Program Respiratory Therapy. Department Analytical and Diagnostic Sciences. College Allied Health Sciences. Year 2014

Transcription

1 Respiratory Therapy Department Analytical and Diagnostic Sciences College Allied Health Sciences Year 2014 Primary Faculty: Shane Keene Faculty Committee: Mark A Washam

2 DL I. Overview This online Bachelor of Science in Respiratory Therapy program is a completion program for students who have an associate s degree in respiratory therapy from a CoArc accredited program and who have achieved (at a minimum) the Certified Respiratory Therapist credential, administered by the National Board for Respiratory Care (NBRC). The program is designed not only to improve clinical skills, but also to provide working respiratory therapists with a deeper understanding of advanced healthcare operations, logistics, technology, leadership, ethics, and project management. Featuring a robust curriculum focused on progressing respiratory therapy practice and research, the program develops clinicians who can make significant contributions to the field while positively affecting the future of respiratory care for a diverse range of patients. Once students have completed the program they are better prepared to take on a leadership role, expanded roles in various unique practice settings or to continue their education in an advanced setting. A number of students have gone on to take specialty exams in Respiratory Therapy and several have reported job promotions or changes while still in our program. II. Outcomes Upon successful completion of the Bachelor of Science in Respiratory Therapy program, students will be able to: Students will demonstrate entry level competencies in the domains of management, ethics, community engagement and project development as they relate to the discipline of respiratory therapy. Students will develop and/or disseminate scientific information for the general public and the academic community in respiratory therapy practice, administration, and research. Students will read, evaluate, and integrate information from current scientific and popular literature within the discipline's content area Students will plan, execute, and evaluate, treatment protocols that enhance the departments and patients that they serve. This outcome is assessed in the Students will demonstrate a commitment to lifelong learning and professional service and leadership.

3 DL III. Curriculum/ Map 3001 Ethics in Respiratory Therapy 3004 Community Health Problems & Practices 3002 Healthcare Documentation & Communication 3010 Integration of the Delivery of Respiratory Therapy 3065 Caregiving in the Respiratory Therapy Professions 3040 Management in Respiratory Therapy 3050 Aging & Respiratory Therapy 3080 Disease Management in Respiratory Therapy 4060 Introduction to Respiratory Therapy Research 4001 Research Methods and Analysis 4050 Advanced RT/Leadership & Project Management 4070 Special RT Internship (Clinical Observation) 5001 Respiratory Therapy Capstone See map below.

4 DL Curriculum Mapping Matrix: Linking Outcomes to Curriculum Key Required Courses and Experiences* Identified in P 1 E: Emerging D: Developing A: Achieved OUTCOMES Students will demonstrate entry level competencies in the domains of management, ethics, community engagement and project development as they relate to the discipline of respiratory therapy Students will develop and/or disseminate scientific information for the general public and the academic community in respiratory therapy practice, administration, and research. E,D,A E,D,A E,D,A E,D,A E,D,A E,D,A E,D,A E,D,A E,D,A E,D,A E,D,A E,D,A Students will read, evaluate, and integrate information from current scientific and popular literature within the discipline's content area E,D,A E,D,A E,D,A E,D,A E,D,A E,D,A E,D,A E,D,A Students will plan, execute, and evaluate, treatment protocols that enhance the communities, departments and patients that they serve. E,D,A E,D,A E,D,A E,D,A E,D,A E,D,A E,D,A Students will demonstrate a commitment to lifelong learning and professional service and leadership. E,D,A E,D,A E,D,A E,D,A E,D,A E,D,A E,D,A E,D,A

5 DL Curriculum Mapping Matrix: Linking Outcomes to Curriculum Key Required Courses and Experiences* Identified in P 1 E: Emerging D: Developing A: Achieved OUTCOMES Students will demonstrate entry level competencies in the domains of management, ethics, community engagement and project development as they relate to the discipline of respiratory therapy E,D,A E,D,A Students will develop and/or disseminate scientific information for the general public and the academic community in respiratory therapy practice, administration, and research. E,D,A E,D,A E,D,A E,D,A Students will read, evaluate, and integrate information from current scientific and popular literature within the discipline's content area E,D,A E,D,A E,D,A E,D,A Students will plan, execute, and evaluate, treatment protocols that enhance the departments and patients that they serve. E,D,A E,D,A E,D,A Students will demonstrate a commitment to lifelong learning and professional service and leadership. E,D,A E,D,A E,D,A E,D,A

6 IV. Methods and Measures Students will demonstrate entry level competencies in the domains of management, ethics, community engagement and project development as they relate to the discipline of respiratory therapy. This outcome is assessed through faculty self assessment, student course evaluations, annual curricular review, and reports from community partners Students will develop and/or disseminate scientific information for the general public and the academic community in respiratory therapy practice, administration, and research. This outcome is assessed primarily through the introductory, advanced research and capstone courses. Additional assessment is provided through faculty self assessment, student course evaluations, annual curricular review, and reports from community partners Students will read, evaluate, and integrate information from current scientific and popular literature within the discipline's content area. This outcome is assessed through faculty self assessment, student course evaluations, annual curricular review, and reports from community partners. Students will plan, execute, and evaluate, treatment protocols that enhance the departments and patients that they serve. This outcome is assessed in primarily through the advanced planning course and capstone project and additionally through faculty self assessment, student course evaluations, annual curricular review, and reports from community partners Students will demonstrate a commitment to lifelong learning and professional service and leadership. This outcome is assessed through course activities and performance including: capstone project, student presentations in identified courses, exit, alumni and employer surveys, and conversations with students, faculty, staff, alumni, and others in contact with students during the program completion and upon graduation See table below.

7 DL Assessment Measures Aligned with Outcomes Outcome Assessment Tools Responsible Person, Course(s) and Time frame Course/ Experience Time Line Responsible Person Students will demonstrate entry level competencies in the domains of management, ethics, community engagement and project development as they relate to the discipline of respiratory therapy This outcome is assessed through faculty evaluation of students work; Assessments (tests, quizzes); Written work (reports, projects, teaching plans, development of audio visual presentations); Discussion board assignments 3001, 3004, 3010, 3050, 3065,4050,4080, 5001 Students will develop and/or disseminate scientific information for the general public and the academic community in respiratory therapy practice, administration, and research. This outcome is assessed primarily through the academic efforts of students in the introductory & advanced research courses and the capstone courses. 4001, 4060, 5001 Students will read, evaluate, and integrate information from current scientific and popular literature within the discipline's content area This outcome is assessed through faculty evaluation of students work; Assessments (tests, quizzes); Written work (reports, projects, teaching plans, development of audio visual presentations); Discussion board assignments 3001, 3002, 3004, 3010,3050,3065, 3080, 4001, 4060, 4070, 4080, 5001 Students will plan, execute, and evaluate, treatment protocols that enhance the departments and patients that they serve. This outcome is assessed in primarily through the advanced planning course and capstone project and additionally through faculty self assessment, student course evaluations, annual curricular review, and reports from community partners 3004, 3010, 3050, 3065, 3080, 4001, 4050, 4060, 4080, 5001 Students will demonstrate a commitment to lifelong learning and professional service and leadership. This outcome is assessed through course activities and performance including: capstone project, student presentations in identified courses, exit, alumni and employer surveys, and conversations with students, faculty, staff, alumni, and others in contact with students during the program completion and upon graduation 3001, 3004, 3010, 3050, 3065, 3080, 4001, 4050,4060,4070, 4080, 5001

8 DL V. Assessment Infrastructure All of the courses in the program are online allowing the Director to receive a detailed course manual from each faculty member a month prior to course implementation in Blackboard. The course manual specifies assessment methods, learning activities and resources and objectives. Faculty will be asked to submit the assessment information along with the course manual. This data will be reviewed by the Director and necessary changes will be made prior to the course being implemented. The advisory committee will consist of Respiratory Professionals and leaders in the Cincinnati community. The Advisory Board is called to meet once per year to review the curriculum, changes, revisions and outcomes. The committee will be charged with analyzing and interpreting these data, producing reports as needed, and disseminating that report to faculty. Advice and recommendations will be solicited from the instructional design team. Where changes appear to be needed the Director will work closely with relevant faculty to modify the individual course as necessary. Outcome data will be based on course evaluations and student success rates. Where differences are observed (e.g. relatively few students seem to be meeting the objectives of the class) modifications will be suggested, as well as recommendations to take advantage of summer CET&L classes in course design. Course evaluations, exit surveys, alumni surveys and employer surveys are distributed and tabulated by specific staff members at defined time points. These data are collated and shared with the faculty group during program evaluation meetings, annual reviews, advisory board meetings, and at other relevant times. The program director, department head and appropriate faculty review the course evaluation data, certification data, and course examination data annually to identify areas of concern. Revisions and/or strategies to improve results are addressed at this time as well. Retention, admission and graduation databases are updated each term. VI. Findings The program currently does not have any trend data beyond course evaluations as of the date of this assessment, as it is a new program taking the first class in spring Generally course evaluations have been overwhelmingly positive, with only minor changes to courses applied. There are no national comparisons because this program is degree completion and does not require programmatic accreditation. In the future, data that will be a primary focus, aside from student assessment of instruction, will be retention and attrition data. The program will work closely with programmatic faculty and support staff to minimize student attrition and to ensure the learning outcomes of the program are being met.

9 DL VII. Use of Findings The data collected through course evaluations and alumni survey will be distributed to faculty in program meetings. Annually, the curriculum will be reviewed to ensure relevance and that student/employer needs are being met. The advisory board will met annually to review all data collected and to offer recommendations when modifications are needed. The retention/attrition data will be reviewed weekly in cross functional conference calls in addition to a steering committee meeting held annually with our academic partner, Pearson.