Health Science Core

Mississippi Administrative Code

Section: 7-57

Jurisdiction: MS

Bluebook Citation: 7 Miss. Admin. Code Pt. 57

Title 7: Education K-12 Part 57: 2024 Health Science Core

2024 Health Science Core Program CIP: 51.0000— Health Services/Allied Health/Health Sciences, General Direct inquiries to: Project Manager Research and Curriculum Unit P.O. Drawer DX Mississippi State, MS 39762 662.325.2510 [email protected]

Program Supervisor Office of Career and Technical Education Mississippi Department of Education P.O. Box 771 Jackson, MS 39205 601.359.3974

Published by: Office of Career and Technical Education Mississippi Department of Education Jackson, MS 39205

Research and Curriculum Unit Mississippi State University Mississippi State, MS 39762

The Research and Curriculum Unit (RCU), located in Starkville, as part of Mississippi State University (MSU), was established to foster educational enhancements and innovations. In keeping with the land-grant mission of MSU, the RCU is dedicated to improving the quality of life for Mississippians. The RCU enhances the intellectual and professional development of Mississippi students and educators while applying knowledge and educational research to the lives of the people of the state. The RCU works within the contexts of curriculum development and revision, research, assessment, professional development, and industrial training.

Table of Contents Acknowledgments .......................................................................................................................4 Standards ....................................................................................................................................6 Preface ........................................................................................................................................7 Mississippi Teacher Professional Resources ................................................................................8 Executive Summary ....................................................................................................................9 Course Outlines......................................................................................................................... 11 Career Pathway Outlook ........................................................................................................... 14 Professional Organizations ........................................................................................................ 18 Using This Document ............................................................................................................... 21 Unit 1: Orientation and Introduction to Student Organizations .................................................. 22 Unit 2: Safety in Health Care..................................................................................................... 23 Unit 3: Career Preparation ......................................................................................................... 24 Unit 4: Health Care Delivery Systems ....................................................................................... 25 Unit 5: Infection Awareness and Prevention .............................................................................. 26 Unit 6: Legal and Ethical Practices in Health Care .................................................................... 29 Unit 7: Communication and Teamwork ..................................................................................... 31 Unit 8: Medical Terminology and Abbreviations ....................................................................... 32 Unit 9: Body Organization ........................................................................................................ 33 Unit 10: Integumentary System ................................................................................................. 34 Unit 11: Skeletal System ........................................................................................................... 35 Unit 12: Muscular System ......................................................................................................... 36 Unit 13: Cardiovascular System ................................................................................................ 38 Unit 14: Respiratory System...................................................................................................... 40 Unit 15: Digestive System ......................................................................................................... 41 Unit 16: Urinary System............................................................................................................ 43 Unit 17: Lymphatic System ....................................................................................................... 44 Unit 18: Nervous System .......................................................................................................... 45 Unit 19: Endocrine System ........................................................................................................ 46 Unit 20: Sensory Organs ........................................................................................................... 47 Unit 21: Reproductive System ................................................................................................... 49 Student Competency Profile ...................................................................................................... 51 Appendix A: National Health Science Standards ....................................................................... 54

Appendix B: 21st Century Skills ............................................................................................... 58 Appendix C: Medical Terminology Chart.................................................................................. 61

Acknowledgments The Health Science Core curriculum was presented to the Mississippi State Board of Education on February 15, 2024. The following persons were serving on the state board at the time: Dr. Ray Morgigno, interim state superintendent of education, executive secretary Mr. Glen V. East, chair Mr. Matt Miller, vice chair Dr. Ronnie L. McGehee Mr. Bill Jacobs Mr. Mike Pruitt Mrs. Mary Werner Dr. Wendi Barrett Mr. Charlie Frugé, student representative Ms. Kate Riddle, student representative The following Mississippi Department of Education (MDE) and RCU managers and specialists assisted in the development of the Health Science Core: Wendy Clemons, the associate state superintendent of the MDE Office of Secondary, Professional Development, and Career Technical Education, supported the RCU and teachers throughout the development of the framework and supporting materials. Brett Robinson, the state director of the MDE Office of CTE, supported the RCU and teachers throughout the development of the framework and supporting materials. Deanna Dunaway, the Health Science program supervisor of the MDE Office of CTE, supported the RCU and teachers throughout the development of the framework and supporting materials. Betsey Smith, the director of the RCU, supported RCU staff and teachers throughout the development of this framework and supporting materials. Courtney McCubbins, the curriculum manager of the RCU, supported RCU staff and teachers throughout the development of this framework and supporting materials. Rob Fyke, a project manager with the RCU, researched and co-authored this framework.

Special thanks are extended to the educators who contributed to the development and revision of this framework and supporting materials: Roshanda Alexander, Lawrence County Technology and Career Center, Monticello Tiffany Cavanaugh, Terry High School, Terry Judy Grice, Forest County AHS, Brooklyn Bill Johnson, Choctaw County Career and Technology Center, Ackerman Shelly Varnon, Pontotoc Ridge Career and Technology Center, Pontotoc

Appreciation is expressed to the following professionals who provided guidance and insight throughout the development process: Jamie Rodgers, Hospital Administrator, NMMC Gilmore-Amory and NMMC Pontotoc Dr. AG Tribble, Rural Health Extension Specialist, Department of Food Science and Health Promotion, Mississippi State University Lanelle Weems, MSN, RN, Mississippi Hospital Association Jenny Caldwell, DNP, RN, CNE, Associate Degree Nursing Faculty, East Mississippi Community College Jessica Lewis, Chief Human Resources Officer, Singing River Health System Kim Hunt, Educator-LPN/RN, Singing River Health System

Standards Standards and alignment crosswalks are referenced in the appendices. Depending on the curriculum, these crosswalks should identify alignment to the standards mentioned below, as well as possible related academic topics as required in the Subject Area Testing Program in Algebra I, Biology I, English II, and U.S. History from 1877, which could be integrated into the content of the units. Mississippi’s CTE health science core curriculum is aligned to the following standards: International Society for Technology in Education Standards (ISTE) Reprinted with permission from ISTE Standards for Students (2016). All rights reserved. Permission does not constitute an endorsement by ISTE (iste.org). College- and Career-Readiness Standards College- and career-readiness standards emphasize critical thinking, teamwork, and problemsolving skills. Students will learn the skills and abilities demanded by the workforce of today and the future. Mississippi adopted Mississippi College- and Career-Readiness Standards (MCCRS) to provide a consistent, clear understanding of what students are expected to learn and so teachers and parents know what they need to do to help them. mdek12.org/oae/college-and-career-readiness-standards Framework for 21st Century Learning In defining 21st-century learning, the Partnership for 21st Century Skills has embraced key themes and skill areas that represent the essential knowledge for the 21st century: global awareness; financial, economic, business, and entrepreneurial literacy; civic literacy; health literacy; environmental literacy; learning and innovation skills; information, media, and technology skills; and life and career skills. battelleforkids.org/networks/p21/frameworks-resources

Preface Secondary CTE programs in Mississippi face many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing applied learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. This document provides information, tools, and solutions that will aid students, teachers, and schools in creating and implementing applied, interactive, and innovative lessons. Through best practices, alignment with national standards and certifications, community partnerships, and a hands-on, studentcentered concept, educators will be able to truly engage students in meaningful and collaborative learning opportunities. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, Ch. 487, §14; Laws, 1991, Ch. 423, §1; Laws, 1992, Ch. 519, §4 eff. from and after July 1, 1992; Strengthening Career and Technical Education for the 21st Century Act, 2019 [Perkins V]; and Every Student Succeeds Act, 2015).

Mississippi Teacher Professional Resources The following are resources for Mississippi teachers: Curriculum, Assessment, Professional Learning Program resources can be found at the RCU’s website, rcu.msstate.edu. Learning Management System: An Online Resource Learning management system information can be found at the RCU’s website, under Professional Learning. Should you need additional instructions, contact the RCU at 662.325.2510 or [email protected].

Executive Summary Pathway Description Health science core is the first course for students in the health sciences career cluster. Currently, students in both the health care and clinical services or sports medicine pathways must take the health science core class before moving on to their specific pathway’s material. This core class provides the students with a solid foundation to move ahead in any health care field of his or her choice. The topics covered include safety, infection control, legal and ethical practices, career exploration, communication and teamwork, medical terminology, body organization, and basic anatomy and physiology of each major body system, along with various common diseases and disorders associated with each system. This course sets students on track to obtain a minimum of 100 hours of clinical-type experience by completion of the second course (HCCS). These hours can be documented in a digital or physical portfolio. It is recommended to spread these hours over the length of the program by giving students multiple opportunities to complete hours in the Health Science Core class. This clinical-type experience can include tours of healthcare facilities, guest speakers, participation in health fairs or health-related community service, laboratory and skills practice, classroom demonstrations, and observation or job shadowing experiences in various healthcare settings. Videos do not count toward this 100-hour requirement unless they are used in conjunction with hands-on training or classroom instruction. (e.g., CPR). This program also requires 35 of the 100 hours be recorded on the state-adopted digital portfolio platform. These 35 hours must meet the level four requirements detailed in the Mississippi Work-Based Learning Manual. The 35 hours are not in addition to the 100 program hours; rather, the 35 hours should be included in the 100 total hours required for program completion. College, Career, and Certifications By implementing the standards set forth in the health science core curriculum, students who successfully master the material should have the necessary skills and fundamental knowledge to be successful in any health care career field. Students who complete this program will also have a great advantage in any postsecondary education he or she may choose. In addition, students whose programs meet additional criteria and approval by their respective agencies can earn certifications that could help them in the future or even allow them to work in a health care setting. Various certifications available include nurse assistant/aid, CPR, phlebotomist, pharmacy technician, patient care technician, and others. Grade Level and Class Size Recommendations It is recommended that students enter this program as a freshman or sophomore. Exceptions to this are a district-level decision based on class size, enrollment numbers, and maturity of the student. Scheduling and/or operating more than one course in the same classroom/laboratory with the same teacher is not recommended. To enable the teacher to instruct students in skills on a one-on-one basis and to ensure all students have a good opportunity to job shadow/intern as much as possible, the recommended class size is no more than 12-15 students for both health science core and for the second course of their choice. Please be aware that health care facilities often require no more than a 10-to-1 student/teacher ratio to participate in job shadowing.

Having a class that is too large decreases the quality experience that the health science core curriculum is meant to be for the student. Student Prerequisites For students to experience success in the program, the following student prerequisites are suggested: 1. C or higher in English (the previous year) 2. C or higher in high school-level math (last course taken or the instructor can specify the level of math instruction needed) 3. C or higher in Biology (or last science taken as approved by instructor) 4. Instructor approval and Test of Adult Basic Education (TABE) reading score (eighth grade or higher) or 1. TABE reading and math score (eighth grade or higher) 2. Instructor approval or 1. Instructor approval Assessment The latest assessment blueprint for the curriculum can be found at rcu.msstate.edu/curriculum. Applied Academic Credit The latest academic credit information can be found at mdek12.org/ese/approved-course-for-the-secondary-schools. Teacher Licensure The latest teacher licensure information can be found at mdek12.org/oel/apply-for-an-educator-license. Professional Learning If you have specific questions about the content of any training sessions provided, please contact the RCU at 662.325.2510 or [email protected].

Course Outlines Option 1—Two 1-Carnegie-Unit Courses This curriculum consists of two 1-credit courses, which should be completed in the following sequence: 1. Health Science Core I—Course Code: 995102 2. Health Science Core II—Course Code: 995103 Course Description: Health Science Core I The Health Science Core I course introduces students to the field of health science. Students will spend time researching and discovering the vast amount of career choices in health care, as well as be introduced to Health Occupations Students of America (HOSA), the student organization for health science. They will cover topics including safety, infection control, legal and ethical practices, and medical terminology. Health Science Core I will conclude with the basic anatomy and physiology of the integumentary system, along with common diseases and disorders that affect this system. Course Description: Health Science Core II The Health Science Core II course continues with the basic anatomy and physiology of various body systems. These include the muscular, cardiovascular, respiratory, digestive, urinary, lymphatic, nervous, endocrine, and reproductive systems, along with sensory organs. Students will learn the signs, symptoms, treatments, and prevention methods of diseases/disorders associated with each system. The Health Science Core II class ends by preparing students for employment and for the next year of the program. Students will dive deeper into various careers of their choice and create a digital portfolio to be used for class and for career advancement. Health Science Core I—Course Code: 995102 Unit Unit Title 1 Orientation and Introduction to Student Organizations 2 Safety in Healthcare 3 Career Preparation 4 Health Care Delivery Systems 5 Infection Awareness and Prevention 6 Legal and Ethical Practices in Health Care 7 Communication and Teamwork 8 Medical Terminology and Abbreviations 9 Body Organization 10 Integumentary System Total

Hours 7 10 12 8 30 14 12 24 10 13 140

Health Science Core II—Course Code: 995103 Unit Unit Title 11 Skeletal System

Hours 18

12 13 14 15 16 17 18 19 20 21 Total

Muscular System Cardiovascular System Respiratory System Digestive System Urinary System Lymphatic System Nervous System Endocrine System Sensory Organs Reproductive System

20 22 13 15 12 5 12 7 8 8 140

Option 2—One 2-Carnegie Unit Course This curriculum consists of one 2-credit course that should be completed. 1. Health Science Core—Course Code: 995100 Course Description: The Health Science Core course introduces students to the field of health science and gives a solid foundation in anatomy, physiology, and pathophysiology of common diseases and disorders in the major body systems. Students will spend time researching and discovering the vast amount of career choices in health care, as well as be introduced to HOSA. They will cover topics including safety, infection control, legal and ethical practices, and medical terminology. The course continues with the basic anatomy and physiology of various body systems. These include the integumentary, skeletal, muscular, cardiovascular, respiratory, digestive, urinary, lymphatic, nervous, endocrine, and reproductive systems, along with sensory organs. Students will learn the causes, signs, symptoms, treatments, and prevention methods of diseases/disorders associated with each system. The Health Science Core class ends by preparing students for employment and for the next year of the program. Students will dive deeper into various careers of their choice and create a portfolio to be used for class and for career advancement. Health Science Core—Course Code: 995100 Unit Unit Title 1 Orientation and Introduction to Student Organizations 2 Safety in Healthcare 3 Career Preparation 4 Health Care Delivery Systems 5 Infection Awareness and Prevention 6 Legal and Ethical Practices in Health Care 7 Communication and Teamwork 8 Medical Terminology and Abbreviations 9 Body Organization 10 Integumentary System 11 Skeletal System 12 Muscular System 13 Cardiovascular System 14 Respiratory System 15 Digestive System 16 Urinary System 17 Lymphatic System 18 Nervous System 19 Endocrine System 20 Sensory Organs 21 Reproductive System Total

Hours 7 10 12 8 30 14 12 24 10 13 18 20 22 13 15 12 5 12 7 8 8 280

Career Pathway Outlook Overview The health science pathway covers the broad field of occupations related to health care and medicine. Health care is one of the top five fastest growing industries and one of the largest in the United States. The health sciences related fields such as nurse practitioner will generate up to 40% more new jobs in the coming years than any other industry according to the U.S. Bureau of Labor Statistics. In fact, 3 of the 20 fastest growing occupations in America are related to health care. Employment in home health care and nursing and residential care should increase rapidly as life expectancies rise and families need assistance caring for their elderly family members and thus rely more on long-term care facilities. New technologies will continue to enable earlier diagnoses of many diseases, which often increases the ability to treat conditions that were previously terminal. The health science pathway focuses on public health, health education, health care administration, or occupational health and safety. A shortlist of careers that this pathway focuses on contains positions like dietician, emergency medicine paramedic, licensed practitioner nurse (LPN), occupational therapist, physical therapist, pharmacist, physician assistant, and registered nurse (RN) among countless others. Health science professionals work in hospitals, dental offices and laboratories, governmental and private research centers. They also work within pharmaceutical and biotechnology companies, the community in general, within public agencies, and large health care organizations. The health science pathway will target careers at the professional and technical levels in health care. Students enrolled in these courses should be well prepared to pursue degrees at the community college and four-year college level. Needs of the Future Workforce Throughout 2022, the health care and social assistance national market added an average of 47,000 jobs per month and the pay increased by nearly 4.5% according to the U.S. Bureau of Labor Statistics. In Mississippi, the average employment growth total from 2020 to 2030, is projected to increase by 9.5% for all general occupations combined. The data given in Table 1.1 below, including the average hourly earnings, was compiled from the Mississippi Department of Employment Security in 2022. Table 1.1: Current and Projected Occupation Report Description Jobs, Projected Change Change 2020 Jobs, 2030 (Number) (Percent) Athletic Trainers 260 310 50 19.2% Clinical Laboratory 3,360 3,720 360 10.7% Technologists and Technicians Dentists (General) 690 740 50 7.2% Diagnostic Medical 680 800 120 17.6% Sonographers Dietitians and 730 850 120 16.4% Nutritionists

Average Hourly Earnings, 2022 $24.07 $21.84

$77.74 $30.72 $21.15

Emergency Medical Technicians and Paramedics Exercise Physiologists Family Medicine Physicians Home Health and Personal Care Aides Licensed Practical and Licensed Vocational Nurses Medical Assistants Medical Dosimetrists, Medical Records Specialists, and Health Technologists and Technicians Nurse Practitioner Registered Nurses Nursing Assistants Nursing Instructors and Teachers, Postsecondary Occupational Therapists Occupational Therapy Assistants Pharmacists Pharmacy Technicians Phlebotomists Physical Therapist Assistants Physical Therapists Physician Assistants Respiratory Therapists Speech-Language Pathologists Substance Abuse, Behavioral Disorder, and Mental Health Counselors Veterinarian Veterinary Assistants and Laboratory Animal Caretakers Veterinary Technologists and Technicians

2,580

3,050

470

18.2%

$20.09

2,360 940

2,600 1,100

240 160

10.2% 17.0%

$23.07 $100.58

19,130

25,200

6,070

31.7%

$10.77

9,520

11,040

1,520

16%

$19.97

3,660 3,440

4,480 3,860

820 420

22.4% 12.2%

$15.21 $18.27

3,710 29,270 12,840 600

4,790 33,220 15,350 750

1,080 3,950 2,510 150

29.1% 13.5% 19.5 25%

$53.73 $30.35 $12.35 $36.09

850 290

1,030 400

180 110

21.2% 37.9%

$42.03 $28.93

2,590 3,600 1,170 850

2,750 4,200 1,420 1,090

160 600 250 240

6.2% 16.7% 21.4% 28.2%

$57.33 $16.57 $16.34 $26.35

1,580 290 1,460 1,410

1,940 380 1,780 1,810

360 90 320 400

22.8% 31% 21.9% 28.4%

$46.15 $35.85 $25.03 $33.38

1,960

2,300

340

17.3%

$20.59

640 770

760 910

120 140

18.8% 18.2%

$49.01 $12.09

400

460

15%

$13.61

Source: Mississippi Department of Employment Security; mdes.ms.gov (2022). Perkins V Requirements and Academic Infusion The health science core curriculum meets Perkins V requirements of introducing students to and preparing them for high-skill, high-wage occupations in health care fields. It also offers students a program of study, including secondary, postsecondary, and institutions of higher learning courses, that will further prepare them for health care careers. Additionally, this curriculum is integrated with academic college- and career-readiness standards. Lastly, it focuses on ongoing and meaningful professional development for teachers as well as relationships with industry. Transition to Postsecondary Education The latest articulation information for secondary to postsecondary can be found at the Mississippi Community College Board website, mccb.edu.

Best Practices Innovative Instructional Technologies Classrooms should be equipped with tools that will teach today’s digital learners through applicable and modern practices. The health science core educator’s goal should be to include teaching strategies that incorporate current technology. To make use of the latest online communication tools—wikis, blogs, podcasts, and social media platforms, for example—the classroom teacher is encouraged to use a learning management system that introduces students to education in an online environment and places more of the responsibility of learning on the student. Differentiated Instruction Students learn in a variety of ways, and numerous factors—students’ background, emotional health, and circumstances, for example—create unique learners. By providing various teaching and assessment strategies, students with various learning preferences can have more opportunities to succeed. CTE Student Organizations Teachers should investigate opportunities to sponsor a student organization. In MS, HOSA is the premier organization that fosters the types of learning expected from the health science core curriculum, with multiple opportunities and outlets for health. HOSA provides participants and members with growth opportunities, competitive events, and opens the door to the world of health care careers and scholarship opportunities. Cooperative Learning Cooperative learning can help students understand topics when independent learning cannot. Therefore, you will see several opportunities in the health science core curriculum for group work. To function in today’s workforce, students need to be able to work collaboratively with others and solve problems without excessive conflict. The health science core curriculum provides opportunities for students to work together and help each other complete complex tasks. There are many field experiences within the health science core curriculum that will allow and encourage collaboration with professionals currently in the health care field. Work-Based Learning Work-based learning is an extension of understanding competencies taught in the health science classroom. The health science program requires students to obtain a minimum of 35 clinical-type hours, which may include but is not limited to, clinicals or worksite field experiences, entrepreneurships, internships, pre-apprenticeships, school-based enterprises, job placements, and simulated worksites. These real-world connections and applications provide a link to all types of students regarding knowledge, skills, and professional dispositions. Thus, supervised collaboration and immersion into the health science industry are keys to students’ success, knowledge, and skills development. For more information on embedded WBL, visit the Mississippi Work-Based Learning Manual on the RCU website, rcu.msstate.edu.

Professional Organizations Association of Career and Technical Education acteonline.org International Society for Technology in Education iste.org National Organizations American Association for Respiratory Care aarc.org American Cancer Society (MS Office) cancer.org American Dental Assistants Association dentalassistant.org American Dental Association ada.org American Health Care Association ahca.org American Heart Association (MS Offices) heart.org American Hospital Association aha.org American Medical Association ama-assn.org American Red Cross National Headquarters redcross.org American Society of Radiologic Technologists asrt.org American Health Information Management Association ahima.org American Nurses Association nursingworld.org American Speech-Language-Hearing Association 18

asha.org American School Health Association ashaweb.org American Association for Men in Nursing aamn.org Association of Allied Health Programs www.asahp.org Association for Healthcare Documentation Integrity ahdionline.org Association for Professionals in Infection Control and Epidemiology apic.org Center for Health and Health Care in Schools healthinschools.org Health Professions Network healthpronet.org Hospital Corporation of America hcahealthcare.com National Association of Emergency Medical Technicians naemt.org National Athletic Trainer’s Association nata.org National Health Council nationalhealthcouncil.org Ovarian Cancer National Alliance ovariancancer.org Society of Nuclear Medicine & Molecular Imaging snmmi.org State Level Organizations Mississippi Nurses Association msnurses.org The Diabetes Foundation of Mississippi

msdiabetes.org Mississippi Office of Healthy Schools—A Division of MDE healthisacademic.org American Lung Association lung.org Specific Groups Nurses for a Healthier Tomorrow - Career information nursesource.org Nurse.com - Online CE source for nurses nurse.com

Using This Document Competencies and Suggested Objectives A competency represents a general concept or performance that students are expected to master as a requirement for satisfactorily completing a unit. Students will be expected to receive instruction on all competencies. The suggested objectives represent the enabling and supporting knowledge and performances that will indicate mastery of the competency at the course level. Teacher Resources All teachers should request to be added to the Canvas Resource Guide for their course. For questions or to be added to the guide, send a Help Desk ticket to the RCU by emailing [email protected]. Perkins V Quality Indicators and Enrichment Material Some of the units may include an enrichment section at the end. This material will greatly enhance the learning experiences of students. If the health science program is using a national certification, work-based learning, or another measure of accountability that aligns with Perkins V as a quality indicator, this material could very well be assessed on that quality indicator. It is the responsibility of the teacher to ensure all competencies for the selected quality indicator are covered throughout the year.

Unit 1: Orientation and Introduction to Student Organizations Competencies and Suggested Objectives 1. Describe the purpose of the course and related student organizations. DOK1 a. Identify student and course expectations. b. Explore the health science student organization, HOSA. • Describe parliamentary procedures. • Discuss officer roles and responsibilities. c. Discuss leadership and personal development in accordance with HOSA guidelines.

Unit 2: Safety in Health Care Competencies and Suggested Objectives 1. Demonstrate personal and environmental safety practices. DOK2 a. Apply principles of body mechanics. b. Based on regulations set by the Occupational Safety and Health Association (OSHA) and the Center for Disease Control and Prevention (CDC), apply safety techniques (personal and patient) in the health care setting to prevent accidents and injuries. 2. Identify common safety hazards. DOK2 a. Comply with safety signs, symbols, and labels in accordance with OSHA and the CDC. b. Recognize Safety Data Sheets (SDS) and discuss safety implications of handling hazardous materials (checking labels and checking solutions). 3. Utilize emergency procedures and protocols. DOK3 a. Practice fire safety and discuss fire evacuation plans in a health care setting. Include the following: • PASS – Pull, Aim, Squeeze, Sweep • RACE – Rescue, Activate, Contain, Extinguish/Evacuate b. Apply principles of basic emergency response in natural disasters and other emergencies to include: • Safe location • Contact emergency personnel • Follow facility protocols Note: Safety is to be taught as an ongoing part of the program. Students are required to complete a written safety test with 100% accuracy before entering the lab for simulations and projects. This test should be documented in each student’s file. Note: This unit will be ongoing throughout the year. Time allotted for this unit will be distributed over the entire year.

Unit 3: Career Preparation Competencies and Suggested Objectives 1. Explore various careers in the health care field. DOK2 a. Choose at least three specific careers from the list created in Unit 4.1. b. Research the educational requirements, appropriate schools, licensure/certification/registration, work environment, job responsibilities, and salary information of each one. c. Based on research, develop a presentation explaining the three careers and why they were chosen. 2. Utilize the approved method of clinical hour documentation (e.g., AET or other state approved method of documentation). DOK2 3. Explore the various career options in the health care field. DOK1 a. Research and list various career options. • Emergency services • Respiratory care • Human growth and development • Sports medicine • Rehabilitative services • Medical services • Nursing services • Nutrition and dietetics • Mental health • Pharmacology • Laboratory services • Medical imaging • Health information management 4. Relate the importance of lifelong learning to career success. DOK2 a. Consider emergent technology (e.g., artificial intelligence, automation, telehealth, robotics, etc.). b. Develop an oral and/or written report explaining the importance of lifelong learning in maintaining career relevance and advancement. Enrichment 1. Conduct practice interviews or answer a list of possible interview questions. 2. Conduct a personality test or review previous results to facilitate discussion of individualized careers.

Unit 4: Health Care Delivery Systems Competencies and Suggested Objectives 1. Research and discuss health care delivery systems and health organizations. DOK1 a. Differentiate between health care delivery systems, including nonprofit and for-profit facilities. • Hospitals • Ambulatory/outpatient clinics • Long-term care • Home health • Medical and dental offices • Behavioral and mental health services • Public health b. Identify health organizations and their respective roles. • Government: o Centers for Disease Control and Prevention (CDC), Occupational Safety and Health Administration (OSHA), U.S. Food and Drug Administration (FDA), National Institute of Health (NIH), Centers for Medicare and Medicaid Services (CMS), U.S. Public Health Service (USPHS), U.S Department of Veteran’s Affairs (VA) • Nonprofit organizations: o March of Dimes, American Heart Association, American Diabetes Association, American Red Cross, Alzheimer’s Association, American Lung Association • Global: o World Health Organization (WHO) 2. Relate the importance of lifelong learning to career success. DOK3 a. Considering 21st-century emergent technology (e.g., artificial intelligence, automation, telehealth, robotics, etc.). b. Develop an oral and/or written report explaining the importance of lifelong learning in maintaining career relevance and advancement. Note: Safety is to be taught as an ongoing part of the program. Students are required to complete a written safety test with 100% accuracy before entering the lab for simulations and projects. This test should be documented in each student’s file.

Unit 5: Infection Awareness and Prevention Competencies and Suggested Objectives 1. Explain the principles of infection control. DOK1 a. Research and explain: • Chain of infection • Mode of transmission: direct, indirect, vectors, common vehicle (air, food, water), health care associated infections (nosocomial), opportunistic. • Types of infections: endogenous, exogenous • Microorganisms: nonpathogenic, pathogenic, aerobic, anaerobic b. Classify the following microorganisms and diseases: • Bacterial: o Meningitis o Methicillin-resistant staphylococcus o Pertussis o Pneumonia o Strep throat o Tetanus o Tuberculosis • Fungal: o Athlete’s foot o Histoplasmosis o Ring Worm o Thrush o Yeast vaginitis • Parasites (Helminths): o Hook worms or flukes o Pin worms o Tape worms • Parasites (Rickettsia): o Rocky Mountain spotted fever o Typhus fever • Protozoa: o Amebic dysentery o Malaria • Viruses: o Chicken pox o Covid 19 o Common cold o Hepatitis (A, B, C) o Herpes o HIV o Influenza (seasonal, H1N1, H5N1) o Measles

o Mumps o Polio o RSV o Warts o West Nile virus (WNV) c. Identify the levels of aseptic control. • Antisepsis • Disinfection • Sterilization d. Demonstrate the proper procedure for aseptic hand washing according to the CDC. Explain standard precaution based on OSHA and CDC regulations. DOK3 a. Describe OSHA’s blood-borne pathogen standards. b. Explore employer requirements according to the Needle Stick Safety and Prevention Act. c. Demonstrate the basic rules of standard precaution. Utilize the principles of sterile technique. DOK3 a. Demonstrate skills related to sterile technique. • Donning sterile gloves • Sterile dressing • Maintaining a sterile field • Wrapping instruments for sterilization Explain the importance of maintaining transmission-based isolation precautions. DOK3 a. Identify and explain the types of isolation precautions needed to prevent the spread of communicable diseases (mentioned in 1.b.). • Airborne • Droplet • Contact • Reverse/protective b. Demonstrate the proper procedure, according to the CDC, for donning and doffing personal protective equipment (PPE). • Gowns • Masks • Goggles • Gloves Research the impact of emerging technology on infection control. DOK3

Enrichment 1. Discuss other prevalent or interesting diseases/infections, including: • Ebola/Marburg • Zika virus • Lyme disease 2. Research and describe the following vaccinations and diseases they prevent: • Covid 19 • DTaP 27

• Hep B • HPV • Influenza • Meningitis • MMR • Monkey Pox • Polio • Shingles • Smallpox • Varicella 3. Based on the research on vaccinations, facilitate a student led debate on the importance of vaccinations. 4. Investigate and apply the principles in the junior disease detective guide. (See link to guide in teacher resource guide.) Note: Safety is to be taught as an ongoing part of the program. Students are required to complete a written safety test with 100% accuracy before entering the lab for simulations and projects. This test should be documented in each student’s file. Note: This unit will be ongoing throughout the year. Time allotted for this unit will be distributed over the entire year.

Unit 6: Legal and Ethical Practices in Health Care Competencies and Suggested Objectives 1. Analyze legal responsibilities and implications of criminal and civil law. DOK1 a. Define and discuss torts in relation to health care. • Malpractice • Negligence • Assault and battery • Invasion of privacy • Abuse • Defamation of character (libel, slander) • False imprisonment 2. Describe and demonstrate legal practices associated with health care. DOK2 a. Apply the standards for safety, privacy, and confidentiality of health information, including topics such as the Health Insurance Portability and Accountability Act and privileged communications. b. Describe advance directives, including topics such as living wills and durable power of attorney. c. Define types of consent/contracts, including informed consent, implied contracts, and expressed contracts. d. Research and discuss the meaning of scope of practice. 3. Utilize procedures for reporting activities and behaviors that affect the health, safety, and the welfare of others. DOK2 a. Discuss the chain of command for reporting issues. b. Complete an incident report. 4. Recognize and discuss ethical boundaries within the health care environment. DOK3 a. Differentiate between ethical and legal issues impacting health care. b. Identify and explain ethical dilemmas associated with organ donation, invitro fertilization, euthanasia, stem cell research, and vaccinations. 5. Identify cultural, social, and ethnic diversity within the health care environment. DOK3 a. Compare religious, spiritual, and cultural—including ethnicity, race, religion, and gender—values as they impact health care. b. Within a role-play situation, demonstrate respectful and empathetic treatment of all patients and clients.

Enrichment 1. Use with Competency 2: a. Summarize the American Hospital Association’s Patient Care Partnership (for acute care, formerly known as Patient’s Bill of Rights) and the Resident’s Bill of Rights (for long-term care). b. Discuss scenarios and laws concerning various types of harassment/violence in the workplace. 2. Use with Competency 4: 29

a. After completing each objective, facilitate a student led debate on one or multiple of the topics listed in the competency.

Unit 7: Communication and Teamwork Competencies and Suggested Objectives 1. Describe the concepts of effective communication. DOK2 a. Interpret verbal and nonverbal communication. b. Recognize barriers to communication, including physical disabilities (aphasia, hearing loss, impaired vision), psychological barriers (attitudes, bias, prejudice, stereotypes), language barriers. c. Differentiate subjective and objective information. d. Recognize the elements of communication using a sender-receiver model. e. Demonstrate speaking and active listening skills. f. Demonstrate elements of proper written and electronic communication (e.g., spelling, grammar, and formatting). 2. Compare the roles and responsibilities of individual members as part of the health care team. DOK2 a. Describe roles and responsibilities of team members. • Examples of health care teams in a hospital and clinic setting. • Responsibilities of team members • Benefits of teamwork b. Recognize and demonstrate characteristics of effective teams. • Active participation • Cultural humility • Reliability • Civility • Flexibility • Trust • Commitment • Open to feedback • Collaboration • Positive attitude 3. Explain the principles of interacting effectively and sensitively with all members of the health care team. DOK3 a. Recognize methods for building positive team relationships, including mentorships and teambuilding. b. Analyze attributes and attitudes of an effective leader. • Characteristics: interpersonal skills, focused on results, positive • Types: autocratic, democratic, laissez-faire • Roles: sets vision, leads change, manages accountability c. Apply effective techniques for managing team conflict. • Negotiation • Clear expectations • Assertive communication • Mediation • Gather the facts 31

Unit 8: Medical Terminology and Abbreviations Competencies and Suggested Objectives 1. Introduce appropriate medical terminology and abbreviations as found in Appendix C. DOK1 a. Use roots, prefixes, and suffixes to communicate information. b. Use medical abbreviations to communicate information. Note: This unit will be ongoing throughout the year. Time allotted for this unit will be distributed over the entire year.

Unit 9: Body Organization Competencies and Suggested Objectives 1. Describe the basic organization of the body. DOK1 a. Identify the basic levels of organization of the human body. • Chemical • Cellular • Tissue • Organs • Systems • Organism 2. Discuss the tissue organization of the body. DOK1 a. Identify the four major categories of tissues and their respective locations, structures, and basic functions. • Nerve • Epithelium • Muscle (cardiac, smooth, skeletal) • Connective (ligaments, tendons, facia) 3. Identify the body planes, directional terms, cavities, quadrants, and regions. DOK1 a. Body planes: sagittal, midsagittal, coronal/frontal, transverse/horizontal b. Directional terms: superior, inferior, anterior/ventral, posterior/dorsal, medial, lateral, proximal, distal, superficial, deep, cephalic, caudal c. Cavities: dorsal, cranial, nasal, oral, orbital, spinal, thoracic, abdominal, pelvic d. Quadrants: upper right, lower right, upper left, lower left e. Regions: Right/left hypochondriac, right/left lumbar, right/left iliac, epigastric, umbilical, hypogastric

Unit 10: Integumentary System Competencies and Suggested Objectives 1. Discuss the structures and functions of the integumentary system. DOK1 a. Identify the parts comprising the integumentary system and their respective functions. • Layers: epidermis, dermis, subcutaneous • Structures: sudoriferous glands, sebaceous glands, hair follicles, hair shaft • Functions: protection, sensory perception, temperature regulation (vasodilation, vasoconstriction), storage, absorption, excretion, production b. Define and discuss pigmentation and related topics. • Melanin • Carotene • Albino c. Define and discuss skin discoloration and related topics: • Erythema • Jaundice • Cyanosis 2. Explain diseases and disorders of the integumentary system and related signs, symptoms, treatment, and prevention methods. DOK2 a. Identify the general signs, symptoms, treatment, and prevention methods associated with diseases and disorders of the integumentary system. • Acne vulgaris • Athlete’s foot • Basal cell carcinoma • Dermatitis • Eczema • Impetigo • Melanoma • Psoriasis • Ringworm • Squamous cell carcinoma • Verrucae b. Describe various skin eruptions. • Crusts • Cysts • Macules • Papules • Pustules • Ulcers • Vesicles • Wheals 3. Research the impact of emerging technology on the integumentary system. DOK3

Unit 11: Skeletal System Competencies and Suggested Objectives 1. Compare the structures and functions of the skeletal system with its relationship to movement. DOK1 a. Identify the axial and appendicular bones. b. Identify the parts of a bone. • Diaphysis • Endosteum • Epiphysis • Medullary canal • Periosteum • Red marrow • Yellow marrow c. Explain the functions of the skeletal system. • Framework • Protection • Levers • Production of blood cells • Storage d. Identify the types of joints and their related movements. • Diarthrosis or synovial • Amphiarthrosis • Synarthrosis 2. Discuss diseases and disorders of the skeletal system and related signs, symptoms, treatment, and prevention methods. DOK2 a. Identify the general signs, symptoms, treatment, and prevention methods associated with skeletal diseases, disorders, and injuries. • Bursitis • Osteomyelitis • Osteoporosis • Osteoarthritis • Rheumatoid arthritis • Sprain • Ruptured disk • Dislocation • Spinal curvatures: scoliosis, lordosis, and kyphosis • Fractures: stress, comminuted, compound or open, simple or closed, depressed, green stick, impacted, spiral 3. Research the impact of emerging technology on the skeletal system. DOK3

Unit 12: Muscular System Competencies and Suggested Objectives 1. Compare the structures and functions of the muscular system with its relationship to movement. DOK1 a. Identify the three types of muscle. • Cardiac • Visceral/smooth • Skeletal b. Define the characteristics of skeletal muscle. • Excitability • Contractibility • Extensibility • Elasticity c. Identify major skeletal muscles. • Biceps brachii • Deltoid • Gastrocnemius • Gluteus maximus • Intercostals • Latissimus dorsi • Pectoralis major • Quadriceps femoris • Rectus abdominis • Sartorius • Sternocleidomastoid • Tibialis anterior • Trapezius • Triceps brachii d. Explain the function of the muscles. • Movement • Produce heat and energy • Maintain Posture • Protect internal organs e. Demonstrate active/passive range of motion, including adduction, abduction, flexion, extension, rotation, and circumduction. 2. Discuss diseases, disorders, and injury of the muscular system and related signs, symptoms, and treatment methods. DOK2 a. Identify the general signs, symptoms, treatment, and prevention methods associated with muscular diseases and disorders. • Fibromyalgia • Muscle spasms • Muscular dystrophy

• Myasthenia gravis • Strain 3. Research the impact of emerging technology on the muscular system. DOK3

Unit 13: Cardiovascular System Competencies and Suggested Objectives 1. Identify and discuss the structures and functions of the cardiovascular system and their role in maintaining homeostasis. DOK1 a. Identify the components of blood and their respective functions. • Plasma • Erythrocytes • Hemoglobin • Leukocytes • Thrombocytes b. Identify the type of blood vessels and the action of each. • Aorta • Arteries • Arterioles • Capillaries • Inferior vena cava • Pulmonary artery • Pulmonary veins • Superior vena cava • Veins • Venules c. Identify the anatomy of the heart. • Layers: endocardium, myocardium, pericardium/epicardium • Structures: septum, right/left atriums, right/left ventricles, tricuspid valve, pulmonary valve, bicuspid/mitral valve, aortic valve d. Describe the electrical conduction pathway. • SA node • AV node • Bundle of HIS • Right and left bundle branches • Purkinje Fibers e. Describe the pathway of pulmonary and systemic circulation. f. Define systole and diastole. 2. Discuss diseases and disorders of the cardiovascular system and related signs, symptoms, treatment, and prevention methods. DOK2 a. Identify the general signs, symptoms, treatment, and prevention methods associated with cardiovascular diseases and disorders. • Arteriosclerosis • Atherosclerosis • Congestive heart failure • Hypertension • Iron deficiency anemia

• Leukemia • Myocardial infarction • Sickle cell anemia 3. Research the impact of emerging technology on the cardiovascular system. DOK3

Unit 14: Respiratory System Competencies and Suggested Objectives 1. Describe the structures and functions of the respiratory system. DOK2 a. Define inspiration and expiration. b. Identify the structures of the respiratory system and their respective functions. • Alveoli • Bronchi • Bronchioles • Epiglottis • Larynx • Lungs • Nasal cavity • Nasal septum • Nose • Pharynx • Pleura • Sinuses • Trachea c. Differentiate among internal, external, and cellular respiration. 2. Discuss diseases and disorders of the respiratory system and related signs, symptoms, and treatment methods. DOK2 a. Identify the general signs, symptoms, treatment, and prevention methods associated with respiratory diseases and disorders. • Asthma • Bronchitis • COPD • Covid 19 • Emphysema • Influenza • Lung cancer • Pneumonia • Sleep apnea • Tuberculosis 3. Research the impact of emerging technology on the respiratory system. DOK3

Unit 15: Digestive System Competencies and Suggested Objectives 1. Describe the structures and functions of the digestive system. DOK1 a. Describe the structures comprising the alimentary canal and their respective functions regarding the digestive process (pathway of food, digestion, nutrient absorption). • Mouth: teeth, tongue, hard palate, soft palate • Pharynx • Esophagus • Cardiac/esophageal sphincter • Stomach (include rugae) • Pyloric sphincter • Small intestine (include villi) o Duodenum o Ileum o Jejunum • Large intestine o Cecum o Ascending colon o Transverse colon o Descending colon o Sigmoid colon • Rectum • Anus b. Describe the accessory structures of the digestive system and their respective functions regarding the digestive process (pathway of food, digestion, nutrient absorption). • Salivary glands • Pancreas • Liver • Appendix • Gallbladder 2. Discuss diseases and disorders of the digestive system and related signs, symptoms, treatment, and prevention methods. DOK2 a. Identify the general signs, symptoms, treatment, and prevention methods associated with diseases and disorders of the digestive system. • Appendicitis • Cholecystitis • Cirrhosis • Diverticulitis • Gastric ulcer • GERD • Hepatitis type B (HBV) • Pancreatitis • Ulcerative colitis 41

3. Research the impact of emerging technology on the digestive system. DOK3

Unit 16: Urinary System Competencies and Suggested Objectives 1. Explain the structures and functions of the urinary system as they relate to the formation, composition, and elimination of urine. DOK1 a. Identify urinary system structures and their respective functions. • Bladder (include rugae) • Bowman’s capsule • Cortex • Glomerulus • Hilum • Kidneys • Medulla • Nephrons • Renal pelvis • Ureters • Urethra • Urinary meatus 2. Discuss diseases and disorders of the urinary system and related causes, signs, symptoms, treatment, and prevention methods. DOK2 a. Identify the general causes, signs, symptoms, treatment, and prevention methods associated with diseases of the urinary system. • Cystitis • Glomerulonephritis • Pyelonephritis • Renal calculus • Renal failure • Uremia • Urethritis b. Define disorders of the urinary system. • Albuminuria • Anuria • Dysuria • Hematuria • Incontinence • Nocturia • Oliguria • Polyuria • Proteinuria • Pyuria • Retention 3. Research the impact of emerging technology on the urinary system. DOK3

Unit 17: Lymphatic System Competencies and Suggested Objectives 1. Explain the structures and functions of the lymphatic system. DOK1 a. Identify structures of the lymphatic system and their respective functions. • Tonsils • Spleen • Lymph nodes • Thymus 2. Discuss diseases and disorders of the lymphatic system and related causes, signs, symptoms, treatment, and prevention methods. DOK2 a. Identify the general causes, signs, symptoms, treatment, and prevention methods associated with diseases and disorders of the lymphatic system. • Adenitis • Hodgkin’s disease • Splenomegaly • Tonsillitis 3. Research the impact of emerging technology on the lymphatic system. DOK3

Unit 18: Nervous System Competencies and Suggested Objectives 1. Describe the structures and functions of the nervous system. DOK1 a. Identify the major structures of the nervous system and their respective functions. • Cerebellum • Cerebrum • Midbrain: pons, medulla oblongata • Diencephalon: thalamus, hypothalamus • Spinal cord • Meninges: dura mater, arachnoid membrane, pia mater • Ventricles • Cerebral spinal fluid b. Describe the divisions of the nervous system. • Central nervous system • Peripheral nervous system • Sympathetic • Parasympathetic c. Identify the structures of a neuron and the conduction process of a nerve impulse. • Dendrites • Axon • Myelin sheath • Synapse • Neurotransmitters 2. Discuss diseases and disorders of the nervous system and related causes, signs, symptoms, treatment, and prevention methods. DOK2 a. Identify the general causes, signs, symptoms, treatment, and prevention methods associated with diseases and disorders of the nervous system. • Alzheimer’s disease • Amyotrophic lateral sclerosis • Cerebral palsy • Cerebrovascular accident • Dementia • Epilepsy • Meningitis • Multiple sclerosis • Parkinson’s disease • Shingles • Traumatic Brain Injury/Concussion 3. Research the impact of emerging technology on the nervous system. DOK3

Unit 19: Endocrine System Competencies and Suggested Objectives 1. Identify the structures and functions of the endocrine system. DOK1 a. Differentiate between endocrine and exocrine. b. Identify the structures comprising the endocrine system and their respective functions. (see table below) 2. Discuss diseases and disorders of the endocrine system and related causes, signs, symptoms, treatment, and prevention methods. DOK2 a. Identify the general causes, signs, symptoms, treatment, and prevention methods associated with diseases and disorders of the endocrine system. • Acromegaly • Cushing’s syndrome • Diabetes mellitus (Type 1 and 2) • Dwarfism • Giantism • Graves’ disease • Hyperthyroidism • Hypothyroidism 3. Research the impact of emerging technology on the endocrine system. DOK3 Endocrine Table Gland Pituitary (Anterior Lobe)

Pituitary (Posterior Lobe)

Hormone ACTH-adrenocorticotropic TSH-thyrotropin GH-somatotropin ADH-vasopressin

Thyroid

Thyroxine & tri-iodothyronine

Adrenal (Cortex)

Adrenal (Medulla)

Glucocorticoids: • Cortisol-hydrocortisone • Cortisone Gonadocorticoids: • Estrogens • Androgens Epinephrine (adrenaline)

Pancreas

Norepinephrine Insulin

Action Stimulates growth and secretion of the cortex of the adrenal gland Stimulates growth and secretion of the thyroid gland Growth hormone; stimulates normal body growth Antidiuretic hormone; promotes reabsorption of water in kidneys, constricts blood vessels Increase metabolic rate; stimulate physical and mental growth; regulate metabolism of carbohydrates, fats, and proteins Aide in metabolism of proteins, fats, and carbohydrates; increase amount of glucose in blood; provide resistance to stress; depress immune response (antiinflammatory) Act as sex hormones • Stimulate female sexual characteristics • Stimulate male sexual characteristics Activates sympathetic nervous system; acts in times of stress to increase cardiac output and increase blood pressure Activates body in stress situations Used in metabolism of glucose (sugar) by promoting entry of glucose into cells to decrease blood glucose levels; promotes transport of fatty acids and amino acids (proteins) into the cells

Unit 20: Sensory Organs Competencies and Suggested Objectives 1. Identify the basic structures and functions associated with the sensory organs. DOK1 a. Identify sensory organs’ structures and describe their respective functions. • Eye: o Aqueous humor o Choroid coat o Conjunctiva o Cornea o Iris o Lacrimal glands o Lens o Pupil o Retina o Sclera o Vitreous Humor • Ear: o Auditory canal o Cochlea o Eustachian Tube o Organ of Corti o Ossicles o Pinna/Auricle o Semicircular canal o Tympanic membrane • Tongue: o Papillae • Nose: o Olfactory receptors 2. Discuss diseases and disorders of the sensory organs. DOK2 a. Identify the general causes, signs, symptoms, treatment, and prevention methods associated with diseases and disorders of the sensory organs. • Amblyopia • Astigmatism • Cataract • Conjunctivitis • Glaucoma • Hearing loss (conductive, sensory) • Meniere’s disease • Otitis externa • Otitis media • Otosclerosis • Strabismus

3. Research the impact of emerging technology on the sensory organs. DOK3

Unit 21: Reproductive System Competencies and Suggested Objectives 1. Discuss the structures and functions of the male and female reproductive systems. DOK1 a. Identify the major structures of the male and female reproductive system and their respective functions. • Male: o Cowper’s gland o Ejaculatory ducts o Epididymis o Penis o Prostate gland o Scrotum o Seminal vesicles o Testes o Urethra o Vas deferens • Female: o Bartholin’s glands o Breasts o Fallopian tubes o Ovaries o Perineum o Uterus: endometrium o Vagina o Vulva: mons pubis, labia majora, labia minora 2. Discuss diseases and disorders of the reproductive system and related signs, symptoms, treatment, and prevention methods. DOK2 a. Identify the general signs, symptoms, treatment, and prevention methods associated with diseases and disorders of the reproductive systems. • Breast cancer • Cervical cancer • Endometriosis • Epididymitis • Orchitis • Ovarian cancer • Pelvic inflammatory disease • Premenstrual syndrome • Prostate cancer • Prostatic hypertrophy • Testicular cancer • Uterine cancer b. Identify the general signs, symptoms, treatment, and prevention methods associated with sexually transmitted infections (STIs).

• Human Immunodeficiency Virus • Chlamydia • Gonorrhea • Herpes • Human Papillomavirus • Pubic lice • Syphilis • Trichomoniasis 3. Research the impact of emerging technology on the reproductive system. DOK3

Student Competency Profile Student’s Name: ___________________________________________ This record is intended to serve as a method of noting student achievement of the competencies in each unit. It can be duplicated for each student, and it can serve as a cumulative record of competencies achieved in the course. In the blank before each competency, place the date on which the student mastered the competency. Unit 1: Orientation and Introduction to Student Organizations 1. Describe the purpose of the course and related student organizations. Unit 2: Safety in Health Care 1. Demonstrate personal and environmental safety practices. 2. Identify common safety hazards. 3. Utilize emergency procedures and protocols. Unit 3: Career Preparation 1. Explore various careers in the health care field. 2. Utilize the approved method of clinical hour documentation (e.g., AET or other state approved method of documentation). 3. Explore the various career options in the health care field. 4. Relate the importance of lifelong learning to career success. Unit 4: Health Care Delivery Systems 1. Research and discuss health care delivery systems and health organizations. 2. Relate the importance of lifelong learning to career success. Unit 5: Infection Awareness and Prevention 1. Explain the principles of infection control. 2. Explain standard precaution based on OSHA and CDC regulations. 3. Utilize the principles of sterile technique 4. Explain the importance of maintaining transmission-based isolation precautions. 5. Research the impact of emerging technology on infection control. Unit 6: Legal and Ethical Practices in Health Care 1. Analyze legal responsibilities and implications of criminal and civil law. 2. Describe and demonstrate legal practices associated with health care. 3. Utilize procedures for reporting activities and behaviors that affect the health, safety, and the welfare of others. 4. Recognize and discuss ethical boundaries within the health care environment.

5. Identify cultural, social, and ethnic diversity within the health care environment Unit 7: Communication and Teamwork 1. Describe the concepts of effective communication. 2. Compare the roles and responsibilities of individual members as part of the health care team. 3. Explain the principles of interacting effectively and sensitively with all members of the health care team. Unit 8: Medical Terminology and Abbreviations 1. Introduce appropriate medical terminology and abbreviations as found in Appendix C. Unit 9: Body Organization 1. Describe the basic organization of the body. 2. Discuss the tissue organization of the body. 3. Identify the body planes, directional terms, cavities, quadrants and regions. Unit 10: Integumentary System 1. Discuss the structures and functions of the integumentary system. 2. Explain diseases and disorders of the integumentary system and related signs, symptoms, treatment, and prevention methods. 3. Research the impact of emerging technology on the integumentary system. Unit 11: Skeletal System 1. Compare the structures and functions of the skeletal system with its relationship to movement. 2. Discuss diseases and disorders of the skeletal system and related signs, symptoms, treatment, and prevention methods. 3. Research the impact of emerging technology on the skeletal system. Unit 12: Muscular System 1. Compare the structures and functions of the muscular system with its relationship to movement. 2. Discuss diseases, disorders, and injury of the muscular system and related signs, symptoms, and treatment methods. 3. Research the impact of emerging technology on the muscular system. Unit 13: Cardiovascular System 1. Identify and discuss the structures and functions of the cardiovascular system and their role in maintaining homeostasis. 2. Discuss diseases and disorders of the cardiovascular system and related signs, symptoms, treatment, and prevention methods. 3. Research the impact of emerging technology on the cardiovascular system. Unit 14: Respiratory System 1. Describe the structures and functions of the respiratory system.

2. Discuss diseases and disorders of the respiratory system and related signs, symptoms, and treatment methods. 3. Research the impact of emerging technology on the respiratory system. Unit 15: Digestive System 1. Describe the structures and functions of the digestive system. 2. Discuss diseases and disorders of the digestive system and related signs, symptoms, treatment, and prevention methods. 3. Research the impact of emerging technology on the digestive system. Unit 16: Urinary System 1. Explain the structures and functions of the urinary system as they relate to the formation, composition, and elimination of urine. 2. Discuss diseases and disorders of the urinary system and related causes, signs, symptoms, treatment, and prevention methods. 3. Research the impact of emerging technology on the urinary system. Unit 17: Lymphatic System 1. Explain the structures and functions of the lymphatic system. 2. Discuss diseases and disorders of the lymphatic system and related causes, signs, symptoms, treatment, and prevention methods. 3. Research the impact of emerging technology on the lymphatic system. Unit 18: Nervous System 1. Describe the structures and functions of the nervous system. 2. Discuss diseases and disorders of the nervous system and related causes, signs, symptoms, treatment, and prevention methods. 3. Research the impact of emerging technology on the nervous system. Unit 19: Endocrine System 1. Identify the structures and functions of the endocrine system. 2. Discuss diseases and disorders of the endocrine system and related causes, signs, symptoms, treatment, and prevention methods. 3. Research the impact of emerging technology on the endocrine system. Unit 20: Sensory Organs 1. Identify the basic structures and functions associated with the sensory organs. 2. Discuss diseases and disorders of the sensory organs. 3. Research the impact of emerging technology on the sensory organs Unit 21: Reproductive System 1. Discuss the structures and functions of the male and female reproductive systems. 2. Discuss diseases and disorders of the reproductive system and related signs, symptoms, treatment, and prevention methods. 3. Research the impact of emerging technology on the reproductive system.

Appendix A: National Health Science Standards Units

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National Consortium for Health Science Education-National Health Science Standards The National Health Science Standards provide a clear and consistent understanding of industry and postsecondary expectations for health science teachers and students. These content standards are broad and frame the essential knowledge common across all health professions. Utilizing input from business and industry experts, these standards are designed to prepare students to be college and career ready. These standards provide the foundation for health science curriculum design, instruction, and assessment, but they are not limited to the content listed in each of the eleven National Health Science Standards. Foundation Standard 1 Academic Foundation Understand human anatomy, physiology, common diseases and disorders, and medical math principles. 1.1 1.2

1.3

Human Anatomy and Physiology 1. Describe the organization of the human body and directional terms. Diseases and Disorders 1. Describe etiology, pathology, diagnosis, treatment, and prevention of common diseases and disorders, including, but not limited to the following: 2. Describe biomedical therapies as they relate to the prevention, pathology, and treatment of disease. Medical Mathematics 1. Demonstrate competency using basic math skills and mathematical conversions as they relate to healthcare.

2. Demonstrate the ability to analyze diagrams, charts, graphs, and tables to interpret healthcare results.

3. Demonstrate use of the 24-hour clock/military time. Foundation Standard 2 Communications Demonstrate methods of delivering and obtaining information, while communicating effectively. 2.1 Concepts of Effective Communication 1. Model verbal and nonverbal therapeutic communication. 2. Identify common barriers to communication. 3. Distinguish between subjective and objective information. 4. Interpret elements of the communication process using sender-message-receiver feedback model. 5. Modify communication to meet the needs of the patient/client and to be appropriate to the situation. 6. Describe appropriate interactions with patients throughout various stages of psychosocial development. 2.2 Medical Terminology 1. Use common roots, prefixes, and suffixes to communicate information. 2. Interpret common medical abbreviations to communicate information. 3. Written Communication Skills 4. Use proper elements of written and electronic communication (spelling, grammar, and formatting). 5. Prepare examples of technical and informative writing. 6. Demonstrate appropriate use of digital communication in a work environment, such as email, text, and social media.

Foundation Standard 3 Systems Identify how key systems affect services performed and quality of care. 3.1 Healthcare Delivery Systems 1. Differentiate healthcare delivery systems and healthcare related agencies. 2. the healthcare consumer’s rights and responsibilities within the healthcare system. 3. Analyze the impact of emerging issues on healthcare delivery systems. 4. Analyze healthcare economics and related terms.

Foundation Standard 4 Employability Skills Use employability skills to enhance employment opportunities and job satisfaction. 4.1 Personal Traits of the Health Professional 1. Identify personal traits and attitudes desirable in a career ready member of a health team. 2. Summarize professional standards as they apply to hygiene, dress, language, confidentiality, and behavior. 4.2 Employability Skills 1. Apply employability/soft skills in healthcare. 4.3 Career Decision-making 1. Research levels of education, credentialing requirements, and employment trends in health professions. 2. Distinguish differences among careers within a health science pathway. 4.4 Employability Preparation 1. Develop components of a personal portfolio. 2. Identify strategies for pursuing employment.

Foundation Standard 5 Legal Responsibilities Describe legal responsibilities, limitations, and implications on healthcare worker actions.

5.1 5.2

Legal Responsibilities and Implications 1. Analyze legal responsibilities and implications of criminal and civil law. Legal Practices 1. Apply standards for the safety, privacy, and confidentiality of health information. 2. Describe advance directives. 3. Summarize the essential characteristics of a patient’s basic rights within a healthcare setting. 4. Differentiate informed and implied consent. 5. Describe the concept of scope of practice. 6. Interpret procedures for reporting activities and behaviors that affect the health, safety, and welfare of others (incident report).

Foundation Standard 6 Ethics Understand accepted ethical practices with respect to cultural, social, and ethnic differences within the healthcare environment. 6.1 Ethical Practice 1. Differentiate between ethical and legal issues impacting healthcare. 2. Identify ethical issues and their implications related to healthcare. 6.2 Cultural, Social, and Ethnic Diversity 1. Discuss religious, social, and cultural values as they impact healthcare. 2. Demonstrate respectful and empathetic treatment of all patients/clients/families.

Foundation Standard 7 Safety Practices Identify existing and potential hazards to clients, co-workers, and self. Employ safe work practices and follow health and safety policies and procedures to prevent injury and illness. 7.1 Infection Control 1. Explain principles of infection transmission. 2. Differentiate methods of controlling the spread and growth of pathogens. 7.2 Personal Safety 1. Apply personal safety procedures based on Occupational Safety and Health Administration (OSHA) and Centers for Disease Control (CDC) regulations. 2. Demonstrate principles of body mechanics during patient care. 7.3 Environmental Safety 1. Apply safety techniques in the work environment. 7.4 Common Safety Hazards 1. Observe all safety standards related to the occupational exposure to hazardous chemicals standard (Safety Data Sheets [SDS]). 2. Comply with safety signs, symbols, and labels. 7.5 Emergency Procedures and Protocols 1. Practice fire safety in a healthcare setting. 2. Apply principles of basic emergency response in natural disasters and other emergencies (safe location, contact emergency personnel, follow facility protocols).

Foundation Standard 8 Teamwork Identify roles and responsibilities of individual members as part of the healthcare team. 8.1 Healthcare Teams 1. Evaluate roles and responsibilities of healthcare team members. 2. Identify characteristics of effective teams. 8.2 Team Member Participation 1. Recognize methods for building positive team relationships. 2. Analyze attributes and attitudes of an effective leader.

3. Apply effective techniques for managing team conflict. 4. Evaluate why teamwork is an important part of healthcare and how it improves patient care.

Foundation Standard 9 Health Maintenance Practices Differentiate between wellness and disease. Promote disease prevention and model healthy behaviors. 9.1 Healthy Behaviors 1. Promote self-care behaviors of health and wellness. 2. Examine various aspects of behavioral health. 3. Describe public health strategies for prevention of disease. 4. Investigate complementary and alternative health practices as they relate to wellness and disease prevention. 9.2 Healthcare Across the Lifespan 1. Discuss physical, mental, social, and behavioral development and its impact on healthcare. 2. Identify socioeconomic determinants of health and wellness.

Foundation Standard 10

Technical Skills

Apply and demonstrate technical skills and knowledge common to health career specialties. 10.1 Technical Skills 1. Demonstrate procedures for measuring and recording vital signs in both normal and abnormal ranges - including but not limited to: 2. Obtain training or certification in:

Foundation Standard 11

Information Technology in Healthcare

Apply information technology practices common across health professions. 11.1 Key principles, components, and practices of health information systems (HIS) 1. Identify components of an electronic health record (EHR) and/or electronic medical record (EMR). 2. Explore different types of health data collection tools. 3. Create electronic documentation that reflects timeliness, completeness, and accuracy. 4. Examine information systems policies, procedures, and regulations as required by national, state, and local entities.

Appendix B: 21st Century Skills Units

X X X X

X X

Standards

CS1 CS2 CS3 CS4 CS5 CS6 CS7 CS8 CS9 CS10 CS11 CS12 CS13 CS14 CS15 CS16

X X

X X X X

X X

X X X X

X X X X X X

X X

X X X

X X X X X X

X X

X X X X

X X X

X X

X X X X X X

X X

X X X X

X X X

X X X X

X X

X X X X

X X

X X X X X X X

X X X X

X X

X X X X

CSS1-21st Century Themes CS1 Global Awareness 1. Using 21st century skills to understand and address global issues 2. Learning from and working collaboratively with individuals representing diverse cultures, religions, and lifestyles in a spirit of mutual respect and open dialogue in personal, work, and community contexts 3. Understanding other nations and cultures, including the use of non-English languages CS2 Financial, Economic, Business, and Entrepreneurial Literacy 1. Knowing how to make appropriate personal economic choices 2. Understanding the role of the economy in society 3. Using entrepreneurial skills to enhance workplace productivity and career options CS3 Civic Literacy 1. Participating effectively in civic life through knowing how to stay informed and understanding governmental processes 2. Exercising the rights and obligations of citizenship at local, state, national, and global levels 3. Understanding the local and global implications of civic decisions CS4 Health Literacy 1. Obtaining, interpreting, and understanding basic health information and services and using such information and services in ways that enhance health 2. Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance, and stress reduction 3. Using available information to make appropriate health-related decisions 4. Establishing and monitoring personal and family health goals 5. Understanding national and international public health and safety issues CS5 Environmental Literacy

1. Demonstrating knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water, and ecosystems 2. Demonstrating knowledge and understanding of society’s impact on the natural world (e.g., population growth, population development, resource consumption rate, etc.) 3. Investigating and analyzing environmental issues and make accurate conclusions about effective solutions 4. Taking individual and collective action toward addressing environmental challenges (e.g., participating in global actions, designing solutions that inspire action on environmental issues) CSS2-Learning and Innovation Skills CS6 Creativity and Innovation 1. Think creatively 2. Work creatively with others 3. Implement innovations CS7 Critical Thinking and Problem Solving 1. Reason effectively 2. Use systems thinking 3. Make judgments and decisions 4. Solve problems CS8 Communication and Collaboration 1. Communicate clearly 2. Collaborate with others CSS3-Information, Media and Technology Skills CS9 Information Literacy 1. Access and evaluate information 2. Use and manage information CS10 Media Literacy 1. Analyze media 2. Create media products CS11 ICT Literacy 1. Apply technology effectively CSS4-Life and Career Skills CS12 Flexibility and Adaptability 1. Adapt to change 2. Be flexible CS13 Initiative and Self-Direction 1. Manage goals and time 2. Work independently 3. Be self-directed learners CS14 Social and Cross-Cultural Skills 1. Interact effectively with others

2. Work effectively in diverse teams CS15 Productivity and Accountability 1. Manage projects 2. Produce results CS16 Leadership and Responsibility 1. Guide and lead others 2. Be responsible to others

Appendix C: Medical Terminology Chart Medical Roots, Prefixes, and Suffixes Medical Term gensupratranscytcaudasubviscerophysiodorslaterpropreneopost intrainterinfraventrinferposterproximmorphsplanchnmedceliobucc(o)retr(o)cardiangihyperhypohem(at)rhexis-penia -ectasis leukstenoerythrovasocorphlebseptparietstrictthrombartervenaeury-gram brady-itis plastpath-ectomy -osis -ologist -ology end-oid contra-

Meaning original, production above, over through, across, beyond cell tail under, beneath, below organ nature back side in front of, before in front of, before new after, behind in time within between beneath front under back part nearest form internal organs middle abdomen cheek backwards heart vessel (usually blood) above, more than normal under, beneath, deficient blood break, burst decrease expansion white narrow, contracted red vessel heart vein wall, fence wall to draw tight, narrowing lump, clot artery vein broad record, write slow inflammation surgical repair, plastic repair disease surgical removal of all or part of condition, any condition a specialist in the study of study of inside, within like, resembling against, counter

Topics Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Body Organization Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication

Digestive Digestive Urinary

Reproductive Respiratory

Communication

-iasis antiastriso-tope somatoscirr(h)antrcorneplakkeratfurcaradicradifistulependymcinegemingranenmechanodynamtraumattrichan-, aturbinamebsemithermsyn-, symanteexlientumor sarcprolimacromalbasieuambiamphibrachycaufissgerheterhomcataplatypseudapodimidisfacstavolvpermetagastrenterhepatgingivcholescop-

condition, formation of, presence of against star-shaped equal place body hard cavity or chamber horny, hornlike plate horny, horny tissue fork-shaped root ray pipe, a narrow passage wrapping, a covering move, movement twin, double grain, particle in machine power wound, injury hair without, not shaped like a top change half heat together before out, away from spleen swelling flesh offspring large bad base good both around, on both sides short burn split old other, different from same down flat false away from twice less apart make, do stand to roll throughout beyond, change, transformation stomach intestines (usually small) liver gum bile look, observe

Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Digestive Digestive Digestive Digestive Digestive Digestive

-ostmy lip-rrhaphy dent-emesis odontcheilbilicecpyle-, pylorostomalaparphage ptyalomentpeps-, peptappendicsplenduodenocolesophagiileglycodiaglossolinguaorlithrugpara-crine metabol(e)hormonepharmacthyromegalstreptspiromycodermat-oma epimelansquammaculonychpilohelioedemacuttegument pachynecrmalignadencarcinbenign oncolymphspasm -algia my-trophy plasiahistofacia

to create an opening fat suture, suturing teeth vomiting tooth lip bile blind passage gate mouth or opening abdominal wall to eat saliva covering, (of internal abdominal organs) digest appendix spleen duodenum colon esophagus ileum sweet, sugar through tongue tongue mouth stone wrinkle, fold, crease beside, beyond to secrete change excite or set in motion drug thyroid enlarged twist coil fungus skin tumor upon, in addition to black scale spot (or stain) nail, claw hair sun, light swelling (by fluid) skin covering or skin thick dead bad, harmful gland cancer mild, not cancerous tumor, swelling or mass watery fluid involuntary contraction pain, painful condition muscle development, growth development or growth tissue sheet, band

Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Endocrine Endocrine Endocrine Endocrine Endocrine Endocrine Endocrine Infection Control Infection Control Infection Control Integumentary Integumentary Integumentary Integumentary Integumentary Integumentary Integumentary Integumentary Integumentary Integumentary Integumentary Integumentary Integumentary Integumentary Integumentary Lymphatic Lymphatic Lymphatic Lymphatic Lymphatic Muscular Muscular Muscular Muscular Muscular Muscular Muscular

Endocrine Respiratory Sensory Sensory Sensory Urinary Urinary

Lymphatic

Integumentary

Lymphatic

collavuls(e)tensspasbitriligtherapductpecttonleiocerebrhemipsychomanihydro-esthesia meningencephalthalamplexus dendr-asthenia menthypnodura phrensedatganglimicrphobramus neuro-plegia somnischizsphenichystermast-cele semen ovarlactcolp(o)orchiumbilicsalpingoadnexa partoophorgravid labimammmetrpanthelvestibule puercryoovariourethruterogyn-rrhag -rrhe

glue, gelatin like twitch or pull stretch pull, draw two, double, both three ligament therapy tube, lead or draw chest stretch smooth brain half mind madness, mental disturbance water sensation, feeling membrane brain inner chamber braid, an interweaving, or network tree, branching (as in nervous system) weakness mind sleep hard mind quiet, calm swelling, knot-like mass small fear branch nerve (nervous system) paralysis sleep split wedge, wedge-shaped uterus (womb) breast hernia, tumor or swelling seed egg (female reproduction cell) milk hollow, vagina testis navel tube ties, connections labor, bring forth ovary (female reproductive gland) pregnant lip breast uterus all nipple entrance child cold ovary urethra uterus female burst, burst forth flow

Muscular Muscular Muscular Muscular Muscular Muscular Muscular Muscular Muscular Muscular Muscular Muscular Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Nervous Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive Reproductive

Communication

blastproctrhincyanlobo-centesis cilia trachelpneumpulmonalveolaerpleurpharynglaryngbronchphragthorac-otomy blepharophthalm-ptosis canthomyringotolacrimpalpebrauracoust(i) phontympanoculdacryiris photosmophaklalolfactxerscler(a)arthr-malacia cranicervicchondrostcostacroburso-desis dyncephalautospondylmyelhallux tarsopodsinus dactyltarsocheir-, chirdigit gradmaxill-

bud anus nose blue section puncture eyelash neck, neck like lung, air lung cavity, socket air pleura (membrane), rib, side pharynx larynx bronchus fence chest cut into, incision into eyelid eye falling, drooping angle at the end of the eyelid eardrum ear tear eyelid ear hearing, sound voice, sound eardrum or its enclosure eye tear rainbow (eye membrane) light odor lens speech smell dry hard joint soft, soft condition skull neck cartilage bone rib extremities sac binding, fixation pain head self spinal column or vertebra marrow (spinal cord) great toe, big toe ankle region, or framework of the eyelid foot hollow space finger, toe ankle region hand finger, toe walk, take steps upper jawbone

Reproductive Reproductive Respiratory Respiratory Respiratory Respiratory Respiratory Respiratory Respiratory Respiratory Respiratory Respiratory Respiratory Respiratory Respiratory Respiratory Respiratory Respiratory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Sensory Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal

Digestive

Body Organization

Integumentary

ablumbopelviilivertcapitclasorthscolleptrachisacropericalcnephrcyst-lysis trip-pexy vesicrendyspolyglomadrenoureter

away from, not loins pelvis ilium turn head break straight curved slender spinal column sacrum about, around heel, stone kidney sac containing fluid, bladder loosening, destruction, set free rub, friction suspension, fixation bladder kidney bad, out of order many or much ball adrenal gland ureter

Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Urinary Urinary Urinary Urinary Urinary Urinary Urinary Urinary Urinary Urinary Urinary Urinary

Body Organization Circulatory Urinary

Body Organization

Medical Abbreviations Abbreviation ax A&P CT AED BP CBC CPR EKG, ECG RBC WBC Hgb Hct MI IV adm ATC ASAP bid c MD RN R/O Rx s ss STAT T tid TPR VS wt WNL D/C ht hx LTC L LPN, LVN N/A neg OR p prn pt q2h qhs qs qid R RN tab ac BM CHO cl liq NG GB NPO pc po FBS BMR OTC PPE

Meaning axillary anatomy and physiology computerized tomography automated external defibrillator blood pressure complete blood count cardiopulmonary resuscitation electrocardiogram red blood cell white blood cells hemoglobin hematocrit myocardial infarction intravenous admission Certified Athletic Trainer as soon as possible twice a day with Medical Doctor registered nurse rule out prescription, take, treatment without one half immediately temperature three times a day temperature, pulse, respiration vital signs weight within normal limits discontinue height history long-term care left licensed practical (vocational) nurse not applicable negative operating room after as necessary patient every 2 hours every night at bedtime quantity sufficient four times a day right Registered Nurse tablet before meals bowel movement carbohydrate clear liquids nasogastric gallbladder nothing by mouth after meals by mouth fasting blood sugar basal metabolic rate over the counter personal protective equipment

Topics Body Organization Body Organization Body Organization Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Circulatory Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Communication Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Digestive Endocrine Endocrine Infection Control

Endocrine

Dx NKA BMI c/o IM ROM CC EEG DNR LOC STD FBAO HOB hs O2 R amb MRI ad lib AROM PROM w/c OOB BRP UA FF noct

diagnosis no known allergies body mass index complains of intramuscular range of motion chief complaint electroencephalogram do not resuscitate level of consciousness sexually transmitted disease foreign body airway obstruction head of bed hour of sleep, bedtime oxygen respiration ambulate magnetic resonance imaging freely, at will active range of motion passive range of motion wheelchair out of bed bathroom privileges urinalysis force fluids night

Integumentary Lymphatic Muscular Muscular Muscular Muscular Nervous Nervous Nervous Nervous Reproductive Respiratory Respiratory Respiratory Respiratory Respiratory Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Skeletal Urinary Urinary Urinary Urinary

Muscular Muscular Muscular Muscular Muscular

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