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Five Year Program Review
Respiratory Therapy, A45720
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Program: Respiratory Therapy
Prepared by: Angela Pruitt, Program Director Date: March 25, 2020
A. Program Purpose
In support of the mission of Rockingham Community College, the purpose of the
Respiratory Therapy curriculum is to prepare individuals to function as respiratory therapists through competence in cognitive, psychomotor, and affective learning domains of
respiratory care practice. Graduates are eligible to complete the credentialing process through the National Board for Respiratory Care, which will qualify them for a license to practice in a variety of healthcare settings with responsibilities for assessment, treatment, management, and education of patients with cardiopulmonary diseases.
B. Program Student Learning Outcomes
1. Provide the current and past year Program Student Learning Outcomes and the results. 2018-2019
Outcome #1: The student will develop an educational plan for respiratory disease management.
Benchmark: A) 80% of students will score 3 or higher for all criteria on a 4-point rubric in RCP 123 (Special Practice Lab). B) 80% of students will score 80% or higher on embedded quiz/exam questions in RCP 123.
RESULTS:
Benchmark met: A) 100% of students scored 3 or higher on all criteria on a 4-point rubric in RCP 123. B) 100% of students scored 80% or higher on embedded quiz/exam questions in RCP 123.
Outcome #2: The student will correctly interpret Arterial Blood Gases (ABG). Benchmark: A) 80% of students will score 90% or higher on ABG worksheet in RCP
114 (Cardiopulmonary Anatomy and Physiology). B) 80% of students will score 80% or higher on embedded quiz/exam questions in RCP 114.
RESULTS:
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Outcome #3: The student will demonstrate evidence-based practice by using established clinical practice guidelines.
Benchmark: A) 80% of students will score a 3 or higher for all criteria on a 4-point rubric in RCP 223 (Special Practice Lab). B) 80% of students will score 80% or higher on embedded quiz/exam questions.
RESULTS:
Benchmark not assessed due to changes made by faculty to RCP 223 for improved sub scores for specific topical sections on TMC exam.
2019-2020
Outcome #1: Students will correctly gather information on clinical scenarios. Benchmark: A) 80% of students will score 80 or higher on the information gathering sections of practice clinical simulation exams RCP 215 (Career Preparation). B) 80% of students will score 80 or higher on embedded quiz/exam questions in practice TMC exams (RCP 215-Career Preparation).
RESULTS:
PENDING FINAL GRADES FROM RCP 215 (LAST GRADE SHOULD BE ENTERED 4/30/2020)
Outcome #2: Students will make appropriate clinical decisions based on information gathered from problems representing a clinical setting or patient situation that is
designed to simulate real-life situations in the clinical practice of respiratory therapy. Benchmark: A) 80% of students will score 80% or higher on the decision making sections of practice clinical simulation exams RCP 215 (Career Preparation). B) 80% of students will score 80 or higher on embedded quiz/exam questions in practice TMC exams (RCP 215-Career Preparation).
RESULTS:
PENDING FINAL GRADES FROM RCP 215 (LAST GRADE SHOULD BE ENTERED 4/30/2020)
Outcome #3: The student will correctly interpret arterial blood gases (ABG).
Benchmark: A) 80% of students will score 90% or higher on an ABG interpretation worksheet in RCP 114 (Cardiopulmonary Anatomy and Physiology). B) 80% of students will score 80% or higher on embedded quiz/exam questions in RCP 114.
RESULTS:
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Benchmark not met: B) 33% (3 of 9) of students scored 80% or higher on embedded quiz/exam questions.
2. Provide a summary of your findings and how the faculty within this program used the results for improvement.
2018-2019 Outcome #1: Benchmark met. Faculty decided to revise this assignment to emphasize information gathering and decision making. Information gathering and decision making were identified as areas of weakness by subset domain scores on the clinical simulation exam. Faculty will focus on these areas in RCP 223-Special Practice Lab during the last semester in the program. Faculty will include disease specific case studies, to include information gathering and decision making. Faculty will also include modules related to these topics.
2018-2019 Outcome #2: Benchmark not met. Program faculty discussed the need for more resources related to arterial blood gas (ABG) interpretation in RCP
114-(Cardiopulmonary Anatomy and Physiology). Program faculty consulted Anatomy and Physiology faculty at RCC, as well as Respiratory Therapy program faculty from across the state concerning lower scores with this concept to discuss other methods of
instruction in RCP 114. Program faculty completed a survey sent by RCC Anatomy and Physiology faculty assessing former A & P students at the end of their first semester in the RT program. Program faculty found through the survey that added emphasis needed to be placed on cardiopulmonary anatomical structures and location as well as acid-base balance issues while students are enrolled in A & P. These recommendations were made to A & P faculty.
2018-2019 Outcome #3: This course was redesigned to develop curriculum specific to the Therapist Multiple Choice (TMC) exam matrix for students in their last semester of the program. Emphasis placed on activities related to patient data, evaluation and recommendations, troubleshooting and quality control of equipment, and infection control. The student will also concentrate on initiation and modification of respiratory interventions. PSLO3 will be updated for 2019-2020 academic year. Program faculty discussed the redesign of RCP 223-Special Practice Lab, taken during last semester of program, in order to enhance completion of the threshold (sub scores above the 85% national mean) providing documentation toward demonstrating compliance with the Commission on Accreditation for Respiratory Care (CoARC) Standards 3.05 and 4.03. The results of course update will be trended annually with the programs CoARC annual reporting tool. Upon evaluating exam scores by content are for graduating class of 2019, it was noted that there were improvements in several areas. Program faculty will further redesign RCP 223 to address any area that is below the threshold of 85% of the national mean.
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2019-2020 Outcome #2: PENDING FINAL GRADES FROM RCP 215 (LAST GRADE SHOULD BE ENTERED 4/30/2020)
2019-2020 Outcome #3: Program faculty discussed the need for more resources related to ABG interpretation in RCP 114 as well as other methods of instruction in RCP 114. RCP 114 currently has no text specific to this course. Program faculty is considering adding Cengage instructional materials to RCP 114. Program faculty has also had lengthy conversations with fellow Respiratory Therapy program faculty from across the state to develop optimal curriculum.
C. Program Resources 1. Staffing
a. Provide a table indicating credit evaluation summary on file and courses credentialed to teach.
The Respiratory Therapy program has a full-time Program Director, a full-time Director of Clinical Education, and adjunct faculty as needed.
NAME CES ON FILE COURSES CREDENTIALED TO
TEACH
Vickie Chitwood Yes Respiratory Therapy
Angela G. Pruitt Yes Respiratory Therapy
Ruth W. Underwood Yes Respiratory Therapy
b. Provide a table providing 2 years of FTE and CHP earnings.
FTE FTE % CHP CHP % FT Total 12.02 53% 305 100% Chitwood, Vickie 12.02 53% 305 100% Frazier, Tina 0 0% 0 0% PT Total 10.47 47% 191 63% Underwood, Ruth 10.47 47% 191 63% Grand Total 22.49 100% 496 163%
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c. Have there been changes in faculty in the past three years?
There have been changes in faculty over the last three years. Tina Frazier, Director of Clinical Education, resigned August 2017. At that time, Ruth Underwood, adjunct faculty, served as interim Director of Clinical Education until the position could be filled permanently. Angela Pruitt was named Director of Clinical Education April 2, 2018 and Ms. Underwood returned to adjunct faculty position. Vickie Chitwood was the Program Director from February 2011 until January 2020, when she resigned her position as Program Director to focus on her duties as Dean of Health Sciences and Public Service Technologies. Angela Pruitt was selected as Program Director on January 1, 2020 and Ruth Underwood was named Director of Clinical Education January 1, 2020.
d. Are there any anticipated changes in the coming three years?
Anticipated change in the next three years is the possible addition of adjunct faculty. 2. Facilities and Equipment
a. Provide a narrative regarding the adequacy of your facilities as well as needs.
In January 2016, RCC opened the Owens Health Science Simulated Hospital in the newly renovated 38,663 square foot. The Owens Health Sciences Building houses all Health Science programs. Health Science programs include Associate Degree Nursing, Practical Nursing, Respiratory Therapy, Surgical Technology, and health science workforce development programs (Emergency Medical Services, Nurse Aide, Pharmacy Technician, and Phlebotomy). The building has a conference room, a computer lab capable of seating 40 students, an ambulance bay, and general classrooms and faculty offices that support health science related courses. The Respiratory Therapy simulated hospital area consists of a 1,045 square foot dedicated skills lab and 362 square foot storage area sufficient
FTE FTE % CHP CHP % FT Total 32.78 87% 451 76% Chitwood, Vickie 9.38 25% 145 25% Pruitt, Angela 23.4 62% 306 52% PT Total 4.82 13% 140 24% Underwood, Ruth 4.82 13% 140 24% Grand Total 37.6 100% 591 100%
FTE and CHP Earnings 2018-19
FTE FTE% CHP CHP% FTE FTE% CHP CHP% FTE CHP
2017-18 12.02 53% 305 61% 10.47 47% 191 39% 22.49 496
2018-19 32.78 87% 451 76% 4.82 13% 140 24% 37.6 591
FTE and CHP Earnings (2017-18) - (2018-19)
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for all equipment. The dedicated lab has a capacity of 14 students. The building also houses eight high-fidelity simulation rooms, four low-fidelity simulation rooms, and a faculty recording room. There is also a cooperative learning classroom for faculty and students to review simulation scenarios. The second floor of the Owens Building contains four classrooms, three of which can seat approximately 24 students, while the fourth classroom can seat approximately 30 students. There are additional classrooms on the lower level of the Owens building with varying capacities, from approximately 20 to 30 students. With increasing class sizes, there will be a need for additional lab and classroom space. Although having seven classrooms in the building, the RT program is required to share classroom space with other Health Science programs due to the large number of students.
b. Provide a narrative regarding the adequacy of your equipment as well as needs.
The RT program has a dedicated lab which contains three mechanical ventilators in excellent working condition, including a Servo i, Avea, and a Puritan Bennett 980. These ventilators are seen frequently by RT students at clinical sites, making them a valuable asset for our program. The lab also holds a V60 Bipap, the most commonly used non-invasive ventilator used in our clinical facilities. While the program does own a SiPAP for use with neonates, there are limited supplies for use with this machine. There is a definite need for supplies, such as, circuits for ventilators, SiPAP masks/prongs and circuits, and oxygen therapy supplies. The program would also benefit from purchasing a MetaNeb system. This is a newer form of Intrapulmonary Percussive Ventilation which is included in the updated TMC matrix.
Classrooms in the Owens Health Sciences building are well equipped with computers, projectors, and white boards. The building also has a laptop cart available for use by faculty when the computer lab is unavailable.
3. Budget
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b. Provide a narrative regarding future budgetary needs.
Future budgetary needs will include supplies for SiPAP, ventilator circuits, and oxygen therapy supplies as well as 3 new airway manikins, and a MetaNeb system.
4. Program Specific Professional Development
a. Provide a narrative regarding professional development.
The Program Director and Director of Clinical Education attend the annual meeting of the North Carolina Association of Respiratory Educators (NCARE). This meeting provides Respiratory educators an opportunity to discuss important information concerning all RT programs within the state as well as any updates from the North Carolina Respiratory Care Board (NBRCB).
In addition, the Program Director and Director of Clinical Education are required to maintain the North Carolina Respiratory Care License. In order
to satisfy this requirement, an individual must complete a minimum of 12 continuing education credits, with at least 6 of those credits from live seminars, every 12 months. These credits can be achieved by attending conferences, online webinars, or online courses with related exam. These credits are solely related to respiratory care.
The Program Director and Director of Clinical Education must maintain Basic Life Support (BLS) credential, renewed every 2 years. The Program Director and Director of Clinical Education are also certified BLS
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Association (AHA).
The Program Director and Director of Clinical Education are required to be members of the Respiratory Therapy professional organization, American Association of Respiratory Care (AARC) and this provides faculty with many benefits. The AARC offers free webinars and journal articles for review, all specific to respiratory care.
The Program Director and Director of Clinical Education have been enrolled in the Commission on Accreditation for Respiratory Care (CoARC) course developed specifically for new key personnel, the Key Personnel Academy. This is a 10-week online course offered bi-annually. This course offers new key personnel tools to increase the likelihood of them succeeding in their new positions through 20 online modules.
b. Provide a narrative regarding future professional development needs. The Program Director would like to attend the upcoming AARC
International Respiratory Convention in Orlando, Florida. This convention is held annually. As a new Program Director it would be most beneficial for me to attend this year. The meeting is scheduled for November 14-17, 2020. The Respiratory Therapy Program also has a self-study due in 2021 and a CoARC site visit in 2022. CoARC will have workshops at the convention and it would be advantageous for the Program Director to get information concerning the self-study and site visit from the accreditation agency.
As stated in section “a”, Program Faculty is required to get a minimum of 12 hours per year of continuing education credit. These credits can be achieved online or in person at various local conferences offered throughout the year. Program Faculty are to remain current in our field using these continuing education credits.
D. Student Data
1. Program Unduplicated Headcount Enrollment
2. Number of Graduates
ENROLLMENT BY DEGREE
FA15 FA16 FA17 FA18 FA19
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3. Student Demographics
NUMBER OF GRADUATES
FA15 FA16 FA17 FA18 FA19
Associate In Applied Science A45720
10
17
9
11
13
Total Respiratory Graduates
10
17
9
11
13
AGE FA15 FA16 FA17 FA18 FA19
<18 0 0 0 1 1 18-19 1 1 7 8 8 20-22 9 5 5 11 12 23-29 13 9 14 11 8 30-39 5 3 9 8 6 40-49 7 4 4 3 7 50+ 0 1 1 1 1 Total 35 23 40 43 43
GENDER FA15 FA16 FA17 FA18 FA19
Female 26 20 33 34 36
Male 9 3 7 9 7
Percent Female 74.3% 87.0% 82.5% 79.1% 83.7%
CREDIT HOURS FA14 FA15 FA16 FA17 FA19
Full-time 10 14 24 17 15
Part-time 25 9 16 26 28
Percent Full-time 28.6% 60.9% 60.0% 39.5% 34.9%
HOME COUNTY
FA14
FA15
FA16
FA17
FA19
Rockingham
23
15
24
27
27
Other
12
8
16
16
16
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E. Curriculum
1. Refer to the Annual Program of Study Review to provide a narrative describing any changes or revisions that have been made since the last review.
In Spring 2017, program faculty implemented an online simulated testing course, RT Board Review, for use in RCP-215, Career Preparation. This course allows the student to gain experience with an online review of concepts and practice computerized test-taking skills.
In Fall 2018, program faculty changed the second English requirement from COM-120, Introduction to Interpersonal Communication, or ENG-114, Professional Research and Reporting, to ENG-112, Writing and Research in the Discipline. This change was necessary because the profession is transitioning to requiring a Bachelor’s degree and faculty would like to ease the transfer process for our graduates. ENG-112 concentrates on writing in APA format, placing more emphasis on practicing proper citation. ENG-112 is a Universal General Education Transfer Component (UGETC) course, which is transferable, ENG-114 and COM-120 are not transferable.
In Fall 2019, program faculty increased the required GPA for admission from 2.5 to 2.8. This increase was necessary due to the implementation of Reinforced Instruction for Student Excellence (RISE) at RCC. RISE required certain courses to have a corequisite if the student’s GPA was below 2.8 and program faculty believed it would be very difficult to schedule program classes around additional corequisite courses. The GPA is calculated using only prerequisites and Respiratory Therapy general education courses. Program Faculty also felt this change would improve the quality of student applicants. Program faculty also made prerequisite changes in the fall of 2019. Program Faculty required BIO-168, Anatomy and Physiology I, BIO-169, Anatomy and Physiology II, and CHM-131/131A, Introduction to Chemistry as prerequisites for entry into the program. Students must earn a “C” or higher in each of these prerequisites. Program faculty felt this would allow the student to concentrate on respiratory therapy classes and they would be better prepared, having already taken both Anatomy and Physiology courses, as well as Chemistry.
ETHNICITY FA14 FA15 FA16 FA17 FA19
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In Spring 2020, RCP-215, Career Preparation was extended to 16 weeks to allow the students ample time to complete all practice TMC’s and CSE’s in the online course. This course provides the student with data analysis to show them areas in which they are weak. Program Faculty also adjusted RCP-223, Special Practice Lab, taken during the student’s last semester. There is now a focus on information gathering and decision-making practice for the CSE.
2. Provide a narrative to describe any changes in curriculum that are anticipated in the next few years.
There are no anticipated curriculum changes at this time. The TMC and CSE matrices were updated January 2020, therefore program faculty will continue to assess TMC and CSE scores to determine if changes are needed and address changes at that time. F. Advisory Committee
1. List Advisory Committee Members
Respiratory Therapy Advisory Board Committee Members
NAME ORGANIZATION
Jennifer Tatum UNC Rockingham
Phillip Christmas Kindred Greensboro
Tammy Bailey Cone Health Alamance Regional Kristen Samples High Point Medical Center
Marcia Craven Randolph Health
Lisa Cutshaw Novant Health
Teri Hicks Cone Health
Tina Lovings Wake Forest Baptist Medical Center Jim Parramore SOVAH Health Martinsville
Heather Kalill SOVAH Health Danville
Laquista Knox Community Representative-Department of Health and Human Services
Julie Tatum RCS Board Representative-RCS Early College Counselor
Student Representative 1st year Respiratory Therapy student
Student Representative 2nd year Respiratory Therapy student
Graduate Representative Graduate of Respiratory Therapy
Vickie Chitwood Dean, Health Sciences and Public Service Technologies
Angie Pruitt Respiratory Therapy Program Director Ruth Underwood Director of Clinical Education
Dr. Mark Kinlaw RCC President
Sheila Regan Vice-President Academic Affairs
Gretchen Parrish Associate Vice-President for Technology and Institutional Effectiveness
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Rockingham Community College Respiratory Therapy Program Advisory Committee Meeting
October 19, 2018 12:00 p.m.
Owens Health Sciences Building, Room 122
Attending: Vickie Chitwood, RCP Program Director; Dr. Mark Kinlaw, President; Ms. Sheila Regan, Vice President for Academic Affairs; Laura Jennings, Assistant Director of Enrollment; Angie Pruett, Director of Clinical Education; Ruth Underwood, Adjunct Instructor; Ally Feder, graduate student representative; Don Hendrix, 2nd year student representative; Shyenne Ore, 1st
year student representative; Lisa Cutshaw, Novant Health - Forsyth Medical Center; Phillip Christmas, Kindred Hospital; Heather Kalill, Sovah Health - Danville; James Parramore, Sovah Health -Martinsville; Julia Tatum, Rockingham Early College High School; Teri Hicks, Cone Health
Recorder: Katherine Leebrick, Health and Public Services Administrative Assistant Prior to the official meeting, lunch was provided.
1. Call to Order
Vickie Chitwood welcomed everyone and officially opened the meeting. 2. Introductions
Introductions were made and Vickie announced her promotion to Dean of Health Sciences and Public Service Technologies. She will continue to be the Program Director for Respiratory Therapy and reassured members she will remain involved with the program.
3. Purpose
Vickie read the advisory board purpose statement which comes from CoARC. 4. Minutes
Minutes of the previous meeting were reviewed and approved.
5. Old Business
Vickie asked if there was any old business or concerns; none was noted. 6. Program Effectiveness Outcomes
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standards. Vickie thanked the members for their help in getting the graduate surveys back. Employers return them soon, but they are very difficult to get them from students. We are held accountable for a 50% return rate; however, we received 100% of the surveys this year. CRT and RRT exams have been combined to form the Therapist Multiple Choice exam. CoARC is collecting data from TMC testing to establish appropriate thresholds. CoARC standards hold our program to three-year average results, not first time pass rates.
CoARC is developing new software and Vickie will send the members information from CoARC after receiving it form CoARC.
RCC will be hosting Kettering on April 29, 30 and May 1 in the Advanced Technologies Building. We have 13 students, but have openings for 35. The more people who take the test, the less expensive it will be. RCC students get a $100 discount for having it on our campus.
7. Program Curriculum
A handout of the curriculum for fall 2019 was distributed. The program is now requiring credit for BIO 168, BIO 169 and CHM 131/CHEM 131A with a “C” or higher as program prerequisites. Candidates must have a 2.8 GPA or higher from all pre-requisites and respiratory therapy general education courses. Also, the applicants are asked if they have been in a previous health related program and if it was completed. If not, they are asked why it was not completed.
8. Status of Graduates
Eleven students graduated in May and all are registered respiratory therapists and are employed.
9. Status of Current Students
We enrolled 14 first year students this year and lost one this week. There are 13 students in the second-year class.
10. Program Enrollment and Demographics
The Respiratory Therapy Report on fall 2018 enrollment data was reviewed. Sheila noted there are a lot more students from out of Rockingham County. Vickie said the second-year class has a higher maturity level and has several young students.
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Vickie thanked the clinical sites for donating lab supplies. She informed members there are a number of resources on campus for students which include tutoring. Students are also tutoring each other and studying together.
12. Student Reflections
Shyenne Ore, the first-year representative, said the resources are great and faculty is available for students. She really likes the program. She would like to have a review of the pharmacology tests.
Don Hendrix, the second-year student representative, has enjoyed his clinical experience. He expressed his appreciation for all the members do for the students.
Ally Feder, the graduate representative, said Kettering was very helpful. She loves working at Forsyth and being a respiratory therapist.
13. Medical Director
CoARC requires a medical director and we need a co-director. It is very important the director attend the advisory meetings. Our director is unable to attend the meetings; therefore, we take the minutes to him, review them with him and he signs them. He also lectures and has rounds with students when doing patient assessments.
14. Objectives
Ruth Underwood said the first-year students are working on oxygen therapy. They work well together and are studying together. During the last weeks they will be studying blood gas interruptions.
Angie Pruitt works with the second-year students and they have been going over ventilator graphics clinical concepts and given scenarios to work together in groups during lab and also given neonatal scenarios.
15. Clinical Affiliates
Angie said students have been studying babies and are rotating through the NICU. The first-year students will begin clinical in the spring. Second year students will be studying hemodynamics, critical care, career prep and clinical. During the spring semester classes will be studying evidence-based medicine and doing presentations.
16. Inter-rater Reliability
Inter-rater reliability standardizes the way students are evaluated during clinical rotations. In order for us to be compliant with COARC, we must have a student clinical experience handbook. We have completed that, but are waiting for our public moodle shell
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The college is redoing the web pages. Vickie is hoping to have a link on the Respiratory Therapy page to the IRR Moodle Shell.
Vickie asked for feedback concerning the best time of the year to meet. She may send out a Survey Monkey for feedback.
Vickie was asked what the school is doing for recruitment. Vickie responded that faculty and students are participating in tours and showing the simulation hospital to perspective students. They are also participating in health fairs. The Respiratory therapy program has less students and therapists are retiring. Sheila says enrollment across the state is down. Vickie thanked everyone for coming and supporting our program and students.
The meeting adjourned at 1:40 p.m.
Rockingham Community College Respiratory Therapy Program Advisory Committee Meeting
October 11, 2019 12:00 p.m.
Owens Health Sciences Building, Room 122
Attending: Vickie Chitwood, RCP Program Director; Ms. Sheila Regan, Vice President for Academic Affairs; Laura Jennings, Assistant Director of Enrollment; Angie Pruitt, Director of Clinical Education; Ruth Underwood, Adjunct Instructor; Kristen Samples, High Point Regional Hospital; Shonda Pulliam, graduate student representative; Macy Walker, 2nd year student
representative; Katelyn Washington, 1st year student representative; Lisa Cutshaw, Novant Health -
Forsyth Medical Center; Phillip Christmas, Kindred Hospital; Heather Kalil, Sovah Health - Danville; James Parramore, Sovah Health -Martinsville; Teri Hicks, Cone Health; Tina Lovings, Wake Health
Recorder: Katherine Leebrick, Health and Public Services Administrative Assistant
Prior to the official meeting, lunch was provided.
1. Call to Order
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2. Introductions
Introductions were made.
3. Purpose
Everyone was given the opportunity to read the advisory board purpose statement from the Commission on Accreditation for Respiratory Care.
4. Minutes
Minutes of the previous meeting were reviewed and approved.
5. Old Business
Vickie asked if there was any old business or concerns; none was noted. 6. Program Effectiveness Outcomes
. The program faculty stated we have struggled with graduates passing the TMC at the high cut score the first time as well as the CSE. We have adjusted in the curriculum to address these issues such as devoting a special practice lab, information gathering and decision-making exercises, changing the Career Prep class to a 16-week course and changing admission requirements for GPA to 2.8. Kettering will be offered in the spring as it has been in the past.
.
a. The first-year group is our first cohort with the 2.8 GPA requirement. b. CoARC is still collecting data for the threshold low/high cut scores for their
accreditation purposes.
c. The class of 2019 was a different type of student – they were happy just getting by no matter how we stressed the importance of time-management, study skills, and retaining the information.
d. We are still teaching without calculators, but NBRC will allow students to use calculators in 2020. This could help our pass scores since students struggle with math. A calculator will pop up on the computer when answering math
problems. Students, of course, still need to understand concepts and formulas. The students attending commented that being able to use calculators will help with anxiety. We have recently ordered basic calculators which students can use in class.
7. Program Curriculum
a. We have implemented a special lab to help students with decision making, discussion and practice for the exam.
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c. Students need to understand prioritization and understand what they need to concentrate on.
d. Kettering will be on our campus again April 27-29, 2020.
e. We required a 2.8 GPA this year for entrance. This is making a difference in the type of student applying. We are seeing different attitudes and behavior. Students are more academically prepared.
f. We are focusing on time management, test taking and study skills. g. Some students come in and do not really understand the program.
h. Sheila Regan is recommending the Health Science programs have a mandatory four-day orientation where we can introduce math, study skills, civility and lay a foundation for professional programs. The cost would be $78. Students from different programs could be in some of the same classes such as the time management class.
i. We are moving into interdisciplinary simulation labs. j. We are requiring students to see us before orientation.
k. Some programs at other colleges are lowering their limits, but we are raising ours. l. A member of the advisory board commented a person’s drive can be as important as the GPA.
m. Another member suggested every student should be interviewed. Sheila thinks the four-day orientation may bring out things such as having no respect and
demonstrating aggressive behavior.
n. A student has to be in the program for 15 days to be reported to CoARC. o. We could offer TEAS testing or a personality test.
p. Some programs are requiring job shadowing and this can weed out those who do not realize what is involved with respiratory therapy. Vickie said we can check to see what hospitals will allow shadowing.
q. Laura Jennings asked how we can be fair when talking with students. r. It was suggested we could request an essay of why they are choosing the
Respiratory Therapy program and ask that they bring it to orientation.
8. Status of Graduates
Thirteen students graduated in May. Eight are registered respiratory therapists and are employed. Two are CRT and employed. Three CRTs are not employed.
9. Status of Current Students
We admitted 10 first-year students this year and lost one for non-academic reasons. We admitted 14 students in the second-year class, but now there are 12. We lost one for academics and one for non-academic reasons.
10. Program Enrollment and Demographics
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11. Program Resources
Vickie thanked the clinical sites for donating lab supplies. We have purchased a PB 980 and V60 BIPAP and additional lab supplies as we need them. She informed members there are a number of resources for students which include tutoring on campus and in the learning management system (Moodle) Faculty are available one on one. Next year the first-year students will have a lab kit. Vickie tells students to look at the hospital equipment room and become familiar with the different types of equipment. Heather said they participated in a Trade Expo in Virginia with 7th and 10th grade students. The
students had hands-on experiences. It was not just health fields represented. RCC will sponsor a Career Fair similar to that on April 2. Students will have 15 minutes at four stations.
12. Student Reflections
Katelyn Washington, first-year representative, said faculty is available for students to talk with and are supportive. She likes the teamwork.
Macy Walker, second-year student representative, has had a good experience. She is confident in clinical because of going over so much in lab. She suggested Todd come back the second year to go over the PFTs.
Shonda Pulliam, graduate representative, is working with Cone. She enjoyed the program and said it feels rewarding to be a respiratory therapist.
13. Medical Director
CoARC requires a medical director and we need a co-director. It is very important the director attend the advisory meetings. Our director is unable to attend the meetings; therefore, we take the minutes to him, review them with him and he signs them. He also lectures and has rounds with students when doing patient assessments. We need your assistance in acquiring a co-medical director. If you have any suggestions, please give us a name and contact information.
14. Objectives
Ruth Underwood said the first-year students are working on oxygen therapy. They work well together and are working in groups and studying together. Angie Pruitt works with the second-year students and they have been going over ventilator graphics, clinical concepts and given scenarios to work together in groups during lab and also given neonatal scenarios.
Vickie said pharmacology is online and she has had no complaints of it being online. Videos help and Pharmacology is incorporated in the labs.
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Angie is trying to visit each clinical site. She would like to know if students are having trouble. We have great preceptors. Some would like to be paid. It can be overwhelming and she tries to remind students of that. Preceptors can receive 1 CEU per 12 hours of student contact, up to 3 CEU’s for 36 hours of student contact.
16. Inter-rater Reliability
Inter-rater reliability standardizes the way students are evaluated during clinical rotations. In order for us to be compliant with COARC, we must have a student clinical experience handbook. We have completed that and have our public Moodle shell available to all clinical affiliates.
17. Other Business/Questions
Kristen thanked us for keeping the lines of communication open and said everything is going well.
Sheila asked for feedback concerning the four-day orientation. Katelyn thinks the idea is great.
18. Closing Remarks
Vickie stated the program has met every standard. Also, she would like to have surveys returned with comments. We take suggestions seriously. Vickie thanked everyone for coming and supporting our program and students.
The meeting adjourned at 1:35 p.m.
3. What recommendations has the Advisory Committee made?
a. A member of the program advisory committee (PAC) suggested that every applicant to the program should be interviewed prior to admission. This suggestion was made in an effort to avoid students that would most likely not be successful in the
program, due to personality traits or interpersonal skills by assessing soft skills. b. There was also a suggestion to require job shadowing to allow potential students to
experience the field of RT.
c. It was also suggested that program faculty request an essay from each applicant detailing why they chose to study respiratory therapy; this would be included with their application.
4. Have the Advisory Committee recommendations been implemented?
a. Program Faculty now requires each applicant to schedule a meeting with the
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behavior in class, lab, and clinical, as well as the importance of good interpersonal skills.
b. Program Faculty have inquired with multiple clinical sites concerning job shadowing. At this time, anyone interested in job shadowing within a medical facility is expected to meet the same requirements as a volunteer, which includes completing an
application, have an interview with the volunteer services staff, a health screening, an orientation class, and other training before beginning their volunteer work. This is not something program faculty feel can be implemented at this time.
c. Program faculty will be adding the essay requirement to admission application process for program applicants beginning Fall 2021.
G. External Accreditation
1. List the external accreditation agencies.
The Respiratory Therapy Program is accredited by the Commission on Accreditation for Respiratory Care (CoARC)
2. Describe the accreditation process.
CoARC Accreditation Policies and Procedures Manual, section 2.025 reads: A. Continuing Accreditation Self Study Report (CSSR-Base)
1. Approximately two (2) calendar years prior to the reaffirmation date for
Continuing Accreditation, the CoARC Executive Office will notify the Program Director of the deadline date and direct him/her to a CSSR-Base template (see CoARC.com). The complete CSSR-Base (instructions in the self-study
document) must be sent to the CoARC Executive Office, along with a
completed CoARC Accreditation Services Application and the CSSR-Base fee, within six (6) months of the CoARC notification (see Policy 1.1 Submission Deadlines). Failure to do so will result in a Withdrawal of Continuing Accreditation.
B. Review of CSSR-Base
1. Following administrative review, a copy of the CSSR-Base and any other pertinent information will be sent to the Referee, who will review the information and evaluate the program’s compliance with the Standards. The Referee will communicate with the Program Director, as necessary, until she/he determines the CSSR-Base is acceptable.
C. Comprehensive Continuing On-Site Visit and Subsequent CoARC Action
1. When the Referee deems the CSSR-Base to be acceptable, she/he will authorize the Executive Office to notify the program’s sponsor to submit a Site Visit Request Form.
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3. The On-Site review team will submit a written report to the Executive Office after completion of the site visit.
4. Following review of the On-Site evaluation report and accreditation record, the Referee will recommend to the CoARC, at its next scheduled meeting, to either confer (reaffirm) or withdraw Continuing Accreditation. A CoARC decision to withdraw Continuing Accreditation is subject to reconsideration and appeal as described in Policy 1.06.
5. Continuing Accreditation remains valid until accreditation is withdrawn (voluntarily or involuntarily). The CoARC program action letter conferring Continuing Accreditation will also state the next approximate reaffirmation date.
H. Passing Rates and Narrative on Licensure/Certification Exam for First-Time Test Takers.
TMC-Low Cut (88-93) Graduation
Year Graduates Tested Total Passing Passing % Total 1 st time passing 1st time passing % Total repeater passing Repeater Passing % 2017 9 9 100% 7 77.8% 2 22.2% 2018 11 11 100% 8 72.7% 3 27.3% 2019 13 13 100% 8 61.5% 5 38.5%
TMC-High Cut (94 and above) Graduation
Year Graduates Tested Total Passing Passing % Total 1 st time passing 1st time passing % Total repeater passing Repeater Passing % 2017 9 8 88.9% 6 66.7% 2 22.2% 2018 11 11 100% 6 54.5% 5 45.5% 2019 13 12 92.3% 3 23.1% 9 69.2% CSE Graduation
Year Graduates Tested Total Passing Passing % Total 1 st time passing 1st time passing % Total repeater passing Repeater Passing % 2017 8 7 87.5% 4 50% 3 37.5% 2018 11 11 100% 3 27.3% 8 72.7% 2019 12 9 75% 3 25% 6 50%
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Program Faculty implemented a computer-based review course (RCP-215) to reinforce graduate preparation for the NBRC TMC and CSE exams. This course includes a focus on examination practice, critical thinking exercises, and the use of computer-based educational materials. This course was an 8 week but has been scheduled for a 16-week semester to enable the student to work through each practice exam and scenario multiple times. At the end of this course, each student is required to take a secured mock TMC and secured mock CSE to give them the experience of the actual exam they will take after graduation. Program Faculty also require students to attend a three-day Kettering review seminar, held during the last semester of the program.
Program Faculty continues to develop curriculum specific the TMC and CSE for students in their last semester, these topics are covered in RCP-223, Special Practice Lab.
The program has a 100% pass rate, exceeding CoARC’s threshold of 80% of total number of graduates obtaining the Certified Respiratory Therapist (CRT) credential. This threshold is based on a 3-yr. average. CoARC established a minimum cut score for CRT certification at 88 (low cut score), but in January 2020 the minimum cut score was decreased to 86.
Currently there is no minimum threshold for the Registered Respiratory Therapist (RRT) credential. CoARC established a minimum cut score for RRT certification at 94 (high cut score), but in January 2020 the minimum cut score was decreased to 92.
I. Marketing
1. Describe current marketing methods for this program.
The Respiratory Therapy program utilizes several means of marketing the program. They are as follows:
The RCC Catalog, to include admissions page on RCC website Social media outlets
Faculty attend school job fairs
Faculty actively participate in RCC Day and other events held in the OHS Building, have interactive displays for visiting students.
Media releases – Pinning ceremonies Information sessions
2. Provide a narrative for new ideas or initiatives for marketing the program.
The continued use of social media is highly recommended for the future. It would also be beneficial to include the RT program if it were advertised in future radio advertisements for RCC. Program Faculty will continue to look for
opportunities to promote the program in the surrounding community. The addition of an informational video from professional organization, the
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J. Program Strengths, Weaknesses, Opportunities, and Threats Provide a narrative for the following:
1. Strengths
The RT program is supported by multiple local healthcare facilities, as evidenced by continued clinical placement, internships, and employment of graduates. Continuous high level of faculty professional development.
Employment rate of ninety-one percent (91%) over the last four years. Employer satisfaction rate of ninety-seven percent (97%) over the last four
years.
Program Faculty participate in state-of-the-art continuing education activities to stay abreast of trends in RT, as well as recommended revisions for curriculum. The Owens Health Sciences Building “Simulated Hospital” features examination
rooms, a trauma and emergency department, skills labs, patient care areas, and ICU/Birthing Center, designed for use by all health science programs. There are quiet spaces for study groups.
The Owens Health Sciences Building also houses a 3D Anamotage Table for use by all programs across campus. This table enables students to view the body in very detailed ways. Students can choose any portion of the human anatomy and view it layer by layer, from skin down to nerve level. This tool is invaluable to RT students, as a way to view the inner workings of the lungs and the entire respiratory system. Students can also use the table to practice procedures specific to program content that they may not get to practice in the clinical setting.
2. Weaknesses
Lower number of qualified applicants in recent years.
Program costs related to RT education can be prohibitive to some students. Lack of interdisciplinary simulations.
Decrease in pass rates for CSE and TMC 3. Opportunities
Exposure of students to RT careers beginning in middle school and within high school Allied Health classes.
Align RT program with community support and outreach activities to include RT students in healthcare events across the county.
Evaluate new student sources, such as reaching out to non-traditional candidates. 4. Threats
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Competing RT programs in surrounding counties may affect enrollment. Several competing programs have lowered their admission criteria, allowing easier admissions for students.
K. Recommendations and Improvement Plan
Based on the weaknesses, opportunities, and threats identified, provide recommendations for outcomes and assessments to improve the program.
Goals for the RT program:
Increase Marketing, to include media and program faculty visits to allied health classes in local high schools.
Assess current admission criteria for any adjustments needed.
Monitor costs associated with the program to ensure costs are reasonable. Coordinate with nursing faculty the possibility of interdisciplinary simulations,
nursing faculty agree that this would be beneficial for all health science programs. Increase CSE pass rates with the implementation of computer-based course with
simulated exams and curriculum adjustments made as determined by TMC and CSE sub score reports.
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COMMITTEE NAME: Respiratory Therapy 5th Year Report Review Committee
MEETING DATE: April 27, 2020
PERSON PRESIDING: Angie Pruitt
Meeting held virtually due to COVID-19 restrictions
Members in Attendance: Sheila Regan, Vice President for Academic Affairs, Vickie Chitwood, Dean Health Sciences and Public Services Technologies, Gretchen Parrish, Associate Vice President Technology and Institutional Effectiveness, Ruth Underwood, Director of Clinical Education Respiratory Therapy, Laura Jennings, Assistant Director Enrollment Services, Morgan Burnette, Biology Faculty, Katherine Leebrick, Health Sciences Administrative Assistant, Jennifer Lester, Director Career and Technical Education Members not in Attendance: None
Others in Attendance: None
ACTIONS OF MEETING
Discuss final draft process: o 2019-2020
o Outcome #1: Students will correctly gather information on clinical scenarios. o Benchmark: A) 80% of students will score 80 or higher on the information gathering
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of students will score 80 or higher on embedded quiz/exam questions in practice TMC exams (RCP 215-Career Preparation).
o RESULTS:
o PENDING FINAL GRADES FROM RCP 215 (LAST GRADE SHOULD BE ENTERED 4/30/2020)
o Outcome #2: Students will make appropriate clinical decisions based on information gathered from problems representing a clinical setting or patient situation that is
designed to simulate real-life situations in the clinical practice of respiratory therapy. o Benchmark: A) 80% of students will score 80% or higher on the decision making
sections of practice clinical simulation exams RCP 215 (Career Preparation). B) 80% of students will score 80 or higher on embedded quiz/exam questions in practice TMC exams (RCP 215-Career Preparation).
o RESULTS:
o PENDING FINAL GRADES FROM RCP 215 (LAST GRADE SHOULD BE ENTERED 4/30/2020)
o Final outcome results to be received 4/30/20, should be entered into report by 5/2/20. Upon entry of final outcome results into report, final draft will be sent to Sheila Regan for approval. When final draft is approved it will be forwarded to Gretchen Parrish in word format, Gretchen and staff will export into pdf format.
Review of use of results:
o A MetaNeb system and 2 airway manikins have been purchased for the program and can be used as evidence of use of results for our Academic Planning Units.
Final Review:
