• Students trace the history of a selected health care service and note the major changes and advancement that have influenced the processes and procedures unique to that service.
• Students compare and contrast the various delivery systems that have evolved and identify the services provided and clients served by each.
• Students compare a variety of cultural beliefs and compare traditional to nontraditional approaches to health care for several cultures.

Growth and Development Standard 2: Students will synthesize knowledge related to specific diseases of human body systems. They will categorize treatment protocols as determined by stages of growth and development.
Examples of the types of work students should be able to do to meet the standard:

• Students choose a body system and create a visual reproduction to illustrate the anatomy and/or physiology of that system and relate specific diagnostic or therapeutic procedures to the selected system.
• Students work in groups to prepare oral presentations discussing the various stages of growth and development and common illnesses at each specific stage, e.g., common childhood illness, common diseases of the elderly.

Safety Standard 3: Students will evaluate potential hazards to patients, health care workers, and co-workers within various health care settings. They will take appropriate steps to prevent injury or illness through safe work practices and adherence to health and safety policies and procedures.
Examples of the types of work students should be able to do to meet the standard:

• Students become certified in first aid and CPR and demonstrate proficiency in a simulated emergency disaster drill requiring these skills.
• Students demonstrate proper body mechanics when transporting or positioning patients or moving equipment.
• Students respond appropriately to an emergency situation scenario occurring in three separate types of health care environments, e.g., biotechnology laboratory, dental office, imaging department, medical surgical floor, a rehabilitation clinic, or a skilled nursing facility.

Communication and Decision Making Standard 4: Students will understand roles and responsibilities of individual members as part of the health care team, including their ability to effect change to promote the delivery of quality health care. They will identify leadership characteristics associated with different aspects of health care delivery systems. They will design, redesign, and participate in a variety of work groups and show sensitivity when they interact with people.
Examples of the types of work students should be able to do to meet the standard:

• Students, given a situation related to providing patient information regarding their treatment once they are released from the facility, will work in teams to prepare a brochure with instruction that are adequate, appropriate, and easy to understand.
• Students will participate in a mock staff meeting at a selected health care site to discuss strategies for improving delivery of services to clients.

Ethical Frameworks Standard 5: Students will analyze principles of accepted ethical frameworks with respect to cultural, ethnic, and social differences within the health care community. They will examine the impact and implications of these frameworks on quality health care.
Examples of the types of work students should be able to do to meet the standard:

• Students demonstrate knowledge and understanding of the roles and responsibilities, professional ethics and professional conduct of a health care worker by responding to a scenario that describes questionable behaviors that may be offensive to a specific ethnic group seeking health care in the community.
• Students collect data on the ethnic makeup of the community and prepare a report on the various beliefs that are unique to each group regarding the giving and receiving of health care.

Legal Responsibilities Standard 6: Students will understand how accountability and legal responsibilities of health care workers relate to negligence, malpractice, medical economics, laws, regulations, and the legislated rights of patients. They will conduct themselves in a professional manner within legal boundaries.
Examples of the types of work students should be able to do to meet the standard:

• Students prepare a list of the various local, state, and federal agencies that regulate the health care industry.
• Students compare and contrast legal and illegal behaviors for a health care worker in a selected service and participate in a discussion of possible legal and professional actions that might be taken as a result of illegal behaviors.

Career Planning Standard 7: Students will evaluate health career responsibilities, benefits, and requirements for education and experience at the assistant, technical, and professional levels of entry into practice. They will assume responsibility for professional growth through didactic and clinical preparation, exploration of the workplace and membership in professional associations.
Examples of the types of work students should be able to do to meet the standard:

• Students research a selected health care career including information on the educational requirements, licensure, or certification, and they develop an education plan to prepare to work in the selected career.
• Students word process a personal resume and cover letter, prepare an employment application, and participate in a mock interview related to the selected career.
• Students participate in a worksite learning experience in the selected career.

Health Maintenance Standard 8: Students will evaluate various preventive health care practices and determine how they contribute to quality of life. They will compare and contrast the economic impact on society of the practices evaluated.
Examples of the types of work students should be able to do to meet the standard:

• Students identify and describe high-risk behaviors and present various preventive measures to correct the behaviors.
• Students prepare a personal physical fitness program to provide optimum quality of life for their foreseeable future.

• Students complete a research project on various high risk-behaviors: smoking, excessive use of alcohol, poor eating habits, lack of exercise, various competitive activities (high speed racing, hockey, football), and participation in activities with an inherent danger (extreme skiing, skydiving, motorcycle demonstration events), and determine the significance of the activities/behaviors in relationship to the cost of health care as compared to those that do not participate in these activities/behaviors. They report on ethical and legal responsibility for those participating in the activity/behavior and prepare an argument as to why the participants should or should not be covered by health care benefits and to what extent they should be covered.