2023-2024 Course Standards

Legend
Essential standards (highlighted in green below) are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student's career, in other courses, and translate to the next level of education or world of work.

Objectives/Indicators (rows not highlighted in green below) provide another level of detail for each Essential Standard.

Adapted or Adopted Course includes essential standards and, in many cases, specific objectives/indicators aligned with business and industry standards and/or criteria for credentials or certifications. The course standards are designed using the Revised Bloom's Taxonomy (RBT). If the POL is a CTE State Assessment, the course is written at the level of the ESSENTIAL STANDARD and assesses the intended outcome of the sum of its objectives/indicators.

The six NC Essential Employability Skills are Communication, Ethics, Problem Solving, Professionalism, Resource Management, and Teamwork. These skills are covered among the course essential standards and objectives/indicators as listed beside each. NC CTE curriculum provides and supports career awareness, career exploration, career development, technical skill development, and career readiness where six Essential Employability Skills are included in CTE Curriculum Standards. CTE builds a career and college ready workforce through the K-12 pipeline and provides a consistent and 'common language' for identification of the six Essential Employability Skills.

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

Column information
  • Standard/Obj #: The essential standard is denoted by the digits before the dot; objectives/indicators are indicated by the final 2 digits.
  • Standard: Essential standard and specific objective/indicator statements per essential standard. Each essential standard statement or specific objective/indicator begins with an action verb and makes a complete sentence when combined with The learner will be able to... Outcome behavior in each essential standard or objective/indicator statement is denoted by the verb plus its object.
  • Course Weight: Shows the relative importance of each essential standard or objective/indicator. Course weight is used to help determine the percentage of total class time that is spent on each objective/indicator.
  • RBT Designation: Classification of outcome behavior in essential standards and indicator statements in Dimensions according to the Revised Bloom's Taxonomy:
    Cognitive Process Dimension: 1 Remember, 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create.
    Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge.

HN45 Public Health Fundamentals

Course Type: Adapted




Standard/Obj #Standard/ObjectiveCourse WeightRBT DesignationEssential Employability Skills
1.00Understand public health basics and the role of home care in public health.12%--
1.01(Module 00) Understand the basics of public health. Note: This module was specifically written for high schools as an introduction to public health and segues into the Home Care Aide curriculum.---
1.02(Module 1A) Understand the history of home care/home health.---
1.03(Module 1B) Understand the care disciplines involved in home care.---
2.00Understand the role and supervision of the home care aide.3%--
2.01(Module 1C) Understand the role of the home care aide.---
2.02(Module 1D) Understand the supervision of the home care aide.---
3.00Understand legal/ethical issues and personal safety issues related to home care.6%--
3.01(Module 2) Understand legal and ethical issues related to home care.---
3.02(Module 3A-3E) Understand personal safety issues related to home care.---
4.00Understand person-centered care and cultural considerations in home care.6%--
4.01(Module 4) Understand person-centered care.---
4.02(Module 5) Understand culture considerations related to home care.---
5.00Understand age appropriate care, caregiver burnout, patient abuse, and infection control in home care.6%--
5.01(Module 6) Understand age appropriate care, caregiver burnout, and patient abuse.---
5.02(Module 7) Understand infection control in home care.---
6.00Understand how to care for the patient’s home environment and work efficiently using time management skills.6%--
6.01(Module 8) Understand how to provide care for the patient’s environment.---
6.02(Module 9) Understand time management related to home care.---
7.00Understand communication skills and relationship-building skills needed to care for home care patients and the families.10%--
7.01(Module 10) Understand relationships with patients and families.---
7.02(Module 11A-D) Understand communications.---
8.00Understand emergency preparedness and patient safety for home care.6%--
8.01(Module 12A-D) Understand emergency preparedness for home care.---
8.02(Module 13A-C) Understand patient safety within home care.---
9.00Understand nutritional needs specific to home care patients.7%--
9.01(Module 14A-14C) Understand “MyPlate”, special diets, and food labels.---
9.02(Module 14D-E) Understand grocery shopping for and hydration needs of the patient in home care.---
10.00Understand how to care for patients with diseases most common to homebound individuals, provide restorative care, and assist in pain management for home care patients.15%--
10.01(Module 15) Understand care needs of patients with diseases most common to homebound individuals.---
10.02(Module 16) Understand restorative care for home care patients.---
10.03(Module 18) Understand pain management for home care patients.---
11.00Understand Alzheimer’s Disease, mental health needs, and challenging behaviors.10%--
11.01(Module 17) Understand Alzheimer’s Disease.---
11.02(Module 19A-C) Understand mental health needs of homebound patients.---
11.03(Module 20A-D) Understand challenging behaviors in the home care setting.---
12.00Understand palliative and end-of-life care in the home setting.6%--
12.01(Module 21) Understand palliative care needs of patients in the home care setting.---
12.02(Module 22A-D) Understand end-of-life care in the home care setting.---
13.00Understand stress management for home care aides, role of medication administration by home care aides, and the Health Care Personnel Registry.7%--
13.01(Module 23) Understand stress management for home care aides. Note: This module was specifically written for high schools as an introduction to public health and segues into the Home Care Aide curriculum.---
13.02(Module 24) Understand the role of the home care aide in medication administration.---
13.03(Module 25A-C) Understand the Health Care Personnel Registry.---