MASSASOIT COMMUNITY COLLEGE RESPIRATORY CARE PROGRAM

Transcription

1 MASSASOIT COMMUNITY COLLEGE RESPIRATORY CARE PROGRAM SIMULATION HANDBOOK ACADEMIC YEAR

2 NON-DISCRIMINATION POLICY Massasoit Community College is an affirmative action/equal opportunity employer and does not discriminate on the basis of race, color, national origin, sex, religion or handicap status in its education programs or in admission to, access to, treatment in, or employment in its programs or activities as required by Title VI, Civil Rights Act of 1964; Title IX, Education Amendments of 1972 and Section 504, Rehabilitation Act of 1973 and regulations promulgated there under; 34 CFR part 100 (Title VI), Part 106 (Title IX) and part 104 (Section 504). THE FAMILY EDUCATION RIGHTS AND PRIVACY ACT STUDENT ACCESS TO RECORDS The Family Education Rights and Privacy Act (FERPA) provide the student with a right to privacy and access to his/her school records. The Respiratory Care Program will comply with this Act. Access to student records is carefully controlled to maintain confidentiality. Students may view records held by the Program Director during posted office hours in H 333. Students wishing to view their records may do so by requesting access from the Program Director. Clinical records held by clinical instructors may be viewed at a mutually agreed on time. MCC transcript records may be viewed in cooperation with the Office of the Registrar. College health and CORI records are confidentially maintained by the Division Dean of Nursing and Allied Health. DISABILITY STATEMENT Students with disabilities who believe that they may need accommodations in the classroom are encouraged to contact a Disability Counselor; Andrea Henry at x 1805, Julie McNeil- Kenerson at x 1424 or Cathy Brogna at x 1425, as soon as possible, in order to ensure that such accommodations are implemented in a timely fashion. EXPECTATION FOR ALL RESPIRATORY CARE STUDENTS AND EMPLOYEES The expectation for all respiratory care students and employees is to provide excellence and innovation in the care of patients, the training of health professionals and the creation and sharing of health knowledge. This institution exists to serve others, and does so through the expression of our core values. Respect: To recognize the dignity of every person. Integrity: To be honest, fair and trustworthy. Stewardship: To manage resources responsibly. Excellence: To work at the highest level of performance, with a commitment to continuous improvement. 2

3 TABLE OF CONTENTS Non-Discrimination Policy, FERPA, Disability Statement, Expectations Back of cover Welcome 5 Respiratory Care Mission, Program Goal, Simulation Goal, Academic Requirements 7 Program Outcomes 8 Student Outcomes, Program Measurable Outcomes 9 Program Philosophy, Simulation Philosophy 10 The Laboratory, Lab Conduct 11 Respiratory Care Code of Ethics 12 Confidentiality, Dress Code, Equipment Use, Clean Up, Student Referrals, Inventory 13 Videos, Video Recording, What is Simulation? 14 Simulation Scenarios 15 AARC-Cultural Diversity 16 AARC- Respiratory Care Scope of Practice 17 Goals and Standards 18 Courses, Grading 19 Grade, Practical Standards 20 Respiratory Care Program Competencies, Competencies 21 My Massasoit Portal 22 Program Objectives 23 Cell Phone and Usage of Social Media Devices 24 Hand Hygiene, Goggles 25 Dishonesty and Cheating Policy 26 Policy on Failure, Clinical Experience 27 Policy on Incomplete Grades, Grading Policy 28 Attendance Policy 29 Clinical Respiratory Care Courses 30 Cancellation Policy 31 National Background Checks, Pregnancy Policy 32 Family Education Rights and Privacy Act Access to Records 33 Remediation 34 Hazardous Materials, Alcohol and Drug Policy 35 Guidelines to Civility 36 Clinical Dismissal 37 Absence Due to Religious Beliefs, Standards 38 Clinical Attendance Policy 39 Rules of Clinical- Signature sheet 40 Evaluation- Signature sheet 41 Purpose of the Clinical Instructor 42 Relationships with Instructors 43 Evaluation of Clinical Performance 44 Standards of Clinical 45 Health Insurance Portability and Accountability Act (HIPPA) 51 Laboratory/Clinical Clearance Evaluation 52 Clinical Conduct 53 3

4 Disciplinary Action, Clinical Shift Hours 54 Clinical Emergencies 55 Confidentiality 56 Universal Precautions 57 Communicable Disease Reporting, Clinical Rules and Regulations 58 Significant Incident Report 59 Clinical Makeup Form 60 Clinical Contract 61 Disciplinary Action for Violation of the Clinical Code of Conduct 62 Clinical Waiver Form 63 Waiver for Student Employment 64 Learning Contract 65 Medical Information Release Form 66 Confidentiality Agreement- Signed form 67 Influenza Vaccine Declination Form 68 Academic Warning 69 Respiratory Care Student Handbook and Acknowledge Policy- Signed form 70 Simulation Agreement 71 Simulation Agreement 72 Learning Experience Attendee Evaluation 73 Laboratory Performance Indicators of Students 74 Debriefing/Reflection Log 75 Debriefing Questions 76 Peer Debriefing 77 Clinical Simulation Debriefing Tool 78 4

5 WELCOME Welcome to the simulation laboratory. Training healthcare providers to be able to respond to any situation they might find themselves in is crucial to their development as healthcare professionals. With recent advancement in the use of technology, simulation training provides an excellent (and safe) learning environment in the curriculum of students as well as for ongoing training for current healthcare professionals. While hands-on learning with real patients cannot be completely replaced, simulation training provides a safe environment for learning. Making mistakes can be a valuable part of the learning process. In the simulation environment, patients at not put at risk and the student is allowed to practice on the manikin first. The Simulation/Skills Lab is where you will be introduced to new skills and competencies, be expected to practice, and be evaluated on your proficiency of the competency or skill. Simulation activities will be integrated throughout your curriculum. As you progress through your respiratory care program, you will spend time in both the Respiratory Care Skills Laboratory and the Simulation Room. You will continue to rotate through the simulation lab each semester. Whether you are learning a new skill, reviewing previously learned skills, or being evaluated in preparation for clinical the simulation lab will be the method of learning. Simulation activities will be a key component of all these elements, whether it is using a simple task trainer, high fidelity manikins or a peer. Critical thinking is encouraged by incorporating the rationale for what you are learning as well as understanding the patient assessments and responsibilities that accompany these skills. Evaluation is a continuous process utilizing course skills testing and clinical experiences. The Respiratory Care Simulation Lab faculty collaborates with the course faculty to coordinate theory and clinical labs. You will have the opportunity to practice independently and with your peers, along with the faculty as available to develop your skills. How much time you dedicate to practice is dictated by how quickly you learn and by the complexity of the skills. You all have your own style and pace of learning; therefore plan your time and needs accordingly. Practice is completed on your own time and testing may either be on your own time or during scheduled class/clinical time (course dependent). Currently there is no mandatory time requirement for practice. Therefore, it would be beneficial to include lab practice time into your weekly schedule. The Simulation Experience is an integral part of your respiratory care education where you have the opportunity to overcome your own fears and insecurities while working with a variety of task trainers, high fidelity manikins and actual hospital equipment. By using the provided equipment and supplies, you are able to simulate a clinical environment where you have the ability to learn and practice safely without causing harm to your patients. 5

6 The primary goal of the Simulation Lab is to provide an environment for you to become competent with your respiratory care skills and thereby becoming a safe practitioner while working towards excellence in respiratory care. This simulation handbook is provided to assist you as you progress through the program. It contains program specific information that is vital to your educational experience and it supplements the information provided to you in the college s course catalog. It is expected that you keep this handbook as a resource referring to it whenever necessary. All Respiratory Care students are required to adhere to the policies and procedures contained in this handbook. The faculty looks forward to assisting you in attaining the career goals that you have established for yourself. Sincerely, Program Faculty 6

7 RESPIRATORY CARE PROGRAM MISSION The Respiratory Care Program of Massasoit Community College serves the respiratory medical community and the population of greater Brockton, Southeastern Massachusetts, Cape Cod and Boston area by preparing competent advanced-level respiratory care practitioners who: are competent in the performance of all modalities of respiratory care, demonstrate critical thinking and problem solving skills in their practice of respiratory care procedures and assessments, communicate effectively with staff and patients, employ safety practices, foster professional development and growth, and are prepared to achieve registration and employment in the field of respiratory care. The program s nine clinical affiliations are the foundation of the program by: providing a clinical instructor to educate the students, instructors who have an important role in the success of the student s clinical education, and a diverse patient population. The faculty of the program is committed to promoting in its students the concepts of: professional development, ethical and moral behaviors, a high quality work ethic, and compassion and care to a culturally diverse population. The simulation lab provides a foundation for pre-clinical experiences in a safe and controlled environment prior to learning in the hospital. PROGRAM GOAL 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). SIMULATION GOAL The goal of the respiratory simulation laboratory is to promote safe, knowledgeable, and effective care by demonstrating and reinforcing the highest level of performance and readiness. ACADEMIC REQUIREMENTS To continue in the Respiratory Care Program the student must maintain C (75%) in all respiratory classes, along with a Passing grade in clinical and the laboratory portion of the program. Students who do not maintain this grade requirement in any respiratory course will be withdrawn from the program. Failure in an affiliation course will result in dismissal from the program. Grades of less than C will not be accepted as a transfer. Upon successful completion of requirements for this program the degree of Associates in Science will be awarded. A certificate of completion in Respiratory Care will also be awarded to the graduate. 7

8 PROGRAM OUTCOMES To provide individuals with career preparation associated with Advanced Respiratory Care Practitioner competencies with consideration of the needs and expectations of the program's communities of interest. To provide a curriculum that leads to the Associate in Science degree, eligibility for the national credentialing process, entry into the Massachusetts licensure process, and employment in Respiratory Care. To promote the development of those intellectual skills that foster critical thinking and problem solving that are necessary for life- long learning. To provide students with the skills necessary to communicate both orally and in writing effectively within the healthcare community. To promote the development of life-long professional attitudes and values. To understand and manage self, to function effectively in social and professional environments and to make reasonable judgments based on understanding the diversity of the world community. To locate, understand, evaluate, synthesize, information and data in a technological and data driven society. Will demonstrate professional behavior consistent with employer expectations as advanced-level Respiratory Care Practitioners. Demonstrate the ability to comprehend, apply, and evaluate clinical information relevant to their roles as advanced-level Respiratory Care Practitioners. Demonstrate the ability to promote a team approach to patient care and interact with health-care workers. Will be encouraged to further their professional development by continuing education, conducting research, and being a member of the American Association for Respiratory Care (AARC). 8

9 STUDENT OUTCOMES Students will apply all modalities of respiratory care proficiently. Students will select equipment and troubleshoot in a proficient manner. Students will demonstrate appropriate respiratory care safety practice. Students will effectively communicate with the physician. Students will demonstrate adaptability and flexibility when met with a new circumstance related to the respiratory care emergencies, difficult cases or variations from the routine. Students will use effective oral communication skills in the clinical and academic settings. Students will practice written communication skills. Graduate students will demonstrate involvement in state and national professional organizations. Students will discuss the importance of keeping current in the profession. Students/Graduates will participate in professional activities. PROGRAM MEASURABLE OUTCOMES At least 80% of graduates will obtain the NBRC CRT credential (3-year average). At least 80% of graduates will obtain the NBRC RRT credential (3-year average). The program attrition rate will be less than 40% (3-year average). The post graduate employment rate will be at least 70% positive placement (3-year average). At least 80% of returned graduate surveys rating overall satisfaction 3 or higher on a 5- point Likert scale. 50% of the graduates will return surveys (3-year average0. At least 80% of returned employer surveys rating overall satisfaction 3 or higher on a 5- point Liker scale (3-year average). At least 50% of the employers return surveys (3-year average). At least 70% of students graduate on time (3-year average). 9

10 PROGRAM PHILOSOPHY The Respiratory Care Program at Massasoit Community College bases its foundation on which the program functions by the following: The belief that a student can succeed in the program if the student employs the tools available for student success and program faculty supports the student. The belief is that the clinical affiliates play an integral role in the program s success. The belief that respiratory care practitioners must demonstrate ethical, moral, and professional standards when serving the population of the community and other healthcare members. The belief that the program must graduate advanced care practitioners who promote professional development in order to produce images of high quality. The belief that as a professional, a respiratory care practitioner one must be able to employ critical thinking and problem solving skills in order to render quality images, delivery compassionate patient care and judicious exposure. SIMULATION PHILOSOPHY The simulation is here to make the student s clinical experience educational and enlightening and to promote direction of the student. Scenarios and simulation experiences relate to the didactic course objectives. Students will be orientated to simulation theory prior to running a scenario. If the student is not comfortable, learning will not take place and scenario objectives will not be met. Simulations and case scenarios mimic the clinical setting and are designed to help the student develop problem-solving and decision-making skills. Simulation includes all environmental factors to make student s learning realistic and authentic. These simulations help students think on their feet and help the transition from lab to clinical. For an enhanced learning experience, students must come to the lab prepared. The faculty will provide debriefing and positive feedback; students will self-analyze their performance and use critical thinking during the reflection process. 10

11 THE LABORATORY The respiratory simulation laboratory is located in FH202 (Field House, Room 202). This room has a high-fidelity mannequin (Sim-Man ), MetiMan, Laredal 3-G, and a high-fidelity mannequin baby (Sim-Baby ). The laboratory simulates a hospital adult and neonatal setting. It also has four adult intubation heads for simulating airway care emergencies and two trach simulator heads for the tracheostomy care of patients. The lab is fully equipped to practice all respiratory clinical skills. A variety of task trainers are also accessible as well as the ability to view a variety of media. Mentoring and tutoring are also available. The lab is open five days a week. The lab is also used on preset Saturdays. Students can sign up for requested time slots. Students without appointments will be seen if the schedule permits. Students coming to lab for clinical makeup tine in the skill lab will need to allow for availability. Students maybe videotaped for evaluation of skill performance. LAB CONDUCT All users of the lab must act in a manner that does not disturb the academic activities occurring in the lab. No lab user shall infringe upon the privacy, rights, privileges, health or safety of other lab users. Any materials that wish to be removed from the lab must have permission from the instructor. Conduct within the lab should mimic student s clinical experience. No eating or drinking in the lab is allowed. Students who have medical reasons to eat or drink should discuss this with the instructor and eat outside of the lab. Do not sit on the beds; beds are to be used by students when assuming the role of the patient only. Shoes must be removed when lying on beds. Do not use the equipment for any purpose other than specified. Sharps should be placed in the red sharp container box. Do not remove needles from syringes. Do not cut, bend, or recap needles. To avoid injury, please do not try to overstuff sharps containers. REMINDER STUDENTS MAY BE DISMISSED FROM THE PROGRAM AS A RESULT OF CONDUCT THAT IS UNSAFE, UNETHICAL, INAPPROPRIATE OR UNPROFESSIONAL. 11

12 RESPIRATORY CARE CODE OF ETHICS As health care professionals engaged in the performance of respiratory care, respiratory therapy practitioners must strive, both individually and collectively, to maintain the highest ethical standards. I, the respiratory care practitioner, shall practice medically acceptable methods of treatment and shall not endeavor to extend my practice beyond my competence and the authority vested in me by the American Respiratory Care Association. I, the respiratory care practitioner shall continually strive to increase and improve my knowledge and skill and render to each patient the full measure of my ability. All services shall be provided with respect for the dignity of the patient, unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems. I, the respiratory care practitioner shall continually strive to increase and improve my knowledge and skill and render to each patient the full measure of my ability. All services shall be provided with respect for the dignity of the patient, unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems. I, the respiratory care practitioner shall be responsible for the competent and efficient performance of my assigned duties and shall expose incompetence and illegal or unethical conduct of members of the profession. I, the respiratory care practitioner, shall hold in strict confidence all privileged information concerning the patient and refer all inquiries to the physician in charge of the patient s medical care. I, the respiratory care practitioner, shall not accept gratuities for preferential consideration of the patient. I shall not solicit patients for personal gain and shall guard against conflicts of interest. I, the respiratory care practitioner, shall uphold the dignity and honor of the profession. 12

13 CONFIDENTIALITY All simulation scenarios practice sessions involving students and/or recordings are considered confidential. All mannequin accessibility should be treated as a real patient (including inappropriate viewing). Discussion of scenarios of information is considered violation of the Respiratory Care Privacy Policy. All students signed a Confidentiality Statement in the Student Handbook. Students are expected to uphold all requirements of HIPPA. DRESS CODE Students coming to the simulation laboratory will come in full uniform. Students are expected to come prepared with stethoscope, watch with a second hand, and a pen and paper. A lab coat is optional. EQUIPMENT USE The simulation doors are to be locked at all times and never left unattended. The only personnel who have access to this laboratory are the respiratory care faculty. Anyone wishing to use the simulation lab will contact the Simulation Coordinator, Martha DeSilva, at extension All students must sign in the log book. This is mandated by the federal funding for this equipment. Please wash hands and wear gloves when working with mannequins. Students must have an instructor present to use the SimMan and SimBaby. These mannequins are very expensive. Only trained instructors who have been cleared by the simulator coordinator may use this equipment. Failure to comply with this policy will result in denied access to the lab. CLEAN UP The Massasoit respiratory care faculty is not responsible to clean up after lab. Please leave the lab in the way in which you found it so that others can enjoy the same laboratory experience. Please leave it safe, neat, and ready to use for the next person. Be sure to turn off lights and make sure the door is locked. Students and faculty are responsible to report any broken or missing equipment. (All sharps must be disposed in a sharp container.) SimMan or SimBaby or MetiMan are not to be moved unless approved by the lab coordinator due to experience and intensive training. STUDENT REFERRALS Students may be referred to the lab for extra practice as deemed necessary by the clinical instructors. The instructor should fill out a skill laboratory referral sheet. (Appendix) Students may also be requested to makeup time in the laboratory for missed clinical days. Individual and group practice space and time is available to students to improve competency and respiratory care skills. INVENTORY AND SUPPLIES When supplies are running low, the laboratory coordinator should be notified. 13

14 VIDEOS, CD S, AND DVD S A supply of media is kept on file in the skills lab and in the respiratory office. Media is available for classroom use. Some of the assigned videos can be found on Canvas and on Medcom. VIDEO AND RECORDNG EQUIPMENT The SimMan, MetiMan and SimBaby are capable of recording student s performances. The recording equipment should not be used unless proper training has been provided. All recordings can be saved on thumb drive/backup hard drive. Recordings are for educational purposes and debriefing opportunities with the appropriate faculty, staff, and students. The confidentiality agreement signed by the students protects privacy and discourages inappropriate discussion of the video contents or student s performance in the simulation scenarios. Any viewing or publication outside of the classroom, such as posting on You Tube is unacceptable and unethical and will result in dismissal from the respiratory care program. Students and faculty should conduct themselves professionally as in the clinical setting since all interactions can be recorded. WHAT IS SIMULATION? SimMan provides simulation-based education to challenge and test student s clinical and decision-making skills during realistic patient care scenarios. It does not replace the clinical setting but complements other teaching and learning approaches in preparing the novice for their role in practice. Hands-on experience is the best teacher and using simulation such as high fidelity SimMan can provide a more interactive classroom/lab leaning environment for students. This environment allows the student to participate in a variety of complex case scenarios and practice in a life-like, hands-on situation. It can be used to evaluate a student s skill acquisition. The high fidelity simulation provides students with an environment conductive for focusing on critical thinking, clinical reasoning, and clinical judgment skills as well as acquiring new knowledge. Using a real life or simulated real-life situation for students to practice skills increases the probability that those skills will then be used. Advantages of simulation are: Realistic client situations, with variables controlled, can be reproduced Active learning can occur Specific and unique patient situations can be created Errors can be corrected and discussed immediately Consistent and comparable experience can occur for all students Maximal amount of learning time Experimentation and creativity are allowed Self-evaluation is promoted Feedback can be elicited Decision making can be promoted effectively Anatomically realistic enabling a wide variety of interventions to be practiced Highly realistic patient simulation training experiences for the practice of teamwork, leadership, and communication skills. 14

15 SIMULATION SCENARIOS The simulation mannequins are to be used with respect as if they were real patients. Please do not use latex products, newspaper, betadine or ink pens near the mannequin. Only use approved products by Laerdal for use on SimMan and SimBaby. All IV s need to be of 18-guage or smaller. All students will be assessed on their assessment techniques, standard of care, checking patient identifiers, and infection control. Students will be assessed on their ability to perform vital signs and ABC s. Communication with the patient, team, and patient s family will also be assessed. When administering medications students will be assessed on using the six rights of medication. The simulation lab is a learning environment. The students involved in the scenario should have everyone s respect and attention. Situations simulated in the lab are to be used as a learning tool and no discussion of the action(s) of fellow students should take place outside of the lab. A debriefing session will be provided for all simulation experiences. Following the debriefing, the students will fill out an evaluation form. A reflection paper will be given to the students so that they can reflect on their own experience and provide constructive feedback to the instructor to improve the scenario. The minimum expectations for simulations include and are not limited to: Introduction of self to the patient Use of standard patient identification procedures Use of standard precautions before, during, and after all simulation experiences Demonstration of initial primary assessment and data collection skills (ABC s) 15

16 AMERICAN ASSOCIATION FOR RESPIRATORY CARE CULTURAL DIVERSITY The AARC embraces diversity and multi-culturalism in all of its forms and promotes a professional community established with understanding, respect and cultural competence. The AARC is enriched by the unique differences found among its diverse members, their patients/clients, and other stakeholders. The AARC encourages and promotes a culture where personal and cultural backgrounds are utilized effectively to enhance our profession. The AARC accomplishes this by: Demonstrating sensitivity to all forms of diversity and multi-culturalism including, but not limited to: age, gender and gender identity, race, color and ethnicity, nationality and national origin, ancestry, religious affiliation and creed, sexual orientation, socioeconomic status, political affiliation, physical and mental abilities, veteran and active armed service status, job responsibilities and experience, education and training. Acknowledging the varied beliefs, attitudes, behaviors and customs of the people that constitute its communities of interest, thereby creating a diverse and multicultural professional environment. Promoting an appreciation for communication between, and understanding among, people with different beliefs and backgrounds. Accommodating the needs of the physically disabled at events and activities. Using multicultural content and gender-neutral references in documents and publications. Promoting diversity education and cultural competence in its professional education programs. Recruiting candidates from under-represented groups for leadership and mentoring programs. Effective 12/94 Revised 12/07 16

17 RESPIRATORY CARE SCOPE OF PRACTICE Respiratory Therapists are health care professionals whose responsibilities include the diagnostic evaluation, management, education, rehabilitation and care of patients with deficiencies and abnormalities of the cardiopulmonary system. The scope of practice includes the application of technology and the use of treatment protocols across all care sites including, but not limited to, the hospital, clinic, physician s office, rehabilitation facility, skilled nursing facility and the patient s home. The practice of respiratory care encompasses activities in diagnostic evaluation, therapy, and education of the patient, family and public. These activities are supported by education, research and administration. Diagnostic activities include but are not limited to: 1. Obtaining and analyzing physiological specimens 2. Interpreting physiological data 3. Performing tests and studies of the cardiopulmonary system 4. Performing neurophysiologic studies 5. Performing sleep disorder studies Therapy includes but is not limited to the application and monitoring of: 1. Medical gases (excluding anesthetic gases) and environmental control systems 2. Mechanical ventilator support 3. Artificial airway care 4. Bronchopulmonary hygiene 5. Pharmacological agents related to respiratory care procedures 6. Cardiopulmonary rehabilitation 7. Hemodynamic cardiovascular support The focus of patient and family education activities is to promote knowledge and understanding of the disease process, medical therapy and self-help. Public education activities focus on the promotion of cardiopulmonary wellness. 17

18 Goals and Standards Special meetings were held to derive these program goals and standards that we felt were imperative for the success of our program. Students present and past were major contributors in producing standards which addresses all areas of the program. The Program Goals and Standards are discussed regularly at all meetings. Reassessing the developing program goals are a continuing issue and priority. The Respiratory Care Program at Massasoit Community College has a program goal and standards which are essential to the requirements set by the CoARC (Commission on Accreditation in Respiratory Care). This goals and standards are published on the web and in the handbook so that everyone may have input into their implementation and evaluation. The program outcomes can be found on the website. The program itself is a two-year program comprised of both academic and clinical education. Following the completion of this program, the students are awarded an associate degree in science by Massasoit Community College and a certificate of completion from the Respiratory Care Department. This makes the students eligible for the examinations administered by the National Board for Respiratory Care (NBRC). The Commonwealth of Massachusetts requires all respiratory care practitioners to be licensed. Matriculated Respiratory Care students at Massasoit Community College may apply for a limited permit to work. This allows the student to work in the field of respiratory care after successfully completing the first semester of the program with a grade of C or better while having a resource person available to them at all times. The student must be in good academic and clinical standards after each subsequent semester in the program. The student may request an updated Verification of Education form from the Program Director. To be eligible for an updated permit, the lecture, lab and clinical competencies must be successfully completed. Students are not permitted to perform procedures/treatments while employed unless the competency has been checked off as completed on the Verification of Education form. It is the student s responsibility to get the verification of Education form updated by the Program Officials and to inform the hospital department when the form has been updated and stamped by the Board of Respiratory Care. All of the forms and regulations for the Limited Permit may be found at There is a fee for the limited permit but there is no additional cost to update the permit after each semester. In the state of Massachusetts, the law requires a Respiratory Care Practitioner to be credentialed in the field and hold a current license. To obtain a license the individual must: complete an accredited Respiratory Care Program, apply to the Board of Respiratory Care, pass the NBRC TMC Examination, be of good moral character, pay the appropriate fee, and be able tp pass the CORI background check. If you are not sure of the potential outcomes of a CORI background check it is advisable to contact the Board of Respiratory Care for further information. 18

19 Additional information related to background checks can be found at As a student at Massasoit Community College, the student can obtain information regarding the CORI background check by contacting the CORI officer at Massasoit Community College. The current CORI officer is Dean Anne Scalzo-McNeil, Ph.D. She can be reached at amcneil@massasoit.mass.edu or extension Courses The Respiratory Care Program at Massasoit Community College includes the following courses: English, Psychology, Chemistry, Anatomy and Physiology, Microbiology, Statistics, Pharmacology, Cardio-pulmonary Anatomy and Physiology Pathology, Biological Principles, Respiratory Care Equipment, Respiratory Care Seminar I, Respiratory Care Seminar II and Cardiopulmonary Diagnostics and Evaluation, Respiratory Care 1, Respiratory Care 2, Respiratory Care 3 and Respiratory Care 4. The clinical experience runs for all four semesters. The students attend classes at the college three days per week and have their clinical experience two days per week. Clinical are scheduled for Tuesdays and Thursdays for freshman, and seniors are scheduled for Mondays and Wednesdays. The students are required to attend the minimal of one hour of laboratory time a week. Open laboratory hours are available so that the student can master a competency. The college provides a paid instructor at each clinical affiliate except Beth Israel Deaconess - Plymouth and South Shore Hospital. The student/instructor ratio varies according to clinical site and at no time will exceed a ratio of 6:1. This allows the instructor to respond to the needs of individual students. Grading Students are graded with a Pass/Fail/Incomplete system in the clinical area. The didactic area is comprised of examinations, activities, case studies and laboratory assignments in which a grade of 75 or better must be maintained. The student must maintain a 2.0 average to remain in any career program. The student must also successfully complete Anatomy and Physiology I to continue into Respiratory Care II. Massasoit Community College will attempt to provide financial assistance to all students with demonstrated need. All programs are administered without regard to race, color, handicap, religion, sex, national origin or age. *Also included in the College Catalog is information regarding withdrawal, tuition and refunding. ** All students in RESP104 must pass the Self- Assessment TMC EXAM and the Self-Assessment Clinical Simulation exam prior to graduation.. 19

20 Grade: Criteria for earning: A = 94% to 100% overall Average A = 90% - 93% B+ = 87% - 89% B = 84% - 87% B- = 80% - 83% C+ = 77% - 79% C = 74% - 76% F = Less than 75% PRACTICAL STANDARDS The following mental and physical requirements are necessary to perform as a respiratory care student. A student in the professional Respiratory Care Program must possess the following: Verbal and written skills sufficient to respond promptly in communications with patients, staff, and physicians. Sufficient sight to read requisitions and charts. Sufficient hearing to interact with and respond to patients as well as to the audible sounds of equipment. The ability to stand and walk for 80% of clinical time. The ability to lift, assist and maneuver patients in wheelchairs, carts and stretchers without injury to patient, self or other health care workers and to respond to medical emergencies. Sufficient motor skills to manipulate, lift, and reach equipment and to operate small controls on equipment. Intellectual and emotional skills to exercise discretion in handling confidential medical information. Cognitive ability to perceive and deal appropriately with environmental threats and stresses and continue to function safely and effectively during high stress periods. The ability to protect oneself and others from hazards in the health care environment, such as infectious disease, contaminated equipment, sharp instruments, and chemical 20

21 fumes. In addition the clinical aspect of this program requires strict attendance and some additional financial obligations for students. For example: o Transportation to and from clinical sites. o Purchasing of clinical attire such as clothing, name tags, e-books tablet. etc. RESPIRATORY CARE PROGRAM COMPETENCIES The program is dedicated to the development of appropriate cognitive, psychomotor, and affective competencies on the students so that they may apply scientific understanding technological skills and human values within the profession. The program additionally strives to provide individuals with career preparation associated with advanced Respiratory Care Practitioner competencies with consideration of the needs and expectations of the program s communities of interest. The laboratory and clinical competencies are documented in DataArc. The competencies listed in the chart below will help to identify what you will do for completion of your degree as an advanced respiratory care practitioner. COMPETENCIES 1. Communicate Effectively - Read and listen with comprehension. - Speak and write clearly using Standard English. - Interact cooperatively with others using both verbal and non-verbal means. - Demonstrate information processing through basic computer skills. 2. Critical Thinking - Make connections in learning across the disciplines and draw logical conclusions. - Demonstrate problem solving through interpreting, analyzing, summarizing, and/or integrating a variety of materials. - Use mathematics to organize, analyze, and synthesize data to solve a problem. 3. Independent Learning - Use appropriate search strategies and resources to find, evaluate, and use information. - Make choices based upon awareness of ethics and differing perspective/ideas. - Apply learning in academic, personal and public situations. - Think creatively to develop new ideas, processes or products. 4. Examine Relationships in Diverse and Complex Environments - Recognize the relationship of the individual to the biological and physical environment. - Develop an awareness of self as an individual member of a multicultural global community. 5. Perform cardiopulmonary diagnostic procedures, patient assignment, and respiratory care plan. 21

22 6. Administer therapeutic and life support procedures in the management of patients with cardiopulmonary impairment. 7. Evaluate appropriateness of prescribed respiratory care and recommend modifications where needed. 8. Select, assemble, check correct malfunctions, and assure cleanliness and calibration of respiratory care equipment. 9. Maintain an ethical and effective relationship with the healthcare team. 10. Perform essential elements of patient education. 11. Demonstrate an awareness of organizational and management principles as related to respiratory care. 12. Perform and act on the results of advanced patient assessment techniques 13. Assist the physician in special procedures of cardiopulmonary care. 14. Demonstrate skills and attitudes needed to maintain professional and technical competence. 15. Demonstrate the ability to think abstractly, reason logically and apply problem solving skills in the practice of respiratory care. MY MASSASOIT PORTAL My Massasoit Portal provides a secured-access Web portal to students registered at MCC. This portal offers centralized information about campus activities as well as access to web based MCC services including , course registrations, transcripts, financial aid, class schedules, calendars and more. Massasoit s Portal can be accessed from any computer that has Internet access or a connection to the MCC network. To access your Massasoit account, open the MCC home, Student Service tab, then IT Student Help Desk tab. Ext All communication to students from program faculty will occur through the student s MCC and student s personal s if available. During the semester, it is the student s responsibility to check their MCC address DAILY for communications from the faculty. My Massasoit may be downloaded to your personal smart phones. Go to your app store and type in Massasoit Community College and download the app. 22

23 PROGRAM OBJECTIVES 1. Provide academic and clinical instruction as outlined in the Standard set by CoARC. 2. Implement, evaluate and follow-up study of the Program s goal and standards. 3. Promote and advance the profession of Respiratory Care. 4. Develop moral and ethical health care professionals skilled in the technical aspect of Respiratory Care. 5. Graduate competent entry-level and advanced-care practitioners. 6. Provide enough qualified respiratory care practitioners to meet the needs of our communities of interest. 7. Provide students with educational curriculum leading to the award of an associate degree in science. 8. Prepare students for eligibility for examination by the National Board of Respiratory Care. 9. Prepare students for eligibility for licensure by the Licensure Board for the Commonwealth of Massachusetts. 10. Promote integration of academic, laboratory, and clinical portions of the curriculum. 11. Maintain a competency-based system of clinical evaluation. 12. Provide equal educational opportunities for all qualified applicants in keeping with the policies of Massasoit Community College. 13. Maintain the Advisory Committee to assist the key personnel in promoting program responsiveness to professional, community and agencies needs, and; 14. Increase the percentage of graduates who came from the program from disadvantaged and minority groups. 23

24 CELL PHONE AND USAGE OF SOCIAL MEDIA DEVICES The following are the policies for usage of social media devices for clinical experience and in the respiratory classroom. The purpose of this policy is to promote the safety and privacy of students, faculty, staff and patients. Students and faculty members must comply with the Health Insurance Portability and Accountability Act (HIPAA) and the Family Education Rights and Privacy Act (FERPA) when using social media. No student may post, release, or otherwise disclose photos, identifiable case descriptions, images or records related to the educational or clinical activities of school via social networking sites (e.g.: Facebook, Twitter, YouTube, Instagram, etc.), non-educational blogs, message boards, internet websites, personal s, or any other than standard professional means of query and/or dissemination. NO student may post statements about Massasoit Community College faculty, staff or students that are defamatory, obscene, threatening or harassing. Failure to comply with this policy may be a violation of legal, professional and ethical obligations. Violations will result in dismissal from the program. Privacy does not exist in the world of social media. Before each posting, students are encouraged to consider how the item may reflect both on the author of the post and the program. Something that would not be said in person should not be posted in social media. Students should NOT post as a representative of the program. Failure to use professional judgment will result in disciplinary action. Classroom: Please put your cell phone on vibrate during scheduled class times. Infraction of the policy by a student may be cause for the instructor to ask the student leave the class. At no time should a student use a cell phone for texting messages during lecture or lab. All other social media devices are prohibited. Please see individual course syllabi for faculty policy on possession of social media devices during examination periods. Clinical Experience: At no time should the student use cell phone devices for making calls and the cell phone should not be on to accept incoming calls. Also, a student should not use their cell phone for text messaging during clinical time. The student is responsible for giving his/her family members the number of the clinical site in case of an emergency situation. All other social media devices are prohibited. Infractions of these policies and/or activities or any other policies and/or activities deemed unprofessional or non-conducive to proper patient care may result in disciplinary action, removal from the clinical site, and/or dismissal from the program. The first infraction of this policy will result in dismissal from clinical for one day with a full make-up day and the second infraction will result in dismissal from the program. At no time is the usage of texting a means to communicate with your clinical instructor or program faculty member. A student may use their cell phones at the beginning and end of clinical to use DataArc. This is the only exception. 24

25 HAND HYGIENE The Centers for Disease Control (CDC) has suggested that healthcare workers who wear artificial nails are more likely to harbor gram-negative pathogens on their fingertips than those who have natural nails, both before and after handwashing. Personnel wearing artificial nails also have been epidemiologically implicated in several other outbreaks of infection. The Centers for Disease Control (CDC) has issued a set of recommendations for all health care facilities regarding hand hygiene in an effort to prevent the spread of infections. Since Respiratory Care students at Massasoit Community College have direct patient contact, the following policy is in place: Artificial fingernails are prohibited. Natural fingernails should be short and well-trimmed. Polish should be of a neutral shade and free of chipping. GOGGLES Students must purchase goggles to wear at their clinical site. They should be considered part of the student uniform; therefore, they should be accessible to the student at all times. Goggles should be worn in compliance with OSHA Standards for treatment of all human bodily substance (refer to Universal Precautions Statement in this book). Goggles may be purchased at the Massasoit Community College Bookstore. 25

26 DISHONESTY AND CHEATING POLICY The Respiratory Care faculty strongly believes academic honesty and examination security are essential to maintain the integrity of the entire community college, the Respiratory Care Program, course content, student-faculty relations and very importantly, student morale. College policy states that academic dishonesty also includes, but is not limited to students giving or receiving aid during examination or in completing laboratory assignments unless given explicit instructions by the instructor. This also includes discussion of examination content with or among individuals who have not taken the examination. The following guidelines will apply: 1. Students will be expected to take the make-up examination on the next class day. 2. Exam review will occur when all students have taken the examination. No instructor will discuss any test content until all students have taken the examination. 3. The option for make-up examination is not guaranteed. It is the student s professional responsibility to be present for all assignments and examinations. The Respiratory Care faculty will make the final decision if a make-up examination opportunity will be granted. 4. If a student is ill, absences must be called in to the Respiratory Care faculty on the day of, or prior to the examination. 5. Any students taking make-up examinations will receive a different test. 6. Students will be expected to take the make-up examination on the next scheduled class day. In addition, students should refer to the Discipline Policy in the student handbook which states, The College reserves the right to dismiss a student for disciplinary reasons when it considers such action in the best interest of the College or student. The Respiratory Care Program follows the College policy on academic honesty. It is the student s responsibility to familiarize themselves with this policy which can be found in the College Student Handbook on the Massasoit Community College website. 26