CURRICULUM MAP Course Title Medical Skills & Services Course Number UNIT/ORGANIZING PRINCIPLE: Introduction to HOSA

Transcription

1 CURRICULUM MAP Course Title Medical Skills & Services Course Number UNIT/ORGANIZING PRINCIPLE: Introduction to HOSA PACING: Beginning of the course (if applicable) Unit Number 1 ESSENTIAL QUESTIONS: CONCEPTS /CONTENT (Outcomes) 03.0 Describe the services provided by occupations career clusters How can Health Science students become lifetime servers of the community? LEARNING TARGETS/SKILLS (Performance Tasks) Knowledge: Describe the history of HOSA. Describe the structure of HOSA. List the benefits of HOSA. Identify HOSA personnel, functions and activities. Identify HOSA professional business partners. Reasoning: Analyze the advantages of HOSA to the science student. Compare professional organization membership for adults with HOSA membership for students. Analyze the benefits of service learning including, community service hours. BENCHMARKS/ FRAMEWORKS (Standards) Discuss the history of care services List at least 2 occupations for each science pathway, 3 types of services provided by each career chosen and perform at least 2 skills for each career choosen: Therapeutic Services, Diagnostic Services, Health Informatics, Support Services, Biotechnology Research and Development Vision Screening KEY TERMIN- OLOGY Affiliation Association Board of Directors Bylaws Co-curricular Competitive event Endorse Executive Guidelines Industry Leadership Middle School Division Occupation Organization Partnership Post-Secondary Resources Rubric Secondary Technical ACTIVITIES/ RESOURCES Navigate through the HOSA website ( Complete the State Mandated Volunteer Hours workshop Brainstorm/identify local Community Service Events Select a competitive event of interest from the HOSA website. Compare/contrast HOSA to other professional organizations HOSA Membership Promotional Video/DVD Attend Regional Leadership Development Conference (Fall) ASSESSMENTS Formative Summative Diagnostic Matching Written Response (Short) Tied to essential questions Data collected through Scantron Defined Testing Window 1

2 Select an appropriate competitive event ability to test for hearing using simple tools ability to test reflexes Interventions Peer tutoring Teacher coaching Re-teaching Re-testing Consultation teacher (oral questioning) ESOL strategies Enrichment Research Peer Tutoring Suggested Resources Textbook Internet Teacher HOSA Student Handbook (on-line) HOSA Chapter Officers 2

3 CURRICULUM MAP Course Title Medical Skills and Services Course Number UNIT/ORGANIZING PRINCIPLE: Healthcare of the past, present and future PACING: Unit Number 2 ESSENTIAL QUESTIONS: CONCEPTS /CONTENT (Outcomes) 01.0 communication 03.0 Describe the services provided by occupations career clusters. Where did our care system come from and where is it going? Why should we care? LEARNING TARGETS/SKILLS (Learning Targets) Knowledge: Read Chapter 1 Write notes for Chapter 1 Define Key Medical Terms and Abbreviations Identify factors affecting care Define trend. Identify trends in care. Describe the Patient s Bill of Rights. Reasoning: Analyze how medical milestones have impacted the present care system. Compare the benefits of a care versus non- care career. Question the reason for rising medical costs in care. BENCHMARKS/ FRAMEWORKS (Standards) examples of verbal and nonverbal communication active listening skills ability to follow written and oral directions Discuss the difference between constructive and non-constructive criticism Define, pronounce, and spell common medical terms and abbreviations necessary to safely KEY TERMIN- OLOGY Career Certification Diagnosis- Related Groups Health Insurance Licensure Oath Occupation Paraprofessional Profession Registration Trend ACTIVITIES/ RESOURCES Timeline of milestones (cooperative group activity) Hippocratic Oath roleplay Patient Bill of Rights activity Current event Define abbreviations Word puzzles/workbook activities Chapter review questions AES Online Computer Modules Interventions Cooperative learning Teacher coaching Re-teaching ASSESSMENTS Formative Summative Diagnostic Extended written response Selected response Performance assessment (timeline) Tied to essential questions Data collected through Scantron Defined Testing Window 3

4 Compare the educational preparation and level of responsibility for each career ladder in care. Evaluate timeline. Explain the Hippocratic Oath in modern terms. Skills: teamwork Product: Create a timeline using the milestones in care. carry out medical instructions Discuss the history of care services Identify the basic components of the care delivery system List at least 2 occupations for each science pathway, 3 types of services provided by each career chosen and perform at least 2 skills for each career chosen: Therapeutic Services, Diagnostic Services, Health Informatics, Support Services, Biotechnology Research and Development Vision Screening ability to test for hearing using Re-testing Consultation teacher (oral questioning) ESOL strategies Enrichment Research Peer Tutoring Textbook CD Suggested Resources Textbook Internet Teacher 4

5 simple tools ability to test reflexes CURRICULUM MAP Course Title Medical Skills and Services Course Number

6 UNIT/ORGANIZING PRINCIPLE: CPR and First Aid PACING: Unit Number 3 ESSENTIAL QUESTIONS: How can I save a life? CONCEPTS /CONTENT (Outcomes) 01.0 communication 03.0 Describe the services provided by occupations career clusters basic 05.0 first aid and CPR. 6.0 Discuss legal aspects for the consumer. LEARNING TARGETS/SKILLS (Performance Tasks) Knowledge: Define first aid and emergency terms and abbreviations. Describe how to prevent disease transmission during CPR and first aid. Identify an emergency situation. View skill video provided by the certifying agency. Label pulse/artery sites. Identify signs of a heart attack. Describe the signs and symptoms of shock. Identify types of fractures. Reasoning: Differentiate between infant, child, and adult emergency Distinguish between life-threatening and non life-threatening emergencies. BENCHMARKS/ FRAMEWORKS (Standards) 01.01, 01.02, 01.03, 01.04, 01.05, 03.02, 03.03, 03.04, 03.05, 04.01, 04.02, 04.03, 04.04, 05.01, 05.02, 05.03, 05.04, 05.05, 05.06, 05.07, 05.08, 05.09, 05.10, 05.11, 6.01, 6.02, 6.03, 6.05, 6.06, 7.01, 7.02, 7.03, 7.04, 7.05, 7.06, 9.01, 9.02, 9.03, 9.04 KEY TERMIN- OLOGY ABC s Abrasion AED Amputation Anaphylaxis ARC Avulsion Capillary refill Cardio pulmonary Compressions Conscious CPR Critical Fracture Heart attack Hemorrhage Immobilization Incision Laceration Lifethreatening Puncture Resuscitation Seizure Shock Triage Unconscious ACTIVITIES/ RESOURCES Hands-on skill practice Role-play/Scenarios Video/DVD viewing CTE/FCAT Project AES Online Computer Modules Interventions Cooperative learning Teacher coaching Re-teaching Re-testing Consultation teacher (oral questioning) ESOL strategies Peer tutoring Enrichment Research Peer tutoring Suggested Resources Textbook Internet ASSESSMENTS Formative Summative Diagnostic CTE/FCAT Project assessments Required assessment of certifying agency (MC, T/F, performance) Selected response Written response/scenario format. Tied to essential questions Data collected through Scantron Defined Testing 6

7 7.0 Discuss the factors that affect whole body wellness 9.0 knowledge of blood borne diseases, including AIDS. Compare types of wounds and their treatment. Analyze the Good Samaritan Law in Florida. Compare heat and cold related emergencies. Skill: adult CPR. Palpate pulse. first aid Vital Signs Teacher Certifying Agency Window Operate an AED-trainer machine. Practice skills with video/dvd. Product: Role-play steps/skills in an emergency situation. Certification through the appropriate certifying agency. CURRICULUM MAP Course Title Medical Skills and Services Course Number

8 UNIT/ORGANIZING PRINCIPLE: Communication in care PACING: Unit Number 4 ESSENTIAL QUESTIONS: CONCEPTS /CONTENT (Outcomes) 01.0 communication 02.0 mathematics skills used in care. 6.0 Discuss legal aspects for the consumer Relate the use of computers in the care field Why is communication important in care? How is care communication different from everyday communication? LEARNING TARGETS/SKILLS (Performance Tasks) Knowledge Read Chapter 2 Define key terms and abbreviations. Identify forms of verbal communication. Identify forms of non-verbal communication. Identify the barriers to effective communication. Reasoning Classify Maslow s Hierarchy of Needs. Calculate 24 hour time conversions. Convert metric measurements. Skill Practice active listening and good listening guidelines. basic American Sign BENCHMARKS/ FRAMEWORKS (Standards) 01.01, 01.02, 01.03, 01.04, 01.05, 02.01, 02.02, 02.03, 06.04, 10.01, 10.02, KEY TERMIN- OLOGY Assertive Attitude Barriers Behavior Body Language Cubic centimeter Celsius Character Charting Communication Critical Thinking Decision Making Effective Fahrenheit Feedback Generic Habit Hierarchy Leadership Listening Metric Nonverbal Personality Prescription ACTIVITIES/ RESOURCES CTE/FCAT project. Barriers to communication activity. Partner Activity (3 minutes) Workbook Activities Chapter Review Questions Sign Language (name) 24 hour clock conversions Problem-Solving Scenario Sample medical prescriptions ABC book of medial abbreviations Metric temperature and volume conversions. ASSESSMENTS Formative Summative Diagnostic CTE/FCAT project assessments Written Response (short) Selected response Performance (Partner Activity and ABC book) Tied to essential questions Data collected through Scantron Defined Testing Window 8

9 Language (letters). Practice problem solving and decision-making scenarios. Product Simulate effective communication skills in a 3 minute partner activity. ABC book of medical abbreviations. Problem Solving Sign Language Value Verbal AES Online Computer Modules Interventions Cooperative learning Teacher coaching Re-teaching Re-testing Consultation teacher (oral questioning) ESOL strategies Peer tutoring Enrichment Research Peer tutoring Textbook CD Suggested Resources Textbook Internet Teacher CURRICULUM MAP Course Title Medical Skills and Services Course Number

10 UNIT/ORGANIZING PRINCIPLE: Career research and employability skills PACING: Unit Number 5 ESSENTIAL QUESTIONS: What do I want to be when I grow up and how do I get there? CONCEPTS /CONTENT (Outcomes) 01.0 communication 03.0 Describe the services provided by occupations career clusters employability LEARNING TARGETS/SKILLS (Performance Tasks) Knowledge: Read Chapter 5. Define Key Terms and Abbreviations. Identify key components in applying for a job. proper spelling and grammar rules on all written documents. Reasoning: Compare and contrast the requirements of an employee and an employer for a specific job. Analyze answers for sample interview questions. Skill: Complete a letter of application and resume. Complete a sample job application. Product: Participate in a mock interview. BENCHMARKS/ FRAMEWORKS (Standards) 01.01, 01.02, 01.03, 01.04, 01.05, 03.01, 03.02, 03.03, 03.04, 03.05, 11.01, 11.02, KEY TERMIN- OLOGY Career Employer Interview Job Application Mock Resignation Resume ACTIVITIES/ RESOURCES CTE/FCAT project activities Complete sample job applications Complete a mock interview Prepare a resume/data sheet Practice Interview questions Career research presentation. Career pamphlet AES Online Computer Modules Interventions Cooperative learning Teacher coaching Re-teaching Re-testing ASSESSMENTS Formative Summative Diagnostic CTE/FCAT project assessments. Performance (mock interview, application, resume, letter of application, resignation, career research presentation) Selected Response Written Response (extended) Tied to essential questions Data collected through Scantron Defined 10

11 Prepare a resume/data sheet. Career research project presentation. Consultation teacher (oral questioning) ESOL strategies Peer tutoring Enrichment Research Peer tutoring Textbook CD Suggested Resources Textbook Internet Teacher Testing Window 11

12 CURRICULUM MAP Course Title Medical Skills & Services Course Number UNIT/ORGANIZING PRINCIPLE: Safety and skills PACING: Unit Number 6 ESSENTIAL QUESTIONS: How do I protect myself and others? CONCEPTS /CONTENT (Outcomes) 01.0 communication 04.0 basic skills 05.0 first aid and CPR 09.0 knowledge of blood borne diseases, including AIDS LEARNING TARGETS/SKILLS (Performance Tasks) Knowledge: Define key terms and abbreviations. Read Chapter 3 Describe how OBRA and OSHA relate to care. Describe medical asepsis. Describe the use of standard precautions in care. Identify community agencies that assist diseased patients. Reasoning: Question how bioterrorism agents can affect ones. Analyze myths about HIV/AIDS Describe the proper guidelines for body mechanics. Skill: BENCHMARKS/ FRAMEWORKS (Standards) 01.01, 01.02, 01.03, 01.04, 01.05, 04.01, 04.02, 04.03, 04.04, 05.09, 05.10, 09.01, 09.02, 09.03, 09.04, KEY TERMIN- OLOGY AIDS Anthrax Antiseptic Asepsis Autoclave Bioterrorism Body Mechanics Contaminated Disinfectant HIV Infection Isolation Microorganism OBRA OSHA Pathogen Signs Standard Precautions Sterile Symptoms Transmission ACTIVITIES/ RESOURCES CTE/FCAT project activities Skills: hand washing and BSI Hand-washing lesson for pre-school/school age children. Student/Peer teaching of main units (Asepsis, Body Mechanics, OSHA, Bioterrorism, etc.) Workbook Activities AES Online Computer Modules Interventions Cooperative learning Teacher coaching Re-teaching Re-testing Consultation teacher (oral ASSESSMENTS Formative Summative Diagnostic CTE/FCAT project assessments Performance based (hand-washing unit and peer/student teaching) Selected Response Tied to essential questions Data collected through Scantron Defined Testing 12

13 proper hand-washing and body substance isolation procedures. Product: Prepare a hand-washing lesson for pre-school/school-age children. questioning) ESOL strategies Enrichment Research Peer Tutoring Textbook CD Suggested Resources Textbook Internet Teacher Window 13

14 CURRICULUM MAP Course Title Medical Skills & Services Course Number UNIT/ORGANIZING PRINCIPLE: Legal and Ethical Issues PACING: Unit Number 7 ESSENTIAL QUESTIONS: Law and ethics in care: whose responsibility are they? CONCEPTS /CONTENT (Outcomes) 01.0 communicatio n 03.0 Describe the services provided by occupations career clusters Discuss legal aspects for the consumer knowledge of blood borne diseases, including AIDS. LEARNING TARGETS/SKILLS (Performance Tasks) Knowledge: Read Chapter 4 Define key terms and abbreviations. Describe the difference between ethical and legal behavior in care. Reasoning: Compare ethical and unethical behavior in care. Analyze the importance of confidentiality in care. Differentiate among legal documents in care (DNR, Living Will, Power of Attorney, etc). Question organ donation and your beliefs. Skill: Investigate the code of conduct or rules of ethics from a local care BENCHMARKS/ FRAMEWORKS (Standards) 01.01, 01.02, 01.03, 01.04, 01.05, 03.01, 03.02, 06.02, 06.03, 09.05, 10.02, 10.03, KEY TERMIN- OLOGY Advance directive Assault Battery Breach Charting Communicate Conduct Confidential Consent Crime Custom Directive Documentation Ethics Felony Misdemeanor Legal Liability Liable Libel Licensure Litigation Malpractice Moral Negligence ACTIVITIES/ RESOURCES Workbook Activities Legal vs. Ethical Scenarios Create Bill of Rights Create classroom code of ethics AES Online Computer Modules Interventions Cooperative learning Teacher coaching Re-teaching Re-testing Consultation teacher (oral questioning) ESOL strategies Enrichment Research Peer Tutoring Textbook CD ASSESSMENTS Formative Summative Diagnostic Selected Response Written Response (short) Performance (bill of rights, code of ethics) Tied to essential questions Data collected through Scantron Defined Testing Window 14

15 10.0 Relate the use of computers in the care field agency. Product: Create a patient s Bill of Rights. Create a classroom code of ethics Pledge Slander Technology Unethical Suggested Resources Textbook Internet Teacher 11.0 employability 15

16 CURRICULUM MAP Course Title Medical Skills and Services Course Number UNIT/ORGANIZING PRINCIPLE: Growth and development, wellness, and death and dying PACING: Unit Number 8 ESSENTIAL QUESTIONS: How can the decisions I make now affect my future? CONCEPTS /CONTENT (Outcomes) 01.0 communicatio n 02.0 mathematics skills used in care Describe the services provided by occupations career clusters basic 07.0 Discuss the LEARNING TARGETS/SKILLS (Performance Tasks) Knowledge: Read Chapter 7 Define key terms and abbreviations. Identify factors that can determine wellness. Identify factors that can cause stress and ways to manage them. Describe the stages of death and dying. Describe the stages of growth and development. Describe the Food Guide Pyramid. Reasoning: Analyze the function of each essential nutrient. Distinguish pros and cons for different therapeutic diets. BENCHMARKS/ FRAMEWORKS (Standards) 01.01, 01.02, 01.03, 01.04, 01.05, 02.01, 02.02, 03.04, 03.05, 04.03, 04.07, 07.01, 07.02, 07.03, 07.04, 07.01, 07.02, 07.03, 07.04, 07.05, , 08.02, 08.03, 08.04, KEY TERMIN- OLOGY Body mass index Calorie Carbohydrate Cholesterol Development Fitness Lipid/fat Metabolism Mineral Nutrient Protein Psychosocial Stress Terminal Therapeutic diets Vitamin Wellness ACTIVITIES/ RESOURCES Workbook activities Fitness testing Design and participate in a fair Design a fitness plan Use to develop a menu. Construct a food pyramid. AES Online Computer Modules Interventions Cooperative learning Teacher coaching Re-teaching Re-testing Consultation teacher (oral questioning) ESOL strategies ASSESSMENTS Formative Summative Diagnostic Tied to essential questions Data collected through Scantron Defined Testing Window 16

17 factors that affect whole body wellness 08.0 Identify the needs of the terminally ill. Analyze the effects of stress on the body. Analyze a diet diary. Skill: Perform fitness testing activities. Product: Design an exercise plan or wellness plan. Enrichment Research Peer Tutoring Textbook CD Suggested Resources Textbook Internet Teacher 17

18 CURRICULUM MAP Course Title Medical Skills and Services Course Number UNIT/ORGANIZING PRINCIPLE: Career clusters and skills PACING: Unit Number 9 ESSENTIAL QUESTIONS: What career path is right for me and can I change my mind? CONCEPTS /CONTENT (Outcomes) 01.0 communicatio n 02.0 mathematics skills used in care Describe the services provided by occupations career clusters basic LEARNING TARGETS/SKILLS (Performance Tasks) Knowledge: Read chapters Define key terms and abbreviations. Identify careers belonging in each cluster. Describe personal characteristics for each career studied. Describe duties, education, and credentialing for each career studied. Describe the career ladder in each cluster. Describe common diseases impacting specific careers. Convert from household to metric and metric to household measurements. Reasoning: Analyze the benefits of each career cluster to the worker. BENCHMARKS/ FRAMEWORKS (Standards) 01.01, 01.02, , 01.04, 01.05, 02.01, 02.02, 02.03, 03.01, 03.02, 03.03, 03.04, 03.05, 04.01, 04.02, 04.03, 04.04, 04.05, 04.06, 04.07, 04.08, 04.09, 07.01, 07.02, 07.03, 07.04, 07.05, , 06.02, 06.03, 06.04, 06.05, 06.06, 11.01, 11.02, KEY TERMIN- OLOGY Acuity Allopathic Alternative Apical Asepsis Auscultation Biomechanics Blood pressure Bovine Canine Career cluster Caries Circulation Communicable Credential CT Demographic Diagnostic Disability Emesis Equine Feline Forensics Gingivitis Holistic Hygiene ACTIVITIES/ RESOURCES Workbook Activities Chapter review questions Guest speakers Career videos/dvds Measure and record vital signs. Perform range of motion. Perform crutch walking, cane use, walker use, safe wheelchair operation. Position and transfer clients from stretcher to bed. Make an unoccupied hospital bed. laboratory ASSESSMENTS Formative Summative Diagnostic Skill performance Selected response. Short and extended response. Tied to essential questions Data collected through Scantron Defined Testing Window 18

19 06.0 Discuss legal aspects for the consumer Discuss the factors that affect whole body wellness 11.0 employability Compare and contrast the roles of a variety of care personnel. Determine which career is most appropriate for him/her. Discriminate between physicians and related careers. Skill: Measure and record vital signs. Perform range of motion. Perform crutch walking, cane use, walker use, safe wheelchair operation. Position and transfer clients from stretcher to bed. Make an unoccupied hospital bed. laboratory Perform at least one other appropriate skill for each career cluster. Immunize Indication Infection Internship Intravenous Laboratory Microorganism MRI Non-pathogen Nuclear medicine Observation Osteopath Palpation Parasite Pathogen Percussion Periodontal Phobia Physician Plaque Porcine Pulse Quarantine Radiation Radiography Residency Respiration Restoration Restraint Sphygmomanometer Sterile Stethoscope Surgical Therapeutic Ultrasound Vaccination Perform at least one other appropriate skill for each career cluster. AES Online Computer Modules Interventions Cooperative learning Teacher coaching Re-teaching Re-testing Consultation teacher (oral questioning) ESOL strategies Enrichment Research Peer Tutoring Textbook CD Suggested Resources Textbook Internet Teacher Guest speakers 19

20 Vital Zoonosis 20