The Science Journal of the American Association for Respiratory Care

2002 OPEN FORUM Abstracts

DISTRIBUTION OF EXAM ITEMS IN CONTENT AREA II (EQUIPMENT) OF NBRC FORM VI RRT WRITTEN SELF-ASSESSMENT EXAM (WSAE)

David W. Chang, EdD, RRT, Athens Technical College, Athens, Georgia.

Background: Current NBRC RRT written examinations include 20 items in Content Area II (Equipment) that are selected ?randomly? from the published NBRC written registry exam matrix. The purpose of this study is to analyze the distribution of exam items in Content Area II of a RRT WSAE and to evaluate how these exam items relate to clinical practice in a southeastern state.

Method: Types of equipment that appear in Content Area II of Form VI RRT WSAE (NBRC, 1999) are grouped into (A) ?Frequently performed? and (B) ?Seldomly performed? in a typical patient care setting. ?Frequently performed? is defined as procedures that are done daily or more than once weekly. ?Seldomly performed? is defined as procedures that are never done or less than once weekly. A typical patient care setting includes general and critical care settings in a hospital excluding home care, neonatal care, and special procedures. On-site survey of five community and regional hospitals in a southeastern state is done to determine the frequency of equipment usage.

Results:

(A) Frequently performed Arterial line, CPAP, Flutter valve,
HME, Mist tent, Oxygen system,
Pulmonary artery catheter, Suctioning system, Ultrasonic nebulizer.
(B) Seldomly performed Bronchoscopy, Cardiac monitor,
Demand O2 conserving device,
Demand valve resuscitation device,
He/O2 therapy, High-frequency jet
ventilation, Incubator, PEP,
Transcutaneous PO2 monitoring,
Transtracheal O2 catheter (2 items).

Conclusions: Eleven of 20 items in Form VI of the RRT WSAE cover types of equipment that are not used on a regular basis by RCPs in a typical patient care setting. Candidates of the RRT written exam should review the types of equipment that are common in home care, neonatal care, and special procedures. Likewise, RT programs should continue to provide students with learning experiences in equipment usage in a variety of patient care settings.

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