Student Achievement Assessment Committee

Learning Outcomes

(reference: Committee on Accreditation for Respiratory Care Report (CoARC) for time period ending Dec. 31, 2001).

Graduates from the program will possess the following knowledge and skills:

1. The ability to comprehend that body of technical information defined according to nationally accepted standards as being related to the role and scope of practice for the advanced respiratory care practitioner, and to utilize and apply that knowledge appropriately in the diagnostic evaluation, treatment and management of patients.
2. The ability to perform all of the clinical procedural skills associated with the role and scope of practice of the advanced respiratory care practitioner.
3. The set of personal behaviors expected of the advanced respiratory care professional.

Note: All learning outcomes receive comprehensive attention via outcome and resource assessment: (Several evaluation systems are used: e.g. National Board for Respiratory Care Examinations, graduate and employer surveys, student surveys, program and clinical faculty surveys). The program also assesses job placement, enrollment and attrition. Analysis, action plans and follow-up occurs on a year to year basis. All 3 learning domains have identified evaluation systems, cut scores, validity and reliability data, analysis and action plans. (Reference CoARC Annual Report of Current Status Program # 200339).

Example: Content weakness was identified in Neonatal and Pediatric Respiratory Care. Analysis led to an action plan to add a new course in Neonatal and Pediatric Respiratory Care (This curriculum modification was approved by Academic Affairs (Firelands College). This content was expanded and placed in a “stand alone” course. Mechanical Ventilation content was also expanded due to feedback from program assessment. Clinical hours spent in the intensive care units have expanded, laboratory preparation has expanded and additional ventilator purchases have strengthened this content area. Subsequent program assessment and evaluation reveal success of action plans. (E.g. Improve clinical performance on standardized self-assessment examinations. Favorable feedback has been collected from clinical affiliate instructors on student readiness for this content area. Feeback was obtained via surveys, informal input from advisory committee meetings and direct clinical instructor reports to faculty).

Assessments

The following assessment data is collected:

A. National Board for Respiratory Care Examinations

1. Entry Level Self Assessment Exam (SAE) (Students)
2. Advanced Practitioner Written SAE (Students)
3. Advanced Practitioner Clinical Simulation SAE (Students)
4. Entry Level Exam (Certification Exam) (Graduates)
5. Advanced Practitioner Written Exam (Registry Written Exam) (Graduates)
6. Advanced Practitioner Clinical Simulation Exam (Registry Clinical Simulation Exam) (Graduates)

B. Surveys

1. Employer Surveys (Cognitive, Psychomotor, Behavioral)
2. Graduate Surveys (Cognitive, Psychomotor, Behavioral)
3. Student Program Resource Survey
4. Program Personnel Program Resource Survey

C. Additional Assessment

1. Random Skills Assessment (Includes Video Taped Demonstrations).
2. Laboratory Resource Surveys (For every lab class)
3. Attrition
4. Enrollment

Note: The Committee on Accreditation for Respiratory Care (CoARC) recommends accreditation to the Commission on Accreditation of Allied Health Education Programs (CAAHEP) based on an outcome and resource basis. Established Threshold Levels for Success are used when evaluating all programs. Our BGSU RC program has received the best possible accreditation action (10 year window for our next on-site visit to 2011). CoARC reports its findings to CAAHEP.

Results, Actions and Conclusions:(from analysis)

Summary (See CoARC Annual Report of Current Status for a detailed review of BGSU FC’s RCT program # 200339)

The program continues to exceed all established threshold levels for success as established by CoARC.

Attrition improved to 28.57 % (down from 33.3% in 2000). Program faculty increased tutoring activities that were identified by faculty as a major factor in improving retention. Enrollment is improving as the result of marketing strategies coupled with extended campus offerings (Lorain County Community College, University Partnership). Job Placement remains 100%.

National Board for Respiratory Care Examination Reports (Summative):
Seventy percent of the 2001 group passed the CRT examination (down from 100%) on the first attempt. Nine of ten have now passed (as of June 12th). Analysis revealed significant delay in sitting the exam by those graduates failing on the first attempt. Actions to correct this problem include improving communication to graduates on the need to sit the exam as close to graduation as possible). Analysis also identified this as a national problem accompanying the switch of testing from a paper format (with set test dates) to a computer format (with open test dates). Procrastination is the culprit. Content analysis also identified some program content weaknesses: educating patients, infection control, maintaining records and communication, modifying therapy, and developing care plans. Action plans across several courses to correct weaknesses are now in place to improve content delivery. (E.g. Educating patients is now more integrated to specific procedures/care across RC 120, 121, 140, 260). Infection Control content for RC 120 is under review for Fall with anticipated modifications to improve delivery and to integrate infection control practices throughout all RC laboratory coursework. Improved communication between faculty and between clinical instructors and the clinical coordinator is in process to share content weaknesses and develop strategies to improve these weaknesses in Directed Practice coursework. Follow-up (continued assessment) will evaluate the degree to which these weaknesses are addressed/corrected.

Survey Data (Employer, Graduate): Employers are satisfied with the performance of our graduates. Graduates are satisfied with their educational experiences. Interesting is the fact that three 2001 graduates identified the need to expand mechanical ventilation content which was supported by other evaluation instruments and included in action plans for the group who graduated May 10, 2002 and the group who will graduate in August, 2002. Preliminary data reveal that action plans are working to correct weakness. Additional follow-up is to come.

The Report of Current status provides a detailed review of all evaluation systems. These systems are referenced to learning outcomes that include: cut scores, validity/reliability, analysis, and action plans (See Report of Current Status for an Education Program for the Advanced Respiratory Therapist (BGSU Firelands Program # 200339 (Dec. 31, 2001).