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This "tech prep" state competency profile contains all the competencies required and recommended for entry-level employees in occupations in the health technologies cluster. Introductory materials include the following: descriptions of the different types of competencies (essential ones that must be included in all new tech prep programs and recommended ones), definitions that broadly describe occupations within the health technologies cluster, explanation of leveling codes used in the profile, summary (listing) of the competencies divided into 71 units, and a matrix that indicates whether a unit is required or recommended for each of 11 occupations. The occupations are as follows: radiographer, respiratory care therapist, physical therapist assistant, registered nurse--associate degree, medical laboratory technician, emergency medical technician, dental hygienist, health information technician, exercise technologist, ophthalmic technician, and medical assistant. The competencies categorized under units follow. Each competency is presented in a one-page format that indicates the unit, whether the competency is essential or recommended, the grade level (by the end of grade 12 or by the end of the associate degree) and the depth (introduce, reinforce or add depth, and proficient), academic code (communications, mathematics, or science related), the competency, and list of competency builders (more specific competencies). (YLB)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the respiratory care technology program. Presented in the introductory section are a description of the program and suggested course sequence. Section I lists baseline competencies, and section II consists of outlines for each of the following courses in the sequence: cardiopulmonary anatomy and physiology; patient assessment and planning; respiratory care science; clinical practice I; respiratory care pharmacology; respiratory care technology (RCT) I; clinical practice II; RCT II; pulmonary function testing; RCT III; cardiopulmonary pathology; clinical practice III; respiratory care seminar; clinical practice IV; neonatal and pediatrics management; a related vocational-technical course--introduction to computers; and academic courses in anatomy and physiology I, principles of chemistry I, anatomy and physiology II, and principles of chemistry II. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (KC)

Britain's National Vocational Qualifications (NVQs) are work qualifications that measure what an employee or potential employee can do as well as how much he or she knows and understands about a particular job. Used as written proof of usable workplace skills that can be put to profitable use by an employer, NVQs range from basic Level 1, for everyday routine tasks, up to Level 5 professional skills, providing a way to develop skills and build a career ladder that benefits both employer and employee. This packet contains NVQ competency lists for the following jobs: (1) care, level 2 (developmental care, direct care, domiciliary support, postnatal care, residential and hospital support, and special care needs); and (2) health care---physiological measurement, level 3 (audiology, neurophysiology, and respiratory measurements). (KC)

This publication contains statewide standards for the respiratory therapy technology program in Georgia. The standards are divided into 12 categories: Foundations (philosophy, purpose, goals, program objectives, availability, evaluation; Admissions (admission requirements, provisional admission requirements, recruitment, evaluation and planning); Program Structure (curriculum design, program numbering system, program consistency, exit points, credentials, course code, course consistency, course sequence, electives, course transferability); Program Evaluation and Planning (program evaluation, program planning, enrollment, graduation, and placement levels, attrition levels, student performance); Instructional Program (course content, course objectives, course instruction, occupation-based instruction, evaluation of students, grading system, laboratory management, equipment, supplies, and materials; physical facility); Academic Skills (academic requirements); Employability Skills (job acquisition, job retention and advancement); Staff (faculty qualifications and responsibilities); Advisory Committee (function, membership, meetings); Special Needs (commitment); Equity (commitment); and Health and Safety (commitment). Each standard consists of these components: standard statement, explanatory comment, and evaluative criteria. (YLB)

This guide presents the standard curriculum for technical institutes in Georgia. The curriculum addresses the minimum competencies for a respiratory therapy technology program. The guide contains four sections. The General Information section contains an introduction giving an overview and defining the purpose and objectives, a program description, including admissions requirements, typical job titles, an accreditation and certification statement; and a curriculum model, including standard curriculum sequence and lists of courses. The next three sections describe the courses under three categories: General Core Courses (English, algebraic concepts); Fundamental Technical Courses (anatomy and physiology, medical terminology, introduction to respiratory therapy, foundations of respiratory therapy, respiratory therapy equipment); and Specific Technical Courses (cardiopulmonary anatomy and physiology, pharmacology, patient assessment, patient monitoring, airway management, microbiology, pathophysiology, mechanical ventilation, mechanical ventilators, introduction to pulmonary function testing, neonatal/pediatric respiratory care, pulmonary rehabilitation, seminar, clinical orientation, respiratory care I-II, and respiratory critical care I-II). Each course entry consists of the following: course overview (description, competency areas, prerequisites, credit hours, contact hours); course outline with student objectives and class and lab hours; and resource list. An equipment list is appended. (YLB)

This instructional task listing is designed to be used in combination with the "Health Occupations Education Service Area Resource" in order to implement competency-based education in the respiratory therapy assistant program in Virginia. The task listing contains three major sections: (1) duty areas; (2) a program description; and (3) a content outline. Each duty area contains related validated tasks. In addition, enabling objectives are identified for each task. The purpose and a general description of the course are included in the program description. The content outline provides a guide illustrating areas to be covered in the course, including the use of equipment, infection control standards, and clerical and communications assistance. (KC)

The guidelines are written to assist school systems in establishing an environment for the safe and well-adapted functioning of children with chronic illness, physically disabling conditions, and medical dependency. The guidelines provide a basic structure for operations and suggested procedures intended to help schools and families as they develop individually customized programs. Section I contains administrative guidelines, outlining procedures for entrance of the child into an educational setting and describing universal precautions regarding safe handling of blood and body fluids, disposal of waste materials, and basic hygiene. Section II includes useful sample documents: a Health Care Plan, an Emergency Plan, a log sheet, and permission forms. Section III contains procedural guidelines for tube feeding, intravenous lines, catheterization, ostomy care, and respiratory care. Section IV contains skills checklists for training direct caregivers on such procedures as gastrostomy feeding, heparin lock flush, tracheostomy care, nasal/oral suctioning, and others. Includes over 100 references. (JDD)

This volume is one of three in a self-paced computer literacy course that gives allied health students a firm base of knowledge concerning computer usage in the hospital environment. It also develops skill in several applications software packages. This volume contains five self-paced modules that allow students to interact with a health information system simulation. The modules are for these disciplines: nursing, nuclear medicine, radiographic technology, radiation therapy, and respiratory care technology. Each module contains three parts. A student course syllabus provides this information: catalog description, prerequisites, required text, and instructional process. The student guide presents this information for each of the five units in each module: unit objectives and either discussion and assignment or instructions for using the simulation on a computer. The instructor's course syllabus consists of a module description, prerequisites, required equipment and materials, module contents, procedure, and answer keys. (YLB)

This document, which is designed for use in developing a tech prep competency profile for the occupation of respiratory care therapist, lists technical competencies and competency builders for 18 units pertinent to the health technologies cluster in general as well as those specific to the occupation of respiratory care therapist. The following skill areas are covered in the general units: employability; professionalism; teamwork; computer literacy; documentation; infection control and risk management; medical terminology; anatomy, physiology, and pathology; medical law and ethics; psychology of stress; psychology of human relations; first aid and medical emergencies; general administrative duties; vital signs; nutrition; basic pharmacology; patient education; and examinations. Among the competencies specific to the occupation of respiratory care therapist are the following: prepare non-life-support and life-support equipment for patient use; manage airway; perform rehabilitation; manage pharmacological agents; perform assessment; prepare, use, disinfect/sterilize, and test diagnostic and respiratory therapy equipment; change non-life-support equipment in patient care areas of hospitals; demonstrate proper safety precautions; transport samples to laboratories; perform hemodynamic monitoring, pulmonary function tests, and electrocardiograms; evaluate chest x-rays; explain pulmonary pathology; and plan for discharge. (MN)

This program guide identifies primary considerations in the organization, operation, and evaluation of respiratory therapy and respiratory therapy technician programs. An occupational description and program content are presented. The curriculum framework specifies the exact course title, course number, levels of instruction, major course content, laboratory activities, special notes, major course concepts, and intended outcomes. Student performance standards are a resource list of job-specific competencies. The next section includes facility design criteria, information on safety, and suggested equipment and supplies. The section on implementation considers student learning guides, student organization participation, and sample student code of ethics statement. A section on professional considerations addresses certification and lists professional organizations and support services. The final section lists the following instructional resources: a contact for information on a test item bank; sources of print materials, software, and instructor-developed materials; journals recommended and study resources developed by the National Board for Respiratory Care; instructor-recommended materials; and Florida Educational Information Service services. A sample student learning guide is appended. Two Career Merit Achievement Plans (Career MAP) display the student performance standards required by the local education agency and documents students' level of achievement. (YLB)

This 36-46 hour basic respiratory care course has been designed to enhance the skills of health professionals in providing limited respiratory care during those hours when a respiratory care practitioner is not available. Persons taking the course are assumed to have a basic knowledge of anatomy and physiology, administration of medications, and health care procedures. The course contains seven units and is divided into five sections. The first section deals with the role of the limited practice respiratory care giver; patient conditions requiring technical respiratory care; methods for assessing patients; and determining which health professional should provide the care. Section 2 reviews the legal and ethical responsibilities of health professionals who provide respiratory care. Section 3 recalls basic concepts related to respiratory care, including anatomy and physiology, acid-base knowledge; and respiratory pharmacology. Section 4 provides knowledge and skills needed to carry out limited respiratory care procedures; Section 5 deals with using community resources to provide discharge planning. Included in the course is a competency list; teaching outlines for each unit, relating objectives, content, and teaching methods; skills checklists for student evaluation; and eight references. (KC)

This instructor's manual consists of materials for use in presenting a course in the occupational area of respiratory therapy aide. Included in the first part of the guide are a program master sequence; a master listing of instructional materials, equipment, and supplies; an overview of the competency-based vocational education (CBVE) system; and guidelines and strategies for addressing students with special needs. The major part of the publication comprises instructor's guide sheets, master copies of the instructor's final checklist, master copies of the check-out activity sheets, answer keys for the check-out activity sheets, a listing of recommended references and audiovisual materials for the respiratory therapy aide modules, and student modules. Provided in the student modules are learning activities, instruction sheets, and self-check activities dealing with the following topics: learning about respiratory therapy careers, learning respiratory therapy terminology, assisting with oxygen administration, setting up a mist tent or vaporizer, providing for respiratory clearance, and instructing and assisting with breathing exercises. (MN)

This module was designed to assist educators in facilitating learning in health careers outside nursing. It may be used for classroom, on-the-job, or independent study. The module is organized in nine units. Each unit contains the following components: scope of unit, unit objectives, student's information assignment, reference resources used by instructor, introduction, outline, summary and conclusion, information items, classroom/laboratory activities, and evaluation items. The units cover the following topics: overview of the respiratory care profession, terminology used in respiratory therapy, basic infection control, basic telephone techniques, clinical procedures and therapeutic delivery methods, equipment identification and cleaning, equipment and laboratory material transportation, patient transfers and body mechancis for the aide, and equipment supply and inventory. References, a competency certificate, and a competency profile complete the module. (KC)