Survey of research problems, methods and designs utilized in respiratory care, with emphasis on data collection, analysis and presentation.
Evaluation of evidence-based practices is a hallmark of high-quality respiratory care. Conducting and interpretation of research is a vital component of being a healthcare professional. As our patients become more complex; improved ways of caring for them are needed to continue to advance the science and art of respiratory care.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Explain the importance of research to the profession of Respiratory Care.
- Explain the role of ethics in research design and implementation.
- Obtain a certificate of completion for the National Institutes of Health online course “Protecting Human Subjects.”
- Explain and evaluate the several scientific methods used within the Respiratory Therapy community.
- Create a research proposal with hypothesis generation and plan of execution.
Program Learning Outcomes
The below are the Respiratory Therapy Program Learning Outcomes (PLO).
- Comprehend, apply, and evaluate clinical information relevant to their roles as a registered respiratory therapist (cognitive domain).
- Perform the technical skills necessary to fulfill their role as a registered respiratory therapist (psychomotor domain).
- Demonstrate professional behavior consistent with clinical rotation site expectations as a registered respiratory therapist (affective domain).
- Utilize critical thinking/problem solving skills to develop the best patient treatment for those suffering from cardiopulmonary disease.
- Integrate the biblical worldview into all aspects of respiratory therapy.
Upon successful completion of this course, the student will have been introduced to PLO #4, emphasized #1 and #3, and reinforced #5.
Textbook readings and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Discussions are collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided prompt. The student will complete 1 Discussion and 3 Peer-Review Discussions in this course. Additionally, the student will provide feedback to one other student. The Discussion is a space for academic exchanges for the assigned topic. As the student receives feed-back on the R21 Research Proposal, he or she should leverage this information to improve the final submission. Please check for proper and exacting punctuation, spelling, and grammar. In addition, the student must reference all outside sources in correct citation format. It is crucial that all participants maintain a high regard for proper decorum in the Discussion.
CITI Training Module Assignment
The CITI Program has become the standard in biomedical and health science research education. CITI training is often required by all institutions that perform biomedical and health science research and is good for 5 years. By completing CITI training within this course, the student will be successfully fulfilling this requirement.
R21 Research Proposal Assignment
The R21 Research Proposal Assignment is designed to instruct through application of research principles and planning. From Module 5: Week 5 to Module 8: Week 8 the student will take several sections required to build a proper NIH R21 proposal. Each Module: Week the student will submit the assigned sections to the Peer-Review Discussion for peer feedback. After providing and receiving peer review, the student will improve their research proposal to be submitted at the end of the semester.
The quizzes are designed to test the student’s knowledge of what he or she read from the assigned Chatburn text chapters.
Each quiz is open book and notes. You will have 20 minutes to answer 20 multiple choice questions.