Respiratory Care Handbook by Levone

VIEWS: 333 PAGES: 61

									Respiratory Care Programs Student Handbook


Southwest Virginia Community College Richlands, Virginia
Handbook established: February 1984 Revised October 2004


Agreement I understand that this manual is provided for my use by the Respiratory Care Program of Southwest Virginia Community College and that the manual remains the property of the Program. I agree to maintain this manual as requested, and I further agree and hereby state that I have read this manual in its entirety, and understand its contents. I also understand that this manual and/or its contents are not to be reproduced in any form, or by any method. Student Signature: Date:

3 II. Program Purpose

This curriculum has been designed to prepare students to qualify as integral members of the health care team involved in assessment, diagnosis, treatment and management of patients who demonstrate active cardio-pulmonary disease and/or those patients who have a prehistory of cardiopulmonary disease. This is a 22-month program of 72 credits leading to the Associate of Applied Science Degree. The primary goal of this program is to prepare competent entry-level and advanced practitioners who upon graduation shall demonstrate the cognitive, psychomotor, and effective skills required by the National Board for Respiratory Care, Certification Examination and Advanced Practitioner Matrices. The advanced practitioner division has the primary purpose to prepare competent respiratory therapists, who upon graduation shall demonstrate the cognitive, psychomotor, and affective skills required by the National Board for Respiratory Care, Advanced Practitioner Examination Matrix. The new graduates of the advanced practitioner division will be an eligible candidate to take the Written Registry and Clinical Simulation Examinations administered by the National Board for Respiratory Care, Incorporated.


Handbook Introduction

By definition, a handbook is a tool that one might be able to carry around in one‘s pocket, or fit in one‘s hand. This is obviously not the case here. But in the global definition, a handbook is a guiding reference for it provides a means for an offers direction, provides information to use each day, and offers commandments of how you are to function as a Respiratory Care Practitioner. This handbook was first developed for the entering class of 1984, and has subsequently been revised each year in some manner. This year is no different. Sections on Multiskilling, Problem-based learning, and Professionalism have been added, for example so that you have an improved awareness of what we are providing here for you. This handbook is the property of this program, and has been entrusted to you while you move from entered apprentice to craft mastery. Protect it, nurture it, read it and hold it close. It is your light source in the trials of working and studying hard. But this handbook is something else. Something not readily is a prescription for you, from course syllabi to copier use, it provides a framework of what you shall be doing here. It is the collective representation of your faculty, and actually yourselves. All of these things together require frequent attention, fixing those things requiring repair, and strengthening those things requiring support. This same thing applies to your learner colleagues, as well as your patients. Every time you open this handbook, take the time to remember...near 300 practitioners have preceded you here. They worked incredibly hard to make this program as successful as it has become. This handbook, too, is our thank you for joining us aboard this grand ship-of-the-line. So let‘s hoist our sails, capture the Trade Winds, and sail toward our very special goal...together.



Didactic Standards The student‘s didactic learning process is essential to their professional and personal growth; to their preparation as a functional, competent professional; and to their preparation to effectively integrate into the career area known as respiratory care.


The basic philosophy of the didactic education of the respiratory therapist in our estimation, is that these individuals be in a learning process conducive to the learning and understanding of the fundamental arts and sciences of respiratory care. It is, therefore, our belief that the student: 1. Will demonstrate proficiency in the didactic learning process, with grades no less than ―C‖ in all respiratory care technology courses, as well as all related science course work; Cut-scores for all professional core courses will be 80%. Grades in all other related course work in the respiratory care curriculum shall be maintained in accordance with SVCC policy; Course grades less than ―C‖ are not acceptable within this program. Students demonstrating grades less than ―C‖ in the courses described in part (1) above, shall be placed on programmatic probation.** For other program courses (those supplemental courses not in the respiratory care core), grades less than ―C‖ will constitute dismissal from the program.




**For further explanation of academic probation, please refer to Policy Number 6 which addresses academic probation/dismissal. Revised: 6/02 Clinical Standards The students‘ clinical learning process is essential to the fulfillment and integration of the didactic and clinical educational objectives as stated in the Purpose of these policies and procedures. Demonstration of the psychomotor and logical thought and problem-solving skills are absolutely critical to the knowledge base of the respiratory care student. The clinical environment is designed so that the student will be able to integrate the abstract (theoretical) knowledge with those skills as previously stated that have been obtained in the laboratory setting; all of which are to be demonstrated within the confines of the clinical environment. It is therefore our belief that the student:



Shall demonstrate proficiency in the clinical learning process, with grades no less than ―C‖ in all respiratory care clinical coordination courses; cut scores for clinical evaluations is 80%. Course grades less than ―C‖ are not acceptable within this program. Students demonstrating grades less than ―C‖ in the courses described in part (1) above, shall be placed on academic (programmatic) probation.**


**For further explanation of academic probation, please refer to Policy Number 6 which addresses academic probation/dismissal.

Revised: 6/02 Academic (Program) Probation/Dismissal Students engaged within the Respiratory Care Curriculum, who accomplish grades less than ―C‖ in respiratory care technology courses, or other related science courses will be placed on programmatic probation. Students receiving an ―F‖ grade in any course of the curriculum will result in dismissal from the program, with the possibility of re-entry into the curriculum at a later time. Students will be required to repeat such a course only one time. How this is accomplished, will be up to the discretion of the Program Director and the Director of Clinical Education. Grades less than ―C‖ in other course work will constitute dismissal from the program. Students shall be allowed into the next semester of work; remediation of the course work is mandatory. A written contract will be drafted by the Program Director or his/her designate as to the completion of the remediation. During the remediation, the student will be on programmatic probation. All remediation shall be completed prior to graduation; the student will not graduate until remediation is complete.

8 A student shall be dismissed from the Respiratory Care Program if: A. Course remediation is not completed as specified by the remediation contract; or The student receives a grade less than ―C‖ in any respiratory care technology or related science courses during or following academic probation as defined in paragraph (1) of this policy; or A grade of ―F‖ is accomplished in any respiratory care technology or related science, or any courses required for total matriculation and graduation from this program. Revised 6/02
Respiratory Care Program Academic (Program) Probation Contract Student Name: Course of Probation: Achieved A Grade Of: RTH Semester: Year: Date:



As stated in the Respiratory Care Program Policies and Procedures Manual, as well as, the Student Handbook one must maintain an absolute minimum grade of ―C‖. The following points we have previously discussed, and subsequently agreed were those areas required for the remediation of ; To Wit:

Failure to comply with these items of this agreement, and/or grades achieved in any Respiratory Care Sciences or related science courses less than ―C‖ during this probationary period will result in the dismissal of yourself from this program. We fully believe you can accomplish the above tasks. If you have any questions, please ask us. Best wishes to you! Joseph S. DiPietro, Ph.D., RRT James H. Tolbert, RBA, RRT, RN

Program Director Date: Student Signature: pc: Dr. Doug Boyce, Dean of Instruction Dr. Ron Proffitt, Chair, Math/Natural Science/Health Division Dr. Mike Rush, Dean of Students Admissions Office Revised: 6/02 Director, Clinical Education Date: Date:

Grading Scale

The following is the grading scheme for the Respiratory Care Program which will be used for all didactic, laboratory and clinical areas:

A = 94 - 100 B = 87 - 93 C = 80 - 86 D = 73 - 79 F = Below 73

Anchors Aweigh! Anchors above water line. Anchors at water line. Anchors below water line. Anchors Sunk!


Adopted: 21 June 1984 Last Review: 6/02

Student Behavior


In the classroom -Student behavior in the classroom is to be a demonstration of actions that are conducive to the learning process; that are indicative of intellectual curiosity and growth. Behaviors that are abject to the aforementioned are not acceptable within the confines of the classroom. Even though there is an agreement that the classroom is a forum where intensive learning takes place, some sense of order shall prevail in order that the learning process and the learning environment is optimal in its design. Learners persisting in disruption will be subject to: 1. a verbal warning; 2. a written warning; 3. dismissal


In the clinical setting (affiliates) -Student behavior in the clinical affiliates is identical in philosophy with those behavioral demonstrations required in the classroom with several additions: 1. Students in the clinical affiliates not only represent themselves, but SVCC and its learners as well; Students are to perform their clinical education with openness to the learning process; and Students are to be informed of and demonstrate those behaviors required by the policies and procedures of a particular clinical affiliate.




Revised: 6/02


Student Dress Code (Clinical Affiliates) At the clinical affiliates, the following is the prescribed attire for students accomplishing clinical rotations: 1. The men and women of the program will wear teal scrubs with white laboratory coat. All attire will be neatly pressed and clean. While shoe selection is learner preference, the primary color of the shoe worn shall be white and they will be cleaned and polished prior to each clinical day. Excessive amounts of perfumes or colognes may be offensive to some patients, especially those with reactive airways disease. For this reason, the use of perfumes and colognes shall be kept to a minimum. Due to the risks involved within the confines of health care facilities, especially with regards to infections, finger nail length will be as short as possible and kept clean. If nail polishes are used, they shall be of neutral color, or clear. Custom nails will not be allowed! Due to the great potential of nosocomial infections, hair shall be kept clean, and will be worn above the collar of the uniform at all times. Name badges shall be displayed over the left pocket of laboratory coat, and will remain visible at all times. Student watches shall either have a ‗sweep‘ second hand, or will have the capability of displaying seconds. All students shall carry a stethoscope at all times while at the clinical affiliate. Program patches shall be displayed on the left shoulder of the laboratory coat. Revised: 6/02 Smoking Since that the students are matriculating through an applied science program dealing with cardiopulmonary diseases, all of which are either directly or indirectly affected by smoking, it is

2. 3.








13 highly recommended that students of this program refrain from smoking and chewing tobacco/snuff. For those students who do smoke or chew tobacco/snuff, the following is established: A. In accordance with SVCC Policy, smoking and chewing tobacco/snuff is prohibited in all classroom experiences. If the student has the opportunity to smoke or chew tobacco/snuff at a clinical affiliate: 1. The student can only smoke and/or chew tobacco/snuff in those designated areas within the clinical affiliate where smoking and chewing tobacco/snuff is allowed. The student is to wash his/her face and hands prior to any patient contact or visit, as the the smoking and/or chewing tobacco/snuff residuals may be offensive to many patients.



Last Review: 6/02

14 Absenteeism Due to the intensity of this program‘s design, absenteeism shall be avoided at every opportunity. Attendance is a must; and the student is responsible for making up all work missed. A. In the Classroom Setting -If in a situation where absence is inevitable, the student is required to call the instructor of the class to be missed. If the student misses a scheduled hourly test, the rescheduling must be accomplished within twenty-four (24) hours of the absence. If the student does not reschedule, he/she shall receive a ―0‖ for that test. Further, if a student misses a scheduled hourly test and does not notify instructor prior to the test time, the student shall receive a ―0‖ on that test unless the student reschedules within twenty-four (24) hours of the missed test. If a student has three (3) unexcused absences, a written warning will be sent to the student from the Dean of Student Services. Further unexcused absences shall be premises for dismissal from the program. B. In the Clinical Setting -Unexcused absence from clinical assignments shall not be permitted. If absence from clinical assignments is inevitable, the Clinical Instructor of the scheduled clinical site shall be notified PRIOR to the beginning of that assignment. Absence from a clinical assignment for the spring and fall semester in excess of two (2) occurrences, and in excess of one (1) occurrence for the summer semester, will result in loss of one letter grade for each occurrence. Absence from the clinical site without PRIOR approval from the Director of Clinical Education, will be considered an unexcused absence, and shall be premises for dismissal and/or loss of one letter grade as a deduction from the grade status of the student within the clinical coursework actively engaged. Last Reviewed: 6/02 Student Evaluation The Student Evaluation* will be completed by clinical faculty for each student per clinical rotation. It will be the student’s responsibility to have the form completed, signed, and

15 turned into the Director of Clinical Education before the end of each semester. The individual evaluations will be completed by Program Clinical Faculty. The Director of Clinical Education shall score these evaluations. Evaluation of clinical procedures will also be performed as outlined in the RTH 190/290/254 course syllabi. All Data in the clinical setting will be entered through DataArc. This will be explained to you by the Director of Clinical Education. *Student Clinical Evaluation is on the next two pages.

Last Reviewed: 6/02

Hospital Policies Students are expected to abide by the policies of each hospital while attending clinical assignments. The policy manuals for each Respiratory Care Department at each Clinical Site will be available to the students. Areas which deserve special attention include: 1. Smoking Policy

16 2. 3. 4. Food/Drink Policy Fire Plan Infection Control and Universal Precautions Procedures

In addition, the student should become familiar with specific departmental policies pertaining to the work environment and patient care setting.

Last Reviewed: 6/02


Criteria for Assigning Clinical Rotations

Spring Semester:

Clinical assignments will be based upon three five week rotations, and two eight hour days per week. Approximate clinical time will equal 240 hours.

Summer Semester:

Clinical assignments will be based upon three equal segments of the summer term (approximate 3 weeks each) and two eight hour days per week. Approximate clinical time will equal 160 hours.

Fall Semester: (2nd year)

Clinical assignments will be based upon three five week rotations, and two eight hour days per week. Approximate clinical time will equal 240 hours. Clinical assignments will be based upon three, five week rotations, and two eight hour days per week. Approximate clinical time will equal 240 hours.

Spring Semester: (2nd Year)

Total Clinical Hours:

A minimum of 824 clinical hours (advanced practitioner).

Site Utilization:

Each of the eight existing clinical sites will be utilized each semester.

Total Clinical Rotations Per Year: of the program.

Nine clinical rotations will be completed over the duration

Last Reviewed: 6/02

Access to Computers and the World Wide Web While this program does not require students to purchase a computer, you are required however, to establish a computer that you can use that will allow for:


 Word processing  Access to the World Wide Web (Internet)  Access to SVCC homepages and included course file information as well as study modules on SVCC‘s Internet Server, by Mosby. Much of your research for case studies can be accomplished via the Internet. Access to computers is required for you to study, write, and prepare for class. You will have an email address that will be provided to program faculty. We do strongly recommend that you should attain resources to obtain a computer if you can, that has acceptable memory to run media intensive programs, as well as be able to connect to the Internet. A good resource is who has a program for learners to purchase a computer (over a certain time frame) at relatively low monthly cost. Please let program faculty know of your interest so that we can help you in this area.


Writing Research Reports/Case Studies 1. Documentation of research: We expect to see at least five recent books and/or five recent articles in your bibliography (by recent we mean within the last two years). The articles should come from scholarly journals, i.e. Journal of the American Medical Association, Respiratory Care, Lancet, Chest, etc., not from Time, Newsweek, etc. When you use Internet sources, you must identify the institution sponsoring the home page and provide the e-mail address of a contact person, since the web addresses seem to change. This is the only way you can judge the credibility of a source. 2. Clearly developed thesis, or argument. In other words, this isn't a report, it is a paper which presents and arranges evidence to prove a point. You use your documentation in

19 support of your argument. e.g.: "While medical professionals tend to disapprove of any form of euthanasia, the general public seems to support it" -- this would be a thesis statement which you would have to support with evidence from various sources which prove your point. 3. Coherence. Your paper needs to hang together. It should not be a list or bunch of disconnected facts, but should be a presentation which a reader can follow, and in which all its parts are clearly necessary. You can use transitions (however, moreover, furthermore, while, although, on the one hand... on the other hand... etc) to link your argument from paragraph to paragraph. 4. Your own involvement. This relates to this not being a report, but being a paper in which you are involved. What is your assessment of the evidence? Where do you stand? Can you provide evidence in support? Have you "digested" the material you read to make it your own? N.B. We do not care for block quotes, so please do not fill up space with other people's blather. Paraphrase the blather in your own words, and then cite the reference. 5. Grammar, usage, spelling. Use Spell-check to catch stupid errors, and then proof-read it yourself to catch the really stupid mistakes. Technical problems can get in the way of clarity, so look over your paper several times before you turn it in. We would rather see handwritten corrections on the final draft than a perfectly clean, yet error-ridden, product. We are happy to look at first drafts, partial drafts, or to listen while you talk through your paper with me. We consider this part of the writing process. We are here to help you in the process, so let us know if you get stuck, bogged down, or end up in a blind alley. Please don't try to do your research the night before on the Internet and then turn in a paper the next day. This really shows, is pretty embarrassing in my opinion, and really is not to your advantage -- neither in the learning process nor in the grading process. Do not cite a patient’s name or the facility in which care was being delivered. This is a direct violation of privacy.

Revised 6/02


Your Textbooks and Associated Materials Pivotal to your learning are your textbooks that are available from the SVCC/Barne‘s & Noble Book Store. As you are probably already aware, books are expensive, but are the beginning of your reference library in the cardiopulmonary sciences. Four items you will want to note about your books:  These books are to be used. This only means that you need to read them, and make notes in the book margins with a pen or pencil. YOU CANNOT USE HIGHLIGHTERS IN YOUR TEXTS WHILE ENGAGED IN THIS PROGRAM! The reason for this—What will you not highlight…what is not important? Very little, so if you use highlighters, you will have a tendency not to read the material. Let‘s face it, if a word or words is/are italicized or is/are in bold print, they are probably important! While we do not require a medical dictionary, we strongly urge you to purchase one to look up items you are unfamiliar with…this is the way you expand your vocabulary. The pages of your books should get dirty from use. Much of your outside time will be spent reading and studying your texts. Saying the program is ‗hard‘ or ‗difficult‘ will not solve your problem if you have one. Seek assistance when you seem to be having trouble.

 



Care for your texts. They are an extension of you, the profession you have chosen, and the patients you will eventually serve. Do not sell your books once you have completed a course! You will need them as references later, both for clinical practice as well as preparation for your credentialing/licensure examinations.

Non-Book Materials (Handouts) We will keep handouts to a minimum since they will be accessible on the Internet. But, the handouts you receive are for your benefit. We suggest purchasing a three-ring binder so you can keep these handouts in a safe place. A Warning Not preparing for class is a scenario that pre-empts faculty to wonder why are you engaging in a curriculum of such intense magnitude, if you had no goal to prepare for class. Since our classes actively engage in problem-based learning, your preparation is critical to the process of learning. By the way, learning is painful, in that, when you learn something new, it ‗pushes‘ something old out of the way. Sometimes, this just is not easy. A wise man once said: “You cannot run from the wind…you trim your sails, hold on tight, and move forward!” Please…be prepared…for anything!




First Semester NAS 161* Health Science 1 3 3 4 RTH 131 Resp. Care Theory & Procedures I 3 3 4 Second Semester

ENG 111** College Composition I 3 0 3

RTH 101 Integrated Sciences for Resp. Care 2 NAS 162 Health Science II 3 3 4 33 RTH 132 Resp. Care Theory & Procedures II 3 34 RTH 111 Anatomy & Physiology of the 3 0 3 Cardiopulmonary System STD 108 College Survival Skills 1 0 1 TOTAL 12 9 15 Third Semester Humanities/Fine Arts*** Elective 3 0 3 RTH 145 Pharmacology for Resp. Care I 1 0 1 RTH 190 Coordinated Internship 0 16 4 TOTAL 10 22 16 Fourth Semester

HLT 145 Ethics for Health Care Personnel 2 0 2 RTH 135 Diagnostic & Therapeutic Proced. I 1 32 PSY 231 Life Span Human Development I 3 0 3 RTH 112 Pathology of the Cardiopulmonary 3 0 RTH 190 Coordinated Internship 0 8 2 3 RTH 290 Coordinated Internship 0 8 2 System SOC 200 Principles to Sociology 3 0 3 RTH 290 Coordinated Internship 0 16 4 TOTAL 8 16 12 TOTAL 7 19 12 Fifth Semester RTH 215 Pulmonary Rehabilitation 1 0 1 RTH 223 Cardiopulmonary Science III 2 0 2 RTH 226 Theory of Neonatal & Pediatric Respiratory Care 2 0 2 RTH 245 Pharmacology for Resp. Care II 2 0 2 RTH 254 Advanced Clinical Pro. IV 0 16 4 RTH 265 Current Issues in Resp. Care 2 0 2 RTH 267 12-lead EKG Diagnostics 3 0 3 TOTAL 12 16 16 * Students wishing to pursue a Basccalaureate degree should take BIO 141-142. ** Students who do not wish to pursue a Baccalaureate degree may substitute ENG

Total Minimum Credits for Respiratory Care Major 71

*** Students wishing to pursue a Baccalaureate Degree, may substitute ENG 112. Rev. 10/04


Key for Previous Table (Example)
Course Course Course Course Lab Credits # Title Hours Hours

RTH 101

Int. 3 Sci. 1



Rev. 10/04


Global Program Goals 1. 2. To prepare competent Respiratory Care Practitioners at the Entry-Level. To prepare competent Respiratory Care Practitioners at the Advanced Practitioner Level. To prepare Respiratory Care Practitioners for employment. To prepare Respiratory Care Practitioners as life long learners.

3. 4.

Revised: 6/02


Multiskilling/Master Craftsmanship Phenomena

Southwest Virginia Community College is a leader in Multiskilling and Master Craftsmanship phenomena in Health Technology‘s Education. The Respiratory Care Program is intimately involved in these activities. In Multiskilling, Respiratory Care has four additional tracks to the Entry-Level Program--Advanced Respiratory Care Practitioner; Polysomnography; Electrocardiography and with the Ultrasound Program and Echocardiography. In addition, SVCC‘s Health Technology‘s is at the forefront in simultaneous multiskilling and has accomplished this venue along with the following professions: Nursing Occupational Therapy Assistant Phlebotomy Radiologic Technology Diagnostic Medical Sonography Master Craftsmanship phenomena will exist throughout your Respiratory Care Education, beginning as entered apprentices; completion of foundation skills, known as journeyman; and finally as you perfect your skills, master craftsman. Your contacts for either of these two venues are Joseph S. DiPietro, Ph.D., RRT & Ronnie E. Proffitt, Ed.D., RT(R) Dr. DiPietro serves as Director of Health Technology‘s Education, and Dr. Proffitt serves as Division Chair; we will be more than happy to talk with you about the future of your chosen profession(s) at any time. Rev. 6/02


Problem-Based Learning (PBL) Problem-based learning is predicated upon several important items: 1. learners must seek and find information relevant to cases presented 2. learners must accomplish all background work with only facilitation by faculty 3. team approaches require overcoming biases and prejudices, with the outcome of achieving a common goal 4. groups are required to select a Chair, and all individuals in the group are required participation 5. grades are based upon group performance in presentation of the material

This learning methodology will be incorporated into two cognate courses initially: RTH 111, Cardiopulmonary Anatomy and Physiology; and RTH 112, Pathology of the Cardiopulmonary Systems and now all coursework. PBL will be incorporated into clinical courses as time permits. PBL has already been established in HLT 145, Ethics and Law for Health Care Providers. The traditional lecture will disappear from these classes, with the learners actively engaging in research and then presentation. The faculty member‘s role is that of facilitator and listener only. These two classes (RTH 111 & 112) have been open forums since 1984, but opening it up even more will accomplish: --improved learner induction (inductive reasoning and discussion) --improved learner independence --weaker members of the group will be assisted by other group members to raise respective skill levels --all learners will be required the review the same material, thereby facilitating learner involvement --learning styles will be facilitated by working with a myriad of individuals all of which have differing styles

BE PREPARED! Your efforts in this learning will cause you to work hard, spend an increased time with peers and your references. Use them to achieve the highest possible goal attainable...that is, to become a master health technology‘s provider---a respiratory care practitioner.

Adopted June 1999 Reaffirmed June 2002


Summative Examinations for Learner Assessment Summative (closure) examinations are administered to each learner during the final semester of each program, both entry-level and advanced practitioner. These examinations are required for graduation and each holds its own cut-score (minimum score) to be achieved that is considered a passing score. For the entry-level examination. Entry-Level Self-Assessment Examination : computer-based programs that are administered to the learner via computer. It is comprised of 140 questions that must be completed within 180 minutes (3 hours). Upon completion, you are told by the program, whether you‘ve achieved the cut-score for a pass or fail final score. Failure to meet the cut score prior to your graduation date, shall prevent you from graduating at the projected graduation date. Even though you may take this as many times as needed to pass, our recommendation is to prepare throughout the program, and study intensely prior to taking this examination. We offer a capstone course (the fall prior to your May graduation) to prepare you for the self-assessment examination. You must wait two-weeks before retaking the examination if you fail the examination. Problem-Based Evaluation of Clinical Skills You are provided with a specified number of clinical case problems (usually not more than eight cases) that require resolution in a simulated clinical environment. A cut score of 75% is required for a passing score. Failure to achieve a passing score in this clinical phase shall result in your not being able to graduate. This problem-based evaluation cannot be repeated until the next academic term. For the advanced practitioner: Advanced Practitioner Self-Assessment Examination : computer-based programs that are administered to the learner via computer. It is comprised of 100 questions that must be completed within 120 minutes (2 hours). Upon completion, you are told by the program, whether you‘ve achieved the cut-score for a pass or fail final score. Failure to meet the cut score prior to your graduation date, shall prevent you from graduating at the projected graduation date. Even though you may take this as many times as needed to pass, our recommendation is to prepare throughout the program, and study intensely prior to taking this examination. Clinical Simulation (ClinSims) Self Assessment : computer-based clinical simulations administered via computer. You must achieve a passing score on all clinical simulations to be considered for program graduation. Failure to achieve a passing score in this clinical phase shall result in your not being able to graduate. These simulations cannot be repeated until the next academic term. All results of all examinations attempted must be printed out to the Health Technology‘s Office for inclusion into your program records. Adopted: 7/91 Revised: 6/02



The American Association for Respiratory -- AARC

The American Association for Respiratory Care is the professional organizational arm of our profession. The AARC offers to its membership through dues as well as donations a wide range of services which include: A. B. C. Life Insurance Policies Professional Liability Insurance Professional publications---Respiratory Care; addresses the medical aspects of the profession; AARC Times which addresses management, education, and political activities. Representation from the profession to our national legislators in Congress. A wide range of information available to each member.



There is a host of services provided by the AARC which have not been included here for the sake of brevity. As students of this profession, you are required to join the AARC as a student member. By doing this, you will be exhibiting your responsibility toward the growth of this profession; your continued support of excellence in patient care; and a sincere concern for your personal and professional growth.

A.A.R.C. 11030 Ables Lane Dallas, Texas 75229 (972) 243-2272 INTERNET ADDRESS:

Revised: 6/02



The National Board for Respiratory Care, Inc.

The National Board for Respiratory Care, or NBRC, is the credentialing Board for Pulmonary Technology and Respiratory Care. It is sponsored by the American Association for Respiratory Care, American College of Chest Physicians, and American Society. The NBRC credentials in Respiratory Care are: 1. CRT, which is Certified Respiratory Therapist (Effective January, 1999). CPFT, which is Certified Pulmonary Function Technician. RRT, which is Registered Respiratory Therapist. RPFT, which is Registered Pulmonary Function Technologist.

2. 3. 4.

These credentials are awarded only after the candidate passes the appropriate exam(s) administered by the NBRC. Graduates of the Respiratory Care Program at Southwest Virginia Community College will be eligible for the NBRC Entry-Level Examination for the CRTT credential and the Certification Exam for Entry-Level Pulmonary Function Technologists for the CPFT credential. Graduation from the program, in itself, does not make one eligible for the RRT credentialing exams which are the Written Registry and Clinical Simulation. Further information will be available to you upon request, or you may contact the NBRC at: The National Board for Respiratory Care 8310 Nieman Road Lenexa, KS 66214 (913) 599-4200 INTERNET ADDRESS:

Revised: 6/02



The Virginia Society for Respiratory Care, Incorporated

A chartered affiliate of the A.A.R.C., this is your state professional organization. Breaking away from the Maryland-Virginia-D.C. Society in 1974, has come into its own over the most recent years due to excellent leadership both from its Board of Directors as well as the strong support of the 2,000 practitioners within the Commonwealth of Virginia. One of the strongest of the existing chartered affiliates, the V.S.R.C., Inc. boasts one of the most active and most successful legislative arms of any state society. As we strive for continued excellence as well as the regulation of the respiratory care practitioner within this Commonwealth, as legislation shall be passed within the Virginia General Assembly placing into law, that the respiratory care practitioner shall be regulated. This will establish entry-level competency, minimum levels of education required, as well as an established scope of practice. Once you have joined the A.A.R.C., you automatically become a member of the V.S.R.C., Inc. You have direct input into the V.S.R.C., through your Program Director and Director of Clinical Education: Joe DiPietro - Director, Health Technology‘s Education Jim Tolbert - Member, Education Committee If you have questions or concerns as you matriculate through this educational program, please ask us for assistance.


Revised: 6/00


VIII. Ethics and Professionalism Southwest Virginia Community College Respiratory Care Program

Students of the Respiratory Care Program are expected to uphold certain ethics as professionals in the health care field. On the next few pages are guidelines for Respiratory Care Practitioners and the AARC‘s Code of Ethics which are adopted as ethics for the students of the Southwest Virginia Community College Respiratory Care, Entry-Level Practitioner Program. The Professionalism subsection follows the section on Ethics.

Revised: 6/02 Medical Ethics and Laws Relating to Respiratory Care Practitioners I. Ethics a. Concerned with right and wrong conduct applied to

33 professional problems. b. Enables the professional to better serve clients by protecting him/her from misconduct by establishing guidelines for his/her practice. Violations of professional ethics are dealt with through the individuals professional organization and its legal board. The AARC (American Association for Respiratory Care), has its own Code of Ethics by which all Respiratory Therapists are expected to abide. (see AARC Code of Ethics on the page following the Medical Ethics)




Tips and Gratuities a. Professionals are expected to forego acceptance of any tips or gifts of any kind. 1. Often, tips can be construed as ―bribes‖ and can result in the professional being approached to divulge information to families and friends to patients and others, thus placing the individual who accepted the gratuity in a compromising situation.


Charts and Record Keeping a. The patients name should be on all records, as should the person‘s name or initials recording that information. If an error is made, a single line should be drawn through the error. Erasures should never be made in order to avoid suspicion if that record should end up in court.


Medical Ethics Continued: c. d. The error should be signed or initialed and dated. Always chart completely and accurately. The patient‘s life and your career could depend on it.



34 a. ―The omission to do something which a reasonable person, guided by those ordinary considerations which ordinarily regulate human affairs, would do, or as doing something which a reasonable and prudent person would not do.‖2


Contributory Negligence a. Unreasonable conduct by the patient which contributed to his injury.


Malpractice a. ―Any professional misconduct, unreasonable lack of skill or fidelity in professional or judiciary duties, evil practice, or illegal or immoral conduct, bad, wrong, or injudicious treatment resulting in injury, unnecessary suffering, or death to the patient, and proceeding from ignorance, carelessness, want of proper professional skill, disregard of established rules or principles, neglect or a malicious or criminal intent.‖2 California courts often combine malpractice and negligence, with the only difference being that malpractice constitutes exceeding one‘s authority to apply treatment.


Medical Ethics Continued: VIII. ―Res Ipsa Loquitor‖ a. ―The thing speaks for itself.‖ 1. b. An act, by its very nature, constitutes negligence.

Normally, four conditions must be present to establish negligence: 1. 2. Plaintiff must establish what the standard of care was. Establish that the standard of care was breached.

35 3. The patient suffered as a result of that breach in the standard. The suffering equals the amount asked.

4. c.

By employing ―Res ipsa loquitor,‖ the need to prove all this can be skirted. The following conditions must be present: 1. The injury that occurred does not happen unless negligence was involved. The conduct or instrument which caused the injury was under the direct control of the individual from whom damages are sought. The person injured was not guilty of contributory negligence.





Examples: 1. 2. Explosion of anesthesia gases. Sewing up surgical instruments inside a patient.

Medical Ethics Continued: VIII. Regan‘s Seven (7) Rules of Professional Conduct 1. 2. 3. Always be polite to patients, regardless of the circumstances. Do not discuss the patient‘s aliments with him/her. Do not discuss the respective merits of various forms of therapy. Never prescribe. Do not discuss the patients‘ or other doctors with the patient. Keep accurate records of patients not performing as directed (not keeping appointments, refusing therapeutic treatment, etc.). Be alert of hazards.3

4. 5. 6.




Precautions to Observe in Treating Patients 1. 2. 3. 4. Learn the basic facts of your profession. Learn to observe and evaluate your patients condition. Perform your duties with concern. Realize you are responsible for your personal actions and may also involve your employer or supervisors (―Respondent Superior‖). Understand any written order before attempting to carry it out. Discontinue any treatment or therapy which is causing undesirable reactions. Do not blindly follow orders.

5. 6.

Report adverse reactions immediately and ask for further instructions.2 Medical Ethics Continued: 8. Realize you are not authorized to render medical opinions or diagnoses. Report only what you see, hear, or do. With experiences, your knowledge of medical practice and expertise on subjects will improve, but use this knowledge to advance other‘s knowledge. Do not exceed your limits of authority!



Torts a. b. c. Actions which render an individual liable in a court of law. Different from crimes, an action which results in civil action. A crime is an action for which the individual responsible may be punished by the state. Assault - An attempt to touch another person or threat to do so which causes a person to believe the threat will be carried out. Battery - Actually carrying out the threat. There are three (3) conditions which determine consent (either direct or implied):


e. f.


1. 2. 3. g.

The patient must be competent. The consent must be voluntary (not coerced). The patient must be informed (known to understand).

Exceptions: 1. Emergencies (direct threat to life or limb or proof that a procedure performed without content (direct, implied, parent/guardian, relation) saved a life or limb. Self defense - Use only that force necessary to control the situation (patient attacks a hospital employer).


Medical Ethics Continued: 3. Protective restraint - use of devices or drugs to control an irrational or violent patient and protect them from harm.


Patient‘s Right to Privacy 1. The right of the patient to avoid being exposed to public scrutiny. Includes conferences, photographers, and writers. Exception is the celebrity (such is the price of fame).

2. 3. i.

Defamation of Character 1. Careless statements regarding patient, doctors, supervisors, and fellow workers, which causes a general lowering of lack of respect for that person. Slander and Libel a. b. c. Slander - oral defamation Libel - written defamation Must be observed or heard by more than the 2 people directly involved.


38 d. Does not apply if statements were non-malicious and justifiable (proof of consent, truth, privilege, or fair comment). 1. The whole statement must be proven true if used as a defense.


The best defense of all is to think before you act, speak, or write, especially in a professional situation.




American Medical Association, The Best of Law and Medicine 70/73, Chicago, IL, 1974. Creighton, Helen, Law Every Nurse Should Know, 3rd edition, W.B. Saunders Company, Philadelphia, PA, 1975. Regan, Louis, The Doctor and Patient and the Law, 3rd edition, C.V. Mosby Company, St. Louis, MO, 1956.




VIIIa. Professionalism

Professionalism simply means demonstrating behaviors noted by a professional. With the health professions (and including this one) being in a constant state of change, the behaviors demonstrated by a Respiratory Care Professional are those that:      Foster independent thinking Support and endorse problem-solving Exhibit an intellectual understanding of one‘s chosen profession and how it blends with other professions Accept the responsibilities required to serve others, as well as work with others Accept the responsibility for errors in judgement; with honor, openly states what error was indeed made; takes the specified steps to rectify the problem(s); brings resolution to all parties involved Accept covenants and openly seeks assistance when in doubt Understand the role of the Respiratory Care Practitioner in the clinical environment Clearly demonstrate advocacy for the patient Present openness and tactfulness when addressing delicate or potentially volatile situations

   

The other side of professionalism addresses those items which are considered unacceptable and are not marks of a professional:       Lying, cheating, or stealing Misrepresenting facts, data, or other information Openly challenging faculty, faculty adjuncts, peers, or patients Using alcoholic beverages in a campus or clinical activity Gossiping or spreading rumors Bearing false witness; or prejudging others without the facts

41   Behavior that disrupts others in their learning process Assuming anything!

Aside from all these items, the marks of a professional are clearly seen by others-- the professional is: Courteous A Leader Is rational in his/her decision-making Open to criticism Harbors no ill-feelings toward others Inductively and Deductively Reasons Is a good listener Is willing to learn Learners who engage in non-professional behaviors, or that jeopardize the safety, welfare, or integrity of peers, faculty or patients shall not be allowed to remain as learners within this program.

Revised: 6/02 AARC Statement of Ethics and Professional Conduct
In the conduct of their professional activities the Respiratory Care Practitioner shall be bound by the following ethical and professional principles. Respiratory Care Practitioners shall: Demonstrate behavior that reflects integrity, supports objectivity, and fosters trust in the profession and its professionals. Actively maintain and continually improve their professional competence, and represent it accurately. Perform only those procedures or functions in which they are individually competent and which are within the scope of accepted and responsible practice.


Respect and protect the legal and personal rights of patients they treat, including the right to informed consent and refusal of treatment. Divulge no confidential information regarding any patient or family unless disclosure is required for responsible performance of duty, or required by law. Provide care without discrimination on any basis, with respect for the rights and dignity of all individuals. Promote disease prevention and wellness. Refuse to participate in illegal or unethical acts, and shall refuse to conceal illegal, unethical or incompetent acts of others. Follow sound scientific procedures and ethical principles in research. Comply with state or federal laws which govern and relate to their practice. Avoid any form of conduct that creates a conflict of interest, and shall follow the principles of ethical business behavior. Promote the positive evolution of the profession, and health care in general, through improvement of the access, efficacy, and cost of patient care. Refrain from indiscriminate and unnecessary use of resources, both economic and natural, in their practice. Effective 12/94



Pins for this program were established and adopted during the 1983-84 school year. These pins were designed with the intent and purpose of representing the Respiratory Care Program housed here at Southwest Virginia Community College. The Herff Jones Company is the manufacturer and are available to students at a modest price. Ordering will be accomplished during the second Spring semester of your program. Upon receipt of these pins, a pinning and awards ceremony will take place during the second Fall semester. The purchase of these pins is a requirement of all students as it represents the goal (of which it is hoped there will be many. . .) you have set for yourself and have certainly achieved.

43 Adopted: 24 July 1984 Revised: 6/02


The DiPietro Toolworks Award

The DiPietro Toolworks Company of Lebanon, Virginia has agreed to offer an award to the Outstanding Respiratory Care Practitioner of this Program who has demonstrated excellence in academic achievement. Sophomore and Freshman Awards will be awarded. The award will be based upon the total grade point average accumulated during the student‘s matriculation through the Respiratory Care, Entry-Level Practitioner Program. The primary plaque indicating all of the individual recipients of this award through the years will be housed in the National Guard Armory, and the student recipients will receive a plaque in honor of this recognition.

Revised: 6/02



The Honda Award

The Bill Gatton Honda Corporation of Bristol, Tennessee has agreed to offer an award for a student of the Respiratory Care Program, who has demonstrated excellence in the clinical phase of his/her training. Sophomore and Freshman awards will be presented. Selection will be based upon: 1) overall grade point average accumulated during their matriculation through the Respiratory Care Entry-Level Practitioner Program; 2) grade point average received in the clinical phase of education; 3) recommendations and clinical instructors as to the student that best demonstrates clinical knowledge, compassion and safety during their clinical rotations. The primary plaque indicating all of the individual recipients of this award through the years will be housed in the National Guard Armory, and the student recipients will receive a plaque in honor of this recognition.

Revised: 6/02

XIa. The Eileen C. DiPietro Memorial Award Established on 15 May 1989 in memory of Eileen C. DiPietro, this monetary award is distributed to: 1) the freshman with the highest grade point average following successful completion of the first semester of academic activity; and 2) the graduating sophomore with the highest grade point average following successful completion of the entry-level program and is moving toward advanced practitioner and/or multiskilling education.

Revised: 7/02



The Order of the Rose Cross (Order Die Rozencroix) Recognition and Award

This award and recognition was established in 1993 to recognize a learner of this program who has faced insurmountable odds, and then proceeded to excel in this program as a learner and then, a journeyman. Order Die Rozencriox was established during the 11th century, the recognizable Red Cross on the mantel-piece of crusading knights in an attempt to rescue the Holy Land from invading hordes. These warriors swore allegiance to their Almighty Creator, their King and their Country, and would fight for those less fortunate. This award carries the 11th century with it...the honor and courage of facing hardship head-on, and then doing the right thing, at the right time and place, not only succeeding, but accomplishing his or her goals with rectitude and honor. The Program Director makes this selection, and the award, will be administered at the Annual Awards and Pinning Ceremony. Past recipients include: Michelle Hall ‗95, Jesse Vance ‗96, Pamela Compton ‗97, Linda Mullins ‗98, Vanessa Muzzleman, ‘99-00, Kay Lester ‘00-01, Sheila Rife, ‘01-02.

Revised: 6/02

XIc. The Jennifer Sloan Award Established in December 1997, in recognition of Jennifer Sloan, a distinguished student and staff member of SVCC, who was stricken with abdominal cancer.

46 Selected by the Program Director, the learner receiving this award is a learner who demonstrates excellent academic credentials, has set an example for others to emulate through courage, faith and hope, and has demonstrated extremely high levels of professionalism, even in the worst of circumstances. Past recipients of this award: Rachel Presley, ‘97; Laura Boyd, ‘98, Susan Fuller, ‘98, Beverly Spadaro, ‘99, Susan Austin, ‘00, Jackie Grindstaff, ‘01, Sheila Rife, ‘02. Adopted: 12/97 Last Reviewed: 6/02

XId. The Phyllis Harrison, RRT Memorial Scholarship

Established in 1998 by her friends and family, the Phyllis Harrison Memorial Scholarship is bestowed upon the graduating Sophomore who has maintained honors level academic achievement while caring for family and working while matriculating in the curriculum and demonstrating professionalism throughout his or her academic career. Phyllis Harrison, RRT, graduated from this program in 1976, always demonstrated these qualities, and served as an unpaid faculty adjunct for this program for 15 years. Previous Recipients: Joel Horn, 1998, Krista Joyce, ‘99-00, Rhonda Wells, ‘01, Sheila Rife, ‘02.

Established December 1998 Reviewed: 06/02

XIe. The Fred Barrett Memorial Scholarship

Named in memory of Mr. Fred Barrett, the father of one of our former students, Ms. Lisa Keene, this scholarship is bestowed upon a graduating Sophomore who has demonstrated strong academic achievement, while at the same time presents his or her self in a compassionate manner to all he or she serves. This scholarship was established in 1998, following the death of Mr. Barrett, after a long-suffering with chronic airways disease. Previous Recipients: Susan Fuller, 1998


XIII. Student Association for Respiratory Care

The Student Association for Respiratory Care, hereafter known as SARC, was established during the 1984-1985 academic year, for the purposes of: 1) improving and maintaining communication with the faculty of the Respiratory Care Program; 2) promote the Respiratory Care Profession within the community and SVCC; and 3) encourage scholarship and leadership within the Profession and SVCC. Money-raising activities will be accomplished with the following goals: 1. Travel and expenses to attend the VSRC Annual Convention and Seminar, including the Entry-Level Examination Review Workshop. Travel and expenses for sending a team of contestants to participate in the ―Sputum Bowl‖ competition sponsored by the Virginia Society for Respiratory Care. A scholarship for Respiratory Care Students; monies collected will be given to the SVCC Foundation out of which the scholarship will be administered.



The SARC is chartered by the SVCC Student Government Association. The Constitution of the SARC is included and follow this policy; its Policy Number is 24A. The Respiratory Care Program Director and Director of Clinical Education serve in the capacity of advisors; the officers of this organization include: 1) President; 2) VicePresident; 3) Secretary; 4) Treasurer; 5) Student Representative to the Respiratory Care Curriculum Advisory Committee; and 6) Historian.

Last Reviewed: 6/02


Constitution of the Student Association for Respiratory Care Adopted: 21 March 1985 Reaffirmed: 16 October 1987 Reaffirmed: 4 July 1993 Reaffirmed: 4 July 1996 Reaffirmed: 4 July 1997 Reaffirmed: 4 July 1998 Reaffirmed: 4 July 1999 Reaffirmed: 4 July 2000 Reaffirmed: 4 July 2001 Reaffirmed: 4 July 2002 Reaffirmed: 4 July 2003 Amended, Ratified and Reaffirmed: 10 October 2004

Preamble We, the students of the Respiratory Care Entry-Level and Advanced Practitioner Programs, in order to promote participation, to enhance the educational process by providing a forum for student expression, and to establish a method of applying democratic ideas by means of our own limited self-government, do ordain this, the Constitution of the Student Association for Respiratory Care. Constitution Article I Article II Article III Article IV Article V Article VI Article VII Article VIII Name Aims and Purpose Membership Officers: Qualifications, Nominations, & Elections Provisions for Vacancies Veto Power of the Program Director Proposal of Amendments Ratification Standing Rules Article I Article II Article III Article IV Article I Meetings Duties of Council Duties of Officers Procedures Name

The name of this organization shall be the Student Association for Respiratory Care (SARC).


Article II

Aims and Purpose

The purpose of this organization is to provide for a better understanding between administration, faculty, students, and among members of the community as well as future prospective students; to promote better education; to promote respiratory care awareness; to maintain a working relationship between members and school; and to strive for continuous self-improvement in the field of Respiratory Care.

Article III


The student Association for Respiratory Care shall be composed of all students that are matriculating through the Respiratory Care, AAS Degree Practitioner at SVCC. These students shall be represented by an elected group of officers from within the class.

Article IV Section A.

Officers: Qualifications, Nominations, & Elections Qualifications 1. Officers are President, Vice-President, Secretary, Treasurer, Historian and an elected representative to the Advisory Committee of the Respiratory Care, Webmaster & Editor SARC NEWS AAS Degree Program.


Each officer must maintain status in accordance with all policies approved by the Program Director and the Director of Clinical Education. No officer shall be elected for more than one office.

Section B.

Method of Nominations 1. On a date set forth by the Program Director, the floor shall be placed open for nominations for candidates of each individual office during the Fall term for entering apprentices (freshmen). 2. Nominations procedure shall be initiated and overseen by the instructor present at the time. Nomination procedures will follow Robert‘s Rules of Order Revised


SARC Constitution Continued: Section C. Elections

50 1. Elections shall be conducted by secret ballot and the results will be counted by the Program Director and the Director of Clinical Education.

Section D.

Executive Council 1. Shall consist of the elected officers, Program Director and the Director of Clinical Education. 2. The Council will initiate SARC actions, introduce motions and decide issues when the Student Association for Respiratory Care cannot meet.

Article V

Provisions for Vacancies

Each vacancy created in the Executive Council will be filled by method of election described in Article IV, Section B, and Section C of the Constitution.

Article VI

Veto Power

The Program Director and the Director of Clinical Education shall have complete authority to veto any action taken by Executive Council and/or the Student Association for Respiratory Care.

Article VII

Proposal of Amendments

An amendment to the Constitution may be proposed by two-thirds of the members of the Executive Council.

Article VIII


An amendment must be ratified by two-thirds majority of members in the Student Association for Respiratory Care, before it will become part of the Constitution.

SARC Constitution Continued: Standing Rules

51 Article I Meetings

All meetings shall be scheduled by the President and approved by the Program Director and the Director of Clinical Education.

Article II

Duties of Council

Duties of the Council are outlined in the Constitution under Article IV, Section D.

Article III Section A.

Duties of Officers Duties of the President 1. Preside over meetings using correct Parliamentary Procedure. To vote in matters in which the SARC are equally divided. To appoint committees. To act as chairman of the Executive Council.


3. 4. Section B.

Duties of the Vice-President 1. Perform the duties of the President in his/her absence.

Section C.

Duties of the Secretary 1. Record minutes of all meetings held by the Student Association for Respiratory Care. To keep a written record of all proceedings of the Executive Council. To compile information offered by various committees. To write all correspondence for the Student Association.


3. 4.

SARC Constitution Continued: Section D. Duties of the Treasurer 1. To keep complete and up-to-date records of all

52 financial activities. 2. To help coordinate all financial activities by the Student Association. To give financial report when called upon.

3. Section E.

Duties of the Representative to the Advisory Committee 1. 2. 3. To attend all meetings of the Advisory Committee. To give committee reports to the Student Association. To bring before the Committee any complaints, suggestions, etc., suggested by members. To serve as a liaison between the Student Association for Respiratory Care, and the Advisory Committee.


Section F. Duties of Historian Section G. Duties of Class Webmaster (Journeyman-Sophomore Status) 1. To maintain the SARC website. 2. To have a strong understanding of computer, HTML, and/or Front Page® software. 3. Maintains excellent communications with class officers, class membership and Program Director. 4. To coordinate information handling for Freshman and Sophomore classes. 5. Works with SwVCC’s webmaster. Section Ga. Duties of Associate Webmaster (Entered Apprentice-Freshman Status) 1. Works with Journeyman webmaster to learn processes/procedures as Webmaster. 2. Coordinates information-gathering for Entered-Apprentice Class. 3. Maintains excellent communications with class membership, class officers, and Program Director.


Section H. Duties of Editor, SARC News ( Journeyman-Sophomore Status) 1. To maintain the web version of the SARC news. 2. To maintain close communication with class officers, class membership, and Program Director. 3. Gather news and events important to program activities. 4. Publishes SARC News. Section Ha. Duties of Associate Editor, SARC News (Entered-Apprentice-Freshman Status) 1. Works with Journeyman Editor to learn processes/ procedures as editor. 2. Coordinates information-gathering and gathers news and events for Entered-Apprentice Class. 3. Maintains excellent communications with class membership, class officers, and Program Director. 4. Publishes a SARC News for Freshman class.

Article IV Section A. 1.

Procedures All meetings and assemblies shall be conducted according to Robert‘s Rules of Orders, revised. Amendments to the Standing Rules shall be set forth in the Constitution of the Student Association for Respiratory Care; Article VII, and Article VIII.


XIV. The Lambda Beta Honor Society - Student Recognition

In October 1986, the JRCRTE, AARC, and NBRC together established the Lambda Beta Honor Society for the Profession of Respiratory Care. At this time as well, a chapter of Lambda Beta was established at Southwest Virginia Community College. The first group recognized were alumni graduates of this program who met the criteria for nomination; these individuals were nominated as alumni members. In June 1987, eight (8) students of the sixteen graduates of the Class of 1987 were nominated and subsequently were selected as active members. In order to be nominated, the student shall: 1. Demonstrate academic proficiency by graduating within the top 25% of the graduating class. Attain a Grade Point Average of at least 3.20 during matriculation. Demonstrate and exhibit those entities as honor, integrity and professionalism beyond reproach.



Nominations of Lambda Beta candidates will take place in the last semester of the year of their graduation. Recognition will occur at the annual pinning and awards ceremony, at commencement exercises, and within the commencement exercises, and within the commencement announcement. Students nominated and selected by Lambda Beta, shall be placed in the ―Role of Honor‖ established by the Lambda Beta Society.

Chapter Established -- October 1986 Policy Established -- 1 August 1987 Last Reviewed: 6/02




BLUEFIELD REGIONAL MEDICAL CENTER 500 Cherry Street Bluefield, WV 24701 Robert (Bob) Bageant, RRT, Director - (304) 327-1755 Eric Hawkins, RRT, Asst. Director - (304) 327-1754 Chris Haldeman, Director CS - (304) 327-1766 Kay Humes, RN - OR Rotation Barbara Bird, RN - OB/GYN (304) 327-1100 - Hospital (304) 327-1760 – Department (304) 327-1750 – FAX Number WELLMONT BRISTOL REGIONAL MEDICAL CENTER One Medical Park Blvd. P.O. Box 8964 Bristol, TN 37620-8964 Director - (423) 844-4150 (423) 844-1121 - Hospital (423) 844-4150 - Department (423) 844-4153 - 5 West BUCHANAN GENERAL HOSPITAL Route 5, Box 20 Grundy, VA 24614 Cynthia Silcox, RRT (276) 935-8831 CLINCH VALLEY MEDICAL CENTER 2949 West Front Street Richlands, VA 24641 Lynn Brown, RRT, Director - (276) 596-6226 (276) 596-6000 - Hospital (276) 596-6230 - Department CLINCH VALLEY PHYSICIANS THE CLINIC P.O. Box CVPI Richlands, VA 24641 Dr. Randy Forehand Priscilla McReynolds, CPFT, RRT Becky Kennedy, CRTT, CPFT (276) 964-6771 Dr. Forehand – (276) 964-1229 (276) 964-1314 - FAX Number COMMUNITY HOME CARE SERVICES P.O. Box 1467 Richlands, VA 24641 Carol Cornett, RRT (276) 964-7448 Joseph S. DiPietro, Ph.D., RRT Program Director (276) 889-0820 WELLMONT HEALTH SYSTEMS HOLSTON VALLEY MEDICAL CENTER W Ravine, P.O. Box 238 Kingsport, TN 37662 (423) 224-4000 - Hospital Lou Ann White, RRT – (423) 224-6280 – Nursery (423) 247-7339 – Home Sherry Bailey, RRT – (423) 323-2294 – Home Jack Ensley, RRT – (276) 431-4621 - Home

JOHNSTON MEMORIAL HOSPITAL 351 North Court Street Abingdon, VA 24210 Robin Wilson, RRT, Director Mary - Secretary (276) 676-7000 - Hospital (276) 676-7113 - Department (276) 676-9348 - FAX Number RUSSELL COUNTY MEDICAL CENTER Carroll and Tate Streets Lebanon, VA 24266 Denise Blankenship, RRT, Director (276) 889-1224, Ext. 205 SMYTH COUNTY COMMUNITY HOSP. P.O. Box 880 Marion, VA 24354 Dennis Dockery, RRT, Director (276) 782-1234 - Hospital COLUMBIA ST. LUKES HOSPITAL P.O. Box 1190 Bluefield, WV 24701 Mark Mustard, RRT - Director (304) 327-2946 (304) 327-2906 – FAX Number

Jim Tolbert, RBA, RRT, RN Director, Clinical Education (304) 425-1549

TAZEWELL COMMUNITY HOSPITAL 141 Ben Bolt Avenue Tazewell, VA 24651 Jamie Ober, RRT (276) 988- 2506 - Hospital WYTHE COUNTY COMMUNITY HOSP. 600 W. Ridge Road Wytheville, VA 24382 Russell Copley, RRT (276) 228-0200 - Hospital (276) 228-0456 - Department (276) 228-0458 - FAX Number Tammy Austin Secretary, Health Technologies (276) 964-7306

Revised: 6/00


Southwest Virginia Community College Respiratory Care, AAS Degree Advanced Practitioner Program Accredited by: The Committee on Accreditation of Respiratory Care (CoARC) and The Committee on Accreditation of Allied Health Education Programs (CAAHEP)

Program Number Advanced Practitioner Program: Program Director:


Joseph S. DiPietro, Ph.D., RRT P.O. Box SVCC Richlands, VA 24641 Work: (276) 964-7306; Work E Mail: Home: (276) 889-0820 Home E-Mail:

Director, Clinical Education: James (Jim) H. Tolbert, RBA, RRT, RN P.O. Box SVCC Richlands, VA 24641 Work: (276) 964-7306 Work E Mail: Home: (304) 425-1549 Medical Director: Randy Forehand, M.D. Clinch Valley Physicians The Clinic P.O. Box CVPI Richlands, VA 24641 (276) 964-6771
Revised: 7/02


Items of Necessity That You May Need!!

Telephone Use Use of the Program telephone is strictly prohibited, except in an emergency. If the situation is emergent, you must obtain permission from the instructor. Photocopying The copy machine in the health technology‘s office is not for learner use. Please use one of the copiers on campus provided for learner copying. Student Records Complete student records on each student are housed within the files of the Program Director. These files cannot be removed under any circumstances, however, students have access to their records. Equipment Loss or Breakage All students are requested to take the utmost of care in the prevention of damage to equipment housed within this Program. This equipment is expensive and fragile. If an item appears to be damaged, please report this to the Director of Clinical Education. If equipment is seemingly lost, or cannot be located, please notify a faculty member of this Program immediately. Please Note Well: Unauthorized removal of equipment Program shall result in immediate dismissal. from this

Responsibility Your activities in this Program are yours and yours alone. Class registration, fees, deadlines and program requirements are your responsibility. If you have questions, ask; if you don‘t understand, seek assistance; and finally, if things do not seem to be going according to your plans, make an appointment to see either the program faculty through Health Technologies Secretary, and we will be more than happy to assist you. Adopted: 3 August 1984 Revised: 6/02

Financial Aid


Please review your SVCC Catalog for information regarding financial aid or assistance, or seek assistance at the Admissions/Financial Aid Office. Scholarships are available to Respiratory Care students, through the Virginia Society for Respiratory Care, Inc., (V.S.R.C.) and the Southwest Virginia Community College Foundation. Please see the program faculty for further information regarding this scholarship.

Liability Insurance The Commonwealth of Virginia provides liability insurance for your clinical practice activities. If you desire additional liability insurance, please speak with your program faculty.


Student Fees**

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Name Badge Uniforms Laboratory Coats White Shoes Stethoscope A.A.R.C. Membership Self-Assessment Exam Class Pin Books Watch with sweep second hand NBRC Exam Fees

3.00 - 7.00 20.00 - 35.00 20.00 - 25.00 30.00 - 75.00 15.00 - 60.00 45.00 2 0.00 45.00 - 130.00@ 400.00

variable CRT 190.00 RRT Written 190.00 RRT CSE 200.00




$43.46 per credit hour (In-State) $189.39 per credit hour (Out-of-State) $1.50 Comprehensive fee

Legend **Some of these figures are approximations. @Class pin cost varies due to the amount of gold within certain pins.

Revised: 6/02



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