Admissions Requirements
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Completed application
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Official transcripts
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Letter of recommendation
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Official SAT and/or ACT test scores (Marywood is test optional)
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Essay (optional)
TECHNICAL STANDARDS FOR ADMISSION, ACADEMIC PROGRESSION, AND GRADUATION IN THE UNDERGRADUATE RESPIRATORY THERAPY PROGRAM
All individuals, including persons with disabilities, who apply for admission to the respiratory therapist program must be able to perform specific essential functions with or without reasonable accommodation.
The following outlines the abilities and behavioral characteristics necessary for the student to be admitted to, continue in, and graduate from the respiratory therapist program at Marywood University. These essential qualifications are standards of admission.
The applicant should carefully review the essential qualifications for the program and ask questions if not familiar with the activities or functions listed.
The applicant must decide if he or she has any limitations that may restrict or interfere with the satisfactory performance of any of the requirements. It is ultimately the applicant's responsibility to meet these essential qualifications if accepted into the program.
The applicant should consult with the program director to discuss any individual situation if he or she may not be able to meet these essential qualifications. Requests for reasonable accommodation will be considered. Contact the program director if you have any questions about this matter.
General Abilities: The student is expected to possess functional use of the senses of vision, touch, hearing, and smell so that data received by the senses may be integrated, analyzed, and synthesized in a consistent and accurate manner. A student must also possess the ability to perceive pain, pressure, temperature, position, vibration, and movement that are important to the student’s ability to gather significant information needed to effectively evaluate patients. A student must be able to respond promptly to urgent situations that may occur during clinical training activities and must not hinder the ability of other members of the health care team to provide prompt treatment and care to patients.
Observational Ability: The student must have sufficient capacity to make accurate visual observations and interpret them in the context of laboratory studies, medication administration, and patient care activities. In addition, the student must be able to document these observations and maintain accurate records.
Communication Ability: The student must communicate effectively both verbally and non-verbally to elicit information and to translate that information to others. Each student must have the ability to read, write, comprehend, and speak the English language to facilitate communication with patients, their family members, and other professionals in health care settings. In addition, the student must be able to maintain accurate patient records, present information in a professional, logical manner, and provide patient counseling and instruction to effectively care for patients and their families. The student must communicate effectively verbally and in writing with instructors and other students in the classroom setting as well.
Motor Ability: The student must be able to perform gross and fine motor movements with sufficient coordination needed to perform complete physical examinations utilizing the techniques of inspection, palpation, percussion, auscultation, and other diagnostic maneuvers. A student must develop the psychomotor skills reasonably needed to perform or assist with procedures, treatments, administration of medication, management and operation of diagnostic and therapeutic medical equipment, and such maneuvers to assist with patient care activities such as lifting, wheelchair guidance, and mobility. The student must have sufficient levels of neuromuscular control and eye-to-hand coordination, as well as possess the physical and mental stamina to meet the demands associated with extended periods of sitting, standing, moving, and physical exertion required for satisfactory and safe performance in the clinical and classroom settings, including performing CPR and ACLS. The student must possess the ability of manual dexterity, such as to draw up solutions in a syringe and to draw arterial blood gas draws.
Intellectual, Conceptual, and Quantitative Abilities: The student must be able to develop and refine problem-solving skills that are crucial to practice as a respiratory therapist. Problem solving involves the ability to measure, calculate, reason, analyze, and synthesize objective and subjective data, and to make decisions, often in an urgent environment, that reflect consistent and thoughtful deliberation and sound clinical judgment. Each student must demonstrate mastery of these skills and possess the ability to incorporate new information from peers, teachers, and medical literature to formulate sound judgment in patient assessment, intervention, evaluation, teaching, and setting short- and long-term goals.
Behavioral and Social Attributes: Compassion, integrity, motivation, effective interpersonal skills, and concern for others are personal attributes required of students in the respiratory therapy program. The student must possess the skills required for full utilization of the student’s intellectual abilities; the exercise of good judgment; the prompt completion of all responsibilities in the classroom and clinical settings; and the development of mature, sensitive, and effective relationships with patients and other members of the health care team. Each student must be able to exercise stable, sound judgment and to complete assessment and interventional activities. The ability to establish rapport and maintain sensitive, interpersonal relationships with individuals, families, and groups from a variety of social, emotional, cultural, and intellectual backgrounds is critical for practice as a respiratory therapist. The student must be able to adapt to changing environments; display flexibility; accept and integrate constructive criticism given in the classroom and clinical settings; effectively interact in the clinical setting with other members of the healthcare team; and learn to function cooperatively and efficiently in the face of uncertainties inherent in clinical practice.
Examinations: Certain courses in the respiratory therapy program require students to take timed and/or online examinations. Students may be required to take timed, online, and/or other types of examinations in a proctored, secure setting that is acceptable to the program.
Ability to Manage Stressful Situations: The student must be able to adapt to and function effectively in stressful situations in both the classroom and clinical settings, including emergency situations. Students will encounter multiple stressors while in the respiratory therapy program. These stressors may be (but are not limited to) personal, patient care/family, faculty/peer, and/ or program-related.
A student who cannot meet the above technical standards may be dismissed from the program.
Facilities & Technology
The Respiratory Therapy program is located in the O’Neill Center for Healthy Families . The state-of-the-art facility includes spacious labs with equipment that will be seen in the clinical setting. Students simulate many therapies and use different types of equipment to build confidence before going into the clinical setting. All Respiratory Therapy majors are required to achieve competence in the lab in a controlled environment before going out to the clinical sites with patients. Students perform real simulation situations and activities in the lab, so they will have an understanding of therapeutic concepts and how they are applied in real patient care settings. The simulations prepare our students to treat patients as they begin the clinical portion of the program.
O'Neill Center for Healthy Families
The O'Neill Center for Healthy Families, located on University Avenue, provides classroom and research space, joining academic programs to innovative research. Students from the Nursing, Nutrition and Dietetics, Exercise Science, Respiratory Therapy, and Physician Assistant programs have classes in this building. It is also home to The Human Performance Lab, a state-of-the-art facility designed to serve the needs of student, professional, amateur, and recreational athletes and the community.
The Keith J. O'Neill Center for Healthy Families, dedicated on October 18, 2002, was named in honor of its benefactor, esteemed alumnus and former trustee Keith J. O'Neill '76, the first male to graduate from Marywood's dietetics program and an accomplished leader in the dietetics profession. He credits Marywood for "(giving) me the skills and confidence to take on the challenges that come from running a large food service department and eventually from the challenges created by starting my own company."
In 2024, Marywood University further expanded its deep commitment to health sciences during the dedication of the Pascucci Family Health Sciences Pavilion, a transformative addition to the Keith J. O'Neill Center for Healthy Families and a cornerstone of the EMPOWER Campaign.
The $11.5 million Pascucci Family Health Sciences Pavilion is a realization of Marywood's commitment to providing state-of-the-art facilities for education in the health sciences. Generously supported by the Pascucci Family and other dedicated donors, this new space elevates the learning experience of future healthcare professionals and contributes to the University's mission of fostering excellence in education.
Pascucci Family Health Sciences Pavilion
The $11.5 million Pascucci Family Health Sciences Pavilion is a realization of Marywood's commitment to providing state-of-the-art facilities for education in the health sciences. Generously supported by the Pascucci Family and other dedicated donors, this new space elevates the learning experience of future healthcare professionals and contributes to the University's mission of fostering excellence in education. Students are already taking classes in the new facility, which was finished early and under budget.
Center for Natural and Health Sciences
The Center for Natural and Health Sciences contains various science laboratories, including a Microbiology and Molecular/Cellular Biology lab, an Organic Chemistry lab, an Anatomy and Physiology lab, a Physics lab, a Biotechnology research lab, and an Environmental wet laboratory, along with a greenhouse, computer labs, and various classrooms.
Classrooms for our Math and Computer Science, Science, and Public Administration programs are in this building. The 100-seat Comerford Theatre, one of two large lecture halls on campus, is located here.
Scholarships
Morris K. Udall Scholarship
The Udall Foundation seeks future leaders across a wide spectrum of environmental fields, including policy, engineering, science, education, urban planning and renewal, business, health, justice, and economics. The Foundation also seeks future Native American and Alaska Native leaders in public and community health care, tribal government, and public policy affecting Native American communities, including land and resource management, economic development, and education.
Faculty
Dr. Theresa Tulaney
Department Chair | Associate Professor of Practice
Dr. April Lynn Ciesielski
Clinical Coordinator | Assistant Professor of Practice
Sarah L Dalton
Instructor of Practice
Danielle A Holod
Assistant Professor of Practice
Katrina Powell
Assistant Professor of Practice
Jonelle M Vinton
Instructor of Practice
Audrey A Angelella
Lecturer
Candace L Beddoe
Lecturer
Kristin M Chacko
Lecturer
Michael M Costello
Lecturer
David Culp
Lecturer
Joanna M DiBenedetto
Lecturer
Shannon Evans
Lecturer
James D Gavin
Lecturer | Lecturer
Nadine Marie Harvey
Instructor of Practice
Taylor Ranee Herron
Lecturer
Mary Joan Lavelle
Lecturer
Lisa M Maida
Lecturer
Karen A Marsh
Lecturer
George C Metz
Lecturer
Margaret Bisignani Moyle
Lecturer
Janine Mroczka
Lecturer
Janel M Notari
Administrative Assistant | Administrative Assistant
Dr. LoriAnn F Pajalich
Associate Professor of Practice
Emily M Rogan
Instructor of Practice
Sarah Gabrielle Rotell
Lecturer
Christina Simon
Instructor of Practice
Savannah Marie Stephens
Lecturer
Amanda Danielle Ward
Lecturer
Amy-Jo Wescott
Assistant Professor of Practice
Courses & Curriculum (120 Total Credits)
Fall/Spring Semester First Year (28 total credits)
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Course Numbers
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Course Names
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Credit Hours
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|---|---|---|
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Fall
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14 total credits
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BIO 121
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Anatomy & Physiology I
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3
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BIO 121L
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Anatomy & Physiology I Lab
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1
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CHEM 121
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General Chemistry
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3
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CHEM 121L
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General Chemistry Lab
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1
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ENGL 160
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Composition & Rhetoric
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3
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PHIL***
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120 or 121
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3
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Spring
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14 total credits
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BIO 114
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Microbiology for Health Professionals
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3
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BIO 114L
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Microbiology for Health Professionals Lab
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1
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BIO 122
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Anatomy & Physiology II
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3
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BIO 122L
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Anatomy & Physiology II Lab
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1
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RST
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RST 112
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3
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SSCI XXX
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Social Science Elective
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3
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Fall/Spring Semester Second Year (32 total credits)
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Course Numbers
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Course Names
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Credit Hours
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|---|---|---|
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Fall
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14 total credits
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RESP 100
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Introduction to Respiratory Care Concepts
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2
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RESP 110
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Physics for Respiratory Care
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3
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LANG
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LANG 150/250
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3
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MATH 155
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*Statistics
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3
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Elective
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Oral Communications
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3
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ENGL 3XX
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English Literature >300
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3
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Spring
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15 total credits
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RESP 300
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Oxygen Administration
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6
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RESP 300C
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Clinical I
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0
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RESP 300L
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Oxygen Administration Lab
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0
|
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RST/PHIL 2XX
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RST/PHIL Elective >200
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3
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Elective
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Approved Elective
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3
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Fine Arts
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Fine arts elective
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3
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Fall/Spring Semester Third Year (30 total credits)
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Course Numbers
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Course Names
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Credit Hours
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|---|---|---|
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Fall
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15 total credits
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|
RESP 310
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Patient Assessment
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6
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RESP 310C
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Clinical II
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0
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RESP 310L
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Patient Assessment Lab
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0
|
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RESP 320
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Disease States
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3
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|
RESP 330
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Cardiopulmonary Pharm
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3
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Elective
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Approved Elective
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3
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Spring
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15 total credits
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RESP 325
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Research Methods
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3
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RESP 340
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Respiratory Therapeutics
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6
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RESP 340L
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Respiratory Therapeutics Lab
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0
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RESP 340C
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Clinical III
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0
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RESP 350
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Leadership & Management
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3
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HIST
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History Elective
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3
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Fall/Spring Semester Fourth Year (31 total credits)
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Course Numbers
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Course Names
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Credit Hours
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|---|---|---|
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Fall
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15 total credits
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RESP 410
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Educational Principles in Respiratory Therapy
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3
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RESP 420
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Critical Care
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9
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RESP 420L
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Critical Care Lab
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0
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RESP 420C
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Clinical IV
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0
|
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Elective
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Approved Elective
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3
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|
Spring
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16 total credits
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RESP 430
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Neonatal Pediatrics
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9
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RESP 430L
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Neonatal Pediatrics Lab
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0
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RESP 430C
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Clinical V
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0
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RESP 445
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Senior Practicum
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4
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W-WI
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Writing-Writing Intensive
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3
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DEAN 073
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Graduation Eligibility
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0
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*It is recommended that Core Category 1 courses be taken in the first year, with LANG in the second year. Core courses in categories 2-5 can be taken in any semester/order, however category 1 courses are prerequisite for upper-level CAT 2, 3, and 5 courses.
CORE SCAFFOLDING SUGGESTIONS BY REQUIREMENT:
Schedule First:
ENGL 160
PHIL 120 or 121
RST 112
LANG 150 or 250
Any 1 -credit Univ 100
Schedule next:
Info Literacy Course
Category 2: Oral/Speaking
Category 2: Writing Intensive
1-2 Category 3: ART, ENGLIT HISTORY
One Category 5 Corse
Schedule Anytime:
3rd Category 3: ART, ENGLIT, HISTORY
Category 4: Science
Category 4: Math/Quantitative
Category 5: SSCI (if required)
Category 5: Elective
Program Learning Outcomes
Acquiring Core Skills
In addition to the clinical skills that students will learn as part of their curriculum, the Respiratory Therapy Program incorporates core skills training into the program that will benefit all Respiratory Therapy students in their careers.
Writing in the Profession
Students will demonstrate the ability to write effectively in the profession. Elements include the ability to organize an argument, support the argument with high quality relevant evidence, deliver it with good sentence structure and grammar, and cite and reference appropriately.
Oral Communication/Consultative Function/Knowledge
Students will deliver a consultative presentation with recommendations that reflect the knowledge gained through courses in this program.
Critical Inquiry/Evidence-based Medicine
Students will demonstrate the ability to formulate a clinical question, search the medical literature, and assess the collected literature for quality, relevance and limitations.
Teamwork/Inter-professional Cooperation
Students will demonstrate collaboration in inter-professional teams to accomplish a common goal. Ethical Leadership Students will demonstrate effectively the ability to lead a group of professionals in an ethical manner promoting patient advocacy.
Teaching Patients and Healthcare Professionals
Students will demonstrate the ability to educate patients, their families, and healthcare professionals.
Student Resources
Clinical Requirements
The following must be completed after a respiratory therapy major has been selected for, but prior to their start in the clinical portion of the program and are also requirements for continuation:
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Physical examination and required immunizations
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Background checks (Pennsylvania Child Abuse History Clearance, FBI fingerprint check, and PA State Police Criminal Record Check)
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Drug screens
The student should consider these factors before enrolling in this program. If the student has any questions regarding this, he or she should contact the program director.
In addition to tuition and fees, students must purchase uniforms, supplies, liability insurance, testing, and clinical parking fees. Students will be assigned computer simulations that will be completed throughout the program. This will prepare students to sit for the National Board of Respiratory Care (NBRC) exams when they have graduated.
Students will also be required to help within the community and gain knowledge outside of the classroom setting by acquiring Professional Development credits. These outside credits could include volunteering at American Lung Association events, attending informational sessions within the community that teach different types of cardio pulmonary disorders and diseases.
Membership in the American Association for Respiratory Care (AARC) is required by the start of the second semester of the clinical portion of Respiratory Therapist program.
Graduation Requirements
Graduation requirements for a Bachelor of Science in Respiratory Therapy include current Certification in American Heart Association BLS (CPR), American Heart Association Advanced Cardiac Life Support (ACLS) certification, American Heart Association Pediatric Advanced Life Support (PALS) certification, professional development credits, and satisfactory performance on comprehensive written, laboratory, simulation, and oral exit examinations.
Acquiring Core Skills
In addition to the clinical skills that students will learn as part of their curriculum, the BSRT program incorporates core skills training into the program that will benefit all Respiratory Therapy students in their careers.
-
Writing in the Profession
Students will demonstrate the ability to write effectively in the profession. Elements include the ability to organize an argument, support the argument with high quality relevant evidence, deliver it with good sentence structure and grammar, and cite and reference appropriately. -
Oral Communication/Consultative Function/Knowledge
Students will deliver a consultative presentation with recommendations that reflect the knowledge gained through courses in this program. -
Critical Inquiry/Evidence-based Medicine
Students will demonstrate the ability to formulate a clinical question, search the medical literature, and assess the collected literature for quality, relevance and limitations. -
Teamwork/Interprofessional Cooperation
Students will demonstrate collaboration in interprofessional teams to accomplish a common goal. -
Ethical Leadership
Students will demonstrate effectively the ability to lead a group of professionals in an ethical manner promoting patient advocacy. -
Teaching Patients and Healthcare Professionals
Students will demonstrate the ability to educate patients, their families, and healthcare professionals.
Career Settings
Respiratory therapists provide the hands-on care that helps people recover from a wide range of medical conditions. Therapists get to know their patients, and their patients’ families, and have the opportunity to help them through trying times. Whenever breathing is an issue, they are there.
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In hospitals, giving breathing treatments to people with asthma and other respiratory conditions.
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In intensive care units, managing ventilators that keep the critically ill alive.
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In emergency rooms, delivering life-saving treatments.
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In newborn and pediatric units, helping kids with conditions ranging from premature birth to cystic fibrosis.
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In operating rooms, working with anesthesiologists to monitor patients’ breathing during surgery.
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In patients’ homes, providing regular check-ups and making sure people have what they need to stay out of the hospital.
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In sleep laboratories, helping to diagnose disorders like sleep apnea.
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In skilled nursing facilities and pulmonary rehabilitation programs, helping older people breathe easier and get more out of life.
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In doctors’ offices, conducting pulmonary function tests and providing patient education.
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In asthma education programs, helping kids and adults alike learn how to cope with the condition.
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In smoking cessation programs, assisting those who want to kick the habit for good.
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In air transport and ambulance programs, rushing to rescue people in need of immediate medical attention.
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In case management programs, helping devise long-term care plans for patients.
Respiratory Therapist Job Duties
Here is a list of tasks that Respiratory Therapists do every day.
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Monitor patient’s physiological responses to therapy, such as vital signs, arterial blood gases, or blood chemistry changes, and consult with physician if adverse reactions occur.
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Set up and operate devices such as mechanical ventilators, high flow oxygen, aerosol generators, nitric oxide gas inhalation therapy, and BiPAP/CPAP machines
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Work as part of a team of physicians, nurses, or other healthcare professionals to manage patient care by assisting with medical procedures or related duties.
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Maintain charts that contain patients’ pertinent identification and therapy information.
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Read prescription, measure arterial blood gases, and review patient information to assess patient condition
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Perform arterial blood gas punctures and analyze results
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Are first line responders to emergency situations such as cardiac arrest and code blue situations performing manual ventilation and assist/perform intubations on patients
Ideal Skills for a Respiratory Therapist
Like most jobs in the healthcare profession, respiratory therapists need to have a unique skill set that allows them to multitask while remaining hyper-focused on the needs and conditions of their patients. All respiratory therapists should have the following skills:
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Verbal communication skills
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Calm bedside manner
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Compassion
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Deep understanding of infectious control
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Ability to work with a medical team
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Good judgment and quick decision-making ability
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Time management skills
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Physiological knowledge
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Patience and ability to teach and train patients
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Detail oriented
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Science and math skills
