| (a) Implementation. The provisions of this section
shall be implemented by school districts beginning with the 2023-2024
school year.
(1) No later than August 31, 2023, 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 2023-2024 school year and
apply to the 2023-2024 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 at least one credit in a Level 2 or higher
course from the health science career cluster. Students shall be awarded
one credit 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 Pharmacology course is designed to study how
natural and synthetic chemical agents such as drugs affect biological
systems. Knowledge of the properties of therapeutic agents is vital
in providing quality health care. It is an ever-changing, growing
body of information that continually demands greater amounts of time
and education from healthcare workers.
(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 applies professional standards/employability
skills as required by the healthcare system. The student is expected
to:
(A) apply appropriate verbal and non-verbal communication
in a clear, concise, and effective manner;
(B) apply appropriate adaptability skills such as problem
solving and creative thinking;
(C) create and evaluate a career plan using methods
such as educational pathways, career goals, and individual aptitudes;
(D) demonstrate teamwork;
(E) create an occupation-specific resume; and
(F) identify and apply soft skills desired by employers.
(2) The student explores the field and foundation of
pharmacology. The student is expected to:
(A) differentiate between pharmacology subdivisions,
including pharmacodynamics, pharmacokinetics, pharmaceutics, and pharmacotherapeutics;
(B) use common drug information materials such as accredited
scientific journals, institutions of higher learning, current events,
news reports, published journal articles, textbooks, and marketing
materials;
(C) list examples of primary, secondary, and tertiary
drug information references;
(D) research and describe the history of pharmacy and
contributions of the field;
(E) draw inferences based on data from promotional
materials for products and services;
(F) analyze the societal impact of medication costs;
and
(G) evaluate the impact of scientific research on society,
including drug development and the natural environment, including
drug disposal.
(3) The student identifies careers associated with
pharmacology. The student is expected to:
(A) evaluate career pathways utilizing pharmacology;
(B) define the role of the pharmacy team; and
(C) research and describe emerging opportunities within
the pharmacy profession.
(4) The student explains the ethical and legal responsibilities
associated with pharmacology. The student is expected to:
(A) explain the causes, effects, and consequences associated
with medical errors, including medication errors;
(B) define legal terminology associated with medical
errors such as negligence, product liability, contributory negligence,
and regulatory law;
(C) analyze the principles of medical ethics, including
beneficence, autonomy, maleficence, and justice; and
(D) evaluate professional liability.
(5) The student uses medical terminology to communicate
effectively with other healthcare professionals, patients, and caregivers.
The student is expected to:
(A) use the appropriate medical terminology to identify
different classes of drugs;
(B) communicate using medical terminology associated
with pharmacology;
(C) analyze unfamiliar terms using the knowledge of
word roots, suffixes, and prefixes; and
(D) interpret medical terminology to communicate with
patients and caregivers.
(6) The student demonstrates mathematical knowledge
and skills to solve problems with systems of measurement used in the
pharmacy. The student is expected to:
(A) calculate medication dosages using formulas, ratios,
proportions, and allegations;
(B) convert a measurement expressed in one standard
unit within a system to a measurement expressed in another unit within
the same system;
(C) convert a measurement expressed in one system to
a unit of the same measurement in a different system, including metric,
apothecary, avoirdupois, and household systems; and
(D) evaluate statistical data and its limitations such
as patient compliance, study design, and controls.
(7) The student evaluates pharmaceutical agents, their
dosage form, and routes of administration. The student is expected
to:
(A) analyze the availability of different dosage forms
such as solid, liquid, patch, and IV solution;
(B) give examples of the brand or generic names of
drugs such as the top 200 drugs in each dosage form and routes of
drug administration;
(C) define medical terminology associated with drug
dosage forms;
(D) explain the difference between therapeutic effects,
side effects, and toxic effects;
(E) identify the mechanism of action of different drug
classifications such as drug receptors, agonists, and antagonist relationships;
(F) explain the dose response relationship concept
such as the difference between oral and IV administration of drugs
and explain the relationship between drug dosage, drug response, and
time; and
(G) explain drug safety practices such as monitoring
expiration dates and drug disposal.
(8) The student demonstrates knowledge and use of appropriate
equipment, instruments, and technology. The student is expected to:
(A) identify technology components used in the pharmacy
workflow such as ordering, entering, filling, and dispensing;
(B) describe how technology applications improve efficiency
in the pharmacy; and
(C) identify and demonstrate proper use and maintenance
of equipment and instruments used in a pharmacy setting such as IV
drop sets, scales, glucose supplies, dispensing units or cabinets,
and other laboratory supplies.
(9) The student practices safe protocols in preventing
personal and client illness or injury. The student is expected to:
(A) employ safety standards such as workplace standards;
(B) interpret and apply pharmacy standards according
to the strictest local, state, or federal regulations to enhance safety;
(C) examine the consequences of unsafe practices; and
(D) demonstrate safe procedures in the administration
of client care in a simulated or clinical setting.
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