2016-17 Unit Plan
Respiratory Care

Mission Statement

To prepare competent, safe, and knowledgeable Respiratory Care Practitioners ready to assume patient care responsibilities in all the different settings where respiratory therapy is practiced.  To provide our service community with adequate numbers of qualified Respiratory Care graduates to meet the current and burgeoning needs of the industry.

Program Description

The Respiratory Care Program at Butte College has been successful in meeting the goals of its mission statement by providing our service community with graduates that are highly sought after. The program has had an excellent reputation throughout Northern California and beyond since its first graduating class in 1970. The program has grown from its traditional pedagogical cap of twenty-four students to forty students from 2007-2011.  The program reduced enrollment to thirty-two with the class entering the program in the fall of 2011 due to required budget cuts in the Health Occupations area.  This growth has been supported by equipment grant money through the Chancellor’s Office, an adequate associate faculty pool, an ongoing need in the industry of new graduates, and an increased student interest in the program.  A waiting list continues to exist for the program on the main campus.  To reduce the impact on the local clinical sites, rotations are being conducted in both the Redding and Yuba City/Marysville areas.  Currently there are 62 students enrolled in the first and second years of the program.  

In the fall of 2005, the program started a distance education component in Shasta County. This component was by request of our advisory board to assist this community with its respiratory therapy shortage. Due to increasing costs and a lack of ongoing funding, the distance education program was discontinued in the fall of 2009.

Accountability for Previously Funded Items

Accountability Item 1

Hamilton G5 Ventilator

Amount: 30564.65
Used For Intended Purpose: Yes
Benefit

This ventilator is used in one of our clinical sites frequented by students. This ventilator allows for hands on laboratory training of students on its operations and functions prior to a student needing to work with this ventilator in the hospital setting. This was funded via the Perkins grant.

Accountability Item 2

Travel to the AARC Summer Forum, July 2015

Amount: 3500.00
Used For Intended Purpose: Yes
Benefit

The RT Program DCE was allowed to travel to the AARC Summer Forum. This conference in primarily directed towards educators and managers of respiratory care professionals. This allowed the DCE to remain updated in the areas presented. This was paid for by The California Career Pathway Trust.

Accountability Item 3

I-Clicker classroom response system

Amount: 2500.00
Used For Intended Purpose: Yes
Benefit

The in class clicker classroom response system for students to answer multiple choice questions in real time in the classroom. This was funded by the California Career Pathway Trust funds.

Student Learning/Administrative Unit Outcomes

Program SLOs:

Demonstrates a solid professional and general medical knowledge base.
Accurately interprets pertinent clinical information from medical records and physical findings.
Recommends appropriate therapeutic interventions based on physiological data and patient assessment data.
Demonstrates sound clinical judgment and is proficient in the clinical skills required on the job.
Competently performs the therapeutic procedures and modalities, and diagnostic procedures required on the job.
Demonstrates efficient performance of an overall patient assessment.
Demonstrates effective oral and communication skills.
Exhibit ethical and professional manners, including timely and prepared entrance to clinic and contributing to a positive work environment.
Function effectively as a member of the health care team, accepts supervision and works effectively with supervisory personnel.
Demonstrates self-direction and responsibility for his/her own actions.
Display respect for beliefs and values of all persons regardless of cultural background, religion, age, or lifestyle.

Actions to improve the Program SLO's:

Program plans to continue to monitor all aspects of the assessment plan, and will address any item that falls below CoARC's established thresholds. No items currently fall below the established thresholds; there are no planned improvements or changes to the program at this time.

Standards/Goals for Student Achievement (OSLED Departments)

			College			Program
Indicator	Source	2013-2014 Performance	Standard	Five Year Goal	Fall 2014 Performance	Standard	Five Year Goal
Course Success
- Overall	PDR	71.1%	70%	73%
- Transfer/GE	PDR	71.5%		73%
- CTE	PDR	75%		77%	98.3%	90%	99%
- Basic Skills	PDR	51.7%		55%
- Distance Ed (all)	PDR	62.5%		64%
Persistence (Focused). Note: The Persistence (Focused) that is included in the PDR is a different indicator than the three-primary term persistence indicator, from the state Student Success Scorecard, that is used to measure institutional persistence. The Focused Persistence indicator measures the percentage of students that took a second course in a discipline within one year. There is no relationship between the college and program standards in this area.	PDR	72.6% (Three-Term) Scorecard	67% (Three-Term) Scorecard	75% (Three-Term) Scorecard	98.4%	90%	99%
Degrees	PDR	1,455		1,600	27	20	30
Certificates	PDR	366		475	CA: 26	CA: 20	CA: 30
Developmental Strand Completion
- English	State	42%		45%
- Math	State	30.7%		33%
- ESL	State	25%		28%
Licensure Pass Rates
- Registered Nursing	SC
- Licensed Vocational Nursing	SC
- Respiratory Therapy	SC	100%	80%	100%	98.3%	90%	99%
- Paramedic	SC
- Cosmetology	SC
- Welding	SC
Job Placement Rates (RT)	PIV	76%	70%	80%

Suggestions for dialogue: Suggested standards and five-year goals have been placed on the template. These are based on program performance over the past five years. At 98.3% the success rate for RT is at the high end of its four-year range (94% - 98.3%). The RT Program works very hard to keep it's success rates very high. We try to stay current on testing proceedures and content, laboratory skills and equipment, and student clinical experiences which prepare them for their future employment as a RT. Twenty-seven students earned an AS in 2014-2015. This is at the low end the four-year range (27-31). Twenty-six students earned a CA – again at the low end of the four-year range (26-32). A particular issue for competitive programs such as RT is representation by populations included in the Student Equity Plan. Currently, Hispanics, African-Americans, Native Americans, and former Foster Youth are far less well represented than white students in this program. Approximately 90 students have chosen RT as their academic program. More on point, over 700 have chosen RN. Given this, it seems that qualified students may be shut out of the RN program because program capacity does not even closely approximate demand. Students in the RT program earn both an AS and a C of A in RT. They do not earn one or the other. Our graduate numbers are a bit different than the numbers listed. Our numbers are reported by Coarc (Committee on Accreditation for Respiratory Care). These reported numbers are considered more accurate than the numbers that have been populated above. They are as follows: 2013: 28 2014: 29 2015: 26 C of A (certificate of achievement ) rates should be the same as the grad rates as all students get both. We are not sure where the number of 90 students who have chosen the RT program as their academic program comes from. RT is definitely a specialty program. We are focused on the Cardiopulmonary systems. Our profession has not been well advertised to the general public by our state and national agencies. While RTs have wonderful career opportunities, we do not have the same employment availability and opportunities that nurses might have. RTs are also not paid as well as RNs are right out of school. These issues may have something to do with our decreased number of students who have identified RT as their program of choice. I think our biggest obstacle to increased student interest is their lack of knowledge of the existence of Respiartory Care as a profession. Qualified applicants have exceeded our number of available seats each year. To increase those numbers, highlighting the RT program to entering students might be helpful. The RT program does get a number of students whose first interest may have been nursing. As far as recruiting students from underrepresented groups, we are open to suggestions and support from Student Equity leadership. In looking at the census data for Butte County, the RT program is fairly representative of the local ethnic mix. Admission to the RT program is based on a lottery system as in the RN program. This prevents our program from specifically selecting students from any particular identified group. At 98.4% Focused Persistence for RT students is at the high end of its four-year range (95-4% - 98.4%). The Job Placement Rate for RT is at 76%. Since the Job Placement Rate is derived from a data match with the Employment Development Department, self-employed individuals are excluded because they are not in the unemployment insurance data-base. The numbers provided for job placement are different than those reported by the program to our accrediting body, CoARC. Job placement for the classes of 2013, 2014 and 2015 is 83.7% Factors leading to job placement numbers maybe related to available positions in our local area. Many students wish to stay in the Chico/Oroville area. This area has had a limited number of vacancies. Economic financial trends have related to healthcare changes. With struggles in the economy, practitioners have been postponing their retirements. Acute care institutions have also had to make changes in staffing due to available funding. This has resulted in a decreased number of positions being backfilled once they were vacated. The last two years we have seen an improvement in job availability. The RT program faculty help students who have been interested in positions out of the county or out of the state, along with informing all graduates of local job availabilities via email list serves. The fill rate for RT 110 has been at 25% for the past several years. It was at 100% with the same number of students before that. This seems to indicate that the ped cap for this program has been lowered recently. We will need more clarification as far as where the number of 25% fill rate is derived from vs 100%; it appears that the data provided may be capturing only one of the 4 sections of RT 110. Our program has had a consistent ped cap of 32 students. We have trialed a class size of 40 in the recent past but found it to be an unmanageable number. Specifically due to the very limited number of neonatal intensive care clinical sites and their availability to accept our students. 32 students is a manageable and acceptable number to the faculty and staff of the RT program. This is why we returned to 32 students.

Standards/Goals for Student Achievement (All Other Departments)

Strategic Direction

CONNECTION:
The RT Department supports the Strategic Direction of the College and success of students by:
1) Conveying to students the possibilities available to them.
3) Evaluating, by program, how well students perform after completion and making
this information available to faculty, staff and potential students.
5) Providing the appropriate mix of high-tech and high-touch services.
6) Focusing students on potential careers or transfer pathways.
b. Entry.

ENTRY:
The RT program assists student of the college on the path to success by:
1) Making students active partners in their educational success.
2) Placing students appropriately, advising them effectively, and ensuring that they
have educational plans.
4) Ensuring that students take the appropriate prerequisites.
5) Connecting students to support services.

PROGRESS:
The RT Program assists the students at the college in their progress toward their educational
goals by:
1) Reaching the Sustainable Continuous Quality Improvement level on the
implementation of Student Learning Outcomes.
2) Making career pathways clear and easy to navigate. Pathways are
also tailored to meet labor market needs and to promote transfer success.
3) Ensuring that programs provide students with intellectual and analytical skills to
effectively contribute to society.
4) Collaborating with industry, external agencies, and other institutions of higher
education to ensure that programs are relevant and meeting current needs.
5) Assisting students to identify potential careers and develop the soft skills required
in the workplace.

Program Review

RECOMMENDATIONS STILL OUTSTANDING:

1. Funding sources be identified for the software, laptops and tablets needed for the program. Ideally, Perkins funding will be identified. Alternatively, other (possibly district) funding should be pursued.

2. That the Director of Clinical Education be given 20% release time to better support the required functions of the role, including documentation preparation for student clinical experiences and site visits to all clinical facilities.

3. Augmentation of the department budget to allow for reimbursement of all travel necessary to assure proper evaluation of all clinical sites.

ACTIONS STILL TO BE ADDRESSED FROM ABOVE:

1. We are requesting 6 more laptops to be shared with the Aliied Health Programs. These will be utilized for online testing, clinical simulations, etc. We currently do not have enough laptops to allow every student in our classes to use one at the same time.

2. The Director of Clinical Education (a role required by our accrediting body) still has to re-assign time for their numerous duties.

3. There have been no augmentations made at this time to allow the DCE to travel to clinical sites. This visit is needed to maintain clinical relationships and ensure that students are having the most appropriate training at their clinical sites. These visits have primarily been paid for by the faculty member out of their own pocket.

Department Goals

To prepare graduates with demonstrated competence in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains of respiratory care practice as performed by registered respiratory therapists (RRTs). To provide our service community with adequate numbers of qualified Respiratory Care graduates to meet the current and burgeoning needs of the industry.

The Respiratory Care Program has a variety of goals. Most align themselves with improving the clinical training of students prior to and during their work with patients in the acute care setting. Continuing development is always needed in this field due to changing technology and industry standards. One of our goals is to ensure student and patient safety at all times during their time with the RT program. The RT program also believes in continued relationship development with clinical sites and staff. The RT program also wants to ensure that future burn out of the PD and DCE faculty does not occur due to the excessie workloads required of those faculty members who are currenly not being appropriately compensated for their PD and DCE duties.

Future Development Strategies

Strategy 1 - Clinical Simulation Development

Collaboration with Nursing and Paramedic Programs on Clinical Simulation Development

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Enhancing a Culture of Inclusiveness

Supporting Rationale

The ADN, Paramedic, and Respiratory Care programs are interested in developing clinical simulations that involve students from each of these programs, utilizing our current technology in this area. 4^th semester nursing and respiratory students, along with 1st semester paramedic students would be managing the care of a simulated patient from the pre-hospital scene to the emergency department of a hospital and beyond. The development of clinical simulations that involve so many facets of clinical care will require extensive time to plan, build and implement outside of the faculty’s normal workloads.

The Respiratory Care program is asking for a $1000.00 stipend for the Respiratory Care program faculty member who will be collaborating with the nursing and paramedic instructors in the development of these extensive clinical simulations. The stipend would be paid after the successful completion and implementation of a collaborative clinical simulation.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 2 - Clinic Site Travel by DCE

Budget Augmentation for Travel to Out-of-Area Clinical Sites.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning
Enhancing a Culture of Inclusiveness

Supporting Rationale

The program is asking for an ongoing budget augmentation of the program's Travel and Conference budget of $1500.00 The program's Director of Clinical Education is required by our accrediting body, Committee for the Accreditation of Respiratory Care programs (CoARC) to regularly visit all of the clinical affiliates of the program. The program rotates students through hospitals in Southern Oregon, Northern Nevada, and the Sacramento area, as well as locally.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 3 - Continuing Education Units

Development of Continuing Education Units (CEU) for Faculty and Program Graduates

Initiatives

Supporting Student, Faculty and Staff Success

Supporting Rationale

The Respiratory Care Program is interested in developing continuing education courses via Blackboard and in face-to-face formats to assist faculty and program graduates in completing the required CEU’s for ongoing licensure. The Committee on the Accreditation of Respiratory Care programs (CoARC) recommended during a recent site visit that the program provide a course for practicing RT’s on preceptorship of students as a tool for demonstrating inter-rater reliability during practicum rotations. The program is required to demonstrate that all persons evaluating students do so in a similar manner (inter-rater reliability) to maintain ongoing program accreditation; providing a course on preceptorship to all of our clinical affiliates, which includes information on student evaluations, would greatly assist the program towards this goal.

The Respiratory Care program is asking for a $2000.00 stipend for the Respiratory Care program faculty member(s) who will be developing and implementing continuing education units. The stipend would be paid after the successful completion and implementation of approximately 4-8 CEU’s.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: No
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 4 - Re-assign time for PD and DCE

Re-assign Time for Program Director and Director of Clinical Education

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success

Supporting Rationale

During the Committee on Accreditation of Respiratory Care programs (CoARC) site visit in 2011, and the Program Review process in the spring of 2013, Validation Teams recommended either the addition of 20% release time for the program's Director of Clinical Education (DCE) or the decrease in the overall workload of the Program Director. The program's DCE spends approximately 200 hours per year completing required functions of the role that are in addition the full-time faculty requirements, including documentation preparation for student clinical experiences and site visits to all clinical facilities. The PD also spends over 200 hours per year on duties associated with this role, such as completion of the Annual Report of Current Status, and surveying all students, faculty and Program Advisory Committee members and reporting of data. The PD is responsible for student advising and student tracking while in the program and after the program. The PD also tracks all credentialing exam scores and student job placement.

The program is proposing that the Director of Clinical Education and the Program Director each receive EITHER a $12, 500 stipend OR a 20% re-assign time.

This is needed to complete their regulatory duties. This would constititute an ongoing budget augmentation of approximatley $12,500 per year, per position.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 5 - Institutionalize Program Assistant Position

Institutionalizing the Allied Health Program Assistant position.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning

Supporting Rationale

Our AH Program Assistant salary is currently 60% grant funded through June of 2015. We would like to see this moved to district funding. The amount of this grant is $33,567 for salary and $17,822 for benefits. This position is crucial to the clerical support of our programs and requires long term stability.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 6 - Institutionalize Lab Technician

District funding / institutionalization and full time status of the Allied Health Laboratory Technician Position.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning

Supporting Rationale

The position of the AH Laboratory Technician is crucial to the management, scheduling and support of the Allied Health programs and skills lab. This position also assists with the heavy workload of the AH Program Assistant. Full time salary would be $37,630 and benefits would be $26,396.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 7 - Purchase of RespiPatient software, mannequin and on sight trainging

Purchase of RespiPatient is the final package needed for our ASL 5000 ventilator management teaching system.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning

Supporting Rationale

RespiPatient® mannequin, software, and on sight training enhances the use of the ASL 5000 Breathing Simulator as a ventilator management teaching system. The software allows instructors to stay in control of the simulation and gives students the full view of patient-ventilator interaction, from vital signs to x-rays, in structured, multi-stage simulations.

RespiPatient Software makes it easy to manage hands on, multi-stage scenarios that engage learners in “clinical storytelling.” Instructors stay in control of the simulation and can amplify effects, challenge learners with unexpected events, or get the simulation back on track to ensure that learning goals are met. Learners review patient and ventilator data, make treatment decisions – and RespiPatient responds.

This system is currently being priced. It's cost is estimated at approximately $18,000.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 8 - UpToDate clinical decision support system

Up to date, library housed, current medical literature consolidating information from related medical articles into evidence-based synopsis for both research and clinical uses.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning

Supporting Rationale

UpToDate® is the premier evidence-based clinical decision support resource, trusted worldwide by healthcare practitioners to help them make the right decisions at the point of care. It is proven to change the way clinicians practice medicine, and is the only resource of its kind associated with improved outcomes.

Medical librarians play a critical leadership role in ensuring that the clinicians in their institution have access to the most current medical literature and best available evidence. UpToDate goes well beyond compiling a list of evidence; we sythesize the latest research with the full body of existing information and make recommendations about how the evidence should be applied at the point of care.

The most trusted and widely used clinical decision support resource in the world, UpToDate has become an essential part of the everyday practice of medicine and is the only evidence-based clinical decision support resource associated with improved outcomes.

Our local physicians and Medical Director involved with our program recommend its use by our students.

We are waiting for further pricing information. It is approximately $5,000.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 9 - Calibration and Maintenance of AI test lung from Michigan Instruments

Allowance for funds to calibrate and update the AI test lung the RT program is currently using.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning

Supporting Rationale

We currently have four test lung units. Three 'DA' units for student / venitlator interaction for adult patients. We also have one 'AI' test lung for use with adult and infant ventilators. The AI needs calibration and updating to be sure it is working properly and show the students the correct information on the ventilator data. Our students rotate through hospitals and need hands on time with ventilators prior to and during their critical care clinical rotations. We beleive it is imperative to have our students learn in the laboratory setting about this ventilator interaction prior to their working with them on a patient in a clinical setting. This is directly related to patient safety.

We are awaiting a quote. It is approxiamtely $5,000.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 10 - Video Equipment and tripod to video tape student scenarios

Purchase of two camcorders and tripods to record simulated student / patient scenarios in our labratory setting.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning

Supporting Rationale

These camcorders and tripods would allow RT faculty to video tape simulated student / patient scenarios in the laboratory setting. They will be used as a learning tool to critique student performance. This will then improve their actual patient interaction ability at the hospital bedside. The RT program sees this as an important tool to promote patient safety.

Each tripod and camcorder will be approximately $450. We are asking for two which will be $900.00

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 11 - Laptops for student assessment

Purchase of 6 additional laptops for the Allied Health Department.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning

Supporting Rationale

The Allied Health Programs at Butte College have computers used for students to complete their simulated board examinations among other uses. There are currently not enough computers for all of the students enrolled in most of our classes. The RT Program is asking to purchase 6 more laptops at $1,200 each. This comes to approximately $7,200 total.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Strategy 12 - Critical Thinking focused entrance examination

Critical thinking focused entry examinations for entering RT students.

Initiatives

Enhancing a Culture of Completion and Academic Achievement
Supporting Student, Faculty and Staff Success
Using Data-Informed Processes for Continuous Improvement
Maximizing Resources to Support Student Learning

Supporting Rationale

The RT program would like to pilot a trial phase for an entry, pre-requisite exam for students entering the RT program. This will be used do determine the level of critical thinking abilities of incoming students which will correlate with their future success in the RT program. The RT program is currently investigating testing options. The extimated cost will be $2,000.

Supporting Rationale Alignment
Supports Previous Program Review Recommendations: Yes
Supports Changes from Student Learning Outcomes Assessment: No

Requested Non-Financial Resources

None.

Current Financial Resources

None

Augmentation Requests

Original Priority	Program, Unit, Area	Resource Type	Account Number	Object Code	One Time Augment	Ongoing Augment
Description	Supporting Rationale		Potential Alternative Funding Sources		Prioritization Criteria
1	RT	Personnel			$0.00	$25,000.00
Release Time for Program Director and Director of Clinical Education	During the Committee on Accreditation of Respiratory Care programs (CoARC) site visit in 2011, and the Program Review process in the spring of 2013 and 2009, Validation Teams recommended either the addition of 20% release time for the program's Director of Clinical Education (DCE) or the decrease in the overall workload of the Program Director. The program's DCE spends approximately 200 hours per year completing required functions of the role that are in addition the full-time faculty requirements, including documentation preparation for student clinical experiences and site visits to all clinical facilities. The PD also spends approximately 200 hours per year on duties associated with this role, such as completion of the Annual Report of Current Status, and surveying all students, faculty and Program Advisory Committee members and reporting of data. The PD is responsible for student advising and student tracking while in the program and after the program. The PD also tracks all credentialing exam scores and student job placement. The program is proposing that the Director of Clinical Education and the Program Director each receive EITHER a $12, 500 stipend OR a 20% re-assign time. This is needed to complete their regulatory duties. This would constitute an ongoing budget augmentation of approximately $12,500 per year, per position.				Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Supports Previous Program Review Recommendations Placing students appropriately, advising them effectively, and ensuring that they have educational plans Reaching the Sustainable Continuous Quality Improvement level on the implementation of Student Learning Outcomes Evaluating standards and goals for course success, retention, degree achievement, certificate completion, transfer, and credentialing annually
2	RT	Operating Expenses			$0.00	$1,500.00
Budget Augmentation for Travel to Out-of-Area Clinical Sites and Conferences	The program is asking for an ongoing budget augmentation of the program's Travel and Conference budget of $1500.00 The program's Director of Clinical Education is required by our accrediting body, Committee for the Accreditation of Respiratory Care programs (CoARC) to regularly visit all of the clinical affiliates of the program. The program rotates students through hospitals in Southern Oregon, Northern Nevada, and the Sacramento area, as well as locally.				Resolving health, life, and safety issues Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Reaching the Sustainable Continuous Quality Improvement level on the implementation of Student Learning Outcomes
3	RT	Equipment			$5,000.00	$0.00
Calibration and Maintenance of AI test lungs from Michigan Instruments	We currently have four test lung units. Three 'DA' units for student / venitlator interaction for adult patients. We also have one 'AI' test lung for use with adult and infant ventilators. The AI needs calibration and updating to be sure it is working properly and show the students the correct information on the ventilator data. Our students rotate through hospitals and need hands on time with ventilators prior to and during their critical care clinical rotations. We beleive it is imperative to have our students learn in the laboratory setting about this ventilator interaction prior to their working with them on a patient in a clinical setting. This is directly related to patient safety. We are awaiting a quote. It is approxiamtely $5,000.		Career and Technical Education - Perkins		Resolving health, life, and safety issues Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals
4	RT	Equipment			$18,000.00	$0.00
Purchase of RespiPatient software, mannequin and on sight trainging	RespiPatient® mannequin, software, and on sight training enhances the use of the ASL 5000 Breathing Simulator as a ventilator management teaching system. The software allows instructors to stay in control of the simulation and gives students the full view of patient-ventilator interaction, from vital signs to x-rays, in structured, multi-stage simulations. RespiPatient Software makes it easy to manage hands on, multi-stage scenarios that engage learners in “clinical storytelling.” Instructors stay in control of the simulation and can amplify effects, challenge learners with unexpected events, or get the simulation back on track to ensure that learning goals are met. Learners review patient and ventilator data, make treatment decisions – and RespiPatient responds. This system is currently being priced. It's cost is estimated at approximately $18,000.		Career and Technical Education - Perkins		Resolving health, life, and safety issues Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals Reaching the Sustainable Continuous Quality Improvement level on the implementation of Student Learning Outcomes
5	RT	Equipment			$7,200.00	$0.00
Laptops for student assessment	The Allied Health Programs at Butte College have computers used for students to complete their simulated board examinations among other uses. There are currently not enough computers for all of the students enrolled in most of our classes. The RT Program is asking to purchase 6 more laptops at $1,200 each. This comes to approximately $7,200 total.		Career and Technical Education - Perkins		Resolving health, life, and safety issues Addressing a shortfall identified during Student Learning (or administrative unit) Outcomes Assessment Supports Previous Program Review Recommendations Maintaining core programs and services
6	RT	Equipment			$900.00	$0.00
Video Equipment and tripod to video tape student scenarios	These camcorders and tripods would allow RT faculty to video tape simulated student / patient scenarios in the laboratory setting. They will be used as a learning tool to critique student performance. This will then improve their actual patient interaction ability at the hospital bedside. The RT program sees this as an important tool to promote patient safety. Each tripod and camcorder will be approximately $450. We are asking for two which will be $900.00		Career and Technical Education - Perkins		Resolving health, life, and safety issues Maintaining core programs and services Supports Previous Program Review Recommendations
7	RT	Equipment			$5,000.00	$0.00
UpToDate clinical decision support system	UpToDate® is the premier evidence-based clinical decision support resource, trusted worldwide by healthcare practitioners to help them make the right decisions at the point of care. It is proven to change the way clinicians practice medicine, and is the only resource of its kind associated with improved outcomes. Medical librarians play a critical leadership role in ensuring that the clinicians in their institution have access to the most current medical literature and best available evidence. UpToDate goes well beyond compiling a list of evidence; we sythesize the latest research with the full body of existing information and make recommendations about how the evidence should be applied at the point of care. The most trusted and widely used clinical decision support resource in the world, UpToDate has become an essential part of the everyday practice of medicine and is the only evidence-based clinical decision support resource associated with improved outcomes. Our local physicians involved with our program recommend its use by our students. We are waiting for further pricing information. It is approximately $5,000.		Career and Technical Education - Perkins		Resolving health, life, and safety issues Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals
8	RT	Personnel			$1,000.00	$0.00
Collaboration with Nursing and Paramedic Programs on Clinical Simulation Development	The ADN, Paramedic, and Respiratory Care programs are interested in developing clinical simulations that involve students from each of these programs, utilizing our current technology in this area. 4th semester nursing and respiratory students, along with 2nd semester paramedic students would be managing the care of a simulated patient from the pre-hospital scene to the emergency department of a hospital and beyond. The development of clinical simulations that involves so many facets of clinical care will require extensive time to plan, build and implement outside of the faculty’s normal workloads. The Respiratory Care program is asking for a $1000.00 stipend for the Respiratory Care program faculty member who will be collaborating with the nursing and paramedic instructors in the development of these extensive clinical simulations. The stipend would be paid after the successful completion and implementation of a collaborative clinical simulation.		Career and Technical Education - Perkins		Resolving health, life, and safety issues Maintaining core programs and services Supports Previous Program Review Recommendations Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals
9	RT	Personnel			$2,000.00	$0.00
Development of Continuing Education Units (CEU) for Faculty and Program Graduates	The Respiratory Care Program is interested in developing continuing education courses via Blackboard and in face-to-face formats to assist faculty and program graduates in completing the required CEU’s for ongoing licensure. The Committee on the Accreditation of Respiratory Care programs (CoARC) recommended during a recent site visit that the program provide a course for practicing RT’s on preceptorship of students as a tool for demonstrating inter-rater reliability during practicum rotations. The program is required to demonstrate that all persons evaluating students do so in a similar manner (inter-rater reliability) to maintain ongoing program accreditation; providing a course on preceptorship to all of our clinical affiliates, which includes information on student evaluations, would greatly assist the program towards this goal. The Respiratory Care program is asking for a $2000.00 stipend for the Respiratory Care program faculty member(s) who will be developing and implementing continuing education units. The stipend would be paid after the successful completion and implementation of approximately 4-8 CEU’s.		Career and Technical Education - Perkins		Resolving health, life, and safety issues Maintaining core programs and services Supports Previous Program Review Recommendations Placing students appropriately, advising them effectively, and ensuring that they have educational plans
10	RT	Operating Expenses			$2,000.00	$0.00
Critical Thinking focused entrance examination	The RT program would like to pilot a trial phase for an entry, pre-requisite exam for students entering the RT program. This will be used do determine the level of critical thinking abilities of incoming students which will correlate with their future success in the RT program. The RT program is currently investigating testing options. The extimated cost will be $2,000.		Career and Technical Education - Perkins		Resolving health, life, and safety issues Maintaining core programs and services Supports Previous Program Review Recommendations
11	RT	Personnel			$0.00	$64,026.00
Institutionalize Lab Technician	The position of the AH Laboratory Technician is crucial to the management, scheduling and support of the Allied Health programs and skills lab. This position also assists with the heavy workload of the AH Program Assistant. Full time salary would be $37,630 and benefits would be $26,396.				Resolving health, life, and safety issues Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals
12	RT	Personnel			$0.00	$51,389.00
Institutionalize Program Assistant Position	Our AH Program Assistant salary is currently 60% grant funded through June of 2015. We would like to see this moved to district funding. The amount of this grant is $33,567 for salary and $17,822 for benefits. This position is crucial to the clerical support of our programs and requires long term stability.				Resolving health, life, and safety issues Maintaining core programs and services Directly supporting meeting department standards/goals for student achievement and/or supporting the college in meeting its student achievement standards and/or goals