Program delivery note
Program delivery note: Fanshawe will temporarily deliver this program as listed under "locations" to the right of your screen or in the "+ more details" menu on mobile. Delivery format may change for January 2021 and onwards.
Launch your career at top respiratory therapist program in Ontario - 2020/2021
When you can’t breathe, nothing else matters. And for many people in our communities, the simple act of taking a breath requires determination and a vital mix of professional assistance. With an advanced diploma in Respiratory Therapy, you’ll learn the knowledge and skills that are not only in-demand all over the country, but vital to the health of our communities.
In this respiratory therapist program, you will earn practical and academic requirements for a career as a Respiratory Therapist. You’ll emerge from Fanshawe’s Respiratory Therapy program able to perform diagnostic tests such as pulmonary function, cardiac stress and sleep behaviour.
Learn in a top Ontario respiratory therapist program with a state-of-the-art lab
You’ll work in Fanshawe’s brand new clinical labs, using state-of-the-art technology and equipment, learning from experts in the field. You’ll have hands-on experience in a clinical internship in the third year of this highly competitive program. You’ll learn 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.
Whether you want to work with private companies or in public hospitals, in homecare, sales, community care or research, when you graduate you’ll 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. Inhale. Help people breathe. Exhale.
Health Occupations Aptitude Examination (HOAE) - Applicants to the Respiratory Therapy Program must complete the HOAE as part of the application process. Click here for information about the HOAE.
Emily Spiers
Respiratory Therapy Graduate
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.
Admission Requirements - 2020/2021
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. |
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
AND
Health Occupation Aptitude Examination (HOAE)
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
- Grade 12 Business and Technological Communication (O)
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
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
- Achievement in the Health Occupation Aptitude Examination (HOAE)
- 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, 2020 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
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
Courses
Respiratory Therapy-2020/2021
| 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 all modes and types of equipment used for the therapies as outlined in the Detailed Content section. The competencies as taught, reinforced and evaluated will follow the 2011 Respiratory Therapy National Competency Profile (NCP) 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-1020 | 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 2011 Respiratory Therapy National Competency Profile (NCP) which details the competencies as required for credentailing 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. | ||||
| Level 2 | ||||
| Gen Ed - Take a 3 credit General Education elective course | ||||
| Take all of the following Mandatory Courses: | ||||
| ANAT-3005 | Cardiopulmonary Anatomy & Physiology 2 | 3 | ||
| This course focuses on specialized concepts of cardiopulmonary anatomy and physiology. The course is offered in two parts and provides the theoretical underpinnings for the study of applied disciplines such as pathophysiology and pharmacology. This concludes the study of the structure and function of the respiratory system and continues with a detailed examination of the structure and function of the cardiovascular system. Interrelated function among body systems and the role of homeostasis will be emphasized. | ||||
| RESP-3012 | Assessments in Respiratory Care | 4 | ||
| This course introduces students to the relevant information related to the knowledge and skills needed for the Respiratory Therapist to be competent at Patient Assessment and Arterial Blood Gas interpretation. 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. | ||||
| HLTH-3057 | Systemic Pathophysiology | 4 | ||
| This course will allow the student to differentiate between the pathophysiology of diseases and disorders of the renal, cardiac, central nervous, musculoskeletal and endocrine systems. Pathophysiology, etiology, diagnosis, clinical manifestations and treatment of specified acute and chronic disorders will be discussed incorporating case-based scenarios and analysis and problem solving 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. | ||||
| RESP-3014 | Therapeutic Airway Interventions | 3 | ||
| This course introduces the student to the equipment, assessment and therapeutic techniques used in the management of a patient's airway. 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) 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-3015 | Clinical Applications 2 | 2 | ||
| In this course students will progress their knowledge and skill of respiratory therapy equipment, procedures, and patient care. The emphasis will be on therapeutic interventions and procedures to enhance and include the health and safety of the patient and therapist. The focus of this course will include airway management, airway clearance techniques, tracheostomy management, patient assessment, patient interviewing, and blood gas sampling. 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. | ||||
| RESP-1024 | Principles of Mechanical Ventilation | 3 | ||
| The course starts with acquainting the student with the acute care environment, specifically the intensive care unit (ICU) and reasons why patients are in need of mechanical ventilation. There will be in-depth discussion about the physical characteristics of the ventilator used in the acute and chronic care settings and how they respond to the patient's ever changing lung conditions. Ventilator modes and adjunctive techniques on mechanical ventilators will be explained.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. | ||||
| Level 3 | ||||
| Gen Ed - Take a 3 credit General Education elective course | ||||
| Take all of the following Mandatory Courses: | ||||
| PHRM-1058 | Pharmacology-Intro | 2 | ||
| This course covers basic pharmacology concepts and common therapeutic agents used by respiratory therapists. Topics include principles of drug activity, interaction, pharmacokinetics, pharmacodynamics pharmacotherapeutics, as well as pharmaceutical calculations. The course also introduces the basics of airway immunology, histology, and remodeling as they relate to pulmonary pharmacology and patient care. Drug classes having a direct impact on respiratory therapy will be studied in detail. The didactic competencies as taught, reinforced and evaluated will reference the 2016 Respiratory Therapy National Competency Framework ( NCF 2016 ) which details the competencies as required for national 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-1019 | Cardiopulmonary Diagnostics & Procedures | 3 | ||
| This course provides an in-depth study of the basis and rationale behind the diagnosis, testing and treatment of cardiopulmonary and associated disorders. Emphasis is placed on invasive and non-invasive cardiac and pulmonary diagnostic procedures and equipment. Concepts pertaining to professionalism, communication, problem solving and health and safety are emphasized. 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-5018 | Principles of Anesthesia | 3 | ||
| This course introduces students to the respiratory therapist's duties in the operating room. Topics covered include the operation, maintenance and safe patient application of anesthetic equipment. In order to assist the anesthetist in the operating room, this course provides the student with a sound knowledge base in commonly used drugs pre-operatively, intra-operatively and post-operatively. The course is taught in such a way that the student will be able to understand aspects of anesthesia from the time a patient enters the operating room to the time they are transferred to the recovery room. This includes pre-induction, induction, maintenance and emergence. While the format for this course delivery is a 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. 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) 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. | ||||
| RESP-3017 | Orientation to Clinical Experience 1 | 2 | ||
| This is the first of two courses that allows the student to become familiar with the role of the Respiratory Therapist within the health care team, as well as, expectations of students within the team. This course assumes a hybrid delivery format which includes experiential learning within the clinical setting, face-to-face and online enhancement. Concepts pertaining to professionalism, communication and problem-solving and health and safety are emphasized. The competencies as taught, reinforced and evaluated 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. | ||||
| RESP-3016 | Clinical Applications 3 | 2.5 | ||
| In this course students will progress their knowledge and skill of respiratory therapy equipment and patient care. The focus will be on therapeutic interventions and procedures to enhance and include the health and safety of the patient and therapist. The competency focus will be on introduction, setup, initiation and maintenance of both non-invasive and invasive mechanical ventilation, setup, troubleshoot and utilize anesthesia equipment, assess and provide appropriate therapeutic intervention for pre, post and intraoperative patients, utilize a variety of different tools to assess and interpret pulmonary and cardiac function. 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. 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) 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. | ||||
| RESP-3022 | Applications for Mechanical Ventilation | 4 | ||
| This course is a continuation of RESP-1024 and covers in detail ventilation modes and adjunctive techniques for invasive and non-invasive ventilation. Complications associated with positive pressure ventilation will also be discussed in depth. Ventilation in non-critical care environment such as the patient's home and long term care facilities will be discussed. The didactic competencies as taught, reinforced and evaluated will reference the 2016 Respiratory Therapy National Competency Framework (NCF 2016 ) which details the competencies as required for national 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-5007 | Pathophysiology 2-Adv | 3 | ||
| This course will allow the student to differentiate between the pathophysiology of diseases and disorders of the pulmonary system as they relate to Respiratory Therapy. Pathophysiology, etiology, diagnosis, clinical manifestations and treatment of specified acute and chronic disorders will be discussed incorporating case-based scenarios and analysis and problem solving. 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) 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. | ||||
| Level 4 | ||||
| Gen Ed - Take a 3 credit General Education elective course | ||||
| Take all of the following Mandatory Courses: | ||||
| PHRM-5001 | Cardiopulmonary Pharmacology | 3 | ||
| Building from the principles learned in Introduction to Pharmacology course, students will be introduced to the clinical application of drugs that have a direct relationship with the cardiopulmonary system. Drugs used in the management of cardiopulmonary disease will be investigated, with attention paid to the clinical indications, pharmacologic activity, route of administration, adverse side effects and therapeutic assessment. Students will also be introduced to drugs used for the management of life-threatening cardiac events that align with current Advanced Cardiac Life Support (ACLS) guidelines. The competencies as taught, reinforced and evaluated will follow the 2016 National Competency Framework (NCF) which details the competencies as required for credentialing and entry to practice. It is expected that the student will conduct themselves in a professional manner as outlined in the Program Policies and Program Description. | ||||
| RESP-5017 | Neonatal & Pediatric Respiratory Care | 4 | ||
| This course will provide students with respiratory care concepts related to the neonatal and pediatric patient. Content will focus on maternal, fetal, neonatal, and pediatric cardiopulmonary disorders. Emphasis will be placed on understanding the pathophysiology, therapeutic interventions, airway management, and invasive and non-invasive mechanical ventilation strategies. Students will also gain knowledge in Pediatric Advanced Life Support (PALS) and Neonatal Resuscitation Program (NRP). 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. | ||||
| HLTH-5023 | Community Health & Wellness | 2 | ||
| This course provides an overview of health care trends and systems related to health issues seen in the community. In this course, students will learn about all aspects of community health and wellness emphasizing health promotion and assessment as they apply to respiratory therapy. Students will apply community health concepts and theories at both an individual/family level and at a level of population health. Students' will identify the roles, skills and competencies of the community health respiratory therapist. 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) 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-5020 | Orientation to Clinical Experience 2 | 2 | ||
| This course is a continuation from level 3 and will facilitate the student in preparation for clinical practicum placements including finalization of hospital requirements. This course will assume a hybrid delivery format which may include experiential learning in a clinical setting, face-to-face and online enhancement. Concepts pertaining to professionalism, communication, analysis and problem-solving and health and safety will be emphasized. | ||||
| RESP-5024 | Clinical Applications 4 | 1.5 | ||
| This is the fourth and final clinical applications course. The student will continue to progress with developing their practical skills, adaptive performance and critical thinking in preparation for clinical practicums. Through an interactive delivery this course will allow the SRT time to focus on decision making with respect to patients (Adult, Pediatric and Neonatal) needing invasive mechanical ventilation and non-invasive mechanical ventilation. In this course the SRT will also focus on cardio-pulmonary resuscitation skills in adult, pediatric and neonatal demographics. | ||||
| RESP-3021 | Clinical Simulation Activity | 1 | ||
| This course simulates the experiences and environment of working as a Respiratory Therapist in the clinical setting. The student will participate in a variety of adult, neonatal and pediatric high-fidelity simulations with the expectation of enhancing assessment, prioritization, clinical judgment/intervention, documentation and fundamental psychomotor skills. The student will gain an understanding of how to technically and clinically manage a patient scenario. 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 student will utilize reflective practice and use critical thinking skills in problem solving and decision making to ensure quality patient care. | ||||
| RESP-5025 | Comprehensive Respiratory Management | 4 | ||
| The purpose of this course is to provide the students an opportunity to build on previously studied concepts, foundational knowledge and patient care. The course will enable the student to apply critical thinking skills to develop an adaptable proficiency required to progress and relate key respiratory care concepts. | ||||
| Level 5 | ||||
| Take all of the following Mandatory Courses: | ||||
| RESP-1021 | Clinical Theory 1 | 7 | ||
| The first of three clinical theory courses, this course provides the student the opportunity to build on previously studied theory and to begin to combine and organize all previous program knowledge. The focus of this course as outlined in the detailed content is to reinforce areas of the national competency profile in preparation for clinical practice. | ||||
| RESP-1022 | Clinical Practicum 1 | 13.5 | ||
| The first of three clinical practicum courses, this course provides the student the opportunity to apply and engage previously studied theory knowledge and skills in a supervised clinical setting. The student will observe and participate in the daily activities of respiratory therapists in the practice of respiratory therapy. The student will be introduced to different clinical procedures while under the supervision of a site clinical coordinator and staff respiratory therapists. The competencies as taught, reinforced and evaluated will follow the 2016 National Competency Framework (NCF) which details the competencies as required for credentialing and entry to practice. It is expected that the student will conduct themselves in a professional manner as outlined in the Program Policies and Program Description. | ||||
| Level 6 | ||||
| Take all of the following Mandatory Courses: | ||||
| RESP-3019 | Clinical Theory 2 | 7 | ||
| The second of three clinical theory courses, this course provides a continuing opportunity for SRT's to build on previously studied theory and to continue to combine and organize all previous program knowledge. The focus of this course as outlined in the detailed content is to reinforce areas of the national competency profile in preparation for clinical practice. | ||||
| RESP-3020 | Clinical Practicum 2 | 13.5 | ||
| The second of three clinical practicum courses, this course provides the student the opportunity to apply and engage previously studied theory knowledge and skills in a supervised clinical setting. The student will observe and participate in the daily activities of respiratory therapists as they rotate through various practice settings building on their knowledge and skills obtained in Clinical Practicum I. 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. It is expected that the student will conduct themselves in a professional manner as outlined in the Program Policies and Program Description. | ||||
| Level 7 | ||||
| Take all of the following Mandatory Courses: | ||||
| RESP-5022 | Clinical Theory 3 | 13 | ||
| The third of three clinical theory courses, this course provides a continuing opportunity for students to build on previously studied theory and to continue to combine and organize all previous program knowledge.The student will complete a series of adult, neonatal and pediatric case study exercises with the expectation of enhancing assessment, prioritization, clinical judgment and intervention skills. Students will apply objective clinical data into a treatment plan that is based on a valid assessment. | ||||
| RESP-5023 | Clinical Practicum 3 | 27.75 | ||
| The third of three clinical practicum courses, this course provides the student the opportunity to apply and engage previously studied theory knowledge and skills in a supervised clinical setting. The student will observe and participate in the daily activities of respiratory therapists in the practice of respiratory therapy. The student will be introduced to different clinical procedures while under the supervision of a site clinical coordinator and staff respiratory therapists. The competencies as taught, reinforced and evaluated will follow the 2016 National Competency Framework (NCF) which details the competencies as required for credentialing and entry to practice. It is expected that the student will conduct themselves in a professional manner as outlined in the Program Policies and Program Description. | ||||
| Gen Ed - Electives | ||||
| Take 9 General Education Credits - Normally taken in Levels 2, 3 and 4 | ||||
| Program Residency | ||||
| Students Must Complete a Minimum of 43 credits in this program at Fanshawe College to meet the Program Residency requirement and graduate from this program | ||||
Careers - 2020/2021
Career Opportunities
Private and public companies seek out RRTs for their knowledge and skill. In addition to hospital services, career opportunities exist in sales, homecare, community care, research, education and consulting for health care institutions and organizations.More Information - 2020/2021
A Three-Year Ontario College Advanced Diploma Program
Program Code: RST4
Campus Code: LC (LC - London)
September Admission
15 week terms
Academic Calendars available at www.fanshawec.ca/academicdates
Campus Code: LC (LC - London)
September Admission
15 week terms
Academic Calendars available at www.fanshawec.ca/academicdates
Contact
School of Health Sciences: 519-452-4207Program Description
This three-year, advanced diploma 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 application for credentialing
with the College of Respiratory Therapists of Ontario (CRTO), or to
other Regulators within Canada, dependent 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).
Other Information
- Due to the academic and clinical rigor required in the Respiratory Therapy program, applicants applying directly to this program from secondary school, without additional post-secondary education, are encouraged to consider applying to the Pre-Health Sciences Pathway to Advanced Diplomas and Degrees program. The Pre-Health Sciences Pathway to Advanced Diplomas and Degrees program is an excellent preparatory program for those considering a career as a health care professional.
- Certification: Graduates of the program must undertake a nationally recognized certification exam in order to make application for credentialing with the College of Respiratory Therapists of Ontario (CRTO) or to other regulators within Canada, dependent upon where they desire to practice.
- Eligibility for registration in Ontario in any regulated health discipline requires the candidate to provide information regarding any criminal offence or physical/mental condition which may affect practice.
- The program flows from term to term with set prerequisite courses and completion of practical components alongside didactic components to facilitate the attainment of the knowledge and skills required and culminating with 3 clinical practicum terms in year 3, levels 5, 6 and 7. The program duration is 100 weeks of academic activity. It takes approximately 139 weeks to complete (includes summer breaks, reading week breaks, Christmas breaks). The program pattern is F/W/F/W/S/F/W. Level 1, 2, 3, and 4 are 15 weeks, level 5 and 6 are 10 weeks and level 7 is 20 weeks.
- An extensive clinical practicum is offered within contracted
clinical agencies and will include all practice areas to meet the
required entry-to-practice competencies so that you are eligible to
write the National Respiratory Therapy exam through the Canadian
Board for Respiratory Care (CBRC). Throughout the practicum, the
student will build on their ability to practice independently with
emphasis on critical thinking, clinical judgment and clinical
reasoning.
Current Clinical sites include: London Health Science Center (University Hospital and Victoria Hospital), Guelph General Hospital, Halton Healthcare, Hamilton Health Science Center, Lakeridge Health Corporation, Markham Stouffville General Hospital, McMaster University Medical Center, St. Catharines, Niagara Health System, St. Joseph's Healthcare Hamilton, St. Thomas-Elgin General Hospital, Stratford General Hospital, Western Pro Health Inc., VitalAire Healthcare London, London Family Health Team. Site are subject to change.
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 Pathways
For information about Program Pathways visit www.fanshawec.ca/programpathways.Program Details
More detailsProgram Details
Canadian Students
Start Dates
Locations
Availability
2019 September
London
Closed
2020 September
Blended Delivery - London
Closed
International Students
Start Dates
Locations
Availability
2019 September
London
Closed
2020 September
Blended Delivery - London
Closed
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
Information For
- Fanshawe’s commitment to academic quality and student success is stronger than ever.
- In 2018, Ayden Miller (keyboard/synthesizer), Stefan Boulineau (lead vocals) and Cole Wilson (lead guitar) formed their band New Friends while working together in the studio of Fanshawe Music Industry Arts program.
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