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Curriculum at a Glance
The Master’s in Respiratory Therapy degree at University of Cincinnati Online stands out because you can choose one of three concentration options: Health Informatics, Higher Education or Health Administration. This allows you to focus on and excel in the career that is right for you. The program consists of six (6) respiratory core classes, one capstone course and one set of concentration courses.
Expected Student Program Learning Outcomes
Upon successful completion of the Master of Science in Respiratory Therapy program, students will be able to:
- Employ evidence-based disease management protocols in case studies and simulated patients to develop appropriate treatment plans for the management of patients with chronic obstructive lung disease (including asthma, chronic bronchitis, bronchiectasis, and emphysema).
- Synthesize leadership theories and models to improve leadership effectiveness in the healthcare and higher education environments through the interpretation and development of pro forma and strategic plans for educational or healthcare business units.
- Create a research or quality assurance project proposal, collect, and analyze data, and defend evidenced-based research related to process improvement within health informatics, health care administration, or education environments.
- Integrate specific engagement strategies designed to improve competence working with different populations into respiratory therapy, health informatics, health care administration, or education practice.
Term 1-3: Core Courses (Carousel)
Fall Semester
- RSTH 6075 Leadership Theory for Health Care (3 credit hours)
- RSTH 6050 Respiratory Therapists as Disease Management Specialists (3 credit hours)
Spring Semester
- RSTH 7010 Respiratory Therapists in Higher Education (3 credit hours)
- RSTH 7020 Leadership in Respiratory Therapy (3 credit hours)
Summer Semester
- RSTH 7030 Quality Improvement in the Delivery of Respiratory Care (3 credit hours)
- RSTH 7040 Evidenced Based Practice in Respiratory Care Research (3 credit hours)
Term 4: Concentration Courses (6 credit hours)
- Education Electives
OR - Health Informatics Electives
OR - Health Care Administration Electives
Term 5: Capstone & Concentration Courses
- *RSTH 7050 Capstone (3 credit hours): Full Semester
AND - Concentration Elective (3 credit hours)
*Students must have a 3.0 GPA and completed 2 out of 3 concentration courses to enter the Capstone course. Students must also have a 3.0 to graduate.
| Course | Title / Description | Credit |
|---|---|---|
| RSTH 6050 |
Respiratory Therapists as Disease Management Specialists
Course: RSTH 6050
Credit: 3
Students will learn how the Affordable Care Act has created opportunities for the field of respiratory care to better manage all facets of pulmonary disease. The course will predominately focus on asthma education and COPD management. Students will be able to classify and develop care plans for all levels of asthmatics. Students will explore how to work with existing and start new community support groups for pulmonary patients. Students will be provided an overview of the importance of pulmonary rehabilitation for pulmonary patients as well as how to champion or expand the development of pulmonary programs at their hospital.
|
3 |
| RSTH 6075 |
Leadership Theory for Healthcare
Course: RSTH 6075
Credit: 3
This course combines leadership theory and practice by blending discussion of research and theory with practical suggestions for improving leadership effectiveness in the health care environment. Topics include leadership and communication styles, various approaches to leadership, sources of power, and the key to successful influence in leadership. Public, group, organizational, and team leadership will be discussed along with an overview of the four-frame model.
|
3 |
| RSTH 7010 |
Respiratory Therapists in Higher Education
Course: RSTH 7010
Credit: 3
Students will develop fundamental teaching skills for teaching respiratory care and other healthcare professionals. The class will specifically develop skills in the use of electronic teaching tools (PowerPoint, etc.), course syllabus development, and quality matters applications. Students will be required to develop a mock course using course objectives and use course mapping to correlate all of the assignments. There will be a focus on how best to transition clinicians into educators. The hierarchy of respiratory education, credentialing, and accreditation will also be covered.
|
3 |
| RSTH 7020 |
Leadership in Respiratory Therapy
Course: RSTH 7020
Credit: 3
Students will be exposed to and demonstrate mastery of the content necessary to lead a clinical or academic unit. These skills include basic business skills related to budget and human resource management, organizational leadership, interprofessional collaborative leadership, innovation and development, and educational programming. Using case studies and scenario based learning within the healthcare setting, students will apply leadership theory to identify and enhance their own leadership style.
|
3 |
| RSTH 7030 |
Quality Improvement in the Delivery of Respiratory Care
Course: RSTH 7030
Credit: 3
An exploration of quality improvement models to effectively improve clinical care and resource utilization. Exploration of The Joint Commission requirements and moving beyond relative value units as a means of determining what should be measured. Course will focus on total quality management approach to delivery of respiratory therapy services. Students will develop a process improvement project in conjunction with management at their place of employment.
|
3 |
| RSTH 7040 |
Evidenced Based Practice in Respiratory Care Research
Course: RSTH 7040
Credit: 3
The focus is on the application of research and evidence-based practice principles for Respiratory Care. Using these principles, students will critically evaluate existing literature and design an evidence-based project. This course is intended to enhance the respiratory therapists’ skill in the development and interpretation of research, which includes research designs, statistical procedures, sampling techniques, and literature reviews. Scholarly writing skills will be emphasized. Students will complete IRB training in preparation for conducting research.
|
3 |
| HI 7001 |
The Healthcare and Public Health Landscape
Course: HI 7001
Credit: 3
This course focuses on U.S. healthcare and public health topics such as healthcare delivery, public health services, performance, organization, financing and technology. Key emerging global health topics are taught. The course introduces key public policy impacting health and healthcare,such as policy advocating for patient-centered care, efficiency, quality and safety. The course introduces the role of health information technology and electronic health information sharing. This course also introduces and compares key healthcare quality initiatives.
|
3 |
| HI 7010 |
Health Informatics, Information Systems and Technology
Course: HI 7010
Credit: 3
This course introduces the discipline of health informatics and covers emerging trends. Various information systems, technologies and applications utilized in the context of health and healthcare are introduced. Their characteristics, strengths, challenges, purpose and impact are taught. Impact on patients, populations and healthcare providers is emphasized. Factors influencing adoption and use of various clinical and health information systems and technologies are taught. Key information technologies and systems such as electronic health records, health information exchanges, personal health records, public health information systems and mobile health technologies are introduced in this course. Topics such as telemedicine, interoperability and technical concepts are taught, and evaluation framework is introduced.
|
3 |
| HI 7020 |
Vocabularies, Terminology, Knowledge Discovery and Related Health IT Standards
Course: HI 7020
Credit: 3
Students will be introduced to various electronic health information standards such as vocabulary, terminology and messaging standards. Students will apply knowledge and information discovery and extraction techniques for health and healthcare scenario. This course introduces standards for health and healthcare data communication, storage and representation, emphasizing new paradigms.
|
3 |
| HCA 7001 |
Health Systems Management 1: Organization & Delivery
Course: HCA 7001
Credit: 3
The course is intended to provide the student with a systems perspective of U.S. health and health care structure and function. As the MHA Program’s introductory course, it provides a basis for all subsequent courses including leadership, systems analysis, finance and economics, quality improvement, policy and law, and others. Topics include an overview of the social, political, economic and structural dynamics which shape health care in the United States as well as current and likely future imperatives health care managers will face. Evaluation is competency-based; students will be expected to demonstrate proficiency at seeking and applying evidence to managerial decision-making, the effective communication of ideas, and a number of different types of analyses relevant to cases and issues affecting U.S. healthcare today.
|
3 |
| HCA 7002 |
Health Systems Management 2: Principles of Leadership
Course: HCA 7002
Credit: 3
This course provides an introduction and overview to healthcare leadership, human resources management, and organizational behavior in healthcare settings, reflecting the uniqueness of this sector as well as the universal concepts and principles utilized in the development of effective healthcare administrators and leaders. This course integrates theory with practice through readings, written assignments, group projects, and discussion boards from different organizational perspectives. The development of leadership, managerial and organizational skills will be accomplished through a strong emphasis on self-reflection and self-analysis utilizing the tools of the course. This course aims to provide a relevant understanding of organizational dynamics such as performance, organizational culture, teamwork, individual and shared values, and cultural competency. It will examine how healthcare leaders and their organizations relate to each other internally and to their external environments. Topics include values-driven leadership, team effectiveness, self-awareness, emotional intelligence, conflict management, human resources management, employee behavior and appraisal, and assessment and evaluation of leadership performance. This course emphasizes the reflection of the students’ past and current experiences with the integration of current evidence-based leadership and human resources management principles. The students will be required to submit their feedback from self-evaluation assignments, surveys, inventory tools, and group work that is intended to provide insight, awareness, interdisciplinary collaboration, and professional and personal development for ongoing growth in healthcare leadership roles.
|
3 |
| HCA 7031 |
Health Policy 1: Health Policy & Regulation
Course: HCA 7031
Credit: 3
This course is designed to provide students with an overview of how policy is developed and how policies can affect health care in the United States. The course prepares students to understand the steps in the policy creation process and then apply concepts in policy analysis and advocacy. There are five focus areas: need and demand, healthcare finance, ethics & law, preparedness, and policy evaluation. Within the five focus areas, we will examine topics using Bardach’s Eightfold Path: problem definition, agenda setting, implementation, evaluation, and modification. The course will present case studies and readings about real-world problems that health professionals face.
|
3 |
| IDT 7100 |
Designing Online Assessments for Data-Driven Decisions
Course: IDT 7100
Credit: 3
Data is at the core of educational reform and should be used to inform teaching practice. The purpose of this course is to design assessments that allow instructors to make data-driven decisions to improve their instruction. It will include the evaluation and comparison of currently employed measures of assessment in online environments for their effectiveness in evaluating learner progress and underlying instructional methods. The course will cover the continuous improvement cycle of online assessments. Beginning with backward design, students will learn how to align learning outcomes, learning activities, and online assessments. Based on intended learning outcomes, students will design a variety of formative and summative assessments and learn how to use technology to improve the quality of those assessments. Finally, students will analyze the data generated from these assessments to create an instructional plan to improve student learning, enhance their instructional activities, and make adjustments to the assessments.
|
3 |
| IDT 7110 |
Universal Design for Learning in Blended and Online Contexts
Course: IDT 7110
Credit: 3
This course provides an overview of how the principles of Universal Design for Learning can be used to design online and blended learning experiences that meet the needs of diverse learners including those who are accelerated and those who are struggling for a variety of reasons. Special attention will be given to integrating technologies that support student engagement, authentic learning, and general accessibility supports.
|
3 |
| IDT 7120 |
Tools for Online Learning Creation and Assessment
Course: IDT 7120
Credit: 3
This course addresses the theory behind online learning object design and creation of online assessments, learning object implementation, and the requisite knowledge to create effective online learning objects and assessments. Students will explore various types of learning object and assessment creation tools (for example, e-learning authoring software, open source software, etc.). The course will move students from an understanding of the context and use of online learning objects to the design and delivery of an effective online learning object including assessments.
|
3 |
| IDT 7130 |
Applications and Issues of Teaching with Technology
Course: IDT 7130
Credit: 3
This course provides an overview of the increasingly complex array of digital media and technology-based resources available for use in blended and online environments. Students will apply theory to practice to truly redefine lessons to enhance learning through technology. Students will also learn practical skills, ranging from facilitation skills needed to manage a technology-based class to troubleshooting technology problems. The course also explores burning issues surrounding educational technology such as inequalities and accessibility issues, technology distractions, internet safety, and other ethical issues. It also examines the disruptive innovation of Generative AI on teaching and learning.
|
3 |
| EDLD 7060 |
Overview of the American Community College
Course: EDLD 7060
Credit: 3
As an exploration of the community college in the United States, the course will examine topics such as the history, philosophy, and mission of community colleges, students, curriculum, state and local campus governance, teaching, and student personnel work. In a contemporary context, the course will highlight trends, issues, and problems in community colleges as they relate to administration, finance, and policy.
|
3 |
| EDLD 8062 |
Educational Equity and Diversity in Higher Education
Course: EDLD 8062
Credit: 3
This graduate course is designed with a foundational focus on current issues related to education equity and access, and diversity and inclusion for a global society. Course uses cross-disciplinary pedagogy and theoretical frameworks commonly used in education and social sciences for the sole purpose of gaining comprehensive understanding of “intersectionality” across race, gender, sex, and ethnicity and how diversity issues within higher education impact groups in different ways. The course will provide a dynamic intellectual environment for inclusive discussion and analysis of how race, ethnicity, sex and gendered social categories influence American higher education.
|
3 |
| CI 7080 |
Curriculum Development & Evaluation in Medical Education
Course: CI 7080
Credit: 3
This course will provide an overview of evolving concepts and principles of curriculum development and evaluation for medical and other healthcare professionals. The course considers the philosophyand theory of curriculum design and development. Special emphasis will be placed on the analysis and application of principles for resolving problems with curriculum and curriculum improvement. Each participant will develop and share a curriculum document that supports a program within his or her discipline. The development and writing of this document leading to presentations and critiques at the end of the quarter will be our primary focus. All elements ofthe course will relate to this effort. The professor's role will be as facilitator, consultant, discussion leader, and critic with thehope that each participant, at the end of the course, will have produced a substantial document ready for implementation or for further study and development.
|
3 |
| CI 7081 |
Attitude Formation and Change in Medical Education
Course: CI 7081
Credit: 3
This course focuses on attitude formation and change theories in terms of the goals and objectives in medical educational settings. Theoretically sound ideas for influencing student attitudes, and the value decisions which medical educators must make when deciding to influence attitudes, will be introduced and studied. Reactive and unobtrusive measures for assessing student attitudes will be examined.
|
3 |
| CI 7082 |
Human and Adult Learning in Medical Education
Course: CI 7082
Credit: 3
This course provides an introduction to cognitive theories of human learning and memory with an emphasis on the application of this approach to the understanding and improvement of learning in instructional settings, particularly in medical education settings.
|
3 |
| CI 7083 |
Application of Instructional Design and Technology in Medical Education
Course: CI 7083
Credit: 3
In this course, students will develop and implement strategies for creating effective, efficient, and appealing instruction. Students will examine a variety of learning and instructional design theories that impact medical and health-related education as well as online collaboration, communication and productivity tools. Assessments, supported by readings, discussions, and hands-on activities will help students build essential knowledge and skills for creating collaborative learning environments, bothonline and face-to-face. The course will highlightthe creation of media-enhanced presentations, tutorials, or web pages using Web 2.0 tools. To support the integration of technology in the classroom, students will create a class database (Wiki) of web-based tools, resources and best practices. The course includes a discussion of potential legal, security and ethical issues regarding technology-enhanced learning and teaching.
|
3 |
| RSTH 7050 |
Capstone
Course: RSTH 7050
Credit: 3
The capstone course will allow students to synthesize original research that is germane to their area of interest in order to influence process improvement within their health care organization or educational institute where employed. This culminating course will enable graduate-level Respiratory Therapy students to develop a project or research proposal and complete a project or research paper based upon one area of interest related to health informatics, healthcare administration, or higher education. At the conclusion of the course the student will present an original research or quality improvement project that enables the collaboration of research and organizational problem solving. Students will complete institutional IRB training in their core coursework in preparation for conducting research.
|
3 |
| SPED 7052 |
Universal Design for Learning
Course: SPED 7052
Credit: 3
This course provides an overview of how the principles of Universal Design for Learning can be used to design online and blended learning experiences that meet the needs of diverse learners including those who are accelerated and those who are struggling for a variety of reasons. Special attention will be given to integrating technologies, such as Generative AI, multimedia, and other digital tools, that support student engagement, authentic learning, and general accessibility supports.
|
3 |
| IDT 7160 |
Multimedia Studio
Course: IDT 7160
Credit: 3
This course covers the essential skills and techniques needed to create powerful multimedia products. Students will learn fundamental design principles and adopt a wide range of innovative technologies to generate new solutions for visual communication and multimedia representation. The course provides a dynamic interactive design space where students actively collaborate with peers, gain valuable hands-on experience, and exchange constructive feedback.
|
3 |
| HPE 6024 |
Health and Wellness Coaching
Course: HPE 6024
Credit: 3
This skills-based course is designed to provide theoretical knowledge and practical application of health and wellness coaching for behavior change in a variety of settings. Topics include building rapport, effective coach-to-client communication techniques, screening and assessment, motivational interviewing, legal considerations of the profession, and professional scope of practice of the health coach.
|
3 |
| HPE 6026 |
Stress Reduction
Course: HPE 6026
Credit: 3
This is a stress reduction course that focuses on techniques for stress reduction and their application. Students are exposed to techniques for relaxation, effective communication, managing anger, reducing anxiety, physical activity/exercise, healthy nutrition, and efficient time management. Graduate students plan,implement, and evaluate a stress reduction program in family, school, community, worksite, or patient care setting.
|
3 |
| HPE 7010 |
Wellness and Chronic Disease
Course: HPE 7010
Credit: 3
This course is designed to provide the student with an overview and understanding of modern public health approaches aimed at preventing and managing major lifestyle chronic diseases. An emphasis will be placed on identifying risk factors, commonly used biometric measures, and current lifestyle recommendations for optimizing health and wellness. Course will focus on leading chronic diseases such as hypertension, diabetes, cardiovascular disease, metabolic syndrome, and dyslipidemia.
|
3 |
| HPE 7002 |
Culture, Equity, and Vulnerable Population Health
Course: HPE 7002
Credit: 3
This course aims to sensitize students to forces shaping health and disease in multicultural societies and to raise students' level of awareness of health issues specific to minority populations. The course also provides practical experience in assessing health indicators for vulnerable populations and applying public health education principles to selected population needs.
|
3 |
| HPE 7040 |
Social and Behavioral Foundations of Public Health
Course: HPE 7040
Credit: 3
Course content will include concepts and methods of social and behavioral sciences relevant to the identification and solution of public health problems. Emphasis will be given to common theories and models of behavioral and social sciences that are used in health promotion such asplanning models, health belief model, transtheoretical model, theory of reasoned action,theory of planned behavior, theories of stress andcoping, social cognitive theory, social marketing,diffusion of innovations, and Freirian model of adult education.
|
3 |
FAQs
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Can I work while completing this program?
Yes. The vast majority of our students work throughout their time in their academic program. It is important to assess course load and financial aid to understand how to balance school and work.
If possible, students may cut down on their work hours during a clinical portion of a program.
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Are there any onsite visits required for your programs?
Most of our programs do not require onsite visits, but there is one exception. If you are interested in pursuing the Master of Science in Nursing-Nurse Midwifery, you will have 1 skills intensives that takes place on campus.
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Is Federal Financial Aid (Title IV) available?
Yes. Many of our students qualify for some type of financial aid.
Sources of aid:
- Tuition Reimbursement
- Military Benefits
- FAFSA
- Scholarships
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