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Exploring Career ClustersA modular, hands-on approach tocareer exploration by Career Clusters Agriculture, Food & Natural ResourcesArchitecture & ConstructionArts, A/V Technology and CommunicationsBusiness, Management & AdministrationEducation & TrainingFinanceGovernment & Public AdministrationHealth ScienceHospitality & TourismHuman ServicesInformation TechnologyLaw, Public Safety, Corrections & SecurityManufacturingMarketing, Sales & ServiceScience, Technology, Engineering & MathematicsTransportation, Distribution & LogisticsDivision of Career EducationDepartment of Elementary & Secondary EducationJefferson City, MissouriMissouri Center for Career EducationDepartment of Career & Technology EducationUniversity of Central MissouriWarrensburg, Missouri
Exploring Career Clustersin Health ScienceTable of ContentsAssessment Recommendations. 3Individual Student Record . 4Teaching Calendar . 5Health Science Student Competencies. 6Introducing the Health Science Cluster . 7Health Science Pathway Chart. 10Student Hospital Collage Worksheet . 11Exploring the Biotechnology Research and Development Pathway . 12Student Disease Research Worksheet. 14Student Biotechnology Research and Development Grade Sheet . 15Exploring the Therapeutic Services Pathway . 16Student Vital Signs Activity Worksheet . 18Therapeutic Services Plan Scenario and Assignments . 19Therapeutic Services Plan Scenario and Assignments . 20Student Therapeutic Services Grade Sheet . 21Exploring the Health Informatics Pathway. 22Student Disease Lesson Plan Worksheet . 24Student Disease Presentation Worksheet. 25Student Health Informatics Grade Sheet. 26Career Search . 27Student Definitions for Occupations Levels . 30Student Career Search Identity . 31Student Career Search Activity. 32Personal Plan of Study . 33MLA Citation Style. 35APA Crib Sheet. 39Exploring Career ClustersMissouri Center for Career Education2
Exploring Career Clustersin Health ScienceAssessment RecommendationsThe purpose of this program is to introduce students to the myriad of occupations availablewithin each Career Cluster being studied. It is EXPLORATORY. It should help students gaininsight into their own interests and abilities, and learn important information to help them plantheir high school courses/major and subsequent postsecondary educational program.The following is a recommended combination of modules and student assessment guide:Introduction ActivitiesBiotechnology Research and Development Pathway ActivitiesTherapeutic Services Pathway ActivitiesHealth Informatics Pathway ActivitiesCareer SearchTotal10%25%25%25%20%100%Grade sheets have been included to serve as a guide for assessing students and distributing pointsto meet the recommendations as listed. These are meant to be guides and should be changed tomeet the class and students’ specific needs.A recommended summative assessment has been designed as a tool for instructors to use inevaluating the knowledge and skills students have acquired by taking the Exploring CareerClusters course. The assessment is scenario based and assesses the major goals of the course;namely, students can upon completion of the course perform a coordinated career search thatmatches a prescribed set of abilities, skills, interests, and work values. The assessmentinformation can be found on page 22 of the Exploring Career Cluster Introduction module andon the web at G/explgCC/modules.html as astandalone document entitled Scenario Based Assessment.Exploring Career ClustersMissouri Center for Career Education3
Exploring Career Clustersin Health ScienceIndividual Student g ActivityPointsEarnedHealth ScienceHospital Collage ParticipationHospital Collage II Jigsaw ActivityField TripToxicology and Smoking ActivityOnion Root Examination ActivityDisease ResearchVital Signs ActivityTherapeutic Services PlanCalculating Service CostsDisease Lesson PlanDisease PresentationPublic Health AnnouncementInterest AssessmentCareer Search IdentityEducational Career Plan (4-year plan)Total Points:Exploring Career ClustersMissouri Center for Career Education4
Exploring Career Clustersin Health ScienceTeaching CalendarThis is a sample calendar to be used in planning the course. The calendar is based on a schoolschedule of 50 minute class periods. The activities may need to be adapted for differences inclass structure.Class Periods:3 daysSection:Intro to the Cluster5daysPathway5 daysPathway5 daysPathway5 daysCareer SearchExploring Career ClustersMissouri Center for Career EducationActivities:5
Exploring Career Clustersin Health ScienceHealth Science Student CompetenciesThe following competencies selected for this unit were taken directly from the Career ClusterResource for Health science (www.careerclusters.org).Career Cluster Knowledge and Skills Health care workers will know the various methods of giving and obtaining information.They will communicate effectively, both orally and in writing. Health care workers will understand the roles and responsibilities of the individualmembers as part of the health care team, including their ability to promote the delivery ofquality health care. Health care workers will understand accepted ethical practices with respect to cultural,social, and ethnic differences within the health care environment. They will performquality health care delivery. Health care workers will understand how employability skills enhance their employmentopportunities and job satisfaction. They will demonstrate key employability skills andwill maintain and upgrade skills, as needed.Career Pathway Knowledge and Skills Therapeutic service professionals will be able to explain planned procedures to patientsand health professionals including goals, side effects and coping strategies. They will usevarious strategies to respond to questions and concerns of patients. Health informatics professionals will communicate health/medical information accuratelyand within legal/regulatory guidelines established by the facility holding to the stricteststandards of confidentiality. Health informatics professionals will understand the content and diverse uses of healthinformation. They will accurately document, communicate and maintain appropriateinformation using legal and regulatory guidelines. Biotechnology R&D professionals will be knowledgeable in the fundamentals ofbiochemistry, cell biology, genetics, mathematical concepts, microbiology, molecularbiology, organic chemistry, and statistics.Exploring Career ClustersMissouri Center for Career Education6
Exploring Career Clustersin Health ScienceIntroducing the Health Science ClusterThe cluster of careers found in Health science encompasses the research, treatment, anddiagnosis of disease and health problems. Careers in this cluster also involve the science andtechnology of diagnosis, health communication and support of services. This Career Cluster isdivided into five distinct Pathways made up of specialties/occupations: Therapeutic Services,Diagnostic Services, Health Informatics, Support Services, and Biotechnology Research andDevelopment. Each group represents a particular aspect of health. Keep in mind thatspecialists/occupations may cross over to other Pathways due to the multileveled tasks involved.For example, the nutritionist will be involved with therapy plans for certain patients while theyalso could serve in the health informatics capacity as they teach the importance of wellness to coworkers, community members, and patients.Each pathway has distinct knowledge and skill requirements as well as shared commonknowledge and skill requirements. Students who understand these relationships will be preparedand able to make informed career decisions. Students should be given the opportunity to exploreand investigate not only the traditional career options of physician and nursing but should beencouraged to touch on the many other related occupations found in this Career Cluster.Teacher PreparationThis unit revolves around the project presented in the first Pathways: Biotechnology Researchand Development. Students will choose a disease to research and understand thoroughly. Thisdisease will be the starting point to the activities within the other pathways found in this unit.There are several opportunities to make part of or the entire project “real life” activities. That is,you may have your students take the next challenge and present their presentations, lessons andannouncements to other people in the community. Each unit has been designed to allow forteacher creativity and adjustments that may be needed to meet your unique situations. Gradesheets have also been included but are generic enough to be changed and adjusted to the classneeds. Point values have not been included for that reason. Many of the activities require theuse of computers, time in a computer lab will need to be scheduled or the activities will need tobe adjusted to allow the teacher to lead the activities in front of the entire class. The activitieshave also been designed so that the teacher can choose to use some or all of them as the course isdesigned.Reference – “Health science Career Pathways”, “Career Cluster Resources for Health science,National Association of State Directors of Career Technical Education Consortium”(www.careerclusters.org).Pathways (Pathways): Therapeutic Services Diagnostic Services Health Informatics Support Services Biotechnology Research and DevelopmentExploring Career ClustersMissouri Center for Career Education7
Exploring Career Clustersin Health ScienceHandout: Career Cluster Pathways: Health scienceThis handout is for teacher reference and can generate discussion about the various careersincluded within this pathway. This worksheet should be helpful in introducing the pathway andgenerating career discussion.Suggested ActivitiesIntroduction to the ClusterChoose from the following activities or design an appropriate activity that will allowstudents to comprehend the wide array of occupations involved in caring for the health ofothers.1. Hospital CollageStudents will need to look at a hospital web site or pamphlet. This could be done atindividual tables or projected up on a screen for the whole class to view simultaneously.The teacher should facilitate a discussion on the variety of careers that the hospitalrequires to make it operational. You may want to have a list to get them started –Technicians, Researchers, Billing, Food Service/Nutrition, Educators, Therapists, CareProviders, etc. After a list is comprised, students need to organize the careers intocategories. These categories should be separated by the pathways. This would be aprerequisite activity for the Hospital Collage II Jigsaw activity found below.2. Hospital Collage II Jigsaw ActivityStudents will take the list of careers that they made in the previous activity and expand onthose thoughts. Organize the class into groups based on the categories of careers fromthe last activity. Have the students brainstorm and research the careers within theirpathways. They should be looking for the personal work skills, advisement opportunitiesand technical skills needed for each career. Use the included Hospital Collage Activityworksheet. After the information has been collected, jigsaw the groups so they can learnfrom each other. Take a member from each of the original groups and create new groupsthat have an “expert” from each pathway in them. These groups will work together todiscuss and find ways that each of the pathways work together within a hospital setting.This should begin a discussion on collaboration and professionalism in the workplace. Itis also meant to give students the opportunity to see multiple career options within eachpathway.3. Hospital or Care Center Field TripThis activity requires pre-planning and supervision. Set up a field trip to the local orregional hospital or care center facility. This could be an activity that combines otherclasses to build a collaborative effort. Students in other classes could focus on thescience or math operations that occur while students in this class focus on the careers thatfocus on health science. A combined discussion at the end of the field trip would allowstudents to learn from the observations of each other. Groups could be established beforethe field trip and each could have a different focus for their observations.Exploring Career ClustersMissouri Center for Career Education8
Exploring Career Clustersin Health ScienceUpon completion of the activities, post a list of the carious occupations students identified. Beprepared to add to the list those occupations students missed. Be sure to point our occupationsthat are not obvious.4. Other ResourcesCareer Voyages os.cfmHealth Careers Information Centerhttp://www.wihealthcareers.org/career occ toc.cfmHealthcare Career Resource Centerhttp://library.thinkquest.org/15569/U.S. Department of Labor, Bureau of Labor er al-careers.htmleMINTS.org, eThemes, Health Science Career 001689.shtmlWebquest.org, web resources for inquiry-based instructional activitieswww.webquest.orgIseek.org Health Science Career Videoshttp://www.iseek.org/sv/12000.jsp?code 08Exploring Career ClustersMissouri Center for Career Education9
Exploring Career ClustersMissouri Center for Career Education10
Exploring Career Clustersin Health ScienceStudent Hospital Collage WorksheetNames:Pathway:Careers:Personal Skills:Advisement:Technical Skills:List careers in your pathwayon the lines belowWhat personal skills wouldbe necessary for this career?What opportunities foradvising others would bepart of this career?What technical skills wouldbe necessary for this career?Exploring Career ClustersMissouri Center for Career Education11
ExplorationBiotechnology Research and Development PathwayHealth Science Pathways:Therapeutic ServicesDiagnostic ServicesHealth InformaticsSupport ServicesBiotechnology Research and Development
Exploring Career Clustersin Health ScienceExploring the Biotechnology Researchand Development PathwayTeacher PreparationThe suggested activities for this pathway involve computer access. The disease researchnotebook can be completed using print materials or the internet. You should review each activityand decide which pieces would work together to meet your unique program needs. Theseactivities are meant to be done individually and should be followed with discussion on how theyrelate to aspects of this pathway.Suggested ActivitiesStudent Toxicology and Smoking Activity – Students will work through the ScientificMethod to gain knowledge and experience in researching effects of toxins. Computeraccess must be obtained. Students will go to the following web /tobacco smoke/sign in.html and workthrough the experiment. This experiment will have students make predictions and thenthey will evaluate the data that they created.Student Onion Root Examination Activity – Students will work through this onlineactivity to gain knowledge and experience in cell research. This activity should open adiscussion on the career skills of biotechnology researchers. Students will have theopportunity to work with technology in testing their knowledge of sciences. Studentswill go to the following web site:http://www.biology.arizona.edu/cell bio/activities/cell cycle/cell cycle.html and followthe instructions.Student Disease Research – This activity is meant to be used in exploring this pathwayand the next two pathways found in this cluster. Students will research a disease thatthey have chosen and complete the Disease Research Assignment Worksheet.Exploring Career ClustersMissouri Center for Career Education13
Exploring Career Clustersin Health ScienceStudent Disease Research WorksheetBiotechnology Research and DevelopmentChoose a disease that you would be interested in researching. This disease will be used for morethan one activity, so be sure to choose something that you are interested in and has beenresearched extensively so that you will have enough information.Disease Chosen:Reason for Choosing Disease:Explanation of the Disease:Who is at risk for this disease?What are the causes?What are the statistics related to this disease?What are the treatments (if any)?Sources:Exploring Career ClustersMissouri Center for Career Education14
Exploring Career Clustersin Health ScienceStudent Biotechnology Research andDevelopment Grade Onion RootExam:DirectionsDisease Research:Disease ss:Excellent:Fair:Poor:Followed theappropriate stepsand completed eachsection of theexperiment.Thought processwas thorough andthe scientificmethod was used foraccuracy.Instructions werefollowed andcompletedappropriately.Followed theappropriate stepsbut left out minordetails.Left out majorsteps in theexperiment.Thought processshowed minorerrors that wouldbe a problem inresearch work.Instructions weremostly followed.Thought processwould not beacceptable in aresearch position.Student(s) properlygenerate questionsand or problemsaround a topicCarefully examinedeach aspect of theresearchrequirements.Student generatesquestions and orproblems.Examined eachaspect, minordetails were leftout. Answers leftthe readerguessing.Carefully examinedthe causes of thisdisease. Answerswere thorough andcomplete.Examined causesof the disease,minor detailswere left out.Answers left thereader guessing.Carefully examinedthe statistics of thisdisease. Answerswere thorough andcomplete.Examinedstatistics of thedisease, minordetails were leftout. Answers leftthe readerguessing.Examinedtreatments of thedisease, minordetails were leftout. Answers leftthe readerguessing.Some errors inlanguage arepresent.Carefully examinedthe treatments ofthis disease.Answers werethorough andcomplete.Errors in languageare minimal ornonexistent.Total:Comments:Instructions werenot followed;experiment wasnot completed in atimely manner.Student(s) requireprompts togenerate questionsand or problems.An aspect wascompletely leftout or severalwere missingmajor details.Answers wereconfusing.Several causeswere completelyleft out or severalwere missingmajor details.Answers wereconfusing.Several statisticswere completelyleft out or severalwere missingmajor details.Answers wereconfusing.Several treatmentswere completelyleft out or severalwere missingmajor details.Answers wereconfusing.Significant errorsin language blockcommunication.Total:Exploring Career ClustersMissouri Center for Career Education15
ExplorationBiotechnology Research and Development PathwayHealth Science Pathways:Therapeutic ServicesDiagnostic ServicesHealth InformaticsSupport ServicesBiotechnology Research and Development
Exploring Career Clustersin Health ScienceExploring the Therapeutic ServicesPathwayTeacher PreparationThis unit begins with students working as partners to determine vital signs. The teacher shoulddo a thorough demonstration of the expectations associated with this activity before allowingstudents to work with their partner. Discussion should include patient confidentiality and ethicsinvolved in health science careers. There are also multiple scenario options within this unit, eachinvolving setting up a service plan for a health care patient. Students will choose a career withinthis pathway that they would like to work in. The scenario will be built by having studentschoose strips to create their “patient”. Some of the diseases that have been researched may havestipulations (e.g. – a disease found only in men), which would require the students to only drawstrips that pertained to the disease that was chosen.Suggested ActivitiesVital Signs Activity – Students will work with a partner to practice performing vital signsin order to gain an understanding of basic skills and dispositions needed in this pathway.Use the included Vital Signs Assignment worksheet.Therapeutic Services Plan – This activity would work best as an individual project inwhich each student creates a plan for a client using a scenario. The scenario situationwill be drawn using strips of paper, use copies of the Scenario Builder worksheet andhave students draw strips to build their unique scenario. The disease for the scenario hasbeen determined by what each student chose to do their research on in the BiotechnologyResearch and Development Pathway section. Use the included Therapeutic Services Planworksheet for this activity.Calculating Service Costs – This could be done in conjunction with the TherapeuticServices Plan, or as a follow-up activity. Students should research the costs of servicesthat they planned for their client. The class should discuss the effects of insurance onthese costs as well as differences found within the research of services.Exploring Career ClustersMissouri Center for Career Education17
Exploring Career Clustersin Health ScienceStudent Vital Signs Activity WorksheetTherapeutic ServicesName:Partner:Directions: Follow the steps in order to properly record the vital signs of your partner.Remember, that you will also be the patient, treat your partner in a professional manner.A physical exam usually begins by taking and recording the patient’s vital signs. Use theinformation provided in your teacher’s demonstration to take the following vital signs:1. Body Temperature2. Pulse Rate3. Respiratory Rate4. Blood PressureRecord the information on your patient’s chart:Patient piration:Blood Pressure:Recorded By:Normal Temp: 97-100 Fahrenheit; or 36.1-37.8 CelsiusNormal Pulse (adult): 60-90 Beats per MinuteNormal Blood Pressure: 100-150 systolic and 60-90 diastolicDetermine if your patient should be concerned about any of their vital signs and explain whythey should or should not be concerned.Exploring Career ClustersMissouri Center for Career Education18
Exploring Career Clustersin Health ScienceTherapeutic Services Plan Scenarioand AssignmentsTherapeutic ServicesThis activity is designed to give each student the opportunity to choose a career within thetherapeutic services pathway and meet a patient’s needs.Career ChoiceChoose one of the following options: Art/Music/Dance Therapist Athletic Trainer Dietician Pharmacist Physician Recreation TherapistScenarioYour scenario begins with the disease that you chose to research when working in theBiotechnology Research and Development pathway. Your patient has been diagnosed with thatdisease. The rest of your scenario will be built as you draw strips that to determine thecharacteristics of sex, age and the health background of your patient.ActivityStep 1: Determine who your patient is. Write a paragraph that explains who your patient is andwhat they have based on the information that has been given to you.Step 2: Research the career option that you chose and explain what alternatives might be used intreating your patient.Step 3: Explain how you would choose to advise your patient in treatment – what activitieswould be involved, for how long, and would this be a treatment or a method of encouragingquality of life?Step 4: Explain why you chose this option.Exploring Career ClustersMissouri Center for Career Education19
Exploring Career Clustersin Health ScienceTherapeutic Services PlanScenario and AssignmentsThis chart needs to be copied, cut into strips and students will choose strips to create maleMaleMaleMaleMaleMaleMale8 yrs old8 yrs old45 yrs old15 yrs old15 yrs old45 yrs old23 yrs old23 yrs old65 yrs old85 yrs old85 yrs old65 yrs oldHigh Blood PressureHigh Blood PressureHigh Blood PressureHigh CholesterolHigh CholesterolHigh CholesterolNormal Blood PressureNormal Blood PressureNormal Blood PressureLow CholesterolLow CholesterolLow erstressedOverstressedOverstressedPositive Stress LevelPositive Stress LevelPositive Stress LevelExploring Career ClustersMissouri Center for Career Education20
Exploring Career Clustersin Health ScienceStudent Therapeutic Services Grade SheetName:Class:Criteria:Excellent:Fair:Poor:Vital Signs:AccuracyVital signs wereaccurate and donecorrectly.Vital signs had tobe redone or hadminorinaccuracies.Patient was treatedwith minorinsincerity.Reporting wasincomplete or wasnot easy to readbut was accurate.Student mademinor inaccuraciesin theirassessment.Patient’s needswere listed andappropriate.Vital signs weredone incorrectly orhad majorinaccuracies.Patient was treatedpoorly.Options wereresearched andstudent used someresources to makeselections.Options were notresearched well.Selections wereinappropriate.Advice was moreamateur in theirlayout ordescription.Treatment wasmostlyappropriate, minorproblems mayexist.Choices wereexplained clearlybut may have afew questionsfrom the patient.Some errors inlanguage usage arepresent.Advice wasunprofessional orsloppyPatient SincerityReportingConclusionPlan for Patient:Patient tionsLanguagePatient was treatedwith respect andprofessionalism.Reporting wascomplete, easy toread and accurate.Student accuratelyassessed thepatient.Patient’s needswere listed andappropriate.Student analyzedthe importance ofthe criteria.Options were wellresearched; thestudent took time,and used a processfor makingselections.Advice wasprofessionallyshown/explainedto the patient.Treatment wasappropriate for thepatient and mettheir needs.Choices wereexplained in aclear, concisemanner that waseasily understood.Errors in languageare minimal ornon-existent.Total:Comments:Reporting wasinaccurate or noteasy to read.Student wasinaccurate on anarea of patientassessment.Patient’s needswere listed.Treatment wasinappropriate forthe most part.Patient would havemultiple questionsabout the choicesbased on theexplanations.Significant errorsin language blockcommunication.Total:Exploring Career ClustersMissouri Center for Career Education21
ExplorationBiotechnology Research and Development PathwayHealth Science Pathways:Therapeutic ServicesDiagnostic ServicesHealth InformaticsSupport ServicesBiotechnology Research and Development
Exploring Career Clustersin Health ScienceExploring the Health Informatics PathwaySuggested ActivitiesLesson Plan and ActivityThis would be best suited as a cooperative learning activity in which students utilize theirstrengths to teach and present a variety of diseases that they have become experts in.Groups should be created based on the diseases that have already been researched andused in the last two pathways. Students will put the information together and create alesson and presentation to inform others of their disease. The lesson should be gearedtoward peers and an audience of similar age. Use the included lesson plan worksheet.PresentationThe presentation should be a continuation of the lesson plan and activity assignment.This project is intended to be appropriate for an adult audience. The presentation shouldbe professional and show a grasp of the diseases that were researched. Use the includedpresentation worksheet.Public Health AnnouncementStudents are to use creativity and the knowledge that has been obtained about theirdisease in order to create a Public Service Announcement to educate others. Teacherscan make this
Students will take the list of careers that they made in the previous activity and expand on those thoughts. Organize the class into groups based on the categories of careers from the last activity. Have the students brainstorm and research the careers within their pathways.
