1. CoARC Update
10/17/2010
The Value of Degree Advancement Programs for Progression of the Respiratory Therapy Profession
Joseph P Coyle MD, FCCP, Boise, ID Shane Keene DHSc RRT-NPS FAARC, Telford TN
2010 ASA Respiratory Care Meeting

2. Objectives
The attendee will become familiar with the experience of current successful degree advancement programs in terms of curriculum development and graduate outcomes.
The attendee will discuss the value of programmatic accreditation for degree advancement program and how it relates to meeting AARC goals for a baccalaureate prepared workforce.
The attendee will be provided an overview of the steps required in achieving accreditation under the new CoARC Degree Advancement Standards.

3. The Challenge https://www.maquet.com/int/products/servo-u/
AARC Virtual Museum:

4. Degree Advancement
CoARC Accreditation Policy defines a degree advancement program in Respiratory Care as “an educational program designed specifically to meet the needs of practicing respiratory therapists with an RRT who, having already completed an accredited respiratory care program with an entry into respiratory care professional practice degree wish to obtain advanced training in Respiratory Care.” 

5. UNC Charlotte BSRT Program
Started in 2007; 10 years of experience in DA
Program Requirements
Graduate of CoARC and Regionally accredited Associate Program in Respiratory Therapy
Licensed
RRT
What UNC Charlotte provide the Applicant
64 Credits.
Gen Ed requirements waived
12 Credits by exam for the RRT.

6. BSRT Program Goals

7. Student Learning Objectives
Professionalism and Leadership
Expanded Knowledge Base in Critical Care
Professional Writing and Oral Communication
Evidence Based Practice of Respiratory Care
Project Management
Inter-professional Cooperation and Patient Centered Care

8. As of the start of Spring 2017, there have been 354 graduates
and there are 241 BSRT Students currently in the Program.

10. Student Numbers: Attrition

11. UNC Charlotte Undergraduate Research Conference 2017
BSRT Students represented 50 out of 189 from across the campus!!

12. NCSRC

13. Graduates at the NCSRC

14. Shelia Ball BSRT, RRT-NPS & Levines Children’s NICU Team Optimal NIV-NAVA Level for Apnea of Prematurity

15. 2017 Cohort 103 students Avg. GPA 3.32 Managers Educators 99 NC 2 SC
2 VA
19 new grads
Avg. GPA 3.32
Managers
Educators
Orientation
July 19, 2016

16. Curriculum Update

17. 2017 Graduate Survey 28 out of 65 responded 43%
100% felt we were meeting our BSRT Program Goal
Solid support (>90%) for meeting all SLOs
50% have advanced Career since graduation
Secured a position at a hospital they prefer 25%
Promoted to Manager or Supervisor 14.3%
Secured Educator Role 14.3%
Advanced Practice Opportunity 17.9%
Involved in Clinical Research 10.7%
Entered Masters Program 25%

18. Economic Advancement
Graduate Survey 2016 asked
Specific annual salary at start
and one year after completion.
For the salary data 33 of 41 respondents gave before and after numbers.
We threw one out as it was a $145,000 increase. Of the 32 remaining,
7 had no change in salary, 2 had decreases, and 23 had increases.
The average change for all 32 was + $7,985.
That almost covers the cost of the BSRT Program for an in state resident.
For 2017: $8,824 increase

19. Employer Survey 26 out of 43 e-mailed responded.
All of the major employers in NC
Range of large and small facilities
25 of 26 who answered said they have tuition support or financial incentive/ladder advancement.
88.5% agree or strongly agree that the BSRT graduate adds value
> 80% met for SLOs except SLO#4 on evidence-based practice…only 62% agreed or strongly agreed.
EBM was redesigned last year…
Recommendations…
Management, Advanced Credential, Advanced Vent Management, Post-acute care disease management

21. Differences between DA and Entry Programs
Current DA Programs currently exist and have students.
May not have key elements in place
Outcomes of importance differ with DA and Entry.
Entry: CRT/RRT, Placement, Employer Satisfaction
DA: Professional advancement
Students are very different with very different goals.
Novice vs. Active Professional
Classroom, Lab & Clinical vs. Online Delivery
Employer Expectations are Different
Competency vs. Value Added
DA Program Competencies are not clearly defined.

22. Value of Programmatic Accreditation
Consumer Protection
Quality of Delivery
Transparency
Published Objective Outcomes
Advancing the Profession of Respiratory Care
Relevant Respiratory Content
Input from Communities of Interest
Protection of Educational Quality
Faculty Resources
Institutional Support
External Validation of the Education Provided
Continuous Program Improvement

23. Growth of DA BSRT Degrees

24. Inferences from the IPEDS Data
CoARC Update
October 17, 2010
Inferences from the IPEDS Data
Degree Advancement will drive the move to the BSRT Workforce.
Online education is the increasing while the traditional classroom production is waning.
Public Universities are not likely to start new BSRT Entry Programs due to cost.
Educators with Advanced Degrees are hard to find.
Online delivery allows for a broad geographical reach.
IPEDS data demonstrate a growing role for online DA Programs.
Degree advancement is what will move the needle the most towards achieving a baccalaureate prepared work force. The average traditional classroom is decreasing by 4% per year while online education is growing by 3% annually No public school will most likely start a new baccalauerate program as the infrastructure and upfront costs far exceed the overall ROI with limited classroom seating 4 year institutions are much more likely to start a baccalauerate completion program because of relatively low economic risk Associate degee programs in states that can offer a baccalauerate degree most likely will not. There is no advantage to the school financially and they may not have key personnel with graduate degrees Online programs do not have geograhical borders so they help colleges and universities to achieve their diversity initiatives The IPEDS data for 2016 is not available yet, but it is expected to show exponential growth in degree advancement for respiratory therapy. This trend will continue as there are new programs opening all of the time with no capacity restrictions.
2010 ASA Respiratory Care Meeting

25. Purpose of CoARC DA Standards
The CoARC and its collaborating organizations work together to establish, maintain, and advance Standards which constitute the requirements to which an accredited degree advancement program in respiratory care is held accountable and provide the basis on which the CoARC will confer or deny program accreditation. These Standards are used for the development, self-analysis and external evaluation of Degree Advancement Respiratory Care Programs. 
These Standards are designed to recognize the “value-added” above and beyond the entry into respiratory care professional practice degree. 

26. Eligibility
The CoARC accredits degree-granting programs in respiratory care that have undergone a rigorous process of voluntary peer review and have met or exceeded the minimum accreditation Standards set by the CoARC. 
To become accredited by the CoARC, degree advancement programs must be established either in accredited postsecondary institutions.
All degree advancement students must be graduates of a CoARC-accredited Entry into Respiratory Care Professional Practice degree program prior to entry into the program. 
May be stand alone programs or add on programs to existing entry level programs.

27. Format of Standards (1) Program Administration and Sponsorship;
(2) Institutional and Personnel Resources;
(3) Program Goals, Outcomes, and Assessment;
(4) Curriculum;
(5) Fair Practices and Recordkeeping. 
Next Version of Standards will move Clinical Components to a Separate Section 6.

28. Expected Student Learning Outcomes
There are no nationally-accepted ESLOs for this type of program; therefore, it is the responsibility of the program faculty, with input from the advisory committee, to define the ESLOs of the program and to determine which of the ESLOs are applicable to each student based on his/her professional goals. 
ESLOs must be defined at a level above and beyond that of the graduate RRT entering the profession. 
ESLOs must be consistent with the roles and degree requirements for which the program is preparing its graduates. 
Assessment of student learning outcomes should involve both direct and indirect examination of student performance. 

29. Elements of a Successful ESLO
Outcome must be of value to a Respiratory Therapy Professional.
ESLOs should be clearly mapped in the curriculum as to where they are introduced, developed and assessed.
Syllabi should reflect clearly what modules, assignments or assessments are linked to a given ESLO.
There should be direct objective outcome assessments and indirect measures of achievement.

30. Curriculum: Section 4 DA4.4 Clinical Knowledge
Expanded breadth and depth of knowledge
DA4.5 Professional Attributes 
Prioritizing the interests of those served
DA4.6 Interpersonal and Inter-professional Communication 
DA4.7 Practice-Based Research 
EBM, Research Methods and Analysis
DA4.8 Professional Leadership 

31. Summary I hope we have been able to demonstrate…
Elements in existing Degree Advancement Programs can contribute to student & graduate success.
The value of programmatic accreditation for degree advancement program and how it relates to meeting AARC goals for a baccalaureate prepared workforce.
What is required in achieving accreditation under the new CoARC Degree Advancement Standards.

32. Questions or Comments?