Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in
Health Care
Solution And Answer Guide,
Solution Manual For
Introduction to Health Care by Lee Haroun 6th Edition
HAROUN, M ITCHELL, AND GRAMMATER, INTRODUCTION TO HEALTH CARE, 2025, ISBN
9780357936498; CHAPTER 01: YOUR CAREER IN HEALTH CARE
TABLE OF CONTENTS
Purpose and Perspective of the Chapter ..................................................... Error! Bookmark not defined.
Chapter Objectives ..................................................................................................................................... 2
What's New in This Chapter ...................................................................................................................... 2
Chapter Outline ......................................................................................................................................... 2
Teaching Thinking Skills ............................................................................................................................ 4
Classroom Activities ................................................................................................................................... 5
Internet Activities........................................................................................................................................ 6
Short-Answer and Essay Questions with Suggested Answers ................................................................ 9
© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 1
accessible website, in whole or in part.
, Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in
Health Care
PURPOSE AND PERSPECTIVE OF THE CHAPTER
This chapter offers students in-depth insights into a wide range of career options within the health
care sector and the specific duties associated with each. The goal is to assist students in effectively
preparing for their future health care careers by fostering the development of problem-solving and
critical thinking skills, which are essential for engaging with patients and the broader community.
Additionally, the chapter will delve into the specific standards, educational prerequisites, and
certifications that are vital for pursuing various health care professions.
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
01.01 Describe the current and projected economic status of the health care industry.
01.02 Explain how students may prepare themselves for health care educational programs and future
jobs.
01.03 Summarize how to approach a problem using the five-step problem-solving process.
01.04 Describe the various standards for health care professionals and their purpose.
01.05 Summarize the educational and certification requirements, major duties, and attributes necessary
for success in occupations in which you are interested.
WHAT'S NEW IN THIS CHAPTER
Please refer to the Transition Guide on the Instructor Resources.
[return to top]
CHAPTER OUTLINE
The following outline organizes activities (including any existing discussion questions in PowerPoints or
other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the
content relates to the topics covered in the text.
I. Your Future in Health Care (LO 01.01, PPT 5-6)
II. Getting off to a Good Start (LO 01.02, PPT 7-18)
a. Essential Core Qualities of Health Care Professionals
b. Learning for Mastery
i. Getting the Most from Your Studies
c. Volunteering
d. Professional Organizations
e. Returning Adult Students
III. Learning to Think Like a Health Care Professional (LO 01.03, PPT 19-28)
a. Problem-Solving Process
© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 2
accessible website, in whole or in part.
, Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in
Health Care
i. Step One—Identify the Problem
ii. Step Two—Gather Information
iii. Step Three—Create Alternatives
iv. Step Four—Choose an Alternative and Take Action
v. Step Five—Evaluate and Revise as Needed
IV. Making a Career Decision (LO 01.05, PPT 29-35)
a. Educational Requirements
b. Standards for Health Care Professionals
V. Occupational Profiles (LO 01.04, PPT 36-39)
a. Therapeutic and Treatment Occupations
i. Dental Occupations
1. Dental Hygienist
2. Dental Assistant
3. Dental Laboratory Technician
ii. Emergency Medical Occupations
iii. Massage Therapy Occupations
iv. Medical Office Occupations
1. Medical Assistant
v. Mental Health Occupations
1. Psychiatric/Mental Health Technician
2. Psychiatric Aide
vi. Nursing Occupations
1. Registered Nurse
2. Licensed Practical/Vocational Nurse
3. Certified Nursing Assistant
4. Patient Care Technician
5. Home Health Aide
6. Personal Care Aide
vii. Occupational Therapy Occupations
1. Occupational Therapy Assistant
2. Occupational Therapy Aide
viii. Pharmacy Occupations
1. Pharmacy Technician
ix. Physical Therapy Occupations
1. Physical Therapist Assistant
2. Physical Therapist Aide
x. Respiratory Therapy Occupations
1. Respiratory Therapist
xi. Surgical Occupations
1. Surgical Technologist/Surgical Technician/Operating Room Technician
xii. Veterinary Occupations
1. Veterinary Technologists and Technicians
xiii. Vision Care Occupations
1. Ophthalmic Medical Technician
2. Ophthalmic Laboratory Technician
b. Diagnostic Occupations (LO 01.04, PPT 40-42)
i. Diagnostic Imaging Occupations
© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 3
accessible website, in whole or in part.
, Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in
Health Care
1.
Radiologic Technologist/Radiographer
2.
Diagnostic Medical Sonographer
3.
Limited X-ray Machine Operator
4.
Cardiovascular Technologist and Diagnostic
5.
Vascular Technologist
6.
Electrocardiography Technician
7.
Neurodiagnostic Technologist/Electroneurodiagnostic
Technologist/Electroencephalographic Technologist
ii. Medical Laboratory Occupations
1. Medical Laboratory Technologists and Technicians
2. Medical Laboratory Assistant
3. Phlebotomist
iii. Health Information Management Occupations
1. Medical Records Specialist
2. Medical Transcriptionist
iv. Environmental Occupations
v. Nutrition and Dietary Service Occupations
1. Dietetic Technician
2. Health and Safety Engineer
vi. Biomedical Engineer
1. Biomedical Equipment Technologist/Technician or Medical Equipment
Repairer
c. Sources of Additional Information (PPT 43)
[return to top]
TEACHING THINKING SKILLS
In today's health care environment, it is crucial for students to develop strong critical thinking skills.
These skills are essential for applying knowledge from the classroom to real-world situations where their
decisions can have significant consequences.
Skills such as observing, assessing, asking relevant questions, identifying relationships, and drawing
conclusions require extensive practice. It is a challenging task for instructors to convey technical
information while also teaching these thinking skills. However, doing so can significantly contribute to
student success.
Unlike memorized facts, the ability to think critically allows students to research and gather necessary
information long after they have left the classroom. In today's rapidly changing society, the ability to
learn how to learn is more important than ever, especially in the health care field.
To assist instructors in teaching thinking skills, the authors suggest the following:
1. Use scenarios and open-ended questions to help students apply knowledge obtained from the text.
2. Encourage students to explain the rationale behind their actions and decisions, such as through
questions like "Checking for Understanding" in the procedure checklists.
© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 4
accessible website, in whole or in part.
, Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in
Health Care
3. Administer quizzes and tests that require more than simple recall of facts. For instance, the test bank
―Powered by Cognero‖ contains essay questions that prompt students to apply chapter content.
4. Use probing questions to explore students' reasoning when they solve problems and answer questions.
For example, ask them to explain why they perform a task in a particular way, explain the theory behind
their answer, or consider how they would respond in different circumstances. Questions such as these
force students to demonstrate in-depth understanding. A related technique is to present variations of a
question and ask how the altered conditions would change their response.
5. Use simulated work situations and examples in class activities whenever possible.
6. Expect students to behave and work in class as they would in a professional setting.
7. Use the "Thinking It Through" exercises in the chapters to encourage class discussion and writing
assignments.
[return to top]
CLASSROOM ACTIVITIES
Engaging students in activities can enhance learning, help them retain information, and develop their
skills. The activities recommended in this section cater to different learning styles and interests, but not all
may be suitable for every class or schedule. For instance, tasks like creating posters may be better suited
for completion outside of regular class time.
Considering time constraints, instructors must carefully plan activities involving student participation.
These activities should be well-organized and clearly explained, with announced time limits to ensure that
they do not overshadow the primary course material. When students understand and adhere to these
guidelines, activities can add enjoyment and engagement without disrupting the need to cover a
substantial amount of content in a typical health care course.
1. Invite employers to speak to the class about the nature of work in health care and what local employers
are looking for when they hire new employees. Students should be prepared with questions to ask before
the speaker arrives. A whole-group discussion during the following class session is a good way to
summarize the speaker’s points and to help students recognize their value.
2. Write examples of personal or workplace problems that students might be expected to solve. Divide the
class into small groups of three to four students. Have each group draw a card and go through the first
four steps in the problem-solving process (through ―selecting an alternative‖). Problems should be simple
enough that extensive information gathering is not needed to do the exercise. The purpose of the activity
is for students to define the problem clearly and to brainstorm a variety of possible solutions.
3. Students work in groups to develop learning activities for typical health care assignments (e.g.,
memorize medical prefixes, learn the metric system, recall the bones of the hand, take a temperature, and
so on).
© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 5
accessible website, in whole or in part.
, Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in
Health Care
4. Students prepare and report on the certification requirements of various occupations. (This works if the
class is composed of students in a variety of health care programs.)
5. Game: ―Name that Specialty.‖ Descriptions of the various medical specialties listed in Box 1–1 are
written on separate cards, or the instructor or a student can read the descriptions aloud. Teams either race
to supply the correct specialty, or alternate sides with different descriptions. For extra points, they can
also supply the correct spelling.
6. Small groups list ideas for applying the essential qualities of health care professionals at school and at
home, such as those suggested in the section ―Essential Core Qualities of Health Care Professionals.‖
7. Small groups work together to discuss their decisions to return to school, how they deal with their
various responsibilities, and techniques they use for personal organization and effective time
management. Following the discussion, a member of each group shares the group’s ideas with the class.
[return to top]
INTERNET ACTIVITIES
The Internet is a rich source of material about health care for both instructors and students. The websites
in this section have been selected to support and expand on material presented in the chapters. The
questions and suggested activities can be used as homework, springboards for class discussions, or
enrichment material for students who wish to learn more about the topics presented in the course.
WIKIHOW
How to Improve Your Study Skills
https://www.wikihow.com/Improve-Your-Study-Skills
1. Read this illustrated guide.
2. Are there any suggestions you think might help you?
3. If so, try them for a couple of weeks and report on how they work for you.
STUDY GUIDES AND STRATEGIES
https://losalamos.unm.edu/academics/study-skills.html
This is an excellent website with information on dozens of topics, including study habits, time
management, effective writing, and much more.
1. Choose any topics you think might help you improve your chance for success in school.
2. Select one or two to apply and report on the results.
OPERATION SELF-RESET
Four Study Tips That Work
https://www.operationselfreset.com/4-study-tips-work/
© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 6
accessible website, in whole or in part.
Health Care
Solution And Answer Guide,
Solution Manual For
Introduction to Health Care by Lee Haroun 6th Edition
HAROUN, M ITCHELL, AND GRAMMATER, INTRODUCTION TO HEALTH CARE, 2025, ISBN
9780357936498; CHAPTER 01: YOUR CAREER IN HEALTH CARE
TABLE OF CONTENTS
Purpose and Perspective of the Chapter ..................................................... Error! Bookmark not defined.
Chapter Objectives ..................................................................................................................................... 2
What's New in This Chapter ...................................................................................................................... 2
Chapter Outline ......................................................................................................................................... 2
Teaching Thinking Skills ............................................................................................................................ 4
Classroom Activities ................................................................................................................................... 5
Internet Activities........................................................................................................................................ 6
Short-Answer and Essay Questions with Suggested Answers ................................................................ 9
© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 1
accessible website, in whole or in part.
, Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in
Health Care
PURPOSE AND PERSPECTIVE OF THE CHAPTER
This chapter offers students in-depth insights into a wide range of career options within the health
care sector and the specific duties associated with each. The goal is to assist students in effectively
preparing for their future health care careers by fostering the development of problem-solving and
critical thinking skills, which are essential for engaging with patients and the broader community.
Additionally, the chapter will delve into the specific standards, educational prerequisites, and
certifications that are vital for pursuing various health care professions.
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
01.01 Describe the current and projected economic status of the health care industry.
01.02 Explain how students may prepare themselves for health care educational programs and future
jobs.
01.03 Summarize how to approach a problem using the five-step problem-solving process.
01.04 Describe the various standards for health care professionals and their purpose.
01.05 Summarize the educational and certification requirements, major duties, and attributes necessary
for success in occupations in which you are interested.
WHAT'S NEW IN THIS CHAPTER
Please refer to the Transition Guide on the Instructor Resources.
[return to top]
CHAPTER OUTLINE
The following outline organizes activities (including any existing discussion questions in PowerPoints or
other supplements) and assessments by chapter (and therefore by topic), so that you can see how all the
content relates to the topics covered in the text.
I. Your Future in Health Care (LO 01.01, PPT 5-6)
II. Getting off to a Good Start (LO 01.02, PPT 7-18)
a. Essential Core Qualities of Health Care Professionals
b. Learning for Mastery
i. Getting the Most from Your Studies
c. Volunteering
d. Professional Organizations
e. Returning Adult Students
III. Learning to Think Like a Health Care Professional (LO 01.03, PPT 19-28)
a. Problem-Solving Process
© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 2
accessible website, in whole or in part.
, Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in
Health Care
i. Step One—Identify the Problem
ii. Step Two—Gather Information
iii. Step Three—Create Alternatives
iv. Step Four—Choose an Alternative and Take Action
v. Step Five—Evaluate and Revise as Needed
IV. Making a Career Decision (LO 01.05, PPT 29-35)
a. Educational Requirements
b. Standards for Health Care Professionals
V. Occupational Profiles (LO 01.04, PPT 36-39)
a. Therapeutic and Treatment Occupations
i. Dental Occupations
1. Dental Hygienist
2. Dental Assistant
3. Dental Laboratory Technician
ii. Emergency Medical Occupations
iii. Massage Therapy Occupations
iv. Medical Office Occupations
1. Medical Assistant
v. Mental Health Occupations
1. Psychiatric/Mental Health Technician
2. Psychiatric Aide
vi. Nursing Occupations
1. Registered Nurse
2. Licensed Practical/Vocational Nurse
3. Certified Nursing Assistant
4. Patient Care Technician
5. Home Health Aide
6. Personal Care Aide
vii. Occupational Therapy Occupations
1. Occupational Therapy Assistant
2. Occupational Therapy Aide
viii. Pharmacy Occupations
1. Pharmacy Technician
ix. Physical Therapy Occupations
1. Physical Therapist Assistant
2. Physical Therapist Aide
x. Respiratory Therapy Occupations
1. Respiratory Therapist
xi. Surgical Occupations
1. Surgical Technologist/Surgical Technician/Operating Room Technician
xii. Veterinary Occupations
1. Veterinary Technologists and Technicians
xiii. Vision Care Occupations
1. Ophthalmic Medical Technician
2. Ophthalmic Laboratory Technician
b. Diagnostic Occupations (LO 01.04, PPT 40-42)
i. Diagnostic Imaging Occupations
© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 3
accessible website, in whole or in part.
, Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in
Health Care
1.
Radiologic Technologist/Radiographer
2.
Diagnostic Medical Sonographer
3.
Limited X-ray Machine Operator
4.
Cardiovascular Technologist and Diagnostic
5.
Vascular Technologist
6.
Electrocardiography Technician
7.
Neurodiagnostic Technologist/Electroneurodiagnostic
Technologist/Electroencephalographic Technologist
ii. Medical Laboratory Occupations
1. Medical Laboratory Technologists and Technicians
2. Medical Laboratory Assistant
3. Phlebotomist
iii. Health Information Management Occupations
1. Medical Records Specialist
2. Medical Transcriptionist
iv. Environmental Occupations
v. Nutrition and Dietary Service Occupations
1. Dietetic Technician
2. Health and Safety Engineer
vi. Biomedical Engineer
1. Biomedical Equipment Technologist/Technician or Medical Equipment
Repairer
c. Sources of Additional Information (PPT 43)
[return to top]
TEACHING THINKING SKILLS
In today's health care environment, it is crucial for students to develop strong critical thinking skills.
These skills are essential for applying knowledge from the classroom to real-world situations where their
decisions can have significant consequences.
Skills such as observing, assessing, asking relevant questions, identifying relationships, and drawing
conclusions require extensive practice. It is a challenging task for instructors to convey technical
information while also teaching these thinking skills. However, doing so can significantly contribute to
student success.
Unlike memorized facts, the ability to think critically allows students to research and gather necessary
information long after they have left the classroom. In today's rapidly changing society, the ability to
learn how to learn is more important than ever, especially in the health care field.
To assist instructors in teaching thinking skills, the authors suggest the following:
1. Use scenarios and open-ended questions to help students apply knowledge obtained from the text.
2. Encourage students to explain the rationale behind their actions and decisions, such as through
questions like "Checking for Understanding" in the procedure checklists.
© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 4
accessible website, in whole or in part.
, Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in
Health Care
3. Administer quizzes and tests that require more than simple recall of facts. For instance, the test bank
―Powered by Cognero‖ contains essay questions that prompt students to apply chapter content.
4. Use probing questions to explore students' reasoning when they solve problems and answer questions.
For example, ask them to explain why they perform a task in a particular way, explain the theory behind
their answer, or consider how they would respond in different circumstances. Questions such as these
force students to demonstrate in-depth understanding. A related technique is to present variations of a
question and ask how the altered conditions would change their response.
5. Use simulated work situations and examples in class activities whenever possible.
6. Expect students to behave and work in class as they would in a professional setting.
7. Use the "Thinking It Through" exercises in the chapters to encourage class discussion and writing
assignments.
[return to top]
CLASSROOM ACTIVITIES
Engaging students in activities can enhance learning, help them retain information, and develop their
skills. The activities recommended in this section cater to different learning styles and interests, but not all
may be suitable for every class or schedule. For instance, tasks like creating posters may be better suited
for completion outside of regular class time.
Considering time constraints, instructors must carefully plan activities involving student participation.
These activities should be well-organized and clearly explained, with announced time limits to ensure that
they do not overshadow the primary course material. When students understand and adhere to these
guidelines, activities can add enjoyment and engagement without disrupting the need to cover a
substantial amount of content in a typical health care course.
1. Invite employers to speak to the class about the nature of work in health care and what local employers
are looking for when they hire new employees. Students should be prepared with questions to ask before
the speaker arrives. A whole-group discussion during the following class session is a good way to
summarize the speaker’s points and to help students recognize their value.
2. Write examples of personal or workplace problems that students might be expected to solve. Divide the
class into small groups of three to four students. Have each group draw a card and go through the first
four steps in the problem-solving process (through ―selecting an alternative‖). Problems should be simple
enough that extensive information gathering is not needed to do the exercise. The purpose of the activity
is for students to define the problem clearly and to brainstorm a variety of possible solutions.
3. Students work in groups to develop learning activities for typical health care assignments (e.g.,
memorize medical prefixes, learn the metric system, recall the bones of the hand, take a temperature, and
so on).
© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 5
accessible website, in whole or in part.
, Instructor Manual: Haroun, Mitchell, and Grammater, Introduction to Health Care, 2025, ISBN 9780357936498; Chapter 01: Your Career in
Health Care
4. Students prepare and report on the certification requirements of various occupations. (This works if the
class is composed of students in a variety of health care programs.)
5. Game: ―Name that Specialty.‖ Descriptions of the various medical specialties listed in Box 1–1 are
written on separate cards, or the instructor or a student can read the descriptions aloud. Teams either race
to supply the correct specialty, or alternate sides with different descriptions. For extra points, they can
also supply the correct spelling.
6. Small groups list ideas for applying the essential qualities of health care professionals at school and at
home, such as those suggested in the section ―Essential Core Qualities of Health Care Professionals.‖
7. Small groups work together to discuss their decisions to return to school, how they deal with their
various responsibilities, and techniques they use for personal organization and effective time
management. Following the discussion, a member of each group shares the group’s ideas with the class.
[return to top]
INTERNET ACTIVITIES
The Internet is a rich source of material about health care for both instructors and students. The websites
in this section have been selected to support and expand on material presented in the chapters. The
questions and suggested activities can be used as homework, springboards for class discussions, or
enrichment material for students who wish to learn more about the topics presented in the course.
WIKIHOW
How to Improve Your Study Skills
https://www.wikihow.com/Improve-Your-Study-Skills
1. Read this illustrated guide.
2. Are there any suggestions you think might help you?
3. If so, try them for a couple of weeks and report on how they work for you.
STUDY GUIDES AND STRATEGIES
https://losalamos.unm.edu/academics/study-skills.html
This is an excellent website with information on dozens of topics, including study habits, time
management, effective writing, and much more.
1. Choose any topics you think might help you improve your chance for success in school.
2. Select one or two to apply and report on the results.
OPERATION SELF-RESET
Four Study Tips That Work
https://www.operationselfreset.com/4-study-tips-work/
© 2025 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly 6
accessible website, in whole or in part.
