UC Clermont Assessment Plan

Transcription

1 epartment: Science and Health Person Responsible: Michael Mullarkey Program irector - Consortium ate: ugust 2013 Program escription: Respiratory care is the evaluation, treatment and care of patients with breathing or cardiopulmonary disorders. Practicing under the direction of a physician, respiratory therapists assume primary responsibility for all therapeutic treatments and diagnostic procedures. Respiratory therapists also provide complex therapy requiring considerable independent judgment, such as caring for patients on life support in intensive-care units of hospitals. Respiratory therapists evaluate and treat all types of patients, ranging from premature infants whose lungs are not fully developed to elderly people whose lungs are diseased. They provide temporary relief to patients with chronic asthma or emphysema, as well as emergency care to patients who are victims of a heart attack, stroke, drowning or shock. n home care, therapists teach patients and their families to use ventilators and other life-support systems. n addition, they visit patients several times a month to inspect and clean equipment and to ensure its proper use. Therapists also make emergency visits if equipment problems arise. Therapists tasks are expanding into areas such as pulmonary rehabilitation, smoking cessation counseling, disease prevention, case management and polysomnography (the diagnosis of breathing disorders during sleep, such as apnea). Respiratory therapists also increasingly treat critical care patients, either as part of surface- and air-transport teams or as part of rapid-response teams in hospitals.

2 epartment: Science and Health Person Responsible: Michael Mullarkey Program irector - Consortium ate: ugust 2013 Program Student Learning Outcomes n which course(s) or experience(s) is this outcome addressed? t what level is the SLO addressed in each courses or experience (introduced, developed assessed) f the SLO is assessed is this formative or summative assessment? ata Source/Measure (student grades, artifacts, surveys, test instrument, etc) Timeline (when is data assessed) ssessor (faculty, employers, alumni, etc) Plan to incorporate information for program improvement (e.g. annual curricular review, assessment committee, reports to the faculty) Cognitive- recall, apply and analyze information relevant to his/her role as advanced-level RT 2001 RT 2002 RT 2003 Post-graduation, Clinical nst. val Clinical nst. val Clinical nst. val Clinical nst. val CoRC required survey 6-9/mo postgraduation mployers/grads nnual review by faculty and advisory committee. CoRC report submitted annually for continued accreditation.

3 epartment: Science and Health Person Responsible: Michael Mullarkey Program irector - Consortium ate: ugust 2013 Psychomotor- emonstrate the technical skills necessary to function as an advanced- level RT 2001 RT 2002 RT 2003 Post-graduation, Clinical nst. val Clinical nst. val Clinical nst. val Clinical nst. val CoRC required survey 6-9/mo postgraduation mployers/grads nnual review by faculty and advisory committee. CoRC report submitted annually for continued accreditation. ffective- emonstrate personal behaviors consistent with the expectations of the community of interest for an advanced-level Post-graduation Clinical nst. val Clinical nst. val Clinical nst. val CoRC required survey mployers/grads nnual review by faculty and advisory committee. CoRC report submitted annually for continued accreditation.

4 epartment: Science and Health Person Responsible: Michael Mullarkey Program irector - Consortium ate: ugust 2013 ssessment nfrastructure/use of Findings: The ssessment of the Respiratory Care Program has been developed to track the progress of students from their entry through postgraduation. ssessment tools utilized include: competency checks, clinical performance, practical lab exercises, observations conducted in the simulation lab, oral testing, standardized national mock board exams, annual student surveys, capstone projects, and alumni surveys. These assessment tools are structured to ascertain that students are meeting the Program Learning Outcomes which are directly related to our accreditation standards from the Committee on ccreditation for Respiratory Care (CoRC). These outcomes consist of cognitive, psychomotor and affective behavior skills. Our overall program goal as stated by our accreditor (CoRC) is: 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). We are required to demonstrate compliance with this standard by: publishing our goals in the student handbook, advisory committee minutes, and within the CoRC nnual Report of Current Status.

5 Curriculum Mapping Matrix: Linking Program Outcomes to Curriculum Key = merging Respiratory Care S First Year Curriculum = eveloping UC Clermont College = chieved Program Learning Outcomes Cognitive Recall, apply and analyze information relevant to his/her role as advanced level Required Courses dentified in P-1,, Psychomotor emonstrate the technical skills necessary to function as an advanced-level, ffective emonstrate personal behaviors consistent with the expectation of the community of interest for an advanced-level,

6 Curriculum Mapping Matrix: Linking Program Outcomes to Curriculum Key = merging Respiratory Care S Second Year Curriculum = eveloping UC Clermont College = chieved Program Learning Outcomes Cognitive Recall, apply and analyze information relevant to his/her role as advanced level RT 2001 RT 2002 Required Courses dentified in P-1 RT 2003 Psychomotor emonstrate the technical skills necessary to function as an advanced-level ffective emonstrate personal behaviors consistent with the expectation of the community of interest for an advanced-level,