HEALTH SCIENCE TECHNOLOGY I SYLLABUS

Academy: Health and Human resources

Course Description: A course designed to develop health care specific knowledge and skills in effective communications, ethical and legal responsibilities, client care, safety, and first aid and CPR. This course prepares the student for the transition to clinical or work based experiences in health care.

PEIMS Number: 12101300

Principal: Cynthia Villalovos

Teacher: Mary Gibson, RN, BSN

1967 Graduate Waltrip HS

Graduate University of Houston School of Nursing @ Houston

Prerequisites: This course is recommended for students grades 10-12. The recommended prerequisites for this course are Introduction to Health Science

Technology and Biology or concurrent enrollment.

Health Education: Course Description: This course examines the basic human anatomy and physiology and its relationship to a normal functioning body for the development of a healthy lifestyle. Health Education also provides practical instruction in cardiopulmonary resuscitation (CPR), first aid and nutrition as well as exploring the impact of mental health, communicable diseases, drugs, tobacco, alcohol, and consumer health on a healthy individual. Health education is required for high school graduation and credit for it may be given in HST I

PIEMS Number: 0381011

General requirements: To receive credit for Health Education as part of HST 1, the student must successfully complete full year of HST I.

Student Organization: Health Occupations Students of America (HOSA). HOSA is a national student-led organization that is endorsed by the U.S. Dept. of Education and the Health Science Technology Division of American Career and Technology Education. HOSA’s two-fold mission is to promote career opportunities in the health care industry and to enhance the delivery of quality healthcare to all people. HOSA’s goal is to encourage ALL health occupations teachers and students to join and be actively involved in the HSTE-HOSA partnership.

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HOSA provides a unique program of leadership development, motivation, and recognition for secondary, post-secondary, adult, and collegiate students enrolled in HSTE programs. HOSA is 100% health care.

HOSA is not a club to which a few students join. Rather, HOSA is a powerful co-curricular instructional tool that is incorporated into the classroom. HOSA students have the opportunity to compete against other HOSA students in regional areas, in the state, and at the national levels.

While HOSA is new this year to Waltrip, it has been active in Texas since it’s founding year in 1976. All Waltrip HSTE students are encouraged to join and participate.

Textbook: Simmers, Louise, Diversified Health Occupations, 6th edition. Delmar

Learning, Clifton Park, N.Y., 2004.

Supplies:

Course Objectives:

  • Unit 1 Medical Terminology

    A. The student is expected to identify medical terminology of root words, prefixes, and suffixes and their meanings.

    B. Each week the student will demonstrate knowledge of medical terms.

    Unit 2 Introduction to HOSA

    C. The student is expected to:

  • 1. Identify what HOSA is
    •

    • 2. Identify 3 things about the history of HOSA

    3. Identify HOSA’s two-fold mission

    4. Identify HOSA’s motto

    5. Recognize HOSA’s creed

    6. Identify HOSA’s 2006-2007 theme.

    7. Identify HOSA’ two year project

    8. Identify three events that he/she might be interested in participating in as Area spring Leadership Conference competition.

    D. Activities:

  • 1. Students will view a power-point presentation
  • 2. Students will take notes on worksheet.
  • 3. Students will participate in mock HOSA Bowl Competitive Event
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    Unit 3 Leadership Skills

    E. The student is expected to:

  • 1. demonstrate leadership skills for goal setting and team building.
  • 2. demonstrate the ability to conduct effective meetings according to Robert’s Rules of Order, Newly Revised
  • 3. evaluate the dynamics of social groups
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    F. Activities

  • 1. Parliamentary Procedure #1
  • 2. Parliamentary Procedure #2
  • 3. Parliamentary Procedure #3
  • 4. Parliamentary Procedure #4
  • 5. Leadership Behavior
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    IV. Communications

    Health Science Technology and Skills. The student is expected to:

  • 1. identify components of effective communication
  • 2. identify barriers to effective communication
  • 3. develop communication skills which are responsive rather than reactive
  • 4. adapt communication to the needs of the individual in a diverse society
  • 5. evaluate the use of verbal and nonverbal language in a variety of health care scenarios
  • 6. demonstrate use of precise language to clearly communicate ideas
  • 7. accurately interpret, transcribe, and communicate using medical vocabulary
  • 8. interpret technical material related to health care
  • Health Education knowledge and Skills. The student is expected to:
  • 9. demonstrate communication skills in building and maintaining healthy relationships
  • 10. distinguish between a dating relationship and marriage
  • 11. analyze behavior in a dating relationship that will enhance the dignity, respect, and responsibility relating to marriage
  • 12. evaluate the effectiveness of conflict resolution techniques in various situations
  • 13. demonstrate refusal strategies
  • 14. demonstrate strategies for communicating needs, wants, and emotions
  • 15. apply communication skills that demonstrate consideration and respect for self, family, and others
  • 16. demonstrate empathy towards others
  • 17. analyze ways to show disapproval of inconsiderate and disrespectful behavior
  • 18. summarize the advantages of seeking advise and feedback regarding the use of decision making and problem solving skills
  • 19. classify forms of communication such as passive, aggressive, or assertive
  • 20. demonstrate knowledge about personal and family health concerns
  • 21. evaluate positive and negative effects of various relationships on physical and emotional health such as peers, family, and friends
  • 22. describe the roles of parents, grandparents and other family members in promoting a healthy family
  • 23. analyze the dynamics of family roles and responsibilities relating to health behavior
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    Activities

  • 24. Foundations of Communication
  • 25. Verbal Communication
  • 26. Nonverbal Communication
  • 27. Medical language
  • 28. How Available is Health Care
  • 29. Medical Roots—Body
  • 30. Utilizing the PDR
  • 31. Relationships, Dating, Marriage, and Family

    • Safety and Body Mechanics

    A. Health Science Technology Knowledge and skills. The student is expected to:

    1. identify industry standards

    2. identify regulatory agencies such as Occupational Safety and Health Administration (OSHA) and Food and Drug Administration (FDA)

    3. identify legislation that mandates an employers obligation to provide a safe workplace

    4. analyze the impact of local, state, and national government on the health care industry

    5. identifies fire prevention and safety practices

    6. recognizes hazardous materials and situations

    7. demonstrate safe use of chemicals and equipment

    8. evaluate environmental management procedures

    9. identify, demonstrate, and practice principles of body mechanics

    10. analyze forces and the effects of movement, torque, tension, and elasticity on the human body.

    B. Health Education Knowledge and Skills. The student is expected to:

    1. analyze the harmful effects of alcohol, tobacco, drugs, and other substances such as physical, mental, social, and legal consequences

    2. explain the relationship between alcohol, tobacco, and other drugs and other substances used by adolescents and the role these substances play in unsafe situations such as Human Immunodeficiency Virus (HIV)/Sexually Transmitted Disease (STD), unplanned pregnancies, and motor vehicle accidents

    3. develop strategies for preventing use of tobacco, alcohol, and other addictive substances

    4. analyze the importance of alternatives to drug and substance use

    5. analyze and apply strategies for avoiding violence, gangs and weapons and drugs

    6. analyze strategies for preventing and responding to deliberate and accidental injuries

    7. analyze the relationship between the use of refusal skills and the avoidance of unsafe situations such as sexual abstinence

    8. analyze the importance of healthy strategies that prevent physical, sexual, and emotional abuse such as date rape

    9. associate risk taking with consequences such as drinking and driving

    C. Activities

    1. Body Mechanics

    2. Basic Fire Safety

    3. Harmful Effects of Medication, Alcohol, and Drugs

    4. Violence in Society

    5. OSHA

    6. Environmental Health

    Asepsis

    A. Health Science Technology Knowledge and skills. The student is expected to:

    1. identify the cycle of the infectious process

    2. identify guidelines of standard precautions

    3. demonstrate skills related to infection control

    B. Health Education Knowledge and Skills. The student is expected to develop and analyze strategies related to the prevention of communicable and non-communicable diseases

    C. Activities

    1. The Cycle of Infection

    2. Handwashing

    3. Asepsis—Gloving

    4. Tattoos and body piercing

    Introduction to Anatomy and Physiology

    D. Health Science Technology Knowledge and skills. The student is expected to:

    1. describe biological and chemical processes that maintain homeostasis

    2. plan and prepare effective oral presentations

    E. Health Education knowledge and Skills. The student is expected to:

    1. examine the relationship among body composition, diet, and fitness

    2. examine the relationship between nutrition, quality of life, and disease

    3. describe the causes, symptoms, and treatment of eating disorders

    4. analyze the relationship between health promotion and disease prevention

    5. explain fetal development from conception through pregnancy and birth

    6. explain the importance of the role of prenatal care and proper nutrition in promoting optimal health for both the baby and the mother such as breastfeeding

    7. analyze the harmful effects of certain substances on the fetus such as alcohol, tobacco, other drugs, and environmental factors such as lead

    8. explain the significance of genetics and its role in fetal development

    9. examine the effects of health behaviors on body systems

    10. relate the importance of early detection and warning signs that prompt individuals of all ages to seek health care

    11. appraise the significance of body changes occurring during adolescence

    12. analyze the importance and benefits of abstinence as it relates to emotional health and the prevention of pregnancy and sexually transmitted diseases

    13. analyze the effectiveness and ineffectiveness of barrier protection and other contraceptive methods including the prevention of Sexually Transmitted Diseases (STDs), keeping in mind the effectiveness of remaining abstinent until marriage

    14. analyze the importance of abstinence from sexual activity as the preferred choice of behavior in relationship to all sexual activity for unmarried persons of school age

    15. discuss abstinence from sexual activity as the only method that is 100% effective in preventing pregnancy, sexually transmitted diseases, and the sexual transmission of HIV or acquired immune deficiency syndrome, and the emotional trauma associated with adolescent sexual activity

    16. communicate the importance of practicing abstinence

    F. Activities

    1. Anatomy and Physiology of Human Systems

    2. Issues in Organ Donation

    3. Reproductive Health

    4. Eating disorders

    Skills Development

    G. Health Science Technology Knowledge and Skills. The student is expected to:

    1. assess client status and accurately determine vital signs

    2. demonstrate the ability to chart and graph

    3. use measurement functions for client assessment

    4. convert units between systems of measurement

    5. monitor client nutrition

    6. manage client hygiene

    7. demonstrate skills related to activities of daily living

    8. demonstrate skills associated with rehabilitative care, such as range of motion, positioning, and ambulation

    9. move, lift, and transport clients safely

    10. practice personal and client safety

    11. respond to emergencies appropriately

    12. review the structure and composition of client records

    13. identify the processes for collection and dissemination of health care data

    14. compile and record client data

    15. manage client information appropriately

    H. Health Education Knowledge and Skills. The student is expected to:

    1. demonstrate decision making skills based on health information and explore methods

    2. identify decision making skills that promote individual, family, and community health

    3. summarize the advantages of seeking advice and feedback regarding the use of decision making and problem solving skills

    I. Activities

    1. Systems of Measurement

    2. Introduction to History and Physicals

    3. Intake and Output

    4. Activities of Daily Living—Hygiene

    5. Temperature, Pulse, and Respiration

    6. Blood Pressure Assessment

    7. Bedmaking

    8. Filing Patient Records

    9. Punctuation at Work in the Health Professions

    10. Healing Hands

    11. Decision Making Skills

    12. Goal Setting

    13. Military Time

    Client’s Rights, Choices, and Related Ethics

    J. Health Science Technology Knowledge and Skills. The student is expected to:

    1. review documentation related to client’s rights and choices

    2. evaluate situations related to client autonomy

    3. develop awareness of age, cultural, and religious diversity as it relates to client care

    4. compare and contrast strategies used by various cultures tosolve problems related to health care

    5. recognize ethical behavior standards

    6. identify ethical considerations resulting from technical advances

    7. describe the effects of unethical practices on consumers

    8. demonstrate the principles of confidentiality

    9. identify legal requirements and scope of practice for students in health care delivery

    10. recognize noncompliance and its effects

    11. identify issues related to malpractice, negligence, and liability

    K. Health Education Knowledge and Skills. The student is expected to:

    1. analyze the influence of laws, policies, and practices on health related issues including those related to disease prevention

    2. discuss the legal implication regarding sexual activity as it relates to minor persons

    3. identify situations requiring professional health services for people of all ages such as primary, preventative, and emergency care

    4. explain how to access health service for people of all ages

    5. describe the importance of taking responsibility and implementing health maintenance for individuals and family members of all ages

    6. examine the legal and ethical ramifications of unacceptable behaviors such as harassment, acquaintance rape, and sexual abuse

    L. Activities

  • 1. Cultural Diversity in Health Care

    2. Living Will/Advanced Directives

    3. Errors in Health Care

    4. Legal Considerations in Personal Health

    5. How a Bill Becomes a Law

    Death and Dying

    M. Health Science Technology Knowledge and Skills. The student is expected to:

  • 1. evaluate techniques in dealing with stressful situations, such as trauma and death and dying
  • 2. demonstrate skills in caring for the dying patient
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    N. Health Education Knowledge and Skills. The student is expected to:

  • 1. examine issues related to death and grieving
  • 2. discuss health related social issues such as organ donation and homelessness
  • 3. analyze strategies to prevent suicides
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    O. Activities

    1. Death and dying

    Grief process

    Technology

    P. Health Science Technology and skills. The student is expected to:

  • 1. enhance keyboarding skills and correspond using electronic messages
  • 2. demonstrate use of appropriate telecommunications technology
  • 3. predict changes in technology
  • 4. identify equipment used in each of the four systems
  • 5. utilize appropriate equipment in the delivery of health care services
  • 6. recognize and report equipment malfunctions
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    Q. Health Education knowledge and Skills. The student is expected to:

    1. analyze the health messages delivered through media and technology

    2. explain how technology has impacted the health status of individuals, families, communities, and the world

    3. develop evaluation criteria for health information

    4. demonstrate ways to utilize criteria to evaluate health information for health appropriateness

    5. research information about a personal health concern

    6. develop strategies to evaluate information relating to a variety of critical health issues

    • .

  • R. Activities

  • 1. Developing a Web Site
  • 2. When in Cyberspace. . .Netiquette
  • 3. Medical Reading Power Point
  • 4. Evaluation of Health Information on the Net
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    Employment Skills

    S. Health Science Technology Knowledge and Skills. The student is expected to:

  • 1. demonstrate the procedures necessary to seek and secure employment
  • 2. describe employer expectations such as communication, organizational skills, and productive work habits
  • 3. identify professional characteristics of health care providers
  • 4. identify employer expectations of punctuality, attendance, and time management
  • 5. identify the members of the health care team required to care for an individual client
  • 6. anticipate and adapt to changing employment situations
  • 7. demonstrate step-by-step procedures for problem solving
  • 8. locate, evaluate, and interpret career options and employment information
  • 9. predict the impact of career decisions
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    T. Health Education Knowledge and Skills. The student is expected to:

    1. relate the nation’s health goals and objectives to individual, family, and community health

    2. examine causes and effects of stress and develop strategies for managing stress and coping with anxiety and depression

    3. identify, describe, and assess available health related services in the community that relate to disease prevention and health promotion

    4. explain the benefits of positive relationships among community health professionals in promoting a healthy community

    5. assess the impact of population and economy on community and world health

    6. analyze the impact of the availability of health services in the community and the world

    7. describe a variety of community and world environmental protection programs

    8. research various school and community health services for people of all ages such as vision and hearing screenings and immunization programs

    9. compare and analyze the cost, availability, and accessibility of health services for people of all ages

    10. explore methods for addressing critical health issues

    U. Activities

  • 1. Career Development Folder
  • 2. Portfolios
  • 3. Personal Traits of Health Care Professional
  • 4. Human Relations
  • 5. Career Scavenger Hunt
  • 6. Career Shoebox
  • 7. Career pathway Assessment
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