Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in Health Care
Solution And Answer Guide, Solution Manual For Introduction to Health Care by Lee Haroun 6th Edition HAROUN, M ITCHELL, AND GRAMMATER, INTRODUCTION TO HEALTH CARE, 2025, ISBN 9780357936498; CHAPTER 01: YOUR CAREER IN HEALTH CARE
TABLE OF CONTENTS Purpose and Perspective of the Chapter ..................................................... Error! Bookmark not defined. Chapter Objectives ..................................................................................................................................... 2 What's New in This Chapter ...................................................................................................................... 2 Chapter Outline ......................................................................................................................................... 2 Teaching Thinking Skills ............................................................................................................................ 4 Classroom Activities ................................................................................................................................... 5 Internet Activities........................................................................................................................................ 6 Short-Answer and Essay Questions with Suggested Answers ................................................................ 9
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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in Health Care
PURPOSE AND PERSPECTIVE OF THE CHAPTER This chapter offers students in-depth insights into a wide range of career options within the health care sector and the specific duties associated with each. The goal is to assist students in effectively preparing for their future health care careers by fostering the development of problem-solving and critical thinking skills, which are essential for engaging with patients and the broader community. Additionally, the chapter will delve into the specific standards, educational prerequisites, and certifications that are vital for pursuing various health care professions.
CHAPTER OBJECTIVES The following objectives are addressed in this chapter: 01.01 Describe the current and projected economic status of the health care industry. 01.02 Explain how students may prepare themselves for health care educational programs and future jobs. 01.03 Summarize how to approach a problem using the five-step problem-solving process. 01.04 Describe the various standards for health care professionals and their purpose. 01.05 Summarize the educational and certification requirements, major duties, and attributes necessary for success in occupations in which you are interested.
WHAT'S NEW IN THIS CHAPTER Please refer to the Transition Guide on the Instructor Resources.
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CHAPTER OUTLINE The following outline organizes activities (including any existing discussion questions in PowerPoints or other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the content relates to the topics covered in the text. I. II.
III.
Your Future in Health Care (LO 01.01, PPT 5-6) Getting off to a Good Start (LO 01.02, PPT 7-18) a. Essential Core Qualities of Health Care Professionals b. Learning for Mastery i. Getting the Most from Your Studies c. Volunteering d. Professional Organizations e. Returning Adult Students Learning to Think Like a Health Care Professional (LO 01.03, PPT 19-28) a. Problem-Solving Process
© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in Health Care
IV.
V.
i. Step One—Identify the Problem ii. Step Two—Gather Information iii. Step Three—Create Alternatives iv. Step Four—Choose an Alternative and Take Action v. Step Five—Evaluate and Revise as Needed Making a Career Decision (LO 01.05, PPT 29-35) a. Educational Requirements b. Standards for Health Care Professionals Occupational Profiles (LO 01.04, PPT 36-39) a. Therapeutic and Treatment Occupations i. Dental Occupations 1. Dental Hygienist 2. Dental Assistant 3. Dental Laboratory Technician ii. Emergency Medical Occupations iii. Massage Therapy Occupations iv. Medical Office Occupations 1. Medical Assistant v. Mental Health Occupations 1. Psychiatric/Mental Health Technician 2. Psychiatric Aide vi. Nursing Occupations 1. Registered Nurse 2. Licensed Practical/Vocational Nurse 3. Certified Nursing Assistant 4. Patient Care Technician 5. Home Health Aide 6. Personal Care Aide vii. Occupational Therapy Occupations 1. Occupational Therapy Assistant 2. Occupational Therapy Aide viii. Pharmacy Occupations 1. Pharmacy Technician ix. Physical Therapy Occupations 1. Physical Therapist Assistant 2. Physical Therapist Aide x. Respiratory Therapy Occupations 1. Respiratory Therapist xi. Surgical Occupations 1. Surgical Technologist/Surgical Technician/Operating Room Technician xii. Veterinary Occupations 1. Veterinary Technologists and Technicians xiii. Vision Care Occupations 1. Ophthalmic Medical Technician 2. Ophthalmic Laboratory Technician b. Diagnostic Occupations (LO 01.04, PPT 40-42) i. Diagnostic Imaging Occupations
© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in Health Care
1. 2. 3. 4. 5. 6. 7.
Radiologic Technologist/Radiographer Diagnostic Medical Sonographer Limited X-ray Machine Operator Cardiovascular Technologist and Diagnostic Vascular Technologist Electrocardiography Technician Neurodiagnostic Technologist/Electroneurodiagnostic Technologist/Electroencephalographic Technologist ii. Medical Laboratory Occupations 1. Medical Laboratory Technologists and Technicians 2. Medical Laboratory Assistant 3. Phlebotomist iii. Health Information Management Occupations 1. Medical Records Specialist 2. Medical Transcriptionist iv. Environmental Occupations v. Nutrition and Dietary Service Occupations 1. Dietetic Technician 2. Health and Safety Engineer vi. Biomedical Engineer 1. Biomedical Equipment Technologist/Technician or Medical Equipment Repairer c. Sources of Additional Information (PPT 43)
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TEACHING THINKING SKILLS In today's health care environment, it is crucial for students to develop strong critical thinking skills. These skills are essential for applying knowledge from the classroom to real-world situations where their decisions can have significant consequences. Skills such as observing, assessing, asking relevant questions, identifying relationships, and drawing conclusions require extensive practice. It is a challenging task for instructors to convey technical information while also teaching these thinking skills. However, doing so can significantly contribute to student success. Unlike memorized facts, the ability to think critically allows students to research and gather necessary information long after they have left the classroom. In today's rapidly changing society, the ability to learn how to learn is more important than ever, especially in the health care field. To assist instructors in teaching thinking skills, the authors suggest the following: 1. Use scenarios and open-ended questions to help students apply knowledge obtained from the text. 2. Encourage students to explain the rationale behind their actions and decisions, such as through questions like "Checking for Understanding" in the procedure checklists.
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Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in Health Care
3. Administer quizzes and tests that require more than simple recall of facts. For instance, the test bank ―Powered by Cognero‖ contains essay questions that prompt students to apply chapter content. 4. Use probing questions to explore students' reasoning when they solve problems and answer questions. For example, ask them to explain why they perform a task in a particular way, explain the theory behind their answer, or consider how they would respond in different circumstances. Questions such as these force students to demonstrate in-depth understanding. A related technique is to present variations of a question and ask how the altered conditions would change their response. 5. Use simulated work situations and examples in class activities whenever possible. 6. Expect students to behave and work in class as they would in a professional setting. 7. Use the "Thinking It Through" exercises in the chapters to encourage class discussion and writing assignments.
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CLASSROOM ACTIVITIES Engaging students in activities can enhance learning, help them retain information, and develop their skills. The activities recommended in this section cater to different learning styles and interests, but not all may be suitable for every class or schedule. For instance, tasks like creating posters may be better suited for completion outside of regular class time. Considering time constraints, instructors must carefully plan activities involving student participation. These activities should be well-organized and clearly explained, with announced time limits to ensure that they do not overshadow the primary course material. When students understand and adhere to these guidelines, activities can add enjoyment and engagement without disrupting the need to cover a substantial amount of content in a typical health care course. 1. Invite employers to speak to the class about the nature of work in health care and what local employers are looking for when they hire new employees. Students should be prepared with questions to ask before the speaker arrives. A whole-group discussion during the following class session is a good way to summarize the speaker’s points and to help students recognize their value. 2. Write examples of personal or workplace problems that students might be expected to solve. Divide the class into small groups of three to four students. Have each group draw a card and go through the first four steps in the problem-solving process (through ―selecting an alternative‖). Problems should be simple enough that extensive information gathering is not needed to do the exercise. The purpose of the activity is for students to define the problem clearly and to brainstorm a variety of possible solutions. 3. Students work in groups to develop learning activities for typical health care assignments (e.g., memorize medical prefixes, learn the metric system, recall the bones of the hand, take a temperature, and so on).
© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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