COURSE SYLLABUS AND INSTRUCTOR PLAN

Transcription

1 WACO, TEXAS COURSE SYLLABUS AND INSTRUCTOR PLAN Course Name RSPT Spring

2 Course Description: Advanced Cardiac Life Support RSPT A comprehensive course designed to develop the cognitive and psychomotor skills necessary for resuscitation of the adult. Strategies for managing and stabilizing the cardiopulmonary arrested patient will be included. The student will describe the principles, techniques, and complications of intravenous and electrical therapy, airway control, ventilation, and supplemental oxygen; and analyze cardiac dysrhythmias and follow through with appropriate therapeutic intervention. Prerequisites: NONE. Semester hours: 1 (3 lab). Prerequisite: None Course Notes and Instructor Recommendations: None Instructor Information: Instructor name: Doug Gibson and Marighny Dutton MCC dgibson@mclennan.edu; mdutton@mclennan.edu Office phone number: (Mr. Gibson) Office Location: HP 128 (Mr. Gibson); HP 115 (Mrs. Dutton) Office/Teacher Office Hours, Mr. Gibson: Monday and Wednesday: 8:30-10:30 Tuesday and Thursday: 8:00-9:15 By appointment - Call or Mrs. Grace Kling at to make an appointment. Office/Teacher Office Hours: Mrs. Dutton: Tuesday and Thursday: 1:00-1:25 and 4:35-5:00 Required Text & Materials: 1. Title: Advanced cardiac Life Support; Authors: Elizabeth Sinz and Kenneth Navarro, editors, American Heart Association; Edition: current ; Publisher: American heart Association; ISBN: Title: 2010 Handbook of Emergency Cardiovascular Care for Healthcare Providers; Authors: Mary Fran Hazinski, et al., editors, American Heart Association; Edition: current, 2010; Publisher: American Heart Association; ISBN: MCC Bookstore Website Methods of Teaching and Learning: Group discussion, team building, competency demonstration (ACLS skills), exams; this is a laboratory skills class. Course Objectives: In a patient care setting, the student will understand and apply the ACLS cases as they are described in the American Heart Association s ACLS provider handbook. 2

3 Course Outline: Advanced Cardiac Life Support RSPT The systematic ACLS Approach to Cardiovascular and Cardiopulmonary Emergencies 2. The Advanced ACLS Skills: Airway management, Analyze and Recognize the Cardiac Rhythms (ECG), Defibrillation, Cardioversion, Transcutaneous Pacing, IV access, Provide Appropriate Resuscitation Medications 3. Case Management: a. Respiratory Compromise (including respiratory arrest) b. Ventricular Fibrillation (VF) (BLS, including use of the AED c. VF/Pulseless Ventricular Tachycardia (VT) - ACLS algorhythm, (primary and secondary surveys) d. Pulseless Electrical Activity (PEA) - ACLS algorhythm e. Asystole - ACLS algorhythm f. Acute Coronary Syndromes (AMI, including the correlation between myocardial injury and the 12 lead EKG) (including ACLS algorhythms) g. Bradycardias (including ACLS algorhythms) h. Unstable tachycardias (including ACLS algorhythms) i. Stable tachycardia (including ACLS algorhythms) j. Acute Ischemic Stroke 4. Complete the Precourse Self-Assessment ACLS multiple choice exams 5. Demonstrate competency in managing all of the 10 case scenarios, using the appropriate ACLS algorhythm 6. Complete the ACLS class, provided by the American Heart Association 3

4 The Secretary s Commission for Achieving Necessary Skills (SCANS) are incorporated into the learning outcomes and objectives for this course: SCANS Competencies To be successful in this course, the student should be able to: 1. Resources, Manages Time: C1 - allocate and organize time to develop a workable schedule to allow completion of tasks, without wasting time. 2. Interpersonal Skills, Participates as a Member of a TEAM: C5 7 & C10 - respect the rights of others (classmates and instructor). 3. Information, Acquires and Evaluates Information: C 11 - ask the instructor for clarification of concepts and utilize other resources, as necessary, to clarify concepts. SCANS Foundation Skills To be successful in this course, the students should be able to: 1. Basic Skills, Reading: F1 - learn from the textbooks to identify relevant facts or the essential message including the meaning of unknown vocabulary. 2. Basic Skills, Arithmetic: F3 - perform basic computations to solve drug dosages, with and without a calculator. 3. Basic Skills, Listening: F5 - listen actively to the instructor to comprehend, evaluate, and appreciate classroom instruction. 4. Thinking Skills, Creative Thinking: F7 - think creatively to connect ideas and information relevant to the subject matter. 5. Thinking Skills, Knowing How to Learn: F11 - use learning techniques that support their own learning style (auditory, visual, and kinesthetic) to apply and adapt new knowledge to clinical situations that results in safe and effective management of cardiopulmonary collapse. 6. Thinking Skills, Reasoning: F12 - apply rules or principles to solve problems to achieve a therapeutic outcome. 7. Personal Qualities, Responsibility: F13 - persevere to attain success by working hard, paying attention to details, and focusing on the assigned task, regardless of the difficulty or unpleasant nature of the assigned task. 8. Personal Qualities, Self Esteem: F14 - participate with enthusiasm and optimism. 9. Personal Qualities, Responsibility: F13 - consider attendance and punctuality to be very important. 10. Personal Qualities, Self Esteem: F14 - view themselves in a positive way, understanding that their own success will have a positive impact on others (classmates). 11. Personal Qualities, Sociability: F15 - be friendly, adaptable, empathetic, and polite, taking an interest in the success of others (classmates). 12. Personal Qualities, Self Management: F16 - assess their own progress in the course, responding appropriately (without emotion or defensively) to constructive guidance/criticism. 13. Personal Qualities, Integrity/Honesty: F17 - be trustworthy and ethical in their actions. 4

5 Course Schedule Date Topic/Assignment Notes ACLS Provider Manual Jan.17 and Jan. 24 Course Overview - Introduction to the ACLS Provider Course ACLS Science Overview video (25 minutes) Part 1 The Systematic Approach: The BLS and ACLS Part 2 Surveys Effective Resuscitation Team Dynamics Part 3 Systems of Care Part 4 Jan.24 Acute Stroke Case Stroke Video (22 minutes) Identification and initial management of patients with acute stroke ACLS provider manual Part 5 Acute Stroke Case Review normal sinus rhythm single lead EKG Material, p. 36, Jan. 31 Feb. 7 Practice the Adult Suspected Stroke Algorithm, Figure 39, pp The Adult Tachycardia Algorithm (with pulse) Define sinus tachycardia, atrial fibrillation and atrial flutter, supraventricular tachycardia (SVT), ventricular tachycardia Stable Tachycardia Management Unstable Tachycardia Management Apply the Adult Tachycardia (with pulse) algorithm Part 5 Stable Tachycardia Case; Unstable Tachycardia Case Material, pp , Feb. 14 Feb. 21 Feb. 28 Review the Study Questions -the Adult Tachycardia (with pulse) algorithm Review and practice the Adult Tachycardia (with pulse) algorithm (Tachycardia Learning Station Checklist) Stable and UnstableTachycardias study questions due Complete the Tachycardia Learning Station Checklist Bradycardia Define sinus tachycardia, 1 st degree AV block, type I 2 nd degree block, type II 2 nd degree block, 3 rd degree AV block and AV dissociation Review the Bradycardias study questions Apply the Adult Bradycardia (With Pulse) algorithm 5 Part 5 Stable Tachycardia Case; Unstable Tachycardia Case Material, pp , Part 5 Bradycardia Case Material, pp ,

6 March 6 March 13 March 20 March 27 April 3 Review the Bradycardia Study questions Practice the Bradycardia Learning Station Checklist Adult Bradycardia (With Pulse) Part 5 Bradycardia Case Material, pp , Spring Break Bradycardia study questions due Complete the Bradycardia Learning Station Checklist Adult Bradycardia (With Pulse) Acute Coronary Syndromes 12 lead EKG Define STEMI, non STEMI unstable angina and normal, non diagnostic ACS ACLS ACS video (15 mins) ACS management Review the ACS study questions Apply the Acute Coronary Syndromes algorithm The Acute Coronary Syndromes study questions are due Practice the Acute Coronary Syndromes algorithm (there is not a check list) Part 5 Acute Coronary Syndromes Case Material, pp , Part 5 Acute Coronary Syndromes Case Material, pp , April 10 Respiratory Arrest case Review the CPR and AED Skills video (8 mins) Describe the BLS survey Review the Respiratory Arrest case study questions Manage the airway in a patient in respiratory arrest with a pulse; oxygen; opening the airway, ventilation with basic skills, including BVM; basic airway adjuncts; suctioning; advanced airways Practice the Management of Respiratory Arrest Bag-Mask Ventilation testing Checklist Part 5 Respiratory Arrest Case Material, pp. 4-35, 6

7 April17 Respiratory Arrest case study questions are due Complete the Management of Respiratory Arrest Bag-Mask Ventilation testing Checklist April 24 The Pulseless Arrest Rhythms Ventricular Fibrillation (VF) Define VF as a shockable cardiac arrest rhythm, including recognizing VF on a single lead ECG. Apply the Adult BLS Healthcare Providers algorithm AED use in special situations VF/Pulseless VT case Manage BVF/Pulseless VT: The Cardiac Arrest Algorithm Apply the Cardiac Arrest Algorithm: VF/VT pathway Apply the Immediate Post-Cardiac Arrest Care Algorithm Review VF and VF/pulseless VT case study questions The VF and VF/Pulseless VT Cardiac Arrest case study questions are due Pulseless Electrical Activity (PEA) Manage PEA: The Cardiac Arrest Algorithm, emphasizing the treatment of underlying causes Asystole Case Apply the Cardiac Arrest Algorithm: Asystole Pathway Review the PEA/Asystole case study questions Part 5 Ventricular Fibrillation (VF) with CPR and AED Case Case Material, pp , Part 5 VF/Pulseless Ventricular Tachycardia (VT) Case Material, pp , Part 5 Pulseless Electrical Activity (PEA) Case Material, p. 38, Part 5 Asystole Case Material, pp , 7

8 May 1 PEA/Asystole case study questions are due Practice Megacode Testing Checklist 1 and 2 Bradycardia VF/Pulseless VT Asystole ROSC Practice Megacode Testing Checklist 3 Tachycardia VF/Pulseless VT PEA ROSC Practice Megacode Testing Checklist 4 Tachycardia VF/Pulseless VT PEA ROSC ACLS self assessment is due- ACLS rhythm recognition ACLS Pharmacology Practical Application of the ACLS rhythms May 8 Final Exam Megacode Testing Checklist 1 and 2 Bradycardia VF/Pulseless VT Asystole ROSC Megacode Testing Checklist 3 Tachycardia VF/Pulseless VT PEA ROSC Megacode Testing Checklist 4 Tachycardia VF/Pulseless VT PEA ROSC 8

9 Course Grading Information: The grading will be based on a percentage system. Each assignment will be worth a total of 100%. The grade the student will receive on any assignment will be the percent correct the student attains on that assignment. The scale will be as follows: 90% - 100% = A 80% - 89% = B 70% - 79% = C 60% - 69% = D 59% and below = F At the end of the semester the average percentage grade that the student obtained in the semester will be the student s grade for the course. Grades will be posted on BlackBoard. The student must obtain at least a grade of C or better in all courses within the Respiratory Care curriculum, before the student may successfully complete the program. Grading: Study questions 35% of the course grade. Must pass the study questions with at least a 70% to receive credit for this course. Assignments (skills completion) 35% of the course grade Must successfully complete the AHA ACLS exam the grade on the written AHA ACLS exam will account for 15% of the course grade. Self assessment: must complete the 3 pre ACLS self assessment exams to receive credit for the course. The grades on the 3 self assessments will account for 15% of the course grade Make-up work: Students are responsible for all material presented or assigned in class and will be held accountable for such materials in the determination of course grades. If a student misses a class, the student must provide proof of illness, or illness of a family member for whom the student is a caretaker (e.g., single parent), death in the family or approved college activity. Otherwise the student will receive a zero for that class. Student Behavioral Expectations or Conduct Policy: Refer to the General Conduct Policy in the Highlander Guide. Students are expected to maintain classroom decorum that includes respect for other students and the instructor, prompt and regular attendance, and an attitude that seeks to take full advantage of the education opportunity. 9

10 MCC Academic Integrity Statement: The Center for Academic Integrity, of which McLennan Community College is a member, defines academic integrity as a commitment, even in the face of adversity, to five fundamental values: honesty, trust, fairness, respect, and responsibility. From these values flow principles of behavior that enable academic communities to translate ideals into action. Individual faculty members determine their class policies and behavioral expectations for students. Students who commit violations of academic integrity should expect serious consequences. For further information about student responsibilities and rights, please consult the McLennan website and your Highlander Student Guide. MCC Attendance Policy: Regular and punctual attendance is expected of all students, and each instructor will maintain a complete record of attendance for the entire length of each course, including online and hybrid courses. Students will be counted absent from class meetings missed, beginning with the first official day of classes. Students, whether present or absent, are responsible for all material presented or assigned for a course and will be held accountable for such materials in the determination of course grades. Please refer to the Highlander Guide for the complete policy. ADA Statement: In accordance with the requirements of the Americans with Disabilities Act (ADA), and the regulations published by the United States Department of Justice 28 C.F.R (a), MCC s designated ADA co-coordinators, Mr. Gene Gooch - Vice President, Finance and Administration and Dr. Santos Martinez Vice President, Student Services shall be responsible for coordinating the College s efforts to comply with and carry out its responsibilities under ADA. Students with disabilities who desire classroom or testing accommodations should contact Renee Jacinto for an appointment rrjacinto@mclennan.edu Office is located on the second floor of the Student Services Center in Student Development, room