Resources for College of Rehabilitation Sciences students

The University of Manitoba's Department of Respiratory Therapy is dedicated to providing an educational program that equips graduates with the knowledge, skills, values, attitudes, and behaviors necessary for a successful career in respiratory therapy, both in Manitoba and beyond.

Overview

Graduates of the program are expected to:

• Understand the social context of respiratory therapy.
• Make informed judgments and analyze issues thoughtfully and clearly.
• Have the cognitive, communication, sensory, motor, and social skills needed to perform various procedures safely and efficiently within set timeframes.
• Value lifelong learning as a crucial part of their personal growth.
• Contribute positively to the profession.

This document outlines the skills and attributes needed for success in the respiratory therapy program.

The competency standards for the profession are defined in the National Competency Framework (NCF) for respiratory therapy in Canada, developed by the National Alliance of Respiratory Therapy Regulatory Bodies (NARTRB). The University of Manitoba's program incorporates these national competencies into its curriculum.

To practice as a respiratory therapist, graduates must:

1. Complete the accredited educational program and obtain a degree in respiratory therapy from the University of Manitoba.
2. Pass the registration examinations of the Canadian Board for Respiratory Care.
3. Obtain approval from the local regulatory body for licensure.

Clinical evaluations

Prospective students should be aware that:

• Their scientific knowledge, clinical skills, patient assessments, communication, and professional attitudes will be evaluated during clinical rotations and timed simulations.
• Students may need to travel to rural areas for their clinical education and will be responsible for associated costs.

Support and accommodations

The BRT program is committed to helping students succeed. Students are expected to develop the necessary competencies, with or without reasonable accommodations for disabilities.

• If students believe they will need accommodations, they must communicate their needs. Refer to the University of Manitoba Accessibility Policy and Procedure for guidance.
• All accommodations must be approved by Student Accessibility Services. Students should notify these services as early as possible, whether during the application process or at any point during their studies.

Receiving an offer of admission to the respiratory therapy program does not mean the program has verified the applicant's skills, attributes, or abilities in the necessary areas. To be successful in meeting the profession's competency standards, students must possess the following essential skills, attributes, and abilities:

Essential skills, attributes, and abilities

These skills are categorized into six broad areas:

1. Aptitude, attitude, and professional behavior
2. Communication
3. Cognition and knowledge
4. Sensory, psychomotor, observation, perception, and physical function
5. Problem solving, decision making, and critical thinking
6. Emotional health

Each section below provides examples of what is expected from students in the respiratory therapy program and in their professional practice. These examples illustrate the physical, mental, and emotional demands of the program and the profession, but they are not exhaustive lists.

The field of respiratory therapy requires a unique set of skills, attitudes, and professional behaviors to effectively support patients and promote their health. Aspiring respiratory therapists must possess a strong interest in human health and medicine, along with personal qualities such as empathy and integrity. They should be prepared to work in diverse healthcare settings, adapt to various demands, and engage in continuous professional development. 

This section outlines the essential attributes that contribute to success in the respiratory therapy program and the profession as a whole.

Interest in human health and medicine

• Have a strong interest in human health and medicine.
• Desire to help patients improve their respiratory and cardiovascular function through therapeutic interventions, diagnostic tools, and health education strategies.
• Show interest in using advanced medical technology to achieve healthcare goals.

Personal qualities

• Demonstrate sensitivity, empathy, compassion, integrity, fairness, and concern for others.
• Respect individuality and diversity.
• Build trusting relationships and show excellent interpersonal skills.
• Effectively manage multiple demands.

Work expectations

• Be prepared to work various shifts, including nights and potentially extended hours.
• Expect to work in a variety of healthcare settings.

Academic and professional preparation

• Handle the challenges of both academic and clinical coursework.
• Take responsibility for their actions and behaviors.
• Develop mature, sensitive, and effective relationships with patients, peers, and healthcare team members.

Professionalism

• Conduct themselves professionally in all interactions.
• Actively engage in addressing their learning needs for professional development.

Effective communication is vital in respiratory therapy to ensure clear understanding and enhance patient care. Aspiring respiratory therapists must demonstrate proficiency in language and develop strong interpersonal skills to establish rapport with patients, families, and healthcare team members. 

This section outlines the key communication skills necessary for success in the program and the profession.

Language proficiency

• Understand, speak, write, and comprehend English proficiently to prevent misunderstandings.
• This includes tasks like:
  • Transcribing events into patient charts
  • Accurately recording data
  • Interviewing patients
  • Reviewing policies and procedures
  • Using databases and technology
  • Interpreting test results and radiographs

Rapport and communication

• Build rapport and establish therapeutic relationships to promote effective information sharing.
• Summarize and communicate information clearly to patients, their families, supervisors, and healthcare team members.

Communication skills

• Communicate verbally, in writing, and electronically through various methods, including:
  • Computers
  • Pagers
  • Public address systems
  • Telephones
  • Video conferencing
• Effectively engage with individuals and groups, discussing medical diagnoses and patient care with healthcare professionals, explaining medical conditions to patients, providing instructions, and communicating with patients' families.

Cognitive abilities and knowledge are essential for success in respiratory therapy. Aspiring respiratory therapists must develop strong analytical skills and the ability to solve problems efficiently. This section outlines the key cognitive and numeracy skills required to thrive in the program and the profession.

Cognitive abilities

• Measure, calculate, and comprehend information effectively.
• Conceptualize, apply, analyze, integrate, synthesize, and evaluate information.

Numeracy skills

• Understand and apply equations, formulas, ratios, and proportions.
• Interpret visual and spatial relationships.
• Utilize statistics and probability.
• Use various measurement instruments.

Problem-solving

• Perform problem-solving activities promptly and efficiently.
• Prioritize tasks effectively.
• Make sound judgments based on clinical and ethical reasoning.

In respiratory therapy, sensory, psychomotor, and physical functions are essential for providing high-quality patient care. Aspiring respiratory therapists must develop a range of motor skills, sensory abilities, and physical stamina to effectively assess and treat patients in various situations. This section outlines the key requirements for success in the program and the profession.

Motor function

• Conduct initial and ongoing patient assessments and interventions, including physical examinations and treatments in both routine and emergency situations.
• Use a variety of medical equipment and instruments for diagnostic and therapeutic purposes.

Sensory and mental abilities

• Gather information through observation and perception using visual, auditory, and tactile senses.
• For example, you should be able to:
  • Hear normal speaking levels to communicate with patients and healthcare professionals.
  • Detect faint body sounds, such as lung sounds and high/low frequency alarms.
  • Feel vibrations like pulses.
  • See objects clearly from 20 inches to 20 feet away, using depth perception and peripheral vision.

Hand-eye coordination and fine motor skills

• Perform precise procedures such as inserting airways, drawing blood samples, and administering therapies and tests.
• Recognize color-coded identification through color discrimination.

Strength and stamina

• Carry out activities requiring various levels of strength and stamina, such as:
  • Moving equipment and cylinders.
  • Assisting patients.
  • Working in confined spaces and unusual positions (e.g., assessing or treating a patient on the floor).
  • Reaching below the waist and across a patient’s bed.
  • Climbing stairs.
  • Picking up and grasping small objects like syringes.
  • Completing an entire shift (8-12 hours) while standing and maintaining balance.
  • Pushing and pulling objects weighing up to 25 pounds (11 kg).

Energy and participation

• Have the energy and strength needed to fully engage in all learning experiences throughout the educational program.

Effective problem-solving, decision-making, and critical thinking are crucial skills for respiratory therapists. These skills enable practitioners to assess patient needs, troubleshoot issues, and provide appropriate care. This section highlights the key abilities required to succeed in the respiratory therapy program and profession.

• Think on your feet to troubleshoot equipment malfunctions, manage uncooperative patients, and suggest therapy adjustments based on observations.
• Select the appropriate equipment to meet patient needs or follow physician orders and choose the content and format of various instructional materials.
• Make informed decisions regarding the type, intensity, and timing of patient care within your scope of practice, evaluating the appropriateness of therapies and equipment for each patient.
• Consider a patient’s psychological capabilities, support systems, and living arrangements when assessing their equipment and therapy needs.
• Evaluate and monitor patients and equipment readings to make clinical decisions accordingly.
• Demonstrate the ability to accurately assess and reflect on your performance to guide your learning and improve future practices.

Emotional health is a vital component for respiratory therapists, enabling them to navigate the demanding nature of their work effectively. This section outlines the essential emotional health skills and attributes needed to succeed in the respiratory therapy program and practice.

• Consistently demonstrate the emotional health required to fully utilize your intellectual abilities while managing the physical, emotional, and mental demands of the program.
• Exhibit emotional balance and resilience to cope with emotionally charged or ethically challenging situations, such as sudden patient death or critical illness.
• Function effectively under the stress of high workloads, changing environments, time constraints, demanding situations, and shift work.
• Identify and respond to changing patient needs promptly.
• Work responsibly as a team member and engage with others to create a positive and quality practice environment.
• Manage your behavior to provide safe, compassionate, competent, and ethical care to all patients.

Occupational therapy and physical therapy students are required to maintain certification in both first aid and cardiopulmonary resuscitation (CPR).

Respiratory Therapy students are required to maintain certification in cardiopulmonary resuscitation (CPR). The required level of CPR needed is the Basic Life Support (BLS) Provider level.

Courses should be booked through the University of Manitoba to ensure the correct training is completed. All costs are the responsibility of the student.

Note that CPR Level Basic Life Support (BLS) or CPR Health Care Provider (HCP) must recertified annually. Standard First Aid certification is valid for three years and must be recertified upon expiry.

Costs for training and certification are the responsibility of the student.

All students in the College of Rehabilitation Sciences must complete the immunization package and return it as indicated in the student welcome letter.

Full details are available on the Immunization Program page.

Student lockers are assigned during the first week of classes. Lockers are maintained throughout the duration of your program. There is no cost for lockers.

All students must undergo standard mask fit testing prior to commencing fieldwork/clinical placements.

The disposable mask (or respirator) is an item of Personal Protective Equipment (PPE) worn by health-care workers who are likely to be exposed to patients with airborne communicable diseases.

The fit testing process involves identifying the correct size and type of mask for all students and ensuring they know how to use it effectively.

Arrangements will be made for Occupational Therapy and Physical Therapy students to be mask fit tested during the first year of their program. Respiratory Therapy students will book their own mask fit testing at a site of their choosing during a time period provided by the department.

Please note that a clean-shaven face is required for those wearing N95 PPE.

There may be a cost to students for the mask fit test.

Nametags are issued to each new student at the beginning of the program.

1. PURPOSE

Because of innumerable appropriate dress choices, attire guidelines /dress code can be difficult to concisely define. This guideline is intended to provide general principles to be considered for attire (including personal grooming decisions) for staff, faculty members, and learners within the RFHS and its Colleges, to ensure safe learning and work environments, and is intended to respect equity, diversity and promotion of inclusion.

2. GUIDELINES

2.1 Staff, faculty members and learners have the right to express themselves, including in decisions about attire, along with a shared responsibility to maintain respectful, safe and positive learning and working environments.
2.2 Attire should be respectful of a community that is anti-oppressive, equitable, accepting and inclusive of a diverse range of social and cultural identities. Dress shall not promote offensive, harassing, hostile or intimidating environments.
2.3 Discretion and good judgment should be exercised in attire, taking into consideration:

• The safe performance of work or learning duties, so that dress does not interfere with health or safety requirements for the intended activity;
• The specific work or learning environment, ensuring that attire is appropriate to the environment;
• Interactions with clients, business contacts, learners, faculty members and staff;
• The importance of reducing the risk of spreading pathogens from person-to-person.

2.4 Scented products should be avoided, recognizing that some individuals have allergies and/or are sensitive to certain chemicals in scented products. Fragrances and other scented hygiene products shall not be used/worn in designated scent free zones. In areas that are not designated scent free zones, fragrances and scented hygiene products shall be used/worn in moderation and shall abide by any directions received in regard to the limitation or use of products with scents and/or fragrances to accommodate those with scent and/or fragrance allergies.

2.5 This guideline is not intended to replace more detailed College or Program-specific policies, such as learner attire in clinical settings. Please reference applicable College or Program-specific policies or guidelines.

2.6 Should there be an issue identified respecting an individual’s attire, please contact the appropriate manager, Human Resources, or learner authority (program director, associate dean, etc.) for consultation and direction. Enforcement of individual attire or dress code requirements should not reinforce or increase marginalization or oppression of any individual or group based on any of the personal characteristics as set out in the Human Rights Code (Manitoba). The Office of Human Rights and Conflict Management may also be consulted.

3. REFERENCES

3.1 The Human Rights code (Manitoba) C.C.S.M. c. H175

3.2 The Respectful Workplace and Learning Environment Policy, University of Manitoba

4. GUIDELINE CONTACT

Please contact the Director, Planning & Priorities, Rady Faculty of Health Sciences, with questions regarding this document.

5. APPROVAL

These guidelines were approved by the RFHS Dean’s Council on April 28, 2020.

College of Rehabilitation Sciences students are required to complete a criminal record check, an adult abuse registry check and a child abuse registry check annually in order to participate in clinical placements. Students must provide results of the above checks by September 1 of every year while in the program. The checks must have an issue date no earlier than August 1 of the current year.

Costs for these checks are the responsibility of the student.

Regular attendance is required and expected. If you must miss a class, you are required to contact your course coordinator in advance.

If you are absent due to illness, you may be asked to present a medical note.

Persistent non-attendance and other unacceptable behaviour can lead to debarment.

Regular attendance is important for the development of competencies for entry into the occupational therapy profession.

Excused or unexcused absences that exceed 15% of class time for any course are to be reported to the department head who will determine the appropriate consequences in conjunction with university policy.

Unexcused absences or persistent non-attendance may result in debarment from classes or exams and failure in that course.

A certificate of illness is not normally required if a student misses class when sick.

However, the College of Rehabilitation Sciences can, at its discretion, request a medical note for absences due to illness.

If requested, it can be obtained from College of Rehabilitation Sciences main office or downloaded here.

Documentation must include location and telephone number of a certifying physician.

Many classrooms in the College of Rehabilitation Sciences can be reconfigured to meet the needs of the class, including desks, equipment, and other items that can be shifted or removed.

If a room is reorganized during the course of a class, staff and students are asked to return all materials to their original positions before the next class begins.

Routine maintenance such as vacuuming and garbage removal will be handled by cleaning staff.

Classes at the College of Rehabilitation Sciences end at 10 minutes to the hour to allow time for the students to move between classrooms. The lecturer in consultation with the students can set the timing and length of breaks for classes greater than 50 minutes in duration.

If the lecturer is delayed in arriving for a class, students are required to wait 10 minutes past the class start time and then may leave. If a lecturer anticipates being delayed, the individual should notify the college’s office assistant at 204-789-3897.

Cancelled classes are rescheduled whenever possible. However, there is limited flexibility for changing classes. If a lecturer must cancel a class, the coordinator should be notified as much in advance as possible so that the students may be notified and alternate arrangements made.

Visitors may be permitted to attend class if prior approval of the class instructor has been obtained.

The University of Manitoba takes academic integrity seriously. As a member of the International Centre for Academic Integrity, the university defines academic integrity as a commitment to six fundamental values: honesty, trust, fairness, respect, responsibility and courage. Visit the university's academic integrity page for full details on academic integrity and how it affects you.

Students are often directed or choose independently to contact external resources (personnel outside the university) for information when completing assignments and projects.

External resources might include persons located in hospitals, personal care homes, community agencies, government services and/ or private corporations. Students may wish to talk with therapists or other health professionals and personnel or may simply seek information from support staff or receptionists. It is important that a consistent and thoughtful approach be taken in communicating with all resource personnel.

Contacting community resources

The most important consideration in contacting community resources/personnel is to respect the time and expertise of those you are contacting. Many clinicians and support personnel have very full schedules and generally work hard to accommodate student requests. The following guidelines will facilitate a successful experience as you approach and work with external resource personnel.

Provide external resource persons with as much lead-time as possible. Students generally know assignment requirements and due dates on the first day of a course. Call early to set appointments or to request information. Do not expect an immediate response (i.e. same day or next day service). People will try to accommodate your requests, however, they can’t be expected to drop everything because your assignment is due the next day!

If the person you are trying to contact is not available, try to determine a good time to re-contact him/her or ask for an alternate resource person. Do not ask resource personnel to contact you outside of work hours.

During your initial contact or phone call

• Introduce yourself as a student in the College of Rehabilitation Sciences at the University of Manitoba
• State that you are taking a course and name the professor
• Explain that you are doing a project on and would like to meet with them to discuss some questions you have
• If possible, indicate the amount of time anticipated for the meeting
• Be courteous during your contacts and respect your resource’s time
• Present yourself as a professional colleague
• Always leave a contact number (and “best time” to contact) with the resource person so that if his/her plans change he/she is able to contact you.

Plan your questions ahead of time

• Do some background reading on relevant topics before meeting with the resource person
• Organize your thoughts around what you want to know and request enough time with your resource person to collect this information
• Being organized and preparing ahead helps you to make the best use of your time during the interview/meeting.
• If you want to take pictures or audio/video tapes of the session then ask permission during your initial phone call. Do not turn up with cameras/tapes expecting that you will be allowed to use these. In addition, remember that release or consent forms are often required for audio, video or picture taking. Be prepared by taking along a consent form that can be signed by those involved. Information required in a consent form should be discussed with the course lecturer.

Avoid changing appointments

Changing appointment times should be avoided. If a change must be made (e .g. you are ill or an emergency situation arises) provide as much lead time as possible and arrange a new appointment time as soon as possible.

Acknowledgement

• Recognize resource person(s) in your reference list
• Invite resource person to your presentation
• Write a thank you letter. You may want to write a thank you note following your meeting/contact with each resource person. You may want to include a copy of your report/assignment.

Students often seek references from fieldwork educators and professors whether it be for a job, scholarship application, or admission into a program of study.

There are several things you should keep in mind when asking for a reference:

• Recognize that giving references takes time and energy and you should be respectful of what this entails.
• Only ask fieldwork educators in fieldwork experiences in which you have had an outstanding experience.
• Asking every fieldwork educator for a reference is an imposition on their time and will not enhance your application.
• Similarly, only approach professors who can speak to an aspect of your performance in their course that was special or outstanding.
• References should be requested for a specific application or situation; do not ask for a generic letter of reference.
• Generic reference letters hold little value with a reviewer. Furthermore, your referee has no control over when such a letter is used or how it is represented.

When approaching an educator or professor:

• Ask the person whether he or she thinks she can provide a good reference for your request. If the person declines, approach someone else.
• Provide sufficient time to craft a thoughtful reference and ensure that the person is aware of any deadlines.
• Provide background information including a current resume, notes about the aspects of the course or fieldwork experience that you feel are most relevant, a copy of your academic history.
• Provide information about the position to which you are applying.
• If applicable, provide a self-addressed stamped envelope that can be mailed to the institution or individual requesting the reference.
• Clarify whether you are asking for a written or verbal reference or both.
• Clarify whether you are asking for a reference for a singular occasion or are asking if the person can be listed as a reference on your resume for current and future use.
• If a person is listed on your resume, ensure that you notify that person each time you anticipate that he or she will be contacted.
• Ask if there is any additional information you can provide that would assist them in providing a reference.

The University of Manitoba and the Winnipeg Regional Health Authority (WHRA) both support a climate of respect in the work and learning environment. Students and employees of the University and institutions comprising the WRHA are entitled to a respectful work and learning environment that is free from:

Discrimination and human rights-based harassment: differential treatment or failure to provide reasonable accommodations; conduct or comments directed toward a specific person or group, which contravenes the Manitoba Human Rights Code. e.g. Treating a student differently based on their ancestry, gender, religion, or sexual orientation; refusing to facilitate access to large-print material for a student who has a visual impairment.

Sexual harassment: unwanted sexual attention; gender-based abusive conduct; sexist jokes or remarks; sexually oriented gestures or physical contact; sexual solicitation made by someone with power to confer or deny benefit to the recipient; reprisal for rejecting a sexual advance.

Personal harassment: a course or pattern of behaviour which serves no legitimate work or academic purpose, and creates an intimidating or humiliating environment. e.g. A student being referred to with a derogatory nickname by peers and instructors. Sexual Assault: The intentional sexual touching of another person with any object or body part without consent or by force.

Respectful work and learning environment and sexual assault RWLE/SA policies and procedure

For an expanded definitions for the above list of prohibited behaviours, visit the Office of Human Rights and Conflict Management website.

Students who have concerns about, or allegations of, the above prohibited behaviors can access informal resolution or formal complaint mechanisms under the RWLE/SA policies and procedure. Students are also encouraged to access advice and support on these matters from the University of Manitoba:

The Office of Human Rights and Conflict Management

The Student Advocacy Office (SAO)

WRHA Respectful Workplace Policy

Sexual Violence Support and Education

Students are expected to adhere to all guidelines when using UM computers, facilities and software.

Although we recognize that social media tools on the internet are a common forum for students to communicate with one another. It is IMPERATIVE that no information relating in any way to your classroom or clinical experiences (including students, professors, patients, preceptors, etc.) is shared through any of these forums.)

Faculty members are reminded that professional conduct must be maintained at all times and that they should not “friend” students on Facebook, follow them on Twitter, or engage in any other social media contact.