2009 Mississippi Curriculum Framework: Postsecondary Respiratory Care Technology. (Program CIP: 51.0908

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Autor/inn/en	Anderson, Lori; Brooks, Anthony; Miller, Shirley; Newell, Jim; Prince, Beverly; Smith, Jacqueline; Smith, Lynn; Ware, Chris
Institution	Mississippi State University, Research and Curriculum Unit; Mississippi Department of Education, Office of Vocational Education and Workforce Development
Titel	2009 Mississippi Curriculum Framework: Postsecondary Respiratory Care Technology. (Program CIP: 51.0908 - Respiratory Care Practitioner)
Quelle	(2009), (82 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Therapy; Medical Services; Patient Education; Allied Health Occupations; Allied Health Occupations Education; Vocational Education; Curriculum Design; Course Descriptions; Program Descriptions; Standards; Job Skills; Postsecondary Education; Certification; Competency Based Education; Equipment; Student Evaluation; Community Colleges; Associate Degrees; Multiple Literacies; Mississippi + Suchen Sie Ihr Suchwort? Therapie; Arzt; Gesundheitsberuf; Ausbildung; Berufsbildung; Lehrplangestaltung; Kursstrukturplan; Standard; Produktive Fertigkeit; Post-secondary education; Tertiäre Bildung; Abschlusszeugnis; Zertifizierung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Schulnote; Studentische Bewertung; Community college; Community College
Abstract	As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Respiratory Care Technology program prepares individuals to become respiratory therapists. Respiratory therapists, as members of a team of health-care professionals, work to evaluate, treat, and manage patients of all ages with respiratory, cardiac, and other systemic illnesses. Respiratory therapists are responsible for airway management and the setup and monitoring of life support systems. They provide treatment for heart and lung disorders by administering inhalation treatments, oxygen, drugs, and other therapeutic modalities. In addition to performing respiratory care procedures, respiratory therapists are involved in clinical decision making (such as patient evaluation, treatment selection, and assessment of treatment efficacy) and patient education. The scope of practice for respiratory therapy includes, but is not limited to, the following: (1) Acquiring and evaluating clinical data; (2) Assessing the cardiopulmonary status of patients; (3) Performing and assisting in the performance of prescribed diagnostic studies such as drawing blood samples, performing blood gas analysis, and pulmonary function testing; (4) Utilizing data to assess the appropriateness of prescribed respiratory care; (5) Establishing therapeutic goals for patients with cardiopulmonary disease; (6) Participating in the development and modification of respiratory care plans; (7) Case management of patients with cardiopulmonary and related diseases; (8) Initiating ordered respiratory care, evaluating and monitoring patients' responses to such care, modifying the prescribed respiratory therapy and cardiopulmonary procedures, and life support endeavors to achieve desired therapeutic objectives; (9) Initiating and conducting prescribed pulmonary rehabilitation; (10) Providing patient, family, and community education; (11) Promoting cardiopulmonary wellness, disease prevention, and disease management; (12) Participating in life support activities as required; and (13) Promoting evidence-based medicine, research, and clinical practice guidelines. Respiratory therapists carry out these duties in a wide variety of clinical settings and are expected to act in a professional manner and conform to the standards and ethics of all healthcare professionals. Professional standards integrated into this curriculum include the Commission on Accreditation of Allied Health Education Programs Standards and Guidelines for the Profession of Respiratory Care (CoARC/CAAHEP), the National Health Care Skills Standards, and standards for the National Board for Respiratory Care (NBRC). Graduates of the Respiratory Therapy program are eligible to sit for the NBRC Entry Level Exam. Upon successful completion of the entry level exam, graduates will be eligible to sit for the NBRC Advanced Practitioners Exam. Appended are: (1) Standards and Guidelines for Respiratory Care Technology Programs; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.) (ERIC).
Anmerkungen	Research and Curriculum Unit. P.O. Drawer DX, Mississippi State, MS 39762. Tel: 662-325-2510; Fax: 662-325-3296; e-mail: info@rcu.msstate.edu; Web site: http://www.rcu.msstate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10