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§130.204. Health Science
Course Description: The Health Science course is designed to provide for the development of advanced knowledge and skills related to a wide variety of health careers. Students will have hands-on experiences for continued knowledge and skill development. The course may be taught by different methodologies such as clinical rotation and career preparation learning.
PEIMS Number: 13020400
General Requirements: This course is recommended for students in Grades 10-12.
Recommended prerequisites: Principles of Health Science and Biology
TEKS
UNITS OF STUDY
Unit 1 Leadership
- The Student is expected to:
- (c)(3)(D) evaluate the effectiveness of conflict resolution techniques in various situations;
- (c)(7)(A) analyze systematic procedures for problem solving;
- (c)(7)(B) evaluate the impact of decisions;
- (c)(7)(C) suggest modifications based on decision outcomes;
- (c)(10)(B) participate in group dynamics; and
- (c)(10)(C) integrate consensus-building techniques.
- Activities
Unit 2 Communication
- The student is expected to:
- (c)(2)(A) demonstrate therapeutic communication appropriate to the situation;
- (c)(2)(B) execute verbal and nonverbal skills when communicating with persons with sensory loss and language barriers;
- (c)(2)(C) apply electronic communication with appropriate supervision;
- (c)(3)(A) evaluate how a healthy relationship influences career goals;
- (c)(3)(B) demonstrate communication skills in building and maintaining healthy relationships;
- (c)(3)(C) demonstrate strategies for communicating needs, wants, and emotions;
- (c)(3)(D) evaluate the effectiveness of conflict resolution techniques in various situations;
- (c)(4)(A) identify and retrieve reportable information;
- (c)(4)(B) report information according to facility policy;
- (c)(5)(A) describe document formats; and
- (c)(5)(B) compile and record data according to regulatory agency policy.
- Activities
Unit 3 Ethical and Legal
- The student is expected to:
- (c)(9)(A) research and describe the role of professional associations and regulatory agencies;
- (c)(9)(B) examine legal and ethical behavior standards such as Patient Bill of Rights, Advanced Directives, and the
Health Insurance Portability and Accountability Act;
- (c)(9)(C) investigate the legal and ethical ramifications of unacceptable behavior; and
- (c)(9)(D) perform within the designated scope of practice.
- Activities
Unit 4 Employability Skills and Professionalism
- The student is expected to:
- (c)(4)(A) identify and retrieve reportable information;
- (c)(4)(B) report information according to facility policy;
- (c)(6)(A) research specific health science careers; and
- (c)(6)(B) review employment procedures for a specific health science career.
- Activities
Unit 5 Safety and Governmental Regulations
- The student is expected to:
- (c)(8)(A) comply with specific industry standards related to safety and substance abuse;
- (c)(11)(A) conform to governmental regulations and guidelines from entities such as the World Health Organization,
Centers for Disease Control, Occupational Safety and Health Administration, Food and Drug Administration,
and National Institute for Occupational Safety and Health;
- (c)(11)(B) explain protocol related to hazardous materials and situations such as material safety data sheets;
- (c)(11)(C) observe and report unsafe conditions; and
- (c)(11)(D) practice recycling and waste management for cost containment and environmental protection.
- Activities
Unit 6 CPR / AED & First Aid
- The student is expected to:
- (c)(8)(H) demonstrate first aid, vital signs, cardiopulmonary resuscitation, and automated external defibrillator skills in a
laboratory setting.
- Activities
Unit 7 Infection Control
- The student is expected to:
- (c)(1)(G) research the global impact of disease prevention and cost containment;
- (c)(8)(I) perform skills specific to a health science professional such as medical assistant, dental assistant, emergency
medical technician-basic, phlebotomy technician, and pharmacy technician;
- (c)(11)(A) conform to governmental regulations and guidelines from entities such as the World Health Organization,
Centers for Disease Control, Occupational Safety and Health Administration, Food and Drug Administration, and
National Institute for Occupational Safety and Health; and
- (c)(12)(A) research wellness strategies for the prevention of disease.
- Activities
Unit 8 Strategies for the Prevention of Diseases
- The student is expected to:
- (c)(12)(A) research wellness strategies for the prevention of disease;
- (c)(12)(B) evaluate positive and negative effects of relationships on physical and emotional health such as peers, family, and friends;
- (c)(12)(C) explain the benefits of positive relationships among community health professionals in promoting a healthy community;
- (c)(12)(D) examine access to quality health care; and
- (c)(12)(E) research alternative health practices and therapies.
- Activities
Unit 9 Body Systems Structure and Function
- The student is expected to:
- (c)(1)(E) summarize biological and chemical processes that maintain homeostasis; and
- (c)(1)(F) explain the changes in structure and function due to trauma and disease.
- Activities
Unit 10 Therapeutic and Diagnostic
- The student is expected to:
- (c)(8)(H) demonstrate first aid, vital signs, cardiopulmonary resuscitation, and automated external defibrillator skills in a
laboratory setting.
- Activities
Unit 11 Occupationally Specific Knowledge and Skills
- The student is expected to:
- (c)(1)(A) solve mathematical calculations appropriate to situations in a health-related environment;
- (c)(1)(B) communicate using medical terminology;
- (c)(1)(C) express ideas in writing and develop skills in documentation;
- (c)(1)(D) interpret complex technical material related to the health science industry;
- (c)(5)(A) describe document formats;
- (c)(5)(B) compile and record data according to regulatory agency policy;
- (c)(8)(A) comply with specific industry standards related to safety and substance abuse;
- (c)(8)(B) model industry expectations of professional conduct such as attendance, punctuality, personal appearance, hygiene,
and time management;
- (c)(8)(C) articulate comprehension of assignment;
- (c)(8)(D) employ medical vocabulary specific to the health-care setting;
- (c)(8)(E) perform admission, discharge, and transfer functions in a simulated setting;
- (c)(8)(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;
- (c)(8)(G) role play techniques used in stressful situations such as trauma, chronic, and terminal illness;
- (c)(8)(H) demonstrate first aid, vital signs, cardiopulmonary resuscitation, and automated external defibrillator skills in a
laboratory setting;
- (c)(8)(I) perform skills specific to a health science professional such as medical assistant, dental assistant, emergency
medical technician-basic, phlebotomy technician, and pharmacy technician; and
- (c)(9)(D) perform within the designated scope of practice.
- Activities
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