Download Curriculum Guide - Career and Technical Education

21st Century Instructional Guide for Career Technical Education
Medical Laboratory Fundamentals
Health Science Education Cluster
Medical Laboratory Assisting Concentration
Title:
Medical Laboratory Fundamentals (WVEIS 0752)
Standard Number:
HSE.S.MLF.1
Healthcare Delivery System
Students will
 understand the healthcare professional’s role in the general purposes, organization, and the
overall healthcare environment of various types of healthcare systems.
 identify how key systems affect services they perform and quality of care.
Is the output of a system greater than the sum of its inputs?
Essential
Questions:
Objectives:
HSE.O.MLF.1.1
Students will
compare healthcare delivery systems (i.e.
public, private, government, and nonprofit).
HSE.O.MLF.1.2
articulate factors influencing the healthcare
delivery system.
HSE.O.MLF.1.3
determine responsibilities of consumers
within the healthcare system.
HSE.O.MLF.1.4
compare the healthcare systems delivering
acute, chronic, and long term care.
Learning Plan & Notes to Instructor:
types of agencies delivering healthcare
 public/private
 government
 voluntary or non-profit agencies
factors influencing healthcare
 economics
 insurance
 population
 culture
 education
consumers responsibilities
 education
 communication
 teamwork
 roles and responsibilities
 conflict resolutions
 interdisciplinary
types of healthcare systems
 acute
1
HSE.O.MLF.1.5
HSE.O.MLF.1.6
Standard Number:
HSE.S.MLF.2
Essential
Questions:
Objectives:
HSE.O.MLF.2.1
examine emerging issues such as
technology, epidemiology, bioethics, and
socioeconomics on healthcare delivery
systems.
differentiate common methods of payment
for healthcare.
 chronic
 long term care
consider for each type of system
 size and location
 funding source
 type of care provided
 services offered
issues affecting healthcare systems
 new technology
 bioethics issues
 epidemiology
payment methods
 deductibles
 co-insurance
 co-payments
 premiums
insurance plans
 HMO
 PPO
 Medicare
 Medicaid
 Worker’s Compensation
 Managed Care
 Tricare/Champus
 Chips
Careers in Healthcare
Students will demonstrate knowledge of careers within the healthcare systems.
How will the decisions you make in your daily life impact your ability to attain your employment
goals?
Students will
Learning Plan & Notes to Instructor:
analyze the duties, educational
health science career research
requirements, and employment
 educational levels
opportunities of various careers within
 credentialing requirements
healthcare.
 certification
2


HSE.O.MLF.2.2
HSE.O.MLF.2.3
HSE.O.MLF.2.4
HSE.O.MLF.2.5
determine the meaning of abbreviations
used to identify workers within healthcare.
contrast certification, registration, and
licensure.
compare careers within the health science
career pathways (diagnostic services,
therapeutic services, health informatics,
support services, and biotechnology
research and development).
recognize levels of education, credentialing
requirements, employment opportunities,
workplace environments, and career
growth potential of medical laboratory
personnel and the Point of Care
Technician.
HSE.O.MLF.2.6
determine the student and professional
organizations for specific healthcare
workers.
HSE.O.MLF.2.7
recognize the student and professional
organizations for the Medical Laboratory
Assistant and Point of Care Technician.
registration
licensure
 employment opportunities
 workplace environments
 growth potential
abbreviations of healthcare workers
 healthcare records usage
differences for health care workers
 certification
 registration
 licensure
careers
Student Learning Activities: conduct Internet search on
different careers; have students create a brochure on a
selected career; invite guest speakers.
levels of education
 vocational
 associate
 bachelor degree
 master
 doctoral
credentialing agencies for medical laboratory
Student Learning Activity: Allow students to research
the history of medical technology.
identify
 student organizations
 professional organizations
See textbook and the Internet on professional
organizations.
Suggestions: explain the role of local club chapters
and the officers’ roles and responsibilities; basic rules
and terms used in parliamentary procedures; describe
types of leaders and qualities of leadership (autocratic,
laissez-faire, and democratic).
3
Standard Number:
HSE.S.MLF.3
Essential
Questions:
Objectives:
HSE.O.MLF.3.1
HSE.O.MLF.3.2
HSE.O.MLF.3.4
Personal Qualities of Healthcare Workers
Students will demonstrate knowledge of personal qualities as they relate to success as a healthcare
worker.
Discuss ways that loyalty can be demonstrated to an employer, co-worker, and a supervisor.
Students will
differentiate personal attributes/traits and
attitudes desirable in the healthcare team
member.
determine basic professional standards of
healthcare workers as they apply to
hygiene, dress, language, confidentiality,
and behavior (i.e. courtesy and selfintroductions).
prioritize key employability skills and
explain how they enhance employment
opportunities and job satisfaction.
Learning Plan & Notes to Instructor:
describe personal traits for healthcare workers
 dependability
 honesty
 punctuality
 initiative
 productivity
 responsibility
 self-discipline
 organizational skills
 time manager
 pride in work
 desire
 likes to help others
professional standards
 education
 CEUs
 ethical conduct
understand employer’s personnel policies
 drug free workplace
 sexual harassment policies
 violence-free workplace
 equal employment opportunity
 worker’s compensation
 dress code
 management of time
 safe/clean environment
when you become a employee you must have
 loyalty
4




Standard Number:
HSE.S.MLF.4
Essential
Questions:
Objectives:
HSE.O.MLF.4.1
HSE.O.MLF.4.2
reliability
teamwork
open to change
pride in your work
Orientation to the Clinical Setting
Students will
 demonstrate knowledge in the policies and procedures required in the clinical setting.
 demonstrate knowledge of the physical setting within the physician’s office and the clinical
and anatomical laboratory areas.
 understanding of the chain of command in the physicians’ offices, laboratory, and hospital.
How does the physical layout of a facility affect the work environment?
Students will
determine the policies and procedures
required for work in the laboratory
professions.
Learning Plan & Notes to Instructor:
work policies required for healthcare workers
 immunizations (MMR, PPD, & Hepatitis B)
 drug screens
 physical exam
 orientation to work practices and policies
Note: require signed copy of clinical form, and signed
copy of instruction on physical, chemical, and biological
safety.
differentiate the functions between a clinical types of laboratories and their functions
and an anatomical laboratory, listing the
 hospital (size and types)
personnel in each.
 reference labs
 physician’s office labs
 government (state & federal)
 regulation agencies of the medical laboratories
 DHHS
 CLIA’ 88
 HCFA
 personnel in the laboratory/educational levels
 director
 technical supervisor/manager
 general supervisor/department head
 testing personnel/bench techs
5

HSE.O.MLF.4.3
determine the proper work apparel for use
in the laboratory work areas and the clinical
setting.
HSE.O.MLF.4.4
characterize an organizational chart and
departments in the clinical laboratory
 specimen collecting/processing
 hematology ( coagulation and urinalysis)
 clinical chemistry ( toxicology and
biochemistry)
 blood bank (transfusion and donation
services, and serology)
 microbiology (parasitology, virology,
mycology, bacteriology)
 accreditation agencies for hospital and
laboratories
 JCHHO
 CAP
 AABB
 COLA
 types of laboratory testing
 waivered
 moderately complex
 highly complex
 employment opportunities
 ethical standards/professionalism
 privacy/HIPPA
 confidentiality
Standard Precautions for blood borne diseases
 mask
 gowns
 gloves
 caps
 goggles
 lab coats/aprons
Suggestions: Identify those employees covered by the
standard. Discuss policies and procedures. regarding
an exposure incident (what to do if someone is
exposed).
organizational system of healthcare facilities
6
the chain of command common to a
healthcare facility.
HSE.O.MLF.4.5
Standard Number:
HSE.S.MLF.5
Essential
Questions:
Objectives:
HSE.O.MLF.5.1
 organizational charts for the hospital setting
Note: Chain of command for area clinical sites that
students will be using during rotations to acquire health
related skills.
Suggestion: Conduct discussion on chain of command
in medical offices and the laboratory settings.
prepare an organizational chart depicting
the chain of command for a medical office
and the medical laboratory areas.
Safety Practices
Students will demonstrate knowledge of safety practices within the classroom and clinical settings.
Explain how engineering controls are used to create a safer work environment.
Students will
examine the importance of observation of
safety rules.
HSE.O.MLF.5.2
determine common safety rules applicable
to the overall healthcare environment and
the laboratory.
HSE.O.MLF.5.3
determine proper safety techniques to
prevent accidents and to maintain a safe
work environment.
safety procedures
 discuss OSHA, the OSHA Act, and the federal
regulation of safety for the workplace
 CDC role in health
 explain the procedures for reporting accidents
safety rules
 safety rules for the laboratory and the work
areas
 blood borne pathogens
 standard precautions
 isolation precautions
 cleanup of blood spills
 disposal procedures for equipment and
specimens
 clean up procedures for equipment and work
area
Student Learning Activities: demonstrate the use of
PPE, perform hand washing technique using Glow
Germ.
safety techniques in preventing accidents
body mechanics
 lifting techniques
 base of support
7
HSE.O.MLF.5.4
analyze the environment to recognize safe
and unsafe working conditions.
HSE.O.MLF.5.5
distinguish three types of safety hazards
found in the clinical laboratory and other
healthcare settings.
chemical procedures
 eye wash
 showers
electrical procedures
 circuit breakers
 electrical cords, outlets, plugs
radiation procedures
 radiation symbol
professional dress in workplace
routines to follow in emergencies (fire and disaster)
environment
 know the location of exits in building
 alarm system locations
 location of equipment and safety procedures
safety hazards in the laboratory
 chemical
 physical
 biological
explain the “right to know” provisions of OSHA
“in 1970 the U.S. Department of Labor created the
Occupational Safety and Health Act, which declares
that workers have the “right to know” about hazardous
conditions that are present in their work place. OSHA
was established to monitor and enforce the Act.
OSHA issued a rule to further protect workers from
hazardous chemical exposure in 1983. This rule was
called “Hazard Communication” and applied only to the
manufacturing industry. This rule was expanded to
include the nonmanufacturing sector on August 24,
1987.”
physical
 electrical equipment
 open flames
 glassware/pipettes
 laboratory equipment
8
HSE.O.MLF.5.6
comply with safety signs, symbols, and
labels.
HSE.O.MLF.5.7
examine implications of hazardous
materials.
HSE.O.MLF.5.8
assess procedures and protocols for fire
and other emergency/disasters within the
healthcare setting.
examine the role of the healthcare worker
during an accident within the healthcare
setting.
HSE.O.MLF.5.9
HSE.O.MLF.5.10
analyze an emergency plan in response to
a natural disaster or other emergency.
chemical
 types of chemicals (flammable, toxic, caustic,
carcinogenic, or mutagenic)
 material safety data sheets (MSDS)
 storage of chemicals
 disposal of chemical wastes
biological
 Standard Precautions
 exposure control plan
 employees at risk
 control methods
o work practice controls
o engineering controls
o use of PPE
symbols of health hazards
 fluorescent orange or orange-red labels bearing
the biohazard symbol.
Suggestion: Show the NFPA symbol and how it is
used.
Student Learning Activity: Conduct research into the
disease processes associated with the use of
hazardous materials.
Student Learning Activity: Conduct discussion of fire
safety protocol and evacuation procedures used in a
health care setting.
define role of workers whenever an accident occurs
 notify someone in authority
 fill out a written accident/incident report and
turn it in
 follow through with any medications,
counseling, appointments, or services that your
facility provides
be alert and know responsibility for reporting, how to
evacuate and know the codes for disasters and other
emergencies
9
HSE.O.MLF.5.11
demonstrate methods of fire prevention.
HSE.O.MLF.5.12
determine the components necessary for
the ignition of a fire.
HSE.O.MLF.5.13
demonstrate the proper use of the fire
extinguisher.
prioritize emergency procedures and
protocols for fire within the clinical setting.
articulate an evacuation plan for a
HSE.O.MLF.5.14
HSE.O.MLF.5.15
codes used in health care system
 code red means a fire
 code blue means someone has stopped
breathing or the heart has stopped beating, or
both
 code yellow means that there is an uncontrolled
individual or a threatening situation in the
facility
 code green means that a special team of
people should report to the emergency area,
and this code is also called during a disaster
Note: Codes indicate that an emergency has occurred
and what that emergency might be. Institutions may
devise a code for local use or use the International
Hospital Code System.
fire prevention techniques that can be used in health
care and school systems
fire safety procedures
 how to operate a fire extinguisher (pass
system)
 types of fire extinguishers (A, B, C, ABC, D)
 evacuation procedures (RACE or RACER)
 use of fire blanket
 fire door usage
 classes of fire
 code for fire
components
 air (oxygen)
 fuel
 heat
PASS system demonstration by instructor
 explain how to prioritize procedures
 go over protocol for fire in health care facility
Note: Show evacuation plan for local facilities used for
10
Standard Number:
HSE.S.MLF.6
Essential
Questions:
Objectives:
HSE.O.MLF.6.1
clinical rotations.
healthcare setting.
Body Mechanics
Students will develop knowledge and skills in the use of body mechanics.
How does use of good body mechanics impact the economics of health care?
Students will
determine the meaning of common terms
related to body mechanics.
HSE.O.MLF.6.2
apply principles of body mechanics and
ergonomics.
HSE.O.MLF.6.3
demonstrate a broad base of support.
HSE.O.MLF.6.4
demonstrate methods for transporting a
patient by wheelchair and stretcher.
demonstrate safety precautions to be used
while positioning and transferring a patient.
HSE.O.MLF.6.5
Standard Number:
HSE.S.MLF.7
Essential
Questions:
Learning Plan & Notes to Instructor:
define terms
 base of support
 body mechanics
Suggestion: Conduct discussion on basic rules of body
mechanics and the reasons for using proper body
mechanics.
base of support
 show how to maintain base of support
 how to properly lift patients and materials
 have students to repeat the demonstration
using a book, or heavy object
Suggestion: use wheelchair and stretcher to transport
students for demonstration procedures
safety precautions as you work should be
 using weight of your body to help push or pull
objects.
 carry objects close to the body.
 avoid twisting the body as you work.
 avoid bending body as you work.
 get help in carrying heavy objects.
Suggestion: Conduct practice sessions on base of
support, lifts, use of wheelchairs, and stretchers.
Human Growth and Development
Students will
 demonstrate knowledge of the stages of human growth and development.
 interpret concepts within Maslow’s Hierarchy of Needs.
 demonstrate knowledge and skills in the differentiation of stages of the grieving process.
Should end of life decisions be mandated by legislation?
11
Objectives:
HSE.O.MLF.7.1
HSE.O.MLF.7.2
Students will
examine the basic stages of human growth
and development from birth to death.
recognize the four main areas of growth
and development in each life stage.
Learning Plan & Notes to Instructor:
examine and describe
 life stages – birth to death
describe four types of growth and development
 mental
 emotional
 social
 physical
Suggestion: Provide scenarios which require students
to interpret areas of growth and development when
observing characteristics in each life stage.
Suggestion: Construct a model of Maslow’s Hierarchy;
correlate the pyramid-type pictorial structure to the
general concept underlying the levels of need.
examine the types of end-of-life care
 hospice care
 palliative care
Suggestions: Conduct discussion regarding right to die
and advance directives and how they relate to patients.
See handout on advance directives from Health Care
Decision-Making in WV.
Invite guest speaker from hospice.
define
 terminal illness
 Dr. Elizbeth Kubler-Ross
five stages of grieving
 denial
 anger
 bargaining
 depression
 acceptance
HSE.O.MLF.7.3
examine Maslow’s Hierarchy of needs.
HSE.O.MLF.7.4
examine issues surrounding end-of-life
care.
HSE.O.MLF.7.5
assess the five stages in the grieving
process.
Standard Number:
HSE.S.MLF.8
Essential
Questions:
Nutrition
Students will categorize the basic food groups of the Food Guide Pyramid.
Are limits on the types of snacks and beverages (number of calories, type of fats, sugar content) sold
in public schools an effective way to combat childhood obesity?
12
Objectives:
HSE.O.MLF.8.1
Students will
recognize the basic food groups.
HSE.O.MLF.8.2
examine the six groups of essential
nutrients listing their function and source.
HSE.O.MLF.8.3
compare therapeutic diets.
Learning Plan & Notes to Instructor:
define
 nutrition
 nutritional status
 wellness
 role of nutrition
 basic food groups
basic food groups
 whole grain bread, cereal, rice, pasta
 orange and dark green vegetables, dry beans,
peas
 fresh, frozen, canned or dried fruit
 low-fat, fat-free or lactose-free milk, or other
calcium sources
 meats, fish, poultry, beans, nuts, seeds
Related instructional concepts
 nutrition
 nutritional status
 wellness
Internet project on nutrition.
 www.mypyramid.gov
 balance between food and physical activity
 portion size
 diseases linked to nutrition – hypertension,
atherosclerosis, osteoporosis, malnutrition
essential nutrients
 carbohydrates
 lipids
 proteins
 vitamins
 minerals
 water
 identify function and sources of each
therapeutic diets
 regular
13
 liquid
 soft
 diabetic
 calorie-controlled
 low-cholesterol
 fat-restricted
 sodium-restricted
 protein
 bland
 low-residue
Student Learning Activity: Have students select a
therapeutic diet and prepare a dinner menu based on
the Food Guide Pyramid.
Standard Number:
HSE.S.MLF.9
Essential
Questions:
Objectives:
HSE.O.MLF.9.1
HSE.O.MLF.9.2
HSE.O.MLF.9.3
HSE.O.MLF.9.4
Math
Students will apply mathematical skills as they relate to computations and principles of conversion
used in the laboratory and other healthcare areas.
Considering your education to this point, how will you apply past learning to the new concepts that
are being added to your academic foundation?
Students will
Learning Plan & Notes to Instructor:
apply mathematical principles to
convert
computations related to healthcare
 Fahrenheit temperature to Celsius
procedures (metric and household,
 Celsius temperature to Fahrenheit
conversions and measurements).
 height and weight from English to Metric
 height and weight from Metric to English
 volume of English and household systems to
Metric
 volume of Metric to English and household
systems
 length from English to Metric
 length from Metric to English
Demonstration by instructor on charts, graphs, and
analyze diagrams, charts, graphs, and
tables.
tables to interpret healthcare data.
Demonstration on recording results in each department
record computations as per policy
and skill area.
standards.
record time using a 24-hour clock.
record time
14
 provide a 24 hour military clock
 explain the rule of military time
Student Learning Activity: Have students practice
military time during procedures.
Standard Number:
HSE.S.MLF.10
Essential
Questions:
Objectives:
HSE.O.MLF.10.1
Medical Terminology
Students will demonstrate knowledge of basic medical terminology.
Does the use of medical terminology impede understanding in the communication process?
HSE.O.MLF.10.2
articulate rules used for building and
analyzing medical terms.
HSE.O.MLF.10.3
interpret, pronounce, and spell medical
terms to communicate information.
HSE.O.MLF.10.4
use medical abbreviations and terminology
to communicate information.
Disease Transmission and Prevention
Students will
 demonstrate knowledge and skills in disease transmission and prevention.
 demonstrate an understanding of the existing and potential biological hazards to clients, coworkers, and self.
 prevent injury or illness through safe work practices.
In terms of disease transmission and prevention, are clinical facilities safer for patients than home
Standard Number:
HSE.S.MLF.11
Essential
Students will
determine the meaning and use of medical
roots, prefixes, and suffixes.
Learning Plan & Notes to Instructor:
elements
 medical roots
 prefixes
 suffixes
Suggestions: Discuss rules for combining and
interpreting word parts; construct flash cards or word
list to enhance learning; utilize HOSA Competitive
Event(s) as teaching/learning strategies (i.e. Medical
Spelling and Medical Terminology).
Dean Vaughn Medical Terminology 350
Suggestion: Explain, pronounce, instill proper
elocution (public speaking), show how to combine
terms, after the root words have been introduced.
Suggestion: Write medical terms on the board without
definitions. Ask students for possible definitions. As
answers are given, emphasize the word components,
and give a brief explanation of the root word.
Suggestion: Provide scenario and have students write
the information given in medical terms.
15
Questions:
Objectives:
HSE.O.MLF.11.1
care?
Students will
compare the five main classes of
microorganisms.
HSE.O.MLF.11.2
examine the conditions necessary for
microorganisms to grow.
HSE.O.MLF.11.3
recognize the cycle of microorganism
transmission and prevention.
Learning Plan & Notes to Instructor:
define
 microbiology
 host
 pathogen
 nonpathogenic
 normal flora
 opportunistic
 fastidious
 aerobic
 anaerobic
describe classes of microorganisms
 bacteria
 viruses
 fungi
 molds
 yeast
 rickettsia
historical contributions of microbiology
nomenclature of microbes
conditions for growth
 moisture
 warmth
 food source
 dark
 presence or absence of oxygen
cycle of transmission and prevention
chain of infection
 causative agent
 reservoir
 portal of exit
 portal of transmission
 portal of entry
16
HSE.O.MLF.11.4
compare methods of controlling the growth
of microorganisms.
HSE.O.MLF.11.5
demonstrate knowledge of infection control
procedures including Standard
Precautions.
HSE.O.MLF.11.6
classify the morphological shapes of
bacteria and relate their arrangements.
HSE.O.MLF.11.7
classify the types of isolation procedures
used in the health industry.
 susceptible host
breaking the chain of Infection
 aseptic techniques
 levels of aseptic control
 antisepsis
 disinfection
 sterilization
procedures for personal protection
 hand washing
use of PPE when required
 masks
 gowns
 gloves
 caps
 goggles
Standard Precautions
 bio-hazard symbol
 cleaning spills
 handling infectious waste
characteristics of bacteria
 shapes
 colors
 arrangement
colors of bacteria on Gram Stain
 red=gram negative
 blue=gram positive
explain the Gram Stain, who invented it, and why it is
useful in health today
types of isolation procedures
 contact
 respiratory
 AFB
 strict/complete
 reverse/protective
exposure control plan
17
Standard Number:
HSE.S.MLF.12
Essential
Questions:
Objectives:
HSE.O.MLF.12.1
Capillary Puncture
Students will demonstrate knowledge and skills in the performance of a capillary puncture including
the selection of equipment and supplies for the procedure.
What precautions are to be observed when collecting specimens in the nursery?
Students will
establish the need for a capillary puncture.
HSE.O.MLF.12.2
differentiate the sites used in capillary
puncture.
HSE.O.MLF.12.3
choose the proper equipment for capillary
puncture.
HSE.O.MLF.12.4
select the preferred sites for a capillary
puncture given different age groups.
HSE.O.MLF.12.5
determine the precautions to be observed
whenever taking capillary blood.
perform a capillary puncture procedure.
HSE.O.MLF.12.6
Learning Plan & Notes to Instructor:
list reasons for performance
 burn patients
 oncology patients
 children
 point of care testing
 whenever only a small sample is needed
sites used for dermal punctures
 finger-ring and/or middle
 heel (infants)
 great toe (children before walking)
 earlobe
equipment used for dermal punctures
 sterile lancet
 alcohol pad 70% isopropyl
 sterile gauze pad 2” x 2”
 collection container
 collection tubes
 microscope slides
Student Learning Activity: Have students identify
equipment before drawing samples.
age groups
 infants
 1 yr
 1 yr to adult
precautions
 Standard Precautions
rubric evaluation checklist
 peer evaluation
 teacher evaluation
18
HSE.O.MLF.12.7
Standard Number:
HSE.S.MLF.13
Essential
Questions:
Objectives:
HSE.O.MLF.13.1
HSE.O.MLF.13.2
HSE.O.MLF.13.3
HSE.O.MLF.13.4
HSE.O.MLF.13.5
HSE.O.MLF.13.6
HSE.O.MLF.13.7
HSE.O.MLF.13.8
Student Learning Activity: Demonstrate procedure and
demonstrate blood collection from a
have students perform return demonstration.
capillary puncture.
Hematocrit Procedure
Students will demonstrate knowledge and skill in the performance of a hematocrit test from capillary
and venous blood including equipment selection and the operation of a microhematocrit centrifuge.
Technical skills play a key role in healthcare today. Is the level of technical skills required in health
careers greater or less than those required in other industries?
Students will
Learning Plan & Notes to Instructor:
examine the function and purpose of the Student Learning Activity: Have students identify diseases
associated with increased or decreased values.
hematocrit test.
determine the conditions that might
factors that affect results
affect the results of the hematocrit test.
 environmental
 technical
relate the normal hematocrit values.
values
 male
 female
 children
 infants
examine the suitable anticoagulants for anticoagulants
the hematocrit tests.
 Heparin
 EDTA
Note: Explain purpose of red and blue capillary tubes.
choose the proper equipment used in
equipment
the performance of a hematocrit
 capillary tubes
procedure.
 capillary containers
 Seal ease clay
 microhematocrit centrifuge
 microhematocrit reader
Student Learning Activity: Demonstrate procedure and
demonstrate a hematocrit procedure.
have students perform return demonstration.
Student Learning Activity: Demonstrate procedure and
demonstrate the operation of a
have students perform return demonstration.
microhematocrit centrifuge on a blood
sample for a hematocrit procedure.
determine the hematocrit value on a
record results
capillary sample.
 duplicate test
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

Standard Number:
HSE.S.MLF.14
Essential
Questions:
Objectives:
HSE.O.MLF.14.1
HSE.O.MLF.14.2
HSE.O.MLF.14.3
Standard Number:
HSE.S.MLF.15
Essential
Questions:
Objectives:
HSE.O.MLF.15.1
mathematical computations
use of hematocrit reader
Technology Application
Students will
 use information technology applications.
 demonstrate use as appropriate to healthcare applications.
 demonstrate knowledge of the digital products used in healthcare settings.
How has the application of information technology impacted healthcare careers?
Students will
Learning Plan & Notes to Instructor:
Use software, hardware, and Internet throughout
implement the use of software and
delivery of CSOs.
hardware.
Use Internet for resource/research for projects and
utilize the Internet as a resource/research
assignments.
tool.
Use advanced telecommunication tools to create
research the use of digital equipment in
projects that are relevant to real world situations.
healthcare settings.
Career and Technical Student Organization
Students will participate in the local chapter of a Career and Technical Student Organization (CTSO).
How does participation in a Career and Technical Student Organization (CTSO) impact professional
development and lifelong learning?
Students will
Learning Plan & Notes to Instructor:
participate in the local chapter of the
clubs in school
appropriate Career and Technical Student
 explain the different organizations for program
Organization (CTSO).
areas in technical school
 investigate the organization, purpose, and dues
required
 election of classroom officers, perform an
installation of officers, establish a meeting
schedule for membership, and a yearly
program of work schedule (leadership
activities)
 describe the club’s uniform and colors
 explain the emblem of the club and the purpose
of each part
 describe the club’s motto and creed
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HSE.O.MLF.15.2
use parliamentary procedures in chapter
meetings.
HSE.O.MLF.15.3
demonstrate team membership/leadership
and problem solving skills.
HSE.O.MLF.15.4
participate in local, state, and national
projects impacting healthcare and
healthcare education.
21st Century Skills
Learning Skills & Technology Tools
 See www.HOSA.org.
club meetings
 encourage students to apply information form
classroom to out-of-class situations and
practice rules of parliamentary procedure
during class activities
 See Robert’s Rules of Order.
leadership
 identify characteristics of leaders and
responsibilities of group members
 define leadership
 review the three styles of leadership
(autocratic, laissez-faire, and democratic)
See HOSA Handbook.
select projects to work on throughout the year and
encourage group to elect activities to compete In local,
state, and national levels
See HOSA Handbook.
Teaching Strategies
Evidence of
Culminating Activity
Success
21
Information and
Communication
Skills:
21C.O.9-12.1.LS2
21C.O.9-12.2.LS2
Student analyzes and
interprets visuals and
recognizes the impact
digital media influences
(e.g. design, technique,
and rate of speed) have
on audiences. The
student’s visual products
reflect a sophisticated
understanding of
subject, digital media
and design techniques.
Student makes informed
choices among available
advanced technology
systems, resources and
services (e.g., global
positioning software,
graphing calculators,
personal digital
assistants, web casting,
online collaboration
tools) for completing
curriculum assignments
and projects and for
managing and
communicating
personal/professional
information.
Student draws
conclusions from a
variety of data sources
Students use search engines
to complete online searches
for current information on the
Food Guide Pyramid and
nutrition, Maslow’s Pyramid
on life stages, Maslow’s
biography.
Students identify
current information
on the Food Guide
Pyramid and
nutrition.
Students are able
to identify Maslow’s
Students research and design life stages and able
a pictorial representation of a to give some
health care career utilizing
personal
various types of multimedia
information on who
resources.
Maslow is and his
contribution to
healthcare.
Students will give
an oral presentation
on a health care
career using the
written application
of the software
utilized.
Students will
participate in HOSA
projects in
classroom and
state/national
competitions.
These projects will
be evaluated by
rubrics in HOSA
Handbook B.
Students will
determine the
normal ranges of
22
to analyze and interpret
systems.
Thinking and
Reasoning Skills:
Personal, and
Workplace Skills:
21C.O.9-12.2.LS1
Student engages in a
critical thinking process
that supports synthesis
and conducts evaluation
using complex criteria.
21C.O.9-12.2.LS2
Student draws
conclusions from a
variety of data sources
to analyze and interpret
systems.
21C.O.9-12.2.TT2
Student collaborates
with peers, experts and
others to contribute to a
content-related
knowledge base by
using technology to
compile, synthesize,
produce, and
disseminate information,
models, and other
creative works.
Student demonstrates
ownership of his/her
learning by setting goals,
monitoring and adjusting
performance, extending
learning, using what
he/she has learned to
21C.O.9-12.3.LS3
Students engage in
patient/client scenarios to
interpret data from test
results.
Students select appropriate
PPEs and equipment for
given patient scenarios.
Students exercise selfcontrol, accept and use
criticism, and understand
oneself and others.
technical
performances of
hematocrits and
hemoglobins using
a variety of point-ofcare machines.
Students apply
acquired
knowledge and
skills to draw
appropriate
conclusions and
select correct
courses of action.
Students apply
acquired
knowledge and
skills to draw
appropriate
conclusions and
select correct
23
adapt to new situations,
and displaying
perseverance and
commitment to
continued learning
21C.O.9-12.3.LS4
Student demonstrates
ethical behavior and
works responsibly and
collaboratively with
others in the context of
the school and the larger
community, and he/she
demonstrates civic
responsibility through
engagement in public
discourse and
participation in service
learning
Learning Skills & Technology Tools
Entrepreneurship
Skills:
Actualization
A.27
Explain the need for
business systems and
procedures.
A.28
Explain methods and
processes for organizing
work flow.
Students recognize basic
human relationships as they
relate to business success,
demonstrate characteristics
for successful working
relationships by describing
attitudes which are best
avoided for success at work.
suggest ways to get along
better with a supervisor or
teacher.
Teaching Strategies
Culminating Activity
Describe three types of
ownership of businesses.
Have students to list local
entrepreneurs who have
businesses related to
healthcare.
Discuss how to accept
authority, give supervisor
respect, cooperation, and
loyalty and explain how this
helps in organizing the work
flow of a business.
course of action,
seek assistance
whenever
necessary,
demonstrate
commitment to the
final product and
record data on the
proper forms.
Student uses the
proper professional
behavior at work
and in the
classroom.
Evidence of
Success
Students will
research local
healthcare facilities
and how they relate
as a business.
Students discuss
responsibilities and
obligations of an
entrepreneur, and
discuss the steps in
the management
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process.
Leadership
B.01, B.02, B.08
D.26
Ethics in
Communication
D.21
Computer Basics
E.01. E.02, E.03,
E.11
Demonstrate honesty
and integrity,
responsible behavior,
and team spirit.
Students will outline the five
steps of the management
process—planning,
organizing, staffing, directing,
and controlling, and describe
what is included in each step.
Discuss the role of group
members in an organization,
and list qualities that leaders
should exhibit.
Define leadership
types and discuss
instances when
each type is
appropriate. Go
over the
organizations for
professionals and
specialties within
the health field.
Respect the privacy of
Discuss character traits that
Describe instances
others.
Should be found in the
when a patient
healthcare worker and explain confidence should
when it is legal to release
be reported, and
information about patients to
discuss ownership
the family, other healthcare
of records,
workers, and the news media. privileged
information, and the
importance of
confidentiality.
(HIPPA)
Use basic computer
Communications systems that Discuss
terminology, apply basic are operated by computer
communications
commands of operating
software (paging systems,
systems that are
system software, employ intercom systems, telephone
used between
desktop operating skills, and beeper systems.
patients, and
and demonstrates basic
personnel.
search skills on the
Explain the need to
Web.
use computers in
25
Career Planning
H.0, H.03, H.04,
H.05
Evaluate career
opportunities based on
current/future economy,
explain the rights of
workers, select and use
sources of career
information, and
determine tentative
occupational interest.
Attend field trip to a local
healthcare facility.
Students will give examples
of careers that require
certification, licensure, or
registration, and discuss
career levels: assistant,
technician, and technologists.
the workplace, and
how computers are
used in the
monitoring of
patients care, and
how they are used
in the healthcare
facility to process
information.
Students will
observe the
physical division
and list the
organizational
structure of
healthcare center
during a field trip to
the local facility.
Students will listen
to healthcare
professionals
describe their roles
in the health care
facility.
Technology
K.01, K.10
Explain ways that
technology impacts
business, and
demonstrate
Students will list
major divisions of
health careers with
a brief identification
of the individual
careers.
Students will be able to use
Students will
the computer, laboratory
present brochures
equipment, and various digital and oral
technology to complete
presentations by
26
presentation
applications.
Culminating
Assessment:
assignments.
using technology
applications.
Culminating Assessment
You are a Dietician within healthcare facility. Your goal is to develop a meal plan, for a patient, given
a specific diagnosis and a prescribed therapeutic diet. You will be judged by the inclusions and
restrictions of the therapeutic diet and the guidelines for recommended daily allowances established
by the U.S. Department of Agriculture.
You work in a Information Management Department of a local hospital and must correctly interpret a
medical record by defining the medical elements contained within a patient’s medical report. You will
be judged on the accuracy of your interpretation.
As a consumer of health care, you must identify the type of healthcare insurance plan provided by
your employer, listing the provisions and exemptions of the plan. You must correctly analyze the
Explanation of Benefits (EOB) received for services provided during a recent healthcare episode,
including the deductible, co-insurance, co-payment, and final charges. You will be judged on the
correct conclusions of the EOB.
As a high school student, you plan to continue your education and enter a healthcare profession.
You will research a selected healthcare career, utilizing a variety of resources and methods such as
web searches, interviewing local professionals, etc. From your research, you will develop a
healthcare career display to enter in the HOSA Career Health Display competitive event. You will be
judged by the event rubric within HOSA Handbook.
You are an Infection Control specialist in a local hospital. In the last 6 months there has been an
increase in the number of nosocomial infections on the Extended Care Unit. Your job is to analyze a
patient care scenario to determine the inputs into the Chain of Infection that perpetuated this spread.
You will verbally present your analysis to your co-workers, by presenting a pictorial representation
(charts, graph, etc.) illustrating each area of the chain and the corresponding action that might have
contributed to the patient contracting a nosocomial infection. You will be judged on the application of
your knowledge of microorganisms and the Chain of Infection, and a peer review on your ability to
verbally and pictorially communicate your analysis effectively.
Final Examination
Industry
Industry Accreditation/Certification
Obtain certification in the skill area chosen by the student.
27
Accreditation/
Certification
Links and Other
Resources:
Students must successfully complete all courses within the concentration in order to be eligible for
certification.
American Medical Technologists Association
 Medical Laboratory Technician, MLT(AMT)
 Certified Office Laboratory Technician, (COLT)
 Phlebotomy Technician, RPT (AMT)
American Society of Clinical Pathology, Certified Phlebotomy Technician (PBT)
American Society of Phlebotomy Technicians, Inc., Certified Phlebotomy Technician
American Medical Technologist, Registered Phlebotomy Technician (RPT)
National Center for Competency Testing, National Certified Phlebotomy Technician (NCPT)
Links and Other Resources
Related Websites:
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
28
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Contacts
Contacts:
HSE Teachers: See HSE Directory
HSE Coordinators: Rebecca Davis [email protected]
Cyndy Sundstrom [email protected]
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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