Program Approval Standard 22: Curriculum

Required Materials NAACLS Guide to Approval (add link) Section I: Core and Unique Standards For Approved Programs (add link) NAACLS Standard 9A Matrix (add link) NAACLS Glossary of Terms (add link) Powerpoint for Standards 22

Learning Outcomes Upon completion of this instructional unit and review of additional resources, the learner shall be able to: 1. Define and delineate the curricular structure, including applied education with program goals, competencies and course syllabi. 2. List and define behavioral objectives addressing cognitive, psychomotor and affective domains for the didactic and applied areas of the program. 3. Demonstrate how the course objectives show progression to the level consistent with entry into the profession. 4. Demonstrate the ability to cross-reference the course objectives to the NAACLS Phlebotomist Competencies in the NAACLS 9A matrix.

Learning Outcomes, con’t. 5. Define and delineate the psychomotor curriculum of instruction and experiences of applied experiences in variety and quantity. 6. Demonstrate how the learning experiences are sequenced in the curriculum to develop and support entry level competencies. 7. Define service work and demonstrate how it is or is not a part of the curriculum. 8. Define written criteria for passing, failing and progression in the program. 9. Demonstrate how evaluation mechanisms are correlated to the objectives (cognitive, psychomotor and affective).

Standard 22 Curriculum This standard consists of: o Curricular Structure o Instructional Areas o Learning Experiences o Evaluations

Curricular Structure "Instruction must follow a plan which documents a structured curriculum, including applied education, with clearly written program goals and competencies and course syllabi which include individual course goals and objectives."

Applied Education Applied education includes educational activities carried out in a clinical or student laboratory and in which the student participates actively in laboratory procedures.

Assessment One After completion of didactic instruction in phlebotomy, a PHB program director arranges for the students to perform venipuncture and dermal blood collections, under supervision, at a clinical site. This is an example of: a. a structured curriculum plan b. a professional course c. applied education d. entry level competencies

Goals, competencies and syllabi Program goals, competencies and objectives communicate to the students the program's requirements for success. Each course must have a goal statement. A goal is a "purpose" or "end-point." Competencies describe the expected outcomes for the student. A competency is a measure of proficiency. The syllabus is the most important document that outlines the course objectives, goals, content, policies and schedule between the instructor and the students.

Assessment Two A measure of proficiency is: a. learning outcome b. goal c. competency d. service work

Assessment Three A PHB course provides the students with the following statement: "Upon completion of reading assignments, review sessions and practical exercises, the student shall be able to “recognize and diagram the following hazard signs: NFPA chemical hazard sign, biohazard, radiation, toxic or poison hazard, carcinogen, corrosive, and flammable hazard signs. This is an example of a: a. course goal b. program goal c. program competency d. course objective

Curricular Structure, con’t. "Behavioral objectives which address cognitive, psychomotor, and affective domains must be provided for didactic and applied aspects of the program."

Assessment Four “The student is expected to master handwashing procedures appropriate for the clinical laboratory” is an example of: a. cognitive objective b. psychomotor objective c. affective d. all of the above

Curricular Structure, con’t. "Course objectives must show progression to the level of consistent with entry into the profession and be cross-referenced to the NAACLS Phlebotomist Competencies in the NAACLS 9A matrix. These competencies must be used to design didactic and applied curriculum"

Instructional Areas "The curriculum must include instruction/experiences in the following: hours of applied experiences - performance of a minimum of 100 successful unaided collections - instruction in a variety of collection techniques, including vacuum collection devices, syringe and capillary/skin puncture methods - contact with various patient types, which may include varied clinical settings, such as health fairs, donor or pheresis centers, nursing home collection, in addition to the generally accepted inpatient and outpatient settings."

Assessment Five The curriculum must include all of the following EXCEPT which one: a. 100 hours of applied experiences b. performance of a minimum of 150 successful unaided collections c. instruction in a variety of collection techniques, including vacuum collection devices, syringe and capillary/skin puncture methods d. contact with various patient types

Learning Experiences "The learning experiences needed in the curriculum to develop and support entry level competencies must be properly sequenced and include instructional materials, classroom presentations, discussion, demonstrations, laboratory sessions, supervised practice and experience."

Learning Experiences, con’t. "Student experiences must be educational and balanced so that all competencies can be achieved."

Learning Experiences, con’t. "Student experiences at different clinical sites must be comparable to enable students to achieve entry level competencies."

Assessment Six Students may attend different clinical sites as long as the student learning experience is comparable and allows students to achieve entry level competencies.. a. true b. false

Learning Experiences, con’t. "Policies and processes by which students may perform service work must be published and made known to all concerned in order to avoid practices in which students are substituted for regular staff. After demonstrating proficiency, students, with qualified supervision, may be permitted to perform procedures. Service work by students in clinical settings outside of regular academic hours must be noncompulsory."

Assessment Seven Students may be engaged and expected to work at the clinical site as soon as they become proficient. a. true b. false

Evaluations "Written criteria for passing, failing, and progression in the program must be provided...to each student at the time of entry into the program."

Evaluations, con’t. "Evaluation systems must be correlated to the objectives and competencies described in the curriculum for both didactic and applied components...(all three domains: cognitive, psychomotor and affective)...must be employed frequently enough to provide students and faculty with timely indications of the students' academic standing and progress, and to serve as a reliable indicator of the effectiveness of instruction of instruction and course design."

Assessment Eight Evaluation systems must be correlated to any of the three sets of objectives and competencies described in the curriculum, i.e. either cognitive, psychomotor or affective. a. true b. false