course description -...

NEWARK PUBLIC SCHOOLS

Curriculum Guide: PRE-MEDICAL II

NEWARK PUBLIC SCHOOLS SCHOOL ADVISORY BOARD MEMBERS

2013-2014

Ms. Antoinette Baskerville-Richardson, ChairpersonMr. Marques-Aquil Lewis, Vice Chairperson

Mr. Rashon K. HasanMr. Alturrick Kenney

Ms. Eliana Pintor MarinMs. DeNiqua Matias

Dr. Rashied McCrearyMs. Ariagna Perello

Mr. Khalil Sabu Rashidi

Mr. Jordan Thomas, Student Representative

NEWARK PUBLIC SCHOOLS ADMINISTRATION

2013-2014

Cami Anderson, State District Superintendent

Chief of Staff & General Counsel: Charlotte Hitchcock

Assistant Superintendent: Mitchell CenterAssistant Superintendent: Brad Haggerty

Assistant Superintendent: Tiffany HardrickAssistant Superintendent: Roger LeonAssistant Superintendent: Aqua Stovall

Assistant Superintendent: Peter Turnamian

Special Assistant, Office of Curriculum and Instruction: Caleb PerkinsSchool Business Administrator: Valerie Wilson

TABLE OF CONTENTS

Course Description......................................................................................................................................................................................7Recommended Textbooks/Resources..........................................................................................................................................................8Course Proficiencies....................................................................................................................................................................................9Curriculum Units.......................................................................................................................................................................................10Unit 1: Health Care Profession..................................................................................................................................................................11Unit 2: Client Relations.............................................................................................................................................................................13APPENDIX A: English Language Arts Alignments to Suggested Activities...........................................................................................17APPENDIX B: Common Core Standards Aligned to Unit Objectives or Activities in Pre-Medical II....................................................18APPENDIX C: NJ Core Curriculum Science Standards Aligned.............................................................................................................22APPENDIX D: NJ Core Curriculum 21st Century Life and Careers Standards Aligned..........................................................................23APPENDIX E: New Jersey High School Proficiency Assessment (HSPA) Content Found in Pre-Medical II........................................25

THE NEWARK PUBLIC SCHOOLS DISTRICTMISSION STATEMENT

The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects

of academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that

our policies and practices will prepare our students for a world that is increasingly diverse and knowledge driven.

We expect our schools and classroom environments to be emotionally safe and intellectually challenging. We

pledge to partner with parents, groups, and organizations that add support to the mission by changing hearts and

minds to value education.

NEWARK PUBLIC SCHOOLS

SCHOOL ADVISORY BOARD

Program and Instruction Committee

Ms. DeNiqua Matias

Dr. Rashied McCreary

Ms. Ariagna Perello

Mr. Khalil Rashidi

Dr. Caleb Perkins, NPS Special Assistant of Curriculum

Valerie Merritt, NPS Director of Board Relations

Newark Public SchoolsPre-Medical II

Course Description

Health Care Sciences II is designed as the second year of study of the basic health care sciences course. Students explore the various career opportunities through shadowing professionals in the work environment. Health care team concept is visualized in field experiences. Students focus on advocacy, various client environments, and unique deliveries of health care services. Students complete skills of vital signs, CPR for Health Care Providers, and American Red Cross First Aid certifications. Students learn basic concepts of nutrition throughout the life span. Part II of “Dynamics of Health Care in Society and Medical Terminology” is included.

Recommended Textbooks/Resources

Textbooks:

Badasch, S.A. 2003. Introduction to Today’s Health Care Worker.5th ed. Prentice Hall. Englewood, New Jersey.

Booth, K.A. 2003.Health Care Science Technology. McGraw Hill, New York

Gerdin, J. 2003. Health Careers Today. Mosby, Co. Philadelphia

Lipman, M. 2002. Medical Law and Ethics.Prentice Hall, Englewood, New Jersey.

Litman, T.J. 2002.Health Politics and Policy. Delmar Publishers, Clifton Park, New York

Meltzer, G. 2000. Acquiring Critical Thinking Skills.WB Saunders Co. Philadelphia.

Simmers, L. 2003.Diversified Health Occupations. 6th ed. Delmar Publishers, Inc. Clifton Park, New York.

Multimedia:

Communication Skills Series. 1998. Video & CD ROM. Concept Media

Dynamics of Health Care Vignettes. 2002. University of Medicine &Dentistry of NJ

.

Course Proficiencies

1. Describe the characteristics of a health care professional.2. Understand the roles of different types of health care professionals.3. Demonstrate knowledge of nutrition basics.4. Demonstrate understanding and proper usage of medical terminology.5. Describe safety and emergency precautions in a health care setting.6. Understand interactions with and medical assessments of clients.

Curriculum Units

1. Health Care Professiona. Health care careersb. Health care team

2. Client Relations a. Client rights b. Client advocacyc. Client communicationd. Client care

3. Health CareBasicsa. Principles of nutritionb. Medical terminology

i. Names of body systemsii. Terms for pathology

iii. Terms for medical proceduresiv. Medical forms

c. Safety/precautionsd. Emergency care

i. First aid ii. Cardio-pulmonary resuscitation

e. Vital signs

Unit 1: Health Care ProfessionEssential Questions Instructional

Objectives/Skills and Benchmarks

Types of Activities and Assessments that could illustrate Objectives

Suggested Resources Academic Alignments

What are the responsibilities at successive levels of the health care profession?

What are examples of actions that demonstrate the appropriate attitudes and aptitudes for a profession in health care?

What are the parameters of interaction and communication among health care roles?

What are the current and projected needs for different health care professions, locally and nationally?

How has computer technology affected health care roles and medical technology?

1. Demonstrate the characteristics, behaviors, and attitudes of a professional.

2. Develop critical thinking and problem solving strategies by engaging in multiple forms of communication (e.g., group discussions, using graphs or tables) to make sense of observations and experiences.

3. Discuss various career options in health care industry.

4. Discuss employment needs and opportunities within local area.

Activities:Note-taking

Presentation

Role playing

Visual aids, including videos, handouts, and transparencies

Guest Speakers

Field Trips

Internetresearch

Individual computer study modules

Group discussions

Interview health care employer

Shadow health care professional

Professional Portfolio

Students are evaluated

Textbooks:Badasch, S.A. 2003. Introduction to Today’s Health Care Worker. 5th

ed. Prentice Hall. Englewood, New Jersey.

Booth, K.A. 2003. Health Care Science Technology. McGraw Hill, New York

Gerdin, J. 2003 Health Careers Today. Mosby, Co. Philadelphia

Lipman, M. 2002. Medical Law and Ethics. Prentice Hall, Englewood, New Jersey.

Litman, T.J. 2002. Health Politics and Policy. Delmar Publishers, Clifton Park, New York

Meltzer, G. 2000. Acquiring Critical Thinking Skills. WB Saunders. Co.Philadelphia.

CPI21st Century:9.4.12.H.49.4.12.H.(3).29.4.12.H.169.4.12.H.179.4.12.H.259.4.12.H.269.4.12.H.329.4.12.H.519.4.12.H.539.4.12.H.559.4.12.H.579.4.12.H.58

SCI:5.1.12.C.35.1.12.D.1

HSPAMath:III.C

ELA:LS1RS1SK4WK4

CCSS

5. Discuss the role of computers in health care, includes in professional roles and medical technology.

6. Demonstrate accurate documentation procedures.

using the following criteria:Class participation, quality and completion of written exercises, accuracy of written quizzes and tests, completion of community health care project.

Simmers, L. 2003. Diversified Health Occupations. 6th ed. Delmar Publishers, Inc. Clifton Park, New York.

Multimedia:Dynamics of Health Care Vignettes. 2002. University of Medicine& Dentistry of NJ

Communication Skills Series. 1998. Video & CD ROM. Concept Media.

Math:S.IC.6

ELA:RST.3RST.7SL.1WHST.4

Unit 2: Client RelationsEssential Questions Instructional




What are various approaches to communicating with clients having different needs?

What are various approaches to communicating with clients of diverse cultural backgrounds?

What is the role of a health care professional regarding client rights?

What are the legal requirements and limitations of a health care professional’s relation to a client?

How do health care workers deal with client issues as a team?

What are the basic medical data to be obtained about a client?

1. Discuss roles of various health care team members and impact on client care.

2. Demonstrate techniques of client advocacy in clinical settings.

3. Discuss ways of communicating with clients of diverse cultural background.

4. Discuss the legal parameters of the client – the health care professional relationship.

5. Demonstrate knowledge of a patient’s basic medical data and related information.

Activities:Panel discussion on client rights

Shadow health care professional

Role playing

Internetresearch

Note-taking

Group discussions and presentations

Visual aids, including videos, handouts, transparencies

Guest Speakers

Students are evaluated using the following criteria:Class participation,quality of written


ed. Prentice Hall. Englewood, New Jersey

Booth, K.A. 2003. Health Care Science Technology. McGraw Hill,New York

Galanti, G. 2000. Caring for Patients From Different Cultures. University of Pennsylvania Press. Philadelphia



Litman, T.J. 2002. Health Politics and Policy. Delmar Publishers,

CPI21st Century:9.4.12.H.(1).19.4.12.H.(1).29.4.12.H.(1).39.4.12.H.(2).2

SCI:5.1.12.D.1

HSPAMath: N/A

ELA:RS1LS1SK4SK5

CCSSMath:N/A

ELA:RST.3SL.1SL.6

exercises, accuracy inwritten quizzes and tests,accurate use of medicalterminology

Clifton Park, New York

Multimedia:Dynamics of Health Care Vignettes. 2002. University of Medicine& Dentistry of NJ

Communication Skills Series. 1998. Video & CD ROM. Concept Media.

Unit 3: Health Care BasicsEssential Questions Instructional




What are the basics of nutrition?

What are the basics of emergency measures taken in a health facility setting?

What are the basic steps of first aid and CPR?

What are the basic safety precautions to be taken in emergency situations?

What are the basic safety precautions to be taken with routine procedures at a health care facility?

What are the vital signs of a patient?

1. Understand principles of healthy nutrition.

2.Demonstrate appropriate use of universal precautions in various settings.

3. Demonstrate correct skills in basic first aid and emergency situations.

4. Demonstrate accuracy in measuring and recording of vital signs.

5. Demonstrate correct skill in CPR techniques for adult, infant and child.

6. Understands basic medical vocabulary (names of body systems; terms for basic pathology and medical procedures).

7. List and describe the vital signs.

8. Recognize signs, symptoms, and reporting

Activities:Note-taking

Presentations

Visual aids, including videos, handouts, transparencies

Role playing

Guest speakers

Field Trips

Internetresearch

Individual computer studymodules

Group discussions

Skill practice in healthlaboratory

Competency skills checklist

Students are evaluated


ed. Prentice Hall. Englewood, New Jersey.

Booth, K.A. 2003. Health Care Science Technology. McGraw Hill,New York



Litman, T.J. 2002. Health Politics and Policy. Delmar Publishers, Clifton Park, New York

Meltzer, G. 2000. Acquiring Critical Thinking Skills. WB Saunders Co.Philadelphia

Simmers, L. 2003.

CPI21st Century:9.4.12.H.629.4.12.H.639.4.12.H.(1).49.4.12.H.(2).69.4.12.H.(3).6

SCI:5.1.12.D.3

HSPAMath:N/A

ELA:RS1LS1RS1

CCSSMath:N/A

ELA:RST.3RST.4

Essential Questions Instructional Objectives/Skills and Benchmarks



mandates for violent or abusive situations.

using the following criteria:Class participation,quality of written exercises,accuracy of quizzes and tests, accurate use ofmedical terminology, certification in CPR, certification in First Aid, demonstration of emergency and clinical care.

Diversified Health Occupations. 6th ed. Delmar Publishers, Inc. Clifton Park, New York.

Multimedia:Dynamics of Health Care Vignettes. 2002. University of Medicine & Dentistry of NJ

APPENDIX A: English Language Arts Alignments to Suggested ActivitiesExample Activities Academic Alignments to Common Core English language

arts/literacy and HSPANote-taking CCSS: RST.2, RST.7

Group discussionsCCSS: SL.1HSPA: SK4

Presentations CCSS: SL.4-6GEPA: SK5, SSI, SS2, SS3, SS4, SS5

Visual aids, including videos, handouts, transparencies CCSS: RST.7

Guest speakers CCSS: SL.2–3HSPA: LS1, LS3, LS4

Interview health care provider CCSS: SL.1, SL.6HSPA: LS1, LS3, LS4

Internet research CCSS: WHST.7-9HSPA: RK7, RS6, WK7, WS5, Extended Understanding

Individual computer study modules CCSS: WHST.6

Role playing CCSS:SL.6GEPA: SK5

Assessment of health care agency CCSS:WHST.7-9HSPA:WK7, WS5, RK7, RS6, Extended Understanding

Panel discussion on client rights CCSS: SL.1HSPA: SK4

Skill practice in health laboratory/Competency skills checklist

CCSS: RST.3HSPA: LS1

APPENDIX B: Common Core Standards Aligned to Unit Objectives or Activities in Pre-Medical II

CCSS code Common Core State StandardMath

MTH S.IC.6 Evaluate reports based on data.English Language Arts and Literacy for Technical Subjects

ELA.RST.2 Grades 9–10: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.Grades 11–12: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

ELA.RST.3Note: Aligns to Objectives that require students to comprehend oral or written instructions in order to complete a technical task.

Grades 9–10: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.Grades 11–12: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

ELA.RST.4 Grades 9–10: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.Grades 11–12: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

ELA.RST.7 Grades 9–10: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.Grades 11–12: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

ELA.SL.1 Grades 9–10: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that

preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Grades 11–12: Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that

preparation by referring to evidence from texts and other research on the topic or issue to stimulate a

APPENDIX C: NJ Core Curriculum Science Standards Aligned

CPI Number 2009 New Jersey Core Curriculum Science Standards5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence-based arguments.

5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences.

5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare.

APPENDIX D: NJ Core Curriculum 21st Century Life and Careers Standards Aligned

CPI Number 2009 21st Century Life and Careers Standards9.4.12.H.4 Demonstrate knowledge of human structure and function as well as diseases and disorders to pursue the

full range of postsecondary education and career opportunities in this cluster.9.4.12.H.16 Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and in teams to

solve problems and make decisions.9.4.12.H.17 Employ critical thinking and interpersonal skills to resolve conflicts.9.4.12.H.25 Employ spreadsheet applications to organize and manipulate data.9.4.12.H.26 Employ database applications to manage data.9.4.12.H.32 Identify key systems that affect the roles, services, and quality of care performed within a department, an

organization, and the overall healthcare environment.9.4.12.H.51 Demonstrate skills related to seeking and applying for employment in a desired job.9.4.12.H.53 Demonstrate skills in evaluating and comparing employment opportunities in order to accept employment

positions that match career goals.9.4.12.H.55 Identify and explore careers in one or more career pathways to build an understanding of the

opportunities available in the cluster.9.4.12.H.57 Research professional development opportunities needed to keep current on relevant trends and

information within the cluster.9.4.12.H.58 Examine licensing, certification, and credentialing requirements at the national, state, and local levels to

maintain compliance with industry requirements.9.4.12.H.62 Demonstrate knowledge of technical skills required for career pathways in this cluster, including

occupational safety techniques, OSHA Standard Precautions, and safety procedures designed to protect clients, co-workers, and self.

9.4.12.H.63 Demonstrate knowledge of technical skills required for career pathways in this cluster by obtaining related certificates, such as Cardiopulmonary Resuscitation (CPR) and First Aid.

9.4.12.H.(1).1 Explain planned procedures and goals to patients/clients and use a range of response strategies to address patient/client questions and concerns.

9.4.12.H.(1).2 Communicate patient/client information among team members allowing for feedback as needed to facilitate a team approach to patient care.

9.4.12.H.(1).3 Demonstrate knowledge of facility protocol and regulatory guidelines for collecting patient/client information.

9.4.12.H.(1).4 Demonstrate knowledge of the process for assessing, monitoring, and reporting patient/client health status to the treatment team within scope of practice.

9.4.12.H.(2).2 Demonstrate knowledge of how to explain procedures and goals to patients/clients accurately and effectively, using a range of response strategies to address patient/client questions and concerns.

9.4.12.H.(2).6 Demonstrate knowledge of how to assess and report patient/client health status information to monitor and document patient progress.

9.4.12.H.(3).2 Describe the resources, routes, and flow of information within the healthcare system and participate in the design and implementation of effective information systems or processes.

9.4.12.H.(3).6 Read, interpret, and extract information from medical records and documents, applying knowledge of medical terminology and codes to facilitate the abstraction, coding, and other use of key information.

APPENDIX E: New Jersey High School Proficiency Assessment (HSPA) Content Found in Pre-Medical II

HSPA MacrosMTH: III.C Collect, organize, represent, analyze, and interpret data.

KNOWLEDGE: The student should have a conceptual understanding of population, sample, measures of central tendency, other statistical measures, and data displays.PROBLEM-SOLVING SKILLS:In problem settings, using abilities that comprise the power base, the student should be able to 1) design an experiment, 2) collect, organize, and analyze data and make predictions, 3) select and use appropriate data displays, 4) select an appropriate measure of central tendency or other statistical measure to describe data, and 5) make inferences and evaluate arguments based on an analysis of data.

ELA: LS1 Select, use, and adjust listening strategies to construct meaning for a variety of purposes.ELA: RK7 [Students know] that critical reflection on multiple perspectives and texts helps readers construct

meaning.ELA: RSI select, apply, and adjust reading strategies to construct meaning.ELA: RS6 evaluate their own reading of text using multiple sources.ELA: SK4 [Students know] that speakers access and exchange information through verbal and nonverbal messagesELA: WK7 [Students know] that critical reflection and analysis contribute to the writing experience.ELA: WS2 engage in the full process of writing.ELA: WS3 select, use, and adjust strategies to compose and craft text.ELA: WS4 select, use, and adjust elements, conventions, literary devices, and modes of discourse.ELA: WS5 select, organize, use, and adjust ideas to convey meaning in writing.

ELA: Extended Understanding of the

Text

Extending Understanding of the TextExtending understanding is a complex process through which students analyze, synthesize, and apply their understanding of various text types and life experiences. For this component of the assessment, students will respond to multiple-choice and open-ended questions based on informational texts. Students taking the GEPA and HSPA will also encounter everyday text that links to the informational text. As the culminating activity in this language arts literacy component, students will complete a writing project in which they make decisions and solve problems drawing upon the texts they have read.

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