Florida Department of Education Curriculum Framework

Download 98.57 Kb.
Size98.57 Kb.
1   2   3   4   5

Course Number: HSC0062

Occupational Completion Point: B

Clinical Medical Education Simulation Technician 1– 150 Hours – SOC Code 29-2099

  1. Perform operations of the simulator. -- The students will be able to:

    1. Follow simulation set up protocol

    1. Begin simulation

    1. Call up events

    1. Execute events

    1. Power down equipment

    1. Conduct technical debriefing with trainer

    1. Clean up simulation environment

    1. Create standard operating procedures (SOPs) for use of simulators

  1. Conduct simulator set up. – The students will be able to:

    1. Collaborate with faculty/educator to identify the objectives of the session

    1. Collaborate with faculty/educator to identify tools and resources

    1. Collaborate with faculty/educator to identify supplies and equipment

    1. Load scenarios

    1. Set up simulation environment

    1. Load student data

    1. Prepare competency management system

    1. Schedule facility and staff

    1. Pre-program scenarios

    1. Program auxiliary equipment

  1. Demonstrate an understanding of testing and calibrating the simulator.-- The students will be able to:

    1. Turn on the power to the simulator

    1. Perform calibration per manufacturer recommendations

    1. Identify test tools and equipment

    1. Perform bench test

    1. Document test results

    1. Follow industry safety standards

    1. Identify documentation resources

    1. Demonstrate knowledge of warranty void situations

Course Number: HSC0063

Occupational Completion Point: B

Clinical Medical Education Simulation Technician 2 – 150 Hours – SOC Code 29-2099

  1. Perform routine maintenance on the simulator. – The students will be able to:

    1. Clean and maintain injection sites

    1. Flush IV lines

    1. Maintain fluid systems

    1. Check drain system on compressor

    1. Perform visual inspection of system

    1. Perform computer and peripheral diagnostics

    1. Perform hardware, firmware, and software updates

    1. Perform simulator environment housekeeping.

    1. Check power sub system

    1. Perform external cleaning protocol for simulator

    1. Maintain maintenance log

  1. Demonstrate troubleshooting skills as related to the simulator -- The students will be able to:

    1. Review user log

    1. Perform diagnostic tests

    1. Verify functional/operational discrepancy

    1. Perform sensory inspection

    1. Determine if there is a hardware or software problem

    1. Identify failed component(s)

    1. Perform audio/visual inspection

Course Number: HSC0064

Occupational Completion Point: B

Clinical Medical Education Simulation Technician 3 – 150 Hours – SOC Code 29-2099

  1. Demonstrate knowledge of professional development -- The students will be able to:

    1. Perform self evaluation additional skills needed and develop plan for acquiring

    1. Attend classes, seminars and workshops that provide updated training on simulation

    1. Read current literature regarding simulation including manuals, journals, research

    1. Assist medical trainer with supplemental training opportunities

  1. Conduct installation and assembly operations -- The students will be able to:

    1. Read all instructions

    1. Identify safety issues

    1. Identify components for assembly

    1. Identify tools and resources necessary

    1. Maintain files of manufacturer specifications for each simulator

    1. Identify and remove damaged parts if applicable

    1. Perform hardware installation

    1. Complete installation documentation

    1. Clean work space

    1. Perform software installation

  1. Perform necessary repairs to simulator.-- The students will be able to:

    1. Determine priority of repair

    1. Schedule repair time

    1. Identify tools and resources required

    1. Replace simulator component(s)

    1. Complete repair documentation

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Laboratory activities are an integral part of this program and include the use simulators including SimMan 3G, SimBaby and VitaSim. Simulation activities replace real world experiences with guided experiences that re fully interactive. Students are tested on clinical and decision-making skills during patience care scenarios with greater diagnostic accuracy. Patient scenarios offer immediate feedback and learners engage in repetitive practices. Instructor can create, control and deviate clinical scenarios that may be adapted to multiple learning strategies.

Special Notes

Technical content includes but is not limited to routine maintenance on patient simulators, trouble shooting skills, assembly and installation of a variety of types of simulators, and repairing simulators. Simulation protocols, the setup of simulation events, technical debriefings, and creation of standard operating procedures are also included in the content. Additional technical content includes setting up simulation environments, loading student data, pre-programming scenarios, inspection of systems, and the performance of hardware, firmware and software updates.

The MEST program has been designed to teach individuals the skills necessary to work as a technician in a patient simulation lab. Patient simulation labs are generally located in hospitals, community colleges, universities, fire departments, etc.  Patient simulators are used in medical education training for both incumbent workers and students enrolled in health occupations programs.
This program meets the Department of Health’s education requirements for HIV/AIDS, Domestic Violence and Prevention of Medical Errors. Although not a requirement for initial licensure, it is a requirement for renewal, therefore the instructor may provide a certificate for renewal purposes to the student verifying these requirements have been met.
If students in this program are seeking a licensure, certificate or registration through the Department of Health, please refer to 456.0635 F.S. for more information on disqualification for a license, certificate, or registration through the Department of Health.
Outcomes 01-11 are referred to as the Health Science Core and do not have to be completed if the student has previously completed the Core in another health occupations program at any level. The Core should be taken first or concurrently with the first course in the program. Following the successful completion of the core, the student is eligible to take the National Health Care Foundation Skill Standards Assessment with instructor approval and the completion of a portfolio.
MyCareerShines is an interactive resource to assist students in identifying their ideal career and to enhance preparation for employment. Teachers are encouraged to integrate this resource into the program curriculum to meet the employability goals for each student. Access MyCareerShines by visiting: www.mycareershines.org.

Career and Technical Student Organization (CTSO)

HOSA: Future Health Professionals is the intercurricular career and technical student organization providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program. Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply.

Basic Skills

In PSAV programs offered for 450 hours or more, in accordance with Rule 6A-10.040, F.A.C., the minimum basic skills grade levels required for postsecondary adult career and technical students to complete this program are: Mathematics 10, Language 10, and Reading 10. These grade level numbers correspond to a grade equivalent score obtained on a state designated basic skills examination.

Adult students with disabilities, as defined in Section 1004.02(7), Florida Statutes, may be exempted from meeting the Basic Skills requirements (Rule 6A-10.040). Students served in exceptional student education (except gifted) as defined in s. 1003.01(3)(a), F.S., may also be exempted from meeting the Basic Skills requirement. Each school district and Florida College must adopt a policy addressing procedures for exempting eligible students with disabilities from the Basic Skills requirement as permitted in Section 1004.91(3), F.S.
Students who possess a college degree at the Associate of Applied Science level or higher; who have completed or are exempt from the college entry-level examination; or who have passed a state, national, or industry licensure exam are exempt from meeting the Basic Skills requirement (Rule 6A-10.040, F.A.C.) Exemptions from state, national or industry licensure are limited to the certifications listed on the Basic Skills and Licensure Exemption List which may be accessed from the CTE Program Resources page.


Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors. Accommodations received in postsecondary education may differ from those received in secondary education. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:


Directory: core -> fileparse.php -> 18567 -> urlt

Share with your friends:
1   2   3   4   5

The database is protected by copyright ©psyessay.org 2017
send message

    Main page
mental health
health sciences
gandhi university
Rajiv gandhi
Chapter introduction
multiple choice
research methods
south africa
language acquisition
Relationship between
qualitative research
literature review
Curriculum vitae
early childhood
relationship between
Masaryk university
nervous system
Course title
young people
Multiple choice
bangalore karnataka
state university
Original article
academic performance
essay plans
social psychology
psychology chapter
Front matter
United states
Research proposal
sciences bangalore
Mental health
compassion publications
workplace bullying
publications sorted
comparative study
chapter outline
mental illness
Course outline
decision making
sciences karnataka
working memory
Literature review
clinical psychology
college students
systematic review
problem solving
research proposal
human rights
Learning objectives
karnataka proforma