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Course Profile
Health Care, Grade 11, College Preparation, Public
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development of these resources was funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
Public
District School Board Writing Teams –
Public
School Board Writing Team - Grade 11 Health Care Technology
Lead
Board
Simcoe County District School Board
Robert Emptage, Laura Featherstone, Project Managers
Course
Profile Writing Team - Public
Debra Zajarny, Keewaitin Patricia District School Board, Lead Writer
Kirk Brandt, Keewaitin Patricia District School Board
Laurie Holmes, Toronto District School Board
Course Overview
Health Care, Grade 11, College Preparation, TPA3C
Secondary
Policy Document: The Ontario Curriculum, Grades 11
and 12, Technological
Education, 2000.
This
course focuses on human anatomy, physiology, and basic medical terminology.
Students learn about the relationship between lifestyle and personal health,
and conventional and alternative methods of disease prevention and treatment.
They also investigate healthcare procedures and equipment in nursing, medicine,
and dentistry; examine health and safety issues in health care and the
environmental and societal impacts of biotechnology; and explore various career
opportunities in the health care field.
·
In
each unit students identify career options and are given insight into skills
required for a variety of related professions in the health care industry.
Students also gain knowledge of careers in this area through volunteer work,
cooperative education, and job shadowing.
·
The
teacher addresses health and safety concerns as they pertain to the health care
industry.
·
The
activities provide opportunities for students to engage in both practical
activities and research.
·
The
expectations are assessed in accordance to the four areas identified in the
Achievement Chart found in the Technological Education Policy Document.
·
The
teacher uses a wide range of teaching/learning strategies and provisions.
·
This
course provides for many cross-curricular opportunities such as science,
biology, health, and physical education.
|
Unit 1 |
Introduction
to the Course, The Health Care Industry and Careers |
5 hours |
|
Unit 2 |
Lifestyle
and Personal Practices for Healthy Living |
20
hours |
|
Unit 3 |
Health
Promotion Utilizing Conventional and Alternative Therapies |
25
hours |
|
Unit 4 |
Anatomy
and Physiology |
30
hours |
|
* Unit 5 |
Health
and Safety and Environmental and Social Impact |
30
hours |
* This
unit is fully developed in this Course Profile.
Time: 5 hours
Unit Description
Students are informed about the
parameters of this course through an explanation of expectations and assessment
strategies. They are introduced to the health care industry and the criteria
for a successful career in this industry. Students conduct research and attend
presentations by health care professionals in order to develop an understanding
of local and regional health care practices and regulations. Students are made
aware of cultural and personal differences found in the various regions of
Ontario which impact on health care. Students develop and maintain a portfolio
including information about health care, facilities, careers and current issues
regarding health and health care.
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
TFV.04,
TF4.01 |
Knowledge/Understanding |
-
overview of health care industry |
|
2 |
ICV.03,
IC3.01, IC3.02, SPV.01, SPV.02 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
-
career opportunities in health care |
|
3 |
SPV.02 |
Knowledge/Understanding |
-
course outline |
|
4 |
SPV.02,
SP2.01, SP2.05 |
Knowledge/Understanding |
-
course expectations and assessment |
|
5 |
ICV.03,
IC3.01, IC3.02 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
-
portfolio development |
Time: 20 hours
Unit
Description
Students
make connections between present personal lifestyle choices and future health
and longevity. Students identify and address the importance of nutrition,
physical fitness, and exercise to their well being, and how it extends to the
well being of others. The use of prescription and non-prescription drugs is
discussed in the context of lifestyle choices.
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
TFV.02,
TF2.05, TF2.09, SPV.02, SP2.03 |
Knowledge/Understanding |
-
nutrition for health |
|
2 |
TFV.02,
TF2.06, TF2.07, TF2.09, IC2.04 |
Knowledge/Understanding Thinking/Inquiry |
-
exercise and physical fitness |
|
3 |
TFV.02,
TF2.01, TF2.02, TF2.03, TF2.04, TF2.09 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
-
impact on longevity |
|
4 |
TFV.02,
TF2.08 |
Knowledge/Understanding |
-
sexual practices |
|
5 |
TFV.02,
TF2.02, TF2.04, TF2.09 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
- use
of prescription and non-prescription drugs,- effects of alcohol and tobacco
use |
Time: 25 hours
Unit
Description
Through
discussion and classroom activities students learn the difference between
conventional medicine and societal/cultural alternative medicine, and develop
an understanding of the role played by each of these in the health care
industry. Building on knowledge acquired in Unit 2 students learn about health
promotion and treatment of disease through homeopathic remedies such as
therapeutic touch, massage therapy, acupuncture, reflexology, stress
management, etc. Students are made aware of the home care and community
services available for both conventional and alternative therapies.
Therapies
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
TFV.03 |
Knowledge/Understanding Communication |
-
definitions of conventional and alternative therapies |
|
2 |
TFV.03,
TF3.01, |
Knowledge/Understanding |
- types
of alternative therapies |
|
3 |
TFV.03,
TFV.05, TF2.10, TF3.01, SPV.02, SP1.13, SP1.14, SP2.04 |
Knowledge/Understanding Thinking/Inquiry Communication Application |
-
treatment and prevention of disease |
|
4 |
TFV.04,
TF3.02 |
Knowledge/Understanding Thinking/Inquiry Communication |
- home
care and community health care services |
Time: 30 hours
Unit
Description
Students learn about the structure and function
of body systems (e.g., digestive, cardio-respiratory, skin, nervous, endocrine,
musculo-skeletal, and cardiovascular). The activities from this unit may be
integrated with other subjects, including science, biology, health, and
physical education.
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
TFV.01,
TF1.01, TF1.02 |
Knowledge/Understanding Thinking/Inquiry Application |
-
structure and function of all body systems |
Time: 30 hours
Description
In
this unit students learn to function safely in a health services work
environment. They study and apply Workplace Hazardous Materials Information
System (WHMIS) standards, safe body mechanics, infection control, general
safety awareness, and bio-hazardous waste management. Emphasis is placed on the
fact that the use of safe practices in the workplace benefit the individual,
others, the environment, and society in general.
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
TFV.02,
TF1.02 |
Knowledge/Understanding Thinking/Inquiry |
Bacteria |
|
2 |
ICV.02,
IC1.02 |
Knowledge/Understanding Application |
Personal
hygiene |
|
3 |
SPV.01,
SP1.01 |
Knowledge Application |
How to
properly wash hands |
|
4 |
TFV.05,
ICV.02, TF4.02, IC2.04 |
Thinking/Inquiry |
Safety
and Sanitation |
|
5 |
ICV.02,
IC2.02 |
Application Communication |
Disposal
of Medical Waste |
|
6 |
TFV.01,
TFV.05, SPV.01, ICV.02, TF1.02, IC2.01, IC2.02, IC2.04 |
Knowledge/Understanding Thinking/Inquiry Application Communication |
Safe
Lifting Techniques |
A variety of
teaching and learning strategies are used throughout the course, including:
·
classroom
lessons
·
brainstorming
·
collaborative
and cooperative learning
·
student-teacher
conferencing
·
design
processing
·
independent
study
·
demonstrations
·
practical
applications
·
portfolio
development
·
research
·
computer
skills
The following chart describes additional teaching/learning
and assessment strategies.
|
Teaching/Learning
Strategies Brainstorming – group generation of initial
ideas expressed without criticism or analysis; Buddy
System – linking
of students for peer/cross-age support; Case
Study –
investigation of real and simulated issues; Teacher-directed
Class Discussion
– active participation of students by taking turns while discussing current
issues; Collaborative/Cooperative
Learning – small
group learning providing high levels of student engagement and
interdependence; Computer-assisted
Learning –
learning of new material or review/reinforce material previously learned; Conferencing/Discussion – student-to-student discussion
and teacher-to-student discussion to encourage confidence and motivation in
all learners; Problem
Solving – model
for helping students to identify and work through a problem using a
prescribed process involving a number of steps; Independent
Study –
exploration and research of a topic of interest to students; Journal
Writing – the
practice of expressing ideas, experiences, questions, reflections, personal
understanding, or new learning in written form on a regular basis; Report/Presentation – oral, visual, and written
presentation of a researched topic to the class or in the community; Research – model of investigation; Socratic
Lesson – oral
presentation of information by the teacher; Just-on-time
Teaching –
theoretical material that is presented to the student at the appropriate
stage of his/ her project; Exemplar - model or a sample of student
work to provide the standard toward which students are aiming. |
Assessment
Strategies Paper-and-Pencil
Tests ·
Ongoing quiz, self/peer rubric ·
Final evaluation of unit (rubric, tests) Performance
Assessment ·
Research project ·
Assigned exercises ·
Log/journal entries ·
Presentation ·
Finished product Personal
Communication ·
Conferencing -
Student-teacher -
Teacher-group Self/peer
assessment ·
Daily log/journal ·
Ongoing verbal feedback ·
Critique self/peer Teacher
Observation ·
Formal/informal Reflection ·
Self/peer assessment ·
Log/journal/portfolio Assessment
Tools ·
Checklists ·
Marking schemes ·
Project specification sheets ·
Rubrics ·
Anecdotal comments with suggestions for improvement |
Students are assessed using the following strategies:
·
Diagnostic
- occurs at the beginning of the term or unit of study, or at any point during
the course when information about prior learning is useful;
·
Formative
– occurs during the learning process and provides ongoing feedback to the
student and teacher about the quality of learning and the effectiveness of
instruction;
·
Summative
- usually carried out at the end of a learning process.
Specifically, assessment techniques may include the
following:
·
communication
through journals and classroom presentations;
·
self-assessment
rubrics;
·
student-teacher
conferencing;
·
written
tests;
·
formal
and informal observation;
·
performance
assessment rubrics;
·
reflective
learning including self-assessment;
·
learning
logs;
·
peer
assessment rubrics;
·
check
lists for practical work;
·
peer
assessment.
Various accommodations may be made throughout the program
to assist students. Possible program adaptation may include:
·
adaptation
of activities and teaching strategies to meet the students’ needs, as
identified in their IEPs;
·
one-on-one
teaching/conferencing;
·
adaptation
of handouts;
·
small
group learning;
·
peer
tutoring;
·
the
use of alternative activities, Assessment/Evaluation techniques, and
instructional strategies;
·
adaptation
of physical structures;
·
making
enriched materials and resources available.
Various
resources used throughout the course include textbooks, trade journals and
magazines, software, websites, fashion, fitness, and lifestyle magazines, guest
speakers, and videos.
Basic
Life Support. First
Aid Training Manual (available through Canadian Red Cross).
ISBN 0-8151-1732-9
Bird,
Doni and Debbie Robinson. Torres and Ehrlich Modern Dental Assisting.
Canadian
Institute for Environmental Law and Policy. The Citizen’s Guide to
Biotechnology.
Emergency
Health Services. A Lifting and Training Program For Emergency Medical
Attendant.
Emergency Health Services. Manual of
Operational Policy and Procedures, Section 4.1(3)(f)
Grace,
Eric S. Biotechnology Unzipped.
Health
Health
and Welfare
ISBN 0-662-19648-1
Informational
Manual for Designated Officer Preventing and Assessing Exposures to Selected
Communicable Diseases.
Information Manual for Designated Officers.
Kreuzer,
Helen and Adrianne Massey. Recombinant DNA and Biotechnology: A Guide for
Teachers.
Kreuzer,
Helen and Adrianne Massey. Recombinant DNA and Biotechnology: A Guide for
Students.
Mardels,
Elaine N. Anatomy and Physiology Colouring Book. 1999. ISBN 0805349138
Marine
and Kadeskint. Foundations of Anatomy and Physiology. Prentise Hall.
ISBN 10135929652
Occupational
Health and Safety Act and Regulations for Industrial Establishments.
Personal
Services Setting Protocol Infection Control Program.
Potter
& Perry. Canadian Fundamentals of Nursing.
ISBN 0-8151-8901-X
Siebert,
Myrtle and Evelyn Kerr. Food for Life.
ISBN 0-07-551544-X
Sorrentino,
Sheila and Bernice Gorek. Long Term Care Assistance.
ISBN 0-323-007-09-0
The
Body Image Coalition of Peel. EveryBODY Is A Somebody: Facilitator’s
Guide. Ontario Ministry of
Torres,
Hazel O., Ann Ehrlich, Doni Bird, and Ellen Dietz. Modern Dental Assisting.
Tortora,
Gerard J., Berdell R. Funke, and Christine L. Case. Microbiology: An
Introduction, 5th ed.
Don Mills, ON: Benjamin/Cummings Publishing Company Inc., 1995. ISBN
0-8053-8496-0
Update
Universal Precautions for Prevention of Transmission Immunodeficiency Virus,
Hepatitis B Virus and Other Bloodborne Pathogens in Health Care Settings.
Vital
Link. CPR Training
Manual (available through Canadian Red Cross).
Wernig,
Julie and Sheila A. Sorrentino. The Homemaker/Home Health Aide.
Zucker,
Elana. Being A Homemaker/Home Health Aide.
ISBN 0-9303-018-X
OESS: The Ultimate Human Body 2.0
Boyce,
J.M., S. Keliher and N. Vallende. “Skin Irritation and Dryness Associated With
Two Hand-Hygiene Regimens: Soap-and-Water Hand Washing Versus Hand Antisepsis
With An Alcoholic Hand Gel.” Infection Control in Hospital Epidemiology,
Vol 21 (2000): 442-8.
John,
M., “Hand Hygiene: Washing and Disinfection.” Journal of the Canadian Dental
Association,
Vol 66 (2000): 546-7.
Larsen
E., P. Eke, M.P. Wilder, and B.F. Laughton. “Quantity Of Soap as a Variable in
Hand Washing.” Infection Control, Vol 8 (1987): 371-2.
Rotter,
M.L. “Semmelweiss’ Sesquicentennial: A Little Noted Anniversary of Hand
Washing.” Current Opinions on Infectious Disease, (1998): 11:457-60.
Voss,
A. and A.F. Widmer. “No Time for Handwashing!? Handwashing Versus Alcoholic
Rub; Can We Afford 100% Compliance?” Infection Control in Hospital
Epidemiology, Vol 18 (1997): 205-8.
Zimakoff,
L., A.B. Kjelsberg, S.O. Larsen, and B. Holstein. “A Multi-Centre Questionnaire
Investigation of Attitudes Towards Hand Hygiene, Assessed by the Staff in
Fifteen Hospitals in
Guidelines:
Journal
of the Canadian Dental Association
The
Journal:
Biotechnology.
Home
Safe. StayCom
Productions (available through Canadian Red Cross).
Delmar’s
Dental Assisting Video 3. Infection Control Techniques, 1st ed. Delmar,
2000.
ISBN/ISSN 0-7668-1035-6
Delmar’s
Home Care Aide Video Series Tape 8. Body Mechanics and Positioning, 2nd
ed. Delmar Publishers, 1998. ISBN/ISSN 0-8273-8583-8
Delmar’s
Home Care Aide Video Series Tape 5. Standard Precautions and Infection
Control in the Home, 2nd ed. Delmar Publishers, 1998. ISBN/ISSn
0-8273-8580-3
Med
Com Trainex. Nursing Assistant Techniques - Measuring Pulse, Respirations
and Blood Pressure.
TV
Ontario. Health Care. International Tele-Film, 5090 Explorer Drive,
Suite 301, Mississauga, Ontario L4W 4T9. Tel: 905-629-3133; Fax 905-629-1211;
E-mail: itf0001@ibm.net. BPN 3166B. 10 minutes.
Contact Canada –
http://ccinfo@ContactCanada.com
Ontario’s Occupational Health and Safety
Website - http://www.gov.on.ca/lab/ohs/ohse.htm
Toronto Biotechnology Initiatives -
http://www.torontobiotech.org
Workplace Hazard Material Information System
Website -http://www.utoronto.ca/safety/whmis2.htm
Professionals in Infection Control and
Epidemiology - www.apic.org
U.S. Department of Health -
www.healthfinder.gov (This website answers many commonly asked questions.)
Obtain
posters and brochures encouraging proper hand washing techniques for use in the
classroom - www.washup.org
Allergy
Asthma Information Association (416) 679-9521
Allergy
Essentials 1-888-850-6051
The
course is designated as a technological education program. (See The Ontario
Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000 for a
description of the different types of secondary school courses.) Students can
use the course as one of the additional compulsory credits (one credit from
Science [Grade 11 or Grade 12] or Technological Education [Grade 9–12]), or as
an optional credit. This course could be part of a School-Work Transition
Program – see the ministry document, Cooperative Education and Other Forms
of Experimental Learning, Policies and Procedures for Secondary Schools, 2000.
Students
are introduced to theoretical and practical aspects of Health Care technology.
The curriculum provides opportunities for students to undertake hands-on
practical activities, as well as conduct research and analysis. There is a wide
range of teaching/learning methodologies used to accommodate and meet the needs
of all students. This course also addresses social issues such as
anti-discrimination education, equity/social justice issues, career goals/cooperative
education, conflict resolution/violence prevention, and community partnerships.
Career
exploration throughout all units is made available to students with specific
reference to Choices into Action: Guidance and Career Education Program
Policy for Elementary and Secondary Schools, 1999.
Coded Expectations, Health Care, Grade 11, College Preparation, TPA3C
TFV.01 · demonstrate an understanding of
human anatomy, physiology, and medical terminology;
TFV.02 · explain the relationship between
lifestyle choices and personal health;
TFV.03 · compare conventional and alternative methods
of disease prevention and treatment;
TFV.04 · identify patterns and trends in
the health care industry;
TFV.05 · describe types and functions of
instruments, equipment, and materials used in the health care industry.
Human
Anatomy, Physiology, and Medical Terminology
TF1.01 – demonstrate an understanding of
human anatomy and physiology, including the functioning of body systems;
TF1.02 – correctly use basic terminology
related to health care.
Lifestyle
and Personal Health
TF2.01 – explain the relationship among
body systems and how they affect personal health (e.g., not taking in
sufficient fluids may lead to digestive or urinary problems);
TF2.02 – identify relationships between
lifestyle and the health of individuals of various ages;
TF2.03 – describe significant changes in
the body during the life cycle;
TF2.04 – explain how lifestyle choices can
have great impact on an individual’s health and well-being (e.g., sleep,
dietary and exercise habits, the use of tobacco, alcohol, and other drugs);
TF2.05 – assess a client’s dietary
strengths and weaknesses and make appropriate suggestions regarding client
needs in terms of Canada’s Food Guide and the nutritional value of foods;
TF2.06 – describe the benefits of
different types of exercise and how physical fitness programs and equipment can
promote health;
TF2.07 – demonstrate an understanding of
factors relating to physical fitness by suggesting ways an exercise regimen
could be improved;
TF2.08 – describe how sexual practices
(e.g., unprotected sex) can have an impact on health;
TF2.09 – identify healthier personal
lifestyles for themselves by evaluating their own lifestyle choices and habits;
TF2.10 – describe the organ donation
program and its benefits.
Disease
Prevention and Treatment
TF3.01 – describe conventional and
alternative (e.g., homeopathic remedies, acupuncture, therapeutic touch)
methods of preventing and treating disease;
TF3.02 – analyse various types of home
care available in the community in relation to specific patients’ needs.
The
Health Care Industry
TF4.01 – identify and describe patterns
and trends in the health care industry based on demographic information and
changes in lifestyle;
TF4.02 – identify and determine the
purpose of common instruments, equipment, and materials used for client care in
the health care industry.
SPV.01 · use correct techniques and skills
that meet industry standards in the health care field and explain the rationale
for each technique;
SPV.02 · demonstrate effective
communication, interpersonal, and teamwork skills.
Professional
Techniques and Skills
SP1.01 – perform proper hand-washing
techniques at appropriate times;
SP1.02 – make beds (unoccupied and
occupied) and give bed baths, completing each operation in the correct sequence;
SP1.03 – demonstrate safe feeding,
toileting, turning, lifting, or transferring techniques;
SP1.04 – weigh a client correctly;
SP1.05 – describe appropriate techniques
for dental and denture care;
SP1.06 – identify conditions requiring
sterile procedures;
SP1.07 – explain what a decubitus ulcer
and a contracture are and describe methods to prevent their occurrence;
SP1.08 – explain the difference between
medical and surgical aseptic procedures;
SP1.09 – describe body substance
precautions and other methods to decrease the spread of infection;
SP1.10 – explain the four types of vital
signs and normal values for each;
SP1.11 – assess vital signs, such as
temperature (e.g., by oral, axillary, and tympanic routes); pulse rate, rhythm,
and strength (e.g., by apical and radial routes); respiration rate, rhythm, and
depth; and blood pressure;
SP1.12 – explain how vital signs can be an
overall reflection of an individual’s health status;
SP1.13 – document case studies to produce
client profiles;
SP1.14 – research and report on various
health care procedures in nursing, medicine, and dentistry.
Communication,
Interpersonal, and Teamwork Skills
SP2.01 – demonstrate effective
communication, organization, teamwork, and personal management skills;
SP2.02 – use appropriate techniques of
therapeutic communication;
SP2.03 – demonstrate effective
interviewing skills and an ability to communicate client progress;
SP2.04 – describe professional decorum
that is appropriate to specific health care situations (e.g., discrete handling
of situations that might be embarrassing to the patient, treating information
provided by patients confidentially);
SP2.05 – explain how to gather health data
and the rules of confidentiality.
ICV.01 · describe the role and impact of
biotechnology on Canadian society, the environment, and the global economy;
ICV.02 · describe health and safety
procedures and their application to health care;
ICV.03 · identify educational requirements
for careers in health care.
Effects
of Biotechnology
IC1.01 – describe the impact of
biotechnology, pharmaceuticals, and health care on the economy, the role of
government, and public opinion;
IC1.02 – explain how the health care
industry is changing as a result of recent developments in technology;
IC1.03 – identify products designed to
compensate for changes in the environment (e.g., sunscreen, air filtering
systems, water purifiers).
Health
and Safety Procedures
IC2.01 – describe health and safety
procedures, such as the use of proper body mechanics (e.g., being careful to
bend with the knees instead of the back, having a wide base of support when
lifting, or turning the full body instead of twisting the upper half of the
body), and their application to health care;
IC2.02 – identify problems in health care
caused by potentially unhealthy or unsafe conditions related to equipment,
instruments, or materials;
IC2.03 – describe safe methods for the handling,
storage, and disposal of waste, biohazardous materials and equipment, and
outdated medication;
IC2.04 – operate health care and fitness
equipment, tools, and materials safely.
Education,
Training, and Career Opportunities
IC3.01 – identify present health care
career opportunities and those anticipated in the near future;
IC3.02 – identify education or training
requirements for careers in health care.