Respiratory Therapists

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Name: Exploration of Health Occupations and Career Planning

  Program Name: Health Science

  Course Number: 8400210

  Course Type: Orientation/Exploratory

  CIP Number: 03179999CE

  Course Name: Exploration of Health Science Professions

  Program Name: Health Science

  Course Number: 8400310

  Course Type: Orientation/Exploratory

  CIP Number: 03179999EX

• Unit Outline

  
  

  This lesson should be used with the Case Study "Breathing Problems." (See CPALMS Resource ID 220906).

• Career Connection

  
  

  Students will explore the career of a respiratory therapist. Students will evaluate their own interest in pursuing this career.

  Students will collaborate to complete the tasks at each station. Students will use metacognition to manage their time through the stations, paying attention to the details and tasks for each station.

• Learning Objectives

  
  

  Students will be able to:

  • Describe the career of a respiratory therapist, including job description, job duties, education/training, and work environment.
  • Research current salary and job outlook for this career.
  • Identify advantages and disadvantages of the career of a respiratory therapist.
  • Explore career skills of a respiratory therapist, such as measuring respiratory output (as vital capacity).

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Some diseases are permanent and cannot be cured.
  • Some diseases/conditions impact a person’s ability to live and function independently.
  • Some people with chronic illnesses may need a form of therapy to improve or maintain their current level of health.

• Guiding Questions

  
  
  • What does a respiratory therapist do?
  • How does a respiratory therapist measure lung function?
  • How can working with a respiratory therapist improve lung function?
  • What activities can a person do to improve (or at least maintain) their lung function?

• Procedure

  
  
  1. Pose the following bellwork/warm-up question: “Sometimes people have trouble breathing. What medical conditions can affect a person’s ability to breathe?”
     • Then, have students discuss their answer with a partner.
     • Call on students to share with the class.
     • Answers may include: asthma, allergies/anaphylaxis, lung cancer, emphysema, COPD, pneumonia, etc.
       
       
  2. Pass out the case study “Breathing Problems” (see CPALMS resource ID# 220906) to each student. Have students read alone or in groups.
     
     
  3. Review the case study “Breathing Problems” with students. Then, discuss these questions, as a class:
     • What symptoms is Luis experiencing?
     • What medical condition does he have?
     • What lifestyle choice(s) probably contributed to him developing COPD? (smoking, career in construction that exposed him to dust and paint fumes)
     • How is the respiratory therapist going to help Luis?
       
       
  4. Activity: Respiratory Therapist Stations
     • Students will explore the career of a respiratory therapist by completing at least 3 stations (approx. 5-10 min. per station). Students will answer questions about each station on the “Respiratory Therapist Worksheet.” (Answer key is provided.)
     • Preview the attached Respiratory Therapist Stations for teacher notes and detailed station instructions.
       • Station 1: Career information, including: job description, duties, education/ training, and work environment
       • Station 2: Research current salary, job outlook, and local places to work
       • Station 3: Spirometry (measuring resp. capacity/output) with a balloon
         • NOTE: Students with asthma or other breathing problems should not participate in this activity.
       • optional Station 4: Breathing Exercises (for improving respiratory function)
       • optional Station 5: Pulse Oximeters
       • optional Station 6: Incentive Spirometers Students will answer questions about each station on the “Respiratory Therapist Worksheet.” (Answer key will be provided.)
         
         
  5. Closure: Follow-Up discussion:
  • • What do you know about the career of a respiratory therapist?
    • Is this a career you would be interested in? Why or why not?
    • How would having a chronic respiratory disease affect a person’s daily activities? (ex. would be less active as breathing is a challenge)

• Teacher Notes

  
  
  • The teacher needs to set up stations in advance. Further details are at the beginning of the Respiratory Therapist Station Directions.
  • The stations are designed for students to work in pairs. The teacher should set up groups in advance.
  • Note: Please review guidelines for group work, such as remaining on-task, positive/encouraging team talk, flexibility, equal participation, etc.
  • Lesson pacing: 5 minutes for the warm-up; 15 minutes for the case study and discussion questions; 30 minutes for the three stations; 5 minutes for follow up discussion
  • 3 optional stations are also provided, should students finish stations 1-3 quickly or the teacher would like to extend the lesson to two days.
  • The teacher can informally assess learning through group discussion and observation of students during the station activity. The teacher can formally assess students through their answers on the station assignment.

• Optional

  
  

  Extension Ideas:

  • Extend the lesson to two days to allow time for all 6 stations.
  • Demonstrate and discuss peak flow meters as another tool to measure breathing output.
  • Have students research local schools that offer training for respiratory therapy.
  • Invite a respiratory therapist to be a guest speaker.
  • Instruct students on how to measure respiratory rate. Allow them to practice with a partner.
  • Play abnormal lung sounds for students (ex. wheezing and crackles). Discuss what can cause each one.
  • Teach students how to provide first aid care for a person who is choking (Heimlich maneuver).
  • Have students research other respiratory conditions, such as: asthma, anaphylaxis, pulmonary fibrosis, Bronchiectasis, cystic fibrosis, lung cancer, mesothelioma, pulmonary hypertension, or tuberculosis. Students can create a poster or report findings to the class.