RT 30 Critical Care
Monitoring
Change your thoughts and
you change your world.
-Norman Vincent Peale
Course Syllabus
Course Schedule: Spring 2016
This course presents current techniques of monitoring
Tuesdays Lecture Hours 1:30pm to 4:40pm
the critically ill adult patient. This includes
Classroom: B1-114
electrocardiography, cardiovascular/ hemodynamic
Professor: Michael Haines, MPH, RRT-NPS, AE-C
monitoring,
Office Hours: Tuesday 11am-1pm or by appointment
capnography and
Location: C2-126A
pulmonary function
Contact Information: Hainesms@elac.edu
testing. Cardiovascular
Office Number: 323-265-8711
pharmacology and
Prerequisites: Respiratory Therapy 6
common approaches to
Website: www.respiratorytherapyfiles.net
supporting the unstable
intensive care patient is
Student Learning Objectives
1. Functioning as a respiratory therapist the student
will be able to interpret their patients pulmonary
function data to assist in making appropriate
recommendations for respiratory care plans (as
assessed by written exams which include case
study data).
2.
algorithms for treatment of the patient with acute
coronary syndrome and other related disorders are
reviewed.
Upon Completion of the course students will be able to:
 Demonstrate knowledge of the electrophysiology
Functioning as a critical care respiratory therapist
of the heart, including identification of the lethal
the student will assess patient’s
and nonlethal arrhythmias as defined by the
electrocardiographic and hemodynamic data to
ACLS committee of the American Heart
assist in making appropriate recommendations
Association.
for respiratory care interventions (as assessed by
3.
presented. Advanced Cardiac Life Support (ACLS)

Describe the proper use of artificial airway
written exams which include case study data).
adjuncts in
Function as a critical care respiratory therapist the
ACLS. Identify
student will provide appropriate respiratory care
the
interventions on patients who require advanced
appropriate
life support (as assessed by written exams which
sequence of
include case study data).
action
followed to
apply the most
common
ACLS
treatment algorithms.

Demonstrate knowledge of the pharmacology
associated with ACLS and intensive care of the
patient with cardiac instability.

http://ebooks.heart.org/product/ad
anced-cardiovascular-life-support
Describe the respiratory therapists’ role in
assisting with patients receiving procedural
sedation for common diagnostic and therapeutic
procedures. Identify the uses and limitations of
capnography in monitoring critically ill patients.




Interpret hemodynamic data typically
obtained through monitoring of patients
through use of a PA catheter.
Compare and contrast measured and
calculated hemodynamic data typically seen
in the patient with cardiovascular and
pulmonary disorders.
Use hemodynamic data to assist in making
recommendations related to the respiratory
care management of critical care patients.
Interpret pulmonary function tests to assist
in the diagnosis of patients with obstructive,
restrictive, and mixed pulmonary disorders.
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
THE FOLLOWING LINKS WILL TAKE YOU TO AHA
Required Reading
Literary Goal:
 Metacognitive reading skills using small
discussion groups.
 Understanding algorithm sequencing.
http://www.circ.ahajou
Textbooks:
f+html?sid=7b646e85-
rnals.org/content/122/1
6_suppl_2/S345.full.pd
180f-48a0-bc79cbc9f87b2c87
REQUIRED: Respiratory Care Anatomy
and Physiology ,3rd Edition:
By Will Beachey, PhD, RRT, FAARC
ISBN: 9780323078665
http://www.circ.ahajou
rnals.org/content/122/1
6_suppl_2/S250.full.pdf
+html?sid=aaa3d15a-
RECOMMENDED: Advanced Cardiovascular Life
Support Provider Manual 2010
46bd-4f7b-bf362f35863a15c2
respiratory therapists in a highly competent and
effective way enhances patient advocacy efforts. My
ultimate mission is to contribute to the healthcare
Teaching Philosophy
needs of the community by preparing highly
competent healthcare practitioners. To accomplish
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
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.
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
Grading Rubric
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
PASSING GRADE
IN ALL RT
Points
CLASSES IS 75%
and cultural differences. I very much try to vary
Quizzes (25 points
how I teach, by using multimedia, small groups,
each x 4)
lectures and discussions.
Homework
(10
100
70
points each x 7)
I am committed to teaching; as such I will sacrifice
Mid Term
100
my time and effort to pursue knowledge relevant to
Final Exam
100
my chosen profession. I am also motivated in my
Total
370
commitment to my students in order to enhance my
profession.
I
believe
that
educating
future

Attendance is vital for your success in this class.
Quizzes given along with HW will not be accepted late.
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
Research for HW assignments should include scholarly
situations deemed appropriate by the professor.
journals, articles, textbooks and respiratory association
Conduct Policy – Professional Behavior
websites such as AARC.org, Respiratory Care Journal,
Enrollment in the College carries with it obligations of
American Heart Association Circulation…
conduct, both in the classroom and the clinical site.
Your participation in class is greatly appreciated and
Students entering the field of Respiratory Care are
encouraged!
expected to maintain the highest standards of personal
Grading Guidelines
integrity and conduct themselves in a manner that
 Exams: There will be one midterm, and one final
credits themselves, the College and the profession.
 Academic Dishonesty
exam. The exams will be 100 questions each.
 Quizzes: may be given at any time, with or without
o
Cheating - Using unauthorized notes, study aids,
notice. Absence on the day of a quiz will result in a
or information from another student or student's
grade of 0% for that quiz. No remediation of quizzes
work or examination
o
will be given. Quizzes are 25 questions each.
Plagiarism - Submitting work that in part or
 Homework will be given frequently. Late or partial
whole is not entirely the student's own, without
assignments will not be accepted. Your HW must be
attributing such portions to their correct sources
typed, or written neatly if the homework is given on a
o
Fabrication - Presenting data in work that were
Work Sheet. Your assignments must be original and
not gathered in accordance with the guidelines
come from YOU. You must site your sources, unless
defining the appropriate methods of collecting or
the assignment comes directly from the textbook.
generating data and failing to include a
PLEASE USE APA FORMAT.
substantially accurate account of the method by
 APA format
which the data were produced or collected
The link below points to a compilation of examples of
o
Aiding or abetting dishonesty - Providing
citations for various resources you may be using in
material or information to another person with
your research. Research relies on proper citation
the knowledge that it will be used improperly
formatting. Although there are other citation
conventions, the American Psychological Association
Please recognize that professional behavior while in the
(APA) is most commonly used in social
public arena is required. This is a place for you to learn
science research. Examples of APA 6.0 Formatting
both about your profession and the behavior that will be
 Final Examination for the semester will be graded as
expected of you. You are expected to show initiative and
any
other
examination.
However,
the
final
examination will be a comprehensive examination
positive motivation to learn, as well as a positive attitude
towards your school environment.
encompassing all information presented during the
semester.
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,
destruction of school property, or any other act of this
or guests, plagiarism, cheating, abuse (physical or verbal),
nature may be grounds for suspension or termination.
use of intoxicating liquor or drugs, theft, or malicious
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 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
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. 2-3 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 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
Research
and
References
Conclusions
Writing
Lecture Schedule (subject to change) You are highly encouraged to read ahead!
TOPIC
READING and HW ASSIGNMENT
Class introduction/Orientation,
Handouts; Beachey Ch: 17. Functional Anatomy of the
Introduction to Cardiac Electrophysiology
Cardiovascular System Ch 18. Cardiac Electrophysiology
HW: Outline Ch. 17-18 due 2/23
Cardiac Electrophysiology and ECG’s
Ch 18. Cardiac Electrophysiology
Ch 19. The Electrocardiogram and Cardiac Arrhythmias
The Electrocardiogram and Cardiac
Handouts;
Arrhythmias
Ch. 19. The Electrocardiogram and Cardiac Arrhythmias
QUIZ 1
HW: ECG practice strips due 3/01
ECG’s Continued, Non-Invasive CO2
Handouts; AHA journal
Monitoring
HW: 3-4 page paper with references on the indications for
ETCO2 monitoring, include functionality of capnography due
3/17
ACLS Pharmacology I
Handouts, AHA Journal
WEEK
1
DATE
2/09
2
2/16
3
2/23
4
3/01
5
3/08
6
3/15
7
3/22
8
3/29
Capnography, beside monitoring of critical
care patients
Handouts, Beachey Ch: 20. Control of Cardiac Output and
Hemodynamics.
HW: Outline Ch. 20 due 4/12
Handouts, Beachey Ch: 20. Control of Cardiac Output and
Hemodynamics.
9
4/05
Spring Break
No Class
Handouts, Beachey Ch:
20. Control of Cardiac Output and Hemodynamics.
10
4/12
ICU and Procedure Sedation and Analgesia
Labs
11
4/19
Hemodynamic Monitoring 1
12
4/26
Hemodynamic Monitoring 2
13
5/03
14
5/10
15
5/17
16
5/24
17
5/31
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
4/26
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
ACLS Pharmacology II
QUIZ 2
Mid-Term Examination
Handouts, AHA Journal
Handouts, Beachey Ch 5. Pulmonary Function Measurements
All previous reading
HW: Create a study guide/outline Due 5/31
All previous reading