.
Identify and use principles of personal information management (PIM), including common applications.
Efficiently transmit text and binary files using popular Internet services.
Conduct a webcast and related services.
Represent technical issues to a non-technical audience.
Laboratory activities are an integral part of this program. These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to these occupations. Equipment and supplies should be provided to enhance hands-on experiences for students.
This course provides hands on experience with necessary skills for any health occupation as well as additional options for specific occupations.
Instruction and learning activities are provided in a laboratory setting using hands-on experiences with the equipment, materials and technology appropriate to the course content and in accordance with current practices.
Special projects that are related to occupational clusters are provided, including making dental molds, designing eye glasses, fingerprinting, role playing activities of daily living as a handicapped individual, developing an emergency evacuation plan for their own home, menu planning, and visualizing x-rays. Team teaching and integration of the curriculum with English, Math and Science is encouraged.
Guest speakers from industry make an important contribution to the effectiveness of this course.
Career and Technical Student Organization (CTSO)
HOSA: Future Health Professionals is the appropriate career and technical student organization for providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered. The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.
Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors. Accommodations received in postsecondary education may differ from those received in secondary education. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.
In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs. Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course. Note: postsecondary curriculum and regulated secondary programs cannot be modified.