Attachment_7_Culinary_Arts_I_Competencies-CTC401_etc..pdf

Course:

Career Cluster:

Pathway(s):

Duration (Hours):

Revision:

Course Description:

CCRS-CTE

(HT)

CCRS-CTE

(HT-CA)

1.00

1.01 Demonstrate DoDEA's Career Ready Practices in course activities.

a. Act as a responsible and contributing citizen and employee.

b. Apply appropriate academic and technical skills.

c. Attend to personal health and financial well-being.

d. Communicate clearly and effectively and with the reason.

e. Consider the environmental, social and economic impacts of decisions.

f. Demostrate creativity and innovation.

g. Employ valid and reliable research strategies.

h. Utliize critical thinking to make sense of problems and perservere in solving them.

i. Model integrity, ethical leadership and effective management.

J. Plan education and career paths aligned to personal goals.

k. Use technology to enhance productivity.

l. Work productively in teams while using cultural global competence.

2.00

2.01 Define hospitality and the importance of quality customer service within the hospitality industry. 3.1 9.2

2.02 Trace the growth and development of the hospitality and tourism industry. 2.2 5.3

2.03 Explore student and professional organizations associated with the foodservice industry.

2.04 Explore current trends in foodservice industry. 1.2, 2.2 5.3-4, 9.3

2.05 Demonstrate knowledge of the Kitchen Brigade System. 6.3 4.1, 4.3-4

2.06 Determine differences and similarities of various types of international and regional cuisines. 3.1

2.07 Explore career and educational opportunities in related food service industries. 6.1-5 9.1-4

2.08 Explore effective leadership, teamwork, and communication within the hospitality industry. 2.1, 6.1-5 4.1-4.4

2.09 Employ professional and ethical workplace behaviors. 4.3, 6.5 1.1-4

3.00

3.01 Wear and maintain professional workplace attire. 2.2

3.02 Demonstrate procedures for safe lifting and carrying of heavy objects. 5.3 2.2

3.03 Follow appropriate emergency procedures for kitchen and dining room injuries. 5.2-3 2.2

3.04 Describe appropriate types and use of fire extinguishers used in the food service area. 5.3 2.2

DoDEA Career and Technical Education Course Alignment and Pacing Guide CTC401 Culinary Arts I

Jan-19

Course Competency

Culinary Arts Hospitality and Tourism

Students will learn the skills required for entry into the restaurant and food industry. Students will learn knife skills and basic food preparation techniques as well as practical safety and sanitation skills in a commercial foodservice environment.

Demonstrate safety procedures

Implementing DoDEA's Career Ready Practices

Demonstrate knowledge of the foodservice and hospitality industry

3.05 Recognize OSHA standards. 4.1-3 2.2

3.06 Review Safety Data Sheets (SDS) and explain their requirements in handling hazardous materials. 4.1-3 2.2

3.07 Recognize and practice first aid procedures and universal precautiuons for blood-borne pathogents (ECP). 4.1-2 2.3

3.08 Implement appropriate procedures and precautions to prevent common accidents and injuries in the workplace. 4.1-2 2.2-3

4.00

4.01 Demonstrate good personal hygiene and health practices that must be followed in the food service area. 5.3 2.1

4.02 Demonstrate the difference between cleaning and sanitizing equipment and facilities. 2.1

4.03 Identify proper waste disposal methods and recycling. 2.1

4.04 List reasons for and signs of food spoilage and contamination. 5.3 2.1

4.05 Describe cross-contamination and acceptable procedures to follow when preparing and storing for temperature 5.3 2.1

4.06 Identify the Hazard Analysis Critical Control Point (HACCP) during all food handling processes as a method for 5.3 2.1

4.07 Describe laws and rules of the regulatory agencies governing sanitation and safety in food service operations, 4.1, 5.3 2.1

4.08 Demonstrate readiness for industry certification requirements/exams for food safety. 4.1 2.1

4.09 Identify foodborne symptoms, illnesses, and their causes. 5.3 2.1

5.00

5.01 Understand proper receiving and storing of fresh, frozen, refrigerated, and staple goods. 8.1

5.02 Demonstrate labeling requirements for food products. 8.1

5.03 Explain the procedures for rotation of stock and for costing and evaluating including FIFO. 8.1

6.00

6.01 Identify and understand common types of kitchen equipment including their use and safety requirements. 8.1, 8.5

6.02 Operate, clean/sanitize, and maintain large and small equipment. 8.1, 8.5

7.00

7.01 Describe and demonstrate industry-standard knife cuts and their uses. 8.1

7.02 Demonstrate how to properly handle, sharpen, and maintain knives.

7.03 Identify parts of knives.

7.04 Determine knives for appropriate use.

8.00

8.01 Demonstrate how to read and follow a standardized recipes within industry time limits. 8.1

8.02 Demonstrate knowledge of measuring and portioning, in order to adjust quantities of ingredients, to produce

9.00

9.01 Identify and demonstrate front- and back-of-the-house mise en place.

9.02 Utilize prep lists and timelines.

10.00

10.01 Identify, prepare, and store a variety of herbs, spices, vinegars, and oils in their market forms. 8.2-3

10.02 Evaluate foods for proper seasoning and flavor balance. 8.2

11.00

11.01 Identify, prepare, and store a variety of meats, poultry, and seafoods using various cooking methods. 8.2-3

11.02 Fabricate cuts of meats, poultry, and seafood for intended uses. 8.3

11.03 Understand quality/freshness characteristics of meats, poultry, and seafood. 8.2

12.00

12.01 Differentiate common baking ingredients with their functions.

12.02 Understand recipes modifications for environmental conditions.

12.03 Identify, prepare, and store a variety of quick breads. 8.2-3

Demonstrate knowledge of principles regarding the selection and preparation of meats, poultry, and seafood

Demonstrate knowledge of fresh and dried herbs, spices, vinegars, and oils

Examine the relationship between purchasing, storeroom operations, and cost control

Develop industry - standard knife skills

Explore foodservice tools and standardized equipment

Demonstrate how to prepare/utilize standardized recipes

Establish workplace mise en place

Demonstrate sanitation procedures

Demonstrate skill in baking practices and production techniques

12.04 Identify, prepare, and store a variety of yeast products, such as breads and rolls. 8.2-3

12.05 Identify, prepare, and store a variety of cookies. 8.2-3

12.06 Demonstrate various presentations of baked goods and desserts. 8.2

13.00

13.01 Identify market forms of fruits and vegetables for intended use. 8.2

13.02 Identify, prepare, and store fruits and vegitables using a variety of cooking methods. 8.2-3

13.03 Understand the standards of quality for uncooked and cooked fruits and vegetables. 8.2

14.00

14.01 Identify, prepare, and store a variety of market forms of starches, grains, and legumes using a variety of cooking 8.2-3

14.02 Select appropriate starches, grains, and legumes for intended uses. 8.2

15.00

15.01 Identify, prepare, and store a variety of dairy products using various cooking methods. 8.2-3

15.02 Demonstrate knowledge of principles regarding the selection, preparation, holding, and storing of eggs and egg 8.2

15.03 Select appropriate egg and dairy products for intended uses. 8.2-3

16.00

16.01 Identify various styles of service used in the foodservice industry. 3.2 8.4, 10.3

16.02 Demonstrate cash handling procedures for processing guest checks. 10.4

16.03 Demonstrate an understanding of guest service and customer relations, including handling of difficult situations 3.1-2 10.2-3, 1.4

16.04 Understand sales techniques for service personnel including menu knowledge and suggestive selling. 1.1 8.6, 10.2

16.05 Understand inter-relationships and work flow between dining room and kitchen operations. 10.2

Demonstrate knowledge of principles regarding the selection and preparation of starches, grains, and legumes

Demonstrate front - of - the - house operations

Demonstrate knowledge of principles regarding the selection and preparation of eggs and dairy products

Demonstrate knowledge of principles regarding the selection and preparation of fruits and vegetables

Course:

Career Cluster:

Pathway(s):

Duration (Hours):

Revision:

Course Description:

CCRS-CTE

(HT)

CCRS-CTE

(HT-CA)

1.00

1.01 Demonstrate DoDEA's Career Ready Practices in course activities.

a. Act as a responsible and contributing citizen and employee.

b. Apply appropriate academic and technical skills.

c. Attend to personal health and financial well-being.

d. Communicate clearly and effectively and with the reason.

e. Consider the environmental, social and economic impacts of decisions.

f. Demostrate creativity and innovation.

g. Employ valid and reliable research strategies.

h. Utliize critical thinking to make sense of problems and perservere in solving them.

i. Model integrity, ethical leadership and effective management.

J. Plan education and career paths aligned to personal goals.

k. Use technology to enhance productivity.

l. Work productively in teams while using cultural global competence.

2.00

2.01 Identify, prepare, and store a variety of stocks. 8.2-3

2.02 Identify, prepare, and store a variety of mother sauces and small/derivative sauces. 8.2-3

2.03 Identify, prepare, and store a variety of clear, thick, and specialty soups. 8.2-3

2.04 Identify and prepare various thickening methods/agents for sauces and soups. 8.2-3

3.00

3.01 Identify tools and equipment used in GARDE MANGER. 8.5

3.02 Demonstrate hot and cold food presentation techniques. 8.2

3.03 Identify, prepare, and store a variety of hors d'oeuvres, canapés, and appetizers. 8.2-3

3.04 Identify, prepare, and store a variety of hot and cold sandwiches. 8.2-3

3.05 Identify, prepare, and store a variety of salads. 8.2-3

3.06 Identify, prepare, and store a variety of dips and dressings: temporary, permanent and cooked. 8.2-3

4.00

4.01 Analyze common baking ingredients with their functions.

4.02 Modify recipes for environmental conditions.

4.03 Identify, prepare, and store a variety of pies and tarts. 8.2-3

4.04 Identify, prepare, and store a variety of fillings and toppings for pastries and baked goods. 8.2-3

4.05 Identify, prepare, and store a variety of yeast products, such as breads, rolls and laminated doughs. 8.2-3

4.06 Identify, prepare, and store a variety of cakes utilizing of various of mixing methods. 8.2-3

4.07 Identify, prepare, and store a variety of icings/frostings. 8.2-3

4.08 Identify, prepare, and store pate a choux products. 8.2-3

4.09 Identify, prepare, and store a variety of custards, puddings, and dessert sauces. 8.2-3

4.10 Demonstrate various presentations of baked goods and desserts. 8.2

5.00

5.01 Identify, prepare, and store a variety of egg products.

Demonstrate skill in Garde Manger

Demonstrate skill in baking practices and production techniques

Prepare breakfast foods

DoDEA Career and Technical Education Course Alignment and Pacing Guide

Culinary Arts

Course Competency Implementing DoDEA's Career Ready Practices

Demonstrate knowledge of principles regarding the preparation of stocks, sauces, and soups

Jan-19

Building on the foundational skills learned in Culinary Arts I, this course consists of practical training in the kitchen and utlization of knowledge and acquired skills.

Students will apply knife skills and food preparation techniques as well as practical sanitation skills. Further instruction in table service, baking, pastries, and management techniques are emphasized.

Hospitality and Tourism CTC402 Culinary Arts II

5.02 Identify, prepare, and store a variety of breakfast potatoes. 8.2-3

5.03 Identify, prepare, and store a variety of breakfast meats. 8.2-3

5.04 Identify, prepare, and store a variety of breakfast batter products (waffles, pancakes, crepes, etc.) 8.2-3

5.05 Identify, prepare, and store a variety of hot breakfast cereals. 8.2-3

6.00

6.01 Demonstrate various styles of service used in the foodservice industry. 3.2 8.4, 10.3

6.02 Analyze the impact of proper/improper cash handling procedures for processing guest checks on a business. 10.4

6.03 Practice sales techniques for service personnel including menu knowledge and suggestive selling. 1.1 8.6, 10.2

6.04 Identify, prepare, and store a variety of hot and cold beverages. 8.2-3

6.05 Identify potential uses of computers and software to provide guest and food services. 6.1, 7.1

7.00

7.01 Discuss current dietary guidelines and recommended dietary allowances. 7.2

7.02 Interpret food labels and recipes in terms of the portion size, ingredients, and nutritional value. 10.1

7.03 Describe primary functions and common food sources of various nutrients.

7.04 Discuss and demonstrate cooking techniques and storage principles for maximum retention of nutrients.

7.05 Discuss various contemporary nutritional concerns such as special dietary needs, allergies, vegetarianism/veganism, religious dietary laws, etc. 7.2

8.00

8.01 Differentiate menu types.

8.02 Analyze and apply design principles to create menus for given situations. 7.2, 8.6

8.03 Calculate recipe cost and menu cost utilizing cost control methods. 5.1, 10.4

9.00

9.01 Identify issues that impact business and personal finances. 10.4

9.02 Investigate support networks for entrepreneurship.

9.03 Identify business opportunities. 9.3-4

9.04 Describe various marketing techniques utilized in the foodservice industry. 1.1 5.2

9.05 Contruct components of a business plan. 10.1, 4.3

Demonstrate menu planning

Explore principles of hospitality entrepreneurship

Demonstrate front - of - the - house operations

Demonstrate knowledge of nutrition

Course: PTH402-Health Science I

Career Cluster: Health Science

Pathway: Therapeutic Services-Patient Care

Credits: 1

Revision: Apr-18

Course Description:

CCRS-CTE (HL) CCRS-CTE (HL-THR)

1.00

1.01 Demonstrate DoDEA's Career Ready Practices in course activities

a. Act as a responsible and contributing citizen and employee.

b. Apply appropriate academic and technical skills.

c. Attend to personal health and financial well‐being.

d. Communicate clearly and effectively and with the reason.

e. Consider the environmental, social and economic impacts of decisions.

f. Demonstrate creativity and innovation.

g. Employ valid and reliable research strategies.

h. Utilize critical thinking to make sense of problems and persevere in solving them.

i. Model integrity, ethical leadership and effective management.

j. Plan education and career paths aligned to personal goals.

k. Plan education and career paths aligned to personal goals.

l. Work productively in teams while using cultural global competence.

2.00

2.01 Identify basic levels of organization of the human body: chemical; cellular; tissue; organs; systems; organism 1

2.02 Analyze basic structures, functions, and planes of human body systems: 1

a. Skeletal (bone anatomy, axial and appendicular skeletal bones, functions of bones, ligaments, types of joints)

b. Muscular (microscopic anatomy of muscle tissue, types of muscle, locations of skeletal muscles, functions of muscles, tendons, directional movements)

c. Integumentary (layers, structures and functions of skin)

d. Cardiovascular (components of blood, structures and functions of blood components, structures and functions of the cardiovascular system, conduction system of the heart, cardiac cycle)

e. Lymphatic (structures and functions of lymphatic system, movement of lymph fluid)

f. Respiratory (structures and functions of respiratory system, physiology of respiration)

g. Nervous (structures and functions of nervous tissue and system, organization of nervous system)

DoDEA Career and Technical Education Course Competency Guide

Course Competency

This course develops students’ personal qualities, communication skills, and basic health care skills for application to a career in the health care profession. The course integrates understanding of body systems and diseases and disorders, legal and ethical boundaries within a healthcare environment, infection control and healthy behaviors.

Implementing DoDEA's Career Ready Practices

Human Anatomy and Physiology

h. Special senses (structures and functions of eye, ear, nose and tongue; identify senses for sight, hearing, smell, taste, touch)

i. Endocrine (endocrine versus exocrine, structures and functions of endocrine system, hormones, regulation of hormones)

j. Digestive (structures and functions of gastrointestinal tract, chemical and mechanical digestion, structures and functions of accessory organs)

k. Urinary (structures and functions of urinary system, gross and microscopic anatomy, process of urine formation, urine composition, homeostatic balance)

l. Reproductive (structures and functions of male and female reproductive systems, formation of gametes, hormone production and effects, menstrual cycle, and conception)

3.00

3.01

Describe common diseases and disorders of each body system (to include, but not limited to, cancer, diabetes, dementia, stroke, heart disease, tuberculosis, hepatitis, COPD, kidney disease, arthritis, ulcers, etc.), identifying etiology; pathology; diagnosis; treatment; and prevention. 1

3.02

Investigate complementary and alternative health practices as they relate to wellness and disease prevention (to include, but not limited to, Eastern medicine, holistic medicine, homeopathy, manipulative and natural therapies). 1

4.00

4.01 Report relevant information communication skills. 4 1,2

4.02 Interpret elements of verbal and non-verbal communication. 4 1

4.03 Discuss communication barriers. 4 1

4.04 Apply interpersonal communication skills. 4 1

4.05 Report relevant information in order of occurrence. 4 1,3

4.06 Organize, write and compile technical information and summaries. 1, 4 1,2

4.07 Use medical terminology within a scope of practice in order to interpret, transcribe, and communicate information, data, and observations. 1, 4 1,2

4.08 Analyze medical and dental terminology. 4 1

4.09 Interpret medical word roots, prefixes, and suffixes. 1, 4 1

4.10 Analyze words commonly used in medical/dental care. 1, 4 1

5.00

5.01 Differentiate between morality and ethics and the relationship of each to health care outcomes. 5,6

5.02 Differentiate between ethical and legal issues impacting health care. 1,5,6

5.03 Contrast personal, professional, and organizational ethics. 1,5,6

5.04 Analyze legal and ethical aspects of confidentiality (to inlcude, but not limited to, HIPAA, HITECH Act, and EMR/EHR security and protection). 2, 4,5,6

5.05 Follow mandated standards for workplace safety, to include but not limited to, OSHA, CDC, CLIA, security issues for specific Health Care facility. 2,3,4,5

5.06 Discuss bio-ethical issues related to health care. 5,6

5.07 Analyze and evaluate the implications of medical ethics. 5,6

5.08

Analyze legal responsibilities and implications of criminal and civil law: Malpractice, Negligence, Assault, Battery, Invasion of Privacy, Abuse, Libel and

Slander. 1,4,5,6

6.00

Diseases and Disorders

Communication Skills

Legal and Ethical Boundaries

Cultural, Social, and Ethnic Diversity

6.01 Discuss religious and cultural values as they impact healthcare (to include, but not limited to ethnicity, race, religion, gender). 1,6

6.02 Demonstrate respectful and empathetic treatment of ALL patients/clients (to include, but not limited to customer service, patient satisfaction, civility). 1,6

7.00

7.01 Explain principles of infection control: 1,2,3

a. Chain of infection

b. Mode of transmission (direct, indirect, vectors, common vehicle [air, food, water], healthcare-associated infections [nosocomial], opportunistic)

c. Microorganisms (non-pathogenic, pathogenic, aerobic, anaerobic)

d. Classifications (bacteria, protozoa, fungi, viruses, parasites)

7.02 Differentiate methods of controlling the spread and growth of microorganisms: 1, 2, 3

a. Aseptic control (antisepsis, disinfection, sterilization, sterile technique)

b. Standard precautions

c. Isolation precautions

d. Blood borne pathogen precautions

e. Vaccinations

8.00

8.01 Identify behaviors that promote health and wellness. 3

8.02 Describe strategies for prevention of disease: 3

a. Routine physical exams

b. Medical, dental, and mental health screenings

c. Community health education outreach programs

d. Immunizations

e. Stress management

f. Avoid risky behaviors

Healthy Behaviors

Infection Control

Course: PTH502-Health Science II

Career Cluster: Health Science

Pathway: Therapeutic Services-Patient Care

Credits: 2

Revision: Apr-18

Course Description:

CCRS-CTE (HL) CCRS-CTE (HL-THR)

1.00 Implementing DoDEA's Career Ready Practices

1.01 Demonstrate DoDEA's Career Ready Practices in course activities

a. Act as a responsible and contributing citizen and employee.

b. Apply appropriate academic and technical skills.

c. Attend to personal health and financial well‐being.

d. Communicate clearly and effectively and with the reason.

e. Consider the environmental, social and economic impacts of decisions.

f. Demonstrate creativity and innovation.

g. Employ valid and reliable research strategies.

h. Utilize critical thinking to make sense of problems and persevere in solving them.

i. Model integrity, ethical leadership and effective management.

j. Plan education and career paths aligned to personal goals.

k. Plan education and career paths aligned to personal goals.

l. Work productively in teams while using cultural global competence.

2.00 Anatomy and Physiology

2.01 Review body systems and planes. 1

2.02 Review related medical terminology. 1

3.00 Diseases and Disorders

3.01 Review body system diseases and disorders with related treatment regimes. 1

3.02 Compare the aging process among the body systems. 1

3.03

Review complementary and alternative health practices as they relate to wellness and disease prevention (such as: Eastern medicine, holistic medicine, homeopathy, manipulative and natural therapies). 1,6

4.00 Communication Skills

4.01 Apply and interpret the elements of communication using the basic sender-receiver-message-feedback model. 4 1,2

4.02 Demonstrate interviewing skills. 4 1

This course builds on the content introduced in Health Science I and is designed to develop students’ personal qualities, communication skills, and basic health care skills for application to a career in the health care profession. Students will be provided the opportunity to obtain First Aid and CPR certifications. Included are: applications of fundamental math principles to health care situations;

understanding safe work practices as they relate to the prevention of illness or injury to clients, co-workers and self; and demonstrating understanding through written and oral practice. Health Science II requires for students to complete a minimum 40 hour clinical internship.

Course Competency

DoDEA Career and Technical Education Course Competency Guide

4.03 Report subjective & objective information. 4 2

4.04 Analyze communications for appropriate response and provide feedback. 4 1,2

4.05 Organize, write and compile technical information and summaries. 4 1,2

4.06 Use medical terminology within a scope of practice in order to interpret, transcribe, and communicate information, data, and observations. 1,4 2

4.07 Model verbal and nonverbal communication. 4 1,2

4.08 Modify communication to meet the needs of the patient/client and be appropriate to the situation. 4 1

4.09 Listen attentively to verbal instruction, requests, and other information to verify accuracy. 4 1,2

4.10 Interpret technical materials used for health care practices and procedures. 1,4 2

5.0 Medical Mathematics

5.01 Demonstrate competency in basic math skills and mathematical conversions as they relate to healthcare. 1

a. Metric system (such as: centi, milli, kilo)

b. Mathematical (average, ratios, fractions, percentages, addition, subtraction, multiplication, division)

c. Conversions (height, weight/mass, length, volume, temperature, household measurements)

5.02 Demonstrate the ability to analyze diagrams, charts, graphs, and tables to interpret healthcare results. 1

5.03 Demonstrate use of the 24-hour clock/military time. 1

6.00 Health Care Delivery System

6.01 Compare and analyze healthcare delivery systems. 2

6.02

Predict where and how factors such as; cost, managed care, technology, an aging population, access to care, alternative therapies, and lifestyle/behavior changes may affect various health care delivery system models. 2

6.03 Analyze health care facilities, including government and non-profit agencies. 2

6.04 Discuss healthcare economics, common methods of payment, and trends for healthcare. 2

a. Private health insurance (such as: Blue Cross, Affordable Care Act - ACA)

b. Managed care (such as: HMOs, PPOs, medical home)

c. Government programs (Medicare, Medicaid, Tricare, and Workers’ Compensation)

6.05

Describe the responsibilities of consumers within the healthcare system (to include self-advocacy, patient compliance, provider and consumer obligations). 2

6.06 Assess the impact of emerging issues on healthcare delivery systems (to include technology, epidemiology, bioethics, socioeconomics). 2

7.00 Employability Skills of Health Professionals

7.01

Apply employability skills/professional decorum in healthcare environments (to include, but not limited to, flexibility, initatiative, integrity, loyalty, positive attitude, responsibility, teamwork, scope of practice, chain of command, etc.)

7.02 Adapt to the dynamics of change. 2

7.03 Adopt personal appearance and hygiene habits appropriate to the health care environment and industry expectations.

7.04 Interact appropriately and respectfully with diverse ethnic, age, cultural, religious, and economic groups in various employment and social situations. 1,2

7.05 Exhibit respectful and empathetic behavior when interacting with peers, superiors, subordinates, and patients in one-on-one and group situations. 1,2

8.00 Career Decision-Making

8.01

Explore a potential health science career path in at least one of the following health care services: diagnostic, therapeutic, information, or environmental.

8.02

Research levels of education, credentialing requirements, employment opportunities, workplace environments, and career growth potential for a service area.

9.00 Legal Implications

9.01 Evaluate and report behaviors and practices that could result in malpractice, liability, or negligence. 5

9.02 Comply with policies and requirements for documentation and record keeping. 5 2

9.03 Comply with established risk management criteria and procedures. 5

9.04 Comply with non-discriminatory laws. 5

9.05 Comply with institutional policy and procedure. 5 2

10.00 Legal Practices

10.01 Perform duties according to regulations, policies, laws, and legislated rights of clients. 5 2

10.02 Maintain clients rights according to the Patients' Bill of Rights and advance directives. 5

10.03 Practice within licensure, certification, registration, and legislated scope of practice. 5

10.04 Apply the doctrine of informed consent. 5

10.05 Evaluate technological threats to confidentiality. 5 2

10.06 Follow mandated standards for workplace safety, i.e., OSHA, CDC, CLIA, HIPAA, security issues for specific health care facility. 5 2

11.00 Legal and Ethical Boundaries

11.01 Differentiate between ethical and legal issues impacting health care. 1,5,6

11.02 Analyze legal and ethical aspects of confidentiality. 5,6

12.00 Ethical Practice

12.01 Report activities and behaviors by self and others that adversely affect the health, safety, or welfare of students, clients, or co-workers. 4,5,6 2

12.02 Practice responsibly within the ethical framework of the Patients' Bill of Rights, advance directives, and HIPAA. 5,6 1

13.00 Cultural, Social, and Ethnic Diversity

13.01 Analyze religious and cultural values as they impact healthcare (to include, but not limited to ethnicity, race, religion, gender). 1,5,6

13.02 Demonstrate respectful and empathetic treatment of ALL patients/clients (to include, but not limited to customer service, patient satisfaction, civility). 1,5,6

14.00 Infection Control

14.01 Apply principles of infection control. 1,2,3,4

14.02 Differentiate, analyze, and/or apply methods of controlling the spread and growth of microorganisms. 1,2,3

a. Aseptic control (antisepsis, disinfection, sterilization, sterile technique)

b. Standard precautions

c. Isolation precautions

d. Blood borne pathogen precautions

e. Vaccinations

15.00 Personal Safety

15.01 Apply personal safety procedures based on Occupational Safety and Health Administration (OSHA) and Centers for Disease Control (CDC) regulations. 1,3

15.02 Demonstrate principles of body mechanics and ergonomics. 1,3

16.00 Environmental Safety

16.01 Modify the environment to create safe working conditions. 1,2,3

16.02 Prevent accidents by applying proper safety techniques. 1,2,3

a. Ergonomics

b. Safe operation of equipment

c. Patient/client safety measures (check area for safety)

17.00 Common Safety Hazards

17.01

Observe and apply all safety standards related to Occupational Safety and Health Administration (OSHA), Centers for Disease Control (CDC) guidelines, and the Occupational Exposure to Hazardous Chemicals Standard (Safety Data Sheets (SDSs)) (www.osha.gov), to include, but not limited to: 2,3

a. Adhere to hazardous labeling requirements.

b. Comply with safety signs, symbols, and labels.

c. Take appropriate action when observing a hazardous material problem.

d. Apply safety principles within given environments.

e. Handle hazardous chemicals commonly used in the health care environment in an appropriate manner.

18.00 Emergency Procedures and Protocols

18.01 Practice and demonstrate fire safety and prevention in a health care setting. 2,3

18.02 Interpret and review an emergency plan/evacuation plan for a health care setting in response to a natural disaster, fire safety, or other emergency. 2,3

18.03

Apply principles of basic emergency response in natural disasters and other emergencies (safe location, contact emergency personnel, follow facility protocols). 2,3

19.00 Health Care Teams

19.01 Evaluate the roles and responsibilites of team members in a health care team. 2,4 2

19.02 Apply the team concept in providing quality patient care. 2,4 2

19.03 Respond to given critical situations appropriately as a member of a health care team. 2,4 2

20.00 Healthy Behaviors

20.01 Apply behaviors that promote health and wellness. 3

20.02 Advocate available preventive health screening and examinations. 3

20.03 Use practices that promote the prevention of disease and injury. 1,3

20.04 Use appropriate safety practices as related to high-risk behaviors. 3

21.00 Communication Technology

21.01 Adhere to information systems policies, procedures, and regulations as required by facilites, as well as be national, state, and local entities. 2 2

22.00 Nursing Skills/Clinical Internship/Certification

22.01 If eligible, complete a (minimum) 40 hour clinic internship at an approved health care facility. 3,4

22.02 Demonstrate competencies of Nurse-Aid technical skills. 3,4

22.03 Demonstrate safety procedures to protect clients, co-workers, and self. 2,3 3,4

22.04 Renew or obtain American Heart Association's Basic Life Support (BLS) certification. 1 3,4

22.05 If eligible, participate in the National Nurse Aid Assessment Program (NNAAP) Exam. 3,4

MODEL CURRICULUM

FOR

PHARMACY TECHNICIAN EDUCATION AND TRAINING PROGRAMS

FIFTH EDITION

ASHP (American Society of Health-System Pharmacists) 4500 East-West Highway, Suite 900

Bethesda, MD 20814

Accreditation Council for Pharmacy Education (ACPE) 190 S. LaSalle Street, Suite 2850

Chicago, IL 60603

©Copyright, 2018 American Society of Health-System Pharmacists. All rights reserved.

ACKNOWLEDGEMENTS

For their help in revising the Model Curriculum for Pharmacy Technician Education and Training Programs (Model Curriculum) thanks go to:

Pharmacy Technician Advisory Board

Hope Ballard, CPhT Program Director Fortis Institute Cookeville Cookeville, TN

Charles E. Daniels, B.S. Pharm., Ph.D., FASHP Director, Department of Pharmacy University of California, San Diego Health San Diego, CA

Michael Diamond, M.Sc.

President World Resources Chicago Evanston, IL

Barbara Giacomelli, Pharm.D., M.B.A., FASHP Vice President McKesson RxO McKesson Health Systems Morristown, NJ

Jacqueline Hall, RPH, M.B.A.

Pharmacy Manager, Walgreens Director of Pharmacy Services, St. Vincent de Paul Community Adjunct Clinical Assistant Professor, Xavier University COP New Orleans, LA

Janet Kozakiewicz, M.S., Pharm.D., FASHP Director of Pharmacy Services Yale New Haven New Haven, CT

Barbara Lacher, B.S., RPhT, CPhT Assistant Program Director & Associate Professor of Pharmacy

ASHP / ACPE Staff

Eric M. Grace, M.S.T., B.A.

Director, Standards Development and Training, Accreditation Services

ASHP

Bethesda, MD

Lisa S. Lifshin, R.Ph.

Sr. Director, Pharmacy Technician Program Accreditation & Residency Services, Accreditation Services

ASHP

Bethesda, MD

Janet A. Silvester, Pharm.D., M.B.A., FASHP Vice President, Accreditation Services

ASHP

Bethesda, MD

Peter H. Vlasses, Pharm.D., DSc(Hon), FCCP Executive Director Accreditation Council for Pharmacy Education Chicago, IL

Jeffery W. Walden, Ph.D.

Associate Executive Director Accreditation Council for Pharmacy Education Chicago, IL

Technician Program North Dakota State College of Science Fargo, ND

Michael A. Mone, RPh, J.D., FAPHA V.P. Anti-Diversion & Supply Chain Integrity & Sr. Regulatory Counsel Healthcare Supply Chain Services Cardinal Health Dublin, OH

Doris Jean (Jeannie) McDaniel-Pappas, RPT, CPhT Pharmacy Technician Program Director Pinellas Technical College St. Petersburg, FL

Kathleen S. Pawlicki, B.S.Pharm., M.S., RPh, FASHP Vice President and Chief Pharmacist Beaumont Health Royal Oak, MI

Matthew A. Rewald, B.S., CPhT Coordinator, Pharmacy Technician Education & Assistant Professor of Pharmacy Mayo Clinic Rochester, MN

ASHP Contract Surveyors

W. Renee Acosta, R.Ph., M.S.

Clinical Assistant Professor Division of Pharmacy Practice, College of Pharmacy The University of Texas at Austin Austin, TX

Mary B. McHugh, Pharm.D., R.Ph.

Professor Missoula College-University of Montana Missoula, MT

Sheri Roumell, B.S., CPhT, RPT Glenrock, WY

INTRODUCTION TO THE FIFTH EDITION

Model Curriculum for Pharmacy Technician Education and Training Programs (Model Curriculum) provides details on how to meet the new ASHP/ACPE Accreditation Standards for Pharmacy Technician Education and Training Programs (Standards). This edition of the Model Curriculum reflects changes to the ASHP/ACPE Accreditation Standards for Pharmacy Technician Education and Training Programs that was approved by the ASHP Board of Directors in June of 2018. The new set of Key Elements took into consideration the recommendations from the February 2017 Pharmacy Technician Stakeholder Consensus Conference, the most recent task analysis or blue print of national technician certification examinations, and other current practice trends. The new Standards are intended to be responsive to changes in the pharmacy profession and the evolving role of pharmacy technicians. The Model Curriculum includes standards and key elements for Entry-Level and Advanced-Level of technician education and training, resulting in some significant revisions. Summary of changes to the Standards include:

• Entry-level and Advanced-level pharmacy technician education and training standards have replaced the previous concept of one level of pharmacy technician education and training.

• Programs can choose to offer an Entry-level, an Advanced-level, or a combination of Entry-level and Advanced-level pharmacy technician education and training programs.

• All students need to complete an Entry-level program to pursue Advanced-level education and training or can complete a program that prepares for both levels as a continuous program.

• Standards have been reorganized into three sections with the competency expectations being moved to the forefront.

• The Standards have been restructured into 15 standards with key elements of each standard that need to be met.

• For some of the Standards, the key elements are broken into Entry-level and Advanced-level.

• These Standards no longer include the words “must” and “should”. The Standards are declarative statements of expectation.

• Minimum hour requirements have been edited to reflect education and training needs for Entry-level and Advanced-level competencies.

• More emphasis on collaborative behaviors and workflow with pharmacist and health care staff.

The Model Curriculum includes the required Key Elements for each of the standards and corresponding competencies, as well as examples of learning activities for each portion of the program, including didactic, simulated (lab), and experiential program components as described in the overview below. The Model Curriculum is intended to guide new programs that have recently begun, as well as existing programs that are reviewing their curriculum to meet the new Standards.

The new Model Curriculum may be used in an interactive manner, as a template to which programs may add notes and/or additional activities to the columns that describe the different program component learning modalities. Simply use a different font and/or color to add your own activities to describe how your program is teaching the Key Elements to meet a particular standard. The template can be used as evidence during an accreditation survey.

OVERVIEW

The format of the Model Curriculum includes four columns for each Key Element, described in the chart below. A Key Element is defined as broad area of capability that students need to be able to achieve to meet the particular standard. The Learning Modality examples provided for each Key Element are suggestions only, as other options and additional content/activities may be utilized at the discretion of each program.

Always have students act in accordance with relevant state laws and regulations at the experiential site, with oversight of the Preceptor and/or Pharmacist where appropriate or necessary.

Column 1:

Standard Key Element

Column 2:

Didactic Content and Topics

Column 3:

Sample Simulation Activities

Column 4:

Sample Experiential Activities

Key Elements are descriptions of what learners must be able to do, to achieve the associated aspects and competencies to meet the Standard.

Didactic content and topic examples to teach learners, so they may obtain the knowledge and ability to meet the Key

Elements.

Sample activities for the simulated (lab) portion of the program that teach learners, so they may obtain the knowledge and ability to meet the Key Elements.

Sample activities for the experiential portion of the program that teach learners, so they may obtain the knowledge and ability to meet the Key Elements.

The Model Curriculum Key Elements are categorized into the following areas.

STANDARD CATEGORIES:

1. Personal/Interpersonal Knowledge and Skills

2. Foundational Professional Knowledge and Skills

3. Processing and Handling of Medications and Medication Orders

4. Patient Care, Quality and Safety Knowledge and Skills

5. Regulatory and Compliance Knowledge and Skills

6. Authority and Responsibility provided to Program Director

7. Strategic Plan

8. Advisory Committee

9. Curricular Length

10. Curricular Composition and Delivery

11. Student Recruitment, Acceptance, Enrollment, and Representation

12. Faculty/Instructors

13. Documentation

14. Assessment of Competency Expectations

15. Assessments of Structure and Process

The Key Elements are listed by Standard Categories below as they pertain to the Model Curriculum (Standards 1-5).

Standard 1: Personal/Interpersonal Knowledge and Skills

ENTRY-LEVEL

1.1 Demonstrate ethical conduct.

1.2 Present an image appropriate for the profession of pharmacy in appearance and behavior.

1.3 Demonstrate active and engaged listening skills.

1.4 Communicate clearly and effectively, both verbally and in writing.

1.5 Demonstrate a respectful and professional attitude when interacting with diverse patient populations, colleagues, and professionals.

1.6 Apply self-management skills, including time, stress, and change management.

1.7 Apply interpersonal skills, including negotiation skills, conflict resolution, customer service, and teamwork.

1.8 Demonstrate problem solving skills.

ADVANCED-LEVEL

1.9 Demonstrate capability to manage or supervise pharmacy technicians in matters such as conflict resolution, teamwork, and customer service.

1.10 Apply critical thinking skills, creativity, and innovation.

1.11 Apply supervisory skills related to human resource policies and procedures.

1.12 Demonstrate the ability to effectively and professionally communicate with other healthcare professionals, payors and other individuals necessary to serve the needs of patients and practice.

Standard 2: Foundational Professional Knowledge and Skills

2.1 Explain the importance of maintaining competency through continuing education and continuing professional development.

2.2 Demonstrate ability to maintain confidentiality of patient information, and understand applicable state and federal laws.

2.3 Describe the pharmacy technician’s role, pharmacist’s role, and other occupations in the healthcare environment.

2.4 Describe wellness promotion and disease prevention concepts.

2.5 Demonstrate basic knowledge of anatomy, physiology and pharmacology, and medical terminology relevant to the pharmacy technician’s role.

2.6 Perform mathematical calculations essential to the duties of pharmacy technicians in a variety of settings.

2.7 Explain the pharmacy technician's role in the medication-use process.

2.8 Practice and adhere to effective infection control procedures.

ADVANCED-LEVEL

2.9 Describe investigational drug process, medications being used in off-label indications, and emerging drug therapies.

2.10 Describe further knowledge and skills required for achieving advanced competencies.

2.11 Support wellness promotion and disease prevention programs.

Standard 3: Processing and Handling of Medications and Medication Orders

3.1 Assist pharmacists in collecting, organizing, and recording demographic and clinical information for the Pharmacists’ Patient Care Process.

3.2 Receive, process, and prepare prescriptions/medication orders for completeness, accuracy, and authenticity to ensure safety.

3.3 Assist pharmacists in the identification of patients who desire/require counseling to optimize the use of medications, equipment, and devices.

3.4 Prepare patient-specific medications for distribution.

3.5 Prepare non-patient-specific medications for distribution.

3.6 Assist pharmacists in preparing, storing, and distributing medication products including those requiring special handling and documentation.

3.7 Assist pharmacists in the monitoring of medication therapy.

3.8 Maintain pharmacy facilities and equipment.

3.9 Use information from Safety Data Sheets (SDS), National Institute of Occupational Safety and Health (NIOSH) Hazardous Drug List, and the United States Pharmacopeia (USP) to identify, handle, dispense, and safely dispose of hazardous medications and materials.

3.10 Describe Food and Drug Administration product tracking, tracing and handling requirements.

3.11 Apply quality assurance practices to pharmaceuticals, durable and non-durable medical equipment, devices, and supplies.

3.12 Explain procedures and communication channels to use in the event of a product recall or shortage, a medication error, or identification of another problem.

3.13 Use current technology to ensure the safety and accuracy of medication dispensing.

3.14 Collect payment for medications, pharmacy services, and devices.

3.15 Describe basic concepts related to preparation for sterile and non-sterile compounding.

3.16 Prepare simple non-sterile medications per applicable USP chapters (e.g., reconstitution, basic ointments and creams).

3.17 Assist pharmacists in preparing medications requiring compounding of non-sterile products.

3.18 Explain accepted procedures in purchasing pharmaceuticals, devices, and supplies.

3.19 Explain accepted procedures in inventory control of medications, equipment, and devices.

3.20 Explain accepted procedures utilized in identifying and disposing of expired medications.

3.21 Explain accepted procedures in delivery and documentation of immunizations.

3.22 Prepare, store, and deliver medication products requiring special handling and documentation.

ADVANCED-LEVEL

3.23 Prepare compounded sterile preparations per applicable, current USP Chapters.

3.24 Prepare medications requiring moderate and high level non-sterile compounding as defined by USP (e.g., suppositories, tablets, complex creams).

3.25 Prepare or simulate chemotherapy/hazardous drug preparations per applicable, current USP Chapters.

3.26 Initiate, verify, and manage the adjudication of billing for complex and/or specialized pharmacy services and goods.

3.27 Apply accepted procedures in purchasing pharmaceuticals, devices, and supplies.

3.28 Apply accepted procedures in inventory control of medications, equipment, and devices.

3.29 Process, handle, and demonstrate administration techniques and document administration of immunizations and other injectable medications.

3.30 Apply the appropriate medication use process to investigational drugs, medications being used in off-label indications, and emerging drug therapies as required.

3.31 Manage drug product inventory stored in equipment or devices used to ensure the safety and accuracy of medication dispensing.

Standard 4: Patient Care, Quality and Safety Knowledge and Skills

ENTRY-LEVEL

4.1 Explain the Pharmacists’ Patient Care Process and describe the role of the pharmacy technician in the patient care process.

4.2 Apply patient- and medication-safety practices in aspects of the pharmacy technician's roles.

4.3 Explain how pharmacy technicians assist pharmacists in responding to emergent patient situations, safely and legally.

4.4 Explain basic safety and emergency preparedness procedures applicable to pharmacy services.

4.5 Assist pharmacist in the medication reconciliation process.

4.6 Explain point of care testing.

4.7 Explain pharmacist and pharmacy technician roles in medication management services.

4.8 Describe best practices regarding quality assurance measures according to leading quality organizations.

ADVANCED-LEVEL

4.9 Verify measurements, preparation, and/or packaging of medications produced by other healthcare professionals.

4.10 Perform point-of-care testing to assist pharmacist in assessing patient's clinical status.

4.11 Participate in the operations of medication management services.

4.12 Participate in technical and operational activities to support the Pharmacists’ Patient Care Process as assigned.

4.13 Obtain certification as a Basic Life Support Healthcare Provider.

Standard 5: Regulatory and Compliance Knowledge and Skills

5.1 Describe and apply state and federal laws pertaining to processing, handling and dispensing of medications including controlled substances.

5.2 Describe state and federal laws and regulations pertaining to pharmacy technicians.

5.3 Explain that differences exist between states regarding state regulations, pertaining to pharmacy technicians, and the processing, handling and dispensing of medications.

5.4 Describe the process and responsibilities required to obtain and maintain registration and/or licensure to work as a pharmacy technician.

5.5 Describe pharmacy compliance with professional standards and relevant legal, regulatory, formulary, contractual, and safety requirements.

5.6 Describe Occupational Safety and Health Administration (OSHA), National Institute of Occupational Safety and Health (NIOSH), and

United States Pharmacopeia (USP) requirements for prevention and treatment of exposure to hazardous substances (e.g., risk assessment, personal protective equipment, eyewash, spill kit).

5.7 Describe OSHA requirements for prevention and response to blood-borne pathogen exposure (e.g., accidental needle stick, post-exposure prophylaxis).

5.8 Describe OSHA Hazard Communication Standard (i.e., “Employee Right to Know”).

ADVANCED-LEVEL

5.9 Participate in pharmacy compliance with professional standards and relevant legal, regulatory, formulary, contractual, and safety requirements.

5.10 Describe major trends, issues, goals, and initiatives taking place in the pharmacy profession.

MODEL CURRICULUM

for Pharmacy Technician Education and Training Programs

STANDARD 1: Personal/Interpersonal Knowledge and Skills

ENTRY-LEVEL LEARNING MODALITIES

KEY ELEMENT Didactic Simulated (Lab) Experiential

1.1 Demonstrate

ethical conduct.

Instructor:

Teach/Train/Explain/Define/Review material regarding ethical conduct (e.g., “ethics” definition).

Examples:

Combine ethically challenging situations with other lab activities that require students to apply ethical judgment and decisions.

Describe sample ethical situations and ask students to describe and justify ethical responses.

Examples:

Have students demonstrate ethical responses when called for.

Ask students to describe ethical challenges they encountered and how they responded to them.

1.2 Present an

image appropriate for the profession of pharmacy in appearance and behavior.

Instructor:

Teach/Train/Explain/Define/Review how pharmacy technicians present an image appropriate for the profession, in appearance and behavior, including the following topics:

o appropriate attire o appropriate hygiene o professional attitude and demeanor o behavior during challenging situations

Examples:

Have students dress the way they would on a job and give constructive feedback as needed.

Role-play challenging situations and how to professionally handle them.

Show or describe various appearances of technicians and ask if they are acceptable, why or why not and how unacceptable appearances can be improved.

Have students describe how they would respond professionally in challenging situations.

Give examples of professional and

Examples:

Exhibit appropriate dress, hygiene and behavior at the experiential site.

Ask students to describe challenging situations they encountered. Have them describe how they handled the situation and discuss ways it might have been handled more effectively, if needed.

informal communications and ask students which are appropriate.

Have them translate informal communications into a professional communication style.

1.3 Demonstrate

active and engaged listening skills.

Instructor:

Teach/Train/Explain/Define/Review how pharmacy technicians demonstrate active and engaged listening skills (e.g., body language).

Simulate common spoken communications with patients/customers, role-playing typical interpersonal situations with distracting elements in the environment.

Example:

Observe students to ensure they are engaged and…