healthcare science education evaluation guide for program

POS I. Program Goals and Objectives _______________________________________________ _____________________ 2012 - 2013 Name of School Date

POS I Evaluation - 1 ______________________________________ Signature of Team member reviewing Standards

1

Healthcare Science Education EVALUATION GUIDE

FOR PROGRAM OPERATIONAL STANDARDS (POS)

Review Team for POS

1. ___________________________

2. ___________________________



2

Georgia’s Healthcare Science Education (HSE) PROGRAM OPERATIONAL STANDARDS

I. HSE Program Goals and Objectives

Standard Statement The Healthcare Science Education Program (HSE) must have clearly stated goals and/or objectives which include philosophy and mission statements related to the needs of students and the healthcare industry.

B. Operational Criteria:

GEORGIA STANDARD INDUSTRY CERTIFICATION REVIEW

COMMENTS

1. The Philosophy, Mission, Goals, and Objectives for the Healthcare Science Education Program are listed / written.

YES

NO

2. There are written materials explaining and promoting the Healthcare Science Program and courses that are offered (for Recruitment, Community Awareness, and PR).

Documentation in file: YES, including…

Brochure(s) (or other Information/PR materials) informing students and parents about the program

Recruitment activities, career

fairs, visits to feeder schools (written statement and any materials and activities used)



3

3. Public relations information about your

program including: news releases via newspaper; web sites; and social media strategies ( if permitted by school system)

YES, such as Press releases, newspaper

articles, web based announcements (list site, such as Ga HOSA, hospital, school, etc.)

Community involvement (List of projects /activities.)

NONE Noted; Plans listed

4. Student Graduation Information showing the Impact HSE Program is making to encourage and assist students to further their education and become a healthcare professional. (Information on Healthcare Science students after graduation, showing a sampling of those who have continued their interest, education and employment in healthcare fields.)

YES

(List includes name, school/program attended and where employed if out of postsecondary healthcare program.)

NO

5.

If the teacher is on State Extended Day through the Georgia Department of Education, provide a copy of the Annual Plan/Program of Work that is submitted through www.ctaern.org If the teacher is on Local Extended Day, submit the annual plan that is required by the local school system.

YES

NO

Not Applicable. Teacher Not on Extended Day or Plan not required by local school system.



4

6. Provide documentation to show active participation of Healthcare Science program in Georgia HOSA.

- Provide Ga HOSA Goals for Year including planned and actual calendar of events for year (such as, list of activities for year, monthly meetings scheduled, attendance at conferences, chapter events, community service programs.)

- Provide a copy of the HOSA Membership

roster (write HOSA at top after printing or type before printing; highlight the teacher(s) name(s)

- Provide attendance numbers at all regional, state and national events the students/advisor(s) participated in.

- Provide attendance numbers and a list of participation events, such as community service and/or leadership events students/advisor(s)

YES

NO

YES

NO

YES

NO

YES

NO

POS II. – HSE Teacher Qualifications __________________________________ _____________________ 2012 - 2013 Name of School Date

POS II –Teacher Qualifications _________________________________________________ Signature of Team member reviewing Standards

1

Georgia’s Healthcare Science Education (HSE) PROGRAM OPERATIONAL STANDARDS

II. Teacher Qualifications

A. Standard Statement

Local Boards of Education are responsible for securing the best-qualified persons for the Healthcare Science Education (HSE) Programs. Teachers selected are subject to the State of Georgia Professional Standards Commission (PSC) teacher certification and credentialing guidelines. Teachers of Healthcare Science Education programs teach HSE courses that present career opportunities, knowledge and skills, explorations and may have shadowing and clinical components. Programs may have specialty programs that includes certification testing, i.e., nurse aide (CNA), Patient Care Tech/Assistant (PCT/PCA), CERT, Phlebotomy, etc.. These may be cooperative or dual enrollment courses with a Technical College. Teachers show professionalism and their knowledge and skills through keeping up-to date through continuing their education and professional memberships, as related to their position as Healthcare Science teachers. .



2

II. Teacher Qualifications B. Operational Criteria:


COMMENTS

Healthcare Science Technology Education Teachers seeking industry certification are required to provide evidence of the following:

1. Hold a current Georgia health professional accreditation (license or health care credentials) in one of the eligible health career fields recognized by the Georgia Professional Standards Commission. www.gapsc.org Rules: http://www.gapsc.com/Rules/Current/Certification/505-2-.070.pdf

YES, copy of current license (i.e., RN license, etc.) noted

NO

2.. Hold a current teaching certification in Health Occupations recognized by the Professional Standards Commission. If “new” teacher, have certificate requirements accomplished by time of On-Site Evaluation. Table: http://www.gapsc.com/Rules/Proposed/cert/4/505-2-.70_HSTE_Table_of_Healthcare_Careers.pdf

YES, up-to-date Teaching Certificate in file noted

NO

3.

Show proof of current status as an Instructor for CPR and First Aid: American Heart Association, American Red Cross or other approved agency.

YES, copy of current Instructor Card for First Aid, CPR and AED noted in file

NO



3

II. Teacher Qualifications B. Operational Criteria (continued) 4. 5.

Provide documentation (list) of Professional Development attended (including educational programs and industry / skills updates; PLUs, CE programs, Contact Hours) during the last 2 years. List of Conferences plan to attend for professional updates.

YES, list noted in file

NO

YES, list noted in file

NO

6. Completed an Annual update on (a) Safety and (b) Infection Control programs.

YES, Certificate, letter or document verifying attendance and completion of a program. (example, can attend local hospital Education Dept. programs that include OSHA knowledge and updates, safety and infections controls.)

NO

7. Professional Association memberships (HSTEA, GACTE, ACTE, and HOSA)

YES ACTE, GACTE, & HSTEA/Healthcare (copy of ACTE card) HOSA (highlight teacher name on membership roster) Other Professional memberships (Please list)

NO

POS III. – HSE Program Facilities ________________________________________ _____________________ 2012 - 2013 Name of School Date

______________________________________ Signature of Team member reviewing Standards

1

Georgia’s Healthcare Science Education PROGRAM OPERATIONAL STANDARDS

III. Facilities

A. Standard Statement Successful Healthcare Science Education Programs are dependent on adequate and well-equipped facilities, which stay current with the health care business, industry, and other employment categories that the Programs represent.

B. Operational Criteria:


COMMENTS

To assure successful learning, the physical facilities for each program should meet the following requirements:

1. Size and space for each program is adequate to accommodate the number of students enrolled. Includes classroom and lab: Required: 1995 square feet Amount of total space listed. Layout of the Room shown. 1995 sq ft: 1680 for classroom-lab; Kitchenette: 100; Storage/supplies area: 150; ADA restroom, and Office: 40sq ft.

YES

NO

Write sq. ft. here: ____________________ for our records *If space is under the Required amount and it is an established program based on previous sq. footage, there should be documentation or a letter from the Principal and Career, Technical &



2

Agricultural Education (CTAE) Director stating that the square footage will increase as soon as is feasible for the school. Letter noted:

YES

NO 2. Classrooms, laboratories, auxiliary areas (finish

rooms, storage), and other facilities are adequate in design, suitability, and quantity to enable students to meet the specified objectives

YES

(Determined by Layout and observation of classroom and clinical lab areas)

NO

3. Each teacher is assigned a conveniently located, furnished, and equipped area (office) for planning, record keeping, consultation, and administration.

YES (Determined by Layout and observation of classroom and clinical lab areas) Write where this is located. _______________________ (such as, within classroom; and/or private room in classroom/lab area.)

NO



3

III. Facilities B. Operational Criteria (continued): 4. Facilities accommodate

handicapped students

YES (Determined by Layout and observation of classroom and clinical lab areas)

NO

PROGRAM OPERATIONAL STANDARDS (POS) IV. Equipment and Supplies

Use these pages for On-Site Evaluation Check off List Use a Check mark to indicate if the equipment and supplies identified and available or not available. Please add any comments you feel necessary.

B. Operational Criteria: (An Inventory Sheet of the following Equipment & Supplies with a maintenance schedule included is recommended. Recommend asking local healthcare agencies to donate items.) To assure successful learning, each program will have available the following equipment, and supplies. Health Science Education Classroom Equipment

Classroom/Facility # Required RecommendedOptional Resources Standard Location/inventory

Student desks X

Student chairs X

Teacher desk/chair 1 X

Trash cans several X

pencil sharpener 1 X

Wall clock 1 X

Telephone 1 X DVD or other appropriate media player X Copier/Fax/Scanner and teacher printer 1 X

Student printer X

TV/monitor 1 X Electronic White Board with LCD projector 1 X Teacher computer and/or laptop 1 X

Student computers X 8

Fire Extinguisher 1 X

Classroom/Facility # Required RecommendedOptional Resources Standard Location/inventory

Eye Wash Station 1 X

Washer 1 X

Dryer X

Refrigerator 1 X

Oven/stovetop X

Standard sinks 3+ X Deep sink for cleaning CPR equipment 1 X

Camera 1 X



B. Operational Criteria: (An Inventory Sheet of the following Equipment & Supplies with a maintenance schedule included is recommended. Recommend asking local healthcare agencies to donate items.) To assure successful learning, each program will have available the following equipment, and supplies: Course: Nursing Essentials Equipment and Consumables

Equipment for Nursing Essentials (C NA) (fall 2011) # Required Recommended

Optional Resources Standard Location/inventory

Please see the Equipment list required for the Certified Nursing Assistant Program as provided by the Georgia Medical Care Foundation. Can be found under nurse aide tab at www.mmis.georgia.gov

In addition to those requirements please see the following (some items are already on the Intro and Apps list). Biohazard bag and container X

crutches 6‐8 pair X

Blood Spill kit X

Flashlight/pen light X

Stretcher X

Lister bandage scissors X

Equipment # Required Recommended Optional Resources Standard Location/Inventory

IV poles 3 X

Laundry Hamper X

Set of measuring cups, measuring spoons and containers X

Colostomy/ileostomy model if not included on manikin X

Oxygen wall unit ‐ simulated X

Pictures of or access to: braces, mechanical lift, trapeze bar X Positioning/supportive aids/devices (Ex. Footdrop) X

24 hour clock X eyeglasses (old donated pairs X Glass slides for microscope X

Use of microscopes X

Isolation cart X

Mirror (full length) for checking uniforms prior to clinicals X

various adaptive devices X

Consumable supplies # Required RecommendedOptional Resources Standard Location/inventory

Oxygen administration ‐ nasal cannula and mask X

Oxygen tubing X Disposable mask, gloves, biohazard bags, gowns, goggles, shoe covers, caps, isolation hamber X

Hand sanitizer X

Long shoehorn X colostomy bags and wafers X Gloves ‐ variety of sizes ‐ consider vinyl, non powder for those who are allergic) X

Patient ID bands X non skid footwear (socks) X Disposable thermometer covers

alcohol swabs

* Please see consumable supplies for intro and applications courses



B. Operational Criteria: (An Inventory Sheet of the following Equipment & Supplies with a maintenance schedule included is recommended. Recommend asking local healthcare agencies to donate items.) To assure successful learning, each program will have available the following equipment, and supplies: Course: Applications of Therapeutic Services

Equipment Required RecommendedOptional Resources Standard Location/inventory

Anatomical Model ‐ Human Torso 1 X Anatomical Model ‐ Human Skeleton 1 X

Height and Weight Scale 1 X

Microscopes X

Backboard 1 X

Choking Charlie X

Adult CPR Manikins

#needed to certify students X

Automated External Defibrillator ‐ Trainer X Infant CPR Training Manikins X First Aid Training Manikin 1 X


Multiple Casualty Simulation Kit 1 X Anatomical Model ‐ Eye, Ear, and Heart 1 X

Electronic BP Monitor 1 X

Pulse Oximeter 1 X Adult Sphygmomanometers 14 X Pediatric Sphygmomanometers 2 X Obese Sphygmomanometers 2 X

Stethoscopes 14 X

Training Stethoscopes 4 X Oral Thermometers (non‐mercury) 28 X Electronic Thermometer X Aural (Tympanic) Thermometers 2 x

Otoscope and Opthalmoscope X

Trash Cans with foot pedals 4 X Professional Exam Table 1 X

Professional Exam Lamp 1 X

Mayo Stand 1 X

Simulated Medication Kit 1 X

Penlights 14 X

Reflex Hammers 14 X


Snellen Eye Chart 2 X

Non‐Reader Eye Chart 1 X

Kindergarten Eye Chart 1 X



B. Operational Criteria: (An Inventory Sheet of the following Equipment & Supplies with a maintenance schedule included is recommended. Recommend asking local healthcare agencies to donate items.) To assure successful learning, each program will have available the following equipment, and supplies: Courses: Emergency Services Equipment List for Emergency Services Course(s)

Equipment and Supplies # required recommended optional resources standard

location/ inventory

text book 28 x workbook 28 x computer 8 x electronic board x television x vcr/dvd x wall clock with second hand x refrigerator x washer x dryer x compact suction 2 x BP/Stethoscope kit 14 x 28 Aluminum malleable splint 7 x quick response kit 7 x manual suction trainer 7 x carry case 7 x adult adjustable c-collar 7 x

mini adjustable c-collar 4 x oral airway kits 7 x nasal airway kits 7 x Combi-tube trainers 7 x adult BVM bags 7 x adult oxygen mask 7 x adult nasal cannula 7 x long back boards 7 x extrication device, (body splint) 7 x

Frac pak splint 4 x

padded board splint, set 4 x


location/ inventory

traction splint 7 x triage tags (50pk) 1 x OB Kit 4 x OB trainer 4 x epi pen trainer 4 x digit pulse OX 1 X adult CPR Training equipment (10pk) 3 x infant CPR training equipment 3 x AED trainer 4 x airway trainer 4 x scoop stretcher 2 x 4 stair chair 1 x 2 straps 21 x pocket CPR masks 28 x safety goggles 28 x ambulance stretcher 1 x 2 aligning pry bars 4 x 5 gallon buckets 8 x 2x2x8 cribbing 18in 10 x 2x2x8 cribbing 14in 10 x gloves, vinyl, various size 8 boxes x masks, various types 8 boxes x gowns 3 boxes x fire alarm 1 x fire extinguisher 1 x adult rescue mannequin 2 x child rescue mannequin 2 x infant rescue mannequin 2 x

choking mannequin 4 x calculator 1 x teaching stethoscope-dual training 3 x pen lights 28 x wound simulation kit 3 x x-rays set of 4 1 x yardstick/meter stick 14 x fire suppression training system 1 x heart model 1 x human torso 1 x skeleton 1 x CERT KIT:

flashlights 28 x duffle, green w/ standard CERT imprint 28 x har hat w/ CERT logo on front 28 x leather work gloves 28 x


location/ inventory

light stick, 6", 8-12 hour 28 x safety goggles 28 x safety vest, green mesh w/ CERT printed on back 28 x

Walkie ‐ Talkies X

Blow Horn X 911 dispatch trainer

x



B. Operational Criteria: (An Inventory Sheet of the following Equipment & Supplies with a maintenance schedule included is recommended. Recommend asking local healthcare agencies to donate items.) To assure successful learning, each program will have available the following equipment, and supplies: Course: General Medicine Equipment List for General Medicine Course


Germ Light Kit X

Sharps Container X

24 hour clock X Anatomical Model ‐ Human Torso 1 X Anatomical Model ‐ Human Skeleton 1 X

Geriatric Empathy Kit X Height and Weight Scale 1 X Anatomical Model ‐ Breast Cancer X Anatomical Model ‐ Testicular Cancer X

Body Fat analyzer X Anatomical Model ‐ Tobacco Use Lungs X

Microscopes X

Choking Charlie X


Adult CPR Manikins


Automated External Defibrillator ‐ Trainer X Infant CPR Training Manikins X First Aid Training Manikin 1 X Multiple Casualty Simulation Kit 1 X Anatomical Model ‐ Eye, Ear, and Heart 1 X

Electronic BP Monitor 1 X

Pulse Oxymeter 1 X Adult Sphygmomanometers 14 X Pediatric Sphygmomanometers 2 X Obese Sphygmomanometers 2 X

Stethoscopes 14 X

Training Stethoscopes 4 X Oral Thermometers (non‐mercury) 28 X Electronic Thermometer X Aural (Tympanic) Thermometers 2 x Otoscope and Opthalmoscope X Trash Cans with foot pedals 4 X


Professional Exam Table 1 X Professional Exam Lamp 1 X

Mayo Stand 1 X Simulated Medication Kit 1 X

Penlights 14 X

Reflex Hammers 14 X

Snellen Eye Chart 2 X Non‐Reader Eye Chart 1 X Kindergarten Eye Chart 1 X

Student lab coats/scrubs X Student Name Badges X

Anti‐Embolic Hose 6 pair X Immobilization Devices Assorted X Heel and/or other protective devices Assorted X

Transport Stretcher 1 X

Backboard 1 X

Wheelchair 1 X Simulated inpatient wall mount console including simulated oxygen outlet and flow meter 1 X Suction unit with canister for simulation 1 X

Incentive Spirometer 2 X


Wound Care Model 1 X

X‐ray view box 1 X Blood Glucose Monitor 4 X Hospital Beds and mattress 3 X

Over bed table 3 X

Bedside Table 3 X

IV Stand/Pole 3 X Privacy curtains/screens 3 X Manikin with catheter and ostomy for training 1 X Refer to Patient Care Technician Assessment Requirements: Access to EKG Machine and supplies or computer simulation Simulated Venipuncture Arm and supplies

Simulated Model for Capillary Sticks and supplies

Consumables/Supplies for General Medicine Course

Consumable supplies # Required RecommendedOptional Resouces Standard Location/inventory

Non‐rebreather w/safety vent‐adult X Face mask adult ‐ oxygen X Pediatric Face mask ‐ oxygen X

oxygen supply tubing X

nasal cannulas X

penrose drain X Supplies for blood glucose monitor X

Foley urinary catheter X Straight urinary catheter X simulated urine with properties X

simulated blood X

IV fluids X

IV tubing X

incontinent pads X

patient ID bands X

ostomy pouch X

ostomy wafer X

soap suds enema bag X stool specimen collection kit X

urinary irrigation kit X Tracheostomy set for suctioning X

Consumable supplies # Required RecommendedOptional Resources Standard Location/Inventory

gravity tube feeding bag X simulated blood transfusion matching kit X

WBC counts Diagnostic lab kit X

urine test strips

transfer pipettes X

microscope slides X

EKG supplies X Venipuncture arm supplies X Capillary blood stick supplies X



B. Operational Criteria: (An Inventory Sheet of the following Equipment & Supplies with a maintenance schedule included is recommended. Recommend asking local healthcare agencies to donate items.) To assure successful learning, each program will have available the following equipment, and supplies: Course: Introduction to Healthcare Science


Germ Light Kit X

Sharps Container X

24 hour clock X Anatomical Model ‐ Human Torso 1 X Anatomical Model ‐ Human Skeleton 1 X Geriatric Empathy Kit X Height and Weight Scale 1 X Anatomical Model ‐ Breast Cancer X Anatomical Model ‐ Testicular Cancer X

Body Fat analyzer X Anatomical Model ‐ Tobacco Use Lungs X

Microscopes X

Choking Charlie X


Adult CPR Manikins


Automated External Defibrillator ‐ Trainer X Infant CPR Training Manikins X First Aid Training Manikin 1 X Multiple Casualty Simulation Kit 1 X

Backboard 1 X

Healthcare Science Consumables/supplies /software

Consumable supplies # Required RecommendedOptional Resouces Standard Location/inventory

Antiseptic X

Construction paper X

Glue X

Scissors X

Disinfectant X

Liquid soap X

Markers X

colored pencils X

paper towels X

poster board X

soap X

hand sanitizer X

printer paper X

Detergent for washer X

white board X

rulers and yard sticks X

3 ring binders X

medical aseptic gloves (have a selection of vinyl, non powder in case of allergies) in various sizes X

Surgical/sterile gloves (have a selection of vinyl, non powder in case of allergies) in various sizes X

Consumable supplies # Required Recommended Optional Resources Standard Location/Inventory

Burnable CD/DVD and or flash drives

X

school evacuation plans X

Material Safety Data Sheets for any chemicals in room X

bleach X

Safety goggles X

face masks X

Biohazard liners X

Isolation gowns X

Isolation shoe covers X

Isolation hair covers X Assorted bandages (sterile and non‐sterile) X

Medical Tape X

Splints X CPR barrier devices/pocket masks/face shield X Plastic lungs for CPR manikins X

AED pads X Oral thermometer disposable covers X

electronic thermometer disposable covers X

Consumable supplies # Required Recommended Optional Resources Standard Location/Inventory

Aural (tmpanic) thermometer covers X otoscope disposable covers X

alcohol prep pads X

TEXTBOOKS/SOFTWARE

Student textbooks 28+ X

Student workbooks 28+ X Teacher resource kit that goes with textbook 1 X Anatomy/Physiology Program/Software 28 X Medical Terminology Software and/or textbooks 28 X CPR student and teacher books/materials 28 X First Aid books and materials X Electronic Medical Records Software X



B. Operational Criteria: (An Inventory Sheet of the following Equipment & Supplies with a maintenance schedule included is recommended. Recommend asking local healthcare agencies to donate items.) To assure successful learning, each program will have available the following equipment, and supplies: Course: Medical Terminology

Consumable Supplies # Required RecommendedOptional Resources Standard

Location/ inventory

electronic board x

computer 1 per student x

printer 1 x scanner/fax 1 x Medical models: human torso x skeleton x other medical models x Training Software: medical terminology software/training system x or textbook, workbooks x HIPPA training program x Current medical transcription software, or textbook, workbooks x

earpieces 1 per student x

Electronic medical records training: appointment scheduler x medical billing software x unit supply list x patient/client charts x physician orders x patient care plan x patient activity list x medical orders x medical reports x

POS V. – Advisory Committee ________________________________________________________ ________________ 2012 - 2013 School Name Date

____________________________________________ Signature of Team member reviewing Standards

POS V. – Advisory Committee

Georgia’s Healthcare Science Education PROGRAM OPERATIONAL STANDARDS

V. Advisory Committee

A. Standard Statement A local Healthcare Science Education Program Advisory Committee provides active, invaluable field support to the learning environment and interaction with those healthcare businesses and agencies which will employ graduates.

B. Operational Criteria: To assure successful learning, the Healthcare Science Education Program faculty/teachers and CTAE Director will form a local advisory committee with objectives of improving both the content and operation of the program. (The following Criteria can be used to set up, guide, and assess the Advisory Committee and its reports, documents and support.)

GEORGIA STANDARD INDUSTRY CERTIFICATION

REVIEW

COMMENTS

1. Membership: The Healthcare Science Education Program teachers, in cooperation with school and system administration, selects the local advisory committee which: Includes a cross-section of representatives from various healthcare occupations, related healthcare businesses and agencies, and specific to the areas of courses offered and specialization(s).

Other suggested members might include a postsecondary healthcare representative, administrator (principal, or CTAE Director or Supervisor), counselor, middle school representative such as a Healthcare Science middle school teacher or middle school counselor, and student.

YES

List of members, their health professions background (RN, MD, DDS, EMT), job title, and their agency / representation provided

NO




V. Advisory Committee B. Operational Criteria

2. Objectives

2. Objectives: The program’s local advisory committee meetings focus on active program planning, developing, implementing, and evaluation through:

2a.

Committee members assist with developing short-range and long-range plans (Each year the committee needs to identify their plans for the year and following years.)

YES

NO

Documentation is not in place, but the Committee plans to use this objective to ensure development of short-range and long range goals each year. Statement of this plan is in file or will be placed in file.

2b. Advisory Committee members supports HSE program through public relations activities; provide opportunities to share information about HSE program or HOSA activities (local newsletter and newspapers; facility newspaper/letter; company/agency web sites)

YES (PR documents and list of activities members have provided PR for program)

NO

Documentation is not in place, but the Committee plans to use this objective to improve the efforts to promote the program and activities. Statement stating their Plans is in file.




2c. Advisory Committee members assist with /participate in program effectiveness, program promotion, and job openings awareness, shadowing, and student placements.

YES (List activities

members have provided.)

NO

Documentation is not in place, but the Committee plans to use this objective to assist in evaluating the program’s effectiveness, promotion, and job placements. Statement stating their Plans is in file.

3. 3a.

Meetings: Electing officers, including a chairman and a secretary (Needs to be documented as to who is the Chair and secretary on Advisory Committee list.)

YES

NO

3b. Agendas and accompanying Minutes (to include date, members present, and committee recommendations).

YES

NO

3c. Meeting a minimum of two times annually.

YES

NO




3d. Retaining an open file of meeting minutes and other supporting documents for a minimum of two years.

YES

NO

Documentation is not in place, but the Committee and Teacher(s) plan to use this objective to ensure that meeting minutes, agenda, and other supporting documents are continuously kept by the teacher and school Statement stating their Plans is in file.

POS VI. – Program of Study ________________________________________________________ ________________ 2012 - 2013 School Name Date

POS Evaluation _____________________________________________ Signature of Team member reviewing Standards

1

Georgia’s Healthcare Science Education PROGRAM OPERATIONAL STANDARDS (POS)

VI. Program of Study

Standard Statement Local boards of education establishing Healthcare Science Education Program(s) shall provide curriculum, instruction and support services in accordance with current Georgia Department of Education rules governing high school graduation and assessments requirements. Program Operational Criteria (POS):


COMMENTS

1.

Provide Program(s) of study/ - Pathways and courses in Healthcare Science Education provided and number of completers of Pathways. a. List Pathways and courses taught/provided at this school. b. Syllabus of each course taught noted in file c. List numbers of Pathway completers (for each Pathway)

Documentation in file: 1. a. YES NO 1. b. YES NO 1. c. YES NO



2

d. List name of credentialing and/or certification exams offered. (CNA, Phlebotomy, PCT/PCA, etc) (1) List of students taking exam(s) (2) End of Pathway exam: National Consortium for Health Sciences Education (NCHSE) http://www.healthscienceconsortium.org Provide percentage of students who have received passing score if available at the time of on site evaluation. e. List other programs'/students' accomplishments (such as CERT, etc)

d. YES, have credentialing name and

exams offered listed. NO 1. d. (1) YES Number: _______ NO 1. d. (2) YES NO Percentage of students who received

passing score: __________% 1. e. YES NO

2.

Partnership agreements with Educational Programs, Technical Colleges or Colleges/Universities. a. List of colleges/postsecondary

programs that the Healthcare Science program partners with to provide additional courses or programs. (such as, articulation

2a. YES NO agreements NOT At This Time- no activities or agreements, but state that they plan to become involved with these activities –



3

Move on When Ready and/or Dual Enrollment or other opportunities.

b Provide a copy of agreement, if applicable.

Lists plans including activities, programs and colleges. 2b. YES (List of activities and colleges; provide copy of agreements) NOT Applicable at this time



4

3. Partnership agreements and forms used

with Business & Industry/Healthcare Agencies. -a. Show agreement /verification forms with business partners for clinical experiences, shadowing, and Internship with HSTE Course Numbers, if applicable. - b. Provide copy of clinical form(s) used. (include a sample timesheet and objectives, check-off lists as appropriate) - c. Provide copy of all permissions forms utilized.

3a. YES NOT Applicable, no agreements 3b. YES NOT Applicable, no agreements 3c. YES NOT Applicable, no agreements

4. Provide a copy of the Programs of Study (Education and Planning Tools) and/or your school system plan that you are using or plan to use.

4. YES

Plan(s) provided Local Program of Study Plan provided

NO

WON’T BE CALLED PEACH STATE PATHWAYS ANYMORE. WEB SITE ALSO CHANGED. WILL HAVE TO ADD THIS LATER



5

5. Provide Orientation of these programs to

students (and any other useful programs) and use of the GaCollege 411and Georgia’s Health Careers Manual: GaCollege 411 - https://secure.gacollege411.org/default.aspx - and the Georgia Health Careers manual (produced by all the Georgia AHECs), available online and hardcopy, as supplies available - at www.sowega-ahec.org, then click on Health Careers manual picture) Watch for availability as an app for Smart Phones in 2011-2012.

5. YES (Rubric) _______ GaCollege 411 _______ _______ Georgia’s Health Careers

Manual (book and or online) No documentation of Orientations

Healthcare Science Education Industry Certification Course Title: Introduction to Healthcare Science School: Teacher: Date:

1

Healthcare Science Education Industry Certification PROGRAM CONCENTRATION: Healthcare Science CAREER PATHWAY: Therapeutic Services COURSE TITLE: Introduction to Healthcare Science Introduction to Healthcare Science is a foundations course for the Therapeutic Services Career Pathway. It is appropriate for students wishing to pursue a career in the Healthcare Industry. The course will enable students to receive initial exposure to Healthcare Science skills and attitudes applicable to the healthcare industry. The concepts of health, wellness, and preventative care are evaluated, as well as, ethical and legal responsibilities of today’s healthcare provider. Fundamental healthcares skills development is initiated including medical terminology, microbiology, and basic life support. Students are required to meet both national and intrastate professional guidelines as designated by applicable regulatory agencies such as the Occupational Health and Safety Administration (OSHA) and Center for Disease Control (CDC). Mastery of these standards through project based learning, technical skills practice, and leadership development activities of the career and technical student organization -Health Occupations Students of America (HOSA) will provide students with a competitive edge for either entry into the healthcare global marketplace and/or the post-secondary institution of their choice to continue their education and training. This course is considered broad-based with high impact and is a prerequisite for all Healthcare Science Education courses.

For Healthcare Science Industry Certification: Teachers will select three standards from each course. Teachers should select the three standards that they feel are most critical for each course.

Highlight the three you choose.

Provide required documentation: (1). Lesson Plan with GPS and sub-standards listed;

(2) A sample of a completed Student Work for that/those GPS and sub-standards listed; and

(3) A sample of a completed Student Evaluation for that/those GPS and sub-standards listed

for each of the three standards chosen. (Total of at least 9 documents from each course)


2

Check and Highlight the Standards (total of 3) chosen and attach the documentation needed: Academic Foundations � HS-IHS-1: Student will demonstrate knowledge and understanding of the academic subject matter required for proficiency within their area. Academic Standards are integrated throughout the standard statements within their applicable discipline areas and documented immediately following the standard statement.

Safety Applications in the Healthcare Classroom/Laboratory/Clinics � HS-IHS-2: Students will maintain a safe work environment and prevent accidents by using safety precautions and/or practices including adherence to hazardous labeling requirements and compliance with safety signs, symbols, and labels.

� a. Analyze the role and the responsibilities of the healthcare provider (student) in the classroom, laboratory, and various workplace settings in an emergency situation. � b. Demonstrate disaster preparedness procedures for each emergency situation – fire prevention and the emergency evacuation plan, inclement weather, sniper attack, student (patient) out-of –control, bioterrorism, and bomb threat. � c. Compare and contrast common emergency codes used in workplace settings to notify staff of impending emergency procedures (Code 99, Dr. Twister, etc.) and acknowledge that these codes may vary in each setting. � d. Demonstrate and incorporate proper use of ergonomics and correct body mechanics in the classroom, laboratory, and workplace. Academic standards: SCSh2 – Students will use standard safety practices for all classroom laboratory and workplace investigations. SAP1 – Students will analyze anatomical structures in relationship to their physiological functions.

Lesson plan

Completed Student Work

Completed Student Evaluation


3

Healthcare Delivery Systems � HS-IHS-3: The student will analyze healthcare delivery system models and the role of health professionals within each given model.

� a. Explain systems theory. � b. Research the history of healthcare delivery systems development including evaluating the impact of enhanced technology and other factors that may affect various healthcare delivery systems. � c. Analyze current trends in delivery systems. � d. Define, compare and contrast services performed in healthcare delivery systems to ensure the delivery of quality healthcare. � e. Construct a healthcare delivery system model with a simulated organizational chart diagramming the interdependence of healthcare professions within the system. � f. Analyze the economic impact of healthcare delivery and calculation of health insurance plans to include deductibles, co-pays, PPOs and HMOs. � g. Analyze each of the following healthcare pathways: therapeutic, diagnostic, health informatics, environmental support, and biotechnology research and development. � h. Identify the credentialing processes necessary for health care careers to include licensure, certification, and registration. Academic standards: ELA11W3 – The student uses research and technology to support writing. SSEF4 - The student will compare and contrast different economic systems, and explain how they answer the three basic economic questions of what to produce, how to produce and for whom to produce. MM2P1-Students will solve problems (using appropriate technology) MM2P4- Students will make connections among mathematical ideas and to other disciplines. SSEF2- The student will give examples of how rational decision making entails comparing the marginal benefits and the marginal costs of an action) SSEPF5- The student will describe how insurance and other risk-management strategies protect against financial loss.

Lesson plan




4

Teamwork and Leadership � HS-IHS-4: The student will describe the attributes of effective teamwork and leadership.

� a. Define leadership and state the qualities of a leader. � b. Describe Career and Technical Student Organizations, their importance in leadership development and identify benefits of belonging to Health Occupations Students of America (HOSA). � c. Analyze different types of teams, identify team members and discuss their roles and responsibilities. � d. Adapt communication to the needs of the individual in a responsive rather than reactive manner.

Lesson plan




5

Introduction to Healthcare Communications � HS-IHS-5: The student will communicate effectively orally and in writing applying academic knowledge in healthcare science communications.

� a. Differentiate between verbal and non-verbal communication and evaluate the components and barriers to effective communication. � b. Organizes and develops ideas into accurate verbal reports and record appropriate data. � c. Calculate health related math problems. � e. Demonstrate and differentiate between appropriate and inappropriate use of telecommunications technology (cell phone, e-mail, and other forms of internal organization communications). Academic standards: ELA9RC2- The student participates in discussions related to curricular learning in all subject areas. ELA9LSV1 – The student participates in student-to-teacher, student-to-student, and group verbal interactions. MM2P1 – Students will solve problems (using appropriate technology). MM2P3d –Use the language of mathematics to express mathematical ideas precisely. MM2P4 – Students will make connections among mathematical ideas and to other disciplines SCSh6 – Students will communicate scientific investigations and information clearly.

Lesson plan


Completed Student Evaluation Cultural Diversity � HS-IHS-6: Demonstrate knowledge and understanding of diverse social, religious, ethnic, and cultural communities.

� a. Identify and demonstrate respect for cultural, socioeconomic, and ethnic diversity. � b. Evaluate cultural difference (i.e. culturally acceptable gestures, terms, and common folk medicine practices indigenous to certain regions) and their impact on healthcare delivery.

Lesson plan




6

Introduction to Life Changes – The Process of Change � HS-IHS-7: The student will compare and contrast the life changes from conception throughout the lifespan as it relates to all growth and developmental needs.

� a. Investigate the interdependence of the various body systems to each other and to the body as a whole. � b. Explain the role of homeostasis and its mechanisms as these relate to the body as a whole and predict the consequences of the failure to maintain homeostasis. � c. Describe how structure and function are related in terms of cell and tissue types. � d. Describe the stages of growth and development from conception throughout the lifespan including correlations to Maslow’s Hierarchy of Needs. � e. Examine various conditions that change normal body functions – i.e. tissue rejection, allergies, injury, diseases and disorders - and how the body responds. � f. Describe effects of aging on all body systems. Academic standards: SAP5e – Describe effects of aging on all body systems. SAP4e- Examine various conditions that change normal body functions (e.g. tissue rejection, allergies, injury, diseases and disorders) and how the body responds. SAP5d – Describe the stages of development from birth to adulthood –i.e. neonatal period, infancy, childhood, adolescence and puberty, and maturity.

Lesson plan




7

Ethical Responsibilities � HS-IHS-8: The student will demonstrate integration of accepted ethical practices with respect to cultural, social, and ethnic differences within the healthcare classroom and all clinical environments utilized.

� a. Differentiate between moral, ethical, and legal issues impacting healthcare and the relationship of each to healthcare outcomes. � b. Contrast personal, professional, and organizational ethics. � c. Differentiate between federal and state regulations/laws of healthcare and discuss Professional Standards of Care.

Lesson plan Completed Student Work Completed Student Evaluation

Legal Responsibilities � HS-IHS-9: The student will explain the legal responsibilities, limitations, and implications of their actions within the healthcare delivery setting. They will perform their duties according to regulations, policies, laws and legislated rights of clients.

� a. Analyze the basic legal responsibilities of healthcare workers in regards to torts, malpractice, negligence, invasion of privacy, privileged communication, patient/client confidentiality, doctrine of informed consent including identification of HIPAA regulations and the impact on healthcare communications. � b. Discuss legal contracts and how they affect healthcare delivery including but not limited to: advance directives, living wills, durable power of attorney, and other legal directives regarding medical treatment. � c. Examine the American Hospital Association’s “Patients Bill of Rights;” the Omnibus Budget Reconciliation Act (OBRA); the Patient Self – Determination Act, National Patient Safety Goals, and Joint Commission on Accreditation of Health Organizations (JCAHO). �d. Define and differentiate between policies and procedures; comply with the institutional policies and procedures. � e. Define and determine a reportable variance (incident) and follow established Risk Management protocol. � f. Describe standards for accessing, reporting and documenting client health information (PHI).

Lesson plan Completed Student Work Completed Student Evaluation


8

Health Maintenance Practices � HS-IHS-10: The student will practice preventive health behaviors personally and professional with clients. � a. Distinguish between health and wellness and behaviors that promote each. � b. Explain the fundamentals of wellness and the prevention of disease processes. � c. Define OSHA, CDC, Clinical Laboratory Improvements Amendments (CLIA) and explain each agency’s role in healthcare practice. � d. Compare and contrast the different types of immunity.

Lesson plan



Concepts of Microbiology � HS-IHS-11: The student will utilize the principles of infection control.

� a. Evaluate the need for asepsis in the health environment. � b. Differentiate between cleaning, disinfecting, and sterilizing. � c. Analyze ways microorganisms are spread using the chain of infection model and analyze methods to destroy or control the spread of pathogenic microorganisms. � d. Identify risk factors associated with nosocominal infections and evaluate their impact on client and employee health. � e. Define, demonstrate, and use standard precautions as described in the rules and regulations set forth by the Occupational Safety and Health Administration (OSHA). � f. Demonstrate medical aseptic technique included but not limited to: medical aseptic handwash, cleaning, disinfecting, (non-sterile) gloving and de-gloving. Academic standard: SCSh2 -Students will use standard safety practices for all classroom, laboratory, and field investigations.

Lesson plan




9

Introduction to Medical and Technology Terminology and Abbreviations � HS-IHS-12: The student will utilize the elements of medical terminology to communicate information, data and observations.

� a. Interpret basic medical abbreviations selected from JCAHO’s recommended abbreviations list. � b. Analyze and define medical terms utilizing common medical prefixes, suffixes, and word roots. � c. Utilize medical terminology within a scope of practice in order to interpret, transcribe, and communicate information, data and observations. Academic standard: ELA9RL5 – The student understands and acquires new vocabulary and uses it correctly in reading and writing.

Lesson plan




10

Introduction to Community Safety � HS-IHS-13: The student will demonstrate basic life support techniques on an adult victim while utilizing personal protective equipment devices and adhering to all standard precautions within OSHA guidelines. This may be simulated for demonstration purposes as necessary. a. Analyze the role of the respiratory and circulatory systems as it pertains to basic life support. b. Perform the following: location of pulse sites, clearing and opening of obstructed airway (conscious and unconscious), rescue breathing, cardiopulmonary resuscitation, and recovery position. c. Successfully complete American Red Cross (ARC) and/or American Heart Association’s (AHA) Adult basic life Support for Healthcare Providers Training. d. Apply AED and follow directions based on the scenario for an adult victim.

Lesson plan




11

CTAE Foundation Skills The Foundation Skills for Career, Technical and Agricultural Education (CTAE) are critical competencies that students pursuing any career pathway should exhibit to be successful. As core standards for all career pathways in all program concentrations, these skills link career, technical and agricultural education to the state’s academic performance standards. The CTAE Foundation Skills are aligned to the foundation of the U. S. Department of Education’s 16 Career Clusters. Endorsed by the National Career Technical Education Foundation (NCTEF) and the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), the foundation skills were developed from an analysis of all pathways in the sixteen occupational areas. These standards were identified and validated by a national advisory group of employers, secondary and postsecondary educators, labor associations, and other stakeholders. The Knowledge and Skills provide learners a broad foundation for managing lifelong learning and career transitions in a rapidly changing economy. � CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the full range of careers for all pathways in the program concentration. � CTAE-FS-2 Academic Foundations: Learners achieve state academic standards at or above grade level. � CTAE-FS-3 Communications: Learners use various communication skills in expressing and interpreting information. � CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use problem-solving and improvement methods and tools. � CTAE-FS-5 Information Technology Applications: Learners use multiple information technology devices to access, organize, process, transmit, and communicate information. � CTAE-FS-6 Systems: Learners understand a variety of organizational structures and functions. � CTAE-FS-7 Safety, Health and Environment: Learners employ safety, health and environmental management systems incorporations and comprehend their importance to organizational performance and regulatory compliance. � CTAE-FS-8 Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives. � CTAE-FS-9 Ethics and Legal Responsibilities: Learners commit to work ethics, behavior, and legal responsibilities in the workplace. � CTAE-FS-10 Career Development: Learners plan and manage academic-career plans and employment relations. � CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and behaviors associated with successful entrepreneurial performance.

Lesson plan



Healthcare Science Education Industry Certification Course Title: Applications of Therapeutic Services School: Teacher: Date:

1

Healthcare Science Education Industry Certification

PROGRAM CONCENTRATION: Healthcare Science CAREER PATHWAY: Therapeutic Services COURSE TITLE: Applications of Therapeutic Services PRE-REQUISITE: Introduction to Healthcare Science Applications of Therapeutic Services is an intermediate course for the Therapeutic Services Career Pathway and is designed to provide an overall framework of basic skills utilized in the provision of direct client care. Monitoring and evaluating client status includes assessment techniques such as vital signs, as well as, the application of mathematical concepts appropriate to clinical expectations and/or work-based learning. The function and fundamental pathophysiology of each body system is evaluated prior to community first aid and basic life support techniques which are expanded to include rescue skills for infants and children. Students continue with the development of individual career portfolios utilizing postsecondary program research, employability skills, and /or work based learning and may receive recognition for their accomplishments through a variety of venues locally, regionally, and nationally such as the American Red Cross, American Heart Association, Health Occupations Students of America (HOSA), and the National Consortium on Health Science and Technology Education (NCHSTE). Upon completion of this course and pre-requisites students who successfully master these standards will be eligible to sit for a National Certificate of Proficiency or Mastery, issued in partnership between NCHSTE and National Occupational Competency Testing Institute (NOCTI).


Highlight the three you choose.

Provide required documentation: (1). Lesson Plan with GPS and sub-standards listed;

(2) A sample of a completed Student Work for that/those GPS and sub-standards listed; and

(3) A sample of a completed Student Evaluation for that/those GPS and sub-standards listed

for each of the three standards chosen. (Total of 9 documents from each course)


2

Highlight the Standards (total of 3) chosen and attach the documentation needed: Academic Foundations � HS-ATS-1: Student will demonstrate knowledge and understanding of the

academic subject matter required for proficiency within their area. Academic Standards are integrated throughout the standard statements within their applicable discipline areas and documented immediately following the standard statement.

Career Planning and Development � HS-ATS-2: The student will engage in self-assessment, develop a detailed career

plan, initiate portfolio development, and recognize the need for continuous self-assessment and goals modification in order to encourage personal and professional growth in the process of life-long learning.

� a. Plan and evaluate a career choice within the therapeutic pathway; explain the educational/credentialing requirements; and identify various employment opportunities and career growth potential.

� b. Differentiate between a job and a career; professional networking and professional development and a job application and a resume.

� c. Explore entrepreneurial opportunities within the therapeutic pathway.

� d. Develop career portfolio including detailed career plan.

Lesson plan




3

Leadership and Intrateam Communication � HS-ATS-3: The student will demonstrate the roles and responsibilities of

individual members as part of the healthcare team and/or Career and Technical Student Organization (CTSO), including their ability to promote the delivery of quality healthcare. They will interact effectively and sensitively with all members of the healthcare team and/or CTSO.

� a. Respond appropriately to a variety of situations as a designated member of a team.

� b. Communicate verbally and non-verbally with team colleagues to assure a best result for the client.

� c. Demonstrate team responsibility by completing assigned tasks in a timely and effective manner.

� d. Exhibit strong sense of team identity and commitment to purpose. � e. Relate classroom, lab, and community activities to aspects of a

Career and Technical Student Organization’s purpose, guiding principles, and leadership skills within the organization.

� f. Compares and contrasts leadership/management styles and the appropriate style for a given situation. � g. Demonstrates an understanding of the nature of employer-employee relationships. � h. Exhibits leadership skills (i.e., negotiation skills, initiative, positive reinforcements, recognition of others’ efforts, problem solving skills, conflict resolution). � i. Explains the importance of delegation.

Academic standards: ELA10W1(a) Establishes a clear, distinctive perspective and maintains a consistent tone and focus throughout. ELA10LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. ELA10LSV2(a) Assesses the way language and delivery affect the mood and tone of the oral communication and audience.

Lesson plan




4

Safety Practices and Infection Control � HS-ATS-4: The student will demonstrate the proper implementation of safe work

practices to prevent injury or illness as designated by each class, laboratory, clinical site, and/or facility’s safety protocol.

� a. Analyze existing and potential exposure risks to clients, co-workers, and self in healthcare setting.

� b. Demonstrate adherence to standards, and guidelines for Center for Disease Control and Prevention (CDC), Occupational Safety and Health Administration (OSHA), Federal Drug Administration (FDA), Clinical Laboratory Improvement Amendments (CLIA), and Technical College Systems of Georgia – TCSG- formerly called Department of

Technical and Adult Education (DTAE), and other applicable regulatory agencies’ guidelines

� c. Contrast surgical technique and medically aseptic technique.

Lesson plan


Completed Student Evaluation � Client Interaction-Progressive Communication Techniques HS-ATS-5: The student will demonstrate accurate and grammatically correct

communications, both oral and written, utilizing medical terminology and other nomenclature appropriate to environment.

� a. Evaluate the client’s ability to understand and adapt communications to the client’s level of comprehension applying an empathetic attitude, active listening skills, and additional specific techniques for persons with special needs to include the hearing and vision impaired.

� b. Utilize multiple methods of presenting information including client teaching, orientation techniques, and effective oral presentations.

Lesson plan




5

Information Technology Applications � HS-ATS-6: The student will analyze appropriate information technology tool(s)

for information collection and their regulatory guidelines for collecting data and maintaining client health care records.

� a. Analyze the Health Insurance Portability and Accountability Act (HIPAA).

� b. Evaluate the Health Insurance Portability and Accountability Act’s (HIPAA) impact on information technology applications.

Lesson plan



Treatment Plans -Problem Solving and Critical Thinking � HS-ATS-7: The student will analyze the general purpose of a treatment plan.

a. Discuss the development of a treatment plan. b. Evaluate the components of a treatment plan and their importance in

identifying client health care needs, strengths and problems, and reporting results.

Lesson plan




6

Applied Anatomy, Physiology, and Fundamental Pathophysiology of the Body’s Systems � HS-ATS-8: The student will analyze the anatomy, physiology and basic

pathophysiology of each of the body’s systems and apply knowledge in performance of evaluating, monitoring, and treatment of client(s) and/or simulations.

� a. Analyze anatomical structures in relationship to their physiological functions.

� b. Analyze the interdependence of the integumentary, skeletal, and muscular systems as these relate to the protection, support and movement of the human body.

� c. Assess the integration and coordination of body functions and their dependence on the endocrine and nervous systems to regulate physiological activities.

� d. Analyze the interdependence of the body’s systems as related to wellness, disease, and disorders.

� e. Discuss the goals of therapy and care rehabilitation. � f. Discuss the etiology of two common diseases in each body system

and how to treat and/or prevent them. Academic standards: SAP1 Students will analyze anatomical structures in relationship to their physiological functions. SAP2 Students will analyze the interdependence of the integumentary, skeletal, and muscular systems as these relate to the protection, support and movement of the human body. SAP3 Students will assess the integration and coordination of body functions and their dependence on the endocrine and nervous systems to regulate physiological activities. SAP4 Students will analyze the physical, chemical, and biological properties of process systems as these relate to transportation, absorption and excretion, including the cardiovascular, respiratory, digestive, excretory and immune systems.

Lesson plan




7

Monitoring and Evaluating Client/Patient Status � HS-ATS-9: The student will demonstrate the process for basic assessment (i.e.

vital signs, height, weight, etc…), monitoring, reporting/recording patient/client’s health status.

� a. Consistently perform all “beginning and ending” procedures utilized in a clinical setting (i.e. wash your hands, gather equipment, provide for privacy, etc…)

� b. Evaluate factors that may affect temperature, pulse, respirations, blood pressure, height, and weight including normal and abnormal values.

� c. Demonstrate the ability to utilize and accurately read manual and electronic equipment to measure vital signs, height and weight using aseptic technique as well as use other assessment instruments and equipment according to manufacturer’s guidelines and accepted safety practices.

� d. Accurately use manual and electronic equipment to measure vital signs, height and weight.

� e. Report and record temperature, pulse, respirations, blood pressure, height and weight manually on graphic/flow sheets and/or electronically on mobile charts (when available) within designated time frame.

� f. Apply mathematical concepts and perform mathematical calculations appropriate to clinical expectations and/or work-based learning site.

Academic standards: MM2P4 Students will make connections among mathematical ideas and to other disciplines ELA10LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions.

Lesson plan




8

Community First Aid � HS-ATS-10: The student will demonstrate the performance of first aid procedures meeting and/or exceeding all standards of the American Red Cross (ARC) and/or American Heart Association’s (AHA) utilizing personal protection devices and equipment in compliance with all OSHA regulatory guidelines. Simulations may be used when necessary.

� a. Demonstrate the assessment of a victim requiring first aid, identification of the signs and symptoms, and how to locate the victim’s injuries.

� b. Demonstrate the ability to adapt resources at the scene of injury for the provision of first aid techniques as necessary.

� c. Perform basic triage techniques for emergency situations involving multiple victims.

� d. Successfully complete the American Red Cross (ARC) and/or American Heart Association’s (AHA) First Aid Training.

Lesson plan



Basic Life Support Techniques Infants and Children � HS – ATS – 11: The student will demonstrate basic life support techniques for both infants and children while utilizing personal protective equipment devices and adhering to all standard precautions within OSHA guidelines. Simulations may be used for demonstration purposes as necessary.

� a. Contrast infant and child risk factors for choking, respiratory, and cardiac distress.

� b. Apply automatic external defibrillator and follow directions based on scenario for a child.

� c. The student will successfully complete AHA or ARC Basic Life Support training for infants and children.

Lesson plan




9

CTAE Foundation Skills The Foundation Skills for Career, Technical and Agricultural Education (CTAE) are critical competencies that students pursuing any career pathway should exhibit to be successful. As core standards for all career pathways in all program concentrations, these skills link career, technical and agricultural education to the state’s academic performance standards. The CTAE Foundation Skills are aligned to the foundation of the U. S. Department of Education’s 16 Career Clusters. Endorsed by the National Career Technical Education Foundation (NCTEF) and the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), the foundation skills were developed from an analysis of all pathways in the sixteen occupational areas. These standards were identified and validated by a national advisory group of employers, secondary and postsecondary educators, labor associations, and other stakeholders. The Knowledge and Skills provide learners a broad foundation for managing lifelong learning and career transitions in a rapidly changing economy. CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the full range of careers for all pathways in the program concentration. CTAE-FS-2 Academic Foundations: Learners achieve state academic standards at or above grade level. CTAE-FS-3 Communications: Learners use various communication skills in expressing and interpreting information. CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use problem-solving and improvement methods and tools. CTAE-FS-5 Information Technology Applications: Learners use multiple information technology devices to access, organize, process, transmit, and communicate information. CTAE-FS-6 Systems: Learners understand a variety of organizational structures and functions. CTAE-FS-7 Safety, Health and Environment: Learners employ safety, health and environmental management systems in corporations and comprehend their importance to organizational performance and regulatory compliance. CTAE-FS-8 Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives. CTAE-FS-9 Ethics and Legal Responsibilities: Learners commit to work ethics, behavior, and legal responsibilities in the workplace. CTAE-FS-10 Career Development: Learners plan and manage academic-career plans and employment relations. CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and behaviors associated with successful entrepreneurial performance.

Healthcare Science Education Industry Certification Course Title: Nursing Essentials School: Teacher: Date:

1


PROGRAM CONCENTRATION: Healthcare Science CAREER PATHWAY: Therapeutic Services COURSE TITLE: Nursing Essentials PRE-REQUISITE(S): Introduction to Healthcare Science & Applications of Therapeutic Services This course is designed to provide students interested in the Therapeutic Services Pathway’s Career Specialty Nursing with entry level skills most commonly associated with the entry level career title Nursing Assistant. The students are required to meet both national and intrastate professional guidelines as designated by applicable regulatory agencies such as the Occupational Health and Safety Administration (OSHA), Center for Disease Control (CDC), the department of Health and Human Services (HHS) with a specific focus on the Omnibus Budget Reconciliation Act 1987 (OBRA), and the Health Insurance Portability and Accountability Act of 1996 (HIPAA). This course with prerequisites meets the Certified Nurse Assistant curriculum content as specified by the Georgia Medical Care Foundation. Students meeting all academic, attendance, and age requirement may elect to sit for the Georgia Registry’s Examination. Successful completion of the Georgia Registry Examination allows students to seek employment in the state of Georgia as a Certified Nursing Assistant.


Provide required documentation:

(1). Lesson Plan with GPS and sub-standards/elements listed; (2) A sample of a completed Student Work for that/those GPS and sub-

standards/elements listed; and (3) A sample of a completed Student Evaluation for that/those GPS and

sub-standards/elements listed for each of the three standards chosen.

(Total of at least 9 documents from each course)


2

Check and Highlight the Standards (total of 3) chosen and attach the documentation needed: � Academic Foundations HS-NE-1: The student will apply the academic subject matter required for proficiency as a nursing assistant.

�a. Apply the philosophy of restorative/rehabilitative care when meeting needs. �b. Apply knowledge of human growth and development for the elderly. �c. Describes the physical, social, and emotional changes that occur in the elderly and chronically ill. �d. Respect and advocate the resident/patient/client rights. �e. Describe the special needs of residents of patients with disabilities, including physical limitations, mental and emotional conditions, as well as dementias. Academic Standard: SAP5 (e) Describes the effect of aging on all body systems.

Lesson plan



� Employability Skills HS-NE-2: The student will apply the employability skills required for proficiency as a nursing assistant.

�a. Assess self accurately, set personal goals, monitor progress, and exhibit self- control. �b. Demonstrate adaptability, dependability, and responsibility and such social behaviors as tolerance, honesty, empathy, and courtesy. �c. Perform effectively in various environments with people of different ages, genders, cultures, socioeconomic backgrounds, attitudes, and abilities. �d. Work to satisfy customer/client expectations. �e. Demonstrate understanding of the individual’s role, responsibilities, and relationships in the organizational structure of a business. �f. Demonstrate understanding of the relationship between educational achievement and career planning and how career choices impact family patterns and lifestyle. �g. Demonstrate effective skills for seeking and securing employment. �h. Demonstrate understanding of education and career development (Nursing Assistant to Licensed Practical Nurse to Registered Nurse, etc.) as a lifelong learning process that requires preparation for change.

Lesson plan


3



� Resident/Patient/Client Rights HS-NE-3: The student will demonstrate behavior which maintains residents’/patients’ rights. Practice resident/patient/client privacy according to OBRA and HIPAA guidelines

�a. Provide privacy and maintain confidentiality. �b. Promote the resident’s/patients/client’s right to make personal choices to accommodate their needs. �c. Give assistance in resolving grievances and disputes including the use of Ombudsman. �d. Provide needed assistance getting to and participating in resident/patient/client and family groups and activities. �e. Maintain care and security of residents’/patients’/clients’ personal possessions according to facility’s policy and procedure. �f. Provide care, which maintains the resident/patient/client right to freedom from abuse, mistreatment and neglect. �g. Avoid the need for restraints in accordance with current professional standards and discuss alternative options. Academic standard: ELA10W1 (d) Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.

Lesson plan




4

� Communications HS-NE-4: The student will communicate effectively with residents/patients/clients, healthcare team members and resident/patient/client family or visitors using appropriate customer service skills.

�a. Demonstrate basic use of correct medical terminology and acronyms according to regulating agencies. �b. Demonstrates use of communication devices. �c. Demonstrates the use of the senses to make appropriate observations; record and report pertinent observations related to resident/patient/client procedures and condition. �d. Records and reports nursing assistant care procedures correctly. �e. Demonstrate appropriate techniques for communicating with residents/patients/clients that have sensory impairments. �f. Use formal and informal, written and oral communications skills when planning and providing care. �g. Treat the resident’s/patients/client’s family and friends courteously. �h. Describe methods for communicating with residents with cognitive impairments. Academic standards: ELA11C1 (a) Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax. ELA11LSV2(c) Responds to questions with appropriate information. ELA11LSV (g) Gives reasons in support of opinions expressed.

Lesson plan



� Mental Health and Social Service Needs HS-NE-5: The student will demonstrate appropriate behaviors meeting mental health and social service needs of resident/patient/client.

�a. Define mental health and explain the interrelatedness of physical and mental health. �b. Identify the signs and symptoms of maladaptive behavior (delirium, confusion, and disorientation) that should be documented and reported. �c. Demonstrate nursing assistant actions in providing care for residents/patients/clients with adaptive and maladaptive reactions.

Lesson plan




5

� Systems HS-NE-6: The student will analyze the organizational structure of the nursing facility.

�a. Differentiate between long-term care and other healthcare agencies. �b. Examine the administrated structure for healthcare agencies. �c. Compare and contrast the relationship between various governmental and private agencies that define the guidelines for resident/patient/client quality care. �d. Follow institutional policies and procedures when providing care.

Lesson plan



� Legal/Ethical Responsibility HS-NE-7: The student will apply the legal and ethical principles of providing care and fulfilling job responsibilities for competent and incompetent residents/patients/clients.

�a. Demonstrate responsible actions supporting resident/patient/client rights. �b. Provide resident/patient/client privacy as indicated. �c. Practice confidentiality according to the Health Insurance Portability and Accountability Act (HIPAA) and Omnibus Budget Reconciliation Act (OBRA) guidelines. �d. Describe elder/adult abuse, misappropriation of property, and resident/patient/client neglect. �e. Compare and contrast the practices that would promote legal responsibility and the consequences of failure to apply legal responsibilities. �f. Explain how to care for dying residents/patients/clients and family members. �g. Describe the training requirements and the scope of practice for the nursing assistant.

Lesson plan




6

� Safety Practices HS-NE-8: The student will practice safety measures in providing resident/patient/client care.

�a. Describe the nursing assistant’s disaster preparedness role in the healthcare setting. �b. Identify ways to promote safety and handling of non-medical emergencies. �c. Maintain a safe environment for the resident/patient/client. �d. Employ correct body mechanics. �e. Follow emergency procedures for fire and other types of disasters. �f. Demonstrate how to recognize and respond to medical emergencies including the Heimlich Maneuver for clearing foreign body airway obstructions for both the conscious and unconscious victims. �g. Perform proper procedures for positioning and transferring residents/patients/clients. �h. Communicate to the client the location and function of staff/emergency contact devices (call light, restroom emergency button) and position within easy reach for the resident/patient/client. � i. Demonstrate the correct use of restraints/safety devices according the facility standards.

Lesson plan



� Infection Control HS-NE-9: The student will describe and demonstrate infection control practices.

�a. Use correct medical aseptic hand washing techniques. �b. Use standard precautions when providing care. �c. Use isolation precautions correctly when providing care. �d. Apply and remove Personal Protective Equipment (PPE) correctly. �e. Demonstrate sterile technique.

Lesson plan




7

� Teamwork HS-NE-10: The student will explain the role and responsibility of individual members of the healthcare team; and will interact effectively and sensitively with all team members in promoting the delivery of quality healthcare.

�a. Practice as an effective team member in providing care in a nursing care facility. �b. Describe the roles of the other members of the nursing care team.

Academic standards: ELA11C1 (a) Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax. ELA11LSV2(c) Responds to questions with appropriate information. Implementation date ELA11LSV (g) Gives reasons in support of opinions expressed.

Lesson plan




8

� Personal Care Skills HS-NE-11: The student will use information on the resident/patient/client care plan to assist with Activities of Daily Living (ADL’s) skills while promoting the residents’/patients’/clients’ independence. Beginning and ending procedures will be properly sequenced and performed with all resident/patient/client care.

�a. Demonstrate giving the patient/client a bed bath while maintaining patient/client privacy and dignity. �b. Assist the resident/patient/client with personal hygiene maintaining patient/client privacy. �c. Apply principles of good skin care by observation, reporting and recording. �d. Demonstrate providing oral hygiene, denture care, and eyeglasses care for patient/client. �e. Demonstrate a therapeutic backrub. �f. Demonstrate shaving for each of the following: male, female, electric, safety, and contraindications. �g. Demonstrate the use of adaptive devices for dressing and grooming. �h. Assist the resident/patient/client in meeting nutritional needs, including special diets and hydration. �i. Demonstrate proper feeding techniques for the resident/patient/client as indicated. �j. Assist the resident/patient/client in meeting elimination needs.

Lesson plan




9

� Basic Nursing Assistant Skills HS-NE-12: The student will perform basic nursing skills within the scope of practice for a nursing assistant while maintaining resident/patient/client rights. Beginning and ending procedures (i.e. wash your hands, gather equipment, identify client, provide for privacy, etc…) will be performed with all resident/patient/client care.

�a. Measure and record vital signs including blood pressure using manual and electronic equipment. �b. Measure height and weight accurately. �c. Care for residents’/patients’/clients’ environment. �d. Demonstrate understanding of body systems while recognizing abnormal changes in body function and reporting changes to supervisor. �e. Assist in maintaining fluid balance. �f. Provide care for various types of urinary catheters. �g. Collect specimens according to facility policy and procedure. �h. Follow facility guidelines for caring for residents/patients/clients with various drainage tubes. �i. Demonstrate the care of the resident/patient/client when death is imminent and post-mortem care (may simulate as necessary). �j. Provide care for resident/patient/client receiving oxygen therapy.

Lesson plan




10

� Basic Restorative Services HS-NE-13: The student will demonstrate nursing assistant skills which incorporate the principles of restorative nursing.

�a. Describe the role of the nursing assistant in restorative care. �b. Identify ways to promote a resident’s/patient’s/client’s independence. �c. Demonstrate the use of assistive devices and equipment in transferring and ambulation. �d. Demonstrate range of motion exercises for the resident/patient/client. �e. Assist the resident/patient/client with ambulation with and without a gait belt. �f. Assist the resident/patient/client with bowel and bladder training. �g. Demonstrate the care and use of prosthetic and orthotic devices. �h. Use techniques to prevent pressure sores and contractures.

Lesson plan



� Nurse Assisting in Sub-Acute and Acute Care HS-NE-14: The student will analyze and demonstrate (may simulate as necessary) nursing assistant skills which may be performed in an acute care setting.

�a. Describe the psychological and physical preparation of the preoperative patient/client. �b. Demonstrate pre and post operative care procedures within scope of practice. �c. Explain the nursing assistant’s responsibilities when caring for a resident/patient/client with special medical equipment and devices included but not limited to intravenous pumps and portable oxygen. �d. Discuss the nursing assistant’s responsibilities when caring for post-partum patients.

Lesson plan




11

� Home Health Care HS-NE-15: The student will analyze the role of the nursing assistant in a home health setting.

�a. Compare and contrast the nursing assistant role in home care to an acute or long-term care setting. �b. Discuss procedure modifications for a home care setting. �c. Discuss how to promote safety and infection control in home care.

Lesson plan




12

CTAE Foundation Skills The Foundation Skills for Career, Technical and Agricultural Education (CTAE) are critical competencies that students pursuing any career pathway should exhibit to be successful. As core standards for all career pathways in all program concentrations, these skills link career, technical and agricultural education to the state’s academic performance standards. Implementation date The CTAE Foundation Skills are aligned to the foundation of the U. S. Department of Education’s 16 Career Clusters. Endorsed by the National Career Technical Education Foundation (NCTEF) and the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), the foundation skills were developed from an analysis of all pathways in the sixteen occupational areas. These standards were identified and validated by a national advisory group of employers, secondary and postsecondary educators, labor associations, and other stakeholders. The Knowledge and Skills provide learners a broad foundation for managing lifelong learning and career transitions in a rapidly changing economy.

� CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the full range of careers for all pathways in the program concentration. � CTAE-FS-2 Academic Foundations: Learners achieve state academic standards at or above grade level. � CTAE-FS-3 Communications: Learners use various communication skills in expressing and interpreting information. � CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use problem-solving and improvement methods and tools. � CTAE-FS-5 Information Technology Applications: Learners use multiple information technology devices to access, organize, process, transmit, and communicate information. � CTAE-FS-6 Systems: Learners understand a variety of organizational structures and functions. � CTAE-FS-7 Safety, Health and Environment: Learners employ safety, health and environmental management systems in corporations and comprehend their importance to organizational performance and regulatory compliance. � CTAE-FS-8 Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives. � CTAE-FS-9 Ethics and Legal Responsibilities: Learners commit to work ethics, behavior, and legal responsibilities in the workplace. � CTAE-FS-10 Career Development: Learners plan and manage academic-career plans and employment relations. � CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and behaviors associated with successful entrepreneurial performance.

Healthcare Science Education Industry Certification Course Title: Therapeutic Services Nursing Internship School: Teacher: Date:


PROGRAM CONCENTRATION: Healthcare Science CAREER PATHWAY: Therapeutic Services Nursing COURSE TITLE: Therapeutic Services Nursing Internship PREREQUISITES: Introduction to Healthcare Science, Applications of Therapeutic Services, Nursing Essentials Therapeutic Services Nursing Internship This internship focuses on the applications of Nursing Essentials skills and technology. Recommended course length is 150 hours with content focus as delineated in the internship performance standards. A minimum of 90 clinical application hours is required. The additional 60 internship hours may be utilized in the class, lab, or clinic settings.


Provide required documentation:

(1). Lesson Plan with GPS and sub-standards/elements listed; (2) A sample of a completed Student Work for that/those GPS and sub-

standards/elements listed; and (3) A sample of a completed Student Evaluation for that/those GPS and

sub-standards/elements listed for each of the three standards chosen.

(Total of at least 9 documents from each course) .

Highlight and Check the Standards (total of 3) chosen and attach the documentation needed:


� SAFETY AND SECURITY HS-TSNI-1. Students will understand and apply principles of safety and security in a healthcare setting. � a. Identify unsafe working conditions and identify how to maintain a safe work

environment and prevent accidents. � b. Demonstrate methods of fire prevention including location of extinguishers and

alarms. � c. Demonstrate appropriate action when observing a hazardous materials problem. � d. Differentiate between infectious diseases and noninfectious diseases and

demonstrate the use of standard precautions as described in the rules and regulations set forth by the Occupational Safety and Health Administration.

� e. Demonstrate strategies for staying healthy and disability prevention to include body ergonomics and the development of a stress control plan.

� f. Identify and maintain security procedures as designated by each healthcare clinic, facility, office, and/or system utilized.

ACADEMIC STANDARDS: SCSh2. Students will use standard safety practices for all classroom laboratory and workplace investigations.

Lesson plan


Completed Student Evaluation � INTERPERSONAL HS-TSNI-2. Students will apply principles of communication and customer service in all healthcare settings utilized. � a. Demonstrate the ability to communicate with courtesy, empathy, tact, and

emotional control with clients, visitors, and other staff members while demonstrating respect for cultural, social, and ethnic diversity in all professional environments utilized for internship.

� b. Demonstrate correct use of the telephone, fax, intercom, pager, and other office equipment while maintaining confidentiality.

� c. Demonstrate appropriate etiquette when receiving telephone calls, emails, faxes, or memos, and/or dealing with complaints.

Lesson plan



Healthcare Science Education Industry Certification Course Title: Therapeutic Services Nursing Internship School: Teacher: Date: � INFORMATION PROCESSING HS-TSNI-3. Students will interpret and process pertinent medical and non-medical information. � a. Demonstrate basic math skills including, but not limited to: interpreting and

recording data on graphs, charts, and tables; demonstrating conversions between Roman and Arabic numerals and US Standard time (Greenwich Mean Time) and Military time (24 hour clock); and applying conversion constants between metric and avoirdupois systems and within each system. � b. Demonstrate methods used to determine pertinent criteria including problem and resource identification in a given situation. � c. Demonstrate problem-solving techniques. � d. Demonstrate prioritization and decision-making skills including identification of medical conditions or situations, which would take priority over others.

ACADEMIC STANDARDS: MM2P1. Students will solve problems (using appropriate technology) MM2P4. Students will make connections among mathematical ideas and to other disciplines. ELA9RL5. The student understands and acquires new vocabulary and uses it correctly in reading and writing. ELA10W1(a). Establishes a clear, distinctive perspective and maintains a consistent tone and focus throughout. ELA10LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions.

Lesson plan



Healthcare Science Education Industry Certification Course Title: Therapeutic Services Nursing Internship School: Teacher: Date: � OCCUPATION SPECIFIC HS-TSNI-4. Students will acquire nursing essential skills and apply in a clinical setting for a minimum of 40 hours. � a. Demonstrate understanding of knowledge and skills for career focus.

� b. Apply the employability skills required for proficiency as a nursing assistant.

� c. Demonstrate behavior which maintains residents’/patients’ rights and practice resident/patient/client privacy according to OBRA and HIPAA guidelines. � d. Communicate effectively with residents/patients/clients, healthcare team members, and resident/patient/client family or visitors using appropriate customer service skills.

� e. Demonstrate appropriate behaviors meeting mental health and social service needs of resident/patient/client. � f. Analyze the organizational structure of the nursing facility.

� g. Apply the legal and ethical principles of providing care and fulfilling job responsibilities for competent and incompetent residents/patients/clients. � h. Practice safety measures in providing resident/patient/client care.

� j. Describe and demonstrate infection control practices.

� k. Explain the role and responsibility of individual members of the healthcare team; interact effectively and sensitively with all team members in promoting the delivery of quality healthcare. � l. Use information on the resident/patient/client care plan to assist with Activities of Daily Living (ADL’s) skills while promoting the residents’/patients’/clients’ independence. � m. Perform basic nursing skills within the scope of practice for a nursing assistant while maintaining resident/patient/client rights. � n. Perform all beginning and ending procedures (i.e. wash your hands, gather equipment, identify client, provide for privacy, etc…) with all resident/patient/client care. � o. Demonstrate nursing assistant skills which incorporate the principles of restorative nursing. � p. Analyze and demonstrate (may simulate as necessary) nursing assistant skills which may be performed in an acute care setting. � q. Analyze the role of the nursing assistant in a home health setting.

� r. Perform objectives and complete assigned tasks in assigned clinical area according to facility standards according to their scope of practice. � S. Apply basic patient care skills in a clinical setting based on their scope of practice.

ACADEMIC STANDARDS: ELA10W1(d). Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice. ELA11C1(a). Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax. ELA11LSV2(c). Responds to questions with appropriate information. ELA11LSV(g). Gives reasons in support of opinions expressed.


Lesson plan


Completed Student Evaluation CTAE Foundation Skills The Foundation Skills for Career, Technical and Agricultural Education (CTAE) are critical competencies that students pursuing any career pathway should exhibit to be successful. As core standards for all career pathways in all program concentrations, these skills link career, technical and agricultural education to the state’s academic performance standards. The CTAE Foundation Skills are aligned to the foundation of the U. S. Department of Education’s 16 Career Clusters. Endorsed by the National Career Technical Education Foundation (NCTEF) and the National Association of State Directors of Career Technical Education Consortium (NASDCTEc), the foundation skills were developed from an analysis of all pathways in the sixteen occupational areas. These standards were identified and validated by a national advisory group of employers, secondary and postsecondary educators, labor associations, and other stakeholders. The Knowledge and Skills provide learners a broad foundation for managing lifelong learning and career transitions in a rapidly changing economy. � CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the full range of careers for all pathways in the program concentration. � CTAE-FS-2 Academic Foundations: Learners achieve state academic standards at or above grade level. � CTAE-FS-3 Communications: Learners use various communication skills in expressing and interpreting information. � CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use problem-solving and improvement methods and tools. � CTAE-FS-5 Information Technology Applications: Learners use multiple information technology devices to access, organize, process, transmit, and communicate information. � CTAE-FS-6 Systems: Learners understand a variety of organizational structures and functions.

� CTAE-FS-7 Safety, Health and Environment: Learners employ safety, health and environmental management systems in corporations and comprehend their importance to organizational performance and regulatory compliance. � CTAE-FS-8 Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives. � CTAE-FS-9 Ethics and Legal Responsibilities: Learners commit to work ethics, behavior, and legal responsibilities in the workplace. � CTAE-FS-10 Career Development: Learners plan and manage academic-career plans and employment relations. � CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and behaviors associated with successful entrepreneurial performance.

healthcare science education evaluation guide for program

Documents