SAMPLE SERVICE LEARNING SYLLABUS

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1 OUR LADY OF THE LAKE COLLEGE Respiratory Therapy Program COURSE TITLE AND NUMBER: RESP 2733SL Cardiopulmonary Rehabilitation and Home Care TOTAL CREDIT HOURS: 3 PREREQUISITE COURSE(S): COMPLETION OF RESP COURSES CO-REQUISITE COURSE(S): COURSE FACULTY: Sue Davis MA Ed, RRT-NPS Department: Health Science/Respiratory Therapy Office phone: 225 / Office hours: Before and after regular classes and by appointment COURSE DESCRIPTION: This course is designed to introduce students to the care of chronically ill patients. Discussions will focus on the delivery of respiratory care services for hospital based cardiopulmonary rehabilitation programs, extended care facilities and home care. PURPOSE: The purpose of this course is to help students understand health care reform and its impact on respiratory care, pulmonary rehabilitation (settings and key elements), clinical exercise testing, exercise prescriptions and clinical practice guidelines for management of patient that require long term respiratory care. COURSE OBJECTIVES: Upon completion of this course, the student will 1. have an understanding of the concept of continuity of health care from acute care through home care settings 2. describe key elements of pulmonary rehabilitation programs 3. identify patient selection factors associated with positive pulmonary rehabilitation outcomes 4. describe pulmonary rehab testing regimens, measurement and assessment of outcomes, and reimbursement practices 5. describe smoking intervention techniques and lung health promotion 6. discuss respiratory home care: patient selection criteria, discharge planning, clinical goals, objectives and commonly applied home care procedures 7. discuss home mechanical ventilation and other forms of respiratory therapy; appropriate equipment selection and disinfection practices 8. discuss respiratory care commonly provided in subacute patient care settings 9. discuss the role of the respiratory therapist in assuring aspects of patient and family education, particularly for the elderly and those with special needs 10. Service learning Objectives: The student will a. Integrate prior knowledge in planning, organization and implementation of project

2 b. Cooperate and collaborate to complete the project as a team c. Utilize effective communication for the target audience d. Develop teaching skills relative to community education LEARNING OUTCOMES: At the end of the course, a successful student will be able to 1. Select, implement, and evaluate patient outcomes of basic therapeutics used in the practice of respiratory therapy as assessed through use of course assignment, quizzes and/or examinations at a minimum level of 75% 2. Explain and discuss core discipline concepts as assessed through use of course assignments, quizzes and/or examinations at a minimum level of 75% COURSE REQUIREMENTS AND GRADING: Grading Scale: A, B, C, D, below 68 F Grade will be derived in the following manner Three exams will constitute 60% of the grade. The final group project and presentation will constitute 40% of the final grade. Explanation of the project is located below. Exams will consist of essay and multiple-choice questions, multiple true false type (K-type), True/False, short answer and matching. Service Learning Project: 1. Importance of health promotion: Among adults who smoke, 68 percent began smoking regularly at age 18 or younger, and 85 percent started when they were 21 or younger. The average age of daily smoking initiation for new smokers in 2008 was 20.1 years among those years old. Every day, almost 3,900 children under 18 years of age try their first cigarette, and more than 950 of them will become new, regular daily smokers. Half of them will ultimately die from their habit. People who begin smoking at an early age are more likely to develop a severe addiction to nicotine than those who start at a later age. Of adolescents who have smoked at least 100 cigarettes in their lifetime, most of them report that they would like to quit, but are not able to do so. Key Facts About Tobacco Use Among Children and Teenagers (2010). American Lung Association Group Project : Each group will provide smoking prevention education to 5 th grade class

3 A. Groups will be assigned by faculty B. Each group will research smoking facts using a variety of sources including internets, textbooks, journal articles and experts in the field. Groups will also need to review learning developmental stages and appropriate teaching strategies for this age group. C. Each group will develop a learning presentation, learning activity and assessment activity for a 5 th grade class a. The rough draft for all materials will be due XXXXX This includes learning objectives, teaching strategies and learning materials b. Students will need to provide a list of references for sources used in APA format c. The final documents will be due 2 weeks prior to presentation date d. Students will need to provide copies of all activities for students. Faculty will copy materials needed for classroom activities. D. Each individual will complete a pre/post reflection journal of activities. The journal should address the following questions: a. What did I learn from my research/project development b. How will the information be incorporated into my project c. What are my thoughts regarding the importance of this project and my part within the project d. How effective is the teamwork within my group e. For the final reflective journal only: What did you contribute to the community? How has this been useful to you now and for the future as a respiratory therapist? How could this project be revised or improved? Do you have any other ideas for future projects? 3. Grading Criteria: students will be assessed utilizing the rubric found in the syllabus.

4 REQUIRED TEXTBOOK(S): Hodgkin, Cell & Connors; Pulmonary Rehabilitation, Guidelines to Success 4 th ed. Wilkins; Egan s Fundamentals of Respiratory Therapy, 9 th ed. TOPICAL OUTLINE and Reading assignments: Unit 1 Continuum of Patient Care a. historical perspectives of health care reform & pulmonary rehabilitation b. definition and characteristics of cardiac and pulmonary rehab c. definition of continuum of care d. components of the continuum e. advantages of the continuum f. reimbursement of pulmonary rehab Hodgkin, chpt 1,30 Egans, chpt 51 Unit 2 Pulmonary rehabilitation a. prevalence of COPD b. morbidity and mortality associated with COPD c. economic consequences of COPD d. diseases appropriate for pulmonary rehab e. goal/objectives of pulmonary rehab Hodgkin, chpt 2,3 Egans, chpt 50 Test 1 Unit 3 Key elements of pulmonary rehabilitation a. patient selection factors b. program formats c. patient assessment d. patient interview, physical exam and medical record review e. exercise assessment f. cognitive and psychosocial evaluation g. nutritional assessment h. assessment of ADLs i. assessment of dyspnea Hodgkin, chpt 2,5,14,15 Unit 4 Respiratory therapy components and assessing outcomes in pulmonary rehab a. Patient and Family education

5 b. Pharmacologic therapy c. Aerosol therapy d. Oxygen therapy e. Breathing retraining f. Respiratory muscle conditioning g. Exercise prescriptions h. Smoking Cessation programs i. Outcomes assessment Hodgkin, chpt 5-11 Egan, ch 51 Test 2 Unit 5 Respiratory Care in the Home a. define respiratory home care b. identify goals and objectives of respiratory home care c. discuss the four standards outlined in the AARC s position statement on respiratory home care d. identify and discuss ethical issues of respiratory home care e. discuss reimbursement for home respiratory care f. discuss discharge planning relative to the home care patient Hodgkin, chpt 25,26,28 Egan chpt 51 Unit 6 Home RC equipment and therapeutics a. describe major oxygen delivery systems used in the home b. differentiate between CPAP and BiPAP c. discuss factors that are consistent with successful outcomes in mechanical ventilation in the home d. identify common features of mechanical ventilators used in the home setting e. describe use of negative pressure ventilation f. describe advantages and disadvantages associated with noninvasive positive pressure ventilation Hodgkin, chpt 6,8,9, 22 Egan, chpt 51 Cairo, chpt 3, 4, 14 Unit 7 Protocols, procedures and documentation

6 Egan, chpt 51 Test 3 a. current respiratory therapy protocols for home care b. procedures for a home visit c. documentation of the home care patient Unit 8 Alternative Site Care Egan, chpt 51 Subacute Care/Skilled Nursing Facilities (SNFs)/Long Term Care Facilities (LTCFs) a. describe similarities and differences between SNFs and LTCFs b. list core elements of an ideal subacute care program c. compare typical patients, need for nursing care, typical lengths of stay, physician involvement and per diem costs for patients across the spectrum of post acute care settings Unit 9 Aspects of patient and family education Educational process Smoking Cessation a. describe the harmful effects of tobacco b. describe the steps in arriving at a decision to quit c. List types of smoking cessation programs and characterize each one Asthma education Hodgkin, chpt 6,16 Egan, chpt 49 Service Learning Group Presentations as scheduled by faculty in coordination with the school CLASSROOM POLICIES: Class Preparation: Assigned readings must be completed prior to scheduled class in order to receive full benefit from class activities. Consult the Library for references pertaining to cardiopulmonary rehabilitation and home care. Attendance: Refer to current catalog for requirements relative to attending class. Absences will be reported as required by College policy

7 Conduct: Students are expected, at all times, to demonstrate behaviors consistent with maturity, thoughtfulness, and respect. Failure to comply with these standards may result in review by appropriate disciplinary agency on campus and disciplinary action. Missed lectures: If you are ill or unable to attend class, you must inform the instructor prior to class time. No discussion/ participation credit will be given for missed lectures. Faculty may impose additional specifications on an individual basis. Late/Missed exams: If you are ill or unable to take a scheduled test, you must inform the instructor PRIOR TO EXAM TIME. Make up tests will be given ONLY if a doctor's excuse or other explanation acceptable to the instructor is presented no later than 2 days after returning to school. Make up tests will be given at a time at the instructors discretion and may be an alternate form of the missed test and/or include an imposed grade penalty. Faculty may impose additional specifications on an individual basis. Exam review and testing policy Exam review will occur at the instructor s discretion. No writing utensils, notes, camera phones and/or recording devices will be allowed during testing review. Review will occur only when an instructor is present and no one will be allowed to enter or leave during a review unless all paperwork has been returned to the instructor. Testing policies: no caps, drinks, or phones allowed. No graphing calculators allowed. Students will be seated in assigned seats. No leaving during the exam. This may change at the instructors discretion. Disability Accommodations: If you have a documented disability and wish to discuss academic accommodations, please contact the Office of Student Services as soon as possible. The Office of Student Services is located at 5414 Brittany Drive, (225) , and fax (225)

8 Grading Criteria and Scale Evaluation RESP 2733 Service Learning Project 1. Assessment (15 points) Developmental stage; education level assessed (5 points) Content appropriate for topic and client (15 points) 2. Written Plan (15 points) Objectives measurable and attainable (5 points) Content logical and sequential (15 points) 3. Teaching strategies (20 points) Appropriate strategies for topic and client (10 points) Appropriate use of visual aids/printed resource material (10 points) 4. Presentation (20 points) Grammar appropriate (5 points) Speech clear and concise, delivered with confidence (5 points) Presentation congruent with written plan (10 points) 5. Evaluation and future assessed needs (15 points) Objectives met/unmet (10 points) Recommendation for project revisions (5 points) 6. Reflection (10 points) Gaining further understanding of course content (3 points) Civic responsibility (3 points) Professional development (4 points) 7. Miscellaneous (5 points) References

9 Evaluation RESP 2733 Service Learning Project Student/Group_ Faculty Date Presented_ Facility Topic Total Score 1. Assessment Developmental stage; education level assessed Content appropriate for topic and client 2. Written Plan Objectives measurable and attainable Content logical and sequential 3. Teaching strategies Appropriate strategies for topic and client Appropriate use of visual aids/printed resource material 4. Presentation Grammar appropriate Speech clear and concise, delivered with confidence Presentation congruent with written plan 5. Evaluation and future assessed needs Objectives met/unmet Recommendation for project revisions 6. Reflection Gaining further understanding of course content Civic responsibility Professional development 7. Miscellaneous References

10 Service Learning Project: 4. Importance of health promotion: Among adults who smoke, 68 percent began smoking regularly at age 18 or younger, and 85 percent started when they were 21 or younger. The average age of daily smoking initiation for new smokers in 2008 was 20.1 years among those years old. Every day, almost 3,900 children under 18 years of age try their first cigarette, and more than 950 of them will become new, regular daily smokers. Half of them will ultimately die from their habit. People who begin smoking at an early age are more likely to develop a severe addiction to nicotine than those who start at a later age. Of adolescents who have smoked at least 100 cigarettes in their lifetime, most of them report that they would like to quit, but are not able to do so. Key Facts About Tobacco Use Among Children and Teenagers (2010). American Lung Association Group Project : Each group will provide smoking prevention education to 5 th grade class E. Groups will be assigned by faculty F. Each group will research smoking facts using a variety of sources including internets, textbooks, journal articles and experts in the field. Groups will also need to review learning developmental stages and appropriate teaching strategies for this age group. G. Each group will develop a learning presentation, learning activity and assessment activity for a 5 th grade class (10-11 years old) e. Your individual rough draft will be due Sept 3- this rough draft needs to be well defined and typed. This includes learning objectives, teaching strategies and references f. Students will need to provide a list of references for sources used in APA format g. The group rough draft for all materials will be due Sept 17- this rough draft needs to be well defined and typed. This includes learning objectives, teaching strategies, learning materials and assessments. h. Students will need to provide a list of references for sources used in APA format i. The final documents will be due 2 weeks prior to presentation date (October 1) j. Students will need to provide copies of all activities for students. Faculty will copy materials needed for classroom activities. H. Each individual will complete a pre/post reflection journal of activities. The journal should address the following questions:

11 a. What did I learn from my research/project development b. How will the information be incorporated into my project c. What are my thoughts regarding the importance of this project and my part within the project d. How effective is the teamwork within my group e. For the final reflective journal only: How has the project enhanced your learning of course content? Were the learning objectives met? How do you know? What did you contribute to the community? Do I feel that my actions had an impact on the learner? How has this been useful to you now and for the future as a respiratory therapist? How could this project be revised or improved? Why? What are expected outcomes with these revisions? Do you have any other ideas for future projects? The initial journal will be due October 1. The last journal will be due October 29.

12 Grading Criteria Evaluation RESP 2733 Service Learning Project Evidence of planning, research, and process [20% of project grade] assessing needs / expectations of audience ensuring accurate content determining appropriate content developing measurable and attainable objectives for presentation choosing appropriate presentation strategies for developmental level of audience and for purpose of presentation provides evidence of multiple drafts, revising and editing Written plan [20% of project grade] maintains clear / consistent sense of audience maintains clear focus / purpose o objectives measurable and attainable uses organization that fulfills focus / purpose and meets audience expectations o logical sequence evident to readers provides accurate and appropriate content, citing research where appropriate explains presentation strategies o why these and how are they appropriate for audience includes finished copies of all visuals and handouts that will be used in presentation lists references, cited and documented appropriately and accurately meets professional standards for written work: avoids distracting errors in usage, mechanics, punctuation, spelling and unprofessional language use; formatted appropriately clearly the product of careful drafting, revising, editing Presentation [40% of project grade] clear / consistent sense of audience o sensitive to audience needs, making appropriate adjustments clear focus and purpose follows sequence described in written plan uses strategies described in written plan use of visual aids and materials is appropriate and clear all aspects of presentation oral and visual meet professional standards: appropriate use of language, appropriate body language, professionally competent and confident

13 speakers / presenters exhibit appropriate professional behaviors throughout Reflection and assessment of future needs [20% of project grade] Report on extent to which objectives met/unmet o How do you know? Recommendation for project revisions o Why? What are expected outcomes with these revisions? Explanation of how the project enhanced your learning of course content Explanation of how the project contributed to your understanding of civic engagement and responsibility Explanation of how the project contributed to your professional development