Health Education Curriculum
On this page: Cardiopulmonary Resuscitation
| Financing Your Health Professions
Education | Job Shadowing
on Health Technology
| Cardiopulmonary
Resuscitation (CPR) |
Goals: To pursue academic achievement,
health career education/science/technology.
Objectives
- To expose students to health career curriculum
with emphasis upon excellence in the field of science,
when considering careers in health care.
- To engage students in subject areas, noting an
aging workforce (job opportunities) and the importance
of continued education, to become eligible for future
job positions.
- To develop an awareness of career opportunities
in the health professions and the health care industry
as a whole, while building (the public’s)
confidence in the health care system.
- To create individual responsibility by educating
students to the possibilities and entrance requirements
needed to become a health care professional, and
how decisions students make now will influence their
ability to enter into these fields later.
What will the students do?
Students will learn CPR, by taking an approved
CPR training course. This will require attending a
lecture about CPR. Then each student will practice
CPR. When each student and instructor is confident
about the student’s competence, then the student
will take and pass a CPR certification test. Students
will then add this credential to the resumes that
they wrote in the English curriculum.
What will the educators do?
The educator will arrange for the business/adopter
to come to the class, with the right quantity and
quality of resources and supplies to conduct the training
and certification.
To obtain the services of the business/adopter, the
educator should contact a training center under contract
with the American Heart Association to provide CPR
training in their communities. These centers include
hospitals, medical schools, EMS/EMT offices, community
colleges and fire departments. To locate a training
center available for help in your community, educators
should call the American Heart Association at 1-877-AHA-4CPR.
Using the material in the guide to basics of CPR,
educators will instruct the students in the five-step
process of mastering CPR. This instruction will be
performed in tandem with the business/adopter.
After students have been certified in CPR, the educator
will coordinate activities with the English Department
and the students to verify that this credential will
be added to their resumes.
What information is available to educators?
What are the activities of Business/Adopters?
Academic Enrichment/Career Awareness: serve as a
resource trainer; Cultural Enrichment: sponsor visit
by a health professional to conduct the CPR training
and certification; and Community Involvement: link
high school students to the health care facility that
employs the trainer.
The business/adopter would bring an adequate quantity
and quality of resources and supplies to conduct the
training and certification. The trainer would use
the five-step guide provided by the educator, to conduct
the training with the educator. The trainer would
then certify each student in CPR, when the student
demonstrates proficiency and mastery.
What methods should the educator use to assess
the effectiveness of this activity?
First, students will earn a recognized CPR certificate,
for their health career portfolios. From the field
of education, two methods of assessment are recommended,
in order of effectiveness for this activity: performance-based
assessment and portfolios.
This activity meets the National Health Education
Standards for comprehending health promotion and disease
prevention concepts; demonstrating ability to practice
health enhancing behavior and reduce health risks;
and demonstrating ability to advocate for personal,
family and community health. This activity meets National
Health Care (Core) Skill Standards for academic foundation,
communication, employability skills, safety practices,
and teamwork.
| Financing
Your Health Professions Education |
Goals: To pursue academic achievement,
dropout prevention, health career education, and enriching
the cultural experience of local youth.
Objectives:
- To engage students in subject areas, noting an
aging workforce (job opportunities) and the importance
of continued education, to become eligible for future
job positions.
- To create individual responsibility by educating
students to the possibilities and entrance requirements
needed to become a health care professional, and
how decisions students make now will influence their
ability to enter into these fields later.
What will the students do?
Health professions education after high school
can be expensive. But there are many different ways
to finance this education, from public and private
sources. In this module, students will learn about
postsecondary financial aid, and how to control the
debt which this financial aid often requires.
Students will complete their Free Application for
Federal Student Aid (FAFSA) form, which will make
them eligible for consideration for Federal student
aid.
What will the educators do?
Educators will introduce students to the
programs and principles of student financial aid,
by providing each student with a copy of Funding
Education Beyond High School: Your Guide to Federal
Student Financial Aid. Educators will arrange
for business adopters to assist in this process. Educators
will provide other information about public and private
sources of student financial aid, debt management,
and financial planning, including screening the video
Taking Charge of Your Finances and Minimizing
Your Debt. Educators will supervise the students’
completion and submission for processing of the Free
Application for Federal Student Aid (FAFSA) form.
What information is available to educators?
When the educator is comfortable with a FAFSA overview,
the application process can begin. This FAFSA Web
site organizes the application process into three
parts: Before Beginning a FAFSA; Filling Out a FAFSA;
and FAFSA Follow-Up. The middle step, filling out
a FAFSA, is the outcome of this module. But the first
part provides useful information in preparation for
filling out the application. The follow-up is useful
is monitoring the FAFSA status, and if necessary,
correcting the application.
According to the U.S. Department of Education, about
65 percent of students graduating with undergraduate
degrees in 2004 did so owing an average of more than
$19,000 in student loans. Because student financial
aid so often involves debt that must be repaid, students
should become aware early in the process of seeking
financial aid for college of the concepts and principles
necessary to manage their finances and repay their
debt after graduation.
The Health Resources and Services Administration
28-minute video, Taking Charge of Your Finances
and Minimizing Your Debt, teaches students how
to control debt and its minimize its impact on their
personal finances.
What are the activities of Business/Adopters?
Academic Enrichment/Career Awareness: serve as resource
speaker or tutor and part of what could be a financial
aid fair.
The Business/Adopter would be someone to assist the
educator in guiding the students in completing and
submitting their FAFSA. Narrowly, this requires guiding
the students in the step-by-step, line-by-line mechanics
of completing the form. Broadly, it would be helpful
to assist the educator in preparing the students for
completing the FAFSA. And it would be very helpful,
if the business/adopter could assist the educator
in teaching about debt management and student financial
aid. For example, the business/adopter could guide
the students through Funding Your Education, and participate
in a discussion, including answering questions, following
the screening of Taking Charge of Your Finances.
What methods should the educator use to assess
the effectiveness of this activity?
First, as described, each student will complete and
submit a Free Application for Federal Student Aid
(FAFSA).
From the field of education, two methods of assessment
are recommended for this activity. They are performance-based
assessment and portfolios.
This activity meets National Health Care (Core) Skill
Standards for communication and employability skills.
| Job
Shadowing on Health Technology |
Complementary programs are available in the health
science and health education curricula. These are
nurses, emergency medical technicians, which is a
form of health professional job shadowing, and academic
job shadowing. The combination of these three programs
is the complete job shadowing experience.
Goals: To pursue dropout prevention;
health career education/science/technology; and enriching
the cultural experience of local youth.
Objectives:
- To expose students to health career curriculum
with emphasis upon excellence in the field of science,
math, and technology when considering careers in
health care.
- To engage students in subject areas, noting an
aging workforce (job opportunities) and the importance
of continued education, to become eligible for future
job positions.
- To develop an awareness of career opportunities
in the health professions and the health care industry
as a whole, while building (the public’s)
confidence in the health care system.
- To create individual responsibility by educating
students to the possibilities and entrance requirements
needed to become a health care professional, and
how decisions students make now will influence their
ability to enter into these fields later.
What will the students do?
Regardless of the health profession, the
development and application of technology to diagnose
and cure problems has been vital. Technology has enabled
people to create health specialties. Technology is
one of the reasons why the length and quality of life
has been extended so much during the past century.
Therefore, students will team up with a health professional
in a health care facility to learn how technology
is used. This facility could be part of a hospital,
such as a laboratory, operating room, x-ray lab, emergency
room, etc.; a local clinic; or a doctor’s or
dentist’s office.
Each team of students will job shadow these health
professionals in a variety of activities. Prior to
the job shadowing experience, the team of students
will interview their health professional to learn
during the observation.
Then each team of students will create a journal,
in which they will note when and how technology is
used. Supplementing the written journal entries are
other media, including brochures and pictures that
describe the technology and its applications.
After this journal is completed, the teams of students
will make an oral presentation to their class on what
they observed and learned about these health technology
applications. To display the materials such as the
brochures and pictures, the teams of students may
wish to create a poster(s) to exhibit as a supplement
to their oral presentation.
What will the educators do?
Educators can use this activity to demonstrate
the range of options for health careers, due to technology.
That is, students will learn that they can pursue
a health profession or an allied health career as
a technician. Depending on the student’s aptitude,
time, and money, they can work at a variety of levels
within a particular health discipline.
Therefore, the educator will contact the health professionals
and health care facilities in their community, to
arrange for job shadowing activities. The educator
may wish to coordinate with a colleague who coordinates
the School-to-Work or business partnering activities
for the school.
The educator will prepare the teams of students for
this experience by providing background information.
The educator will guide the teams of students on creating
the journal of this experience.
Finally, the educator will arrange for the teams
of students to present their journal findings and
supplemental posters and exhibits to their classmates.
The health professionals who were shadowed may be
invited to the presentation(s) about them.
What information is available to educators?
What are the activities of Business/Adopters?
Academic Enrichment/Career Awareness: host
job shadowing opportunities; Student Incentives/Motivation:
be a mentor for a student, with respect to the use
of technology in health care; Cultural Enrichment:
sponsor visits to health care facilities with health
professionals; Community Involvement: link high school
students to the health care facility that they are
visiting.
Because of community involvement, this project could
enable the school to become involved in a separate-but-linked
community outreach project.
A health professional could be a guest speaker. They
would provide information about how technology is
applied in professional practice, at his or her health
care facility. The health professional would provide
the experiences and information that would be documented
in the journals and posters.
What methods should the educator use to assess
the effectiveness of this activity?
First, as described, each team of students
will produce a journal of their experiences and what
they learned in shadowing a health professional using
technology in a health care facility. Then the student
teams will present their journal findings, and related
poster(s) to their class. The purpose of the presentations
is to demonstrate how technology is used in health
care.
From the field of education, three methods of assessment
are recommended, in order of effectiveness for this
activity. They are performance-based assessment; oral
and written expression; and experiments/exhibitions/performances.
This activity meets the National Health Education
Standards for analyzing the influence of technology
on health; and for using goal setting and decision
making skills to enhance health. This activity meets
National Health Care (Core) Skill Standards for academic
foundation, communication, employability skills, and
teamwork.
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