RESPIRATORY CARE 322
Clinical Practice VI
May 22 to June 30, 2006 (6 Weeks)
Program Expectations
RESP 322 is the final clinical practicum for senior (second year) students which started
in August, 2004.
1.
2.
Students have completed their didactic education and passed with
a C or higher grade all required lecture and lab courses.
Students have completed four clinical courses: Spring, 2005 (with
KCC faculty-floor therapy), Summer 2005 (with clinical
preceptors—floor therapy and ICU), Fall 2005 (neonatal/pediatric
Rotation), and Spring 2006 (diagnostic rotation).
At this stage of their education, they are expected to be job ready as an entry-level
Respiratory Care practitioner at the end of the 6-week internship. Entry-level means:
1.
2.
the student consistently and efficiently provides quality care with simple
or complex patients and in a variety of clinical environments (floor, ICU,
ER, Code 500) under the supervision of a practicing Respiratory Therapist.
the student, under the supervision of a practicing Respiratory Therapist,
usually needs no further guidance or supervision except when addressing
new or complex problems.
Clinical instructors will evaluate students based on the following 5 criteria:
1. quality of care: degree of skill or competence demonstrated; a student might
demonstrate a range of performance from “limited skill” to “highly skilled”.
Limited skill means that the student requires guidance and cuing to complete
the skill or task. Highly Skilled means the students requires little or no
guidance.
2. supervision/guidance required: the level and extent of assistance required
by the student to achieve entry-level performance. A student is expected to
progress from full-time monitoring or cuing for assistance to independent
performance (with consultation from the clinical instructor). Supervision
If you have any questions regarding anything discussed on this outline, place contact
Director of Clinical Education Aaron Koseki: phone 734-9224 or email
akoseki@hawaii.edu.
may vary depending on the complexity of the patient (acuity level) or the
environment (Code 500, ER).
3. consistency of performance: how often or frequently does the student
demonstrate the desired level of care? As the student progresses through the
internship, quality performance is expected to progress from infrequently to
routinely.
4. Complexity of task/environment: multiple needs or requirements of the
patient or the environment in which the student provides patient care. As the
student progresses through the internship, the complexity of
tasks/environment should increase—with less control of the situation by the
clinical instructor.
5. Efficiency of performance: the ability to perform in a timely and costeffective manner. As the student progresses through the internship,
efficiency should progress from a high expenditure of time and effort to being
economical and timely. A student with “limited skill” would perform with
low time efficiency (inefficient = slow). The goal of the internship is that
students will perform with “high skills” and high time efficiency (efficient =
timely).
It is expected that after demonstration and guidance during the first clinical day (8 or 12
hours), the student will start independent (clinical instructor still around) treatment of
floor/ICU patients during the subsequent clinical days.
1. Patient load during the 2nd week should increase. By the 4th week, the student
should be at a skill level where the clinical instructor can feel comfortable
assigning the student his/own case load. Independent practice is the goal
(with the clinical instructor still around).
2. The Respiratory Care program is looking for independent, safe, and effective
treatment and progression in all of the 5 criteria.
3. Along with the 5 criteria, professionalism (e.g., always showing up on time,
patient advocacy), ethical and legal practice, initiative, problem solving,
critical thinking and taking responsibility for his/her own education are all
requirements for graduating from the Respiratory Care program.
4. Students are encouraged to discuss “new” or “different” ways of treatment
not previously taught in school. They should feel comfortable engaging in
those professional discussions that indicate they are problem solving and not
just following directions. As long as the therapy/intervention is safe and
effective, then it is just another way of doing things.
If you have any questions regarding anything discussed on this outline, place contact
Director of Clinical Education Aaron Koseki: phone 734-9224 or email
akoseki@hawaii.edu.
Clinical instructors are expected to complete weekly evaluations with the student
(signed and faxed to the program Director of Clinical Education). A mid-term (3rd or 4th
week) evaluation together with the Director of Clinical Education is also required.
There is also a final evaluation of student performance during the 6th week of internship.
It can be very hard to give students objective, constructive guidance to improve their
skills and performance. A good, general guide to assessing the student’s readiness to
enter the job market is to ask these questions:
1. Would I be able to give this student a favorable reference for a position in my
department?
2. If my department were hiring new therapists, would I hire this student when
he/she graduates?
3. If I were working along side this student, would it be a positive experience?
4. Would I let this student treat my mother, my child, my relative?
If you have any questions regarding anything discussed on this outline, place contact
Director of Clinical Education Aaron Koseki: phone 734-9224 or email
akoseki@hawaii.edu.