| (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 10-12. Prerequisites: one credit in biology,
one credit in chemistry, and at least one credit in a course from
the health science career cluster. Recommended prerequisite: Science
of Nursing. 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) This course is designed to explore leadership and
management in nursing, studying topics such as ethics, educational
levels, career paths, regulatory bodies, and personal and professional
leadership skills.
(4) Students are encouraged to participate in extended
learning experiences such as Health Occupations Students of America
(HOSA), Skills USA, 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 demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) demonstrate verbal and non-verbal communication
in a clear, concise, and effective manner; and
(B) exhibit the ability to cooperate, contribute, and
collaborate as a member of a team.
(2) The student understands the different educational
levels of licensed nurses and applicable careers and career pathways.
The student is expected to:
(A) compare the differences between the educational
requirements and roles of a licensed vocational nurse and a registered
nurse;
(B) diagram the educational requirements of a registered
nurse, including diploma, associate degree, bachelor's degree, master's
degree, and doctoral degree;
(C) identify the different specializations of a nurse
with a master's degree such as family nurse practitioner, nurse informaticist,
nurse midwife, and nurse educator;
(D) differentiate the roles of the Doctor of Philosophy
(PhD) and the Doctor of Nursing Practice (DNP) prepared nurse; and
(E) develop a six-year career plan in nursing.
(3) The student understands the functions of leadership
in nursing. The student is expected to:
(A) illustrate or diagram the relationship and progression
within the hierarchy of nursing leadership;
(B) identify critical skills and competencies for each
level in the hierarchy of nursing leadership;
(C) present and examine the impact of each level of
nursing in the hierarchy of leadership; and
(D) investigate and analyze different leadership styles
and how they are used in different situations.
(4) The student demonstrates personal and professional
leadership qualities and competencies. The student is expected to:
(A) identify different personal growth practices such
as self-reflection, introspection, self-care, and journaling;
(B) describe and demonstrate intrapersonal skills such
as empathy, patience, risk-taking, confidence, integrity, personal
values and ethics, punctuality, and goal setting;
(C) examine personal and professional values and ethics;
(D) research and develop a plan to coach and mentor
others; and
(E) evaluate decision-making processes such as delegation,
problem-solving processes such as conflict management, and processes
to support patient satisfaction, patient safety, and patient advocacy.
(5) The student demonstrates the appropriate use of
communication techniques. The student is expected to:
(A) examine communication platforms and apply the appropriate
professional response in different mediums such as telephone, email,
text, electronic health records, and face to face;
(B) demonstrate professional written and verbal communication
skills for individuals and teams using communication tools such as
Situation Background Assessment and Recommendation (SBAR) and Acknowledge
Introduce Duration Explanation and Thank you (AIDET);
(C) determine appropriate communication methods for
urgent, emergent, and non-urgent situations such as team strategies
and tools to enhance performance and patient safety (TeamSTEPPS);
and
(D) demonstrate receiving and giving constructive criticism.
(6) The student understands the definition and application
of time management. The student is expected to:
(A) demonstrate how to create an agenda that prioritizes
tasks, duties, and responsibilities that must be completed, including
required meetings and communications;
(B) differentiate goals that advance professional growth
and responsibility and non-professional goals;
(C) identify factors that inhibit the good use of time
and apply strategies that mitigate the loss of time; and
(D) demonstrate how to manage long- and short-term
personal and professional schedules by creating and updating a yearly
calendar.
(7) The student understands how to build and manage
interdisciplinary teams and facilitate teamwork. The student is expected
to:
(A) define and explain the purpose of an interdisciplinary
team and the role of each member;
(B) develop a plan for creating a team through team-building
exercises, culture and climate awareness, and interpersonal skills;
(C) define and apply techniques to manage personal
conflict within teams; and
(D) describe the stages of team evolution such as forming,
storming, norming, performing, and transforming.
(8) The student understands regulatory agencies and
boards and their related requirements. The student is expected to:
(A) identify the role and responsibility of the Board
of Nursing, including establishing graduation and licensure requirements;
(B) identify federal, state, and local regulatory agencies
such as local hospital boards, Health and Human Services, The Joint
Commission, and Center for Medicare and Medicaid Services;
(C) define and identify the nursing scope of practice;
(D) compare the difference between a certification
and licensure; and
(E) compare the role of the Board of Nursing and professional
nursing organizations.
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