|(a) General requirements. This course is recommended
for students in Grades 10-12. Prerequisite: Biology. Recommended corequisite:
Health Science Clinical. Students shall be awarded one credit for
successful completion of this course.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or 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
(3) The Health Science Theory course is designed to
provide for the development of advanced knowledge and skills related
to a wide variety of health careers. Students will employ hands-on
experiences for continued knowledge and skill development.
(4) To pursue a career in the health science industry,
students should recognize, learn to reason, think critically, make
decisions, solve problems, and communicate effectively. Students should
recognize that quality health care depends on the ability to work
well with others.
(5) The health science industry is comprised of diagnostic,
therapeutic, health informatics, support services, and biotechnology
research and development systems that function individually and collaboratively
to provide comprehensive health care. Students should identify the
employment opportunities, technology, and safety requirements of each
system. Students are expected to apply the knowledge and skills necessary
to pursue a health science career through further education and employment.
(6) Professional integrity in the health science industry
is dependent on acceptance of ethical and legal responsibilities.
Students are expected to employ their ethical and legal responsibilities,
recognize limitations, and understand the implications of their actions.
(7) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(8) 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.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
(A) express ideas in a clear, concise, and effective
(B) exhibit the ability to cooperate, contribute, and
collaborate as a member of a team.
(2) The student applies mathematics, science, English
language arts, and social studies in health science. The student is
(A) solve mathematical calculations appropriate to
situations in a health-related environment;
(B) communicate using medical terminology;
(C) express ideas in writing and develop skills in
(D) interpret complex technical material related to
the health science industry;
(E) summarize biological and chemical processes that
(F) explain the changes in structure and function due
to trauma and disease; and
(G) research the global impact of disease prevention
and cost containment.
(3) The student displays verbal and non-verbal communication
skills. The student is expected to:
(A) demonstrate therapeutic communication appropriate
to the situation;
(B) execute verbal and nonverbal skills when communicating
with persons with sensory loss and language barriers in a simulated
(C) use electronic communication devices with appropriate
supervision in the classroom setting such as facsimile, scanner, electronic
mail, and telephone.
(4) The student analyzes and evaluates communication
skills for maintaining healthy relationships throughout the life span.
The student is expected to:
(A) evaluate how healthy relationships influence career
(B) demonstrate communication skills in building and
maintaining healthy relationships;
(C) demonstrate strategies for communicating needs,
wants, and emotions; and
(D) evaluate the effectiveness of conflict resolution
techniques in various simulated situations.
(5) The student relates appropriate information to
the proper authority in a simulated classroom setting. The student
is expected to:
(A) identify and retrieve reportable information; and
(B) report simulated information according to facility
(6) The student identifies documents integrated into
the permanent record of the health informatics system. The student
is expected to:
(A) research document formats; and
(B) compile and record data according to industry-based
(7) The student describes academic requirements necessary
for employment in the health science industry. The student is expected
(A) research specific health science careers; and
(B) examine employment procedures for a specific health
(8) The student identifies problems and participates
in the decision-making process. The student is expected to:
(A) analyze systematic procedures for problem solving;
(B) evaluate the impact of decisions; and
(C) suggest modifications based on decision outcomes.
(9) The student implements the knowledge and skills
of a health science professional in the classroom setting. The student
is expected to:
(A) comply with specific industry standards related
to safety and substance abuse;
(B) model industry expectations of professional conduct
such as attendance, punctuality, personal appearance, hygiene, and
(C) articulate comprehension of assignment;
(D) employ medical vocabulary specific to the health
(E) perform admission, discharge, and transfer functions
in a simulated setting;
(F) demonstrate skills related to activities of daily
living in rehabilitative care such as range of motion, positioning,
and ambulation according to the health science industry standards,
regulatory agency standards, and professional guidelines;
(G) role play techniques used in stressful situations
such as trauma and chronic and terminal illness;
(H) demonstrate first aid, vital signs, cardiopulmonary
resuscitation, and automated external defibrillator skills in a laboratory
(I) perform skills specific to a health science professional
such as medical assistant, dental assistant, emergency medical technician-basic,
phlebotomy technician, and pharmacy technician.
(10) The student evaluates ethical behavioral standards
and legal responsibilities. The student is expected to:
(A) research and describe the role of professional
associations and regulatory agencies;
(B) examine legal and ethical behavior standards such
as Patient Bill of Rights, Advanced Directives, and the Health Insurance
Portability and Accountability Act; and
(C) investigate the legal and ethical ramifications
of unacceptable behavior.
(11) The student exhibits the leadership skills necessary
to function in a democratic society. The student is expected to:
(A) identify leadership skills of health science professionals;
(B) participate in group dynamics; and
(C) integrate consensus-building techniques.
(12) The student maintains a safe environment. The
student is expected to:
(A) conform to governmental regulations and guidelines
from entities such as the World Health Organization, Centers for Disease
Control and Prevention, Occupational Safety and Health Administration,
U.S. Food and Drug Administration, Joint Commission, and National
Institute of Health;
(B) explain protocol related to hazardous materials
(C) observe and report unsafe conditions; and
(D) support recycling and waste management for cost
containment and environmental protection.
(13) The student assesses wellness strategies for the
prevention of disease. The student is expected to:
(A) research wellness strategies for the prevention
(B) evaluate positive and negative effects of relationships
on physical and emotional health;
(C) explain the benefits of positive relationships
among community health professionals in promoting a healthy community;
(D) research and analyze the effects of access to quality
health care; and
(E) research alternative health practices and therapies.