Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 127 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER DEVELOPMENT AND CAREER AND TECHNICAL EDUCATION
Subchapter I - HEALTH SCIENCE
Section 127.422 - Health Science Theory (One Credit), Adopted 2021
Universal Citation: 19 TX Admin Code ยง 127.422
Current through Reg. 49, No. 38; September 20, 2024
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2024-2025 school year.
(1) No later than August 31,
2024, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials
that cover the essential knowledge and skills identified in this
section.
(2) If the commissioner
makes the determination that instructional materials funding has been made
available, this section shall be implemented beginning with the 2024-2025
school year and apply to the 2024-2025 and subsequent school years.
(3) If the commissioner does not make the
determination that instructional materials funding has been made available
under this subsection, the commissioner shall determine no later than August 31
of each subsequent school year whether instructional materials funding has been
made available. If the commissioner determines that instructional materials
funding has been made available, the commissioner shall notify the State Board
of Education and school districts that this section shall be implemented for
the following school year.
(b) General requirements. This course is recommended for students in Grades 10-12. Prerequisites: one credit in biology and at least one credit in a course from the health science career cluster. Recommended prerequisite: Medical Terminology. Recommended corequisite: Health Science Clinical. Students shall be awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical
education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career
readiness skills for students to further their education and succeed in current
and emerging professions.
(2) The
Health Science Career Cluster focuses on planning, managing, and providing
therapeutic services, diagnostic services, health informatics, support
services, and biotechnology research and development.
(3) The Health Science Theory course is
designed to provide for the development of advanced knowledge and skills
related to a wide variety of health careers. Students will become familiar with
industry-based standards for documenting and maintaining medical information;
research industry employment requirements, including education, certification,
and licensing requirements; and evaluate ethical and legal responsibilities of
health science professionals. Students will employ hands-on experiences for
continued clinical knowledge and skill development.
(4) To pursue a career in the health science
industry, students should learn to reason, think critically, make decisions,
solve problems, and communicate effectively. Students should recognize that
quality health care depends on the ability to work well with others.
(5) The health science industry is comprised
of diagnostic, therapeutic, health informatics, support services, and
biotechnology research and development systems that function individually and
collaboratively to provide comprehensive health care. Students should identify
the employment opportunities, technology, and safety requirements of each
system. Students are expected to learn the knowledge and skills necessary to
pursue a health science career through further education and
employment.
(6) Professional
integrity in the health science industry is dependent on acceptance of ethical
and legal responsibilities. Students are expected to employ their ethical and
legal responsibilities, recognize limitations, and understand the implications
of their actions.
(7) Students are
encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular
organizations.
(8) Statements that
contain the word "including" reference content that must be mastered, while
those containing the phrase "such as" are intended as possible illustrative
examples.
(d) Knowledge and skills.
(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:
(A)
express ideas in a clear, concise, and effective manner;
(B) exhibit the ability to cooperate,
contribute, and collaborate as a member of a team; and
(C) model industry expectations of
professional conduct such as attendance, punctuality, appropriate professional
dress, proper hygiene, and time management.
(2) The student demonstrates patient-centered
skills and interactions that foster trust and lead to a quality customer
service experience. The student is expected to:
(A) demonstrate care, empathy, and
compassion;
(B) communicate medical
information accurately and efficiently in language that patients can
understand; and
(C) comply with
Health Insurance Portability and Accountability Act (HIPAA) policy
standards.
(3) The
student applies mathematics, science, English language arts, and social studies
in health science. The student is expected to:
(A) solve mathematical calculations
appropriate to situations in a healthcare-related environment;
(B) express ideas clearly in writing and
develop skills in documentation related to health science;
(C) interpret complex technical material
related to the health science industry;
(D) summarize biological and chemical
processes in the body such as maintaining homeostasis; and
(E) research topics related to health science
such as the global impact of disease prevention.
(4) The student demonstrates verbal,
non-verbal, and electronic communication skills. The student is expected to:
(A) demonstrate therapeutic communication
appropriate to the situation;
(B)
use appropriate verbal and non-verbal skills when communicating with persons
with sensory loss and language barriers in a simulated setting; and
(C) use electronic communication devices in
the classroom or clinical setting appropriately.
(5) The student analyzes and evaluates
communication skills for maintaining healthy relationships in the healthcare
workplace. The student is expected to:
(A)
evaluate how healthy relationships influence career performance;
(B) identify the role of communication skills
in building and maintaining healthy relationships;
(C) demonstrate strategies for communicating
needs, wants, and emotions in a healthcare setting; and
(D) evaluate the effectiveness of
conflict-resolution techniques in various simulated healthcare workplace
situations.
(6) The
student documents and records medical information into a permanent health
record. The student is expected to:
(A)
research document formats such as dental or medical records;
(B) prepare health documents or records
according to industry-based standards; and
(C) record health information on paper and
electronic formats such as patient history, vital statistics, and test
results.
(7) The student
describes industry requirements necessary for employment in health science
occupations. The student is expected to:
(A)
research education, certification, licensing, and continuing education
requirements and salary related to specific health science careers;
and
(B) practice employment
procedures for a specific health science career such as resume building,
application completion, and interviewing.
(8) The student identifies problems and
participates in the decision-making process. The student is expected to:
(A) apply critical-thinking, adaptability,
and consensus-building skills to solve problems relevant to health
science;
(B) evaluate the impact of
decisions in health science; and
(C) suggest modifications to a decision or
plan based on healthcare outcomes.
(9) The student demonstrates comprehension
and proficiency of clinical skills used by health science professionals in a
classroom or clinical setting. The student is expected to:
(A) comply with specific industry standards
related to safety requirements;
(B)
employ medical vocabulary specific to the healthcare setting;
(C) perform admission, discharge, and
transfer functions in a simulated setting;
(D) demonstrate skills related to assisting
patients with activities of daily living such as dressing, undressing,
grooming, bathing, and feeding;
(E)
determine proper equipment needed for patient ambulation such as gait belts,
wheelchairs, crutches, or walkers;
(F) demonstrate skills related to assessing
range of motion and assisting with mobility, including positioning, turning,
lifting, and transferring patients for treatment or examination;
(G) role play techniques used in stressful
situations such as situations involving trauma and chronic and terminal
illness;
(H) demonstrate first aid,
vital signs, cardiopulmonary resuscitation, and automated external
defibrillator skills; and
(I)
identify basic skills specific to a health science profession such as medical
assistant, dental assistant, emergency medical technician-basic, phlebotomy
technician, and pharmacy technician.
(10) The student evaluates ethical behavioral
standards and legal responsibilities of a health science professional. The
student is expected to:
(A) research and
describe the role of professional associations and regulatory
agencies;
(B) examine legal and
ethical behavior standards such as Patient Bill of Rights, advanced directives,
and HIPAA; and
(C) investigate the
legal, ethical, and professional ramifications of unacceptable or
discriminatory behavior.
(11) The student exhibits the leadership
skills necessary to function in a healthcare setting. The student is expected
to:
(A) identify essential leadership skills
of health science professionals;
(B) assess group dynamics in real or
simulated groups; and
(C) integrate
consensus-building techniques.
(12) The student maintains a safe work
environment. The student is expected to:
(A)
describe governmental regulations and guidelines from entities such as the
World Health Organization (WHO), Centers for Disease Control and Prevention
(CDC), Occupational Safety and Health Administration (OSHA), U.S. Food and Drug
Administration (FDA), The Joint Commission, and the National Institute of
Health (NIH), and Texas Department of State Health Services (DSHS);
(B) explain protocols related to hazardous
materials and situations such as personal protective equipment (PPE) and blood
borne pathogen exposure;
(C)
describe how to assess and report unsafe conditions;
(D) identify the benefits of recycling and
waste management for cost containment and environmental protection;
and
(E) demonstrate proper body
mechanics to reduce the risk of injury.
(13) The student assesses wellness strategies
for the prevention of disease. The student is expected to:
(A) research wellness strategies for the
prevention of disease;
(B) evaluate
positive and negative effects of relationships on physical and emotional
health;
(C) explain the benefits of
positive relationships between community members and health professionals in
promoting a healthy community;
(D)
research and analyze the effects of access to quality health care;
(E) research alternative health practices and
therapies; and
(F) explain the
changes in structure and function of the body due to trauma and
disease.
Disclaimer: These regulations may not be the most recent version. Texas 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.
This site is protected by reCAPTCHA and the Google
Privacy Policy and
Terms of Service apply.
