HEALTH SERVICES PATHWAY - lmek.com

Success in the World of

Health Services

Health Services

Career Pathway

GUIDE

AMERICAN SAMOA

DEPARTMENT OF EDUCATION

DRAFT October 2000

Revised August 2010

HEALTH SERVICES

PATHWAY

American Samoa Health Services Pathway 1

HEALTH SERVICES CAREER PATHWAY GUIDE

CONTENTS

What is a Career Pathway?…………………………………………….. 3

Career Pathway Overview and Description…………………………… 3

Examples of Career Pathways ………………………………………... 4

Health Services Career Pathway ……….……………… …………….. 7

Components of the Health Services Career Pathway System………… 15

Vision and Mission of the Health Services Career Pathway ………….. 16

Goals of the Health Services Career Pathway System………………… 16

Core Academic Courses and Competencies ………………………....... 17

Foundation Skills/Core Competencies ………………………………. 18

Integrated Curriculum Development ………………………………… 19

Standards Tests & Certification ……………………………………… 20

Work-based Learning Options ……………………………………… 28

Guidance & Counseling ……………………………………………… 31

Career Pathway Advisory Committee Involvement ………………… 32

Business & Industry Involvement…………………………………… 32

Articulation and Tech Prep …………………………………………. 33

Community College Connections …………………………………….. 33

Employment Outlook ………………………………………………… 36

Summary ……………………………………………………………… 36

Acknowledgements …………………………………………………… 37


What is a Career Pathway?

Career Pathways are used to cluster a number of careers and occupations that occur

within a broadly defined area which helps to focus the curriculum and career-related

learning experiences. Pathways adopted by the Department of Education in American

Samoa are:

Science, Technology, Engineering and Mathematics (STEM)

Agriculture, Food & Natural Resources

Business, Management & Technology

Health Science

Human Services

Arts, Audio/Video Technology and Communication

Education and Training

Transportation, Distribution & Logistics

What is the Career and Technology Education (CTE)

Plan It is a plan to motivate students to participate in activities that will lead to

graduation with a high school diploma; an industry recognized credential and/or

prepared to enter post-secondary education in a related degree program.

It is a career-oriented system of programs with the direct involvement of local

employers to provide students with a major step towards the skills employers

need.

It prepares students academically and vocationally for either entrance to college

or careers in a selected field or both.

It is a partnership among the high school, community college, local employers,

and the American Samoa Department of Education.


The Plan …. Involves a close working partnership between the high school and local

businesses.

Focuses on the concept that all students select a Career Pathway upon which

to focus their studies while in high school

All students are enrolled in classes with integrated curriculum from 1st

through 12th

Elementary teachers have resources and lessons to begin career awareness and

career development through the career guidance and counseling programs.

Orients students towards graduation and receiving a fully credited diploma.

Develops workplace skills used and needed by local employers.

Includes a mentor program, with each student matched to a volunteer from the

local community who is committed to spending two to four hours a month

with the student.

Places students in summer jobs with local employers following the 11th

grade,

provided that summer school is not required to meet graduation requirements

Includes workplace learning during the last half of the 12th

grade.

Provides additional motivational activities with local community and business

involvement.

Examples of Content within Career Pathways Within each of the career pathways there may be two (2) or more career content areas

that relate the student‘s learning to the knowledge and skills required to become

successful in that field and to prepare them to continue their education in community

college, college or university, or at the work-site. These areas are often organized into

Career Contents and the following are examples of possible content within a pathway:

Agriculture, Food & Natural Resources

o Pathways and Career Contents

Food Products and Processing Systems

Plant Systems

Animal Systems

Power, Structural & Technical Systems

Natural Resources Systems

Environmental Service Systems

Agribusiness Systems

Architecture & Construction


Design/Pre-Construction

Construction

Maintenance/Operations


Arts, Audio/Video Technology & Communications


Audio/Video Technology & Film

Printing Technology

Visual Arts

Performing Arts

Journalism/Broadcasting

Telecommunications

Business Management & Administration


General Management

Business Information Management

Human Resources Management

Operations Management

Administrative Support

Education and Training


Administration and Administrative Support

Professional Support Services

Teaching & Training

Finance


Banking and Related Services

Business Financial Management

Financial and Investment Planning

Insurance Services

Government & Public Administration


Governance

National Security

Foreign Service Planning

Revenue & Taxation Regulation

Public Mgm/Adm.

Health Science


Therapeutic Services

Diagnostic Services

Health Informatics

Support Services

Biotechnology Research/Development

Hospitality & Tourism


Restaurants and Food/Beverage Services

Lodging

Travel & Tourism

Recreation, Amusements & Attractions

Human Services


Early Childhood Development & Services

Counseling & Mental Health Services

Family & Community Services

Personal Care Services

Consumer Services


Information Technology


Network Systems

Inf. Support & Services Web & Digital Communication

Programming/Software Dev.

Law, Public Safety, Corrections & Security


Correction Services

Emergency/Fire Mgmt. Services

Security & Protective Services

Law Enforcement Service

Legal Services

Manufacturing


Production

Manufacturing Prod. Process Dev.

Maintenance, Installation & Repair

Quality Assurance

Logistics & Inventory Control

Health, Safety/Environmental Assurance

Marketing, Sales and Service


Marketing Management

Professional Sales

Merchandising

Mkt. Communications

Marketing Research

Science, Technology, Engineering and Mathematics (STEM)


Engineering and Technology Science and Math

Transportation, Distribution & Logistics


Transportation Operations

Logistics Planning/Mgmt. Services

Warehousing/Dist. Ctr. Operations

Facility/Mobile Equipt. Maintenance

Transportation Systems/

Infrastructure Plng., Mgmt.

Health, Safety/ Env. Mgmt.

Sales/Service

Within each content area required courses and electives are identified that must be

completed prior to graduation from high school with specific skills that must be

demonstrated for certification in that area or pathway. Career related learning

experiences occur within each pathway that connects the student‘s learning to the real

world. By the senior year in high school, work experiences in the community related to

the student‘s career choice may take as much as one-half of the school day depending

upon the student‘s individual career goal plans. Preparation for entry into the next level

of education or directly into the workplace is met within the framework of the career

pathway and individualized for each student depending upon his or her aspirations and

goals.


Health Services Career

Pathway

The Health Services Career Pathway includes entry-level, technical and professional careers

within Health Service professions of American Samoa. There are many career opportunities

within Health Services and this is a growing profession with a great need for trained individuals

at all levels.

The following is a list of some of the occupations and training in the Health Services industry.

High school completion with some additional training

Admitting clerk

Home Health Care Provider

Nursing Assistant

Rehabilitation Aide

File Clerk

Radiology & Surgical Transporter

Veterinarian Aide

Two years additional training/Community College

Dental Assistant

Licensed Practical Nurse

Medical Assistant

Physical Therapy Assistant

Surgical Technician

Wellness & Fitness Specialist

EMT (Emergency Medical Technician)

Ophthalmic Technician

Orthopedic Technician

Physician‘s Assistant

Embalmer

Four or more years of college required

Speech Pathologist

Occupational Therapist

Physical Therapist

Anesthetist

Medical Writer

Registered Nurse

Nurse Practitioner

Medical Administrator


Career Pathway Code Occupation

Biotechnology Research and Development 19-1020.01 Biologists

Biotechnology Research and Development 17-2031.00 Biomedical Engineers

Biotechnology Research and Development 15-2041.02 Clinical Data Managers

Biotechnology Research and Development 11-9121.01 Clinical Research Coordinators

Biotechnology Research and Development 15-2091.00 Mathematical Technicians

Biotechnology Research and Development 31-9093.00 Medical Equipment Preparers

Biotechnology Research and Development 19-1042.00 Medical Scientists, Except Epidemiologists

Diagnostic Services 29-2031.00 Cardiovascular Technologists and Technicians

Diagnostic Services 29-2011.01 Cytogenetic Technologists

Diagnostic Services 29-2011.02 Cytotechnologists

Diagnostic Services 29-2032.00 Diagnostic Medical Sonographers

Diagnostic Services 29-2099.01 Electroneurodiagnostic Technologists

Diagnostic Services 29-2099.00 Health Technologists and Technicians, All Other

Diagnostic Services 31-9099.00 Healthcare Support Workers, All Other

Diagnostic Services 29-2011.03 Histotechnologists and Histologic Technicians

Diagnostic Services 29-2012.00 Medical and Clinical Laboratory Technicians

Diagnostic Services 29-2011.00 Medical and Clinical Laboratory Technologists

Diagnostic Services 29-2033.00 Nuclear Medicine Technologists

Diagnostic Services 29-2099.03 Ophthalmic Medical Technologists and Technicians

Diagnostic Services 29-2034.02 Radiologic Technicians

Diagnostic Services 29-2034.01 Radiologic Technologists

Diagnostic Services 29-2034.00 Radiologic Technologists and Technicians

Diagnostic Services 29-1069.10 Radiologists

Health Informatics 43-3021.03 Billing, Posting, and Calculating Machine Operators

Health Informatics 19-1041.00 Epidemiologists

Health Informatics 21-1091.00 Health Educators

Health Informatics 15-1051.01 Informatics Nurse Specialists

Health Informatics 29-2071.00 Medical Records and Health Information Technicians

Health Informatics 31-9094.00 Medical Transcriptionists

Support Services 21-1023.00 Mental Health and Substance Abuse Social Workers

Support Services 43-4051.03 Patient Representatives

Therapeutic Services 29-1199.01 Acupuncturists



Therapeutic Services 29-1111.01 Acute Care Nurses

Therapeutic Services 29-1111.02 Advanced Practice Psychiatric Nurses

Therapeutic Services 29-1069.01 Allergists and Immunologists

Therapeutic Services 29-1071.01 Anesthesiologist Assistants

Therapeutic Services 29-1061.00 Anesthesiologists

Therapeutic Services 29-9091.00 Athletic Trainers

Therapeutic Services 29-1121.00 Audiologists

Therapeutic Services 29-1011.00 Chiropractors

Therapeutic Services 11-9111.01 Clinical Nurse Specialists

Therapeutic Services 19-3031.02 Clinical Psychologists

Therapeutic Services 19-3031.03 Counseling Psychologists

Therapeutic Services 29-1111.03 Critical Care Nurses

Therapeutic Services 31-9091.00 Dental Assistants

Therapeutic Services 29-2021.00 Dental Hygienists

Therapeutic Services 51-9081.00 Dental Laboratory Technicians

Therapeutic Services 29-1021.00 Dentists, General

Therapeutic Services 29-1069.02 Dermatologists

Therapeutic Services 29-2051.00 Dietetic Technicians

Therapeutic Services 29-1031.00 Dietitians and Nutritionists

Therapeutic Services 31-9093.01 Endoscopy Technicians

Therapeutic Services 29-1062.00 Family and General Practitioners

Therapeutic Services 29-9099.02 Genetic Counselors

Therapeutic Services 29-1199.00 Health Diagnosing and Treating Practitioners, All Other

Therapeutic Services 29-2099.02 Hearing Aid Specialists

Therapeutic Services 31-1011.00 Home Health Aides

Therapeutic Services 29-1069.03 Hospitalists

Therapeutic Services 29-1063.00 Internists, General

Therapeutic Services 29-2061.00 Licensed Practical and Licensed Vocational Nurses

Therapeutic Services 29-1122.01 Low Vision Therapists, Orientation and Mobility Specialists, and Vision Rehabilitation Therapists

Therapeutic Services 31-9092.00 Medical Assistants

Therapeutic Services 29-9099.01 Midwives

Therapeutic Services 29-1199.04 Naturopathic Physicians

Therapeutic Services 29-1069.04 Neurologists

Therapeutic Services 19-3039.01 Neuropsychologists and Clinical Neuropsychologists

Therapeutic Services 29-1069.05 Nuclear Medicine Physicians

Therapeutic Services 29-1199.02 Nurse Anesthetists

Therapeutic Services 29-2099.04 Nurse Midwives

Therapeutic Services 29-1199.03 Nurse Practitioners

Therapeutic Services 31-1012.00 Nursing Aides, Orderlies, and



Attendants

Therapeutic Services 29-1064.00 Obstetricians and Gynecologists

Therapeutic Services 31-2012.00 Occupational Therapist Aides

Therapeutic Services 31-2011.00 Occupational Therapist Assistants

Therapeutic Services 29-1122.00 Occupational Therapists

Therapeutic Services 51-9083.00 Ophthalmic Laboratory Technicians

Therapeutic Services 29-1069.06 Ophthalmologists

Therapeutic Services 29-2081.00 Opticians, Dispensing

Therapeutic Services 29-1041.00 Optometrists

Therapeutic Services 29-1022.00 Oral and Maxillofacial Surgeons

Therapeutic Services 29-1023.00 Orthodontists

Therapeutic Services 29-1199.05 Orthoptists

Therapeutic Services 29-2091.00 Orthotists and Prosthetists

Therapeutic Services 29-1069.07 Pathologists

Therapeutic Services 29-1065.00 Pediatricians, General

Therapeutic Services 29-1051.00 Pharmacists

Therapeutic Services 31-9095.00 Pharmacy Aides

Therapeutic Services 29-2052.00 Pharmacy Technicians

Therapeutic Services 29-1069.08 Physical Medicine and Rehabilitation Physicians

Therapeutic Services 31-2022.00 Physical Therapist Aides

Therapeutic Services 31-2021.00 Physical Therapist Assistants

Therapeutic Services 29-1123.00 Physical Therapists

Therapeutic Services 29-1071.00 Physician Assistants

Therapeutic Services 29-1069.00 Physicians and Surgeons, All Other

Therapeutic Services 29-1081.00 Podiatrists

Therapeutic Services 29-1069.09 Preventive Medicine Physicians

Therapeutic Services 29-1024.00 Prosthodontists

Therapeutic Services 31-1013.00 Psychiatric Aides

Therapeutic Services 29-2053.00 Psychiatric Technicians

Therapeutic Services 29-1066.00 Psychiatrists

Therapeutic Services 29-1124.00 Radiation Therapists

Therapeutic Services 29-1125.00 Recreational Therapists

Therapeutic Services 29-1111.00 Registered Nurses

Therapeutic Services 29-1126.00 Respiratory Therapists

Therapeutic Services 29-2054.00 Respiratory Therapy Technicians

Therapeutic Services 29-1127.00 Speech-Language Pathologists

Therapeutic Services 31-9099.01 Speech-Language Pathology Assistants

Therapeutic Services 29-1069.11 Sports Medicine Physicians

Therapeutic Services 29-1067.00 Surgeons

Therapeutic Services 29-2055.00 Surgical Technologists

Therapeutic Services 29-1069.12 Urologists


Career Major Descriptions by Pathway

Biotechnology Research and Development

Diagnostic Services

Therapeutic Services

Support Services


HEALTH SCIENCE PATHWAY: SUPPORT SERVICES This plan of study can serve as a guide, along with other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The learner’s plan should be individualized to meet his/her educational and career goals. This plan should be customized with the educational institution’s specific course titles and meet college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___ Apprenticeship ___ Military Training ___ Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree

Health Science – Support Services Pathway SAMPLE OCCUPATIONS

NOTE: Interest Inventory Administered and Interpreted. Tentative Plan of Study Initiated for all learners. Occupations Requiring Less than Baccalaureate Degree

■ Biomedical/Clinical Technician

■ Central Services Manager

■ Dietary Aide

■ Environmental Health and Safety Technician

■ Hospital Maintenance Engineer

■ Material Agent

■ Transport Technician

Occupations Requiring Baccalaureate

Degree or Beyond ■ Biomedical/Clinical Engineer

■ Environmental Services Manager

■ Epidemiologist

■ Facilities Manager

■ Food Service Administrator

■ Industrial Hygienist

■ Materials Manager

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English/ Language Arts

Math Science Social Studies/

Sciences

Career and

Technology Education

(CTE) Majors Italicized majors additional course

information

Other Elective and Required Courses

HIGH SCHOOL / TECHNOLOGY CENTER

S E C O N D A R Y

9 ↓

10 ↓

11 ↓

12

English/LA I English/LA II English/LA III English/LA IV

Algebra I Geometry Algebra II Trigonometry or other upper level math courses: Pre-Calculus Calculus Stat

Biology I Chemistry Physics (Upper division lab sciences)

Samoan History American History U.S. Government Economics Geography World History

*Central Sterile Processing Technician

NOTE: Cooperative Alliance courses may be listed here.

Computer Technology or Foreign Language Fine Arts or Speech Financial Literacy Additional courses to support career goal: Medical Terminology Chemistry of Food Health Careers I - III and Capstone Safety and First Aid

P O S T S E C O N D A R Y

13

Technology Center Adult Only Career Majors: *Surgical Nurse Assistant

COLLEGE / UNIVERSITY

-English Comp I -English Comp II

-College Algebra

-Chemistry -Biological Science

-American Government -Psychology

-Courses for Career Major

preparation TECHNOLOGY CENTER NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Career Major courses may count for college credit.

14

-Speech/Oral Communications -Technical Writing

-Statistics or Calculus

-Microbiology -American History -Sociology

- Continue Courses in the Area of Specialization

15 Continue courses in your area of specialization NOTE: Use the postsecondary institution’s degree plan to help customize the learner’s plan with regard to degrees, certification, etc. 16 Complete Support Services Major (4-Year Degree Program)

Opportunities for experience/training for high school or postsecondary learner: ___Career and Technology Education student organization ___ Internship/work study ___Job shadowing ___Mentorship ___ Part-time employment ___Volunteer work in community organizations ___Work based/work site learning

_________________________________________ ___________________________________ ____________________________________ (Learner Signature) (Parent/Guardian Signature) (School Official Signature)

Dates: Freshman review _______ Sophomore review _____ Junior Review _____ Senior Review _____ Grade 13 review ____ Grade 14 review ____ Sample plan adapted from States’ Career Clusters Initiatives Pathway Plans of Study


HEALTH SCIENCE PATHWAY: DIAGNOSTIC SERVICES This plan of study can serve as a guide, along with other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The learner’s plan should be individualized to meet his/her educational and career goals. This plan should be customized with the educational institution’s specific course titles and meet college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___ Apprenticeship ___ Military Training ___ Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree

Health Science - Diagnostic Services Pathway SAMPLE OCCUPATIONS


■ Cardiovascular Technologist

■ Clinical Lab Technician

■ Computer Tomography (CT) Technologist

■ Diagnostic Medical Sonographer

■ Electrocardiographic (ECG) Technician

■ Histotechnician

■ Magnetic Resonance (MR) Technologist

■ Mammographer

■ Nuclear Medicine Technologist

■ Pathology Assistant

■ Phlebotomist

■ Positron Emission Tomography (PET) Technologist

■ Radiologic Technologist

Occupations Requiring Baccalaureate Degree or Beyond ■ Cytogenetic Technologist

■ Cytotechnologist

■ Exercise Physiologist

■ Geneticist

■ Histotechnologist

■ Medical Technologist/Clinical Laboratory Scientist

■ Nutritionist

■ Pathologist

■ Radiologist

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Sciences

Career and Technology

Education (CTE) Majors *Italicized majors additional course

information



S E C O N D A R Y

9 ↓

10 ↓

11 ↓

12


Algebra I Geometry Algebra II Trigonometry or other upper level math courses: Pre-Calculus Calculus Statistics



*Electrocardiograph Technician *Phlebotomist *Radiology Aide


Computer Technology or Foreign Language Fine Arts or Speech Financial Literacy Additional courses to support career goal: Anatomy and Physiology Medical Terminology Chemistry of Food Health Careers I - III and Capestone Technology Education


13

Technology Center Adult Only Career Majors: *Radiologic Technologist *Diagnostic Medical Sonographer

*Magnetic Resonance Imaging Technician

COLLEGE/ UNIVERSITY


-College Algebra

-Chemistry -Biological Science


-Courses for Career Major preparation

TECHNOLOGY CENTER NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Career Major courses may count for college credit.

14

-Speech/Oral Communications -Tech. Writing



-Continue Courses in the Area of Specialization

15 Continue courses in your area of specialization NOTE: Use the postsecondary institution’s degree plan to help customize the learner’s plan with regard to degrees, certification, etc. 16 Complete Diagnostic Services Major (4-Year Degree Program)

Opportunities for experience/training for high school or postsecondary learner: ___Career and Technology student organization ___ Internship /work study ___Job shadowing ____Mentorship ___ Part-time employment ___Volunteer work in charitable/community organizations ___Work based/work site learning

_________________________________________ __________________________________________ ____________________________________ (Learner Signature) (Parent/Guardian Signature) (School Official Signature)


http://www.okcareertech.org/okcareerclusters/releases/2008/10/20081001/framework/hl/hlpb/radiology-aide/index.html


HEALTH SCIENCE PATHWAY: BIOTECHNOLOGY RESEARCH AND DEVELOPMENT This plan of study can serve as a guide, along with other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The learner’s plan should be individualized to meet his/her educational and career goals. This plan should be customized with the educational institution’s specific course titles and meet college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___ Apprenticeship ___ Military Training ___ Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree

Health Science – Biotechnology Research and Development Pathway SAMPLE OCCUPATIONS


■ Animal Services Technician

■ Data Entry Clerk

■ Lab Assistant-Genetics

■ Lab Technician

■ Maintenance and Instrument Technician

■ Process Technician

■ Quality Assurance Technician

■ Quality Control Technician

Occupations Requiring Baccalaureate Degree or Beyond ■ Biochemist

■ Bioinformatics Associate

■ Bioinformatics Scientist

■ Bioinformatics Specialist

■ Biomedical Chemist

■ Biostatistician

■ Cell Biologist

■ Clinical Trials Research Associate

■ Clinical Trials Research Coordinator

■ Epidemiologist ■ Geneticist

■ Microbiologist

■ Molecular Biologist

■ Pharmaceutical Scientist

■ Regulatory Affairs Specialist

■ Research Assistant

■ Research Scientist

■ Toxicologist

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Sciences

Career and

Technology

Education (CTE)

Majors *Italicized majors additional

course information



S E C O N D A R Y

9 ↓

10 ↓

11 ↓

12





*Biological Laboratory

Technician


Computer Technology or Foreign Language Fine Arts or Speech Additional courses to support career goal: Anatomy and Physiology Medical Terminology Chemistry of Food Health Careers I - III and Capstone Safety and First Aid Technology Education

Additional math and science

COLLEGE / UNIVERSITY


13


-College Algebra or Calculus

-Anatomy and Physiology -Microbiology or Molecular Biology


-Courses for Career Major preparation

TECHNOLOGY CENTER NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Career Major courses may count for college credit.

14

-Speech/Oral Communications -Technical Writing

-Statistics -Cell Biology -Biochemistry -Organic Chemistry

-American History -Sociology


15 Continue courses in your area of specialization NOTE: Use the post secondary

institution’s degree plan to help

customize the learner’s plan

with regard to degrees, certification, etc. 16 Complete Biotechnology Research and Development Major (4-Year Degree Program)

Opportunities for experience/training for high school or postsecondary learner: ___Career and Technology student organization ___ Internship/ work study ___Job shadowing ___Mentorship ___ Part-time employment ___Volunteer work in community organizations ___Work based learning

_________________________________________ ____________________________________________ __________________________________________ (Learner Signature) (Parent/Guardian Signature) (School Official Signature)



HEALTH SCIENCE PATHWAY: THERAPEUTIC SERVICES This plan of study can serve as a guide, along with other career planning materials, as learners work to achieve their career goals. Courses listed within this plan are options for recommended coursework. The learner’s plan should be individualized to meet his/her educational and career goals. This plan should be customized with the educational institution’s specific course titles and meet college ready/work ready requirements. Educational levels to be considered (check all that apply): ___ On-the-job training ___ Apprenticeship ___ Military Training ___ Certificate/License ___Associate Degree ___Bachelor Degree ___ Professional Degree

Health Science - Therapeutic Services Pathway SAMPLE OCCUPATIONS


■ Anesthesiologist Assistant

■ Certified Nursing Assistant

■ Clinical Medical Assistant

■ Data Entry Coordinator

■ Dental Assistant

■ Dental Lab Technician

■ EMT/Paramedic

■ Home Health Aide

■ Licensed Practical Nurse

■ Massage Therapist

■ Orthotist/Prosthetist

■ Pharmacist/Pharmacy Technician

■ Physical Therapist/Assistant

■ Registered Nurse

■ Respiratory Therapy Technician

■ Surgical Technologist

Occupations Requiring Baccalaureate Degree or Beyond ■ Athletic Trainer

■ Audiologist

■ Chiropractor

■ Dentist

■ Dietician

■ Exercise Physiologist

■ Nurse Practitioner

■ Occupational Therapist

■ Optometrist

■ Physician (MD/DO)

■ Physician’s Assistant

■ Recreation Therapist

■ Speech Language Pathologist

■ Veterinarian

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Arts Math Science

Social Studies/

Sciences

Career and Technology Education Majors *Italicized majors additional course information



S E C O N D A R Y

9 ↓

10 ↓

11 ↓

12




Samoan History American History U.S. Gov’t Economics Geography World History

*Direct Care Aide *Advanced Acute Care Nursing Asst (Pre-Nursing) *Advanced Unlicensed Asst *Certified Medication Aide *Chiropractic Asst *Basic Medical Asst *Certified Dental Asst *Dental Asst *Dental Laboratory Tech *EMR Emergency Medical Responder *Emergency Medical Tech-Basic *Emergency Medical Tech-Advanced *Emergency Medical Tech-Paramedic *Emergency Medical Tech (Advanced & Paramedic) *Feeding Asst *Fitness Specialist *Home Health Care Nursing Asst *Long Term Care Nursing Asst *Long Term Care/Home Health Care Asst *Medical Asst *Mental Health Aide *Nursing Asst *Multi-Skilled Tech *Occupational Therapy Aide *Physical Therapy Aide *Restorative Aide *Student Athletic Training Aide *Therapy Tech *Veterinary Asst *CNA/AUA *LTCNA Specialist *Pharmacy Tech *Multi-Skilled Asst *Adv Pharmacy Tech *Pharmacy Aide *Medical Office Specialist


Computer Technology or Foreign Language Fine Arts or Speech Additional courses to support career goal: Technology Education TechConnect Anatomy and Physiology Chemistry of Food Health Careers I - III and Capstone Agri-science II Nutrition & Wellness Additional math & science


13

Technology Center Adult Only Career Majors: *Advanced Respiratory Therapist *Dental Hygienist *Certified Massage Therapist *Licensed Practical Nurse *Medication Administration Technician *Prosthetic Technician *Occupational Therapy Assistant *Orthotics Technician *Physical Therapy Assistant * Orthotics/Prosthetics Technician *Surgical First Assistant *Surgical Technologist (Accredited Program) *Vision Care Technician

COLLEGE/ UNIVERSITY


-College Algebra -Chemistry -Biological Science


-Courses for Career Major preparation TECHNOLOGY CENTER

NOTE: Attainment of a CTE major at a technology center may be completed as a high school student or an adult. Career Major courses may count for college credit.

14 -Speech/Oral Communications -Technical Writing




15 Continue courses in your area of specialization NOTE: Use the postsecondary institution’s degree plan to help customize the learner’s plan with regard to degrees, certification, etc.

16 Complete Therapeutic Services Major (4-Year Degree Program)

Opportunities for experience/training for high school or postsecondary learner: ___Career and Technology student organization ___ Internship/work study ___Job shadowing ___ Part-time employment ___Volunteer work in charitable/community organizations ___Work based/work site learning ___Mentoring

_________________________________________ ____________________________________________ __________________________________________ (Learner Signature) (Parent/Guardian Signature) (School Official Signature)

Dates: Freshman review _____ Sophomore review _____ Junior review _____ Senior review _____ Grade 13 review _____ Grade 14 review _____


COMPONENTS OF THE HEALTH SERVICES CAREER

PATHWAY

The Health Career Pathway is a competency-based vocational program in which tasks with

occupational similarity are grouped into a core, and where the student, after mastering the core

tasks, moves into progressively more specific and/or advanced areas of instruction. A career

pathway consists of two or more vocational education programs and interrelated learning

experiences that prepare the individual to enter into employment in a number of occupations which

have sufficient commonalties.

The clustering of vocational-technical education programs into career pathways provide the needed

degree of flexibility and transferability required in a changing work environment. The needs of

business, industry, students and education will best be served by programs that provide meaningful

experiences at the secondary level and that provide the foundation for a broad range of employment

or further education and training opportunities in the health industry.

Educating students in the health industry in American Samoa has primarily taken place through a

traditional program delivery approach. However, education in American Samoa is experiencing

rapid change. The emerging occupations and the technological advances dictate the need for

change from this traditional program delivery approach to one that is more flexible and adaptable to

the needs of business, industry, and students. Therefore, any school reform effort must encourage

quality, excellence and accountability.

The Health Career Pathway program provides a broad foundation of applied and transferable basic

skills plus occupationally specific technical skills required to function in an increasingly complex

and highly technological society and workplace.

The new program direction will require modification in the role of the Health Career Pathway

System and content to include

A balanced program that develops broad, transferable skills as well as job-specific skills,

A flexible delivery system that is in a competency-based format with measurable outcomes,

A career guidance system that provides an individualized training plan for students that is

based upon an analysis of individual strengths and interests,

A comprehensive certification system centered around job titles that is developed in order to

ensure that minimum program standards are met, and

Equipment, facilities and supplies used in the Health program that are representative of the

current technology and application of the health communities.

The following are the individual components that comprise a Career Pathway System with content areas.

The Guide describes each component in detail as the Health Services Career Pathway implements the

content areas or components. The components are:

I. Vision, Mission and Goals of the Career Pathways

II. Core Courses & Competencies

III. Integrated Core Curriculum Development

IV. Standards, Tests and Certification

V. Work-Based Learning Options


VI. Guidance and Counseling

VII. Career Pathway Advisory Committee

VIII. Business and Industry Involvement

IX. Tech Prep

X. Community College Connections

I. VISION, MISSION AND GOALS

Career and Education Educational Systems thrive when the educators have a clear vision and focus

on helping students reach their goals. The vision and goals should be developed with input from all

educators, students, parents, and business partners.

***The following is a sample of a vision and mission statement that will be replaced in this guide by one developed by

the Health Services Committee

The Health Services Career Pathway’s Vision is…

‗STUDENTS READY FOR LIFE’

The Pathway’s Mission is to… prepare all students academically, technologically, culturally, and socially to attain their full

potential as contributing members of society through a cooperative and collaborative effort by

students, educators, employers, families, and the community at large.

The Health Services Career Pathway’s Goals The Health Services Pathway and Contents are designed to:

provide skills, knowledge and attitudes that will enable the students to enter the labor force in

the health industries.

prepare students to choose, based on their career interests, any of a wide range of career paths

that exist in the health industry.

Graduates of the program should be ready to assume entry level positions at a hospital or health

clinic to pursue more specialized studies to a medical field.

The Program Goals are: Connect learning with earning—students who understand the relationship between learning and

career skills are more likely to make a successful transition from school to career.

Develop a common vision for all partners—both educators and business partners work together

to provide the workforce needed for the future.

Demand high expectations for all students—standards and the criteria to meet those standards

are established for all students.


The Student Goals are: Make well-informed career choices.

Understand and apply a career planning process

Complete a logical sequence of core academic and appropriate vocational courses

Perform relevant work-based learning experiences.

Apply leadership and workplace readiness skills.

Exit the Career Pathway System prepared for further education and employment

II. CORE ACADEMIC COURSES AND COMPETENCIES

A logical sequence of relevant courses, both academic and vocational, is needed for the Health

Services Career Pathway and content areas. High schools, community college and other higher

education course offerings are being considered as the Career Pathways System continue to

develop.

Academic courses recommended in the Health Services Career Pathway and content meet high

schools and/or community college entrance requirements. Strong science skills are required in all

medical careers and high schools‘ graduates should understand the basic principles of Biology,

Chemistry, and Physics. Good math skills are needed to support learning in these areas. English,

reading, writing, and speaking and comprehension skills are also vital when it comes to

communicating important information about patients. The academic courses also support industry

needs for skills and competencies.

In the Health Services Pathway System, students must be able to read and comprehend materials

from a variety of sources such as journals, magazines and academic tests. Students should be able

to present their ideas in clear and concise language. They should also be able to communicate

clearly in English and support their viewpoints orally.

Math skills include adding, subtracting, multiplying, dividing, fractions, percentages, measurements

and calculation of interest. Students should be able to utilize computers and be proficient in the use

of word processing.

Students should have an understanding of human behaviors and cultures. Special studies in the

areas of Psychology, Sociology and Anthropology will be helpful.

A basis in the general sciences is critical. Specialized study in the areas of Chemistry, Biology,

Microbiology and Anatomy and Physiology will be extremely helpful.

In developing a logical sequence of relevant academic and vocational courses for the Pathway, all

courses contained in the high schools, community college and other higher education course

offerings should be considered. The ASCC credits that are related to the pathways are listed in the

last section of this document. The American Samoa High Schools graduation requirements are:

English 4 credits

Math 3 credits


Science 3 credits

Vocational Education 1 credits

Social Studies 4 credits

Health and Physical Education 1 credit

Samoan Studies 1 credit

Elective Courses

The following listing of courses may serve as a guide for the Pathway Committee in deciding which

courses to offer within the Pathway.

SAMPLE Courses and Competencies for the Health Services Pathway System are:*

9th

Grade 10th Grade

English I English II

Algebra I Geometry

General Science Biology

World Geography World History

Samoan Studies I PE

Health/PE Samoan Studies II

Guidance/Counseling

11th

Grade 12th

Grade

English III English IV

Algebra II History

Chemistry Elective

Samoan History Elective

Elective Elective

Elective Elective

Elective Elective *NOTE: Course requirements subject to change as System develops

The academic courses also support industries need for skills and competencies. The Core of all

American Samoa‘s High School Career Pathways System and content is comprised of Foundation

Skills and Competencies taken from SCANS (Secretary‘s Commission on Achieving Necessary Skills)

which identified the necessary skills all workers need to possess regardless of their career choice.

These skills and competencies are:

FOUNDATION SKILLS

Basic Skills – reading, writing, performing arithmetic and mathematical operations, listening

and speaking

Thinking Skills – thinking creatively, making decisions, solving problems, visualizing,

knowing how to learn, reasoning; and

Personal Qualities – displaying responsibility, self-esteem, sociability, self-management,

integrity and honesty.

In addition to the Foundation Skills listed above, the SCANS Core Competencies will be

incorporated into the courses guides. There are five SCANS competencies that comprise the core


competencies all students within the American Samoa Instructional Contents must acquire during

their progress through the high schools‘ Career content areas curriculum. They are as follows:

CORE COMPETENCIES

Planning Skills - Allocating financial, temporal, spatial, and human resources; preparing a

budget, schedule, space layout, and staffing plan.

Information Skills - Acquiring, evaluating, organizing, and communicating information.

Technology Skills - Using, choosing, and maintaining equipment.

Interpersonal Skills - Working with others, negotiating, teaching, working with diversity.

System Skills - Understanding, monitoring, improving, and designing systems of all kinds.

This most complex and important of the competencies is the most difficult to define. Most

basically, workers need to work with processes that operate over time. The process can be

farming, health care, constructing or installing. One can understand systems built by others

or by nature. Systems will be biological, physical, social, or economic in nature. At a higher

level, one can design or build a system and find a larger system to improve it as experience is

gained and reflected upon.

The Health Services Pathway System must integrate these core competencies within the curriculum.

Each student will experience these skills within the two-year Career Content areas and curriculum.

All students completing the Pathway will be required to meet the Core Foundation Skill Standards

and the Core Competencies. Those students wishing to be certified must also pass the Certification

tests for entry level employment.

III. INTEGRATED CORE CURRICULUM DEVELOPMENT

Workforce or skill standards, academic standards, and general employability standards provide the

basis for a truly integrated curriculum framework. Therefore, it is recommended that foundation

skills be integrated into projects designed to link work and education in a meaningful and

systematic approach. One of the goals of any curriculum reform process must be that students learn

to apply academic skills to their occupational choice. By integrating academic and vocational

education, as well as employability skills, in a curriculum framework, a more solid academic

foundation can be made available to students.

The greater flexibility created from clustering vocational delivery system into career pathways, can

provide opportunities for more relevant academic curriculum based on the interests of academic

teachers, vocational teachers, and the business and industries represented in each pathway.

In the process of developing the vocational course curriculum, committees of teachers both

academic and vocational will need to work cooperatively to identify a range of occupations in each

vocational course.

They will also collaboratively identify the knowledge and skills that apply to the occupations in

each course and meet with business and industry to verify or change the identified knowledge and

skills.


They must then develop an effective course syllabus for each vocational course containing. but not

limited to, the following components:

course title

description

prerequisite courses

amount of credit for the course

the performance objectives

course outline

materials and equipment

texts and references

methods of instruction

methods of evaluation

student skills profile

certification exams

The next step is to provide in-service training for the instructors on the new course guides and

methods to implement these new requirements. This is critical in order to be able to successfully

teach the knowledge and skills related to several occupational contexts. It may be necessary to

restructure the environment, reschedule classes, and learn to teach in new ways that integrate

pathways and vocational skills in a setting that makes the subject meaningful.

IV. STANDARDS, TESTS AND CERTIFICATION

Career Pathway Framework and Certification Tests Overview

The Career Pathway chart for Health is displayed on the next page of this document. As the chart

displays, the overall design is a two-phase coordinated curriculum that requires a core consisting of

a set of common health skills that are generic to all health occupations. The second phase groups

job titles in a career format and outlines options for occupational-specific preparation. All students

entering the Health Sub-Career pathway must initially complete the Health Core Test before

selecting one of the four categories to begin specialization (Nurse Aide, Dietary Assistant,

Phlebotomist, and Physical Therapist). The program requires students to first learn broad,

transferable skills that would apply to all areas of the career pathway. Building on this broad,

general base of knowledge (the core), students could then determine their job-specific area of

interest. Students may elect to cross train within the categories as their schedules permit.

There are six written, multiple-choice certification tests in the Health Services Pathways System.

They are displayed in each of the six boxes on the chart. These six certification tests include:

The following certification information was written by Dr. Katherine Manley of

NOCTI, a nationally recognized leader in employment skills testing and certification in

the United States. Dr. Manley worked with a group of employers and educators to

develop certification tests for American Samoa.( Dec.2000)This is a first draft and will

be developed further with pilot testing of the competencies. Additional standards will

be added.


(1) Health Services Core Test

(2) Nurse Aide Certification Test

Prerequisite—must pass the Heath Services Core test prior to taking this test

(3) Dietary Assistant Certification Test


(4) Phlebotomist Certification Test


(5) Medical Lab Assistant Certification Test

Prerequisites—must pass both the Health Services Core test and the Phlebotomy

Certification Test prior to taking this test

(6) Physical Therapy Assistant Certification Test



HEALTH SERVICES PATHWAY SYSTEM

Nurse Aide

Asepsis

Assessment

Communication

Transporting/

Transferring/

Ambulating

Nutrition

Elimination

Hygiene/Personal

Care/Comfort

Therapeutic

Measures

Specimens

Medical

Conditions Care

Dietary Assistant

Tray

Preparation

Supplies,

Materials,

Equipment

Asepsis

Food Service

Terminology

Nutrition

Health Services Core

Medical Ethics; Asepsis and Universal Precautions; Medical terminology; Body structure and function concepts;

Assessment; Emergency procedures; transporting/transferring/ambulating; positions; hygiene/personal

care/comfort

Physical Therapy

Transporting/

Transferring/

Ambulating

Physical

Therapy

Measures

Medical

Conditions

Phlebotomy

Anatomic

structure

Venipuncture

Capillary

puncture

Transporting,

Accessioning

and

Processing

specimens

Medical Lab

Assistant

Laboratory

Safety

Supplies/

Materials/

Equipment

Lab

Terminology

Laboratory

Procedures


Curriculum Standards by Certification Test Area

The standards below represent specific knowledge and skills that must be mastered if the student is to

be employable in that job title. The certification test aligned to these standards will be the measure

that is used to evaluate both the student‘s level of mastery and instructional quality of the school.

NOCTI is currently developing certification tests that will be available to American Samoa in 2001.

Health Services Common Core Summary

Students are exposed to, and learn, the skills, concepts, attitudes, and understandings that are essential

for work in the Health industry. By acquiring these basic skills, the student is able to demonstrate

knowledge of medical ethics, safety, asepsis, medical terminology, assessment, body structure and

function. After a student completes the core, he/she could be employable in various entry-level job

areas or trainees. Next the student would progress to one of the four specialty areas.

Certification Area: Health Core Written Test

A. MEDICAL ETHICS

1 Identify ethical behaviors

2 Identify legal behaviors

3 Identify client rights

B. SAFETY

6 Report incident

7 Identify unsafe conditions

8 Demonstrate safety procedures

9 Demonstrate emergency procedures

10 Demonstrate disaster procedures

11 Identify ―Right-To-Know‖ Act

C. ASEPSIS AND UNIVERSAL PRECAUTIONS

12 Use medical asepsis

13 Perform medical aseptic hand washing technique

14 Practice infection control following Universal Precautions

15 Identify aseptic technique

16 Maintain item sterility

D. MEDICAL TERMINOLOGY

17 Identify common medical abbreviations

18 Identify common prefixes

19 Identify common suffixes

20 Define common medical terms

E. ASSESSMENT

21 Assess temperature

22 Assess pulse

23 Assess respiration

24 Assess blood pressure

25 Measure body weight

26 Measure body height

F. BODY STRUCTURE AND FUNCTION CONCEPTS

27 Describe basic body structures

28 Describe basic body functions


G. EMERGENCY PROCEDURES

29 Demonstrate cardiopulmonary resuscitation (CPR)

30 Demonstrate first-aid procedures

H. TRANSPORTING/TRANSFERRING/AMBULATING

31 Demonstrate proper body mechanics

32 Adjust hospital bed

33 Operate wheelchair

34 Operate stretcher

35 Provide bed-to-wheelchair assistance

36 Provide bed-to-stretcher assistance

Dietary Assistant The Dietary Assistant works directly under the direct supervision of a Food Service Director and/or

Registered Dietician. The Dietary Assistant will understand the fundamentals of nutrition and how it

influences and maintains health. Duties performed are related to food preparation and portion

calculation, preparation and distribution of food trays, storing supplies and sanitizing the dietary work

place.

Certification Area: Dietary Assistant Written Test

A. TRAY PREPARATION

1 Prepare sandwiches

2 Portion out fruits and juices

3 Prepare bedtime snacks

4 Clean trays with cleaning chemicals

5 Determine tray accuracy

B. SUPPLIES/MATERIALS/EQUIPMENT

6 Maintain food/non-food supply storage

7 Use dietary cart

8 Identify food utensils/equipment

9 Operate dishwashing machine

10 Identify tray cleaning chemicals

C. ASEPSIS

11 Identify dietary sanitation procedures

12 Identify common kitchen pests

13 Identify food contamination situations

14 Demonstrate food utensil cleaning procedures

15 Demonstrated soiled tray procedures

D. FOOD SERVICE TERMINOLOGY

16 Use food service terminology

E. NUTRITION

17 Identify special/therapeutic diets

18 Report out patient compliance--intake

19 Serve food trays

20 Set up food trays

21 Recognize client‘s nutritional needs

22 Report special requests from patients

23 Perform documentation and confirm all trays collected

Nurse Aide


The Nurse Aide works in an acute care hospital under the direct supervision of a charge nurse and will

provide care for clients of all ages through the life cycle. Client care is ore complex than in an

extended care facility. The client may be attached to tubes, catheters, and machines. The Nurse Aide

will perform basic nursing skills, provide pre-and post-operative care, work with sterile

procedures/equipment, and assist in mother/infant care. Prerequisite: Students must have passed the

Health Core test prior to taking this test.

Certification Area: Nurse Aide

A ASEPSIS

1 Demonstrate isolation unit assistance

2 Handle infectious materials

B ASSESSMENT

3 Demonstrate chair/bed scale use

4 Identify behavioral changes

5 Identify abnormal body discharges

6 Assess level of consciousness

7 Use glucometer

C COMMUNICATION

8 Provide admission assistance

9 Provide discharge assistance

10 Identify five grief/dying stages

11 Identify dying-client needs

D TRANSPORTING/TRANSFERRING/AMBULATING

12 Provide crutch-walking assistance

13 Provide walker use assistance

14 Provide cane use assistance

E NUTRITION

15 Document intake

16 Serve food trays

17 Feed client

F ELIMINATION

18 Document output

19 Assist incontinent client

20 Demonstrate urinal assistance

21 Demonstrate bedpan assistance

22 Demonstrate urinary catheter care

G HYGIENE/PERONSAL CARE/COMFORT

23 Make unoccupied bed

24 Make occupied bed

25 Give bed bath

26 Give partial bath

27 Give AM/PM care

28 Give tub/shower bath

29 Provide oral hygiene assistance

30 Provide grooming assistance

31 Provide pressure ulcer care

32 Provide perineal care

H THERAPEUTIC MEASURES

33 Provide heat and cold treatment assistance

34 Provide post-mortem care


35 Describe alternating pressure mattress use

36 Provide footboard/bed cradle placement

I SPECIMENS

37 Collect routine urine specimen

38 Collect 24-hour urine specimen

39 Collect sputum specimen

40 Collect stool specimen

41 Empty drainage device

J MEDICAL CONDITIONS CARE

42 Describe diabetic care

43 Describe hypertensive care

44 Describe CVA (Cerebral Vascular Accident) care

45 Describe cardiovascular conditions care

46 Describe dementia care

47 Describe mentally impaired client care

48 Describe psychological disorders

49 Describe respiratory conditions care

.

Physical Therapy Aide

The Physical Therapy Aide will work under the direct supervision of a Registered Physical Therapist

or Physical Therapy Assistant. Duties may include assisting with hydrotherapy, heat or cold

treatments, exercises, transferring, positioning, ambulating and the removing/replacing of braces,

splints, slings and prostheses. Prerequisite: Students must have passed the Health Core test prior to

taking this test.

Certification Area: Physical Therapy Aide Written Test

A. TRANSPORTING/TRANSFERRING/AMBULATING

1 Provide crutch-walking assistance

2 Provide walker use assistance

3 Provide cane use assistance

4 Provide pneumatic-lift transfer assistance

B. PHYSICAL THERAPY PROCEDURES

5 Provide heat treatment assistance

6 Provide cold treatment assistance

7 Provide therapeutic bath assistance

8 Provide traction care assistance

9 Provide cast care assistance

10 Provide footboard/bed cradle placement

11 Provide ROM (range of motion) exercises

12 Provide splint care assistance

13 Provide rehabilitative device assistance

C. MEDICAL CONDITIONS

14 Describe CVA (Cerebral Vascular Accident) care

Phlebotomist


The Phlebotomist works in a clinical laboratory within a health care setting under the direction of

clinical laboratory personnel such as a pathologist, chief/administrative technologist, CLS, or MT. The

phlebotomist interacts with patients to obtain laboratory specimens. Prerequisite: Students must have

passed the Health Core test prior to taking this test.

Certification Area: Phlebotomist Written Test

A. ANATOMIC STRUCTURE AND FUNCTION OF BODY SYSTEMS

1 Describe circulatory system of body

2 Describe main superficial veins used in performing venipunctures

3 Identify appropriate sites for capillary/venipuncture and name/find most desirable one(s)

4 Describe blood components (erythrocytes, thrombocytes, leukocytes, plasma, and serum)

B. VENIPUNCTURE

5 Identify methods for facilitating capillary/venipuncture collection

6 Identify antiseptic agents used in preparing sites for venipuncture

7 Perform venipuncture by evacuated tube and syringe systems

8 Describe correct order of draw during venipuncture

9 Describe most common complications associated with venipuncture procedures

10 Dispose of used or contaminated supplies

11 Prepare a peripheral blood smear for hematological evaluation

C. CAPILLARY PUNCTURE

12 Identify antiseptic agents used in preparing sites for capillary puncture

13 Perform capillary puncture

14 Describe most common complications associated with capillary puncture

15 Dispose of used or contaminated supplies

D. TRANSPORTING, ACCESSIONING, and PROCESSING SPECIMENS

16 Transport and process specimens

17 Define time constraints for specimen collection and delivery

18 Demonstrate knowledge of accessioning procedures

19 Prepare aliquot(s) of specimen or components for analysis

E. COMMUNICABLE DISEASES

20

Distinguish between fact and fallacy about transmission and treatment of communicable diseases

including HIV infection

21

Identify ―at risk behavior‖ which promote the spread of AIDS/HIV and other sexually transmitted

diseases

Medical Laboratory Assistant

The Medical Laboratory Assistant performs various laboratory tests under the supervision of a Medical

Technologist. The Medical Laboratory Assistant will perform routine tests on blood, urine, or body

tissues, transport specimens and draw blood. Additional duties may include cleaning and maintenance

of laboratory equipment. Prerequisite: Students must have passed the Health Core test prior to taking

this test.

Certification Area: Medical Laboratory Assistant Written Test


A. LABORATORY SAFETY

1 Employ heat precautions

2 Employ sharp object precautions

3 Employ chemical precautions

4 Employ hazardous materials disposal

B. SUPPLIES/MATERIALS/EQUIPMENT

5 Identify common glassware in a laboratory

6 Use microscope

7 Operate centrifuge

8 Use metric measuring devices

9 Prepare specimen shipping packaging

10 Prepare reagents

11 Prepare microbiological slides

12 Prepare culture media

13 Prepare chemical solutions

14 Operate Bunsen burner

15 Prepare agar dish

C. LABORATORY TERMINOLOGY

16 Use in appropriate context medical laboratory terms

D. LABORATORY PROCEDURES

17 Perform Clinitest

18 Perform Gram stain

19 Perform hemoglobin test (automated/manual)

20 Perform hematocrit test (automated/manual)

21 Perform RBC (red blood cell) count

22 Determine sedimentation rate

23 Perform WBC (white blood cell) differential

24 Perform specific gravity urine test

25 Conduct urinary microscopic analysis

26 Perform urine pregnancy test

(Certification Tests are under development)

V. WORK-BASED LEARNING OPTIONS

One of the most critical components of a Career Pathway System, making it a unique approach to

relevant, integrated education, is work-based learning. This is applied learning taken outside the

classroom walls. For many students, this is the crucial element of the Career Pathway experience.

Here is the application of all they have learned and is actually a component of their educational

experience.

Connection of School with Community and the World of Work To prepare students for the workplace and future careers, activities must occur at the school site and

the work site that complement each other and extend the learning environment outside of the school

building. Employers, community members, and parents must become partners with teachers in this

effort.


Mentoring in the 11th

grade, internships in the 12th

grade as well as volunteering/community service

opportunities and some school-based enterprises are being developed to continue to cultivate students‘

career plans and to provide increasingly more complex work-based experiences for students.

The following diagram illustrates some of the activities that may occur which connect what is

learned at school with what is needed in the workplace.

On the following page is an example of how some high schools are structuring their curriculum to

allow for both school and work-based experiences to occur simultaneously with each supportive of the

other. There are different way to structure the school day and the delivery of instruction to connect

‗learning to know with learning to do‘. Each high school and community needs to work together to

find a system that fits the interests and needs of the students, assuring that ALL students are given the

opportunity to participate not just those in vocational programs.

Integrated, relevant classes

Career options explored

Academic subjects relate to the

world of work which allow

students to see connections

to future careers

In-school Enterprises

Career Pathway

Meaningful work experiences

that relate back to what is

learned in school

Mentoring, job shadowing,

guest speakers, field trips,

advisory councils

Apprenticeships

Internships

Service Learning

Activities


The Work-based Learning Component for the Health Services Career

Pathway: An Example (The following is one example of how work-based learning can be accomplished)

Career exploration and experiences in work-based learning begin in 9

th grade in Career Development I.

Students are introduced to career interests and explore each Career Pathway area. Students rotate

approximately every 7 weeks through the four Career Pathway orientations (Business Information,

Health and Human Resources, Industrial/Engineering and Natural Resources).

9th

grade students are also provided instruction in completing job applications, how to conduct oneself

during a job interview, letters of application and developing resumes. Students also are introduced to

proper processes for securing and changing employment. During the course of Career Development I

class, students are given instruction on labor laws, termination processes and entrepreneurial skills.

Opportunities in non-traditional jobs are explored and discussed along with the relationship of work,

family, society and leisure. Guest speakers from the Chamber of Commerce and other businesses are

utilized to assist in teaching these skills and concepts. Employers are first engaged through these

classroom activities and through job shadowing to hopefully build future relationships between the

students who have an interest in Business Information and the local employers.

In addition, students in the course develop a career pathway plan, set goals, and begin to develop the

Career Portfolio for use during high schools.

Students are provided instruction in the workplace through guest speakers, field trips to businesses,

teacher lectures and hands-on activities specific to each Career Pathway during the rotations.

Students also are provided an opportunity to use the ERISS computerized career information delivery

system to identify sources of employment, salaries, education levels and other vital information

concerning career areas within each Career Pathway and related Contents.

In the Career Development II course, students explore 15 different career clusters. In this course

particular attention is given to human relation skills in the context of career development. Each student

develops a career plan to assist them in making career choices. A technology component is included to

provide students the opportunity for hands-on integrated technology applications useful in the

workplace. Students will be expected to apply these technology skills to the various career Contents.

Interest inventories such as the Career Game and the Group Interest Sort are used to investigate career

interests before the students select an area in which to job shadow for a day. It is recommended that the

Career Pathway students experience more than one day of job shadowing.

In many schools with a block schedule, a course called Career Practicum has been implemented. In

this structure, the students are in a classroom with the teacher two days per week and on a work-site

observing three days per week. The class continues for one semester. The students are given a

structure set of assignments that can only be completed by working with a sponsor or mentor at the

work site. The students journal their experiences each day and must identify other issues in the

workplace such as safety, continued education, salary and benefits, impact of the economy on the

business, inventory, accounting and other components that may be unique to the industry. The days in

the classroom are spent in investigating the career cluster and occupations within the cluster as well as

making presentations and reports concerning their work experience. This option provides the student


with a more complex experience to offer more information as students are making decisions about

entering a selected Career Pathway. In the Career Practicum students are encouraged to engage in

diverse experiences so that a compare and contrast method of data analysis can take place as part of the

decision-making process to enter a Career Pathway or select an occupational focus.

At the end of the year, students will rotate through each of the Career Pathway areas and visit

vocational departments at the community college. Students are expected to make a choice by the end

of their sophomore year.

VI. GUIDANCE AND COUNSELING

The Guidance and Counseling program is a comprehensive K-12 program that is based on

competencies. These competencies for Grades 9-12 are:

AREA I--Career Planning and Exploration

Category A—Planning and Developing Careers

Category C—Understanding How Being Male or Female Relates to Jobs and Careers

Category D—Making Decisions About College

Category L—Planning High School Classes

Category N—Learning How to Use Leisure Time

AREA II—Knowledge of Self and Others

Category B—Understanding and Accepting Self

Category F—Making Decisions

Category H—Understanding and Getting Along With Others

Category K—Knowing How Alcohol and Other Drugs Affect Me and My Friends

Category P—Learning About Marriage and Family Responsibilities

Category Q—Understanding and Appreciation for Cultural Values and Traditions

AREA III—Educational and Occupational Exploration

Category J—Improving Basic Skills and Study Learning Skills

Category M--Learning from Friends and Others Who Have Graduated

Category D—Vocational Selection and Training

Category E—Preparation for Finding Jobs

Category I----Finding Jobs

Category F—Making Decisions

The competencies are taught through increasingly more complex activities throughout the learning

process.

In 9th

grade students are provided activities which teach the competencies through the Career

Investigation course. The Career Investigation course provides opportunities for students to work on

an Individual Career Planner and develop a Career Portfolio. The students take a number of career

assessments to determine interests and to assess life experiences that provide them with glimpses into

possible future life work. It is within the Career Investigation course that students will first be able to

rotate through a 7-week introduction to each of the Career Pathways for exploration.


As students develop their educational plan to meet their own individual career goals, a conversation

among parents, counselors, and teachers should be taking place to assure students have access to many

sources of advice and information. Parents meet with the school and students to help develop the plan.

The career plan is periodically reviewed and revised to make the needed adjustments to accommodate

the student‘s goals as they change and grow. Student advisement is considered the job of everyone in

the school setting not just counselors or career development teachers. Parental involvement is very

important - they hold the most powerful position to convince students of the importance of education.

VII. CAREER PATHWAY ADVISORY COMMITTEE

Each Career Pathway is to have an Advisory Committee in place. The Advisory Committee‘s role is to

provide input into the structure of the Career Pathway, the curriculum and business connections.

The Steering/Advisory Committee is an adjunct, voluntary group of community members who are

qualified in a specific area or areas. The committee is formed annually. The committee is strictly

advisory in capacity and had no administrative or legislative authority.

This committee also consists of individuals involved in Career Pathways operations including

Department and school administrators, coordinating/lead teachers, and counselors. The committee

reviews policies and procedures and makes recommendations to ensure the Career Pathway program

meets both educational and career goals. Business and Industry representatives should be individuals

who are able to obtain the needed support (e.g. job shadowing, summer work experience jobs, mentors,

equipment) to make the program a success. The committee should be large enough that a different task

force can be formed to work on particular issues or solve specific problems without overburdening

individuals (e.g. task force for curriculum development, job development, and recruitment of mentors

and other volunteers, student support services, public relations).

VIII. BUSINESS AND INDUSTRY INVOLVEMENT

In developing the Health Services Career Pathway and Contents, the business partners have been

representative of the Health Services related business presence in the community. They are partnering

in all aspects of the Career Pathway development and progress, especially the relevancy of the

curriculum. They may in the future provide equipment and materials. Currently the business partners

are providing guest speakers for the Career Investigation courses and are hosting field trips. They are

providing a work site for job shadowing.

Business and education partners have and will continue to work toward consensus in developing and

affirming the Health Services curriculum within the Health Services Career Pathway at the high school

level. The standards and certification requirements were developed through consultation with business

partners.


IX. ARTICULATION AND TECH PREP

The purpose of the articulation component of Tech Prep is to provide linkages among the high schools

in American Samoa and American Samoa Community College (ASCC) which assist all students in

making a smooth transition from one level to another.

Articulation focuses on creating a smooth transition from the secondary school to a post-secondary

setting or the work force. It also facilitates lateral transfer of students between high schools. This

component involves identification of articulation linkage points, establishment of teams to link

secondary and post-secondary component of the Tech Prep program, and the creation of sequential

courses of study for all students.

The development of the Vocational Course Guides is the first step in articulating high school and

community college curriculum. The Memorandum of Understanding (MOU) has been signed

signifying the intent to articulate vocational high school courses with correlating technical community

college courses. It is the intent for high school vocational students mastering the competencies and

standards equal to those in certain courses at the community college through testing, portfolios or

competency certificates to be awarded credit upon successful admission and performance at the

community college. In this way, the standards for high school vocational programs will be improved,

students will be rewarded for their work and students will have an improved method for transitioning

from high school, to community college, to work.. The outcome will be:

coordination of instructional content between secondary and postsecondary courses and among

high school courses

sequential courses of high school study which better prepare student for postsecondary programs or

employment after high school

dual enrollment in vocational/technical and academic courses

X. COMMUNITY COLLEGE CONNECTIONS

American Samoa Community College (ASCC) was founded in 1970 to provide post-secondary

education opportunities in the liberal arts, teacher training, vocational-technical education and general

education to the residents of American Samoa. As a Land Grant Institution, the American Samoa

Community College provides two-year transferable programs in general education, vocational-

technical training as well as programs in Samoan and Pacific Studies, Adult Education and literacy.

ASCC is granted full accreditation by the Western Association of Schools and Colleges and the

Accrediting Commission of Community and Junior Colleges.

Connections will be built from American Samoa High schools to ASCC through vertical integration of

the academic courses. The Health Services Career Pathway System aligns with the College of Arts

and Sciences through the Associate of Science Degree in Health Services (Health Science) and the

Associate of Science Degree in Nursing. A Certificate of Proficiency in Nursing (Practical Nursing) is

also offered by the community college and may connect with the high schools‘ career system in Health

Services.


ENTRANCE REQUIREMENTS Admission is open to all that can profit from instruction at ASCC provided they meet the following

conditions:

The student is a legal resident of American Samoa.

The student is a high school graduate, General Education Diploma recipient, bears an U.S.

Military Form 214 or is at least 18 ears of age.

The student is admitted under the special admission policy for high school seniors.

DEGREES AND CERTIFICATES

ASCC offers the Associate of Science Degree (AS) and the Associate of Arts Degree (AA) and

Certificates of Proficiency.

The Associate of Science (AS) degree is awarded to students successfully completing a program

of occupational, technical, professional and general education courses. The purpose of the

Associate of Science degree program is to prepare students for employment and/or to continue

education in their prospective field of interest. Students graduating with an Associate of Science

degree must meet the following requirements:

1. Complete general graduation requirements.

2. Complete general education requirements.

3. Complete program requirements.

4. Meet the residency requirements of 15 credit toward program be completed at ASCC.

A minimum of 60 credit hours is required for the Associate of Science degree.

The Associate of Arts (AA) degree provides developing and understanding in the content and

methodology of the major genres of study, awareness of the traditional cultural aspects of Samoa

and the Pacific region and preparation for students planning on continuing their studies by

transferring to a four-year college or university. Students graduating with an Associate of Arts

degree must meet the following requirements:

1. Complete general graduation requirements.

2. Complete general education requirements

3. Complete program requirements.

4. Meet residency requirements of 15 credits toward program are completed at ASCC.

A minimum of 60 credit hours is required for the Associate of Arts degree.

The Certificate of Proficiency is offered by a number of programs of study and is intended for

the student seeking immediate employment, or students currently working and are seeking a

career upgrade. The general education requirements are comprised of one English and one Math

course specified by the selected program of study. The remaining course requirements are

specified by individual Certificate programs.

A minimum of 30 credit hours is required for a Certificate of Proficiency.

EXIT REQUIREMENTS

To be granted an Associate of Science Degree in Health Science, the following must be fulfilled:

Satisfactory completion of the Health Science major:

3 credits Introduction to Literature

3 credits Freshman Composition

4 credits Biology I

4 credits Anatomy/Physiology I


4 credits Health Science Elective

4 credits Biology II

4 credits Anatomy/Physiology II

4 credits Microbiology

3 credits SAMPAC Elective

1 credits First Aid & CPR

4 credits__Chemistry I

3 credits__Humanities Electives

3 credits__Medical Terminology

3 credits__Voc. Technical Math

3 credits__Intro. to Disabilities

2 credits__Practicum Experience

4 credits__Health Science Elective

3 credits__Social Science Elective

1 credits__Intro. to Computers

1 credits__Physical Education Elective

Total Credits - 61

To be granted an Associate of Science Degree in Nursing, the following must be fulfilled:

Satisfactory completion of the Nursing major.

5 credits__Nursing Transition

3 credits__Clinical

4 credits__Adult Health I

5 credits__Clinical

2 credits__Issues and Trends

4 credits__Mental Health/Phys. Nurs.

2 credits__Clinical

4 credits__Maternal Newborn Nurs.

4 credits__Nursing of Children

2 credits__Clinical

3 credit___Adult Health II

3 credits__Clinical

4 credits__Psychiatric Nursing

6 credits__Adult Health III

4 credits__ Community Health Nurs.

2 credits__ Clinical

2 credits__ Review Course

Total Credits – 86 (61+25 pre-requisites)

To be granted a Certificate of Proficiency in Practical Nursing, the following must be fulfilled:

9 credits__Fundamentals of Nursing

6 credits__Clinical

2 credits__Nursing Perspectives

9 credits__Intro. to Adult Health

6 credits__Clinical

5 credits__Family/Child Nursing

3 credits__Clinical

Total Credits – 40


EMPLOYMENT OUTLOOK There will always be a need for health specialty workers. The range of careers that high school

graduates may pursue includes health aide, lab technician, radiologist and nurse to select a few. With

the exception of health aide, further training will be required at a two-year, four-year or graduate

institution. Employers will be looking for employees who are responsible, reliable, and able to relate

to colleagues and patients who are genuinely dedicated to help people.

Characteristics of Successful Health Services Students Students with the most likelihood of having a fulfilling and successful career in the Health Services

area should like:

Working with People

Activities of a scientific and technical nature

Working with processes and techniques

Helping people

Students in the Health Services program should be able to:

Communicate effectively

Work effectively with others

Evaluate information based on personal judgement or measurable standards

Perform a variety of duties that may change frequently

Use logical, step-by-step procedures in their work

Work within precise limits or standards of accuracy

SUMMARY The Health Services Pathway combines high-level academics and career skills with a real-life context

for learning that maximizes students‘ present and future academic and career success.

Career Pathway instruction strengthens

Vocational and academic integration and teamwork among teachers and students

Partnerships between education, the family, community and business and industry

Acquisition of career goals and skills for both additional education and the workplace

Everyone benefits:

Students are more motivated, learn more, are able to apply what they learn and feel connected to

the world around them

Parents become part of the process as a contributing member of the team that helps their students

make good career choices based on academic and field experiences

Teachers learn new teaching strategies and work collaboratively developing curriculum and

projects with employers, parents and other colleagues

Employers become contributors to the curriculum, provide meaningful work experiences related

to that curriculum, and will be able to reap the benefits of an improved work force of the future.


HEALTH SERVICES CAREER PATHWAY

ACKNOWLEDGMENTS

The following persons contributed to the information presented in this Guide and are gratefully

acknowledged for their expertise:

Dr. Katherine Manley, NOCTI Consultant

Lam Yuen, STW Chairman

Dr. Jessie Teddlie, CETA Consultant

Dr. Harry Drier, CETA President

Dr. Belinda McCharen, Assoc. Supt, DOE. Oklahoma

Moana Purcell, Department of Human Resources STW/WIA Youth Coordinator

Local business and industry volunteers who developed the curriculum standards and certification tests

with Dr. Manley

Hospital

Richard Reid, Dietician

Christiane Talamoa, Nurse Aide

Allen Mark, Physical Therapy

Gabriel Passi, Physical Therapy

Freida Taumau, Laboratory

Ben Tuua, Radiography

Toaga Seumalo, RN

Joyce M. Reinke, CETA Consultant and Editor of this Guide

4/2001

HEALTH SERVICES PATHWAY - lmek.com

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