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The Bachelor of Science in Respiratory Care offers an opportunity for respiratory therapists to advance their education by acquiring a bachelor’s degree and skills that are relevant to their current vocation. This program offers the respiratory therapist an opportunity for advancement in employment and enables the motivated professional to serve the community at a higher level of health careThe Bachelor of Science in Respiratory Care offers an opportunity for respiratory therapists to advance their education by acquiring a bachelor’s degree and skills that are relevant to their current vocation. This program offers the respiratory therapist an opportunity for advancement in employment and enables the motivated professional to serve the community at a higher level of health care

The Bachelor of Science in Respiratory Care offers an opportunity for respiratory therapists to advance their education by acquiring a bachelor’s degree and skills that are relevant to their current vocation. This program offers the respiratory therapist an opportunity for advancement in employment and enables the motivated professional to serve the community at a higher level of health care

The Bachelor of Science in Respiratory Care offers an opportunity for respiratory therapists to advance their education by acquiring a bachelor’s degree and skills that are relevant to their current vocation. This program offers the respiratory therapist an opportunity for advancement in employment and enables the motivated professional to serve the community at a higher level of health care

The Bachelor of Science in Respiratory Care offers an opportunity for respiratory therapists to advance their education by acquiring a bachelor’s degree and skills that are relevant to their current vocation. This program offers the respiratory therapist an opportunity for advancement in employment and enables the motivated professional to serve the community at a higher level of health care

This course offers an advanced approach to patient care, patient education, and patient management within the health care facility and the outpatient clinic. It considers more than the patients’ physical needs and addresses the patient as a part of the treatment or diagnostic plan. Upon completion of the course, the student should be able to demonstrate communication skills with different patient populations, such as various cultures, religions, ages, and levels of ability, to participate and discuss the approaches the health care professional should use to best interact with each of these groups.

This course addresses the concerns of every health care professional regarding legal responsibility, workplace safety, and the health care facility’s obligation to provide protection from injury for patients, their families, and staff. The institution must also be protected from accidental injury costs. This is the purpose of a risk management department. Federal, state, county, and city statutes that regulate the administration of safe health care are discussed. At the end of this course, students should be able to explain their part as health care professionals in the ethical and legal responsibilities of risk management.

The content of this course is designed to broaden the health care professional’s knowledge of pharmacology. Topics include types and effects of drugs, including diagnostic imaging contrast media. The pharmacology, pharmacokinetics, and pharmacodynamics of drugs commonly used in ancillary health care are presented. Conscious sedation, adverse reactions, and patient care under sedation are also included.

This introductory course on statistical concepts emphasizes applications to health care professions. The course is designed to prepare students to interpret and evaluate statistics and statistical methods used in published research papers and to make decisions about the appropriateness of specific statistical methods in a variety of settings. Areas of emphasis include introduction to analysis of variance, regression, and graphical presentation; experimental design; descriptive statistics; sampling methods; and z, t, and chi-square.

This course explores meanings and expressions of health, illness, caring, and healing transculturally. Focus is on understanding and developing professional competence in caring for individuals, families, groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive, determining “blueprint” for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed, and health destroying patterns of interaction (e.g., stereotyping, discrimination, and marginalization) are examined and submitted to moral and ethical reflection.

This course explores the concept of spirituality as it relates to the person who is involved in the health care system. Since illness and stress can amplify spiritual concerns and needs, health care professionals are in a unique position to assist the patient/client in meeting those needs. This course explores the relationship between health care professionals and those they serve. Topics include performing spiritual assessment, identifying those experiencing spiritual well-being as well as those experiencing a threat to spiritual well-being, and planning and evaluating care related to spiritual wellness. A spiritual care framework is used to apply these concepts to a variety of populations in diverse clinical settings..

The course explores the impact of numerous professional and societal forces on health care policy and practice. Content includes an analysis of current studies; nursing care policy and position statements; political, environmental, and cultural issues;

This course is designed to impart an understanding of the forces shaping the present and future health care delivery system.

This course, designed for health care professionals (providers, educators, and managers), introduces the student to major ethical theory, principles, and models for the recognition, analysis, and resolution of ethical dilemmas in health care practice. Students learn how to approach ethical dilemmas using theoretical frameworks and decision-making processes. Through the use of case studies, students are introduced to health topics such as patients’ rights (paternalism, informed consent to therapy, participation in research); dilemmas of life and death (euthanasia, abortion, transplants, gene therapy, care for the dying); allocation of health care resources; and special dilemmas of health care professionals. This course also includes a review of classic cases in health care ethics and how they have shaped health policy. An overview of patient education and ethics and a discussion on the professional codes of ethics and standards are also part of this course.

This course emphasizes major behavior patterns that effective leaders use to influence followers, including Ken Blanchard’s leadership model. Topics include what effective leaders really do and how leaders can diagnose and modify situations to make their leadership a more positive and productive endeavor

This capstone project is the culmination of the learning experiences of students in the Health Care Administration program at Grand Canyon University’s College of Health Sciences. Students prepare written proposals for evidence-based projects focusing on the resolution of issues or problems significant to health care administration. Proposals include problem description, resolution, strategic and implementation plans, evaluation plans, and proposed dissemination of findings. Professional capstone project proposals need to reflect synthesis and integration of course content and professional practice. Capstone projects are guided by the baccalaureate program student learner outcomes and are intended to be presented to a senior-level administrator at a current or potential place of employment. A writing-intensive course. Prerequisites: HCA 470.