| (a) Implementation. The provisions of this section
shall be implemented by school districts beginning with the 2022-2023
school year.
(1) No later than August 31, 2022, the commissioner
of education shall determine whether instructional materials funding
has been made available to Texas public schools for materials that
cover the essential knowledge and skills identified in this section.
(2) If the commissioner makes the determination that
instructional materials funding has been made available, this section
shall be implemented beginning with the 2022-2023 school year and
apply to the 2022-2023 and subsequent school years.
(3) If the commissioner does not make the determination
that instructional materials funding has been made available under
this subsection, the commissioner shall determine no later than August
31 of each subsequent school year whether instructional materials
funding has been made available. If the commissioner determines that
instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that
this section shall be implemented for the following school year.
(b) General requirements. This course is recommended
for students in Grades 11 and 12. Prerequisites: one credit in biology,
one credit in chemistry, and Pharmacy I. Recommended prerequisite:
Algebra I, Introduction to Pharmacy Science, and Pharmacy I. Students
shall be awarded two credits for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards, industry-relevant
technical knowledge, and college and career readiness skills for students
to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning,
managing, and providing therapeutic services, diagnostic services,
health informatics, support services, and biotechnology research and
development.
(3) The Pharmacy II course provides students with the
advanced knowledge and skills to explore various careers in the pharmacy
field, including pharmacology, pharmacy law, medication errors, inventory
pharmacy calculations, compounding, and workflow expectations in a
pharmacy setting. Pharmacy II is designed to be the third course in
a pathway leading to college and career readiness in the healthcare
therapeutics professions. The course content aligns with the competencies
of pharmacy technician certification examinations.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student exhibits personal and interpersonal
knowledge and skills. The student is expected to:
(A) apply appropriate verbal communication in a clear,
concise, and effective manner;
(B) apply appropriate non-verbal communication in a
clear, respectful, and effective manner;
(C) apply appropriate adaptability skills such as problem
solving and creative thinking;
(D) create or evaluate a career plan using methods
such as identifying educational pathways, developing career goals,
and assessing individual aptitudes;
(E) demonstrate teamwork;
(F) create an occupation-specific resume; and
(G) identify soft skills desired by employers.
(2) The student communicates effectively with diverse
populations. The student is expected to:
(A) practice a respectful and professional attitude
in communications with diverse patient populations, colleagues, and
professionals such as written, oral, and electronic communications;
(B) demonstrate communication techniques that are effective
for various populations such as terminally ill, intellectually disabled,
visually/hearing impaired, and elderly/pediatric populations; and
(C) demonstrate skills for supporting communication
between various stakeholders such as serving as a liaison between
the nurse and the patient.
(3) The student demonstrates the use of medical terminology
and abbreviations in a pharmacy setting. The student is expected to:
(A) interpret and translate prescription and medication
orders according to pharmacy settings such as community and hospital
environments;
(B) create pharmacy correspondence such as prescriptions,
medication administration records (MARs), and patient order sheets
using medical terminology and abbreviations;
(C) use medical terminology found in various pharmacy
settings to communicate appropriately; and
(D) translate sig codes and abbreviations used in the
pharmacy to communicate instructions to patients.
(4) The student applies the strictest requirements
using the laws of local, state, and federal agencies. The student
is expected to:
(A) demonstrate the proper handling and disposal of
non-hazardous, hazardous, and pharmaceutical substances and waste;
(B) apply the requirements for controlled substance
prescriptions, including new, refill, and transfer prescriptions;
(C) apply the requirements for receiving, storing,
ordering, labeling, and dispensing controlled substances and the reverse
distribution, take-back, and loss or theft of controlled substances;
(D) classify controlled substances such as cocaine,
heroin, marijuana, fentanyl, dextroamphetamine, amphetamine salts,
benzodiazepines, and anabolic steroids according to their Drug Enforcement
Administration (DEA) schedules;
(E) identify the federal requirements for restricted
drugs such as pseudoephedrine and related medication processing programs
such as Risk Evaluation and Mitigation Strategies (REMS) and iPLEDGE;
(F) demonstrate the process for Food and Drug Administration
(FDA) recalls based on classification for medications, devices, supplies,
and supplements; and
(G) explain pharmacy compliance with professional standards
such as scope of practice and relevant legal, regulatory, formulary,
contractual, and safety requirements.
(5) The student interprets drug information. The student
is expected to:
(A) apply knowledge of brand name, generic name, classification,
and indication of use for common medications such as the top 200 drugs
with automaticity in a pharmacy setting;
(B) analyze the common and life-threatening drug interactions
and contraindications such as drug-disease, drug-drug, drug-lab, and
drug-food;
(C) apply knowledge of the narrow therapeutic index
(NTI) to drug use evaluations; and
(D) integrate the use of digital and hard copy references
such as United States Pharmacopeia (USP) standards, drug reference
books, and clinical information sources as needed to perform job duties.
(6) The student demonstrates the dispensing process
in various pharmacy settings. The student is expected to:
(A) analyze a prescription and medication order for
completeness, including drug strength, dosage form, directions, quantity,
date, and refills, and obtain missing information if needed;
(B) communicate with patients or care givers using
the appropriate modality to obtain information, including demographics,
medication history, health conditions, allergies, and insurance, for
the patient profile;
(C) collect, organize, and record demographic and clinical
information accurately for patient continuity of care;
(D) identify the required steps in preparing sterile
compounded products, including putting on (donning) personal protective
equipment (PPE), cleaning the vertical or horizontal flow hoods, selecting
correct supplies, and preparing the product for dispensing;
(E) select the appropriate equipment and supplies,
including diabetic supplies, spacers, and oral/injectable syringes,
for drug administration based on package size and unit dose;
(F) apply lot numbers, expiration dates, and National
Drug Codes (NDC) on drug packaging for the dispensing of medication;
and
(G) differentiate between the use of effective infection
control procedures such as sterile and non-sterile compounding in
various pharmacy related settings.
(7) The student analyzes common medication errors and
practices error prevention strategies. The student is expected to:
(A) use knowledge of high alert/risk and look-alike/sound-alike
(LASA) medications to prevent medication errors;
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