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Respiratory Therapy
Respiratory Therapy is a three-year Ontario College Advanced Diploma program where students learn cardiopulmonary anatomy, chemistry, theory, pharmacology, pathophysiology, and more. This program is taught in a brand new clinical lab by experts in the field. Graduates will be able to perform diagnostic tests such as pulmonary function, cardiac stress and sleep behaviour.
Overview
Over three years, you will earn the practical and academic requirements for a career as a Registered Respiratory Therapist.
You’ll hit the ground running and be able to perform diagnostic tests such as pulmonary function, cardiac stress and sleep behaviour. You’ll also work in Fanshawe’s brand new clinical labs, using state-of-the-art technology and equipment, learning from experts in the field. Additionally, you'll gain hands-on experience in a clinical internship in the third year, while learning from a nationally-approved and accredited curriculum, giving you the scientific foundation and clinical experience you’ll need to practice at the entry-level in Ontario, the rest of Canada, or the rest of the world – as soon as you graduate.
Graduates will be eligible to write national certifications exams and apply for a license with the College of Respiratory Therapists of Ontario or other regions of Canada.
The Health Occupations Aptitude Exam (HOAE) is NOT be required for Fall 2022 applicants.
Program Overview
This program follows a curriculum approved by the College of Respiratory Therapists of Ontario (CRTO), the Canadian Society of Respiratory Therapists (CRST) and the National Alliance of Respiratory Therapy Regulatory Bodies (NARTRB), and is accredited nationally through Accreditation Canada. College faculty, together with instructors from the clinical affiliates, provide the scientific foundation and clinical experience required to prepare students for practice at the entry-level within Ontario, as well as nationally and internationally.
Graduates of the program must undertake a nationally recognized certification exam in order to make an application for credentialing with the College of Respiratory Therapists of Ontario (CRTO), or to other Regulators within Canada, depending upon where they desire to practice. Graduates who intend to practice in Ontario must apply for registration with the College of Respiratory Therapists of Ontario (CRTO).
Career Information
Graduates of Fanshawe’s Respiratory Therapy program possess the skills and knowledge to become essential members of a health care team. Career opportunities extend beyond hospital services to include homecare, community care, research, education, sales/promotion, management, administration and consulting for public or private health care entities.
Did you know Fanshawe consistently ranks high in graduation employment rates among large colleges in Ontario?
Here’s an example of an employment opportunity Career Services has received for students and graduates of Fanshawe’s Respiratory Therapy program:
Registered Respiratory Therapist
Responsible for assessing and managing clients with a wide range of respiratory disorders, ensuring their health care needs are met including appropriate sleep and/or oxygen therapies.
The Respiratory Therapy program prepared me with the knowledge and skills to become a proficient RT who is a vital part of the health care team both in hospitals and the community. The program prepares you for the workplace through theory and simulation based learning. The hands-on learning occurs in labs with the latest equipment being utilized in our field. The professors of the program are all respiratory therapists who bring their experiences to the classroom to help supplement our learning. Class sizes are small enough that you will be on a first name basis with both your classmates and professors. In addition to the excellent academics, there are many opportunities to become involved in the program and a variety of social and extracurricular events around campus to help balance school and life. I loved my three years at Fanshawe and would highly recommend this program to anyone who is wanting to pursue a career in the health field.
Emily Spiers
Respiratory Therapy Graduate
Learning Outcomes
The graduate has reliably demonstrated the ability to:
- provide cardio-respiratory* care in compliance with relevant legislation, professional standards, codes of ethics and practice setting* policies and procedures.
- use preventive measures that contribute to a culture of patient and employee health and safety within a range of practice settings*.
- establish and maintain therapeutic relationships and communicate in a culturally sensitive manner with diverse patients/clients* and their families to support cardio-respiratory* health.
- collaborate with patients/clients* and members of the inter-professional health care team to optimize cardio-respiratory* health and well-being.
- assess and interpret relevant diagnostic and patient information when treating patients/clients* who are experiencing a range of cardio-respiratory* conditions.
- develop patient’s/client’s* plan of care in collaboration with patients/clients* and health care team members by identifying priorities, establishing goals and determining interventions to support optimal cardio-respiratory* outcomes.
- select, implement, evaluate and modify therapeutic cardio-respiratory* interventions to provide evidence-based, patient-centered care in a range of practice settings*.
- develop, implement and evaluate cardio-respiratory* related learning plans in collaboration with patients/clients*, families and health care team members to support client independence and self-management.
- complete written and electronic documentation of patient/client* care to meet legal, organizational and professional requirements.
- read, interpret and participate in research* and use relevant evidence-based findings to inform and guide respiratory therapy practice.
- engage in reflective practice* and ongoing professional development activities to maintain and enhance competence in the field of respiratory therapy.
Program Availability
International Students
Start Dates
Locations
Availability
Full Time Offerings
2022 September
London
Open
Program Details
Program Code
RST4
Academic School
Program Coordinator
Julie Brown, BSc, RRT, MSc(c), FCSRT
Delivery
Day Time
Full-Time
Full-Time
Credential
Ontario College Advanced Diploma
Duration
100 weeks
Admission Requirements
OSSD with courses from the College (C), University (U),
University/College (M), or Open (O) stream WITH:
- Any Grade 12 English (C) or (U)
- Any Grade 12 Mathematics (C) or (U)
- Grade 11 or Grade 12 Physics (C) or (U)
- Grade 11 or Grade 12 Chemistry (C) or (U)
- Grade 11 or Grade 12 Biology (C) or (U)
(Note: minimum final grade required for each course is 70)
OR
Academic and Career Entrance Certificate (ACE) WITH:
- Communications
- Core Mathematics
- Physics
- Chemistry
- Biology
(Note: minimum final grade required for each course is 70)
OR
Pre-Health Sciences Pathway to Advanced Diplomas and Degrees Ontario College Certificate*
(Note: minimum final average required is 3.0 GPA) AND:
- minimum final grade of 'B' or 70 in the required courses stated above
OR
Ontario High School Equivalency Certificate (GED) WITH:
- The combined Language Arts - Reading AND Language Arts - Writing test results having a minimum average Standard Score of 560 AND:
- Any Grade 12 Mathematics (C) or (U)
- Grade 11 or Grade 12 Physics (C) or (U)
- Grade 11 or Grade 12 Chemistry (C) or (U)
- Grade 11 or Grade 12 Biology (C) or (U)
(Note: minimum final grade required for each course is 70)
OR
Mature applicant with standing in the required courses and grades stated above
University/College (M), or Open (O) stream WITH:
- Any Grade 12 English (C) or (U)
- Any Grade 12 Mathematics (C) or (U)
- Grade 11 or Grade 12 Physics (C) or (U)
- Grade 11 or Grade 12 Chemistry (C) or (U)
- Grade 11 or Grade 12 Biology (C) or (U)
(Note: minimum final grade required for each course is 70)
OR
Academic and Career Entrance Certificate (ACE) WITH:
- Communications
- Core Mathematics
- Physics
- Chemistry
- Biology
(Note: minimum final grade required for each course is 70)
OR
Pre-Health Sciences Pathway to Advanced Diplomas and Degrees Ontario College Certificate*
(Note: minimum final average required is 3.0 GPA) AND:
- minimum final grade of 'B' or 70 in the required courses stated above
OR
Ontario High School Equivalency Certificate (GED) WITH:
- The combined Language Arts - Reading AND Language Arts - Writing test results having a minimum average Standard Score of 560 AND:
- Any Grade 12 Mathematics (C) or (U)
- Grade 11 or Grade 12 Physics (C) or (U)
- Grade 11 or Grade 12 Chemistry (C) or (U)
- Grade 11 or Grade 12 Biology (C) or (U)
(Note: minimum final grade required for each course is 70)
OR
Mature applicant with standing in the required courses and grades stated above
Competitive Programs
| This is a highly competitive program; the number of qualified applicants exceeds the number of seats available. Post-Secondary education may be required for successful admission to this program. Please see www.fanshawec.ca/hcp for details. International students, please note: you must successfully graduate from Pre-Health Sciences before being considered for this program. |
English Language Requirements
English Language Requirements
Applicants whose first language is not English will be required to demonstrate proficiency in English by one of the following methods:
- A Grade 12 University Stream English credit (or equivalent) with at least four recent years of full-time study in an educational institution where the language of instruction and of examinations was English and which was located in a country where the first language is English
- Test of English as a Foreign Language (TOEFL) test with a minimum score of 92 for the Internet-based test (iBT) (22 writing, 26 speaking, 20 reading and 20 listening), with test results within the last two years
- International English Language Testing System (IELTS) Academic test with an overall score of 7.0 with no score less than 6.5 in reading and listening and a score of 7.0 in writing and speaking, with test results within the last two years. SDS Program Requirements.
- Canadian Academic English Language (CAEL) test with a score of 70 in writing, reading and speaking and a score of 80 in listening, with test results within the last two years
- Pearson Test of English Academic (PTE) with a minimum score of 65, with test results within the last two years
- A Cambridge English Test (FCE/CAE/CPE) with an overall score on the Cambridge English Scale of 185 with no score less than 176 in reading and listening and 185 in writing and speaking, with test results within the last two years
- Fanshawe College ESL4/GAP5 students: Minimum grade of 80% in ESL4/GAP5 Level 10
- Michigan English Language Assessment Battery (MELAB) test with a minimum score of 90 with at least a 4 on the oral interview
Recommended Academic Preparation
Recommended Academic Preparation
- Grade 12 Business and Technological Communication (O)
Recommended Personal Preparation
Recommended Personal Preparation
- Students should develop personal responsibility, emotional maturity and those personal characteristics which will enable them to co-operate with others in the delivery of health care
Applicant Selection Criteria
Applicant Selection Criteria
Where the number of eligible applicants exceeds the available spaces in the program, the Applicant Selection Criteria will be:
- Preference for Permanent Residents of Ontario
- Receipt of Application by February 1st (After this date, Fanshawe College will consider applicants on a first-come, first-served basis until the program is full)
- Achievement in the Admission Requirements
- Admission to the Fanshawe College Pre-Health Sciences Pathway to Advanced Diplomas and Degrees program does not guarantee admission in a subsequent year to the Respiratory Therapy program. Successful completion of the Fanshawe College Pre-Health Sciences Pathway to Advanced Diplomas and Degrees program, however, does enable the student to be given additional consideration when applying to the Respiratory Therapy program. The Pre-Health Sciences Pathway to Advanced Diplomas and Degrees program is the preferred designated preparatory program for admission to the Respiratory Therapy program.
- *Students who are currently registered in the Pre-Health Sciences Pathway to Advanced Diplomas and Degrees program at Fanshawe College or at any Ontario College of Applied Arts and Technology must successfully complete their Pre-Health Sciences Pathway to Advanced Diplomas and Degrees Ontario College Certificate with a minimum 3.0 GPA average by April 30, 2022 and meet the academic pre-requisite courses and grades for the Respiratory Therapy program in order to be eligible for admission consideration in the immediately following academic year to the Respiratory Therapy program.
Post-Admission Requirements
Post-Admission Requirements
The following items are applicable to the program and are time sensitive. Please refer to www.fanshawec.ca/preplacement for important information about preparing for placement by the due date.
- Possession of a Standard First Aid course certificate (either St. John Ambulance or Canadian Red Cross or equivalent) and a Basic Rescuer course certificate - Basic Life Support (BLS) for BLS Providers course in accordance with the Heart and Stroke Foundation of Canada Canadian Guidelines for CPR
- Evidence of Good Health
- Police Record Check and Vulnerable Sector Screening, including a check of the Pardoned Sexual Offenders Database
- Placement Agreement
More Information
Tuition Summary
London
*Total program costs are approximate, subject to change and do not include the health and dental plan fee, bus pass fee or program general expenses.
Courses
| Level 1 | ||||
| Take all of the following Mandatory Courses: | ||||
| WRIT-1048 | Reason & Writing 1 for Health Sciences | 3 | ||
| This course will introduce health sciences students to essential principles of reading, writing, and reasoning at the postsecondary level. Students will identify, summarize, analyze, and evaluate multiple short readings and write persuasive response essays to develop their vocabulary, comprehension, grammar, and critical thinking. | ||||
| RESP-1026 | Health & Safety in Disease Prevention | 3 | ||
| The purpose of this course is to introduce students in the Respiratory Therapy program to pathogenic and physiological processes and their role in disease transmission. The students will also gain a general overview of relevant health and safety practices related to respiratory care. The competencies as taught, reinforced and evaluated will follow the 2016 Respiratory Therapy National Competency Framework (NCF) as well as the Ministry of Advanced Education and Skills Development (MAESD) Respiratory Therapy Vocational Learning Outcomes which details the competencies as required for credentialing and entry-to-practice. While the format for this course delivery is didactic classroom setting, it is expected that the student will conduct themselves in a professional manner as outlined in the Program Policies and Program Description. | ||||
| ANAT-1029 | Cardiopulmonary Anatomy & Physiology 1 | 4 | ||
| This course focuses on specialized concepts of cardiopulmonary anatomy and physiology. It emphasizes the hierarchical organization of the human body, the intimate relationship between structure and function, and the homeostatic regulation of organ systems. The course is offered in two parts and provides the theoretical underpinnings for the study of applied disciplines such as pathophysiology and pharmacology. | ||||
| RESP-1018 | Theory of Equipment | 4 | ||
| This course introduces the student to the primary equipment used within the field of respiratory care. Subject matter includes in-depth analysis of equipment and therapies such as oxygen therapy and medical gas administration. The competencies as taught, reinforced and evaluated will follow the 2016 Respiratory Therapy National Competency Framework (NCF) as well as the Ministry of Training, Colleges and Universities (MTCU) Respiratory Therapy Vocational Learning Outcomes which details the competencies as required for credentialing and entry-to-practice. While the format for this course delivery is didactic classroom setting, it is expected that the student will conduct themselves in a professional manner as outlined in the Program Policies and Program Description. | ||||
| RESP-1023 | Professional Issues in Respiratory Care | 2 | ||
| This course introduces students to various professional issues confronting health care providers in today's world. Topics of concern to the Respiratory Therapist such as professional behaviour, professional associations, maintaining practice competency, communication, documentation and legal standards are discussed in the large group setting. The competencies as taught, reinforced and evaluated follow the 2016 Respiratory Therapy National Competency Framework (NCF) which details the competencies as required for credentialing and entry-to practice. While the format for this course delivery is didactic classroom setting, it is expected that the student will conduct themselves in a professional manner as outlined in the Program Policies and Program Description. | ||||
| RESP-1029 | Clinical Applications 1 | 1.5 | ||
| This course allows the student to perform practical applications of respiratory equipment, procedures, and patient care as learned in RESP-1018 in a safe simulation environment. The emphasis will be on therapeutic interventions and procedures to enhance and include the health and safety of the patient and therapist. The course will focus on medical gas administration, oxygen therapy, home oxygen therapy, humidification devices, aerosol therapy, inhaled medication administration, and gastric suction. The delivery of this course will incorporate practical skills stations, case based learning and high fidelity simulations to encourage critical thinking and team-based management. The student will conscientiously ensure that their practice falls within professional legal boundaries along with continued enhancement of concepts pertaining to professionalism, communication, problem-solving and health and safety. The competencies as taught, reinforced and evaluated will follow the 2016 Respiratory Therapy National Competency Framework (NCF) as well as the Ministry of Training, Colleges and Universities (MTCU) Respiratory Therapy Vocational Learning Outcomes which details the competencies as required for credentialing and entry-to-practice. The format for this course delivery is within the simulated respiratory laboratory setting, and therefore, it is expected that the student will conduct themselves in a professional manner as outlined in the Program Policies and Program Description. | ||||
| CHEM-1107 | Physiological Chemistry | 2 | ||
| This course introduces the student to the fundamental chemical principles required to understand the concepts presented. Emphasis will be placed on the chemistry of fluid and electrolyte balance and maintenance of acid base balance within the fluid compartments of the human body. Subject matter includes in-depth analysis of all concepts presented as outlined in the Detailed Content section. The competencies as taught, reinforced and evaluated will follow the 2016 Respiratory Therapy National Competency Framework (NCF) which details the competencies as required for credentialing and entry-to-practice. While the format for this course delivery is didactic classroom setting, it is expected that the student will conduct themselves in a professional manner as outlined in the Program Policies and Program Description. | ||||
| HLTH-1101 | Research Principles: Intro | 3 | ||
| This is an introductory course into the process and principles of research. Topics will include the purpose of research in health care, the research process, research paradigms, systematic review, reporting research, knowledge translation, and ethics in research. The student will learn about the components and theories of research, how the theories have changed over time, and through scientific methods, how research can impact their life and practice. This course will also discuss the importance of health care administration; relating to financial concerns of health care, such as public funding, health insurance and managing hospital practice in accordance with a budget. Topics such as assuring compliance with national and provincial regulations and delivery of high quality patient care will also be discussed. Delivery will include large and small group discussion; article critiquing, literature reviews and presentations of scientific articles. | ||||