Course Description:

The focus of this lecture course is to introduce basic principles of patient care to the respiratory care student. Many of these principles apply to other health care disciplines. Topics include health care systems, patient and health provider safety, medical records, charting, ethical and legal implications, and components of a history and physical examination.

Course Objectives:

Upon completion of this course, the student will be able to:

·       Describe respiratory care and discuss the role of respiratory therapy in today’s health care environment.

·       Discuss the role of the American Association for Respiratory Care, National Board for Respiratory Care, and the Commission on Accreditation for Respiratory Care in the profession of respiratory therapy.

·       Briefly discuss the importance of the following in medicine and in respiratory care: Joseph Priestley, Karl von Linde, Joseph Black, Hippocrates, Aristotle, Drinker and Emerson.

·       List and describe four essential components of disease management.

·       List the three major routes for transmission of pathogens in the clinical setting.

·       Describe equipment-handling procedures to aid in the prevention of the spread of infection.

·       Define healthcare-associated versus community-acquired patient infections.

·       Describe the impact and role of communication in quality patient care.

·       Identify and apply basic rules to define and build medical words with emphasis on the pulmonary and cardiovascular systems.

·       Identify and demonstrate proper medical recording to include the patient history and physical.

·       Identify good body mechanics and posture for moving patients.

·       Summarize the philosophical foundations of ethics.

·       Discuss the primary guiding principles in contemporary ethical decision-making.

·       Identify the four conditions that must be met before a claim of the tort of negligence is considered valid.

·       Summarize the basic elements of the Health Insurance Portability and Accountability Act of 1996 (HIPAA).

·       Describe the use of e-medicine in modern health care.

·       Define and provide an example of evidence-based medicine

·       Compare and contrast the types of research design.

Course Modules

Students are encouraged to review the module contents prior to class. See the Course Schedule for specific information about activities and chapter dates.

·       All work submitted to the instructor will be considered complete and final and will be graded as such.

·       All reading assignments are mandatory and the student's comprehension of the content will either be graded in the form of a quiz or applied in an assignment.

·       All assignments must be written at the baccalaureate level and will be graded for accuracy, completeness, quality, spelling, grammar, and integrity.

·       Because of the nature of the course, late submissions will not be accepted.

Welcome (Students should start here!)

Students should begin the course by viewing the documents found in the Welcome module. There is an overview of the course and the textbook. In addition, you will also find the Respiratory Program Student Handbook in this module. I encourage you to review.

Sunday, July 4th: Preliminary Course Work – Review Chapter 1 – Early History of Respiratory Care

Week One:

Monday, July 5^th and Wednesday, July 7^th: 

Program Orientation with a review of Respiratory Care Student Handbook as well as a review of the syllabus for this course.

Module 1 – Introduction to Respiratory Care

Objectives:

·       Define respiratory care.

·       Summarize some of the major events in the history of science and medicine that have directly affected respiratory care.

·       Explain how the respiratory care profession began.

·       Describe the historical development of the major clinical areas of respiratory care.

·       Name some of the important historical figures in respiratory care.

·       Describe the major respiratory care educational, credentialing, and professional associations (to include state licensure).

·       Explain how the important respiratory care organizations began.

·       Describe the development of respiratory care education.

·       Describe the roles and functions of the American Association for Respiratory Care, the National Board for Respiratory Care, and the Commission on Accreditation for Respiratory Care within the respiratory care profession.

·       Describe how professional and medical organizations contribute to the development and quality of the medical profession.

·       Discuss the scope of respiratory care practice.

·       Identify settings in which respiratory therapists practice.

·       Describe the roles and responsibilities of the director, education coordinator, quality assurance coordinator, supervisors/lead therapist, clinical staff, research, and medical director.

·       Discuss accreditation, credentialing, medical direction, and licensure aspects of the respiratory care profession.

·       Identify the roles that each professional respiratory therapist must play in the future growth of the respiratory care profession.

The student should begin by reading Chapter 1 and Chapter 2 in the text. There are assigned web links for additional information (AARC, NBRC, CoARC, COBGRTE, Texas Medical Board, Clinical Practice Guidelines) found in this module that the student must review. In addition, classroom lectures, classroom assignments, discussions (Preparing for Respiratory Care Week, Program Advisory Committee, Specialty Credentials), and an exam will be completed as part of this module.

Week Two:

Monday, July 12^th and Wednesday, July 14^th:

Module 2 – Disease Prevention, Patient/Therapist Safety, and Communication

Objectives:

·       Define healthcare-associated infections and state how often they occur.

·       Describe why infection prevention is important in respiratory care.

·       Identify and describe the three elements that must be present for transmission of infection within a health care setting.

·       List the factors associated with an increased risk for a patient acquiring a HAI.

·       State the three major routes for transmission of human sources of pathogens in the health care environment.

·       Describe strategies to control the spread of infection in the hospital.

·       Describe how to select and apply chemical disinfectants for processing respiratory care equipment.

·       Describe equipment-handling procedures that help prevent the spread of pathogens.

·       Identify circumstances when special infection-control procedures are warranted.

·       State when to use personal protective equipment during patient care.

·       Describe surveillance with regard to infection control.

·       Define the meaning of quality in health care services.

·       Understand the basic tools used in quality improvement projects.

·       Understand the importance of monitoring quality to promote better patient outcomes.

·       Identify impediments to care and risk in the direct patient care environment.

·       State how communication can affect patient care.

·       Describe the two-patient identifier system.

·       List factors associated with the communication process.

·       Describe how to improve your communication effectiveness.

·       Describe how to recognize and help resolve interpersonal or organizational sources of conflict.

·       List commonly used abbreviations in RT as well as do-not-use abbreviations as defined by the Joint Commission.

·       Review safety information relevant to the RT student as defined by the DFW Hospital Council Foundation Standard Hospital Student Orientation.

Students should begin by reading Chapters 4 and 3 (in that order) in the text. In addition to classroom lecture, there is a required group assignment, classroom discussions (Isolation Methods, Spread of Infection and Eradicating Disease through Vaccine), classroom activities (Communication, QM Case Study), video clips (Breaking the Chain), quiz modules (DFW Hospital Orientation Packet) and an exam for this module.

Week Three:

***Monday, July 19th and Wednesday, July 21st:

Module 3 – Medical Terminology

Objectives:

·       Identify the four-word elements used to build medical words.

·       Divide medical words into their component parts.

·       Apply the basic rules to define and build medical words.

·       Link combining forms and word roots to suffixes.

·       Identify surgical, diagnostic, pathological, and related suffixes.

·       Define common prefixes used in medical terminology.

·       Recognize and define prefixes of position, number, measurement, and direction.

·       Review structures and functions of the respiratory system (to include relationships with other systems).

·       Build words related to the respiratory system.

·       Explain pharmacology related to the treatment of respiratory disorders.

·       Review structures and functions of the cardiovascular system (to include relationships with other systems).

·       Build words related to the cardiovascular system.

Students should begin by reading the course materials located under Module 3. In addition to classroom lectures, there are required classroom activities focused on medical terminology as it relates to respiratory care (building medical words, scenarios, SOAP notes). There will be a quiz and an exam associated with this module.

Week Four:

Monday, July 26^th and Wednesday, July 28^th:

Module 4 – Ethics and E-Medicine

Objectives:

·       Summarize the philosophical foundations of ethics.

·       Explain what constitutes an ethical dilemma and how such dilemmas arise in health care.

·       Describe how professional codes of ethics apply to ethical decision-making.

·       Explain how traditional ethical principles are useful in resolving ethical dilemmas.

·       Describe the information that should be gathered before making an ethical decision.

·       Explain how the systems of civil and criminal law differ.

·       Describe what constitutes professional malpractice and negligence.

·       Explain how RTs can become liable for wrongful acts.

·       List the elements that constitute a practice act.

·       Explain how licensing affects legal responsibility and liability.

·       Describe how changes in health care delivery have shaped the ethical and legal aspects of practice.

·       Summarize the basic elements of the Health Insurance Portability and Accountability Act of 1996 (HIPAA).

·       Discuss the Patient Protection and Affordable Care Act.

·       Summarize the basic elements of the National Labor Relations Act.

·       Discuss elements of the False Claims Act.

·       Describe the role of advanced directives and living wills in health care.

·       Define electronic medical records and their major uses in health care.

·       State the differences between electronic health records and electronic medical records.

·       Identify the value of E-Medicine applications in informatics and clinical decision support.

·       Describe E-Medicine applications in clinical care and management.

·       Describe E-Medicine applications in respiratory care education and training.

Students should begin by reading Chapters 5 and 7 in the text. In addition to classroom lectures, there are required classroom discussions (Conflicting Obligations, Patient Rights, Veracity, Confidentiality, Role Duty), assignments (Gunn College HIPAA Video and Acknowledgement), video (Extremis), and a lecture exam for this module (Please note, the lecture exam for this module will cover only Chapter 5, Chapter 7 will be included on the comprehensive final).

Week Five:

Monday, August 2nd:

Module 5 – Fundamentals of Respiratory Care Research

Objectives:

·       Explain why research activities are important in healthcare.

·       Describe several sources of information that are commonly used during a literature search.

·       Review the various roles of those involved in conducting research.

·       Argue the importance of evidence-based medicine and note its limitations.

·       Compare and contrast the types of research design.

·       Describe strategies for getting started in research.

·       Describe and give examples of how to develop a study idea and write a research proposal.

·       Describe the three basic formats for publishing a research study.

Students should begin by reading Chapter 8 in the text. In addition to classroom lectures, there are required classroom discussions (Study Designs, What is Scientific Method), and an Introduction to EURECA as well as the Celebration of Scholarship at MSU Texas. Content from this Module will be included in the comprehensive final.)

Attendance and Participation:

Punctuality is imperative. Exams will be given during the first part of the class with an allotted amount of time for completion. If the student is late, they will be given the remaining time to finish the exam. At the end of the allotted time, all exams must be submitted, complete or not. Regular class attendance is required. No distinction is made between excused or unexcused absences unless the absence has been cleared through the Office of the Dean of Students, Athletic Department, or Academic Affairs. If a student misses a lecture, it is the student’s responsibility to work with other class members to determine missed content. Please refer to the MSU Student Handbook for additional information.  

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

Written and adopted by the 2002-2003 MSU Student Senate.

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

All instructors in the Department have voicemail in their offices and MSUTexas e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Obligation to Report Sex Discrimination under State and Federal Law

Midwestern State University is committed to providing and strengthening an educational, working, and living environment where students, faculty, staff, and visitors are free from sex discrimination of any kind. State and federal law require University employees to report sex discrimination and sexual misconduct to the University’s Office of Title IX. As a faculty member, I am required to report to the Title IX Coordinator any allegations, personally observed behavior, or other direct or indirect knowledge of conduct that reasonably may constitute sex discrimination or sexual misconduct, which includes sexual assault, sexual harassment, dating violence, or stalking, involving a student or employee. After a report is made, the office of Title IX will reach out to the affected student or employee in an effort to connect such person(s) with resources and options in addressing the allegations made in the report. You are also encouraged to report any incidents to the office of Title IX. You may do so by contacting:

Laura Hetrick

Title IX Coordinator
Sunwatcher Village Clubhouse
940-397-4213

laura.hetrick@msutexas.edu

You may also file an online report 24/7 at Maxient 

Should you wish to visit with someone about your experience in confidence, you may contact the MSU Counseling Center at 940-397-4618. For more information on the University’s policy on Title IX or sexual misconduct, please visit MSU Texas Title IX

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at https://msutexas.edu/campus-carry/rules-policies.

If you have questions or concerns, please contact MSU Chief of Police at police@msutexas.edu.