School of Sciences, Health, Engineering and Math Respiratory Care Program Information

Transcription

1 School of Sciences, Health, Engineering and Math Respiratory Care Program Information For information please contact The Respiratory Care Program Office Room Richards Avenue Santa Fe, New Mexico (505) Updated March 5, 2015

2 SFCC Respiratory Care Program Information Note: A thorough review of this document will provide a comprehensive introduction to the Santa Fe Community College Respiratory Care Program. College and Department information: Santa Fe Community College Respiratory Therapy Department School of Health and Sciences 6401 Richards Ave., Santa Fe, NM, College President: Randy W. Grissom Room 106 (505) barb.mascarenas@sfcc.edu Vice President for Academic Affairs: Margaret Peters M.A. Room 116A (505) margaret.peters@sfcc.edu Dean of Health, Sciences and Math: Jenny Landen MSN Room 473 (505) jenny.landen@sfcc.edu Office Hours: By Appointment Respiratory Care Program Director: Rebecca Jeffs DOM, RRT, RCP Room 442 (505) rebecca.jeffs@sfcc.edu Office Hours: By Appointment Respiratory Care Director of Clinical Education and Simulation Director: Ramar Jette BA, RRT, RCP Room 443 (505) ramar.jette@sfcc.edu Office Hours: By Appointment Respiratory Care Program Medical Directors: Dr. Richard Honsinger Dr. James Ziomek 3917 West Rd, Los Alamos, NM, Accreditation: The AAS Degree Respiratory Care Program at Santa Fe Community College, program number , is accredited by the Committee on Accreditation for Respiratory Care (CoARC). CoARC can be reached at (817) or 1248 Harwood Road, Bedford, TX and on the web at 2

3 SANTA FE COMMUNITY COLLEGE MISSION: Empower Students, Strengthen Community. En Español: Empoderar a los Estudiantes, Fortalecer a la Comunidad. VISION: SFCC is a recognized leader in fulfilling its community s dreams, one student at a time. VALUES We value STUDENT LEARNING and demonstrate our commitment through innovative, high-quality programs, empowerment of students and accountability for systematic learning assessment. We value EXCELLENCE and demonstrate our commitment through continuous organizational improvement, transparent and effective systems and responsible stewardship of taxpayer dollars. We value PEOPLE and demonstrate our commitment through building a community of collaboration and trust, celebrating diversity and fostering a vibrant system of shared governance. We value SOCIAL RESPONSIBILITY and demonstrate our commitment through leadership in sustainability programs and practices, accessible and affordable education and ongoing service to and partnerships with our community. We value INTEGRITY and demonstrate our commitment by modeling respect, honesty and principled decision-making throughout the organization. LONG-TERM GOALS and STRATEGIC OBJECTIVES Empower Students to Succeed o Improve successful credit course completion o Improve persistence for degree-seeking students o Improve graduation for degree-seeking students o Improve successful milestone completion o Assure integrity of student learning in degree and certificate programs Meet the Community s Learning Needs o Meet the needs of lifelong learners o Increase enrollment in key areas o Increase workforce training o Assure accessibility and affordability Engage Employees in the Workplace o Promote excellence in job performance o Promote employee satisfaction, health, and engagement o Attract and retain an excellent workforce o Improve communication and collaboration Ensure Institutional Effectiveness o Remain fiscally responsible o Meet and exceed internal and external standards and requirements o Operate the college using environmentally sustainable practices o Diversify the campus o Ensure a safe campus environment 3

4 SFCC s Respiratory Care Program Mission Statement Train and empower caring, effective and ethical respiratory care practioners to serve the needs of our diverse community SFCC Respiratory Care Program Goal: To prepare graduates with demonstrated competence in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains of respiratory care practice as performed by registered respiratory therapists (RRTs). SFCC Common Student Learning Outcomes 1. Effective Communication: Students will communicate qualitative and quantitative ideas and information appropriately and effectively using a variety of methods. 2. Active Learning and Thinking: Students will demonstrate a creative, engaged and critical approach to their thinking and learning. 3. Sustainable Living: Students will be able to articulate practical solutions to social, environmental, and economic issues. 4. Cultural Perspectives: Students will be able to demonstrate an awareness of different cultural perspectives and respect for diversity. Program learning Outcomes: 1. Demonstrate professional, effective, compassionate and ethical behavior in the practice of respiratory care. 2. Demonstrate competence in the respiratory care of the adult, pediatric and newborn patient populations. 3. Provide community and patient education in cardiopulmonary health promotion and disease management. 4. Explain the fundamental principles of medical ethics, and the legal and ethical aspects of the practice of respiratory care. 5. Demonstrate competence in interpersonal and communication skills to effectively interact with diverse population groups. 6. Apply problem solving strategies in the patient care setting. 4

5 Demands of the SFCC Respiratory Care Program and the Profession: Physical Requirements: Respiratory Care is a physically demanding profession. Students are required to work twelve hour shifts covering several areas throughout the hospital and may be on their feet for extended periods of time. As a graduate you will most likely be required to work shifts, weekends, and holidays. Respiratory Care students also help lift patients and transport patients to various sites in the hospital while maintaining ventilation with manual equipment. Ventilators must be cleaned and moved from one area of the hospital to other areas on a regular basis. Specialty gas cylinders are also transported from one area of the hospital to another. Metering devices must be attached to these cylinders requiring the use of wrenches and some degree of physical strength. A great deal of manual dexterity is required to manipulate artificial airway equipment, needles for arterial puncture and application of certain types of oxygen equipment. Students must be able to hear equipment alarms from a distance and distinguish subtle changes in air entry and breath sounds in the lungs and airways. Patients are often observed from a distance and heart monitors must be accurately read from at least the end of the patient s bed, approximately 6 feet away. The student may be exposed to cleaning materials as well as biological (i.e. blood, mucous), infectious/communicable diseases, and chemically hazardous materials in the clinical setting. Emergency situations frequently occur that require immediate response and action by the student. Considerable reaching, stooping, bending, kneeling and crouching are also required. Students must have the ability to judge distance and space relationships, see peripherally, distinguish and identify different colors. Psychological Requirements: Students must be emotionally stable in order to provide safe care to patients. Students on medication must be considered to be on a stabilized dose/regimen in order to provide patient care. Application Requirements: Please see the Application Instructions and the Program Advisement Forms available on the Respiratory Care Program Web Page. Note: Successful program applicants are required to demonstrate current math competency, prior to starting the program, by qualifying for MATH 109 or higher on the College Board Math ACCPLACER available free of charge at the Testing Center. The Math department runs a free math review through the tutoring center prior to most semesters. Other review materials are available through the SFCC Library and Testing Center. Note: Travel to clinical sites will be required. Students must qualify for and attend all clinical sites. All Clinical Placements require criminal background checks annually and drug screens. At this time it is possible to graduate under the 2011/2012 SFCC catalog, the 2012/2013 catalog or the 2015/2016 catalog. The Graduation requirements are different for each catalog. Whether you qualify for the earlier catalog will depend on when you declared your major. Please see an advisor to clarify which degree plan and catalog you are eligible for and to address any questions you may have. Follow the links from the webpage for the current degree plan. Please see the program director for prior catalog degree plans. 5

6 Respiratory Care Program Completion Requirements: The Respiratory Care Program requires that students fulfill several complementary requirements (both course and clinical) that, together, prepare students for the NBRC credentialing exams and careers as respiratory therapists. These requirements include: A minimum grade of C+ must be maintained in all respiratory courses to progress from one course to the next and to graduate. Passing grades are required in all midterm and final exams to progress from one course to the next. A cumulative GPA of 2.33 must be maintained to remain in the respiratory care program. Assigned competencies must be completed successfully each semester. Note: Failure to progress in any respiratory core course will result in dismissal from the program. Students may reapply to the beginning of the next cohort. No credit will be given for core respiratory courses taken previously at SFCC or at another program. Additional Requirements: 1. Participation in Respiratory Care Week 2. AARC Membership - free 3. Physician Interaction documented in the clinical data management system each semester 4. Successful completion of NBRC TMC and CSE Self-Assessment Exams at the RRT level in Semester four RESP Service learning in the respiratory care field may be a requirement of the respiratory core courses. Attendance at New Mexico Society for Respiratory Care (NMSRC) meetings, American Association for Respiratory Care (AARC) International Respiratory Congress, New Mexico Thoracic Society (NMTS) Meetings and other meetings focused on respiratory care or cardiopulmonary disease during the course of the program is encouraged and highly recommended. Required Competencies: You will receive a complete list of required competencies in the course outline for each course. Below is a list of the competency categories. Patient Assessment Competencies Patient Monitoring Competencies Hand washing Competency Equipment Processing Competencies Infection Control Competencies Isolation Procedures Competency CPR Competencies Oxygen Therapy Competencies Humidity and Aerosol Therapy Competencies Transport with Oxygen Competencies Lung Expansion Therapy Competencies Bronchial Hygiene Competencies Medication Delivery Competencies Artificial Airway Associated Competencies Suctioning Associated Competencies Arterial Blood Gas Competencies Pulmonary Function Testing Competencies Other Diagnostic Competencies (ECG, CXR etc.) Noninvasive Ventilation Associated Competencies Invasive Ventilation Associated Competencies Special Procedure Competencies Rotation Management Competencies Professional Communication Competencies Documentation Competencies 6

7 Upon Completion of the Respiratory Care Degree Program, graduates will be able to demonstrate cognitive, psychomotor, and behavioral competencies in the practice of respiratory care at the advanced level. Students who successfully complete the Associate in Applied Sciences degree in Respiratory Care are eligible to apply to take the National Board for Respiratory Care (NBRC) entry level examination the Therapist Multiple Choice (TMC) exam. Graduates who successfully complete the TMC exam at the certification level are eligible for licensure as a Certified Respiratory Therapist (CRT) in the State of New Mexico. Graduates who successfully complete the TMC exam at the registry level are eligible to apply to take the NBRC Clinical Simulation Exam (CSE). Graduates who successfully complete the CSE exam are eligible for licensure as a Registered Respiratory Therapist (RRT) in the State of New Mexico. Respiratory Therapy Program Estimated Cost (does not include cost of general education requirements or prerequisites) Tuition for 52.5 RESP and AHAC Credits: In District: $ Out of District: $ Out of State: $ SFCC Required Fees: $ Course and Lab Fees: $ Books: $$ This amount can be reduced with publishers coupons, ebooks or used books Supplies: $ includes - Pulse Oximeter - $50.00 Student Supply Kits Approximate total $ Travel (for Clinicals): $ Based on 5000 miles, single occupancy at the federal mileage allowance of 56 cents per mile This amount can be significantly reduced by carpooling. Respiratory Therapy Student Club RTs Inspire (Optional): Monthly Fee $5.00 Meetings and Conferences (Optional): Registration Fees $45 - $165 plus travel. There are student rates and/or volunteer opportunities for all meetings. There will be some travel expense associated with attendance. The amount will depend on the location and length of the meeting. Attendance at New Mexico Society for Respiratory Care meetings, AARC International Respiratory Congress, New Mexico Thoracic Society Meetings and other meetings focused on respiratory care or cardiopulmonary disease during the course of the program is encouraged and highly recommended. Please speak with the respiratory program director for more information. Expenses in the immediate post-graduation period: National Board for Respiratory Care Examination Fees: TCM - $190 First attempt paid for in course fees CSE - $ First attempt paid for in course fees A $40 discount on any NBRC specialty exam will be offered to those who are AARC members when registering for the exam. Licensure: New Mexico Board of Respiratory Care Initial Practioner License $ AARC Membership: $ $50.00 for 2 years if purchased 6 months before graduation 7

8 Resources: For more information about the Respiratory Care Profession: 1. Santa Fe Community College Be sure to check the video links. 2. American Association for Respiratory Care: 3. U.S. Department of Labor: 4. New Mexico Respiratory Care Advisory Board: New Mexico State Licensing Board 5. National Board for Respiratory Care: Information about credentialing and examinations 6. NBRC Credentials: Certified Respiratory Therapist (CRT) Registered Respiratory Therapist (RRT) Certified Neonatal Pediatric Specialist (NPS) Adult Critical Care Specialist (ACCS) Certified Pulmonary Function Technologist (CPFT) Registered Pulmonary Function Technologist (RPFT) Sleep Disorders Testing and Intervention Respiratory Care Specialist (CRT-SDS or RRT-SDS) Related Credentials: Certified Asthma Educator (AE-C) Registered Polysomnographic Technologist (RPSGT) Career Opportunities: Respiratory Care Practitioner/Respiratory Therapist (Hospital, ER/Trauma, Flight/Ground Transport, Respiratory Home Care, Pulmonary Rehabilitation, Sleep Lab. Medicine), Certified Respiratory Therapist (CRT), Registered Respiratory Therapist (RRT) 8

9 Pulmonary Function Technologist (Laboratory, Sports Medicine or Pulmonary Rehabilitation, Doctor s Office), CRT/RRT, Certified Pulmonary Function Technologist (CPFT), Registered Pulmonary Function Technologist (RPFT) Neonatal Respiratory Therapist/Pediatric Respiratory Therapist - (Newborn or Neonatal ICU, General Pediatrics Unit or Pediatric ICU), CRT/RRT, Certified Neonatal Pediatric Specialist (NPS) ICU or Critical Care Respiratory Therapist - (Intensive care) RRT, Adult Critical Care Specialist(ACCS) Respiratory Therapy Supervisor (Hospital), RRT Respiratory Therapy Manager/Director (Hospital, Home Care Company), RRT Respiratory Therapy Consultant, RRT Cardiopulmonary Director (Hospital, Home Care Company), RRT Respiratory Therapy Instructor, Professor or Faculty - (College or University), RRT, Bachelors, Masters Staff Development/Education Coordinator - (Hospital), RRT Asthma Educator - (Public Health / Community Health), CRT/RRT, Certified Asthma Educator (AE-C) Respiratory Research Assistant/Associate- (Medical Research & Pharmaceutical Laboratory) RRT Respiratory Product Specialist - (Sales and Marketing) CRT/RRT Respiratory Clinical Specialist Education and Training in the clinical setting (RRT) Sleep Specialist (Hospital, Sleep Lab), Certified Pulmonary Function Technologist (CPFT), Registered Polysomnographic Technologist (RPSGT) Diagnostic Lab Specialist (Hospital, Physician s office, Industry, Sport s medicine), RRT, CPFT, RPFT Cardiopulmonary Rehabilitation (Hospital, Physicians office, clinic), RRT Homecare (Throughout your community), RRT Continuing and Long-term Care (Hospital or Rehabilitation Facility), RRT COPD Educator - (Public Health / Community Health, Physicians office), CRT/RRT, There will be many new job titles in the future as Health Care evolves. Respiratory Therapists will become physician extenders, patient educators, case managers and more. The skills (ability to work independently, to self-supervise, to think critically, to be a vital member of the healthcare team) developed by a professional and competent respiratory care practioner are marketable well beyond the respiratory care profession. Many Graduates go on to attain Bachelor degrees in Respiratory Care pursue Masters and/or Doctorate degrees in other medical fields. 9

10 American Association for Respiratory Care (AARC) position statements. Definition of Respiratory Care Respiratory Care is the health care discipline that specializes in the promotion of optimum cardiopulmonary function and health. Respiratory Therapists employ scientific principles to identify, treat and prevent acute or chronic dysfunction of the cardiopulmonary system. Knowledge and understanding of the scientific principles underlying cardiopulmonary physiology and pathophysiology, as well as biomedical engineering and technology, enable respiratory therapists to provide patient care services effectively. As a health care profession, Respiratory Care is practiced under medical direction across the health care continuum. Critical thinking, patient/environment assessment skills, and evidence-based clinical practice guidelines enable respiratory therapists to develop and implement effective care plans, patient-driven protocols, disease-based clinical pathways, and disease management programs. A variety of venues serves as the practice site for this health care profession including, but not limited to: Acute care hospitals Sleep disorder centers and diagnostic laboratories Long term acute care facilities Rehabilitation, research and skilled nursing facilities Patients homes Patient transport systems Physician offices and clinics Convalescent and retirement centers Educational institutions Medical equipment companies and suppliers Wellness centers Respiratory Care Scope of Practice Respiratory Therapists are health care professionals whose responsibilities include patient assessment, disease management, diagnostic evaluation, management, education, rehabilitation and care of patients with deficiencies and abnormalities of the cardiopulmonary system. The scope of practice includes the application of technology and the use of protocols across all care sites including, but not limited to, the hospital, clinic, physician s office, rehabilitation facility, skilled nursing facility and the patient s home. These responsibilities are supported by education, research and administration. Diagnostic activities include but are not limited to: 1. Obtaining and analyzing physiological specimens 2. Interpreting physiological data 3. Performing tests and studies of the cardiopulmonary system 4. Performing neurophysiological studies 5. Performing sleep disorder studies 10

11 Therapy includes but is not limited to: 1. The application and monitoring of medical gases and environmental control systems 2. Mechanical ventilator management 3. Insertion and care of artificial airways 4. Bronchopulmonary hygiene 5. Administration of Pharmacological agents 6. Cardiopulmonary rehabilitation 7. Hemodynamic cardiovascular support 8. Sleep support The focus of patient and family education activities is to promote knowledge and understanding of the disease process, medical therapy and self-help. Public education activities focus on the promotion of cardiopulmonary wellness. Respiratory Therapist Education Respiratory therapists provide direct patient care, patient education, and care coordination. They practice in acute care facilities, long-term acute care facilities, skilled nursing facilities, assisted-living centers, subacute care units, rehabilitation centers, diagnostics units, and in the home. Their clinical decisions are increasingly data-driven by scientifically supported algorithms (protocols) to deliver respiratory care. They are involved in research and need to be adept at understanding the practical ramifications of published research. Respiratory therapists use sophisticated medical equipment and perform complex therapeutic procedures and diagnostic studies. They also provide education to patients and other members of the public. Respiratory therapists must possess an in-depth understanding of human physiology and apply that knowledge in the clinical setting. The continually expanding knowledge base of today s respiratory care field requires a more highly educated professional than ever before. Factors such as increased emphasis on evidence-based medicine, focus on respiratory disease management, demands for advanced patient assessment, and growing complexities of American healthcare overall, clearly mandate that respiratory therapists achieve formal academic preparation commensurate with an advanced practice role. The primary purpose of a formal respiratory care educational program is to prepare competent respiratory therapists for practice across multiple health care venues. Respiratory care educational programs are offered at technical and community colleges, four-year colleges, and universities. Training and education for entry-to-practice as a respiratory therapist should be provided within programs awarding a bachelor s or master s degree in respiratory care (or equivalent degree titles) and all newly accredited respiratory care educational programs must award, as a minimum, the bachelor s degree in respiratory care (or equivalent degree title). Associate degree respiratory care programs which are currently accredited by the Commission on Accreditation for Respiratory Care (CoARC) should be allowed to continue in good standing as long as they remain in compliance with all other CoARC polices and standards. The AARC supports existing and future articulation agreements between associate and baccalaureate respiratory therapy programs. Respiratory therapists seeking to practice in advanced clinical settings, leadership roles, research, and in professional educator roles should seek higher education at the masters or doctoral levels. 11

12 AARC Statement of Ethics and Professional Conduct In the conduct of professional activities the Respiratory Therapist shall be bound by the following ethical and professional principles. Respiratory Therapists shall: Demonstrate behavior that reflects integrity, supports objectivity, and fosters trust in the profession and its professionals. Promote and practice evidence-based medicine. Seek continuing education opportunities to improve and maintain their professional competence and document their participation accurately. Perform only those procedures or functions in which they are individually competent and which are within their scope of accepted and responsible practice. Respect and protect the legal and personal rights of patients, including the right to privacy, informed consent, and refusal of treatment. Divulge no protected information regarding any patient or family unless disclosure is required for the responsible performance of duty as authorized by the patient and/or family, or required by law. Provide care without discrimination on any basis, with respect for the rights and dignity of all individuals. Promote disease prevention and wellness. Refuse to participate in illegal or unethical acts. Refuse to conceal, and will report, the illegal, unethical, fraudulent, or incompetent acts of others. Follow sound scientific procedures and ethical principles in research. Comply with state or federal laws which govern and relate to their practice. Avoid any form of conduct that is fraudulent or creates a conflict of interest, and shall follow the principles of ethical business behavior. Promote health care delivery through improvement of the access, efficacy, and cost of patient care. Encourage and promote appropriate stewardship of resources. Work to achieve and maintain respectful, functional, and beneficial relationships with all health professionals. Licensure of Respiratory Care Personnel The American Association for Respiratory Care staunchly supports the non-restrictive licensing of respiratory therapists at all levels within the defined scope of practice as a means of protecting the public's health, safety, and welfare by mandating a minimal level of competency in respiratory care modalities. Respiratory Care licensure is not intended to limit, preclude or otherwise interfere with the practice of other persons who are formally trained and licensed and who have documented equivalent competency. 12

13 Cultural Diversity The AARC professional community embraces diversity and multi-culturalism in all of its forms and promotes respect and cultural competence in every facet of its mission. The AARC is enriched by the unique differences found among its diverse members, their patients/clients, and other stakeholders. The AARC values and incorporates equal opportunity, and promotes the use of personal and cultural backgrounds to enhance our profession. The AARC accomplishes this by: Demonstrating sensitivity to all forms of diversity and multiculturalism including, but not limited to: age, gender and gender identity, race, color and ethnicity, nationality and national origin, ancestry, religious affiliation and creed, sexual orientation, socioeconomic status, political affiliation, physical and mental abilities, veteran and active armed service status, job responsibilities and experience, education and training. Acknowledging the varied beliefs, attitudes, behaviors and customs of the people that constitute its communities of interest, thereby creating a diverse and multicultural professional environment. Promoting an appreciation for communication between, and understanding among, people with different beliefs and backgrounds. Accommodating the needs of the physically disabled at events and activities. Using multicultural content and gender-neutral references in documents and publications. Promoting diversity education and cultural competence in its professional education programs. Recruiting candidates from under-represented groups for leadership and mentoring programs. Competency Requirements for the Provision of Respiratory Therapy Services The complexities of respiratory therapy are such that the public is at risk of injury, and health care institutions are at risk of liability when respiratory therapy is provided by inadequately educated and unqualified health care providers rather than by practitioners appropriately educated in the specialty of Respiratory Therapy. All health care practitioners providing respiratory therapy services to patients, regardless of the care setting and patient demographics, shall successfully complete formal training and demonstrate initial competence prior to assuming those duties. This formal training and demonstration of competence shall be required of any health care provider regardless of credential, degree, or license. Formal training is defined as a supervised, deliberate, and systematic educational activity in the affective, psychomotor and cognitive domains. It is intended to develop new proficiencies with an application in mind, and is presented with attention to needs, objectives, activities and a defined method of evaluation. The training shall be approved by a local, regional or national accrediting entity. In the allied health fields, this training includes supervised pre-clinical (didactic and laboratory) and clinical activities, as well as documentation of competence through tests determined to be valid and reliable. The qualifications of the faculty providing this training shall be documented and also meet accreditation standards. 13

14 Health Promotion and Disease Prevention The AARC acknowledges that professional respiratory therapists (RTs) in both the civilian and uniformed/military services are integral members of the health care team around the world. They serve in acute care hospitals, long term acute care hospitals (LTACH), long-term facilities, home care settings, pulmonary function laboratories, pulmonology practices, rehabilitation programs, critical care transport, managed care organizations and a diversity of other environments where respiratory care is practiced. The AARC recognizes that the highest quality professional education and training of the respiratory therapist is the best method of instilling the ability to improve the patient's quality and longevity of life through their practices. Such knowledge and skills must be incorporated into formal education and training of RTs in Commission on Accreditation for Respiratory Care (CoARC) accredited programs, and must emphasize expanding roles for RTs in Disease Management, Health Coaching, Case Management, Clinical Consulting, Patient Education, COPD Education and Asthma Education in particular. Advanced formal education, to the baccalaureate level and beyond, permits RTs to participate at a higher and more independent level in health promotion and disease prevention. The AARC recognizes the RT s responsibility to take a leadership role in pulmonary disease teaching, smoking cessation programs, second-hand smoke awareness, pulmonary screening for the public, air pollution awareness, allergy and sulfite warnings. RTs must also demonstrate initiative in research in those and other areas where efforts could promote improved health and disease prevention. Furthermore, the RT is in a unique position to provide leadership in determining health promotion and disease prevention activities for students, faculty, practitioners, patients, and the general public, in both civilian and uniformed service environments. The AARC recognizes the need to: 1. Provide and promote consumer education related to the prevention and control of pulmonary disease; 2. Establish a strong working relationship with other health agencies, educational institutions, Federal and state government, businesses, military and other community organizations for better understanding and prevention of pulmonary disease; 3. Work with CoARC and training programs to prepare practitioners for crucial expanding roles in Disease Management, Health Coaching, Case Management, Clinical Consulting and COPD/ASTHMA Patient Education; 4. Encourage RTs to advance their education to the baccalaureate level and beyond, thereby enhancing their ability to perform in higher level professional roles; 5. Promote the application of Evidence-Based Medicine in all aspects of health promotion and disease prevention; 6. Monitor all such activities for appropriateness and effectiveness. Furthermore, the AARC supports efforts to develop personal and professional well ness models and action plans related to health promotion and disease prevention. The AARC seeks to inspire RTs to demonstrate their expertise in pulmonary disease etiology, pathology and treatment, and to lead the way nationally in health promotion and pulmonary education. 14

15 HIPAA The HIPAA Privacy Rule provides federal protections for personal health information held by covered entities and gives patients an array of rights with respect to that information. At the same time, the Privacy Rule is balanced so that it permits the disclosure of personal health information needed for patient care and other important purposes. The Security Rule specifies a series of administrative, physical, and technical safeguards for covered entities to use to assure the confidentiality, integrity, and availability of electronic protected health information. Covered entities include: Health Plans, including health insurance companies, HMOs, company health plans, and certain government programs that pay for health care, such as Medicare and Medicaid. Most Health Care Providers those that conduct certain business electronically, such as electronically billing your health insurance including most doctors, clinics, hospitals, psychologists, chiropractors, nursing homes, pharmacies, and dentists. Health Care Clearinghouses entities that process nonstandard health information they receive from another entity into a standard (i.e., standard electronic format or data content), or vice versa. What Information Is Protected Information your doctors, nurses, and other health care providers put in your medical record Conversations your doctor has about your care or treatment with nurses and others Information about you in your health insurer s computer system Billing information about you at your clinic Most other health information about you held by those who must follow these laws How Is This Information Protected Covered entities must put in place safeguards to protect your health information. Covered entities must reasonably limit uses and disclosures to the minimum necessary to accomplish their intended purpose. Covered entities must have contracts in place with their contractors and others ensuring that they use and disclose your health information properly and safeguard it appropriately. Covered entities must have procedures in place to limit who can view and access your health information as well as implement training programs for employees about how to protect your health information. Note: Santa Fe Community College and the SFCC Respiratory Care program are aligned with the above AARC position statements. 15

16 SANTA FE COMMUNITY COLLEGE ASSOCIATE IN APPLIED SCIENCE RESPIRATORY CARE SFCC Respiratory Program Course Sequence: Fall Semester: (14.5 credits) (16 weeks) AHAC 151 Basic Life Supports (0.5) (On own- provider card to DCE) RESP 112 Respiratory Care Anatomy and Physiology (4) CP (weeks 1-4) RESP 120 Therapeutic Modalities (5) (Weeks 8-11) RESP 125 Cardiopulmonary Pharmacology I (1) (Week 12) RESP122 Cardiopulmonary Pathophysiology I (1) (Week 5) RESP 130 Clinical I (3) (Weeks 6, 7, 13-16) 6 weeks off campus Possibly week of Thanksgiving off 3 Weeks off between Semesters Spring Semester: (16 credits) (18 weeks early start) RESP 162 Cardiopulmonary Diagnostics (4) (Weeks 1-4) RESP 160 Ventilator Management (5) (Weeks 5-9) RESP 166 Cardiopulmonary Pharmacology II (1) (Week 12) RESP 164 Cardiopulmonary Pathophysiology II (2) (Weeks 13-14) RESP 170 Clinical II (4) (Weeks 9-11, 15 18) 7 weeks off campus Spring break off and 1 week off between semesters Summer Semester: (10 credits) (11 weeks early start/late finish) AHAC 284 PALS (1) (Week 1) AHAC 281 ACLS (1) (Week 2) RESP 214 Respiratory Care Seminar Alternate Sites (2) (Weeks 10-11) RAST 220 Respiratory Care Seminar Critical Care Topics (4) (Week 3-6) RESP 230 Clinical III (2) (Week 7-9)3 Weeks off campus 1 week off between semesters Fall Semester: (12 credits) (17 weeks late finish) RESP 260 Neonatal Pediatric Respiratory Care (3) (Week 5-7) RESP 240 Professional Development (2) (Weeks 15-17) RESP 270 Clinical IV (7) (Weeks 1-4, 7-14)12 weeks off campus Possibly week of Thanksgiving off or week of AARC International congress off The on campus schedule is most often 3 full days of class followed by a testing and check-off day. The clinical weeks are most often 3 full days of clinicals (12 hour shifts). The schedule most often runs Monday through Thursday. Remediation and make-up will happen during lunches, and evenings, and on Fridays 16