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02/09/12 RPT 210 Clinical Practice I Plan of Instruction Effective Date: Fall 2012 Version Number: 2012-1 COURSE DESCRIPTION: This clinical course provides for initial hospital orientation and development of general patient assessment and communication skills required for safe and effective patient care. Emphasis is placed upon application of classroom and laboratory experiences within the clinical environment. Upon completion, students should demonstrate adequate psychomotor skills and cognitive abilities necessary for initial patient contact and safe and effective performance of basic respiratory care procedures. CORE CREDIT HOURS Theory Credit Hours Preceptorship Credit Hours Total Credit Hours Total Contact Hours 0 hours 2 hours 2 hours 10 hours P5 = 5:1 contact to credit NOTE: Theory credit hours are 1:1 contact to credit ratio. Colleges may schedule lab hours as 3:1 or 2:1 contact to credit ratio. Clinical hours are 3:1 contact to credit ratio. Preceptorship hours are either P3 3:1 or P5 5:1 contact to credit. (Ref Board Policy 705.01) Alabama Community College System Copyright© 2012 All Rights Reserved Clinical Practice I RPT 210 PREREQUISITE COURSES As determined by college. CO-REQUISITE COURSES As determined by college. PROFESSIONAL COMPETENCIES Perform methods and procedures to prevent infection. Perform patient assessment and evaluate clinical laboratory data. Administer and monitor the efficacy of medical gas mixtures and medications. INSTRUCTIONAL GOALS Cognitive – Comprehend principles and concepts related to clinical practice. Psychomotor – Apply principles of clinical practice. Affective – Value the importance of adhering to policy and procedures related to clinical practice. STUDENT OBJECTIVES Condition Statement: Unless otherwise indicated, evaluation of student’s attainment of objectives is based on knowledge gained from this course. Specifications may be in the form of, but not limited to, cognitive skills diagnostic instruments, manufacturer’s specifications, technical orders, regulations, national and state codes, certification agencies, locally developed lab/clinical assignments, or any combination of specifications. ACCS Copyright© 2012 All Rights Reserved 2 Clinical Practice I RPT 210 STUDENT LEARNING OUTCOMES MODULE A – INFECTION CONTROL MODULE DESCRIPTION – The purpose of this module is to teach the students the methods and procedures for infection control. Topics include clean and aseptic techniques, disease prevention, and standard/universal precautions. PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA A1.0 Perform methods and A1.1 Demonstrate appropriate hand 3 procedures to prevent infection. washing techniques designed to prevent infection. A1.1 Demonstrate appropriate use of PPE according to various patient conditions and procedures. LEARNING OBJECTIVES A1.1.1 Identify the various pathogens associated within the health care environment. A1.1.2 Identify and describe the various techniques used to prevent and control the spread of infectious disease. A1.1.3 Identify and describe the appropriate use of PPE according to various patient conditions and procedures. 3 KSA 2 2 2 MODULE A OUTLINE: Microbiology and infection control o Clean and Aseptic techniques o Disease prevention o Standard / universal precautions ACCS Copyright© 2012 All Rights Reserved 3 Clinical Practice I RPT 210 MODULE B – PATIENT ASSESSMENT MODULE DESCRIPTION – The purpose of this module is to teach the students how to perform patient assessment and gather clinical laboratory data. Topics include vital signs, complete basic assessment (head to toe), and clinical laboratory values. PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA B1.0 Perform patient assessment B1.1 Obtain vital signs and recognize 3 and evaluate clinical laboratory normal/abnormal values. data. B1.1 Perform basic assessment from 3 head to toe. B1.1 Evaluate clinical laboratory data. LEARNING OBJECTIVES 2 KSA B1.1.1 Describe how to obtain vital signs and recognize normal/abnormal values. B1.1.2 Describe how to perform basic assessment from head to toe. B1.1.3 Describe how to collect and evaluate clinical laboratory data. MODULE B OUTLINE: Patient assessment skills o Vital signs Normal values for the following parameters Pulse rate Electrocardiography-12-lead ECG Blood pressure Temperature Respiratory rate Skin color, degree of moisture, and turgor o Complete basic assessment (Head to Toe) Inspection Auscultation Palpation Percussion o Clinical Laboratory Values CBC Differential Electrolytes Blood cultures Gram staining 2 ACCS Copyright© 2012 All Rights Reserved 4 2 2 Clinical Practice I RPT 210 MODULE C – THERAPEUTICS MODULE DESCRIPTION – The purpose of this module is to teach the students to administer and monitor the efficacy of medical gas therapy and recommend modifications in the plan of care. Topics include protocol based oxygen therapy, methods of administration and discontinuation. PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA C1.0 Administer and monitor the C1.1 Select and administer the 3 efficacy of medical gas appropriate oxygen delivery mixtures and medications. device for the patient based on clinical presentation. C1.1 Assess and suggest/modify therapy based on clinical assessment findings. 3 C1.1 Administer the appropriate medicinal therapy based on patient assessment. 3 LEARNING OBJECTIVES KSA C1.1.1 Identify, monitor and evaluate the patient’s response to oxygen therapy. C1.1.2 Identify and describe recommended changes in oxygen and medicinal therapy based on patient response. C1.1.3 Describe how to implement and follow protocol based oxygen therapy. MODULE C OUTLINE: Therapeutics Oxygen therapy o Nasal Cannula o Simple, Partial, and Non-rebreather masks o Air Entrainment Mask o Face Tent or Face Mask Aerosol o Trach Collar or T-piece Aerosol o Transport with Oxygen Medicinal Therapy o DPI-Dry Powder Inhaler o MDI-Metered Dose Inhaler o SVN-Small Volume Nebulizer Bronchial Hygiene o IS-Incentive Spirometry o Chest Physiotherapy o Coughing o Breathing Exercises o Mucous Clearance Adjunct (PEP, Flutter Valve) o IPPB or IPV-Intrapulmonary Percussive Ventilation 3 3 ACCS Copyright© 2012 All Rights Reserved 5 3 Clinical Practice I RPT 210 LEARNING OUTCOMES TABLE OF SPECIFICATIONS The table below identifies the percentage of learning objectives for each module. Instructors should develop sufficient numbers of test items at the appropriate level of evaluation. Limited Knowledge and Proficiency KSA Module A Module B Module C 1 Moderate Knowledge and Proficiency 2 60% 66% Advanced Knowledge and Proficiency 3 40% 34% 100% Superior Knowledge and Proficiency 4 The KSA is NOT determined by the verb used in the learning objective, but rather in the context in which the verb is used and the depth of knowledge and skills required. Example: Three KSA levels using the same verb (describe): KSA 1 – Describe three characteristics of metamorphic rocks. (simple recall) KSA 2 – Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types) KSA 3 – Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it) ACCS Copyright© 2012 All Rights Reserved 6 Clinical Practice I Indicator Key Terms 1 Limited Knowledge and Proficiency 2 Moderate Knowledge and Proficiency 3 Advanced Knowledge and Proficiency 4 Superior Knowledge and Proficiency A Affective Objective ACCS Copyright© 2012 All Rights Reserved RPT 210 Learner’s Knowledge, Skills and Abilities Description Recognize basic information about the subject including terms and nomenclature. Students must demonstrate ability to recall information such as facts, terminology or rules related to information previously taught. Performs simple parts of the competency. Student requires close supervision when performing the competency. Distinguish relationships between general principles and facts. Adopts prescribed methodologies and concepts. Students must demonstrate understanding of multiple facts and principles and their relationships, and differentiate between elements of information. Students state ideal sequence for performing task. Performs most parts of the competency with instructor assistance as appropriate. Examines conditions, findings, or other relevant data to select an appropriate response. The ability to determine why and when a particular response is appropriate and predict anticipated outcomes. Students demonstrate their ability to seek additional information and incorporate new findings into the conclusion and justify their answers. Performs all parts of the competency without instructor assistance. Assessing conditions, findings, data, and relevant theory to formulate appropriate responses and develop procedures for situation resolution. Involves higher levels of cognitive reasoning. Requires students to formulate connections between relevant ideas and observations. Students apply judgments to the value of alternatives and select the most appropriate response. Can instruct others how to do the competency. Performs competency quickly and accurately. Describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience. Expressed as interests, attitudes, appreciations, values, and emotional sets or biases. 7