Respiratory Therapy Program Standard
The approved program standard for six-semester Respiratory
Therapy Programs approved by the Ministry of Training, Colleges and Universities
(MCU Code 61615) for delivery by Ontario Colleges of Applied Arts and
Technology
©
2001, Ontario Ministry of Training Colleges and Universities
ISBN 0-7778-7663-9
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This publication is also available as an Adobe Acrobat file (PDF, 283 KB).
- Introduction
- Vocational Standard
- Generic Skills Standard
- General Education Standard
Acknowledgments
The Ministry of Training, Colleges and Universities acknowledges with
thanks the significant contribution of the many individuals and organizations
who participated in the development of this program standard. In particular,
the Ministry of Training, Colleges and Universities would like to acknowledge
the important roles of
- Members of the Respiratory Therapy Programs Focus Group: Susan Dunington,
The Michener Institute for Applied Health Sciences; Anita Gallant, Algonquin
College; Nancy Garvey, Osler Health Centre; Cheryl Homuth, Canadian
Society of Respiratory Therapists; Dennis Hunter, Fanshawe College;
Judy MacGregor, Children's Hospital of Eastern Ontario; Claude Perron,
La Cité Collégiale; Jim Quigley, Canadore College; Glen
Randall, College of Respiratory Therapists of Ontario; Erica Steel,
Registered Respiratory Care Therapist; Marjorie Taffe, VitalCare; and
Sylvia Taus, Canadore College.
- The individuals and organizations who participated in the consultation
and validation and the Project Officer who led the development of the
vocational standard: Linda Buschmann, Canadore College.
- All those involved in the work of the CSAC Generic Skills Council
and the development of the generic skills standard.
- All those involved in the work of the CSAC General Education Council
and the development of the general education standard.
I. Introduction
This document is the Program Standard for Respiratory Therapy
Programs delivered by Ontario colleges of applied arts and technology.
The program standard applies to all programs approved by the Ministry
of Training, Colleges and Universities under MCU code 61615.
Development of System-Wide Program Standards
In 1993, the Government of Ontario initiated program
standards development with the objectives of bringing a greater degree of
consistency to college programming offered across the province, broadening the
focus of college programs to ensure graduates have the skills to be flexible
and to continue to learn and adapt, and providing public accountability for the
quality and relevance of college programs.
The Colleges Branch of the Ministry of Training, Colleges and Universities has
responsibility for the development and approval of system-wide standards for
programs at colleges of applied arts and technology of Ontario.
Program Standards
Program standards apply to all similar programs
offered by colleges across the province. Each program standard for a
postsecondary program includes the following elements:
- Vocational standard (the vocationally specific learning
outcomes which apply to the program in question),
- Generic skills standard (the generic skills learning
outcomes which apply to programs of similar length), and
- General education standard (the requirement for general
education courses that applies to postsecondary programs).
Collectively, these elements outline the essential skills
and knowledge that a student must reliably demonstrate in order to graduate
from the program.
Individual colleges of applied arts and technology
offering the program determine the specific program structure, delivery
methods, and other curriculum matters to be used in assisting students to
achieve the outcomes articulated in the standard. Individual colleges also
determine whether additional local learning outcomes will be required to
reflect specific local needs and/or interests.
The Expression of Program Standards as
Learning Outcomes
The vocational and generic skills components of program standards are expressed in terms of learning outcomes.
Learning outcomes represent culminating demonstrations of learning and achievement. They are not simply a listing of discrete skills, nor broad statements of knowledge and comprehension. In addition, learning outcomes are interrelated and cannot be viewed in isolation of one another. As such, they should be viewed as a comprehensive whole. They describe performances that demonstrate that significant integrated learning by graduates of the program has been achieved and verified.
Expressing standards as learning outcomes ensures consistency in the outcomes for program graduates, while leaving to the discretion of individual colleges curriculum matters such as the specific program structure and delivery methods.
The Presentation of the Learning Outcomes
The learning outcome statement sets out the culminating demonstration of learning and achievement that the student must reliably demonstrate before graduation.
The elements of performance for each outcome define and clarify the level and quality of performance necessary to meet the requirements of the learning outcome. However, it is the performance of the learning outcome itself on which students are evaluated. The elements are indicators of the means by which the student may proceed to satisfactory performance of the learning outcome. The elements do not stand alone but rather in reference to the learning outcome of which they form a part.
In some cases, in order to ensure clarity, an explanation of the outcome is also provided.
The Accreditation of Programs
The Ministry of Training, Colleges, and Universities will establish a process to accredit college programs, with the objective of determining whether program graduates have achieved the learning outcomes and general education requirement established in a program standard.
The Development of a Program Standard
The Development of a Program Standard
In establishing the standards development initiative, the Government determined that all postsecondary programs should include vocational skills coupled with a broader set of essential skills. This combination is considered critical to ensuring that college graduates have the skills required to be successful both upon graduation from the college program and throughout their working and personal lives.
A program standard is developed through a broad consultation process involving a range of stakeholders with a direct interest in the program area, including employers, professional associations, universities, secondary schools, and program graduates working in the field, in addition to students, faculty, and administrators at the colleges themselves. It represents a consensus of participating stakeholders on the essential learning that all program graduates should have achieved.
Updating the Program Standard
The Ministry will undertake regular reviews of the vocational learning outcomes for this program, as well as a review of the generic skills learning outcomes and the general education requirement, to ensure that the Respiratory Therapy Program Standard remains appropriate and relevant to the needs of students and employers across the Province of Ontario. To confirm that this document is the most up-to-date release, contact the Ministry of Training, Colleges and Universities at the address or telephone number noted on the inside cover page.
II. Vocational Standard
All graduates of Respiratory Therapy Programs must have achieved
the ten vocational learning outcomes listed in the following pages, in
addition to achieving the generic skills learning outcomes and meeting
the general education requirement.
Preamble
The program standard for respiratory therapy programs in the colleges
of applied arts and technology includes a foundation of generic skills
outcomes and general education requirements that are achieved concurrently
with the vocational standard. Through achievement of the program standard,
graduates, as entry-level professionals, have the knowledge, skills, attitudes,
and judgment that are necessary to perform their role within the legislated
scope of practice. Through continuous learning and experience, graduates
will build on this foundation to assume roles within diverse practice
situations and which are of an increasingly complex nature.
This is an evidence-based profession that is founded on health related
theory*. Given the serious and challenging nature of this profession,
graduates will complete a program that has a strong basis in the theory,
principles, concepts, practices, and values needed to enter this health
profession. While learners are expected to come to the program with heart-saver
skills, through this program they will develop the skills needed to provide
advanced life-support. Graduates demonstrate respect for the uniqueness
of clients* and colleagues. They use reflective practice*, critical-thinking,
problem-solving, and decision-making strategies competently and effectively
to provide respiratory* care and to promote optimal health and well-being.
Through their practice, graduates endeavour to promote, maintain, and
restore clients'* health; provide habilitation* and rehabilitation; work
to prevent injury and disease; and, provide palliation.
Graduates work with individuals across the life span and with families
and groups. They will work independently, collaboratively, and in consultation
with health care team members, to plan, implement, and evaluate outcomes-based*
practice. As independent practitioners, in partnership with other health
care professionals, and as members of health care teams, graduates demonstrate
leadership, communication, group, and interpersonal skills. Graduates
demonstrate professionalism in all aspects of their practice.
Graduates of the program must meet the requirements of the jurisdiction
in which they wish to practice. In Ontario, graduates who have completed
the appropriate requirements may use the professional designation of RRT
(Registered Respiratory Therapist) but must use the designation of RRCP
(Registered Respiratory Care Practitioner).
There are diverse practice settings* in which graduates may practice.
These include: community-based organizations and agencies; acute and long-term
care facilities; and, other health related services and programs. In addition,
graduates may find employment opportunities within organizations and companies
that require profession-specific cardiorespiratory knowledge and expertise
or they may develop their own health related business.
* See glossary
Synopsis of the Vocational Learning Outcomes
Respiratory Therapy Programs
The graduate has reliably demonstrated the ability to
- practise in a professional manner.
- practise competently, safely, and effectively in diverse practice settings*.
- communicate effectively with clients* and health care team members.
- participate as a team member to support clients’* achievement
of their health outcomes.
- assess clients* in a comprehensive manner.
- collect and interpret information to plan, implement, and evaluate outcomes-based*
practice.
- select and use a variety of respiratory* modalities to support clients’*
achievement of their health outcomes.
- collaborate with clients* and health care team members to develop, implement,
and evaluate clients’* learning plans.
- integrate theory, principles, and concepts into respiratory* practice.
- incorporate research* theory into practice.
Note: The learning outcomes have been numbered as a point of reference;
numbering does not imply prioritization, sequencing, nor weighting of
significance.
* See glossary
The Vocational Learning Outcomes
1. The graduate has reliably demonstrated the ability to
practise in a professional manner.
Elements of the Performance
- Understand the legislated responsibilities of self-regulated professions
and the role that the regulatory body has in protecting the public
- Understand the role that professional associations have in promoting
the profession
- Understand how societal and professional efforts can be directed
toward achieving a healthier society and quality health care and services
- Be sensitive to diversity*
- Conduct oneself in an ethical manner
- Comply with legislation*; professional and practice standards, guidelines,
and expectations; and, policies and procedures relevant to the practice
setting*
- Work within own role and responsibilities as an independent practitioner
and as a member of a team
- Recognize the role that respiratory* care has in promoting health,
well-being, and quality of life
- Promote recognition of the profession and the role of its practitioners
with the public and with members of other health professions
- Recognize the effect that personal belief systems, values, and assumptions
have on respiratory* practice
- Act as a role model for the profession
- Act responsibly and in a self-directed, reflective, and confident
manner
- Accept accountability for own actions
- Develop the knowledge, skill, and attitudes needed to engage in reflective
practice*, quality assessment* and quality improvement*
- Maintain professional competence through ongoing education and lifelong
learning
- Use constructive feedback, performance evaluation/appraisals, and
peer review to improve practice
- Understand the importance of participation in a collegial support
network.
- Maintain confidentiality of corporate and workplace information
* See glossary
2. The graduate has reliably demonstrated the ability to
practise competently, safely, and effectively in diverse
practice settings*.
Elements of the Performance
- Seek out and use research*, scientific knowledge, and other resources
appropriately and in a self-directed manner
- Recognize own limitations in knowledge and skills and seek guidance
and assistance when necessary
- Adapt knowledge and skills to a variety of client* situations and
in diverse practice settings*
- Collaborate with clients* and health care team members to establish
plans of care
- Consider the client’s* requirements, goals, and health outcomes,
the health care team’s goals, and the availability of resources
- Obtain, where possible, informed consent whenever implementing diagnostic*,
monitoring*, and therapeutic modalities and interventions*
- Comply with professional standards and the policies and procedures
of the practice setting* when implementing diagnostic*, monitoring*,
and therapeutic modalities and interventions*
- Take appropriate action and provide rationale, based on respiratory*
and health related theory*, ongoing client* assessment, and evaluation
of the effectiveness of diagnostic*, monitoring*, and therapeutic modalities
and interventions*
- Use supportive, client*-centered, and culturally sensitive approaches
- Support individuals who are dying and others sharing this experience
- Suggest, and where appropriate implement, innovations to mutually
established plans
- Adapt diagnostic*, monitoring*, therapeutic modalities and interventions*
to meet the client’s* requirements, the professional standards,
and the practice setting’s* requirements
- Be flexible, adaptable, and innovative while providing safe and competent
care
- Identify and apply knowledge of risk management strategies
- Follow safety-related practices in keeping with occupational and
health law, regulations, and standards
- Maintain a safe working environment for self and others by applying
safety principles and by using protective devices and strategies
- Follow Standard Precautions and infection control policies and procedures
- Transport clients* and equipment safely
- Ensure proper functioning of equipment by performing safety checks
and, where appropriate, basic troubleshooting and maintenance
- Recognize, report, and, where appropriate, intervene in situations
which are potentially unsafe for clients* and others
- Participate in quality assessment*, quality improvement*, and risk
management processes and programs
- Recognize the need for quality, cost-effective respiratory* services
- Follow the practice setting’s* administrative and business
policies and procedures and recommend changes where appropriate
* See glossary
3. The graduate has reliably demonstrated the ability to
communicate effectively with clients* and health care team
members.
Elements of the Performance
- Build relationships based on empathy, respect, genuineness, and trust
- Interact with clients*, colleagues, and others in a professional
manner
- Communicate all significant changes in the client’s* health
status to appropriate individuals .
- Use a variety of written, oral, nonverbal, and electronic communication
techniques to communicate with clients* and others
- Protect client* confidentiality when disseminating client* information
- Use computerized and other electronic health related information
systems to plan, coordinate, and document care
- Document and maintain clear, concise, accurate, and timely records
using both paper-based and electronic methods
- Use terminology and their abbreviations and symbols correctly in
written, oral, and electronic communication and documentation
- Protect the confidentiality of documents, files, and records
* See glossary
4. The graduate has reliably demonstrated the ability to
participate as a team member to support clients’*
achievement of their health outcomes.
Elements of the Performance
- Promote recognition and understanding of the role of the profession
and its members
- Respect the beliefs, values, role, rights, and responsibilities of
clients* and health care team members
- Establish and maintain partnerships with clients* and members of
health care teams and the community
- Act as a client* advocate* within the team
- Act independently within a team and collaboratively with other team
members
- Use effective critical thinking, problem-solving, and decision-making
skills when participating as a member of a team
- Use basic conflict management and conflict resolution skills
- Use communication and interpersonal theory and practices and the
fundamentals of group dynamics and practices when participating as a
team member
- Contribute to health care teams’ effective and efficient utilization
of resources
- Contribute to effective resource management such as purchasing, inventory
management, pricing, schedules, and equipment maintenance
- Support access, equity, quality, accountability, and universality
in health within the community
* See glossary
5. The graduate has reliably demonstrated the ability to
assess clients* in a comprehensive manner.
Elements of the Performance
- Collect, interpret, report, and record assessment information and
client* status accurately and in a timely manner
- Gather, from a variety of resources, information relevant to clients’*
health status and situation
- Select relevant cardiorespiratory diagnostic* and monitoring* procedures
and equipment to perform initial and ongoing assessments
- Adapt assessment strategies and techniques to meet the unique aspects
of the situation and/or practice setting*
- Use effective interview, communication, and interpersonal strategies
and techniques when assessing clients*
- Assess clients’* physical environments, available resources,
and support systems which may influence their respiratory* health
- Ensure client* privacy when performing assessments
- Apply relevant respiratory* and health related theory* when assessing
clients* and interpreting these assessment findings
- Apply knowledge of growth and development throughout the life span
when assessing clients* and interpreting assessment findings
- Identify, within the scope of practice, the implications to the client’s*
health status of the results of medical imaging
- Protect confidentiality when reporting and recording assessment findings
- Act, within the scope of practice, as a consultant to members of
the health care team regarding clients’* assessment findings and
appropriate therapeutic modalities and interventions*
* See glossary
6. The graduate has reliably demonstrated the ability to
collect and interpret information to plan,
implement, and evaluate outcomes-based* practice.
Elements of the Performance
- Use evidence-based problem solving and decision making
- Contribute to the development, implementation, and evaluation of
care plans and protocols
- Use a comprehensive approach when determining clients’* respiratory*
health requirements, providing client care, and evaluating clients’
health outcomes
- Develop effective and outcomes-based* respiratory* plans of care
- Make safe clinical judgements by using relevant information, critical-thinking,
problem-solving, and decision-making strategies
- Prioritize and organize multiple respiratory* diagnostic*, monitoring*,
and therapeutic modalities and interventions*
- Evaluate in a comprehensive manner and in relation to clients’*
health outcomes, the effectiveness of respiratory* practice
- Participate in the development, evaluation, and modification of the
health care team’s plans, services, and programs
* See glossary
7. The graduate has reliably demonstrated the ability to
select and use a variety of respiratory* modalities to
support clients’* achievement of their health outcomes.
Elements of the Performance
- Recognize the role that respiratory* care has in promoting clients’*
health outcomes
- Use appropriate respiratory* and health related theory* and other
scientific information to explain client* and practice situations
- Provide basic and advanced life-support relative to the practice
setting*
- Use basic and complex clinical skills directed toward meeting clients’*
health outcomes
- Select the most effective modality, correct procedure, and equipment
to meet the clients’* health outcomes
- Adapt the selection and use of diagnostic*, monitoring*, and therapeutic
modalities and interventions* and technological tools to meet the clients*
developmental requirements throughout the life span
- Keep current with technological changes that affect client* outcomes
- Participate in continuous quality assessment* and quality improvement*
relevant to diagnostic*, monitoring*, and therapeutic modalities and
interventions*
- Evaluate and recommend equipment and supplies to meet the client’s*
and the practice settings’* requirements
- Be familiar with product development, marketing, and sales
* See glossary
8. The graduate has reliably demonstrated the ability to
collaborate with clients* and health care
team members to develop, implement, and evaluate clients’* learning
plans.
Elements of the Performance
- Collaborate with clients’* and members of the health care team
to assess clients’ learning needs
- Adapt health related information and use appropriate media and learning
strategies to meet clients’* unique needs
- Provide clients* with the information they require to make informed
decisions about health, well-being, and lifestyle choices
- Provide clients* with opportunities to discuss this information
- Respect clients’* right to make decisions about their health,
safety, well-being, and lifestyle
- Assess clients’* acquisition of the essential information and/or
skill
- Prepare and deliver, to individuals and groups, presentations relating
to cardiorespiratory health
* See glossary
9. The graduate has reliably demonstrated the ability to
integrate theory, principles, and concepts
into respiratory* practice.
Elements of the Performance
- Apply relevant knowledge of cardiorespiratory and health related
theory* when providing respiratory* care for clients* in diverse practice
settings*
- Use effective decision-making strategies when assessing clients’*
respiratory* and health requirements, when carrying out mutually established
plans, and when evaluating clients’* outcomes
- Seek out, critically read, and use current respiratory* and health
related resources to enhance practice
- Apply critical-thinking, problem-solving, and decision-making skills
with a variety of clients* and in diverse practice settings*
- Accept responsibility and explain rationale for own decisions and
actions
- Recognize trends and issues in society, respiratory* care, and health
that may influence respiratory* care and health care
- Recognize the influence that municipal, provincial, and federal governments
and legislation* have on health care including funding, accessibility,
quality, health promotion, prevention, intervention, habilitation*,
and rehabilitation
* See glossary
10. The graduate has reliably demonstrated the ability to
incorporate research* theory into practice.
Elements of the Performance
- Seek out, critically read, and use relevant respiratory* and health
related research* to enhance practice
- Display a positive attitude about the role of research* in respiratory*
care and about own participation in research* studies
- Contribute to evidence-based respiratory* practice
- Engage as appropriate, in outcomes-based* research* relevant to respiratory*
care
- Assist in the collection and interpretation of information related
to research* problems, independently or as a member of a research* team
- Recognize opportunities for research*
* See glossary
Glossary of Terms
- Advocate:
- Individual or group of practitioner(s) who offer(s) support for the
clients’ values, beliefs, right to make decisions, and/or goals.
Advocacy may be one aspect of empowerment, which is the process by which
power is transferred or imparted from one individual or group to another.
The elements of empowerment include authority, power, choice, and permission.
[Adapted from Hein, Eleanor, C. (1999). Contemporary Leadership:
Selected Readings. (5th ed.). Lippincott-Raven Publishers.
- Client:
- Those individuals or their advocates who use respiratory services;
clients may also be a family or group who are the focus of respiratory
practice.
- Diagnostic and monitoring:
- The modalities used to assess initial and ongoing cardiorespiratory
health. These modalities may be used in diverse practice settings.
- Diversity:
- A wide variety of ethnic and cultural backgrounds, beliefs, socioeconomic
statuses, ages, creeds, sexual orientations and identities, ableness,
and health states representative of clients and colleagues with whom
graduates will interact.
- Habilitation:
- The provision of the knowledge and skills needed by clients to become
fit or improve health status.
- Health Related Theory:
- The foundational knowledge in anatomy and physiology throughout the
life span, and in other sciences such as pathophysiology, pharmacology,
microbiology, physics, and chemistry. Health related theory may also
include social sciences such as psychology, sociology, growth and development,
social welfare, and other human service theory.
- Legislation:
- All relevant law, such as the Regulated Health Professions Act,
Respiratory Therapy Act, Health Care Consent Act, Controlled
Drugs and Substances Act, Public Hospitals Act, Long Term Care
Act, Independent Health Facilities Act, and the Occupational Health
and Safety Act.
- Outcomes-Based:
- Outcomes are the result of a complex interaction of client factors
such as specific health deviation(s) and/or disability, genetic predisposition,
general health, wellness, and lifestyle and the diagnostic, monitoring,
and therapeutic modalities and interventions used. Beginning with a
comprehensive client assessment and accurate interpretation of assessment
findings, outcomes-based practice provides a focus for planning, implementing,
and evaluating client care, services, and programs and for the client-practitioner
relationship. Outcomes can refer to results such as client satisfaction
and client performance as well as specific physiological changes or
broader changes in health status. [Adapted from Benson, Dale S. (1992).
Measuring Outcomes in Ambulatory Care, American Hospital Publishing,
Inc.]
- Practice Setting:
- The environment in which respiratory services occur.
- Quality Assessment and Quality Improvement:
- The objective identification and analysis of strengths, issues, problems,
and challenges in client care. By using ongoing, comprehensive information
gathering and analysis as a basis for evaluating care, organizations
can determine the most effective and efficient allocation of resources
for the improvement of health care. [Adapted from Benson, Dale S. (1992).
Measuring Outcomes in Ambulatory Care, American Hospital Publishing,
Inc.]
- Reflective Practice:
- The use of the critical thinking and analytical skills that are needed
for continuous self-awareness about one’s own practice and the
development, implementation, and evaluation of plans to enhance practice.
- Respiratory:
- A broad term that encompasses the profession-specific knowledge and
skills that are relevant to the health and wellness of cardiac, vascular,
pulmonary, respiratory, neuromuscular, and sleep systems.
- Research:
- The acquisition by individuals of sufficient knowledge about scientific
inquiry and research methodology to enable them to critically read scientific
studies and to participate in research projects. Participation in a
research project is different from conducting research which requires
more extensive understanding of scientific inquiry, research structure,
implementation, analysis, and presentation.
- Therapeutic modalities and interventions:
- The treatment procedures and processes used to promote and support
respiratory health.
III. Generic Skills Standard
All graduates of Respiratory Therapy Programs must have achieved
the thirteen generic skills learning outcomes listed on the following
pages, in addition to achieving the vocational learning outcomes and meeting
the general education requirement 1.
Synopsis of the Generic Skills Learning Outcomes
Respiratory Therapy Programs
The graduate has reliably demonstrated the ability to
- communicate clearly, concisely, and correctly in the written, spoken,
and visual form that fulfills the purpose and meets the needs of audiences.
- reframe information, ideas, and concepts using the narrative, visual,
numerical, and symbolic representations which demonstrate understanding.
- apply a wide variety of mathematical techniques with the degree of
accuracy required to solve problems and make decisions.
- use a variety of computer hardware and software and other technological
tools appropriate and necessary to the performance of tasks.
- interact with others in groups or teams in ways that contribute to
effective working relationships and the achievement of goals.
- evaluate her or his own thinking throughout the steps and processes
used in problem solving and decision making.
- collect, analyze, and organize relevant and necessary information
from a variety of sources.
- evaluate the validity of arguments based on qualitative and quantitative
information in order to accept or challenge the findings of others.
- create innovative strategies and/or products that meet identified
needs.
- manage the use of time and other resources to attain personal and/or
project-related goals.
- take responsibility for her or his own actions and decisions.
- adapt to new situations and demands by applying and/or updating her
or his knowledge and skills.
- represent her or his skills, knowledge, and experience realistically
for personal and employment purposes.
The Generic Skills Learning Outcomes
1. The graduate has reliably demonstrated the ability to
communicate clearly, concisely, and correctly
in the written, spoken, and visual form that fulfills the purpose and
meets the needs of audiences.
Explanation
Communicating in a clear, concise, and correct manner requires producing
the written, spoken or visual material that best suits the situation.
Graduates will have developed their ability to analyze their audiences
to identify what is required and to match those needs with the means that
is most appropriate. They will have produced material according to the
style and conventions required, and they will have checked their products
for accuracy and clarity. Finally, graduates will have used the tools
available to them to create and correct their written, spoken, and visual
messages.
Elements of the Performance
- Plan and organize communications according to the purpose and audiences
- Choose the format (e.g., memo, illustration, video, multimedia presentation,
diagram) appropriate to the purpose
- Incorporate content that is meaningful and necessary
- Produce material that conforms to the conventions of the chosen format
- Use language and style suitable to the audience and purpose
- Ensure that the material is free from mechanical errors
- Use the computer technology that will enhance the production of materials
- Evaluate communications and adjust for any errors in content, structure,
style, and mechanics
2. The graduate has reliably demonstrated the ability to
reframe information, ideas, and concepts using
the narrative, visual, numerical, and symbolic representations which demonstrate
understanding.
Explanation
Responding to messages from many sources requires the ability to receive
and to comprehend what has been received. One way to demonstrate that
comprehension is to reframe, or restate in other forms, the original message.
This requires graduates to have developed the skills to read, listen to,
and observe messages contained within narrative and visual forms. It also
requires the ability to construct unique narrative and visual representations
that are consistent with the original messages.
Elements of the Performance
- Develop and use strategies to read, listen, and observe effectively
- Clarify what has been read, heard, and observed
- Reproduce original information in other formats (e.g., written and
spoken summaries; tables, figures, charts, diagrams, maps, drawings,
photographs, and computer-generated graphics; terms represented by numbers;
and values represented by letters or signs)
- Use technology, where appropriate, to aid in reframing
- Evaluate the representation for consistency of meaning with the original
- Acknowledge the use of material from other sources according to the
conventions of the medium used
3. The graduate has reliably demonstrated the ability to
apply a wide variety of mathematical techniques
with the degree of accuracy required to solve problems and make decisions.
Explanation
Using mathematics effectively in everyday situations requires the ability
to apply a wide variety of mathematical skills accurately. Graduates will
have demonstrated their ability to apply the concepts of number and space
to situations which include quantities, magnitudes, measurements, and
ratios. They will have developed their ability to identify the need for
mathematics, to apply mathematical techniques (concepts, conventions,
strategies, and operations) and to check the results of their applications.
This will require graduates to be flexible and creative and to be confident
in their mathematical skills and abilities.
Elements of the Performance
- Recognize situations that require mathematics
- Assess potential mathematical strategies (including models, geometric
representations or formulas, elementary algebraic equations, descriptive
statistical methods, and mathematical reasoning) for suitability and
effectiveness
- Decide on the degree of accuracy required for answers
- Estimate probable answers
- Execute mathematical operations necessary to implement selected strategies
- Use calculators or appropriate technological tools to perform mathematical
operations accurately
- Check for errors in numerical answers and the appropriate fit between
problems and answers
- Express answers clearly
- Transfer the use of mathematical strategies from one situation to another
4. The graduate has reliably demonstrated the ability to
use a variety of computer hardware and software
and other technological tools appropriate and necessary to the performance
of tasks.
Explanation
Using computers and other technologies as tools to increase productivity
and to enhance tasks requires graduates to have the confidence and ability
to use the tools well. Graduates will have demonstrated the ability to
recognize when computers and other technologies contribute to completing
tasks, solving problems, performing research, and creating products. They
will use the technological tool most appropriate to the task and use it
accurately. Finally, they will have gained confidence in continuing to
learn about and cope with new technologies in the future.
Elements of the Performance
- Use basic operating system functions competently (e.g., load software,
store and retrieve data)
- Determine which tasks can best be handled by computers and other
technology
- Select suitable software, equipment, and tools for the task
- Use the software, equipment, and tools effectively, correctly, and
ethically
- Deal with equipment and software problems and errors in a logical
and systematic manner
- Transfer concepts, knowledge, and skills from one technology to another
- Evaluate one’s own use of hardware, software, and technological
tools
5. The graduate has reliably demonstrated the ability to
interact with others in groups or teams in ways
that contribute to effective working relationships and the achievement
of goals.
Explanation
Working in teams or groups in either a work or personal context requires
the ability to assume responsibility for collective duties and decisions.
It also requires interacting effectively with the members of the group.
Therefore, in achieving this outcome, graduates will have demonstrated
their ability to understand and complete the various tasks required of
them as group members. They will also have demonstrated their ability
to understand and respond to others.
Elements of the Performance
- Identify the tasks to be completed
- Establish strategies to accomplish the tasks
- Identify roles for members of the team/group
- Clarify one’s own roles and fulfill them in a timely fashion
- Treat other members of the group equitably and fairly
- Contribute one’s own ideas, opinions, and information while
demonstrating respect for those of others
- Employ techniques intended to bring about the resolution of any conflicts
- Regularly assess the group’s progress and interactions and
make adjustments when necessary
6. The graduate has reliably demonstrated the ability to
evaluate her or his own thinking throughout the
steps and processes used in problem solving and decision making.
Explanation
Solving a range of complex problems and dealing with a variety of tasks
require the thinking skills and strategies that will allow graduates to
identify what has to be done and to select and implement the most suitable
approach. In applying thinking skills and strategies, graduates will have
understood the limits as well as the potential of their own thought processes.
As well, in attempting various strategies, they will have explored styles
of thinking that may be new to them. This will allow graduates to understand
the way they think and how they approach decisions and problems.
Elements of the Performance
- Clarify the nature and extent of problems or required directions
- Explore various thinking skills and strategies that could be used
- Identify limits as well as the potential of one’s own thought
processes
- Choose and apply thinking skills and strategies (e.g., inductive
and deductive thinking; creative and intuitive thinking; inquiry; critical
thinking; and reflection)
- Evaluate results of the thinking skills and strategies used in problem
solving and decision making
- Appreciate the benefits of the use of alternative types of thinking
7. The graduate has reliably demonstrated the ability to
collect, analyze, and organize relevant and necessary
information from a variety of sources.
Explanation
Making decisions and completing tasks often requires information that
can be used as support. Graduates, therefore, must be able to access current,
relevant, and useful information and to organize that information in understandable
ways. In achieving this outcome, graduates will have developed and used
strategies to locate and gather a wide range of information, most particularly
through technological means. They will have learned how to select pertinent
information and to sort it so that it can be displayed in useful formats
like databases and spreadsheets. This information can then be used to
support decisions and to assist in the completion of tasks.
Elements of the Performance
- Identify the nature of the information required
- Investigate sources of information (including people, text, databases,
and the Internet)
- Gather information from the most appropriate sources using various
data collection techniques, including technology
- Examine the information and select what is relevant, important, and
useful
- Employ a variety of techniques to organize the information (e.g.,
spreadsheets, databases, graphs, charts)
- Draw conclusions about how the information can be used
- Evaluate the processes used
- Cite sources according to the conventions of the medium used
8. The graduate has reliably demonstrated the ability to
evaluate the validity of arguments based on qualitative
and quantitative information in order to accept or challenge the findings
of others.
Explanation
With the wealth of numerical and non-numerical information available,
graduates must be able to interpret, understand, and draw conclusions
about what others have produced. Graduates will have used their mathematical
abilities to question the validity of statistics and other numerical claims.
Graduates also will have used their language and critical thinking skills
to analyze the assumptions and evidence that others use to support more
qualitative arguments and conclusions. As a result, graduates will have
developed the ability to question and make decisions about what they read,
hear, and observe.
Elements of the Performance
- Identify conclusions and claims made by others
- Detect any fallacies, biases, misrepresentations, and assumptions
and judge their relevance to supporting arguments
- Check for accuracy and credibility of claims or arguments
- Be prepared to defend acceptance or rejection of claims or arguments
9. The graduate has reliably demonstrated the ability to
create innovative strategies and/or products
that meet identified needs.
Explanation
Creating strategies and products that are original and innovative will
require graduates to develop their creative thinking skills to find alternative
ways to address situations. Graduates will have developed the confidence
to use old information in new ways; to see unique relationships; and to
practice the lateral, divergent, and intuitive thinking that will yield
new approaches.
Elements of the Performance
- Analyze needs
- Generate creative ideas for strategies and products that will meet
needs
- Choose alternatives to pursue based on needs and criteria of projects/plans
- Create strategies/products
- Evaluate strategies/products according to meeting needs
10. The graduate has reliably demonstrated the ability to
manage the use of time and other resources to
attain personal and/or project-related goals.
Explanation
Achieving task-related goals in their personal and professional lives
requires graduates to use their time, money, space, and other, often limited,
resources as efficiently as possible. Graduates will have developed their
ability to plan and predict ways of achieving goals. They will have developed
and used tools intended to assist in the process. Finally, they will have
attempted to follow their plans and use the tools, assessing regularly
how realistic the goals, plans, and processes are and adapting when it
is necessary.
Elements of the Performance
- Define reasonable and realistic goals
- Use planning tools (e.g., budgets, schedules) to achieve goals
- Monitor the process and goals and respond to changes
- Use resources (e.g., money, space, time) efficiently to accomplish
tasks
- Re-evaluate goals and the use of resources and make appropriate adjustments
11. The graduate has reliably demonstrated the ability to
take responsibility for her or his own actions
and decisions.
Explanation
Making decisions, taking positions, and completing tasks require graduates
to be accountable for actions taken and to defend their convictions. Graduates
will have demonstrated their ability to evaluate what they do and why
they do it. They will have taken into consideration their individual values,
beliefs, and opinions and the effects these have on their actions. Not
only will graduates be able to justify their decisions, they will be able
to advocate positively on behalf of themselves.
Elements of the Performance
- Review the results of one’s actions and decisions
- Reflect on the processes and practices used
- Identify any errors and make corrections
- Identify successes for adaptation to other situations
- Account for how one’s own values and beliefs affect actions
and decisions
- Evaluate and act upon constructive feedback
- Be prepared to defend decisions made and actions taken
12. The graduate has reliably demonstrated the ability to
adapt to new situations and demands by applying
and/or updating her or his knowledge and skills.
Explanation
Transferring skills from one context to another enables graduates to
be lifelong learners. Graduates will have developed the confidence to
know that their current skills are applicable to a range of changing,
novel and unexpected situations. They will have demonstrated their ability
to reflect on what they can do, match those skills to the new demands,
and apply previous skills or develop the additional ones that will make
them as effective in the new situations.
Elements of the Performance
- Assess current skills, knowledge, and learning styles
- Identify skills and knowledge required for new situations
- Adapt current skills and knowledge to new situations
- Identify new skills and knowledge required
- Choose the most appropriate learning and working styles to acquire
new skills and knowledge
- Evaluate success of the processes and actual adaptations
13. The graduate has reliably demonstrated the ability to
represent her or his skills, knowledge, and experience
realistically for personal and employment purposes.
Explanation
Preparing for changes in their personal and professional lives requires
graduates to assess and present their accomplishments and abilities. In
achieving this outcome, graduates will have developed their ability to
reflect on what they have done and learned. They will also have summarized
their abilities in ways that are attractive and useful to potential recipients.
These ways may include portfolios and resumes. Finally, graduates will
have developed the skills to present themselves and their accomplishments
personally and with confidence.
Elements of the Performance
- Summarize one’s own skills, knowledge, and experience realistically
- Choose formats (e.g., resume, portfolio, interview) which best display
skills, knowledge, and experiences according to the situations
- Evaluate responses to the representations and make any adjustments
IV. General Education Standard
All graduates of Respiratory Therapy Programs must have met the general
education requirement described on the following pages, in addition to
achieving the vocational and generic skills learning outcomes.
The General Education Requirement
The Government of Ontario has established that each college postsecondary
program shall include a minimum of one three-hour-per-week general education
course of approximately 45 instructional hours per semester. Learners
should experience a breadth of goals through their general education studies;
and, wherever possible, they should have the opportunity to exercise choice
in the selection of their general education courses.
This general education requirement is an integral component of the Respiratory
Therapy Program Standard, along with the vocational and generic skills
learning outcomes.
The general education requirement shall be met consistent with the following
guiding principles:
-
General education in the colleges shall identify and deal with issues
of societal concern in a manner relevant to the lives of students.
General education courses shall be structured in such a way as to
guide students through the historical context of such issues, their
theoretical bases, and application to contemporary life.
-
All general education courses offered in the colleges shall be designed
to provide benefits to one or more of the three areas: learners’
personal growth and enrichment, informed citizenship, and working
life.
- An essential component of the mission of Ontario’s colleges
is the encouragement and support of continuous learning. This commitment
to lifelong learning shall be reflected in each of the general education
courses offered in the colleges.
General education appropriate for Ontario colleges is defined as those
postsecondary learning experiences that enable learners to meet more effectively
the societal challenges which they face in their community, family, and
working life. General education in the colleges provides learners with
insight into the enduring nature of the issues being addressed and into
their particular relevance to today and the future. It is intended to
encourage and support continuous learning. It is delivered as discrete
courses which are designed to address one or more of the following goals
and associated broad objectives established for general education:
Goals and Broad Objectives
1. Aesthetic Appreciation
understand beauty, form, taste, and the role of the arts in society
Broad Objectives
- develop critical awareness of arts in society
- perceive and evaluate the role of the arts
- heighten critical appreciation through development and application
of personal and formal judgment factors
2. Civic Life
understand the meaning of freedoms, rights, and participation in
community and public life
Broad Objectives
- develop knowledge of the structure and function of governments in Canada:
legislative, judicial, and administrative arms; roles of elected officials
and public servants; and a personal awareness of citizen responsibility
- develop historical understanding of major issues affecting Canadian
politics and a critical awareness of related public policy
- develop awareness of international issues and their effects, and
the place of Canada in international communities
- develop awareness of the history, significance, and organization
of the voluntary sector in community life
3. Cultural Understanding
understand the cultural, social, ethnic, and linguistic diversity
of Canada and the world
Broad Objectives
- develop an understanding of cultural identity by linking personal
history to broader cultural study
- develop an understanding of the diversity of cultures and subcultures
represented in Canadian society and of their interactions within the
Canadian society
- develop intercultural understanding through reasoned reflection on
various cultures’ responses to universal human issues
4. Personal Development
gain greater self-awareness, intellectual growth, well-being, and
understanding of others
Broad Objectives
- consider one’s expectations and values and analyze their impact
on personal goals
- apply an understanding of the individual and human development to
personal life and relationships
- integrate the concept of well-being into one’s lifestyle
- understand oneself as a learner and articulate one’s own learning
style
5. Social Understanding
understand relationships among individuals and society
Broad Objectives
- develop informed understanding of social organization and institutions
and of ongoing issues in relationships between individuals, groups,
and societies
- develop informed understanding of social trends, social change, and
social problems and of implications for social and personal response
- develop informed understanding of contemporary social problems and
issues
6. Understanding Science
appreciate the contribution of science to the development of civilization,
human understanding, and potential
Broad Objectives
- develop an understanding of the history, philosophy, contributions,
perspectives, and limitations of the sciences
- develop an understanding of the scientific method and its uses in
measuring quantifiable entities and confirming laws of nature
7. Understanding Technology
understand the interrelationship between the development and use
of technology and society and the ecosystem
Broad Objectives
- relate implications of current transformations in technological knowledge
and development to our physical and biological world
- develop awareness of ethical positions on enduring issues regarding
the place of the human species in the physical and biological world
8. Work and the Economy
understand the meaning, history, and organization of work; and working
life challenges to the individual and society
Broad Objectives
- set personal expectations for efficiency, effectiveness, ethics,
and rewards and reconcile them with the changing work environment
- apply knowledge of the organization and structure of work, its institutions,
and history; and of social and cultural attitudes to work
- develop an understanding of the changing nature of work and the economy
Note:
- The generic skills learning outcomes listed in this program
standard form part of the program standard for each two- and three-year
college program. Additional information about these generic skills learning
outcomes is contained in the Generic Skills Learning Outcomes for
Two and Three Year College Programs in Ontario’s Colleges of Applied
Arts and Technology. CSAC: 1995.
