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HOSA in the Classroom

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Title: HOSA in the Classroom


1
HOSA in the Classroom
2
Why HOSA in the Classroom?
  • HOSA is an integral part of the Health
    Occupations Education program and provides an
    enhancement to the objectives taught in the
    classroom.
  • The value of HOSA competitive events program is
    twofold.

3
  • Teachers can use the program as a motivational
    and recognition tool by encouraging students to
    participate in local, area, state and national
    competitive events.
  • Teachers can also use the competitive events
    program tools to enhance classroom instruction.

4
Why does HOSA Sponsor a National Competitive
Events Program?
  • HOSAs origins are in the curriculum -When HOSA
    was created as an integral part of the
    curriculum, it was designed to support and
    reinforce classroom learning outcomes not the
    other way around.
  • HOSAs purpose is learning - What HOSA does is
    motivate students to learn. HOSA conferences,
    events, and partnerships all motivate Health
    Science Technology Education students to do more
    than would be reasonable within the classroom
    walls.

5
  • HOSA's learning value reaches program content and
    beyond - HOSA members learn HOE goals and
    competencies, and they learn them well. They also
    learn about leadership, responsibility, teamwork,
    communication, and other real world skills.

6
The HOSA Competitive Events Program can be a
powerful instructional tool.
  • When you focus on the purpose of the competitive
    events program, you focus on achieving HOE goals.
    The goals are achieved through the process not
    the reward!
  • What are the REAL goals?

7
  • Learning
  • Fun (relationships)
  • Self-respect and personal satisfaction
  • These goals are achieved when students take part
    in the competitive events program. They are not
    dependent on winning but rather on
    participating in the process.

8
  • The medals are NOT the goal - they are the reward
    we use to motivate students to achieve the goals.
     

9
Guiding Thoughts about Competitive Events
  • The priority is to offer the best learning
    experience possible through Health Occupations
    Education. HOSA is a part of that process.   
  • The value of competitive events happens before
    the competition. It is the learning that takes
    place in the days, weeks and months BEFORE the
    competition.   

10
  • The competitive events program is designed to be
    comprehensive, challenging, and efficient, with
    minimal duplication of effort.   
  • The competitive events program is not just a
    bunch of events its a comprehensive PROGRAM.

11
  • Participation in the HOSA National Competitive
    Events program can reinforce classroom learning.
  • Quite often we see an improvement in classroom
    performance in students who participate in
    competitive events.
  • This happens when learning becomes a choice for
    students, instead of something that is forced
    upon them.

12
The learning outcomes of involvement in CE can be
summarized as follows
  • Health Science Events (Terminology, Math,
    Spelling and Knowledge) reinforce and remind
    students of fundamental concepts of Health
    Science Technology Education. These events should
    serve as a review for students who plan to
    continue their education, as the terminology of
    medicine is central to all health professions.

13
  • Health Professions Events (Skill events) help
    individualize skill instruction based on the
    students career goal. They provide the outline
    for individualized units of instruction in a
    comprehensive HOE class, or support actual
    classroom goals for career-specific courses.
    Specifically, students who plan to pursue any
    health career could learn the knowledge and
    skills associated with the event as their
    individualized instructional plan for a unit on
    career development.

14
  • Emergency Preparedness Events (CPR, EMT, CERT,
    Emergency Preparedness, Epidemiology, MRC) help
    build teamwork skills while strengthening
    individual and team skill instruction for
    emergency situations.

15
  • Leadership Events (Health Poster, Speaking,
    Writing, Job Seeking, Medical Photography)
    strengthen the leadership and basic communication
    skills of future healthcare professionals using
    many forms of communication.

16
  • Teamwork Events help build teamwork skills while
    strengthening understand of the medical community
    (Community Awareness, Medical Reading, Health
    Education, Public Service Announcement), medical
    knowledge (HOSA Bowl, Biomedical Debate) careers
    (Career Health Display, Forensic Medicine) and
    critical thinking (Parliamentary Procedure and
    Creative Problem Solving.)

17
  • Recognition Events provide an opportunity for
    community service (National Service Project,
    Barbara James) and recognition (National
    Recognition Program, Outstanding HOSA Chapter,
    Chapter Newsletter, HOSA Week).

18
  • Participating in the HOSA National Competitive
    Events program gives the HOE student a golden
    opportunity to network with health care
    professionals beyond the classroom and clinical
    experience. The added learning supports the
    students ability to make informed personal
    career decisions, and to become a contributing
    member of the health care community.

19
  • Using HOSA in the Classroom

20
Health Science Events
  • Testing Medical Terminology
  • Print the guidelines, explain the test plan.
  • Using the unit terminology list have the
    students write definitions for the words.
  • Next, have the students write at least 20
    multiple choice items to measure the terminology
    content.
  • Then have them develop a test plan based on
    their questions. (This uses math to find
    percentages.)
  • Take up the assignment and then give the tests
    to the students the next day to complete for a
    daily grade. (Make sure you do not give a
    student their own test.)

21
  • For the Medical and Dental Spelling tests,
    simply write the definition and then four
    response choices.
  • For example The largest bone in the body is
    the
  • A. Feemer.
  • B. Femur.
  • C. Feemur.
  • D. Femer.

22
Health Professions Events
  • Skill Events
  • Different states, facilities, organizations and
    authors may differ on specific skill
    requirements.
  • HOSA operates a National program and must be
    sensitive to differences in skill procedures.
  • We believe the students have the right to know
    the standards to which they will be held
    accountable.

23
  • HOSA does not believe that one specific text
    resource is better than another.
  • We do believe that it helps students to know the
    source of steps in a specific procedure, which is
    why a resource is selected and published in event
    guidelines.

24
  • The skill events also have a test prior to the
    skill round. There are many reasons for including
    a Round One test, including
  • Tests mirror the industry. Most health
    professions use testing to qualify a candidate
    for certification or licensure. HOSA strives to
    model professional standards by requiring that
    students demonstrate an understanding of the
    skills in addition to being able to perform the
    skills.

25
  • Testing raises the bar. HOSA believes that
    students who must take a test in order to qualify
    for Round Two will work harder and study more
    than students who do not have a test. For that
    reason, testing raises the learning value of the
    event.   
  • There is a correlation between test scores and
    skill scores. For years, HOSA gathered evidence
    by comparing skill scores to test scores. We
    found that, consistently, students who are highly
    skilled are also knowledgeable. Students who
    performed very poorly on skills also performed
    poorly on the tests.

26
  • HOSA uses a 70 rule in national competitive
    events skills and encourages chapter advisors to
    use the same standard (or higher) in classroom
    skill instruction.
  • The 70 rule means that competitors must score at
    least 70 of the total possible score for a skill
    (or combined skills) in order to be recognized in
    National Competition. For example, lets assume a
    student in Nursing Assisting is going to Make an
    Occupied bed and then Measure and Record Vital
    Signs.

27
  • Skill Points Possible 70 Make an Occupied Bed 71
    50 Measure and Record Vital Signs 96 67 Total 167
    117 In order for a student to earn finalist
    honors or a medal in this event, he or she must
    score a 117 or higher on the skills.

28
  • Skill Points Possible 70
  • Make an Occupied Bed 71 50
  • Measure and Record Vital Signs 96 67
  • Total 167 117
  • In order for a student to earn finalist honors
    or a medal in this event, he or she must score a
    117 or higher on the skills.
  • The test score does NOT count in the 70 rule.

29
Skill Chart
30
Practicing Skills
  • Select a HOSA skill checklist from the event
    guidelines as a skill rubric for instruction in
    classroom skills.   
  • Have students practice the skill using the
    selected skill checklist.   
  • Allow fellow students to serve as the judges in
    rating the student on the skill (2-3 judges per
    skill). It is often a good learning experience to
    allow students to chance to see how it feels to
    judge.   
  • Debrief the activity

31
  • How many students earned perfect skill scores?
    How did that feel?   
  • For those who didnt earn perfect scores, why
    didnt they? What would it take to get a perfect
    score?   
  • Did all the judges who judged a skill end up with
    the same rating? Can you explain why? Or why not?
      
  • Did the student performing the skill think he/she
    earned a better score than actually achieved?
    What does that tell us?   
  • Have students read Your Ticket to Orlando . Do
    they agree with the article? Why or why not?
    http//www.hosa.org/emag/articles/news_october03_p
    g5.pdf

32
Clinical Specialty
  • In this assignment you will be using the Clinical
    Specialty event guidelines as a career
    exploration project.   
  • Give students a copy of the Clinical Specialty
    guidelines and a copy of the article Clinical
    Specialty from the HOSA e-Magazine.   
  • Instruct students to follow the rules outlined in
    the guidelines, with the exception of the career
    choice. For this assignment, students should
    either choose the health career they plan to
    pursue, or a career they wish to know more about.
      

33
  • Note If students wish to use this project for
    future HOSA competition, they would need to
    assure that the career choice does fall within
    the guidelines.   
  • Provide class time for independent research on
    this project. Provide direction and
    encouragement.   
  • Depending on the time available and classroom
    circumstances, the teacher may wish to eliminate
    the skill portion of the assignment.   
  • Bring in community health professionals to
    judge the final product. Involving parents and
    school administrators can also provide positive
    publicity for your program. Dont hesitate to
    invite your local newspapers. They like to write
    about innovative learning activities in schools.

34
Leadership Events
  • Leadership events are designed to promote
    leadership and learning in HOE students. This
    category offers a series of events and rubrics
    that are readily integrated into any unit of
    instruction in all HOE courses.
  • The HOSA events in this category reinforce
    cognitive, creative and real-world skills. As
    classroom tools, these events can be used to
    reinforce the content in all HOE courses and
    serve to reinforce basic skills.

35
Extemporaneous Health Poster
  • This event should become a regular in your
    classroom because it develops a students
    thinking skills and creativity and provides a
    lasting instructional tool (posters!).
  • In the classroom, use the concept and rating
    sheet (rubric) but not the competition.   
  • Try to assign each student or group a different
    topic. For example, when teaching the Endocrine
    system, assign each group a different disease or
    disorder.
  • Be sure the topic is complex. Assigning the
    function of the digestive system requires more
    thought than simply assigning the anatomy of the
    digestive system.

36
  • This makes an excellent homework assignment.
    Depending on the availability of resources, the
    teacher may assign the topic as homework to be
    created in draft format on a plain sheet of
    paper, then transferred in the classroom to
    poster board provided by the teacher.   
  • One teacher assigned each student a health hero
    about 2 weeks before starting that unit. The
    assignment was to create a poster about the
    person assigned. When it was time to begin the
    unit on historical perspectives in health care,
    the walls of the room were filled with posters
    that told of each individuals accomplishments

37
  • Be sure to display student posters. If the topic
    is a public health issue, display the posters
    around campus.   
  • This is the type of assignment to do twice a
    semester.   
  • When using this process, you may notice one or
    two lower performing students do exceptionally
    well with this type of assignment.

38
Job Seeking Skills
  • This event is an excellent tool for reinforcing a
    unit of instruction on finding and securing a
    job. In this instance, implementing every step of
    the event exactly as written in the guidelines is
    a good idea.
  • Use judges and choose them wisely. School or
    central office administrators make good judges.
    Invite a health care personnel director. Remember
    that whomever you choose, the judge will come
    away with a better understanding of the Health
    Science program and the quality of your students.

39
  • Another option is to use parts of the process in
    a role play situation. If you are teaching about
    historical figures in health care, have students
    create a resume for an assigned historical
    figure. If you are teaching a career unit, have
    students act out an interview between an employer
    and someone pursuing a specific assigned career.
    Let students take on the roles of interviewer and
    interviewee.

40
  • Integrate Job Seeking Skills into classroom
    instruction.   
  • This event works well as the culmination of a job
    seeking skills unit.   
  • Be sure to let students know the process you will
    be using. Give students the rating sheet or tell
    them where to find the rating sheet on HOSAs
    website.

41
Prepared Speaking and Extemporaneous Speaking
  • Speaking events are an excellent tool for
    developing student learning and leadership
    skills. These events can easily be adjusted to
    meet the desired learning outcomes in the
    classroom.
  • In many classrooms, writing a speech is a
    homework assignment. Assign a variety of topics
    that relate to course content, and be sure to add
    an element that requires higher order thinking
    skills. Rather than assign Diabetes have them
    write a speech from the perspective of someone
    who has just been diagnosed with diabetes.

42
  • Extemporaneous speaking can provide a fun method
    of reviewing for a midterm or final exam. Here is
    one way to do use this event
  • Explain what will be done at least 2 days ahead
    of time.  
  • Give students topic areas to study.   
  • Put the name of the speech in an envelope and let
    students draw a topic. Make the topic fun,
    creative, and related to the areas for review.
      
  • Reduce preparation time to one minute. While one
    student is preparing you can be rating the
    student who just spoke.   
  • Another option would be to have students write
    down important points after each speech both
    based on what they heard and what they know
    themselves. The teacher can clarify those points.
    Remember, this is a review!

43
General Rules for Classroom Speeches
  • When speeches are to be given in class, often the
    time is adjusted down in order to take up less
    class time and assure that all students have a
    chance to give their speech.   
  • Sometimes students are terrified of speaking in
    front of classmates. Some teachers will allow a
    student to give the speech to the teacher in
    private.

44
  • The first time you assign classroom speeches,
    allow students to give the speeches in pairs or
    small groups. It is sometimes easier to give a
    speech when the parts are shared by another
    classmate.   
  • You can allow students to use the HOSA event
    rating sheet to evaluate the speeches of their
    peers.

45
  • Finally, it is often an interesting experience to
    have a teacher give a speech while students rate
    the speech using the HOSA event rating sheet.
    What we find is that the scores will range from a
    high of 100 to a low of about 60. This is because
    of the subjective nature of evaluating speaking
    skills.

46
  • Integrate either Extemporaneous Speaking,
    Prepared Speaking, or Researched Persuasive
    Speaking into classroom instruction.   
  • Determine what event (process) you will use and
    for what content.   
  • Write out the process you will use. Give students
    a copy of the process and rating sheet.   

47
  • Be sure to develop a process that makes good use
    of class time and requires students to THINK! For
    example, rather than assign organs in the
    digestive system and have students talk about the
    facts, have them write a speech such as Why its
    so bad if you lose your liver. Or something
    creative.

48
Extemporaneous Writing
  • This event lends itself to all types of classroom
    content while reinforcing an important basic
    skill. As a homework assignment, classroom
    activity or assessment, Extemporaneous Writing
    should be frequently used in the HSTE classroom.
  • Be sure students have a copy of the rating sheet
    (rubric) before starting this or any assignment
    that uses HOSA competitive events. Students need
    to know the standards by which they will be
    evaluated.

49
  • There are many websites available to help
    students improve writing skills. Here are just a
    few
  • Writing Tips Essay Builder from WritingDEN
    http//www2.actden.com/writ_den/tips/essay/  
  • The Guide to Writing a Basic Essay
    http//members.tripod.com/lklivingston/essay/ 
  • Paradigm Online Writing Assistant
    http//www.powa.org/  
  • Top 10 Essay Writing Tips http//www.studentnow.co
    m/features/essayswritingtips.html

50
  • Integrate Extemporaneous Writing into classroom
    instruction.   
  • Give students a copy of the EW rating sheet and
    an essay topic.   
  • Have students write their first draft, and then
    schedule a day in the Internet lab. Students
    should use the time to review Internet resources
    that provide instruction on writing an essay, and
    let them revise their essays using what they
    learned doing their Internet research.   
  • Note to teacher Students typically write LOTS of
    papers in college. You can help them to create a
    tremendously good essay by teaching them how to
    write and rewrite a good essay.

51
Researched Persuasive Speaking
  • This event combines research, writing and
    speaking. As a classroom assignment it is often
    done as a major classroom project.
  • This event differs from other speaking events in
    that it asks students to defend a point of view.
    As a classroom assignment, the teacher should
    assign a topic based on course content, and allow
    students to support an opinion on either side of
    the topic.
  • Researched persuasive speaking involves current
    health-related issues. Students are often
    required to do Internet research. The HOE teacher
    should help students understand the following
    guidelines.

52
Internet Research Guidelines
  • Internet resources must be evaluated for
    accuracy.   
  • Identify and develop your topic.   
  • Use more than one search engine. A few common
    search engines are   
  • Yahoo    www.yahoo.com
  • HotBot    www.hotbot.com

53
  • Google    www.google.com
  • For a complete listing of search engines go to
    http//library.albany.edu/internet/engines.html
  • Search engines provide a number of features to
    help with your search, so be sure to read any of
    the help menu or advanced search options
    information.

54
Teamwork Events
  • Parliamentary Procedure
  • Here is what students gain from participation in
    this event
  • Basic knowledge of parliamentary procedure they
    will use in church, clubs and business meetings
    for the rest of their lives.   
  • A real team experience.   

55
  • Practice in thinking, speaking and debating.  
  • Participation in a democratic process that   
  • Enables a group to transact business with speed
    and efficiency.   
  • Protects the rights of each individual.   
  • Preserves a spirit of harmony within the group.

56
Parliamentary Procedure
  • Divide the class into two or three teams of five
    - eight students per team.   
  • Follow the process for Parliamentary Procedure
    Three Days in the Classroom.   
  • Teach parliamentary procedure using the
    Parliamentary Procedure PowerPoint and the
    Parliamentary Procedure Information handouts.   
  • Give students a day to practice in class.   
  • Facilitate team demonstrations of a simulated
    HOSA chapter meeting using parliamentary
    procedure.

57
Career Health Display (CHD)
  • The Career Health Display rubric (rating sheet)
    can be adapted to evaluate a display that
    illustrates a number of different topics. This
    makes the Career Health Display an excellent
    classroom tool.   
  • Present students with topic options. The topic
    can be a health career (as required in the
    guidelines) or any number of topics. Virtually
    anything that is taught in the classroom can be
    demonstrated using the CHD rating sheet.

58
  • Possible examples include   
  • Diseases and Disorders
  • Body Systems
  • Historical Figures in Health Care
  • Health Facilities
  • Technology in Health Care   
  • Have students create a display on an assigned
    topic, either independently or in pairs. Grade
    the display using the adapted rating sheet. If
    possible, exhibit the best displays in the media
    center or during a school open house.

59
HOSA Bowl
  • Have students write four - five questions from
    the unit being studied. Write each question on a
    different index card. The questions should be
    short answer with the answer coming at the end of
    the question.   
  • Use the HOSA Bowl format and buzzer system as a
    fun method of reviewing for an exam, using the
    student-created questions.

60
Biomedica Debate
  • This event makes an outstanding classroom
    assignment using the existing guidelines and
    rating sheets.   
  • First, decide if both the preliminary and debate
    rounds are going to be used, or just the debate
    round.   
  • Divide students into teams of three - four
    members per team.   

61
  • Determine the topic(s) to be debated. At least
    two teams must have the same topic in order to
    debate each other.   
  • Usually, teachers assign the topic one - two
    weeks before the presentation to provide plenty
    of time to research the topic. A day in the
    school computer lab is helpful in completing
    Internet research. At least one day in the
    classroom for practice is also recommended.   
  • Invite professionals from the health care
    community to judge classroom presentations.

62
Medical Reading
  • Instructors use this event to promote reading
    skills in students.   
  • At the beginning of the year, select one or two
    books from the Medical Reading list.  
  • Divide students into teams of three members per
    team.   
  • Assign the books for out-of-class reading. A
    semester is usually a good amount of time for the
    assignment.  
  • Have each student write two - three questions per
    book on an index card. The questions should be
    short answer, with the answer provided on the
    same side of the card.   

63
  • Write a 25 item multiple choice test for the
    books and administer the test.   
  • Allow the top three scoring teams to compete in
    the question-answer round using the questions
    written by students.   
  • Select judges from the top three scoring students
    (using the multiple choice test) whose team did
    not make it to the final round.   
  • Present awards to the winning team.   
  • Debrief the activity. How does the content in the
    book(s) relate to what was learned in the
    classroom this year?   

64
Creative Problem Solving
  • Write a secret problem that relates to the course
    unit being studied.   
  • Divide the class into teams of three - four
    members per team.   
  • Give teams 15 minutes to consider the secret
    problem to be solved.   
  • Allow teams to present their solution to the
    class.   
  • Use the HOSA Creative Problem Solving rating
    sheet to evaluate each teams presentation.

65
National Recognition Program
  • This event should be required of EVERY Health
    Occupations Education student.
  • The big picture purpose of Health Occupations
    Education is to prepare tomorrows health care
    professionals, and no event helps students more
    toward achieving that goal than the National
    Recognition Program.

66
  • Through the National Recognition Program (NRP)
    students create a portfolio. The completed
    portfolio provides evidence of a students
    accomplishments in preparation for a health
    career. Successful completion of the portfolio
    will satisfy portfolio components of the
    Certificate of Achievement for National Health
    Care (Foundation) Skills Standards. (For more
    information www.nchste.com.)

67
  • In addition, students are encouraged to use the
    portfolio as evidence of pre-professional growth
    and accomplishments when participating in
    interviews for scholarships, college admission,
    and jobs.
  • The student must satisfy ten criteria for the
    portfolio. The event rating sheet lists the
    criteria and a description. The HOSA website at
    http//www.hosa.org/emag/articles/leadership_may03
    _pg1.pdf contains sample pages for each criteria
    to give the novice an idea of what the portfolio
    should look like.

68
  • Here are some tips for implementing the National
    Recognition Program in the classroom.
  • Give students as much time as possible to
    complete the portfolio.  
  • Some instructors prefer to use this as a senior
    project type of assignment.   
  • Invite community leaders or advisory committee
    members to judge the portfolios.   
  • If the portfolio is not done as part of HOSA
    competition, then the student can put more
    individual expression in the format of the
    portfolio.   
  • On the other hand, this is a great classroom
    assignment that can also provide positive
    recognition for students through state and
    national HOSA conferences.

69
  • If the event is to be used for HOSA, but sure to
    follow the guidelines EXACTLY as written.
  • The portfolio is not rated on a scale with many
    different levels of achievement as with many
    rubrics, but instead, is rated on a two-point
    scale. Each criteria is rated as
  • Yes, the standard was met as described in the
    description column, or   
  • No, it was not.   
  • When the portfolio is part of classroom
    instruction, students are often given a second
    chance to fix a section until it reaches the
    standard set by the instructor.

70
  • See
  • Tips for Success National Recognition Program
    http//www.hosa.org/emag/articles/leadership_march
    03_pg2.pdf
  • See
  • Integrating Competitive Events into the
    Classroom Laboratory
  • http//www.hosa.org/natorg/hoeguide/events.html

71
  • VIII. Instructional Techniques See
  • http//www.hosa.org/natorg/hoeguide/itech.html
  • From A Guide For Integrating HOSA Into The HOE
    Classroom

72
Save Time and Have Fun
  • Use the HOSA Competitive Events Guidelines to
    save time, make things easier and prepare
    students for competitive events.
  • Have fun in the classroom. Let the students do
    the work.

73
Thank You
  • Please call me for any questions
  • 919 807-3900
  • HOSA Web Sites
  • National HOSA www.hosa.org
  • NC HOSA www.nchosa.org
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