Download Syllabus - Angelina College

Angelina College
Health Careers Division
RSPT 1340
Advanced Cardiopulmonary Anatomy and Physiology
General Syllabus
I.
BASIC COURSE INFORMATION:
A. Course Description:
RSPT1340. Advanced Cardiopulmonary Anatomy and Physiology:
Three hours credit. Provides an advanced presentation of anatomy and physiology of the cardiovascular and
pulmonary systems. Three lecture hours per week. Co-requisites: RSPT 2317, RSPT 1410 and RSPT 1361.
Learning Outcomes: Describe and explain advanced concepts of cardiopulmonary anatomy and physiology;
describe the neurological control of breathing, differentiate ventilation/perfusion concepts, and summarize principles
of gas transport.
B.
Intended Audience:
First-Year student already enrolled in the respiratory care program.
C.
Instructor: Jessica Hudnall BS, RRT
Office Location: HCII- 222A
Office Hours: 9:00-11:00 Tuesday/Thursday; Contact Daphne Shepherd for an appointment if not
during office hours
Phone: 936-633-5419
E-mail Address: [email protected]
II.
A.
INTENDED STUDENT OUTCOMES:
Core Objectives Required for this Course
1. Critical Thinking: to include creative thinking, innovation, inquiry, analysis, evaluation
and synthesis of information
2. Communication: to include effective development, interpretation and expression of ideas
through written, oral and visual communication
3. Empirical and Quantitative Skills: to include the manipulation and analysis of numerical data
or observable facts resulting in informed conclusions
4. Teamwork: to include the ability to consider different points of view and to work effectively with
others to support a shared purpose or goal
5. Social Responsibility: to include the ability to connect choices, actions and consequences to
ethical decision-making
6. Personal Responsibility: to include intercultural competence, knowledge of civic responsibility, and
the ability to engage effectively in regional, national, and global communities
B.
Course Learning Outcomes for all Sections:
1. To introduce the student to the proper functioning of the cardiopulmonary system and the
effects of diseases on that system.
2. To promote proper understanding of the neural control of ventilation and the effects of
Neuromuscular diseases on the function of respiration.
3. To gain knowledge of the process of gas diffusion and the effects of disease.
4. To introduce the student to ventilation and perfusion mismatching and its effect on acid-base
balance
5. To promote a proper understanding of acid -base balance and how each organ system
interrelates with acid-base physiology.
6. To develop critical thinking skills in care of cardiopulmonary patients.
III.
A.
ASSESSMENT MEASURES
Assessments for the Core Objectives:
1. Critical Thinking: to include creative thinking, innovation, inquiry, and analysis, evaluation
and synthesis of information
2. Communication: to include effective development, interpretation and expression of ideas
through written, oral and visual communication
3. Empirical and Quantitative Skills: to include the manipulation and analysis of numerical data
or observable facts resulting in informed conclusions
4. Teamwork: to include the ability to consider different points of view and to work effectively with
others to support a shared purpose or goal
5. Social Responsibility: to include the ability to connect choices, actions and consequences to
ethical decision-making
6. Personal Responsibility: to include intercultural competence, knowledge of civic responsibility,
and the ability to engage effectively in regional, national, and global communities
B.
Assessments for Course Learning Outcomes
CORE COMPETENCIES: SCANS – (Secretary’s Commission on Academic Necessary Skills)
Students are expected to demonstrate basic competency in academic and workforce skills. The
following are competencies with evaluation are included in RSPT 1340.
SCAN Skills
Assessments
Foundation Skills
Written Assignments
Follow oral and written instructions
Decision making & problem solving
Mathematical Calculations
Oral Presentations
Required Readings
Critical Thinking Case Studies
Demonstrated Competency in Clinical
Workplace Competencies
Computer Assisted Instruction
Acquires and Evaluates Information
Applies technology
Critical Thinking Case Study Assessments
Demonstrated Competency in Clinical
IV.
INSTRUCTIONAL PROCEDURES:
The methods of instruction used in this course includes but not limited to the following: Lecture, lab,
discussion, performance, audiovisual, computer assisted instruction and critical-thinking patient case
studies.
V.
COURSE REQUIREMENTS AND POLICIES:
A.
Required Textbooks and Recommended Readings, Materials and Equipment
--Scanlan, C., (2017) Egan’s Fundamentals of Respiratory Care (11th Ed)
--Des Jardins, Terry, (2013) Cardiopulmonary Anatomy and Physiology (6th Ed), Delmar
Publishers.
--Des Jardins, Terry, (2013) Cardiopulmonary Anatomy and Physiology Workbook (6th Ed),
Delmar Publishers.
-- Instructor lecture notes on Blackboard.
--The student will need a basic calculator for simple mathematical calculations.
--A medical dictionary would be helpful but not required.
Cell phones are to be turned off. There is to be no texting in class. The cell phone is not to be used as a
calculator. See cell phone usage policy.
Attendance will be taken and affect the course grade. (See handbook)
B.
Course Policies – This course conforms to the policies of Angelina College as stated in the Angelina
College Handbook.
1. Academic Assistance – If you have a disability (as cited in Section 504 of the Rehabilitation Act
of 1973 or Title II
of the Americans with Disabilities Act of 1990) that may affect your participation in this class, you should see Sellestine
Hunt Associate Dean of Student Services, Student Center, Room 200. At a post-secondary institution, you must selfidentify as a person with a disability; Ms. Hunt will assist you with the necessary information to do so. To report any
complaints of discrimination related to disability, you should contact Mr. Steve Hudman, Dean of Student Affairs, in
Student Center, Room 101, (936) 633-5292 or by email [email protected].
2. Angelina College – AC admits students without regard to race, color, religion, national origin, sex,
disability, or age. Inquiries regarding the non-discrimination policies of AC should be directed to:
Dr. Cynthia Casparis, Vice President and Dean of Instruction, 3500 South First, Lufkin, TX 75904
telephone 936-633-5201
3. Attendance – Attendance is required as per Angelina College Policy and will be recorded every
day. Any student with three (3) consecutive absences of four (4) cumulative absences may be
dropped from the class. Records will be turned in to the academic dean at the end of the semester.
Do not assume that non-attendance in class will always result in an instructor drop. You must
officially drop a class or risk receiving an F. This is official Angelina College Policy.
4. Additional Policies Established by the Instructor:
All exams and written assignments become the property of the Angelina College Respiratory Care
Program.
VI.
COURSE OUTLINE:
Description of the Course Activities including due dates, schedules, and deadlines.
Class meets Monday and Wednesdays 9:00AM – 10:50
August 24
Syllabus Review
August 29
Unit One lecture begins (The Cardiopulmonary System) Chapter One –The
Anatomy and Physiology of the Respiratory System
Sept. 1
Chapter One – Quiz The Anatomy and Physiology of the Respiratory System
Sept. 5
Labor Day Holiday
Sept. 7
Chapter One -- Quiz The Anatomy and Physiology of the Respiratory System
Sept 12
– Quiz over Chapter 1 Respiratory System Egan’s Chapter 9
Sept 14
Egan’s Chapter 9 – Quiz Respiratory System
Sept. 19
Egan’s Chapter 9 – Quiz Respiratory System
Sept 21
Egan’s Chapter 9 – Quiz Respiratory System
Sept 26
Unit One Exam & Critical Thinking Case Studies
Sept. 28
Chapter Five – The Anatomy and Physiology of the Circulatory System
Oct 3
Chapter Five Quiz – The Anatomy and Physiology of the Circulatory System
Oct. 5
Egan’s Chapter 10 – Cardiovascular Chapter 5 Quiz
Oct. 10
Egan’s Chapter 10 Quiz – Cardiovascular
Oct. 12
Egan’s Chapter 10 Quiz– Cardiovascular
Oct. 17
Unit Two Exam & Critical Thinking Case Studies
Oct. 19
Egan’s Chapter 11 – Ventilation
Oct. 24
Egan’s Chapter 11 Quiz – Ventilation
Oct. 26
Egan’s Chapter 11 Quiz – Ventilation
Oct. 31
Chapter Two – Ventilation-Chapter 11 Quiz
Nov. 2
Chapter Two – Ventilation Quiz
Nov. 7
Unit Three Exam & Critical Thinking Case Studies
Nov. 9
Egan’s Chapter 12 – Gas Exchange and Transports
Nov. 14
Egan’s Chapter 12 Quiz-Gas Exchange and Transports
Nov. 16
Egan’s Chapter 12 Quiz– Gas Exchange and Transports
Nov. 21
Chapter 10-Fetal Development and the Cardiopulmonary System Quiz Ch12
Nov. 28
Chapter 11-Aging and the Cardiopulmonary System Quiz Ch10
Nov. 30
Chapter 17-Sleep Physiology Quiz Chapter 11
Dec. 5
Unit Four Exam & Critical Thinking Case Studies
Dec. 7
Critical Thinking
Dec. 14
Final Exam 8:00-10:00
Dec. 16
Grades Due
COURSE CONTENT
A. Content/ Topics –
Unit 1: The Cardiopulmonary System
After completion of this unit, the student will be able to:
1.
2.
3.
4.
List the 3 major components of the upper airway.
List the three primary functions of the upper airway.
Describe the three primary functions of the nose.
Identify the structure that forms the outer portion of the nose.
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47.
Unit 2:
Explain the clinical connection associated with flaring nostrils
Identify the structure that forms the internal portion of the nose.
Describe the clinical connection associated with the nose as an excellent route of administration for
topical agents
Discuss the clinical connection associated with rhinitis
Discuss the clinical connection associated with nosebleeds (epistaxis)
Describe the clinical connection associated with nasal congestion and its influence on taste
Describe the clinical connection associated with sinusitis
Describe how and why airways produce and move mucus.
Identify the structures of the oral cavity
Identify the structures that make-up the pharynx.
Explain the clinical connection associated with infected and swollen pharyngeal tonsils
Identify the cartilages of the larynx.
Identify the structures and describe the function of the laryngeal muscles.
Describe the ventilatory functions of the larynx.
Describe the histology of the tracheobronchial tree.
Identify the generation of the cartilaginous and non-cartilaginous airways.
Describe the structure and function of the bronchial blood supply.
Describe the structure and function of the sites of gas exchange
Describe the structure and function of the alveolar epithelium.
Describe the structure and function of the interstitium
Describe the structure and function of the pulmonary vascular system.
Describe the structure and function of the components of the lymphatic system
Describe how the components of the autonomic nervous system relate to the neural control of the
lungs.
Discuss the effect of sympathetic and parasympathetic nervous systems on the heart and lungs.
Describe how somatic and autonomic nervous systems connect to and control the lungs and respiratory
muscles
Identify the anatomical structures that make-up the lung.
Identify the lung segments from the anterior, posterior, lateral, and medial views.
Identify the components of the mediastinum
Identify the components of the pleural membranes.
Identify and describe the components of the thorax.
Describe the structure and function of the diaphragm.
Describe the structure and function of the accessory muscles of ventilation.
Describe the major respiratory diseases including their causes, clinical signs, symptoms and treatment.
Identify and describe the components of the thorax describe their functions.
Identify and describe the primary structure and function of the accessory muscles of ventilation.
Given a computer clinical simulation over the respiratory system, apply problem-solving, decisionmaking, and reasoning skills (Critical Thinking skills).
Define ventilation, surface tension, the term dynamic, airway resistance, dynamic compliance, diffusion,
Describe the role of the diaphragm in ventilation.
Explain how the excursion of the diaphragm affects the intrapleural pressure, intra-alveolar pressure,
and bronchial gas flow.
Describe the elastic properties of the lung and chest wall.
Describe how the normal pleural pressure differences cause regional differences in normal lung
ventilation
Discuss the clinical connection associated with the arterial carbon dioxide level and its relationship to
the clinical verification of hyperventilation and hypoventilation
Describe the blood–gas barrier
The Circulatory System
After completion of this unit, the student will be able to:
1.
2.
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21.
Describe the function of the following specialized cells in the plasma:
-Red blood cells (Erythrocytes)
-White blood cells (Leukocytes)
-Platelets (Thrombocytes)
Describe the clinical connection associated with anemia
Explain the clinical connection associated with complete blood cell count
List the chemical components of plasma
Describe the structure and function of the following components of the heart:
-Inferior vena cava and superior vena cava
-Right and left atria
-Right and left ventricles
-Pulmonary trunk
-Pulmonary arteries
-Pulmonary semilunar valve
-Pulmonary veins
-Tricuspid valve
-Bicuspid valve (or mitral valve)
-Aortic valve
-Chordae tendineae
-Papillary muscles
Describe the function of the major components of the pericardium
Describe the clinical connection associated with pericarditis
Describe the clinical connection associated with cardiac tamponade
Describe the major components of the heart wall, including:
-Epicardium
-Myocardium
-Endocardium
Describe the blood supply of the heart
Describe the clinical connection associated with myocardial infarction and treatment interventions of
blocked arteries.
Describe how blood flows through the heart.
Describe the following components of the pulmonary and systemic vascular systems:
-Arteries
-Arterioles
-Capillaries
-Venules
-Veins
Explain the neural control of the vascular system
Describe the clinical connection associated with carotid sinus massage
Describe the function of the baroreceptors
17.
Describe the clinical connection associated with the automobile accident victim with massive
blood loss
Define the following types of pressures:
-Intravascular pressure
-Transmural pressure
-Driving pressure
Describe how the following relate to the cardiac cycle and blood pressure:
-Ventricle systole
-Ventricular diastole
Describe how blood volume affects blood pressure, and include the following:
-Stroke volume
-Heart rate
-Cardiac output
Describe the clinical connection associated with congestive heart failure
22.
Describe the clinical connection associated with left ventricular heart failure and pulmonary
edema.
23.
Describe the clinical connection associated with cor pulmonale.
24.
Describe the clinical connection associated with cardiopulmonary hazards of positive pressure
ventilation
Unit 3:
Ventilation
After completion of this unit, the student will be able to:
1.
2.
3.
4.
5.
6.
Define ventilation.
Explain the role of Atmospheric pressure mechanisms of pulmonary ventilation.
Describe how the primary mechanisms of ventilation are applied to the human airways.
Describe the clinical connection associated with inspiratory intercostal retractions
Differentiate between the following pressure gradients across the lungs
Describe the clinical connection associated with pulmonary disorders that force the patient to
breathe at the top-flat portion-of the volume pressure curve.
7.
Describe the elastic properties of the lung and chest wall.
8.
Define lung compliance
9.
Calculate lung compliance
10.
Describe the clinical connection associated with the harmful effects of pressure gradients with the
thorax is unstable
11.
Discuss the clinical connection associated with pulmonary disorders that shift the
volume-pressure curve to the right
12.
Explain how Hooke’s law can be applied to the elastic properties of the lungs
13.
Describe the clinical connection associated with positive-pressure ventilation
14.
Describe the clinical connection associated with the hazards of positive-pressure ventilation
15.
Describe the clinical connection associated with negative-pressure ventilation
16.
Define surface tension
17.
Describe Laplace’s Law.
18.
Describe how Laplace’s law can be applied to the alveolar fluid lining
19.
Explain how pulmonary surfactant offsets alveolar surface tension.
20.
List respiratory disorders that cause a deficiency of pulmonary surfactant
21.
Describe the clinical connection associated with pulmonary surfactant deficiency in premature
infants diagnosed with respiratory distress syndrome (RDS).
22.
Define the term dynamic.
23.
Describe Poiseulle’s law.
24.
Describe how Poiseulle’s law arranged for pressure relates to the radius of the bronchial airways.
25.
Describe how Poiseulle’s law can be rearranged to simple proportionalities.
26.
Describe the clinical connection associated with respiratory disorders that decrease the radius of
the airways.
27.
Define airway resistance and explain how it relates to flow.
28.
Calculate airway resistance.
29.
Define time constants and explain how they relate to alveolar units
30.
Explain the meaning of dynamic compliance.
31.
Describe the clinical connection associated with restrictive lung disorders, time constants, and
breathing pattern relationships.
32.
Describe the clinical connection associated with auto-PEEP and its relationship to airway
resistance during rapid ventilatory rates.
33.
Describe how Tidal Volume, Ventilatory rate, and I: E ratio relate to the normal ventilatory pattern.
34.
Discuss the clinical connection associated with the normal respiratory rates for different age
groups.
35.
Explain the clinical connection associated with the tidal volume and respiratory rate strategies for
mechanical ventilation.
36.
Differentiate between alveolar ventilation and dead space ventilation.
37.
Describe how depth and rate of breathing affect alveolar ventilation.
38.
Calculate an individual’s alveolar ventilation when given the information.
39.
Describe the clinical connection associated with pulmonary embolus and dead space ventilation.
40.
41.
Describe how decreased lung compliance and increased airway resistance alter the ventilatory
pattern.
Compare and contrast apnea, eupnea, biot’s breathing, hyperpnea, hyperventilation,
hypoventilation, tachypnea, Cheyne-Stokes Breathing, Kussmaul’s breathing, orthopnea,
and dyspnea
Unit 4: Gas Exchange and Transport
After completion of this unit, the student will be able to:
1.
Describe how oxygen and carbon dioxide move between the atmosphere and tissues.
2.
Identify what determines alveolar oxygen and carbon dioxide pressures.
3.
Calculate the alveolar partial pressure of oxygen at any given barometric pressure and fraction of
inspired oxygen.
4.
State the effects that normal regional variations in ventilation and perfusion have on gas exchange
5.
Describe how to compute total oxygen content for arterial blood.
6.
State the factors that cause the arteriovenous oxygen content difference to change.
7.
Identify the factors that affect oxygen loading and unloading of hemoglobin.
8.
Describe how carbon dioxide is carried in the blood.
9.
Describe how oxygen and carbon dioxide transport are interrelated.
10.
Describe the factors that impair oxygen delivery to the tissues and how to distinguish among
them.
11.
State the factors that impair carbon dioxide removal.
Fetal Development and the Cardiopulmonary System
1.
2.
Describe the development events that occur during fetal life.
Describe clinical connection associated with the case study that illustrates the adverse
effects of a premature birth on the cardiopulmonary system.
3.
Describe how umbilical arteries, cotyledons, fetal vessels, chorionic villi, intervillious space
spiral arterioles, and umbilical veins relate to the placenta.
4.
List the three major reasons oxygen transfers from maternal to fetal blood.
5.
List the factors believed to cause the wide variance between the maternal and fetal
Po2 and Pco2
6.
Describe the clinical connection associated with the case study that illustrates the important
role of the placenta as a lifeline between the mother and the baby during fetal life.
7.
Describe how umbilical vein, live, ductus venous, inferior vena cava, right atrium, superior vena cava,
and foramen ovale, pulmonary veins, left ventricle, right ventricle, ductus arteriosus,
common iliac arteries,
external and internal iliacs, and umbilical arteries relates to the fetal circulation.
8.
Describe what happens to placenta, umbilical arteries, umbilical vein, ductus venosus,
foramen ovale, and ductus arteriosus structures of fetal circulation after birth.
9.
Describe the clinical connection associated with amniocentesis.
10.
Describe how fetal lung fluid is removed from the lungs at birth.
11.
List the number of alveoli present at birth and at 12 years of age.
12.
Describe the clinical connection associated with the tests used to determine lung maturity in
the fetus.
13.
Describe the first breath, and include the pressure-volume changes of the lungs of the newborn
during the first 2 weeks of life.
14.
Identify the average newborn values for lung compliance and airway resistance.
15.
Describe how circulatory changes develop at birth.
16.
Describe the clinical connection associated with respiratory distress syndrome.
17.
Describe the role of peripheral and central chemoreceptors and infant reflexes in the control
of ventilation.
18.
19.
List the normal values in the newborn for lung volumes and capacities, respiratory rate, heart
rate, and blood pressure.
Describe the clinical connection associated with the neonatal/pediatric respiratory care specialty.
Aging and the Cardiopulmonary System
1.
Describe the effects of aging on the static mechanical properties, lung volumes and capacities, dynamic
maneuvers of ventilation, pulmonary diffusing capacity, alveolar dead space ventilation, pulmonary gas
exchange, arterial blood gases, arterial-venous oxygen content difference, hemoglobin concentration, control
of ventilation, defense mechanisms, exercise tolerance, and pulmonary diseases in the elderly of the
respiratory system
2.
Describe the clinical connection associated with exercise and aging.
3.
Describe the effects of aging on the structure of the heart, work of the heart, heart rate, stroke
volume, cardiac output, peripheral vascular resistance, blood pressure, aerobic capacity.
Sleep Physiology and its Relationship to the Cardiopulmonary System
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Differentiate sleep from coma.
Define polysomnography.
Define a polysomnogram epoch.
Describe the purpose of Electroencephalogram, Electro-oculogram, Electromyogram, oximeter,
and Co2 analyzer.
Differentiate among EEG waveforms.
Describe the clinical connection associated with the sleep disorder specialist-trends, education,
and certification.
Identify the major epoch physiologic components associated with the different types of sleep.
Describe the clinical connection associated with the types of sleep studies.
Outline the normal sleep cycle.
Describe the wide theories of restoration and energy conservation purpose of sleep.
Describe circadian rhythms.
Describe normal sleep patterns for all ages groups.
List the factors that affect sleep initiation and maintenance.
Describe the common sleep disorders.
Discuss the clinical connection associated with the clinical signs and symptoms of
obstructive sleep apnea.
Describe the clinical connection associated with therapeutic effects of CPAP in obstructive
sleep apnea.
Discuss the clinical connection associated with the risk factors linked to central sleep apnea.
Describe the clinical connection associated with the management of sleep apnea.
Describe the clinical connection associated with the role of the respiratory therapist in caring
for the obstructive sleep apnea patient.
Describe the physiologic changes that occur during sleep.
VII.
EVALUATION AND GRADING:
A.
Grading Criteria –
1. Lecture:
Assignments/Quizzes
Unit Examinations
Final Examination
30%
50%
20%
100%
2. Laboratory: Performance Evaluation (as needed)
B.
Determination of Grade –
The alphabetic grading for this course is as follows:
A = 92 - 100
B = 83 - 91
C = 75 - 82
D = 70 - 74
F = 69 & below
VIII. SYLLABUS MODIFICATION –
The instructor may modify the provisions of the syllabus to meet individual class needs by informing the class
in advance as to the changes being made.