East Los Angeles College/Santa Monica College RT Program
Critical Care Monitoring and Diagnostics
Course Schedule: Spring 2015, Tuesdays Lecture Hours 1:30pm to 4:40pm, Classroom: B1-114
Professor/Instructor: Michael Haines, MPH, RRT-NPS, AE-C
Office Hours: Tuesday 11:00am-1:00pm or by appointment Location: C2-126A
Contact Information: Hainesms@elac.edu Office Number: 323-625-8711
T
his course presents current techniques of monitoring the critically ill adult patient. This includes
electrocardiography, cardiovascular/hemodynamic monitoring, capnography and pulmonary function testing.
Cardiovascular pharmacology and common approaches to supporting the unstable intensive care patient is
presented. Advanced Cardiac Life Support (ACLS) algorithms for treatment of the patient with acute coronary
syndrome and other related disorders are reviewed.
Student Learning Objectives
Functioning
a respiratory
therapist
the
student
will
1.1. Functioning
asas
a respiratory
therapist
the
student
will
be
able
to
interpret
their
patients
pulmonary
function
be able to interpret their patients pulmonary function
data
assist
making
appropriate
data
toto
assist
inin
making
appropriate
recommendations
recommendations
for
respiratory
care
(as
for respiratory care plans (as assessed
byplans
written
assessed
by
written
exams
which
include
case
study
exams which include case study data).
data).
2. Functioning
as a critical care respiratory therapist the
2. student
Functioning
as a critical
care
respiratory therapist
the
will assess
patient’s
electrocardiographic
and
student
will
assess
patient’s
electrocardiographic
and
hemodynamic data to assist in making appropriate
hemodynamic data
assist in making
appropriate
recommendations
forto
respiratory
care interventions
recommendations
for
respiratory
care
interventions
(as assessed by written exams which include
case study
(as
assessed
by
written
exams
which
include
case
data).
study data).
3. Function
as a critical care respiratory therapist the
3. student
Function
a critical
care respiratory
therapist
willasprovide
appropriate
respiratory
carethe
student
will
provide
appropriate
respiratory
care
interventions on patients who require advanced
life
interventions
on
patients
who
require
advanced
life
support (as assessed by written exams which include
support
(as
assessed
by
written
exams
which
include
case study data).
case study data).
Upon Completion of the course students will be able to:
Demonstrate
knowledge
of the
electrophysiology
of
  Demonstrate
knowledge
of the
electrophysiology
of the
the
heart,
including
identification
of
the
lethal
and
heart, including identification of the lethal and nonlethal
nonlethalasarrhythmias
by the ACLS
arrhythmias
defined by as
thedefined
ACLS committee
of the
committee
of
the
American
Heart
Association.
American Heart Association.
Describe
proper
of artificial
airway
adjuncts
  Describe
the the
proper
useuse
of artificial
airway
adjuncts
in in
ACLS.
Identify
the
appropriate
sequence
of
action
ACLS. Identify the appropriate sequence of action
followed
to apply
most
common
ACLS
treatment
followed
to apply
the the
most
common
ACLS
treatment
algorithms.
algorithms.
Demonstrate
knowledge
of the
pharmacology
  Demonstrate
knowledge
of the
pharmacology
associated
associated
with
ACLS
and
intensive
care
of
the
patient
with ACLS and intensive care of the patient with cardiac
with
cardiac
instability.
.
instability. .
Interpret
hemodynamic
typically
obtained
  Interpret
hemodynamic
datadata
typically
obtained
through
through
monitoring
of
patients
through
use of a PA
monitoring of patients through use of a PA catheter.
catheter.

Compare
and contrast measured and calculated
 hemodynamic
Compare and
contrast
measured
andpatient
calculated
data
typically
seen in the
with
hemodynamic
data
typically
seen
in
the
patient with
cardiovascular and pulmonary disorders. Use
cardiovascular
pulmonary
disorders.
Use
hemodynamic
dataand
to assist
in making
recommendations
hemodynamic
data
to
assist
in
making
related to the respiratory care management of critical
related to the respiratory care
carerecommendations
patients.
management
of
critical
care
patients.

Interpret pulmonary function
tests
to assist in the
 diagnosis
Interpret
pulmonary
function
tests
to assist in and
the
of patients with obstructive, restrictive,
diagnosis
of
patients
with
obstructive,
restrictive,
and
mixed pulmonary disorders.
mixed pulmonary disorders.
East Los Angeles College/Santa Monica College RT Program
Textbooks:
REQUIRED: Respiratory Care Anatomy
and Physiology ,3rd Edition:
By Will Beachey, PhD, RRT, FAARC
ISBN: 9780323078665
RECOMMENDED: Advanced Cardiovascular Life Support Provider Manual 2010
http://ebooks.heart.org/product/adva
nced-cardiovascular-life-support
A large amount of reading will be assigned to the Journal “Circulation”. This is a supplement to the AHA Journal
and is available to be read “on-line” or students may elect to download and print the free and available PDF files of
the assigned reading. Additional handouts will be given and are required reading.
Additional reading and class information can be found on: www.respiratorytherapyfiles.net
I believe that a teacher must have an altruistic desire to educate others. With this passion, I believe teachers have
the ability of impacting and changing lives. I enjoy breaking down material and explaining it in a manner that is
understandable to students. I believe learning is done through task oriented exercises that emphasize relatedness
to a student’s future career. My goal is to emphasize the importance of cognitive learning while taking into
consideration a student’s potential non-cognitive barriers. I believe teachers must adapt teaching techniques
towards varying learning styles as well and cultural differences. I very much try to vary how I teach, by using
multimedia, small groups, lectures and discussions.
I am committed to teaching; as such I will sacrifice my time and effort to pursue knowledge relevant to my chosen
profession. I am also motivated in my commitment to my students in order to enhance my profession. I believe
that educating future respiratory therapists in a highly competent and effective way enhances patient advocacy
efforts. My ultimate mission is to contribute to the healthcare needs of the community by preparing highly
competent healthcare practitioners. To accomplish this, it is my task and obligation to set high consistent
standards for my students. By expecting excellence and giving tools to achieve this through effective teaching one
can expect excellence.
East Los Angeles College/Santa Monica College RT Program
Lecture Schedule (subject to change) you are highly encouraged to read ahead!
WEEK
1
DATE
2/10
TOPIC
Class introduction/Orientation,
Introduction to Cardiac Electrophysiology
READING and HW ASSIGNMENT
Handouts; Beachey Ch: 17. Functional Anatomy of the
Cardiovascular System Ch 18. Cardiac Electrophysiology
HW: Outline Ch. 17-18 due 2/24
Ch 18. Cardiac Electrophysiology
Ch 19. The Electrocardiogram and Cardiac Arrhythmias
Handouts;
Ch. 19. The Electrocardiogram and Cardiac Arrhythmias
HW: ECG practice strips due 3/03
Handouts; AHA journal
HW: 3-4 page paper with references on the indications for ETCO2
monitoring, include functionality of capnography due 3/17
Handouts, AHA Journal
2
2/17
Cardiac Electrophysiology and ECG’s
3
2/24
4
3/03
The Electrocardiogram and Cardiac
Arrhythmias
QUIZ 1
ECG’s Continued, Non-Invasive CO2
Monitoring
5
3/10
ACLS Pharmacology I
6
3/17
7
3/24
ACLS Pharmacology II
QUIZ 2
Mid-Term Examination, Intro to
Hemodynamic Monitoring
8
3/31
Cesar Chavez Day
No Class
Handouts, Beachey Ch: 20. Control of Cardiac Output and
Hemodynamics.
HW: Outline Ch. 20 due 4/14
Handouts, Beachey Ch: 20. Control of Cardiac Output and
Hemodynamics.
9
4/07
Spring Break
No Class
Handouts, Beachey Ch:
20. Control of Cardiac Output and Hemodynamics.
10
4/14
ICU and Procedure Sedation and Analgesia
Labs
11
4/21
Hemodynamic Monitoring 1
12
4/28
Hemodynamic Monitoring 2
13
5/05
14
5/12
15
5/29
16
5/26
17
6/02
Hemodynamic Monitoring 3
QUIZ 3
Interpretation of Pulmonary Function
Testing: Spirometry
Interpretation of Pulmonary Function
Testing: Diffusion Capacity
Final Exam Review
QUIZ 4
FINAL EXAM
Handouts, Beachey Ch: 20. Control of Cardiac Output and
Hemodynamics.
HW: 3-4 page paper with references on the indications for
hemodynamic monitoring, include pertinent conditions Due 4/28
Handouts, Beachey Ch: 20. Control of Cardiac Output and
Hemodynamics.
Handouts, Beachey Ch: 20. Control of Cardiac Output and
Hemodynamics.
Handouts, Beachey Ch: 5. Pulmonary Function Measurements
Handouts, AHA Journal
Handouts, Beachey Ch 5. Pulmonary Function Measurements
All previous reading
HW: Create a study guide/outline Due 6/02
All previous reading
East Los Angeles College/Santa Monica College RT Program
THE FOLLOWING LINKS WILL TAKE YOU TO AHA Required Reading
http://www.circ.ahajournals.
org/content/122/16_suppl_2/
S345.full.pdf+html?sid=7b646
e85-180f-48a0-bc79cbc9f87b2c87
http://www.circ.ahajournals.
org/content/122/16_suppl_2/
S250.full.pdf+html?sid=aaa3d
15a-46bd-4f7b-bf362f35863a15c2
Grading Rubric
NOTE: PASSING GRADE IN ALL
RT CLASSES IS 75%
Quizzes (25 points each x 4)
Homework (10 points each x 7)
Mid Term
Final Exam
Total
Points
100
70
100
100
370
Attendance is vital for your success in this class. Quizzes given along with HW will not be accepted late.
Research for HW assignments should include scholarly journals, articles, textbooks and respiratory association
websites such as AARC.org, Respiratory Care Journal, American Heart Association Circulation…
Your participation in class is greatly appreciated and encouraged!
Grading Guidelines
 Exams: There will be one midterm, and one final exam. The exams will be 100 questions each.

Quizzes: may be given at any time, with or without notice. Absence on the day of a quiz will result in a
grade of 0% for that quiz. No remediation of quizzes will be given. Quizzes are 25 questions each.

Homework will be given frequently. Late or partial assignments will not be accepted. Your HW must be
typed, or written neatly if the homework is given on a Work Sheet. Your assignments must be original and
come from YOU. You must site your sources, unless the assignment comes directly from the textbook.
PLEASE USE APA FORMAT.

APA format
The link below points to a compilation of examples of citations for various resources you may be using in
your research. Research relies on proper citation formatting. Although there are other citation
conventions, the American Psychological Association (APA) is most commonly used in social
science research. Examples of APA 6.0 Formatting
East Los Angeles College/Santa Monica College RT Program


Final Examination for the semester will be graded as any other examination. However, the final
examination will be a comprehensive examination encompassing all information presented during the
semester.
Make-up Work: No make-up work, projects, assignments or tests are accepted. All work must be
completed by the end of each module except in situations deemed appropriate by the professor.
Conduct Policy – Professional Behavior
Enrollment in the College carries with it obligations of conduct, both in the classroom and the clinical site. Students
entering the field of Respiratory Care are expected to maintain the highest standards of personal integrity and
conduct themselves in a manner that credits themselves, the College and the profession.
 Academic Dishonesty
o Cheating - Using unauthorized notes, study aids, or information from another student or
student's work or examination
o Plagiarism - Submitting work that in part or whole is not entirely the student's own, without
attributing such portions to their correct sources
o Fabrication - Presenting data in work that were not gathered in accordance with the guidelines
defining the appropriate methods of collecting or generating data and failing to include a
substantially accurate account of the method by which the data were produced or collected
o Aiding or abetting dishonesty - Providing material or information to another person with the
knowledge that it will be used improperly
Please recognize that professional behavior while in the public arena is required. This is a place for you to learn
both about your profession and the behavior that will be expected of you. You are expected to show initiative and
positive motivation to learn, as well as a positive attitude towards your school environment.
Students are expected to conduct themselves in a manner conducive to learning and that also promotes the
learning of others. Any insubordination to staff, faculty, students, or guests, plagiarism, cheating, abuse (physical
or verbal), use of intoxicating liquor or drugs, theft, or malicious destruction of school property, or any other act of
this nature may be grounds for suspension or termination.
Grading Rubric for Written Assignments
Dimension
Sophisticated (A paper)
Competent (C-B paper)
Needs Work (Below C)
Introduction
Position and exceptions, if any, are
clearly stated. Organization of the
argument is completely and clearly
outlined and implemented. 4-5 pts
Research selected is highly relevant to
the argument, is presented accurately
and completely – the method, results,
and implications are all presented
accurately; Theory is relevant,
accurately described and all relevant
components are included; relationship
between research and theory is clearly
articulated and accurate.
8– 10 pts
Conclusion is clearly stated and
connections to the research and
position are clear and relevant. The
underlying logic is explicit.
4-5 pts
Position is clearly stated. Organization of
argument is clear in parts or only partially
described and mostly implemented. 2-3 pts
Position is vague. Organization of argument is
missing, vague, or not consistently maintained.
0-1 pts
Research is relevant to the argument and is
mostly accurate and complete – there are
some unclear components or some minor
errors in the method, results or implications.
Theory is relevant and accurately described,
some components may not be present or are
unclear. Connection to theory is mostly clear
and complete, or has some minor errors. 5 –
7 pts
Research selected is not relevant to the
argument or is vague and incomplete –
components are missing or inaccurate or
unclear. Theory is not relevant or only relevant
for some aspects; theory is not clearly
articulated and/or has incorrect or incomplete
components. Relationship between theory
and research is unclear or inaccurate, major
errors in the logic are present.
0 – 4 pts
Conclusion may not be clear and the
connections to the research are incorrect or
unclear or just a repetition of the findings
without explanation. Underlying logic has
major flaws; connection to position is not
Research
and
References
Conclusions
Conclusion is clearly stated and connections
to research and position are mostly clear,
some aspects may not be connected or minor
errors in logic are present. 2-3 pts
East Los Angeles College/Santa Monica College RT Program
Writing
Paper is coherently organized and the
logic is easy to follow. There are no
spelling or grammatical errors and
terminology is clearly defined. Writing
is clear and concise and persuasive.
References are used correctly. No
plagiarism. 4-5 pts
Paper is generally well organized and most of
the argument is easy to follow. There are only
a few minor spelling or grammatical errors, or
terms are not clearly defined. Writing is
mostly clear but may lack conciseness. Minor
reference mistakes, no obvious plagiarism. 23 pts
clear.
Paper is poorly organized and difficult to read
– does not flow logically from one part to
another. There are several spelling and/or
grammatical errors; technical terms may not
be defined or are poorly defined. Writing lacks
clarity and conciseness. Referencing done
incorrectly, signs of plagiarism. 0-1 pts