| (a) General requirements. Students shall be awarded
one-half credit for successful completion of this course. This course
is recommended for students in Grades 9-12.
(b) Introduction.
(1) Living your best life is understanding how to navigate
the health care system. The objective of this course is to empower
students and their families to sustain or improve their quality of
life as it relates to their own health and the health of their community.
To achieve this objective, students will understand health care terminology
as it relates to insurance and public health. Further, students will
acquire the knowledge and skills needed to utilize community, state,
and federal health care services and related resources.
(2) Health class educators are encouraged to partner
with school counselors where available to schedule time for them to
deliver classroom guidance lessons to help teach these essential competencies.
In addition, areas in the standards related to abuse, neglect, violence,
loss, grief, trauma, and suicide may directly affect some students
in the classroom. Should the educator recognize signs of discomfort
with instruction in these areas, students should be referred to the
appropriate resource, identified ahead of such instruction, for additional
help and support.
(3) An integral part of health education involves educators
being aware of state laws relevant to human sexuality instruction.
These laws include affirming:
(A) a local school district's control over the provision
of human sexuality instruction to ensure that local community values
are reflected in that instruction (Texas Education Code (TEC), §28.004(e)-(h));
(B) the right of a parent or legal guardian to be informed
of the provision of human sexuality instruction to their child and
review the content of that instruction (TEC, §28.004(i)-(j));
(C) the right of a parent or legal guardian to remove
their child from any portion of human sexuality instruction without
penalty to the child (TEC, §28.004(i));
(D) the centrality of abstinence education in any human
sexuality curriculum (TEC, §28.004(e)); and
(E) the right of a parent or legal guardian to be informed
of and consent to an abortion performed on their pregnant child (with
judicially authorized or medical emergency exceptions) (Texas Family
Code, Chapter 33).
(4) Educators also should be aware of and abide by
the statutory prohibition on taxpayer resource transactions between
state governmental entities, including public schools, and abortion
providers or an affiliate of an abortion provider (Texas Government
Code, Chapter 2272).
(5) Statements containing the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(6) Students should first seek guidance in the area
of health from a parent or legal guardian.
(c) Knowledge and skills.
(1) Health literacy--health consumerism. The student
understands medical terminology in health decision making. The student
is expected to:
(A) define medical expressions or terms used by health
care professionals; and
(B) define basic terminology for general use such as
reading prescription labels.
(2) Health literacy--health consumerism. The student
interprets personal medical information for health decision making.
The student is expected to:
(A) interpret and explain take-home instructions from
a health care professional;
(B) identify normal vital signs, including temperature,
blood pressure, heart rate, body mass index (BMI), oxygen, and blood
glucose levels;
(C) interpret medication labels, including supplements
and over-the-counter and prescription drugs; and
(D) analyze the importance of each component of personal
medical history, including immunizations, previous treatments, current
medical records, and family history.
(3) Health literacy--health consumerism. The student
analyzes the different facets of health insurance. The student is
expected to:
(A) differentiate between types of insurance, including
health, vision, and dental insurance;
(B) evaluate the advantages, disadvantages, and costs
of public and private insurance benefits;
(C) analyze key components of insurance, including
copay and deductible;
(D) describe different ways to pay for health care,
including paying cash, health savings accounts, and flexible spending
accounts; and
(E) interpret the components of a medical bill such
as the explanation of benefits (EOB).
(4) Health literacy--health consumerism. The student
identifies the proper use of medications and becomes familiar with
the effects of pharmaceuticals. The student is expected to:
(A) compare and contrast the differences between generic
and name-brand medications;
(B) identify cost differentials of similar medications
and the rights of the consumer, including the ability to ask a pharmacist
for other options;
(C) explain the limitations of medications, including
the differences between symptomatic treatment and treatment for a
cure;
(D) identify different types of improper use of medications,
including using expired medications and using, overusing, and misusing
non-prescribed medications;
(E) identify ways to properly dispose of medications
and equipment and explain the importance of proper disposal; and
(F) explain what Food and Drug Administration (FDA)
approval means and compare with off-label use.
(5) Health literacy--patient advocacy. The student
identifies alternatives to health insurance coverage. The student
is expected to:
(A) research and describe available health care sharing
plans;
(B) identify the options of community health care resources,
including federally qualified healthcare centers (FQHC) and non-profit
community clinics; and
(C) identify available health care community resources
such as medical, dental, vision, pharmacy, x-ray, and laboratory services.
(6) Health literacy--patient advocacy. The student
demonstrates proper patient/health care professional communication.
The student is expected to:
(A) define the Health Information Privacy and Portability
Act (HIPPA) and explain how it relates to confidentiality of medical
records;
(B) identify patient rights, including rights to sexually
transmitted disease/sexually transmitted infection (STD/STI) testing
and pregnancy health care and explain physician privileges;
(C) define the role of a chaperone in a medical setting,
including the patient's ability to request or remove one;
(D) demonstrate how to have a collaborative conversation
with a health care professional, including asking questions and advocating
for self and others;
(E) analyze the impact of medical bias on health outcomes;
and
(F) evaluate resources relevant to patients' legal
rights, including the Centers for Medicare and Medicaid Services'
Patient's Bill of Rights (2020).
(7) Health literacy--health applications and technology.
The student analyzes and evaluates software applications and other
technology as they relate to personal health care. The student is
expected to:
(A) compare and contrast remote (telehealth and e-medicine)
and in-person health care and treatment;
(B) research and describe the effects of inequitable
distribution of technology in health care, including medical facilities
and home environments;
(C) differentiate between credible and false health
information on the internet and social media;
(D) analyze the risks of sharing private health information;
and
(E) evaluate the use and effectiveness of a personal
fitness device or health application.
(8) Health literacy--navigating the health care system.
The student examines and interprets various health insurance plans,
government guidelines for health plans, and coverage of non-traditional
health care. The student is expected to:
(A) compare and contrast insurance plans, including
health maintenance organization (HMO), preferred provider organization
(PPO), Medicare, Medicaid, and the Children's Health Insurance Program
(CHIP);
(B) research and explain current federal, state, and
local government guidelines for health insurance; and
Cont'd... |
