This document provides information about an online Anesthesia Technology Pharmacology course offered at College of DuPage. It outlines the course objectives, modules, grading scale, attendance policy, and technology expectations. The course prepares students to work as part of an anesthesia care team by studying various anesthesia drugs, proper ordering and storage, and medication cart organization. Students will complete online discussions, assignments, and a final exam. They are expected to actively participate in the online course at least 5 days a week to avoid absences exceeding 25% of instructional time.
Team-based learning (TBL) as a teaching modality in Pharmacologyiosrjce
Team-based learning (TBL) is a student-centered teaching approach that requires both individual
and group accountability to ensure a fruitful teaching/learning experience. We adopted TBL in teaching second
year Pharmacy students Pharmacology course in Dubai Pharmacy College (DPC), Dubai, UAE. The present
study assessed students’ perception to TBL as a teaching/learning method. Second year students were divided
into 10 groups 7-8 students each. The three phases of the TBL technique were implemented. Students were
requested to respond to a questionnaire to assess their perception to the TBL experience. A significant
proportion of the students felt that TBL provides an enjoyable teaching/learning experience that enhances their
active learning, self-directed learning (SDL), critical thinking and ability to solve clinical problems
Team-based learning (TBL) as a teaching modality in Pharmacologyiosrjce
Team-based learning (TBL) is a student-centered teaching approach that requires both individual
and group accountability to ensure a fruitful teaching/learning experience. We adopted TBL in teaching second
year Pharmacy students Pharmacology course in Dubai Pharmacy College (DPC), Dubai, UAE. The present
study assessed students’ perception to TBL as a teaching/learning method. Second year students were divided
into 10 groups 7-8 students each. The three phases of the TBL technique were implemented. Students were
requested to respond to a questionnaire to assess their perception to the TBL experience. A significant
proportion of the students felt that TBL provides an enjoyable teaching/learning experience that enhances their
active learning, self-directed learning (SDL), critical thinking and ability to solve clinical problems
Meeting TimesOnline ClassesMonday, 1200 a.m. to Sunday, .docxAASTHA76
Meeting Times
Online Classes
Monday, 12:00 a.m. to Sunday, 11:59 p.m. (Pacific time)
Class Length
8 weeks
Your instructor may schedule optional synchronous/live sessions using the Virtual Classroom (Blackboard
Collaborate) meeting space. Please check your course announcements for specific dates and times. All meetings
will be recorded and will be accessible in the Virtual Classroom.
Contact Information
Course Description
This course is designed to provide an opportunity to explore the role of educator in both academic and clinical
settings as advanced practice nurses. Understanding how people learn and the various theories about learning is
fundamental to being able to develop solid educational plans. Faculty roles are changing to meet the needs of
learners in a world experiencing explosive technological advances. The educator role now synthesizes a broader
range of scholarship, which emphasizes discovery, integration, application, and the scholarship of Teaching. A
variety of both traditional and innovative Teaching and evaluation methodologies will be explored as well as
appraising the four major components of the educator role: Teaching, curriculum, information technology, and
evaluation of students and programs.
Total Course Credits:
3
Total Course Hours:
45
Lecture Hours Online:
45
Lab Hours:
0
Supervised Clinical/Practicum
Hours:
0
Externship/Internship Hours:
0
Course Learning Outcomes
1. Discuss the faculty role and responsibilities in nursing education.
2. State your philosophy of teaching and learning.
3. Examine the major determinants of learning.
4. Compare the instructional paradigm with the learning paradigm.
5. Analyze the concepts of pedagogy and andragogy for their similarities and differences.
6. Analyze the characteristics of the learner in today's educational programs.
7. Evaluate current trends in nursing classroom and clinical education, discussing advantages and
disadvantages of each.
8. Assess legal and ethical issues related to academic performance, and issues related to students with
West Coast University • WCU Orange County • College of Nursing
NURS 535 PRINCIPLES OF TEACHING AND LEARNING
201809FAIOL OL-3
201809FAIOL 2018 Section ALL 09/03/2018 to 10/28/2018
Modified 08/20/2018
disabilities.
9. Assess the environments for clinical teaching and learning, and roles and responsibilities of clinical teachers.
10. Develop a plan for creating a safe learning environment in the classroom and in the clinical setting.
11. Create a class for a group of diverse learners.
12. Examine the use of technology and various forms of media in nursing classes.
13. Evaluate classroom and clinical assessment methods, noting the advantages and disadvantages of each.
14. Compare program evaluation methods used to assess student learning outcomes in classroom and clinical
instruction
Week CLOs PLOs ILOs AACN Essentials
1 1, 2, 3, 6, 9, 10 1, 8, 9 1, 2 I, IV
2 3, 6, 7, 8, 9, 11 1, 8, 9 1, 3 I, IV
3 2, 4,.
School of Social Sciences1Course title Research Methods (C3.docxjeffsrosalyn
School of Social Sciences
1
Course title: Research Methods (C39RE)
Professor Rania Kamla [email protected]
Dr Bing Xu [email protected]
Dr Esinath Ndiweni [email protected]
Course Introduction
Research Methods develops research skills which are essential for your dissertation and for a career in accounting, finance or research. It is designed to help you to prepare for the dissertation by allowing you the opportunity to learn about approaches to research and how to use them.
To research is to methodically search for new knowledge and/or practical solutions in the form of answers to specific questions. Developing skills in providing robust, convincing answers to different questions is critical to success in many professional, as well as, academic settings. This course will provide you the opportunity to understand how to gather relevant data/evidence, how to analyse and interpret evidence, how to make sense of complex situations, how to draw conclusions or make recommendations and how to communicate your finding.
A series of lectures will provide you with a sound grounding in social science research methods and guide you through the assigned readings. This will be complemented with tutorials/workshops to develop a range of practical research skills. The assessments provide you with an opportunity to apply the knowledge and provide a sound foundation for the honours year, in particular the dissertation.
Aims and Objectives
· To provide the knowledge and skills required to conduct a sizeable piece of independent research
· To generate an understanding of the social science research process
· To develop an appreciation of the nature of accountancy and finance research
· To enable students to practice their skills and test their understanding of aspects of the research process
Learning Outcomes
· Understand differences between qualitative and quantitative research
· Select and develop a research topic in accountancy or finance
· Identify, access and evaluate literature relevant to the research topic
· Select an appropriate research methodology
· Obtain relevant data
Personal Abilities
· Work independently
· Analyse and interpret research results
· Communicate and present ideas effectively by written and verbal means
Teaching Overview
This course comprises of lectures and tutorials, detailed in the table below. The lectures will last for up to 2 hours and the tutorials are an hour long.
Week
Topic
Tutorial
1
Purpose of Research & An introduction to the dissertation
2
What to Research and how to select YOUR research Question
3
Literature Review - using other peoples’ research – reviewing literature, plagiarism and referencing.
Finding a research question
4
How to research – using library resources
Setting your dissertation aims & objectives
5
Content Analysis /Interviews most popular qualitative methods
Planning your sources of evidence
6
Reading Week Coursework Preparation
None
7
Descriptive statistics.
Students maintained and submitted weekly reflective narratives throu.docxrosemariebrayshaw
Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.
The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:
New practice approaches
Interprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Practices of culturally sensitive care
Ensuring the integrity of human dignity in the care of all patients
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
2.3:
Understand and value the processes of critical thinking, ethical reasoning, and decision making.
4.1:
Utilize patient care technology and information management systems.
4.3:
Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
5.3:
Provide culturally sensitive care.
5.4:
Preserve the integrity and human dignity in the care of all patients.
...
Have you ever wondered where you may find help with a nursing dissertation if you are seeking a master's or Ph.D. in nursing?
We make sure that you receive the greatest work and expert support in the nursing sector with the aid of our professional nursing dissertation writers.
Meeting TimesOnline ClassesMonday, 1200 a.m. to Sunday, .docxAASTHA76
Meeting Times
Online Classes
Monday, 12:00 a.m. to Sunday, 11:59 p.m. (Pacific time)
Class Length
8 weeks
Your instructor may schedule optional synchronous/live sessions using the Virtual Classroom (Blackboard
Collaborate) meeting space. Please check your course announcements for specific dates and times. All meetings
will be recorded and will be accessible in the Virtual Classroom.
Contact Information
Course Description
This course is designed to provide an opportunity to explore the role of educator in both academic and clinical
settings as advanced practice nurses. Understanding how people learn and the various theories about learning is
fundamental to being able to develop solid educational plans. Faculty roles are changing to meet the needs of
learners in a world experiencing explosive technological advances. The educator role now synthesizes a broader
range of scholarship, which emphasizes discovery, integration, application, and the scholarship of Teaching. A
variety of both traditional and innovative Teaching and evaluation methodologies will be explored as well as
appraising the four major components of the educator role: Teaching, curriculum, information technology, and
evaluation of students and programs.
Total Course Credits:
3
Total Course Hours:
45
Lecture Hours Online:
45
Lab Hours:
0
Supervised Clinical/Practicum
Hours:
0
Externship/Internship Hours:
0
Course Learning Outcomes
1. Discuss the faculty role and responsibilities in nursing education.
2. State your philosophy of teaching and learning.
3. Examine the major determinants of learning.
4. Compare the instructional paradigm with the learning paradigm.
5. Analyze the concepts of pedagogy and andragogy for their similarities and differences.
6. Analyze the characteristics of the learner in today's educational programs.
7. Evaluate current trends in nursing classroom and clinical education, discussing advantages and
disadvantages of each.
8. Assess legal and ethical issues related to academic performance, and issues related to students with
West Coast University • WCU Orange County • College of Nursing
NURS 535 PRINCIPLES OF TEACHING AND LEARNING
201809FAIOL OL-3
201809FAIOL 2018 Section ALL 09/03/2018 to 10/28/2018
Modified 08/20/2018
disabilities.
9. Assess the environments for clinical teaching and learning, and roles and responsibilities of clinical teachers.
10. Develop a plan for creating a safe learning environment in the classroom and in the clinical setting.
11. Create a class for a group of diverse learners.
12. Examine the use of technology and various forms of media in nursing classes.
13. Evaluate classroom and clinical assessment methods, noting the advantages and disadvantages of each.
14. Compare program evaluation methods used to assess student learning outcomes in classroom and clinical
instruction
Week CLOs PLOs ILOs AACN Essentials
1 1, 2, 3, 6, 9, 10 1, 8, 9 1, 2 I, IV
2 3, 6, 7, 8, 9, 11 1, 8, 9 1, 3 I, IV
3 2, 4,.
School of Social Sciences1Course title Research Methods (C3.docxjeffsrosalyn
School of Social Sciences
1
Course title: Research Methods (C39RE)
Professor Rania Kamla [email protected]
Dr Bing Xu [email protected]
Dr Esinath Ndiweni [email protected]
Course Introduction
Research Methods develops research skills which are essential for your dissertation and for a career in accounting, finance or research. It is designed to help you to prepare for the dissertation by allowing you the opportunity to learn about approaches to research and how to use them.
To research is to methodically search for new knowledge and/or practical solutions in the form of answers to specific questions. Developing skills in providing robust, convincing answers to different questions is critical to success in many professional, as well as, academic settings. This course will provide you the opportunity to understand how to gather relevant data/evidence, how to analyse and interpret evidence, how to make sense of complex situations, how to draw conclusions or make recommendations and how to communicate your finding.
A series of lectures will provide you with a sound grounding in social science research methods and guide you through the assigned readings. This will be complemented with tutorials/workshops to develop a range of practical research skills. The assessments provide you with an opportunity to apply the knowledge and provide a sound foundation for the honours year, in particular the dissertation.
Aims and Objectives
· To provide the knowledge and skills required to conduct a sizeable piece of independent research
· To generate an understanding of the social science research process
· To develop an appreciation of the nature of accountancy and finance research
· To enable students to practice their skills and test their understanding of aspects of the research process
Learning Outcomes
· Understand differences between qualitative and quantitative research
· Select and develop a research topic in accountancy or finance
· Identify, access and evaluate literature relevant to the research topic
· Select an appropriate research methodology
· Obtain relevant data
Personal Abilities
· Work independently
· Analyse and interpret research results
· Communicate and present ideas effectively by written and verbal means
Teaching Overview
This course comprises of lectures and tutorials, detailed in the table below. The lectures will last for up to 2 hours and the tutorials are an hour long.
Week
Topic
Tutorial
1
Purpose of Research & An introduction to the dissertation
2
What to Research and how to select YOUR research Question
3
Literature Review - using other peoples’ research – reviewing literature, plagiarism and referencing.
Finding a research question
4
How to research – using library resources
Setting your dissertation aims & objectives
5
Content Analysis /Interviews most popular qualitative methods
Planning your sources of evidence
6
Reading Week Coursework Preparation
None
7
Descriptive statistics.
Students maintained and submitted weekly reflective narratives throu.docxrosemariebrayshaw
Students maintained and submitted weekly reflective narratives throughout the course to explore the personal knowledge and skills gained throughout this course. This assignment combines those entries into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.
This final submission should also outline what students have discovered about their professional practice, personal strengths and weaknesses that surfaced during the process, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and, finally, how the student met the competencies aligned to this course.
The final journal should address a variable combination of the following, while incorporating your specific clinical practice experiences:
New practice approaches
Interprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Practices of culturally sensitive care
Ensuring the integrity of human dignity in the care of all patients
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
RN to BSN
2.3:
Understand and value the processes of critical thinking, ethical reasoning, and decision making.
4.1:
Utilize patient care technology and information management systems.
4.3:
Promote interprofessional collaborative communication with health care teams to provide safe and effective care.
5.3:
Provide culturally sensitive care.
5.4:
Preserve the integrity and human dignity in the care of all patients.
...
Have you ever wondered where you may find help with a nursing dissertation if you are seeking a master's or Ph.D. in nursing?
We make sure that you receive the greatest work and expert support in the nursing sector with the aid of our professional nursing dissertation writers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. 2
Instructors: Kathy Cabai
Office: Health and Science Center, 2202A
Classroom: online
Class: Jan. - May online
School closing: 630-942-3000
Office Phone: 630-942-8328
Cell Phone 630-399-3147
FAX: 630-858-5409
Email: cabaik@cod.edu
Homework email: cabaik2@cod.edu
Office hours: TBA
Course Name: Anesthesia Technology 1504
Textbook (Required): See Attached Book list
Materials required: computer, books
Method of instruction: Online instruction
3. 3
The Anesthesia Technology program prepares the student to be an integral member of the
anesthesia patient care team. Emphasis is on fundamental and advanced clinical procedures to
assist licensed anesthesia providers in the acquisition, preparation, and application of various
types of equipment required for the delivery of anesthesia care.
In Anesthesia Technology 1504, Anesthesia Technology Pharmacology, students will study
various types of anesthesia related drugs and the proper practice in ordering, delivery, and
storage of anesthesia medications. Instruction includes an overview of organization and stocking
of anesthesia medication carts.
Course Objectives
Upon successful completion of the course the student should be able to do the following:
1. List safe and effective methods to order, categorize, and store medications in the
anesthesia environment
2. Differentiate between the various types of intravenous medications
3. Compare and contrast the side effects of the inhalation agents
4. Explain the difference between the various blood products
5. Summarize the proper technique for labeling of anesthetic medications
6. Describe effective communication skills needed when interacting with anesthesia
providers
7. Review and explain emergency anesthesia medications
Principle Course Modules
1504 - Anesthesia Technology Pharmacology
Module 1 - History of Anesthesia
Module 2 – Anesthesia Workstation/Workroom/Medication Cart
Module 3 – Regulations/Drug Stability, storage, and labeling
Module 4 – Basic Pharmacologic Principles
4. 4
Module 5 – Types of Anesthetic Agents/ Preoperative Evaluation and Medication/Choice of
Anesthetic Technique
Module 6 – Inhaled Anesthetics and Cost
Module 7 – Intravenous Anesthetic
Module 8 – Opioids
Module 9 – Local Anesthetics
Module 10 – Neuromuscular blocking drugs/Peripheral Nerve Blocks
Module 11 – Spinal and Epidural Anesthesia
Module 12 – Pharmocology for Diverse Populations
Module 13 – Hemostasis/Blood therapy
Module 14 – Fluid Management/Antibiotics
Module 15 – Emergency Medications
Module 16 – Final
ANESTHESIA TECHNOLOGY
PROGRAM GOALS
To prepare competent entry-level Anesthesia Technologists in the cognitive
(knowledge), psychomotor (skills), and affective (behavior) learning domains.”
1. Provide a comprehensive education to prepare individuals for employment in the
anesthesia technology profession.
2. Stimulate technical and critical thinking in an effort to develop students’ problem
solving skills.
3. Educate students to provide safe and quality patient care by applying knowledge
to practice by means of incorporating technical and critical thinking along with
clinical reasoning in assisting the anesthesia provider with patients of all types,
ages, and physical conditions for a variety of surgical and medical related
procedures.
4. Prepare students to meet the current and emerging standards of care as an
anesthesia technologist professional along with devoting themselves to lifelong
learning.
5. 5
5. Cultivate an educational atmosphere that prepares students to work successfully
in a multicultural diverse environment. To prepare students to positively
influence health care policy decisions and participate in activities which enhance
anesthesia technologists’ role in improved patient care and as an advocate for
patients, families, and communities. And finally, to develop an understanding of
the various needs of diverse multi-cultural and complex client populations in the
delivery of culturally competent care.
6. Create a culture where students learn to demonstrate personal and professional
integrity and have the ability to communicate, on a professional level, verbally
and non-verbally, regarding the delivery of perianesthesia care. Students will also
show respect for human dignity to patients, peers, and organizations.
7. Develop and implement a curriculum that encourages collaboration with the
anesthesia multi-disciplinary care team in the development of an anesthesia plan
of care for patients in areas to which they are assigned, and subsequently assist
the anesthesia provider in a variety of current anesthesia techniques and use of
equipment for providing anesthesia. To provide support for anesthesia services to
all patients experiencing, regardless of the type of anesthesia they are receiving.
8. Implement curricula to prepare students to function as an anesthesia technologist
who functions within appropriate professional standards, ethical and legal
requirements, and accepts responsibility and accountability while assisting with
the delivery of patient care.
9. Maintains vigilance and patient safety throughout the perianesthetic continuum,
by actively protecting patients from iatrogenic complications, and utilize
appropriate precautions in infection control.
The mission of College of DuPage is to be a center of excellence in teaching, learning, and
cultural experiences by providing accessible, affordable, and comprehensive education. In
addition, the College of DuPage Anesthesia Technology program will develop and support
learning over the course of a lifetime leading to positive change in the lives of individuals,
families, and communities. The primary goal of the anesthesia technology education is the
student's acquisition of knowledge and abilities commensurate with entry-level professional
practice as a surgical assistant.
COLLEGE OF DUPAGE VALUES
Integrity: We expect the highest standard of moral character and ethical behavior.
Honesty: We expect truthfulness and trustworthiness.
Respect: We expect openness to difference and to the uniqueness of all individuals.
Responsibility: We expect fulfillment of obligations and accountability.
6. 6
COLLEGE OF DUPAGE MISSION
The mission of College of DuPage is to be a center for excellence in teaching, learning, and
cultural experiences by providing accessible, affordable, and comprehensive education.
GRADES
A 90% - 100%
B 89% - 80%
C 79% - 70%
Below 70% not a passing grade, may not continue in Program
FINAL
May
CLASS ATTENDANCE AND PARTICIPATION POLICY
Research clearly indicates that class attendance is an integral factor in student learning. The
important of attendance is even amplified in an online program. Any student who is absent 25%
or more of the designated instructional time may receive a grade of “F” for the course. Your
online course room attendance is required and it is highly suggested that you maintain a
minimum online course presence of 5 days a week, with no more than 2 consecutive days
without being present in the course room environment. If you encounter an unexpected
circumstance that results in an extended absence, you are required to communicate with your
instructor. Emergency situations will be considered on a student-by-student basis. Students may
have to come up with an alternative assignment if there will be an absence on the discussion
board.
Students are responsible for participating in this course through the following academic
activities:
Completing assigned readings from both texts and supplemental articles, videos, PPT and
any other type of course material responding to module questions by posting to the
discussion board
Participating in the threaded discussions with classmates and instructor
Submitting assignment for each learning module on the due date
7. 7
POSTING AND RESPONDING TO DISCUSSION QUESTIONS
Discussions require a response to specific questions that results in collaborative conversations
and construction of knowledge that builds and expands learning within the course. You must
support your discussion postings and responses with references, unless you are asked to
provide personal opinion or personal reflection for a specific question. Unless noted
otherwise, your initial discussion postings should be approximately 250 words in length,
substantive and scholarly in nature. You are asked to respond to each Discussion posting,
each week, on alternate days, within each module and provide a minimum of two responses to
colleagues in the following ways:
Suggest why you might see things differently.
Ask a probing or clarifying question.
Share an insight from having read the colleague's posting.
Offer and support an opinion.
Validate an idea with your own experience.
Make a suggestion.
Expand on the colleague's posting.
Ask for evidence that supports the posting.
Always be respectful and collegial.
Each module begins on Monday of each week and ends on the following Sunday. Follow
the syllabus regarding when initial post and assignments are due.
General Discussion Grading Checklist POINTS
Makes initial posting in response to the discussion question (250
words). Posting is substantive, appropriate for the topic and refers
to the literature. There is no use of slang or colloquial language.
Posting is made on time. Responds with a collegial, respectful
tone. Reference(s) is used and in-text citations are according to
APA.
4
Responds to two or more other participants (150 words for each
reply) encouraging dialogue, relatively free of grammatical and
spelling errors.
4
Review and Reflection on last day of module, wrapping up
module’s information and what was learned
2
TOTAL 10
8. 8
TECHNOLOGY EXPECTATIONS
A. Students will complete assignments using the Internet and library-technology based
database, such as the college’s research database when conducting literature searches and
course assignments and discussions.
B. Students will interact with their instructor and other classmates through the Blackboard
virtual classroom, including: retrieving their syllabus, participating in structured
discussions, submitting assignments, and communicating with their professor. Please
review Blackboard Software Recommendations for system/browser compatibility.
WORK RETURN POLICY
Faculty will return students’ work in approximately 4 days from the due date.
CHEATING
ANY CHEATING WILL RESULT IN A GRADE OF “F” FOR THE COURSE,
CHEATING INCLUDES, BUT IS NOT LIMITED TO COPYING HOMEWORK, LAB
ASSIGNMENTS, QUIZZES, EXAMS, PAPERS, AND PLAGIARISM. PLAGIARISM IS
DEFINED AS: TO USE AND PASS OFF (SOMEONE ELSE’S IDEAS, INVENTIONS,
WRITINGS, ETC.) AS ONE’S OWN. Cheating includes intentionally using or attempting to
use another student’s work. It also includes intentionally or knowingly helping another student
violate any COD academic policy. Any form of cheating will result in an “F” for the course.
INCOMPLETES
No incompletes will be given unless medical emergency or prior approval. You must finish each
semester, with a C or higher before being able to move to the next; therefore, no incompletes will
be issued.
NOTE:
This is a very intense course. There is a lot of material that needs to be covered in a short amount of time.
I cannot emphasize enough to you the importance of attendance and participation in the online
learning environment. For every day you miss you actually have missed approximately a weeks
worth of work. Keeping up with the reading is essential. It is your responsibility to do the
assigned reading prior to class. This will make discussions and work less confusing for you.
Textbook material, handouts, films/videos, overheads, class discussion and syllabus are fair
game for quizzes and exams. I am available by phone, 630-399-3147. If you need help please do
not hesitate to ask for it, I am flexible and am willing to help you learn this material. Only you
can do the actual learning.
9. 9
Modification of Syllabus Policy
Syllabi are tentative. The instructor reserves the right to modify her syllabus based on
unforeseen circumstances.
Withdrawal Procedures
The final day for a student to withdraw from any course will be equal to 75% of the time for the
respective academic session (see the Registration Calendar) through myACCESS or in person at
the Registration office, Student Services Center (SSC), Room 2221.
After the deadline, students will be required to appeal for late withdrawal and provide
appropriate documentation to the Student Registration Services Office for all requests. Students
who are granted approval to withdraw by petition will not be eligible for refunds of tuition or
fees and will receive a ‘W’ grade on their transcript. Appeals must be submitted prior to the
designated final exam period for 16-week classes and before the last class meeting for all other
session classes. See http://www.cod.edu/registration/general_info.aspx#wd.
Administrative/Instructive Withdrawal Procedures
Students not actively pursuing the completion of course objectives may be withdrawn from the
class by the instructor.
Medical Withdrawal Procedures
Requests for medical withdrawals should be made to the Dean of Enrollment Services. Send
medical forms to Student Registration Services, SSC 2221, (630) 942-2687. Requests should be
made in writing and accompanied by documentation from a physician or medical institution to
verify the medical condition, date of onset and estimated length of treatment. Request forms for
medical withdrawals are reviewed individually. Refunds are issued when appropriate within the
guidelines of the College of DuPage refund policy. You will receive written notification of the
decision within three (3) weeks from the office of the Student Registration Services.
Plagiarism/Academic Dishonesty
Refer to COD Students Rights and Responsibilities
Emergency Statement and Information
10. 10
If students are not going to be in class/clinical/lab, they are responsible to let the instructor know
along with the clinical site. If they miss class they need to contact a classmate to find out
information that they may have missed. Handouts will be given to them on the next class day.
The following cell phone number should be called when a student is going to miss or be late to
clinicals and/or class, 630-399-3147. Any time the student knows ahead of time that they are
going to miss school they should make arrangements ahead of time.
Student's Code of Conduct
Excerpted from Administrative #5715 see the following link:
http://www.cod.edu/catalog/current/student_services/student_rights_responsibilities.aspx
RULES IN REGARDS TO MY COD/BLACKBOARD:
My COD/Blackboard is a way for you and the faculty to communicate to one another and that is
its actual purpose. It is intended as a way for us to communicate only. The faculty will also not
be held responsible for items presented on my COD/Blackboard. For instance, if you post
something on my COD/Blackboard at 10:00 p.m., the program will not be held responsible for
receiving that email and accepting whatever it is that you are trying to communicate with the
faculty. If you have an emergency or something urgent that comes up you need to notify the
faculty by calling the following cell phone number 630-399-3147 and leave a message.
Faculty do their best to communicate to you via my COD/Blackboard and respond to items
posted there. But, the student must understand that my COD/Blackboard was not intended for
you to consider faculty as being available 24 hours a day.
Please make sure that you read the rules of My COD/Blackboard and abide by them. You are
responsible to know what they say.
11. 11
College of DuPage Implementation Term 2015 Fall
ACTIVE COURSE FILE
*Curricular Area: ANESTHESIA TECHNOLOGY Course Number: 1504
Course Title: Anesthesia Pharmacology
Semester Credit Hours: 4 Clinical Hours: Lecture Hours: 4 Lab Hours:
Course description to appear in catalog:
Students will study various types of anesthesia related drugs and the proper practice in ordering,
delivery, and storage of anesthesia medications. Instruction includes an overview of organization
and stocking of anesthesia medication carts.
Repeatable for credit: No
Pre-Enrollment Criteria:
Prerequisite: ANES 1503 Anesthesia Technologist Clinical Practicum I with a grade of "C" or
better, or equivalent and
Concurrent Enrollment: ANES 1505 Anesthesia Technology Equipment
Concurrent Enrollment: ANES 1506 Anesthesia Technology Fundamentals II
Concurrent Enrollment: ANES 1507 Anesthesia Technology Clinical Practicum II
A. General Course Objectives:
Upon successful completion of the course the student should be able to do the following:
8. List safe and effective methods to order, categorize, and store medications in the
anesthesia environment
9. Differentiate between the various types of intravenous medications
10. Compare and contrast the side effects of the inhalation agents
11. Explain the difference between the various blood products
12. Summarize the proper technique for labeling of anesthetic medications
13. Describe effective communication skills needed when interacting with anesthesia
providers
14. Review and explain emergency anesthesia medications
B. Topical Outline:
1. Pharmacodynamics and pharmacokinetics
2. Types of anesthetic agents
3. Parenteral agents
12. 12
4. Emergency medications
5. Antibiotics
6. Drug stability, storage, and labeling
7. Regulatory compliance
8. Inhalation agent use and cost analysis
9. Handling blood products
C. Methods of Evaluating Students:
Students will be evaluated by tests, projects, class participation, and class attendance.
KATHY CABAI 06-03-2014 THOMAS CAMERON 09/15/2014
Initiator Date Division Dean Date
KATHY CABAI 06-03-2014
Sponsor Date
13. 13
College of DuPage
Health Science Programs
POLICY FOR PROFESSIONAL CONDUCT IN CLASSROOMS, AND AT
LABORATORY/CLINICAL SITES
Revised Fall 2013
Socialization of students to appropriate professional conduct is a significant component of the
Health Science Programs of College of DuPage (the “Programs”). Students in the Programs are
expected and required to be reliable and competent, exercise sound judgment, act with a high
degree of personal integrity, represent themselves and College of DuPage (the “College”) in a
respectful manner, and observe all the rules and regulations of the clinical sites to which they are
assigned. Students also have a responsibility to protect the welfare and safety of the
patients/clients for whom services are being provided. Students placed at clinical sites must
realize the privilege of this experience, its responsibilities, and the reflection on the College of
DuPage and its numerous health programs. Any violation will be handled immediately so as to
not affect C.O.D.’s use of the clinical site for future students.
In accordance with these expectations, when participating in laboratory exercises and /or
assigned to clinical sites, students in the Programs must adhere to the following Policy for
Professional Conduct. This Policy is in addition to the Student Code of Conduct outlined in
College catalogs and/or policy (Board Policy 20-35).
The policy of Professional Conduct includes, but is not limited to,
1. Providing competent and reliable services to patients/clients using sound
judgment and discretion. Students are expected to:
a. be prepared for the learning environment and actively participate in
appropriate ways to ensure learning of key components
b. be on time
c. refrain from excessive absenteeism
d. remain in assigned work areas, leaving only with permission
e. not leave patients unattended and/or release patients without prior
approval from a qualified staff member (if applicable).
2. Demonstrating respect and courtesy to patients/clients and their families
3. Demonstrating respect and courtesy to peers/classmates, instructors, supervisors
and all other members of the health care provider team in classrooms and at the
site
4. Cooperating with faculty, staff and peers without insubordination
5. Providing care and/or services on a non-discriminatory basis
6. Performing only procedures and/or services authorized by supervisor(s) in
accordance with accepted professional standards.
7. Observing the rules and regulations of classrooms, and all clinical facilities
including (but not limited to):
a. Proper use of equipment and other property
b. Not removing property of clinical facilities
c. Not distributing, possessing, and/or being under influence of illegal drugs
or controlled substances,
14. 14
d. Not possessing and/or being under the influence of alcohol
e. Complying with all current health requirements, drug testing and criminal
background checking requirements
f. Not possessing or using any type of weapon
g. Comply with cell phone or other electronic device (i pod, ipad, electronic
tablets, etc.) usage consistent with the policies of the classroom/clinical
site or lab.
8. Maintaining the confidentiality of patient/client information in accordance with
recognized professional and institutional rules; without unauthorized release
and/or misuse of patient/client information or institutional data
9. Maintaining proper dress, appearance, hygiene and decorum in accordance with
the standards set by the program, clinical site, and professions
10. Complying with the ethical and professional standards set by the profession and
the Programs including (but not limited to):
a. Never taking prescription blanks or writing prescriptions
b. Never falsifying documents regarding student performance or the care of
patients
The penalty for violating the Policy for Professional Conduct will be discipline up to and
including suspension or dismissal from the Programs. Due to the sequential design of the
curriculum in most Health Science programs, any period of suspension or dismissal may result in
a delay in program completion.
If the disciplinary action is suspension or dismissal from one of the Programs a form will be
completed by the program coordinator and submitted to the appropriate Associate Dean. The
student may appeal that disciplinary action to the Health Sciences Professional Conduct Review
Board within 10 business days of the discipline imposed. This appeal must be in writing and
submitted to the appropriate Associate Dean in the program area (HSC 1220).
The student will not be permitted to participate in the clinical/lab portion of the Programs during
the appeal process. However, the student may continue with on campus courses until a final
decision is rendered from the appeal process. The appeal will result in a hearing before the
Health Science Professional Conduct Review Board, comprised of faculty from other COD
health science programs within 5 business days of the date the appeal is filed with the Associate
Dean. Both the student and faculty involved in the disciplinary action may make an oral
presentation to the Board in addition to written comments. There is no further appeal; the
decision of the Board is final. If the decision to dismiss or suspend a student from a Program is
upheld, no refund of tuition or fees or equipment or books will be provided. When a student is
dismissed from a health program for professional misconduct, they may never again apply to the
same or any other health programs at College of DuPage.
All health programs require completion of current health requirements and drug testing as a
condition of program participation. Drug testing (performed at the student’s expense) will
precede clinical experience in all cases, and will be required prior to admission in some
programs. Positive results on a drug screen or misrepresentation regarding drug use will lead to
immediate dismissal from, or non-admittance to the particular program(s). When a student is
15. 15
dismissed from a program for a positive drug screen, he/she may reapply to the same program or
to any other College of DuPage health programs after one year has elapsed.
Criminal background checks are performed at the student’s expense, and are required for many
programs prior to admission. Positive results will be handled by individual program faculty, as
per program policies.
ACKNOWLEDGEMENT
I acknowledge receipt of the Health Sciences Programs Policy for Professional Conduct. I have
read and understand the statement and agree to abide by the standards and rules set forth therein. I
understand that failure to abide by the Policy for Professional Conduct may result in my
suspension or dismissal from the Programs. I understand that I will not receive a refund of tuition
or fees or for books, supplies or equipment purchased should I be dismissed from the Programs for
violating this policy.
Signature Date
16. 2015 anesthesia technology Book
List
16
Author or Editor Complete Title Ed. Publisher ISBN #
Mary Virgilio The operating room aide
Delmar
Cengage
ISBN: 13: 978-0-892-62433-1
ISBN: 10: 0-892-62433-7 Required
Glenn Woodworth
Shannon Sayers-
Rana, & Jeffrey R.
Kirsch
The Anesthesia Technician &
Technologist’s Manual
Lippincott
Williams &
Wilkins
ISBN: 13: 978-1-4511-4266-2
ISBN: 10: 1-4511-4266-8
Required
Nancymarie Phillips
Berry & Kohn’s Operating Room
Technique
12h ed.
Elsevier ISBN: 978-0-323-07358-5 Required
Jerry A Dorsch &
Susan E. Dorsch
Understanding Anesthesia Equipment 5th ed.
Wolters
Kluwer/Lippin
cott Williams
& Wilkins
ISBN: 13: 978-0-7817-7603-5
ISBN: 10: 0-7817-7603-4-1
Required
Robert K. Stoelting
& Ronald D. Miller
Basics of Anesthesia 5th ed.
Elsevier
Evolve
ISBN: 13: 978-0-443-06801-0
ISBN: 10: 0-443-06801-1 Required
John J. Nagelhout &
Karen L. Plaus
Nurse Anesthesia 5th ed Elsevier ISBN: 978-1-4557-0612-9 Required
Must have some
sort of Medical
Dictionary
(your choice)
Taber’s
Taber’s Cyclopedic Medical Dictionary
(Indexed) (w/DVD) Latest
(22)
F.A. Davis ISBN: 978-0-8036-2977-6
Required