And Others TITLE Health Occupations Orientation Level Core ..., Slides of Medical ethics

Download And Others TITLE Health Occupations Orientation Level Core ... and more Slides Medical ethics in PDF only on Docsity! DOCUMENT RESUME ED 300 572 CE 051 172 AUTHOR Boyum, Paula G.; And Others TITLE Health Occupations Orientation Level Core Curriculum. INSTITUTION Illinois Univ., Urbana. Dept. of Vocational and Technical Education. SPONS AGENCY Illinois State Board of Education, Springfield. Dept. of Adult, Vocational and Technical Education. PUB DATE 87 NOTE 755p. AVAILABLE FROM Curriculum Publications Clearinghouse, Horrabin Hall 46, Western Illinois University, Macomb, IL 61455 ($39.95). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF04/PC31 Plus Postage. DESCRIPTORS Aging (Individuals); *Allied Health Occupations; *Allied Health Occupations Education; Behavioral Objectives; Communication Skills; Computer Literacy; Core Curriculum; *Daily Living Skills; Diseases; *Health; *Health Services; *Hilmar Body; Interpersonal r'ompetence; Learning Activities; Lesson Plans; Mathematics Skills; Medical Vocabulary; Nutrition; Orientation; Physiology; Problem Solving; Safety; Secondary Education; Self Concept; Study Skills; Well Being IDENTIFIERS Illinois ABSTRACT This guide is intended for use in teaching a secondary-level orientation course in health occupations that is designed to prepare students for employment in all types of health care facilities and for entry into postsecondary programs. The guide is divided into two parts. The first part consists of a teacher's guide and 11 instructional units dealing with life skills. The teacher's guide discusses the objectives and content of orientation-level health occupations instruction, Health Occupations Students of America, special needs students, general guidelines for implementing the curriculum, the structure and implementation of the orientation units, and useful references for teachers. Topics covered in the life skills units include study skills, self-understanding and self-esteem, personal appearance and behavior, communication, Interpersonal relationships, problem solving and decision making, career planning, leadership, applied math, and computer literacy. Part 2 consists of instructional units on the following topics: historical health and medical events, medical terminology, microorganisms, bogy systems, common diseases, nutrition, wellness, safety, life stages, and the psychology of illness. (MN) Reproductions supplied by EDRS are the best that can be made from the original document. **** ***** 0 Health Occupations Orientation Level Core Curriculum Principal Investigator: Paula G. Boyum Project Staff: Special Consultant: Margaret Spanke Stephen Biddle Lynne Meyer Trinidad OrdoneL Michelle Singley Mary Lou Shea Department of Vocational and Technical Education College of Education University of Illinois at Urbana-Champaign Illinois State Board of Education Walter Naumer Chairman Ted Sanders State Superintendent of Education Adult, Vocational and Technical Education Progam Improvement Section U S DEPARTMENT OF EDUCATION Office of Educationat Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER IERIC) ,....teThis aocument has been reproduced as rec e wed from the person or organtzation originating it P Minor changes have been made to improve reproduction quality Points of v ew or opinions staled in this docu rnent dc not necessary represent official OE RI position or policy "PERMISSION TO FIEPRODUCE THIS MATERIAL HAS BtEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) " BEST COPY AVAILABLE PREFACE A vital component of secondary vocational education in Illinois is the area of health occupations. Secondary health occupations programs prepare students for employment in all types of health care facilities and for entry into post- secondary programs. During recent years there has been a need to improve secondary health occupations programs in the State to meet the demands of today's health care industry. Following careful evaluation, it was determined that health occupations programs were in need of curriculum materials that provide a core of knowledge and skills common to all health occupations areas. In recognition of this need, the Illinois State Board of Education, Department of Adult, Vocational and Technical Education appropriated federal funds for the development of an orientation level core curriculum for health occupations. The orientation level core curriculum was developed between 1984 and 1987. The initial phase of the project involved the determination of the content of the core curriculum. An advisory committee of secondary and post-secondary educators was formed and content areas for the curriculum were established. It was determined that the curriculum should be in the form of d teacher's guide that included content, objectives, learning activities, evaluation procedures, and resources for the teacher. The next phase included the development of individual curriculum units. Extensive literature reviews were conducted and the units of instruction were developed. Each unit was field-tested with an advisory panel comprised of secondary and post-secondary health occupations educators. Additional assistaoce was provided by representatives from transition skills and vocational ethics projects. This publication is the final product developed by the Core Curriculum Project staff. The curriculum is intended to be used by all health occupations teachers as a complete orientation level curriculum as well as a supplement to the teacher's already existing curriculum. Use of the curriculum will help teachers to improve their programs and prepare students for the many challenges of working in the health care industry. 1 ACKNOWLEDGEMENTS The project staff extends appreciation to the following individuals who assisted with the field-testing and evaluation of the core curriculum. Diane Clark Pat Coffey Marilie Culhone Harry Daniels Darlene Franscavitch Ann Gilbert Carol Guthrie Joe Karmos Jan Ketchmark Cathy Kirby Jan Lathrop Cheryl Malcolm Shirley McHaney Rose Meyer Pain Miller Sandy Miller Susanne Murphy Kim Pack Lynn Pius Jean Plewa Lorraine Summers John Singley Gary Stevens Nellie Vinson Erma Wesson Marcia White Nancy Zumwalt 2 Macomb High School El Dorado High School Triton College Southern Illinois University Mt. Vernon Area Vocational Center Department of Adult, Vocational and Technical Education St. Francis Hospital, Litchfield Southern Illinois University Pekin Area Vocational Center Parkland College Illinois Competency-Based Vocational Education Project Peru, Illinois Rend Lake College Lake County Area Vocational Center Southern Illinois University Community Memorial Hospital, Staunton Sauk Area Career Center College of DuPage Joliet Township High School DAVEA, Addison Department of Adult, Vocational and Technical Education Illinois State University Kaskaskia College Near North Magnet School, Chicago Whitney Young High School, Chicago Sara Bush Lincoln Health Certer, Mattoon Irocimis Area Career Center INTRODUCTION The purpose of secondary vocational education is to provide training to meet the demand for workers in a variety of occupations. As part of vocational education, secondary heal4h occupations programs prepare students for employment in health care facilities and for entry into post-secondary health occupations training programs. A model for secondary health occupations programs in Illinois has been developed into a four-year sequential program that includes two major levels: I. Orientation typically 9th and 10th grades II. Skill Development typically 11th and 12th grades In general, the purpose of orientation level health occupations is to provide students with a core cf knowledge and skills common to all health occupations. These skills include categories of life skills and science and related skills. Skill development in health occupations provides students with entry-level skills needed for employment as well as preparation for post- secondary education. This publication includes only the units of study for orientation level health occupations. It is intended to be used by teachers of orientation health occupations courses as well as skill development level courses. Teachers are referred to the Illinois State Board of Education, Department of Adult, Vocational and Technical Education for more information on skill level health occupations. 3 Overview of Orientation Level Health Occupations Instruction The primary purpose of orientation level health occupations instruction is to assist students in making wise career decisions and to provide students with the knowledge and skills reeded to enter a skill development health occupations course. Units of instruction for orientation courses should provide students with healtn career options, basic science and other generalizable skills, and skills that help an individual maintain productive employment (e.g. communication skills, problem solving abilities). This curriculum has been developed to provide these skills. The foundation of the Health Occupations Orientation Level Core Curriculum is a series of 21 units of instruction that provide a common core of knowledge and skills for all health occupations. The content and objectives of the units are based on an extended review of related literature and input from a panel of experts made up of educators and practitioners from numerous health career areas Intertwined with the basic units of instruction are categories of non- technical skills needed to maintain successful employment and help the student adapt to our rapidly changing world. These non-technical skills have been identified and incorporated into a pre-technical curriculum termed the "Model for Self-Empowerment" (see Figure 1). As shown in the diagram, the model for self-empowerment includes three categories of skills that relate to an individual's ability to understand and deal effectively with life events. These skills include: generalizable skills, transition skills, and vocational ethics. Generalizable skills are those skills and knowledge which are actively used in work performance, are transferable across jobs and occupations, and are instrumental for job success. These skills include reasoning, communication skills and mathematical, interpersonal, technological, and attitudinal skills. Transition skills are those skills used to manage transitions in life and work. They include managing changes in the environment and in oneself, managing stress, loss, and grief, problem solving, and decision making. Students are faced with many transitions such as choosing a career and seeking their identity, It is important for students to be able to manage these transitions so that they are prepared to face the challenges of adulthood. Vocational ethics are the skills needed for students to develop an enabling work ethic. An enabling work ethic is an integrated system of beliefs, values, and attitudes that enable a worker to resolve ethical conflict within self and among self and others or situations in a way to promote job satisfaction and continuous and productive employment over time. Vocational ethics include ethical reasoning skills, interpersonal skills (assertiveness, listening, negotiation, and risktaking), and value assessment. 6 1, 0 0 Figure 1: Model of Self Empowerment) IlleAsomna eoulaunicArion IAATIMINIATIC1. IN RRRRRR SONAL ATTITUOINAL TeemnoLoolem. GENERALIZABLE SKILLS 1 Adapted from: Daniels, H.M., Karmos, J.S., and Presley, C.A. (1985). Toward excellence in secondary vocational education: Developing pretechnical curricula. Columbus, OH: The National Center for Research in Vocational Education. Miller, P.F. and Coady, W.C. Vocational ethics: Teaching toward an enabling work ethic (in press). and Greenan, J. (1983). Identification of Generalizable Skills in Secondary Vocational Programs. Springfield: Illinois State Beard of Education. Many of these non-technical skills have been infused into the Kealth Occupations Orientation Level Core Curriculum. Content, objectives, and learning activities have been included to assist teachers to help students develop generalizable skills, transition skills, and vocational ethics. Figure 2 is a chart identifying the curriculum units that reference these skills. 7 Figure 2: Units Including Non-technical Skills Non-technical Skills Curriculum Units I. Generalizable Skills II. Transition Skills III. Vocational Ethics II. Study Skills III. Self-understanding and Self-esteen IV. Personal Appearance and Behavior V. Communication VI. Interpersonal Relationships X. Applied Math XI. Computer Literacy XII. Historical Health and Medical Events XIII. Medical Terminology III. Self-understanding and Self-esteem VI. Interpersonal Relationships VII. Problem Solving and Decision Making VIII. Career Information IX. Leadership XII. Historical Health and Medical Events XVIII. Wellness Concept XX. Lire Stages XXI. Psychology of Illness I. Introduction to Health Care III. Self-understanding and Self-esteem IV. Personal Appearance and Behavior V. Communication VI. Interpersonal Relationships IX. Leadership XI. Computer Literacy XVIII. Wellness Concept XXI. Psychology of Illness By completing the activities included in the units of the orientation level core curriculum, teachers will provide students with the knowledge and skills necessary to enter any health occupations skill level program and with the skills needed to adapt to our rapidly changing environment and be successful in the world of work. 8 The Illinois Association HOSA holds an annual conference similar to the one at the national level. Most of the competitive events offered at the national conferences are also offered at the state conferences. In addition, there are events offered only at the state cooference, including: Category V State Events Only 1. Chapter cf the Year 2. Essay 3. Research Paper 4. Safety 5. Theme (fog, the following year's conference) At the local chapter level of the Illinois Association HOSA, students become involved in holding chapter meetings, providing an installation ceremony for local officers and new members, getting involved in community activities and services, organizing social activities, performing fund raising activities, and planning other special programs. Students are encouraged to become involved at the local, state, and national levels of HOSA. Conclusion The national HOSA and Illinois Association HOSA organizations provide an excellent opportunity for students to increase their technical skills and leadership accomplishments. It is highly recommended that Illinois Health Occupations Secondary programs include involvement in both of these organizations. The conferences and events offered through these organizations can help students become professional leaders in the health care field. To start a local Illinois Association HOSA chapter, the teacher should contact the Health Occupations State Consultants (Department of Adult, Vocational and Technical Education, 100 N. First Street, Springfield, IL 62777; 217/782-4877) or a HOSA representative in Illinois. To learn more about the HOSA national organization, the teacher should contact: National HOSA Headquarters 4108 Amon Carter Blvd., Suite 202 Ft. Worth, TX 76155 (800) 321-HOSA 11 4 Special Needs Students Lvcial needs learners: are persons who need special assistance or services ire order to enter a voctional program and complete the requirements. This copulation includes handicapped, disadvantaged, and limited-English-proficient students as well as other groups such as minorities, persons in correctional institutions, migrant workers, or persons pursuing nontraditional careers. Handicarred individuals: means individuals who are mentally retarded, hard of hearing, (leaf, speech impaired, visually handicapped, seriously emotionally disturbeu, orthopedically impaired, deaf/blind, multihandicapped or other healiJi impaired persons, or persons with specific learning disabilities, who by reason there -e. 'e. . ion and related services and who, because of their handicapping condition, cannot succeed in the regular vocational education program without special assistance. Disawiantaged learners: are individuals (other than handicapped individuals) who have economic or academic disadvantages and who require special services and assistance in order to enable them to succeed in vocational education programs. Such term includes individuals who are members of economically disadvantaged families, migrants, individuals who are limited-English-proficient and individual, who are dropouts or who are identified as potential dropouts from secondary school. Limited-English-Proficient individuals: are any members of a national origin minority who were not born in the United States, whose native language is a language other than English, or who come from an environment wnere a language other than English is dominant and by reason thereof, have sufficient difficulty speaking, reading, writing or understanding the English language as to deny such individual the opportunity to learn successfully in classrooms where the language of instruction is English or to participate fully in our society. The Carl D. Perkins Act (1984) specifies that identified students must receive: (a) assessment of her/his interests, abilities and special needs with respect to successfully completiny the vocational education program; (b) special services designed to meet specific student needs, as determined by assessment, including adaptation of curriculum, instruction, equipment, and facilities; (c) guidance, counseling and career development activities; and (d) counseling services designed to facilitate the transition from school to post-school employment and career opportunities. 12 N 6 Many factors must bi! considered when teaching special needs students. One important factor is the consideration of individual learning styles. The C.I.T.E. Learning Styles Instrument devised by Babich, Burdine, Albright and Randol (in Sarkees and Scott, 1986, pp. 271-272) is useful for determining the instructional style appropriate for any student including students with special needs. A student's learning style may be auditory, visual, psychomotor, or any combination. Other factors that should be considered are: (a) individual differences among students' pace of learning, (b) ability levels of the student (e.g., reading level, math level, assessment results), and (c) difficulty of subject matter to be covered (e.g., readability level of books and materials, related terminology, level of related math involved) (Sarkees and Scott, 1986, p. 326). The core curriculum offers a variety of techniques to help the teacher with the different modes of learning. Overall, special needs students are a diverse group. It is important for the teacher to be aware of special populations and to be familiar witn personnel and resources that may help with individual student needs. Teachers are referred to the following references for assistance. BOOKS AND PUBLICATIONS American Institute for Research (1977). Mainstreaming the handicapped in vocational education: Serving the visually handicapped. Palo Alto, CA: Author. Baumherer, E. (1975). Inter-agency cooperation and utilization delivery of vocational rehabilitation services. Denver: University of Denver, Reginal Rehabilitation Research Institute. Cordova, R.M. and Phelps, L.A. (1982). Identification and assessment of limited English proficiency (LEP) students in vocational education programs: A handbook of procedures, techniques and resources. Urbana: University of Illinois. Cruickshank, W.M. (Ed.) (1971). Psychology of exceptional children and youth (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall, Inc. Dahl, P.R., Appleby, J.A. and Lipe, D. (1978). Mainstreaming guidebook for vocational educators: Teaching the handicapped. Utah: Olympus Publishing Co. D'Alonzo, B.J. (1983). Educating adolescents with learning and behavior prcblems. Rockville, Maryland: Aspen Systems Corp. Davis, W.E. (1986). Resource guide to special education. Boston: Allyn and Bacon. 13 I' 4 a I JOURNALS FOR SPECIAL NEEDS ACCD news net. Washington, D.C.: Amc'ican Coalition of Citizens with Disabilities. Career development for exceptional individuals. Reston, VA: Division on Career Development. Closer look. Washington, D.C.: National Information Center for the Handicapped. Exceptional children. Reston, VA: The Council for Exceptional Children. Interchange. U.tana: University of Illinois. Journal of the association for the se!e-ely hardicapped. Seattle, WA: Association for the Severely Handicapped. Journal of learning disabilities. Chicago: The Professional Press, Inc. Journal of rehabilitation. Alexandria, VA: National Rehabilitation Association. Journal for vocational special needs education. Arlington, VA: National Association of Vocational Education Special Needs Personnel c/o American Vocational Association. Rehabilitation literature, Easter Seal communicator. Chicago: National EAster Seal Society for Crippled Children and Adults. Rehabilitation review. Washington, D.C.: National Association of Rehabilitation 1110 Facilities. Report. Wahsington, D.C.: National Information Center for the Handicapped. Update. Washington, D.C.: National Organization on Disability. VocEd. Arlington, VA: American Vocational Association. 16 7 General Guidelines for Implementation of the Orientation Level Core Curriculum Secondary health occupations programs in the state are organized in a variety of ways depending on the needs and resources of the local community. Implementation of the Orientation Level Core Curriculum is highly dependent on the organization of the individual program. General guidelines are presented for all types of programs. Te;chers should carefully review the following guidelines to facilitate use (f the currir ul um. 1. Regardless of the structure of a program, it is important for teachers to incluae material from all of the orientation level units in their instruction. Established orientation level health occupation; courses should cover the majority of the content from all 21 units. Teachers from skill level courses should review each unit and select the content and objectives from each unit which are most important for the students' program of study. This will provide students with essential skills for entry into any health career as well as preparation for entry into a chosen skill development course. 2. The Orientation Level Core Curriculum should be used in conjunction with .the teacher's already existing curriculum materials and objectives. Many teachers have developed units of instruction and activities that ar: highly successful. These activities should tie-in easily with activities included in the core curriculum. 3. Use of the core curriculum is also dependent on instruction received by students in their other classes. Health occupations teachers should not attempt to duplicate instruction from health, math, or computer literacy courses. It is impurtant however, for teachers to help students apply general knowledge acquired in these courses to the field of health occupations. The core curriculum has been designed for this purpose. 4. As stated earlier, the core curriculum has been organized into two parts of units in a recommended sequence. It is recommended that teachers attempt to follow the sequence as much as possible. However, it may be necessary for the teacher to rearrange the units to fit into the student's program of study. Each unit can be used independently and teachers are encouraged to use the materials as needed. 17 Structure and Implementation of the Orientation Units Each unit of the Orientation Level Core Curriculum includes the following components: Overview of Content r-mtent Measurable Performance Objectives Learning Activities Suggested Evaluation Methods and Evaluation Examples Expanded Activities* References *Expanded Activities are only included in several units Overview of Content The overview, contained within the first few pages of the unit, is intended to provide the teacher with a framework for teaching the unit. The overview includes: a description of the content of the unit, overall importance of the unit, and relevance of the unit to health occupations. It is important for teachers to examine the overview prior to teaching the unit, so that the purpose of the unit is fully understood. The next four sections of the core curriculum are organ;zed into four columns across the width of two pages as follows: (Left side of page) (Right side of page) Measurable Learning Suggested Evaluation Content I Performance Objectives Activities I Methods and Examples 18 r 4 (14 4 Teaching Techniques (cont.) Discussion Method an interaction between students ani/or an instructor in order to explore, analyze, and/or debat' an issue, topic, or problem. Experiential Diary a personal account of the student's thoughts and feelings about the events of the designated period of time. Guest Speaker an expert in a particular field or content area invited to speak to the class. Journals accounts or records of transactions or events over a designated period of time. Learning Log a recod of sequential data on the peed, progress and/or performance of something which related to the objectives of a course of study. Peer Teaching the instruction of students, conducted by a student whc is proficient in the procedure to be instructed. Role-play an instructional technique involving a spontaneous portrayal of a situation, condition, or circumstance by selected members of a learning group. Simulation a representation of a real event in a reduced form that is dynamic, safe, and efficient. May include role-play, case incident study, laboratory experiences, and game playing. Teacher Exposition Method an orderly presentation of organized subject matter involving student-teacher interaction. Four an orientation to a new facility, department, area, or piece of equipment through first-hand observation. At least one learning activity is presented for each measurable performance objective. Each activity is coded with a number/letter combination, e.g. la, lb, lc. The number corresponds to the number of the related measurable performance objective (from column 2) and the letter refers to the individual activity. Selection of learning activities is dependent on time, resources, class size, and the characteristics of the learners. Teachers are certainly not expected to complete all of the activities listed. Rather, teachers are encouraged to select activities which supplement those they are already using or will add a "creative touch" and improve learning. Regardless of the techniques chosen, it is important to make sure that all students who are 21 involved in the activity are encouraged to share their thoughts. However, the students should not be forced into participation. Teachers must carefully acknowledge the needs of individual students. Suggested Evaluation Methods and Evaluation Examples Included in the core curriculum are suggested evaluation methods to assess student achievement of the measurable performance objectives. Emphasis is placed 03 both formative evaluation (during the course of instrIction) and summative evaluation (at the end of an instructional unit). Evaluation includes the use of written and oral tests and evaluation of products the students have developed including posters, reports, etc. Teachers are also encouraged to assess each student's participation and inquiry during class discussion. This will encourage all students to participate. The evaluation column also includes evaluation examples. Examples of test questions that were found in the references reviewed are included and identified by the author's name and page number of the appropriate reference. The entire citation of the reference may be found in the reference list at the end of the unit. Expanded Activities Several units of the core curriculum include one or more expanded activities. These activities are intended to be used to teach the concepts of transition skills and vocational ethics. The expanded activities include related objectives, purpose, directions, and suggestions for evaluation. Tn addition, appropriate forms and guidelines are included in each activity. Teachers are encouraged to use the provided expanded activities to help students develop transition skills and vocational ethics relevant to the particular content. Furthermore, teachers should use the expanded activities as examples to develop addijonal activities for other units. 22 P61 References Pt the end of each unit is a list of references that were used to develop that unit and may be used to teach the content. The references include the following sections: 1) References books, magazine articles, and other printed material 2) Audiovisual Aids slides, filmstrips, cassettes, films, etc. 3) Computer Software software packages for different types of personal computers. (Note: some units may not include audiovisual aids or computer software.) Prior to usiog the curriculum, the teacher should be familiar with he coding used for the references. The following is an example of a typical reference: Milliken, M.E. and Campbell, G. (1985) Essential competencies for patient care. St. Louis: Mosby. S/T (A,B1,B4,B6) ECN# 610.73 MILL 1985-1. Note the symbols that follow the name of the publisher: 4111 1) S/T "S" denotes a reference for students "T" denotes a reference for teachers In phis case, the reference may be used by both students and teachers. 2) (A,B1,B4,B6) the series of letters and numbers thPt follow the name of the reference refer to the major content areas of the unit. In this case the Milliken reference may be used to teach content areas A, Bl, B4, and B6 of the particular unit. References that do not contain code numbers may be used as general references for the entire unit. 3) ECN# 613.73 Mill 1985-1 this code represents the call number of materials available from the East Central Network/Illinois Vocational Curriculum Center, located at Sangamon State University, Springfield, Illinois 62708-2939, Phone (217) 786-6375 or toll -free in Illinois (800) 252-8533. Many useful materials including audiovisual aids are available on a loan basis from the ECN/IVCC. Teachers are encouraged to use the services as much as possible. 23 l For addresses of publishers of instructional materials: BOCK PUBLISHING DIRECTORIES American book trade directory. Compiled biannually by Eleanor F. Steiner- Prag. New York: R.R. Bowker Co., 1967-date. Book publishers directory. Annie M. Brewer and Elizabeth A. Geiser, editors. Detroit: Gale Research Co. 1979. Books in print: An author-title-series index to the publisher's trade list. Annual. New York: R.R. Bowker Co. 1965-date. International literary marketplace. European ed. New York: R.R. Bowker Co. 1965-date. Literary marketplace: The business directory of american book publishing. New York: R.R. Bowker Co. 1941-date. Perspectives on publishing. Philadelphia: American Academy of Political and Social Science. 1975. Resources for health occupations educators. Lynne Meyer. Urbana, IL: Vocational Education Service, University of Illinois. 1987 (Doc# U-H01000a) AUDIOVISUAL DIRECTORIES Audio visual marketplace: a multimedia guide. New York: R.R. Bowker. 1969. COMPUTER DIRECTORIES Microcomputer marketplace. Annual. New York: Dekotek. 1982. What's new in software for health occupations. Janice Sandiford, Ph.D. N. Miami: Florida International University. (Directory of software presented at the American Vocational Association Annual Conference on December 8, 1985 at Atlanta, GA)* *Many of the computer software references cited in this core curriculum were selected from this directory. 26 Summary This section of the Orientation Level Core Curriculum included: an overview of orientation level health occupations instruction, overview of the Health Occupations Students of America (HOSA), introduction to special needs students, general guidelines for implementing the core curriculum, overview of the structure and implementation of the units, and additional references to facilitate use of the core curriculum. The guidelines presented and material included in the units should help teachers to plan and implement an effective course of study for orientation to health occupations. The course will help prepare students to face the many challenges they will encounter during their lives and will help them succeed in a secondary or post-secondary skill level health occupations program. 27 r- UNIT I INTRODUCTION TO HEALTH CARE Page 1. Overview of Content 3 2. Core Content a. Health Care Providers 4 b. Government Agencies 8 c. Voluntary Organizations 12 d. Hospital Organization 14 e. The Health Care Team 16 f. Ethical and Legal Aspects 20 3. Expanded Activities 29 4. References 31 LEARNING ACTIVITIES la. Have students write a five-minute essay on lat they feel health is. Read some Jf their ideas aloud to the class and discuss in class. See how many of the four areas they can think of. lb. Hold a class discussion about how health care workers help promote health. 2a. Have students compare and contrast the various health care providers. For example, how are home health care agencies similar to senicr day care centers? How are they different? What types of patients are admitted to a specialty hospital in contrast to a general hospital? Write a brief report. SUGGESTED EVALUATION METHODS AND EVALUATION EXAMPLES Written tests essay Written tests matching multiple choice true/false Report evaluation 2b. Have each student visit one type Inquiry during discussion c nealth care facility or take a f'eld trip, e.g., Physician's solo practice, general hospital, community health clinic, nursing home, etc. Discuss the similari- ties and differences. 2c. Brainstorm and have students make up a list of all agencies and institutions which offer health care services in the local community. See how long of a list they can produce. 2d. Have each student make a poster representing one type of health care facility. Poster evaluation for accuracy and creativity 1-6 CONTENT 2. Health care agencies, facilities, and providers. (cont'd) e. Convalescent care (e.g., nursing home, long-term care): 1) Typically elderly people 2) Provide nursing services and personal care 3) Provide care for people who require an extended stay 4) Provide a wide range of activities f. Clinics 1) Combination practice 2) Doctors with different specialties 3) Provides immediate care 4) Diagnostic testing g. Health Maintenance Organizations (HMO) 1) Stress preventive health care 2) Provides sever -al health services, eg.: Hospitalization, basical medical services, immunizations, basic check- ups 3) Referrals if needed h. Home health care agencies 1) Provide health care in the home 2) Provide services such as: Nursing Physical therapy Personal care -Homemaking -Occupational therapy i. Senior day care 1) Provide care for elderly during day 2) Provide services such as: -Activities -Rehabilitation -Contact with other people MEASURABLE PERFORMANCE OBJECTIVES UPON COMPLETION OF THIS UNIT THE STUDENT WILL BE ABLE TO: 2. Discuss the various types of health care agencies and facilities. (cont'd) LEARNING ACTIVITIES I SUGGESTED EVALUATION METHODS AND EVALUATION EXAMPLES r" 4 t i , 1-10 CONTENT 1. Government Agency Examples a. Veterans Adminstration Hospitals b. U.S. Public Health Department c. State Psychiatric Hospitals d. State University Medical Centers e. State Public Health Services f. County Hospitals g. The Public Health Department h. Senior Centers i. Army/Navy Hospitals j. Center for Disease Control (Atlanta) 2. U.S. Public Health Department's Six Major Responsibilities a. Perform research in diseases that kill, handicap or cripple b. Prevent and treat alcohol or drug abuse c. Prevent and control diseases that are transmitted by insects, animals, air, water, and people d. Check food and drugs for safety e. Plan more effective ways to deliver health services f. Help make quality care more available and affordable by encouraging health personnel to work in underserved areas 1 MEASURABLE PERFORMANCE OBJECTIVES 1 UPON COMPLETION OF THIS UNIT THE STUDENT WILL BE ABLE TO: 1. Identify various examples of governmental health care agencies. Badasch and Chesebro; pp. 5-6 Roemer; pp. 5-8 Smolensky; pp. 169-173 2. Describe the major responsibili- ties of the U.S. Public Health Department. Badasch and Chesebro; p. 5 T-11 LEARNING ACTIVITIES la. Have students either go on a field trip or hava representatives of the various agencies speak to the class. During the class, have students discuss the similarities and differences. lb. have students collect brochure and/or pamphlets on what is available through the various government agencies. SUGGESTED EVALUATION METHODS AND EVALUATION EXAMPLES Written test matching true/false multiple choice 2a. Have students identify some liritten t...,L disease in which research must I true/false be done (eg., polio, muscular 1 multiple choice dystrophy, cerebral palsy, etc.) Inquiry during class discussion Discuss how these diseases are debilitative. 2b Have someone from a substance abuse agency guest lecture on why preventing and treating substance abuse is im ^tant. Also include discussion on current laws par- taining to "driving under th? influence." P:ovide the class with information on where they may obtain help, If any student wishes to talk about drug and/or alcohol problems, find a suitable counselor for them to talk to. 2c. Have students do some research on the Food and Drug Administration. Discuss its operations and goals in class. Refer to cyanide poisoning of ylenol, sa' .onella poisoning of milk, etc. Have students discuss what would happen if there . asn't an organization such as the FDA. 1-12 CONTENT C. Voluntary Organizations I. Functions of voluntary organizations: a. Agencies that raise funds and carry out program for fighting certain diseases, focus on the health of certain population groups, or are concerned with certain types of health services and programs b. Receive support from donations, gifts, membership fees, fund raisers, and endowments c. Not supported by the government and many of the workers are not paid. 2. Types of voluntary agencies: a. Agencies concerned with specific diseases; eg.: American Cancer Society American Heart Association American Lung Association National Foundation (polio- myelitis and birth defects) American Social Hygiene Association (venereal diseases, narcotics, alcoholism) Ame,ican Diabetic Society MEASURABLE PERFORMANCE OBJECTIVES UPON COMPLETION OF THIS UNIT THE STUDENT WILL BE ABLE TO: 1. Identify the basic structure of voluntary organizations. Badasch and Chesebro; p. 6 Roemer; pp. 9-10 Ross; p. 212-217 Wilson and Neuhauser; pp. 239-240 2. Icatify the four types of voluntary agencies. Chisari, Nakamura and Thorup; pp. 116-145 Smolensky; p. 180 Wilson and Neuhauser; p. 180 42 LEARNING ACTIVITIES la. Make or explain a health care facility's organization chart to display in the classroom. Use the chart to demonstrate the health care worker's place in the chain of command. JUWAJILU LVALUAI1UN r*IHUn Au EVALUATION EXAMPLES 1-16 CONTENT I MEASURABLE PERFORMANCE OBJECTIVES UPON COMPLETION OF THIS UNIT I THE STUDENT WILL BE ABLE TO: 1. Organizational structure (cont'd) c. Health care workers 1) Auxilary group (volunteers) 2) Diagnostic services (e.g., emergency room, radiology, medical laboratory) 3) Therapeutic services (e.g., nursing, rehabilitation, respiratory therapy, radiation therapy) 4) Environmental and equipment (e.g., central supply, housekeeping) 5) General services (e.g., clerical, admitting service, medical records) d. Medical staff e. General organization The governing board is over the administrator, the administrator is over the health care workers. The medical staff govern's itself, but is between the governing board and administrator (except V.A. Hospitals) E. The Health Care Team 1. Service a. Therapeutic Services work directly with the treatment of the patient. Dietary Pharmacy Physical/Occupational therapy Renal dialysis Nursing - Radiology Emergency medical technicans Dental Respiratory therapists 1. Identify the various service rendered in different departments in the hospital. Badasch and Chesebro; pp 6, 21-51 Wilson and Neuhauser; pp. 72-78, 82-86 LEARNING ACTIVITIES lb. Obtain organizational charts of a hospital, nursing home, clinic, etc. Compare and contrast the various organizational charts. Discuss in class. lc. Have students draw an imaginary organizational chart. ld. Invite a health care worker to discuss the organizational structure of their health care facility or office. le. Have students select career options within the administrative structure and ask students to prepare brief reports on these careers, emphasizing training required, duties, salary, and advancement opportunity. (Students will conduct a more thorough investigation in the unit "Health Careers".) Students may also interview a health care worker for information. la. Assign students a certain area to study and have them report a one-minute description of their assigned area to the class. Also have each student make a highlight page to duplicate and give to the class to study. SUGGESTED EVALUATION METHODS AND EVALUATION EXAMPLES Evaluate imaginary organizational -hart for neatness and accuracy. Assess report on a health career for neatness and accuracy. Written tests multiple choice matching Report evaluation 1-20 2. Physicians CONTENT Allergy and immunology Anesthesiology Cardiology Colon and rectal surgery Dermatology Emergency medicine Endocrinology Family practice Internal Medicine Neurological surgery Nuclear medicine Obstetrics and gynecology Oncology Opthamology Orthopedic surgery Otolaryngology Pathology Pediatrics Podiatry Physical medicine and Rehabilitation Plastic surgery Preventive medicine Psychiatry and neurology Radiology Surgery Thoracic surgery Urology F. Ethical and Legal Aspects 1. Qualities of a health care worker (Qualities are a measure of excellence. Quality workers perform above the average.) a. Honesty b. Good judgment c. Kindness d. Concern I MEASURABLE PERFORMANCE OBJECTIVES UPON COMPLETION OF THIS UNIT THE STUDENT WILL BE ABLE TO: 2. Identify the various branches in which physicians may specialize. Chisari, Nakamura and Thorup; pp. 43-81 Wilson and Neuhauser; pp. 69-70 (See the following unit: Medical Terminology) Identify the basic qualifications expected of a health care worker. Badasch and Chesebro; p. 9 Oyler, Swinney; pp. 89-90 Rung; LAP: Confidentiality Simmers; pp. 2-3 J0 LEARNING ACTIVITIES 2a. Hand out a list of descriptions of each specialty. Have students discuss the differences. Ask questions such as the following: -How are nuclear medicine and radiology different? Similar? -What areas of the body do opthamologists and otolaryngologists treat? -How long is the residency for each? Review prefixes and suffixes to help students remember the types of specialities. Also discuss differences between medical doctors and osteopaths. la. Have the students make a list of qualities they think a health care worker should possess (brainstorm). After the list has been completed, the teacher should idd any qualities the students may have forgotten using the list provided. Have students discuss each quality and why it is important. SUGGES1ED EVALUATION METHODS AND EVALUATION EXAMPLES Written tests matching multiple choice Inquiry during discussion , r 1 1-21 CONTENT 1. Qualities of a health care worker (cont'd) e. Confidentiality f. Good listener g. Emotional maturity h. Willingness to work i. Dependability j. Tolerance k. Patience 1. Objectivity m. Attendance n. Able to follow instructions o. Empathy p. Endure illness q. Non-judgmental 2. Moral ethics ("Ethics" is a code of conduct representing ideal behavior for a group of individuals.) a. Be loyal to patients, co- workers, and employer b. Know your limitations c. Be sincere d. Respect the privacy of others, keep in confidence all privileged information e. Be a good citizen f. Be sincere in giving service and expect only your salary in return g. Be faithfu' h. Be informed and up-to-date i. Be caring and concerned MEASURABLE PERFORMANCE OBJECTIVES UPON COMPLETION OF THIS UNIT THE STUDENT WILL BE ABLE TO: 2. Analyze an ethical problem in the health care field. Badasch and Chesebro; p. 9 Roemer; pp. 149-160 Ross; pp. 158-160 Kozier and Erb; pp. 76, 86-91 LEARNING ACTIVITIES 2b. Distribute copies of codes of ethics for several health care fields. Have students discuss how these ethics affect all health care fields. ror example, what happens if one does not keep informed and up-to-date? What could the consequences be? (Sterilization techniques, x-ray techniques, new procedures, etc.) 2c. Define ethics. Have students differentiate between illegal and unethical acts in an essay. 3a. Have students do some research and write a report of which health care fields are licensed, certified, or registered. Have them discuss the differences. For example, certified dental assistant, licensed dental assistant, licensed practical nurse/registered nurse. Which occupations are under several -n-,crols? Also look at differences in various states. 3b. Have students discuss the impor- tance of licensure for healtn professionals. SUGGESTED EVALUATION METHODS AND EVALUATION EXAMPLES Evaluation of essay on "et' s." Report on certification licensure and reg:stration. 1-26 CONTENT 4. Legal terms and bL.indaries a. Informed consent b. Invasion of privacy c. Malpractice d. Negligence e. Litigation f. Confidentiality g. Assault h. Battery MEASURABLE PERFORMANCE OBJECTIVES UPON COMPLETION OF THIS UNIT THE STUDENT WILL BE ABLE TO: 4. Define the terminology common with medical legalities. Badasch and Chesebro; pp. 12-13 Day; Module I-A Oyler and Swinney; p. 93 Ross; pp. 124-126. 169-171, 174-175 Simmers; pp. 4-6 Kozier and Erb; pp. 103-109 LEARNING ACTIVITIES 4a. Assign students to complete word searches & crossword puzzles. 4b. Give students a handout of legal terminol-gy for them to research and define. Have them cite one example health care for each definition. Or, give them an example and have them give the term that best describes the situation. 4c. Invite a lawyer to discuss legal responsibilities of health care personnel. 4d. Invite a hospital administrator to discuss legal hospital forms and their importance. Have students practice filling out various legal forms. 4e. Have students complete learning 1 Module I-A by Nancy Dk; 4f. View Trainex film and filmstrip on Ethics. I SUGGESTED EVALUATION METHODS AND I EVALUATION EXAMPLES I Written test matching alultiple choice true/false fill-in-the-blank Day; p. I-A 4 REFERENCES Badasch, S.A. and Chesebro, D.S. (1985). The health care worker: An introduction to health occupations. Bowie, MD: Brady Communications company, Inc. S/T (A2, Bl, B2, Cl, D1, El, Fl, F2, F3, F4) Barry, V. (1982). Moral aspects of health care. Belmont, CA: Wadsworth Publishing Company. T Chisari, F.; Nakamura, R.; and Thorup, L. (1976). The consumer's guide to health care. Boston: Little, Brown, and Co. S/T (C2, E2) Jay, N. and Others (1983). Introduction to health occupations education II. Module No. 1. Health occupations education II. Columbia, SC: South Carolina State Department of Education, Columbia. Office of VocaLional Education. ERIC Document ED 229657. S/T (F4) Guines, J.T., and Jones, O.E. (1976). Exploration of health careers. Washington, DC: Public Schools of the District of Columbia, Division of Career Development Proyrams. S/T (ECN# 610GUIN 1976-1) Hime, K. (1982). Health careers learning activity packages. Sacramento, CA: California State Department of Education, Bureau of Publications. S/T (ECN# 10HIME 1982-1-2) 1111 Hoffman, C.P., and Lipkin, G.B. (1981). Simplified nursing (9th ed.). Philadelphia, PA: J.B. Lippincott Company. S/T (Al) (ECN# 610.730693 HOFF 1981-1) Kozier, B. & Erb, G. (1983) Fundamentals of nursing: Concepts and procedures (2nd ed.). Menlo Park, CA: Addison-Wesley Publishing Company. S/T (F2, F3. F4) Mackie, D.L., and Decker, D.K. (1981). Group and IPA HMO's. Rockville, MD: Aspen Systems Corporation. T Oyler, C., and Swinney, P. (1980). Curriculum guide for health occupations education. Amherst, MA: National Evaluations Systems, Inc. (D1, Fl, F4 (ECN# 6100YLE 1980-1) Richey, J. (1983). Hospital wordcards. Hayward, CA: Janus Book Publishers. S (ECN# 610 RICH 1983-1) *for slow learners Roemer, M.I. (1986). An introduction to the U.S. health care system (2nd ed.). New York, NY: Springer Publishing Company. T (B1, Cl, F2) Ross, C.F. (1981). Personal and vocational relationships in practical nursing. Philadelphia, PA: J.B. Lippincott Company. S/T (A2, Cl, D1, F2, F3, F4) (ECN# 610.730693 ROSS 1981-1) I. -31 Runge, L. (1982) Health careers learning activity packages: Confidentiality. Sacramento, CA: California State Department of Education. S (F1) (ECN# 610 HIME 1982-2 Student Copy) Simmers, L. (1983). Diversified health occupations. Albany, NY: Delmar Publishers, Inc. S/T (F1, F4) Simon, J.L.; Creelman, W.L.; Gocker, M.; and Millican, J. (1978). A student's guide to health maintenance organizations. Hyaltsville, MD: U.S. Department of Health, Education and Welfare. S/T Sloane, R.M.. and Sloane, B.L. (1977). A guide to health facilities: personnel and management k2nd ed.). St. Louis, MO: The C V. Mosby Company. S/T (A2) Smolensky, J. (1982). Principles of "ommunity health (5th ed ) Chicago, IL: Saunders College Publishing. S/1 (A2, 81, C2) Sundberg, M.C. (1986). Fundamentals of nursing. Boston: Jones and Bartlett Publishers, Inc. S/T (Al) Who's Who in a Hospital (1977). Greenfield, MA: Channing L Bete Company, Inc. S/T (ECN# 373.2M37 CHAN 1977-1) Williams, S.J., and Torrens, P.R. (1980). Introduction to health services. New York, NY: John Wiley and Sons. T (A2) Wilson, F.A., and Neuhauser, D. (1982). Health services in the United States. Cambridge, MA: Ballinger Publishing Company. S/T (A2, Cl, C2, DI, El, E2, F3) GI AUDIO-VISUAL AIDS Buying Health Care. 2 filmstrips, 2 audiotapes, 12 linemasters, teaching guide (1976). Washington, DC: Changing Times Education Service. ECN# FS 640.73 CHAN 1975-1 Code Blue. Film. Washington, DC: National Audiovisual Center, National Archives and Records Service. Ethics for the Nurse Assistant. Filmstrip. Wichita, KS: Learning Arts. Hospitals are People. Film. Chicago, IL: American Hospital Association. Legal Implications in Nursing. Filmstrip. Garden Grove, CA: Trainex Corporation. The Nurse, Ethics and the Law: Negligence and Malpractice. Filmstrip. Garden Grove, CA: Trainex Corporation. The Nurse, Ethics and the Law: Professional Ethics. Filmstrip. Garden Grove, CA: Trainex Corporation. A True Story About Hospitals. Film. Chicago, IL: American Hospital Association. i- ---, !, 1-33 II- 3 OVERVIEW OF CONTENT A primary goal of education is to assist students to become independent thinkers who have the ability to learn on their own. Oftentimes teachers focus on the content and objectives with little regard to helping students develop skills through which they can become independent learners. Skills needed for independent learning are usually classified under the general category of "Study Skills." There are many types of skills needed to help students study effectively. By providing students with activities that develop these skills, teachers can help students achieve success in school as well as the world of work. In order to develop good study habits, students must first have a positive attitude toward studying and school in general. This involves the development of an internal commitment to work hard and avoid finding ways around studying. Teachers play a large role in helping students develop this commitment. Along with the devel "pment of appropriate attitudes, students should establish goals toward the improvement of study habits. Long range career goals should first be established. Looking at their long-range plans helps health occupations students to realize the importance of studying hard at the present time. Students should also develop short-term personal and study goals that apply to what they are presently doing. F "ousing on getting better grades and studying harder will help students to achieve their long-range goals. Basic to the development of good study habits is the development of word skills. Health occupations teachers should help students to thoroughly understand the parts of words and wlys to build words. These skills will also help students to learn medical terminology, covered in a later unit. Use of a dictionary should become second hand to students. With just a few activities, health occupations teachers can help students learn how to use both general and medical dictionaries. Many students have difficulty with spelling. Teachers can use a variety of techniques to help students improve their spelling. The development of good spelling skills is directly related to job success. Related to spelling is the development of a good vocabulary. Students in health occupations must have a good vocabulary of health-related terms as well as general words used in everyday life. Once students have improved their word skills, they can focus on skills to improve the studying of course materials. A basic skill essential to effective studying is managing time. Today's students are overburdened with extracurricular activities and part-time job responsibilities. They should develop long-term and daily schedules now, prior to entering a health occupations training program or starting a new job. Students often have difticulty taking notes in class. Many students write too much or have difficulty listening to the teacher. With little effort teachers can work with students on the practice of the skill of effective note- taking. The study of textbooks is essential to school success. Students early receive assistance with highlighting textbook chapters and taking notes on the material. Teachers can use a few techniques to help students practice these skills. Many readings in the health occupations area include graphs, tables, or diagrams. Unfortunately, students are often intimidated by these usual repre- sentations and they overlook important information. These students will be at a strong disadvantage in a health occupations training program. Teachers should continuously provide students with examples of graphs, tables, and diagrams and should spend time helping students with interpretation of these visual representations. These are higher level skills that are essential to school and job success. Educational researchers have developed a variety of study methods. One method that is frequently used is the SQ3R method of studying written materials. By following the SQ3R steps of survey, question, read, recite, and review of materials, students improve their comprehension. All students must become familiar with the library. Most libraries provide tours to groups of students for the purpose of identifying what the library has to offer. Health occupations teachers should follow-up tours with activities in which students are required to use the library facilities. These activities will make the library seem less threatening to the student and students will soon realize that the library is a valuable resource. Finally, teachers should help students develop skills to improve taking tests. For some students, a 10-point quiz can be a threatening experience. Test anxiety is often a cause of school failiure. Students should learn how to relax when taking a test. Students can also develop "test wiseness" or an ability to master any type of test question. By practicing the activities within the unit, the health occupations teacher can help students successfully complete objective as will as essay tests. Development of skills in test-taking will undoubtedly help students when they take aptitude tests and licensure exams for health fields in the future. A student's study habits begin to develop early during the educational process. Many factors may influence a student's ability to achieve in school. Teachers can help students to achieve by helping them practice basic study skills. By completing activities suggested in this unit and utilizing some of the activity packages and computer software included in the reference list at the cnd of the unit, health occupations teachers can improve their students ability to study and help students learn how to learn. This is a skill needed for success in any career. C 6' II- 6 CONTENT A. Introduction to Study Skills 1. Description a. Specific abilities students use b. Learn content of curriculum on their own c. Examples using library, notetaking 2. Importance of study skills a. Learn how to learn b. Helps problem-solving c. Become independent learners d. Peer recognition e. Teacher recognition f. "Outstanding student" award B. Attitude for Studying 1. Inner commitment to do the work, desire to succeed 2. Avoidance tactics a. "I can't do it" b. "I'm too busy" c. "I'm too tired" d. "I'll do it later" e. "I'm bored with the subject" f. "I'm here and that's what counts" g. "I don't like to do anything onl Mondays" MEASURABLE PERFORMANCE OBJECTIVES UPON COMPLETION OF THIS UNIT THE STUDENT WILL BE ABLE TO: 1. Identify skills used by individuals with good study habits. Graham and Robinson; pp. 3-4 2. Discuss the importance of having good study skills. Graham and Robinson; pp. 3-4 Pauk; pp. 6-10 Milliken and Campbell (Test); p. 20, (Workbook); pp. 12-13 Discuss commitment to studying. Langan; pp. 4-8 Graham and Robinson; pp. 4-8 2. Assess personal tactics used to avoid studying. Langan; pp. 8-10 6'7 6 LEARNING ACTIVITIES la. Have students identify three health careers in which they have an interest. have them look up the educational requirements and subjects to study for entry into a program and complete a worksheet of this information. You may have students wr:te to a college for information. lb. Invite a guidance counselor to speak to the class on courses required for entry into post- secondary health occupations programs. lc. Have students write out 1-2 long- range career goals. Discuss these in class. ld. Have students interview someone (possibly a former student) who has achieved career success. Include questions about career goals and how the person achieved his/her goals. 2a. Have students write out 2-3 personal goals and study goals for the semester. Periodically evalthite progress on achievement of the goals. id. G ve students a list of words or prepared worksheets (See Rice). Have them highlight the prefixes, suffixes aid roots. lb. Have students study the dictionary to find other words with the I prefixes and suffixes. I SUGGESTED EVALUATION METHODS AND EVALUATION EXAMPLES Worksheet evaluation Evaluation of career goals Evaluate achievement of goals Written tests Langan; pp. 32-47 Shepherd; pp. 29-30 II-10 CONTENT 2. Using the dictionary a. Look up spelling b. Syllabication c. Pronunciation d. Parts of speech e. Word definitions 3. Spelling improvement a. Using the dictionary b. Personal spelling list c. Studying basic word list d. Basic spelling rules I MEASURABLE P r6ORMANCE OBJECTIVES UPON COMPLETION 01: HIS UNIT THE STUDENT WILL 3E ABLE TO: I. Shepherd; pp. 25-28 Spargo; pp. 89-96 Rice 2 Practice use of the dictionary for spelling, syllabication, pronunciation, parts of speech, and word definitions. Langan; pp. 49-61 Graham and Robinson; pp. 42-17 Spargo; pp. 105-112 Milliken and Campbell (Workbook); pp. 14-15 3. Apply techniques in improve spelling. Langan; pp. 62-69 Throop Horney Spell and define spelling for medical careers. The spelling machine Tic-Tac-Spell U-Spell J LEARNING ACTIVITIES lc. Give students a list of words, have them add prefixes or suffixes to create new worJs. 2a. Ask students to review different types of dictionaries including a regular dictionary, medical dictionary, and a thesaurus. Discuss uses in class. 2b. Give students a worksheet of words related to health occupations. Assign them to identify the syllabication of the words, part(s) of speech, and possible definitions. Ask students to pronounce the words to you. 3a. Give students a list of words that are misspelled. Have them correct the spelling using the dictionar,. 3b. Have students keep a personal list of frequently misspelled words. Have them correct the spelling of each word and practice stating and writing the correct spelling. Have them keep a otebcok. 3c. Provide students with lists of health occupations words. Conduct spelling bees to practice spelling of the words. 3d. Hold a teacher exposition review- ing basic spelling rules. Read a list of words that apply these rules and have students write out the words. I SUGGESTED EVALUATION METHODS AND EVALUATION EXAMPLES Evaluation of participation during discussion Written tests Worksheet evaluation Langan; pp. 50-55, 58-61 Milliken and Campbell (Workbook); pp. 14-1:: Pranam and Robinson; pp. 44-46 Evaluation of corrected spellings Evaluation of word list Written tests 4 Langan; pp. 64, 66069 I IT-14 CONTENT 2. Taking classroom notes a. Development of good listening b. How to take notes c. Reviewing notes MEASURABLE PERFORMANCE OBJECTIVES UPON COMPLETION OF THIS UNIT THE STUDENT WILL BE A_LE TO: 2. Demonstrate skills for taking classroom notes. 3. Studying a chapter in a textbook 1 3. a. Survey the chapter (previewing) b. Read the chapter c. Underline or highlight (only on purchased textbooks) Langan; pp. 87-114 Pauk; pp. 117-142 Staton; pp. 29-33 Morgan and Deese; pp. 27-31 Spargo; pp. 181-196 Hoffman; pp. 34-35 ,irenspan How to survive in school; Marin & Smith How to take notes; Smith, T.A. Practice skills for studying textbook chapters. Langan; pp. 130-144 Pauk; pp. 143-174, 189-205 1 ti LEARNING ACTIVITIES lb. Have students plan a master schedule and a detailed weekly schedule for semester. Hold a conference with each student helping to plan study time. Evaluate student progress midway through the semester and at the end. lc. Have students develop a "to do" list for several weeks that includes their assignments. Encourage then to maintain the list throughout the semester. 2a. Read several paragraphs to students. Ask them to take notes. Review and discuss their notes individually or as a class. 2b. Have students review the evening news and take notes. Hold a discussion and compare their notes. 2c. Have students evaluate their own notetaking skills using an evaluation form similar to the form in Langan p. 103. (See expanded activity) 2d. Have students practice the Cornell system of note taking described in Pauk pp. 127-12S. Review their notes and hold individual conferences 3a. During class give students five minutes to preview a chapter from a textbook. Have them close the book and ask them general questions regarding the charter. SUGGESTED EVALUATION METHODS AND EVALUATION EXAMPLES Evaluation of responses to questions on textbook preview. Evaluate highlighting of chapter or article. Evaluation of notes frcm textbook. A iii 11-16 CONTENT 3. Studying a chapter in a textbook (cont'd) d. Make written notes e. Recite from notes 4. Understanding visual materials a. Graphs b. Tables c. Diagrams MEASURABLE PERFORMANCE OBJECTIVES UPON COMPLETION OF THIS UNIT THE STUDENT WILL BE ABLE TO: 3. Shepherd; pp. 11-16 Morgan and Deese; pp. 53-68 Spargo; pp. 123-146 "Your study skills" 4. Interpret various types of graphs, tables, and diagrams. Pauk; pp. 175-188 Millman and Pauk; pp. 124-133 Morgan and Deese; pp. 59-60 Interpreting graphs 5. SQ3R system cf studying I 5. Apply the SQ3R method of studying. a. Survey 7) Quickly skim 2) Note title, main headings, first and last paragraphs, marked pictures and charts b. Question raise questions about headings and main parts c. Read 1) Read for answers to questions 2) Highlight important information Langan; pp. 145-161 Pauk; pp. 166-167 Morgan and Deese; pp. 53-59 LEARNING ACTIVITIES la, Take a class tour of public and school libraries. Ask the librarian to explain the different sections of the library and where health related materials are found. Include a library that has a computerized card catalog. lb. Have students practice using the computerized card catalog. 2a. Give student, a list of questions to look up in the card catalog. 2b. Have students go to the reference section of the library and make a list of at least ten different types of reference materials that are available. ie. "Readers Guide to Periodical Literature". Collect student lists and make composite list for the class. 11-19 SUGGESTED EVALUATION METHODS AND EVALUATION EXAMPLES Written test on purpose of each section of the library. Evaluation of floor plans. Evaluation of responses to questions Evaluation of lists of references 2c Have students keep a log of time Library log eveuations spent including number of hours and 7,ctivities completed. 2d. Give each student a s!ibject rmd 1 Evaluation of index cards have them look up five references in the "Reader's Guide tp Periodical Literature". Ask her to make an index card for each reference. r- ., 11-20 CONTENT G. Test taking skills I. Objective tests a. Types of questions 1) True-false 2) Multiple choice 3) Fill-in-the-blank 4) Matching 5) Short answer b. General principles 1) Use time wisely 2) Read directions and questions carefully 3) Attempt every question 4) Activity reason through the questions c. Other rules 1) Do not read into the question 2) Anticipate the answer, then look for it 3) consider all the alternatives 4) Relate each option to the question 5) Balance options against each other 6) Use logical reasoning 7) Use information obtained from other questions and options 8) Look for specific deter- miners eg. rarely, always 9) Mark statements true only if they are true without exception 10) Always guess ,hen there is no penalty for guessing 11) Do not rely on flaws in test construction 12) Review for exam at the same time of day when the exam will be given MEASURABLE PERFORMANCE OBJECTIVES UPON COMPLETION OF THIS UNIT THE STUDENT WILL BE ABLE TO: 1. Determine ways to improve taking objective exams Langan; pp. 175-189 Pauk; pp. 209-253 Millman and Pauk; pp. 52-71 The American College; pp. 11-48 Woodley; pp. 11-48 Staton; pp. 55-56 Morgan and Deese; pp. 74-79 Spargo; pp. 205-212 Milliken and Campbell (Text); pp. 20-21, (Workbook); p. 13 Pyrczak-test-taking study strategies-tests Skills for successful test-taking Strategies for test taking Test taking made easy Test taking success SI LEARNING ACTIVITIES la. Conduct a teacher exposition on the different types of objective exam items. Compare and contrast the different types. Give tips to students on how to answer objective items using sample questions. lb. Conduct a class discussion on test anxiety. Identify reasons why students are nervous about taking exams. Ask students who are successful at taking exams to share their thoughts. lc. Invite a school counselor to speak with the class about test anxiety. ld. Give students practice objective test items. Discuss areas of difficulty. le. Assign students to read a health- related article. Give a surprise (non-credit) quiz at the beginning of class the next day. Correct the answers and discuss why some students did well and others poorly SUGGESTED EVII.;,,Ii.,vi METHODS AND EVALUATION EXAMPLES Self-evaluation of test-taking ability Written objective tests Langan; pp. 187-189 Millman and Pauk; pp. 66-71 The American College; pp. 30-47 r -1 .T.I -24 REFERENCES Graham, K.G. and :obinsion, H.A. (1984). Study skills handbook: A guide for all teachers. Newark, Delaware: International Reading Associations. T (Al, A2, B1, D2, F?) Hoffman, C.P. and Lipkin, G.B. (198]). Simplified nursing (9th ed.) Philadelphia: J.B. Lippincott Co. S/T (E2) (ECN# 610.730693 HOFF 1981-1) Langan, J. (1982). Reading and study_skills (2nd ed.). New York: McGraw-Hill. S/T (B2, Cl. C2, Di, 02, D3, D4, El, E3, E5, F1, F2, GI, G2) (ECN# LB2395.L371982) McWhorter, K.T. (1980). College reading and study skills. Boston: Brown and Co. S/T (D4) Miller, P.R. Vocabulary building for better grades. Portland, ME: J. Weston Walch. (1986 catalog) SIT Milliken, M.E. and Campbell, G. (1985). Essential competencies for patient care. St. Louis: C.V. M'sby Co. S/T (A2, D2, F2, GI, G2), (ECN# 610.73 MILL 1985-1 Copy 1 Text), (610.73 MILL 1985-2 Copy 1 Workbook). Millman, J. and Pauk, W. (1969). How to take tests. New York: McGraw-WM. S/T (DI, E4, Gl, G2) Moi-yan, C.T. and Deese, J. (1969). How to study 2nd ed.. New York: McGraw- Hill. S/T (D4, El, E2, E3, E4, E5, GI, G2) Pauk, W. (1984). How to study in college_13rd ed.l. Boston: Houghton Mifflin Co. S/T (A2, DI, D4, El, E2, E3, E4, E5, F1, F2, GI, G2) Shepherd, J.F. (1980). Reading skills for college study. Boston: Houghton Mifflin Co. S/T (DI, E3) Spargo, E. (1971). The now student: Freshman reading and study skills. Providence, RI: Jamestown Publishers. S/T (D1, D2, E2, E3, GI, G2) Staton, T.F. (1959). How to study: High school edition. Circle Pines, Minnesota: American Guidar1ce Service. S (E2, GI, G2) The American College (1978). Test wiseness: Test taking skills for adults. (2nd ed.). New York: McGraw-Hill. T (GI, G2) Wagner, R.F. Study skills for better grades. Portland, ME: J. Weston Walch. (1986 Catalog). Wagner, R.F. Teaching study habits today. Portland, ME: J. Weston Walch. (1986 catalog) II-25 AUDIO-VISUAL AIDS Points about study skills. Workbook/cassette series. (1973). Kansas City, MO: Westwood Educational Productions. S Study skills activity pack. Cassettes and lesson plans. Portland, ME: J. Weston Walch. S Taking class notes: An activity pack. Cassettes and guide. Portland, ME: J. Weston Walch. S (E2) How to survive in school: Note-taking and outlining skills.C...1ssette/ slides series, (1975). White Plains, NY: The Center for Humanities. S (E2) Listening skills activity pack. Cassette with practice sheets. Portland, ME: J. Weston Walch. S (E2) Shortcuts to learning: A basic study skills activity pack. Cassettes. Portland, ME: J. Weston Walch. S How to take notes. 16mm film. Bloomington: Indiana University. S (E2) Test-taking strategies activity pack. Cassettes-worksheet. Portland, ME: J. Weston Walch. S (GI, G2) Survival listening skills activity pack. Portland, ME: J. Weston Walch, 1986 catalog. S (E2) Study and test-taking series. Filmstrip. Charleston, WV: Cambridge Career Products. S Study strategies: Tests. Bloomington: Indiana University. S (G1, G2) Your study skills: How to use a textboo:.. 16mm film. Bloomington: Indiana University. COMPUTER SOFTWARE Building a Medical Vocabulary. A step by step approach to learning medical terms. Apple, IBM. Philadelphia: Saunders Software. F 'D4) Word Attack. Improving vocabulary, reading and spelling skills. Apple, Commodore, IBM. Portland, ME: J. Weston Walch. S (D2, D3, D4) Effective study skills. Program to determine how each student learns most effectively. Apple II. Charleston, MV: Cambridge Career Products. Health occupations vP7.abuiary program. Contains 50 lessons of health occupations related vocabulary word,. Minneapolis, MN: Educati(,nal Speciality Products. S (D4) Horney M. and Miler, P. Spellino activity builder. Portland, MEN: J. Weston Walch. S (D3) Intergreting graphs. Relating graphs to events, reading graphic information. Pleasantville, NY: Sunburst Communications.S (E4) Learning improvement series. Study skills, improving, following directions, test-taking. Apple II. Charleston, WV: Cambridge Career Products. S HAT Word attack skills. Drill & Practtice, Roots & Prefixes, Apple II. Minneapolis, MN: Educational Speciality Products. S (D4) Self-exploration series. Helps students ',earn study skills, Apple, TRS-80 III and IV, JR., High. Minneapolis, MN: Educational Media Corp. S Skills for successful test taking. Helps students prepare for achievement tests and entrance exams. Apple II. Charlestor. WV: Cambridge Career Products. S (GI, G2) Spell and Define. Instructor enters words & definitions, Apple, Com 64, Vic 9000, IBM. Champaign, IL: Electronic Courseware Systems. S (D3) Spelling for medical careers. Apple. St. Paul, MN: EMC Publishing Co. Software Apple S (D3) Strategies for test taking. Apple II. Charleston, WV: Cambridge Career Products. S (GI, G2) Test taking made easy. Apple II. Charleston, WV: Cambridge Career Products. S (GI, G2) Test-taking success. Preparing for tests including taking notes, underlining key words, importance of daily studying. Charleston, WV: Cambridge Career Products. S (GI, G2) UNIT III SELF-UNDERSTANDING AND SELF-ESTEEM Page 1. Overview of Content 3 2. Core Content a. Discovering Me 6 b. My Self-image, My Self-esteem 12 c. My Values 22 d. My Feelings 30 e. Others' Perception of Me 34 My Needs, 1y Goals, My Aspirations 36 g. The Me, Here and Now . . Onwards 40 h. Wrap-up Activities 44 3. References 4o ..... , V OVERVIEW OF CONTENT Everything begins with the self. The moment an individual is brought into this world he/she begins to become aware of personal needs and finds a way of meeting them. As the individual evolves, personal needs change. Problems surface when these needs are not met. It is important for students to be aware of self, to be aware of personal needs, to know how to fulFill personal needs, and to have the capability of carrying out ways of meeting personal goals. Realization of self and personal neec:s should hopefully lead to a high self- esteem. A person with high self-esteem feels whole and is able to tunction more effectively. ,each an individual knows how to live with himself/hErself and how tc 1:ve with others. A good self-understanding and high self-esteem are particularly important for those who work in health care and in other fields that involve working with people. This unit will assist students in developing a strong self-understanding and high selF-esteem. The approach taken in the unit is to have the student ask questions related to the self. In the unit, the student will attempt to answer the following questions: Who am I? What is "me"? What is my background? What are my interests? What are my likes and dislikes? Who are the many "rue's" in me? What are they trying to say? How do I see myself? What are my strengths? My weaknesses? How do I feel about me? Am I proud of me? Can I accept me? How can I be a better "me"? How can a good "me" in my eyes make me a better health care worker? What do I really value? What is important to me? What do I believe in? What do I feel sentimental about? How dc I define life? What do I want from life? What do I have to contrib.!te to my world? How do I feel about things? How do I express my feelings? How do others see me? How do others feel about me? r i-/ What are my needs? How can I meet them? What are my goals? My aspirations/ How can I achieve them? What am I thinking about now? What aal T doing with my life now? How can I get more out of life? Where do I go from here? In orier to help students answer these questions, teachers may have students experience a variety of individual and group learning activities. Many activities have been presented. Selection of appropriate activities depends on individual needs and the classroom atmosphere. Following completion of the unit, students will have greater self-awareness and a stronger sense of self. This will help them to better relate to others and enable them to make better choices in life. III- 8 CONTENT MEASURABLE PERFORMANCE OBJECTIVES UPON COMPLETION OF THIS UNIT THE STUDENT WILL BE ABLE TO: Simon, Howe and Kirschenbaum; pp. 174-175 Mill; pp. 22-23 Howe and Howe; pp. 140-141, 548-549 What are my interests? j 2 Identify personal interests. LEARN G ACTIVITIES le. Select some strategies appropriate for your students from: (cont'd ) Values clarification (Simon, et.al.) -Ing Name Tags Activities for Trainers: 50 Useful Designs (Mill) Internal Dialogue Personalizing education (Howe and Howe) A Me Box Making a Me Chant 2a. Ask the students to complete this statement: "I'm interested in ." Let them ask expanded questions. 2b. Have students bring something to class that reflects their interests. It may be a picture, a store, an album, anything. Encourage discussion. 2c. Put up a bulletin board, "Interests Corner." Ask for a group of volunteers to be in charge of this activity. 2d. Have a small group discussion on each individual's interests and how they tie-up with health occupations skills. SUGGESTED EVALUATION METHODS AND EVALUATION EXAM P1 FS Have the students make a composition entitled "My Interests". Evaluate the composition for completion and neatness. Inquiry during discussion r CONTENT 3. What are my likes and dislikes? 4. Who are the many "me's" in me? What are they trying to say? MEASURABLE PERFORMANCE OBJECTIVES UPON COMPLETION OF THIS UNIT THE STUDENT WILL BE ABLE TO: 3. Evaluate individual likes and dislikes. 4. Examine who and what the many voices inside himself/herself are saying. Harris; pp. 38-59 Simon, Howe & Kirschembaum; pp. 221-223 Malamud; pp. 66-70