bachelor of respiratory therapy · and the clinical practice of respiratory therapy. the student...

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C O L L E G E O F R E H A B I L I T A T I O N S C I E N C E S

CURRICULUM GUIDEBachelor of Respiratory Therapy

DEPARTMENT OF RESPIR ATORY THER APY

UPDATED MARCH 2020

https://umanitoba.ca/rehabsciences

https://umanitoba.ca/healthsciences

2 C OLLEGE OF REHABILITATION SCIENCES | C U R R I C U LU M G U I D E

INTRODUCTIONIn April 2011, the academic members of the Department of Respiratory Therapy, College of Rehabilitation Sciences, began to re-examine the Bachelor of Medical Rehabilitation [BRT] curriculum.

The process began with a review of the development of expertise in students in relationship to the curriculum, as well as a discussion of the desired learning goals.

Consensus was reached on the appropriate goals as well as the specific objectives that would guide the delivery of the curriculum.

The purpose of this document is to state the goals of the BRT program, and to provide an overview of the structure of the BRT curriculum.

This document will inform ongoing BRT curriculum evaluation and improvement undertaken by the relevant University of Manitoba curriculum committees. It will also be useful as an information source for students, clinical affiliate sites, accreditation agencies, and other organizations seeking an understanding of the goals and curriculum structure of the BRT program.

This guide contains the following components:

• An introduction to the Department of Respiratory Therapy, including its vision and mission statements and core values;

• An overview of the Bachelor of Respiratory Therapy curriculum, including:

a. Program Goals

b. Curriculum Themes

c. Course Competencies

d. Course Syllabus Guide

• A listing of Bachelor of Respiratory Therapy courses;


THE DEPARTMENT OF RESPIR ATORY THER APYThe Department of Respiratory Therapy is an academic unit within the College of Rehabilitation Sciences, Faculty of Health Sciences. The Department and the University are unique amongst Canadian educational institutions, delivering the only entry-to-practice undergraduate degree program in Respiratory Therapy in the country. This position of educational leadership leaves the University of Manitoba uniquely poised to shape the academic development of the discipline of Respiratory Therapy.

The Department has access to state-of-the-art facilities for classroom, laboratory, simulation and clinical teaching. The outstanding supports and experiences our students receive from the Respiratory Therapy clinical community are unparalleled. These together with a highly dedicated and talented faculty ensure that an exceptionally high degree of professional preparedness is exhibited by our graduates. This ensures that they remain influential in the profession and highly sought after in the job market.

The Respiratory Therapy program at the University of Manitoba is a four-year program leading to a Bachelor of Respiratory Therapy [BRT]. The first year is a pre-professional year, which can be completed at the University of Manitoba or other university. During this time students must take 24 credit hours of courses consisting of a number of prerequisite courses, as well as electives of the student’s choice. Students may then apply for entry into the professional program, which consists of three years of full- time studies in the Department of Respiratory Therapy.

Vision Statement To advance the profession of respiratory therapy by adapting to the needs of our students and community to ensure the health of all.

Mission Statement We strive for excellence in teaching, research and service to provide meaningful and collaborative learning opportunities.

Values Knowledge: Continuing to learn, create and share information to ensure the success of learners and faculty

Innovation: Demonstrate leadership in seeking and fostering unique opportunities to enable the potential of our learners and our profession.

Collaboration: Working within the community in the spirit of honesty and respect to achieve the mission and vision of the Department of Respiratory Therapy.

Integrity: Demonstrate accountability in achieving our goals.


PRO GR AM GOALSThe BRT curriculum has six goals, which are achieved through the collective objectives of the program’s coursework and clinical education. Embedded within these objectives are each of the competencies described by the National Competency Framework as required for entry to practice, as well as a number of program specific requirements.

The BRT curriculum is designed to ensure students will:

GOAL #1 Attain the specialized body of knowledge that is foundational to the discipline of Respiratory Therapy.

GOAL #2 Become competent in the full breadth of skills required within the discipline of Respiratory Therapy.

GOAL #3 Develop the attitudes and behaviours of safe, accountable, autonomous, and ethical professional practice and leadership.

GOAL #4 Learn to practice effectively as a collaborator in interprofessional healthcare delivery.

GOAL #5 Develop the attributes of a scholarly practitioner.

GOAL #6 Gain appreciation for the societal context in which the profession is situated.


CURRICULUM THEMESThe BRT curriculum is designed around five content themes. Differentiation of these themes in development of the curriculum content helps ensure learners will build on content as they progress throughout the program. The content of each theme reflects the skills, attitudes and/or knowledge, and may be developed by using a number of educational methods. The following is a description of each of the curriculum themes.

Professional Practice Stream This stream facilitates the student’s development as a professional in the discipline of Respiratory Therapy. They will learn the foundations, processes, and standards of practice, the theoretical and philosophical concepts that guide safe practice, and the societal context of the profession. This theme will also provide the student opportunities to study how these concepts can be practically applied to address the respiratory health issues of individuals and groups.

Basic Clinical Sciences Stream This stream introduces those scientific concepts which underpin the academic discipline and the clinical practice of Respiratory Therapy. The student will learn the applied scientific principles of the human body in health and disease, of pharmacologic intervention, and of diagnostic methodologies.

Mechanical Ventilation Stream This stream develops understanding of the therapeutic application of mechanical ventilation. It enables the development of the technical knowledge and the practical skills to effectively manage mechanical ventilation at various states of respiratory compromise and disability.

The stream will also address the practical and theoretical models that underpin the delivery of respiratory support with assisted devices in a variety of contexts.

Therapeutics Stream This stream introduces the methods used in Respiratory Therapy when treating clients. It develops the theoretical and practical knowledge necessary for the delivery of respiratory care therapeutics and management of the relevant clinical technologies. It also provides opportunity for students to develop skill in applying therapeutics in a classroom and laboratory setting.

Integrated Studies Stream This stream provides the student the opportunity to integrate all knowledge, skills, and attitudes learned in all other curriculum streams. The coursework will primarily be delivered experientially through clinical education and clinical scenario based simulated learning experiences.

Cross-cutting principles: The BRT curriculum encompasses several elements, which cross all of the five core themes. These elements are acknowledged within individual course objectives. They ensure that each curriculum theme is addressed from the perspective of the prevailing model of care in the discipline (or alternative model where appropriate), the individuals and populations it serves, and the venues in which practice may occur. These principles include:

• Delivery of care using a client centered model.

• Delivery of care to a diverse population.

• Delivery of care within a diverse array of practice settings.


COURSE COMPETENCIESThe BRT curriculum has been designed to meet the discipline specific entry-to-practice requirements as described by the National Competency Framework (NCF) for Respiratory Therapy in Canada, as well as a variety of program specific requirements.

Each course is designed to ensure students learn specified course competencies, each of which are conceptually aligned with the curriculum stream in which the course is situated. These competencies collectively form the program’s curriculum map, which details the lockstep manner in which they are developed throughout the program.

Courses and course objectives are aligned within streams, and sequenced in a lockstep manner.

Thus each course is foundational for subsequent courses within streams. Individual course objectives described in each course syllabus are systematically designed to achieve the program goals.

Course competencies describe the specific skills, knowledge and attitudes that learners will attain in each course. The BRT curriculum encompasses a broad range of competencies including the knowledge, which is foundational to the discipline, those which are professional entry-to-practice in nature, and other which address those BRT program goals beyond current entry-to-practice standards. Those which extend beyond mandated entry-to- practice standards support the development of enhanced student proficiency in important areas such as information literacy and evidence informed practice, patient safety, and collaborative interprofessional practice.


SAMPLE C OURSE SYLL ABUS COURSE: RESP 2200 Primary Care in Respiratory Therapy This course provides an understanding of primary care in Respiratory Therapy practice as a method of supporting individuals and populations with respiratory disease. Students will learn the principles of health promotion and disease prevention, as well as chronic disease management and self-management strategies.

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

1. Describe the core concepts of quality improvement and create a PDSA cycle to evaluate an improvement project.

2. Describe the domains of the Canadian Patient Safety Competencies and explain how to identify, reduce and manage risks to patient and team safety.

3. Examine the role of the respiratory therapist in managing chronic respiratory disease and in the development of community-based education programs.

4. Identify the impact of racism on the provision of health care, and describe the behaviours and attitudes required to provide culturally safe care across patient populations, with an emphasis on Indigenous peoples.

5. Integrate health education principles and theories of behaviour change to create a patient education plan that includes health goals that are based on the characteristics and needs of the learner.

6. Analyze the trends related to the use of tobacco products and describe tobacco cessation methods and education.

Core Competencies Competency elements Performance criteria

B0 Provide evidence-informed, patient centred, respiratory care

B0.1

Demonstrate empathy and respect towards the patient and family

B0.1.1 Respect the rights, privacy and dignity of all individuals

B0.1.2 Consider and minimize the effects of psychosocial stress factors on the patient and family

B0.1.3 Establish a caring, supportive attitude and behaviour towards the patient and family

B0.1.4 Avoid any form of discrimination against patients and family, colleagues or others

B0.2

Establish partnerships with patients and families

B0.2.1 Establish and maintain relationships

B0.2.2 Actively collaborate with patients and families in decision-making and care planning

B0.3 Plan respiratory care

B0.3.1 Synthesize relevant information

B0.3.2 Considering patient goals and expectations, identify opportunities to improve patient outcomes

B0.3.3 Develop respiratory care plans, taking into account patient goals and expectations

B0.3.4 Implement respiratory care plans

B0.3.5 Monitor and evaluate patient outcomes resulting from implementation of respiratory care plans

B0.4 Apply evidence to practice

B0.4.1 Use the best available evidence in making decisions about patient care

B0.4.2 Identify the patient's unique health state, their individual risks and benefits from potential interventions

B0.4.3 Identify the patient's preferences and values



B2 Communicate effectively B2.1

Demonstrate effective verbal and non-verbal communication skills

B2.1.1 Show respect and empathy and communicate in a manner that is respectful of individual diversity

B2.1.2 Use effective methods, including appropriate interview techniques, to obtain the patient’s complete medical history and assess their level of health literacy

B2.1.3 Employ active listening techniques to understand the needs of others

B2.1.4 Convey information on investigations and treatments with the level of clarity appropriate to each patient’s health literacy to allow for mutual understanding and informed consent

B2.1.5 Use a variety of communication tools and techniques to enhance and assess understanding on the part of patients and their families

B2.1.6 Use appropriate communication techniques to provide accurate and timely transfer of information at all transition points

B2.1.7 Demonstrate insight into one’s own communication style with patients and team members in various situations, and adjust this style appropriately to provide safe care

B3 Collaborate in the interprofessional health care team

B3.1

Collaborate in professional consultation in an interprofessional health care team

B3.1.1 Negotiate overlapping of responsibilities to support a collaborative approach to patient care

B4 Optimize cardio-respiratory health and wellness of the community

B4.1Provide cardio-respiratory health education

B4.1.1 Provide education to support development of self-management skills

B4.1.2 Engage in activities that would enable people to increase control over their cardio-respiratory health

B4.2

Participate in addressing cardio-respiratory health needs of the community

B4.2.1 Provide RT services in a community setting

B4.2.2 Provide outreach services to the community

B5 Demonstrate critical thinking and reasoning skills

B5.2

Prioritize clinical activities according to the analysis of the situation

B5.2.1 Establish a work plan

B5.2.2 Manage time and resource constraints

B5.2.3 Demonstrate prioritization and task planning skills

B5.2.4 React properly to unforeseen situations

B5.3 Manage problems

B5.3.1 Identify the problem

B5.3.2 Demonstrate problem-solving skills

B5.3.3 Apply appropriate safety measures

B5.3.4 Adjust reasoning to task requirements

B5.3.5 Assess the outcome of a decision to guide future actions



B6 Perform administrative duties

B6.4Complete administrative reports

B6.4.1 Recognize the role of reporting in the health care setting

B6.4.2 Assemble the required information

B6.4.3 Complete and submit administrative reports accurately and on time

B6.4.4 Review administrative reports and compare with previous reports to identify trends and exceptions, and provide feedback

B6.4.5 Complete and submit health and safety reports

B6.5

Perform assessments other than those related to patients

B6.5.1 Assess the health care working environment

B7 Implement preventive measures to ensure health and safety

B7.1Analyze the risk posed by a clinical situation

B7.1.1 Recognize a situation posing a risk

B7.1.2 Assess the components’ potential for harm and their probability

B7.1.3 Identify the causes and effects and how to mitigate them

B7.1.4 Identify any alternative strategies that could avoid the risk

B7.1.5 Plan and implement preventive measures

B8 Demonstrate accountability appropriate to role in the health care team

B8.1

Engage in projects and professional initiatives

B8.1.1 Involve team members to achieve objectives

B8.1.2 Plan activities, programs and resources

B8.1.3 Monitor progress and impact

B8.1.4 Adapt to changes

B8.2 Facilitate change

B8.2.1 Identify opportunities for change

B8.2.2 Understand drivers of and obstacles to change

B8.2.3 Apply change management principles and techniques

B8.2.4 Monitor and evaluate the change process

Provide culturally safe health care across populations

Demonstrate understanding of terminology related to cultural safety

Define the terms culture, race and ethnicity

Identify the primary and secondary characteristics of culture

Describe how stereotypes influence clinical practice

Explain the concepts of health disparity

Apply the fundamentals of clinical cultural competence

Describe the cultural competence continuum

Describe the elements of the culture care framework

Describe the healthcare processes that are shaped by culture

Describe the impact of colonization on Indigenous peoples

Analyze the effects of colonial legislation and policies on Indigenous people today

Describe the health inequities experienced by Indigenous people

Examine the myths leading to stereotyping of Indigenous people and the delivery of health care

Apply strategies of cultural safety in the clinical care of Indigenous people


Canadian Network for Respiratory Care - Health Education Competencies ©

1. Health promotion and education

1.1 Practice Health Promotion

1.1.2 Apply the principles of Primary Health Care defined by the World Health Organization

1.1.4 Integrate theoretical frameworks of health promotion and care into practice

1.1.5 Identify the role of the educator in an overall health promotion strategy

1.2 Apply education theory

1.2.1 Explain the benefits of health education

1.2.2 Integrate teaching and learning theories and philosophies into practice

1.2.3 Apply models and theories of behaviour change with clients

2. Communication

2.1

Use communication methods and techniques

2.1.2 Adapt communication techniques and approaches based on the client's health literacy

2.1.3 Use verbal and non-verbal communication to optimize the teaching-learning process

2.1.4 Develop clear and concise written communications tailored to the recipient.

2.1.5 Provide education in a group setting

2.2Implement motivational interviewing

2.2.1 Integrate the spirit of motivational interviewing into practice

2.2.2 Use the processes of motivational interviewing (engaging, focusing, evoking, planning)

2.2.3 Demonstrate the core interviewing skills

3. Educational intervention

3.1 Assess client 3.1.1 Collaborate with the client to assess characteristics and needs relevant to learning

3.2Design a plan for learning interventions

3.2.1 Collaborate with the client to determine health goals that are specific, measurable, achievable, relevant, and time-bound (SMART)

3.2.2 Collaborate with the client to develop SMART learning objectives to support the client’s health goals

3.2.3 Plan interventions that address client learning characteristics and needs

3.2.4 Select an instructional method (e.g. questioning, role play, gaming) based on assessment results.

3.2.5 Select resources (e.g. websites, brochures, videos) tailored to client needs

3.2.6 Identify required client accommodations (e.g. ability, culture)

3.2.7 Identify factors that are a barrier or support to potential interventions

3.3 Implement an education plan

3.3.1 Demonstrate effective instructional methods for individuals and groups

3.3.2 Address barriers and supports for intervention implementation

3.4Evaluate client learning objectives

3.4.1 Evaluate the client's progress in achieving learning objectives

3.4.2 Provide revised interventions based on evaluation results


Canadian Network for Respiratory Care - Health Education Competencies ©

4. Resource management

4.1Evaluate health education resources

4.1.1 Evaluate health education resources for validity and applicability to practice

4.1.2 Integrate evidence-based resource material and tools into practice

4.1.4 Guide client in evaluating resource materials, research, and health information

4.2Integrate technology into practice

4.2.1 Use technologies to benefit client education

6. Program evaluation 6.1

Participate in program evaluation

6.1.1 Describe the types of program evaluation (Process, content, outcome, impact)

6.1.2 Contribute to program evaluations

6.1.3 Recommend improvements to programs

CNRC Tobacco Education Competencies ©

1. Health Promotion and Tobacco Prevention

1.1Examine the tobacco use epidemic

1.1.1 Explain the relationship between social determinants of health and tobacco use

1.1.2 Identify the prevalence of tobacco use among the general population and high-risk and high-use populations

1.1.3 Discuss global trends in and impacts of tobacco use

1.1.4 Describe the effects of tobacco use on morbidity and mortality

1.1.5 identify biological, psychosocial and environmental factors that influence initiation and sustainment of tobacco use

1.2 Describe tobacco industry tactics

1.2.1 Describe tobacco industry advertising, lobbying and public relations techniques and tactics

1.2.2 Examine tobacco industry tactics that target specific high-risk and high-use populations

1.2.3 Discuss tobacco industry manufacturing tactics that influence tobacco use.

1.3

Implement tobacco use prevention and health promotion strategies

1.3.1 Explain the importance of prevention, protection, and cessation in population health promotion

1.3.2 Identify the role of an educator in health promotion and tobacco prevention.

1.3.3 Describe the impact of tobacco control measures on tobacco use and cessation

1.3.4 Support primary prevention activities in organizations and the community

2. Tobacco products and use

2.1 Describe tobacco products

2.1.1 Describe combustible and non-combustible nicotine delivery devices and methods of use

2.1.2 Describe tobacco-like products and other combustible inhalants and methods of use

2.2

Examine relationships between tobacco use and other substance use

2.2.1 Discuss the impact of concurrent addictions on tobacco cessation interventions

2.2.2 Identify the harm associated with second-hand and third-hand/latent types of tobacco smoke exposure

2.2.3 Describe the impact of tobacco use on the environment.

2.2.4 Discuss health risks associated with contraband tobacco products



3. Tobacco use disorder and chronic disease diagnosis

3.1 Describe tobacco use disorder

3.1.1 Discuss the tobacco use disorder

3.1.2 Explain the factors that influence the initiation and sustainment tobacco use disorder (biological, psychosocial, environmental)

3.2

Describe the interaction between tobacco use and chronic diseases

3.2.1 Identify symptoms of chronic diseases caused by or exacerbated by tobacco use

4. Tobacco Cessation

4.1 Describe Tobacco Cessation

4.1.1 Identify the prevalence and success rate of individuals attempting tobacco cessation

4.1.2 Discuss factors that influence individuals to seek tobacco cessation education and interventions

4.1.3 Identify roles of healthcare professionals in early screening and documentation of tobacco use

4.1.4 4 Identify the benefits of tobacco cessation for the individual and society.

4.2

Identify Approaches to Tobacco Cessation

4.2.1 Describe the 5-A's intervention approach to tobacco cessation.

4.2.2 Compare the benefits and limitations of tobacco cessation interventions

4.2.3 Examine the evidence on alternative and complementary approaches and treatments for tobacco cessation

4.2.4 Examine harm reduction approaches to tobacco cessation interventions

4.2.5 Identify the environmental, behavioural and biological factors that influence cessation interventions

5. Assessment

5.1 Select Assessment Tools

5.1 Identify appropriate assessments for clients based on the uses, outcomes, advantages and disadvantages of assessment tools and tests

5.2Provide Initial and Ongoing Assessments

5.2.1 Assess client readiness to quit.

5.2.2 Document client tobacco use and health history

5.2.3 Identify Social Determinants of Health unique to the client.

5.2.4 Identify client environmental exposures and triggers for tobacco use, and barriers to tobacco cessation

5.2.5 Identify client supports (e.g. social, financial).

5.2.6 Interpret results of assessments.

5.2.7 Assess level of nicotine dependence and severity of withdrawal symptoms.

5.2.8 Assist the client in identifying the 5-R's that influence motivation for cessation



6. Interventions

6.1

Develop a quit plan in collaboration with the client

6.1.1 Integrate the results of assessments into the quit plan.

6.1.2 Guide the client in establishing SMART goals for the quit plan

6.1.3 Guide the client in selecting tobacco cessation therapies and treatments.

6.1.4 Recommend strategies to address the impacts of tobacco cessation

6.1.5 Develop a relapse prevention plan with the client that includes strategies to develop resiliency

6.2 Counsel clients

6.2.1 Implement evidence-based education and counselling techniques and theories for tobacco cessation

6.2.2 Address the psychosocial impact of tobacco use and tobacco cessation on the client

6.2.3 Counsel the client on how to identify, avoid, and cope with exposure to tobacco use triggers and cessation barriers

6.2.4 Adapt the counselling strategy based on the client’s response to therapy

6.3Discuss pharmacological interventions

6.3.1 Discuss pharmacotherapy options with the client

6.4 Support the client through relapse

6.4.1 Evaluate cessation progress with the client

6.4.2 Explore learning from previous cessation attempts with the client

6.4.3 Conduct regular follow-up sessions with the client to re-evaluate client progress towards quit plan objectives

6.4.4 Counsel the client through the impacts of relapse

6.4.5 Adjust intervention and relapse plans

7. Client-centred approach 7.1

Adapt approach to client characteristics

7.1.1 Adapt treatment and therapies for vulnerable, high-risk and diverse populations

7.1.2 Identify client-centred resources and programs

7.1.3 Explain the traditional use of tobacco among Indigenous people and within Indigenous communities



8. Tobacco programs and systems

8.1

Implement tobacco protection, prevention and cessation programming

8.1.1 Evaluate tobacco programming for applicability to practice

8.1.2 Develop plans to adapt and implement tobacco programming for practice

8.1.3 Secure resources and support for tobacco programming

8.1.4 Integrate tobacco programming into practice

8.1.5 Evaluate tobacco programming against program objectives

8.2

Advocate for an organizational tobacco cessation system

8.2.1 Explain the components of an integrated tobacco cessation system

8.2.2 Identify the role of the educator in the tobacco cessation system

8.2.3 Advocate for the systemization of tobacco cessation activities in an organization or community

8.2.4 Recommend policies and procedures to formalize the team approach to tobacco cessation

8.2.5 Recommend processes for recording client tobacco use status

8.2.6 Contribute to the development of a referral network


PRO GR AM C OURSE WORKBRT Year 1

ANAT 1030 Human Anatomy

RESP 1400 Introduction to Professional Practice

RESP 1410 Health Systems and Respiratory Care

RESP 1420 Applied Physiology for Respiratory Therapy

RESP 1430 Respiratory Therapeutics I

RESP 1440 Pharmacology

RESP 1450 Principles of Mechanical Ventilation

RESP 1460 Basic Fieldwork I

BRT Year 2

REHB 2450 Research Methodology for Medical Rehabilitation

RESP 2200 Primary Care in Respiratory Therapy

RESP 2210 Pathophysiology

RESP 2220 Physical Examination and Health Assessment

RESP 2230 Respiratory Therapeutics II

RESP 2240 Clinical Mechanical ventilation

RESP 2250 Ventilator Instrumentation

RESP 2260 Cardiopulmonary Diagnostics

RESP 2380 Basic Fieldwork II

RESP 2390 Clinical Integration and Simulation

BRT Year 3

RESP 3320 Clinical Education in Pediatric Respiratory Care

RESP 3350 Clinical Education in Pulmonary Diagnostics

RESP 3360 Clinical Education in Anesthesia

RESP 3370 Clinical Education in Community Care

RESP 3410 Clinical Education in Critical Care

RESP 3420 Clinical Education in Neonatal Care

RESP 3430 Clinical Education in General Therapeutics

RESP 3440 Current Topics in Respiratory Therapy

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