Fundamentals of Respiratory Care Research – RESP 430

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

Course Description

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:

    1. Explain the importance of research to the profession of Respiratory Care.
    2. Explain the role of ethics in research design and implementation.
    3. Obtain a certificate of completion for the National Institutes of Health online course “Protecting Human Subjects.”
    4. Explain and evaluate the several scientific methods used within the Respiratory Therapy community.
    5. Create a research proposal with hypothesis generation and plan of execution.

Program Learning Outcomes

The below are the Respiratory Therapy Program Learning Outcomes (PLO).

    1. Comprehend, apply, and evaluate clinical information relevant to their roles as a registered respiratory therapist (cognitive domain).
    2. Perform the technical skills necessary to fulfill their role as a registered respiratory therapist (psychomotor domain).
    3. Demonstrate professional behavior consistent with clinical rotation site expectations as a registered respiratory therapist (affective domain).
    4. Utilize critical thinking/problem solving skills to develop the best patient treatment for those suffering from cardiopulmonary disease.
    5. 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.

Course Assignment

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 Module/Week 1.

Quizzes (2)

The quizzes are designed to test the student’s knowledge of what he or she read from assigned Chatburn text chapters.

Each quiz is open book and notes. You will have 20 minutes to answer 20 multiple choice questions.

CITI Training Modules

CITI Program Biomedical & Health Sciences Research, 12 modules in which the student must earn an 80% or higher. 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.

Discussion Board Forums (3)

Discussion boards are collaborative learning experiences. Three discussion boards will be designed to provide peer review of the aspect of the R21 Grant Proposal. Therefore, the student is required to provide a thread in response to the provided prompt for each forum. Additionally, the student will provide feedback to one other student. The Discussion Board is a space for academic exchanges for the assigned topic. As the student receives feed-back on the R21 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 Board. A grading rubric for Discussion Board responses is provided.

Respiratory Therapy Resources

R21 Research Proposal

The R21 Research proposal assignment is designed to instruct through application of research principles and planning. From week 5 to week 8 the student will take several sections required to build a proper NIH R21 proposal. Each week the student will submit the assigned sections to the discussion board 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.