MISSISSIPPI by MikeJenny

VIEWS: 40 PAGES: 143

									Validation Draft                                                             October, 2003




                                       MISSISSIPPI

                               CURRICULUM FRAMEWORK

                                           FOR

                                RESPIRATORY THERAPY

                   (Program CIP: 51. 0908 - Respiratory Care Practitioner)




POSTSECONDARY                                                                      2004
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                                     Direct inquiries to:

                                   Program Coordinator
                               Health Science Technology
                      Office of Vocational and Technical Education
                           Mississippi Department of Education
                                       P. O. Box 771
                                   Jackson, MS 39205
                                     (601) 359-3940




                          For copies of this publication, contact:

                             Research and Curriculum Unit
                              for Workforce Development
                           Vocational and Technical Education
                              Mississippi State University
                                    P. O. Drawer DX
                              Mississippi State, MS 39762
                                    (662) 325-2510




                Published by:                         Research and Curriculum Unit
     Office of Vocational and Technical                for Workforce Development
                 Education                          Vocational and Technical Education
    Mississippi Department of Education                Mississippi State University
            Jackson, Mississippi                       Mississippi State, Mississippi




                                            2004


  Mississippi State University does not discriminate on the basis of race, color, religion,
              national origin, sex, age, handicap/disability, or veteran status.




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                                        FOREWORD

As the world economy continues to evolve, businesses and industries must adopt new
practices and processes in order to survive. Quality and cost control, work teams and
participatory management, and an infusion of technology are transforming the way
people work and do business. Employees are now expected to read, write, and
communicate effectively; think creatively, solve problems, and make decisions; and
interact with each other and the technologies in the workplace. Vocational-technical
programs must also adopt these practices in order to provide graduates who can enter
and advance in the changing work world.

The curriculum framework in this document reflects these changes in the workplace and
a number of other factors that impact on local vocational-technical programs. Federal
and state legislation calls for articulation between high school and community college
programs, integration of academic and vocational skills, and the development of
sequential courses of study that provide students with the optimum educational path for
achieving successful employment. National skills standards, developed by industry
groups and sponsored by the U.S. Department of Education and Labor, provide
vocational educators with the expectations of employers across the United States. All of
these factors are reflected in the framework found in this document.

Each postsecondary program of instruction consists of a program description and a
suggested sequence of courses which focus on the development of occupational
competencies. Each vocational-technical course in this sequence has been written
using a common format which includes the following components:

        Course Name – A common name that will be used by all community/junior
         colleges in reporting students.

        Course Abbreviation – A common abbreviation that will be used by all
         community/junior colleges in reporting students.

        Classification – Courses may be classified as:
               Vocational-technical core – A required vocational-technical course for all
                students.
               Vocational-technical elective – An elective vocational-technical course.
               Related academic course – An academic course which provides academic
                skills and knowledge directly related to the program area.
               Academic core – An academic course which is required as part of the
                requirements for an Associate degree.

        Description – A short narrative which includes the major purpose(s) of the course
         and the recommended number of hours of lecture and laboratory activities to be
         conducted each week during a regular semester.

        Prerequisites – A listing of any courses that must be taken prior to or on
         enrollment in the course.


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        Corequisites – A listing of courses that may be taken while enrolled in the course.

        Competencies and Suggested Objectives – A listing of the competencies (major
         concepts and performances) and of the suggested student objectives that will
         enable students to demonstrate mastery of these competencies.

        The following guidelines were used in developing the program(s) in this
         document and should be considered in compiling and revising course syllabi and
         daily lesson plans at the local level: The content of the courses in this document
         reflects approximately 75 percent of the time allocated to each course. The
         remaining 25 percent of each course should be developed at the local district
         level and may reflect:
                Additional competencies and objectives within the course related to topics
                 not found in the State framework, including activities related to specific
                 needs of industries in the community college district.
                Activities which develop a higher level of mastery on the existing
                 competencies and suggested objectives.
                Activities and instruction related to new technologies and concepts that
                 were not prevalent at the time the current framework was
                 developed/revised.
                Activities which implement components of the Mississippi Tech Prep
                 initiative, including integration of academic and vocational-technical skills
                 and coursework, school-to-work transition activities, and articulation of
                 secondary and postsecondary vocational-technical programs.
                Individualized learning activities, including worksite learning activities, to
                 better prepare individuals in the courses for their chosen occupational
                 area.

        Sequencing of the course within a program is left to the discretion of the local
         district. Naturally, foundation courses related to topics such as safety, tool and
         equipment usage, and other fundamental skills should be taught first. Other
         courses related to specific skill areas and related academics, however, may be
         sequenced to take advantage of seasonal and climatic conditions, resources
         located outside of the school, and other factors.

        Programs that offer an Associate of Applied Science degree must include a
         minimum 15 semester credit hour academic core. Specific courses to be taken
         within this core are to be determined by the local district. Minimum academic
         core courses are as follows:
                3 semester credit hours Math/Science Elective
                3 semester credit hours Written Communications Elective
                3 semester credit hours Oral Communications Elective
                3 semester credit hours Humanities/Fine Arts Elective
                3 semester credit hours Social/Behavioral Science Elective




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It is recommended that courses in the academic core be spaced out over the entire
length of the program, so that students complete some academic and vocational-
technical courses each semester. Each community/junior college has the discretion to
select the actual courses that are required to meet this academic core requirement.

        In instances where secondary programs are directly related to community and
         junior college programs, competencies and suggested objectives from the high
         school programs are listed as Baseline Competencies. These competencies and
         objectives reflect skills and knowledge that are directly related to the community
         and junior college vocational-technical program. In adopting the curriculum
         framework, each community and junior college is asked to give assurances that:
                students who can demonstrate mastery of the Baseline Competencies do
                 not receive duplicate instruction, and
                students who cannot demonstrate mastery of this content will be given the
                 opportunity to do so.

        The roles of the Baseline Competencies are to:
              Assist community/junior college personnel in developing articulation
               agreements with high schools, and
              Ensure that all community and junior college courses provide a higher
               level of instruction than their secondary counterparts.

        The Baseline Competencies may be taught as special “Introduction” courses for
         3-6 semester hours of institutional credit which will not count toward Associate
         degree requirements. Community and junior colleges may choose to integrate
         the Baseline Competencies into ongoing courses in lieu of offering the
         “Introduction” courses or may offer the competencies through special projects or
         individualized instruction methods.

        Technical elective courses have been included to allow community colleges and
         students to customize programs to meet the needs of industries and employers
         in their area.




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                                  ACKNOWLEDGMENTS

                                       Writing Team

                          Steve Arinder, Meridian Community College
                   Regina Clark, Northwest Mississippi Community College
                  Donald Hayes, Mississippi Gulf Coast Community College
                    Lee King, Pearl River Community College, Hattiesburg
            Shirley Miller, Hinds Community College, Nursing/Allied Health Center
                         Harold Plunkett, Itawamba Community College
                  Beverly Prince, Northeast Mississippi Community College
                  Walt Wilson, Copiah-Lincoln Community College, Natchez

                          Professional Advisory Committee Team

                     Michael Cooper, Magnolia Regional Health Center
                    Linda Croff, University of Mississippi Medical Center
                       Mike Mayfield, Specialty Hospital of Meridian
                       Christa Perkins, Specialty Hospital of Meridian

                                         MDE Staff

     Sandra Bates, R. N., Program Coordinator, Mississippi Department of Education

                                       Team Leader

  Patty Jenkins, Curriculum and Assessment Specialist, Research and Curriculum Unit




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                                             TABLE OF CONTENTS

                                                                                                                      Page

FOREWORD ................................................................................................................... 3

ACKNOWLEDGMENTS .................................................................................................. 7

PROGRAM DESCRIPTION .......................................................................................... 11

SUGGESTED COURSE SEQUENCE .......................................................................... 12

SECTION I: CURRICULUM GUIDE FOR RESPIRATORY THERAPY ......................... 15

         Respiratory Therapy Courses ............................................................................. 17
               Respiratory Care Practicum ..................................................................... 19
               Respiratory Care Science ........................................................................ 22
               Patient Assessment and Planning ........................................................... 27
               Cardiopulmonary Anatomy and Physiology ............................................. 31
               Pulmonary Function Testing (PFT) .......................................................... 34
               Respiratory Care Practitioner I ................................................................. 38
               Respiratory Care Practitioner II................................................................ 42
               Clinical Practice I ..................................................................................... 46
               Clinical Practice II .................................................................................... 50
               Respiratory Care Pharmacology .............................................................. 54
               Cardiopulmonary Pathology ..................................................................... 57
               Respiratory Care Practitioner III ............................................................... 60
               Clinical Practice III ................................................................................... 64
               Clinical Practice IV ................................................................................... 68
               Neonatal/Pediatrics Management ............................................................ 72
               Respiratory Care Seminar ....................................................................... 75

         Related Vocational-Technical Courses............................................................... 79
               Fundamentals of Microcomputer Applications ......................................... 81
               Medical Terminology ................................................................................ 82
               Medical Office Terminology I ................................................................... 83

         Related Academic Courses ................................................................................ 85
               Microbiology ............................................................................................. 87
               General Chemistry I ................................................................................. 88
               Principles of Chemistry I .......................................................................... 89
               Principles of Chemistry II ......................................................................... 90
               College Algebra ....................................................................................... 91




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SECTION II: RECOMMENDED TOOLS AND EQUIPMENT......................................... 93

APPENDIX A: RELATED ACADEMIC TOPICS .......................................................... 101

APPENDIX B: WORKPLACE SKILLS FOR THE 21st CENTURY ............................... 111

APPENDIX C: NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR
            STUDENTS (NETS)............................................................................ 115

APPENDIX D: NATIONAL HEALTH CARE SKILL STANDARDS ............................... 119

APPENDIX E: COMMISSION ON ACCREDITATION OF ALLIED HEALTH
            EDUCATION PROGRAMS/STANDARDS AND GUIDELINES
            FOR THE PROFESSION OF RESPIRATORY CARE ........................ 123

APPENDIX F: NATIONAL BOARD FOR RESPIRATORY CARE STANDARDS ........ 127

APPENDIX G: STUDENT COMPETENCY PROFILE ................................................. 131

APPENDIX H: BASELINE COMPETENCIES ............................................................ 137




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                              PROGRAM DESCRIPTION
                              RESPIRATORY THERAPY

The Respiratory Therapy Program prepares the individual to become a Respiratory
Therapist. Respiratory Therapists, as members of a team of health care professionals,
work to evaluate, treat, and manage patients of all ages with respiratory, cardiac, and
other systemic illnesses. Respiratory Therapists are responsible for airway
management and the setup and monitoring of life support systems. They provide
treatment for heart and lung disorders by administering inhalation treatments, oxygen,
drugs, and other therapeutic modalities.

In addition to performing respiratory care procedures, respiratory therapists are involved
in clinical decision-making (such as patient evaluation, treatment selection, and
assessment of treatment efficacy) and patient education. The scope of practice for
respiratory therapy includes, but is not limited to:
        - acquiring and evaluating clinical data;
        - assessing the cardiopulmonary status of patients;
        - performing and assisting in the performance of prescribed diagnostic studies,
            such as drawing blood samples, performing blood gas analysis, and
            pulmonary function testing;
        - utilizing data to assess the appropriateness of prescribed respiratory care;
        - establishing therapeutic goals for patients with cardiopulmonary disease;
        - participating in the development and modification of respiratory care plans;
        - case management of patients with cardiopulmonary and related diseases;
        - initiating ordered respiratory care, evaluating and monitoring patients’
            responses to such care, modifying the prescribed respiratory therapy and
            cardiopulmonary procedures, and life support endeavors to achieve desired
            therapeutic objectives;
        - initiating and conducting prescribed pulmonary rehabilitation;
        - providing patient, family, and community education;
        - promoting cardiopulmonary wellness, disease prevention, and disease
            management;
        - participating in life support activities as required; and
        - promoting evidence-based medicine; research; and clinical practice
            guidelines.
Respiratory Therapists carry out these duties in a wide variety of clinical settings and
are expected to act in a professional manner and conform to the standards and ethics of
all health care professionals. Professional standards integrated into this curriculum
include the Commission on Accreditation of Allied Health Education Programs
Standards and Guidelines for the Profession of Respiratory Care (CoARC/CAAHEP),
the National Health Care Skills Standards, and standards for the National Board for
Respiratory Care (NBRC).

Graduates of the Respiratory Therapy program are eligible to sit for the NBRC Entry
Level Exam. Upon successful completion of the entry level exam, graduates will be
eligible to sit for the NBRC Advanced Practitioners Exam.



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                              SUGGESTED COURSE SEQUENCE
                    Baseline Competencies for Respiratory Care Practitioner**

Prerequisites:    Anatomy and Physiology I (BIO 1514 or 2514)
Pre/Corequisites: Anatomy and Physiology II (BIO 1524 or 2524)


                                          FIRST YEAR

4 sch       Math/Science Elective†                  3 sch Written Communications Elective
3 sch       Cardiopulmonary Anatomy                 6 sch Clinical Practice I (RCT 1516)
            and Physiology (RCT 1313)               3 sch Respiratory Care Pharmacology
3 sch       Patient Assessment and                        (RCT 1613)
            Planning (RCT 1223)                     6 sch Respiratory Care Practitioner I
4 sch       Respiratory Care Science                      (RCT 1416)
            (RCT 1214)
_____                                               _____
14 sch                                              18 sch

                                        SUMMER TERM

                   4 sch Clinical Practice II (RCT 1524)
                   4 sch Respiratory Care Practitioner II (RCT 1424)
                   2 sch Pulmonary Function Testing (RCT 1322)
                   3 sch Humanities/Fine Arts Elective
                   _____
                   13 sch

                                  SECOND YEAR
3 sch  Oral Communications Elective      3 sch               Behavioral/Social Science Elective
3 sch  Respiratory Care Practitioner III 2 sch               Respiratory Care Seminar
       (RCT 2434)                                            (RCT 2712)
3 sch  Cardiopulmonary Pathology         6 sch               Clinical Practice IV (RCT 2546)
       (RCT 2333)                        3 sch               Neonatal/Pediatrics Management
4 sch  Clinical Practice III                                 (RCT 2613)
       (RCT 2534)                        _____
______                                   14 sch
14 sch


*   Students who lack entry level skills in math, English, science, etc., will be provided
    related studies.




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** Baseline competencies are taken from the high school Allied Health program.
   Students who can document mastery of these competencies should not receive
   duplicate instruction. Students who cannot demonstrate mastery will be required to
   do so.

† APPROVED MATH/SCIENCE ELECTIVES
  College Algebra (MAT 1313)
  Fundamentals of Microcomputer Applications (CPT 1113)
  Principles of Chemistry I (CHE 1314)
  Principles of Chemistry II (CHE 1324)
  General Chemistry I (CHE 1214)
  Microbiology (BIO 2924)

TECHINCAL ELECTIVES (May be taken in addition to required courses)
  Medical Terminology (MET 1113)
  Medical Office Terminology I (MET 1613)
  Respiratory Care Practicum [RCT 111 (1-3)]




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                        SECTION I:

                    CURRICULUM GUIDE

                          FOR

                   RESPIRATORY THERAPY




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                   RESPIRATORY THERAPY COURSES




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Course Name: Respiratory Care Practicum

Course Abbreviation: RCT 111(1-3)

Classification: Vocational-Technical Elective

Description: This course is designed to provide the student with extended
observational time with limited participation in respiratory care modalities. The student
gains knowledge of health care providers and of the respiratory care practitioner’s role.
This is an elective course for the first year students. (1-3 sch: 3-9 hr. clinical)

Competencies and Suggested Objectives:

1.       Describe the roles of various personnel within the respiratory care department.
         a.     Observe personnel within the department.
         b.     Develop a written job description for the roles of the various respiratory
                care practitioners (RCPs) observed.
2.       Interpret the role of the patient of the RCP in the health care delivery system.
         a.     Develop a written summary of patients rights.
         b.     Discuss conflict and conflict resolution.
3.       Interpret the role of the RCP in the health care delivery system.
         a.     Discuss the role of the RCP in the health care delivery system.
         b      Develop a written summary of your impression of the role of the RCP in
                the health care setting.
4.       Complete a case study on a patient that you observed in the clinical setting.
         a.     Observe a patient in the clinical setting receiving respiratory care
                modalities.
         b.     Present an oral presentation on the patient to your peers and faculty.

Standards

Related Academic Topics

C1         Interpret written material.
C2         Interpret visual materials (maps, charts, graphs, tables, etc.).
C3         Listen, comprehend, and take appropriate actions.
C4         Access, organize, and evaluate information.
C5         Use written and/or oral language skills to work cooperatively to solve problems,
           make decisions, take actions, and reach agreement.
C6         Communicate ideas and information effectively using various oral and written
           forms for a variety of audiences and purposes.

Workplace Skills

WP2        Acquires, evaluates, organizes and maintains, and interprets/communicates
           information, including the use of computers.



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WP3        Practices interpersonal skills related to careers including team member
           participation, teaching other people, serving clients/customers, exercising
           leadership, negotiation, and working with culturally diverse.
WP4        Applies systems concept including basic understanding, monitoring and
           correction system performance, and designing and improving systems.
WP5        Selects, applies, and maintains/troubleshoots technology.
WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.
WP7        Basic Skills: Employs basic academic skills including reading, writing, arithmetic
           and mathematics, speaking, and listening.
WP8        Personal Qualities: Practices work ethics related to individual responsibility,
           integrity, honesty, and personal management.

National Educational Technology Standards for Students

T3         Technology productivity tools
T4         Technology communications tools

National Health Care Skill Standards

HCS1       Health care workers will know the academic subject matter required for
           proficiency within their area. They will use this knowledge as needed in their
           role.
HCS2       Health care workers will know the various methods of giving and obtaining
           information. They will communicate effectively, both orally and in writing.
HCS3       Health care workers will understand how their role fits into their department,
           their organizations, and the overall health care environment. They will identify
           how key systems affect services they perform and quality of care.
HCS4       Health care workers will understand how employability skills enhance their
           employment opportunities and job satisfaction. They will demonstrate key
           employability skills and will maintain and upgrade skills, as needed.
HCS5       Health care workers will understand their legal responsibilities, limitations and
           implications of their actions within the health care delivery setting. They will
           perform their duties according to regulations, policies, laws and legislated rights
           of clients.
HCS6       Health care workers will understand accepted ethical practices with respect to
           cultural, social and ethnic differences within the health care environment. They
           will perform quality health care delivery.
HCS7       Health care workers will understand the existing and potential hazards to
           clients, co-workers and self. They will prevent injury or illness through safe work
           practices and follow health and safety policies and procedures.
HCS8       Health care workers will understand the roles and responsibilities of individual
           members as part of a health care team, including their ability to promote the
           delivery of quality health care. They will interact effectively and sensitively with
           all members of the health care team.




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CoARC/CAAHEP Industry Standards

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature and technology assessment.
CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.
CC3        Specific Respiratory Care Content Areas: assessment of patients'
           cardiopulmonary status; medical gas therapy; aerosol and humidity therapy;
           airway management; lung inflation (pulmonary volume expansion) therapy;
           bronchial hygiene therapies; management of mechanical ventilation; infection
           control; cardiopulmonary assessment; monitoring and interpretation of
           pulmonary function testing; monitoring and interpretation of arterial blood
           gases; monitoring and interpretation of hemodynamics; monitoring and
           interpretation of electrocardiography; monitoring and interpretation of
           noninvasive cardiopulmonary diagnostics; monitoring and interpretation of
           exercise testing; survey of polysomnographic assessment; monitoring,
           interpretation and treatment; Basic Life Support; Advanced Life Support; use of
           clinical practice guidelines to assure appropriate respiratory care; principles of
           case management; alternate site care; home care; subacute care (specialty
           unit); skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;
           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.

NBRC Industry Standards

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.
NBII       Equipment Application and Cleanliness: select, assemble, use and troubleshoot
           equipment; ensure infection control; and perform quality control procedures.
NBIII      Therapeutic procedure initiation and modification: maintain records and
           communicate information; maintain a patent airway including the care of
           artificial airways; remove bronchopulmonary secretions; achieve adequate
           respiratory support; evaluate and monitor patient’s objective and subjective
           responses to respiratory care; independently modify therapeutic procedures
           based on the patient’s response; recommend modifications in the respiratory
           care plan based on the patient’s response; determine the appropriateness of
           the prescribed respiratory care plan; recommend modifications; initiate, conduct
           or modify respiratory care techniques in an emergency setting; act as an
           assistant to the physician performing special procedures; and initiate and
           conduct pulmonary rehabilitation and home care within the prescription.



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Course Name: Respiratory Care Science

Course Abbreviation: RCT 1214

Classification: Vocational-Technical core

Description: This course is designed to introduce the student respiratory care therapist
to fundamental elements important to the delivery of health care in a safe, efficient, and
professional manner. (4 sch: 3 hr. lecture, 2 hr. lab)

Pre/Corequisites: Anatomy and Physiology I (BIO 1514 or 2514) and Anatomy and
Physiology II (BIO 1524 or 2524)

Competencies and Suggested Objectives:
1.  Discuss aspects of patient safety.
    a.    Demonstrate basic life support.
    b.    Discuss disaster planning.
    c.    Demonstrate understanding of OSHA regulations and standard
          precautions.
    d.    Demonstrate proper use of body mechanics.
    e.    Discuss fire and electrical safety.
    f.    Discuss principles of accident prevention.
2.  Discuss aspects of patient comfort.
    a.    Discuss cultural diversity.
    b.    Apply effective communication skills in the various health care settings.
    c.    Discuss patient management in regard to death and dying.
    d.    Discuss the concept and practical application of holistic medicine.
3.  Discuss various aspects of the health care delivery system.
    a.    Discuss the role of various health care providers, including respiratory
          therapists.
    b.    Discuss the organization and functions of a respiratory care department.
    c.    Discuss the legal aspects of respiratory care, including licensure and
          credentialing.
    d.    Discuss the history of respiratory care.
    e.    Discuss ethical considerations in respiratory care.
    f.    Discuss professional considerations in respiratory care.
4.  Discuss related medical terminology.
    a.    Discuss terms related to anatomy and physiology.
    b.    Discuss terms related to human disease.
    c.    Discuss terms related to patient assessment and diagnosis.
    d.    Discuss terms related to the treatment of disease.
5.  Describe the role microbiology and infection control play in health care.
    a.    Describe the major classifications of microorganisms and the pathological
          role of each in human disease.
    b.    Describe how microorganisms are identified and the role identification
          plays in treatment.



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         c.    Describe the spread of infection.
         d.    Describe infection control methods used in respiratory care.
         e.    Describe the elimination of infectious sources.
               (1)    Describe proper methods of equipment decontamination.
               (2)    Describe various methods of sterilization and disinfection.
               (3)    Describe methods of monitoring infection control practices.
               (4)    Apply isolation procedures.
6.       Demonstrate mathematics as applied to respiratory care.
         a.    Perform metric conversions.
         b.    Perform decimal and percent conversions.
         c.    Calculate ratio and proportion.
         d.    Solve for linear equations.
         e.    Apply order of operations.
         f.    Plot a graph using rules of X-Y coordinates.
         g.    Perform temperature conversions.
7.       Discuss chemistry and physics as related to respiratory care.
         a.    Discuss states of matter and how each state changes.
         b.    Discuss gas laws.
         c.    Discuss fluid dynamics.
         d.    Discuss atomic structure.
         e.    Discuss acids, bases, and the pH scale.
         f.    Discuss solutions, body fluids, and electrolyte balance.
         g.    Discuss temperature scales and solve conversion problems.
8.       Discuss methods of data management in respiratory care.
         a.    Discuss computer applications in respiratory care.
         b.    Apply various aspects, methods, and formats of record keeping.

Standards

Related Academic Topics

C1         Interpret written material.
C2         Interpret visual materials (maps, charts, graphs, tables, etc.).
C3         Listen, comprehend, and take appropriate actions.
C4         Access, organize, and evaluate information.
C5         Use written and/or oral language skills to work cooperatively to solve problems,
           make decisions, take actions, and reach agreement.
C6         Communicate ideas and information effectively using various oral and written
           forms for a variety of audiences and purposes.
M1         Relate number relationships, number systems, and number theory.
M2         Explore patterns and functions.
M3         Explore algebraic concepts and processes.
M4         Explore the concepts of measurement.
M6         Explore concepts of statistics and probability in real world situations.
M7         Apply mathematical methods, concepts, and properties to solve a variety of
           real-world problems.



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S1         Explain the Anatomy and Physiology of the human body.
S2         Apply the basic biological principles of Plants, Viruses and Monerans, Algae,
           Protista, and Fungi.
S4         Explore the chemical and physical properties of the earth to include Geology,
           Meteorology, Oceanography, and the Hydrologic Cycle.
S5         Investigate the properties and reactions of matter to include symbols, formulas
           and nomenclature, chemical equations, gas laws, chemical bonding, acid-base
           reactions, equilibrium, oxidation-reduction, nuclear chemistry, and organic
           chemistry.
S6         Explore the principles and theories related to motion, mechanics, electricity,
           magnetism, light energy, thermal energy, wave energy, and nuclear physics.
S8        Apply concepts related to the scientific process and method to include safety
         procedures for classroom and laboratory; use and care of scientific equipment;
         interrelationships between science, technology and society; and effective
         communication of scientific results in oral, written, and graphic form.

Workplace Skills

WP1        Allocates resources (time, money, materials and facilities, and human
           resources).
WP2        Acquires, evaluates, organizes and maintains, and interprets/communicates
           information, including the use of computers.
WP3        Practices interpersonal skills related to careers including team member
           participation, teaching other people, serving clients/customers, exercising
           leadership, negotiation, and working with culturally diverse.
WP4        Applies systems concept including basic understanding, monitoring and
           correction system performance, and designing and improving systems.
WP5        Selects, applies, and maintains/troubleshoots technology.
WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.
WP7        Basic Skills: Employs basic academic skills including reading, writing, arithmetic
           and mathematics, speaking, and listening.
WP8        Personal Qualities: Practices work ethics related to individual responsibility,
           integrity, honesty, and personal management.

National Educational Technology Standards for Students

T1         Basic operations and concepts
T2         Social, ethical, and human issues
T3         Technology productivity tools
T4         Technology communications tools




                                               24
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National Health Care Skill Standards

HCS1       Health care workers will know the academic subject matter required for
           proficiency within their area. They will use this knowledge as needed in their
           role.
HCS2       Health care workers will know the various methods of giving and obtaining
           information. They will communicate effectively, both orally and in writing.
HCS3       Health care workers will understand how their role fits into their department,
           their organizations, and the overall health care environment. They will identify
           how key systems affect services they perform and quality of care.
HCS4       Health care workers will understand how employability skills enhance their
           employment opportunities and job satisfaction. They will demonstrate key
           employability skills and will maintain and upgrade skills, as needed.
HCS5       Health care workers will understand their legal responsibilities, limitations and
           implications of their actions within the health care delivery setting. They will
           perform their duties according to regulations, policies, laws and legislated rights
           of clients.
HCS6       Health care workers will understand accepted ethical practices with respect to
           cultural, social and ethnic differences within the health care environment. They
           will perform quality health care delivery.
HCS7       Health care workers will understand the existing and potential hazards to
           clients, co-workers and self. They will prevent injury or illness through safe work
           practices and follow health and safety policies and procedures.
HCS8       Health care workers will understand the roles and responsibilities of individual
           members as part of a health care team, including their ability to promote the
           delivery of quality health care. They will interact effectively and sensitively with
           all members of the health care team.

CoARC/CAAHEP Industry Standards

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature and technology assessment.
CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.
CC3        Specific Respiratory Care Content Areas: assessment of patients'
           cardiopulmonary status; medical gas therapy; aerosol and humidity therapy;
           airway management; lung inflation (pulmonary volume expansion) therapy;
           bronchial hygiene therapies; management of mechanical ventilation; infection
           control; cardiopulmonary assessment; monitoring and interpretation of
           pulmonary function testing; monitoring and interpretation of arterial blood
           gases; monitoring and interpretation of hemodynamics; monitoring and
           interpretation of electrocardiography; monitoring and interpretation of
           noninvasive cardiopulmonary diagnostics; monitoring and interpretation of
           exercise testing; survey of polysomnographic assessment; monitoring,



                                               25
Validation Draft                                                                   October, 2003



           interpretation and treatment; Basic Life Support; Advanced Life Support; use of
           clinical practice guidelines to assure appropriate respiratory care; principles of
           case management; alternate site care; home care; subacute care (specialty
           unit); skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;
           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.

NBRC Industry Standards

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.
NBII       Equipment Application and Cleanliness: select, assemble, use and troubleshoot
           equipment; ensure infection control; and perform quality control procedures.
NBIII      Therapeutic procedure initiation and modification: maintain records and
           communicate information; maintain a patent airway including the care of
           artificial airways; remove bronchopulmonary secretions; achieve adequate
           respiratory support; evaluate and monitor patient’s objective and subjective
           responses to respiratory care; independently modify therapeutic procedures
           based on the patient’s response; recommend modifications in the respiratory
           care plan based on the patient’s response; determine the appropriateness of
           the prescribed respiratory care plan; recommend modifications; initiate, conduct
           or modify respiratory care techniques in an emergency setting; act as an
           assistant to the physician performing special procedures; and initiate and
           conduct pulmonary rehabilitation and home care within the prescription.




                                               26
Validation Draft                                                                October, 2003



Course Name: Patient Assessment and Planning

Course Abbreviation: RCT 1223

Classification: Vocational-Technical Core

Description: This course is a fundamental approach to subjective and objective
evaluation, assessment, and care plan formation for the individual needs of the patient.
It is an introduction to cardiopulmonary diseases including etiology, pathophysiology,
complications, occurrences, clinical manifestations, treatment, and prevention. (3 sch: 2
hr. lecture, 2 hr. lab)

Pre/Corequisites: Anatomy and Physiology I (BIO 1514 or 2514) and Anatomy and
Physiology II (BIO 1524 or 2524)

Competencies and Suggested Objectives:

1.       Utilize Subjective, Objective, Assessment, Plan (SOAP) principles to develop and
         modify care plans for patients with cardiopulmonary disorders.
         a.      Review pertinent existing data in the patient record.
         b.      Evaluate additional pertinent clinical information to implement, evaluate,
                 and modify existing patient care plan.
         c.      Recommend modifications in the Respiratory Care Plan based on the
                 patient’s response.
         d.      Assess patient’s overall cardiopulmonary status by palpation, inspection,
                 and auscultation.
         e.      Differentiate between obstructive and restrictive lung disorders.
2.       Explain the etiology, pathophysiology, clinical manifestations, diagnosis, and
         treatment of cardiopulmonary diseases and conditions.
         a.      Evaluate pertinent laboratory values.
         b.      Perform basic patient assessment skills as related to respiratory care.
         c.      Evaluate a patient’s learning needs as related to age and language
                 appropriateness, education level, prior disease and medication
                 knowledge, and other factors.
         d.      Develop a quality improvement program.
         e.      Review an interdisciplinary patient and family care plan.

Standards

Related Academic Topics

C1         Interpret written material.
C2         Interpret visual materials (maps, charts, graphs, tables, etc.).
C3         Listen, comprehend, and take appropriate actions.
C4         Access, organize, and evaluate information.




                                               27
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C5         Use written and/or oral language skills to work cooperatively to solve problems,
           make decisions, take actions, and reach agreement.
M1         Relate number relationships, number systems, and number theory.
M2         Explore patterns and functions.
S1         Explain the Anatomy and Physiology of the human body.
S5         Investigate the properties and reactions of matter to include symbols, formulas
           and nomenclature, chemical equations, gas laws, chemical bonding, acid-base
           reactions, equilibrium, oxidation-reduction, nuclear chemistry, and organic
           chemistry.

Workplace Skills

WP2        Acquires, evaluates, organizes, and maintains, and interprets/communicates
           information, including the use of computers.
WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.
WP7        Basic Skills: Employs basic academic skills including reading, writing, arithmetic
           and mathematics, speaking, and listening.
WP8        Personal Qualities: Practices work ethics related to individual responsibility,
           integrity, honesty, and personal management.

National Educational Technology Standards for Students
T2         Social, ethical, and human issues
T3         Technology productivity tools
T4         Technology communications tools
T5         Technology research tools
T6         Technology problem-solving and decision-making tools

National Health Care Skill Standards

HCS1       Health care workers will know the academic subject matter required for
           proficiency within their area. They will use this knowledge as needed in their
           role.
HCS2       Health care workers will know the various methods of giving and obtaining
           information. They will communicate effectively, both orally and in writing.
HCS3       Health care workers will understand how their role fits into their department,
           their organizations, and the overall health care environment. hey will identify
           how key systems affect services they perform and quality of care.
HCS5       Health care workers will understand their legal responsibilities, limitations and
           implications of their actions within the health care delivery setting. They will
           perform their duties according to regulations, policies, laws and legislated rights
           of clients.
HCS6       Health care workers will understand accepted ethical practices with respect to
           cultural, social and ethnic differences within the health care environment. They
           will perform quality health care delivery.



                                               28
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HCS7       Health care workers will understand the existing and potential hazards to
           clients, co-workers and self. They will prevent injury or illness through safe work
           practices and follow health and safety policies and procedures.
HCS8       Health care workers will understand the roles and responsibilities of individual
           members as part of a health care team, including their ability to promote the
           delivery of quality health care. They will interact effectively and sensitively with
           all members of the health care team.

CoARC/CAAHEP Industry Standards

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature and technology assessment.
CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.
CC3        Specific Respiratory Care Content Areas: assessment of patients'
           cardiopulmonary status; medical gas therapy; aerosol and humidity therapy;
           airway management; lung inflation (pulmonary volume expansion) therapy;
           bronchial hygiene therapies; management of mechanical ventilation; infection
           control; cardiopulmonary assessment; monitoring and interpretation of
           pulmonary function testing; monitoring and interpretation of arterial blood
           gases; monitoring and interpretation of hemodynamics; monitoring and
           interpretation of electrocardiography; monitoring and interpretation of
           noninvasive cardiopulmonary diagnostics; monitoring and interpretation of
           exercise testing; survey of polysomnographic assessment; monitoring,
           interpretation and treatment; Basic Life Support; Advanced Life Support; use of
           clinical practice guidelines to assure appropriate respiratory care; principles of
           case management; alternate site care; home care; subacute care (specialty
           unit); skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;
           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.

NBRC Industry Standards

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.
NBII       Equipment Application and Cleanliness: select, assemble, use and troubleshoot
           equipment; ensure infection control; and perform quality control procedures.
NBIII      Therapeutic procedure initiation and modification: maintain records and
           communicate information; maintain a patent airway including the care of
           artificial airways; remove bronchopulmonary secretions; achieve adequate



                                               29
Validation Draft                                                                October, 2003



           respiratory support; evaluate and monitor patient’s objective and subjective
           responses to respiratory care; independently modify therapeutic procedures
           based on the patient’s response; recommend modifications in the respiratory
           care plan based on the patient’s response; determine the appropriateness of
           the prescribed respiratory care plan; recommend modifications; initiate, conduct
           or modify respiratory care techniques in an emergency setting; act as an
           assistant to the physician performing special procedures; and initiate and
           conduct pulmonary rehabilitation and home care within the prescription.




                                             30
Validation Draft                                                                October, 2003



Course Name: Cardiopulmonary Anatomy and Physiology

Course Abbreviation: RCT 1313

Classification: Vocational-Technical Core

Description: This course is a study of cardiopulmonary physiology in relation to the
practice of respiratory care. (3sch: 3 hr. lecture)

Pre/Corequisites: Anatomy and Physiology I (BIO 1514 or BIO 2514) and Anatomy
and Physiology II (BIO 1524 or BIO 2524)

Competencies and Suggested Objectives:

1.       Explain the anatomy of the respiratory system.
         a.     Explain the structures that comprise the upper airway.
         b.     Explain the structures that comprise the lower airway.
         c.     Explain the primary functions of the upper airway.
         d.     Define the functional unit of the lung.
         e.     Define internal and external respiration.
         f.     Describe the mechanics of ventilation.
         g.     Describe the structures and functions of the external lung and thorax.
2.       Describe the physiology of the respiratory system.
         a.     Describe oxygen transport.
         b.     Describe carbon dioxide transport.
         c.     Explain acid base balance.
         d.     Describe neurological control of ventilation.
         e.     Describe the role of the renal system in relation to the cardiopulmonary
                system.
3.       Describe the anatomy and physiology of the cardiovascular system.
         a.     Identify the structures and functions of the heart.
         b.     Describe the major components of the blood.
         c.     Identify the structures and functions of the major blood vessels
         d.     Explain the major cardiovascular disorders.

Standards

Related Academic Topics

C1         Interpret written material.
C2         Interpret visual materials (maps, charts, graphs, tables, etc).
C4         Access, organize, and evaluate information.
C6         Communicate ideas and information effectively using various oral and written
           forms for a variety of audiences and purposes.
M3         Explore algebraic concepts and processes.
S1         Explain the Anatomy and Physiology of the human body.



                                              31
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S5         Investigate the properties and reactions of matter to include symbols, formulas
           and nomenclature, chemical equations, gas laws, chemical bonding, acid-base
           reactions, equilibrium, oxidation-reduction, nuclear chemistry, and organic
           chemistry.

Workplace Skills

WP2        Acquires, evaluates, organizes and maintains, and interprets/communicates
           information, including the use of computers.
WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.
WP7        Basic Skills: Employs basic academic skills including reading writing, arithmetic
           and mathematics, speaking and listening.
WP8        Personal Qualities: Practices work ethics related to individual responsibility
           integrity, honesty, and personal management.

National Educational Technology Standards for Students

T2         Social, ethical, and human issues

National Health Care Skill Standards

HCS1       Health care workers will know the academic subject matter required for
           proficiency within their area. They will use this knowledge as needed for their
           role.

CoARC/CAAHEP Industry Standards

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature and technology assessment.
CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.
CC3        Specific Respiratory Care Content Areas: assessment of patients'
           cardiopulmonary status; medical gas therapy; aerosol and humidity therapy;
           airway management; lung inflation (pulmonary volume expansion) therapy;
           bronchial hygiene therapies; management of mechanical ventilation; infection
           control; cardiopulmonary assessment; monitoring and interpretation of
           pulmonary function testing; monitoring and interpretation of arterial blood
           gases; monitoring and interpretation of hemodynamics; monitoring and
           interpretation of electrocardiography; monitoring and interpretation of
           noninvasive cardiopulmonary diagnostics; monitoring and interpretation of
           exercise testing; survey of polysomnographic assessment; monitoring,
           interpretation and treatment; Basic Life Support; Advanced Life Support; use of
           clinical practice guidelines to assure appropriate respiratory care; principles of



                                               32
Validation Draft                                                                   October, 2003



           case management; alternate site care; home care; subacute care (specialty
           unit); skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;
           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.

NBRC Industry Standards

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.




                                               33
Validation Draft                                                                October, 2003



Course Name: Pulmonary Function Testing (PFT)

Course Abbreviation: RCT 1322

Classification: Vocational-Technical Core

Description: This course is an introduction to pulmonary function technique and testing
equipment. (2 sch: 1 hr. lecture, 2 hr. lab)

Pre/Corequisites: Cardiopulmonary Anatomy and Physiology (RCT 1313), or instructor
approval

Competencies and Suggested Objectives:

1.       Determine the basis for the use of cardiopulmonary tests.
         a. Discuss the indications for pulmonary function testing.
         b. Demonstrate procedures for selected pulmonary function tests.
         c. Explain the significance of pulmonary function test findings.
         d. Discuss stress testing.
         e. Discuss apnea monitoring
         f.    Discuss overnight pulse oximetry.
2.       Apply principles of pulmonary function tests.
         a. Describe the principles of operation of cardiopulmonary testing equipment.
         b. Describe the principles of operation of pulmonary function equipment.
3.       Recognize functions of blood gas and pulmonary function and other equipment
         utilized in cardiopulmonary testing.
         a. Maintain blood gas instrumentation.
         b. Maintain pulmonary function equipment and other cardiopulmonary
               monitoring equipment.
         c. Correct malfunctions of pulmonary function, blood gas, and other
               cardiopulmonary monitoring equipment.

Standards

Related Academic Topics

C1         Interpret written material.
C2         Interpret visual materials (maps, charts, graphs, tables, etc.).
C3         Listen, comprehend, and take appropriate actions.
C4         Access, organize, and evaluate information.
C5         Use written and/or oral language skills to work cooperatively to solve problems,
           make decisions, take actions, and reach agreement.
C6         Communicate ideas and information effectively using various oral and written
           forms for a variety of audiences and purposes.
M2         Explore patterns and functions.
M3         Explore algebraic concepts and processes.



                                              34
Validation Draft                                                                  October, 2003



M7         Apply mathematical methods, concepts, and properties to solve a variety of
           real-world problems.
S5         Investigate the properties and reactions of matter to include symbols, formulas
           and nomenclature, chemical equations, gas laws, chemical bonding, acid-base
           reactions, equilibrium, oxidation-reduction, nuclear chemistry, and organic
           chemistry.
S8         Apply concepts related to the scientific process and method to include safety
           procedures for classroom and laboratory; use and care of scientific equipment;
           interrelationships between science, technology and society; and effective
           communication of scientific results in oral, written, and graphic form.

Workplace Skills

WP2        Acquires, evaluates, organizes, and maintains, and interprets/communicates
           information, including the use of computers.
WP3        Acquires, evaluates, organizes and maintains, and interprets/communicates
           information, including the use of computers.
WP4        Applies systems concept including basic understanding, monitoring, and
           correction system performance, and designing and improving systems.
WP5        Selects, applies, and maintains/troubleshoots technology.
WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.
WP7        Basic Skills: Employs basic academic skills including reading, writing, arithmetic
           and mathematics, speaking, and listening.
WP8        Personal Qualities: Practices work ethics related to individual responsibility,
           integrity, honesty, and personal management.

National Educational Technology Standards for Students
T1       Basic operations and concepts
T2       Social, ethical, and human issues
T3       Technology productivity tools
T4       Technology communications tools
T5       Technology research tools
T6       Technology problem-solving and decision-making tools

National Health Care Skill Standards

HCS1       Health care workers will know the academic subject matter required for
           proficiency within their area. They will use this knowledge as needed in their
           role.
HCS2       Health care workers will know the various methods of giving and obtaining
           information. They will communicate effectively, both orally and in writing.
HCS3       Health care workers will understand how their role fits into their department,
           their organizations, and the overall health care environment. They will identify
           how key systems affect services they perform and quality of care.



                                              35
Validation Draft                                                                   October, 2003



HCS5       Health care workers will understand their legal responsibilities, limitations and
           implications of their actions within the health care delivery setting. They will
           perform their duties according to regulations, policies, laws and legislated rights
           of clients.
HCS6       Health care workers will understand accepted ethical practices with respect to
           cultural, social and ethnic differences within the health care environment. They
           will perform quality health care delivery.
HCS7       Health care workers will understand the existing and potential hazards to
           clients, co-workers and self. They will prevent injury or illness through safe work
           practices and follow health and safety policies and procedures.
HCS8       Health care workers will understand the roles and responsibilities of individual
           members as part of a health care team, including their ability to promote the
           delivery of quality health care. They will interact effectively and sensitively with
           all members of the health care team.

CoARC/CAAHEP Industry Standards

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature and technology assessment.
CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.
CC3        Specific Respiratory Care Content Areas: assessment of patients'
           cardiopulmonary status; medical gas therapy; aerosol and humidity therapy;
           airway management; lung inflation (pulmonary volume expansion) therapy;
           bronchial hygiene therapies; management of mechanical ventilation; infection
           control; cardiopulmonary assessment; monitoring and interpretation of
           pulmonary function testing; monitoring and interpretation of arterial blood
           gases; monitoring and interpretation of hemodynamics; monitoring and
           interpretation of electrocardiography; monitoring and interpretation of
           noninvasive cardiopulmonary diagnostics; monitoring and interpretation of
           exercise testing; survey of polysomnographic assessment; monitoring,
           interpretation and treatment; Basic Life Support; Advanced Life Support; use of
           clinical practice guidelines to assure appropriate respiratory care; principles of
           case management; alternate site care; home care; subacute care (specialty
           unit); skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;
           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.




                                               36
Validation Draft                                                                  October, 2003



NBRC Industry Standards

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.
NBII       Equipment Application and Cleanliness: select, assemble, use and troubleshoot
           equipment; ensure infection control; and perform quality control procedures.
NBIII      Therapeutic procedure initiation and modification: maintain records and
           communicate information; maintain a patent airway including the care of
           artificial airways; remove bronchopulmonary secretions; achieve adequate
           respiratory support; evaluate and monitor patient’s objective and subjective
           responses to respiratory care; independently modify therapeutic procedures
           based on the patient’s response; recommend modifications in the respiratory
           care plan based on the patient’s response; determine the appropriateness of
           the prescribed respiratory care plan; recommend modifications; initiate, conduct
           or modify respiratory care techniques in an emergency setting; act as an
           assistant to the physician performing special procedures; and initiate and
           conduct pulmonary rehabilitation and home care within the prescription.




                                               37
Validation Draft                                                                 October, 2003



Course Name: Respiratory Care Practitioner I

Course Abbreviation: RCT 1416

Classification: Vocational-Technical Core

Description: This course is a study of respiratory treatments and equipment design and
operation related to non-critical care procedures. (6 sch: 2 hr. lecture, 8 hr. lab)

Prerequisites: Anatomy and Physiology I (BIO 1514 or BIO 2514)

Competencies and Suggested Objectives:

1.       Apply principles of medical gas therapy to respiratory care.
         a.     Describe the manufacture, transport, and storage of medical gases.
         b.     Demonstrate the operation of medical gas controlling devices.
         c.     Select appropriate oxygen delivery devices.
         d.     Explain the safety procedures, indications, and hazards of medical gas
                administration.
         e.     Demonstrate the operation of various patient monitors and analyzers.
2.       Apply the principles of aerosol/humidity therapy to respiratory care.
         a.     Define humidity and aerosol.
         b.     Contrast a nebulizer and humidifier.
         c.     State the factors that affect humidity output.
         d.     Describe factors that affect aerosol penetration and deposition.
         e.     Demonstrate the principles of operation, efficiency, and application of the
                various types of humidifiers and nebulizers.
         f.     Explain the indicators and hazards of aerosol and humidity therapy.
3.       Apply principles of hyperinflation to respiratory care.
         a.     Compare and contrast the major hyperinflation modalities.
         b.     Compare and contrast the goals, indications, and adverse effects of
                hyperinflation devices.
         c.     Describe the principles of operation of hyperinflation devices.
         d.     Demonstrate the operation of hyperinflation devices.
4.       Apply principles of bronchopulmonary hygiene techniques.
         a.     Identify the bronchopulmonary segments.
         b.     Describe the positions required to drain designated lung segments.
         c.     Describe the indications and hazards of bronchopulmonary hygiene
                techniques.
         d.     Perform bronchopulmonary hygiene techniques to include coughing
                technique, autogenic drainage, positive expiratory pressure devise (PEP),
                intrapulmonary percussive ventilation (IPV), Flutter®, High Frequency
                Chest Wall Oscillation (HFCWO).
5.       Apply principles of airway care and manual resuscitation.
         a.     Summarize the etiology of upper airway obstruction.
         b.     Discuss the indications, hazards, and selection of artificial airways.



                                              38
Validation Draft                                                                  October, 2003



         c.        Demonstrate the placement of artificial airways.
         e.        Demonstrate techniques to monitor and insure a safe and effective airway.
         f.        Compare and contrast characteristics of various manual resuscitators.
         g.        Demonstrate the use of various manual resuscitators.
         h.        Apply principles of disease management.
                   (1)   Monitor treatment outcomes.
                   (2)   Initiate and modify therapy based on respiratory car protocol.

Standards

Related Academic Topics

C1         Interpret written material.
C2         Interpret visual materials (maps, charts, graphs, tables, etc.).
C3         Listen, comprehend, and take appropriate actions.
C4         Access, organize, and evaluate information.
C5         Use written and/or oral language skills to work cooperatively to solve problems,
           make decisions, take actions, and reach agreement.
M1         Relate number relationships, number systems, and number theory.
M3         Explore algebraic concepts and processes.
M7         Apply mathematical methods, concepts, and properties to solve a variety of
           real-world problems.
S6         Explore the principles and theories related to motion, mechanics, electricity,
           magnetism, light energy, thermal energy, wave energy, and nuclear physics.

Workplace Skills

WP2        Acquires, evaluates, organizes and maintains, and interprets/communicates
           information, including the use of computers.
WP4        Applies systems concept including basic understanding, monitoring and
           correction system performance, and designing and improving systems.
WP5        Selects, applies, and maintains/troubleshoots technology.
WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.
WP7        Basic Skills: Employs basic academic skills including reading, writing, arithmetic
           and mathematics, speaking, and listening.
WP8        Personal Qualities: Practices work ethics related to individual responsibility,
           integrity, honesty, and personal management.

National Educational Technology Standards for Students

T1         Basic operations and concepts
T2         Social, ethical, and human issues




                                                39
Validation Draft                                                                   October, 2003



National Health Care Skill Standards

HCS1       Health care workers will know the academic subject matter required for
           proficiency within their area. They will use this knowledge as needed in their
           role.
HCS2       Health care workers will know the various methods of giving and obtaining
           information. They will communicate effectively, both orally and in writing.
HCS3       Health care workers will understand how their role fits into their department,
           their organizations, and the overall health care environment. They will identify
           how key systems affect services they perform and quality of care.
HCS4       Health care workers will understand how employability skills enhance their
           employment opportunities and job satisfaction. They will demonstrate key
           employability skills and will maintain and upgrade skills, as needed.
HCS5       Health care workers will understand their legal responsibilities, limitations and
           implications of their actions within the health care delivery setting. They will
           perform their duties according to regulations, policies, laws and legislated rights
           of clients.
HCS6       Health care workers will understand accepted ethical practices with respect to
           cultural, social and ethnic differences within the health care environment. They
           will perform quality health care delivery.
HCS7       Health care workers will understand the existing and potential hazards to
           clients, co-workers and self. They will prevent injury or illness through safe work
           practices and follow health and safety policies and procedures.
HCS8       Health care workers will understand the roles and responsibilities of individual
           members as part of a health care team, including their ability to promote the
           delivery of quality health care. They will interact effectively and sensitively with
           all members of the health care team.

CoARC/CAAHEP Industry Standards

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature and technology assessment.
CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.
CC3        Specific Respiratory Care Content Areas: assessment of patients'
           cardiopulmonary status; medical gas therapy; aerosol and humidity therapy;
           airway management; lung inflation (pulmonary volume expansion) therapy;
           bronchial hygiene therapies; management of mechanical ventilation; infection
           control; cardiopulmonary assessment; monitoring and interpretation of
           pulmonary function testing; monitoring and interpretation of arterial blood
           gases; monitoring and interpretation of hemodynamics; monitoring and
           interpretation of electrocardiography; monitoring and interpretation of
           noninvasive cardiopulmonary diagnostics; monitoring and interpretation of
           exercise testing; survey of polysomnographic assessment; monitoring,



                                               40
Validation Draft                                                                   October, 2003



           interpretation and treatment; Basic Life Support; Advanced Life Support; use of
           clinical practice guidelines to assure appropriate respiratory care; principles of
           case management; alternate site care; home care; subacute care (specialty
           unit); skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;
           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.

NBRC Industry Standards

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.
NBII       Equipment Application and Cleanliness: select, assemble, use and troubleshoot
           equipment; ensure infection control; and perform quality control procedures.
NBIII      Therapeutic procedure initiation and modification: maintain records and
           communicate information; maintain a patent airway including the care of
           artificial airways; remove bronchopulmonary secretions; achieve adequate
           respiratory support; evaluate and monitor patient’s objective and subjective
           responses to respiratory care; independently modify therapeutic procedures
           based on the patient’s response; recommend modifications in the respiratory
           care plan based on the patient’s response; determine the appropriateness of
           the prescribed respiratory care plan; recommend modifications; initiate, conduct
           or modify respiratory care techniques in an emergency setting; act as an
           assistant to the physician performing special procedures; and initiate and
           conduct pulmonary rehabilitation and home care within the prescription.




                                               41
Validation Draft                                                               October, 2003



Course Name: Respiratory Care Practitioner II

Course Abbreviation: RCT 1424

Classification: Vocational-Technical Core

Description: This course is a continuation of Respiratory Care Practitioner It is a study
of the management of respiratory failure, including mechanical ventilation, pulmonary
rehabilitation, and home care (4 sch: 3 hr. lecture, 2 hr. lab)

Prerequisites: Respiratory Care Practitioner I (RCT 1416)

Competencies and Suggested Objectives:

1.       Apply concepts related to rehabilitation and home care.
         a.    Discuss the goals and techniques of cardiopulmonary rehabilitation.
         b.    Discuss the equipment and techniques of respiratory care in the home.
2.       Apply concepts related to mechanical ventilation.
         a.    Classify mechanical ventilators.
         b.    Discuss physiologic effects of mechanical ventilation.
         c.    Discuss indications and hazards of mechanical ventilation.
         d.    Demonstrate the setup, monitoring, modification, and discontinuation of
               mechanical ventilation.

Standards

Related Academic Topics

C1        Interpret written material.
C2        Interpret visual materials (maps, charts, graphs, tables, etc.).
C3        Listen, comprehend, and take appropriate actions.
C4        Access, organize, and evaluate information.
C5        Use written and/or oral language skills to work cooperatively to solve problems,
          make decisions, take actions, and reach agreement.
M1        Relate number relationships, number systems, and number theory.
M3        Explore algebraic concepts and processes.
M7        Apply mathematical methods, concepts, and properties to solve a variety of
          real-world problems.
S6       Explore the principles and theories related to motion, mechanics, electricity,
         magnetism, light energy, thermal energy, wave energy, and nuclear physics.

Workplace Skills

WP2        Acquires, evaluates, organizes and maintains, and interprets/communicates
           information, including the use of computers.




                                             42
Validation Draft                                                                   October, 2003



WP4        Applies systems concept including basic understanding, monitoring and
           correction system performance, and designing and improving systems.
WP5        Selects, applies, and maintains/troubleshoots technology.
WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.
WP7        Basic Skills: Employs basic academic skills including reading, writing, arithmetic
           and mathematics, speaking, and listening.
WP8        Personal Qualities: Practices work ethics related to individual responsibility,
           integrity, honesty, and personal management.

National Educational Technology Standards for Students

T1         Basic operations and concepts
T2         Social, ethical, and human issues

National Health Care Skill Standards

HCS1       Health care workers will know the academic subject matter required for
           proficiency within their area. They will use this knowledge as needed in their
           role.
HCS2       Health care workers will know the various methods of giving and obtaining
           information. They will communicate effectively, both orally and in writing.
HCS3       Health care workers will understand how their role fits into their department,
           their organizations, and the overall health care environment. They will identify
           how key systems affect services they perform and quality of care.
HCS4       Health care workers will understand how employability skills enhance their
           employment opportunities and job satisfaction. They will demonstrate key
           employability skills and will maintain and upgrade skills, as needed.
HCS5       Health care workers will understand their legal responsibilities, limitations and
           implications of their actions within the health care delivery setting. They will
           perform their duties according to regulations, policies, laws and legislated rights
           of clients.
HCS6       Health care workers will understand accepted ethical practices with respect to
           cultural, social and ethnic differences within the health care environment. They
           will perform quality health care delivery.
HCS7       Health care workers will understand the existing and potential hazards to
           clients, co-workers and self. They will prevent injury or illness through safe work
           practices and follow health and safety policies and procedures.
HCS8       Health care workers will understand the roles and responsibilities of individual
           members as part of a health care team, including their ability to promote the
           delivery of quality health care. They will interact effectively and sensitively with
           all members of the health care team.




                                               43
Validation Draft                                                                  October, 2003



CoARC/CAAHEP Industry Standards

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature and technology assessment.
CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.
CC3        Specific Respiratory Care Content Areas: assessment of patients' CC3 Specific
           Respiratory Care Content Areas: assessment of patients' cardiopulmonary
           status; medical gas therapy; aerosol and humidity therapy; airway
           management; lung inflation (pulmonary volume expansion) therapy; bronchial
           hygiene therapies; management of mechanical ventilation; infection control;
           cardiopulmonary assessment; monitoring and interpretation of pulmonary
           function testing; monitoring and interpretation of arterial blood gases;
           monitoring and interpretation of hemodynamics; monitoring and interpretation of
           electrocardiography; monitoring and interpretation of noninvasive
           cardiopulmonary diagnostics; monitoring and interpretation of exercise testing;
           survey of polysomnographic assessment; monitoring, interpretation and
           treatment; Basic Life Support; Advanced Life Support; use of clinical practice
           guidelines to assure appropriate respiratory care; principles of case
           management; alternate site care; home care; subacute care (specialty unit);
           skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;
           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.

NBRC Industry Standards

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.
NBII       Equipment Application and Cleanliness: select, assemble, use and troubleshoot
           equipment; ensure infection control; and perform quality control procedures.




                                               44
Validation Draft                                                                October, 2003



NBIII      Therapeutic procedure initiation and modification: maintain records and
           communicate information; maintain a patent airway including the care of
           artificial airways; remove bronchopulmonary secretions; achieve adequate
           respiratory support; evaluate and monitor patient’s objective and subjective
           responses to respiratory care; independently modify therapeutic procedures
           based on the patient’s response; recommend modifications in the respiratory
           care plan based on the patient’s response; determine the appropriateness of
           the prescribed respiratory care plan; recommend modifications; initiate, conduct
           or modify respiratory care techniques in an emergency setting; act as an
           assistant to the physician performing special procedures; and initiate and
           conduct pulmonary rehabilitation and home care within the prescription.




                                             45
Validation Draft                                                              October, 2003



Course Name: Clinical Practice I

Course Abbreviation: RCT 1516

Classification: Vocational-Technical Core

Description: Patient assessment, performance of respiratory care procedures, and
care plan formation are practiced in the hospital environment. A procedural guide is
utilized to evaluate student competencies and performance of respiratory care
procedures (6 sch: 18 hr. clinical)

Pre/Corequisites: Respiratory Care Science (RCT 1214), Patient Assessment and
Planning (RCT 1223), Cardiopulmonary Anatomy and Physiology (RCT 1313), and
Respiratory Care Practitioner I (RCT 1516)

Competencies and Suggested Objectives:

1.       Evaluate patient data and formulate a care plan.
         a.    Review patient record data.
         b.    Perform basic patient assessment.
         c.    Evaluate pertinent clinical data.
         d.    Recommend procedures to obtain additional data.
         e.    Write a care plan for a given patient.
2.       Perform respiratory care procedures.
         a.    Apply medical gas therapy concepts.
         b.    Apply aerosol humidity therapy concepts
         c.    Perform hyperinflation techniques
         d.    Demonstrate cardiopulmonary resuscitation (CPR).
         e.    Perform bronchopulmonary techniques.
         f.    Perform basic airway management techniques.
         g.    Perform drug administration.
         h.    Apply methods of decontamination.
         i.    Troubleshoot equipment.
         j.    Demonstrate isolation techniques.
         k.    Demonstrate quality control procedures.
         l.    Communicate information of patient status to appropriate health care team
               members
         m.    Explain planned therapy and goals to patient in understandable terms to
               achieve optimal therapeutic outcomes.
         n.    Communicate results of therapy and alter therapy per protocols.




                                            46
Validation Draft                                                                  October, 2003



Standards

Related Academic Topics

C1         Interpret written material.
C2         Interpret visual materials (maps, charts, graphs, tables, etc.).
C3         Listen, comprehend, and take appropriate actions.
C4         Access, organize, and evaluate information.
C5         Use written material and/or oral language skills to work cooperatively to solve
           problems, make decisions, take actions, and reach agreement.
C6         Communicate ideas and information effectively using various oral and written
           forms for a variety of audiences and purposes.
M1         Relate number relationships, number systems, and number theory.
M4         Explore the concepts of measurement.
M7         Apply mathematical methods, concepts, and properties to solve a variety of
           real-world problems.
S1         Explain the Anatomy and Physiology of the human Body.
S2         Apply the basic biological principles of Plants, Viruses and Monerans, Algae,
           Protista, and Fungi.
S5         Investigate the properties and reactions of matter to include symbols, formulas
           and nomenclature, chemical equations, gas laws, chemical bonding, acid-base
           regulators, equilibrium, oxidation-reduction, nuclear chemistry, and organic
           chemistry.
S6         Explore the principles and theories related to motion, mechanics, electricity,
           magnetism, light energy, thermal energy, wave energy, and nuclear physics.
S8       Apply concepts related to the scientific process and method to include safety
         procedures for classroom and laboratory; use and care of scientific equipment,
         interrelationships between science, technology and society, and effective
         communication of scientific results in oral, written, and graphic form.

Workplace Skills

WP2        Acquires, evaluates, organizes and maintains, and interprets/communicates
           information, including the use of computers.
WP3        Practices interpersonal skills related to careers including team member
           participation, teaching other people, serving clients/customer, exercising
           leadership, negotiation, and working with culturally diverse.
WP4        Applies systems concept including basic understanding, monitoring and
           correction system performance, and designing and improving systems.
WP5        Selects, applies, and maintains/troubleshoots technology.
WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.
WP7        Basic Skill: Employs basic academic skills including reading, writing, arithmetic
           and mathematics, speaking, and listening.
WP8        Personal Qualities: Practices work ethics related to individual responsibility,
           integrity, honesty, and personal management.



                                              47
Validation Draft                                                                   October, 2003



National Educational Technology Standards for Students

T1         Basic operations and concepts
T2         Social, ethical, and human issues
T3         Technology productivity tools
T4         Technology communications tools
T5         Technology research tools
T6         Technology problem-solving and decision-making tools

National Health Care Skill Standards

HCS1       Health care workers will know the academic subject matter required for
           proficiency within their areas. They will use this knowledge as needed in their
           role.
HCS2       Health care workers will know the various methods of giving and obtaining
           information. They will communicate effectively, both orally and in writing.
HCS3       Health care workers will understand how their role fits into their department,
           their organizations, and the overall health care environment. They will identify
           how key systems affect services they perform and quality of care.
HCS4       Health care workers will understand how employability skills enhance their
           employment opportunities and job satisfaction. They will demonstrate key
           employability skills and will maintain and upgrade skills, as needed.
HCS5       Health care workers will understand their legal responsibilities, limitations and
           implications of their actions within the health care delivery setting. They will
           perform their duties according to regulations, policies, laws and legislated rights
           of clients.
HCS6       Health care workers will understand accepted ethical practices with respect to
           cultural, social and ethnic differences within the health care environment. They
           will perform quality health care delivery.
HCS7       Health care workers will understand the existing and potential hazards to
           clients, co-workers and self. They will prevent injury to illness through safe work
           practices and follow health and safety policies and procedures.
HCS8       Health care workers will understand the roles and responsibilities of individual
           members as part of a health care team, including their ability to promote the
           delivery of quality health care. They will interact effectively and sensitively with
           all members of the health care team.

CoARC/CAAHEP Industry Standards

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature and technology assessment.
CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.




                                               48
Validation Draft                                                                   October, 2003



CC3        Specific Respiratory Care Content Areas: assessment of patients'
           cardiopulmonary status; medical gas therapy; aerosol and humidity therapy;
           airway management; lung inflation (pulmonary volume expansion) therapy;
           bronchial hygiene therapies; management of mechanical ventilation; infection
           control; cardiopulmonary assessment; monitoring and interpretation of
           pulmonary function testing; monitoring and interpretation of arterial blood
           gases; monitoring and interpretation of hemodynamics; monitoring and
           interpretation of electrocardiography; monitoring and interpretation of
           noninvasive cardiopulmonary diagnostics; monitoring and interpretation of
           exercise testing; survey of polysomnographic assessment; monitoring,
           interpretation and treatment; Basic Life Support; Advanced Life Support; use of
           clinical practice guidelines to assure appropriate respiratory care; principles of
           case management; alternate site care; home care; subacute care (specialty
           unit); skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;
           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.

NBRC Industry Standards

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.
NBII       Equipment Application and Cleanliness: select, assemble, use and troubleshoot
           equipment; ensure infection control; and perform quality control procedures.
NBIII      Therapeutic procedure initiation and modification: maintain records and
           communicate information; maintain a patent airway including the care of
           artificial airways; remove bronchopulmonary secretions; achieve adequate
           respiratory support; evaluate and monitor patient’s objective and subjective
           responses to respiratory care; independently modify therapeutic procedures
           based on the patient’s response; recommend modifications in the respiratory
           care plan based on the patient’s response; determine the appropriateness of
           the prescribed respiratory care plan; recommend modifications; initiate, conduct
           or modify respiratory care techniques in an emergency setting; act as an
           assistant to the physician performing special procedures; and initiate and
           conduct pulmonary rehabilitation and home care within the prescription.




                                               49
Validation Draft                                                                 October, 2003



Course Name: Clinical Practice II

Course Abbreviation: RCT 1524

Classification: Vocational-Technical Core

Description: In this course, students rotate through various respiratory care
subspecialty areas for evaluation of competency and performance of respiratory care
procedures (4 sch: 12 hr. clinical)

Prerequisites: Clinical Practice I (RCT 1516)

Competencies and Suggested Objectives

1.       Perform various basic pulmonary functions tests (PFT).
         a.     Demonstrate performance of basic procedures for selected PFT.
         b.     Demonstrate knowledge of predicted normal values of PFT.
         c.     Observe the regimens for various PFT studies.
         d.     Demonstrate quality assurance in use of PFT.
         e.     Describe exercise physiology and the role of stress testing.
         f.     Demonstrate use of equipment used in pulmonary functions testing.
2.       Explain the role respiratory care plays in cardiopulmonary rehabilitation.
         a.     Discuss the indications and contraindications.
         b.     Assess and monitor the patient rehabilitation.
         c.     Evaluate the issues involved in implementation of a rehabilitation program.
         d.     Demonstrate patient education.
         e.     Participate in the multidisciplinary approach to the rehabilitation patient.
3.       Demonstrate basic procedures related to invasive and noninvasive ventilation.
         a.     Adjust ventilator settings as needed.
         b.     Evaluate ventilatory flow, volume, and pressure waveforms.
         c.     Apply computer technology to patient management such as ventilator
                waveform analysis, electronic charting, and patient care algorithms.
         d.     Maintain records of results of therapy.
         e.     Measure auto-PEEP.
         f.     Participate in intra-hospital ventilator transport.
         g.     Troubleshoot equipment as related to respiratory care.
4.       Demonstrate technique in various basic diagnostic tests or procedures.
         a.     Demonstrate technique in performing an arterial blood gas procedure.
         b.     Demonstrate technique in performing an electrocardiogram.




                                              50
Validation Draft                                                                 October, 2003



Standards

Related Academic Topics

C1         Interpret written material.
C2         Interpret visual materials (maps, charts, graphs, tables, etc.).
C3         Listen, comprehend, and take appropriate actions.
C4         Access, organize, and evaluate information.
C5         Use written and/or oral language skills to work cooperatively to solve problems,
           make decisions, take actions, and reach agreement.
C6         Communicate ideas and information effectively using various oral and written
           forms for a variety of audiences and purposes.
M1         Relate number relationships, number systems, and number theory.
M2         Explore patterns and functions.
M3         Explore algebraic concepts and processes.
M4         Explore the concepts of measurement.
M6         Explore concepts of statistics and probability in real world situations.
M7         Apply mathematical methods, concepts, and properties to solve a variety of
           real-world problems.
S1         Explain the Anatomy and Physiology of the human body.
S2         Apply the basic biological principles of Plants, Viruses and Monerans, Algae,
           Protista, and Fungi.
S5       Investigate the properties and reactions of matter to include symbols, formulas
         and nomenclature, chemical equations, gas laws, chemical bonding, acid-base
         reactions, equilibrium, oxidation-reduction, nuclear chemistry, and organic
         chemistry.

Workplace Skills

WP1        Allocates resources (time, money, materials and facilities, and human
           resources).
WP2        Acquires, evaluates, organizes and maintains, and interprets/communicates
           information, including the use of computers.
WP3        Practices interpersonal skills related to careers including team member
           participation, teaching other people, serving clients/customers, exercising
           leadership, negotiation, and working with culturally diverse.
WP4        Applies systems concept including basic understanding, monitoring and
           correction system performance, and designing and improving systems.
WP5        Selects, applies, and maintains/troubleshoots technology.
WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.
WP7        Basic Skills: Employs basic academic skills including reading, writing, arithmetic
           and mathematics, speaking, and listening.
WP8        Personal Qualities: Practices work ethics related to individual responsibility,
           integrity, honesty, and personal management.




                                              51
Validation Draft                                                                   October, 2003



S8         Apply concepts related to the scientific process and method to include safety
           procedures for classroom and laboratory; use and care of scientific equipment;
           interrelationships between science, technology and society; and effective
           communication of scientific results in oral, written, and graphic form.

National Educational Technology Standards for Students

T1         Basic operations and concepts
T2         Social, ethical, and human issues
T3         Technology productivity tools
T4         Technology communications tools
T5         Technology research tools
T6         Technology problem-solving and decision-making tools

National Health care Skill Standards

HCS1       Health care workers will know the academic subject matter required for
           proficiency within their area. They will use this knowledge as needed in their
           role.
HCS2       Health care workers will know the various methods of giving and obtaining
           information. They will communicate effectively, both orally and in writing.
HCS3       Health care workers will understand how their role fits into their department,
           their organizations, and the overall health care environment. They will identify
           how key systems affect services they perform and quality of care.
HCS4       Health care workers will understand how employability skills enhance their
           employment opportunities and job satisfaction. They will demonstrate key
           employability skills and will maintain and upgrade skills, as needed.
HCS5       Health care workers will understand their legal responsibilities, limitations and
           implications of their actions within the health care delivery setting. They will
           perform their duties according to regulations, policies, laws and legislated rights
           of clients.
HCS6       Health care workers will understand accepted ethical practices with respect to
           cultural, social and ethnic differences within the health care environment. They
           will perform quality health care delivery.
HCS7       Health care workers will understand the existing and potential hazards to
           clients, co-workers and self. They will prevent injury or illness through safe work
           practices and follow health and safety policies and procedures.
HCS8       Health care workers will understand the roles and responsibilities of individual
           members as part of a health care team, including their ability to promote the
           delivery of quality health care. They will interact effectively and sensitively with
           all members of the health care team.




                                               52
Validation Draft                                                                   October, 2003



CoARC/CAAHEP

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature and technology assessment.
CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.
CC3        Specific Respiratory Care Content Areas: assessment of patients'
           cardiopulmonary status; medical gas therapy; aerosol and humidity therapy;
           airway management; lung inflation (pulmonary volume expansion) therapy;
           bronchial hygiene therapies; management of mechanical ventilation; infection
           control; cardiopulmonary assessment; monitoring and interpretation of
           pulmonary function testing; monitoring and interpretation of arterial blood
           gases; monitoring and interpretation of hemodynamics; monitoring and
           interpretation of electrocardiography; monitoring and interpretation of
           noninvasive cardiopulmonary diagnostics; monitoring and interpretation of
           exercise testing; survey of polysomnographic assessment; monitoring,
           interpretation and treatment; Basic Life Support; Advanced Life Support; use of
           clinical practice guidelines to assure appropriate respiratory care; principles of
           case management; alternate site care; home care; subacute care (specialty
           unit); skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;
           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.

NBRC Industry Standards

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.
NBII       Equipment Application and Cleanliness: select, assemble, use and troubleshoot
           equipment; ensure infection control; and perform quality control procedures.
NBIII      Therapeutic procedure initiation and modification: maintain records and
           communicate information; maintain a patent airway including the care of
           artificial airways; remove bronchopulmonary secretions; achieve adequate
           respiratory support; evaluate and monitor patient’s objective and subjective
           responses to respiratory care; independently modify therapeutic procedures
           based on the patient’s response; recommend modifications in the respiratory
           care plan based on the patient’s response; determine the appropriateness of
           the prescribed respiratory care plan; recommend modifications; initiate, conduct
           or modify respiratory care techniques in an emergency setting; act as an
           assistant to the physician performing special procedures; and initiate and
           conduct pulmonary rehabilitation and home care within the prescription.


                                               53
Validation Draft                                                                October, 2003



Course Name: Respiratory Care Pharmacology

Course Abbreviation: RCT 1613

Classification: Vocational-Technical Core

Description: This course is designed to introduce the student to the pharmacology
related to cardiopulmonary disorders. (3 sch: 3 hr. lecture)

Pre/Corequisites: Respiratory Care Science (RCT 1214), Cardiopulmonary Anatomy
and Physiology (RCT 1313) and Patient Assessment and Planning (RCT 1223)

Competencies and Suggested Objectives:

1.       Apply the principles of pharmacology to respiratory care.
         a.     Define drug interaction terms.
         b.     Discuss drug metabolism.
         c.     Describe modes of drug action.
         d.     Discuss precautions of drug administration.
         e.     Discuss the mode of action, indications, and adverse effects of related
                cardiopulmonary drugs.
         f.     Describe the response to be taken in the event of adverse reaction to
                related cardiopulmonary drugs.
         g.     Discuss the administration of various types of inhalation drugs.
         h.     Discuss the usage of drugs associated with conscious sedation.
         i.     Discuss the usage of drugs associated with ventilator management.
2.       Perform calculations for adult, pediatric, and neonatal patients.
         a.     Calculate dosage changes for milligram to milliliter.
         b.     Calculate ratio strengths.
         c.     Calculate weight to weight conversions.
         d.     Volume and weight conversions.

Standards

Related Academic Topics

C1         Interpret written material.
C2         Interpret visual materials (maps, charts, graphs, tables, etc.).
C4         Access, organize, and evaluate information.
M1         Relate number relationships, number systems, and number theory.
M3         Explore algebraic concepts and processes.
S1         Explain the anatomy and physiology of the human body.
S5         Investigate the properties and reactions of matter to include symbols, formulas
           and nomenclature, chemical equations, gas laws, chemical bonding, acid-base
           reactions, equilibrium, oxidation-reduction, nuclear chemistry, and organic
           chemistry.



                                             54
Validation Draft                                                                   October, 2003



Workplace Skills

WP4        Applies systems concept including basic understanding, monitoring and
           correction system performance, and designing and improving systems.
WP5        Selects, applies, and maintains/troubleshoots technology.
WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.
WP7        Basic Skills: Employs basic academic skills including reading, writing, arithmetic
           and mathematics, speaking, and listening.
WP8        Personal Qualities: Practices work ethics related to individual responsibility, in
           integrity, honesty, and personal management.

National Health Care Skill Standards

HCS1       Health care workers will know the academic subject matter required for their
           proficiency within their area. They will use this knowledge as needed for their
           role.

National Educational Technology Standards for Students

T2         Social, ethical, and human issues

CoARC/CAAHEP Industry Standards

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature and technology assessment.
CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.
CC3        Specific Respiratory Care Content Areas: assessment of patients'
           cardiopulmonary status; medical gas therapy; aerosol and humidity therapy;
           airway management; lung inflation (pulmonary volume expansion) therapy;
           bronchial hygiene therapies; management of mechanical ventilation; infection
           control; cardiopulmonary assessment; monitoring and interpretation of
           pulmonary function testing; monitoring and interpretation of arterial blood
           gases; monitoring and interpretation of hemodynamics; monitoring and
           interpretation of electrocardiography; monitoring and interpretation of
           noninvasive cardiopulmonary diagnostics; monitoring and interpretation of
           exercise testing; survey of polysomnographic assessment; monitoring,
           interpretation and treatment; Basic Life Support; Advanced Life Support; use of
           clinical practice guidelines to assure appropriate respiratory care; principles of
           case management; alternate site care; home care; subacute care (specialty
           unit); skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;



                                               55
Validation Draft                                                                  October, 2003



           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.

NBRC Industry Standards

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.
NBII       Equipment Application and Cleanliness: select, assemble, use and troubleshoot
           equipment; ensure infection control; and perform quality control procedures.
NBIII      Therapeutic procedure initiation and modification: maintain records and
           communicate information; maintain a patent airway including the care of
           artificial airways; remove bronchopulmonary secretions; achieve adequate
           respiratory support; evaluate and monitor patient’s objective and subjective
           responses to respiratory care; independently modify therapeutic procedures
           based on the patient’s response; recommend modifications in the respiratory
           care plan based on the patient’s response; determine the appropriateness of
           the prescribed respiratory care plan; recommend modifications; initiate, conduct
           or modify respiratory care techniques in an emergency setting; act as an
           assistant to the physician performing special procedures; and initiate and
           conduct pulmonary rehabilitation and home care within the prescription.




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Course Name: Cardiopulmonary Pathology

Course Abbreviation: RCT 2333

Classification: Vocational-Technical Core

Description: This course is a study of cardiopulmonary pathophysiology. It includes
etiology, clinical manifestations, diagnostics and treatment of various cardiopulmonary
diseases incorporating clinical practice guidelines and therapist driven protocols. Case
studies and/or clinical simulations will be utilized to enforce learning and evaluate
progress. (3 sch: 3 hr. lecture)

Prerequisites: Cardiopulmonary Anatomy and Physiology (RCT 1313)

Competencies and Suggested Objectives:

1.       Explain the etiology, pathophysiology, and management plan for diseases or
         patient scenarios affecting the cardiopulmonary system.
         a.     Discuss the pathophysiology of diseases.
         b.     Enumerate patient and family counseling concerning smoking cessation
                and disease management education.
2.       Apply clinical practice guidelines and therapist driven protocols using Subjective,
         Objective, Assessment, Plan (SOAP) principles.
         a.     Review patient records and recommend diagnostic procedures to obtain
                additional data.
         b.     Evaluate additional pertinent clinical information.
         c.     Interpret results of diagnostic procedures.
         d.     Determine appropriateness of the patient’s care plan.
         e.     Recommend modification of the patient’s care plan.

Standards

Related Academic Topics

C1         Interpret written material.
C2         Interpret visual materials (maps, charts, graphs, tables, etc).
C4         Access, organize, and evaluate information.
C6         Communicate ideas and information effectively using various oral and written
           forms for a variety of audiences and purposes.
M1         Relate number relationships, number systems and number theory.
S1         Explain the Anatomy and Physiology of the human body.
S5         Investigate the properties and reactions of matter to include symbols, formulas
           and nomenclature, chemical equations, gas laws, chemical bonding, acid-base
           reactions, equilibrium, oxidation-reduction, nuclear chemistry, and organic
           chemistry.




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S6         Explore the principles and theories related to motion, mechanics, electricity,
           magnetism, light energy, thermal energy, wave energy, and nuclear physics.
S7         Explore the principles of genetic and molecular Biology to include the
           relationship between traits and patterns of inheritance, population genetics, the
           structure and function of DNA, and current applications of DNA technology.

Workplace Skills

WP2        Acquires, evaluates, organizes and maintains, and interprets/communicates
           information, including the use of computers.
WP4        Applies systems concept including basic understanding, monitoring and
           correction system performance, and designing and improving systems.
WP5        Selects, applies, and maintains/troubleshoots technology.
WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.
WP7        Basic Skills: Employs basic academic skills including reading, writing, arithmetic
           and mathematics, speaking, and listening.
WP8        Personal Qualities: Practices work ethics related to individual responsibility
           integrity, honesty, and personal management.

National Educational Technology Standards for Students

T1         Basic operations and concepts
T2         Social, ethical, and human issues
T3         Technology productivity tools
T4         Technology communications tools
T5         Technology research tools
T6         Technology problem-solving and decision-making tools

National Health Care Skill Standards

HCS1       Health care workers will know the academic subject matter required for
           proficiency within their area. They will use this knowledge as needed for their
           role.
HCS2       Health care workers will know the various methods of giving and obtaining
           information. They will communicate effectively, both orally and in writing.
HCS6       Health care workers will understand accepted ethical practices with respect to
           cultural, social, and ethnic differences within the health care environment. They
           will perform quality health care delivery.
HCS8       Health care workers will understand the roles and responsibilities of individual
           members as part of a health care team, including their ability to promote the
           delivery of quality health care. They will interact effectively and sensitively with
           all members of the health care team.




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CoARC/CAAHEP Industry Standards

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature and technology assessment.
CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.
CC3        Specific Respiratory Care Content Areas: assessment of patients'
           cardiopulmonary status; medical gas therapy; aerosol and humidity therapy;
           airway management; lung inflation (pulmonary volume expansion) therapy;
           bronchial hygiene therapies; management of mechanical ventilation; infection
           control; cardiopulmonary assessment; monitoring and interpretation of
           pulmonary function testing; monitoring and interpretation of arterial blood
           gases; monitoring and interpretation of hemodynamics; monitoring and
           interpretation of electrocardiography; monitoring and interpretation of
           noninvasive cardiopulmonary diagnostics; monitoring and interpretation of
           exercise testing; survey of polysomnographic assessment; monitoring,
           interpretation and treatment; Basic Life Support; Advanced Life Support; use of
           clinical practice guidelines to assure appropriate respiratory care; principles of
           case management; alternate site care; home care; subacute care (specialty
           unit); skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;
           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.

NBRC Industry Standards

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.
NBII       Equipment Application and Cleanliness: select, assemble, use and troubleshoot
           equipment; ensure infection control; and perform quality control procedures.
NBIII      Therapeutic procedure initiation and modification: maintain records and
           communicate information; maintain a patent airway including the care of
           artificial airways; remove bronchopulmonary secretions; achieve adequate
           respiratory support; evaluate and monitor patient’s objective and subjective
           responses to respiratory care; independently modify therapeutic procedures
           based on the patient’s response; recommend modifications in the respiratory
           care plan based on the patient’s response; determine the appropriateness of
           the prescribed respiratory care plan; recommend modifications; initiate, conduct
           or modify respiratory care techniques in an emergency setting; act as an
           assistant to the physician performing special procedures; and initiate and
           conduct pulmonary rehabilitation and home care within the prescription.



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Course Name: Respiratory Care Practitioner III

Course Abbreviation: RCT 2434

Classification: Vocational-Technical Core

Description: This course is an advanced study of respiratory care in the critical care
setting. Topics include nonconventional modes of mechanical ventilation,
hemodynamics, special procedures, and advanced cardiac life support. (4 sch: 3 hr.
lecture, 2 hr. lab)

Prerequisites: Respiratory Care Practitioner II (RCT 1424)

Competencies and Suggested Objectives:

1.       Apply concepts of non-conventional mechanical ventilation.
         a.    Recommend non-conventional modes of mechanical ventilation.
         b.    Describe the use of non-conventional modes of mechanical ventilation.
         c.    Monitor the use of non-conventional modes of mechanical ventilation.
         d.    Monitor patient response to non-conventional modes of mechanical
               ventilation.
         e.    Recommend modifications to non-conventional modes of mechanical
               ventilation.
2.       Apply concepts to hemodynamics.
         a.    Recommend diagnostic procedures to obtain additional data.
         b.    Evaluate additional pertinent clinical information.
         c.    Interpret the results of diagnostic procedures.
         d.    Recommend modification based on appropriateness of care plans.
         e.    Describe assembly, initiation, monitoring, and troubleshooting of
               hemodynamic monitoring systems.
         f.    Review chest x-ray to assure proper placement of central venous and/or
               pulmonary artery catheters.
         g.    Demonstrate arterial line therapy to include insertion, sampling, and
               maintenance.
3.       Apply concepts related to special procedures.
         a.    Explain special procedures as described by the National Board for
               Respiratory Care matrix.
         b.    Recommend diagnostic procedures to obtain additional data.
         c.    Evaluate additional pertinent clinical information.
         d.    Assist the physician performing special procedures.
         e.    Describe moderate conscious sedation.
         f.    Describe assembly, initiation, monitoring, and troubleshooting of chest
               tube drainage systems.
4.       Apply concepts related to advanced cardiac life support.
         a.    Recognize basic arrhythmias.
         b.    Recognize stable vs. unstable arrhythmias.



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         c.        Implement appropriate algorithm.
         d.        Recommend the common cardiopulmonary life support drugs.
         e.        Demonstrate operation of defibrillation equipment, including synchronized
                   cardioversion.
         f.        Demonstrate emergency airway care procedures, including LMA and
                   Combitube insertion, maintenance, and troubleshooting.
         g.        Describe assembly, initiation, monitoring, and troubleshooting of
                   transcutaneous and transvenous pacemakers.

Standards

Related Academic Topics

C1            Interpret written material.
C2            Interpret visual materials (maps, charts, graphs, tables, etc.).
C3            Listen, comprehend, and take appropriate actions.
C4            Access, organize, and evaluate information.
C5            Use written and/or oral language skills to work cooperatively to solve problems,
              make decisions, take actions, and reach agreement.
M1            Relate number relationships, number systems, and number theory.
M2            Explore patterns and functions.
M3            Explore algebraic concepts and processes.
M7            Apply mathematical methods, concepts, and properties to solve a variety of
              real-world problems.
S1            Explain the Anatomy and Physiology of the human body.
S5            Investigate the properties and reactions of matter to include symbols, formulas
              and nomenclature, chemical equations, gas laws, chemical bonding, acid-base
              reactions, equilibrium, oxidation-reduction, nuclear chemistry, and organic
              chemistry.
S6            Explore the principles and theories related to motion, mechanics, electricity,
              magnetism, light energy, thermal energy, wave energy, and nuclear physics.
S8            Apply concepts related to the scientific process and method to include safety
              procedures for classroom and laboratory; use and care of scientific equipment;
              interrelationships between science, technology and society; and effective
              communication of scientific results in oral, written, and graphic form.

Workplace Skills

WP2           Acquires, evaluates, organizes, and maintains, and interprets/communicates
              information, including the use of computers.
WP3           Practices interpersonal skills related to careers including team member
              participation, teaching other people, serving clients/customers, exercising
              leadership, negotiation, and working with culturally diverse.
WP4           Applies systems concept including basic understanding, monitoring, and
              correction system performance, and designing and improving systems.
WP5           Selects, applies, and maintains/troubleshoots technology.



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WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.
WP7        Basic Skills: Employs basic academic skills including reading, writing, arithmetic
           and mathematics, speaking, and listening.

National Educational Technology Standards for Students

T1         Basic operations and concepts
T2         Social, ethical, and human issues
T3         Technology productivity tools
T4         Technology communications tools

National Health Care Skill Standards

HCS1       Health care workers will know the academic subject matter required for
           proficiency within their area. They will use this knowledge as needed in their
           role.
HCS2       Health care workers will know the various methods of giving and obtaining
           information. They will communicate effectively, both orally and in writing.
HCS3       Health care workers will understand how their role fits into their department,
           their organizations, and the overall health care environment. They will identify
           how key systems affect services they perform and quality of care.
HCS5       Health care workers will understand their legal responsibilities, limitations and
           implications of their actions within the health care delivery setting. They will
           perform their duties according to regulations, policies, laws and legislated rights
           of clients.
HCS6       Health care workers will understand accepted ethical practices with respect to
           cultural, social and ethnic differences within the health care environment. They
           will perform quality health care delivery.
HCS7       Health care workers will understand the existing and potential hazards to
           clients, co-workers and self. They will prevent injury or illness through safe work
           practices and follow health and safety policies and procedures.
HCS8       Health care workers will understand the roles and responsibilities of individual
           members as part of a health care team, including their ability to promote the
           delivery of quality health care. They will interact effectively and sensitively with
           all members of the health care team.

CoARC/CAAHEP

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature and technology assessment.
CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.




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CC3        Specific Respiratory Care Content Areas: assessment of patients'
           cardiopulmonary status; medical gas therapy; aerosol and humidity therapy;
           airway management; lung inflation (pulmonary volume expansion) therapy;
           bronchial hygiene therapies; management of mechanical ventilation; infection
           control; cardiopulmonary assessment; monitoring and interpretation of
           pulmonary function testing; monitoring and interpretation of arterial blood
           gases; monitoring and interpretation of hemodynamics; monitoring and
           interpretation of electrocardiography; monitoring and interpretation of
           noninvasive cardiopulmonary diagnostics; monitoring and interpretation of
           exercise testing; survey of polysomnographic assessment; monitoring,
           interpretation and treatment; Basic Life Support; Advanced Life Support; use of
           clinical practice guidelines to assure appropriate respiratory care; principles of
           case management; alternate site care; home care; subacute care (specialty
           unit); skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;
           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.

NBRC Industry Standards

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.
NBII       Equipment Application and Cleanliness: select, assemble, use and troubleshoot
           equipment; ensure infection control; and perform quality control procedures.
NBIII      Therapeutic procedure initiation and modification: maintain records and
           communicate information; maintain a patent airway including the care of
           artificial airways; remove bronchopulmonary secretions; achieve adequate
           respiratory support; evaluate and monitor patient’s objective and subjective
           responses to respiratory care; independently modify therapeutic procedures
           based on the patient’s response; recommend modifications in the respiratory
           care plan based on the patient’s response; determine the appropriateness of
           the prescribed respiratory care plan; recommend modifications; initiate, conduct
           or modify respiratory care techniques in an emergency setting; act as an
           assistant to the physician performing special procedures; and initiate and
           conduct pulmonary rehabilitation and home care within the prescription.




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Course Name: Clinical Practice III

Course Abbreviation: RCT 2534

Classification: Vocational-Technical Core

Description: In this course, students rotate through various clinical areas for evaluation
of competency and performance of respiratory care procedures. (4 sch: 12 hr. clinical)

Prerequisites: Clinical Practice II (RCT 1523)

Competencies and Suggested Objectives

1.       Perform advanced diagnostic testing.
         a.    Demonstrate procedures for selected pulmonary function tests.
         b.    Evaluate exercise physiology and stress testing.
2.       Perform advanced respiratory care procedures.
         a.    Assist in special procedures related to respiratory therapy.
         b.    Evaluate hemodynamic data.
         c.    Expand on both conventional and non-conventional modes of mechanical
               ventilation.
         d.    Observe special procedures related to respiratory therapy.
         e.    Modify results of therapy and recommend changes based on protocol(s).
         f.    Evaluate arterial blood gases for modification of treatment as related to
               ventilator management.

Standards

Related Academic Topics

C1         Interpret written material.
C2         Interpret visual materials (maps, charts, graphs, tables, etc.).
C3         Listen, comprehend, and take appropriate actions.
C4         Access, organize, and evaluate information.
C5         Use written and/or oral language skills to work cooperatively to solve problems,
           make decisions, take actions, and reach agreement.
C6         Communicate ideas and information effectively using various oral and written
           forms for a variety of audiences and purposes.
M1         Relate number relationships, number systems, and number theory.
M2         Explore patterns and functions.
M3         Explore algebraic concepts and processes.
M4         Explore the concepts of measurement.
M7         Apply mathematical methods, concepts, and properties to solve a variety of
           real-world problems.
S1         Explain the Anatomy and Physiology of the human body.




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S2         Apply the basic biological principles of Plants, Viruses and Monerans, Algae,
           Protista, and Fungi.
S5         Investigate the properties and reactions of matter to include symbols, formulas
           and nomenclature, chemical equations, gas laws, chemical bonding, acid-base
           reactions, equilibrium, oxidation-reduction, nuclear chemistry, and organic
           chemistry.
S8         Apply concepts related to the scientific process and method to include safety
           procedures for classroom and laboratory; use and care of scientific equipment;
           interrelationships between science, technology and society; and effective
           communication of scientific results in oral, written, and graphic form.

Workplace Skills

WP2        Acquires, evaluates, organizes and maintains, and interprets/communicates
           information, including the use of computers.
WP3        Practices interpersonal skills related to careers including team member
           participation, teaching other people, serving clients/customers, exercising
           leadership, negotiation, and working with culturally diverse.
WP4        Applies systems concept including basic understanding, monitoring and
           correction system performance, and designing and improving systems.
WP5        Selects, applies, and maintains/troubleshoots technology.
WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.
WP7        Basic Skills: Employs basic academic skills including reading, writing, arithmetic
           and mathematics, speaking, and listening.
WP8        Personal Qualities: Practices work ethics related to individual responsibility,
           integrity, honesty, and personal management.


National Educational Technology Standards for Students

T1         Basic operations and concepts
T2         Social, ethical, and human issues
T3         Technology productivity tools
T4         Technology communications tools

National Health Care Skill Standards

HCS1       Health care workers will know the academic subject matter required for
           proficiency within their area. They will use this knowledge as needed in their
           role.
HCS2       Health care workers will know the various methods of giving and obtaining
           information. They will communicate effectively, both orally and in writing.
HCS3       Health care workers will understand how their role fits into their department,
           their organizations, and the overall health care environment. They will identify
           how key systems affect services they perform and quality of care.



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HCS5       Health care workers will understand their legal responsibilities, limitations and
           implications of their actions within the health care delivery setting. They will
           perform their duties according to regulations, policies, laws and legislated rights
           of clients.
HCS6       Health care workers will understand accepted ethical practices with respect to
           cultural, social and ethnic differences within the health care environment. They
           will perform quality health care delivery.
HCS7       Health care workers will understand the existing and potential hazards to
           clients, co-workers and self. They will prevent injury or illness through safe work
           practices and follow health and safety policies and procedures.
HCS8       Health care workers will understand the roles and responsibilities of individual
           members as part of a health care team, including their ability to promote the
           delivery of quality health care. They will interact effectively and sensitively with
           all members of the health care team.

CoARC/CAAHEP Industry Standards

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature and technology assessment.
CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.
CC3        Specific Respiratory Care Content Areas: assessment of patients'
           cardiopulmonary status; medical gas therapy; aerosol and humidity therapy;
           airway management; lung inflation (pulmonary volume expansion) therapy;
           bronchial hygiene therapies; management of mechanical ventilation; infection
           control; cardiopulmonary assessment; monitoring and interpretation of
           pulmonary function testing; monitoring and interpretation of arterial blood
           gases; monitoring and interpretation of hemodynamics; monitoring and
           interpretation of electrocardiography; monitoring and interpretation of
           noninvasive cardiopulmonary diagnostics; monitoring and interpretation of
           exercise testing; survey of polysomnographic assessment; monitoring,
           interpretation and treatment; Basic Life Support; Advanced Life Support; use of
           clinical practice guidelines to assure appropriate respiratory care; principles of
           case management; alternate site care; home care; subacute care (specialty
           unit); skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;
           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.




                                               66
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NBRC Industry Standards

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.
NBII       Equipment Application and Cleanliness: select, assemble, use and troubleshoot
           equipment; ensure infection control; and perform quality control procedures.
NBIII      Therapeutic procedure initiation and modification: maintain records and
           communicate information; maintain a patent airway including the care of
           artificial airways; remove bronchopulmonary secretions; achieve adequate
           respiratory support; evaluate and monitor patient’s objective and subjective
           responses to respiratory care; independently modify therapeutic procedures
           based on the patient’s response; recommend modifications in the respiratory
           care plan based on the patient’s response; determine the appropriateness of
           the prescribed respiratory care plan; recommend modifications; initiate, conduct
           or modify respiratory care techniques in an emergency setting; act as an
           assistant to the physician performing special procedures; and initiate and
           conduct pulmonary rehabilitation and home care within the prescription.




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Course Name: Clinical Practice IV

Course Abbreviation: RCT 2546

Classification: Vocational-Technical Core

Description: This course is a continuation of Clinical Practice III. In this course,
students rotate through respiratory care areas. A procedural guide is utilized to evaluate
student competency and performance (6 sch: 18 hr. clinical).

Prerequisites: Clinical Practice I (RCT 1516), Clinical Practice II (RCT 1524), and
Clinical Practice III (RCT 2534)

Competencies and Suggested Objectives:

1.       Perform advanced respiratory care procedures independently.
         a.    Analysis hemodynamic data.
         b.    Perform selected conventional and nonconventional modes of mechanical
               ventilation.
         c.    Perform critical care procedures.
         d.    Evaluate ventilator graphics.
         e.    Observe or assist in the performance of special procedures related to
               respiratory care.
         f.    Assist in cardiopulmonary life support techniques.
2.       Perform neonatal/pediatric respiratory care procedures.
         a.    Observe or assist in neonatal/pediatrics management.
         b.    Observe or assist in neonatal/pediatric resuscitation techniques.
3.       Present a critical care case presentation.
         a.    Collect patient data.
         b.    Develop a care plan.
         c.    Deliver an oral presentation.

Standards

Related Academic Topics

C1         Interpret written material.
C2         Interpret visual materials (maps, charts, graphs, tables, etc.).
C3         Listen, comprehend, and take appropriate actions.
C4         Access, organize, and evaluate information.
C5         Use written material and/or oral language skills to work cooperatively to solve
           problems, make decisions, take actions, and reach agreement.
C6         Communicate ideas and information effectively using various oral and written
           forms for a variety of audiences and purposes.
M1         Relate number relationships, number systems, and number theory.
M2         Explore patterns and functions.



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M4         Explore the concepts of measurement.
M7         Apply mathematical methods, concepts, and properties to solve a variety of
           real-world problems.
S1         Explain the Anatomy and Physiology of the human body.
S2         Apply the basic biological principles of Plants, Viruses and Monerans, Algae,
           Protista, and Fungi.
S5         Investigate the properties and reactions of matter to include symbols, formulas
           and nomenclature, chemical equations, gas laws, chemical bonding, acid-base
           regulators, equilibrium, oxidation-reduction, nuclear chemistry, and organic
           chemistry.
S6         Explore the principles and theories related to motion, mechanics, electricity,
           magnetism, light energy, thermal energy, wave energy, and nuclear physics.
S8         Apply concepts related to the scientific process and method to include safety
           procedures for classroom and laboratory; use and care of scientific equipment,
           interrelationships between science, technology and society, and effective
           communication of scientific results in oral, written, and graphic form.

Workplace Skills

WP2        Acquires, evaluates, organizes and maintains, and interprets/communicates
           information, including the use of computers.
WP3        Practices interpersonal skills related to careers including team member
           participation, teaching other people, serving clients/customer, exercising
           leadership, negotiation, and working with culturally diverse.
WP4        Applies systems concept including basic understanding, monitoring and
           correction system performance, and designing and improving systems.
WP5        Selects, applies, and maintains/troubleshoots technology.
WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.
WP7        Basic Skills: Employs basic academic skills including reading, writing, arithmetic
           and mathematics, speaking, and listening.
WP8        Personal Qualities: Practices work ethics related to individual responsibility,
           integrity, honesty, and personal management.

National Educational Technology Standards for Students

T1         Basic operations and concepts
T2         Social, ethical, and human issues
T3         Technology productivity tools
T4         Technology communications tools
T5         Technology research tools
T6         Technology problem-solving and decision-making tools




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National Health Care Skill Standards

HCS1       Health care workers will know the academic subject matter required for
           proficiency within their areas. They will use this knowledge as needed in their
           role.
HCS2       Health care workers will know the various methods of giving and obtaining
           information. They will communicate effectively, both orally and in writing.
HCS3       Health care workers will understand how their role fits into their department,
           their organizations, and the overall health care environment. They will identify
           how key systems affect services they perform and quality of care.
HCS4       Health care workers will understand how employability skills enhance their
           employment opportunities and job satisfaction. They will demonstrate key
           employability skills and will maintain and upgrade skills, as needed.
HCS5       Health care workers will understand their legal responsibilities, limitations and
           implications of their actions within the health care delivery setting. They will
           perform their duties according to regulations, policies, laws and legislated rights
           of clients.
HCS6       Health care workers will understand accepted ethical practices with respect to
           cultural, social and ethnic differences within the health care environment. They
           will perform quality health care delivery.
HCS7       Health care workers will understand the existing and potential hazards to
           clients, co-workers and self. They will prevent injury to illness through safe work
           practices and follow health and safety policies and procedures.
HCS8       Health care workers will understand the roles and responsibilities of individual
           members as part of a health care team, including their ability to promote the
           delivery of quality health care. They will interact effectively and sensitively with
           all members of the health care team.

CoARC/CAAHEP Industry Standards

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature, and technology assessment.
CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.
CC3        Specific Respiratory Care Content Areas: assessment of patients'
           cardiopulmonary status; medical gas therapy; aerosol and humidity therapy;
           airway management; lung inflation (pulmonary volume expansion) therapy;
           bronchial hygiene therapies; management of mechanical ventilation; infection
           control; cardiopulmonary assessment; monitoring and interpretation of
           pulmonary function testing; monitoring and interpretation of arterial blood
           gases; monitoring and interpretation of hemodynamics; monitoring and
           interpretation of electrocardiography; monitoring and interpretation of
           noninvasive cardiopulmonary diagnostics; monitoring and interpretation of
           exercise testing; survey of polysomnographic assessment; monitoring,



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           interpretation and treatment; Basic Life Support; Advanced Life Support; use of
           clinical practice guidelines to assure appropriate respiratory care; principles of
           case management; alternate site care; home care; subacute care (specialty
           unit); skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;
           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.

NBRC Industry Standards

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.
NBII       Equipment Application and Cleanliness: select, assemble, use and troubleshoot
           equipment; ensure infection control; and perform quality control procedures.
NBIII      Therapeutic procedure initiation and modification: maintain records and
           communicate information; maintain a patent airway including the care of
           artificial airways; remove bronchopulmonary secretions; achieve adequate
           respiratory support; evaluate and monitor patient’s objective and subjective
           responses to respiratory care; independently modify therapeutic procedures
           based on the patient’s response; recommend modifications in the respiratory
           care plan based on the patient’s response; determine the appropriateness of
           the prescribed respiratory care plan; recommend modifications; initiate, conduct
           or modify respiratory care techniques in an emergency setting; act as an
           assistant to the physician performing special procedures; and initiate and
           conduct pulmonary rehabilitation and home care within the prescription.




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Course Name: Neonatal/Pedatrics Management

Course Abbreviation: RCT 2613

Classification: Vocational-Technical Core

Description: This course is a study of fetal development and the transition to
extrauterine environment. It Includes the most common cardiopulmonary disorders,
neonatal and pediatric disease processes, and the modes of treatment. (3 sch: 3 hr.
lecture)

Pre/Corequisite: Respiratory Care Practitioner III (RCT 2434), Clinical Practice IV
(RCT 2546)

Competencies and Suggested Objectives:

1.       Apply concepts related to neonatal management.
         a.    Discuss the process of fetal lung development.
         b.    Describe factors contributing to cardiopulmonary transition between fetal
               and neonatal life.
         c.    Describe techniques of physical assessment of the neonate.
         d.    Describe etiology, pathophysiology, clinical manifestations, diagnosis, and
               treatment of neonatal cardiopulmonary diseases.
         e.    Discuss the indications, the hazards, and equipment related to the
               treatment of neonatal disorders.
         f.    Demonstrate appropriate techniques of treatment of neonatal
               cardiopulmonary failure according to the Neonatal Resuscitation Program.
2.       Apply concepts related to pediatric management.
         a.    Describe etiology, pathophysiology, clinical manifestations, diagnosis, and
               treatment of pediatric cardiopulmonary diseases.
         b.    Discuss the indications, hazards, and equipment related to the treatment
               of pediatric disorders.
         c.    Demonstrate appropriate techniques of treatment of pediatric
               cardiopulmonary failure according to PALS Resuscitation Guidelines.
         d.    Discuss sedation and comfort techniques for pediatric patients as they
               apply to general floor and ICU care.

Standards

Related Academic Topics

C1         Interpret written material.
C2         Interpret visual materials (maps, charts, graphs, tables, etc.).
C4         Access, organize, and evaluate information.
C6         Communicate ideas and information using oral and written forms for a variety of
           audiences and purposes.



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M1         Relate number relationships, number systems, and number theory.
S1         Explain the anatomy and physiology of the human body.
S2         Apply the basic biological principles of Plants, Viruses and Monerans, Algae,
           Protista, and Fungi.
S5         Investigate the properties and reactions of matter to include symbols, formulas
           and nomenclature, chemical equations, gas laws, chemical bonding, acid-base
           reactions, equilibrium, oxidation-reduction, nuclear chemistry, and organic
           chemistry.
S6         Explore the principles and theories related to motion, mechanics, electricity,
           magnetism, light energy, thermal energy, wave energy, and nuclear physics.
S8         Apply concepts related to the scientific process and method to include safety
           procedures for classroom and laboratory; use and care of scientific equipment;
           interrelationships between science, technology and society; and effective
           communication of scientific results in oral, written, and graphic form.

Workplace Skills

WP2        Acquires, evaluates, organizes, and maintains, and interprets/communicates
           information, including the use of computers.
WP4        Applies systems concept including basic understanding, monitoring and
           correction system performance, and designing and improving systems.
WP5        Selects, applies, and maintains/troubleshoots technology
WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.
WP7        Basic Skills: Employs basic academic skills including reading, writing, arithmetic
           and mathematics, speaking, and listening.
WP8        Personal Qualities: Practices work ethics related to individual responsibility, in
           integrity, honesty, and personal management.

National Health Care Standards

HCS1       Health care workers will know the academic subject matter required for their
           proficiency within their area. They will use this knowledge as needed for their
           role.

National Educational Technology Standards for Students

T2         Social, ethical, and human issues

CoARC/CAAHEP Industry Standards

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature and technology assessment.




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CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.
CC3        Specific Respiratory Care Content Areas: assessment of patients'
           cardiopulmonary status; medical gas therapy; aerosol and humidity therapy;
           airway management; lung inflation (pulmonary volume expansion) therapy;
           bronchial hygiene therapies; management of mechanical ventilation; infection
           control; cardiopulmonary assessment; monitoring and interpretation of
           pulmonary function testing; monitoring and interpretation of arterial blood
           gases; monitoring and interpretation of hemodynamics; monitoring and
           interpretation of electrocardiography; monitoring and interpretation of
           noninvasive cardiopulmonary diagnostics; monitoring and interpretation of
           exercise testing; survey of polysomnographic assessment; monitoring,
           interpretation and treatment; Basic Life Support; Advanced Life Support; use of
           clinical practice guidelines to assure appropriate respiratory care; principles of
           case management; alternate site care; home care; subacute care (specialty
           unit); skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;
           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.

NBRC Industry Standards

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.
NBII       Equipment Application and Cleanliness: select, assemble, use and troubleshoot
           equipment; ensure infection control; and perform quality control procedures.
NBIII      Therapeutic procedure initiation and modification: maintain records and
           communicate information; maintain a patent airway including the care of
           artificial airways; remove bronchopulmonary secretions; achieve adequate
           respiratory support; evaluate and monitor patient’s objective and subjective
           responses to respiratory care; independently modify therapeutic procedures
           based on the patient’s response; recommend modifications in the respiratory
           care plan based on the patient’s response; determine the appropriateness of
           the prescribed respiratory care plan; recommend modifications; initiate, conduct
           or modify respiratory care techniques in an emergency setting; act as an
           assistant to the physician performing special procedures; and initiate and
           conduct pulmonary rehabilitation and home care within the prescription.




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Course Name: Respiratory Care Seminar

Course Abbreviation: RCT 2712

Classification: Vocational-Technical Core

Description: This course is designed to integrate the essential elements of respiratory
care practice through the use of care plans, case studies, and clinical simulations in a
laboratory environment. Students develop an analytical approach to problem solving.
Critical thinking is emphasized. (2 sch: 1 hr. lecture, 2 hr. lab)

Prerequisites: Respiratory Care Practitioner III (RCT 2434)

Competencies and Suggested Objectives:

1.       Review NBRC Detailed Content Outline for the Entry Level CRT Examination.
         a.    Complete mock exams.
         b.    Discuss NBRC exam content.
         c.    Discuss test taking strategies.
         d.    Discuss cognitive levels to include recall, application, and analysis.
2.       Review NBRC Detailed Content Outline for the Written RRT Examination.
         a.    Complete mock exams.
         b.    Discuss NBRC exam content.
         c.    Discuss test taking strategies.
         d.    Discuss cognitive levels to include recall, application, and analysis.
3.       Review NBRC Detailed Content Outline for the Clinical Simulation Examination.
         a.    Complete mock exams.
         b.    Discuss NBRC exam content.
         c.    Discuss test taking strategies.
         d.    Discuss cognitive levels to include recall, application, and analysis.
         e.    Develop care plans.
         f.    Develop case studies.
         g.    Critique care plans.
         h.    Prioritize patient care decisions.
         i.    Judge patient response to therapy.
         j.    Modify care plans as needed.
         k.    Collect appropriate patient data.
         l.    Analyze patient data.




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Standards

Related Academic Topics

C1       Interpret written material.
C2       Interpret visual materials (maps, charts, graphs, tables, etc.).
C3       Listen, comprehend, and take appropriate actions.
C4       Access, organize, and evaluate information.
C5       Use written and/or oral language skills to work cooperatively to solve problems,
         make decisions, take actions, and reach agreement.
M1       Relate number relationships, number systems, and number theory.
M2       Explore patterns and functions.
M3       Explore algebraic concepts and processes.
M7       Apply mathematical methods, concepts, and properties to solve a variety of real-
         world problems.
S1       Explain the Anatomy and Physiology of the human body.
S2       Apply the basic biological principles of Plants, Viruses and Monerans, Algae,
         Protista, and Fungi.
S5       Investigate the properties and reactions of matter to include symbols, formulas
         and nomenclature, chemical equations, gas laws, chemical bonding, acid-base
         reactions, equilibrium, oxidation-reduction, nuclear chemistry, and organic
         chemistry.
S6       Explore the principles and theories related to motion, mechanics, electricity,
         magnetism, light energy, thermal energy, wave energy, and nuclear physics.
S8       Apply concepts related to the scientific process and method to include safety
         procedures for classroom and laboratory; use and care of scientific equipment;
         interrelationships between science, technology and society; and effective
         communication of scientific results in oral, written, and graphic form.

Workplace Skills

WP2        Acquires, evaluates, organizes, and maintains, and interprets/communicates
           information, including the use of computers.
WP4        Applies systems concept including basic understanding, monitoring, and
           correction system performance, and designing and improving systems.
WP5        Selects, applies, and maintains/troubleshoots technology.
WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.
WP7        Basic Skills: Employs basic academic skills including reading, writing, arithmetic
           and mathematics, speaking, and listening.
WP8        Personal Qualities: Practices work ethics related to individual responsibility,
           integrity, honesty, and personal management.




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National Educational Technology Standards for Students

T1         Basic operations and concepts
T2         Social, ethical, and human issues
T3         Technology productivity tools
T4         Technology communications tools
T5         Technology research tools
T6         Technology problem-solving and decision-making tools

National Health Care Skill Standards

HCS1       Health care workers will know the academic subject matter required for
           proficiency within their area. They will use this knowledge as needed in their
           role.
HCS2       Health care workers will know the various methods of giving and obtaining
           information. They will communicate effectively, both orally and in writing.
HCS3       Health care workers will understand how their role fits into their department,
           their organizations, and the overall health care environment. They will identify
           how key systems affect services they perform and quality of care.
HCS5       Health care workers will understand their legal responsibilities, limitations and
           implications of their actions within the health care delivery setting. They will
           perform their duties according to regulations, policies, laws and legislated rights
           of clients.
HCS6       Health care workers will understand accepted ethical practices with respect to
           cultural, social and ethnic differences within the health care environment. They
           will perform quality health care delivery.
HCS7       Health care workers will understand the existing and potential hazards to
           clients, co-workers and self They will prevent injury or illness through safe
           work practices and follow health and safety policies and procedures.
HCS8       Health care workers will understand the roles and responsibilities of individual
           members as part of a health care team, including their ability to promote the
           delivery of quality health care. They will interact effectively and sensitively with
           all members of the health care team.

CoARC/CAAHEP Industry Standards

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature and technology assessment.
CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.
CC3        Specific Respiratory Care Content Areas: assessment of patients'
           cardiopulmonary status; medical gas therapy; aerosol and humidity therapy;
           airway management; lung inflation (pulmonary volume expansion) therapy;
           bronchial hygiene therapies; management of mechanical ventilation; infection



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           control; cardiopulmonary assessment; monitoring and interpretation of
           pulmonary function testing; monitoring and interpretation of arterial blood
           gases; monitoring and interpretation of hemodynamics; monitoring and
           interpretation of electrocardiography; monitoring and interpretation of
           noninvasive cardiopulmonary diagnostics; monitoring and interpretation of
           exercise testing; survey of polysomnographic assessment; monitoring,
           interpretation and treatment; Basic Life Support; Advanced Life Support; use of
           clinical practice guidelines to assure appropriate respiratory care; principles of
           case management; alternate site care; home care; subacute care (specialty
           unit); skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;
           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.

NBRC Industry Standards

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.
NBII       Equipment Application and Cleanliness: select, assemble, use and troubleshoot
           equipment; ensure infection control; and perform quality control procedures.
NBIII      Therapeutic procedure initiation and modification: maintain records and
           communicate information; maintain a patent airway including the care of
           artificial airways; remove bronchopulmonary secretions; achieve adequate
           respiratory support; evaluate and monitor patient’s objective and subjective
           responses to respiratory care; independently modify therapeutic procedures
           based on the patient’s response; recommend modifications in the respiratory
           care plan based on the patient’s response; determine the appropriateness of
           the prescribed respiratory care plan; recommend modifications; initiate, conduct
           or modify respiratory care techniques in an emergency setting; act as an
           assistant to the physician performing special procedures; and initiate and
           conduct pulmonary rehabilitation and home care within the prescription.




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                   RELATED VOCATIONAL-TECHNICAL COURSES




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Course Name: Fundamentals of Microcomputer Applications

Course Abbreviation: CPT 1113

Classification: Vocational-Technical Electives (From Computer Information Systems
Technology)

Description: This course will introduce information processing concepts to include:
work processing, spreadsheet, and database management software. Service course;
not to be taken by Business and Office and Related Technology students. (3 sch:
2 hr. lecture, 2 hr. lab)

Prerequisites: None

Competencies and Suggested Objectives:

1.       Discuss hardware components.
         a. Describe the input, output, and storage elements of the information
              processing cycle and explain each element.
         b. Describe and discuss the three main classifications of the computer to
              include micro, mid-range, and mainframes.
2.       Explain classes of software.
         a. Describe functions of systems software.
         b. Identify widely used software applications.
         c. Discuss various high level languages.
         d. Discuss data organization.
3.       Create and print mailable documents.
         a. Develop keyboarding skills.
         b. Prepare letters using full block style.
         c. Use word processing software to produce documents.
4.       Create and print spreadsheet.
         a. Use spreadsheet software to produce acceptable worksheets.
         b. Generate graphs from worksheets.
5.       Create and print database files.
         a. Use database software to produce databases.
         b. Edit database records.
         c. Print reports.
6.       Integrate application information.
         a. Merge a database with a word processing letter.
         b. Merge a spreadsheet with a letter.




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Course Name: Medical Terminology

Course Abbreviation: MET 1113

Classification: Vocational-Technical Elective (From Medical Assisting Technology)

Description: This course is a study of medical language relating to the various body
systems including diseases, physical conditions, procedures, clinical specialties, and
abbreviations. Emphasis is placed on correct spelling and pronunciation, and the use of
computer assisted software. (3 sch: 2 hr. lecture, 2 hr. lab)

Prerequisites: None

Competencies and Suggested Objectives:

1.       Recognize and discuss word components, terms, procedures, abbreviations, and
         symbols related to the various body systems.
         a.    Identify combining forms, suffixes, and prefixes related to the various body
               systems.
         b.    Identify and discuss disease terms related to the various body systems.
         c.    Identify diagnostic imaging, clinical, surgical, and laboratory procedures
               related to the various body systems
         d.    Identify abbreviations and symbols related to the various body systems.
         e.    Define, spell, pronounce, and use medical terms.
2.       Demonstrate ability to communicate information using medical terms in a clear,
         concise manner.
         a.    Read and comprehend medical terminology as viewed in medical charts.
         b.    Discuss medical terminology used in medical charts.




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Course Name: Medical Office Terminology I

Course Abbreviation: MET 1613

Classification: Vocational-Technical Elective (From Medical Assisting Technology)

Description: This course is a study of medical language relating to the various body
systems including diseases, physical conditions, procedures, clinical specialties, and
abbreviations. Emphasis is placed on correct spelling and pronunciation. [Same as
Medical Terminology (MET 1113) which can be taken in place of this course. ](3 sch: 2
hr. lecture, 2 hr. lab)

Prerequisites: None

Competencies and Suggested Objectives:

1.       Recognize and discuss word components, terms, procedures, abbreviations, and
         symbols related to the various body systems.
         a.    Identify combining forms, suffixes, and prefixes related to the various body
               systems.
         b.    Identify and discuss disease terms related to the various body systems.
         a.    Identify diagnostic imaging, clinical, surgical, and laboratory procedures
               related to the various body systems.
         d.    Identify abbreviations and symbols related to the various body systems.
         e.    Define, spell, pronounce, and use medical terms.
2.       Demonstrate ability to communicate information using medical terms in a clear,
         concise manner.
         a.    Read and comprehend medical terminology as viewed in medical charts.
         b.    Discuss medical terminology used in medical charts.




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                   RELATED ACADEMIC COURSES




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Course Name: Microbiology

Course Abbreviation: BIO 2924

Classification: Related Academic

Description: A lecture/laboratory course providing a survey of the microbes
(microscopic organisms) with emphasis and detailed study being placed on those
affecting other forms of life, especially man. Laboratory is devoted to basic techniques
of microbial study, such as identification, control, morphology, physiology, life cycles,
and culture techniques.




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Course Name: General Chemistry I

Course Abbreviation: CHE 1214

Classification: Related Academic

Description: This course places emphasis on atomic and molecular structure,
periodicity and atomic properties, stoichiometry, the male concept, types of solutions,
and energy-enthalpy.




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Course Name: Principles of Chemistry I

Course Abbreviation: CHE 1314

Classification: Related Academic

Description: This course places emphasis on properties of matter and application of
principles. It is primarily for students in pre-nursing, home economics, agriculture, and
physical education.




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Course Name: Principles of Chemistry II

Course Abbreviation: CHE 1324

Classification: Related Academic

Description: This is a continuation of CHE 1314. It places emphasis on systematic
semimicro analysis of cations and anions.

Prerequisities: Principles of Chemistry I (CHE 1314)




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Course Name: College Algebra

Course Abbreviation: MAT 1313

Classification: Related Academic

Description: This course includes equations, inequalities, functions and graphs, circles,
polynomial and rational functions, and systems of equations and inequalities.

Prerequisites: At least two units of high school algebra, or MAT 1233.




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                               SECTION II:

                   RECOMMENDED TOOLS AND EQUIPMENT

                                  FOR

                   POSTSECONDARY RESPIRATORY THERAPY




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                      RECOMMENDED TOOLS AND EQUIPMENT
                                   FOR
                     POSTSECONDARY RESPIRATORY THERAPY

Capitalized Equipment

1.     Air Compressor, 10-20 PSIG (1 per program)
2.     Air Compressor, High Pressure (50 PSIG) (1 per program)
3.     Airways, Adult Tracheostomy Care Simulator (2 per program)
4.     Airways, Fiber Optic Intubation Laryngoscope (1 per 5 students)
5.     IV Practice Arm (1 per program)
6.     Analogs, Adult, Mechanical Test Lungs (1 per program)
7.     Analogs, Infant, Mechanical Test Lungs (1 per program)
8.     Analytical Equipment, Assorted Aneroid (1 per program)
9.     Analytical Equipment, Bell Spirometer (1 per program)
10.    Analytical Equipment, Calibrated Laboratory Type (1 per program)
11.    Bulk Delivery System Outlets (1 per 3 students)
12.    Cardiac Monitor with Oscilloscope (1 per program)
13.    Chest Precursor (1 per 5 students)
14.    Defibulator, with Monitor (Teaching Model)
15.    Dryer, tube (1 per program)
16.    Electrocardiograph, 12 Channel (1 per program)
17.    Hospital Bed, Electric (1-5 per program)
18.    Humidifiers, Ventilator (5 per program)
19.    Manikins, Adult Arterial Puncture Arm (1 per 5 students)
20.    Manikins, Infant, Arterial Arm (1 per 5 students)
21.    Manikins, Infant Intubation (1 per 5 students)
22.    Manikins, Adult Intubation (1 per 5 students)
23.    Manikin, ACLS Advanced Cardiac Life Support (1 per program)
24.    Manikins, Patient Care with Breath and Heart Sounds (1 per 10 students)
25.    Manikins, Adult CPR (1 per 5 students)
26.    Manikins, Infant Resuscitation (1 per 5 students)
27.    Manikins, Pediatric Resuscitation (1 per 5 students)
28.    Monitor, Apnea (1 per program)
29.    Nebulizers, Aerosol, Croup Tent (1 per 10 students)
30.    Nebulizers, Aerosol, Ultrasonic (1 per program)
31.    Nebulizers, SPAG Small Particle Aerosol Generator (1 per program)
32.    Oscillator, High Frequency Chest Wall (HFCWO) (1 per program)
33.    Oxygen Blender (1 per 10 students)
34.    Oxygen Concentrator (1 per program)
35.    Oxygen Analyzer (1 per 4 students)
36.    Analyzer, End Tidal Carbon Dioxide (1 per program)
37.    Pulse Oximeter (2 per program)
38.    Respirometer (1 per 5 students)
39.    Suction Source, Piped Vacuum (1 per program)
40.    Suction Source, Portable (1 per program)



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41.    Therapy Unit, Interpulmonary Percussive (1 per program)
42.    Oxygen Flow Meter (20 per program)
43.    Air Flow Meter (20 per program
44.    Ventilator, Bi-Pap Unit with Alarm (1 per program)
45.    Ventilator, Interpulmonary Percussive
46.    Ventilator, Volume (1 per program)
47.    Ventilator, Neonatal Mechanical (1 per 5 students)
48.    Ventilator, Microprocessor Controlled with Graphics (5 per program)
49.    Ventilator, Pressure Cycled with Stand (1 per 3 students)
50.    Ventilator, Neonatal, High Frequency Jet Ventilator (1 per program)
51.    Ventilator, Neonatal, Oscillator Ventilator (1 per program)
52.    Wheelchair, Standard Adult (1 per program)
53.    Airway Pressure Disconnect Alarm (1 per program)
54.    X-ray View box, Large (1 per program)
55.    Pulmonary Function Machine, Portable with Spirometery and Flow Volume Loop (1
       per program)
56.    Monitor, Transcutaneous Oxygen and Carbon Dioxide Monitor (1 per program)
57.    Portable Liquid Oxygen System (1 per program)
58.    Computer w/CD ROM (1 per 2 students)
59.    Model, Anatomical, Segmental Lung (1 per 5 students)
60.    Model, Anatomical, Skeleton (1 per program)
61.    Model, Anatomical, Upper Airway (1 per program)
62.    Printer, with Cable, to be Network Compatible (1 per 2 computers)
63.    Computer Carts on Wheels (1 per each computer)
64.    TV (1 per program)
65.    VCR/DVD (1 per program)
66.    Video Camera, VHS (1 per program)
67.    Destination Presentation System (1 per program)
68.    Data Video Projector (1 per program)
69.    Smart Board (1 per program)

Non-Capitalized Equipment

1.     Airway, Laryngeal Mask (1 per program)
2.     Blankets (bed) (1 per bed)
3.     Blood Pressure Monitors (1 per 2 students)
4.     Pillows (2 per bed)
5.     Sheets (3 per bed)
6.     Nebulizers, Aerosol, All Purpose (1 per 5 students)
7.     Flutter® (1 per 5 students)
8.     Nebulizers, Aerosol, Hydronamic (1 per program)
9.     PEP - Positive Expiratory Pressure Device (1 per program)
10.    Suction Regulator (1 per 5 students)
11.    Airways, Double Lumen (1 per program)
12.    Airways, Esophageal, Tracheal Combitube ETC (1 per program)
13.    Airways, Assorted Sizes and Types



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14.    Airways, Cuff Pressure Manometer (1 per 5 students)
15.    Airways, Negative Inspiratory Force Meter (1 per 5 students)
16.    Analogs, Simple Test Lungs (1 per student)
17.    Analytical Equipment, Calibrated Super Syringe (1 per program)
18.    Analytical Equipment, PCO2 Electrode (1per program)
19.    Analytical Equipment, PH Electrode (1 per program)
20.    Analytical Equipment, PO2 Electrode (1 per program)
21.    Analytical Equipment, Stopwatches, Fast Sweep (1 per program)
22.    Cart, E Cylinder (3 per program)
23.    Cart, H Cylinder (1 per program)
24.    Gauges, Bourdon (1 per 5 students)
25.    Generator, Downs Flow (1 per program)
26.    High Pressure Delivery Tubing (10 air and 10 oxygen per program)
27.    Humidifiers, Heaters (5 per program)
28.    Humidifiers, Heaters (Wrap-Around) (2 per program)
29.    Kinetic Flow Tubes (1 per program)
30.    Model, Anatomical, Heart (1 per 10 students)
31.    Resuscitator, Adult Self Inflating (1 per 5 students)
32.    Resuscitator, Gas Powered (1 per program)
33.    Resuscitator, Pediatric (1 per 5 students)
34.    Resuscitator, Neonatal (1 per 5 students)
35.    Stethoscope, Doppler (1 per program)
36.    Thermometer, Electronic, Tympanic (1 per program)

Instructional Materials

1.      Cart, AV (4 per program)
2.      Tool Kit (1 per program)
3.      Video Screen (1 per program)
4.      Slide Projector with Carousel (1 per program)

Suggested References (1 of each per program)

Books

Advanced Level Respiratory Therapist Exam Guide
American Heart Association ACLS Provider Manual
Basic Clinical Lab Competencies for Respiratory Care
Cardiopulmonary Anatomy and Physiology Essentials for Respiratory Care
Cardiopulmonary Drug Guide
Cardiopulmonary Pathology
Clinical Application of Mechanical Ventilation
Clinical Assessment in Respiratory Care
Clinical Practitioners Pocket Guide to Respiratory Care
Comprehensive Perinatal and Pediatric Respiratory Care
Drug Handbook for Health Professions



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ECG’s Made Easy
Egan’s Fundamentals of Respiratory Care
Entry Level Respiratory Therapist Exam Guide
Equipment Theory for Respiratory Care
Fundamentals of Respiratory Care
Integrated Cardiopulmonary Pharmacology
Laboratory Exercises for Competency in Respiratory Care
Mastering Health care Terminology
Mosby’s Respiratory Care Equipment
Pediatric Review
Perinatal and Pediatric Respiratory Care
Physician's Desk Reference
Principles of Pharmacology for Respiratory Care
Pulmonary Function Testing
Pulmonary Function Testing and Cardiopulmonary Stress Testing
Respiratory Care Calculations
Respiratory Care Exam Review
Respiratory Care Pharmacology
Respiratory Care Science
Respiratory Care Sciences: An Integrated Approach
Taber's, Mosby's, or Stedman’s Medical Dictionary

Publications

Mississippi Department of Health Regulations Governing Licensure of Respiratory Care
      Practitioners

Videos

Arterial Lines
Cultural Diversity in the Hospital
Dealing With Death and Dying
Electrical Safety for Health care
EZ ECG’s
For Your Protection: The OSHA Regulations On Bloodborne Pathogens
Principles of Hemodynamic Monitoring

Websites

American Association of Respiratory Care. http://www.aarc.org/
Amethyst Research LLC. http://www.amethyst-research.com/
Centers for Medicare and Medicaid Services. http://cms.hhs.gov/
Committee on Accreditation for Respiratory Care Standards and Guidelines.
      http://www.coarc.com/
Daedalus Enterprises. http://www.daedalusenterprises.com/




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National Board for Respiratory Care Therapy Content Outlines.
      http://www.nbrc.org/outlines.htm
Occupational Safety and Health Administration. http://www.osha.gov
Society for Critical Care Medicine. http://www.sccm.org/
The University of Iowa. http://www.uiowa.edu/

Software

AARC
ABG Analysis CAI
Acute Respiratory Distress Syndrome Clinical Simulation
Advanced Ventilator Management CAI
Aerosol Therapy CAI
Basic Spirometry/PFT
Basic Spirometry/PFT CAI
Basic Ventilator Management CAI
Capnography
Capnography CAI
Chest Tube and Chest Drainage Systems
Clinical Simulations in Respiratory Care
COPD Clinical Simulation
Cystic Fibrosis Clinical Simulation
Electrocardiography Part II: Basic Arrhythmia Recognition
Electrocardiography Part III: Advanced Arrhythmia Recognition.
Head Trauma Clinical Simulation
Hemodynamic Monitoring Part I: Waveform Recognition
Hemodynamic Monitoring Part II: Clinical Application
Hemodynamics CAI
IPPB Therapy CAI
Myasthenia Gravis Clinical Simulation
Oral Intubation CAI
Oxygen Therapy CAI
Premature Neonate Clinical Simulation
Pulmonary Rehabilitation Clinical Simulation
Respiratory Pharmacology CAI
Self-Evaluation Clinical Simulation Examination
Self-Evaluation Entry-level Examination
Self-Evaluation Written Registry Examination




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                         APPENDIX A:

                   RELATED ACADEMIC TOPICS




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                           APPENDIX A
RELATED ACADEMIC TOPICS FOR COMMUNICATIONS

C1       Interpret written material.
C2       Interpret visual materials (maps, charts, graphs, tables, etc.).
C3       Listen, comprehend, and take appropriate actions.
C4       Access, organize, and evaluate information.
C5       Use written and/or oral language skills to work cooperatively to solve problems,
         make decisions, take actions, and reach agreement
C6       Communicate ideas and information effectively using various oral and written
         forms for a variety of audiences and purposes.

EXPANDED TOPICS FOR COMMUNICATIONS

TOPIC C1: Interpret written material.

C1. 01        Read and follow complex written directions.
C1. 02        Recognize common words and meanings associated with a variety of
              occupations.
C1. 03        Adjust reading strategy to purpose and type of reading.
C1. 04        Use sections of books and reference sources to obtain information.
C1. 05        Compare information from multiple sources and check validity.
C1. 06        Interpret items and abbreviations used in multiple forms.
C1. 07        Interpret short notes, memos, and letters.
C1. 08        Comprehend technical words and concepts.
C1. 09        Use various reading techniques depending on purpose for reading.
C1. 10        Find, read, understand, and use information from printed matter or electronic
              sources.

TOPIC C2: Interpret visual materials (maps, charts, graphs, tables, etc.).

C2. 01        Use visuals in written and in oral presentations.
C2. 02        Recognize visual cues to meaning (layout, typography, etc.).
C2. 03        Interpret and apply information using visual materials.

TOPIC C3: Listen, comprehend, and take appropriate action.

C3. 01        Identify and evaluate orally-presented messages according to purpose.
C3. 02        Recognize barriers to effective listening.
C3. 03        Recognize how voice inflection changes meaning.
C3. 04        Identify speaker signals requiring a response and respond accordingly.
C3. 05        Listen attentively and take accurate notes.
C3. 06        Use telephone to receive information.
C3. 07        Analyze and distinguish information from formal and informal oral
              presentations.




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TOPIC C4: Access, organize, and evaluate information.

C4. 01        Distinguish fact from opinion.
C4. 02        Use various print and non-print sources for specialized information.
C4. 03        Interpret and distinguish between literal and figurative meaning.
C4. 04        Interpret written or oral communication in relation to context and writer’s point
              of view.
C4. 05        Use relevant sources to gather information for written or oral communication.

TOPIC C5: Use written and/or oral language skills to work cooperatively to solve
          problems, make decisions, take actions, and reach agreement.

C5. 01        Select appropriate words for communication needs.
C5. 02        Use reading, writing, listening, and speaking skills to solve problems.
C5. 03        Compose inquiries and requests.
C5. 04        Write persuasive letters and memos.
C5. 05        Edit written reports, letters, memos, and short notes for clarity, correct
              grammar, and effective sentences.
C5. 06        Write logical and understandable statements, phrases, or sentences for filling
              out forms, for correspondence or reports.
C5. 07        Write directions or summaries of processes, mechanisms, events, or
              concepts.
C5. 08        Select and use appropriate formats for presenting reports.
C5. 09        Convey information to audiences in writing.
C5. 10        Compose technical reports and correspondence that meet accepted
              standards for written communications.

TOPIC C6: Communicate ideas and information using oral and written forms for a
          variety of audiences and purposes.

C6. 01        Give complex oral instructions.
C6. 02        Describe a business or industrial process/mechanism.
C6. 03        Participate effectively in group discussions and decision making.
C6. 04        Produce effective oral messages utilizing different media.
C6. 05        Explore ideas orally with partners.
C6. 06        Participate in conversations by volunteering information when appropriate and
              asking relevant questions when appropriate.
C6. 07        Restate or paraphrase a conversation to confirm one’s own understanding.
C6. 08        Gather and provide information utilizing different media.
C6. 09        Prepare and deliver persuasive, descriptive, and demonstrative oral
              presentations.




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RELATED ACADEMIC TOPICS FOR MATHEMATICS

M1       Relate number relationships, number systems, and number theory.
M2       Explore patterns and functions.
M3       Explore algebraic concepts and processes.
M4       Explore the concepts of measurement.
M5       Explore the geometry of one-, two-, and three-dimensions.
M6       Explore concepts of statistics and probability in real world situations.
M7       Apply mathematical methods, concepts, and properties to solve a variety of real-
         world problems

EXPANDED TOPICS FOR MATHEMATICS

TOPIC M1: Relate number relationships, number systems, and number theory.

M1.01         Understand, represent, and use numbers in a variety of equivalent forms
              (integer, fraction, decimal, percent, exponential, and scientific notation) in real
              world and mathematical problem situations.
M1.02         Develop number sense for whole numbers, fractions, decimals, integers, and
              rational numbers.
M1.03         Understand and apply ratios, proportions, and percents in a wide variety of
              situations.
M1.04         Investigate relationships among fractions, decimals, and percents.
M1.05         Compute with whole numbers, fractions, decimals, integers, and rational
              numbers.
M1.06         Develop, analyze, and explain procedures for computation and techniques for
              estimations.
M1.07         Select and use an appropriate method for computing from among mental
              arithmetic, paper-and-pencil, calculator, and computer methods.
M1.08         Use computation, estimation, and proportions to solve problems.
M1.09         Use estimation to check the reasonableness of results.

TOPIC M2: Explore patterns and functions.

M2.01         Describe, extend, analyze, and create a wide variety of patterns.
M2.02         Describe and represent relationships with tables, graphs, and rules.
M2.03         Analyze functional relationships to explain how a change in one quantity
              results in a change in another.
M2.04         Use patterns and functions to represent and solve problems.
M2.05         Explore problems and describe results using graphical, numerical, physical,
              algebraic, and verbal mathematical models or representations.
M2.06         Use a mathematical idea to further their understanding of other mathematical
              ideas.
M2.07         Apply mathematical thinking and modeling to solve problems that arise in
              other disciplines, such as art, music, and business.




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TOPIC M3: Explore algebraic concepts and processes.

M3.01         Represent situations and explore the interrelationships of number patterns
              with tables, graphs, verbal rules, and equations.
M3.02         Analyze tables and graphs to identify properties and relationships and to
              interpret expressions and equations.
M3.03         Apply algebraic methods to solve a variety of real world and mathematical
              problems.

TOPIC M4: Explore the concepts of measurement.

M4.01         Estimate, make, and use measurements to describe and compare
              phenomena.
M4.02         Select appropriate units and tools to measure to the degree of accuracy
              required in a particular situation.
M4.03         Extend understanding of the concepts of perimeter, area, volume, angle
              measure, capacity, and weight and mass.
M4.04         Understand and apply reasoning processes, with special attention to spatial
              reasoning and reasoning with proportions and graphs.

TOPIC M5: Explore the geometry of one-, two-, and three-dimensions.

M5. 01        Identify, describe, compare, and classify geometric figures.
M5. 02        Visualize and represent geometric figures with special attention to developing
              spatial sense.
M5. 03        Explore transformations of geometric figures.
M5. 04        Understand and apply geometric properties and relationships.
M5. 05        Classify figures in terms of congruence and similarity and apply these
              relationships.

TOPIC M6: Explore the concepts of statistics and probability in real world situations.

M6.01         Systematically collect, organize, and describe data.
M6.02         Construct, read, and interpret tables, charts, and graphs.
M6.03         Develop an appreciation for statistical methods as powerful means for
              decision making.
M6.04         Make predictions that are based on exponential or theoretical probabilities.
M6.05         Develop an appreciation for the pervasive use of probability in the real world.

TOPIC M7: Apply mathematical methods, concepts, and properties to solve a variety of
          real-world problems.

M7.01         Use computers and/or calculators to process information for all mathematical
              situations.
M7.02         Use problem-solving approaches to investigate and understand mathematical
              content.



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M7.03         Formulate problems from situations within and outside mathematics.
M7.04         Generalize solutions and strategies to new problem situations.

RELATED ACADEMIC TOPICS FOR SCIENCE

S1       Explain the Anatomy and Physiology of the human body.
S2       Apply the basic biological principles of Plants, Viruses and Monerans, Algae,
         Protista, and Fungi.
S3       Relate the nine major phyla of the kingdom animalia according to morphology,
         anatomy, and physiology.
S4       Explore the chemical and physical properties of the earth to include Geology,
         Meteorology, Oceanography, and the Hydrologic Cycle.
S5       Investigate the properties and reactions of matter to include symbols, formulas
         and nomenclature, chemical equations, gas laws, chemical bonding, acid-base
         reactions, equilibrium, oxidation-reduction, nuclear chemistry, and organic
         chemistry.
S6       Explore the principles and theories related to motion, mechanics, electricity,
         magnetism, light energy, thermal energy, wave energy, and nuclear physics.
S7       Explore the principles of genetic and molecular Biology to include the relationship
         between traits and patterns of inheritance, population genetics, the structure and
         function of DNA, and current applications of DNA technology.
S8       Apply concepts related to the scientific process and method to include safety
         procedures for classroom and laboratory; use and care of scientific equipment;
         interrelationships between science, technology and society; and effective
         communication of scientific results in oral, written, and graphic form.

EXPANDED TOPICS FOR SCIENCE

TOPIC S1: Explain the Anatomy and Physiology of the human body.

S1.01         Recognize common terminology and meanings.
S1.02         Explore the relationship of the cell to more complex systems within the body.
S1.03         Summarize the functional anatomy of all the major body systems.
S1.04         Relate the physiology of the major body systems to its corresponding
              anatomy.
S1.05         Compare and contrast disease transmission and treatment within each organ
              system.
S1.06         Explore the usage of medical technology as related to human organs and
              organ systems.
S1.07         Explain the chemical composition of body tissue.

TOPIC S2: Apply the basic biological principles of Plants, Viruses and Monerans, Algae,
          Protista, and Fungi.

S2. 01        Identify the major types and structures of Plants, Viruses, Monera, Algae
              Protista, and Fungi.



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S2.02         Explain sexual and asexual reproduction.
S2.03         Describe the ecological importance of plants as related to the environment.
S2.04         Analyze the physical chemical and behavioral process of a plant.

TOPIC S3: Relate the nine major phyla of the kingdom animalia according to
          morphology, anatomy, and physiology.

S3. 01        Explain the morphology, anatomy, and physiology of animals.
S3. 02        Describe the characteristics, behaviors, and habitats of selected animals.

TOPIC S4: Explore the chemical and physical properties of the earth to include
          Geology, Meteorology, Oceanography, and the Hydrologic Cycle.

S4.01         Examine minerals and their identification, products of the rock cycle, by
              products of weathering, and the effects of erosion.
S4.02         Relate the Hydrologic Cycle to include groundwater its zones, movement, and
              composition; surface water systems, deposits, and runoff.
S4.03         Consider the effects of weather and climate on the environment.
S4.04         Examine the composition of seawater; wave, tides, and currents; organisms,
              environment, and production of food; energy, food and mineral resources of
              the oceans.

TOPIC S5: Investigate the properties and reactions of matter to include symbols,
          formulas and nomenclature, chemical equations, gas laws, chemical
          bonding, acid-base reactions, equilibrium, oxidation-reduction, nuclear
          chemistry, and organic chemistry.

S5.01         Examine the science of chemistry to include the nature of matter, symbols,
              formulas and nomenclature, and chemical equations.
S5.02         Identify chemical reactions including precipitation, acids-bases, and
              reduction-oxidation.
S5.03         Explore the fundamentals of chemical bonding and principles of equilibrium.
S5.04         Relate the behavior of gases.
S5.05         Investigate the structure, reactions, and uses of organic compounds; and
              investigate nuclear chemistry and radiochemistry.

TOPIC S6: Explore the principles and theories related to motion, mechanics, electricity,
          magnetism, light energy, thermal energy, wave energy, and nuclear physics.

S6.01         Examine fundamentals of motion of physical bodies and physical dynamics.
S6.02         Explore the concepts and relationships among work, power, and energy.
S6.03         Explore principles, characteristics, and properties of electricity, magnetism,
              light energy, thermal energy, and wave energy.
S6.04         Identify principles of modern physics related to nuclear physics.




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TOPIC S7: Explore the principles of genetic and molecular Biology to include the
          relationship between traits and patterns of inheritance; population genetics,
          the structure and function of DNA, and current applications of DNA
          technology.

S7.01         Examine principles, techniques, and patterns of traits and inheritance in
              organisms.
S7.02         Apply the concept of population genetics to both microbial and multicellular
              organisms.
S7. 03        Identify the structure and function of DNA and the uses of DNA technology in
              science, industry, and society.

TOPIC S8: Apply concepts related to the scientific process and method to include safety
          procedures for classroom and laboratory; use and care of scientific
          equipment; interrelationships between science, technology and society; and
          effective communication of scientific results in oral, written, and graphic
          form.

S8.01         Apply the components of scientific processes and methods in classroom and
              laboratory investigations.
S8.02         Observe and practice safe procedures in the classroom and laboratory.
S8.03         Demonstrate proper use and care for scientific equipment.
S8.04         Investigate science careers, and advances in technology.
S8.05         Communicate results of scientific investigations in oral, written, and graphic
              form.




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                      APPENDIX B:

                   WORKPLACE SKILLS




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                      WORKPLACE SKILLS FOR THE 21st CENTURY

WP1        Allocates resources (time, money, materials and facilities, and human
           resources).

WP2        Acquires, evaluates, organizes and maintains, and interprets/communicates
           information, including the use of computers.

WP3        Practices interpersonal skills related to careers including team member
           participation, teaching other people, serving clients/customers, exercising
           leadership, negotiation, and working with culturally diverse.

WP4        Applies systems concept including basic understanding, monitoring and
           correction system performance, and designing and improving systems.

WP5        Selects, applies, and maintains/troubleshoots technology.

WP6        Employs thinking skills including creative thinking, decision making, problem
           solving, reasoning, and knowing how to learn.

WP7        Basic Skills: Employs basic academic skills including reading, writing, arithmetic
           and mathematics, speaking, and listening.

WP8        Personal Qualities: Practices work ethics related to individual responsibility,
           integrity, honesty, and personal management.




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                             APPENDIX C:

       NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS




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               National Educational Technology Standards for Students (NETS)

T1       Basic operations and concepts
               Students demonstrate a sound understanding of the nature and operation
                of technology systems.
               Students are proficient in the use of technology.
T2       Social, ethical, and human issues
               Students understand the ethical, cultural, and societal issues related to
                technology.
               Students practice responsible use of technology systems, information, and
                software.
               Students develop positive attitudes toward technology uses that support
                lifelong learning, collaboration, personal pursuits, and productivity.
T3       Technology productivity tools
               Students use technology tools to enhance learning, increase productivity,
                and promote creativity.
               Students use productivity tools to collaborate in constructing technology-
                enhanced models, prepare publications, and produce other creative
                works.
T4       Technology communications tools
               Students use telecommunications to collaborate, publish, and interact with
                peers, experts, and other audiences.
               Students use a variety of media and formats to communicate information
                and ideas effectively to multiple audiences.
T5       Technology research tools
               Students use technology to locate, evaluate, and collect information from
                a variety of sources.
               Students use technology tools to process data and report results.
               Students evaluate and select new information resources and technological
                innovations based on the appropriateness for specific tasks.
T6       Technology problem-solving and decision-making tools
               Students use technology resources for solving problems and making
                informed decisions.
               Students employ technology in the development of strategies for solving
                problems in the real world.




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                               APPENDIX D:

                   NATIONAL HEALTH CARE SKILL STANDARDS




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                             National Health care Skill Standards

HCS1       Health care workers will know the academic subject matter required for
           proficiency within their area. They will use this knowledge as needed in their
           role.
HCS2       Health care workers will know the various methods of giving and obtaining
           information. They will communicate effectively, both orally and in writing.
HCS3       Health care workers will understand how their role fits into their department,
           their organizations, and the overall health care environment. They will identify
           how key systems affect services they perform and quality of care.
HCS4       Health care workers will understand how employability skills enhance their
           employment opportunities and job satisfaction. They will demonstrate key
           employability skills and will maintain and upgrade skills, as needed.
HCS5       Health care workers will understand their legal responsibilities, limitations and
           implications of their actions within the health care delivery setting. They will
           perform their duties according to regulations, policies, laws and legislated rights
           of clients.
HCS6       Health care workers will understand accepted ethical practices with respect to
           cultural, social and ethnic differences within the health care environment. They
           will perform quality health care delivery.
HCS7       Health care workers will understand the existing and potential hazards to
           clients, co-workers and self. They will prevent injury or illness through safe work
           practices and follow health and safety policies and procedures.
HCS8       Health care workers will understand the roles and responsibilities of individual
           members as part of a health care team, including their ability to promote the
           delivery of quality health care. They will interact effectively and sensitively with
           all members of the health care team.




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                             APPENDIX E:

        COMMISSION ON ACCREDITATION OF ALLIED HEALTH EDUCATION
       PROGRAMS/STANDARDS AND GUIDELINES FOR THE PROFESSION OF
                          RESPIRATORY CARE




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          COMMISSION ON ACCREDITATION OF ALLIED HEALTH EDUCATION
           PROGRAMS/STANDARDS AND GUIDELINES FOR THE PROFESSION OF
                              RESPIRATORY CARE

                                 CoARC/CAAHEP Standards

CC1        General Education Competencies: mathematics, written and oral
           communication, social/behavioral sciences, computer science, critical thinking
           skills, evidence-based scientific literature and technology assessment.
CC2        Basic Sciences Related to Respiratory Care: human anatomy and physiology,
           cardiopulmonary anatomy and physiology, cardiopulmonary pathophysiology,
           chemistry, physics, microbiology, pharmacology.
CC3        Specific Respiratory Care Content Areas: assessment of patients'
           cardiopulmonary status; medical gas therapy; aerosol and humidity therapy;
           airway management; lung inflation (pulmonary volume expansion) therapy;
           bronchial hygiene therapies; management of mechanical ventilation; infection
           control; cardiopulmonary assessment; monitoring and interpretation of
           pulmonary function testing; monitoring and interpretation of arterial blood
           gases; monitoring and interpretation of hemodynamics; monitoring and
           interpretation of electrocardiography; monitoring and interpretation of
           noninvasive cardiopulmonary diagnostics; monitoring and interpretation of
           exercise testing; survey of polysomnographic assessment; monitoring,
           interpretation and treatment; Basic Life Support; Advanced Life Support; use of
           clinical practice guidelines to assure appropriate respiratory care; principles of
           case management; alternate site care; home care; subacute care (specialty
           unit); skilled nursing facilities; hospice; physician office; patient and care-giver
           education; cardiac rehabilitation; pulmonary rehabilitation; health promotion and
           disease prevention; tobacco products, smoking cessation, and research;
           disaster response/bio-terrorism; pediatrics and perinatology; geriatrics; medical
           record keeping; reimbursement; medical ethics; and licensure and
           credentialing.




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                                    APPENDIX F:

                   NATIONAL BOARD FOR RESPIRATORY CARE STANDARDS




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                   NATIONAL BOARD FOR RESPIRATORY CARE STANDARDS

NBI        Patient Data Evaluation and Recommendations: review existing data in the
           patient record; collect and evaluate additional pertinent clinical information; and
           recommend procedures to obtain additional data.
NBII       Equipment Application and Cleanliness: select, assemble, use and troubleshoot
           equipment; ensure infection control; and perform quality control procedures.
NBIII      Therapeutic procedure initiation and modification: maintain records and
           communicate information; maintain a patent airway including the care of
           artificial airways; remove bronchopulmonary secretions; achieve adequate
           respiratory support; evaluate and monitor patient’s objective and subjective
           responses to respiratory care; independently modify therapeutic procedures
           based on the patient’s response; recommend modifications in the respiratory
           care plan based on the patient’s response; determine the appropriateness of
           the prescribed respiratory care plan; recommend modifications; initiate, conduct
           or modify respiratory care techniques in an emergency setting; act as an
           assistant to the physician performing special procedures; and initiate and
           conduct pulmonary rehabilitation and home care within the prescription.




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                          APPENDIX G:

                   STUDENT COMPETENCY PROFILE




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                            STUDENT COMPETENCY PROFILE
                      FOR POSTSECONDARY RESPIRATORY THERAPY


Student:______________________________________________________________

This record is intended to serve as a method of noting student achievement of the
competencies in each course. It can be duplicated for each student and serve as a
cumulative record of competencies achieved in the program.

In the blank before each competency, place the date on which the student mastered the
competency.

Respiratory Care Practicum [RCT 111(1-3)]

_____1.            Describe the roles of various personnel within the respiratory care
                   department.
_____2.            Observe a patient in the clinical setting receiving respiratory care
_____3.            Interpret the role of the RCP in the health care delivery system.
_____4.            Interpret the role of the patient of the RCP in the health care delivery
                   system.

Respiratory Care Science (RCT 1214)

_____1.            Discuss aspects of patient safety.
_____2.            Discuss aspects of patient comfort.
_____3.            Discuss various aspects of the health care delivery system.
_____4.            Discuss related medical terminology.
_____5.            Describe the role microbiology and infection control plays in health care.
_____6.            Demonstrate mathematics as applied to respiratory care.
_____7.            Discuss chemistry and physics as related to respiratory care.
_____8.            Discuss methods of data management in respiratory care.

Patient Assessment and Planning (RCT 1223)

_____1.            Utilize Subjective, Objective, Assessment, Plan (SOAP) principles to
                   develop and modify care plans for patients with cardiopulmonary
                   disorders.
_____2.            Explain the etiology, pathophysiology, clinical manifestations, diagnosis,
                   and treatment of cardiopulmonary diseases and conditions.

Cardiopulmonary Anatomy and Physiology (RCT 1313)

_____1.            Explain the anatomy of the respiratory system.
_____2.            Describe the physiology of the respiratory system.
_____3.            Describe the anatomy and physiology of the cardiovascular system.


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Pulmonary Function Testing (RCT 1322)

_____1.            Determine the basis for the use of cardiopulmonary tests.
_____2.            Apply principles of pulmonary function tests.
_____3.            Recognize functions of blood gas and pulmonary function and other
                   equipment utilized in cardiopulmonary testing.

Respiratory Care Practitioner I (RCT 1416)

_____1.            Apply principles of medical gas therapy to respiratory care.
_____2.            Apply the principles of aerosol/humidity therapy to respiratory care.
_____3.            Apply principles of hyperinflation to respiratory care.
_____4.            Apply principles of bronchopulmonary hygiene techniques.
_____5.            Apply principles of airway care and manual resuscitation.

Respiratory Care Practitioner II (RCT 1424)

_____1.            Apply concepts related to rehabilitation and home care.
_____2.            Apply concepts related to mechanical ventilation.

Clinical Practice I (RCT 1516)

_____1.            Evaluate patient data and formulate a care plan.
_____2.            Perform respiratory care procedures.

Clinical Practice II (RCT 1524)

_____1.            Perform various basic pulmonary functions test (PFT).
_____2.            Explain the role respiratory care plays in cardiopulmonary rehabilitation.
_____3.            Demonstrate basic procedures related to invasive and noninvasive
                   ventilation.
_____4.            Demonstrate technique in various basic diagnostic tests or procedures.

Respiratory Care Pharmacology (RCT 1613)

_____1.            Apply the principles of pharmacology to respiratory care.
_____2.            Perform calculations for adult, pediatric, and neonatal patients.

Cardiopulmonary Pathology (RCT 2333)

_____1.            Explain the etiology, pathophysiology, and management plan for diseases
                   or patient scenarios affecting the cardiopulmonary system.
_____2.            Apply clinical practice guidelines and therapist driven protocols using
                   Subjective, Objective, Assessment, Plan (SOAP) principles.




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Respiratory Care Practitioner III (RCT 2434)

_____1.            Apply concepts of non-conventional mechanical ventilation.
_____2.            Apply concepts to hemodynamics.
_____3.            Apply concepts related to special procedures.
_____4.            Apply concepts related to advanced cardiac life support.


Clinical Practice III (RCT 2534)

_____1.            Perform advanced diagnostic testing.
_____2.            Perform advanced respiratory care procedures.

Clinical Practice IV (RCT 2546)

_____1.            Perform advanced respiratory care procedures independently.
_____2.            Perform neonatal/pediatric respiratory care procedures.
_____3.            Present a critical care case presentation.

Neonatal/Pediatrics Management (RCT 2613)

_____1.            Apply concepts related to neonatal management.
_____2.            Apply concepts related to pediatric management.

Respiratory Care Seminar (RCT 2712)

_____1.            Review NBRC Detailed Content Outline for the Entry Level CRT
                   Examination.
_____2.            Review NBRC Detailed Content Outline for the Written RRT Examination.
_____3.            Review NBRC Detailed Content Outline for the Clinical Simulation
                   Examination.




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                        APPENDIX H:

                   BASELINE COMPETENCIES




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                          BASELINE COMPETENCIES FOR
                      POSTSECONDARY RESPIRATORY THERAPY

The following competencies and suggested objectives are taken from the publication
Mississippi Curriculum Framework for Secondary Allied Health. These competencies
and objectives represent the baseline which was used to develop the community/junior
college Respiratory Therapy program. Students enrolled in postsecondary courses
should either (1) have documented mastery of these competencies, or (2) be provided
with these competencies before studying the advanced competencies in the Respiratory
Therapy program.

Baseline competencies may be integrated into existing courses in the curriculum or
taught as special "Introduction" courses. The "Introduction" courses may be taught for
up to six semester hours of institutional credit and may be divided into two courses. If
the Baseline Competencies are to be taught as "Introduction" courses, each course
should be at least 3 credit hours. The following course number(s) and description
should be used:

Course Name(s): Introduction to Respiratory Care, Introduction to Respiratory Care I,
or Introduction to Respiratory Care II

Course Abbreviation(s): RCT 100(3-6), RCT 1013, RCT 1023

Classification: Vocational-Technical Core

Description: These courses contain the baseline competencies and suggested
objectives from the high school curriculum which directly relate to the community
college program. The courses are designed for students entering the community college
who have had no previous training or documented experience in the field. (3-6 semester
hours based upon existing skills for each student. May be divided into 2 courses for a
maximum total of 6 hours of institutional credit.)

Competencies and Suggested Objectives:

1.       Review material related to course and professional organizations.
         a.    Identify student and course expectations.
         b.    Identify allied health professional student organizations and their roles in
               individual career development.
         c.    Compare the timeline of medical history.
2.       Recognize safety procedures and policies.
         a.    Describe basic safety procedures.
         b.    Describe accident prevention methods and disaster plans.
         c.    Discuss a safe and clean environment.
         d.    Follow state and facility guidelines, including dress requirements for
               clinical-type experiences.




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3.       Explain effective communication skills.
         a.      Identify the main factors required for the communication process.
         b.      Identify factors which can interfere with the communication process.
         c.      Demonstrate effective teamwork skills.
         d.      Explore professional literature and medical references.
4.       Introduce careers in the health care industry.
         a.      Introduce careers in health care information and administration.
         b.      Introduce careers in direct health care.
         c.      Introduce careers in medical therapy.
         d.      Introduce careers in diagnostic health care.
5.       Discuss education and credentials required for health care careers.
         a.      Discuss educational levels for health careers, including certification,
                 associate degree, bachelor’s degree, master’s degree, and doctoral
                 degree.
         b.      Compare the credentials needed for careers in health care, including
                 certification, registration, and licensure.
6.       Discuss professional ethics.
         a.      Explain professional ethics.
         b.      Discuss confidentiality.
         c.      Discuss HIPPA, the Health Information Portability and Accountability Act
                 of 1996.
7.       Discuss legal responsibility and client’s rights.
         a.      Explain torts and legal responsibility.
         b.      Identify ways to promote clients rights and privacy.
         c.      Discuss the requirements for health care workers to undergo a
                 background check.
8.       Explain standard precautions.
         a.      Explain importance of standard precautions in life practices and health
                 care.
         b.      Explain the state and federal government's role in standard precautions.
         c.      Relate standard precautions to the transmission of infectious diseases
                 including HIV, AIDS, HBV, and TB.
9.       Utilize standard precautions.
         a.      Demonstrate hand-washing technique.
         b.      Demonstrate donning and removing clean gloves.
10.      Perform basic emergency procedures.
         a.      Explain first aid procedures for sudden illness.
         b.      Explain first aid procedures for accidents.
11.      Perform advanced emergency procedures.
         a.      Perform CPR.
         b.      Demonstrate first aid for an obstructed airway.
12.      Explain medical terminology.
         a.      Spell designated medical terms correctly.
         b.      Demonstrate the use of medical references to spell medical terms
                 correctly.
         c.      Define and divide medical terms into root words, prefixes, and suffixes.



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13.      Recognize and use medical terminology.
         a.      Interpret the common medical abbreviations and symbols including
                 meanings and uses.
         b.      Demonstrate the use of medical terms and abbreviations in reading,
                 speaking, interpreting, and writing simulated medical records.
14.      Review the relationship among cells, tissues, organs, and systems.
         a.      Review the main parts of a cell.
         b.      Review the functions of the main parts of a cell.
         c.      Compare types of tissues and their relationships to body organs and
                 systems.
15.      Identify the body planes, directions, and cavities.
         a.      Identify the names of the planes and the directional terms.
         b.      Locate the body cavities.
         c.      Identify the body organs in each cavity.
         d.      Describe the abdominal regions.
16.      Interpret the basic structures and functions of the integumentary system.
         a.      Identify the parts of the integumentary system.
         b.      Explain the functions of the integumentary system.
         c.      Discuss related diseases and disorders.
17.      Perform the patient care procedures related to the integumentary system.
         a.      Demonstrate patient hygiene.
         b.      Perform bed-making skills.
         c.      Perform patient positioning to prevent pressure areas.
18.      Interpret the basic structures and functions of the muscular system.
         a.      Identify major muscles.
         b.      Explain the function of the muscles.
         c.      Discuss related diseases and disorders.
         d.      Demonstrate active range of motion exercises and indications for use.
19.      Interpret the basic structure and function of the skeletal system.
         a.      Identify the bones of the body.
         b.      Explain functions of the skeletal system.
         c.      Discuss related diseases and disorders.
         d.      Demonstrate procedures for patient transfer using a stretcher, wheelchair,
                 or a pneumatic lift.
20.      Interpret the basic structures and functions of the circulatory system.
         a.      Identify components of blood and their functions.
         b.      Identify the types of blood vessels and the action of each.
         c.      Identify the anatomy of the heart.
         d.      Explain the flow of blood through the heart.
         e.      Discuss related diseases and disorders.
21.      Measure vital signs.
         a.      Measure oral temperature.
         b.      Explain procedures for measuring axillary, rectal, and tympanic
                 temperature.
         c.      Identify the body’s pulse points.
         d.      Demonstrate radial pulse measurement.



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         e.     Measure blood pressure.
22.      Interpret the basic structures of the respiratory system.
         a.     Identify the structures of the respiratory system.
         b.     Discuss related diseases and disorders.
         c.     Auscultate lung sounds.
23.      Interpret the basic functions of the respiratory system.
         a.     Discuss how gas exchange occurs in the lung.
         b.     Recognize factors that cause respiratory disorders.
         c.     Count respirations.
24.      Interpret the basic structures and functions of the digestive system.
         a.     Identify organs of the digestive system.
         b.     Discuss the functions of organs of the digestive system.
         c.     Discuss related diseases and disorders.
25.      Examine the relationship of food and health.
         a.     Define terms associated with nutrition.
         b.     Identify the components of the food guide pyramid with examples of each.
         c.     Describe basic therapeutic diets.
         d.     Demonstrate how to assist/feed a patient with a disability.
26.      Interpret the basic structures and functions of the urinary system.
         a.     Identify structures of the urinary system.
         b.     State the functions of each structure of the digestive system.
         c.     Discuss related diseases and disorders.
27.      Determine the importance of intake and output measurement.
         a.     Define terms associated with intake and output.
         b.     Calculate intake and output measurements.
         c.     Convert intake and output measurements to metric equivalents.
         d.     Discuss urinary catheterization in classroom lab setting.
28.      Interpret the basic structures and functions of the nervous system.
         a.     Identify the major structures and functions of the nervous system.
         b.     Recognize procedures for neurological exam.
         c.     Perform neurological exams.
         d.     Discuss related diseases and disorders.
29.      Interpret basic structure and functions of the sensory systems.
         a.     Label the basic structures of the sensory organs.
         b.     Identify the functions of the sensory organs.
30.      Interpret the basic structures and functions of the female reproductive system.
         a.     Identify major structures and functions of the female reproductive system.
         b.     Discuss diseases and disorders of the female reproductive system.
         c.     Discuss the procedures of a breast exam.
         d.     Perform breast exam on model in lab.
31.      Interpret the basic structures and functions of the male reproductive system.
         a.     Identify major structures and functions of the male reproductive system.
         b.     Discuss diseases and disorders of the male reproductive system.
         c.     Discuss procedures of a testicular exam.
         d.     Perform testicular exam on model in lab.




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32.      Interpret the basic structures of the endocrine system.
         a.     Define key terms related to the endocrine system.
         b.     Label structures of the endocrine system.
33.      Interpret the basic functions of the endocrine system.
         a.     Analyze the actions of hormones on various body functions.
         b.     Recognize diseases and disorders of the endocrine system.
34.      Explain procedures related to infection control.
         a.     Demonstrate a sterile procedure maintaining a sterile field (e.g.,
                catheterization, sterile dressing change, trach care).
         b.     Describe basic techniques to prepare, wrap, and sterilize instruments.
         c.     Observe a surgical scrub.
         d.     Discuss repair of medical equipment by biomedical personnel.
35.      Discuss stages of growth and development.
         a.     Review the reproductive system
         b.     Identify physical, mental, emotional, and social development
                characteristics of each of Erikson’s stages of development from infancy
                through late adulthood.
         c.     Identify Maslow’s Hierarchy of Human Needs.
         d.     Discuss cultural practices that affect needs.
36.      Explain concepts related to death and dying.
         a.     Describe the five stages of grief.
         b.     Discuss hospice care.
         c.     Define living will, advance directives, and organ donation.
37.      Demonstrate job seeking skills.
         a.     Prepare a resume containing essential information utilizing word
                processing software.
         b.     Complete a job application form on paper or online.
         c.     Discuss procedures for job interviews.
         d.     Demonstrate the role of an applicant in a job interview.
         e.     Describe job interview etiquette.
38.      Explain job keeping skills.
         a.     Discuss positive relations with clients and peers.
         b.     Write a letter of resignation.




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