Florida Department of Education
Curriculum Framework 

Program Title:	Health Unit Coordinator/ Monitor Technician 
Program Type:	Career Preparatory
Career Cluster:	Health Science

Career Certificate Program	
Program Number	H170107	
CIP Number	0351070302	
Grade Level	30, 31	
Program Length	630 hours	
Teacher Certification	Refer to the Program Structure section.	
CTSO	HOSA	
SOC Codes (all applicable) 	Please see the CIP to SOC Crosswalk located at the link below.	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	
Basic Skills Level	Computation (Mathematics):	9	Communications (Reading and Language Arts):	10	

Purpose

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Health Science career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of Health Science career cluster. 

The content includes but is not limited to interpersonal skills, medical terminology, legal and ethical responsibilities, safe and efficient work practices, clerical skills, safety and security use of computers, interpretation and transcription of doctors' orders, and employability skills.  

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of 3 occupational completion points.

This program is comprised of courses which have been assigned course numbers in the SCNS (Statewide Course Numbering System) in accordance with Section 1007.24 (1), F.S. Career and Technical credit shall be awarded to the student on a transcript in accordance with Section 1001.44(3) (b), F.S.

To teach the courses listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the postsecondary program structure:

OCP	Course Number	Course Title	Teacher Certification	Length	
A	HSC0003	Basic Healthcare Worker	REG NURSE 7 G
MED RECTEC 7G	90 hours	
B	HIM0076	Health Unit Clerk		410 hours	
C	HIM0090	Monitor Technician 		130 hours	

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Demonstrate knowledge of the healthcare delivery system and health occupations.
02.0	Demonstrate the ability to communicate and use interpersonal skills effectively.
03.0	Demonstrate legal and ethical responsibilities.
04.0	Demonstrate an understanding of and apply wellness and disease concepts.
05.0	Recognize and practice safety and security procedures.
06.0	Recognize and respond to emergency situations.
07.0	Recognize and practice infection control procedures.
08.0	Demonstrate an understanding of information technology applications in healthcare.
09.0	Demonstrate employability skills.
10.0	Demonstrate knowledge of blood borne diseases, including HIV/AIDS.
11.0	Apply basic math and science skills.
12.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas. 
13.0	Describe the importance of professional ethics and legal responsibilities for the Health Unit Coordinator. 
14.0	Interpret and apply medical terminology specific to health unit clerks.  
15.0	Organize and maintain efficient work practices. 
16.0	Perform clerical duties.  
17.0	Perform patient admission, transfer and discharge procedures.
18.0	Prepare discharge/transfer chart for medical records/new unit.
19.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance.  
20.0	Read, interpret, process, coordinate and transcribe physicians' orders.  
21.0	Demonstrate an understanding of the Health Unit Coordinators role in the Nutritional Care Department.
22.0	Demonstrate an understanding of the Health Unit Coordinators role in processing diagnostic orders.
23.0	Explain the importance of employability skills and entrepreneurship skills for the Health Unit Coordinator. 
24.0	Describe the cardiovascular system.
25.0	Identify legal and ethical responsibilities of an EKG Monitor Technician.
26.0	Demonstrate knowledge of, apply and use medical instrumentation modalities.
27.0	Perform patient care techniques in the health care facility.
28.0	Recognize normal and abnormal cardiac telemetry monitoring results.
29.0	Describe common cardiovascular drugs, their actions, use and adverse effects.
30.0	Set up telemetry monitoring, interpret and report abnormal rhythms to the nurse. 
31.0	Monitoring, interpreting and reporting abnormal rhythms (dysrhythmias) to the nurse. 

Florida Department of Education
Student Performance Standards

Program Title:	Health Unit Coordinator
Career Certificate Program Number: 	H170107

The Basic Health Care Worker (HSC0003) is referred to as the Health Science Core and is the first OCP in the majority of the Career Certificate Program health science programs. Secondary and Postsecondary students completing the health science core will not have to repeat the core in any other health science program in which it is a part.  When the recommended sequence is followed, the structure allows students to complete at specified points for employment or remain for advanced training or cross-training.

Course Number:  HSC0003
Occupational Completion Point:  A 
Basic Healthcare Worker – 90 Hours	

To ensure consistency whenever these courses are offered, the health science core standards (1-11) and benchmarks have been placed in a separate document. To access this document, visit this link: 
https://www.fldoe.org/core/fileparse.php/20706/urlt/health-sci-core-psav-cc-2425.rtf

Course Number: HIM0076
Occupational Completion Point: B
Health Unit Clerk – 410 Hours	
12.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas. The student will be able to:	
12.01	Apply basic speaking and active listening skills including reflection, restatement, and clarification techniques when using the telephone and answering patient call lights. 	
12.02	Recognize the importance of courtesy and respect for patients and other health care workers and maintain good interpersonal relationships. 	
12.03	Adapt communication skills to varied levels of understanding and cultural orientation including diverse age, cultural, economic, ethnic, and religious groups. 	
12.04	Apply active listening skills to obtain and clarify information. 	
12.05	Exhibit public relations skills that aid in achieving customer satisfaction including face to face interactions. 	
12.06	Explain why implementation of the electronic medical record is requiring advanced communication skills for the health unit coordinator (HUC).	
12.07	Give instances that exemplify human needs, classify each according to Maslow’s hierarchy of human needs, and give appropriate responses to meet the listed needs.	
12.08	Define and explain the importance of culturally sensitive care in the health care setting.	
12.09	List five guidelines to follow that could improve intercultural communication.	
13.0	Describe the importance of professional ethics and legal responsibilities for the Health Unit Coordinator.  The student will be able to:	
13.01	List seven patient rights as outlined in HIPAA.	
13.02	Identify seven patient identifiers (individually identifiable health information [IIHI]).	
13.03	Explain two purposes of the Health Information Technology for Economic and Clinical Health (HITECH) Act.	
13.04	Explain the responsibilities the health unit coordinator (HUC) has for HIPAA compliance.	
13.05	Evaluate alternative responses to workplace situations based on personal, professional, ethical, legal responsibilities, and employer policies.	
14.0	Interpret and apply medical terminology specific to health unit clerks.  The student will be able to:	
14.01	Identify components of medical terms.	
14.02	Spell, pronounce, and define medical terms as related to Health Unit Coordinator.	
14.03	Relate medical terminology to the body systems.	
14.04	Identify and define standard abbreviations and medical symbols.	
14.05	Identify apothecary and metric systems.	
15.0	Organize and maintain efficient work practices.  The student will be able to:	
15.01	Arrange daily activities by priority.	
15.02	Prepare and post unit information lists.	
15.03	Maintain a supply of assembled medical/surgical admission packets when using paper charts or standard forms. 	
15.04	Distribute forms and articles from in‑basket.	
15.05	Identify, store and maintain unit equipment/supplies in a neat and orderly manner.	
15.06	Sanitize nursing station equipment.	
15.07	Maintain par levels of supplies as required by the nursing unit	
15.08	Greet all visitors to the nursing unit and offer assistance as necessary.	
16.0	Perform clerical duties.  The student will be able to:	
16.01	Demonstrate knowledge of common software applications relevant to the role of the health unit coordinator.	
16.02	 Prepare, label and add forms to chart. 	
16.03	Record non-clinical admission data on unit records.	
16.04	Obtain previous admission records/X‑rays.	
16.05	Post all reports on charts.	
16.06	File and retrieve assorted forms.	
16.07	Maintain patient tracking for patients leaving the unit (electronic or paper log).	
16.08	Conduct “down time” procedure when electronic record program is unavailable due to scheduled downtime or unexpected downtime. 	
17.0	Perform patient admission, transfer and discharge procedures.  The student will be able to:	
17.01	List four types of admissions and three types of patients.	
17.02	List the common components of a set of admission orders and common health unit coordinator (HUC) tasks regarding the patient’s admission when paper charts are used.	
17.03	Describe how a surgical patient’s admission orders differ from a medical patient’s admission orders and discuss three options for the way in which patient surgeries are performed.	
17.04	List the components that may be included in a set of pre/postoperative orders.	
17.05	Explain why it is important for the HUC to monitor the patient’s electronic medical record (EMR) consistently. 	
17.06	Explain the purpose and the benefits of the electronic patient status tracking board for the patient’s family and/or friends.	
17.07	Explain what the HUC’s responsibility would be regarding all medical records, including patient signed consent forms, handwritten progress notes, and reports faxed or sent from other facilities or brought in by a patient when the EMR with computer physician order entry (CPOE) is implemented.	
18.0	Prepare discharge/transfer chart for medical records/new unit.  The student will be able to:	
18.01	List the different types of discharges and explain the importance of communicating pending discharge information and bed availability to the admitting department or bed placement in a timely manner.	
18.02	List the tasks that may be required to complete a routine discharge.	
18.03	 List the additional tasks that may be required when a patient is discharged to another facility, discharged home with assistance, or when a patient dies (postmortem).	
18.04	Describe the tasks necessary to prepare the discharged patient’s medical record for the health information management services (HIMS) department when paper charts are used.	
18.05	List the tasks that are performed when a patient is transferred from one unit to another.	
18.06	List the tasks performed by the HUC when a patient is transferred from one room to another room on the same unit.	
18.07	Discuss the importance of reading the entire set of discharge or transfer orders prior to the patient being discharged or transferred.	
19.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance.  The student will be able to:	
19.01	Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.	
19.02	Participate in emergency or disaster plan, CPR and first aid.	
19.03	Identify the location of emergency equipment on the nursing unit.	
19.04	Recognize and follow all appropriate emergent code protocols. 	
19.05	Comply with regulatory agency guidelines. 	
20.0	Read, interpret, process, coordinate and transcribe physicians' orders.  The student will be able to:	
20.01	Identify all types of physician's orders.	
20.02	Prioritize orders for transcription.	
20.03	Prepare and route requisitions manually or via computer.	
20.04	Arrange for ordered consultations.	
20.05	Schedule patients' treatments or therapy with other hospital departments.	
21.0	Demonstrate an understanding of the Health Unit Coordinators role in the Nutritional Care Department.  The student will be able to:	
21.01	Explain the importance of communicating diet changes and patient food allergies to the nutritional care department.	
21.02	List the groups of diets including nutritional supplements that may be ordered for the hospitalized patient. 	
21.03	List consistency changes that can be made to a standard diet and explain what is included in each.	
21.04	List diet options that may be selected for the patient who has started on clear liquids and has an order for diet as tolerated and explain how the selection would be made.	
21.05	Identify therapeutic diets that the patient’s doctor may order.	
21.06	Identify diets that may be requested by patients and assist them in ordering appropriate meals. 	
21.07	List the items an HUC may need to order when transcribing an order for tube feeding.	
21.08	Explain the purpose of the doctors’ orders force fluids, limit fluids, and calorie count.	
21.09	Discuss the importance of sending all doctors’ orders regarding a patient’s diet or modifications to a patient’s diet to the nutritional care department. 	
21.10	Discuss the importance of sending total parenteral nutrition (TPN) orders to the pharmacy in a timely manner via fax, pneumatic, or dumb waiter system. 	
22.0	Demonstrate an understanding of the Health Unit Coordinators role in processing diagnostic orders.  The student will be able to:	
22.01	List the major divisions of the clinical laboratory and their functions.	
22.02	List six invasive procedures that would require a consent form signed by the patient.	
22.03	Describe the health unit coordinator’s responsibilities in ordering laboratory tests and sending specimens to the laboratory when EMR is used and when paper charts are used and describe how routine, stat, daily, and timed studies would be ordered and performed.	
22.04	Explain how the health unit coordinator’s responsibilities regarding diagnostic imaging orders differ with the implementation of the electronic medical record and computer physician order entry versus use of the paper chart.	
22.05	List the required patient information needed when ordering procedures to be performed by the diagnostic imaging department.	
22.06	Explain when a patient would be required to sign an informed consent before a diagnostic imaging procedure.	
22.07	Discuss sequencing or scheduling of multiple diagnostic imaging procedures ordered for the same patient.	
22.08	Demonstrate an understanding of other diagnostic studies. 	
23.0	Explain the importance of employability skills and entrepreneurship skills for the Health Unit Coordinator.  The student will be able to:	
23.01	Discuss benefits and responsibilities of the HUC as a member of a professional organization. 	
23.02	List five benefits of becoming a certified HUC.	
23.03	List three positions in which the HUC may be cross-trained.	
23.04	Compose written communication including emails using correct spelling, grammar, formatting and confidentiality.	
23.05	Observe professional e-mail practices and etiquette.	

	
Course Number: HIM0090
Occupational Completion Point: C
Monitor Technician – 130 Hours	
24.0	Describe the cardiovascular system.  The student will be able to:	
24.01	Locate the heart and surrounding structures. 	
24.02	Using a diagram label the parts of the heart and list the functions of each labeled part.	
24.03	Trace the flow of blood through the cardiopulmonary system. 	
24.04	Identify and describe the electrical conduction system.	
25.0	Identify legal and ethical responsibilities of an EKG Monitor Technician.  The student will be able to:	
25.01	Recognize and practice legal and ethical responsibilities as they relate to an EKG Monitor Tech. 	
25.02	Maintain a safe and efficient work environment. 	
25.03	Maintain EKG monitoring equipment so it will be safe and accurate. 	
25.04	Implement appropriate monitoring of hospital patient safety goals.	
26.0	Demonstrate knowledge of, apply, and use medical instrumentation modalities.  The student will be able to:	
26.01	Operate cardiac telemetry monitoring equipment related to admitting and discharging patients, trending, changing alarm parameters, changing leads and changing cardiac monitoring paper. 	
26.02	Troubleshooting monitor equipment, cleaning and maintaining monitoring equipment.  	
26.03	Identify three types of lead systems.	
26.04	Describe correct anatomic placement of standard limb, augmented, and chest (precordial) leads. 	
26.05	List three common causes of artifact and the techniques to correct them.  	
26.06	Recognize normal sinus rhythm. 	
26.07	Report any rhythm that is not normal sinus rhythm.	
26.08	List the three leads that form Einthoven’s triangle. 	
26.09	Recognize a cardiac emergency as seen on the EKG monitor and explain the importance of rapid reporting. 	
27.0	Perform patient care techniques in the health care facility.  The student will be able to:	
27.01	Verify requisition order with patient identification band. 	
27.02	Identify patient utilizing name, date of birth, and medical and/or financial number. 	
27.03	Prepare the patient for lead placement. 	
28.0	Recognize normal and abnormal cardiac telemetry monitoring results.  The student will be able to:	
28.01	Consistently apply a systematic approach to analyze and interpret heart rhythm strips. 	
28.02	Identify and examine wave forms, segments, and complexes. 	
28.03	Measure PRI, QRS, QTI, and calculate heart rate. 	
28.04	 Explain the process of evaluating ECG tracings to determine the presence of dysrhythmias. 	
28.05	List indications for pacemaker insertion, pacemaker modalities.  	
28.06	Recognize normal pacemaker rhythms and malfunctions such as pacemaker failure to fire, failure to capture, over-sensing, and under-sensing. 	
28.07	Recognize sinus rhythms including sinus bradycardia, sinus tachycardia, sinus arrhythmia, and sinus pause. 	
28.08	Recognize atrial dysrhythmias including atrial tachycardia, atrial fibrillation, atrial flutter, and atrial ectopic beats. 	
28.09	Recognize junctional dysrhythmias including junctional rhythm, accelerated junctional, junctional tachycardia, and junctional ectopic beats.  	
28.10	Recognize supra ventricular tachycardia.	
28.11	Identify all Heart Blocks including 1st Degree, 2nd Degree Type I, 2nd Degree Type II, Third Degree, and Bundle Branch Blocks. 	
28.12	Recognize all lethal cardiac dysrhythmias including Ventricular Tachycardia, Ventricular Fibrillation, and Asystole. 	
28.13	Recognize ECG changes that indicate the presence of myocardial ischemia or infarction. 	
28.14	Explain the importance of notifying the nurse immediately when ischemic or infarct ECG changes are identified. 	
28.15	Identify ECG wave morphology that indicate atrial or ventricular hypertrophies. 	
28.16	Recognize ECG changes that indicate premature atrial, junctional, and ventricular complexes and other rare phenomena. 	
29.0	Describe common cardiovascular drugs, their actions, use and adverse effects.  The student will be able to:	
29.01	List common cardiovascular drugs and their common adverse effects including ECG changes if applicable. 	
29.02	Identify and observe a cardiac emergency.	
30.0	Set up telemetry monitoring, interpret and report abnormal rhythms to the nurse.  The student will be able to:	
30.01	 Apply and turn on telemetry unit and set alarm parameters according to facility policy. 	
30.02	Identify lethal arrhythmias and actions required.	
30.03	Enter and maintain patient identity and location while in telemetry according to patient reconciliation procedures. 	
30.04	Identify the PRI, QRS, QTI, T waves, and heart rate.	
31.0	 Monitoring, interpreting and reporting abnormal rhythms (dysrhythmias) to the nurse.  The student will be able to: 	
31.01	Oversee cardiac rhythms for dysrhythmias and report to the nurse.	
31.02	Examine rhythm strips for clarity and artifact. Record and documents heart rhythm strips per unit policy. 	
31.03	Identify three types of artifacts and initiates actions to correct them. 	
31.04	Replace electrodes and apply lead wires using the correct landmarks. 	
31.05	Records rhythm and documents time of events during cardiac arrest situations, cardioversion procedures, and emergency medication administration as directed by the nurse. 	
31.06	Maintain constant communication with the nurse during patient emergency situations. 	

Additional Information

Laboratory Activities

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

Special Notes

Transcription of physicians' orders is an integral part of this course.  This competency is achieved through simulated practice with standard equipment and supplies used in a health care facility by the health unit coordinator.  An overview of anatomy and physiology serves as a foundation for medical terminology and CPR/first aid.  A working knowledge of the computer is a competency achieved through actual practice.  Role playing is one of the methods which can be used for developing interpersonal skills.

Supervised clinical experience is an integral part of this program.

This program meets the Department of Health’s education requirements for HIV/AIDS, Domestic Violence and Prevention of Medical Errors.  Although not a requirement for initial licensure, it is a requirement for renewal, therefore the instructor may provide a certificate for renewal purposes to the student verifying these requirements have been met.

If students in this program are seeking a licensure, certificate or registration through the Department of Health, please refer to 456.0635, F.S. for more information on disqualification for a license, certificate, or registration through the Department of Health. 

It is recommended that completers of this program take the National Association of Health Unit Coordinators Certification examination which is offered annually.

The Core should be taken first in the program. Following the successful completion of the core, the student is eligible to take the National Health Care Foundation Skill Standards Assessment with instructor approval and the completion of a portfolio.

Career and Technical Student Organization (CTSO)

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

Cooperative Training – OJT

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

Basic Skills 

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

Adult students with disabilities, as defined in Section 1004.02, Florida Statutes, may be exempted from meeting the Basic Skills requirements (Rule 6A-10.040).  Students served in exceptional student education (except gifted) as defined in s. 1003.01, F.S., may also be exempted from meeting the Basic Skills requirement.  Each school district and Florida College System Institution must adopt a policy addressing procedures for exempting eligible students with disabilities from the Basic Skills requirement as permitted in Section 1004.91, F.S.

Accommodations

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

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