New Mexico Administrative Code
Title 6 - PRIMARY AND SECONDARY EDUCATION
Chapter 29 - STANDARDS FOR EXCELLENCE
Part 3 - CAREER AND TECHNICAL EDUCATION
Section 6.29.3.16 - HEALTH SCIENCES CAREER CLUSTER (HL) FOR COMMON CAREER TECHNICAL CORE FOR CAREER AND TECHNICAL EDUCATION
Universal Citation: 6 NM Admin Code 6.29.3.16
Current through Register Vol. 35, No. 18, September 24, 2024
A. All pathways in the HL career cluster should align to business and industry certifications where available and appropriate. Student abilities common to pathways in the HL career cluster are the ability to:
(1) determine academic subject matter, in
addition to high school graduation requirements, necessary for pursuing a
health science career;
(2) explain
the healthcare worker's role within their department, their organization and
the overall healthcare system;
(3)
identify existing and potential hazards to clients, co-workers, visitors and
self in the healthcare workplace;
(4) evaluate the roles and responsibilities
of individual members as part of the healthcare team and explain their role in
promoting the delivery of quality health care;
(5) analyze the legal and ethical
responsibilities, limitations and implications of actions within the healthcare
workplace; and
(6) evaluate
accepted ethical practices with respect to cultural, social and ethnic
differences within the healthcare workplace.
B. Biotechnology research and development career pathway (HL-BRD). Students will:
(1)
summarize the goals of biotechnology research and development within legal and
ethical protocols;
(2) apply the
fundamentals of biochemistry, cell biology, genetics, mathematical concepts,
microbiology, molecular biology, organic chemistry and statistics to conduct
effective biotechnology research and development of products;
(3) demonstrate basic knowledge of
recombinant deoxyribonucleic acid (DNA), genetic engineering, bioprocessing,
monoclonal antibody production, nanotechnology, bioinformatics, genomics,
proteomics and transcript omics to conduct biotechnology research and
development;
(4) demonstrate the
principles of solution preparation, sterile techniques, contamination control
and measurement and calibration of instruments used in biotechnology
research;
(5) determine processes
for product design and production and how that work contributes to an
understanding of the biotechnology product development process; and
(6) summarize and explain the larger ethical,
moral and legal issues related to biotechnology research, product development
and use in society.
C. Diagnostics career pathway (HL-DIA). Students will:
(1) communicate information within a
healthcare environment and convey key diagnostic information to healthcare
workers and patients in an accurate and timely manner;
(2) assess and report patient's/client's
health status in order to monitor and document patient progress;
(3) demonstrate the principles of body
mechanics for positioning, transferring and transporting of patients/clients
and perform them without injury to the patient/client or self;
(4) explain procedures and goals to the
patient/client accurately and effectively, using strategies to respond to
questions and concerns; and
(5)
select and interpret diagnostic procedures.
D. Health informatics career pathway (HL-HI). Students will:
(1) communicate health
information accurately and within legal and regulatory guidelines, upholding
the strictest standards of confidentiality;
(2) describe the content and diverse uses of
health information; and
(3)
demonstrate the use of systems used to capture, retrieve and maintain
confidential health information from internal and external sources.
E. Support services career pathway (HL-SUP). Students will:
(1) describe,
differentiate and safely perform the responsibilities of healthcare support
services roles;
(2) demonstrate
work practices that maintain a clean and healthy healthcare facility to reduce
or eliminate pathogenic organisms;
(3) follow established internal and external
guidelines in order to provide high-quality, effective support services in the
healthcare facility;
(4) maximize
available resources for proper care and use of healthcare equipment and
materials; and
(5) implement
healthcare facility standards in order to maintain high-quality healthcare
facilities.
F. Therapeutic services career pathway (HL-THR). Students will:
(1) use communication strategies to answer
patient/client questions and concerns on planned procedures and
goals;
(2) communicate
patient/client information among healthcare team members to facilitate a team
approach to patient care;
(3) use
processes for assessing, monitoring and reporting patient/client health status
to the treatment team within protocol and scope of practice; and
(4) evaluate patient/client needs, strengths
and problems in order to determine if treatment goals are being met.
Disclaimer: These regulations may not be the most recent version. New Mexico may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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