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Descriptors:
Allied Health Occupations Education; Anatomy; Behavioral Objectives; Biomedical Equipment; Curriculum; Disease Control; Drug Therapy; Ethics; Instructional Materials; Laboratory Technology; Medical Assistants; Medical Case Histories; Medical Evaluation; Office Management; Office Practice; Pathology; Patient Education; Physiology; Preventive Medicine; Psychology; Recordkeeping; Records Management; Risk Management; Secondary Education; Vocational Education

Abstract:
This curriculum for a medical assistant program is designed for students interested in caring for the sick, injured, convalescent, or disabled under the direction of the family, physicians, and credentialed nurses. The curriculum is divided into 12 units: orientation to medical assisting; principles of medical ethics; risk management; infection control and hazards management; anatomy, physiology, pathology, and psychology; medical database; patient examinations; patient education; medications; medical emergencies and facility safety; laboratory procedures; and general office procedures. Each unit is composed of 2-5 objectives; a number of performance indicators are listed for each objective. The program is designed to include classroom instruction via lectures, demonstrations, and discussions. Hospitals, medical centers, nursing home or care centers, or medical-surgical clinics often work cooperatively with schools to provide students with clinical practice and experience. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Education; Allied Health Occupations; Allied Health Occupations Education; Classroom Techniques; Communications; Dental Assistants; Education Work Relationship; Educational Resources; Integrated Curriculum; Internet; Job Skills; Learning Activities; Mathematics; Medical Assistants; Nurses Aides; Occupational Information; Performance Based Assessment; Postsecondary Education; Sciences; Teaching Guides; Teaching Methods; Tech Prep; Vocational Education

Abstract:
This Ideabook is designed to help vocational/tech prep and applied academics teachers plan and present their subject matter in a more integrated way. Section 1 discusses integrating the curriculum, rationale for using the curriculum, and how the book helps teachers modify their instructional programs to more closely match demands and realities of the real world. Secretary's Commission on Achieving Necessary Skills (SCANS) competencies and SCANS foundation skills and qualities are listed. Section 2 looks at the three levels of integration: infusion; linked; and multidisciplinary. Section 3 presents strategies and activities a teacher can use to make academic instruction more integrated, divided into these areas: teach thinking strategies; use authentic assessment tools; use rubrics and periodicals; simulate the workplace; incorporate projects; use demonstrations and discovery; use planning tools that support integration; and devise joint plans with other teachers. Section 4, focusing on the information superhighway, covers the Internet, World Wide Web, e-mail, newsgroups, mailing lists, and Web sites. Section 5 describes curricular resources for applied communications, mathematics, and science; applied communications; applied mathematics and science; applied mathematics; applied science. Contact information is also provided. Section 6 contains excerpts from the Occupational Competency Analysis Profile for diversified health occupations. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Interpersonal Competence; Listening Habits; Medical Assistants; Older Adults; Professional Training; Program Effectiveness

Abstract:
Reports on a study of the level of satisfaction of elderly nursing home residents with the listening behaviors of nursing home assistants, and examines the residents' perceptions regarding the listening behaviors of the assistants. Determines if a listening skills training course for nursing home assistants would prove beneficial in increasing resident satisfaction. Concludes that the residents' satisfaction increased significantly following the training. (PM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Standards; Behavioral Objectives; Clerical Occupations; Competence; Competency Based Education; Educational Objectives; Employment Potential; Evaluation Criteria; Job Skills; Job Training; Medical Assistants; Medical Record Technicians; Occupational Clusters; Office Occupations Education; Performance Based Assessment; Postsecondary Education; Program Guides; Secondary Education; Secretaries; State Standards; Statewide Planning; Student Certification; Student Evaluation; Vocational Education; Word Processing

Abstract:
These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following components for each skill defined: performance area; performance skill; skill standard; and performance elements and assessment criteria. This publication contains skill standards for medical office personnel defined on three levels by increasing level of difficulty. The skill standards are grouped in the following areas: (1) organization and planning; (2) maintenance of equipment and supplies; (3) medical office activities; (4) medical dictation and transcription duties; (5) preparation of medical records and insurance forms; (6) financial functions; (7) management of records and files; (8) mail handling; (9) basic office operations; (10) information processing activities; (11) word processing; (12) machine transcription; (13) basic data processing; (14) computer file manipulation; (15) document processing; (16) database and spreadsheet operations; and (17) computer applications. Each area contains 3-21 standards. The following items are appended: glossary; lists of Illinois Occupational Skill Standards and Credentialing Council, Business and Administrative/Information Services Subcouncil, Health and Social Services Subcouncil, and Medical Offices Standards Development Committee members; Business and Administrative/Information Services Subcouncil Medical Office Occupations Cluster Recognition Proposal; and a list of workplace skills. (KC/MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Allied Health Occupations; Allied Health Occupations Education; Associate Degrees; Competence; Competency Based Education; Dental Hygienists; Emergency Medical Technicians; Entry Workers; Medical Assistants; Medical Record Technicians; Medical Services; Medical Technologists; Nurses; Nursing Education; Ophthalmology; Physical Therapy Aides; Radiographers; Respiratory Therapy; State Programs; State Standards; Tech Prep; Therapists; Two Year Colleges

Abstract:
This "tech prep" state competency profile contains all the competencies required and recommended for entry-level employees in occupations in the health technologies cluster. Introductory materials include the following: descriptions of the different types of competencies (essential ones that must be included in all new tech prep programs and recommended ones), definitions that broadly describe occupations within the health technologies cluster, explanation of leveling codes used in the profile, summary (listing) of the competencies divided into 71 units, and a matrix that indicates whether a unit is required or recommended for each of 11 occupations. The occupations are as follows: radiographer, respiratory care therapist, physical therapist assistant, registered nurse--associate degree, medical laboratory technician, emergency medical technician, dental hygienist, health information technician, exercise technologist, ophthalmic technician, and medical assistant. The competencies categorized under units follow. Each competency is presented in a one-page format that indicates the unit, whether the competency is essential or recommended, the grade level (by the end of grade 12 or by the end of the associate degree) and the depth (introduce, reinforce or add depth, and proficient), academic code (communications, mathematics, or science related), the competency, and list of competency builders (more specific competencies). (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Education; Allied Health Occupations; Allied Health Occupations Education; Basic Skills; Communication Skills; Competence; Competency Based Education; Dental Assistants; Fine Arts; Health Education; High Schools; Integrated Curriculum; Learning Activities; Mathematics Skills; Medical Assistants; Nurses Aides; Physical Education; Postsecondary Education; Science Process Skills; Social Studies; Standards; Teaching Guides

Abstract:
This publication consists of the main and mini reports for Missouri's Show-Me Standards and vocational education competencies for health occupations. This database documents the common ground between academic skills and vocational competencies. Both components of the Show-Me Standards--knowledge (content) and performance (process)--have been cross-referenced to the vocational competency lists included in this database. Both reports begin with terms and definitions, competency lists available, and table of contents to activities available in all areas. The main report then provides the cross reference to the show-me standards for the following: dental aide; health care assistant; and nurse assistant/aide. The duty band and task statement are correlated to knowledge and performance as well as academic skills: math, communication arts, science, social studies, health/physical education, and fine arts. All are identified by letters and/or numbers. The mini report's cross-reference to Show-Me Standards uses words in its correlation of duty bands and task statements to knowledge (content) and performance (goals). Duty bands, task statements, knowledge, and performance are presented in statement format. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Allied Health Occupations Education; Allied Health Personnel; Caregivers; Competence; Competency Based Education; Core Curriculum; Course Content; Curriculum; Educational Resources; Entry Workers; Health Occupations; High Schools; Job Skills; Learning Activities; Lesson Plans; Medical Assistants; Minimum Competencies; National Curriculum; National Standards; Student Evaluation; Test Items; Vocational Education

Abstract:
This document contains the core curriculum for a basic high school course for health care assistants. It is designed as a 1-semester course of study, after which students can take a course in an emphasis area, such as veterinary, nursing, pharmacology, or physical therapy, in which they learn skills for specific entry-level jobs. The curriculum guide begins with the following background information: a health occupations curriculum flowchart; a bibliography listing 51 references; a cross-reference of lessons from the nurse assistant in a long-term care facility curriculum with the health care assistant core; National Health Care Core Skill Standards; and a cross-reference of the National Health Care Core Skill Standards and the health care assistant core. The guide is divided into six units that cover the following topics: (1) the health care delivery system; (2) communication and observation skills; (3) safety; (4) concepts of microbiology; (5) anatomy and physiology; and (6) life stages. Within each unit, lesson plans break the content into manageable classroom lessons. Lesson plans contain some or all of the following: scope of the unit, lesson objectives, supplementary teaching and learning items, an informational assignment, references, an introduction, a lesson outline, summary, and conclusion, procedures for demonstrations (as needed), interaction items, classroom and laboratory activities, evaluation items with answers, and handouts. (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Allied Health Occupations Education; Bookkeeping; Competence; Competency Based Education; Course Content; Curriculum Guides; High Schools; Insurance; Job Skills; Learning Activities; Medical Assistants; Medical Case Histories; Office Occupations Education; On the Job Training; Recordkeeping; Secretaries; Teaching Methods

Abstract:
The first component of this three-part package is a student manual designed to be used independently in secondary health occupations programs or on-the-job training programs for administrative medical assistants. The manual contains six units that cover the following topics: introduction to administrative medical assisting, communication skills, safety, office management techniques, medical records, and insurance and finance. Units are organized in lessons, which contain lesson objectives, key terms, content information, illustrations, and activity sheets. Each unit has a written evaluation to test students' knowledge and skill sheets that provide a record for mastery of the steps of procedure for each skill. A unit checklist located at the end of each unit provides a method for keeping track of activity sheets, clinical and laboratory activity sheets, skill sheets, and written unit evaluations. The second package component, the instructor key, provides answers to the activity sheets and unit evaluations. The third package component is a one-page student competency record. Contains 12 references and a glossary of 76 terms. (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Allied Health Occupations Education; Behavioral Objectives; Community Colleges; Competence; Competency Based Education; Core Curriculum; Educational Equipment; Home Health Aides; Leadership; Medical Assistants; Medical Services; Nurses Aides; Nursing Education; State Curriculum Guides; Statewide Planning; Technical Institutes; Two Year Colleges

Abstract:
This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the health care assistant program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies for the nurse assistant/aide program, and section II consists of outlines for each of the following courses in the sequence: fundamentals of health care assisting; health care assisting concepts and skills; human needs/growth and development; nutrition and hydration needs of clients; elements of body structure and function; special care procedures; first aid/emergency procedures; human needs/growth and development; nutrition and hydration long-term care aide; homemaker services; and home health aide. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (KC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Education; Advisory Committees; Allied Health Occupations Education; Articulation (Education); Competence; Competency Based Education; Consortia; Core Curriculum; Curriculum Guides; Employment Opportunities; Employment Projections; Grade 11; Grade 12; Health Personnel; High Schools; Information Management; Labor Market; Medical Assistants; Models; Nursing; Teaching Guides; Tech Prep; Technical Institutes; Technical Occupations; Two Year Colleges

Abstract:
This document contains materials developed for and about the multicompetencies health technologies tech prep program of the South-Western City Schools in Ohio. Part 1 begins with a map of the program, which begins with a health technologies core in grades 11 and 12 that leads to entry-level employment or one of four 2-year programs at a community college (medical assisting technology, multicompetency health technology, nursing technology, and health information management technology) that in turn lead to a technical career or transfer to a four-year college or university. Also included in part 1 are the secondary and postsecondary curriculum for a vocational school and two high schools and a community college. Part 2, which constitutes approximately 50% of the document, lists the program's (unleveled) secondary technical and academic competencies. In part 3, the secondary competencies are leveled for a vocational school, and in part 4, the postsecondary competencies are leveled for a community college. Parts 5-7 contain the following: labor market data; list of advisory/review committee members; and program application (information on employment opportunities in the area, potential exit occupations for the program, and plans for the program's delivery). (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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