Detailed Information for Randy Case

Randy Case MA, RRT 
Respiratory Care
 » Assistant Professor
Office Location
Bridwell Hall 301G 
Phone
Voice: (940) 397-4653
Fax: (940) 397-4933
 
 

Contact Information

randy.case@mwsu.edu

My Websites

Interests

Neonatal & Pediatric Respiratory Care


Course Information

  Semester Course #    Section Course Name Location Days / Times
Details Spring 2014 RESP 4223  201  Education Theory and Practice    Online 

MSU Institutional Mark vertical NEWrtwith science&HUman Services

COURSE SYLLABUS

Spring 2014

 

 

 

COURSE TITLE

Education Theory and Practice

 

COURSE NUMBER

RESP 4223

 

COURSE DESCRIPTION

The focus of this course is to train the student in the basic processes of education.  Emphasis is placed on classroom as well as clinical instruction.  Topics include learning styles, developing objectives, teaching methods, questioning and problem solving strategies, characteristics and roles of the clinical instructor, and use of appropriate evaluation instruments.

 

CREDITS

3 credits

 

COURSE INSTRUCTOR

Randy Case, MA, RRT

Office: 940-397-4653

Fax: 940-397-4933

Office: Bridwell Hall # 301

Email: randy.case@mwsu.edu

 

OFFICE HOURS

By appointment

 

AUDIENCE

Senior Respiratory Care Students

 

COURSE OBJECTIVES:

Participants in this course will have the opportunity to:

 

1.         Identify the purposes, goals, and benefits of client and staff/student education.

 

2.        Identify the terms education process, teaching and learning

 

3.         Identify major ethical principles related to education in health care

 

4.        Define the principal constructs of each learning theory

 

5.         Explain the health educator’s role in the learning process

 

6.        Describe what is meant by learning styles

 

7.         Identify incentives and obstacles that affect motivation to learn

 

8.         Identify the magnitude of the literacy problem in the United States

 

9.         Identify the differences between learning goals and objectives

 

10.       Explain how to evaluate instructional methods

 

11.       Differentiate between instructional materials and instructional methods

 

12.       Describe the effects that technology has had on education for health professionals

 

 

LEARNING RESOURCES

 

Required Text:

Susan Bastable, Pamela Gramet, Karen Jacobs, Deborah Sopczyk,  Health Professional as Educator Principles of Teaching and Learning, 2011 Jones & Bartlett, ISBN 978-0-7637-9278-7

 

American Disabilities Act (ADA)

Midwestern State University (MSU) does not discriminate on the basis of an individual’s disability and complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility and employment of individuals in programs and activities.

 

MSU provide academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic and employment requirements. For assistance call (940) 397-4618 or 397-4515.

 

Please see the instructor outside of class to make any arrangements involving special accommodations.  It is the student’s responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required

 

 

LATE ASSIGNMENTS: 

Please make note of all deadlines and adhere to them.  Anything not completed and handed in on time will be considered and graded as a “0”. 

 

ACADEMIC HONESTY:

Professors have become increasingly aware of, and therefore more adamant about, plagiarism on college campuses.  Remember that copying any part of someone else’s work without properly citing it constitutes plagiarism.  Further, copying other’s ideas and portraying them as your own, even if not word for word, constitutes plagiarism.  The professor will investigate any suspected cases of academic dishonesty.  If further action is necessary, the professor will turn the incident into the proper MWSU authorities for disciplinary action. In addition to the issue of plagiarism, academic dishonesty in an online environment may include:  having someone else complete any assignment or any portion of an assignment and/or discussing via any medium, even email, any exam question.

All assigned projects must be original work for each course assignment.  The faculty will not accept a submission that has been or is being submitted for another course.  No Exceptions! 

You are expected to do your own work just as you would be in a “traditional” classroom setting.

 

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.

 

Honor System:

All components of RESP 4223 are designed to represent the efforts of each student INDIVIDUALLY and are NOT to be shared, copied, or plagiarized from other sources.  When students submit their efforts for grading, they are ating they abided by this rule.

Cheating includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, s, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or completing other assignments; or (3) the acquisition of s or other academic materials belonging to the university faculty or staff without permission.

Plagiarism includes, but is not limited to, the use of, by paraphrase or direct quotation without correct citation in the text and on the reference list, the published or unpublished works of another person. Students may NOT submit papers and assignments that they have previously submitted for this or other courses. The use of materials generated by agencies engaged in "selling" term papers is also plagiarism. Students are encouraged to review the tutorials and suggested websites for more information about plagiarism. 

Academic dishonesty (cheating, plagiarism, etc.) will not be tolerated in this class. Whenever a student is unsure of whether a particular situation will be interpreted as academic dishonesty, he/she should ask the instructor for clarification.  If students are guilty of academic dishonesty, a grade of zero (0) will be given for the quiz, assignment, etc.  Cases may also be referred to the Dean of Students for possible dismissal from the university.

 

PLEASE NOTE:

By enrolling in this course, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course.  The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity, and for educational purposes. Specifically, faculty may submit student papers and assignments to an external agency to verify originality and authenticity, and to detect for plagiarism.

 

 

Grading Scale:

 

A:  90-100

B:  80-89

C:  75-79

D:  70-74

F:  <69

 

A minimum grade of 75 (C) is required in all respiratory courses.  Failure to attain a minimum grade of C will prevent the student from progressing in the program. 

 

Evaluation:

 

Attendance/Participation/Syllabus Confirm   15%

Case Studies                                           20%

Health Care Poster Presentation                  25%

Quizzes                                                  40%

 

 

CLASS ATTENDANCE PARTICIPATION: 

Class attendance (45%) will be a portion of your grade for this class.  I do understand that certain circumstances do come up that will result in your inability to be at class.  However, I do expect you to notify me when you will not be in class.  If I begin to recognize a problem with your attendance, I will ask to meet with you to discuss the problem.  This class will meet a total of 10 times.  You will receive a 1 point deduction from your Class attendance grade (which is a total of 10 points) for each class that you miss unless the absence has been discussed and approved by me.

 

Class participation (45%) is also an integral part of this course.  In order to earn the maximum amount of participation points you are expected to participate actively in and contribute to the learning experience in this course.   You should provide feedback, comments, and thoughts during the process of this course. Participation means providing substantive comments, questions and contributions that advance the learning process for you and/or other learners in the course. Participation may include responding to questions and issues posed by other learners. Non-substantive comments, irrelevant comments and comments of the nature of “I agree” or “I disagree” (unless the latter two are elaborated upon to make them substantive) do not count towards meeting the participation requirement. Again, this class will meet a total of 10 times. You will receive 1 point deduction from your Class Participation grade (which is a total of 10 points) for each class that you do not actively participate in.

 

The reason for this is based on the style of teaching that we will be conducting within this course. It requires your attendance and participation.

 

I have also included a Syllabus Confirmation, which states that you are aware and understand the expectations of this course. This confirmation will be a portion of your grade and will consist of 10% of your attendance/participation grade.

 

CASE STUDIES:

Throughout the semester, I will assign case studies that cover the reading assignments for that specific week. You are to answer these case studies using the knowledge and understanding of what you have learned from your reading assignments.  Some of these will be thought provoking and will require you to think outside the box.  Some may ask specific knowledge based questions and some may require you to utilize your own opinions and thoughts.  Your answers must have substantial information to back up your thoughts.  A simple “yes” or “no” or “I agree with that” will not suffice. Your answers need to be saved as a WORD document and placed in the appropriate dropbox in D2L by 7:59am on the day it is due. You will also need to bring a copy of your word document to class on the day it is due as we will be discussing that specific case study. Case Studies will not only be graded based on the accurateness of the answers but they will also be graded based on the student’s efforts and the quality of their writing. 2 points will be awarded for each correct answer. 1 point will be awarded for each attempted answer with good effort. 0 points will be given for questions not answered. The Case Studies will account for 20% of your final grade.

 

QUIZZES:

There will be a total of four quizzes, which will cover several chapters within the text. Students are expected to analyze and apply their education knowledge during these quizzes.  Quizzes are located under assessments.  You may use learning resources to help you with the quizzes, however the quizzes are timed and may only be taken once.  90 minutes for each 20 question quiz. Quizzes/Exams account for 40% of your grade, each quiz/exam being worth 10%.

 

HEALTH FAIR PROJECT PRESENTATION:

As part of your final project, you will create a project that summarizes your topic.  This project will be presented as part of the Midwestern State University Health Fair which will be held on Friday March 7th, 2014 from 9-1.  During class on March 5th each group will present their project to the class for peer evaluation.

Topic: Health Care Prevention and Screening (Respiratory)

               Smoking Cessation                                   PFT Screening

Combustion Products                                Environmental Hazards

Turberculosis                                           WHO Prevention Strategy

Immunizations                                         Asthma Prevention/Treatment

COPD Education                                       Exercise and Health

            Air Quality                                              CPR

            Hand-Washing                                         Smokeless Tobacco

            Smoking Hazards and Effects                     Death of a Lung

            Second-Hand Smoke                                Cardio-Pulmonary Rehab

Contemporary Concerns                            Susceptibility

Other Topic of your Choosing

 

Projects should include the following:

·        Project Title

·        Description of your topic and primary source(s) examined—remember to reference all resources

·        Based on your research of the topic what do you want viewers to take away from this experience (keep in mind that many of the viewers will have no background in healthcare)

·        Use your project to highlight the most important findings and points to your audience

o    Too much text is distracting—determine your main points and emphasize those

·        Be prepared to summarize your work and answer questions during the health fair

Assignment Due Dates:

Groups – should be formed (2 to 4 members per group) and a list of the members of each group will be submitted within the D2L dropbox by 1159pm on January 15, 2014.

Topics – Topics should be chosen and be submitted within the D2L dropbox by 1159pm on January 15, 2014.

Outline - each group will produce an outline of the material to be covered in the project which will be submitted within the D2L dropbox by February 5, 2014.         

Poster Design - work within your group to sketch out your project on a sheet of paper.  Remember, whatever visualization you choose, it should guide the viewer through the project.  The sketch will be scanned and submitted within the D2L dropbox by  February 12, 2014.

Grading:

 

·        Assignment Specific:  The topic is well articulated with issues or questions relating to the topic

·        Organization:  The project has a logical structure with appropriate headings. 

·        Development/Support:  The poster incorporates data to support the presenter’s purpose

·        Grammar/Mechanics: The project utilizes proper grammar and sentence structure

·        Design:  The poster is well constructed with all visuals serving a specific purpose

·        Professionalism: Demonstrate quality professionalism during presentation and fair

·        Delivery:  The presentation gives a clear and concise summary of the project’s content and adequately answers questions.

 

GRADING RUBRIC FOR HEALTH FAIR PROJECT PRESENTATION

 

Health Fair Project Rubric

         

Actions for Criteria

Criteria

Actions for Level 5

Level 5

Actions for Level 4

Level 4

Actions for Level 3

Level 3

Actions for Level 2

Level 2

Actions for Level 1

Level 1

Actions for Assignment Specific CriteriaAssignment Specific Criteria

5 points
 

Project completely captures the appropriate research.  All aspects of the assignment are superbly responded to.

4 points
 

Responds to all aspects of the assignment; Documents research appropriately; considers appropriate audience

3 points
 

Responds to some aspects of the assignment; has some mistakes in research documentation

2 points
 

Lacking substance within research and is minimally associated with projected audience.

0 points
 

Does not give adequate coverage of assignment; does not document research appropriately; does not consider appropriate audience

Actions for OrganizationOrganization

5 points
 

Project is perfectly organized and extremely detailed.  This project is exemplary in focus and providing information to the reader.

4 points
 

Has a well organized and detailed project that catches audience’s interest; maintains focus throughout; summarizes main points

3 points
 

Project that is mostly organized; provides adequate “road map” for the listener

2 points
 

Project is heading int he right direction, yet is lacking the necessary organization.  Difficult to follow at times.

0 points
 

Has irrelevant and/or unorganized statements; gives listener no focus or outline of the presentation

Actions for ContentContent

5 points
 

Content, substance, and source material are considered exemplary throughout presentation.

4 points
 

Demonstrates substance and depth; is comprehensive; shows mastery of material

3 points
 

Demonstrates substance and depth; is comprehensive; shows mastery of material

2 points
 

Does not give adequate coverage of topic; lacks sources

0 points
 

No content of substance is presented within this project. 

Actions for Grammar/MechanicsGrammar/Mechanics

5 points
 

Presentation is presented with no grammatical, sentence structure, speeling, or punctuation errors.

4 points
 

Sentence form and word choices are appropriate.  Punctuation grammar, spelling, and mechanics are appropriate

3 points
 

Some mistakes in sentence form and word choices.  Makes a few grammar, spelling, and mechanical errors.

2 points
 

Numerous grammatical and sentence structure errors noted throughout presentation.

0 points
 

Sentence form and word choices are unacceptable; Punctuation grammar, spelling, and mechanics are unacceptable

Actions for ProfessionalismProfessionalism

5 points
 

Demonstrates exceptional professionalism during Presentation and Health Fair

4 points
 

Demonstrates good professionalism during Presentation and Health Fair

3 points
 

Demonstrates average professionalism during Presentation and Health Fair

2 points
 

Demonstrates unacceptable professionalism during Presentation and Health Fair

0 points
 

Does not participate in presentation or health fair

Actions for DeliveryDelivery

5 points
 

Demonstrates full knowledge of topic; explains and elaborates on all questions

4 points
 

Potentially has full knowledge of the topic at hand.  Elaborates and explains to at a minimal amount.

3 points
 

Shows ease in answering questions but does not elaborate

2 points
 

Demonstrates little grasp of information; has undeveloped or unclear answers to questions

0 points
 

No presentation noted. No questions or response noted

Actions for DesignDesign

5 points
 

Excellent project presentation with excellent visuals that capture the audience.

4 points
 

Good project presentation with good visuals that capture the audience.

3 points
 

Average project presentation with average visuals that capture the audience.

2 points
 

Poor quality project presentation with poor quality visuals that do not capture the audience.

0 points
 

No presentation noted

Actions for Overall Score

Overall Score

Actions for Level 5

Level 5
29 or more

Actions for Level 4

Level 4
23 or more

Actions for Level 3

Level 3
17 or more

Actions for Level 2

Level 2
11 or more

Actions for Level 1

Level 1
0 or more

 

         

 

 

 

Course Schedule 

January 15

*Review syllabus

*Reading assignments: Chapter 1

*Health Fair Topic Assignments

*Health Fair Groups On D2L By 11:59pm

 

February 5

*Reading assignments: Chapters 2 & 3

*Case Study # 1 on Chapter 2

*Quiz 1 (Chapters 1, 2 & 3)

*Health Fair Outlines On D2L By 11:59pm

February 12

*Work on Health Fair Presentations In Class

*Health Fair Sketches On D2L By 11:59pm

March 5

March 7

*Health Fair Project Presentations In Class

*MSU Health Fair 9-1

March 12

*Reading assignments: Chapter 4 

April 9

 *Reading assignments: Chapters 6 & 7

*Case Study # 2 on Chapter 6 page 222

 *Quiz 2 (Chapters 4, 6 & 7)

April 16

*Reading Assignments: Chapters 10

April 23

*Reading Assignments: Chapters 11 & 12

*Quiz 3 (Chapters 10, 11, 12,)

April 30

*Reading Assignments: Chapters 13 & 14

*Case Study # 3 on Chapter 13 page 537

 

May 7

*Quiz 4 (Chapters 13, 14)

 

Details Spring 2014 RESP 4223  201  Education Theory and Practice    Bridwell Hall 305

MSU Institutional Mark vertical NEWrtwith science&HUman Services

COURSE SYLLABUS

Spring 2014

 

 

 

COURSE TITLE

Education Theory and Practice

 

COURSE NUMBER

RESP 4223

 

COURSE DESCRIPTION

The focus of this course is to train the student in the basic processes of education.  Emphasis is placed on classroom as well as clinical instruction.  Topics include learning styles, developing objectives, teaching methods, questioning and problem solving strategies, characteristics and roles of the clinical instructor, and use of appropriate evaluation instruments.

 

CREDITS

3 credits

 

COURSE INSTRUCTOR

Randy Case, MA, RRT

Office: 940-397-4653

Fax: 940-397-4933

Office: Bridwell Hall # 301

Email: randy.case@mwsu.edu

 

OFFICE HOURS

By appointment

 

AUDIENCE

Senior Respiratory Care Students

 

COURSE OBJECTIVES:

Participants in this course will have the opportunity to:

 

1.         Identify the purposes, goals, and benefits of client and staff/student education.

 

2.        Identify the terms education process, teaching and learning

 

3.         Identify major ethical principles related to education in health care

 

4.        Define the principal constructs of each learning theory

 

5.         Explain the health educator’s role in the learning process

 

6.        Describe what is meant by learning styles

 

7.         Identify incentives and obstacles that affect motivation to learn

 

8.         Identify the magnitude of the literacy problem in the United States

 

9.         Identify the differences between learning goals and objectives

 

10.       Explain how to evaluate instructional methods

 

11.       Differentiate between instructional materials and instructional methods

 

12.       Describe the effects that technology has had on education for health professionals

 

 

LEARNING RESOURCES

 

Required Text:

Susan Bastable, Pamela Gramet, Karen Jacobs, Deborah Sopczyk,  Health Professional as Educator Principles of Teaching and Learning, 2011 Jones & Bartlett, ISBN 978-0-7637-9278-7

 

American Disabilities Act (ADA)

Midwestern State University (MSU) does not discriminate on the basis of an individual’s disability and complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility and employment of individuals in programs and activities.

 

MSU provide academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic and employment requirements. For assistance call (940) 397-4618 or 397-4515.

 

Please see the instructor outside of class to make any arrangements involving special accommodations.  It is the student’s responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required

 

 

LATE ASSIGNMENTS: 

Please make note of all deadlines and adhere to them.  Anything not completed and handed in on time will be considered and graded as a “0”. 

 

ACADEMIC HONESTY:

Professors have become increasingly aware of, and therefore more adamant about, plagiarism on college campuses.  Remember that copying any part of someone else’s work without properly citing it constitutes plagiarism.  Further, copying other’s ideas and portraying them as your own, even if not word for word, constitutes plagiarism.  The professor will investigate any suspected cases of academic dishonesty.  If further action is necessary, the professor will turn the incident into the proper MWSU authorities for disciplinary action. In addition to the issue of plagiarism, academic dishonesty in an online environment may include:  having someone else complete any assignment or any portion of an assignment and/or discussing via any medium, even email, any exam question.

All assigned projects must be original work for each course assignment.  The faculty will not accept a submission that has been or is being submitted for another course.  No Exceptions! 

You are expected to do your own work just as you would be in a “traditional” classroom setting.

 

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.

 

Honor System:

All components of RESP 4223 are designed to represent the efforts of each student INDIVIDUALLY and are NOT to be shared, copied, or plagiarized from other sources.  When students submit their efforts for grading, they are ating they abided by this rule.

Cheating includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, s, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or completing other assignments; or (3) the acquisition of s or other academic materials belonging to the university faculty or staff without permission.

Plagiarism includes, but is not limited to, the use of, by paraphrase or direct quotation without correct citation in the text and on the reference list, the published or unpublished works of another person. Students may NOT submit papers and assignments that they have previously submitted for this or other courses. The use of materials generated by agencies engaged in "selling" term papers is also plagiarism. Students are encouraged to review the tutorials and suggested websites for more information about plagiarism. 

Academic dishonesty (cheating, plagiarism, etc.) will not be tolerated in this class. Whenever a student is unsure of whether a particular situation will be interpreted as academic dishonesty, he/she should ask the instructor for clarification.  If students are guilty of academic dishonesty, a grade of zero (0) will be given for the quiz, assignment, etc.  Cases may also be referred to the Dean of Students for possible dismissal from the university.

 

PLEASE NOTE:

By enrolling in this course, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course.  The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity, and for educational purposes. Specifically, faculty may submit student papers and assignments to an external agency to verify originality and authenticity, and to detect for plagiarism.

 

 

Grading Scale:

 

A:  90-100

B:  80-89

C:  75-79

D:  70-74

F:  <69

 

A minimum grade of 75 (C) is required in all respiratory courses.  Failure to attain a minimum grade of C will prevent the student from progressing in the program. 

 

Evaluation:

 

Attendance/Participation/Syllabus Confirm   15%

Case Studies                                           20%

Health Care Poster Presentation                  25%

Quizzes                                                  40%

 

 

CLASS ATTENDANCE PARTICIPATION: 

Class attendance (45%) will be a portion of your grade for this class.  I do understand that certain circumstances do come up that will result in your inability to be at class.  However, I do expect you to notify me when you will not be in class.  If I begin to recognize a problem with your attendance, I will ask to meet with you to discuss the problem.  This class will meet a total of 10 times.  You will receive a 1 point deduction from your Class attendance grade (which is a total of 10 points) for each class that you miss unless the absence has been discussed and approved by me.

 

Class participation (45%) is also an integral part of this course.  In order to earn the maximum amount of participation points you are expected to participate actively in and contribute to the learning experience in this course.   You should provide feedback, comments, and thoughts during the process of this course. Participation means providing substantive comments, questions and contributions that advance the learning process for you and/or other learners in the course. Participation may include responding to questions and issues posed by other learners. Non-substantive comments, irrelevant comments and comments of the nature of “I agree” or “I disagree” (unless the latter two are elaborated upon to make them substantive) do not count towards meeting the participation requirement. Again, this class will meet a total of 10 times. You will receive 1 point deduction from your Class Participation grade (which is a total of 10 points) for each class that you do not actively participate in.

 

The reason for this is based on the style of teaching that we will be conducting within this course. It requires your attendance and participation.

 

I have also included a Syllabus Confirmation, which states that you are aware and understand the expectations of this course. This confirmation will be a portion of your grade and will consist of 10% of your attendance/participation grade.

 

CASE STUDIES:

Throughout the semester, I will assign case studies that cover the reading assignments for that specific week. You are to answer these case studies using the knowledge and understanding of what you have learned from your reading assignments.  Some of these will be thought provoking and will require you to think outside the box.  Some may ask specific knowledge based questions and some may require you to utilize your own opinions and thoughts.  Your answers must have substantial information to back up your thoughts.  A simple “yes” or “no” or “I agree with that” will not suffice. Your answers need to be saved as a WORD document and placed in the appropriate dropbox in D2L by 7:59am on the day it is due. You will also need to bring a copy of your word document to class on the day it is due as we will be discussing that specific case study. Case Studies will not only be graded based on the accurateness of the answers but they will also be graded based on the student’s efforts and the quality of their writing. 2 points will be awarded for each correct answer. 1 point will be awarded for each attempted answer with good effort. 0 points will be given for questions not answered. The Case Studies will account for 20% of your final grade.

 

QUIZZES:

There will be a total of four quizzes, which will cover several chapters within the text. Students are expected to analyze and apply their education knowledge during these quizzes.  Quizzes are located under assessments.  You may use learning resources to help you with the quizzes, however the quizzes are timed and may only be taken once.  90 minutes for each 20 question quiz. Quizzes/Exams account for 40% of your grade, each quiz/exam being worth 10%.

 

HEALTH FAIR PROJECT PRESENTATION:

As part of your final project, you will create a project that summarizes your topic.  This project will be presented as part of the Midwestern State University Health Fair which will be held on Friday March 7th, 2014 from 9-1.  During class on March 5th each group will present their project to the class for peer evaluation.

Topic: Health Care Prevention and Screening (Respiratory)

               Smoking Cessation                                   PFT Screening

Combustion Products                                Environmental Hazards

Turberculosis                                           WHO Prevention Strategy

Immunizations                                         Asthma Prevention/Treatment

COPD Education                                       Exercise and Health

            Air Quality                                              CPR

            Hand-Washing                                         Smokeless Tobacco

            Smoking Hazards and Effects                     Death of a Lung

            Second-Hand Smoke                                Cardio-Pulmonary Rehab

Contemporary Concerns                            Susceptibility

Other Topic of your Choosing

 

Projects should include the following:

·        Project Title

·        Description of your topic and primary source(s) examined—remember to reference all resources

·        Based on your research of the topic what do you want viewers to take away from this experience (keep in mind that many of the viewers will have no background in healthcare)

·        Use your project to highlight the most important findings and points to your audience

o    Too much text is distracting—determine your main points and emphasize those

·        Be prepared to summarize your work and answer questions during the health fair

Assignment Due Dates:

Groups – should be formed (2 to 4 members per group) and a list of the members of each group will be submitted within the D2L dropbox by 1159pm on January 15, 2014.

Topics – Topics should be chosen and be submitted within the D2L dropbox by 1159pm on January 15, 2014.

Outline - each group will produce an outline of the material to be covered in the project which will be submitted within the D2L dropbox by February 5, 2014.         

Poster Design - work within your group to sketch out your project on a sheet of paper.  Remember, whatever visualization you choose, it should guide the viewer through the project.  The sketch will be scanned and submitted within the D2L dropbox by  February 12, 2014.

Grading:

 

·        Assignment Specific:  The topic is well articulated with issues or questions relating to the topic

·        Organization:  The project has a logical structure with appropriate headings. 

·        Development/Support:  The poster incorporates data to support the presenter’s purpose

·        Grammar/Mechanics: The project utilizes proper grammar and sentence structure

·        Design:  The poster is well constructed with all visuals serving a specific purpose

·        Professionalism: Demonstrate quality professionalism during presentation and fair

·        Delivery:  The presentation gives a clear and concise summary of the project’s content and adequately answers questions.

 

GRADING RUBRIC FOR HEALTH FAIR PROJECT PRESENTATION

 

Health Fair Project Rubric

         

Actions for Criteria

Criteria

Actions for Level 5

Level 5

Actions for Level 4

Level 4

Actions for Level 3

Level 3

Actions for Level 2

Level 2

Actions for Level 1

Level 1

Actions for Assignment Specific CriteriaAssignment Specific Criteria

5 points
 

Project completely captures the appropriate research.  All aspects of the assignment are superbly responded to.

4 points
 

Responds to all aspects of the assignment; Documents research appropriately; considers appropriate audience

3 points
 

Responds to some aspects of the assignment; has some mistakes in research documentation

2 points
 

Lacking substance within research and is minimally associated with projected audience.

0 points
 

Does not give adequate coverage of assignment; does not document research appropriately; does not consider appropriate audience

Actions for OrganizationOrganization

5 points
 

Project is perfectly organized and extremely detailed.  This project is exemplary in focus and providing information to the reader.

4 points
 

Has a well organized and detailed project that catches audience’s interest; maintains focus throughout; summarizes main points

3 points
 

Project that is mostly organized; provides adequate “road map” for the listener

2 points
 

Project is heading int he right direction, yet is lacking the necessary organization.  Difficult to follow at times.

0 points
 

Has irrelevant and/or unorganized statements; gives listener no focus or outline of the presentation

Actions for ContentContent

5 points
 

Content, substance, and source material are considered exemplary throughout presentation.

4 points
 

Demonstrates substance and depth; is comprehensive; shows mastery of material

3 points
 

Demonstrates substance and depth; is comprehensive; shows mastery of material

2 points
 

Does not give adequate coverage of topic; lacks sources

0 points
 

No content of substance is presented within this project. 

Actions for Grammar/MechanicsGrammar/Mechanics

5 points
 

Presentation is presented with no grammatical, sentence structure, speeling, or punctuation errors.

4 points
 

Sentence form and word choices are appropriate.  Punctuation grammar, spelling, and mechanics are appropriate

3 points
 

Some mistakes in sentence form and word choices.  Makes a few grammar, spelling, and mechanical errors.

2 points
 

Numerous grammatical and sentence structure errors noted throughout presentation.

0 points
 

Sentence form and word choices are unacceptable; Punctuation grammar, spelling, and mechanics are unacceptable

Actions for ProfessionalismProfessionalism

5 points
 

Demonstrates exceptional professionalism during Presentation and Health Fair

4 points
 

Demonstrates good professionalism during Presentation and Health Fair

3 points
 

Demonstrates average professionalism during Presentation and Health Fair

2 points
 

Demonstrates unacceptable professionalism during Presentation and Health Fair

0 points
 

Does not participate in presentation or health fair

Actions for DeliveryDelivery

5 points
 

Demonstrates full knowledge of topic; explains and elaborates on all questions

4 points
 

Potentially has full knowledge of the topic at hand.  Elaborates and explains to at a minimal amount.

3 points
 

Shows ease in answering questions but does not elaborate

2 points
 

Demonstrates little grasp of information; has undeveloped or unclear answers to questions

0 points
 

No presentation noted. No questions or response noted

Actions for DesignDesign

5 points
 

Excellent project presentation with excellent visuals that capture the audience.

4 points
 

Good project presentation with good visuals that capture the audience.

3 points
 

Average project presentation with average visuals that capture the audience.

2 points
 

Poor quality project presentation with poor quality visuals that do not capture the audience.

0 points
 

No presentation noted

Actions for Overall Score

Overall Score

Actions for Level 5

Level 5
29 or more

Actions for Level 4

Level 4
23 or more

Actions for Level 3

Level 3
17 or more

Actions for Level 2

Level 2
11 or more

Actions for Level 1

Level 1
0 or more

 

         

 

 

 

Course Schedule 

January 15

*Review syllabus

*Reading assignments: Chapter 1

*Health Fair Topic Assignments

*Health Fair Groups On D2L By 11:59pm

 

February 5

*Reading assignments: Chapters 2 & 3

*Case Study # 1 on Chapter 2

*Quiz 1 (Chapters 1, 2 & 3)

*Health Fair Outlines On D2L By 11:59pm

February 12

*Work on Health Fair Presentations In Class

*Health Fair Sketches On D2L By 11:59pm

March 5

March 7

*Health Fair Project Presentations In Class

*MSU Health Fair 9-1

March 12

*Reading assignments: Chapter 4 

April 9

 *Reading assignments: Chapters 6 & 7

*Case Study # 2 on Chapter 6 page 222

 *Quiz 2 (Chapters 4, 6 & 7)

April 16

*Reading Assignments: Chapters 10

April 23

*Reading Assignments: Chapters 11 & 12

*Quiz 3 (Chapters 10, 11, 12,)

April 30

*Reading Assignments: Chapters 13 & 14

*Case Study # 3 on Chapter 13 page 537

 

May 7

*Quiz 4 (Chapters 13, 14)

 

Details Spring 2014 RESP 4133  X20  Developing Leadership Capabilities in Respiratory Care    Online 

MSU Institutional Mark vertical NEWrtwith science&HUman Services

COURSE SYLLABUS

Spring 2014

 

COURSE TITLE

Developing Leadership Capabilities in Respiratory Care

 

COURSE NUMBER

RESP 4133-X20

 

COURSE DESCRIPTION

The focus of this lecture course is to introduce students to leadership theories in healthcare. This course provides a foundation for future healthcare leaders. Students are exposed to a series of alternative leadership perspectives, including collaborative models. Topics include: defining leadership, interdisciplinary and interprofessional working, communication and leadership, and leadership for change.

 

CREDITS

3 credits

 

COURSE INSTRUCTOR

Randy Case MA, RRT

Phone: 940-397-4653

Fax:    940-397-4933

Office: Bridwell Hall # 301

Email: randy.case@mwsu.edu

 

OFFICE HOURS

By appointment

Please send messages through D2L, however in the event that you have problems with D2L, you may contact me via my University email at randy.case@mwsu.edu

I will check my D2L email regularly.

 

 

 

AUDIENCE

Distance Respiratory Care Students

 

COURSE OBJECTIVES:

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

1.    Define Leadership

2.    Recognize the importance of clinical leaders in clinical practice

3.    Analyze and compare leadership theories

4.    Define concepts of interdisciplinary leadership teams

5.    Identify one’s own strengths and weaknesses as a leader or future leader

6.    Apply theoretical leadership concepts and prepare solutions in the healthcare setting

 

 

 American Disabilities Act (ADA)

Midwestern State University (MSU) does not discriminate on the basis of an individual’s disability and complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility and employment of individuals in programs and activities.  MSU provide academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic and employment requirements. For assistance call (940) 397-4618 or 397-4515.  Please see the instructor outside of class to make any arrangements involving special accommodations. It is the student’s responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required

 

ACADEMIC HONESTY:

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.

Honor System:

All components of RESP 4133 X20 are designed to represent the efforts of each student INDIVIDUALLY and are NOT to be shared, copied, or plagiarized from other sources.  When students submit their efforts for grading, they are ating they abided by this rule.

Cheating includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, s, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or completing other assignments; or (3) the acquisition of s or other academic materials belonging to the university faculty or staff without permission.

Plagiarism includes, but is not limited to, the use of, by paraphrase or direct quotation without correct citation in the text and on the reference list, the published or unpublished works of another person. Students may NOT submit papers and assignments that they have previously submitted for this or other courses. The use of materials generated by agencies engaged in "selling" term papers is also plagiarism. Students are encouraged to review the tutorials and suggested websites for more information about plagiarism. 

Academic dishonesty (cheating, plagiarism, etc.) will not be tolerated in this class. Whenever a student is unsure of whether a particular situation will be interpreted as academic dishonesty, he/she should ask the instructor for clarification.  If students are guilty of academic dishonesty, a grade of zero (0) will be given for the quiz, assignment, etc.  Cases may also be referred to the Dean of Students for possible dismissal from the university.

***Research papers and projects must be original work for each course assignment.  The faculty will not accept a submission that has been or is being submitted for another course.  No Exceptions! 

PLEASE NOTE

By enrolling in this course, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course.  The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity, and for educational purposes. Specifically, faculty may submit student papers and assignments to an external agency to verify originality and authenticity, and to detect for plagiarism.

 

REQUIRED TEXTS:

Ledlow, G.R., & Coppola, M.N. Leadership for Helath Professionals: Theory, Skills and Applications, 2nd Edition.  ISBN: 978-1-284—2688-7

 

EMAIL / NEWSFEED REQUIREMENTS:

You are required to access and review your emails as well as D2L Newsfeeds on a regular basis.  I will often email the entire class with updates regarding your discussions, projects and assignments.  It is your responsibility to check your email regularly to prevent the possibility of missing important information that I may be relaying to you.

 

Course Tools:

1. Syllabus---Contains the syllabus.

2. Additional Readings---For the electronic files of handouts for the course.

3. Discussion Boards---Here you will post your discussion assignments throughout the semester. Discussion and dialogue allows you to post questions, or comments related to the course.

4.  Web Links---You will find useful information that will link you to online respiratory research databases and additional information.

5. s—Here, you will find your 4 semester exams. All exams are timed and you may only take the exam once.

6. Email---Please send messages to me through D2L.  However, if you have any problems, you may contact me via email randy.case@mwsu.edu

Availability online:    This means that I will be checking email regularly during these times.  Monday through Friday:  0800 – 1700.

   

MISSED EXAM, OR OTHER GRADED ITEM POLICY:

Anything not completed and handed in on time will be graded as a 0.  You are college students and professionals.  We all have deadlines and those dates and times must be adhered to.  In the event of an emergency beyond your control, please contact me in a timely manner to discuss options for late assignments. All assignments must be completed by 11:59pm on the due date.

 

APPROXIMATE GRADING SCALE

90-100 Points                  A

80-89                             B

75-79                             C

60-74                             D

< 60                               F

 

A minimum grade of 75 (C) is required in all respiratory courses.  Failure to attain a minimum grade of C will prevent the student from progressing in the program. 

 

GRADED ITEMS AND GRADE DETERMINATION:

Assignments

Grade Percentage

Discussion Boards

10%

Examinations        

40%

Interview Project

20%

Leadership Essay

20%

Homework Assignments

10%

 

CLASS PARTICIPATION:

Class participation is an integral part of this online course.  There are numerous activities that require each student to post opinions from the readings, research, or in response to the discussion by others.  You are expected to participate actively in and contribute to the learning experience in this course.   Participation means providing substantive comments, questions and contributions that advance the learning process for you and/or other learners in the course. Participation may include responding to questions and issues posed by other learners. Non-substantive comments, irrelevant comments and comments of the nature of “I agree” or “I disagree” (unless the latter two are elaborated upon to make them substantive) do not count towards meeting the participation requirement. You are expected to participate each academic week. 

 

DISCUSSION BOARDS:

The discussion board is for you to post your comments, assessments, insights or questions on the readings for the week. I will post a specific question/case study/or discussion topic for certain weeks throughout the semester.  Each student is required to make an initial post as their individual response to that week’s question.  Throughout the remainder of the week, you are required to read 2 other student’s journals and give feedback.  Your feedback should be constructive, and should show that you have actually read their response.  Responses of 1-2 lines are not acceptable.  Post your journals under the Discussion Board. 

For the weeks designated with a discussion assignment, your initial entry should be posted by 11:59pm on Wednesday and your two responses should be posted by 11:59pm on Saturday.  Your first week includes an Introduction Discussion Board as well as the Chapter 1 Discussion Board from page 18 of your text (#6).

 

EXAMINATIONS:

Four In-depth examinations covering specified material given from your readings will be administered during the semester. Examinations may consist of true/false, multiple choice, short answer or essay questions.  Examination are to be completed by 11:59pm on their due dates. Due dates are as follows:

Exam 1 – February 8.

Exam 2 – March 8

Exam 3 – April 5

Exam 4 – May 6

 

INTERVIEW PROJECT:

How do you go about becoming a better leader?

For many, if they’re honest, the answer to that question would be they ‘wing it’. It just happens. The problem is, it doesn’t ‘just happen’. Growth in leadership takes intentionality. It takes effort and hard work. When your leadership growth is haphazard, the net result is haphazard leadership. The reason being, your capacity to lead is directly related to your capacity to grow. When you stop growing, your leadership potential is stifled. This doesn’t have to be the case. There are countless books, podcasts, and conferences that can help keep you growing and expanding as a leader. But another great way to grow is to ask other leaders meaningful questions.

It may sound simple, but asking questions, and actually listening to the answers, can radically change the way you lead. If you’re mindful you’ll soon discover leaders all around you that you can learn from. It doesn’t matter if they’re “better” than you, or “worse”. It doesn’t even matter if they have a huge amount of influence, or not. What matters is your ability to engage in the act of listening and learning. From a great leader, you can learn what to do. From a “bad” leader, you can learn what not to do.

So, where do you begin?

Start by deciding to be intentional. Always be on the look-out for leaders you can interact with, then start asking questions. Depending on the person you would like to converse with, you may not have the opportunity to have a face to face conversation without an appointment, so make an appointment. I am sure most of you already have an idea of who you would like to interview, but in some instances, it may be good to think outside the box and find a leader that could bring good insight and information to you.

What questions do I ask?

If you’re stuck for what to ask, here’s a list of 20 meaningful questions that are sure to kick-start your own ideas for other questions;

1. Have you always been a leader? Do you think leadership is personality driven? In what ways have you developed and was this intentional?

2. How do you go about learning and growing as a leader? How do you ensure you don’t stagnate?

3. Do you listen to podcasts, read blogs or books? Would you have any speakers, writers, authors or resources that you can recommend?

4. Who is the one person that has had the biggest impact on your leadership over the years? How did they impact your life?

5. What does your daily routine look like? Do you have habits that you are “religious” about?

6. What behavior, or character traits, would you recommend engaging in and developing, in order to ensure a long and successful leadership career?

7. How many hours do you work in an average week? How do you manage your time with all your various responsibilities? How to you prioritize family/career?

8. Do you have any specific advice for someone going into a position of authority for the first time?

9. How do you go about making decisions? Do you have any advisors, or do you make decisions on your own? Do you have a process, or is it different each time?

10. How have you handled times of criticism, opposition, or failure? Can you tell me about a time you’ve handled it well, and one that you’ve handled not so well?

11. How do you stay motivated and inspired? Are there any tips you can give to help in this area especially over the long haul?

12. Do you have a specific vision you are working towards? What is it and how has it changed over the years?

13. How do you build teams, get people on board and enthusiastic about your vision? Do you set aside specific time to cast the vision, or does this happen along the way?

14. How do you encourage creative thinking and a pro-active mindset in those you lead?

15. How do you ensure a high level of excellence is consistently attained?

16. Where do the best ideas come from for you and your organization?

17. How do you go about choosing people to become leaders? What are the core attributes you are looking for?

18. Is there one mistake you see leaders make regularly? What is it?

19. What is your grea weakness as a leader?

20. What is your grea strength as a leader?

 

Before you ask anyone the above questions answer them yourself. That way you’ll actively think through how you currently lead. When a leader gives you an answer you’ll already have something to compare it with. You’ll be positioned well to engage in an authentic conversation.

The list is by no means complete. There are obviously many great questions worth asking. Those listed are intended to get your own imagination going.

The intent of this project is to share ideas and advance student knowledge of leadership development from multiple perspectives through an interview process.  You will be required to evaluate leadership development from the perspective of someone already in a leadership role.  Although a leader within a healthcare organization would be optimal, it is not required that the leader be from the healthcare setting. You will be required to submit a presentation of your liking that encompasses the findings from your interview.  You will be required to ask and have responses to a minimum of 10 questions.  You will need to submit a Word document that lists the questions you asked during your interview along with the answers you received.  You need to include a summary that explains the overall experience of the interview along with the things that you learned during the interview process.  The Interview Project is to be submitted by March 29th at 11:59pm. You will submit your project in 2 places.  One is to be submitted in the Dropbox.  One is to be submitted in the discussion board under the Interview Project discussion post.  You will each be required to evaluate 2 of your classmates’ projects, critique them and provide feedback.  Give insightful information to your peers.  Your feedback evaluating your classmates projects is to be submitted by April 19th.

CONFIDENTIALITY:  The confidentiality of those you are interviewing is paramount.  Under no circumstances, are the names of those being interviewed as well as the names of the organizations they work for, to be disclosed.  You may describe the type of facility they work at, but no names are to be given.

 

LEADERSHIP ESSAY:

In essay format, explain your leadership style, principles, and foundational skills as related to leadership assessment instruments discussed in Chapter 2, using at least four assessments. Produce results of at least four leadership-related assessments, apply those results to your leadership persona, and attach the results to your essay.  Based on Self-Assessments of your personality style, leadership style, principles, and foundational skills, devise a plan to improve your weaknesses while leveraging or enhancing your strengths.

This essay will consist of 4-5 pages of material.  I do expect well written essays that are at a college level of writing.  A rubric for the essay will be used for a grading guideline.  This essay will be due no later than April 12th at 11:59pm.

 

HOMEWORK ASSIGNMENTS:

The homework portion of your grade includes a couple of simple, yet necessary components of the course.  First is that each of you completely read the syllabus and complete the syllabus confirmation. I have a dropbox for this that has all of the instructions.  The syllabus confirmation is due no later than January 18th, 2014 at 11:59pm. Also, by the end of the second week, you will need to complete the Myers Briggs Type Indicator .  I will have a link to the as well as a dropbox for you to submit your results.  The Myers Briggs is due no later than January 25th, 2014 at 11:59pm.

 

 

COURSE SCHEDULE:

WEEK

Chapter Reading

Discussion

Assignment

1     Jan 12-18 

Chapter 1

Leadership Thought

 

#6 page 18

 

Introductions

Course Syllabus Confirmation

2     Jan 19-25

Chapter 2

Determining Your Own Leadership Style

 

 

Myers Briggs Type Indicator

3     Jan 26-Feb 1

Chapter 3

Understanding Leadership as a Theory

#1 page 54

 

 

4     Feb 2-8

 

 

 

 

# 1 (1,2,3)

 

5     Feb 9-15

Chapter 5

Prof. Competency & Personal Skills & Responsibilities

#2 page 128

 

 

6     Feb 16-22

Chapter 6

Application of Skills, Tools, and Abilities

 

 

 

7     Feb 23-Mar 1

Chapter 7

Leadership Assessment & Research

 

 

 

8     Mar 2-8

 

 

 

 

# 2        (5, 6, 7)

 

9     Mar 9-15

Chapter 9

Leadership and the Complex Health Organization

#1 page 240

 

 

SPRING BREAK

SPRING BREAK

 

 

SPRING BREAK

SPRING BREAK

SPRING BREAK

10    Mar 23-29

Chapter 10

Ethics in Health Leadership

 

 

 

Interview Project Due

11    Mar 30-Apr 5

 

 

# 3  (9,10)

 

 

12    Apr 6-12

 

 

 

 

 

Leadership Essay Due

 

13    Apr 13-19

Chapter 13

Leadership Challenges for the Next Decade

#4 page 348

 

Interview Project Feedback Due

14    Apr 20-26

Chapter 14

Leadership: A Critical Factor for the Future

 

 

 

15    Apr 27-May 3

Chapter 15

Leading Nonperforming Employees

#2 page 390

 

 

16    May 4-6

 

 

# 4 (13,14,15)

 

 

 

 

 

 

 

 

 

RUBRICS

Project Rubric:

           

Actions for Criteria

Criteria

Actions for Level 5

Level 5
5 points

Actions for Level 4

Level 4
4 points

Actions for Level 3

Level 3
3 points

Actions for Level 2

Level 2
2 points

Actions for Level 1

Level 1
1 point

Actions for OrganizationOrganization

Project is perfectly organized and extremely detailed.  This project is exemplary in focus and providing information to the reader.

Has a well organized and detailed project that catches audience’s interest; maintains focus throughout; summarizes main points

Project that is mostly organized; provides adequate “road map” for the listener

Project is heading int he right direction, yet is lacking the necessary organization.  Difficult to follow at times.

Has irrelevant and/or unorganized statements; gives listener no focus or outline of the presentation

Actions for ContentContent

Content, substance, and source material are considered exemplary throughout presentation.

Demonstrates substance and depth; is comprehensive; shows mastery of material

Covers topic; uses appropriate sources; is objective

Does not give adequate coverage of topic; lacks sources

No content of substance is presented within this project. 

Actions for Grammar/MechanicsGrammar/Mechanics

Presentation is presented with no grammatical, sentence structure, speeling, or punctuation errors.

Sentence form and word choices are appropriate.  Punctuation grammar, spelling, and mechanics are appropriate

Some mistakes in sentence form and word choices.  Makes a few grammar, spelling, and mechanical errors.

Numerous grammatical and sentence structure errors noted throughout presentation.

Sentence form and word choices are unacceptable; Punctuation grammar, spelling, and mechanics are unacceptable

Actions for Assignment Specific CriteriaAssignment Specific Criteria

Project completely captures the appropriate research.  All aspects of the assignment are superbly responded to.

Responds to all aspects of the assignment; Documents research appropriately; considers appropriate audience

Responds to some aspects of the assignment; has some mistakes in research documentation

Lacking substance within research and is minimally associated with projected audience.

Does not give adequate coverage of assignment; does not document research appropriately; does not consider appropriate audience

Actions for Proper Interview ProcessProper Interview Process

Demonstrates superior quality in the form of questioning for the interview process, including the required number of at least 10 questions.

Demonstrates good quality in the form of questioning for the interview process, including the required number of at least 10 questions.

Demonstrates average quality in the form of questioning for the interview process, including the required number of at least 10 questions.

Demonstrates poor quality in the form of questioning for the interview process. Does not meet the minimum requirement of 10 questions.

Completely lacking the question process of the interview.

Actions for PEER  Submission EvaluationPEER Submission Evaluation

Correctly submitted project to the dropbox and provided superior feedback to two classmate's projects.

Correctly submitted project to the dropbox and provided quality feedback to two classmate's projects.

Correctly submitted project to the dropbox but did not provide feedback to two classmate's projects.

Did not submit project to the dropbox, yet provided feedback to two classmate's projects.

Did not submit project to the dropbox and did not provide feedback to two classmate's projects.

Actions for Overall Score

Overall Score

Actions for Level 5

Level 5
24 or more

Actions for Level 4

Level 4
19 or more

Actions for Level 3

Level 3
14 or more

Actions for Level 2

Level 2
9 or more

Actions for Level 1

Level 1
0 or more

 

Leadership Essay Rubric:

           

Actions for Criteria

Criteria

Actions for Level 5

Level 5
5 points

Actions for Level 4

Level 4
4 points

Actions for Level 3

Level 3
3 points

Actions for Level 2

Level 2
2 points

Actions for Level 1

Level 1
1 point

Actions for Assignment Specific CriteriaAssignment Specific Criteria

Paper completely captures the appropriate research.  All aspects of the assignment are superbly responded to.

Responds to all aspects of the assignment; Documents research appropriately; considers appropriate audience

Responds to some aspects of the assignment; has some mistakes in research documentation

Lacking substance within research and is minimally associated with projected audience.

Does not give adequate coverage of assignment; does not document research appropriately; does not consider appropriate audience

Actions for OrganizationOrganization

Paper is perfectly organized and extremely detailed.  This paper is exemplary in focus and providing information to the reader.

Has a well organized and detailed paper that catches audience’s interest; maintains focus throughout; summarizes main points

Paper that is mostly organized; provides adequate “road map” for the listener

Paper is heading in the right direction, yet is lacking the necessary organization.  Difficult to follow at times.

Has irrelevant and/or unorganized statements; gives listener no focus or outline of the paper

Actions for ContentContent

Content, substance, and source material are considered exemplary throughout paper.

Demonstrates substance and depth; is comprehensive; shows mastery of material

Covers topic; uses appropriate sources; is objective

Does not give adequate coverage of topic; lacks sources

No content of substance is presented within this paper. 

Actions for Utilization of Leadership Assessment InstrumentUtilization of Leadership Assessment Instrument

Utilized at least 4 assessments.

Utilized 3 assessments.

Utilized 2 assessments.

Utilized 1 assessment.

Did not utilize assessments.

Actions for Grammar/MechanicsGrammar/Mechanics

Paper is presented with no grammatical, sentence structure, speLling, or punctuation errors.

Sentence form and word choices are appropriate.  Punctuation grammar, spelling, and mechanics are appropriate

Some mistakes in sentence form and word choices.  Makes a few grammar, spelling, and mechanical errors.

Numerous grammatical and sentence structure errors noted throughout paper.

Sentence form and word choices are unacceptable; Punctuation grammar, spelling, and mechanics are unacceptable

Actions for Language and StyleLanguage and Style

Paper exhibits skillful and exemplary use of language, appropriate vocabulary, and variety in sentence structure.

Paper has excellent use of language, vocabulary and structure of sentences.

Overall, paper has an average use of language, vocabulary and adequate sentence structure.

Paper is below average and needs improvement in areas such as language and vocabulary use as well as the structure of it's sentences.

Poor use of sentence structure and language/vocabulary use.  Often times, difficult to read.

Actions for Overall Score

Overall Score

Actions for Level 5

Level 5
24 or more

Actions for Level 4

Level 4
19 or more

Actions for Level 3

Level 3
14 or more

Actions for Level 2

Level 2
9 or more

Actions for Level 1

Level 1
0 or more

 

         

 

Details Spring 2014 RESP 3553  201  Neonatal & Pediatric Resp Care    Bridwell Hall 305

 

MSU Institutional Mark vertical NEWrtwith science&HUman Services

COURSE SYLLABUS

Spring 2014

 

COURSE TITLE

Neonatal-Pediatric Respiratory Care

 

COURSE NUMBER

RESP 3553

 

COURSE DESCRIPTION

The focus of this course is on the advance theoretical application of respiratory care to the pediatric and newborn patient. Topics include development of the pulmonary and cardiovascular systems, patient assessment, intrinsic lung diseases, congenital heart diseases, SIDS and apnea, applied pharmacotherapy, surfactant replacement therapy, gas therapy, ECMO and ventilator support techniques.

 

CREDITS

3 credits

 

COURSE INSTRUCTOR

Randy Case MA, RRT

Phone: 940-397-4653

Fax:    940-397-4933

Office: Bridwell Hall # 301

Email: randy.case@mwsu.edu

 

OFFICE HOURS

By appointment

 

WEELKLY MEETING PATTERN

M-T-TH  0950-1130

 

AUDIENCE

Junior Respiratory Care Students

 

 

 

COURSE OBJECTIVES:

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

1.   Describe the fetal development of the cardiopulmonary system.

2.   Discuss common respiratory disorders in the neonatal and pediatric patient including:

     a.   Pathology

     b.   Signs and symptoms

     c.    Treatment

3.   Discuss common therapeutic procedures used in the treatment of the neonatal and pediatric patient including:

     a.   Indications

     b.   Proper techniques

     c.    Contraindications

4.   Identify ventilation and oxygenation techniques used in the neonatal and pediatric patient.

5.   Discuss the use of common conventional therapies used in the neonatal and pediatric patient with newer, specialized therapies.

6.   Demonstrate ability to apply research findings to clinical practice issues.

 

 American Disabilities Act (ADA)

Midwestern State University (MSU) does not discriminate on the basis of an individual’s disability and complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility and employment of individuals in programs and activities.  MSU provide academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic and employment requirements. For assistance call (940) 397-4618 or 397-4515.  Please see the instructor outside of class to make any arrangements involving special accommodations. It is the student’s responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required

 

ACADEMIC HONESTY:

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.

 

Honor System:

All components of RESP 3553-201 are designed to represent the efforts of each student INDIVIDUALLY and are NOT to be shared, copied, or plagiarized from other sources.  When students submit their efforts for grading, they are ating they abided by this rule.

Cheating includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, s, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or completing other assignments; or (3) the acquisition of s or other academic materials belonging to the university faculty or staff without permission.

Plagiarism includes, but is not limited to, the use of, by paraphrase or direct quotation without correct citation in the text and on the reference list, the published or unpublished works of another person. Students may NOT submit papers and assignments that they have previously submitted for this or other courses. The use of materials generated by agencies engaged in "selling" term papers is also plagiarism. Students are encouraged to review the tutorials and suggested websites for more information about plagiarism. 

Academic dishonesty (cheating, plagiarism, etc.) will not be tolerated in this class. Whenever a student is unsure of whether a particular situation will be interpreted as academic dishonesty, he/she should ask the instructor for clarification.  If students are guilty of academic dishonesty, a grade of zero (0) will be given for the quiz, assignment, etc.  Cases may also be referred to the Dean of Students for possible dismissal from the university.

 

***Research papers and projects must be original work for each course assignment.  The faculty will not accept a submission that has been or is being submitted for another course.  No Exceptions! 

 

PLEASE NOTE

By enrolling in this course, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course.  The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity, and for educational purposes. Specifically, faculty may submit student papers and assignments to an external agency to verify originality and authenticity, and to detect for plagiarism.

 

 

REQUIRED TEXTS:

Perinatal and Pediatric Respiratory Care, 3rd Edition, 2010

By Brian K. Walsh, RRT-NPS, ACCS, FAARC, Michael P. Czervinske, BSRT, RRT-NPS and Robert M. DiBlasi, RRT-NPS   ISBN:9781416024484

 

ADDITIONAL READINGS:

Located under Additional Learning Tools Module

  • Baird, J., & Schleien, C. (2005). Pediatric respiratory syncytial virus infection and high frequency oscillatory ventilation. Clinical Intensive Care16(1), 33-36. doi:10.1080/09563070400025857.
  • Baudon, J., Renault, F., Goutet, J., Biran-Mucignat, V., Morgant, G., Garabedian, E., et al. (2009). Assessment of dysphagia in infants with facial malformations. European Journal of Pediatrics168(2), 187-193. doi:10.1007/s00431-008-0729-7.
  • Bednarzyk, M., & Snober, N. (2010). Girl, 6, With Rapid Heart Rate. Clinician Reviews20(2), 7-11. Retrieved from Academic Search Complete database.
  • Bellieni C., & Buonocore, G. (2009). Flaws in the assessment of the best interests of the newborn. Acta Paediatrica98(4), 613-617. doi:10.1111/j.1651-2227.2008.01185.x.
  • Flume, P., Robinson, K., O'Sullivan, B., Finder, J., Vender, R., Willey-Courand, D., et al. (2009). Cystic fibrosis pulmonary guidelines: airway clearance therapies. Respiratory Care54(4), 522-537. Retrieved from CINAHL Plus with Full Text database.
  • Johnston, C., de Carvalho, W., Piva, J., Garcia, P., & Fonseca, M. (2010). Risk factors for extubation failure in infants with severe acute bronchiolitis. Respiratory Care55(3), 328-333. Retrieved from CINAHL Plus with Full Text database
  • Kasap, B., Duman, N., Özer, E., Tatli, M., Kumral, A., & Özkan, H. (2008). Transient tachypnea of the newborn: Predictive factor for prolonged tachypnea. Pediatrics International50(1), 81-84. doi:10.1111/j.1442-200X.2007.02535.x.
  • Liem, N., Dien, T., & Ung, N. (2010). Thoracoscopic Repair in the Neonatal Intensive Care Unit for Congenital Diaphragmatic Hernia During High-Frequency Oscillatory Ventilation. Journal of Laparoendoscopic & Advanced Surgical Techniques20(1), 111-114. doi:10.1089/lap.2008.0412
  • Martinez, F. (2008). Trends in asthma prevalence, admission rates, and asthma deaths. Respiratory Care53(5), 561-567. Retrieved from CINAHL Plus with Full Text database.
  • Mainali, E., Greene, C., Rozycki, H., & Gutcher, G. (2007). Safety and efficacy of high-frequency jet ventilation in neonatal transport.Journal of Perinatology27(10), 609-613. doi:10.1038/sj.jp.7211799.
  • Ryan, M., Kilham, H., Jacobe, S., Tobin, B., & Isaacs, D. (2007). Spinal muscular atrophy type 1: Is long-term mechanical ventilation ethical?. Journal of Paediatrics & Child Health43(4), 237-242. doi:10.1111/j.1440-1754.2007.01052.x.
  • Tobias, J. (2009). Transcutaneous carbon dioxide monitoring in infants and children. Pediatric Anesthesia19(5), 434-444. doi:10.1111/j.1460-9592.2009.02930.x.

    

MISSED EXAM, OR OTHER GRADED ITEM POLICY:

Any assignments, projects, or s not completed and handed in on time will be considered and graded as a “0”.  All assignments will have due-dates and all students must adhere to those deadlines.

APPROXIMATE GRADING SCALE

90-100 Points                  A

80-89                             B

75-79                             C

60-74                             D

< 60                               F

A minimum grade of 75 (C) is required in all respiratory courses.  Failure to attain a minimum grade of C will prevent the student from progressing in the program. 

GRADED ITEMS AND GRADE DETERMINATION:

Assignments

Grade Percentage

Lecture Examinations

50%

Application Project

20%

Pedi Asthma Assignment

10%

Comprehensive Final

20%

 

CLASS PARTICIPATION:

Class participation is an integral part of this course.  You are expected to participate actively in and contribute to the learning experience in this course.   Participation means providing substantive comments, questions and contributions that advance the learning process for you and/or other learners in the course.

 

LECTURE EXAMINATIONS:

(5) In-depth exams covering specified material given from your readings and lectures. Examinations may consist of true/false, multiple choice, short answer or essay questions.

 

PEDI ASTHMA ASSIGNMENT:

In an effort to become more involved with our local education towards the pediatric population about asthma and airway associated problems, we are going to work together to create a program to present to the WFISD. This will be an on-going project that we will work together on next year as well. It cannot be developed overnight. For this semester, I want you to research the educational programs and prevention methods for children that are already in existence. You will be required to turn in 2 website links to sites that utilize existing educational programs for children. Give a brief description of the program as well as the where it is utilized and what age ranges it is designated for. I want as much information about the specific program that you can find so that we can eventually incorporate some of their materials or activities into our plan.

 

COMPREHENSIVE FINAL EXAM:

An in-depth comprehensive examination covering the material presented throughout the entire semester. This exam will consist of true/false, multiple choice, short answer or essay questions. 

 

 

 

PROJECT:                                                                                        

The intent of this project is to share ideas and advance student knowledge of assessment and care of neonatal and pediatric patients.  You will be required to submit a power point presentation on a specific neonatal or pediatric respiratory therapeutic technique, disease, condition, or procedure.  Power point should be around 15 slides. You must cite your references at the end of your project.    The project must have at least 5 references. References must be current (within the last 10 years).  Use scholarly sources; apply APA style to the manuscript.  Topics will be randomly chosen during the first week.  It is your responsibility to know and remember your topic.  The Project is due March 24th

 

 

 

Approximate Lecture schedule

Jan 13             Syllabus                               

Jan 14             Chapters   1 & 2                       

Jan 16             CHAPTER     3

jan 20              MLK HOliday

jan 21                        CHAPTER     4

JAN 23                        EXAM 1 (CHAPTERS 1-4)

JAN 27                        chapters   5 & 6

jan 28             ChapterS   7 & 8

JAN 30             CHAPTERS  10 & 11

feb 3-14          Clinical

FEB 17                        REVIEW

FEB 18                        EXAM 2 (CHAPTERS 5-8, 10-11)

FEB 20                        CHAPTERS 27 & 28

FEB 24                        CHAPTERS 33 & 34

FEB 25                        CHAPTER 35

FEB 27             EXAM 3 (CHAPTERS 27-28, 33-35)                                                                 

MAR 3-14           CLINICAL

MAR 17-21       SPRING BREAK

MAR 24             Project Presentations

MAR 25            Project Presentations

MAR 27            CHAPTER 17

MAR 31              CHAPTER 19

APR 1                 CHAPTER  20

APR 3                 CHAPTER  18 & 21

APR 7-11           CLINICIAL

APR 14              EXAM 4 (CHAPTERS 17-21)

APR 15             CHAPTERS 30 & 32

APR 17            EASTER BREAK         

APR 21-25        CLINICAL   

APR 28             CHAPTERS 43 & 44

APR 29              EXAM 5 (CHAPTERS 30, 32, 43-44)

MAY 1                Review for Final

MAY 5-9            FINALS WEEK

                              

Project Rubric:         

           

 Criteria

Level 5
5 points

Level 4
4 points

Level 3
3 points

Level 2
2 points

Level 1
1 point

Organization

Project is perfectly organized and extremely detailed.  This project is exemplary in focus and providing information to the reader.

Has a well organized and detailed project that catches audience’s interest; maintains focus throughout; summarizes main points

Project that is mostly organized; provides adequate “road map” for the listener

Project is heading int he right direction, yet is lacking the necessary organization.  Difficult to follow at times.

Has irrelevant and/or unorganized statements; gives listener no focus or outline of the presentation

Content

Content, substance, and source material are considered exemplary throughout presentation.

Demonstrates substance and depth; is comprehensive; shows mastery of material

Covers topic; uses appropriate sources; is objective

Does not give adequate coverage of topic; lacks sources

No content of substance is presented within this project. 

Grammar/Mechanics

Presentation is presented with no grammatical, sentence structure, speeling, or punctuation errors.

Sentence form and word choices are appropriate.  Punctuation grammar, spelling, and mechanics are appropriate

Some mistakes in sentence form and word choices.  Makes a few grammar, spelling, and mechanical errors.

Numerous grammatical and sentence structure errors noted throughout presentation.

Sentence form and word choices are unacceptable; Punctuation grammar, spelling, and mechanics are unacceptable

Assignment Specific Criteria

Project completely captures the appropriate research.  All aspects of the assignment are superbly responded to.

Responds to all aspects of the assignment; Documents research appropriately; considers appropriate audience

Responds to some aspects of the assignment; has some mistakes in research documentation

Lacking substance within research and is minimally associated with projected audience.

Does not give adequate coverage of assignment; does not document research appropriately; does not consider appropriate audience

Utilization of Resources and References

Exemplary example of resourse and reference utilization. Above and beyond.

Utilizes the required number of references that are scholarly and current.

Adequately utilizes the required number of references that are scholarly and current.

Poorly utilizes the required number of references that are scholarly and current.

Completely lacks references and use of scholarly and current resources.

Professionalism

Demonstrates and exhibits superior professionalism during the presentation of the student's material as well as during fellow student's presentations.

Demonstrates and exhibits good qualities of professionalism during the presentation of the student's material as well as during fellow student's presentations. Follows all guidelines in regards to speaking and listening skills.

Demonstrates and exhibits average professionalism during the presentation of the student's material as well as during fellow student's presentations. Follows the majority of guidelines in regards to speaking and listening skills.

Demonstrates and exhibits poor professionalism during the presentation of the student's material as well as during fellow student's presentations. Follows minimal guidelines in regards to speaking and listening skills.

Completely lacks professionalism during the presentation of the student's material as well as during fellow student's presentations. Does not follow guidelines in regards to speaking and listening skills.

Question/Answer

Clearly demonstrates superior knowledge of information during question and answer time. 

Demonstrates good knowledge of information during question and answer time. 

Demonstrates basic knowledge of information during question and answer time. 

Demonstrates poor knowledge of information during question and answer time. 

Completely lacks knowledge of information during question and answer time. 

Overall Score

Level 5
24 or more

Level 4
19 or more

Level 3
14 or more

Level 2
9 or more

Level 1
0 or more

 

Details Fall 2013 RESP 4453  101  Advanced Health Assessment    Bridwell Hall 305

 

 

COURSE SYLLABUS

Fall 2013

 

 

 

 

 

COURSE TITLE

Advanced Health Assessment

 

COURSE NUMBER

RESP 4453

 

COURSE DESCRIPTION

The focus of this lecture course is to provide the student with advanced physical assessment skills.  The assessments of the major organ systems commonly affected by or associated with pulmonary diseases are explored.  Topics include detailed assessment of the chest and lungs, heart and great vessels, skin, head and neck, nose and throat, and emergency and life threatening situations. 

 

CREDITS

3 Credit Hours

 

COURSE INSTRUCTOR

Randy Case, MA, RRT

Office: 940-397-4653

Fax: 940-397-4933

Office: Bridwell Hall #301-H

randy.case@mwsu.edu

 

OFFICE HOURS

Available by appointment.

 

AUDIENCE

Senior Respiratory Students

 

WEEKLY MEETING PATTERN

Mondays, Tuesdays, Thursdays 12:30pm-2:10 pm, Bridwell 305

Exact dates are listed at the end of this syllabus.

 

COURSE OBJECTIVES

  • Describe the components of the physical examination.
  • Perform head to toe assessments on simulation man and in the clinical setting

·        Identify various abnormalities seen during physical examination.

  • Describe the functional anatomy of the nervous system.
  • Explain relationship between vital signs and neurologic status
  • Identify the importance of intracranial pressure monitoring and the value of assessing cerebral perfusion.
  • Identify normal values and significance of hematology lab s.
  • Identify normal values and significance of abnormalities for chemistry lab s.
  • Appraise chest radiographic findings and identify lung disorders and correct placement.
  • Describe how chest radiograph is produced.
  • Identify the value in assessing chest radiograph.
  • Review assessment of pediatric and older adult patients.
  • Identify methods, normal values, and significance of measuring lung volumes in the ICU.
  • List the components involved in the clinical evaluation of oxygenation and their significance.
  • Review assessment of cardiac output.
  • Describe relationship of CVP to left and right ventricular function.
  • Interpret PA waveforms.
  • Describe relationships between PA diastolic pressure and PCWP.
  • Describe basic terms used with endoscopy.
  • Indentify the indications/contraindications for performing bronchoscopy.
  • Recognize how nutrition and respiration are interrelated.
  • Recognize the functional importance of oxygen in nutrition.
  • Describe the role of the respiratory therapist in the assessment of patients for potential sleep-disordered breathing.
  • Describe the evolution and advantages of respiratory home care.

 

 

AMERICAN DISABILITIES ACT (ADA)

Midwestern State University (MSU) does not discriminate on the basis of an individual’s disability and complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility and employment of individuals in programs and activities.

 

MSU provide academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic and employment requirements. For assistance call (940) 397-4618 or 397-4515.

 

Please see the instructor outside of class to make any arrangements involving special accommodations. It is the student’s responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required

 

ACADEMIC HONESTY:

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.

 

Honor System:

 All components of RESP 4433-01 are designed to represent the efforts of each student INDIVIDUALLY and are NOT to be shared, copied, or plagiarized from other sources.  When students submit their efforts for grading, they are ating they abided by this rule.

Cheating includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, s, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or completing other assignments; or (3) the acquisition of s or other academic materials belonging to the university faculty or staff without permission.

Plagiarism includes, but is not limited to, the use of, by paraphrase or direct quotation without correct citation in the text and on the reference list, the published or unpublished works of another person. Students may NOT submit papers and assignments that they have previously submitted for this or other courses. The use of materials generated by agencies engaged in "selling" term papers is also plagiarism. Students are encouraged to review the tutorials and suggested websites for more information about plagiarism. 

 

Academic dishonesty (cheating, plagiarism, etc.) will not be tolerated in this class. Whenever a student is unsure of whether a particular situation will be interpreted as academic dishonesty, he/she should ask the instructor for clarification.  If students are guilty of academic dishonesty, a grade of zero (0) will be given for the quiz, assignment, etc.  Cases may also be referred to the Dean of Students for possible dismissal from the university.

 

***Research papers and projects must be original work for each course assignment.  The faculty will not accept a submission that has been or is being submitted for another course.  No Exceptions! 

 

PLEASE NOTE

By enrolling in this course, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course.  The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity, and for educational purposes. Specifically, faculty may submit student papers and assignments to an external agency to verify originality and authenticity, and to detect for plagiarism.

 

REQUIRED TEXTS

Clinical Assessment in Respiratory Care, 6th Edition.  Elsevier Mosby, 2010.

 

EVALUATION METHODS

Lecture Examinations                                                   40%

Advanced Assessment Portfolio                                     15%

Presentation                                                                 15%

Homework                                                                   10%

Final Exam                                                                    20%

 

 

GRADING SCALE

90-100 Points                A

80-89                            B

75-79                            C

60-74                            D

< 60                             F

A minimum grade of 75 (C) is required in all respiratory courses.  Failure to attain a minimum grade of C will prevent the student from progressing in the program. 

ATTENDANCE POLICY

Punctuality to class is imperative. Exams will be given during the first part of class with an allotted amount of time. If the student is late, they will be given the remaining time to finish the exam. If the student is more than 15 minutes late, they will be given the exam after class with the 10 point reduction. At the end of the allotted time, all exams must be turned in, complete or not. Regular class attendance is required. No distinction is made between excused and unexcused absences unless absence has been cleared through the office of the Dean of Students, Athletic Department, or Academic Affairs. Two late arrivals equal one absence. The following policy will be enforced: Greater than 5 absences will result in instructor initiated drop from the class. Prior absence approval may be granted after review by the professor. If you have a documented disability that will impact your work in this class, please contact me to discuss your needs.

 

MISSED EXAM POLICY

If a student is going to miss an examination, it is the student’s responsibility to contact the instructor prior to the exam to arrange with the instructor to make up the missed exam.  A 10% reduction will be taken for each day (weekends and holidays included) after the scheduled exam date. The professor reserves the right to make unscheduled exams essay in nature and considerably more challenging.

 

EXAMINATIONS

 In-class s that will consist of definitions, multiple choice, true/false, fill-in-the-blank, short answer, or essay type questions.

 

FINAL EXAMINATION

Cumulative exam which will consist of definitions, multiple choice, true/false, fill-in-the-blank, short answer, or essay type questions.

 

ADVANCED ASSESSMENT PORTFOLIO

You will complete a head to toe assessment on five patients while at clinic and write a summary paper for each patient.  Include your findings on the assessment, vital signs, vent settings, labs, and history for each patient.  I will give you guidelines and handouts to facilitate this process.  Due on November 21, 2013.

HOMEWORK

You will submit 10 passing clinical simulation scores from the LindseyJones Clinical Simulation software in the computer lab.   All 10 must be turned in by December 5, 2013.

 

CLASS PARTICIPATION

Class participation is an integral part of this course.  There are numerous activities that require each student to participate from the readings, case studies, simulation man scenarios, or in response to the discussion by others.  You are expected to participate actively in and contribute to the learning experience in this course.  

 

PRESENTATION

You will be assigned a topic that coincides with the chapters we are covering.  You will present a 10-15 slide presentation on the topic. 

  • Include what is known and reported in the literature and research about your topic?
  • Given what the literature and research say about your topic, what conclusions can you draw?

·        Will your findings affect your practice or understanding of your given topic?

 

You must site your references at the end of your project.   If you add pictures they must also be referenced.   The project must have at least 3 references. References must be current (within the last 5 years).  Use scholarly sources; apply APA style referencing.

 

 

 

GRADING RUBRIC FOR PRESENTATION & PORTFOLIO

 

Standards

5 - 4
Exemplary

3 - 2
Satisfactory

1-0
Unacceptable

Score

Weight

Total Score

Organization

Has a well organized and detailed project that catches audience’s interest; maintains focus throughout; summarizes main points

Project that is mostly organized; provides adequate “road map” for the listener

Has irrelevant and/or unorganized statements; gives listener no focus or outline of the presentation

 

 

X 4

 

Content

Demonstrates substance and depth; is comprehensive; shows mastery of material

Covers topic; uses appropriate sources; is objective

Does not give adequate coverage of topic; lacks sources

 

 

X 4

 

Grammar Mechanics

Sentence form and word choices are appropriate.  Punctuation grammar, spelling, and mechanics are appropriate

Some mistakes in sentence form and word choices.  Makes a few grammar, spelling, and mechanical errors.

Sentence form and word choices are unacceptable; Punctuation grammar, spelling, and mechanics are unacceptable

 

 

X 4

 

Assignment Specific Criteria

Responds to all aspects of the assignment; Documents research appropriately; considers appropriate audience

Responds to some aspects of the assignment; has a some mistakes in research documentation

Does not give adequate coverage of assignment; does not document research appropriately; does not consider appropriate audience

 

 

X 3

 

Quality of summary

Delivers a summary that is well documented, clear and understandable, and pertinent to the project

Summarizes presentation’s main points; provides an adequate summary of project

Has missing or poor summary; is not tied to analysis

 

 

X 3

 

Response to Questions Feedback

Demonstrates full knowledge of topic; explains and elaborates on all questions

Shows ease in answering questions but does not elaborate

Demonstrates little grasp of information; has undeveloped or unclear answers to questions

 

 

X 2

 

 

 

 

 

 

 

APPROXIMATE SCHEDULE

 

Date                                        Topic                                         Text Reference

August 26                                Syllabus/Presentation Assignments       

 

August 27                                Airway Orientation                                                                                                      

August 29                                 PCRTE 

 

Sept. 2-Sept. 13                        Clinic

                                                           

September 16                           Physical Exam                                       Ch 5

 

September 17                           Neuro Assessment                                Ch 6                                                                                                                

September 19                           Lab studies                                           Ch 7    

 

September 23                           Exam # 1 (Ch 5, 6, 7)

                                               

September 24                           Sim Lab/ Head to toe assessment                                       

 

September 26                          X-ray                                                     Ch 10                                       

 

Sept 30-Oct 11                          Clinic

                         

October   14                              Neo/Pedi                                               Ch 12   

                                               

October   15                             Older adult                                           Ch 13                                      

 

October    17                            Exam # 2 (Ch 10, 12, 13)                                 

 

October    21                             Monitoring in ICU                                  Ch 14

                                                                                   

October    22                             Cardiac output                                      Ch 15

                                                                       

October    24                             Hemodynamic Pressures                       Ch 16

 

October 28-Nov. 8                     Clinic

                                                                                             

November   11                          Exam # 3 (Ch 14, 15, 16)

 

November   12                          Bronchoscope/Nutrition                        Ch17 & 18                                       

 

November   14                          Sleep/Home Care                                  Ch 19 & 20                                      

 

November   18                          Advanced Assessment Portfolio Workday

 

November   19                          Exam # 4 (Ch 17-20)              

                                               

November   21                           Portfolio Presentations               ***Portfolios DUE***

 

 

November 25                             Presentations

 

November 26                             Presentations                             

  

November 28                             Thanksgiving

                              

December 2                               Clinical Simulations/Sim Lab

 

December 3                               Clinical Simulations/Sim Lab

 

December 5                               Review for final                        ***Homework DUE***

 

December 9                                Final Exam

 

 

December 11, 12, 13                 Kettering Seminar Scheduled

Details Fall 2013 RESP 4433  101  Cardiopulmonary Dynamics    Bridwell Hall 305

 

COURSE SYLLABUS

Fall 2013

 

 

 

COURSE TITLE

Cardiopulmonary Dynamics

 

COURSE NUMBER

RESP 4433-01 

 

COURSE DESCRIPTION

Prerequisites:  RESP 3543, 3552.

The focus of this lecture course is to provide the student with a thorough understanding of cardiac electrophysiology and clinical hemodynamics.  Emphasis is placed on rhythm recognition, and causes and treatments of common dysrhythmias.  Other topics include advanced cardiac life support.

 

CREDITS

3 Credit Hours

 

COURSE INSTRUCTOR

Randy Case, MA, RRT

Office: 940-397-4653

Fax: 940-397-4933

Office: Bridwell Hall #301-H

randy.case@mwsu.edu

 

OFFICE HOURS

Available by appointment.

 

AUDIENCE

Senior Respiratory Students

 

WEEKLY MEETING PATTERN

Wednesdays 8 am-1 pm, Bridwell 305

Exact dates are listed at the end of this syllabus.

 

COURSE OBJECTIVES

  • Recognize and initiate early management of periarrest conditions that may result in cardiac arrest or complicate resuscitation outcome
  • Demonstrate proficiency in providing BLS care, including prioritizing chest compressions and integrating automated external defibrillator use
  • Recognize and manage respiratory arrest
  • Recognize and manage cardiac arrest until termination of resuscitation or transfer of care, including immediate post-cardiac arrest care
  • Recognize and initiate early management of ACS
  • Recognize and initiate early management of stroke
  • Demonstrate effective communication as a member or leader of a resuscitation team

 

 

AMERICAN DISABILITIES ACT (ADA)

Midwestern State University (MSU) does not discriminate on the basis of an individual’s disability and complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility and employment of individuals in programs and activities.

 

MSU provide academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic and employment requirements. For assistance call (940) 397-4618 or 397-4515.

 

Please see the instructor outside of class to make any arrangements involving special accommodations. It is the student’s responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required

 

ACADEMIC HONESTY:

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.

 

Honor System:

 All components of RESP 4433-01 are designed to represent the efforts of each student INDIVIDUALLY and are NOT to be shared, copied, or plagiarized from other sources.  When students submit their efforts for grading, they are ating they abided by this rule.

Cheating includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, s, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or completing other assignments; or (3) the acquisition of s or other academic materials belonging to the university faculty or staff without permission.

Plagiarism includes, but is not limited to, the use of, by paraphrase or direct quotation without correct citation in the text and on the reference list, the published or unpublished works of another person. Students may NOT submit papers and assignments that they have previously submitted for this or other courses. The use of materials generated by agencies engaged in "selling" term papers is also plagiarism. Students are encouraged to review the tutorials and suggested websites for more information about plagiarism. 

 

Academic dishonesty (cheating, plagiarism, etc.) will not be tolerated in this class. Whenever a student is unsure of whether a particular situation will be interpreted as academic dishonesty, he/she should ask the instructor for clarification.  If students are guilty of academic dishonesty, a grade of zero (0) will be given for the quiz, assignment, etc.  Cases may also be referred to the Dean of Students for possible dismissal from the university.

 

***Research papers and projects must be original work for each course assignment.  The faculty will not accept a submission that has been or is being submitted for another course.  No Exceptions! 

 

PLEASE NOTE

By enrolling in this course, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course.  The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity, and for educational purposes. Specifically, faculty may submit student papers and assignments to an external agency to verify originality and authenticity, and to detect for plagiarism.

 

REQUIRED TEXTS

Advanced Cardiac Life Support Provider Manual

 

EVALUATION METHODS

Lecture Examinations                                                                40%

Homework Assignments/ Classroom Participation                         10%

Dysrhythmia Group Presentations                                              10%

Mega-Code Exam/ Competency                                                  20%

Final Exam                                                                               20%

 

GRADING SCALE

90-100 Points               A

80-89                           B

75-79                           C

60-74                           D

< 60                             F

A minimum grade of 75 (C) is required in all respiratory courses.  Failure to attain a minimum grade of C will prevent the student from progressing in the program. 

 

Lecture Exams:

Lecture Examinations:  May consist of multiple-choice, definitions, true/false, short answer, fill-in the blank, labeling diagrams, or essay type questions. The material for the examinations will come from the texts as well as lectures and notes.

 

Final Exam:

Lecture Examinations:   Comprehensive exam that may consist of multiple-choice, definitions, true/false, short answer, fill-in the blank, labeling diagrams, or essay type questions. The material for the examinations will come from the texts as well as lectures and notes.

 

Disrhythmia Group Project:

Groups of 2 will be selected and each group will randomly select a rhythm strip.  Your group will then research that specific rhythm and include the following items within your presentation: Graphic of actual strip, Causes of that rhythm, Symptoms associated, Treatment of, Potential Side Effects of, and Prognosis and Recovery of those with that rhythm.  You will then present your research and information to the class in an instructional manner on September 18 during class.  A summary of the information and research you gathered along with a list of references you utilized must be turned in as well.  Please use APA format.  A rubric for the grading of this presentation will be utilized and is included below.

 

Mega-Code Exam and Competency:

Mega-Code and Competency will be a full clinic check-off for your ACLS Certification.  Sim Man will be utilized and each student will be responsible for performing an individualized check-off.  These will be done on Novenber 20th and each student will be assigned a time for their check-off.

 

ATTENDANCE POLICY

Punctuality to class is imperative. Exams will be given during the first part of class with an allotted amount of time. If the student is late, they will be given the remaining time to finish the exam. If the student is more than 15 minutes late, they will be given the exam after class with the 10 point reduction. At the end of the allotted time, all exams must be turned in, complete or not. Regular class attendance is required. No distinction is made between excused and unexcused absences unless absence has been cleared through the office of the Dean of Students, Athletic Department, or Academic Affairs. Two late arrivals equal one absence. The following policy will be enforced: Greater than 5 absences will result in instructor initiated drop from the class. Prior absence approval may be granted after review by the professor. If you have a documented disability that will impact your work in this class, please contact me to discuss your needs.

 

MISSED EXAM POLICY

If a student is going to miss an examination, it is the student’s responsibility to contact the instructor prior to the exam to arrange with the instructor to make up the missed exam.  A 10% reduction will be taken for each day (weekends and holidays included) after the scheduled exam date. The professor reserves the right to make unscheduled exams essay in nature and considerably more challenging.

 

 

APPROXIMATE LECTURE SCHEDULE

 

Date               Topic                                                  

 

Aug. 28            Introduction & Review Syllabus

                       The Systemic Approach

                       Team Dynamics

                       Systems of Care

                       Assign Group Project

 

Sept. 18           Exam (The Systemic Approach, Team Dynamics & Systems of Care)

                       Dysrhythmias & Strips

                       Group Presentations

 

Sept. 25             Exam (Dysrhythmias & Strips)

                         Pharmacology

                         ACLS Case 1 - Respiratory Arrest

                       

 

Oct. 16              ACLS Case 2 - VFib Treated with CPR & AED

                         ACLS Case 3 - VFib/Pulseless VTach

                         ACLS Case 4 - PEA

                         ACLS Case 5 – Asystole

                         Group Scenarios

 

Oct. 23            Exam (ACLS Cases 1-5)

                       ACLS Case 6 - Acute Coronary Syndrome

                       ACLS Case 7 - Bradycardia

                       ACLS Case 8 - Unstable Tachycardia

                       ACLS Case 9 - Stable Tachycardia

                       ACLS Case 10 - Acute Stroke

                       Group Scenarios                       

 

Nov. 14           Exam (ACLS Cases 6-10)

                      Mega Code Review and Practice

 

Nov. 20           Mega Code Exam & Competency

 

Nov. 27           Thanksgiving Break       

 

Dec. 4             Final Exam

 

 

 Group Presentation Rubric:

Standards

5 - 4
Exemplary

3 - 2
Satisfactory

1-0
Unacceptable

Score

Weight

Total Score

Organization

Has a well organized and detailed project that catches audience’s interest; maintains focus throughout; summarizes main points

Project that is mostly organized; provides adequate “road map” for the listener

Has irrelevant and/or unorganized statements; gives listener no focus or outline of the presentation

 

 

X 4

 

Content

Demonstrates substance and depth; is comprehensive; shows mastery of material

Covers topic; uses appropriate sources; is objective

Does not give adequate coverage of topic; lacks sources

 

 

X 4

 

Grammar Mechanics

Sentence form and word choices are appropriate.  Punctuation grammar, spelling, and mechanics are appropriate

Some mistakes in sentence form and word choices.  Makes a few grammar, spelling, and mechanical errors.

Sentence form and word choices are unacceptable; Punctuation grammar, spelling, and mechanics are unacceptable

 

 

X 4

 

Assignment Specific Criteria

Responds to all aspects of the assignment; Documents research appropriately; considers appropriate audience

Responds to some aspects of the assignment; has a some mistakes in research documentation

Does not give adequate coverage of assignment; does not document research appropriately; does not consider appropriate audience

 

 

X 3

 

Quality of summary

Delivers a summary that is well documented, clear and understandable, and pertinent to the project

Summarizes presentation’s main points; provides an adequate summary of project

Has missing or poor summary; is not tied to analysis

 

 

X 3

 

Response to Questions Feedback

Demonstrates full knowledge of topic; explains and elaborates on all questions

Shows ease in answering questions but does not elaborate

Demonstrates little grasp of information; has undeveloped or unclear answers to questions

 

 

X 2

 

 

 

Details Fall 2013 RESP 4423  X15  Research    Online 
RESP 4423 X 20 
Research 
 
 
Faculty 
 RESP 4423 x 20 – Mr. Randy Case, MA, RRT 
o Bridwell Hall 301H 
o 940-397-4653 
o randy.case@mwsu.edu 
 
Prerequisite 
 BSRS, BSRC, or BSN program chair approval 
 
Course Overview 
The focus of this course is to instruct health science and human services students in the role of research in 
interdisciplinary health studies. 
 
Not e : This is an Interdisciplinary Research course that will be taught to nursing, radiologic science, and 
respiratory therapy students mixed into each course section. 
 
Course Objectives: Upon completion of this course, a student will be able to: 
 
 Discuss essential components of the research process. 
 Differentiate application of selected research designs. 
 Discuss the ethical and legal aspects of research. 
 Critique selected research projects. 
 Demonstrate ability to apply research findings to professional practice issues. 
 
 
 
Required Textbooks: 
American Psychological Association. (2010). Publication manual of the American Psychological Association 
(6
th 
ed.). Washington, DC: Author. [ISBN 1-4338-0561-8] 
 
Leedy, P.D., & Ornrod, J. E. (2013). Practical research: Planning and design (10
th 
ed.). Upper Saddle River, 
New Jersey: Pearson. [ISBN 0-13-269324-0] 
Details Fall 2013 RESP 4403  X10  Pulmonary Diagnostics    Online 

MIDWESTERN STATE UNIVERSITY

COLLEGE OF HEALTH SCIENCES AND HUMAN SERVICES

RESPIRATORY CARE PROGRAM

COURSE SYLLABUS

Fall 2013

 

COURSE TITLE:

Pulmonary Diagnostics

 

COURSE NUMBER:

RESP 4403-X1

 

COURSE DESCRIPTION:

This is an internet-based course that is designed as an in-depth study of the standard ing methodologies employed to diagnose and monitor patients with cardiopulmonary disease.  Emphasis is placed on the technical aspects as well as disease presentation.  Topics include measurement and analysis of lung volumes, ventilation, pulmonary mechanics, gas distribution, diffusion ing, cardiac and pulmonary exercise ing, quality assurance, blood gas analysis, and quality assurance in the pulmonary function lab.

 

CREDITS:

3 credits

 

COURSE INSTRUCTOR:

Randy Case MA, RRT

Office: 940-397-4653

randy.case@mwsu.edu

 

OFFICE HOURS:

By appointment

Please send messages to me through D2L.  However, if you have any problems, you may contact us via my email randy.case@mwsu.edu

Availability online:    This means that I will be checking email regularly during these times.  Monday through Friday:  0800 – 1700.

 

AUDIENCE:

Distance Respiratory Care Students

            

 

LEARNING OUTCOMES:

 

  1. Explain the instrumentation required to perform basic spirometry, lung volume determination, and diffusion s.
  2. Differentiate between volume sensing and flow sensing spirometers, citing strengths and weaknesses of each design
  3. List the indications for pulmonary diagnostic ing.
  4. Identify normal and abnormal diffusion study data and can explain challenges relating  to the use of DLCO ing.
  5. Interpret pulmonary function data and choose appropriate means of intervention.
  6. Define commonly utilized pulmonary function terms with the proficiency of an advanced practitioner
  7. Define provide normal values for lung volumes, performance parameters, and capacities, and perform pulmonary function ing with the proficiency of an advanced practitioner.
  8. Discuss pathophysiology, clinical significance of, and techniques used to measure various pulmonary function parameters with the proficiency of an advanced practitioner.
  9. Identify conditions relating to respiratory and metabolic dysfunction when evaluating blood gas values.
  10. Evaluate exercise s identifying anaerobic threshold, limitations to exercise based on de-conditioning, pulmonary and cardiac sources.
  11. List pulmonary diagnostic s that help identify abnormal responses to increased carbon dioxide and decreased oxygen levels.
  12. Identify common mistakes in quality assurance ing relating to pulmonary diagnostic equipment.

           

American Disabilities Act (ADA):

Midwestern State University (MSU) does not discriminate on the basis of an individual’s disability and complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility and employment of individuals in programs and activities.  MSU provide academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic and employment requirements. For assistance call (940) 397-4618 or 397-4515.  Please see the instructor outside of class to make any arrangements involving special accommodations.  It is the student’s responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required.

 

ACADEMIC HONESTY:

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.

Honor System:

All components of RESP 3553-X1 are designed to represent the efforts of each student INDIVIDUALLY and are NOT to be shared, copied, or plagiarized from other sources.  When students submit their efforts for grading, they are ating they abided by this rule. Cheating includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, s, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or completing other assignments; or (3) the acquisition of s or other academic materials belonging to the university faculty or staff without permission. Plagiarism includes, but is not limited to, the use of, by paraphrase or direct quotation without correct citation in the text and on the reference list, the published or unpublished works of another person. Students may NOT submit papers and assignments that they have previously submitted for this or other courses. The use of materials generated by agencies engaged in "selling" term papers is also plagiarism. Students are encouraged to review the tutorials and suggested websites for more information about plagiarism.  Academic dishonesty (cheating, plagiarism, etc.) will not be tolerated in this class. Whenever a student is unsure of whether a particular situation will be interpreted as academic dishonesty, he/she should ask the instructor for clarification.  If students are guilty of academic dishonesty, a grade of zero (0) will be given for the quiz, assignment, etc.  Cases may also be referred to the Dean of Students for possible dismissal from the university.

 

***Research papers and projects must be original work for each course assignment.  The faculty will not accept a submission that has been or is being submitted for another course.  No Exceptions! 

 

PLEASE NOTE:

By enrolling in this course, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course.  The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity, and for educational purposes. Specifically, faculty may submit student papers and assignments to an external agency to verify originality and authenticity, and to detect for plagiarism.

 

 

REQUIRED TEXTS:

 

Ruppel GL.  Manual of Pulmonary Function ing, Ninth Edition. Mosby, 2009.

 

 

 

COURSE TOOLS:

 

1. Syllabus---contains the syllabus.

 

2. Learning Modules---these are modules for each chapter. Please review and read these; they provide additional information. You will find chapter objectives, study guides and power point slides here.

 

3. Discussions---here you will post your projects and other information.  There are sections including, Discussion & Dialogue. D&D allows you to post discussion of the readings, questions, or comments related to the course. You can post and others respond in Dialogue & Dialogue sections. Thus, in the D&D sections a dialogue develops over the course. You will gain participation points by posting here.

 

4. Web Links---you will find useful information that will link you to online respiratory research databases

 

5. Assessments—here you will find your exams. All assessments are timed and you may only take the exam once.

 

6.  Assignments- here you will post the answers to your case studies.

 

7. Chat- here you may want to set up study groups.  You may enter a room at anytime and have live Chats with other students.  Other students and the professor are able to read a log of the Chat discussions.

 

8. Email---Use email in the course site when you need to communicate with me or if you wish to communicate with other learners in the course. You can add attachments to the email. The only way to read this email is to go to the course in D2L. 

 

MISSED EXAM, OR OTHER GRADED ITEM POLICY:

Anything not completed and handed in on time will be subjected to a 15% per day penalty (weekends and holidays included).  All assignments must be completed by midnight of the due date.

 

APPROXIMATE GRADING SCALE:

90-100 Points                  A

80-89                             B

75-79                             C

60-74                             D

< 60                               F

 

A minimum grade of 75 (C) is required in all respiratory courses.  Failure to attain a minimum grade of C will prevent the student from progressing in the program. 

 

GRADED ITEMS AND GRADE DETERMINATION:

 

Assignments

Due Date

Grade Percentage

Case Studies

As assigned in course schedule

25%

Syllabus Confirmation

 

September 1

5%

Project

 

November 17

30%

Exam # 1

Exam # 2

Exam # 3

Exam # 4

September 15

October 6

November 3

December 6

10%

10%

10%

10%

 

CLASS PARTICIPATION: 

Class participation is an integral part of this online course.  There are activities that require each student to post opinions from the readings, case studies, research, or in response to the discussion by others.  However, in order to earn the maximum amount of participation points you are expected to participate actively in and contribute to the learning experience in this course.   You should provide feedback, comments, and thoughts under dialogue and discussion. 

Participation means providing substantive comments, questions and contributions that advance the learning process for you and/or other learners in the course. Participation may include responding to questions and issues posed by other learners. Non-substantive comments, irrelevant comments and comments of the nature of “I agree” or “I disagree” (unless the latter two are elaborated upon to make them substantive) do not count towards meeting the participation requirement. There is not a required length for postings as I am looking for quality and substance.

 

EXAMS:

 

There will be four exams in this class.  These will be open book, as you may use any of your assigned resources, notes from discussions online, posted content from the professor.  You may NOT consult your classmates.  These exams may consist of multiple choices, short answer, definitions, listing, true false, and/or essay.   Your exams are timed and must be completed within the time limit. 

PROJECT:

Select a topic of interest to you within (Pulmonary Diagnostics Respiratory Care) and post a 15-20 slide presentation.

  • Include indications/contradictions, associated pathologies, equipment, and any new technology that may be available. 
  • What is known and reported in the literature and research about your topic?
  • Given what the literature and research say about your topic, what conclusions can you draw?
  • Will your findings affect your practice or understanding of your given topic?

You must site your references at the end of your project.   If you chose to add pictures they must also be referenced.   The project must have at least 5 references. References must be current (within the last 5 years).  Use scholarly sources; apply APA style referencing. Refer to provided power point presentation. 

APA does not offer specific advice on how to cite within a PowerPoint. But one can assume that a PowerPoint is simply a paper and that all the rules that apply to a paper apply to the PowerPoint. In-text citations (or parenthetical citations) point your viewer to specific entries on the References page.

With that said, general rules must be followed.

•One must create parenthetical citations whenever you quote, paraphrase, or summarize information from another source.
•The parenthetical citations are generally located at the end of the sentence (before the period), or as close as possible to the text which you quoted, paraphrased, or summarized. 
•One must create parenthetical citations for all graphics used.
•The PowerPoint presentation must have a slide that is the References page . Normally this would be the last slide.
•References on the slide are formatted exactly as they would be formatted for the references page of a paper. 

I will add a link to the course content page with an example of a power point in which APA format is used. Remember that the placement of the parenthetical citation on a slide is not absolute. However, it should be apparent to the viewer where the information is coming from.

You are not limited to but may consider the following topics:

Polysomnography

Cardiopulmonary Exercise ing

Specialized Regimens

Pediatric Pulmonary Diagnostics

Quality Assurance in Pulmonary Diagnostics

Metabolic and Nutritional Assessment

Arterial Blood Gas Analysis

 

Please use the following link to help you research databases for your projects:

http://libguides.mwsu.edu/content.php?pid=285705&sid=2351294

 

Student Feedback:

After presentations are posted you will provide feedback for two student’s projects.  Try and make sure everyone receives feedback!

Guidelines for feedback are as follows:

a)         Acknowledge those things that have been done well,

b)         Determine where you think there could be flaws in the data presented, or alternatives to consider.

c)         Ask questions and offer suggestions that might enhance the response and help expand critical thinking.

  

 

GRADING RUBRIC FOR PRESENTATION:

 

Actions for Level 5
Actions for Level 4
Actions for Level 3
Actions for Level 2
Actions for Level 1

Actions for Organization

 

 

Project is perfectly organized and extremely detailed.  This project is exemplary in focus and providing information to the reader.

Has a well organized and detailed project that catches audience’s interest; maintains focus throughout; summarizes main points

Project that is mostly organized; provides adequate “road map” for the listener

Project is heading int he right direction, yet is lacking the necessary organization.  Difficult to follow at times.

Has irrelevant and/or unorganized statements; gives listener no focus or outline of the presentation

Actions for Content

Content, substance, and source material are considered exemplary throughout presentation.

Demonstrates substance and depth; is comprehensive; shows mastery of material

Demonstrates substance and depth; is comprehensive; shows mastery of material

Does not give adequate coverage of topic; lacks sources

No content of substance is presented within this project. 

Actions for Grammar/Mechanics

 

Presentation is presented with no grammatical, sentence structure, speeling, or punctuation errors.

Sentence form and word choices are appropriate.  Punctuation grammar, spelling, and mechanics are appropriate

Some mistakes in sentence form and word choices.  Makes a few grammar, spelling, and mechanical errors.

Numerous grammatical and sentence structure errors noted throughout presentation.

Sentence form and word choices are unacceptable; Punctuation grammar, spelling, and mechanics are unacceptable

Actions for Assignment Specific Criteria

Project completely captures the appropriate research.  All aspects of the assignment are superbly responded to.

Responds to all aspects of the assignment; Documents research appropriately; considers appropriate audience

Responds to some aspects of the assignment; has some mistakes in research documentation

Lacking substance within research and is minimally associated with projected audience.

Does not give adequate coverage of assignment; does not document research appropriately; does not consider appropriate audience

Actions for Utilization of Resources and References

Exemplary example of resourse and reference utilization. Above and beyond.

Utilizes the required number of references that are scholarly and current.

Adequately utilizes the required number of references that are scholarly and current

Poorly utilizes the required number of references that are scholarly and current

Completely lacks references and use of scholarly and current resources

Actions for Response to Questions/Feedback

Demonstrates full knowledge of topic; explains and elaborates on all questions

Potentially has full knowledge of the topic at hand.  Elaborates and explains to at a minimal amount.

Shows ease in answering questions but does not elaborate

Demonstrates little grasp of information; has undeveloped or unclear answers to questions

No questions or response noted

 

 A grading scale of a level 5 for each criteria category will result in a 100% grade for your project.

 

 

Course Schedule:

 

Date

 Assignment

 

Week 1 - Aug 26 - Sept 1

 

*Readings: Chapter 1 - Indications for Pulmonary Function ing

*Review Syllabus & Confirm Understanding

*Introductions: Personal biographies posted on Discussion Board

 

 

Week 2 - Sept 2 - Sept 8

 

 

*Readings: Chapter 2 - Spirometry and Related s

*Assignment: Case Study Chapter 2

 

Week 3 - Sept 9 - Sept 15

 

*EXAM #1: Chapters 1 & 2

 

 

 

Week 4 - Sept 16 - Sept 22

 

*Readings: Chapter 3 - Lung Volumes and Gas Distribution s 

*Assignment: Case Study Chapter 3

 

 

Week 5 - Sept 23 - Sept 29

 

 

 

*Readings: Chapter 4 - Ventilation and Ventilatory Control s

*Assignment: Case Study Chapter 4

 

 

Week 6 - Sept 30 - Oct 6

 

 

*Readings: Chapter 5 - Diffusing Capacity s

*EXAM #2: Chapters 3, 4, & 5

 

Week 7 - Oct 7 - Oct 13

 

 

*Readings: Chapter 6 - Blood Gases and Related s

 

*Assignment: Case Study Chapter 6

 

 

Week 8 - Oct 14 - Oct 20

 
 

*Readings: Chapter 7 - Cardiopulmonary Exercise ing

 

*Assignment: Work on Your Project

 

 

Week 9 - Oct 21 - Oct 27

 


 

*Readings: Chapter 8 - Pediatric Pulmonary Function ing

 

*Assignment: Case Study Chapter 8

 

Week 10 - Oct 28 - Nov 3

 

 

 

 

*EXAM #3: Chapters 6, 7, & 8

 

Week 11 - Nov 4 - Nov 10

 

 

*Readings: Chapter 9 - Specialized Regimens

 

*Assignment: Case Study Chapter 9

 

 

Week 12 - Nov 11 - Nov 17


 

 *Readings: Chapter 10 - Pulmonary Function ing Equipment and        

*Assignment: PROJECT DUE!!!!!!

 

 

Week 13 - Nov 18 - Nov 24

 


 

*Chapter 11 - Quality Assurance in the Pulmonary Function Laboratory
 
 

*Assignment: Project Feedback covering 2 other presentations.

 

Week 14 - Nov 25 - Dec 1

 

 

THANKSGIVING BREAK!!!

 

 

Week 15 - Dec 2 - Dec 6

 

 

*EXAM #4: Chapters 9, 10, & 11

Post final thoughts, comments, and suggestions for the course

Have A Wonderful Christmas Break!!!!!!!

 
 

 

Details Fall 2013 RESP 3553  X10  Neonatal & Pediatric Resp Care    Online 
 

MIDWESTERN STATE UNIVERSITY

COLLEGE OF HEALTH SCIENCES AND HUMAN SERVICES

RESPIRATORY CARE PROGRAM

COURSE SYLLABUS

FALL 2013

 

COURSE TITLE

Neonatal-Pediatric Respiratory Care

 

COURSE NUMBER

RESP 3553-X10

 

COURSE DESCRIPTION

The focus of this course is on the advance theoretical application of respiratory care to the pediatric and newborn patient. Topics include development of the pulmonary and cardiovascular systems, patient assessment, intrinsic lung diseases, congenital heart diseases, SIDS and apnea, applied pharmacotherapy, surfactant replacement therapy, gas therapy, ECMO and ventilator support techniques.

 

CREDITS

3 credits

 

COURSE INSTRUCTOR

Randy Case MA, RRT

Phone: 940-397-4653

Fax:    940-397-4933

Office: Bridwell Hall # 301

Email: randy.case@mwsu.edu

 

OFFICE HOURS

By appointment

Please send messages through D2L, however in the event that you have problems with D2L, you may contact me via my University email at randy.case@mwsu.edu

I will check my D2L email regularly.

 

AUDIENCE

Distance Respiratory Care Students

 

COURSE OBJECTIVES:

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

1.   Describe the fetal development of the cardiopulmonary system.

2.   Discuss common respiratory disorders in the neonatal and pediatric patient including:

     a.   Pathology

     b.   Signs and symptoms

     c.    Treatment

3.   Discuss common therapeutic procedures used in the treatment of the neonatal and pediatric patient including:

     a.   Indications

     b.   Proper techniques

     c.    Contraindications

4.   Identify ventilation and oxygenation techniques used in the neonatal and pediatric patient.

5.   Discuss the use of common conventional therapies used in the neonatal and pediatric patient with newer, specialized therapies.

6.   Demonstrate ability to apply research findings to clinical practice issues.

 

 American Disabilities Act (ADA)

Midwestern State University (MSU) does not discriminate on the basis of an individual’s disability and complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility and employment of individuals in programs and activities.  MSU provide academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic and employment requirements. For assistance call (940) 397-4618 or 397-4515.  Please see the instructor outside of class to make any arrangements involving special accommodations. It is the student’s responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required

 

ACADEMIC HONESTY:

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.

 

Honor System:

All components of RESP 3553-X1 are designed to represent the efforts of each student INDIVIDUALLY and are NOT to be shared, copied, or plagiarized from other sources.  When students submit their efforts for grading, they are ating they abided by this rule.

Cheating includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, s, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or completing other assignments; or (3) the acquisition of s or other academic materials belonging to the university faculty or staff without permission.

Plagiarism includes, but is not limited to, the use of, by paraphrase or direct quotation without correct citation in the text and on the reference list, the published or unpublished works of another person. Students may NOT submit papers and assignments that they have previously submitted for this or other courses. The use of materials generated by agencies engaged in "selling" term papers is also plagiarism. Students are encouraged to review the tutorials and suggested websites for more information about plagiarism. 

Academic dishonesty (cheating, plagiarism, etc.) will not be tolerated in this class. Whenever a student is unsure of whether a particular situation will be interpreted as academic dishonesty, he/she should ask the instructor for clarification.  If students are guilty of academic dishonesty, a grade of zero (0) will be given for the quiz, assignment, etc.  Cases may also be referred to the Dean of Students for possible dismissal from the university.

***Research papers and projects must be original work for each course assignment.  The faculty will not accept a submission that has been or is being submitted for another course.  No Exceptions! 

PLEASE NOTE

By enrolling in this course, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course.  The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity, and for educational purposes. Specifically, faculty may submit student papers and assignments to an external agency to verify originality and authenticity, and to detect for plagiarism.

 

REQUIRED TEXTS:

Czervinske, M., & Barnhart, S. Perinatal and Pediatric Respiratory Care, 3rd Edition.

 

ADDITIONAL READINGS:

Located under Additional Learning Tools Module

 

  • Baird, J., & Schleien, C. (2005). Pediatric respiratory syncytial virus infection and high frequency oscillatory ventilation. Clinical Intensive Care16(1), 33-36. doi:10.1080/09563070400025857.
  • Baudon, J., Renault, F., Goutet, J., Biran-Mucignat, V., Morgant, G., Garabedian, E., et al. (2009). Assessment of dysphagia in infants with facial malformations.European Journal of Pediatrics168(2), 187-193. doi:10.1007/s00431-008-0729-7.
  • Bednarzyk, M., & Snober, N. (2010). Girl, 6, With Rapid Heart Rate. Clinician Reviews20(2), 7-11. Retrieved from Academic Search Complete database.
  • Bellieni C., & Buonocore, G. (2009). Flaws in the assessment of the best interests of the newborn. Acta Paediatrica98(4), 613-617. doi:10.1111/j.1651-2227.2008.01185.x.
  • Flume, P., Robinson, K., O'Sullivan, B., Finder, J., Vender, R., Willey-Courand, D., et al. (2009). Cystic fibrosis pulmonary guidelines: airway clearance therapies.Respiratory Care54(4), 522-537. Retrieved from CINAHL Plus with Full Text database.
  • Johnston, C., de Carvalho, W., Piva, J., Garcia, P., & Fonseca, M. (2010). Risk factors for extubation failure in infants with severe acute bronchiolitis. Respiratory Care,55(3), 328-333. Retrieved from CINAHL Plus with Full Text database
  • Kasap, B., Duman, N., Özer, E., Tatli, M., Kumral, A., & Özkan, H. (2008). Transient tachypnea of the newborn: Predictive factor for prolonged tachypnea. Pediatrics International50(1), 81-84. doi:10.1111/j.1442-200X.2007.02535.x.
  • Liem, N., Dien, T., & Ung, N. (2010). Thoracoscopic Repair in the Neonatal Intensive Care Unit for Congenital Diaphragmatic Hernia During High-Frequency Oscillatory Ventilation. Journal of Laparoendoscopic & Advanced Surgical Techniques20(1), 111-114. doi:10.1089/lap.2008.0412
  • Martinez, F. (2008). Trends in asthma prevalence, admission rates, and asthma deaths. Respiratory Care53(5), 561-567. Retrieved from CINAHL Plus with Full Text database.
  • Mainali, E., Greene, C., Rozycki, H., & Gutcher, G. (2007). Safety and efficacy of high-frequency jet ventilation in neonatal transport. Journal of Perinatology27(10), 609-613. doi:10.1038/sj.jp.7211799.
  • Ryan, M., Kilham, H., Jacobe, S., Tobin, B., & Isaacs, D. (2007). Spinal muscular atrophy type 1: Is long-term mechanical ventilation ethical?. Journal of Paediatrics & Child Health43(4), 237-242. doi:10.1111/j.1440-1754.2007.01052.x.
  • Tobias, J. (2009). Transcutaneous carbon dioxide monitoring in infants and children. Pediatric Anesthesia19(5), 434-444. doi:10.1111/j.1460-9592.2009.02930.x.

 

 

Course Tools:

1. Syllabus---contains the syllabus.

2. Additional Readings---for the electronic files of handouts for the course.

3. Discussion Journals---here you will post your journals and comment on journals of other students. Post the weekly journal in the Journal section. Discussion and dialogue allows you to post questions, or comments related to the course. You can post and others respond at the Journal or Dialogue & Dialogue sections.

4.  Web Links---you will find useful information that will link you to online respiratory research databases and additional neonatal pediatric information.

5. Assessments—here you will find your midterm and final exams. All assessments are timed and you may only take the exam once.

6. Email---Please send messages to me through D2L.  However, if you have any problems, you may contact me via email randy.case@mwsu.edu

Availability online:    This means that I will be checking email regularly during these times.  Monday through Friday:  0800 – 1700.

   

MISSED EXAM, OR OTHER GRADED ITEM POLICY:

Anything not completed and handed in on time will be subjected to a 15% per day penalty (weekends and holidays included).  All assignments must be completed by midnight of the due date.

 

APPROXIMATE GRADING SCALE

90-100 Points                  A

80-89                             B

75-79                             C

60-74                             D

< 60                               F

 

A minimum grade of 75 (C) is required in all respiratory courses.  Failure to attain a minimum grade of C will prevent the student from progressing in the program. 

 

GRADED ITEMS AND GRADE DETERMINATION:

Assignments

Due Date

Grade Percentage

Online Journals

As assigned in course schedule

15%

Midterm Exam

 

October 13

20%

Application Project

 

October 27 

20%

Final Exam

December 3

20%

 

Article Assignment

 

September 22

5%

 

Neo/Pedi Research Paper

 

November 13 

20%

 

 

CLASS PARTICIPATION:

 

Class participation is an integral part of this online course.  There are numerous activities that require each student to post opinions from the readings, research, or in response to the discussion by others.  You are expected to participate actively in and contribute to the learning experience in this course.   Participation means providing substantive comments, questions and contributions that advance the learning process for you and/or other learners in the course. Participation may include responding to questions and issues posed by other learners. Non-substantive comments, irrelevant comments and comments of the nature of “I agree” or “I disagree” (unless the latter two are elaborated upon to make them substantive) do not count towards meeting the participation requirement. You are expected to participate each academic week. 

ONLINE JOURNAL:

The class journal is for you to post your comments, assessments, insights or questions on the readings for the week. You may choose to comment on, an assigned reading chapter, an article that pertains to that weeks chapter readings, or on several.  Choose a topic from your reading that Please do not re-state or summarize the weekly readings.  You may want to find new peer reviewed journal articles that relate to the weekly readings and share with your peers.  I have also included several additional reading articles that pertain to your reading chapters that you could journal about.  These articles can be found in the Additional Learning Tools Module.  Each student should login and read journals and comment on other postings.  Each week you are required to read 2 other student’s journals and give feedback.  Your feedback should be constructive, and should show that you have actually read their response.  Responses of 1-2 lines are not acceptable.  Post your journals under Discussion/Journal. 

Your initial journal entry should be posted by 11:59pm on Wednesday and your two response should be posted by 11:59pm on Sunday.  

In addition to the suggestions above consider these questions when posting your comments:

1. What did you learn? What do you now know that you did not last week?

2. What do you agree with or disagree with

3. How can you apply this information to your clinical practice?

4. What do you conclude?

 

MIDTERM:

In-depth exam covering specified material given from your readings. Examinations may consist of true/false, multiple choice, short answer or essay questions.  Midterm Exam is due by October 13th at 11:59pm.

 

FINAL EXAM:

A comprehensive examination will consist of true/false, multiple choice, short answer or essay questions.  Final Exam is Due by December 3rd at 11:59pm.

 

ARTICLE ASSIGNMENT:

Select a topic covered within your reading assignments that interests you.  Find a current (2010-2013) scholarly article that discusses this topic.  Submit a link to the article as well as a brief (1/2 to 1 page) summary of the article.  This is not meant to be a long and difficult task.  I simply want you to find current information that you feel is important to our profession and would be beneficial to other therapists.  The Article Assignment is due by September 22nd at 11:59pm.

 

APPLICATIONS PROJECT:                                                                                        

The intent of this project is to share ideas and advance student knowledge of assessment and care of neonatal and pediatric patients.  You will be required to submit a power point presentation on a specific neonatal or pediatric respiratory therapeutic technique that you are interested in.  Power point should be around 15 slides. EX: of advance practice techniques include ECMO, Nitric Oxide, jet ventilation, or new ventilation strategies.  You may cover something interesting that is new at the hospital you work at.  Or you may present a case study.  The project should include the indications, contraindications, hazards, and desired outcomes. You must cite your references at the end of your project.    The project must have at least 5 references. References must be current (within the last 10 years).  Use scholarly sources; apply APA style to the manuscript.  ***Your Application Project topic must be approved by me.  Please turn in your topic choice ASAP but it is due no later than Sept 22nd***  The actual Project itself is due October 27th at 11:59pm

 

NEO/PEDI RESEARCH PAPER:

This paper will consist of 3-5 pages of material, in addition to your reference page, covering a specific topic within the specialty field of Neonatal and Pediatric Respiratory Care.  The topic will be assigned to you.  This paper will be based off of research you perform in regards to the given topic.  A minimum of 5 scholarly resources are required for your research.  This paper must follow APA guidelines and an APA style guideline resource is provided to you within the additional resources module.  An example of a typical APA style research paper can be found in the additional resources module as well.  I do expect well written papers that are at a college level of writing.  A rubric for the paper will be used for a grading guideline.  This paper will be due no later than November 13th at 11:59pm.

 

 

COURSE SCHEDULE:

Date

 Assignment

 

Week 1 - Aug 26 - Sept 1

*Review Syllabus

*Introductions: Personal biographies posted on Discussion Board

*Read Chapters  5, 6, & 7

Journal #1

 

 

Week 2 - Sept 2 - Sept 8

 

 

*Read Chapters  8, 10, & 11

Journal #2

 

Week 3 - Sept 9 - Sept 15

 

*Read Chapters  27, 28, 30, & 32

Journal #3
 

 

Week 4 - Sept 16 - Sept 22

***Article Assignment Due By Sept 22nd***

 

 

 

Week 5 - Sept 23 - Sept 29

 

 

*Read Chapters  33, 34, & 35

Journal #4

 

Week 6 - Sept 30 - Oct 6

 

 

*Read Chapters  40, 43, & 44

Journal #5

 

 

Week 7 - Oct 7 - Oct 13

 

 

***Midterm Exam Due By Oct 13th***

 


 

 

Week 8 - Oct 14 - Oct 20

 
 

*Read Chapter 17, 18, 19

Journal #6

 

Week 9 - Oct 21 - Oct 27

 


 

***Application Project Due By Oct 27th***

 

Week 10 - Oct 28 - Nov 3

 

 

 

 *Read Chapters  20 & 22

Journal #7

 

Week 11 - Nov 4 - Nov 10

 

 

 *Read Chapters  23 & 29

No Journals This Week

 

Week 12 - Nov 11 - Nov 17


 

 ***Research Paper Due By Nov 13th***

 

Week 13 - Nov 18 - Nov 24

 


 

 *Read Chapters  45 & 46

Journal #8

 

Week 14 - Nov 25 - Dec 1

 

 

THANKSGIVING BREAK!!!

 

 

Week 15 - Dec 2 - Dec 6

 

***Final Exam Due By Dec 3rd***

Post final thoughts, comments, and suggestions for the course

Have a wonderful Christmas Break!!!!!!!

 

 

 

Paper Rubric:

           
Actions for Criteria
Actions for Level 5

Actions for Level 4

Actions for Level 3

Actions for Level 2

Actions for Level 1

Actions for Organization

Paper is perfectly organized and extremely detailed.  This paper is exemplary in focus and providing information to the reader.

Has a well organized and detailed paper that catches audience’s interest; maintains focus throughout; summarizes main points

Paper that is mostly organized; provides adequate “road map” for the listener

Paper is heading in the right direction, yet is lacking the necessary organization.  Difficult to follow at times.

Has irrelevant and/or unorganized statements; gives listener no focus or outline of the paper

Actions for Content

Content, substance, and source material are considered exemplary throughout paper.

Demonstrates substance and depth; is comprehensive; shows mastery of material

Covers topic; uses appropriate sources; is objective

Does not give adequate coverage of topic; lacks sources

No content of substance is presented within this paper. 

Actions for Grammar/Mechanics

Paper is presented with no grammatical, sentence structure, speLling, or punctuation errors.

Sentence form and word choices are appropriate.  Punctuation grammar, spelling, and mechanics are appropriate

Some mistakes in sentence form and word choices.  Makes a few grammar, spelling, and mechanical errors.

Numerous grammatical and sentence structure errors noted throughout paper.

Sentence form and word choices are unacceptable; Punctuation grammar, spelling, and mechanics are unacceptable

Actions for Assignment Specific Criteria

Paper completely captures the appropriate research.  All aspects of the assignment are superbly responded to.

Responds to all aspects of the assignment; Documents research appropriately; considers appropriate audience

Responds to some aspects of the assignment; has some mistakes in research documentation

Lacking substance within research and is minimally associated with projected audience.

Does not give adequate coverage of assignment; does not document research appropriately; does not consider appropriate audience

Actions for Utilization of Resources and References

Exemplary example of resourse and reference utilization. Above and beyond.

Utilizes the required number of references that are scholarly and current.

Adequately utilizes the required number of references that are scholarly and current.

Poorly utilizes the required number of references that are scholarly and current.

Completely lacks references and use of scholarly and current resources.

Actions for Language and Style

Paper exhibits skillful and exemplary use of language, appropriate vocabulary, and variety in sentence structure.

Paper has excellent use of language, vocabulary and structure of sentences.

Overall, paper has an average use of language, vocabulary and adequate sentence structure.

Paper is below average and needs improvement in areas such as language and vocabulary use as well as the structure of it's sentences.

Poor use of sentence structure and language/vocabulary use.  Often times, difficult to read.

Actions for Overall Score
Actions for Level 5

Actions for Level 4

Actions for Level 3

Actions for Level 2

Actions for Level 1

 
         

 

 Presentation Rubric:

 

           
Actions for Criteria
Actions for Level 5

Actions for Level 4

Actions for Level 3

Actions for Level 2

Actions for Level 1

Actions for Organization

Project is perfectly organized and extremely detailed.  This project is exemplary in focus and providing information to the reader.

Has a well organized and detailed project that catches audience’s interest; maintains focus throughout; summarizes main points

Project that is mostly organized; provides adequate “road map” for the listener

Project is heading int he right direction, yet is lacking the necessary organization.  Difficult to follow at times.

Has irrelevant and/or unorganized statements; gives listener no focus or outline of the presentation

Actions for Content

Content, substance, and source material are considered exemplary throughout presentation.

Demonstrates substance and depth; is comprehensive; shows mastery of material

Covers topic; uses appropriate sources; is objective

Does not give adequate coverage of topic; lacks sources

No content of substance is presented within this project. 

Actions for Grammar/Mechanics

Presentation is presented with no grammatical, sentence structure, speeling, or punctuation errors.

Sentence form and word choices are appropriate.  Punctuation grammar, spelling, and mechanics are appropriate

Some mistakes in sentence form and word choices.  Makes a few grammar, spelling, and mechanical errors.

Numerous grammatical and sentence structure errors noted throughout presentation.

Sentence form and word choices are unacceptable; Punctuation grammar, spelling, and mechanics are unacceptable

Actions for Assignment Specific Criteria

Project completely captures the appropriate research.  All aspects of the assignment are superbly responded to.

Responds to all aspects of the assignment; Documents research appropriately; considers appropriate audience

Responds to some aspects of the assignment; has some mistakes in research documentation

Lacking substance within research and is minimally associated with projected audience.

Does not give adequate coverage of assignment; does not document research appropriately; does not consider appropriate audience

Actions for Utilization of Resources and References

Exemplary example of resourse and reference utilization. Above and beyond.

Utilizes the required number of references that are scholarly and current.

Adequately utilizes the required number of references that are scholarly and current.

Poorly utilizes the required number of references that are scholarly and current.

Completely lacks references and use of scholarly and current resources.

Actions for Overall Score
Actions for Level 5

Actions for Level 4

Actions for Level 3

Actions for Level 2

Actions for Level 1

 
         
 

 

Details Summer I 2013 RESP 4223  X30  Education Theory and Practice    Online 

Course Schedule

June 3-9 *Review syllabus
*Post Introductions
*Reading assignments: Chapter 1 & 2
*Discussion Ch. 1

June 10-16 *Reading assignments: Chapter 3
*Discussion Ch. 3
*Quiz 1 (Chapters 1, 2 & 3)

June 17-23 *Reading assignments: Chapter 4 & 6
*Discussion Ch. 6

June 24-30          *Reading assignments: Chapter 7
*Quiz 2 (Chapter 4, 6 & 7)

July 1-7        *Reading assignments: Chapter 8 & 9
*Discussion Ch. 7

July 8-14 *Reading assignments: Chapter 10 & 11
*Discussion Ch. 10

July 15-21 **Teaching Practicum Due**

July 22-28 *Reading Assignments: Chapter 12
*Quiz 3 (Chapters 10,11,&12)

July 29-August 4                 *Reading Assignments: Chapter 13 & 14
*Discussion Ch. 12

August 5
*Quiz #4 (Chapters 13 & 14)
*Course evaluation and feedback

Details Summer I 2013 RESP 3553  X30  Neonatal & Pediatric Resp Care    Online 

Course Schedule:

 

Date

 Assignment

 

Week 1 - June 3-9

*Review Syllabus

*Introductions: Personal biographies posted on Discussion Board

*Read Chapters  5-8,10 & 11

Journal #1

 

 

Week 2 - June 10-16

*Read Chapters  27-28, 33-35

Journal #2

 

 

Week 3 - June 17-23

*Read Chapters  30, 32, 40, 43, 44

Journal #3

*Application Topics Due

 

Week 4 - June 24-30

Midterm Exam

No Journals

 

 

Week 5 - July 1-7

 

*Read Chapters 17-20

 

Journal #4


 

 

Week 6 - July 8-14

*Read Chapters  22, 23, 45, 46

Journal #5

 

Week 7 - July 15-21

 

***Application Project Due***

No Journals

 

 

Week 8 - July 22-28

Final Exam

No Journals

 

 

Week 9 - July 29-August 4

 

***Article Assignment Due***

 

Week 10 - August 5-8

Post final thoughts, comments, and suggestions for the course

Have a nice summer!!!!!!!

 

 

 

Details Spring 2013 RESP 4223  X30  Education Theory and Practice    Online 

 

 

MIDWESTERN STATE UNIVERSITY

COLLEGE OF HEALTH SCIENCES AND HUMAN SERVICES

RESPIRATORY CARE PROGRAM

COURSE SYLLABUS

 

May Graduates:  Deadline to file for Graduation—February 18, 2013

 

COURSE TITLE

Education Theory and Practice

 

COURSE NUMBER

RESP 4223-X20

 

COURSE DESCRIPTION

The focus of this internet course is to train the student in the basic processes of education.  Emphasis is placed on classroom as well as clinical instruction.  Topics include learning styles, developing objectives, teaching methods, questioning and problem solving strategies, characteristics and roles of the clinical instructor, and use of appropriate evaluation instruments.

 

CREDITS

3 credits

 

COURSE OBJECTIVES:

Participants in this course will have the opportunity to:

 

1.        Identify the purposes, goals, and benefits of client and staff/student education.

 

2.        Identify the terms education process, teaching and learning

 

3.        Identify major ethical principles related to education in health care

 

4.        Define the principal constructs of each learning theory

 

5.        Explain the health educator’s role in the learning process

 

6.        Describe what is meant by learning styles

 

7.        Identify incentives and obstacles that affect motivation to learn

 

8.        Identify the magnitude of the literacy problem in the United States

 

9.        Identify the differences between learning goals and objectives

 

10.      Explain how to evaluate instructional methods

 

11.      Differentiate between instructional materials and instructional methods

 

12.      Describe the effects that technology has had on education for health professionals

 

 

COURSE INSTRUCTOR

Randy Case, MAM-HCA, RRT

Fax:    940-397-4933

randy.case@mwsu.edu

 

OFFICE HOURS

By appointment

 

Please send messages through D2L, however in the event that you have problems with D2L, you may contact me via my University email at randy.case@mwsu.edu

 

I will check my D2L email regularly.

 

 

LEARNING RESOURCES

 

Required Text:

Susan Bastable, Pamela Gramet, Karen Jacobs, Deborah Sopczyk,  Health Professional as Educator Principles of Teaching and Learning, 2011 Jones & Bartlett, ISBN 978-0-7637-9278-7

 

American Disabilities Act (ADA)

 

Midwestern State University (MSU) does not discriminate on the basis of an individual’s disability and complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility and employment of individuals in programs and activities.

 

MSU provide academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic and employment requirements. For assistance call (940) 397-4618 or 397-4515.

 

Please see the instructor outside of class to make any arrangements involving special accommodations.

It is the student’s responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required

 

 

Course Tools:

 

1. Syllabus---contains the syllabus.  

 

2. Announcements---All announcements will be posted under the NEWS section on the course homepage.

 

3. Weekly Course Content---Here you will find your weekly activities, which include that week’s power point slides.

 

4. Discussions---Here you will post your reading assignment discussion comments.  I will also post a CHAT Module under the DISCUSSION Module that can be utilized throughout the semester for students to ask each other questions, dialog or chat about the course.

 

5. Assessments---Here you will find your quizzes.  All assessments are timed (90 minutes) and you may only take the quiz one time.

 

6. Learning Tools---Here you will find information that may be helpful to you during this course.  This may include APA and Writing Information as well as information to aid you in researching online databases.

 

7. Email---Use email in the course site when you need to communicate with me or if you wish to communicate with other learners in the course. You can add attachments to the email. You also can email me at my university address. My university address is randy.case@mwsu.edu

 

 

LATE ASSIGNMENTS: 

 

D2L is designed so that students are locked out of the system after the deadline has passed.  Please make note of all deadlines and adhere to them.  Anything not completed and handed in on time will be subjected to a 15% per day penalty (weekends and holidays included).  All assignments must be completed by midnight of the due date.

ACADEMIC HONESTY:

Professors have become increasingly aware of, and therefore more adamant about, plagiarism on college campuses.  Remember that copying any part of someone else’s work without properly citing it constitutes plagiarism.  Further, copying other’s ideas and portraying them as your own, even if not word for word, constitutes plagiarism.  The professor will investigate any suspected cases of academic dishonesty.  If further action is necessary, the professor will turn the incident into the proper MWSU authorities for disciplinary action. In addition to the issue of plagiarism, academic dishonesty in an online environment may include:  having someone else complete any assignment or any portion of an assignment and/or discussing via any medium, even email, any exam question.

Research papers and projects must be original work for each course assignment.  The faculty will not accept a submission that has been or is being submitted for another course.  No Exceptions! 

You are expected to do your own work just as you would be in a “traditional” classroom setting.

 

Grading Scale:

 

A:  90-100

B:  80-89

C:  75-79

D:  70-74

F:  <69

 

A minimum grade of 75 (C) is required in all respiratory courses.  Failure to attain a minimum grade of C will prevent the student from progressing in the program. 

 

 

Evaluation:

 

Educational Philosophy Paper                               20%

Discussions                                                       20%             

Teaching Practicum                                            30%

Quizzes                                                            30%

 

 

 

Discussions:

Discussion content and questions will be posted on certain weeks throughout the semester.  You can see the weeks that will include a discussion assignment on the course schedule within the syllabus. 

 

Quizzes:

There will be a total of four quizzes, which will cover several chapters within the text. Students are expected to analyze and apply their education knowledge during these quizzes.  Quizzes are located under assessments.  You may use learning resources to help you with the quizzes, however the quizzes are timed.

 

CLASS PARTICIPATION

Class participation is an integral part of this online course.  There are activities that require each student to post opinions from the readings, case studies, research, or in response to the discussion by others.  However, in order to earn the maximum amount of participation points you are expected to participate actively in and contribute to the learning experience in this course.   You should provide feedback, comments, and thoughts under dialogue and discussion. 

 

Participation means providing substantive comments, questions and contributions that advance the learning process for you and/or other learners in the course. Participation may include responding to questions and issues posed by other learners. Non-substantive comments, irrelevant comments and comments of the nature of “I agree” or “I disagree” (unless the latter two are elaborated upon to make them substantive) do not count towards meeting the participation requirement. There is not a required length for postings as I am looking for quality and substance.

 

 

Educational Philosophy Paper

 

Examination of one's philosophy of education is primary to beginning either patient or staff education.  This paper should be 3 pages in length (excluding cover page and references) using APA guidelines. An abstract will not be required. 

 

Questions to be answered in this paper include:

 Part I) your view of education, your experiences which have formed that view, and the impact on teaching and learning your views will have or have had,

 

Part II) choose an educational theorist with whom you identify and briefly discuss his/her theory (Chapter 3 as reference).  This paper will constitute 20% of your grade. This paper will be submitted per the Educational Philosophy Paper icon on the homepage.

***Education Philosophy Paper Due by FEBRUARY 24!!!***

 

 

Educational Philosophy Grading Criteria:

                                   

Writing Scoring Rubric

 

Writing Characteristics

5

Exemplary

4 – 2

Satisfactory

1 – 0

Unacceptable

Score

Weight

Total

Focus/Purpose

Insightfully develops a point of

view/perspective/position and demonstrates a strong awareness of audience or purpose

Develops a point of

view/perspective/position and demonstrates an awareness of audience and purpose

Implies a  point of

view/perspective/position and demonstrates limited awareness of audience and purpose

 

 

 

 

X 4

 

Evidence

Support

 

 

 

 

 

 

Sources/Use APA Format

(if applicable)

Evidence is substantial, specific

and/or illustrative with sophisticated ideas that are particularly well developed and supported

 

Uses varied and sufficient

sources effectively and documents accurately

 

Evidence is sufficient and

consistent with ideas that are well developed and supported

 

 

 

 

Uses sufficient sources and

documents accurately

Evidence is adequate to explain some key concepts, but may lack sufficient supporting details

 

 

Lacks depth in research; inconsistently incorporates and/or documents sources

 

 

 

 

 

 

X 4

 

Organization

Organization is logical

and coherent, making insightful connections

among ideas

Organization is logical and

coherent, clearly making connections among ideas

Organization is so limited that the piece is

difficult, if not impossible, to understand

 

 

 

 

X 4

 

Language and Style

Exhibits skillful use of language, appropriate vocabulary, and variety in sentence structure

Exhibits adequate use of

language, appropriate vocabulary, and some variety in sentence structure

Use of language and vocabulary are limited

and demonstrates frequent problems in sentence structure

 

 

 

 

X 4

 

Mechanics and Usage

Is free of errors in grammar

and mechanics

Shows control of grammar and

mechanics but may display some errors

Errors in grammar and mechanics are so

prevalent that the piece is difficult, if not impossible, to understand

 

 

 

 

X 4

 

           

 

 

                                                  

 

 

Teaching Practicum:

Students must work individually.  Students will select a specific topic for patient or continuing education; illustrate the need for the program; write objectives, design a relevant learning activity, conduct the learning activity, and use an appropriate evaluation process to demonstrate effectiveness. Each individual will prepare a learning activity using either a Power Point presentation, video, voice over, or module format.  Any creative format will be accepted. 30% of your grade will depend on your presentation as it will bring together all the concepts we will be discussing throughout the semester. It is recommended that topics be selected early in the semester in order to write each section of the presentation as we are discussing it. Students will submit the completed educational model for evaluation and a summary page must be prepared which will include date the presentation was given, the audience, and feedback generated by the participants.  Some suggestions for appropriate audiences include RT students, professional colleagues or patients/patient families.  The practicum may be an in-service, procedure demonstration, new product instruction etc.  Any presentation must include the elements outlined above.  You will also post a summary of the teaching practicum on the presentation site for the class to view and evaluate.

***Teaching Practicum due by APRIL 21, 2013!!!***

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GRADING RUBRIC FOR PRESENTATION

 

Standards

5 - 4
Exemplary

3 - 2
Satisfactory

1-0
Unacceptable

Score

Weight

Total Score

Organization

Has a well organized and detailed project that catches audience’s interest; maintains focus throughout; summarizes main points

Project that is mostly organized; provides adequate “road map” for the listener

Has irrelevant and/or unorganized statements; gives listener no focus or outline of the presentation

 

 

X 4

 

Content

Demonstrates substance and depth; is comprehensive; shows mastery of material

Covers topic; uses appropriate sources; is objective

Does not give adequate coverage of topic; lacks sources

 

 

X 4

 

Grammar/Mechanics

Sentence form and word choices are appropriate.  Punctuation grammar, spelling, and mechanics are appropriate

Some mistakes in sentence form and word choices.  Makes a few grammar, spelling, and mechanical errors.

Sentence form and word choices are unacceptable; Punctuation grammar, spelling, and mechanics are unacceptable

 

 

X 4

 

Assignment Specific Criteria

Responds to all aspects of the assignment; Documents research appropriately; considers appropriate audience

Responds to some aspects of the assignment; has a some mistakes in research documentation

Does not give adequate coverage of assignment; does not document research appropriately; does not consider appropriate audience

 

 

X 3

 

Quality of summary

Delivers a summary that is well documented, clear and understandable, and pertinent to the project

Summarizes presentation’s main points; provides an adequate summary of project

Has missing or poor summary; is not tied to analysis

 

 

X 3

 

Response to Questions/Feedback

Demonstrates full knowledge of topic; explains and elaborates on all questions

Shows ease in answering questions but does not elaborate

Demonstrates little grasp of information; has undeveloped or unclear answers to questions

 

 

X 2

 

 

 

 

 

Course Schedule

 

Jan. 14-20

*Review syllabus

*Post Introductions

*Reading assignments: Chapter 1

*Discussion Ch. 1

 

Jan. 21-27

*Reading assignments: Chapter 2

*Discussion Ch. 2

 

Jan 28-Feb 3

*Reading assignments: Chapter 3

*Discussion Ch. 3

Feb 4-10          

*Quiz 1 (Chapters 1,2& 3)

*Reading assignments: Chapter 4

*No Discussion

 

Feb. 11-17      

*Reading assignments: Chapter 6

*Discussion Ch. 6

 

Feb 18-24

**Educational Philosophy Paper due**

Feb 25-Mar. 3

*Reading assignments: Chapter 7

*Discussion Ch. 7

 

Mar. 4-10

*Quiz 2 (Chapters 4, 6 &7)

 

Mar. 11-17                

***SPRING BREAK***

 

Mar. 18-24

 

 

*Reading assignments: Chapter 10

*Discussion Ch. 10

Mar. 25-27

 

Mar. 28-31

*Reading assignments: Chapter 11

*No Discussion

***EASTER BREAK***

April 1-7                   

 

*Reading assignments: Chapter 12

*Discussion Ch. 12

April 8-14       

*Quiz # 3 (Chapters 10,11 &12)

 

April 15-21                 

***Teaching Practicum Due***

 

April 22-28           

 

*Reading assignments: Chapter 13 & 14

*No Discussion

 

April 29-May 3                  

 

*Quiz #4 (Chapters 13& 14)

*Course evaluation and feedback

 




Education Background

Institution Degree    Graduation Date
MSU BSRC 2000-5-13 0:0:0 
Wayland Baptist University MA 2012-5-12 0:0:0 



Employment Background

Institution Position Start Date / End Date
 United Regional Health Care Systems  RRT Team Leader  1997-12-15  Present