Self-Perception of Needs: A Study of Secondary Health Occupations Teachers

Assessment of needs of individuals plays a major role in identifying curricular content and processes for professional growth and development. This study specifically addressed the technical knowledge and skills perceived by secondary Health Occupations teachers to be currently possessed or needed to be gained. General nursing care skills were found not to be needed. The greatest expression of need was for medical laboratory procedures and computer utilization. Needs assessment of the intended student group has long been held to be a primary component of curriculum design. Not only has the assessment been a tenet of preservice educational program design but it has held a prominent role in continuing professional development of teachers. Curriculum theorists have advocated the identification of needs as a tool for student commitment, as well as the identification of content (Apps, 1985; Knowles, 1970; and Tyler, 1949). Technical skills. as well as those with the cognitive and affective domains are recognized as being within the arena of needs

Postsecondary Health Occupations Students\u27 Preferences for Processing Information and Decision-Making

Applying knowledge of student learning styles has been one response to pressures for educational accountability. The purpose of this study was to identify the information and decision-making preferences of students enrolled in different health occupations programs and different educational settings. The findings indicated significant differences existed in the preference scores of health occupations education students in various occupational majors. Differentiation of preferences for Sensing existed between educational sites. Four recommendations are made regarding the application of the findings in areas such as instructional design, teacher-student interaction in the learning process, and career counseling

Health Occupations Teacher Educators: Who Are They?

While little is known about vocational education teachers, less is known about vocational teacher educators, and even less than that is known about health I occupations teacher educators. In order to establish baseline information, a national survey was conducted to identify demographic and professional information about health occupations teachers educators. Findings of the study are compared to the I available information about vocational teacher educators. I upon professional characteristics, while recommendations Specific conclusions focus specify professional development considerations such as the need for the nurturing of current and future health occupations teacher educators

Analysis of a Health Occupations Education Model of Integrated Academics

The integration of academics and occupational education is a concept supported by the business community, vocational educators and state and federal policy makers. The 1990 Carl Perkins Amendments required federal moneys to be spent on progmms that integrate academic and vocational education course sequencing, so that students achieve both academic and occupational competencies (Section 235). This study analyzed the process and product of courses developed within a secondary Health Professions Center magnet program in Indiana against the elements of success as outlined by Statz and Gmbb (1991) and Pritz (1989)

A Study of AIDS Policies as Reported by Practical Nursing Programs of Indiana

Many of the nation’s nursing schools have yet to develop AIDS policies. Without such policy implementation, nursing educators face many problems. A recent study of nursing programs in Nebraska revealed that none of the schools’ policies met all of the twenty-one criteria set forth by the Centers for Disease Control (CDC) and the American College Health Association (ACHA). The purposes of this study were to determine how many of Indiana’s practical nursing programs have created or implemented AIDS policies and to compare and contrast those policies with the criteria set by Witmer (1992), the CDC, and the ACHA. A self-reporting questionnaire was sent to 24 practical nursing programs in Indiana. Of the 24 surveys mailed, 13 (54%) were returned. All of the submitted policies were deficient in meeting the suggested criteria set forth by the CDC and the ACHA

A Model Curriculum for Secondary Health Occupations

This paper describes the process and product in the development of a model curriculum for Indiana’s Secondary Health Occupations Education programs. A cadre of Health Occupations Education teachers from the state documented the integration of national and state skill standards and developed the activities for the model curriculum under the direction of Rosie Hicks, Indiana State Specialist in Health Occupations. The final product was a model curriculum which could easily be adapted for individual Health Occupations Education programs or serve as a model for other states interested in integrating national and/or state skill standards