1. (a) Implementation.

   1. (1) The provisions of this section shall be implemented by school districts beginning with the 2026-2027 school year.
   2. (2) School districts shall implement the employability skills student expectations listed in §127.15(d)(1) of this chapter (relating to Career and Technical Education Employability Skills) as an integral part of this course.
2. (b) General requirements. This course is recommended for students in Grades 9 and 10. Students shall be awarded one credit for successful completion of this course.

3. (c) Introduction.

   1. (1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
   2. (2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development.

   3. (3) The Introduction to Pharmacy Science course is designed to provide an overview of the history of the pharmacy profession, legal and ethical aspects of pharmacy, and the skills necessary to work in the field of pharmacy. The course addresses certifications/registration and state and federal regulations and rules pertaining to the field. Students acquire a foundational understanding of medical terminology and math, anatomy and physiology, pathophysiology, pharmacology, and wellness as they pertain to pharmacy sciences.

      1. (A) To pursue a career in the health science industry, students should learn to reason, think critically, make decisions, solve problems, and communicate effectively. Students should recognize that quality healthcare depends on the ability to work well with others.
      2. (B) Professional integrity in the health science industry is dependent on acceptance of ethical responsibilities. Students employ their ethical responsibilities, recognize limitations, and understand the implications of their actions.
   4. (4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other organizations that foster leadership and career development in the profession such as student chapters of related professional associations.
   5. (5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

4. (d) Knowledge and skills.

   1. (1) The student researches the history of medicine and pharmacy and how it compares to modern practices. The student is expected to:

      1. (A) identify beliefs associated with illness and medicine from 440 BC through AD 1600;
      2. (B) discuss supernatural explanations for illness and describe treatments, including herbal remedies, that were common prior to the Enlightenment period in Western Civilization;
      3. (C) describe the advancements of the Enlightenment Period in Western Civilization in medical science;
      4. (D) describe eighteenth and nineteenth century medicine, including bloodletting, purging, blistering, inoculation, amputation, and surgery and how major wars influenced medicine; and
      5. (E) identify the pharmacological and medical advancements in the United States of America and Texas and their benefits.

   2. (2) The student explains the ethical and legal responsibilities of pharmacists and pharmacy technicians. The student is expected to:

      1. (A) describe basic laws and regulations that govern pharmacy at the state and federal level;
      2. (B) describe legal terms, including medical malpractice, negligence, mislabeling, adverse drug event (ADE), and wrongful death, and consequences associated with medication errors, including civil lawsuits, professional disciplinary action, and criminal charges, related to dispensing and compounding medications;
      3. (C) differentiate between negligence, product liability, contributory negligence, and strict liability;
      4. (D) differentiate between the roles and responsibilities of a pharmacist and a pharmacy technician;
      5. (E) explain the role of pharmacists in managing opioid therapies, addressing misuse, and promoting safe and effective pain management;
      6. (F) describe why maintaining confidentiality of patient information is vital and summarize the Health Insurance Portability and Accountability Act (HIPAA);
      7. (G) identify tort law and explain how HIPAA relates to medical negligence cases; and
      8. (H) define professional liability.

   3. (3) The student demonstrates professionalism and effectively communicates with healthcare workers and patients. The student is expected to:

      1. (A) define appropriate and professional attire required for laboratory work;
      2. (B) describe appropriate hygiene expected of pharmaceutical professionals;
      3. (C) discuss professional attitudes and behaviors expected of pharmacy employees;
      4. (D) identify the key characteristics of effective and ineffective communication in pharmacy practice;
      5. (E) accurately interpret, transcribe, and communicate medical vocabulary using appropriate technologies;
      6. (F) identify ways to eliminate barriers to effective communication in a pharmacy setting; and
      7. (G) identify communication skills needed to work with individuals who are terminally ill, intellectually disabled or hearing and vision impaired or have other impairments in a pharmacy setting.

   4. (4) The student examines skills, training, and certifications necessary to work in the field of pharmacy. The student is expected to:

      1. (A) explain how time management, stress management, and change management skills can support the ability to thrive in a continuously evolving pharmacy profession;
      2. (B) analyze applicability of interpersonal skills, including negotiation skills, conflict resolution, customer service, and teamwork within a pharmacy setting;
      3. (C) demonstrate problem-solving skills by developing and implementing effective solutions to pharmacy challenges within a specified time frame;
      4. (D) examine the minimum practice standards set by the Texas State Board of Pharmacy (TSBP) for retail and independent pharmacies and identify the similarities and differences between the two practices;
      5. (E) explain methods to maintain competency in the pharmacy industry through continuing education and continuing professional development; and
      6. (F) compare various career paths in pharmacy, including pharmacist, pharmacy technician, sales representative, and pharmaceutical research.

   5. (5) The student uses appropriate medical vocabulary to communicate effectively with other healthcare professionals. The student is expected to:

      1. (A) identify the various routes of drug medication administration, including oral, injection, topical, buccal, suppository, mucosal, intravenous, interosseous, nebulization, and intrathecal;
      2. (B) differentiate between the various classes of drugs;
      3. (C) define prefixes, roots, suffixes, and abbreviations common to the pharmacy profession;
      4. (D) define common terms associated with pharmacology; and
      5. (E) apply knowledge of word roots, prefixes, and suffixes to comprehend unfamiliar terms in pharmacy science.

   6. (6) The student uses mathematical calculations and systems of measurement to solve problems in pharmacy. The student is expected to:

      1. (A) perform medication calculations using different systems of measurement, including metric, apothecary, and household systems;
      2. (B) convert units within and between the metric and imperial measurement systems;
      3. (C) convert measurements between the metric, apothecary, and avoirdupois systems; and
      4. (D) perform multistep ratio and proportion drug concentration problems.

   7. (7) The student understands the fundamental principles of human anatomy, physiology, pathophysiology, and basic pharmacology. The student is expected to:

      1. (A) describe the anatomy and physiology of the human body systems, including integumentary, musculoskeletal, nervous, immune, lymphatic, endocrine, cardiovascular, respiratory, gastrointestinal, renal, genitourinary, and hematological systems, and the senses;
      2. (B) describe the pathophysiology of the main human body systems, including integumentary, musculoskeletal, nervous, immune, lymphatic, endocrine, cardiovascular, respiratory, gastrointestinal, renal, genitourinary, and hematological systems, and the senses; and
      3. (C) identify the basic drug categories that affect each of the main human body systems, including integumentary, musculoskeletal, nervous, immune, lymphatic, endocrine, cardiovascular, respiratory, gastrointestinal, renal, genitourinary, and hematological systems, and the senses.

   8. (8) The student explores the application of basic wellness concepts and disease prevention strategies. The student is expected to:

      1. (A) describe the recommended vaccination schedule, including how to counsel on recommendations for patient populations with certain chronic illnesses;
      2. (B) explain vaccine exemptions, including medical, religious belief, and conscientious exemptions, and patients' rights to opt out of vaccine reporting;
      3. (C) explain standard procedures for delivery and documentation of immunizations;
      4. (D) analyze and discuss data related to vaccine injuries and adverse impacts using the federal government's Vaccine Adverse Events Reporting System (VAERS);
      5. (E) analyze the effectiveness and safety of complementary and alternative medicines (CAM) such as acupuncture, acupressure, cupping, and coining and CAM's potential impact on traditional medical treatments;
      6. (F) explain the role of health screenings in maintaining a healthy population;
      7. (G) research and describe the impact of external factors such as diet, exercise, alcohol, tobacco, vaping, and drug use on patient health; and
      8. (H) explain the role of medication therapy management (MTM) in optimizing patient health and medication compliance.

   9. (9) The student understands pharmaceutical regulations that are enforced by state and federal agencies. The student is expected to:

      1. (A) define Occupational Safety and Health Administration (OSHA) requirements for prevention of exposure to hazardous substances, including risk assessment;
      2. (B) define National Institute of Occupational Safety and Health (NIOSH) requirements for prevention of exposure to hazardous substances, including risk assessment;
      3. (C) define United States Pharmacopeia (USP) requirements for prevention of exposure to hazardous substances, including risk assessment;
      4. (D) identify hazardous medications and materials and how to safely handle, dispense, and dispose of them using information from Safety Data Sheets (SDS), NIOSH Hazardous Drug List, and USP;
      5. (E) describe requirements for prevention and response to blood-borne pathogen exposure, including accidental needle stick and post-exposure prophylaxis; and
      6. (F) explain OSHA Hazard Communication Standards.

Source Note:The provisions of this §127.472 adopted to be effective February 24, 2026, 51 TexReg 1124.