Continuing Education Health Sciences

• Observation: Students must have sufficient sensory capacity to observe and participate in the classroom, laboratory and all clinical settings. Functional capacities must be adequate to accurately observe vision, hearing, olfactory and tactile sensation and to accurately observe or assess clients and to elicit information through procedures regularly required in the care of clients or groups of clients. 
• Communication: Students must be able to communicate effectively in the classroom, laboratory, and all clinical settings with clients, families, and members of the health care team.  Students must demonstrate evidence of effective written and interactive communication skills and technological literacy.
• Motor: Students must have sufficient motor function to participate in basic diagnostic and therapeutic procedures and to provide effective, quality care to clients.  Motor function includes both gross and fine motor skills, strength and coordination, physical stamina, and should be sufficient to allow the student to endure long periods of sitting, standing, walking, bending, lifting, twisting, and crouching and moving about in complex healthcare environments. 
• Intellectual: Students must be able to perform measurements, calculations, read charts and graphs, adhere to professional ethics, and demonstrate a professional manner and insight in the communication process.   In order to complete any coursework in the Continuing Education Health Sciences programs, the student must be able to demonstrate mastery in reading and comprehension and use them together to demonstrate critical thinking and clinical reasoning. 
• Behavior and Social: Students must possess the emotional health required for full utilization of their intellectual abilities, the exercise of good judgment and prompt completion of all academic and client care responsibilities.  The development of mature, sensitive and effective relationships with clients and other members of the healthcare team is essential.  The role requires flexibility, compassion, integrity, and motivation. 
• Emotional Intelligence: Students must possess and further develop emotional intelligence.  Emotional intelligence encompasses knowledge and management of one's own emotional life and the skills to process the various workplace and client situations that arise including death of a client unexpectedly or with prolonged suffering, negative responses to care, or strained work environments or coworker relationships.  Responses to giving and receiving feedback both positive and negative are also a part of emotional intelligence.​

Environment

Healthcare is often delivered in high-stress areas, requiring management of multiple roles, tasks, and decisions simultaneously.  The equipment and supplies used in the delivery of care may present a danger to individuals with sensitivities and allergies, especially to certain fumes and/or latex products. 

As a student in the Continuing Education Health Sciences programs, it is necessary to possess certain physical, mental, and emotional abilities/skills to function effectively and efficiently in the role of health care provider. The student must also demonstrate a set of abilities / skills referred to as 'technical standards' which include the following six (6) categories: observation, communication, motor, intellectual, behavioral/social and emotional intelligence. 

• To communicable and infectious diseases
• Exposure to blood and body fluids 
• Exposure to radiation 
• Cuts and punctures 
• Environmental hazards (e.g., slippery floors, various levels of lighting, various room temperatures, etc.)
• Exposure to biological, chemical, and/or electrical hazards 
• Exposure: Assault and battery 
• Legal / Ethical Dilemmas 
• Liability Issues