The University of Texas Medical Branch

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1 Page 1 of 9 Open List Print this report The University of Texas Medical Branch Detailed Assessment Report Respiratory Care, BS Mission/Purpose Goals The mission of the Respiratory Care Program is to prepare respiratory care practitioners at the advanced registry level who are competent, ethical and professionally committed health-care leaders who serve as clinicians performing therapeutic and life-supporting treatments; who perform diagnostic tests that assess cardiac and lung functions and who operate physiologic monitoring equipment and life-support systems in critical care settings. G 1: Cognitive Domain: Advancecd Level Respiratory Ther Cognitive Domain: Upon completion of the program, students will demonstrate the ability to comprehend, apply, and evaluate clinical information relevant to their role as advanced-level respiratory therapists G 2: Psychomotor Domain: Advanced Level Resp Therapist Psychomotor Domain: Upon completion of the program, students will demonstrate technical proficiency in all the skills necessary to fulfill their roles as advanced-level respiratory therapists. G 3: Affective Domain: Advanced Level Resp Therapist Affective Domain: Upon completion of the program, graduates will demonstrate professional behaviors consistent with employer expectations as advanced-level respiratory therapists G 4: Recruit and Graduate Students of Diversity Recruit, develop and graduate students that reflect the diversity of the State of Texas G 5: Develop student attributes of Professionalism Develop student attributes of Professionalism G 6: Graduate Placement in Jobs or Graduate Programs Graduates will find employment in Rerspiratory Related Fields, or continue their education in Graduate Programs with content relevant to the Respiratory System Student Learning Outcomes, with Any Associations and Related Measures, Achievement Targets, Findings, and Action Plans O 1: 1A) Cognative Demonstrate Adv Clinical Practice

2 Page 2 of 9 1A) Students will demonstrate through clinical performance and competency evaluation, the ability to comprehend and apply all designated respiratory care procedures (measured by satisfactory evaluation on clinical competency form). M 1: 1A) Cognative: Stu Demonstra of Clinical Competenc 1A) Cognative: At the completion of each clincial rotation students will demonstrate competence in each of the required clinical procedures with a 'SATISFACTORY RATING" by the clinical evaluator; documented in the on-line DataArc system Source of Evidence: Field work, internship, or teaching evaluation On the form, the student should receive an overall "satisfactory" rating for each competency identifed for the clinical rotation. Findings ( ) - Met All students were able to achieve a satisfactory rating on each of the assigned clinical competencies O 2: 1B) Cognative: Pass NBRC Entry Level Certification 1B) After completing the CRT review course students will be able to pass the National Board for Respiratory Care (NBRC) entry level exam (CRT) demonstrating the ability to comprehend, apply and evaluate all entry level respiratory therapy procedures identified by the NBRC content matrix. M 2: 1B) Cognative: Pass NBRC Entry Level CRT Exam 1B) Congnative: Graduates will pass the The National Board for Respiratory Care Entry-Level CRT Examination which is designed to objectively measure essential knowledge, skills and abilities required of entry-level respiratory therapists. The examination consists of 160 multiple-choice questions (140 scored items and 20 pretest items) distributed among three major content areas: clinical data, equipment and therapeutic procedures. Candidates will be given three hours to complete the Entry-Level CRT Examination. *Applicants enrolled in an accredited respiratory therapy program in an institution offering a baccalaureate degree may be admitted to the CRT Examination with a "special certificate of completion" issued by a sponsoring educational institution. The CoARC will authorize such institutions to issue the "special certificate of completion" at the advanced-level following completion of the science, general academic and respiratory therapy coursework commensurate with the requirements for accreditation. Source of Evidence: Certification or licensure exam, national or state 90 percent of students will pas the NBRC CRT exam after completing the CRT review course. Findings ( ) - Met Grad Class of 2009: Twelve of the sixteen students passed the CRT on their first attempt; the other four were able to pass the CRT on subsequent attempts before moving on in the curriculum. Two of the four that passed on subsequent attempts had pregnancies during their fall and winter terms which were in part responsible for their having to retake the exam.

3 Page 3 of 9 O 3: 1C) Cognative: Pass NBRC Written Registry Exam 1C) After completion of five of the six semesters of the curriculum, students will be able to pass the NBRC written registry exam demonstrating synthesis and evaluation of advanced clinical procedures identified by the NBRC matrix. M 3: 1C) Pass NBRC Written Registry Examination The Registry Examination System was developed to objectively measure essential knowledge, skills and abilities required of advanced respiratory therapists and to set uniform standards for measuring such knowledge. The CRT credential is a prerequisite for admission to the Registry Examination. The RRT Examinations consist of a written portion and a clinical simulation portion; candidates must schedule separate testing appointments for each of these portions. However, candidates may attempt both parts on the same day, provided testing sessions are available. Individuals who attempt both parts of the examination and achieve passing scores will be awarded the Registered Respiratory Therapist (RRT) credential. Source of Evidence: Standardized test of subject matter knowledge The Accrediting agency has set the cut score at 55% on the Written Registry Self assessment Exam (SAE). We have chosen 60% as the cut score for reporting first time efforts on the actual NBRC Written Registry Exam which is a more difficult exam than the SAE. The overal lprogram goal however is to have 100% passing the written registry prior to graduation. Findings ( ) - Met Grad Class of 2009: All 16 students in this cohort have successfully passed their NBRC Written registry board exams. Ten of them passed on their first attempt and 6 on subsequent attempts. Of the six that passed on subsequent attempts all six had scores above the CoARC SAE passing score of 55% on their first attempt O 5: 1E) Cognative: Grads Demonstrate Adv Skills 1E) Graduates will demonstrate knowledge and skills related to performing their role as Advanced Respiratory Care Practitioners M 5: 1E) Cognative: Employer Survey of Graduate 1E) Employer Survey Cognitive Domain Source of Evidence: Employer survey, incl. perceptions of the program 1E) Cut Score - Employers will rate graduates with a score of 3 or above on a likert scale of 1-5 (Threshold set by CoARC -accrediting agency) Findings ( ) - Met Please note that Employer data is from the Grad Class of 2008 and the accrediting agency requires that we collect data at least six months post graduation: All 14 employers responded, with no responses below the cut score and a mean score of Three employers added positive written comments about the graduates: Excellent Critical Care RT in CVICU, very sound knowledge.

4 Page 4 of 9 O 6: 1F) Cog: Grads Rate Ed Preparation for Adv Skills 1F) Graduates will rate their education experience as adequately preparing them with the knowledge and skills necessary to function in their role as advanced respiratory care practitioners. M 6: 1E) Cognative: Graduate Survey of Ed Training 1E) Cognative: Graduate Survey evaluating the effectiveness of their Education expereince in preparirng them for their professional job. The survey was developed by the accrediting agency (CoARC) and mandated for all Respiratory Care Programs as part of the annual program reporting and evaluation process. CUT Score -Graduates will rate their educational experience with a score of 3 or above on a likert scale of 1-5 (Threshold Set by CoARC Accrediting Agency) Findings ( ) - Not Met Grad Class of 2008: 12 of 14 graduates responded with a mean score of 4.26 and no scores below the cut score. One student commented that they wished one of the faculty members would be more compassionate towards students; one student said the program gave me everything I needed education wise to start my career; another commented that faculty were very helpful; that the school prepared me well for working in the hospital; Professors and Instructors were dedicated to teaching and ensuring the students not only had knowledge acquired from books but also that they could apply that knowledge in the clinical setting O 7: 2A) Psychomotor: Successsful Complete Lab Competen 2A) Students will complete 100% of the required laboratory competency checks (practicums) with a "SATISFACTORY RATING" by the lab instructor M 7: 2A)Psychomotor: Lab Competencies 2A)Psychomotor: Lab Competencies evaluating student performance of therapeutic procedures Source of Evidence: Performance (recital, exhibit, science project) Laboratory Competencies CUT Score---Complete 100% of the required laboratory competency checks with a "SATISFACTORY RATING" by the lab instructor. Findings ( ) - Met As part of the lab requirement all students must complete all competencies with a satisfactor before continuing on in the curriculum. O 8: 2B) Psychomotor: Stu Demostrate Clin Performance 2B) Students will demonstrate through clinical performance and competency evaluation, the ability to perform all designated respiratory care procedures (measured by satisfactory evaluation on clinical competency form)

5 Page 5 of 9 M 8: 2B) Psychomotor: Stu Performace in Clinical Settin 2B) Psychomotor: Stu demonstrate successful performace of clinical competencies while on clinical rotations Source of Evidence: Performance (recital, exhibit, science project) CUT Score---Complete 100% of required clinical competencies with a 'SATISFACTORY RATING" by the clinical evaluator Findings ( ) - Partially Met All students are required to achieve a minimum of a satisactory on competency evaluations in order to proceed in the clinical rotations. Related Action Plans: Clihnical Psychomotor (competency) Evaluation Begining in the Fall of 2009 we will identify specific clinical physhmotor (competency) evaluations associated with each of our Unit specific rotations (e.g Pediatirc Intensive Care Unit, Medical Instensive Care Unit, ER, Pulmonary Functions). Prior to graduation all students will be expected to complete 100% of these evaluations with a rating of Satisfactory. Since we encourage evaluation of the student early in the rotation in order to provide feedback to the student, our goal is for each student to reach the satisfactory level on the evaliation form for all identified competencies prior to graduation. The data will be collected using the summative competency report for each student prior to graduation. For more information, see the Action Plan Details section of this report. O 9: 2C) Psychomotor: Employers Rate Grads Proficient 2C) Employers will Rate graduates as clinically proficient in performing patient assessment, therapeutic procedures and diagnostic procedures appropriate for Advanced Respiratory Care Practitioners. M 9: 2C) Psychomotor: Employer Survey of Grad 2C) Psychomotor: Employer Survey of Grad. This survey was developed by the accrediting agency and mandated for all respiratory Care Progmrams. Source of Evidence: Employer survey, incl. perceptions of the program Achieve the "cut score" of 3 or above on a 5 point Likert scale. (Cut socre mandated by the accrediting agency. results are documented by the CoARC on-line automated Employer Survey System). Findings ( ) - Met Grad Class of 2008: All 14 employers responded, with no responses below the cut score and a mean score of Two employers added positive written comments indicating that the graduates were very competent clinically when working in the critical care units. O 10: 2D) Psychomotor: Grads Rate Edu TrainingExperience

6 Page 6 of 9 2D) Graduates will rate their education experience as adequately preparing them with the technical skills necessary to function in their role as advanced respiratory care practitioners M 10: 2D) Psychmotor: Graduate Survey 2D) Psychmotor: CoARC Graduate Survey administered one year after graduation. Survey developed by the accrediting agency. Achieve the "cut score" of 3 or above on a 5 point Likert scale. (Documented by the CoARC on-line Graduate Survey System). Findings ( ) - Met Grad Class of 2008: 12 of 14 graduates responded with a mean score of 4.26 and no scores below the cut score. One student commented that they wished one of the faculty members would be more compassionate towards students; one student said the program gave me everything I needed education wise to start my career; another commented that faculty were very helpful; that the school prepared me well for working in the hospital; Professors and Instructors were dedicated to teaching and ensuring the students not only had knowledge acquired from books but also that they could apply that knowledge in the clinical setting. O 11: 3A) Affective: Clinical Affective Eval by Instruct 3A) Affective: At the completion of each clinical rotational area, students will achieve a satisfactory rating on the Affective Evaluation performed by the clincal instructor. M 11: 3A)Affective: Clincal Evlaution of Stu by Instruct 3A)Affective: Clincal Affective Evlaution of Student behaviors performed at the end of each clinical rotation by the Clinical Instructor or Preceptor Source of Evidence: Field work, internship, or teaching evaluation Achieve the "cut score" of 3 or above on a 5 point Likert scale on the affective evaluation (in each clincal area). Findings ( ) - Partially Met For the Graduating Class of 2009 the Director of clinical educaiton kept all of the data as paper copies. He has since resigned. The affective evlaution was 10% of the clinical grade and all students passed their clinical courses. Begining in the Fall of 2009 we have instituted an online data collection system (internet accessible) so we can keep better records of the student affective evaluations. Related Action Plans: New on line data system Begining in the fall of 2009 we have instituted an on-line data collection system for the student affective evaluation. The summative affective evaluation system will be adminitstered at the end of each clinical rotation. As a reporting tool we will do summative data searches on each student prior to graduation in order to report the number of students meeting the cut score.

7 Page 7 of 9 For more information, see the Action Plan Details section of this report. O 12: 3B) Affective: Employer Eval of Graduate Affective 3B) After graduation, achieve a favorable employer survey in the affective domain M 12: 3B) Affective: Employer Survey of Graduate 3B) Affective: Employer Survey of the Graduate performed one year after graduation. Instrument developed and mandated by the accrediting agency (CARC) Source of Evidence: Employer survey, incl. perceptions of the program Achieve the "cut score" of 3 or above on a 5 point Likert scale. Cut Score set by the accrediting agency. Findings ( ) - Met Grad Class of 2008: All fourteen employers responded, mean score of One employer rated the graduate a 2 on oral communication skills, self direction and contributing to a professional environment. This same graduate had been referred previously for counseling about professional behaviors while enrolled. Otherwise the employers had very positive comments about the graduates; open to learning, team player, excellent work ethic, excellent professional skills, excellent communication skills, willingness to learn, well rounded, compassionate about patients, renders expert opinions and makes sound decisions. O 15: 6A) Professionalism: Stu Participate in Activities 6A) Prior to graduation the student will develop an appreciation for the contributions that the Professional organizations (AARC/TSRC) make to supporting and advancing the profession of Respiratory Care. M 15: 6A) Professionalism: Stu Documentation of Attend 6A) Professionalism: Student Documentation of Attendance at Professional Activities Source of Evidence: Academic Direct Measure Documented participation in Professional Activities at the Local, State or National Level. 9D) CUT Score-- as part of the graduation requirement all students must present documentation of completion of 18 CEUS through attendance at Professional Seminars Findings ( ) - Met All students of the Graduating class of 2009 achieved the minimum of 18 required CEUs; (Average 22 CEUs) Other Outcomes/Objectives, with Any Associations and Related Measures, Achievement Targets, Findings, and Action Plans O 4: 1D) Cognative: Pass NBRC Clinical Simulation

8 Page 8 of 9 1D) During the final semester students will be able to pass the NBRC Clinical Simulations Exam demonstrating synthesis and evaluation of advanced clinical procedures identified by the NBRC. M 4: 1D) Pass NBRC Clinical Simulation Exam G1D) Students will attempt the NBRC Clinical Simulation exam as part of a review course requirement during their final semester. Source of Evidence: Standardized test of subject matter knowledge The NBRC uses 65% as the cut score for passing the Clinical Simulations Exam. The accrediting agency (CoARC) requires that only 50% of the graduates pass the registry board requirements. Our Program Goal is for 100% of our students to pass the Clinical Simulations Exam and graduate as Registered Respiratory Therapists (RRT). Findings ( ) - Met Grad Class of 2009: All 16 of the graduating seniors have passed their written registry and clinical simulations exams. Nine (9) of the sixteen passed the clinical simulations on their first attempt, (5) on their second attempt and the remaining two on subsequent attempts. O 13: 3C) Affective: Graduates Rate Affective Training 3C) Affective: After graduation, submit a favorable graduate survey in the Affective domain M 13: 3C) Affective: Graduate Evlaution of Preparation 3C) Affective: Graduate Evlaution of educational Preparation in the affective domain. Form developed by the accrediting agency (CoARC). Achieve the "cut score" of 3 or above on a 5 point Likert scale. Cut Score determined by the accrediting agency. Findings ( ) - Met Grad Class of 2008: 12 of 14 graduates responded with a mean score of responses were above the cut score; only one student rated oral communication skills at a 2, and taught me to manage time effectively at a 2. No comments were entered in this section O 14: 5A) Diversity: Recruit, Develop and Graduate Stu 5A) Diversity: Continue efforts to recruit, develop and graduate students that reflect the diversity of the State of Texas M 14: 5A) Diversity: Stu Enrollment and Graduate Surveys 5A) Diversity: Stu Enrollment and Graduate Surveys

9 Page 9 of 9 At least 50% of the entering class are culturally diverse (non-white). Current Demographics for the State indicate that 40% are of ethnic origin. Findings ( ) - Met Seventeen of the nineteen students (89 percent) in the enterring class of 2009 are from culturally diverse packgrounds. O 16: 7A) Graduate Placement: Employment or Graduate Sch 7A) Graduate Placement: Graduates will find employment in respiratory related Fields or find placement in graduate programs with content relevant to the Respiratory System M 16: 7A) Grauate Placement 7A) Grauate Placement in Jobs or Graduate Training Programs 100% of graduates will be successful in finding employement or placement in graduate programs Findings ( ) - Met All fourteen graduates of the 2008 cohort have successful placement (12 employed, and 2 attending graduate programs) Details for Action Plans Established This Cycle Clihnical Psychomotor (competency) Evaluation Begining in the Fall of 2009 we will identify specific clinical physhmotor (competency) evaluations associated with each of our Unit specific rotations (e.g Pediatirc Intensive Care Unit, Medical Instensive Care Unit, ER, Pulmonary Functions). Prior to graduation all students will be expected to complete 100% of these evaluations with a rating of Satisfactory. Since we encourage evaluation of the student early in the rotation in order to provide feedback to the student, our goal is for each student to reach the satisfactory level on the evaliation form for all identified competencies prior to graduation. The data will be collected using the summative competency report for each student prior to graduation. Priority: High Target Date: 11/2009 Nov 2009 Responsible Person/Group: Clinical Faculty New on line data system Begining in the fall of 2009 we have instituted an on-line data collection system for the student affective evaluation. The summative affective evaluation system will be adminitstered at the end of each clinical rotation. As a reporting tool we will do summative data searches on each student prior to graduation in order to report the number of students meeting the cut score. Priority: High Target Date: 09/2009 Impliment on-line system in September of 2009 Responsible Person/Group: Clinical Faculty