ED 044 507

AUTHORTITLE

INSTITUTION

SPONS AGENCYREPORT NOPUB DATEHOTSAVAILABLE FROM

EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

VT 011 845

Lewis, Wiley B.Review and Analysis of Curricula for Occupations inHealth.Ohio State Univ., Columbus. Center for Vocationaland Technical Education.Office of Education (DHEW) , Washington, D.C.Info-Ser-27Nov 7038p.The Center for Vocational and Technical Education,The Ohio State University, 1900 Kenny Road,ColuLbus, Ohio 41210

EDRS Price MF-$0.25 HC-$2.00Annotated Bibliographies, *Curriculum Development,*curriculum Evaluation, Educational Needs,Educational Planning, Educational Programs,Employment Opportunities, *Health OccupationsEducation, *Literature Reviews, Manpower Needs, PoetSecondary Education, *Research Reviews(Publications), Secondary Education, Systems Approach

ABSTRACTThe 59 publications, identified through a search of

Educational Resources Informatior Center (ERIC) publications andnon-ERIC publications, were reviewed and analyzed to identify themajor findings, promising developments, strategies, andmethodological strengths and weaknesses which exist in curriculumsdesigned for training dental assistants, dental laboratorytechnicians, hospital attendants, nurses aides, medical and dentaltechnicians, and practical or professional nurses. Current trainingprograms cone closer to meeting immediate needs in some healthoccupational areas than in others. Of the occupational categoriesreviewed, only dental assistants and hospital attendants can receivetraining at the secondary level, while the remaining receive trainingat the post secondary level. Though a number of curriculums aravailable, a major shortcoming is the general lack of a core orcluster curriculum. Curriculums for new and emerging occupationsshould be developed and evaluated through an educational planningsystem consisting of occupational analysis, program planning, programdevelopment and testing, and documentation and dissemination of theresults. In addition, to provide and train necessary workers,improved counseling and recruitment programs and techniques will berequired. (SP)

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Series No. 27

VT 011 845

N-CD review and analysis

dl,of curricula for

OCCUPATIONS

IN HEALTH

EATdiClearinghouse on Vocational

and Technical Education

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The Center for Vocational and Technical Education has beenestablished as an independent unit on The Ohio Slate Universitycampus with a grant from 'ho Division of Comprehensive andVocational Education Research, U.S. Office of Education. It servesa catalytic role In estatiishing consortia to focus on relevantproblems In vocational and technical education. The Center Iscomprehensive in its commitment and responsibility, multidistiolinary in its approach and interinstitviional in its voltam.

Tr4 major objectives of The Center follow,

i. To provide continuing reappraisal of the role anti functionOf vocational and technical education In our democraticSociety;

2. to stimulate and strengthen stole, regional, and nationalprograms of applied research and development directedtoward the solution of pressing problems in vocational andtechnical education;

3. To encourage the development of research to Improvevocational and technical ed.;:ation in institutions of highereducation and other appropriate Settings;

1. To Conduti the research studies directed toward thedevelopment of new Knowledge and new aoplicatioril ofevisting anciatedge in vocational and technical education;

S. to warm:Po vocational education leadership (state suptr-Vi!Lz,fS, teacher educators, resean.n specialists, and others)through an advanced study and in-service education WO-gram;

6. TO fRcviDE A NATIONAL. INFORMATION RETRIEVAL,STORaGE, AND DISSEWHATION SYSTEM FOR VOCA-TIONAL AND TECHNICAL EDUCATION LINKED WITH THEEDUCATIONAL RESOURCES IhirORMAtiON CENTER L.s.3.

CARD IN THE U.S. OFFICE OF EDUCATION.

Information Scriec No. tiVI Olt 1145

REVIEW AND ANALYSIS OF CURRICULA FOROCCUPATIONS IN HEALTH

Wiley B. Lewis

Assistant ProfessorDepartment of Education

Virginia Poly:v(43k lastituteand State UniversityIllacksborg, Virginia

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ERIC Clearinghouse on Voesti000l and Technkol EducationThe Center lot Vocation:I and Technical !Education

The Ohio State University1900 Kenny Rood

Colomhos, r_444 Ono

NoretnIt 1979

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The material in this piteliwion arts preptred purseast to a confirm withMe Obits of Elssestion, US. department of health, reiteration and Weller,.Contractors andertskint sack projeets ender Gorernment sponsorship are en-s-owned to tartest freely their jtedgment in professional and ttchnicel mattersPoints of visa, or opinions do not, therefore, necessarily t-epiesent ofAcisi ogee

Elsestiok position or policy.This poNicittios has Iwo prepared for distriention to selected agencies and

indirilwals on compliments'', hotis as pirmitted by ender the termsof the federal contract. Additionsl copies hart been proctored from iotd lothfor listriestion on a cost recostry basis to emus staler dissemination of thedoestimit.

PREFACE

This Resiert, and Ana lyrii of Curricula for Occupation, in ifealth is one ofa series of information analysis papers in vocational and technical education andrelated fields. It should aid curriculum development specialists, researchers,and practitioners in assessing the current "state of the art" in the field. Thecompact nature of the review should be of assistance to practitioners in iden-tifying current curriculum offerings and useful materials to improve operatingprograms. It should also assist in identifying voids in our present researchframework and enhance future studies, both in terms of their substantive focusand methodological approaches.

Where ERIC document numbers and ERIC Document Reproduction Service(EDRS) prices arc cited, the documents are available in microfiche and hardcopy forms.

The profession is indeSted to Wiley 13. Less is for his scholarship in thepreparation of this report. Recognition is also due Arthur Jensen, director, Voca.tional Edvcation Media Center, Clemson University; and E. Joy Hill, Cur.riculum Lab, University of Kentucky, for thel. critical review of the manuscriptprior to its final revision and publication. J. David ,McCracken, informationspecialist at The Center, coordinated the publication's development.

Members of the ivy:fission arc invited to suggest specific topics or problemsfor future reviews.

Robert E. TaylorDirectorThe Center for Vocational and

Technical EducationERIC Clearinghouse on 'ocational

and Trchn:cal Education

iii

INTRODUCTION

An increasing concern toward the attainment of national goals wilicause

a rapid increasr in the number of job openings in health occupations during the

1970's. The need for personnel in these occupations is king created by several

socioeconomic, political, and technological factors. Among these factors, the

most important arc:

1. Population growth which results in additional people requiring health

services;

2. Public expectations include more and better health care along with more

equal distribution of health KM ices;

.3. Wider health insurance coverages have made more care available to a

greater number of people;

4. Government involvement in planning and implementing federal health

tare programs and in providing financial support has made more health

Cate available to the people;

5. Medical knowledge has been expanded to improve our ability to prevent,

diagnose, and treat illnesses, making better health care possibk;

6. Private and public costs resulting from unhealthy persons is king recog

nized as a hindrance to socioeconomic development; and

7. Our industrial economy has created a series of unformen health hazards.

These factors have contributed to the development of a need for additional

medieal facilities and personnel to meet the growing demands for health care.

As noted by Teeple (ISM), "Decreasing the gap betwzen the potentialities of

the modern health technologies and the availability of medical care to Americans

is an important national objective." But the lack of an adequate supply of trained

health manpower can frustrate the attainment of high-priority national objectives

in many fields.!leo Ith job openings of interest in this analysis will center around the six

occopaticnal categories listed Low (Teeple, NM).

I. Dmtal Assistants1. INntal Lab Technicians3. Attendants, including Nurses' Aides

4. Medical and Dental Technicians

5. Practical Nurses

G. Professional Nurses

Primary Attention will be directed toward occupations in these categories which

are dito:tly involved in providing health services. Further info!rnat'on concern-

ing these categories and their component occupations may be obtained by re-

ferring to the Dieriosory of OenrivtioNs1 ?irks, 1965 and its supplements. How-

vt

es-sr, care should be exercised in rIle use of these publications for it has beenstuf.vit that discrepancies may exist Ixtween job descriptions listed in the Dictionary of Occupational Titter and descriptions provided by personnel asso-ciated with the various occupations Morowitz and Goldstein, 1968).

A rapidly growing demand for health manpower coupled with the currentsituation of a slowly increasing supply of health workers has two principal ins.plisations for planning in vocational education. First, the rapid expansion inrequired health services means a parallel expansion in a broad spectrum of needsfor trained Fealth workers. Second, it im;plics an expanding base of job opNrtunitics for individuals in the "kft out groups in American society.

Statement of the Problem

Projected demands for increased numbers of health workerr have resultedin a need to synthesize information relate to the training of skilled workersfor ihe health Occupations with special emphasis directed toward curricula foremerging occupations. As new technological and scientific fiiidiags are developed,or as shifts occur in job performance patterns, many existing occupational cur.ricula will require revision or completely new approaches. Thus, providinginstruction in emerging occupational areas will be a challenge to th se personsresponsible for the programs. This analysis of literature related to health occu-pations was undertaken in an effort to help these individuals:

I. Assess the mailability and current development of curricula, materials,aid guides for their development and use;

2. Identify promising developments and findings in ne health occupations.,and

3. Identify and describe the major conclusions and future research and de-velopment alternatives.

To help meet these needs, the remainder of this ter,et will be directed to-ward accomplishing the following ohjettises:

I. To determine if additional educational programs arc neelled, and if so,identify which occupational areas require instructional emphasis;

2. To determine if curricula and corrkulum materials are presently availabkfor use in preparing students for occupational areas identified as important;

3. To identify the technkre: and procedures used for drveloping availablecurricula and for providing instruction; and

4. To identify the techniques and procedures which should be used fordeveloping curricula and for providing instruction in the future.

vi

rye

TABLE OF CONTENTS

Preface iii

Introduction

Statement of th Problem vi

Reiew and Analysis of the Literature .. 3

Need for Educational Programs 3

Curricula and Curriculum Materials 6

Curriculum Development 8

Methodokly of Curriculum DeNelopment II

Summary IS

1;.taiption of the Bibliography 17

Compilation 17

Organization ;8

Availability of Documents 18

Bibliography . 20

LiteratureIdeatified from ERIC Sources 20

Literature--Identified from Non -ERIC Sources 30

vii

REVIEW AND ANALYSIS OF CURRICULA FOROCCUPATIONS IN HEALTH

REVIEW AND ANALYSIS OF THE LITERATURE

Publications and documents listed in the bibliography were reviewed andanalyzed in an effort to identify the major findings, promising developments,strategies, and methodological strengths and weaknesses which exist in curriculadesigned for training health workers. Such a review and analysis was believedto be important to those persons responsible for educational programs related tohealth occupations.

Need for Educational Programs

Estimates for the 1970's ind:cate annual openings for an anticipated 231,500workers in health occupations (Teeple., 1968). However, the primary sources ofsuch formal training, including the vocational education system, turned out onlyabout 38,800 students who had completed vocational courses directed towardthese occupations in 1967. Though the difference between the workers neededand those trained, 192,700, is inflated because of failure to include nurses trainedthrough nonvocational level courses, this imbalance emphasizes the need forreassessing priorities in planning programs in health education.

By 1975 the national demand for health services and facilities will havegenerated employment for six million persons (Teeple, 1968). Over four millionof these individuals will be employed in occupations with a specific healthoriented content, while the remainder will be in xcuptions important to healthand other areas. Of this work force performing direct health services, over twomillion will be nonprofessional workers who could profit from properly plannedvocational programs.

This demand for nonprofessional workers in what was once a professionalarea has been caused by several developments. First, the health delivery systemhas changed. Once, it was the family doctor with one or more assistants; but ithas now changed to physician clinics with a number of nurses and technicians,hospitals which have become health supermarkets, or neighborhood health cen-tews with services directed toward low-income groups (Teeple, 1968).

Second, nonprofessionals have been substituted for professionals. Occupa-tional substitution or the downward transfer of functions has occurred as thenatural result of manpower shortages (Teeple, 1968 and Peterson, 1970). Newmedical equipment, devices, and tests also have contributed to this shift. Suchsubstitution emphasizes the need for better training at lower occupational levels.

A third development which influenced this need for nonprofessional work-ers was the increase in facilities for the aged. Such facilities require a large numberof these personnel.

New and emerging occupations have been and will continue to be causedby these changes. But where will they occur? While such occupations may de-velop in any one of the categories mentioned earlier, Teeple (1968) has indicatedthat the hospital attendants category includes most of the emerging subpro-

3

fessional human service health occupations such as nurses' aides and psychiatric

aides. It should be noted that up to this time, these occupations developed be-

cause of a need, not because of a rational application of job analysis techniques.Literature reviewed for this analysis did not reveal any expected change in this

procedure for the future.Vertical worker mobility has been slow to develop in the health field.

Writers such as Wallenstit,1 (1968), Rosen (1968), Light (1969), and Teeple(1968) have indicated a need to further develop career ladders through specialjob training, remedial education progtams, and changes in occupational andemployment standards though a shortage of manpower has helped in this cause.Development of such mobility would be a major change in the },ealth occupa-tions, for they have been considered generally as a series of closed occupations

permitting little advancement (Teeple, 1968).Current training programs come closer to meeting immediate needs in

seine health occupational areas, practical nurses for example, than in otherssuch as professional nurses and hospital attendants. However, the low ratio oftraining completions to anticipated job openings in each of the categories listedpreviously creates a presumption that sizeable return3 would be likely to resultfrom a greater concentration on programs in these fields in an effort to meet longterm needs.

This presumption was reinforced by Lecht (1968) who indicated that theoccupational categories under consideration, based on percentage of increase inemployment, were high-growth occupational areas. Similar trends were indicatedin a report of a study, Occupational Employment Patterns for 1960 and 1975(U.S. Department of Labor, 1968), which was sponsored by the ManpowerAdministration.

On the basis of available information, it is possible to rank the major occu-pational categories listed earlier according to the increased number of workersexpected between 1962 and 1975 (Teeple, 1968). This ranking would be asfollows, with the first category having the greatest numerical increase:

1. Hospital Attendants, including Nurses' Aides2. Professional Nurses3. Practical Nurses4. Medical and Dental Technicians5. Der, cal Assistants

6. Dental Lab Technicians

It must be remembered that these rankings, based on projected increases, were,and still are, subject to change because of changing conditions in the occupa-tions. However, such rankings should prove of value to those individuals re-sponsible for planning vocational education programs.

Since the occupations for which preparation will be needed have beenidentified in a general manner, consideration should be given to the individualswho received such preparation. As one might expect from a familiarity with

the health field, vocational education in the related occupations is significant

primarily as adult education at the post-secondary level. The following listingtaken from Teeple's (1968) paper shows the level at which the major portion ofvocational education takes place for each of the occupational categories:

Occupational Category Major Level

Dental Assittants SecondaryDental Lab Technicians Post-secondaryHospital Attendants SecondaryMedical and Dental Technicians Post-secondaryPractical Nurses Post- secondaryProfessional Nurses Past- secondary

One readily notes that only two of the occupational categories receive majortraining emphasis at the secondary level.

In addition to actual employment training, vocational education programsalso hate provided pre-employment training for high school students. Suchtraining was utilized to easure a certain standard of competence on entry intoa health occupation or a training program while young people can learn aboutan occupation before corn nitting themselves to employment or fu-ther training.An example of such an educational program is The Pre-technical Project, ADemonstration in Education for Technology (1967).

While there is a need for expanding programs in health occupations toprovide this type of training to students, the national policy of Increasing andupgrading employment opportunities for the disadvantaged implies a continuedemphasis on adult programs. Many job-oriented programs for the disadvantagedhave been developed but additional and more refined programs will be neededfor future training. For example, Rast's (1968) report of limited success with apilot project for training mentally retarded individuals to serve as nurses' aidesindicates a possibility of further expansion i,l this area.

In the health occupations, vocational education exists side-by-side withother training systems designed for preparing individuals for employment.These systems include programs conducted under the auspices of the ManpowerDevelopment and Training Act (MDTA), the Job Corps, the Armed Forces,post-high school institutions, proprietary schools, and through on-the-job train-ing. But even with these systems, the number of trained workers is inadequate.Because of this, vocational education will remain viable in this area. Highschool vocational courses can provide pre-employment training and can encour-age students to remain in school and acquire credentials suitable for entranceinto health occupations or other specialized training programs. Voca.ionaleducation along with MDTA and Job Corps programs also has provided basiceducation and occupational training courses needed to serve the needs of un-employed workers or workers whose job skills have been made obsolete byeconomic and technological changes. While increased educational opportunitiesare imperative, it must be realized that a period of time will be required beforeall workers entering health occupations will receive some type of formal training.

5

Curricula and Curriculum Materials

Orem (1966) has written that a curriculum is a pattern or blueprint foreducation. Larson and Blake (1969) emphasized the importance of a curriculumby calling it the "backbone" of the instructional process. It series as a roadmapfor vocational instructors to chart the course from meager student interest andknowledge of a vocation or cluster of vocations to achievement of the goal ofemployment. The success of the instructional program is wrapped-up, to a greatextent, in the effectiveness of the curriculum.

Since the curriculum k important, a common understanding of its meaningshould be established. The term has been defined many ways, but according toLeighbody it "is the sum total of the learning experiences for which the schoolhas responsibility, whether they occur in school or not" (Papers Presented at theNational Conference on Curriculum Development in Vocational and TechnicalEducation, 1969). should ,,rovide an outline of the practical training andrelated instruction required for the acquisition of a specific level of skill andknowledge in a particular occupation or cluster of occupations. With this as abasis, appropriate literature was reviewed to determine the availability of cur-ricula for health occupations.

For the health occupations, a gre-it number of curricula were found andreviewed. These curricula were desigaed to be used for preparing studentsfor a single occupation or a cluster of occupations. For example, Dental As-sistant Training; Standard Course Outline (1968) was designed solely for thepreparation of dental assistants while the curriculum in the report titled Pitts-burg Technical Health Training Institute Demonstration Project (Kishkunas,Volume II; 1967) was prepared to provide for basic student needs in the occu-pational areas of nurses' aides, practical nurses, and surgical technicians.

A review of the available literature revealed that curricula were availablefor the several occupations presently recognized in each of the occupationalcategories identified previously. The major shortcoming concerned with theavailability of curricula, in the writer's opinion, is the general lack of core orcluster curricula.

Curricula included in the review generally were designed for one of twogroupsadults (pre-employment or post-employment) and high school students.Though instruction for these groups is interrelated, the curricula should be pre-pared for the type of student being served. Dyer's Orientation to Health ServiceOccupations and Nurse Aide Training (1966) was prepared specifically for highschool seniors while Gilbert and Fiddler's 'Vanua' of an Instructional Programin Dental Assisting (1964) and Milliken's publication, The Ambulance Attendant(1966) were designed for adults.

In addition to curricula, other curriculum materials were identified duringthe review and analysis. These materials were selected on the basis of Olivo's(Larson and Blake, 1969) definition of curriculum materials which statesthat "curriculum materials in vocational education refer to all the audio-visualsensory teaching-learning materials and devices used by the teacher and/or learn-er to teach or to master effectively and efficiently the skills, technologies, andgeneral areas of learning required as a worker and as a citizen."

6

Textbooks, workbooks, study guides, standards, and instructional guideswere found to be abuneant in the literature related to health occupations. Severalexamples of programmed units were found during the reti!w, including theunit by Goodson (1960, In addition to these materials, several publications suchas that by MacConnell (1969) contained suggestions for planning programfacilities. As was true with the curricula, these materials generally were availablefor each of the occupational areas.

The reiew aim analysis of literature indicated that an abundance of guide-lines, policies, and standards were available for use in developing educationalprograms for the various ty:cupatio is. Most of these documents were publishedthrough the efforts of health worker organizations such as the American Oc-cupational Therapy Association, Araerican Physical Therapy Association, Amer-ican Dental Association, or Anteric in Medical Association while one came frontthe American Association of Junior Colleges and one from the National HealthCouncil. Thus, organizations su:It as those just listed or others such as theNational League for Nursing, the American Nurses' Association and the Na-tional Federation for Licensed Practical Nurses can provide aid in the develop-ment of educational programs related to their areas of interest.

One should not consider that such miteri ilscurricula, currkuluni ma-terials or standardsdo not exist if they are .tv.t included in the bibliography.In addition to the fact that the bibliography cor tains only a few selected items,many materials of this type were prepared locady and /or on a limited budgetand were not available for distribution. According to Leighbody, there is noway to know how much instructional material of this kindsyllabi or contentdocumentsexists because it is not usually available for distribution, (PapersPresented at the National Conference on Curriculum Development in Vocationaland Technical Education, 1969). This lack of distribution may have caused aduplication of effort in that other persons had to prepare similar materials forimmediate use. The probability of such duplication was observed in severalof the health occupational areas, especially in the areas related to practical nursesand nurses' aides. If extra effort was required, one should consider that it isgenerally recommended that those persons associated with the program shouldparticipate in developing the required curriculum. If teachers are to contributeas they should to curriculum improvement, they must participate, on a con-tinuing basis, in curriculum development. But such development is not theteacher's task alone. A team composed of teachers of related subjects, researchers,and specialists from the field of work should be involved (A Guide for theDevelopment of Curriculum in Vocational and Technical Education, 1969),

Only one reference reviewed contained information related specifically tocurriculum materials other than printed matterFilms for Use in Preparing forNursing in Emergency Health Preparedness and National Defense (1968). Be-cause of limited references to materials such as films, television systems, pro-jectors, and transparencies, it is very probable that "the media have been treatedas addenda, as interesting appendages, instead of as the bricks from whichactual curricula experiences are built" (Finn and Others, 1967).

7

Caution should he exercised in selecting and using materials related tothese occupations. Each of the items reviewed was prepared for use with specificgroups of people and this must be considered. Furthermore, considerationshould be given to the fact that while many of the items reviewed were pre-pared only a few years ago, technologicz,1 developments may have resulted inthese publications containing inaccurate information.

One should note also the wide variety of sources responsible for the prepara-tion of the curricula and curriculum materials. Though educational institutionswere responsible for much of the material reviewed, health and medical or-ganizations, publishing houses, and governmental agencies also made a greatcontribution. Because of the many sources from which such materials may beobtained, care should be exercised to secure instructional material from a re-liable and competent source.

Curriculum Development

Present practices and procedures related to curricula development must beconsidered as a basis for developing curricula for the rim and emerg;ng healthoccupations. To discover the procedures and technique; used in developingcurricula, it was considered necessary to review curricula, curriculum materials,and research reports. An attempt was made also to identify needed revisionsin these procedures and techniques.

Analyses for Curriculum Development

Larson indicated that "curriculum development based on employment needsis the essence, of effective payroll education for the youth and adult in today'sworld." Since this belief generally is accepted by vocational educators, jobanalysis has been used for many years as the basis for curriculum developmentin vocational education. Holloway and Kerr (1969) indicated that this tech-nique had been used for curriculum development in the health occupations.

Because of continued and increasing et iployment needs, job analysistheprocess of studying the operations, duties, . nd organizational relationships ofjobs to obtain data for reporting the signifier nt worker's activities and require-mentswill continue to be an important par t of such development. However,such analysis will be conducted under stricter guidelines and controls. One ex-ample of the use of this type of analysis may be found in the report titledPittsburg Technical Health Training Institute Demonstration Project, QuarterlyReport, March 15, 1967 (1967). The activity eescribed in the report concentratedprimarily on job analysis of the surgical technician, practical nurse, and nurses'aide programs. In addition, Yagi and his associates (1968) recognized the valueof such analysis in their publication dealing with the design and evaluation cfvocational-technical education curricula.

A second type of analysis which has been used in developing curriculafor health occupations is task analysis (Holloway and Kerr, 1969). This type ofanalysis is a method or a process by which a task, a subunit of a job, is examinedand its characteristics, in terns of certain attributes, are identified. Fullerton and

8

ti

others (1966) suggested that this procedure be used for curricula developmentin paramedical education and Mager and Beach (1967) suggested that this typeof analysis be used as a basic from which to develop a course.

The third type of analysis which is used sometimes for developing curriculais occupational analysis. This type involves techniques similar to those of jobor task analysis but the scope of the research is much greater. Occupationalanalysis has been described by Borow as the application of a systematic methodof obtaining information focused on occupations and industries as well as onjobs, tasks, and positions (Larson, 1969).

Each of these three types of analysis has been used in developing curriculafor health occupations. In reviewing and analyzing the techniques used in de-veloping available curricula, this writer could not establish a clear differencebetween the three procedures. This is in agreement with Larson's (1969) state-ment that positive distinctions between and among the characteristics of thevarious systems of analysis are often difficult to establish.

To make this situation even more complicated, a fourth type of analysis,"eventual analysis," has been introduced by Decker (1967). He indicated that"'eventual analysis' consists essentially of making all key statements reducibleto philosophical fundamentals, that is, to statements of childlike simplicity aboutreal objejs and real events."

Tackman (1968) has introduced a fifth type of analysisstructural analy-sis. This type of analysis is a systematic approach to curriculum developmentrepresenting an attempt to organize terminal performance objectives for a unitof subject matter into a sequence of prerequisite competencies which must besatisfactorily mastered if successful performance is to occur. It involves askingthe question: "What competencies must a person already possess in order toobtain a satisfactory performance level on some specified objective, given noinstruction beyond those definitions specific to the objective in question?" Byasking this question of all identified competencies, a hierarchy of requisitecompetencies is generated which parallels the learning process appropriate tothe final task.

Regardless of which type of analysis is selected for a particular situation,it is evident that analyses have been used as bases for analyzing the work per-formed by individuals in health occupations. But how is data for such analysescollected? Again, the curricula reviewed and analyzed showed that a variety ofmethods were used. These methods included mail surveys, interviews, observations, analyses of documents such as curricula and textbooks, And committeescomposed of persons associated with the profession. The major portion of thecurricula reviewed were developed by securing analysis information from edu-cators and (or administrators and having the results reviewed by a specialist inthe occupational area. While this type of analysis has proved effective in thepast, more sophisticated methods will be employed in the future.

Systems Approach

To expand the usefulness of the various types of analysis described above,curriculum building in health occupations is taking on a systems approach.

9

This approach involves analysis and further extends the development processby requiring performance objectives along with educational strategy to meetthese objectives. The systems approach also requires that selection criteria forstudents be established. According to Miller (1969), this final step is important;for unless the student has the proper educational background and personalitycharacteristics, the drop-out rate will be high.

While the systems approach has played an important role in only a fewcurriculum development projects such as the Heat lh Services Mobility Study,Plan of Work (1968), several studies have recognized the importance of be-havioral objectives. Studies ill this latter group included The UCLA Allied HealthProfessions Projects (1970) and The Identification of Common Courses in Para-mechcal Education (Fullerton and Others, 1966).

The consideration of selection criteria appears to be of extreme importancein health occupations. While material was reviewed concerning general occu-pational information such as Pathways to Health Careers (1966) and HealthCareers Guidebook (Franklin, 1965), no specific selective criteria were located.Because of this apparent lack of materials, efforts should be made to developand distribute items with specific criteria for student, counselor, and teacheruse. Criteria should be prepared for high school, adult, and disadvantaged stu-dents in an effort to promote entry of individuals into health occupations. Forexample, Wallenstien (1968) indicated that about two-thirds of the healthworkers were women. Because the health occupations afford mar :v opportunitiesfor men, increased efforts should be made to encourage more males to enterthese occupations.

Broad Training Base

Many of the curricula reviewed were prepared for narrow occupationalcategories though efforts have been made to employ the cluster concept in pre-paring curricula for vocational education programs in health occupations. Wallen-stien (1968), and Killen and Shechtman (1969) have promoted the use of corecurricula in training programs and Holloway and Kerr (1969) indicated it isone of the most popular topics in health occupations education. Under this con-cept, students enrolled in the program would receive a broad base of trainingwhich would help make them mobile and flexible in a job situation and provideincreased employment opportunities and an opportunity to advance (Matey,1966).

A possible result of the employment of the core concept is vertical mohMityor initiation of the "ladder concept" (Holloway and Kerr, 1969). This is im-portant so trainees will not necessarily end up in dead-end positions but willhave the opportunity to advance. Turner recognized the close relationship be-tween these two itemscore curriLolurn and mobility in Proceedings of Sym-posium on Paramedical Education and Career Mobility (1968).

Curriculum Materials

Curriculum materials have been treated as an important part of cur-riculum development in a few publications such as Education for Health Tech-

10

nkians An Overview (Kinsinger, 1966) and Training Plot Outlines for Man-Power Development and Training Act Courses for Nurses Aides and NurseAide Orderlies (1966) bvtt more emphasis must be placed in this area. This isvery important, for while most educators know how to use media such as pro-jectors, tape recorders, and television systems, few know when they should beused (Finn and Others, 1967). Instruction should be planned as a system toincorporate all of the media considi.red appropriate Into a process which willresult in the most efficient and effective learning. During this planning stage,publications similar to Steps in Currfrulurn Construction (1965) should be usedas refcren:e material.

Much consideration appears to hake been given to programmed instructionalmaterials for health occupations. Because of this, it is recommended that pro-grammed instruction be integrated into formal training programs because itreportedly conserves instructor time, provides for flexible scheduling, and aidsin standardizing content (McDaniel, 1968). Research involving the use of suchmaterials has generally shown that this method is an effective part of theteaching-learning process.

Methodology of Curriculum Development

The need for educational program:;, the availability of curricula and cur-riculum materials, and the techniques of cuiric,num development for healthoccupations have been examined in the previous sections of this review andanalysis. With this as a basis, one can make a prediction as to how curriculawill be developed to prepare workers for their initial work roles and to updatetheir skills and knowledge once they have -..tered an occupation.

It is possible and very probable that research being conducted at the presenttime will help to answer questions related to this preparation as they occur.However, the literature reviewed during the preparation of this analysis con-tained little material related to current projects of notable interest concerningcurriculum development in health occupations. "...his does not mean that manyprojects were not being conducted but thi:t such projects were of local interestor simply not reported in the literature reviewed.

Analyses for Curriculum Development

Even without such research, it is possible to formulate procedures for thedevelopment of curricula which will keep pace with changes in health occupa-tions. As a basis for such development, one must consider that "a realistic,functional curriculum depends upon an understanding of the needs and re-quirements of the occupational field. Determination of the elements of theoccupation (the skills, knowledge, habits, and :attitudes essential to employment)demand an occupational analysis" (Larson and Blake, 1969). Thus, some typesof analyses will be used as the primary means of providing the data necessaryfor curriculum development. The use of these analysts ros.;ible because asRoney has indicated, "occupational education is based upon the premise that thefactors contributing to success in an occupation are relatively well-known andcan be converted into certain educational experiences" (Larson and Blake, 1969).

11

4147'$8." 4. 'V to,r

Such analyses will be expanded to create a zoned analysis of the occupation.According to Larson, zon,:d analysis is a method of graphic delineation whichmay be explained as a system through which factors involved in any organiza-tion or research project may be arranged in orderly sequence on an easy-to-understand chart (Larson and Blake, 1969). Such an analysis proceeds fromthe general to the specific according to a predetermined and definite plan. Thistechnique will aid the developer in preparing curricula for various employmentlock within an occupation or in preparing a total curriculum which employsthe "ladder concept." This latter curriculum would have multi-exit points andcontribute to worker mobility within an occupational area.

How can one analyze a job which is just emerging or is changing? Such asituation requires the complete cooperation of personnel in education and em-ployers and employees associated with health occupations, for the analysisshould begin as the change is introduced. Priore (1968) indicated that whenthe normal training patterns are disrupted by new processes, industry continuesto fall back on on-the-job training. The innovation is demonstrated to theoperator who then perfects the requisite skills while performing the job. Thissame type of procedure is assumed to be true for innovations in health occupa-tions.

For the educator to analyze the job during this introductory period, a com-munications network must be established and maintained with health employersand personnel. Because the introduction of change is a highly variable process,a system must be developed to monitor constantly the occupation involved in aneffort to detect change. If curricula were prepared on a national basis or evena state basis and then revised for relevance to students in a given school, such amonitoring system would be feasible. In addition, curricula prepared on theselevels would increase the need for standards of instruction and student per-formance which could lead to improved programs.

Systems Approach

Regardless of where the curriculum is developed, one of the analyses willnot be the sole basis for its development. The analyses described earlier will beincorporated into a systems approach"a 'closed-loop' analytic and develop-mental process which can be utilized to continuously: 1) assess the results ofperformance, 2) maintain sensitivity to performance requirements, and 3)provide for the self-correction of performance in order that the specified ob-jectives can be achieved" (Miller. 1967).

Once the job is analyzed, performance objectives similar to those suggestedby Mager (1962) and recommended by Tuckman (1969) will be formulated.Then the educational strategy to meet these objectives will be fixed along withselection criteria for the students (Miller, 1969). These selection criteria areimportant as the curriculum should be designed for the types of persons as wellas for the job or job cluster. In fact, Kurth stated that occupational analysishas two broad elements competencies the worker has or brings to the job andcompetencies the occupation requires (Larson and Blake, 1969).

12

;

One systems approach to preparing students for an occupation is shownin Figure 1. This system includes provisions for the presentation and evaluationof instruction in addition to steps necessary for actual curriculum develupment.These additional steps, as should be noted from the arrows, are of value becausethey provide a feedback of information which may be used for curriculumimprovement. In this system, the developers considered the type of student enter-ing the program as part of step 6, select instruction strategy. The use of such asystem in planning and conducting an educational program should lead to ef-ficiency in training and better prepared individuals while it provides a meansof constantly updating the training program. If such an approach is used, itshould be designed to net the requirements of the immediate situation.

Educational Curricula and Curriculum Materials

Curricula must be developed to cope with the changes taking place inhealth occupations and the mobility of health workers. Kurth has indicated thatspiral curricula which ensure continuity and sequential learning of subject mat-ter related to the students' interests and needs are of value (Larson and Blake,1969). Such curricula may use multi -exit points so the students can leave theprogram with various skill and knowledge level; and then reenter the programto secure additional job preparation. Under this system, initial preparation willbe provided in a cluster of occupations while training will become more specificas job placement approaches.

Occupational packets which include a curriculum, tiansparercies, equipmentlists and specifications, supply lists, budgds, a bibliography, and current refer-ence material should be prepared. Such preparation and packaging is especiallyimportant for those occupations with fowl workers and in which few materialsare available and few training programs are provided. In addition, an evaluationprocess should be devised to ensure the valu. Of these materials and to determinethe value of materials already available.

In the preparation of these materials, consideration shosild be given to theuse of media such as television systems, computers, projectors, and tape recorders,and how they can contribute to the educational program. Such techniques asindividually paced or programmed instruction also require consideration in fu-ture training programs.

Counseling Students

Counselors should have data which will indicate he degree to whichaptitudes and interests of students are similar to those of individuals who havecompleted a given trade or industrial curriculum, as well as persons who havesuccessfully pursued related occupations for several years and have shown areasonably good level of job proficiency (Doerr and Ferguson, 1968). Thisstatement is applicable to health occupations, for Stewart (1968) has shownthat persons engaged in the health occupations and the;r training programspossess similar characteristics. Such data will increase in value as chmges occurwithin the occupations and a means of providing this type of information andkeeping it current should be established within the educational community.

13

Figure 1

A SYSTEMS APPROACH TO OCCUPATIONAL TRAINING*

5

SelectCourseContent

1 Collect Job Data =f2 Identify Training Requirements 4

Construct10. Performance

3 Formulate Performance Objectives Test

allIe

)s- 7 Produce InstructionalMaterials

116C.1

6Select

InstructionStrateg)

8

EvaluateInstruction

8Conduct

Instruction

9Administer

and AnalyzeTests

--1 10Follow-up of

Graduates

41t

W. R. Tracey, E. B. Flynn, and C. L. J. Legere, "Systems Approach Gets Results,"Training in Business and Industry, IV (June 1967), pp. 17.21, 32-38.

14

Performance proficiency measurements and standards should be consideredas requirements in the educational program. Proficiency measurements willprovide a means of measuring student progress the lack thereof and serveas a basis for counseling. Kishkunas (Volume 1, 1967) used such measurementsfor evaluating a demonstration program for selected health workers. Proficiencystandards would help in determining the degree to which the student hasachieved skills and knowledge necessary for entry into and performance in anoccupation. Such measurements and standards are expected to play an importantrole in preparing training programs for minority groups.

Summary

Health care of the highest quality for all who need it it a goal that cannotbe realized where there are serious shortages of health per,onnel. In trying toalleviate these s' wages, it is unreasonable to expect a neat balance betweentraining completions and job openings. While educators and !atilt% personnelshould strive for such a balance, primary emphasis should be directed towardpreparing the indisidual for work. To do this, a curricuhm bated 011 occupa-tional analysis, student intetests and needs, and the philosophy and objectivesof the local school is required. This conforms with Orern's (1966) belief that"the bask design or pattern of a curriculum is established by the sphere ofeducation to which the curriculum is directed."

Curricula for the new and emerging occupations should be developed andevaluated through an educational planning system. This planning should in-volve four major steps: occupational analysis, program planning, program de-velopment and testing, and documentation and dissemination of the results(Roney, 1967). This is very similar to the detailed procedure suggested in TheUCLA Alliel liestrA Professions Projects (?970) and both are similar to thesystem reportedly used in the past and being used today. At this time, it ap-pears that personnel interested in health education have been abk to performthese steps in a satisfactory manner. While curricula and curriculum materialsare generally available for those occupations needed at the present time, im-provements are needed and changes will be necessary. System changes necessaryfor the future involve placing additional emphasis on each of the four stepsand employing stricter controls and guidelines. Special consideration should begiven to occupational analysis and dissemination of the results.

New curricula alone are not enough. To provide and train the necessaryworkers, improved counseling and recruiting programs and techniques will berequired along with improved uses of curriculum materials and teaching tech-niques. Effort; must be made to sweet members of minority groups and mento meet future worker requi:ements. Additional research should be conductedto relax technological change and the responsivenr.s of health education cur -rkula to this change.

No educational system can supply the telesant keel of skills and competencerequired without receiving active feedback and support from persons associated

15

with the related occupation (Kraft, 1969). Because of this, a systems approachshould be used not only in developing curricula but also for providing instruction. Future curriculum development and instruction will require that a completeand flexible communications network be established among all those affectedby the educational program.

16

DESCRIPTION OF THE BIBLIOGRAPHY

Compilation

References believed to be of value to persons desiring information concern-ing curricula for n:w health occupations were identified through a search ofboth Educational Resources Information Center (ERIC) publications and non.ERIC publicatioi s. ERIC publications included:

Abstracts of Instructional Materials in Vocational and Technical Education(AIM), Fall 1967-Spring 1970.

Abstracts of Research and Related Materials in Vocational and TechnicalEducation (ARM), Fall 1967-Summer 1970.

Current Index to Journals in Education, Volume I; Volume 11, Numbers 1-3.Manpower Research: Inventory for Fiscal Years 1966 and 1967.Afanportyr Research: Inventory for Fiscal Year 1968.Research in Education (R1E), Volumes 1IV; Volume V, Numbers 1.7.

The three non-ERIC sources of information which were searched were:

CIRF Abstracts. Cencva, Switzerland. The International Vocational Train.ing Information and Research Centre, C/O The International LaborOrganization, Volumes [NIB; Volume IX, First Dispatch (February1970).

CAxplan Associates of lIT Research Institute. .1 Bibliography of Publishedand Unpublished Vocational and Technical Education Literature. Illinois: Research Coordinating Unit, Vocatioral and Technical EducationDivision and State of Illinois, Board of Vocational Education andRehabilitation, June 1966.

Ehrenreich, Julia W., ed. Education Index. New York: The If. W. WilsonCompany, July 1964-May 1970.

While some of the later Research in Education indexes were searchedmanually by the writer, most were searched by computer. The remaining pub-lications were searched manually by stniot.lext1 staff of The Center for Voca-tional and Technical Education, The Ohio State Uniiersity, and/ot by thewriter. ERIC descriptors and strategies adapted from the Thesaurus of ERICDescriptors and used in the searches are outlined below:

Curriculum and Health

or Educational Needs

or Employment Qualifications

or instructionor Job Skills

In addition to these searches of specific sources, a cursory starch was madeof related materials available in the library of The Center for Vocational andTechnical Education.

17

Organization

The bibliography prepared as a result of there ;:rarches and a selectionprocess was organized into two sections, literature identified from ERIC sourcesand that identified from non-ERIC sources. Publications identified through thecursory search of library materials were placed into one of these sections on thebasis of whether they were listed in the ERIC publications reviewed earlier.If the materials identified were not listed in these publications, they were classi-fied as from non-ERIC publications.

These sections were then divided into five subsections f.+r ease of useItems listed in each of these subsections were arranged alphabetk Illy by authoror title. The five subsections selected were:

Need for educational programrMaterials cited in this section. con' :in in.formation related to the nerd for trained manpower in the health ezeupationsand the types of programs through which training is provided.

Curricula and curriculum materials This section includes ciutons whichconcern education in the health occupations. These citations irclud' materialconcerning program descriptions, stuk:-..t needs, course content, references, andinstructional materials suitable for secondary and post-secondary prop sms.

Curriculum developmentDocuments listed in this section ate those whichdeal with or are related to some aspect of curriculum development in she healthoccupations such as related research reports and projects and needed itNiIi0C1%.

Metho dology of curriculum developmentThis section of the bibliographycontains documents concerning the procedures or methods and proi,,cts whichhave applicability to curriculum development for new and emerging occupations.

lnjorntstion sources --- Publications cited in this section are those 1..hich weresearched in an attempt to identify relevant material or which contail infotmalion of a general nature related to health occupations.

While the bibliographic entries were placed into these categories, suchcategorization is not meant to be exclusive. The various publications ...-ere listedin only one category, not in several categories. Because of this, references incategorical areas related to one's area of primary interest should be consultedfor possible additional information.

Entries were selected on the basis of a limited review for their aenlicabilityto curricula for the health occupations. It is believed that the entries includedin the bibliography are representative of materials available in relatio t this

topic and will provide a '.aask wientation to health occupations. flowver, thewriter realized that this review did not include all material relevant to theseoccupations. For example, non-educational sources of information such is mightbe found in medical and military areas were not utilized.

Availability of Document'

Publications and documents identified as pertinent to this re.-iew andanal)sis and listed is the bibliography may be secured through mar y sources.Ilowevvr, for easier access to these items, certain sources should be zonsidered.

I8

ERIC publicat:ons from which literature was identified may be determinedby the prefix to the identifying document number. Prefixes found in this bibli-ography are:

Prefix Publication

ED klEEl CUEMP Manpower InventoryVT MM, ARM

Most EL) and MP documents arc available on microfiche (MF) or hard copy(13C) from the ERIC Document Reproduction Service (EDRS). Orders mustbe iorwarded to:

ERIC Document Reproduction ServiceNational Cash Register Company4936 Fairmont AvenueBethesda, Maryland 20014

EDRS prices cited in this bibliography reflect pricing in effect at the timeof publication. Recent price schedules and ordering information available inthe current issue of Rerearch in Education, MM, or ARM should be consultedprior to placing an order.

CIE entries usually can be found in pctio&cals which ace available in locallibraries. Items with a VT prefix generally can be found on microfiche in aVT-ERIC set which is available in many libraries or which may be orderedfrom EDRS. ED, MP, and "r items not available on microfiche or hard copyfrom EDRS may be secured from another source which is listed in the bibli-ography.

Publications and doconico.tc not listed ac ERIC publications should be se-cured through local libraries or from the publisher.

19

BIBLIOGRAPHY'(Boldface type indicates pages whkh cite the reference)

Literature Identified from ERIC Sources

Ned for Educational ProgramsHorowitz, Morris A.; Goldstein, I larold M.

lilting Standard, for Paramedical Manpower.Northeastern Univ., Boston, Mass. Dept of Economics. viSpons AgencyManpower Administration (DOL), 1Vashin3ten, D.C.Pub Date Sep 68Note-233 p.; A Report to the Manpower Administration of the U.S. Depart-

ment of LaborED 032 414EDRS Price N1F$1.00 11C-$11.75

Lccht, Leonard A.Ale :power Requirements for A'ational Objective; of the 1970's.National Planning Association, Washington, D.C. Center for Priority Analy-

sis. 4Pub Date Feb 68Note-463 p.MP 000 512EDRS Price MF$1.75 HC$23.25

Light, IsraelDevelopment and Grow.); of A'ew A11ied ifealt4 Fields. 4Pub Date Feb 69Note-23 p.; Speech presented at the Annual Congress on Nfedkil Education,

Council on Medical Education of the American Medical Association (65th,Chicago, III., February 9, 1969)

VT 008 641 (Spring ARM 7P)MF Available in VTERIC Si (See Sep 70 RIE)

Peterson, Dale F."Health Occupations Educators Prepare for New Tasks."American Vocational fournal, XLV. 3Pub I)ate fan 70Notepp. 9, 92El 014 927

The Pre-technical Prokrt, .1 Demonstration in Education for Technology.Medical Technology, 11th and 12th year.New York City Board of Education, Brooklyn, N.Y. 5Pub Date Aug 67Note-225 p.ED 019 496EDRS Price MF-$1.00 nc-s1135

Itklirieraphical entries folicorol hr an Fit moot 'r are generally asaiable in turd copyre microfiche through the FAlocatioeul Beramirces Intormatiat Center IF RIO. This atailahility isinerscated by the ahteriatirgiS, foe microfiche and I C fne turd copy. Order from EPICl'kruentot Ihproduction Sereict 1F.FIRSr, lix National Cash *mute Crimpsay, 4436 FairmontAvenue, Brthrods. Mariland 2C014. For all orders. :Ad $0.50 handling charge and salts totappropriate to the state where the ogler originate-el. Foreign orders must he accompanied bya 25 rettellt ',Mitt at:qv, takelattli s the nearest ant. Earnest must accompany orders'eating less sun S5 00. hems wit% montwes only are ailastsle from the ralsfishtt.

Rast, RobertResearch and Demonstration for Nurses' ,fide Training.Saint Philip's Coll., San Antonio, Tex. 5Pub Date 68Note--43 p.ED 028 274EDRS Price NIF-$0.25 HC -$2.25

Rosen, Sumner N.Building Career Ladders in Health OecupationrOpportunities and Ob-

steler.New York Unil , New York, N.Y. New Careers Development Center. 4Pub Date 68Note 6 II.ED 024 830EDRS Price N1F40.25 HC.40.40

Teeple, Johnitip/icetiont of Career Openings in Health Occupations for Priorities in

Vocational.Technicol Education. Working Paper.National Planning Association, Washington, D.C. Center for Priority Analy

sis. r, 3,4, 5Sports AgencyOffice of Education (MEW), Washington, D.C. Bureau of

ResearchBureau No-131140643Pub Date Oct 68

fintOEG-04-080643-4467(085)Note-51 p.ED 036 610EDRS Pike N1F-$0.25 11C-32.65

Walknstien, Robert J.knou.kdge Commonly Useful in Ttreltt Allied flealth Occupations. Report

No. 25. Final Report.Washingtcra State Coordinating Council fc t OCCIlitafonal Education, Olym.

pis. Wuhington State 1./niv, , Pullman. Dept. of Education. 4, 10Sports AgencyOffice of Education (MEW), WashIngton, D.C. Eureau of

ReseachBureau NoI3R.7-0031PtiO Date Aug 68Gra nt--0EG.4-7-070031.1626Note--107 p.ED 022 958EDRS Price N1F-$0.50 IIC-35.45

Cortricirit and Curriculum Materials

Dotal .4ssittsnt Training: Standard Coole Outline.Public Health Servict (DHEW), Washington, D.C. Div. of Indian Health. 6Pub Date May 68Note--S1 p.ED 030 741EDRS Price MF-$0.25 HC -32.65

21

Dyer, Virginia NIOrientation to Health Service Occupation' and Mira Aide Training, 4

Course for High School Senior,.Missouri State Dept. of Educ., Jefferson City. Health Service:. 6Pub Date May 66Note-25 p.VT 003 297 (Fall AIM 68)ME Available in VTERIC Set (ED 023 936)

Erse:fiats of en Acceptable School fr.. Certified Laboratory disistarits.American Medical AssociatioA, Chicago, Ill. Council on Medical 11,ducation.

American Society dainicil Prbologists, Chicago, Ill.Pub Dat: Dec (7Note--2 p.ED 026 479EDRS Price NIF-$0.25 11C$0.20

Films for Use in Preparing for Nursing in Emergency Health Preparedness andNational Defense.Amerkan Nurses' Assoication, New York, N.Y. 7Pub Date 68Note-9 p.VT 007 346 (Spring AIM 69)MP Available in VTERIC Set (ED 030 769)

Gilbert, Maud R., ed.; Fielder, 13elle, ed.Manual of en instructional Program in Dental Allisting.Madison Vocational, Technical, and Adult Schools, Wis. 6Pub Date As g 64Note-86 p.ED 023 826EDRS Price MP-$0.50 tIGS4.40

Goodsoo, Cora L.Temperature, Pulse, and Respiration Measurement, .1 Programmed e otekok

for Nursing eirsistants.Publie Ileolth Strike rollwation No. 1436.National Institutes of Health, Ikthesda, Md. Clinical Cuter. 7

Pub Date 66Note-72 p.Available fromSuperintendent of Documents, US. Government Printing

Offset, Washington, D.C. 20402 (PS 2.22:124, $' 00)VT 005 599 (Winter AIM (8)NP Available in VT.F RIC SA (ED 018 302)

Guidelines for the Development of Medical Record Technician Programs inPori& Colleges.American Association of Junior Colleges, Washington, D.C.Pub Date Sep 66Note-9 p.ED 028 285EDRS Price MP-$0.25 t1C-$0.55

22

Kahlcr, Carollneestigatiox to Produce Guidelines for Health Technology Program. Plan-

ning.National Health Council, New York, N.Y.Spons AgencyOffice of Education (DREW), Washington, D.C. Bureau of

Researchbureau NoBR-6-2355Pub Date Sep 67GrantOEG.14-062355-1928Is'o;e 102 p.El) 021 556EDRS Prire N1E-$0.50 11C-$5.20

Kishkunas, Louis ).Pittsburg Technical Health Training Institute Demonstration Project. Final

Report,l'olurne II.Pittsburgh Board of Public Education, Pa. 6Spons Agency Of ice of Education (DREW), Washington, D.C. Bureau if

ResearchBureau NoBR4-2015Pub Date Dec 67Gra.it--OEG.14-062015.1839Nett I 95 p.ED 019 509EDRS Price ME$0.i5 13C-$9.85

MacConnell, James D., and OthersA Guide for Planning Facilities for Occupational Preparation Programs for

Medical Secretaner. Research Series No. 3).Ohio State Univ. Columbal. Center for Vocational and Technical Educa-

tion. 7Sporn .1geracy--Offio! of Education (DFIEW), Washington, D.C. Bureau of

Resca rchBureau NoBR-7-0158Pub Date Apr 6)GrantOEO-3-7-000158-2037Note-59 p.ED 029 I-20EDRS Price ME$0.50 11C-$3.05

Milliken, Mary ElizabethThe .4swbukact .4tteordas...,Extension Course Outline.North Ca7o!ina State 13oli d of Educ., Rakigh. Curriculum Lab. 6Pub Date Szp 66Note-56 p.VT 002 798 (Winter AIM 67)ME Available in VT-ERIC Set (ED 015 136)

Orem, Dorothea E.Guidelines for Dereloping Cirricarla for the Education of Practical Nurser.Olitct of Education (DIIEW), Washington, D.C. 6, 15

23

Report NoOE-85004Pub Date 66Note-176 p.II) 013 305EDRS Pike N1F.$0.75 11C-$8.90

Papers Presented at the Nat'anal Conference on Curriculum Der elopment in Vo-cational and Technical Education, (Dallas, Mara 5.7,1969).California Univ., Los Angeles. 6, 7Pub Date Mar 69Note-83 p.ED 027 439EDRS Price NIE.$0.50 IICS4.25

The Physical Therapy Aide: Collection of Guidelines and Polity imminent.American Physical Therapy Association, New York, N.Y.Pub Date 5 Apt 68Note-12 p.ED 026 494EI)RS Price ENI.S0.25 /1C-$0.70

Politics and Guidelines for the Training of Dental Auxiliaries.American Ikntal Association. Chicago, Ill. Council on Dental Education.Pub Date Aug 66Note-3I p.ED 019 424EURS Price ME-$0.25 11C-$1.65

Standard, for Associate Degree Occupational Therapy .ifilit:S71 Prot.*American Occupational Th,:rapy Association, New York, N.Y.Pub Date Jul 67Note-18 p.ED 033 200EDRS Price NIF.$0.25 11C-$1.00

Curriculum Derelopment

Decker, Cohn P.A Functional ,Analysis of Paramedic-al 0-.:4,i tit.r! 4e e Feren?:tiv, for Lair-

rierrlernr Development.Arizona Health Services Education Association, Phoenix. 9Pub Date 31 Aug 67Note-245 p.ED 012 790 MP 000 413ERRS Pike ME-$1.00 11C-$1235

Finn, lames 1), and ()there.4 Study of the Concentration of Eitiesttortal Media Reid:trees to Assist in

Certain Education Pro grim, of ,Vi tiolai Couto,. Poi ii--EistratiooldMedia sad rotational Elocition. Final Report.

Educational Media Council, Inc, Washington, D.C. 7, I

24

Spons AgencyOffice of Education (MEW), %Irahington, D.C. Bureau ofResearch

Bureau NoBR5-0080-ERPub Date 31 May 67Contract NoOEC5.16-032Note-213 p.ED 014 906 MP 000 426EDRS Price MF$1.00 11C-$10.75

Franklin, Zelpha C.

Health Careers Guidebook.Bureau of Employment Security (DOL), Washington, D.C. 10Pub Date Dec 65Available hornSupetintendclit of Documents, U.S. Government Printing

Office, Unhington, D.C. 2040: (L. 7.25/3-1434, $1.50)Documint Not Mailable from EDRS.

Full, rton, Bill I., and Others

The Identification fo Common Courses in Paramedical Education.Arizona State Univ., 'remit. Coll. of Education. 9, 10fspons Agencyoffice of Education (DIIEW), Washington, D.C. Bureau of

. Research1/' I reau No-- t R.5-8398Pub Date 15 66GrantOEG-(:-85 (.131Noe -172 p.ED 010 190EDRS price "i1F-$0.75 11C-$8.70

Health Strain.: Afo,'Ility Surly, Plan of Work.City Univ. of New York, N.Y. Research Foundation.10Pub Date 68GrantCG-8783-A-0Note-49 p.ED 028 242EDRS Prise 71E40.25 11C-$2.25

tio:ktwas-, Lewis D.; Kerr, Elitatxth E.

P.riav and S)ntheris of Research in lierlth Occupations Education. ResearchSeries No. 39.

Ohio State Univ., Columbus. Center for Vocational and Technical Educetion. 8, 10

Sports Agency Office of Education (MAW), Washington, D.C.Pub Date May 69Note-97 p.ED 029 982EDRS Prise NIF-$0.50 11C-$4.

Kinsinger, Rutert E.iiircation for flash TrolnieisetAn Overview.

25

American Association of Junior Colleges, Washington, D.C. lEPub Date Feb 66Note-36 v.ED 011 779EDRS Price MF$0.25 11C41.90

Larson, Milton E.Review and Synthesis of Research: Amflysis for Curriculum Development in

Vocational Education. Research Series No. 46.Ohio State Univ., Columbus. Center for Vrxational and Technical Educa.

toot. 9Spons Agency--Office of Education (DIIEW), Washington, D.C.Pub Date Oa 69Note-82 p.ED 035 746EDRS Price MP-S0.50 11C-$4.20

Larson, Milton E.; Blake, Duane Lfrorr,:nrte on Occupational Analysis as a Basis for Curriculum Development.

final Report.Colorado State Univ., Fort Collins. 6, 11, 12, 13Spons AgencyOffice of Education (MEW), Washington, D.C. Bureau of

ResearchBureau NoBR-8-0339Put Date Jun 69Grant- -0EG-0-8-08fi '39.35%NoteI12 p.ED 031 592EDRS Pike MP -$0.50 EIC-S5.70

Maley, DonaldComm.-lion Cluster-11n krestigation agd Dereloprnent of the Cluster

Concept as a Program in Vocational Liuestion at the Secondary SchoolLevel.

Maryland Univ., Colkge Park, 10Spores AgencyOffice of Education (DHE\V), Washington, D.C. Bureau of

ResearchReport NoERD115-8Bureau Nor3R-5-0183-8Pub Date 31 Aug 66ContractOF.C-655-023Note-281 p.ED 010 302EDRS Price 11/41P-S1.25 HC-S14.!S

McDaniel, Lucy V.Programmed Instmetion for Aides in Phyrial Therapy. Final Report.Rancho Los Amigos Hospital, inc, Uoarsry,Cahf.11Pub Date Oct 68GrantRD-1712-M-66-01Note-59 p,ED 029 110EDRS Priv. CIF- $0.57 HC -$3.05

26

Pathways to Health Careers, Exp lo in¢ Health Occupations and Professions.Health Careers Council of Illinois, Chicago. 10Pub Date Nov 66Note-107 p.ED 017 656EDRS Price MF-$0.50 11C-$5.45

Pittsburgh Technical Health Training Institute Demonstration Project. QuarterlyReport, March 15,1967.Pittsburgh Board of Public Education, Pa. 8Spons AgencyOffice of Education (DHEW), Washington, D.C. Bureau of

ResearchBureau NoBR-6-2015Pub Date 15 Mar 67Note-175 p.ED 011 978EDRS Price MF-$0.75 HC-$8.85

Proceedings of Symposium on Paramedical Education and Career Mobility. (Ever-green Park, III., Tune 6 and 7, 1968).American Association of Junior Colleges, Washington, D.C.; Illinois Regional

Medical Program, Chicago. 10Pub Date Jun 68Note-135 p.ED 035 723EDRS Price MF-$0.75 HC$6.85

Steps in Curriculum Construction.Bucks Cot my Technical School, Bristol, Pa. 11Pub Date 65Note-17 p.VT 001 029 (Spring ARM 70)MF Available in VT-ERIC Set (ED 039 370)

Training Plan Outlines for Manpower Development and Training Act Coursesfor Nurses Aides and Nurse Aide Orderlies.Office of Education (DHEW), Washington, D.C. Div. of Manpower Develp-

ment and Training. 11Pub Date 66Note--96 p.VT 009 267 (Fall AIM 69)MF Available in VT-ERIC Set (ED 034 075)

Tuck man, Bruce W.Structural Analysis as an Aid to Curriculum Development. Incidental Report

No. I.Rutgers, The State Univ., New Brunswick, N.J. 9Pub Date Jul 68Note-28 p.ED 027 440EDRS Price MF-$0.25 HC-$1.50

27

Tht UCLA Allied Health Professions Projects; The Background, The Programs,

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Through Functional lob Analysis. Final Report.George Washington Univ., Washington, D.C. 8Spons AgencyOffice of Education (DHEW), Washington, D.C. Bureau of

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Methodology of Curriculum Development

Kishkunas, Louis J.Pittsburgh Technical Health Training Institute

Report, Volume I.Pittsburgh Board of Public Education, Pa. 15Spons AgencyOffice of Education (DHEW),

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Centered Curricula. Final Report.Universtiy of California, Berkeley. 13Spons Agency--Office of Education (DHEW), Washington, D.C. Bureau of

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Demonstration Project. Final

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Tuckman, Bruce W.The Student-Centered Curriculum: A Concept in Curriculum Innovation.Rutgers, The State Univ., New Brunswick, N.J. Graduate School of Educa-

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Information Sources

Abstracts of Instructional ilfaterials in Vocational and Technical Education(MM).Began Fall 1967. Quarterly. Subscription: $9.00 per year. Order from ERICClearinghouse, The Center for Vocational and Technical Education, TheOhio State University, 1900 Kenny Road, Columbus, Ohio 43210. 17

Abstracts of Research and Related Materials in Vocational and Technical Educa-tion (ARM).Began Fall 1967. Quarterly. Subscription: $9.00 per year. Order from ERICClearinghouse, The Center for Vocational and Technical Education, TheOhio State University, 1900 Kenny Road, Columbus, Ohio 43210. 17

Current Index to Journals in Education (CUE).Began April 1969 covering publications from January 1969. Monthly. Sub-scription: 12 monthly issues $34.00; Annual Cumulative Index, $24.50;Semiannual Cumulative Index, $12.50; Semiannual and Annual Cumula-tive Index, $35.00; Semiannual and Annual Cumulative Indexes with amonthly subscription, $64.00. Order from: C.C.M. Information Services, Inc.,866 Third Avenue, New York, N.Y. 10022. 17

Thesaurus of ERIC Descriptors. 2nd ed.Washington, D.C.: U.S. Government Printing Office, 1969. Availability:Superintendent of Documents, U.S. Government Printing Office, Washing-tion, D.C. 20402. Catalog No. FS 5.212:12031-69. Nice $3.25. 17

Manpower Research: Inventory for Fiscal Years 1966 and 1967.Washington, D.C.: U.S. Government Printing Office, 1968. 261 pp. Avail-ability: Superintendent of Documents, U.S. Government Printing Office,Washington, D.C. 20402. Catait.8 No. FS 5.212:12036. Price $2.25. 17

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Research in Education (RIE).Began November 1966. Monthly. Subscription: Domestic, $21.00 per year;Foreign, $5.25 additional. Single copy: Domestic, $1.75. Send check or moneyorder (no stamps) to the Superintendent of Documents, U.S. GovernmentPrinting Office, Washington, D.C. 20402. 17

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Killen, Barbara M., and Shechtman,' Joseph. "How Do You Decide on a HealthOccupation Programs?" American Vocational Journal, XLIV (May 1969),pp. 60-62. 10

A Guide for the Deveolpment of Curriculum in Vocational and Technical Edu-cation. Los Angeles, California: Division of Vocational Education, Univer-sity of California, 1969. 7

Mager, Robert F. Preparing Instructional Objectives. Palo Alto, California:Fearon Publishers, 1962. 12

Mager, Robert F. and Beach, Kenneth M., Jr. Developing Vocational Instruc-tion. Palo Alto, California: Fearon Publishers, 1967. 9

Miller, A. J. "The Technical Student: A Changing Profile." Journal of IndustrialTeacher Education, VI (Winter 1969), pp. 49.54. 10, 12

Methodology of Curriculum Development

Doerr, J. J., and Ferguson, J. L. "The Selection of Vocational-Technical Stu-dents." Vocational Guidance Quarterly, XVII (September 1968), pp. 27-32.13

Kraft, R. H. P. "Vqcational-Technical Training and Technological Change."Educational Technology, IX (July 1969), pp. 12-18. 16

Miller, Donald R. A System Approach for Solving Educational Problems. Cali-fornia: Operation PEP, 1967. 12

Priore, M. J. "On-the-job 'Training and Adjustment to Technological Change."The Journal of Human Resources, 111 (Fall 1968), pp. 435-449. 12

Roney, M. W. "Educational Planning for an Emerging Occupation." Journal ofIndustrial Teacher Education, V (Fall 1967), pp. 46-50. 15

Tracey, W. R.; Flynn, E. B.; and Legere, C. L. J. "Systems Approach GetsResults." Training in Business and Industry, IV (June 1967), pp. 17-21,32-38. 14

Information SourcesBureau of Employment Security, U.S. Department of Labor. Dictionary of Oc-

cupational Titles, 1965. Vol. 1: Definitions 31 Terms. 3rd ed. Washington,D.C.: U.S. Government Printing Office, 1965. v, vi

. Dictionary of Occupational Titles, 1965. Vol. II: Occupational Classifica-tion. 3rd ed. Washington, D.C.: U.S. Government Printing Office, 1965.

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. A Supplement to the Dictionary of Occupational Titles: Selected Char-acteristics of Occupations, 1966. 3rd ed. Washington, D.C.: U.S. GovernmentPrinting Office, n.d.

..Supplement 2 to the Dictionary of Occupational Selected Char-acteristics of Occupations by Worker Traits and Physical Strength, 1968. 3rded. Washington, D.C.: U.S. Government Printing Office, n.d.

MP Abstracts. Geneva, Switzerland: The International Vocational TrainingInformation and Research Centre, C/O The International Labor Organiza-tion, Volume and Volum: IX, First Dispatch (February 1970). 17

Corplar: Associates of IIT Research Institute. A Bibliography of Published andUnpublished Vocational and Technical Education Literature. Illinois: Re-search Coordinating Unit, Vocational and Technical Division and State ofIllinois, Board of Vocational Education and Rehabilitation, 1966. 17

Ehrenreich, Julia W., ed. Education Index. New York The H. W. Wilson Com-pany, July 1964-May 1970. 17

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