Respiratory Therapy
- Mission Statment
The mission of WSU Department of Respiratory Therapy is to prepare graduates for the practice of respiratory therapy in a variety of health care settings. The program offers career mobility through an articulated ladder approach to respiratory therapy education. WSU respiratory therapy faculty provides education to a diverse population of students residing in urban and rural areas, building a foundation for life-long personal and professional learning at the Associate of Applied Science (AAS), Baccalaureate (BS) and Master’s level (MSRT).
Goals:
- The stated goals of the Department of Respiratory Therapy at Weber State University are to 1) prepare competent pre-professional and baccalaureate respiratory therapists (national credential eligible upon program completion) through traditional and satellite educational models. 2) Ensure credentialing success and to 3) demonstrate professionalism in respiratory care practices. The program utilizes rigorous selection criteria to admit students who have the technical and behavioral characteristics to succeed in the program. Continuous advising and mentoring procedures are in place to graduate appropriate numbers of practitioners to match employment needs in Utah and the region.
- Student Learning Outcomes
- Certificates (Not Applicable)
- Associate Degree
Within health science programs in institutions of higher learning, learning outcomes have been identified and are measured in three specific domains (see, Kacmerak et al. 2013, p. 1269-72). Specific functions are regularly discussed in advisory meetings with employers (managers, directors, physicians, community members) in Utah and articulated to meet employment needs in the state and region.
- Cognitive skills (problem solving) are facts and concepts that respiratory therapist must know and apply in practice. In didactic courses, learning objectives are evaluated in traditional methods and through face-to-face interactions or in on-line formats using “virtual labs” and in clinical scenarios. Learning objectives include words like discuss or explain a particular patient care concept.
- Psychomotor skills (task competency) are performance based activities encountered in laboratory and/or clinical settings. Simple re-demonstration of skills is rarely sufficient as a learning outcome but repeatedly practiced in peer-to-peer practices, instructor pass-offs, and with clinical preceptors at the bedside. Learning objectives include action words like analyze, apply, or compute data presented in patient care pathologies.
- Affective skills (attitude) are measured in attitudes or motivations of students in exhibition of favorable behavioral traits and in developing empathy for patients. These behavioral traits are evaluated by clinical preceptors for arriving “on time,” being prepared and/or showing interest in activities scheduled for the day. These can be viewed as employee characteristics that include statements like, “would you hire this student” at the conclusion of a clinical day. Clinical preceptors file daily evaluations (and students evaluate clinical preceptors for reciprocity) as feedback on these performances and in achieving the stated learning objectives. Graduation satisfaction surveys are completed at the conclusion of the curriculum by graduate surveys. Additionally, cognitive, psychomotor, and affective skills are annually measured by employer surveys completed within 6 months of program completion and reported to our accreditation commission (CoARC) which remain on-file for a period of three years. (see “RCS 2012” folder, employer and graduate survey or URL link below). Kacmerak, RM, Stoller, JK, Heuer, AJ, et al. (2013). Egan’s Fundamentals of Respiratory Care, 10th Ed. Elsevier/Mosby: St. Louis, MO.
For students enrolled in the Respiratory Therapy program at WSU, the program will:
- Prepare competent Respiratory Therapy practitioners meeting cognitive employer expectations (>3 on a 1-5 Likert scale).
- Prepare competent Respiratory Therapy practitioners meeting psychomotor employer expectations (>3 on a 1-5 Likert scale).
- Prepare competent Respiratory Therapy practitioners meeting affective skills as expected by employers (>3 on a 1-5 Likert scale).
- Successfully credential 80% of graduating students at CRT level per CoARC threshold standards.
- Retain 60% of students selected into the Respiratory Therapy program per CoARC threshold standards.
- Place 70% of students within 6 months of program completion per CoARC threshold standards.
Summary Information:
The Weber State University respiratory therapy (REST) program ensures learning outcomes are achieved in a secure national credentialing self-assessment examination that evaluates the summative skills and attributes necessary to function as a certified (CRT) respiratory therapist measured after the “pre-professional [AAS] level” (36 credit hours beyond prerequisites) and as a registered (RRT) respiratory therapist after the “baccalaureate-level” (29 credit hours beyond pre-professional level) curriculum. Evidence of learning is provided by secured results from the self-assessment examinations and by National Board (NBRC) examinations outlining credentialing success for graduates of the program. Program graduation requires a minimum passing score (95/140 for CRT and 68/100 for RRT examinations) to advance to credentialing candidacy. Directed feedback from these examinations documents student strengths and weaknesses for preparation on NBRC credentialing examinations. Self-assessment examinations (2015-16 CRT & RRT SAE results) are included for review for each graduate in 2013, 2014 & 2015 (see example below and “NBRC annual school summary” for last three years).
- Bachelor Degree
Within health science programs in institutions of higher learning, learning outcomes have been identified and are measured in three specific domains (see, Kacmerak et al. 2013, p. 1269-72). Specific functions are regularly discussed in advisory meetings with employers (managers, directors, physicians, community members) in Utah and articulated to meet employment needs in the state and region.
- Cognitive skills (problem solving) are facts and concepts that respiratory therapist must know and apply in practice. In didactic courses, learning objectives are evaluated in traditional methods and through face-to-face interactions or in on-line formats using “virtual labs” and in clinical scenarios. Learning objectives include words like discuss or explain a particular patient care concept.
- Psychomotor skills (task competency) are performance based activities encountered in laboratory and/or clinical settings. Simple re-demonstration of skills is rarely sufficient as a learning outcome but repeatedly practiced in peer-to-peer practices, instructor pass-offs, and with clinical preceptors at the bedside. Learning objectives include action words like analyze, apply, or compute data presented in patient care pathologies.
- Affective skills (attitude) are measured in attitudes or motivations of students in exhibition of favorable behavioral traits and in developing empathy for patients. These behavioral traits are evaluated by clinical preceptors for arriving “on time,” being prepared and/or showing interest in activities scheduled for the day. These can be viewed as employee characteristics that include statements like, “would you hire this student” at the conclusion of a clinical day. Clinical preceptors file daily evaluations (and students evaluate clinical preceptors for reciprocity) as feedback on these performances and in achieving the stated learning objectives. Graduation satisfaction surveys are completed at the conclusion of the curriculum by graduate surveys. Additionally, cognitive, psychomotor, and affective skills are annually measured by employer surveys completed within 6 months of program completion and reported to our accreditation commission (CoARC) which remain on-file for a period of three years. (see “RCS 2012” folder, employer and graduate survey or URL link below). Kacmerak, RM, Stoller, JK, Heuer, AJ, et al. (2013). Egan’s Fundamentals of Respiratory Care, 10th Ed. Elsevier/Mosby: St. Louis, MO.
For students enrolled in the Respiratory Therapy program at WSU, the program will:
- Prepare competent Respiratory Therapy practitioners meeting cognitive employer expectations (>3 on a 1-5 Likert scale).
- Prepare competent Respiratory Therapy practitioners meeting psychomotor employer expectations (>3 on a 1-5 Likert scale).
- Prepare competent Respiratory Therapy practitioners meeting affective skills as expected by employers (>3 on a 1-5 Likert scale).
- Successfully credential 80% of graduating students at CRT level per CoARC threshold standards.
- Retain 60% of students selected into the Respiratory Therapy program per CoARC threshold standards.
- Place 70% of students within 6 months of program completion per CoARC threshold standards.
Summary Information:
The Weber State University respiratory therapy (REST) program ensures learning outcomes are achieved in a secure national credentialing self-assessment examination that evaluates the summative skills and attributes necessary to function as a certified (CRT) respiratory therapist measured after the “pre-professional [AAS] level” (36 credit hours beyond prerequisites) and as a registered (RRT) respiratory therapist after the “baccalaureate-level” (29 credit hours beyond pre-professional level) curriculum. Evidence of learning is provided by secured results from the self-assessment examinations and by National Board (NBRC) examinations outlining credentialing success for graduates of the program. Program graduation requires a minimum passing score (95/140 for CRT and 68/100 for RRT examinations) to advance to credentialing candidacy. Directed feedback from these examinations documents student strengths and weaknesses for preparation on NBRC credentialing examinations. Self-assessment examinations (2015-16 CRT & RRT SAE results) are included for review for each graduate in 2013, 2014 & 2015 (see example below and “NBRC annual school summary” for last three years).
- Certificates (Not Applicable)
- Curriculum Grid
- Program and Contact Information
In July 2022, the WSU Department of Respiratory Therapy was recognized in the Palm Springs Summer Forum for distinguished RRT credentialing success (the highest professional credential) awarded to select programs from over 400 schools in the nation:
- The Respiratory Therapy program (REST) at Weber State University is a state, regional, and national leader in respiratory care curriculum and education. The program maintains continuing accreditation by the Commission on Accreditation for Respiratory Care (CoARC). Annual reporting is conducted for program outcomes pertaining to four student co-horts located in Ogden, WSU-Davis, SLC, and in Provo, Utah at Utah Valley Regional Hospital. These outcomes include data on enrollment, graduation, credentialing success statistics, employer and graduate satisfaction, and attrition. The program meets or exceeds national threshold standards in every measurable category reported in three year running averages i.e., last reported for the academic year in 2013, 2014 and 2015. A CoARC “report of current status” (RCS 2016) is included for review as well as annual school summary credentialing reports from the National Board for Respiratory Care (NBRC).
- Respiratory Therapy. An art and a science concerned with promoting and restoring health in evaluating, monitoring, and rehabilitation of patients with cardiopulmonary dysfunction. Respiratory therapists provide care for patients throughout the lifespan from pre-term and newborn infants to pediatric and geriatric populations. Respiratory therapists assess, diagnose, manage, evaluate and treat human responses to actual or potential health problems and they provide CPR and life-support to the dying. A holistic respiratory therapy perspective is enhanced by recognition of environmental factors effecting health and anticipating human needs. The use of skilled communication facilitates all aspects of providing effective respiratory care. All respiratory therapists are responsible and accountable for maintaining a safe and comfortable environment within their scope of practice.
- Curriculum Design. The Respiratory Care curriculum uses a competency-based approach to learning. The learning objectives are carried out in 65 credit hours (minimum) of professional coursework evaluated in three phases (cognitive, psychomotor, affective domains of learning) that integrate individual course and curricular objectives. These are outlined by the national accreditation commission (CoARC) as educational essentials in didactic course work, laboratory exercises, and in clinical practices throughout the program.
Contact Information:
Michell Okimoki@weber.edu
3904 University Circle
Marriott Allied Health Building - Room 309
Ogden, UT 84408-3904
(801) 626-6835 - Assessment Plan
Each year we run the National Board of Respiratory Therapy TMC Report. This report identifies our graduates TMC scores by content area. Content areas below the mational average trigger us to review and revise our curriculum. The review is completed annually.
- Annual Assessment Results
- 2019-2021
- 2018-2020
- 2016-2017
The Assessment of Learning document is available.
- 2015-2016
1) Based on your program’s assessment findings, what subsequent action will your program take? See narrative comments from program review recommendations above:
2) We are interested in better understanding how departments/programs assess their graduating seniors. Please provide a short narrative describing the practices/curriculum in place for your department/program. Please include both direct and indirect measures employed. Graduate Survey completed after TMC exam at the conclusion of the AAS and BS curriculum included below:
The full report is available for viewing.
- 2014-2015
No additional information submitted.
- 2013-2014
The Respiratory Therapy program conducted a five year program review with full self-study during the spring of 2014. Those results are presented in place of the Annual Assessment Report. Please reference those documents for information that includes data for the 2013/14 academic year.
- 2012-2013
No report submitted for this academic year.
- 2019-2021
- Program Review