(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisites: Principles of Health Science and Biology. (b) Introduction. (1) The Health Science course is designed to provide for the development of advanced knowledge and skills related to a wide variety of health careers. Students will have hands-on experiences for continued knowledge and skill development. The course may be taught by different methodologies such as clinical rotation and career preparation learning. (2) To pursue a career in the health science industry, students should recognize, learn to reason, think critically, make decisions, solve problems, and communicate effectively. Students should recognize that quality health care depends on the ability to work well with others. (3) The health science industry is comprised of diagnostic, therapeutic, health informatics, support services, and biotechnology research and development systems that function individually and collaboratively to provide comprehensive health care. Students should identify the employment opportunities, technology, and safety requirements of each system. Students are expected to apply the knowledge and skills necessary to pursue a health science career through further education and employment. (4) Professional integrity in the health science industry is dependent on acceptance of ethical and legal responsibilities. Students are expected to employ their ethical and legal responsibilities, recognize limitations, and understand the implications of their actions. (c) Knowledge and skills. (1) The student applies mathematics, science, English language arts, and social studies in health science. The student is expected to: (A) solve mathematical calculations appropriate to situations in a health-related environment; (B) communicate using medical terminology; (C) express ideas in writing and develop skills in documentation; (D) interpret complex technical material related to the health science industry; (E) summarize biological and chemical processes that maintain homeostasis; (F) explain the changes in structure and function due to trauma and disease; and (G) research the global impact of disease prevention and cost containment. (2) The student displays verbal and non-verbal communication skills. The student is expected to: (A) demonstrate therapeutic communication appropriate to the situation; (B) execute verbal and nonverbal skills when communicating with persons with sensory loss and language barriers; and (C) apply electronic communication with appropriate supervision. (3) The student analyzes and evaluates communication skills for maintaining healthy relationships throughout the life span. The student is expected to: (A) evaluate how a healthy relationship influences career goals; (B) demonstrate communication skills in building and maintaining healthy relationships; (C) demonstrate strategies for communicating needs, wants, and emotions; and (D) evaluate the effectiveness of conflict resolution techniques in various situations. (4) The student relates appropriate information to the proper authority. The student is expected to: (A) identify and retrieve reportable information; and (B) report information according to facility policy. (5) The student identifies documents integrated into the permanent record of the health informatics system. The student is expected to: (A) describe document formats; and (B) compile and record data according to regulatory agency policy. (6) The student describes academic requirements necessary for employment in the health science industry. The student is expected to: (A) research specific health science careers; and (B) review employment procedures for a specific health science career. (7) The student identifies problems and participates in the decision-making process. The student is expected to: (A) analyze systematic procedures for problem solving; (B) evaluate the impact of decisions; and (C) suggest modifications based on decision outcomes. (8) The student implements the knowledge and skills of a health science professional in the clinical setting. The student is expected to: (A) comply with specific industry standards related to safety and substance abuse; (B) model industry expectations of professional conduct such as attendance, punctuality, personal appearance, hygiene, and time management; (C) articulate comprehension of assignment; (D) employ medical vocabulary specific to the health-care setting; (E) perform admission, discharge, and transfer functions in a simulated setting; (F) demonstrate skills related to activities of daily living in rehabilitative care such as range of motion, positioning, and ambulation according to the health science industry standards, regulatory agency standards, and professional guidelines; (G) role play techniques used in stressful situations such as trauma, chronic, and terminal illness; (H) demonstrate first aid, vital signs, cardiopulmonary resuscitation, and automated external defibrillator skills in a laboratory setting; and (I) perform skills specific to a health science professional such as medical assistant, dental assistant, emergency medical technician-basic, phlebotomy technician, and pharmacy technician. (9) The student evaluates ethical behavioral standards and legal responsibilities. The student is expected to: (A) research and describe the role of professional associations and regulatory agencies; (B) examine legal and ethical behavior standards such as Patient Bill of Rights, Advanced Directives, and the Health Insurance Portability and Accountability Act; (C) investigate the legal and ethical ramifications of unacceptable behavior; and (D) perform within the designated scope of practice. (10) The student exhibits the leadership skills necessary to function in a democratic society. The student is expected to: (A) identify leadership skills of health science professionals; (B) participate in group dynamics; and (C) integrate consensus-building techniques. (11) The student maintains a safe environment. The student is expected to: (A) conform to governmental regulations and guidelines from entities such as the World Health Organization, Centers for Disease Control, Occupational Safety and Health Administration, Food and Drug Administration, and National Institute for Occupational Safety and Health; (B) explain protocol related to hazardous materials and situations such as material safety data sheets; (C) observe and report unsafe conditions; and (D) practice recycling and waste management for cost containment and environmental protection. (12) The student assesses wellness strategies for the prevention of disease. The student is expected to: (A) research wellness strategies for the prevention of disease; (B) evaluate positive and negative effects of relationships on physical and emotional health such as peers, family, and friends; (C) explain the benefits of positive relationships among community health professionals in promoting a healthy community; (D) examine access to quality health care; and (E) research alternative health practices and therapies.
Source Note: The provisions of this §130.204 adopted to be effective August 23, 2010, 34 TexReg 5927