Louisiana Administrative Code › Title 28 - EDUCATION › Part LXIX - Bulletin 107-Health Occupations Content Standards Curriculum Framework › Chapter 1 - General › Section LXIX-101 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Health
				Occupations Education in Louisiana is composed of subject matter and clinical
				learning experiences designed to prepare students with competencies required to
				assist qualified health professionals in providing diagnostic, therapeutic,
				preventive, and rehabilitative services to patients in health care facilities
				and in the community. Like many states, Louisiana is facing a shortage of
				health care professionals, particularly in rural areas. Training nurses,
				doctors, dentists, and allied health professionals requires students who have
				an interest in science and technology and who enjoy working with people. Health
				care offers an array of career opportunities that is continually
				expanding.
B. The health
				occupations education programs vary throughout the state, but they can be
				grouped into the following occupational cluster areas: Allied Health, Dental,
				Emergency Medical Services, Medical Information Systems, Nursing, and Physician
				Services. Clinical articulations among educational institutions and health care
				facilities are integral and critical components of these educational programs.
				There is an effective integration of didactic and clinical learning which is a
				result of contract affiliations among the secondary educational institutions
				and the health care agencies.
C.
				Both nationwide and statewide, there are regulations that have been established
				and administered as a means of safeguarding the public against unqualified
				health care workers. These regulatory procedures include certification,
				registration, and licensure in certain health occupations. There are several
				industry-based certifications taught within the secondary education system:
				nursing assistant, emergency first responder, dental radiology (certification
				received in dental assistant course), professional provider CPR, and OSHA
				certification (dental assistant course). These students, who obtain
				certification upon completion of various health science related courses, are
				essentially employable upon their meeting the mandated course criteria and
				skill standards. Requiring high standards in all areas of education supports
				efforts to improve and enhance education in Louisiana. What teachers teach and
				how they teach should be organized around established standards, while student
				assessment should be based on benchmarks relating to these standards. For
				health science education at the secondary level, industry specific skill
				standards based on National Health Care Skill Standards (NHCSS) have been
				designed. This document provides a guideline to be utilized by school systems
				throughout the state in the development of local curricula. Based upon approved
				curricula, course content, instruction, and assessment, methods should be
				approached by the individual teacher at the school level.
D. The hierarchal framework for development
				of these standards includes the following: subject area, strands, standards,
				benchmarks, and suggested exemplar performance activities.
Health
				Occupations
is the
subject area
or content area for
				this document. A
strand
is a category of knowledge as it
				applies to a specific subject area.
Standards
are described
				as general statements of expected learner achievement within each strand. A
benchmark
describes learner expectations: that is, what a
				student should know and be able to do. Exemplars of things a student could do
				to demonstrate achievement of the benchmark are sample
performance
				activities
. The hierarchal structure overview is as
				follows.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S.6(A)(10) and
				  R.S.
				  17:10.