7 MAC Pt. 57
2024 Health Science Core
Cite as 7 Miss. Admin. Code Pt. 57
Title 7: Education K-12
Part 57: 2024 Health Science Core
2 0 2 4 He al th S ci en c e C o r e
Program CIP: 51.0000— Health Services/Allied Health/Health Sciences, General
Direct inquiries to:
Project Manager
Program Supervisor
Research and Curriculum Unit
Office of Career and Technical Education
P.O. Drawer DX
Mississippi Department of Education
Mississippi State, MS 39762
P.O. Box 771
662.325.2510
Jackson, MS 39205
helpdesk@rcu.msstate.edu
601.359.3974
Published by:
Office of Career and Technical Education
Research and Curriculum Unit
Mississippi Department of Education
Mississippi State University
Jackson, MS 39205
Mississippi State, MS 39762
The Research and Curriculum Unit (RCU), located in Starkville, as part of Mississippi State
University (MSU), was established to foster educational enhancements and innovations. In
keeping with the land-grant mission of MSU, the RCU is dedicated to improving the quality of
life for Mississippians. The RCU enhances the intellectual and professional development of
Mississippi students and educators while applying knowledge and educational research to the
lives of the people of the state. The RCU works within the contexts of curriculum development
and revision, research, assessment, professional development, and industrial training.
Table of Contents
Acknowledgments
The Health Science Core curriculum was presented to the Mississippi State Board of Education
on February 15, 2024. The following persons were serving on the state board at the time:
Dr. Ray Morgigno, interim state superintendent of education, executive secretary
Mr. Glen V. East, chair
Mr. Matt Miller, vice chair
Dr. Ronnie L. McGehee
Mr. Bill Jacobs
Mr. Mike Pruitt
Mrs. Mary Werner
Dr. Wendi Barrett
Mr. Charlie Frugé, student representative
Ms. Kate Riddle, student representative
The following Mississippi Department of Education (MDE) and RCU managers and specialists
assisted in the development of the Health Science Core:
Wendy Clemons, the associate state superintendent of the MDE Office of Secondary,
Professional Development, and Career Technical Education, supported the RCU and
teachers throughout the development of the framework and supporting materials.
Brett Robinson, the state director of the MDE Office of CTE, supported the RCU and
teachers throughout the development of the framework and supporting materials.
Deanna Dunaway, the Health Science program supervisor of the MDE Office of CTE,
supported the RCU and teachers throughout the development of the framework and
supporting materials.
Betsey Smith, the director of the RCU, supported RCU staff and teachers throughout the
development of this framework and supporting materials.
Courtney McCubbins, the curriculum manager of the RCU, supported RCU staff and
teachers throughout the development of this framework and supporting materials.
Rob Fyke, a project manager with the RCU, researched and co-authored this framework.
Special thanks are extended to the educators who contributed to the development and revision of
this framework and supporting materials:
Roshanda Alexander, Lawrence County Technology and Career Center, Monticello
Tiffany Cavanaugh, Terry High School, Terry
Judy Grice, Forest County AHS, Brooklyn
Bill Johnson, Choctaw County Career and Technology Center, Ackerman
Shelly Varnon, Pontotoc Ridge Career and Technology Center, Pontotoc
Appreciation is expressed to the following professionals who provided guidance and insight
throughout the development process:
Jamie Rodgers, Hospital Administrator, NMMC Gilmore-Amory and NMMC Pontotoc
Dr. AG Tribble, Rural Health Extension Specialist, Department of Food Science and
Health Promotion, Mississippi State University
Lanelle Weems, MSN, RN, Mississippi Hospital Association
Jenny Caldwell, DNP, RN, CNE, Associate Degree Nursing Faculty, East Mississippi
Community College
Jessica Lewis, Chief Human Resources Officer, Singing River Health System
Kim Hunt, Educator-LPN/RN, Singing River Health System
Standards
Standards and alignment crosswalks are referenced in the appendices. Depending on the
curriculum, these crosswalks should identify alignment to the standards mentioned below, as
well as possible related academic topics as required in the Subject Area Testing Program in
Algebra I, Biology I, English II, and U.S. History from 1877, which could be integrated into the
content of the units. Mississippi’s CTE health science core curriculum is aligned to the following
standards:
International Society for Technology in Education Standards (ISTE)
Reprinted with permission from ISTE Standards for Students (2016). All rights reserved.
Permission does not constitute an endorsement by ISTE (iste.org).
College- and Career-Readiness Standards
College- and career-readiness standards emphasize critical thinking, teamwork, and problem-
solving skills. Students will learn the skills and abilities demanded by the workforce of today and
the future. Mississippi adopted Mississippi College- and Career-Readiness Standards (MCCRS)
to provide a consistent, clear understanding of what students are expected to learn and so
teachers and parents know what they need to do to help them.
mdek12.org/oae/college-and-career-readiness-standards
Framework for 21st Century Learning
In defining 21st-century learning, the Partnership for 21st Century Skills has embraced key
themes and skill areas that represent the essential knowledge for the 21st century: global
awareness; financial, economic, business, and entrepreneurial literacy; civic literacy; health
literacy; environmental literacy; learning and innovation skills; information, media, and
technology skills; and life and career skills.
battelleforkids.org/networks/p21/frameworks-resources
Preface
Secondary CTE programs in Mississippi face many challenges resulting from sweeping
educational reforms at the national and state levels. Schools and teachers are increasingly being
held accountable for providing applied learning activities to every student in the classroom. This
accountability is measured through increased requirements for mastery and attainment of
competency as documented through both formative and summative assessments. This document
provides information, tools, and solutions that will aid students, teachers, and schools in creating
and implementing applied, interactive, and innovative lessons. Through best practices, alignment
with national standards and certifications, community partnerships, and a hands-on, student-
centered concept, educators will be able to truly engage students in meaningful and collaborative
learning opportunities.
The courses in this document reflect the statutory requirements as found in Section 37-3-49,
Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects
guidelines imposed by federal and state mandates (Laws, 1988, Ch. 487, §14; Laws, 1991, Ch.
423, §1; Laws, 1992, Ch. 519, §4 eff. from and after July 1, 1992; Strengthening Career and
Technical Education for the 21st Century Act, 2019 [Perkins V]; and Every Student Succeeds
Act, 2015).
Mississippi Teacher Professional Resources
The following are resources for Mississippi teachers:
Curriculum, Assessment, Professional Learning
Program resources can be found at the RCU’s website, rcu.msstate.edu.
Learning Management System: An Online Resource
Learning management system information can be found at the RCU’s website,
under Professional Learning.
Should you need additional instructions, contact the RCU at 662.325.2510 or
helpdesk@rcu.msstate.edu.
Executive Summary
Pathway Description
Health science core is the first course for students in the health sciences career cluster. Currently,
students in both the health care and clinical services or sports medicine pathways must take the
health science core class before moving on to their specific pathway’s material. This core class
provides the students with a solid foundation to move ahead in any health care field of his or her
choice. The topics covered include safety, infection control, legal and ethical practices, career
exploration, communication and teamwork, medical terminology, body organization, and basic
anatomy and physiology of each major body system, along with various common diseases and
disorders associated with each system.
This course sets students on track to obtain a minimum of 100 hours of clinical-type experience
by completion of the second course (HCCS). These hours can be documented in a digital or
physical portfolio. It is recommended to spread these hours over the length of the program by
giving students multiple opportunities to complete hours in the Health Science Core class. This
clinical-type experience can include tours of healthcare facilities, guest speakers, participation in
health fairs or health-related community service, laboratory and skills practice, classroom
demonstrations, and observation or job shadowing experiences in various healthcare settings.
Videos do not count toward this 100-hour requirement unless they are used in conjunction with
hands-on training or classroom instruction. (e.g., CPR). This program also requires 35 of the 100
hours be recorded on the state-adopted digital portfolio platform. These 35 hours must meet the
level four requirements detailed in the Mississippi Work-Based Learning Manual. The 35 hours
are not in addition to the 100 program hours; rather, the 35 hours should be included in the 100
total hours required for program completion.
College, Career, and Certifications
By implementing the standards set forth in the health science core curriculum, students who
successfully master the material should have the necessary skills and fundamental knowledge to
be successful in any health care career field. Students who complete this program will also have
a great advantage in any postsecondary education he or she may choose. In addition, students
whose programs meet additional criteria and approval by their respective agencies can earn
certifications that could help them in the future or even allow them to work in a health care
setting. Various certifications available include nurse assistant/aid, CPR, phlebotomist, pharmacy
technician, patient care technician, and others.
Grade Level and Class Size Recommendations
It is recommended that students enter this program as a freshman or sophomore. Exceptions to
this are a district-level decision based on class size, enrollment numbers, and maturity of the
student. Scheduling and/or operating more than one course in the same classroom/laboratory
with the same teacher is not recommended. To enable the teacher to instruct students in skills on
a one-on-one basis and to ensure all students have a good opportunity to job shadow/intern as
much as possible, the recommended class size is no more than 12-15 students for both health
science core and for the second course of their choice. Please be aware that health care facilities
often require no more than a 10-to-1 student/teacher ratio to participate in job shadowing.
Having a class that is too large decreases the quality experience that the health science core
curriculum is meant to be for the student.
Student Prerequisites
For students to experience success in the program, the following student prerequisites are
suggested:
1. C or higher in English (the previous year)
2. C or higher in high school-level math (last course taken or the instructor can specify the
level of math instruction needed)
3. C or higher in Biology (or last science taken as approved by instructor)
4. Instructor approval and Test of Adult Basic Education (TABE) reading score (eighth
grade or higher)
or
1. TABE reading and math score (eighth grade or higher)
2. Instructor approval
or
1. Instructor approval
Assessment
The latest assessment blueprint for the curriculum can be found at rcu.msstate.edu/curriculum.
Applied Academic Credit
The latest academic credit information can be found at
mdek12.org/ese/approved-course-for-the-secondary-schools.
Teacher Licensure
The latest teacher licensure information can be found at
mdek12.org/oel/apply-for-an-educator-license.
Professional Learning
If you have specific questions about the content of any training sessions provided, please contact
the RCU at 662.325.2510 or helpdesk@rcu.msstate.edu.
Course Outlines
Option 1—Two 1-Carnegie-Unit Courses
This curriculum consists of two 1-credit courses, which should be completed in the following
sequence:
1. Health Science Core I—Course Code: 995102
2. Health Science Core II—Course Code: 995103
Course Description: Health Science Core I
The Health Science Core I course introduces students to the field of health science. Students will
spend time researching and discovering the vast amount of career choices in health care, as well
as be introduced to Health Occupations Students of America (HOSA), the student organization
for health science. They will cover topics including safety, infection control, legal and ethical
practices, and medical terminology. Health Science Core I will conclude with the basic anatomy
and physiology of the integumentary system, along with common diseases and disorders that
affect this system.
Course Description: Health Science Core II
The Health Science Core II course continues with the basic anatomy and physiology of various
body systems. These include the muscular, cardiovascular, respiratory, digestive, urinary,
lymphatic, nervous, endocrine, and reproductive systems, along with sensory organs. Students
will learn the signs, symptoms, treatments, and prevention methods of diseases/disorders
associated with each system. The Health Science Core II class ends by preparing students for
employment and for the next year of the program. Students will dive deeper into various careers
of their choice and create a digital portfolio to be used for class and for career advancement.
Health Science Core I—Course Code: 995102
Unit
Unit Title
Hours
Orientation and Introduction to Student Organizations
Safety in Healthcare
Career Preparation
Health Care Delivery Systems
Infection Awareness and Prevention
Legal and Ethical Practices in Health Care
Communication and Teamwork
Medical Terminology and Abbreviations
Body Organization
Integumentary System
Total
Health Science Core II—Course Code: 995103
Unit
Unit Title
Hours
Skeletal System
Muscular System
Cardiovascular System
Respiratory System
Digestive System
Urinary System
Lymphatic System
Nervous System
Endocrine System
Sensory Organs
Reproductive System
Total
Option 2—One 2-Carnegie Unit Course
This curriculum consists of one 2-credit course that should be completed.
1. Health Science Core—Course Code: 995100
Course Description: The Health Science Core course introduces students to the field of health
science and gives a solid foundation in anatomy, physiology, and pathophysiology of common
diseases and disorders in the major body systems. Students will spend time researching and
discovering the vast amount of career choices in health care, as well as be introduced to HOSA.
They will cover topics including safety, infection control, legal and ethical practices, and medical
terminology. The course continues with the basic anatomy and physiology of various body
systems. These include the integumentary, skeletal, muscular, cardiovascular, respiratory,
digestive, urinary, lymphatic, nervous, endocrine, and reproductive systems, along with sensory
organs. Students will learn the causes, signs, symptoms, treatments, and prevention methods of
diseases/disorders associated with each system. The Health Science Core class ends by preparing
students for employment and for the next year of the program. Students will dive deeper into
various careers of their choice and create a portfolio to be used for class and for career
advancement.
Health Science Core—Course Code: 995100
Unit
Unit Title
Hours
Orientation and Introduction to Student Organizations
Safety in Healthcare
Career Preparation
Health Care Delivery Systems
Infection Awareness and Prevention
Legal and Ethical Practices in Health Care
Communication and Teamwork
Medical Terminology and Abbreviations
Body Organization
Integumentary System
Skeletal System
Muscular System
Cardiovascular System
Respiratory System
Digestive System
Urinary System
Lymphatic System
Nervous System
Endocrine System
Sensory Organs
Reproductive System
Total
Career Pathway Outlook
Overview
The health science pathway covers the broad field of occupations related to health care and
medicine. Health care is one of the top five fastest growing industries and one of the largest in
the United States. The health sciences related fields such as nurse practitioner will generate up to
40% more new jobs in the coming years than any other industry according to the U.S. Bureau of
Labor Statistics. In fact, 3 of the 20 fastest growing occupations in America are related to health
care. Employment in home health care and nursing and residential care should increase rapidly
as life expectancies rise and families need assistance caring for their elderly family members and
thus rely more on long-term care facilities. New technologies will continue to enable earlier
diagnoses of many diseases, which often increases the ability to treat conditions that were
previously terminal. The health science pathway focuses on public health, health education,
health care administration, or occupational health and safety. A shortlist of careers that this
pathway focuses on contains positions like dietician, emergency medicine paramedic, licensed
practitioner nurse (LPN), occupational therapist, physical therapist, pharmacist, physician
assistant, and registered nurse (RN) among countless others. Health science professionals work
in hospitals, dental offices and laboratories, governmental and private research centers. They also
work within pharmaceutical and biotechnology companies, the community in general, within
public agencies, and large health care organizations.
The health science pathway will target careers at the professional and technical levels in health
care. Students enrolled in these courses should be well prepared to pursue degrees at the
community college and four-year college level.
Needs of the Future Workforce
Throughout 2022, the health care and social assistance national market added an average of
47,000 jobs per month and the pay increased by nearly 4.5% according to the U.S. Bureau of
Labor Statistics. In Mississippi, the average employment growth total from 2020 to 2030, is
projected to increase by 9.5% for all general occupations combined. The data given in Table 1.1
below, including the average hourly earnings, was compiled from the Mississippi Department of
Employment Security in 2022.
Table 1.1: Current and Projected Occupation Report
Description
Jobs,
Projected
Jobs, 2030
Change
(Number)
Change
(Percent)
Average Hourly
Earnings, 2022
Athletic Trainers
19.2%
$24.07
Clinical Laboratory
Technologists and
Technicians
3,360
3,720
10.7%
$21.84
Dentists (General)
7.2%
$77.74
Diagnostic Medical
Sonographers
17.6%
$30.72
Dietitians and
Nutritionists
16.4%
$21.15
Emergency Medical
Technicians and
Paramedics
2,580
3,050
18.2%
$20.09
Exercise Physiologists
2,360
2,600
10.2%
$23.07
Family Medicine
Physicians
1,100
17.0%
$100.58
Home Health and
Personal Care Aides
19,130
25,200
6,070
31.7%
$10.77
Licensed Practical and
Licensed Vocational
Nurses
9,520
11,040
1,520
16%
$19.97
Medical Assistants
3,660
4,480
22.4%
$15.21
Medical Dosimetrists,
Medical Records
Specialists, and Health
Technologists
and Technicians
3,440
3,860
12.2%
$18.27
Nurse Practitioner
3,710
4,790
1,080
29.1%
$53.73
Registered Nurses
29,270
33,220
3,950
13.5%
$30.35
Nursing Assistants
12,840
15,350
2,510
19.5
$12.35
Nursing Instructors and
Teachers, Postsecondary
25%
$36.09
Occupational Therapists
1,030
21.2%
$42.03
Occupational Therapy
Assistants
37.9%
$28.93
Pharmacists
2,590
2,750
6.2%
$57.33
Pharmacy Technicians
3,600
4,200
16.7%
$16.57
Phlebotomists
1,170
1,420
21.4%
$16.34
Physical Therapist
Assistants
1,090
28.2%
$26.35
Physical Therapists
1,580
1,940
22.8%
$46.15
Physician Assistants
31%
$35.85
Respiratory Therapists
1,460
1,780
21.9%
$25.03
Speech-Language
Pathologists
1,410
1,810
28.4%
$33.38
Substance Abuse,
Behavioral Disorder,
and Mental Health
Counselors
1,960
2,300
17.3%
$20.59
Veterinarian
18.8%
$49.01
Veterinary Assistants
and Laboratory Animal
Caretakers
18.2%
$12.09
Veterinary
Technologists and
Technicians
15%
$13.61
Source: Mississippi Department of Employment Security; mdes.ms.gov (2022).
Perkins V Requirements and Academic Infusion
The health science core curriculum meets Perkins V requirements of introducing students to and
preparing them for high-skill, high-wage occupations in health care fields. It also offers students
a program of study, including secondary, postsecondary, and institutions of higher learning
courses, that will further prepare them for health care careers. Additionally, this curriculum is
integrated with academic college- and career-readiness standards. Lastly, it focuses on ongoing
and meaningful professional development for teachers as well as relationships with industry.
Transition to Postsecondary Education
The latest articulation information for secondary to postsecondary can be found at the
Mississippi Community College Board website, mccb.edu.
Best Practices
Innovative Instructional Technologies
Classrooms should be equipped with tools that will teach today’s digital learners through
applicable and modern practices. The health science core educator’s goal should be to include
teaching strategies that incorporate current technology. To make use of the latest online
communication tools—wikis, blogs, podcasts, and social media platforms, for example—the
classroom teacher is encouraged to use a learning management system that introduces students to
education in an online environment and places more of the responsibility of learning on the
student.
Differentiated Instruction
Students learn in a variety of ways, and numerous factors—students’ background, emotional
health, and circumstances, for example—create unique learners. By providing various teaching
and assessment strategies, students with various learning preferences can have more
opportunities to succeed.
CTE Student Organizations
Teachers should investigate opportunities to sponsor a student organization. In MS, HOSA is the
premier organization that fosters the types of learning expected from the health science core
curriculum, with multiple opportunities and outlets for health. HOSA provides participants and
members with growth opportunities, competitive events, and opens the door to the world of
health care careers and scholarship opportunities.
Cooperative Learning
Cooperative learning can help students understand topics when independent learning cannot.
Therefore, you will see several opportunities in the health science core curriculum for group
work. To function in today’s workforce, students need to be able to work collaboratively with
others and solve problems without excessive conflict. The health science core curriculum
provides opportunities for students to work together and help each other complete complex tasks.
There are many field experiences within the health science core curriculum that will allow and
encourage collaboration with professionals currently in the health care field.
Work-Based Learning
Work-based learning is an extension of understanding competencies taught in the health science
classroom. The health science program requires students to obtain a minimum of 35 clinical-type
hours, which may include but is not limited to, clinicals or worksite field experiences,
entrepreneurships, internships, pre-apprenticeships, school-based enterprises, job placements,
and simulated worksites. These real-world connections and applications provide a link to all
types of students regarding knowledge, skills, and professional dispositions. Thus, supervised
collaboration and immersion into the health science industry are keys to students’ success,
knowledge, and skills development. For more information on embedded WBL, visit the
Mississippi Work-Based Learning Manual on the RCU website, rcu.msstate.edu.
Professional Organizations
Association of Career and Technical Education
acteonline.org
International Society for Technology in Education
iste.org
National Organizations
American Association for Respiratory Care
aarc.org
American Cancer Society (MS Office)
cancer.org
American Dental Assistants Association
dentalassistant.org
American Dental Association
ada.org
American Health Care Association
ahca.org
American Heart Association (MS Offices)
heart.org
American Hospital Association
aha.org
American Medical Association
ama-assn.org
American Red Cross National Headquarters
redcross.org
American Society of Radiologic Technologists
asrt.org
American Health Information Management Association
ahima.org
American Nurses Association
nursingworld.org
American Speech-Language-Hearing Association
asha.org
American School Health Association
ashaweb.org
American Association for Men in Nursing
aamn.org
Association of Allied Health Programs
www.asahp.org
Association for Healthcare Documentation Integrity
ahdionline.org
Association for Professionals in Infection Control and Epidemiology
apic.org
Center for Health and Health Care in Schools
healthinschools.org
Health Professions Network
healthpronet.org
Hospital Corporation of America
hcahealthcare.com
National Association of Emergency Medical Technicians
naemt.org
National Athletic Trainer’s Association
nata.org
National Health Council
nationalhealthcouncil.org
Ovarian Cancer National Alliance
ovariancancer.org
Society of Nuclear Medicine & Molecular Imaging
snmmi.org
State Level Organizations
Mississippi Nurses Association
msnurses.org
The Diabetes Foundation of Mississippi
msdiabetes.org
Mississippi Office of Healthy Schools—A Division of MDE
healthisacademic.org
American Lung Association
lung.org
Specific Groups
Nurses for a Healthier Tomorrow - Career information
nursesource.org
Nurse.com - Online CE source for nurses
nurse.com
Using This Document
Competencies and Suggested Objectives
A competency represents a general concept or performance that students are expected to master
as a requirement for satisfactorily completing a unit. Students will be expected to receive
instruction on all competencies. The suggested objectives represent the enabling and supporting
knowledge and performances that will indicate mastery of the competency at the course level.
Teacher Resources
All teachers should request to be added to the Canvas Resource Guide for their course. For
questions or to be added to the guide, send a Help Desk ticket to the RCU by emailing
helpdesk@rcu.msstate.edu.
Perkins V Quality Indicators and Enrichment Material
Some of the units may include an enrichment section at the end. This material will greatly
enhance the learning experiences of students. If the health science program is using a national
certification, work-based learning, or another measure of accountability that aligns with Perkins
V as a quality indicator, this material could very well be assessed on that quality indicator. It is
the responsibility of the teacher to ensure all competencies for the selected quality indicator are
covered throughout the year.
Unit 1: Orientation and Introduction to Student
Organizations
Competencies and Suggested Objectives
1. Describe the purpose of the course and related student organizations. DOK1
a. Identify student and course expectations.
b. Explore the health science student organization, HOSA.
• Describe parliamentary procedures.
• Discuss officer roles and responsibilities.
c. Discuss leadership and personal development in accordance with HOSA guidelines.
Unit 2: Safety in Health Care
Competencies and Suggested Objectives
1. Demonstrate personal and environmental safety practices. DOK2
a. Apply principles of body mechanics.
b. Based on regulations set by the Occupational Safety and Health Association (OSHA)
and the Center for Disease Control and Prevention (CDC), apply safety techniques
(personal and patient) in the health care setting to prevent accidents and injuries.
2. Identify common safety hazards. DOK2
a. Comply with safety signs, symbols, and labels in accordance with OSHA and the CDC.
b. Recognize Safety Data Sheets (SDS) and discuss safety implications of handling
hazardous materials (checking labels and checking solutions).
3. Utilize emergency procedures and protocols. DOK3
a. Practice fire safety and discuss fire evacuation plans in a health care setting. Include the
following:
• PASS – Pull, Aim, Squeeze, Sweep
• RACE – Rescue, Activate, Contain, Extinguish/Evacuate
b. Apply principles of basic emergency response in natural disasters and other
emergencies to include:
• Safe location
• Contact emergency personnel
• Follow facility protocols
Note: Safety is to be taught as an ongoing part of the program. Students are required to
complete a written safety test with 100% accuracy before entering the lab for
simulations and projects. This test should be documented in each student’s file.
Note: This unit will be ongoing throughout the year. Time allotted for this unit will be
distributed over the entire year.
Unit 3: Career Preparation
Competencies and Suggested Objectives
1. Explore various careers in the health care field. DOK2
a. Choose at least three specific careers from the list created in Unit 4.1.
b. Research the educational requirements, appropriate schools,
licensure/certification/registration, work environment, job responsibilities, and salary
information of each one.
c. Based on research, develop a presentation explaining the three careers and why they
were chosen.
2. Utilize the approved method of clinical hour documentation (e.g., AET or other state
approved method of documentation). DOK2
3. Explore the various career options in the health care field. DOK1
a. Research and list various career options.
• Emergency services
• Respiratory care
• Human growth and development
• Sports medicine
• Rehabilitative services
• Medical services
• Nursing services
•
Nutrition and dietetics
•
Mental health
•
Pharmacology
•
Laboratory services
•
Medical imaging
•
Health information management
4. Relate the importance of lifelong learning to career success. DOK2
a. Consider emergent technology (e.g., artificial intelligence, automation, telehealth,
robotics, etc.).
b. Develop an oral and/or written report explaining the importance of lifelong learning in
maintaining career relevance and advancement.
Enrichment
1. Conduct practice interviews or answer a list of possible interview questions.
2. Conduct a personality test or review previous results to facilitate discussion of
individualized careers.
Unit 4: Health Care Delivery Systems
Competencies and Suggested Objectives
1. Research and discuss health care delivery systems and health organizations. DOK1
a. Differentiate between health care delivery systems, including nonprofit and for-profit
facilities.
• Hospitals
• Ambulatory/outpatient clinics
• Long-term care
• Home health
• Medical and dental offices
• Behavioral and mental health services
• Public health
b. Identify health organizations and their respective roles.
• Government:
o Centers for Disease Control and Prevention (CDC), Occupational Safety
and Health Administration (OSHA), U.S. Food and Drug Administration
(FDA), National Institute of Health (NIH), Centers for Medicare and
Medicaid Services (CMS), U.S. Public Health Service (USPHS), U.S
Department of Veteran’s Affairs (VA)
• Nonprofit organizations:
o March of Dimes, American Heart Association, American Diabetes
Association, American Red Cross, Alzheimer’s Association, American
Lung Association
• Global:
o World Health Organization (WHO)
2. Relate the importance of lifelong learning to career success. DOK3
a. Considering 21st-century emergent technology (e.g., artificial intelligence, automation,
telehealth, robotics, etc.).
b. Develop an oral and/or written report explaining the importance of lifelong learning in
maintaining career relevance and advancement.
Note: Safety is to be taught as an ongoing part of the program. Students are required to
complete a written safety test with 100% accuracy before entering the lab for
simulations and projects. This test should be documented in each student’s file.
Unit 5: Infection Awareness and Prevention
Competencies and Suggested Objectives
1. Explain the principles of infection control. DOK1
a. Research and explain:
• Chain of infection
• Mode of transmission: direct, indirect, vectors, common vehicle (air, food,
water), health care associated infections (nosocomial), opportunistic.
• Types of infections: endogenous, exogenous
• Microorganisms: nonpathogenic, pathogenic, aerobic, anaerobic
b. Classify the following microorganisms and diseases:
• Bacterial:
o Meningitis
o Methicillin-resistant staphylococcus
o Pertussis
o Pneumonia
o Strep throat
o Tetanus
o Tuberculosis
• Fungal:
o Athlete’s foot
o Histoplasmosis
o Ring Worm
o Thrush
o Yeast vaginitis
• Parasites (Helminths):
o Hook worms or flukes
o Pin worms
o Tape worms
• Parasites (Rickettsia):
o Rocky Mountain spotted fever
o Typhus fever
• Protozoa:
o Amebic dysentery
o Malaria
• Viruses:
o Chicken pox
o Covid 19
o Common cold
o Hepatitis (A, B, C)
o Herpes
o HIV
o Influenza (seasonal, H1N1, H5N1)
o Measles
o Mumps
o Polio
o RSV
o Warts
o West Nile virus (WNV)
c. Identify the levels of aseptic control.
• Antisepsis
• Disinfection
• Sterilization
d. Demonstrate the proper procedure for aseptic hand washing according to the CDC.
2. Explain standard precaution based on OSHA and CDC regulations. DOK3
a. Describe OSHA’s blood-borne pathogen standards.
b. Explore employer requirements according to the Needle Stick Safety and Prevention
Act.
c. Demonstrate the basic rules of standard precaution.
3. Utilize the principles of sterile technique. DOK3
a. Demonstrate skills related to sterile technique.
• Donning sterile gloves
• Sterile dressing
• Maintaining a sterile field
• Wrapping instruments for sterilization
4. Explain the importance of maintaining transmission-based isolation precautions. DOK3
a. Identify and explain the types of isolation precautions needed to prevent the spread of
communicable diseases (mentioned in 1.b.).
• Airborne
• Droplet
• Contact
• Reverse/protective
b. Demonstrate the proper procedure, according to the CDC, for donning and doffing
personal protective equipment (PPE).
• Gowns
• Masks
• Goggles
• Gloves
5. Research the impact of emerging technology on infection control. DOK3
Enrichment
1. Discuss other prevalent or interesting diseases/infections, including:
• Ebola/Marburg
• Zika virus
• Lyme disease
2. Research and describe the following vaccinations and diseases they prevent:
• Covid 19
• DTaP
• Hep B
• HPV
• Influenza
• Meningitis
• MMR
• Monkey Pox
• Polio
• Shingles
• Smallpox
• Varicella
3. Based on the research on vaccinations, facilitate a student led debate on the importance of
vaccinations.
4. Investigate and apply the principles in the junior disease detective guide. (See link to guide
in teacher resource guide.)
Note: Safety is to be taught as an ongoing part of the program. Students are required to
complete a written safety test with 100% accuracy before entering the lab for
simulations and projects. This test should be documented in each student’s file.
Note: This unit will be ongoing throughout the year. Time allotted for this unit will be
distributed over the entire year.
Unit 6: Legal and Ethical Practices in Health Care
Competencies and Suggested Objectives
1. Analyze legal responsibilities and implications of criminal and civil law. DOK1
a. Define and discuss torts in relation to health care.
• Malpractice
• Negligence
• Assault and battery
• Invasion of privacy
• Abuse
• Defamation of character (libel, slander)
• False imprisonment
2. Describe and demonstrate legal practices associated with health care. DOK2
a. Apply the standards for safety, privacy, and confidentiality of health information,
including topics such as the Health Insurance Portability and Accountability Act and
privileged communications.
b. Describe advance directives, including topics such as living wills and durable power of
attorney.
c. Define types of consent/contracts, including informed consent, implied contracts, and
expressed contracts.
d. Research and discuss the meaning of scope of practice.
3. Utilize procedures for reporting activities and behaviors that affect the health, safety, and
the welfare of others. DOK2
a. Discuss the chain of command for reporting issues.
b. Complete an incident report.
4. Recognize and discuss ethical boundaries within the health care environment. DOK3
a. Differentiate between ethical and legal issues impacting health care.
b. Identify and explain ethical dilemmas associated with organ donation, invitro
fertilization, euthanasia, stem cell research, and vaccinations.
5. Identify cultural, social, and ethnic diversity within the health care environment. DOK3
a. Compare religious, spiritual, and cultural—including ethnicity, race, religion, and
gender—values as they impact health care.
b. Within a role-play situation, demonstrate respectful and empathetic treatment of all
patients and clients.
Enrichment
1. Use with Competency 2:
a. Summarize the American Hospital Association’s Patient Care Partnership (for acute
care, formerly known as Patient’s Bill of Rights) and the Resident’s Bill of Rights (for
long-term care).
b. Discuss scenarios and laws concerning various types of harassment/violence in the
workplace.
2. Use with Competency 4:
a. After completing each objective, facilitate a student led debate on one or multiple of
the topics listed in the competency.
Unit 7: Communication and Teamwork
Competencies and Suggested Objectives
1. Describe the concepts of effective communication. DOK2
a. Interpret verbal and nonverbal communication.
b. Recognize barriers to communication, including physical disabilities (aphasia, hearing
loss, impaired vision), psychological barriers (attitudes, bias, prejudice, stereotypes),
language barriers.
c. Differentiate subjective and objective information.
d. Recognize the elements of communication using a sender-receiver model.
e. Demonstrate speaking and active listening skills.
f. Demonstrate elements of proper written and electronic communication (e.g., spelling,
grammar, and formatting).
2. Compare the roles and responsibilities of individual members as part of the health care
team. DOK2
a. Describe roles and responsibilities of team members.
• Examples of health care teams in a hospital and clinic setting.
• Responsibilities of team members
• Benefits of teamwork
b. Recognize and demonstrate characteristics of effective teams.
• Active participation
• Cultural humility
• Reliability
• Civility
• Flexibility
• Trust
• Commitment
• Open to feedback
• Collaboration
• Positive attitude
3. Explain the principles of interacting effectively and sensitively with all members of the
health care team. DOK3
a. Recognize methods for building positive team relationships, including mentorships and
teambuilding.
b. Analyze attributes and attitudes of an effective leader.
• Characteristics: interpersonal skills, focused on results, positive
• Types: autocratic, democratic, laissez-faire
• Roles: sets vision, leads change, manages accountability
c. Apply effective techniques for managing team conflict.
• Negotiation
• Clear expectations
• Assertive communication
• Mediation
• Gather the facts
Unit 8: Medical Terminology and Abbreviations
Competencies and Suggested Objectives
1. Introduce appropriate medical terminology and abbreviations as found in Appendix C. DOK1
a. Use roots, prefixes, and suffixes to communicate information.
b. Use medical abbreviations to communicate information.
Note: This unit will be ongoing throughout the year. Time allotted for this unit will be
distributed over the entire year.
Unit 9: Body Organization
Competencies and Suggested Objectives
1. Describe the basic organization of the body. DOK1
a. Identify the basic levels of organization of the human body.
• Chemical
• Cellular
• Tissue
• Organs
• Systems
• Organism
2. Discuss the tissue organization of the body. DOK1
a. Identify the four major categories of tissues and their respective locations, structures,
and basic functions.
• Nerve
• Epithelium
• Muscle (cardiac, smooth, skeletal)
• Connective (ligaments, tendons, facia)
3. Identify the body planes, directional terms, cavities, quadrants, and regions. DOK1
a. Body planes: sagittal, midsagittal, coronal/frontal, transverse/horizontal
b. Directional terms: superior, inferior, anterior/ventral, posterior/dorsal, medial, lateral,
proximal, distal, superficial, deep, cephalic, caudal
c. Cavities: dorsal, cranial, nasal, oral, orbital, spinal, thoracic, abdominal, pelvic
d. Quadrants: upper right, lower right, upper left, lower left
e. Regions: Right/left hypochondriac, right/left lumbar, right/left iliac, epigastric,
umbilical, hypogastric
Unit 10: Integumentary System
Competencies and Suggested Objectives
1. Discuss the structures and functions of the integumentary system. DOK1
a. Identify the parts comprising the integumentary system and their respective functions.
• Layers: epidermis, dermis, subcutaneous
• Structures: sudoriferous glands, sebaceous glands, hair follicles, hair shaft
• Functions: protection, sensory perception, temperature regulation (vasodilation,
vasoconstriction), storage, absorption, excretion, production
b. Define and discuss pigmentation and related topics.
• Melanin
• Carotene
• Albino
c. Define and discuss skin discoloration and related topics:
• Erythema
• Jaundice
• Cyanosis
2. Explain diseases and disorders of the integumentary system and related signs, symptoms,
treatment, and prevention methods. DOK2
a. Identify the general signs, symptoms, treatment, and prevention methods associated
with diseases and disorders of the integumentary system.
• Acne vulgaris
• Athlete’s foot
• Basal cell carcinoma
• Dermatitis
• Eczema
• Impetigo
• Melanoma
• Psoriasis
• Ringworm
• Squamous cell carcinoma
• Verrucae
b. Describe various skin eruptions.
• Crusts
• Cysts
• Macules
• Papules
• Pustules
• Ulcers
• Vesicles
• Wheals
3. Research the impact of emerging technology on the integumentary system. DOK3
Unit 11: Skeletal System
Competencies and Suggested Objectives
1. Compare the structures and functions of the skeletal system with its relationship to
movement. DOK1
a. Identify the axial and appendicular bones.
b. Identify the parts of a bone.
• Diaphysis
• Endosteum
• Epiphysis
• Medullary canal
• Periosteum
• Red marrow
• Yellow marrow
c. Explain the functions of the skeletal system.
• Framework
• Protection
• Levers
• Production of blood cells
• Storage
d. Identify the types of joints and their related movements.
• Diarthrosis or synovial
• Amphiarthrosis
• Synarthrosis
2. Discuss diseases and disorders of the skeletal system and related signs, symptoms,
treatment, and prevention methods. DOK2
a. Identify the general signs, symptoms, treatment, and prevention methods associated
with skeletal diseases, disorders, and injuries.
• Bursitis
• Osteomyelitis
• Osteoporosis
• Osteoarthritis
• Rheumatoid arthritis
• Sprain
• Ruptured disk
• Dislocation
• Spinal curvatures: scoliosis, lordosis, and kyphosis
• Fractures: stress, comminuted, compound or open, simple or closed, depressed,
green stick, impacted, spiral
3. Research the impact of emerging technology on the skeletal system. DOK3
Unit 12: Muscular System
Competencies and Suggested Objectives
1. Compare the structures and functions of the muscular system with its relationship to
movement. DOK1
a. Identify the three types of muscle.
• Cardiac
• Visceral/smooth
• Skeletal
b. Define the characteristics of skeletal muscle.
• Excitability
• Contractibility
• Extensibility
• Elasticity
c. Identify major skeletal muscles.
• Biceps brachii
• Deltoid
• Gastrocnemius
• Gluteus maximus
• Intercostals
• Latissimus dorsi
• Pectoralis major
• Quadriceps femoris
• Rectus abdominis
• Sartorius
• Sternocleidomastoid
• Tibialis anterior
• Trapezius
• Triceps brachii
d. Explain the function of the muscles.
• Movement
• Produce heat and energy
• Maintain Posture
• Protect internal organs
e. Demonstrate active/passive range of motion, including adduction, abduction, flexion,
extension, rotation, and circumduction.
2. Discuss diseases, disorders, and injury of the muscular system and related signs,
symptoms, and treatment methods. DOK2
a. Identify the general signs, symptoms, treatment, and prevention methods associated
with muscular diseases and disorders.
• Fibromyalgia
• Muscle spasms
• Muscular dystrophy
• Myasthenia gravis
• Strain
3. Research the impact of emerging technology on the muscular system. DOK3
Unit 13: Cardiovascular System
Competencies and Suggested Objectives
1. Identify and discuss the structures and functions of the cardiovascular system and their role
in maintaining homeostasis. DOK1
a. Identify the components of blood and their respective functions.
• Plasma
• Erythrocytes
• Hemoglobin
• Leukocytes
• Thrombocytes
b. Identify the type of blood vessels and the action of each.
• Aorta
• Arteries
• Arterioles
• Capillaries
• Inferior vena cava
• Pulmonary artery
• Pulmonary veins
• Superior vena cava
• Veins
• Venules
c. Identify the anatomy of the heart.
• Layers: endocardium, myocardium, pericardium/epicardium
• Structures: septum, right/left atriums, right/left ventricles, tricuspid valve,
pulmonary valve, bicuspid/mitral valve, aortic valve
d. Describe the electrical conduction pathway.
• SA node
• AV node
• Bundle of HIS
• Right and left bundle branches
• Purkinje Fibers
e. Describe the pathway of pulmonary and systemic circulation.
f. Define systole and diastole.
2. Discuss diseases and disorders of the cardiovascular system and related signs, symptoms,
treatment, and prevention methods. DOK2
a. Identify the general signs, symptoms, treatment, and prevention methods associated
with cardiovascular diseases and disorders.
• Arteriosclerosis
• Atherosclerosis
• Congestive heart failure
• Hypertension
• Iron deficiency anemia
• Leukemia
• Myocardial infarction
• Sickle cell anemia
3. Research the impact of emerging technology on the cardiovascular system. DOK3
Unit 14: Respiratory System
Competencies and Suggested Objectives
1. Describe the structures and functions of the respiratory system. DOK2
a. Define inspiration and expiration.
b. Identify the structures of the respiratory system and their respective functions.
• Alveoli
• Bronchi
• Bronchioles
• Epiglottis
• Larynx
• Lungs
• Nasal cavity
• Nasal septum
• Nose
• Pharynx
• Pleura
• Sinuses
• Trachea
c. Differentiate among internal, external, and cellular respiration.
2. Discuss diseases and disorders of the respiratory system and related signs, symptoms, and
treatment methods. DOK2
a. Identify the general signs, symptoms, treatment, and prevention methods associated
with respiratory diseases and disorders.
• Asthma
• Bronchitis
• COPD
• Covid 19
• Emphysema
• Influenza
• Lung cancer
• Pneumonia
• Sleep apnea
• Tuberculosis
3. Research the impact of emerging technology on the respiratory system. DOK3
Unit 15: Digestive System
Competencies and Suggested Objectives
1. Describe the structures and functions of the digestive system. DOK1
a. Describe the structures comprising the alimentary canal and their respective functions
regarding the digestive process (pathway of food, digestion, nutrient absorption).
• Mouth: teeth, tongue, hard palate, soft palate
• Pharynx
• Esophagus
• Cardiac/esophageal sphincter
• Stomach (include rugae)
• Pyloric sphincter
• Small intestine (include villi)
o Duodenum
o Ileum
o Jejunum
• Large intestine
o Cecum
o Ascending colon
o Transverse colon
o Descending colon
o Sigmoid colon
• Rectum
• Anus
b. Describe the accessory structures of the digestive system and their respective functions
regarding the digestive process (pathway of food, digestion, nutrient absorption).
• Salivary glands
• Pancreas
• Liver
• Appendix
• Gallbladder
2. Discuss diseases and disorders of the digestive system and related signs, symptoms,
treatment, and prevention methods. DOK2
a. Identify the general signs, symptoms, treatment, and prevention methods associated
with diseases and disorders of the digestive system.
• Appendicitis
• Cholecystitis
• Cirrhosis
• Diverticulitis
• Gastric ulcer
• GERD
• Hepatitis type B (HBV)
• Pancreatitis
• Ulcerative colitis
3. Research the impact of emerging technology on the digestive system. DOK3
Unit 16: Urinary System
Competencies and Suggested Objectives
1. Explain the structures and functions of the urinary system as they relate to the formation,
composition, and elimination of urine. DOK1
a. Identify urinary system structures and their respective functions.
• Bladder (include rugae)
• Bowman’s capsule
• Cortex
• Glomerulus
• Hilum
• Kidneys
• Medulla
• Nephrons
• Renal pelvis
• Ureters
• Urethra
• Urinary meatus
2. Discuss diseases and disorders of the urinary system and related causes, signs, symptoms,
treatment, and prevention methods. DOK2
a. Identify the general causes, signs, symptoms, treatment, and prevention methods
associated with diseases of the urinary system.
• Cystitis
• Glomerulonephritis
• Pyelonephritis
• Renal calculus
• Renal failure
• Uremia
• Urethritis
b. Define disorders of the urinary system.
• Albuminuria
• Anuria
• Dysuria
• Hematuria
• Incontinence
• Nocturia
• Oliguria
• Polyuria
• Proteinuria
• Pyuria
• Retention
3. Research the impact of emerging technology on the urinary system. DOK3
Unit 17: Lymphatic System
Competencies and Suggested Objectives
1. Explain the structures and functions of the lymphatic system. DOK1
a. Identify structures of the lymphatic system and their respective functions.
• Tonsils
• Spleen
• Lymph nodes
• Thymus
2. Discuss diseases and disorders of the lymphatic system and related causes, signs,
symptoms, treatment, and prevention methods. DOK2
a. Identify the general causes, signs, symptoms, treatment, and prevention methods
associated with diseases and disorders of the lymphatic system.
• Adenitis
• Hodgkin’s disease
• Splenomegaly
• Tonsillitis
3. Research the impact of emerging technology on the lymphatic system. DOK3
Unit 18: Nervous System
Competencies and Suggested Objectives
1. Describe the structures and functions of the nervous system. DOK1
a. Identify the major structures of the nervous system and their respective functions.
• Cerebellum
• Cerebrum
• Midbrain: pons, medulla oblongata
• Diencephalon: thalamus, hypothalamus
• Spinal cord
• Meninges: dura mater, arachnoid membrane, pia mater
• Ventricles
• Cerebral spinal fluid
b. Describe the divisions of the nervous system.
• Central nervous system
• Peripheral nervous system
• Sympathetic
• Parasympathetic
c. Identify the structures of a neuron and the conduction process of a nerve impulse.
• Dendrites
• Axon
• Myelin sheath
• Synapse
• Neurotransmitters
2. Discuss diseases and disorders of the nervous system and related causes, signs, symptoms,
treatment, and prevention methods. DOK2
a. Identify the general causes, signs, symptoms, treatment, and prevention methods
associated with diseases and disorders of the nervous system.
• Alzheimer’s disease
• Amyotrophic lateral sclerosis
• Cerebral palsy
• Cerebrovascular accident
• Dementia
• Epilepsy
• Meningitis
• Multiple sclerosis
• Parkinson’s disease
• Shingles
• Traumatic Brain Injury/Concussion
3. Research the impact of emerging technology on the nervous system. DOK3
Unit 19: Endocrine System
Competencies and Suggested Objectives
1. Identify the structures and functions of the endocrine system. DOK1
a. Differentiate between endocrine and exocrine.
b. Identify the structures comprising the endocrine system and their respective functions.
(see table below)
2. Discuss diseases and disorders of the endocrine system and related causes, signs,
symptoms, treatment, and prevention methods. DOK2
a. Identify the general causes, signs, symptoms, treatment, and prevention methods
associated with diseases and disorders of the endocrine system.
• Acromegaly
• Cushing’s syndrome
• Diabetes mellitus (Type 1 and 2)
• Dwarfism
• Giantism
• Graves’ disease
• Hyperthyroidism
• Hypothyroidism
3. Research the impact of emerging technology on the endocrine system. DOK3
Endocrine Table
Gland
Hormone
Action
Pituitary (Anterior Lobe)
ACTH-adrenocorticotropic
Stimulates growth and secretion of the cortex of the adrenal gland
TSH-thyrotropin
Stimulates growth and secretion of the thyroid gland
GH-somatotropin
Growth hormone; stimulates normal body growth
Pituitary (Posterior Lobe)
ADH-vasopressin
Antidiuretic hormone; promotes reabsorption of water in kidneys, constricts
blood vessels
Thyroid
Thyroxine & tri-iodothyronine
Increase metabolic rate; stimulate physical and mental growth; regulate
metabolism of carbohydrates, fats, and proteins
Adrenal (Cortex)
Glucocorticoids:
•
Cortisol-hydrocortisone
•
Cortisone
Aide in metabolism of proteins, fats, and carbohydrates; increase amount of
glucose in blood; provide resistance to stress; depress immune response (anti-
inflammatory)
Gonadocorticoids:
•
Estrogens
•
Androgens
Act as sex hormones
•
Stimulate female sexual characteristics
•
Stimulate male sexual characteristics
Adrenal (Medulla)
Epinephrine (adrenaline)
Activates sympathetic nervous system; acts in times of stress to increase
cardiac output and increase blood pressure
Norepinephrine
Activates body in stress situations
Pancreas
Insulin
Used in metabolism of glucose (sugar) by promoting entry of glucose into
cells to decrease blood glucose levels; promotes transport of fatty acids and
amino acids (proteins) into the cells
Unit 20: Sensory Organs
Competencies and Suggested Objectives
1. Identify the basic structures and functions associated with the sensory organs. DOK1
a. Identify sensory organs’ structures and describe their respective functions.
• Eye:
o Aqueous humor
o Choroid coat
o Conjunctiva
o Cornea
o Iris
o Lacrimal glands
o Lens
o Pupil
o Retina
o Sclera
o Vitreous Humor
• Ear:
o Auditory canal
o Cochlea
o Eustachian Tube
o Organ of Corti
o Ossicles
o Pinna/Auricle
o Semicircular canal
o Tympanic membrane
• Tongue:
o Papillae
• Nose:
o Olfactory receptors
2. Discuss diseases and disorders of the sensory organs. DOK2
a. Identify the general causes, signs, symptoms, treatment, and prevention methods
associated with diseases and disorders of the sensory organs.
• Amblyopia
• Astigmatism
• Cataract
• Conjunctivitis
• Glaucoma
• Hearing loss (conductive, sensory)
• Meniere’s disease
• Otitis externa
• Otitis media
• Otosclerosis
• Strabismus
3. Research the impact of emerging technology on the sensory organs. DOK3
Unit 21: Reproductive System
Competencies and Suggested Objectives
1. Discuss the structures and functions of the male and female reproductive systems. DOK1
a. Identify the major structures of the male and female reproductive system and their
respective functions.
• Male:
o Cowper’s gland
o Ejaculatory ducts
o Epididymis
o Penis
o Prostate gland
o Scrotum
o Seminal vesicles
o Testes
o Urethra
o Vas deferens
• Female:
o Bartholin’s glands
o Breasts
o Fallopian tubes
o Ovaries
o Perineum
o Uterus: endometrium
o Vagina
o Vulva: mons pubis, labia majora, labia minora
2. Discuss diseases and disorders of the reproductive system and related signs, symptoms,
treatment, and prevention methods. DOK2
a. Identify the general signs, symptoms, treatment, and prevention methods associated
with diseases and disorders of the reproductive systems.
• Breast cancer
• Cervical cancer
• Endometriosis
• Epididymitis
• Orchitis
• Ovarian cancer
• Pelvic inflammatory disease
• Premenstrual syndrome
• Prostate cancer
• Prostatic hypertrophy
• Testicular cancer
• Uterine cancer
b. Identify the general signs, symptoms, treatment, and prevention methods associated
with sexually transmitted infections (STIs).
• Human Immunodeficiency Virus
• Chlamydia
• Gonorrhea
• Herpes
• Human Papillomavirus
• Pubic lice
• Syphilis
• Trichomoniasis
3. Research the impact of emerging technology on the reproductive system. DOK3
Student Competency Profile
Student’s Name: ___________________________________________
This record is intended to serve as a method of noting student achievement of the competencies
in each unit. It can be duplicated for each student, and it can serve as a cumulative record of
competencies achieved in the course.
In the blank before each competency, place the date on which the student mastered the
competency.
Unit 1: Orientation and Introduction to Student Organizations
1. Describe the purpose of the course and related student organizations.
Unit 2: Safety in Health Care
1. Demonstrate personal and environmental safety practices.
2. Identify common safety hazards.
3. Utilize emergency procedures and protocols.
Unit 3: Career Preparation
1. Explore various careers in the health care field.
2. Utilize the approved method of clinical hour documentation (e.g., AET or other
state approved method of documentation).
3. Explore the various career options in the health care field.
4. Relate the importance of lifelong learning to career success.
Unit 4: Health Care Delivery Systems
1. Research and discuss health care delivery systems and health organizations.
2. Relate the importance of lifelong learning to career success.
Unit 5: Infection Awareness and Prevention
1. Explain the principles of infection control.
2. Explain standard precaution based on OSHA and CDC regulations.
3. Utilize the principles of sterile technique
4. Explain the importance of maintaining transmission-based isolation precautions.
5. Research the impact of emerging technology on infection control.
Unit 6: Legal and Ethical Practices in Health Care
1. Analyze legal responsibilities and implications of criminal and civil law.
2. Describe and demonstrate legal practices associated with health care.
3. Utilize procedures for reporting activities and behaviors that affect the health,
safety, and the welfare of others.
4. Recognize and discuss ethical boundaries within the health care environment.
5. Identify cultural, social, and ethnic diversity within the health care environment
Unit 7: Communication and Teamwork
1. Describe the concepts of effective communication.
2. Compare the roles and responsibilities of individual members as part of the health
care team.
3. Explain the principles of interacting effectively and sensitively with all members
of the health care team.
Unit 8: Medical Terminology and Abbreviations
1. Introduce appropriate medical terminology and abbreviations as found in
Appendix C.
Unit 9: Body Organization
1. Describe the basic organization of the body.
2. Discuss the tissue organization of the body.
3. Identify the body planes, directional terms, cavities, quadrants and regions.
Unit 10: Integumentary System
1. Discuss the structures and functions of the integumentary system.
2. Explain diseases and disorders of the integumentary system and related signs,
symptoms, treatment, and prevention methods.
3. Research the impact of emerging technology on the integumentary system.
Unit 11: Skeletal System
1. Compare the structures and functions of the skeletal system with its relationship
to movement.
2. Discuss diseases and disorders of the skeletal system and related signs,
symptoms, treatment, and prevention methods.
3. Research the impact of emerging technology on the skeletal system.
Unit 12: Muscular System
1. Compare the structures and functions of the muscular system with its relationship
to movement.
2. Discuss diseases, disorders, and injury of the muscular system and related signs,
symptoms, and treatment methods.
3. Research the impact of emerging technology on the muscular system.
Unit 13: Cardiovascular System
1. Identify and discuss the structures and functions of the cardiovascular system and
their role in maintaining homeostasis.
2. Discuss diseases and disorders of the cardiovascular system and related signs,
symptoms, treatment, and prevention methods.
3. Research the impact of emerging technology on the cardiovascular system.
Unit 14: Respiratory System
1. Describe the structures and functions of the respiratory system.
2. Discuss diseases and disorders of the respiratory system and related signs,
symptoms, and treatment methods.
3. Research the impact of emerging technology on the respiratory system.
Unit 15: Digestive System
1. Describe the structures and functions of the digestive system.
2. Discuss diseases and disorders of the digestive system and related signs,
symptoms, treatment, and prevention methods.
3. Research the impact of emerging technology on the digestive system.
Unit 16: Urinary System
1. Explain the structures and functions of the urinary system as they relate to the
formation, composition, and elimination of urine.
2. Discuss diseases and disorders of the urinary system and related causes, signs,
symptoms, treatment, and prevention methods.
3. Research the impact of emerging technology on the urinary system.
Unit 17: Lymphatic System
1. Explain the structures and functions of the lymphatic system.
2. Discuss diseases and disorders of the lymphatic system and related causes, signs,
symptoms, treatment, and prevention methods.
3. Research the impact of emerging technology on the lymphatic system.
Unit 18: Nervous System
1. Describe the structures and functions of the nervous system.
2. Discuss diseases and disorders of the nervous system and related causes, signs,
symptoms, treatment, and prevention methods.
3. Research the impact of emerging technology on the nervous system.
Unit 19: Endocrine System
1. Identify the structures and functions of the endocrine system.
2. Discuss diseases and disorders of the endocrine system and related causes, signs,
symptoms, treatment, and prevention methods.
3. Research the impact of emerging technology on the endocrine system.
Unit 20: Sensory Organs
1. Identify the basic structures and functions associated with the sensory organs.
2. Discuss diseases and disorders of the sensory organs.
3. Research the impact of emerging technology on the sensory organs
Unit 21: Reproductive System
1. Discuss the structures and functions of the male and female reproductive systems.
2. Discuss diseases and disorders of the reproductive system and related signs,
symptoms, treatment, and prevention methods.
3. Research the impact of emerging technology on the reproductive system.
Appendix A: National Health Science Standards
National Consortium for Health Science Education-National Health Science Standards
The National Health Science Standards provide a clear and consistent understanding of
industry and postsecondary expectations for health science teachers and students. These
content standards are broad and frame the essential knowledge common across all health
professions. Utilizing input from business and industry experts, these standards are designed
to prepare students to be college and career ready.
These standards provide the foundation for health science curriculum design, instruction, and
assessment, but they are not limited to the content listed in each of the eleven National
Health Science Standards.
Foundation Standard 1 Academic Foundation
Understand human anatomy, physiology, common diseases and disorders, and medical math
principles.
1.1
Human Anatomy and Physiology
1. Describe the organization of the human body and directional terms.
1.2
Diseases and Disorders
1. Describe etiology, pathology, diagnosis, treatment, and prevention of common diseases
and disorders, including, but not limited to the following:
2. Describe biomedical therapies as they relate to the prevention, pathology, and treatment
of disease.
1.3
Medical Mathematics
1. Demonstrate competency using basic math skills and mathematical conversions as they
relate to healthcare.
Units
Standards
NCHSE-1.1
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-1.2
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-1.3
X
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-2.1
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-2.2
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-2.3
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-3.1
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-4.1
X
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-4.2
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-4.3
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-4.4
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-5.1
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-5.2
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-6.1
X
X
X
X
X
X
X
X
X
NCHSE-6.2
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-7.1
X
X
X
X
X
X
X
X
X
NCHSE-7.2
X
X
X
X
X
X
X
X
X
X
X
NCHSE-7.3
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-7.4
X
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-7.5
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-8.1
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-8.2
X
X
X
X
X
X
X
X
X
X
NCHSE-9.1
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-9.2
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-10.1
X
X
X
X
X
X
X
X
X
X
X
X
X
NCHSE-11.1
X
X
X
X
X
X
X
X
X
X
X
X
2. Demonstrate the ability to analyze diagrams, charts, graphs, and tables to interpret
healthcare results.
3. Demonstrate use of the 24-hour clock/military time.
Foundation Standard 2 Communications
Demonstrate methods of delivering and obtaining information, while communicating effectively.
2.1
Concepts of Effective Communication
1. Model verbal and nonverbal therapeutic communication.
2. Identify common barriers to communication.
3. Distinguish between subjective and objective information.
4. Interpret elements of the communication process using sender-message-receiver feedback
model.
5. Modify communication to meet the needs of the patient/client and to be appropriate to the
situation.
6. Describe appropriate interactions with patients throughout various stages of psychosocial
development.
2.2
Medical Terminology
1. Use common roots, prefixes, and suffixes to communicate information.
2. Interpret common medical abbreviations to communicate information.
3. Written Communication Skills
4. Use proper elements of written and electronic communication (spelling, grammar, and
formatting).
5. Prepare examples of technical and informative writing.
6. Demonstrate appropriate use of digital communication in a work environment, such as
email, text, and social media.
Foundation Standard 3 Systems
Identify how key systems affect services performed and quality of care.
3.1
Healthcare Delivery Systems
1. Differentiate healthcare delivery systems and healthcare related agencies.
2. the healthcare consumer’s rights and responsibilities within the healthcare system.
3. Analyze the impact of emerging issues on healthcare delivery systems.
4. Analyze healthcare economics and related terms.
Foundation Standard 4 Employability Skills
Use employability skills to enhance employment opportunities and job satisfaction.
4.1
Personal Traits of the Health Professional
1. Identify personal traits and attitudes desirable in a career ready member of a health team.
2. Summarize professional standards as they apply to hygiene, dress, language,
confidentiality, and behavior.
4.2
Employability Skills
1. Apply employability/soft skills in healthcare.
4.3
Career Decision-making
1. Research levels of education, credentialing requirements, and employment trends in
health professions.
2. Distinguish differences among careers within a health science pathway.
4.4
Employability Preparation
1. Develop components of a personal portfolio.
2. Identify strategies for pursuing employment.
Foundation Standard 5 Legal Responsibilities
Describe legal responsibilities, limitations, and implications on healthcare worker actions.
5.1
Legal Responsibilities and Implications
1. Analyze legal responsibilities and implications of criminal and civil law.
5.2
Legal Practices
1. Apply standards for the safety, privacy, and confidentiality of health information.
2. Describe advance directives.
3. Summarize the essential characteristics of a patient’s basic rights within a healthcare
setting.
4. Differentiate informed and implied consent.
5. Describe the concept of scope of practice.
6. Interpret procedures for reporting activities and behaviors that affect the health, safety,
and welfare of others (incident report).
Foundation Standard 6 Ethics
Understand accepted ethical practices with respect to cultural, social, and ethnic differences within
the healthcare environment.
6.1
Ethical Practice
1. Differentiate between ethical and legal issues impacting healthcare.
2. Identify ethical issues and their implications related to healthcare.
6.2
Cultural, Social, and Ethnic Diversity
1. Discuss religious, social, and cultural values as they impact healthcare.
2. Demonstrate respectful and empathetic treatment of all patients/clients/families.
Foundation Standard 7 Safety Practices
Identify existing and potential hazards to clients, co-workers, and self. Employ safe work practices
and follow health and safety policies and procedures to prevent injury and illness.
7.1
Infection Control
1. Explain principles of infection transmission.
2. Differentiate methods of controlling the spread and growth of pathogens.
7.2
Personal Safety
1. Apply personal safety procedures based on Occupational Safety and Health
Administration (OSHA) and Centers for Disease Control (CDC) regulations.
2. Demonstrate principles of body mechanics during patient care.
7.3
Environmental Safety
1. Apply safety techniques in the work environment.
7.4
Common Safety Hazards
1. Observe all safety standards related to the occupational exposure to hazardous chemicals
standard (Safety Data Sheets [SDS]).
2. Comply with safety signs, symbols, and labels.
7.5
Emergency Procedures and Protocols
1. Practice fire safety in a healthcare setting.
2. Apply principles of basic emergency response in natural disasters and other emergencies
(safe location, contact emergency personnel, follow facility protocols).
Foundation Standard 8 Teamwork
Identify roles and responsibilities of individual members as part of the healthcare team.
8.1
Healthcare Teams
1. Evaluate roles and responsibilities of healthcare team members.
2. Identify characteristics of effective teams.
8.2
Team Member Participation
1. Recognize methods for building positive team relationships.
2. Analyze attributes and attitudes of an effective leader.
3. Apply effective techniques for managing team conflict.
4. Evaluate why teamwork is an important part of healthcare and how it improves patient
care.
Foundation Standard 9 Health Maintenance Practices
Differentiate between wellness and disease. Promote disease prevention and model healthy behaviors.
9.1
Healthy Behaviors
1. Promote self-care behaviors of health and wellness.
2. Examine various aspects of behavioral health.
3. Describe public health strategies for prevention of disease.
4. Investigate complementary and alternative health practices as they relate to wellness and
disease prevention.
9.2
Healthcare Across the Lifespan
1. Discuss physical, mental, social, and behavioral development and its impact on
healthcare.
2. Identify socioeconomic determinants of health and wellness.
Foundation Standard 10
Technical Skills
Apply and demonstrate technical skills and knowledge common to health career specialties.
10.1
Technical Skills
1. Demonstrate procedures for measuring and recording vital signs in both normal and
abnormal ranges - including but not limited to:
2. Obtain training or certification in:
Foundation Standard 11
Information Technology in Healthcare
Apply information technology practices common across health professions.
11.1
Key principles, components, and practices of health information systems (HIS)
1. Identify components of an electronic health record (EHR) and/or electronic medical
record (EMR).
2. Explore different types of health data collection tools.
3. Create electronic documentation that reflects timeliness, completeness, and accuracy.
4. Examine information systems policies, procedures, and regulations as required by
national, state, and local entities.
Appendix B: 21st Century Skills
CSS1-21st Century Themes
CS1
Global Awareness
1. Using 21st century skills to understand and address global issues
2. Learning from and working collaboratively with individuals representing diverse
cultures, religions, and lifestyles in a spirit of mutual respect and open dialogue in
personal, work, and community contexts
3. Understanding other nations and cultures, including the use of non-English
languages
CS2
Financial, Economic, Business, and Entrepreneurial Literacy
1. Knowing how to make appropriate personal economic choices
2. Understanding the role of the economy in society
3. Using entrepreneurial skills to enhance workplace productivity and career options
CS3
Civic Literacy
1. Participating effectively in civic life through knowing how to stay informed and
understanding governmental processes
2. Exercising the rights and obligations of citizenship at local, state, national, and
global levels
3. Understanding the local and global implications of civic decisions
CS4
Health Literacy
1. Obtaining, interpreting, and understanding basic health information and services
and using such information and services in ways that enhance health
2. Understanding preventive physical and mental health measures, including proper
diet, nutrition, exercise, risk avoidance, and stress reduction
3. Using available information to make appropriate health-related decisions
4. Establishing and monitoring personal and family health goals
5. Understanding national and international public health and safety issues
CS5
Environmental Literacy
Units
Standards
CS1
X
X
X
X
X
X
X
X
X
CS2
X
X
X
X
X
X
X
CS3
X
X
X
X
CS4
X
X
X
CS5
X
CS6
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
CS7
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
CS8
X
X
X
X
X
X
X
X
CS9
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
CS10
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
CS11
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
CS12
X
X
X
X
CS13
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
CS14
X
X
X
X
X
X
X
CS15
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
CS16
X
X
X
X
X
X
X
X
X
1. Demonstrating knowledge and understanding of the environment and the
circumstances and conditions affecting it, particularly as relates to air, climate,
land, food, energy, water, and ecosystems
2. Demonstrating knowledge and understanding of society’s impact on the natural
world (e.g., population growth, population development, resource consumption
rate, etc.)
3. Investigating and analyzing environmental issues and make accurate conclusions
about effective solutions
4. Taking individual and collective action toward addressing environmental
challenges (e.g., participating in global actions, designing solutions that inspire
action on environmental issues)
CSS2-Learning and Innovation Skills
CS6
Creativity and Innovation
1. Think creatively
2. Work creatively with others
3. Implement innovations
CS7
Critical Thinking and Problem Solving
1. Reason effectively
2. Use systems thinking
3. Make judgments and decisions
4. Solve problems
CS8
Communication and Collaboration
1. Communicate clearly
2. Collaborate with others
CSS3-Information, Media and Technology Skills
CS9
Information Literacy
1. Access and evaluate information
2. Use and manage information
CS10 Media Literacy
1. Analyze media
2. Create media products
CS11 ICT Literacy
1. Apply technology effectively
CSS4-Life and Career Skills
CS12 Flexibility and Adaptability
1. Adapt to change
2. Be flexible
CS13 Initiative and Self-Direction
1. Manage goals and time
2. Work independently
3. Be self-directed learners
CS14 Social and Cross-Cultural Skills
1. Interact effectively with others
2. Work effectively in diverse teams
CS15 Productivity and Accountability
1. Manage projects
2. Produce results
CS16 Leadership and Responsibility
1. Guide and lead others
2. Be responsible to others
Appendix C: Medical Terminology Chart
Medical Roots, Prefixes, and Suffixes
Medical Term
Meaning
Topics
gen-
original, production
Body Organization
supra-
above, over
Body Organization
trans-
through, across, beyond
Body Organization
cyt-
cell
Body Organization
cauda-
tail
Body Organization
sub-
under, beneath, below
Body Organization
viscero-
organ
Body Organization
physio-
nature
Body Organization
dors-
back
Body Organization
later-
side
Body Organization
pro-
in front of, before
Body Organization
pre-
in front of, before
Body Organization
neo-
new
Body Organization
post
after, behind in time
Body Organization
intra-
within
Body Organization
inter-
between
Body Organization
infra-
beneath
Body Organization
ventr-
front
Body Organization
infer-
under
Body Organization
poster-
back part
Body Organization
proxim-
nearest
Body Organization
morph-
form
Body Organization
splanchn-
internal organs
Body Organization
med-
middle
Body Organization
celio-
abdomen
Body Organization
Digestive
bucc(o)-
cheek
Body Organization
Digestive
retr(o)-
backwards
Body Organization
Urinary
Communication
cardi-
heart
Circulatory
angi-
vessel (usually blood)
Circulatory
hyper-
above, more than normal
Circulatory
hypo-
under, beneath, deficient
Circulatory
hem(at)-
blood
Circulatory
rhexis-
break, burst
Circulatory
-penia
decrease
Circulatory
-ectasis
expansion
Circulatory
leuk-
white
Circulatory
steno-
narrow, contracted
Circulatory
erythro-
red
Circulatory
vaso-
vessel
Circulatory
cor-
heart
Circulatory
phleb-
vein
Circulatory
sept-
wall, fence
Circulatory
pariet-
wall
Circulatory
strict-
to draw tight, narrowing
Circulatory
thromb-
lump, clot
Circulatory
arter-
artery
Circulatory
vena-
vein
Circulatory
eury-
broad
Circulatory
-gram
record, write
Circulatory
Reproductive
Communication
brady-
slow
Circulatory
Respiratory
-itis
inflammation
Communication
plast-
surgical repair, plastic repair
Communication
path-
disease
Communication
-ectomy
surgical removal of all or part of
Communication
-osis
condition, any condition
Communication
-ologist
a specialist in the study of
Communication
-ology
study of
Communication
end-
inside, within
Communication
-oid
like, resembling
Communication
contra-
against, counter
Communication
-iasis
condition, formation of, presence of
Communication
anti-
against
Communication
astr-
star-shaped
Communication
iso-
equal
Communication
-tope
place
Communication
somato-
body
Communication
scirr(h)-
hard
Communication
antr-
cavity or chamber
Communication
corne-
horny, hornlike
Communication
plak-
plate
Communication
kerat-
horny, horny tissue
Communication
furca-
fork-shaped
Communication
radic-
root
Communication
radi-
ray
Communication
fistul-
pipe, a narrow passage
Communication
ependym-
wrapping, a covering
Communication
cine-
move, movement
Communication
gemin-
twin, double
Communication
gran-
grain, particle
Communication
en-
in
Communication
mechano-
machine
Communication
dynam-
power
Communication
traumat-
wound, injury
Communication
trich-
hair
Communication
an-, a-
without, not
Communication
turbin-
shaped like a top
Communication
ameb-
change
Communication
semi-
half
Communication
therm-
heat
Communication
syn-, sym-
together
Communication
ante-
before
Communication
ex-
out, away from
Communication
lien-
spleen
Communication
tumor
swelling
Communication
sarc-
flesh
Communication
proli-
offspring
Communication
macro-
large
Communication
mal-
bad
Communication
basi-
base
Communication
eu-
good
Communication
ambi-
both
Communication
amphi-
around, on both sides
Communication
brachy-
short
Communication
cau-
burn
Communication
fiss-
split
Communication
ger-
old
Communication
heter-
other, different from
Communication
hom-
same
Communication
cata-
down
Communication
platy-
flat
Communication
pseud-
false
Communication
apo-
away from
Communication
di-
twice
Communication
mi-
less
Communication
dis-
apart
Communication
fac-
make, do
Communication
sta-
stand
Communication
volv-
to roll
Communication
per-
throughout
Communication
meta-
beyond, change, transformation
Communication
gastr-
stomach
Digestive
enter-
intestines (usually small)
Digestive
hepat-
liver
Digestive
gingiv-
gum
Digestive
chole-
bile
Digestive
scop-
look, observe
Digestive
-ostmy
to create an opening
Digestive
lip-
fat
Digestive
-rrhaphy
suture, suturing
Digestive
dent-
teeth
Digestive
-emesis
vomiting
Digestive
odont-
tooth
Digestive
cheil-
lip
Digestive
bili-
bile
Digestive
cec-
blind passage
Digestive
pyle-, pyloro-
gate
Digestive
stoma-
mouth or opening
Digestive
lapar-
abdominal wall
Digestive
phage
to eat
Digestive
ptyal-
saliva
Digestive
oment-
covering, (of internal abdominal organs)
Digestive
peps-, pept-
digest
Digestive
appendic-
appendix
Digestive
splen-
spleen
Digestive
duodeno-
duodenum
Digestive
col-
colon
Digestive
esophagi-
esophagus
Digestive
ile-
ileum
Digestive
glyco-
sweet, sugar
Digestive
Endocrine
dia-
through
Digestive
Respiratory
glosso-
tongue
Digestive
Sensory
lingua-
tongue
Digestive
Sensory
or-
mouth
Digestive
Sensory
lith-
stone
Digestive
Urinary
rug-
wrinkle, fold, crease
Digestive
Urinary
para-
beside, beyond
Endocrine
-crine
to secrete
Endocrine
metabol(e)-
change
Endocrine
hormone-
excite or set in motion
Endocrine
pharmac-
drug
Endocrine
thyro-
thyroid
Endocrine
megal-
enlarged
Endocrine
Lymphatic
strept-
twist
Infection Control
spiro-
coil
Infection Control
myco-
fungus
Infection Control
Integumentary
dermat-
skin
Integumentary
-oma
tumor
Integumentary
epi-
upon, in addition to
Integumentary
melan-
black
Integumentary
squam-
scale
Integumentary
macul-
spot (or stain)
Integumentary
onych-
nail, claw
Integumentary
pilo-
hair
Integumentary
helio-
sun, light
Integumentary
edema-
swelling (by fluid)
Integumentary
cut-
skin
Integumentary
tegument
covering or skin
Integumentary
pachy-
thick
Integumentary
necr-
dead
Integumentary
malign-
bad, harmful
Integumentary
Lymphatic
aden-
gland
Lymphatic
carcin-
cancer
Lymphatic
benign
mild, not cancerous
Lymphatic
onco-
tumor, swelling or mass
Lymphatic
lymph-
watery fluid
Lymphatic
spasm
involuntary contraction
Muscular
-algia
pain, painful condition
Muscular
my-
muscle
Muscular
-trophy
development, growth
Muscular
plasia-
development or growth
Muscular
histo-
tissue
Muscular
facia
sheet, band
Muscular
colla-
glue, gelatin like
Muscular
vuls(e)-
twitch or pull
Muscular
tens-
stretch
Muscular
spas-
pull, draw
Muscular
bi-
two, double, both
Muscular
tri-
three
Muscular
lig-
ligament
Muscular
therap-
therapy
Muscular
duct-
tube, lead or draw
Muscular
pect-
chest
Muscular
ton-
stretch
Muscular
leio-
smooth
Muscular
cerebr-
brain
Nervous
hemi-
half
Nervous
psycho-
mind
Nervous
mani-
madness, mental disturbance
Nervous
hydro-
water
Nervous
-esthesia
sensation, feeling
Nervous
mening-
membrane
Nervous
encephal-
brain
Nervous
thalam-
inner chamber
Nervous
plexus
braid, an interweaving, or network
Nervous
dendr-
tree, branching (as in nervous system)
Nervous
-asthenia
weakness
Nervous
ment-
mind
Nervous
hypno-
sleep
Nervous
dura
hard
Nervous
phren-
mind
Nervous
sedat-
quiet, calm
Nervous
gangli-
swelling, knot-like mass
Nervous
micr-
small
Nervous
phob-
fear
Nervous
ramus
branch
Nervous
neuro-
nerve (nervous system)
Nervous
-plegia
paralysis
Nervous
somni-
sleep
Nervous
schiz-
split
Nervous
sphenic-
wedge, wedge-shaped
Nervous
Communication
hyster-
uterus (womb)
Reproductive
mast-
breast
Reproductive
-cele
hernia, tumor or swelling
Reproductive
semen
seed
Reproductive
ovar-
egg (female reproduction cell)
Reproductive
lact-
milk
Reproductive
colp(o)-
hollow, vagina
Reproductive
orchi-
testis
Reproductive
umbilic-
navel
Reproductive
salpingo-
tube
Reproductive
adnexa
ties, connections
Reproductive
part-
labor, bring forth
Reproductive
oophor-
ovary (female reproductive gland)
Reproductive
gravid
pregnant
Reproductive
labi-
lip
Reproductive
mamm-
breast
Reproductive
metr-
uterus
Reproductive
pan-
all
Reproductive
thel-
nipple
Reproductive
vestibule
entrance
Reproductive
puer-
child
Reproductive
cryo-
cold
Reproductive
ovario-
ovary
Reproductive
urethr-
urethra
Reproductive
utero-
uterus
Reproductive
gyn-
female
Reproductive
-rrhag
burst, burst forth
Reproductive
-rrhe
flow
Reproductive
blast-
bud
Reproductive
proct-
anus
Reproductive
Digestive
rhin-
nose
Respiratory
cyan-
blue
Respiratory
lobo-
section
Respiratory
-centesis
puncture
Respiratory
cilia
eyelash
Respiratory
trachel-
neck, neck like
Respiratory
pneum-
lung, air
Respiratory
pulmon-
lung
Respiratory
alveol-
cavity, socket
Respiratory
aer-
air
Respiratory
pleur-
pleura (membrane), rib, side
Respiratory
pharyng-
pharynx
Respiratory
laryng-
larynx
Respiratory
bronch-
bronchus
Respiratory
phrag-
fence
Respiratory
thorac-
chest
Respiratory
Body Organization
-otomy
cut into, incision into
Sensory
blephar-
eyelid
Sensory
ophthalm-
eye
Sensory
-ptosis
falling, drooping
Sensory
cantho-
angle at the end of the eyelid
Sensory
myring-
eardrum
Sensory
oto-
ear
Sensory
lacrim-
tear
Sensory
palpebr-
eyelid
Sensory
aur-
ear
Sensory
acoust(i)
hearing, sound
Sensory
phon-
voice, sound
Sensory
tympan-
eardrum or its enclosure
Sensory
ocul-
eye
Sensory
dacry-
tear
Sensory
iris
rainbow (eye membrane)
Sensory
phot-
light
Sensory
osmo-
odor
Sensory
phak-
lens
Sensory
lal-
speech
Sensory
olfact-
smell
Sensory
xer-
dry
Sensory
scler(a)-
hard
Sensory
Integumentary
arthr-
joint
Skeletal
-malacia
soft, soft condition
Skeletal
crani-
skull
Skeletal
cervic-
neck
Skeletal
chondr-
cartilage
Skeletal
ost-
bone
Skeletal
cost-
rib
Skeletal
acro-
extremities
Skeletal
burso-
sac
Skeletal
-desis
binding, fixation
Skeletal
dyn-
pain
Skeletal
cephal-
head
Skeletal
auto-
self
Skeletal
spondyl-
spinal column or vertebra
Skeletal
myel-
marrow (spinal cord)
Skeletal
hallux
great toe, big toe
Skeletal
tarso-
ankle region, or framework of the eyelid
Skeletal
pod-
foot
Skeletal
sinus
hollow space
Skeletal
dactyl-
finger, toe
Skeletal
tarso-
ankle region
Skeletal
cheir-, chir-
hand
Skeletal
digit
finger, toe
Skeletal
grad-
walk, take steps
Skeletal
maxill-
upper jawbone
Skeletal
ab-
away from, not
Skeletal
lumbo-
loins
Skeletal
pelvi-
pelvis
Skeletal
ili-
ilium
Skeletal
vert-
turn
Skeletal
capit-
head
Skeletal
clas-
break
Skeletal
orth-
straight
Skeletal
scol-
curved
Skeletal
lept-
slender
Skeletal
rachi-
spinal column
Skeletal
sacro-
sacrum
Skeletal
Body Organization
peri-
about, around
Skeletal
Circulatory
Body Organization
calc-
heel, stone
Skeletal
Urinary
nephr-
kidney
Urinary
cyst-
sac containing fluid, bladder
Urinary
-lysis
loosening, destruction, set free
Urinary
trip-
rub, friction
Urinary
-pexy
suspension, fixation
Urinary
vesic-
bladder
Urinary
ren-
kidney
Urinary
dys-
bad, out of order
Urinary
poly-
many or much
Urinary
glom-
ball
Urinary
adreno-
adrenal gland
Urinary
ureter
ureter
Urinary
Medical Abbreviations
Abbreviation
Meaning
Topics
ax
axillary
Body Organization
A & P
anatomy and physiology
Body Organization
CT
computerized tomography
Body Organization
AED
automated external defibrillator
Circulatory
BP
blood pressure
Circulatory
CBC
complete blood count
Circulatory
CPR
cardiopulmonary resuscitation
Circulatory
EKG, ECG
electrocardiogram
Circulatory
RBC
red blood cell
Circulatory
WBC
white blood cells
Circulatory
Hgb
hemoglobin
Circulatory
Hct
hematocrit
Circulatory
MI
myocardial infarction
Circulatory
IV
intravenous
Circulatory
Endocrine
adm
admission
Communication
ATC
Certified Athletic Trainer
Communication
ASAP
as soon as possible
Communication
bid
twice a day
Communication
c
with
Communication
MD
Medical Doctor
Communication
RN
registered nurse
Communication
R/O
rule out
Communication
Rx
prescription, take, treatment
Communication
s
without
Communication
ss
one half
Communication
STAT
immediately
Communication
T
temperature
Communication
tid
three times a day
Communication
TPR
temperature, pulse, respiration
Communication
VS
vital signs
Communication
wt
weight
Communication
WNL
within normal limits
Communication
D/C
discontinue
Communication
ht
height
Communication
hx
history
Communication
LTC
long-term care
Communication
L
left
Communication
LPN, LVN
licensed practical (vocational) nurse
Communication
N/A
not applicable
Communication
neg
negative
Communication
OR
operating room
Communication
p
after
Communication
prn
as necessary
Communication
pt
patient
Communication
q2h
every 2 hours
Communication
qhs
every night at bedtime
Communication
qs
quantity sufficient
Communication
qid
four times a day
Communication
R
right
Communication
RN
Registered Nurse
Communication
tab
tablet
Communication
Endocrine
ac
before meals
Digestive
BM
bowel movement
Digestive
CHO
carbohydrate
Digestive
cl liq
clear liquids
Digestive
NG
nasogastric
Digestive
GB
gallbladder
Digestive
NPO
nothing by mouth
Digestive
pc
after meals
Digestive
po
by mouth
Digestive
FBS
fasting blood sugar
Digestive
Endocrine
BMR
basal metabolic rate
Endocrine
OTC
over the counter
Endocrine
PPE
personal protective equipment
Infection Control
Dx
diagnosis
Integumentary
NKA
no known allergies
Lymphatic
BMI
body mass index
Muscular
c/o
complains of
Muscular
IM
intramuscular
Muscular
ROM
range of motion
Muscular
CC
chief complaint
Nervous
EEG
electroencephalogram
Nervous
DNR
do not resuscitate
Nervous
LOC
level of consciousness
Nervous
STD
sexually transmitted disease
Reproductive
FBAO
foreign body airway obstruction
Respiratory
HOB
head of bed
Respiratory
hs
hour of sleep, bedtime
Respiratory
O2
oxygen
Respiratory
R
respiration
Respiratory
amb
ambulate
Skeletal
MRI
magnetic resonance imaging
Skeletal
ad lib
freely, at will
Skeletal
Muscular
AROM
active range of motion
Skeletal
Muscular
PROM
passive range of motion
Skeletal
Muscular
w/c
wheelchair
Skeletal
Muscular
OOB
out of bed
Skeletal
Muscular
BRP
bathroom privileges
Urinary
UA
urinalysis
Urinary
FF
force fluids
Urinary
noct
night
Urinary