The Bachelor of Science in Respiratory Care (BSRC) is an online degree advancement program for licensed registered respiratory therapists (RRTs) who have graduated from a CoARC accredited Associate of Science in Respiratory Care (ASRC) program, or for ASRC graduates eligible for licensure. Entering students must complete the Cal-GETC General Education pattern.

The program is 40 credits of upper-division courses that focus on leadership, management, education, research, and advanced clinical practice that provide RRTs with the knowledge, skills, and aptitude needed for the advanced scope of practice, the increasing complexity of clinical skills, and the diversity of care sites emerging in the field. Graduates of the BSRC program may advance their careers in administration/management, education, research, advanced bedside professional practice, and related healthcare fields. 

Upper-division enrollment projections are based on the actual enrollments in the ASRC program at Hartnell College.  The average annual enrollment in ASRC respiratory care major courses between 2018 and 2022 was 387.  In 2025-2026, the projection is 258 enrollments in the ASRC major courses.  Annually, the maximum number of duplicated ASRC course enrollments is 522.

BSRC annual cohorts of approximately 30 students will learn together.  Part-time students will take four eight-week courses for four semesters and two eight-week courses in a summer session.  Full-time students will take the same courses in three semesters.  Annually, the maximum number of duplicated course enrollments will be 390 in the upper-division courses and 525 in the ASRC lower-division courses, for a maximum total of 915 annual course enrollments.  

Colleges offering BSRC degrees are likely to increase enrollment because of the strong recommendation for a bachelor’s degree for entry-to-practice.  In 2015, the American Association for Respiratory Care (AARC) issued the following statement:

“Training and education for entry-to-practice as a respiratory therapist should be provided within programs awarding a bachelor’s or master’s degree in respiratory care (or equivalent degree titles), and all newly accredited respiratory care educational programs must award, as a minimum, the bachelor’s degree in respiratory care (or equivalent degree title)” (AARC, 2015, p.1). 

The recent position statement for The California Society for Respiratory Care includes the endorsement and support of “bachelor’s degree programs in respiratory care (or equivalent) for education and training as a minimum requirement for licensure beginning in 2030” (CSRC, 2021, p.1).

Maximum annual enrollment for a Hartnell College BSRC cohort will be 30 students.  The 2021 Hartnell College Faculty Association Collective Bargaining Agreement stipulates a 30-student cap for online courses.  There is no CoARC regulation on enrollments in post-licensure BSRC tracks. 

PROJECTED Enrollments and Completion Rates for the Hartnell College BSRC Program

Academic Year	2025-26	2026-27	2027-28	2028-29	2029-30
Max. New Student Enrollment per Cohort	30	30	30	30	30
Projected Student Completions Assuming (6% attrition)*	28	28	28	28	28
*6% attrition is the average attrition rate in the current ASRC program

The BSRC program is designed to provide graduates of entry into respiratory care professional practice degree programs with additional knowledge, skills, and attributes in leadership, management, education, research, and/or advanced clinical practice that will enable them to meet their current professional goals and prepare them for practice as advanced degree respiratory therapists.

Hartnell BSRC CCCO Degree Narrative

Baccalaureate degree proposals must include a narrative. All sections noted below must be submitted to the District Governing Board for approval, submitted to the Chancellor’s Office curriculum inventory system, and maintained by colleges:

Section 1. Labor Market Information and Analysis

Employers are willing to pay more to RRTs with a baccalaureate degree than to those with an associate degree or no postsecondary degree. Researchers for the American Association for Respiratory Care found that “each step up in a degree was worth an average of $3,071 a year while controlling for other variables” (AARC, 2014). The California Community Colleges Center of Excellence reported that one-third of employers currently offer, or would offer, a salary incentive to respiratory therapists with a bachelor’s degree (COE, 2021, p.7). Other employment incentives included tuition reimbursement, student loan forgiveness programs and advanced opportunities within departments such as lead respiratory therapist, transport team, and other leadership positions. Of the 50 hospitals in California with the Magnet (™) designation, 15 (79%) hiring managers who responded to Hartnell’s Google survey indicated they were “more likely” to hire a baccalaureate-prepared registered respiratory therapist (RRT) than an equally experienced RRT with an associate degree (38% response rate). A Magnet hospital hiring manager in Southern California said, “RRTs with bachelor’s are hard to find.” Nine (62%) reported that salary and hourly wages are higher for RRTs with bachelor’s degrees than RRTs with associate degrees. Hiring managers attributed the higher hourly wages to special projects assigned to the BSRC-prepared RRT.Employer preference for RRTs with a baccalaureate degree was substantiated in The CoARC 2020 Report on (Accreditation 2021). Exhibit 3, titled “Table 25” in the same CoARC report, includes job placement data with academic degrees offered from 2017 through 2020. The CoARC used a total of 401 annual reports for respiratory programs to generate the aggregate data. Programs offering the master’s degree had the highest mean placement rate (97%) in this category, while programs offering the associate degree demonstrated the lowest mean placement rate at 87%. Baccalaureate degree programs had an 89% mean job placement rate, higher than the associate degree in three of the four years surveyed.Exhibit 3: Placement by Degree Offered, Institutional Type, and Institutional Control/FundingSalinas employers who participated in the 2022 Hartnell College Employer Summit stated that many do not include a BSRC as a condition for hire but prefer candidates with advanced degrees and work experience. Employers in the Bay Region have listed a bachelor’s degree or higher as the minimum education required for respiratory care practitioners since 2016, except in 2018 (Exhibit 6).Trends in Employment Growth 
In December of 2021, Hartnell College participated in a California Community College Centers of Excellence study to better understand the workforce need for respiratory therapists across California (CCCCE, 2021). Employers in five counties (excluding Ventura) answered 20 survey questions about actual and projected educational and employment needs. The following are key findings listed in the report:In 2020-2021, 23,500 individuals held active certified respiratory therapist (CRT) or registered respiratory therapists (RRT) licenses to practice in California. There are approximately 16,000 jobs currently. The number of active RRTs not in the RRT job market is unknown.The demand for RTs is projected to increase by 11% through 2025 (~1,700 new jobs). Replacement needs generate close to five percent or 340 jobs annually as well. Combined annual openings could be as high as 1,100 annually.Wage estimates show that RRTs, when employed full-time, can earn as much as $70,000 annually as a relatively new graduate.75% of respondents had unfilled RRT positions.More than half (57%) of employers reported "some" to "extreme" difficulty in finding qualified candidates for positions.The demand for RTs with BS degrees seems to be increasing, possibly due to changes to the role of RTs and more robust supervisory or clinical career pathway opportunities.To incentivize further education, 34% of employers surveyed offer or would offer a salary or non-salary incentive to new employees with a bachelor's degree in respiratory therapy or a related health field.According to JobsEQ-3rd quarter of 2022, there was a predicted 4.1% employment growth in the next five years for registered respiratory therapists in Monterey County. Labor market index analysts consider a two percent increase actionable growth. Of the Hartnell College RRTs who graduated within the last five years, an average of 90.6% of those seeking jobs were employed within 12 months of graduation. Exhibit 4.  Hartnell College Respiratory Care Employment Rates 12-Months Post-Graduation In December 2021, researchers at the Centers of Excellence for Labor Market Research, (COELMR) for the Bay Area Community College Consortium (BACCC), released a labor market analysis for respiratory therapists (COELMR 2021). Based on all available data, researchers reported an "undersupply" of respiratory therapists in the Bay region, the Santa Cruz-Monterey sub-region (Monterey, San Benito, and Santa Cruz counties), and the five-county region comprised of Monterey, San Benito, Santa Cruz, San Luis Obispo, and Santa Barbara counties. There is a projected annual gap of 110 graduates in the Bay Region, two (2) in the Santa Cruz-Monterey sub-region, and 24 in the "five county" region (Jamoosian, 2021, p.1). Establishing the Hartnell BSRC program in the area would help to limit migration and draw RRTs and online students to the local market.Exhibit 5.  Employment Outlook for Respiratory Therapists in Specified Regions
Exhibit 6. Education Requirements for Respiratory Care Practitioners in Bay Region, 2016 – 2021Most respondents in the Executive Summary: Respiratory Therapists (2022) completed by the San Francisco Bay Center of Excellence for Labor Market Research (COELMR) team acknowledged that the scope of work for respiratory therapists has expanded. Almost half reported that specific tasks performed by respiratory therapists require upper-level course content or multiple years of RRT experience. Respondents indicated that BSRC graduates have higher level opportunities than ASRC graduates, such as lead RRT, transport team member, and other management positions. Most employers preferred to hire RRTs with a baccalaureate degree in respiratory care. Of the 16 respondents, almost all supported workforce education by offering salary incentives and financial assistance to those pursuing higher education. Exhibit 7 (Table 7 in the 2022 COELMR study) includes responses from 16 respondents on questions related to financial assistance and salary incentives to attract employees with a BSRC degree and encourage employees to earn a BSRC degree.









Exhibit 7. Organizational Support for Workforce Education and DevelopmentIn 2022, COELMR released the 2021 Workforce Needs Assessment for RTs in California.  Researchers examined job advertisements for RRTs. Exhibit 8 represents the change in California job advertisements for RRTs with a bachelor's degree from 2011 to 2021. Job ads for bachelor's degree workers increased dramatically after 2018 and peaked in 2020 at 236.   Exhibit 8. Job Advertisements for Respiratory Therapist with Bachelor’s Degrees 2011 to 2021 Exhibit 9 is the online job advertisement full-time annual salary data from the same 2022 COELMR needs assessment for California respiratory therapists. The average median annual salary of jobs listing bachelor's degree as a minimum educational requirement 2020 through 2021 was $1,400 higher than associate degree job ads. Additionally, the advertised salary range (25th and 75th quartile) for a bachelor's degree was higher compared to an associate degree as a minimum education ($54,800 to $64,500 annually).  This indicates that BSRC holders have access to higher earnings throughout their careers. Exhibit 9. 2020-2021 Online Job Advertisement Salary Data for California Respiratory TherapistsThere is a demonstrated need for respiratory care faculty. A human resource study by the Association for Respiratory Care  (AARC, 2020) includes the finding that “more than 60% of current program directors expect to vacate the position by 2028, an increase from 50% in 2015. Almost half of Directors of Clinical Education will be out of education in the next decade.” Additionally, more than half of the respondents stated that candidates for faculty positions lack the minimum qualifications to teach (AARC, 2020). Minimally, accredited ASRC programs require a bachelor-prepared faculty and accredited BSRC programs require master’s-prepared faculty. Nationally, only 31.9% of RRTs report having a baccalaureate degree (AARC, 2020). Only 10.9% have a master’s degree (AARC, 2020). Offering a baccalaureate degree at Hartnell would bolster the ASRC faculty pool and might encourage some to become master’s prepared BSRC faculty.         

Evidence of sufficient demand for proposed program:
California has the nation's most active, licensed RRTs, with more than 44,000 licenses issued by the Respiratory Care Board of California (RCBC). Most licensed practitioners have an associate degree in respiratory care (ASRC). The RCB issues approximately 1,000 new licenses annually, less than the projected workforce requirement for 1,700 new RRTs annually through 2025 (Commission on Accreditation for Respiratory Care [CoARC], 2022). With an increase in accredited BSRC programs, California will experience a supply of RRTs with a bachelor's degree in respiratory care.Between 2016 and 2019, five community colleges in the Bay Region granted an annual average of 104 awards in TOP 1210.00 - Respiratory Care/Therapy). Ninety-seven were ASRC degrees, and seven were BSRC degrees (Jamoosian, 2021). During that period, there were more jobs than graduates. In May 2023, there were 27 RRT job postings within the Hartnell College six-county regional service area (Exhibit 1). All 2023 graduates seeking jobs received multiple job offers. Academically and fiscally, Hartnell has the resources to support RRTs who need a BSRC degree for the high-demand, high-priority profession. Exhibit 1. Map of Six California Counties Served by Hartnell College Respiratory Care ProgramTrends in RT Educational Requirements Bachelor of Science in respiratory care programs account for seven of the 31 baccalaureate programs (23%) approved by the California Community College Chancellor's Office (CCCCO). To qualify for RRT licensure in California, graduates must have completed an ASRC program accredited by the Commission on Accreditation for Respiratory Care (CoARC). However, by 2030, existing ASRC programs will convert to BSRC programs based on the 2015 position statement released by the American Association for Respiratory Care (AARC):"Training and education for entry-to-practice as a respiratory therapist should be provided within programs awarding a bachelor's or master's degree in respiratory care (or equivalent degree titles), and all newly accredited respiratory care educational programs must award, as a minimum, the bachelor's degree in respiratory care (or equivalent degree title)" (AARC, 2015, p.1).In the 2021 California Society for Respiratory Care (CSRC) Education Requirements for Respiratory Care Practitioners report, CSRC leaders provided evidence in support of the baccalaureate degree requirement for entry into practice: “...a greater breadth of coursework is associated with an expanded degree of critical thinking ability. In a study of respiratory care students enrolled in a baccalaureate-level program, those with strong science course background scored significantly higher on the Watson-Glaser Critical Thinking Appraisal compared to students who had a less comprehensive background.” (CSRC, 2021, p. 4).Historically, California has been a leader in advancing the respiratory therapy profession. California was the first to require licensure in the nation. California was also the first to require the registered respiratory therapist (RRT) credential as an entry-to-practice. Currently, California is leading the efforts on the BSRC. In 2021, The California Society for Respiratory Care (CSRC) endorsed and supported bachelor's degree programs in respiratory care (or equivalent) for education and training as a minimum requirement for licensure based on the significant expansion in the scope of practice, the complexity of clinical skills, and diversity of care sites (CSRC, 2021). More than 60% of California's directors of respiratory care academic programs agree that respiratory care education needs to start at the baccalaureate level (Centers of Excellence for Labor Market Research [CELMR], 2021). If approved, the Hartnell BSRC program will comply with the nationwide 2030 entry-into-practice degree requirement by 2025. Because of local gaps in the workforce and the increasingly complex scope of practice, administrators, trustees, faculty, graduates, students, local employers, and various advisory groups voted in favor of the BSRC degree advancement proposal. Unmet Workforce NeedThe California Community Colleges Centers for Excellence (COE) labor market research results indicate that California should have more than 1,700 new respiratory therapists to fill 17,659 jobs, an 11% increase over five years (Exhibit 1). At the time of the survey, 75% of respondents were recruiting for open RRT positions, and more than half of employers reported having “some” to “extreme” difficulty in finding qualified candidates for the positions (COE, 2021, pp. 4-5). Exhibit 2. Projected Demand for Respiratory Therapists in California (2020-2025)
Evidence of sufficient demand for proposed program:
Occupation	2020 Jobs	2025 Jobs	Change	% Change	Annual Change
Respiratory Therapists (SOC 29-2216)	15,945	17,659	1,714	11	343
Evidence of sufficient demand for proposed program:
	2020 Jobs	2025 Jobs	5-yr Change	5-yr % Change	5-yr Total Openings	Annual Openings	25% Hourly Earning	Median Hourly Wage
SC-Monterey Sub-region	235	249	14	6%	81	16	$48	$80
San Luis Obispo County	85	97	12	15%	34	7	$34	$42
Santa Barbara County	162	195	33	20%	75	15	$35	$41
Evidence of sufficient demand for proposed program:
Education (minimum advertised)	2016	2017	2018	2019	2020	2021
Associate degree	32%	45%	61%	41%	37%	40%
Bachelor’s degree or higher	68%	55%	39%	59%	63%	60%

Section 2. Administrative Plan – includes, but is not limited to, the governing board of the district’s funding plan for its specific district

Funding Plan  

Costs associated with BSRC programming will be integrated into the publicly documented annual budget that is reviewed, revised, and ratified each October by the Board of Trustees. Hartnell College has a healthy financial outlook. Board Policy 6200 Budget Preparation includes the description of the budget development timeline and the stipulation for reserves of no less than 20 %. Over the past seven years, the College’s annual fiscal reports to the ACCJC demonstrated fiscal stability and adequate reserves to address unforeseen challenges.  

California’s 2021 Assembly Bill 927 stipulates baccalaureate student fees. Baccalaureate students taking lower division courses pay the same general course enrollment fees as other California community college students, currently $46 per unit. Baccalaureate degree students taking upper division courses pay the general course fee and a supplemental $84 per unit fee, bringing the total charge to $130 per upper division unit. Exhibit 18 includes the estimated institutional costs (tuition and fees) of $5,460 plus student expenses, which equals a total cost of $21,762. On-campus and off-campus housing costs are not applicable. An itemized program cost sheet for the ASRC program is in the Standard 2 folder.  A similar one will be drafted for the BSRC. 

Staffing Plan
Faculty:
To meet the instructional needs of the BSRC program, Hartnell will need two additional part-time instructors or one additional full-time instructor with a minimum of master's degrees to teach upper- and lower-division RCP courses. Hiring a full-time instructor is preferred; a full-time instructor will reduce the need for multiple hires and will likely enhance academic quality and rigor due to continuity of instruction. Hartnell College has instructors with academic qualifications and experience teaching upper-division, non-RCP-specific courses. Included in the 2023-2024 Program Planning and Assessment Respiratory Care budget were an increase in instructional salaries and benefits and special project funds for reassigned time for the RCP program director, who will assume program director responsibilities for the BSRC program. The 2024-2025 PPA will include total instructional salaries and benefits funding.
Staff:
Adding the BSRC academic program will exceed the capacities of the current part-time program assistant, full-time administrative assistant, and full-time clinical coordinator. The 2024-2025 RCP PPA budget will include a 0.5 full-time equivalent staff position to support the planned expansion of enrollments in the Health Sciences Meta Major. A full-time clinical coordinator staff position is in recruitment with a start date in January 2024. Though there are no clinical placements or requirements, the clinical coordinator will help with BSRC student admission processes and liaise with employers and their employees interested in academic and degree advancement in respiratory care.

Financial and Administrative Processes

The CCCCO assigned Hartnell College the SP04 data element for entering institutional data in the Management Information System (MIS). Hartnell students enrolled in upper-division courses will receive the unique student baccalaureate program control number of SG12 (Special Populations Data Elements). During the reporting term, they will flag the student as a participant in the Hartnell College BSRC program. The SP04 and SG12 codes within the Hartnell College Colleague data management system will interface with the CCCCO MIS and financial aid databases, making it possible to track data reported to regulatory agencies, such as financial aid, student enrollment, and student outcomes.  

 In 2022, the Board of Trustees revised content in BP 4100 Graduation Requirements for Degrees and Certificates to include students completing bachelor’s degrees. In 2023, the Hartnell College President and Cabinet approved the required AP 5130 Financial Aid changes. Additional BPs and APs, including 5030 Fees, are under advisement.

Library and Learning Resources 

The BSRC students will have full access to Hartnell College Library and Learning Resource Center (LLRC), designed to meet students' information and research needs in the 21st century. The LLRC services are available to students regardless of location or means of delivery; librarians and respiratory care discipline-specific resources are accessible onsite, online, in real-time, and by text or email. To assess the needs of BSRC students, librarians will track interactions using the library's reference services software. A library landing page will allow BSRC students to interact with a librarian using the live chat feature within the Canvas environment.

In April 2022, an LLRC librarian and the area dean consulted with peers at Skyline College and Modesto Community College on database and reference collection used by BSRC students and faculty. In May 2022, the area dean and a faculty group compared the databases and reference collections at Skyline College, Modesto Community College, and Hartnell College. The group used the LLRC Library Collection Development Policy to source new learning and teaching materials and to replace or discard existing subscriptions, databases, and reference materials. The recommended resource list will be reviewed after the BSRC program is fully approved and every year after that. New resources will be available before the start of the BSRC program.

In addition, the team compared research-related tutoring/learning support services requested by BSRC students. A Modesto Community College librarian recommended introducing students to existing research resources early in the program. For example, first-semester students will be assigned the LLRC’s seven-module research workshop with topics that include deciding on a research design, formulating research questions, choosing research methodologies, selecting sources, completing a scholarly review, avoiding plagiarism, using data mining search tools, and citing sources. Faculty will introduce students to academic resources and connect them with instructors working in the Panther Learning Lab.

Using the Library Collection Development Policy practices, librarians will maintain assets and correct deficiencies in respiratory care and related collections by anticipating, identifying, and responding to the changing information and instructional and educational needs of BSRC faculty and students as they do for all Hartnell College students. Working with faculty and staff, librarians select and maintain educational equipment and materials in the following categories: ELibrary O-book Collections: The BSRC students will have access to more than 100,000 academic e-books through the EBSCO eBook Academic Collection and Hartnell’s membership in the LLRC networks of OCLC (formerly known as the Online Computer Library Center) and the Monterey Bay Area Cooperative LLRC System.

• Computer and Network Access and Technology: The BSRC students can access 200 LLRC computers connected to the ethernet, standard office applications, LLRC online resources, campus Wi-Fi, and wireless printers.

• Research Databases: The LLRC subscribes to more than 40 electronic databases and reference sources to assist students and faculty with their research needs. The most relevant research guides and online tutorial videos for BSRC students are EBSCOhost, CINAHL, PubMed, JAMA Online, JSTOR, ProQuest Biology Journals, MEDLINE, and Statista.

• Statistical Databases: Databases most relevant for BSRC students are the California Department of Health Care Services Statistics, California Health Interview Survey, UCLA Center for Health Policy Research; CDC Minority Population Profiles; Global Health Policy; Government Health Data; Monterey County, Department of Public Health; National Center for Health Statistics; State Health Facts Online; and World Health Organization (WHO) - Global Health Observatory (GHO) - Data.

Institutional costs to sustain additional staff needs for the BSRC Program at Hartnell College are approximately $150,879 to $190,576 annually. Based on current enrollments in the Hartnell College ASRC program, the BSRC program is projected to generate an additional 54 FTES with $255,798 to $261,360 in revenue based on apportionment of approximately $4,737 per FTES. Enrollment revenue is likely to support future growth. The conservative totals are sufficient to cover the cost of the BSRC degree option. 

Section 3. Expertise, Resources, and Student Interest - documentation of the district’s expertise, resources, and student interest to offer a quality baccalaureate degree in the proposed field of study

Faculty qualifications.
According to the ACCJC Guide to Institutional Self-Evaluation, Improvement, and Peer Review (page 54), faculty qualifications to teach at a community college include the following: “The qualifications for faculty teaching upper division courses in the baccalaureate degree program includes the requirement for a master’s degree (or academic credential at least one level higher than a baccalaureate degree) or doctoral degree, in an appropriate discipline. In cases where no Master’s degree is available for the field of study, the qualifications for faculty teaching upper division courses in the baccalaureate degree include a bachelor’s degree in the discipline or closely related discipline, and a Master’s degree in any discipline, and demonstrated industry work experience in the field for a minimum of six years, and commonly required industry-recognized certification or professional licensure.”Current Faculty Qualified to Teach BSRCHartnell College has sufficient and qualified general education faculty to sustain the BSRC proposal. An additional full-time or two part-time faculty will be assigned major courses in respiratory care. In compliance with ACCJC Standard 3.A.2 faculty assigned to teach upper-division major courses will hold a minimum of a master's degree and have the necessary professional qualifications. Job announcements and descriptions for administrators and faculty specific to the BSRC program will include minimum qualifications and the procedures for screening applications, including verifying transcripts for minimum qualifications. Provisional, tenured, and part-time faculty group evaluations will be conducted according to timelines and processes included in Articles 13 and 14 in the Hartnell College Faculty Association 2019-2022 agreement. Exhibit 20 includes some Hartnell faculty qualified and committed to teaching upper-level general education and major courses.Exhibit 20. Current Hartnell College Instructional Faculty Qualified to Teach BSRC Courses
Faculty qualifications.
Name	Status	Quals.	Gen Ed/RC Major Courses
Andrew Soto	FT	PhD	Medical Ethics (GE)
Matthew McEhlenie	FT	PhD	Healthcare Systems (RC Major)
David Nicolai	PT	MA	Healthcare Research Design and Methodology (RC Major)Capstone Project (RCP Major)
Tanya Tavra	FT	MHA	Advanced Cardiopulmonary Disease (RC Major)Respiratory Care Education (RC Major)Advanced Respiratory Care I and II (RC Major)
Carol Kimbrough	PT	MA, MFT	Psychology of Health and Illness (GE)
Jason Hough	FT	Ed.D	Communications (GE)
Emily Brandt	PT	MET	Adv. Neonatal and Pediatric Respiratory Care (RC Major)Leadership in Respiratory Care I (RC Major)Leadership in Respiratory Care II (RC Major)

Student Interest

More than 750 students within the Hartnell College service district have applied to the ASRC program since its inception.  Annually, more students apply than can be accommodated.  Academic counselors support prospective students by generating individual course schedules, reviewing education plans, and assisting with the ASRC application processes.  Student selection is by random stratified draw, which honors students who have excelled scholastically and honors students whose extenuating circumstances may have affected their academic success.  The area dean and the Nursing and Health Sciences (NHS) academic counselor meet with applicants who still want to be selected.  They review the application and transcripts with the applicant and suggest an educational plan to improve the applicant's eligibility, arrange student support services, or introduce the applicant to additional health career options. 

Since 2012, Hartnell College has had a Commission on Accreditation for Respiratory Care (CoARC)-imposed cap of 20 new pre-licensure students per annual admission cycle.  In 2023, Hartnell College plans to petition CoARC to increase the number of full-time pre-licensure students to 25.  There is no CoARC regulation on post-licensure BSRC tracks.

Demonstrated Interest in Current ASRC and a Potential BSRC at Hartnell College 

In December 2022, an interest survey was sent to 92 students and graduates of the Hartnell College ASRC program and registered respiratory therapists employed at local hospitals.  The two-question survey was completed by 95% of the survey population. 

Eighty-six respondents (94.5%) supported the addition of a BSRC program at Hartnell College.  Instructors assigned to the BSRC courses will meet the minimum qualification of a master’s degree, which addresses a responder’s concern about academic preparation.

A follow-up question was sent to the population interested in pursuing a bachelor’s degree: “How likely are you to attend Hartnell College’s BSRC program?”  Sixty-six percent of the population was “highly likely” or “likely” to apply to the Hartnell College BSRC program.  Twenty-two percent of the population was “highly likely” to apply to any BSRC program that was employer-funded.  Twelve percent were “undecided.”  Comments included, “I want to give [the program] a few years to become established before I decide,” and “I’d like to know if students can use the lab.  If so, I’ll go to Hartnell.”

Section 4: Catalog Description 

Includes program requirements, prerequisite skills or enrollment limitations, student learning outcomes, and information relevant 

Catalog Description: The Bachelor of Science in Respiratory Care (BSRC) is an online degree advancement program for licensed registered respiratory therapists (RRTs) who have graduated from a CoARC accredited Associate of Science in Respiratory Care (ASRC) program, or for ASRC graduates eligible for licensure. Entering students must complete the Cal-GETC General Education pattern.

The program is 40 credits of upper-division courses that focus on leadership, management, education, research, and advanced clinical practice that provide RRTs with the knowledge, skills, and aptitude needed for the advanced scope of practice, the increasing complexity of clinical skills, and the diversity of care sites emerging in the field. Graduates of the BSRC program may advance their careers in administration/management, education, research, advanced bedside professional practice, and related healthcare fields. 

Program Goal: The BSRC program is designed to provide graduates of entry into respiratory care professional practice degree programs with additional knowledge, skills, and attributes in leadership, management, education, research, and/or advanced clinical practice that will enable them to meet their current professional goals and prepare them for practice as advanced degree respiratory therapists.

Program Outcomes:

Upon completion of the Bachelor of Science in Respiratory Care program, the graduate should be prepared to

1. demonstrate professional and ethical behavior with enhanced communication skills required for the field.

2. demonstrate readiness to pass specialty credentialing exams such as the Adult Critical Care Specialist (ACCS), Neonatal and Pediatric Specialist (NPS), and Registered Pulmonary Function Technician (RPFT) national board exams

3. apply evidence-based practice to respiratory care

4. apply skills of leadership, education, and advanced bedside roles to respiratory care. 

Section 5: Program Requirements 

Includes course requirements, faculty, facilities, and sequencing that reflect program goals

TRANSFER STUDENTS

Transfer eligibility requirements include the following:

• Registered respiratory care practitioners with unencumbered licenses who completed a CoARC accredited A.S., Respiratory Care program

• Students enrolled in the Hartnell College A.S., Respiratory Care program who will be eligible for California licensure upon graduation

• Students enrolled in an accredited AS, Respiratory Care program and will be eligible for California licensure upon graduation

Transfer students interested in applying for the Hartnell College Bachelor of Science, Respiratory Care program should schedule an appointment with the Hartnell College Nursing and Health Sciences counselor to develop a student education plan. The academic counselor will evaluate all transfer student records for course work equivalency. Syllabi, course outlines, and catalogs may be requested for the evaluation.   Students must complete the Cal-GETC general education pattern.

ACCEPTANCE TO THE RESPIRATORY CARE PROGRAM

The Bachelor’s of Science in Respiratory Care Program requires separate application and screening procedures that must be completed independently from regular admission. Because the RC program is impacted, completion of program prerequisites does not guarantee admission.  Information can be obtained from the website (https://www.hartnell.edu/academics- affairs/academics/nah/index.html), the Nursing and Health Sciences office (831.770.6146), or the Hartnell College Nursing and Health Sciences Program academic counselor (831.755.6820).

Application forms for the Respiratory Care Program and informational materials are available on the Hartnell College Respiratory Care Program website (https://www.hartnell.edu/academics-affairs/academics/nah/index.html). Application forms are posted in August of each year for the following spring semester. Completed application forms and required documents must be submitted by the deadline date as stated on the application. Students are responsible for costs associated with online classroom and capstone instruction.  Students accepted for entry into the Program are required to attend the mandatory BSRC Orientation Session. 

Minimum Requirements for Admissions Eligibility: 

1. Hartnell College enrollment or a Hartnell College Application for Admission on file in the Office of Admissions and Records

2. Graduation from a CoARC accredited Associate of Science, Respiratory Care Program

3. Possession of a non-encumbered California Respiratory Care Practitioner license or eligibility for licensure.

Requirements for Degree Completion:

1. Completion of the Cal-GETC general education pattern

Success in the B.S. Respiratory Care Program is based on application of advanced theoretical knowledge related to the respiratory care profession.  Students must achieve at least “C” grades in all courses.

Required General Education Courses:

• 

  Completion of the Cal-GETC Education Pattern

REQUIREMENTS THAT MUST BE COMPLETED PRIOR TO ACCEPTANCE INTO PROGRAM 

Completion of a CoARC accredited A.S. RespiratoryCare Program equivalent to the Hartnell A.S. Respiratory Care ProgramPossession of a non-encumbered California Respiratory Care Practitioner license or eligibility for licensure.

Required Major Courses (After acceptance into the program) (40 units)    

Spring Semester (12 units)	Course Title	Units
PHL: 700	Medical & Bioethics	3
RCP: 701	Healthcare Systems	3
RCP: 702	Respiratory Care Education	3
RCP: 703	Healthcare Research	3
Fall Semester (15 units)	Course Title
COM: 700	Communication in Healthcare	3
RCP: 704	Advanced Cardiopulmonary Disease	3
RCP: 705	Leadership in Respiratory Care I	3
RCP: 801	Leadership in Respiratory Care II	3
RCP: 802	Advanced Respiratory Care	3
Spring Semester (13 units)	Course Title
PSY: 700	Psychology of Health and Illness	3
RCP: 803	Advanced Diagnostics in Respiratory Care	3
RCP: 804	Advanced Neonatal and Pediatric Respiratory Care	3
RCP: 805	Capstone Project	4
	Total Units	40

Section 6: Master Planning

Describes how the program fits in the mission, curriculum, and master planning of the college and higher education in California

The BSRC degree advancement program aligns with the mission, curriculum, and master planning of higher education at Hartnell College (Hartnell College, Board Policy 1200, District Vision, Mission, and Values Statements). Exhibit 10 is a crosswalk between the BSRC degree advancement program and the Hartnell College Mission, Vision, Values statements, and Strategic Goals. The BSRC degree advancement program aligns with the four key goals outlined in the Community College Chancellor’s Vision for Success and included in the College’s Strategic Plan 2019-2024:  

1. completion of degrees and certificates

2. time and units to completion

3. transfer to baccalaureate programs 

4. student employment after graduation

Included in Exhibit 10 are Hartnell College metrics for the student success goals chosen to align with the California Community College system-wide Vision for Student Success. Targets, including equity, were developed by projecting from recent historical data sourced primarily from the Chancellor’s Office and input from internal and external stakeholders. In May 2023, the Hartnell College Planning Council, Cabinet, and Board of Trustees members reviewed progress as reported in the Strategic Plan Scorecard 2019-2022. 

Administrators and faculty used the same methods to systematically assess and evaluate historical data and projections from internal and external stakeholders to set strategic targets for the BSRC metrics. The ASRC-to-BSRC degree admission and course scheduling processes support a four-year, 122-unit degree program, during which graduates can continue to work as RRTs or qualify for advanced positions that require baccalaureate degrees. The BSRC degree advancement program is a low-cost, full- or part-time, online program. Academic counselors will grant credit for prior learning using practices outlined in AP 4235 Credit for Prior Learning. Students can participate in cohort learning and on-campus interprofessional skill-based experiential learning events.  

Exhibit 10. BSRC Program’s Alignment with the College’s Mission, Vision, Values, and Strategic Goals

Hartnell College: Mission, Vision, Values, and Strategic Goals	Nursing and Health Sciences (inclusive of Respiratory Care Program): Mission, Vision, Values	Areas of Congruence
VisionHartnell College students will be prepared to contribute as leaders to the intellectual, social, cultural, and economic vitality of our communities and the world.	VisionNursing and Health Sciences will be an influential resource in health education and promotion for the residents of the Salinas Valley.	CongruenceGraduates of the BSRC program are prepared to be leaders in health promotion that affects the intellectual, social, cultural, and economic vitality of the population.
MissionFocusing on the education and workforce development needs of communities in the Salinas Valley, Hartnell College strengthens communities by providing opportunities for students to reach career and/or academic goals (associate degrees, certificates of achievement, transfer to four-year institutions) in an environment committed to student learning, achievement, and success.	MissionThe mission of Nursing and Health Sciences is to facilitate an inter-professional learning environment in which students become safe, accountable, and culturally responsive healthcare professionals. Faculty and students adopt an attitude of inquiry. Ideas are generated, assumptions are questioned, and the art of investigation is prized. Faculty and students embrace excellence and model ethical leadership while advancing the art and science in healthcare.	CongruenceThere is an institutional and national commitment to the educational advancement of respiratory therapists who are prepared to meet evolving and complex healthcare needs. ASRC-to-BSRC admission and course scheduling processes endorse on-time, four-year completion of the 120-unit degree program. Courses are transferable.
ValuesValues are the essential enduring tenets that guide Hartnell College in fulfilling our mission. The following values set forth what Hartnell believes and define conduct:Students FirstAcademic and Service ExcellenceDiversity, Equity, and InclusionEthics and IntegrityAlliancesLeadership and EmpowermentInnovationStewardship of ResourcesHealth, Safety, and Security	ValuesNursing and Health Sciences facilitates the development of healthcare professionals who embody and demonstrate the following core values: ComportmentCompetenceCaringCollaborationCuriosity	CongruenceThe BSRC academic program is a value-system model designed to advance professionalism in graduates. Hartnell College and the BSRC reflect similar values: Ethics and Integrity = Comportment Academic and Service Excellence; Leadership and Empowerment = CompetenceStudents First; Diversity, Equity and Inclusion = Caring Alliances; Stewardship of Resources = CollaborationInnovation= Curiosity
2022 Hartnell College Strategic Goals and Metrics: The College’s four strategic priorities are focused on training that leads to a degree or employment. Quantitative targets for institutional student success metrics beyond 2022 are under advisement.Congruence: ASRC and BSRC align with strategic priorities 1 through 4 and increase degree options for students.
Strategic Goals and Metrics	AS Respiratory Care (2022-2023)	BS Respiratory Care (set 2023)
Completion of Degrees and Certificates (Key metrics: awards, graduates, and graduation rate) #1 Goal: By 2022, increase the number of students who complete a certificate by 31% and associate degree by 36%, and increase graduation rate by 22%.	Completion Goal Minimum Expectation (ME) - 75%Attainable Goal (AT) - 85% Aspirational Goal (AS) - 100%	Completion GoalMinimum Expectation (ME) - 80%Attainable Goal (AT) - 90% Aspirational Goal (AS) - 100%
Time and Units to Degree Completion (Key metrics: time to completion, units to completion) #2 Goal: By 2022, time to degree will decrease from 4.5 to 3.7 years and average units earned per Degree will decrease from 90 to 80 units.	Time to DegreeMinimum Expectation (ME) - 4.5 yrsAttainable Goal (AT) - 4 yrsAspirational Goal (AS) - 3.5 yrs	Time from ASRC to BSRCMinimum Expectation (ME) - 2.5 yrsAttainable Goal (AT) - 2 yrsAspirational Goal (AS) - 1.5 yrs
Transfer to Four-Year Institutions (Key metrics: transfer volume, transfer rate) #3 Goal: By 2022, ADT Degrees awarded will increase by 37%, transfers to UC and CSU systems will increase by 11%, and transfers to other systems will increase by 23%.	TransferMinimum Expectation (ME) - 10%Attainable Goal (AT) - 25% Aspirational Goal (AS) - 90%	Transfer from ASRC to BSRCMinimum Expectation (ME) - 30%Attainable Goal (AT) - 70% Aspirational Goal (AS) - 100%
Student Employment Following Training or Degree/Certificate Completion (Key metrics: employment rate, change in earnings) #4 Goal: By 2022, employment rate will increase by 9%; and earnings for exiting/graduating students OR earnings will increase by 20%; and CTE students employed in the field of study will increase by 5%.	Employment within 12 months Minimum Expectation (ME) - 65%Attainable Goal (AT) - 70% Aspirational Goal (AS) - 100%	Employment within 12 months Minimum Expectation (ME) - 90%Attainable Goal (AT) - 100% Aspirational Goal (AS) - 100%

Exhibit 11 includes the BSRC course learning outcomes aligned with the college Institutional Learning Outcomes (ILOs):

• Global Engagement (GE): Students will Demonstrate global citizenship via knowledge of and interaction with civic participation, diverse cultures and people, and social justice advocacy.

• Personal Growth (PG): Students will demonstrate ethical decision making, goal setting, and positive lifestyle choices.

• Aesthetic Analysis and Application (AAA): Students will analyze, conceptualize, evaluate, and/or synthesize creative and artistic expression as applied via contexts such as cultures and disciplines.

• Communication (C): Students will effectively communicate to varied audiences via spoken, written, visual and other forms of communication.

• Information Competency (IC): Students will define information needs, utilizing appropriate technology and resources to access information efficiently and effectively, evaluate information critically, and use information ethically.

• Inquiry and Reason (IR): Students will use analytical, creative, and critical thinking to evaluate ideas, predict outcomes and form conclusions and solutions.

Exhibit 11. BSRC Course Student learning outcomes matched to Institutional Learning Outcomes

Hartnell College BSRC Course	Institutional Learning Outcomes
BSRC Student Learning Outcome	GE	PG	AAA	C	IC	IR
RCP 701: Healthcare Systems
Students will explain legal, political, organizational, and financial influences that affect U.S. healthcare systems.					x	x
Given a scenario, students will evaluate department performance indicators					x	x
RCP 703: Healthcare Research
Critically review, analyze, and interpret published research.					x	x
Formulate a research proposal on an approved topic that includes a problem statement, literature review, methodology, and data analysis.					x	x
RCP 702: Respiratory Care Education
Integrate evidence-based teaching strategies to develop instructional content				x	x
Design, implement, and evaluate learning outcomes in a respiratory care setting.			X
RCP 704: Advanced Cardiopulmonary Disease
Critique and justify the current management of respiratory diseases				x		x
Develop a plan of care based on a clinical scenario using current evidence						x
RCP 802: Advanced Respiratory Care I
Demonstrate readiness for Adult Critical Care Specialist (ACCS) examination		x				x
Determine the appropriate diagnostic or therapeutic procedure based on a clinical scenario	x				x	x
RCP 705: Leadership in Respiratory Care I
Formulate a strategic plan for a respiratory care department			X	x	x
Explain federal and state employment laws affecting respiratory care departments	x	x
RCP 803: Advanced Respiratory Care II
Analyze and interpret pulmonary function studies					x
Compare and contrast interventional pulmonology procedures					x	x
RCP 804: Advanced Neonatal and Pediatric Respiratory Care
Evaluate interventions, diagnostic and therapeutic procedures and ventilatory techniques in the care of critically ill neonatal patients						x
Evaluate interventions, diagnostic and therapeutic procedures and ventilatory techniques in the care of critically pediatric patients						x
RCP 801: Leadership in Respiratory Care II
Apply management strategies to various operational procedures and functions of the Respiratory Care department and other related departments.				x	x	x
Integrate various strategic models to make decisions, solve problems, and develop plans.	x	x		x	x	x
RCP 805: Capstone Project
Complete a project-based research assignment that includes the use of clinical expertise, education, or leadership skills to address an issue in respiratory care	x	x		x	x	x
PHL:  Medical Ethics
Analyze, compare, and evaluate a variety of moral theories and apply them to relevant problems in medical ethics.	x
Explain and interpret common medical issues such as: the Hippocratic tradition; paternalism and autonomy; informed consent, truth telling, and confidentiality; genetic and reproductive control; death and dying and advance directives; impaired and seriously ill infants; medical error; medical technology; quality and sanctity of life; or just allocation of resources.	x
Explain moral theories applicable to specific problems or controversies in medical ethics such as experimentation, abortion, medically assisted dying, etc.	x	x	X
PSY: Psychology of Health and Illness
Analyze concepts in health psychology on the effects of stress, illness, disease, and death from personal and professional perspective.		x		x
Analyze principles, theories, and research in trauma, crisis, and self-care as it relates to personal and professional experiences.		x	X
Evaluate models that affect personal health and disease with the healthcare professional.		x				x
COM: Communication in Healthcare
Assess and make recommendations for the improvement of communication skills at work.		x		x
Explain various communication methods to disseminate information.				x	x
Apply communication theories and principles to improve patient care outcomes.				x

Exhibit 12 is the crosswalk between the BSRC program learning outcomes (PLOs) and the Institutional Learning Outcomes (ILOs). Each BSRC PLO matches with one or more ILOs. 

Exhibit 12. BSRC Program Learning Outcomes Matched to Institutional Learning Outcomes

Hartnell College BSRC Program	Institutional Learning Outcomes
BSRC Program Learning Outcomes	GE	PG	AAA	C	IC	IR
Demonstrate professional and ethical behavior with enhanced communication skills required for the field.	x	X	X	x	x
Demonstrate readiness to pass specialty credentialing exams including Adult Critical Care Specialist (ACCS), Neonatal and Pediatric Specialist (NPS), and Registered Pulmonary Function Technician (RPFT) national board exams		X			x	x
Apply evidence-based practice to respiratory care		X		x	x	x
Apply skills of leadership, education, and advanced bedside roles to respiratory care.	x	X	X	x	x	x

Section 7: Enrollment and Completer Projections

Enrollment and Completer Projections – projection of number of students to earn degree annually

Current AA/AS Program

Associate in Science, Respiratory Care (ASRC) program

TOP code: 1210.00

Enrollment & Completer Data for the Past Five (5) Years

The Commission on Accreditation for Respiratory Care (CoARC) granted Hartnell College an initial new student enrollment cap of 20. In 2019, Commission on Accreditation for Respiratory Care (CoARC) allowed for an increased enrollment cap from 20 to 22 pre-licensure students occasionally. Also, it approved students to repeat courses without causing a reduction in the admission enrollment cap. In 2023, Hartnell College plans to petition CoARC for an increase to 25 new pre-licensure students to meet the increasingly demonstrated workforce need. 

Approximately 750 students have applied to the Associate in Science, Respiratory Care (ASRC) program since 2013. Annually, more students apply than can be accommodated. Faculty temporarily reduced new student enrollments in 2019-2021 in response to significant clinical displacements and increases in student deferments and withdrawals during the COVID-19 pandemic. Beginning fall 2023, the faculty expects enrollments to be at total capacity.     

Academic counselors support prospective respiratory care students by generating individual course schedules, reviewing education plans, and assisting with the ASRC application processes. A random stratified draw method to select students honors students who have excelled scholastically and honors students whose extenuating circumstances may have affected their academic success. The area dean and academic counselors meet with applicants still interested in the program. They review the applicant’s submissions and coursework. Counselors most often suggest an educational plan that will improve the applicant’s eligibility, arrange student support services, or introduce them to additional health career options related to healthcare.

Lower-division duplicate enrollments are based on annual course registrations for each cohort and do not include prerequisite or corequisite registrations in general education courses. From fall 2018 to spring 2022, there were 1935 enrollments in the respiratory care major courses. The average annual duplicated enrollment was 387, with the 2019-2020 academic year being the lowest due to clinical displacements and student deferrals during the pandemic. Annually, the maximum number of course enrollments for 22 students per semester is 462.    

In 2017, the attrition rate increased to 9.4%. Hartnell College used a data system to integrate academic, financial, and demographic data to generate trends.  The attrition rate range has been zero to 5.9% since. Hartnell College could incorporate student learning outcomes data from disparate sources. Hartnell College has retained ASRC students at 95% for the last five years. The Programmatic Outcomes Data - CoARC - Commission on Accreditation for Respiratory Care three-year outcomes data table confirms Hartnell’s ASRC retention rate as 95% and above the three-year national average of 91%.

The table below includes a list of applicants, new student enrollments, and outcome data for cohorts between 2016 and 2022.    

Enrollments and Completion Rates in the Hartnell College ASRC Program per Cohort

Cohort	2016-2018	2017-2019	2018-2020	2019-2021	2020-2022
Total Number of Applicants	72	74	87	151	97
Eligible Applicants	50	63	64	69	72
New Student Enrollments	16	16	20	17	19
Graduates per cohort*	10	15	10	15	13
On-time Completion Rates	50%	93.8%	50%	93.8%	68.4%
Returning Student Enrollments	3	1	9	1	3
150% Completion Rate	100%	0%	77.8%	50%	N/A
Retention Rate	90.6%	100%	95%	94.1%	N/A
Attrition Rate	9.4%	0%	5%	5.9%	N/A

*Because Hartnell College tracks 150% completion rates, the annual number of graduates per cohort might differ from the total listed in the CCCCO Program Awards Summary Report. 

Anticipated Enrollment & Completion Rates

Upper-division enrollment projections are based on the actual enrollments in the ASRC program at Hartnell College.  The average annual enrollment in ASRC respiratory care major courses between 2018 and 2022 was 387.  In 2025-2026, the projection is 258 enrollments in the ASRC major courses.  Annually, the maximum number of duplicated ASRC course enrollments is 522.

BSRC annual cohorts of approximately 30 students will learn together.  Part-time students will take four eight-week courses for four semesters and two eight-week courses in a summer session.  Full-time students will take the same courses in three semesters.  Annually, the maximum number of duplicated course enrollments will be 390 in the upper-division courses and 525 in the ASRC lower-division courses, for a maximum total of 915 annual course enrollments.  

Colleges offering BSRC degrees are likely to increase enrollment because of the strong recommendation for a bachelor’s degree for entry-to-practice.  In 2015, the American Association for Respiratory Care (AARC) issued the following statement:

“Training and education for entry-to-practice as a respiratory therapist should be provided within programs awarding a bachelor’s or master’s degree in respiratory care (or equivalent degree titles), and all newly accredited respiratory care educational programs must award, as a minimum, the bachelor’s degree in respiratory care (or equivalent degree title)” (AARC, 2015, p.1). 

The recent position statement for The California Society for Respiratory Care includes the endorsement and support of “bachelor’s degree programs in respiratory care (or equivalent) for education and training as a minimum requirement for licensure beginning in 2030” (CSRC, 2021, p.1).

Maximum annual enrollment for a Hartnell College BSRC cohort will be 30 students.  The 2021 Hartnell College Faculty Association Collective Bargaining Agreement stipulates a 30-student cap for online courses.  There is no CoARC regulation on enrollments in post-licensure BSRC tracks. 

PROJECTED Enrollments and Completion Rates for the Hartnell College BSRC Program

Academic Year	2025-26	2026-27	2027-28	2028-29	2029-30
Max. New Student Enrollment per Cohort	30	30	30	30	30
Projected Student Completions Assuming (6% attrition)*	28	28	28	28	28
*6% attrition is the average attrition rate in the current ASRC program

Place of Program in Curriculum/Similar Programs – how it fits in college’s existing program inventory

The BSRC program fits perfectly with the college’s existing program inventory, specifically building upon the AS degree in Respiratory Care and complementing the Nursing and Health Sciences (NHS) programs.  Adding a BSRC option to a growing student base, that is intended to be taught online, will allow graduates and licensed respiratory therapists from all over the central coast accessible, and affordable options to advance their education in respiratory care.  

The college currently provides an in-face ASRC program.  The ASRC program experienced 100% employer and graduate satisfaction scores on annual accreditation surveys since the program’s first graduating cohort.

Hartnell College is one of the oldest higher education institutions in California. This would be the first bachelor degree at Hartnell, which would add to the legacy of our institution.  Additionally, delivering the program online will add educational opportunities for individuals spread out over a vast geographic area, and enhance the nursing and health sciences (NHS) department that is already offering in-face and hybrid options.  Other programs in the NHS include Registered Nursing, Vocational Nursing, Emergency Medical Technician (EMT) and Public Health Science.  The EMT course is taught in a hybrid format and the majority of public health courses are taught online. The remaining programs are taught in-person.   

The program is consistent with the mission, vision, and values of the Nursing and Health Sciences Area.  The table below demonstrates the BSRC program aligns with the academic area’s mission, vision, and values that have been adopted by all programs within the NHS department.  

Nursing and Health Sciences Department: Mission, Vision, Values	BSRC Areas of Congruence
VisionNursing and Health Sciences will be an influential resource in health education and promotion for the residents of the Salinas Valley.	Cultivation of leadership in health promotion affects the intellectual, social, cultural, and economic vitality of the population.The goal of the BSRC program is to provide graduates of entry-into-respiratory care-professional-practice degree programs with additional knowledge, skills, and attributes in leadership, management, education, research, and/or advanced clinical practice that will enable them to meet their current professional goals and prepare them for practice as advanced degree respiratory therapists.
MissionThe mission of Nursing and Health Sciences is to facilitate an interprofessional learning environment in which students become safe, accountable, and culturally responsive healthcare professionals.  Faculty and students adopt an attitude of inquiry.  Ideas are generated, assumptions are questioned, and the art of investigation is prized.  Faculty and students embrace excellence and model ethical leadership while advancing the art and science in healthcare.	College commitment to the educational advancement of respiratory therapists prepared to meet evolving healthcare needs.The program is designed to provide a well-rounded respiratory therapy education. Through interactions with clients–individual persons, families and communities–and other health care professionals, respiratory therapy graduates will contribute toward meeting the wide-ranging needs of the region, state, and the larger community.
ValuesNursing and Health Sciences facilitates the development of healthcare professionals who embody and demonstrate the following 5 C core values: ComportmentCompetenceCaringCollaborationCuriosity	The ASRC and BSRC academic programs are value-system models that advance professionalism in its respiratory care graduates.Graduates of the BSRC program will be prepared to become highly competent healthcare practitioners who display professional excellence, integrity and skills for life-long learning. Respiratory care requires not only technical expertise, but also humane, empathetic and professional behavior directed towards patient-centered care in an inter-professional healthcare setting.

Similar Programs at Other Colleges in Service Area – justification of need for program in the local community or region of the district.

Bachelor of Science in respiratory care programs account for seven of the 31 baccalaureate programs (23%) approved by the California Community College Chancellor's Office (CCCCO).  California has 35 accredited respiratory therapy programs: 20 public and 15 private institutions. All (35) offer the ASRC degree, and seven (7) offer the BSRC degree. Six of the seven BSRC degree programs were approved through the AB 927 California Community College Baccalaureate Degree program. 

Programs offering the bachelor of Science degree in Respiratory Care: 

1. Hartnell College, Salinas, CA

2. Crafton Hills College, Yucaipa, CA

3. El Camino College, Torrance, CA

4. Foothill College, Los Altos, CA

5. Los Angeles Valley College, Los Angeles, CA

6. Modesto College, Modesto, CA

7. Skyline College, San Bruno, CA

To the north, Foothill College is closest to Hartnell, 72 miles away.  To the south, the next closest college would be Los Angeles Valley College, 292 miles.  Modesto College is 113 miles away to the northeast.  Hartnell College serves a wide geographic area with no other programs in close proximity. 

ACCEPTANCE TO THE RESPIRATORY CARE PROGRAM

The Bachelor’s of Science in Respiratory Care Program requires separate application and screening procedures that must be completed independently from regular admission. Because the RC program is impacted, completion of program prerequisites does not guarantee admission.  Information can be obtained from the website (https://www.hartnell.edu/academics- affairs/academics/nah/index.html), the Nursing and Health Sciences office (831.770.6146), or the Hartnell College Nursing and Health Sciences Program academic counselor (831.755.6820).

Application forms for the Respiratory Care Program and informational materials are available on the Hartnell College Respiratory Care Program website (https://www.hartnell.edu/academics-affairs/academics/nah/index.html). Application forms are posted in August of each year for the following spring semester. Completed application forms and required documents must be submitted by the deadline date as stated on the application. Students are responsible for costs associated with online classroom and capstone instruction.  Students accepted for entry into the Program are required to attend the mandatory BSRC Orientation Session. 

Minimum Requirements for Admissions Eligibility: 

1. Hartnell College enrollment or a Hartnell College Application for Admission on file in the Office of Admissions and Records

2. Graduation from a CoARC accredited Associate of Science, Respiratory Care Program

3. Possession of a non-encumbered California Respiratory Care Practitioner license or eligibility for licensure.

Requirements for Degree Completion:

1. Completion of the Cal-GETC general education pattern

Success in the B.S. Respiratory Care Program is based on application of advanced theoretical knowledge related to the respiratory care profession.  Students must achieve at least “C” grades in all courses.

Required General Education Courses:

• 

  Completion of the Cal-GETC Education Pattern

REQUIREMENTS THAT MUST BE COMPLETED PRIOR TO ACCEPTANCE INTO PROGRAM 

Completion of a CoARC accredited A.S. RespiratoryCare Program equivalent to the Hartnell A.S. Respiratory Care ProgramPossession of a non-encumbered California Respiratory Care Practitioner license or eligibility for licensure.

Required Major Courses (After acceptance into the program) (40 units)    

Spring Semester (12 units)	Course Title	Units
PHL: 700	Medical & Bioethics	3
RCP: 701	Healthcare Systems	3
RCP: 702	Respiratory Care Education	3
RCP: 703	Healthcare Research	3
Fall Semester (15 units)	Course Title
COM: 700	Communication in Healthcare	3
RCP: 704	Advanced Cardiopulmonary Disease	3
RCP: 705	Leadership in Respiratory Care I	3
RCP: 801	Leadership in Respiratory Care II	3
RCP: 802	Advanced Respiratory Care	3
Spring Semester (13 units)	Course Title
PSY: 700	Psychology of Health and Illness	3
RCP: 803	Advanced Diagnostics in Respiratory Care	3
RCP: 804	Advanced Neonatal and Pediatric Respiratory Care	3
RCP: 805	Capstone Project	4
	Total Units	40

no

There are no other programs in our service area, so no school/program will be impacted.