ANNUAL DEPARTMENT/PROGRAM REPORT

Transcription

1 ANNUAL DEPARTMENT/PROGRAM REPORT Department/Program: Respiratory Therapy I. Department/Program Vision, Mission, Philosophy and Description A. Vision Statement The respiratory therapy program will create an educational environment that provides academic and clinical excellence to the respiratory therapy community. The program will accomplish this through the following means: a. Offer an integrated and advanced level of clinical and academic curriculum. b. Meet employment needs of the profession regionally and State wide. c. Maintain national accreditation status by the Commission of Accreditation Respiratory Care (CoARC). B. Mission Statement To provide education to produce competent respiratory therapists for immediate employment or advanced education, by offering high quality educational and clinical experience. C. Philosophy 1. Teaching Philosophy & Pedagogy Student learning is a partnership among the teaching instructors, the community of clinical preceptors and the student. Each should strive to do their respective parts to promote, and facilitate student learning 2. Digital Learning Philosophy We are currently not involved in distance education but secondary to being the only program in the State we feel we may provide this service in the future 3. Dual Enrollment Philosophy N/A D. Articulation Agreements The Casper College Respiratory Therapy Program utilizes several clinical sites in which the students learn and practice the skills encompassing the practice of respiratory care. Clinical agreements exist with Wyoming Medical Center, Memorial Hospital of Converse County, Memorial Hospital of Campbell County, Mountain View Medical Center, Cheyenne Regional Medical Center, Cheyenne VA, Regional West Medical Center, St. Johns Medical Center, Ivinson Memorial Hospital, PAPS Healthcare Inc. and Billings Clinic After students have completed their first year, they are eligible for a Spring neonatal level III nursery clinical rotation in St. Vincent Hospital in Billings Montana. Approximately students a year benefit from these agreements. In 2013 we signed an articulation agreement with Boise State University. This agreement will allow our graduates who have passed the RRT exam to continue their education towards a Baccalaureate of Science in Respiratory care. E. Advisory Committee Membership and Function (if applicable)

2 Function of the advisory committee is to meet at least annually to review the programs measured outcomes in relation to the programs goals and objectives. To make recommendations towards program improvements. The members are as follows Program Director- Doug Neubert, RRT Clinical Director Tami Knotts RRT Medical Director- Mark McGinley Pulmonologist Dean of the School of Health Science- Tammy Frankland Clinical site representative- Bill Maloy BiPaPs Clinical site representative- Linda Ducello Clinical site representative- Rick Starkey Student Representative- Amber Milby Community Representative- Anna Wilkinson Clinical site representative- Suzanne Townsend Clinical site representative- Karen McVay Clinical site representative Wanda Hulit Clinical site representative Gail Parker Clinical site representative Bob Downing F. Special Events or Activities The Respiratory Therapy program has been active in our community and well as our State by helping sponsor events such as Blue Envelope Health Fair, and a Halloween Carnival. We have been involved educationally in attendance at the Wyoming Society of Respiratory Care convention as well as a sponsor of Asthma Camps. Last year we participated in the relay for life as well as the communities reindeer run. G. Personnel 1. Full-Time Faculty (include degrees & qualifications) Doug Neubert Program Director, BS RRT Tami Knotts Clinical Education Director 2013, BS RRT 2. Part-Time Faculty (include degrees & qualifications) Brandie Dudley WMC critical care preceptor 2013/2014, BS RRT Alexia Johnson WMC preceptor and simulation lab 2014, BS RRT 3. Other Personnel Clinical preceptors are established at each clinical site. Clerical help provided by the School of Health Sciences H. Enrollment Trends Data (Past 5 years) applicants 9 students accepted into program 7 students graduated applicants 13 accepted into program 7 Students graduated

3 applicants 15 students accepted into program 11 Students graduated applicants 12 students accepted into program applicants 12 students accepted into program II. Program Strategic Planning Report Summary A. Department Goals for Offer an integrated and advanced level of clinical and academic curriculum. Meet the employer needs for the profession in Casper and State of Wyoming. Enhance state wide recruitment strategies. Start reaccreditation process Self study due to CoARC in B. Department Strengths 1. Casper College s infrastructure of educational learning resources and student support services. 2. Casper College s commitment to the community of interest and students in which it serves to provide and promote a high quality program. -By providing state of the art respiratory therapy equipment for clinical simulation -By providing adequate space towards the housing of classrooms and students. -By hiring qualified Respiratory Therapy educators who possess strong clinical and teaching expertise. -By committing to the accreditation process -By tracking outcome data that remains good -By demonstrating high employment of all graduates -By demonstrating higher than national average pass rate of the Certification National Board -By receiving good employer satisfaction scores of graduate students -By receiving good graduate student satisfaction scores 3. Market advantage in that we are the only respiratory therapy program in the State of Wyoming. 4. Geographic location, in that we are centrally located in the State of Wyoming.

4 C. Department Challenges 1. The development of comprehensive lesson plans that are effective towards learning objectives and the successful preparation of the development of a competent Respiratory therapist. 2. The continued development of clinical affiliate sites. Clinical site on board with the mentoring of students Clinical sites that have the staff who are well educated in the standards of care in relation to respiratory therapy. Uniform understanding of clinical competences and the student check off process Uniform understanding and reinforcement of the programs policies and procedures 3. Wyoming Medical Center our only primary clinical site, is not able to provide preceptors for a large group of students. 4. Clinical site expansion throughout the State could cause dilution of program standards Development of Digital Learning for preceptors and students through Moodle and Simulation Center. Increasing number of respiratory therapy students in the program -meets the respiratory care needs of Wyoming, thus helping solidify Casper College as being the only program in the state, and increasing the financial viability of the program D. Department Resource Needs for Next Year 1. Facilities No change at this time 2. Equipment Would like to submit for a Non-Invasive Ventilator for next year s capital equipment 3. Personnel Would like to continue with our clinical instructors to help with clinical education at Wyoming Medical Center. Two clinical educators performing duties that account for approximately 38 hours per/week or 150 hours per month.

5 4. Budget and Request for next year* Budget Line Item Amount Request , , , , , , , , , , , , , , *Explain and/or justify any significant changes to the budget requested. Increase in line item 9120 and increasing Office and Medical supplies (ref - Dept. review page1,2 trends& objective IX and X,) Increase in line item Subscriptions (ref - Dept. review page1,2 trends& objective IX and X,)

6 III. Assessment Updates (3 levels of assessment General Education, Degree/Certificate, and Department/Program) A. Executive Summary (bullet points) 1. Major take aways from general education outcomes assessment What can we do, as an institution, to improve students skills regarding the outcome one, written communication? Faculty o Students would benefit from a more specific assignment sheet from their instructors with a rubric that explains how the student will be evaluated. o This rubric should include the expectations for their writing in addition to knowledge about the content. o Students should be more aware of and encouraged to use the writing center as part of completing writing assignments. 2. Major take aways from degree/certificate or program-level assessments. Of all eleven graduates of 2013, 100% meet the criteria of learning outcomes measured by our Northstar learning modules, as well as data ark clinical competency documentation. This has been the first time that I have used these assessment vehicles towards measuring student learning outcomes. I have found the Northstar web based modules to be challenging towards their equality with the NBRC matrix, our accreditations educational standard. I have changed from Northstar Learning, to Lindsey Jones in regards to the measurements of these objective learning outcomes. I will continue to monitor these results for comparison.. B. General Education Outcomes Assessment Describe changes to instruction, program, advising or strategy as a result of the last General Education Outcomes Assessment results (updated each fall and spring.) As graduates of Casper College, students will be able to 1. Demonstrate effective oral and written communication 2. Use the scientific method 3. Solve problems using critical thinking and creativity 4. Demonstrate knowledge of diverse cultures and historical perspectives 5. Appreciate aesthetic and creative activities 6. Use appropriate technology and information to conduct research 7. Describe the value of personal, civic, and social responsibilities 8. Use quantitative analytical skills to evaluate and process numerical data Our program would like to better our written /oral communication by assigning case studies and journal review summaries. The written communication format should include the development of SOAP notes (Subjective, Objective, Assessment, Plan) My hope would be to develop a rubric that includes the expectations for this written/oral assignment

7 C. Department/Program Name: Respiratory Therapy List the Degrees/Certificates awarded by the Department/Program: AS Respiratory Therapy D. Student Learning Outcomes and Assessment by Degree/Certificate Degree or Certificate: AS Respiratory Therapy Learning Outcomes Review Data in the Patient Record Collect & evaluate clinical information Obtain Additional Data Manipulate equipment Ensure infection control Perform quality control procedures A How/Where is outcome learned? B Evidence/ Indicator(s) of Learning Entire program Direct 1.Data Arc 2.Northstar 3.SAE (student assessment exam) Indirect 1.Graduate & employer surveys C Collection method(s) for each source of evidence Data review of each graduation class Data collection will occur during the spring semester of classes second year and conclude 8 months after graduation(graduate and employer surveys) D Analysis method(s) for each source of evidence Data will be analyzed by the program director. Analysis technique will comprises 1. Directmathematical success rate % Indirect Likert scale analysis E Feedback Procedures (Faculty, staff & students) Accreditation Body and Advisory Board

8 Maintain records & communicate info Maintain airways Remove bronchopulm onary secretions Achieve adequate respiratory support Evaluate & monitor patient s responses Modify therapeutic procedures Recommend modification s in the care plan Determine appropriate care Conduct techniques in emergencies Assist the Physician Conduct rehabilitatio n & home care E. Assessment Activities and Results (raw data reports) Of all eleven graduates of % meet the criteria of learning outcomes measured by Northstar learning modules, data ark clinical competency documentation and Student Assessment testing. Graduating class of 2103 experienced a 100% pass rate on both the National board of respiratory care on the following tests Certification Respiratory Therapy 100% pass rate Written Registry 100% pass rate

9 Clinical Simulation 100% pass rate F. Assessment Analysis What changes have you made or do you plan to make in this degree or certificate based on your assessment data? In 2013, we have hired a new Clinical Director. This individual should help reinforce and improve our student performance involving student clinical outcomes, student clinical competency s and preceptor training. Preceptor training will be more uniform and standardized to reinforce our programs goals. [Copy and paste parts D, E and F for each degree/certificate assessment plan in the program.] G. Department/Program Level Assessment Results & Analysis 1. External Assessment Data Relevant to the Department/Program Outcomes Evaluation System: NBRC CRT CredentialingCut Score: 80 %Analysis: Two students from the graduation class of 2012 did not pass the CRT exam. One of these students lost a parent right at finals and the other individual showed signs of struggle during the comprehensive testing all semester. All other students in that class completed both the CRT and RRT credentials..action: Continue to monitor Evaluation System: NBRC RRT CredentialingCut Score: N/A Comments: RRT Credentialing success has improved by 7.4% for this reporting three year average. Evaluation System: Attrition/Retention Analysis: For the graduation year of 2012 the programs attrition was 46.2 % and Retention was at 53.8%. For the three year average the program remains stable at 20% attrition and 80% Retention respectively.started the cohort with 13 students and graduated 7. Six students dropped out. (4 non-academic and 2 academic reasons) Action: Continue to monitor. Evaluation System: Positive Placement Analysis: 85.7% positive placement. This number has been affected or diluted secondary to two graduates from 2012 class not being CRT Credentialed. Action: Continue to monitor Evaluation System: Overall Employer Satisfaction Cut Score: 80 % Analysis: Survey return rate remains good. Overall employer satisfaction decreased from 93.3% to 92.9% over the last three year average. This percentage was attributed to one surveyor on the employee survey, and one student graduate. The deficiency was in the area of professionalism. This may have been a personality conflict issue. This evaluator has not been traditionally involved with these evaluations as well.action: Will continue to monitor Evaluation System: Overall Graduate Satisfaction Cut Score: 80 % Analysis: Graduate return rate remains somewhat low but above threshold. Of all graduates who returned a survey 100% were satisfied. Action: Continue to monitor Evaluation System: On-Time Graduation Rate Analysis: One student from this class was delayed for approximately one month for ontime graduation. This delay was secondary to incomplete work as well as showing difficulty in comprehensive testing. Respiratory Therapy Advanced Level Annual Report Outcomes Page 8 Action: continue to monitor 2. Third-Party Comments/Evaluations (if applicable, such as accreditors, community advisory boards, etc.) The Respiratory Program was Provisionally Accredited in February 2003 secondary to submitted Self Study documents. In October 2005 the Respiratory Therapy program under went a site visit occurred. The program was recommended for Initial accreditation, and voted officially by CAAHEP July 2006.

10 With an initial accreditation, a three year review takes place (looking at my outcomes over a three year period of time via documents submitted) Our Respiratory Program passed this three year review in May 2009 Our accrediting organization changed from CAAHEP accreditation to CoARC (Commission on Accreditation for Respiratory Care) officially Nov , and they issued our program a new Accreditation Certificate with an expiration date of Department/Program Overall Assessment Analysis Describe the changes to the department/program based on the past year s assessment activities. How has the department/program used the assessment data to celebrate student achievements and/or improve the curriculum or pedagogy in the last year? In 2013, we have hired a new Clinical Director. This individual should help reinforce and improve our student performance involving student clinical outcomes, student clinical We plan to celebrate our 100% certification scoring as well as exceeding all measured thresholds and standards defined by our accreditation authority CoARC with our advisory board on April 22 th, 2014.