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ICT Literacy in Technical Applied Health

Compiled by Dr. Lesley Farmer, California State University Long Beach

This bibliography focuses on ICT literacy as it is implemented in United States technical applied health education.  

GENERAL:

Association of College & Research Libraries. (2015). Information literacy standards for nursing: http://www.ala.org/acrl/standards/nursing  The standards include subject-specific outcomes indicators and supporting resources 

Common Core State Standards, Next Generation Science Standards, and state content standards also refer to K-12 ICT competencies (sometimes listed as information literacy, digital literacy, media literacy, or research skills).

 

MERLOT LINKS:

Key terms: Health sciences, Health and human services, Nursing, Nursing education, Medicine, Internal medicine, Biotechnology, Health informatics, Therapeutic services, other health specialties 

Note that digital literacy applies to the various tools that health professionals use, such as ECG.  Likewise, information literacy applies to health vocabulary, analyzing diagnostic data, etc.

  • Academic Support Services / ePortfolios / Health and human services
  • Academic Support Services / Virtual environments / Disciplinary content / Health sciences & medicine
  • Business / Economics / Health, ed and welfare
  • Science and Technology / Health sciences
  • Workforce Development / Technical allied health
  • Health Sciences Community: https://www.merlot.org/merlot/HealthSciences.htm
  • MERLOT Open Education Resources for Nursing http://teachingcommons.cdl.edu/csuoern/ 

 

LIBGUIDES:

 

OTHER DIGITAL RESOURCES:

 

ARTICLES:

 

LEARNING ACTIVITIES IDEA STARTERS:
  • Ask students to create a timeline of a technical applied health concept (e.g., theories about mental illness, disease; hospital care).
  • Ask students to use drawing or image editing software to create an ideal therapeutic service environment, noting the focus of the facility and reasoning for the design.
  • Ask students to compare diagnostic practices around the world.
  • Ask students to research the cultural connotation of therapeutic services in different cultures.
  • Ask students to research historical or cultural influences on therapeutic services.
  • Ask students to research intellectual property law (both copyright and patents/trademarks) as it applies to technical applied health.
  • Ask students to research and debate ethical issues in diagnostic services.
  • Ask students to compare codes of ethics from different sectors of technical applied health. Ask them to create their own code of ethics.
  • Ask students to interview personnel in different jobs affiliated with technical applied health.
  • Ask students to compare the same job across different organizations, and within the same organization.
  • Ask students to take pictures of a typical day in a therapeutic services facility, and compare findings.
  • Ask students to create an organizational chart of an technical applied health agency, noting number of staff and general salaries.
  • Ask students to research career ladders in technical applied health.
  • Ask students to research the total cost of a medical procedure, including facilities (e.g., utilities, maintenance), equipment (e.g., selection and purchase, training, maintenance, storage), supplies (e.g., ordering, processing, use, disposal), food (selection and purchase, storage, preparation, dissemination, clean-up and disposal), personnel (e.g., labor, training, scheduling), administration (e.g., insurance, accounting, processing).