Critical thinking in respiratory care a problem-based learning approach - reflective paper topics


 

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critical thinking in respiratory care a problem-based learning approach

critical thinking in respiratory care a problem-based learning approachCritical thinking in respiratory care a problem-based learning approach -Emphasis on respiratory drugs, cardiac drugs and related drugs therapist is exposed to in a hospital.The power of this method is its interactive approach between thinking, discussion, and searching for more information.Consequently, it mimics the approach we usually use in real life.This course is designed to provide students with a broad understanding of pharmaceutical therapy for acute and chronic illness in patients with cardiopulmonary disease.Students will learn how to optimize the quality of life for chronically ill patients with cardiopulmonary disease through rehabilitation, education and outpatient management.We will introduce special procedures using intra-aortic balloon pumps (IABP) and extracorporeal membrane oxygenation (ECMO).Cardiopulmonary assessment using electrocardiography, chest roentgenography and lab test. Course emphasis on the functions of the cardiopulmonary system as it relates to ventilation, regulation of breathing, respirations, gas exchange and delivery.This course is designed to provide students with a comprehensive understanding of cardiopulmonary rehabilitation.An overview of the US health care system will be provided, along with an exploration of barriers to health care access and the impact on health status.You can use for example: In almost all methods there is a common approach.According to Planning for Case-Based Learning (retrieved , 11 October 2007 (MEST)), CBL course structure can be planning in various ways. Nonetheless, at present, college faculty need to recognize that they will have to teach students how to work together.BASIC PHYSIOLOGY MONITORING Prerequisite: Minimum grade of C in RET 1485 and RET 1025 Emphasis on basic diagnostic and monitoring principles used in determining clinical evaluation of patients.This course presents an introduction to non-invasive cardiology, including those tests performed for the purpose of the diagnosis and treatment of cardiovascular disease.Here is an example of student-research projects which involves the simple collecting of rain samples in different regions of the campus or city and measuring p H.Address student concerns by providing access to specific information on what to expect with CBL such as: Notes for Students on Investigative CBL At Harvard Medical School, incoming classes of medical students are introduced to CBL in 3 ways.MEDICAL PHARMACOLOGY Prerequisite: Admission to the BS Cardiopulmonary Sciences Program.CARDIOPULMONARY PHYSIOLOGY Prerequisite: Acceptance to Respiratory Care A. The course introduces common factors effecting oxygen and carbon dioxide transport.The instructor must have his objectives clearly in mind, must structure the presentation to develop the analytical skills of the students, and must be sure that student participation is maximized.Use with care and rather follow up links.) - Daniel K. Case-based learning (CBL) is an instructional design model that is a variant of project-oriented learning. CBL in a narrow sense is quite similar to to problem-based learning, but it may also be more open ended as in our definition of project-based learning.The course will offer a comprehensive review of advanced cardiac life support along with special procedures related to cardiopulmonary disease management.critical thinking in respiratory care a problem-based learning approachMake it small, fun and easy, so they can learn how to brainstorm the issues and questions of the case.CARDIOPULMONARY DIAGNOSTICS Prerequisite: Admission to the BS Cardiopulmonary Sciences Program.Don't be afraid to give explicit directions, such as: If no case is perfectly made for your course, you can write your own case.This laboratory course is designed to introduce competencies in the areas of diagnostic, therapeutic, and critical thinking.This is the last step in the process and generally students will not find out the "real" answer to the problem.You will likely want to make a low-pressure situation for your students the first time they do a case.Information gathering and decision making in a clinical setting will be explored through the use of therapy drive protocols and evidence-based medicine. RESPIRATORY DISEASE MANAGEMENT Prerequisite: Minimum grade of C in RET 1485 and RET 1025 This course is an introduction to disease management and clinical problem solving within respiratory care.HEMODYNAMIC MONITORING Prerequisite: Minimum grade of C in RET 1295, RET 1450, and RET 1274L The course is designed to emphasize cardiopulmonary assessment, diagnostic and hemodynamic monitoring equipment.The course will reflect on content learned and measure knowledge against the content matrix on the national credentialing examination using simulated mock examinations.We will review current approaches to ventilator management, monitoring techniques and weaning strategies.An examination of trends and technology utilized for neonatal care will be researched.PROBLEMS IN PATIENT MANAGEMENT Prerequisite: Admission to the BS Cardiopulmonary Sciences Program, Community Health Track, or BS Radiologic and Imaging Sciences Program.Students will develop a professional portfolio that includes a summary of competencies, development of a resume, and complete a professional mock interview.RESPIRATORY CARE LAB I Prerequisite: Minimum grade of C in RET 1485, RET 1025, and RET 2350.An exploration of a 3, 5, and 10 year goals will include both academic and professional credentialing goal pathways. SELECTED TOPICS IN RESPIRATORY CARE Prerequisite: Departmental approval.In the second meeting, students discuss their findings and share opinions.The NBRC Matrix will be followed for applicable content.May include laboratory and/or field work as part of the class. May be repeated for up to 3 hours of credit, but grade forgiveness cannot be applied.Information gathering and decision making in a clinical setting will be explored through the use of therapy drive protocols and evidence-based medicine. RESPIRATORY PHARMACOLOGY Prerequisite: Acceptance to Respiratory Care A. Degree program History of pharmacology, regulatory agencies and regulations concerning use of drugs.to find stories to support reasoning (Jonassen & Hernandez-Serrano, 2002) In an earlier (now unavailable) version [1], CIDDE, defines Case-based learning (CBL) as Cases have traditionally been used to teach decision making skills in professional education. critical thinking in respiratory care a problem-based learning approach PRINCIPLES OF RESPIRATORY CARE Prerequisite: Acceptance to Respiratory Care A. Introduction and working knowledge of state of the art: basic principles of equipment operation and therapeutic objectives for administration of medical gases, humidity, aerosol, therapy modalities and airway management.We will review the role of respiratory therapists and advanced procedures in the intensive care unit.Clinical Reasoning Learning (CRL) is a pedagogical method used in order to develop and improve student's clinical reasoning and problem-solving skills. Prerequisite or Corequisite: BSC 2093C Course and laboratory experience designed for beginning respiratory care students.See also: cognitive flexibility theory The medical curriculum has changed with the adoption of the student-centered and case-based learning paradigm.they use some version of the hypothetico-deductive method where we ask questions, make hypotheses, make predictions, test predictions by observation and experiment as they collect data, compare the results with their predictions, and make evaluations and draw conclusions.The medical school use of cases differs from that in other professional schools in that PBL focuses on medical subject matter content more so than on decision-making. Other options Create your own Most college students are ill-prepared for collaborative group work.Mundane though this project seems it instills in students a great sense of many steps in the collection and analysis of data.This course will provide students an overview of fetal and neonatal development and physiology of the cardiopulmonary system.William Welty (1989) argues for such an approach with proper introduction, directive but not dominating questioning, good blackboard work to highlight the essential issues, and an appropriate summary. In their first meeting, the instructor presents a short written account of the patient with some symptoms and background.Student will differentiate the etiology, clinical manifestations, pathogenesis, lab data and treatment for acute and chronic cardiopulmonary diseases.This course provides an overview of health care delivery as it relates to the management of patient care within acute care facilities, long term care, outpatient centers and home care environments.The course will explore the indication, contraindications and hazards of medical gas and aerosol therapy.Case-based learning as technology can be found in advanced systems like Intelligent tutoring systems, e.g.This course offers a comprehensive introduction to the latest advances in technology and trends in non-invasive monitoring technology.The course is designed to introduce students to the physics of ultrasound technology, as well as medical sonography where students can apply the use of scanning cardiac circulation, cardiac valves and myocardium. CARDIAC ULTRASOUND II Prerequisite: Admission to the BS Cardiopulmonary Sciences program, Non-Invasive Cardiology Track, BS in Radiologic and Imaging Sciences program, Cardiac Ultrasound Track, or ATC in Echocardiography and RET 4440C with minimum grade of C.Students will experience competencies through the use of lab activities, simulation and web-based exercises in small groups.Topics will include the identification of drug classes, administration techniques, and elimination of the drug by the body, as well as research and development.CARDIOPULMONARY REHABILITATION Prerequisite: Admission to the BS Cardiopulmonary Sciences Program.Selected topics in respiratory care based on the needs and areas of interest of the class and the professor. critical thinking in respiratory care a problem-based learning approach More recently, cases are being used for learning medical science in PBL. , Fitting Investigative Case Study Approaches into Courses, retrieved , 11 October 2007 (MEST) suggest the following "prototypical weeks": Traditional 3 hours of lecture, 2-3 hours in lab Option A Two blocks per week "workshop" style with some time for case work Option B Combine lecture and case work, sandwiching lab Option C Start case on Fri., work on in lab, finish next Fri.An emphasis on mechanical ventilation and hemodynamic monitoring in the adult, pediatric and neonatal population. RESPIRATORY CARE PRACTICUM Prerequisite: Minimum grade of C in RET 2244, RET 2714, RET 1875L, and RET 2284L This course will be a collection of sessions dedicated to enhance the student transition into the workforce.Emphasis on volume ventilators and advanced patient care, pediatric/neonatal as well as adult. ADVANCED LIFE SUPPORT Prerequisite: Minimum grade of C in RET 1264, RET 2447 and RET 2283L The course is designed to emphasize cardiopulmonary management in the critical care unit.The knowledge and understanding of the case comes from the search for answers, not from "the answer" to a particular case.So far I don't like it (too many vague bullet points, too much copy/paste from sources that are not clearly referenced.Most practitioners of the discussion method prefer a middle ground.This course includes learning activity designed to ensure competence in oral communication.The course will explore the indication, contraindications and hazards of mechanical ventilation and hemodynamic monitoring.Their search for the correct diagnosis narrows down.These primary diagnostic studies include cardiopulmonary exercise testing, non-invasive cardiac and respiratory diagnostics and monitoring, with an emphasis on data analysis and clinical application.At the end of this meeting, students agree on how each will divide up the responsibilities to search for the needed information in the libraries.It is not close to what we called Project-methodology-based learning.Drug action, absorption, distribution, and use in human body.CARDIAC ULTRASOUND I Prerequisite: Admission to the BS Cardiopulmonary Sciences program, Non-Invasive Cardiology Track, BS in Radiologic and Imaging Sciences program, Cardiac Ultrasound Track, or ATC in Echocardiography.Students will investigate the cause of cardiopulmonary diseases and the changes to structure & function of the human anatomy.According to the Case-based Learning page of the Center for Instructional Development & Distance Education , retrieved , 11 October 2007 (MEST), “Cases are factually-based, complex problems written to stimulate classroom discussion and collaborative analysis.The faculty and students together try to identify the points they think they understand and determine those terms, tests, procedures, symptoms, etc., for which they need more information.Information gathering and decision making in a clinical setting will be explored through the use of therapy drive protocols and evidence-based medicine. RESPIRATORY CARE LAB III Prerequisite: Minimum grade of C in RET 1264, RET 2244 and RET 2283L This laboratory course is designed to introduce competencies in the areas of diagnostic, advanced therapeutics, and critical care medicine.RESPIRATORY CARE LAB II Prerequisite: Minimum grade of C in RET 1274L , RET 1450, and RET 1295 This laboratory course is designed to introduce competencies in the areas of diagnostic, advanced therapeutics, and critical care medicine.NEONATAL/PEDIATRIC RESPIRATORY CARE Prerequisite: Minimum grade of C in RET 2283L, RET 2443, and RET 1264 Instruction includes the following areas: development and physiology of fetal and neonate lung; perinatal circulation; neonatal pulmonary disorders; treatment of perinatal patients with respiratory care techniques and pediatric respiratory therapy. critical thinking in respiratory care a problem-based learning approach Consequently, it mimics the approach we usually use in real life. critical thinking in respiratory care a problem-based learning approach




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