Students at the M.J.C. East Campus

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Modesto Junior College

Program Courses

Curriculum for the Bachelor's Degree Program in Respiratory Care has been approved by the YCCD Board of Trustees and California Community Colleges State Chancellor's Office.  All courses have student learning outcomes, listed below each course. Upper division courses include: 

Psychology of Stress, Illness, and Death (PSYCH 400) (3)

Advanced critical analysis of the guiding beliefs of stress and illness as it affects the self. A vital exploration of the human experience in health, disease, and dying from the perspective of the self as a health care worker. Contemporary theories and research, behavioral traits and characteristics, and the effect of our biopsychosocial perspectives on personal health, wellness, and disease as performed in healthcare systems.

Learning Outcomes
  1. Evaluate the biopsychosocialspiritual model that affects personal health and dis-ease within healthcare professional. 
  2. Analyze key principles, theories, and research in trauma, crises, resiliency, and self-care as related to personal and professional life situations.
  3. Synthesize key concepts in health psychology in understanding the effects of stress, illness, dis-ease, and death from the personal and professional perspective.

Medical Sociology: Health and Diversity (SOCIO 400) (3)

Advanced critical analysis of the ethos of contemporary western medicine. In particular critical examination of disparity in medical access, care, and provision within ethnic groups is unpacked. Determinants of health and illness contemporary theories, reconfiguring the body, the distinction between disease and illness, the sick roll- socio-economics of disease and care, medicalization theory, feminist theory and health (women’s embodiment of disease), - labeling theory, healing roles, emotional labor, and power dimensions within the health care system are examined within the framework of our stratified and multicultural society are critically measured. 

Learning Outcomes
  1. Contrast various theoretical, historical and sociological ideologies in the health care field and medical practice.
  2. Evaluate the impact of social inequality and social change within the role and function of health care, medical practice and services.
  3. Analyze the intersection among socio-economic indicators on health care access and quality of provision.
  4. Differentiate and compare the elements, phases, processes and functions of roles and status within the patient/care provider spectrum.
  5. Synthesize the lived experience of disability, disease and or illness with the impact of sudden traumatic life-change.

Medical and Bioethics (PHILO 400) (3)

Explores the application of moral reasoning and ethical theories to issues and situations in medical settings. Special focus on the development of self-reflection, critical thinking and the written and verbal communication of well-reasoned, reflective positions. Topics include: the Hippocratic tradition; virtues of healthcare professionals; paternalism vs. autonomy; informed consent and confidentiality; genetic and reproductive ethics; disability; hospice, death and dying, advance directives; impaired and seriously ill infants; medical error; medical futility and technology; quality and sanctity of life; just allocation of resources. 

Learning Outcomes
  1. Explain, interpret, and evaluate, using moral reasoning, different ethical theories and then apply their evaluation therein to contemporary issues in medical ethics.
  2. Compare and evaluate competing views, including their own, on important issues in medical ethics to others and relate the compatibility of these positions with broader philosophical commitments (i.e., what is a person, what rights to persons have, what constitutes human flourishing, etc.).
  3. 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.
  4. Craft well-justified, well-organized papers that a) reconstruct arguments contained in a text, b) critically evaluate the plausibility of the premises and inferences, and c) offer their own arguments in response to questionable arguments in the target text.

Organizational Behavior (COMM 400) (3)

The study of how people interact in organizations. Course covers a wide breadth of advanced theories and applications dealing with such topics as perception, motivation, decision making, team dynamics, negotiation, conflict management, leadership, and organizational culture. Development of a conceptual understanding of organizational behavior theories and practical applications. Key techniques and processes designed to improve organizational efficiency and effectiveness are fully examined from the perspective of management, workers, and society at large. 

Learning Outcomes
  1. Improve his/her skills in critical thinking, oral communication, and teamwork.
  2. Explain key theoretical aspects and practical applications of organizational behavior.
  3. Evaluate organizational behavior concepts and theories to assess which strategies will enhance organizational situations

Healthcare Leadership and Operations Management I (RSCR 405) (3)

Principles, theories and models of leadership and management will prepare students for leadership roles in respiratory care. During the course, students will examine the challenges of decision making, health care access, quality, budget development and cost containment, and the disparities in healthcare reform. Legal and ethical issues are integrated into classroom discussions. 

Learning Outcomes
  1. Evaluate the challenges of delivering and maintaining value in healthcare.
  2. Analyze and compare organizational management and behavioral theories to current problems within healthcare.
  3. Assess the mission, vision, values, culture, and utilization of effective management strategies within the structure of healthcare organizations.

Healthcare Leadership and Operations Management II (RSCR 406) (4)

Healthcare Leadership and Operations Management II will prepare students for management and leadership roles in respiratory care. This course builds on the Principles of Leadership and Management I utilizing those skills to specifically lead in a Respiratory Care Department. Topics include: an overview of selected respiratory theories and an analysis of the professional environment for the current and future of practice of respiratory care. During the course students will examine respiratory departmental leadership roles and requirements, how to measure respiratory care department specific performance, respiratory staffing systems, respiratory hospital billing systems, respiratory care departmental budgets, evaluations technology and staff development. Topics and emphasis may vary. The student will develop a personal professional portfolio as part of this course. Legal and ethical issues are integrated into classroom and online discussions.

Learning Outcomes
  1. Critically review new responsibilities taken on with leadership roles, including decision making, human resource issues and competencies to perform newly expected responsibilities.
  2. Differentiate leadership roles in the areas of management and supervision.
  3. Formulate a plan to develop, and deliver high quality, cost-effective respiratory care services.
  4. Evaluate and offer constructive criticism and suggestions for improving respiratory care practice.
  5. Develop people management skills by evaluations of other workers, including their personal and professional actions and abilities, and by encouraging and promoting excellence in coworkers.

Critical Review of Healthcare Research (RSCR 410) (3)

A forum for students to identify and explore current events, knowledge, and skills relevant to the practice of Pulmonary and Cardiovascular Medicine. Students are expected to evaluate and review scholarly and peer-reviewed research, describe influencing factors, and critically determine the quality of the research being presented. Students will learn to use research databases, research methodologies, elements in a research directed review, and APA formatting. Individual and group presentations of critiqued research are integrated into the course. 

Learning Outcomes
  1. Critically review, analyze, and interpret published research.
  2. Formulate a proposal for research discussing the methodological approach, collection, measurement, and analysis of data.

Disease Management and Healthcare Promotion (RSCR 415) (3)

Underlying principles that characterize disease management. The student will discover the cost drivers of disease, concepts of chronic disease management, and healthcare value. The course will focus on current evidence-based practice, guidelines, and competencies necessary for patient care which require a coordinated approach to healthcare management. 

Learning Outcomes
  1. Appraise and weigh each of the drivers within the healthcare system (quality, access, and costs) as it relates to respiratory care. 
  2. Analyze the impact of the misallocation of respiratory care on patient outcomes & healthcare cost.
  3. Evaluate the emerging trends and evolving roles of respiratory care practitioners as case or disease managers.

Education and Teaching Strategies for Healthcare Professionals (RSCR 416) (3)

Education and Teaching Strategies will help prepare the student for teaching both in the classroom and outside the classroom such as in the clinical arena. This course provides an in-depth coverage around teaching, learning and evaluations strategies and addresses different styles of learning, diversity in the classroom and critical thinking. Creative and innovative strategies and techniques will be discussed in addition to the importance of the use of simulation in the classroom and other technologies to help promote learning and engagement. The importance of program evaluation will also be reviewed.

Learning Outcomes
  1. Develop and implement instructional content using evidenced-based teaching strategies
  2. Interpret and evaluate education plans using tools such as the clinical pathway.
  3. Design, implement, and evaluate learning experiences in respiratory care education settings.

Advanced Pharmacology and Critical Care (RSCR 420) (3)

This course is designed to enhance the skills of respiratory care practitioners in assessment and management of critically ill adult patients. Students will enhance proficiency in the use of therapist driven protocols in critical care and develop aptitude in ethical and legal issues related to trauma, withdrawal of life-support, comfort and palliative care, and end of life decisions.  Materials fee required.

Learning Outcomes
  1. Evaluate components of critical care related to sepsis, shock, and trauma, and the respiratory care practitioners’ scope of practice utilizing advanced diagnostic techniques. 
  2. Integrate the role of pharmaceuticals, pharmacokinetics, and pharmacodynamics in critical care.  
  3. Assess the role of team leader in the cardiopulmonary resuscitation of infants and adults through utilization of ACLS, NRP, and PALS algorithms. 
  4. Examine clinical laboratory and diagnostic results which identify critical values and the need for appropriate interventions.

Advanced Neonatal and Pediatric Critical Care (RSCR 421) (3)

This course covers advanced concepts of acute care for critically ill neonatal and pediatric patients through assessment, diagnosis, monitoring, mechanical ventilation initiation and management, and pharmacological intervention.

Learning Outcomes
  1. Differentiate methods of assessment utilized in the diagnosis of disease processes within neonatal/pediatric critical care settings
  2. Evaluate current interventions, therapies, ventilator techniques and approaches to respiratory care of critically ill neonatal and pediatric patients
  3. Analyze and evaluate legal and ethical implications in the care of critically ill neonates and pediatric patients
  4. Design a discharge plan for home care on a ventilator-dependent pediatric patient

Pulmonary Diagnostics, Rehabilitation and Sleep (RSCR 425) (3)

Information needed to enhance the knowledge, competency, and skill of respiratory care practitioners in pulmonary function testing, endobronchial ultrasound, thoracentesis, airway thermoplasty, sleep technology diagnostics, and pulmonary rehabilitation. 

Learning Outcomes
  1. Evaluate advanced pulmonary diagnostic testing, and differentiate the patho-physiological patterns associated with obstructive and restrictive lung disease.
  2. Differentiate emergency procedures related to respiratory care and airway maintenance during sleep, rehabilitation, and pulmonary diagnostics. 
  3. Examine and discuss the goals and benefits of pulmonary rehabilitation.

Capstone Research (RSCR 430) (3)

As the final component to the Baccalaureate Degree Program in Respiratory Care, this course provides the students with the opportunity to synthesize and apply prior learning, practice experience, and knowledge gained in this program. Students will complete a real world project under the direction of a faculty member. The project will be based on a clinical population, disease management aspect, a management or leadership issue current to their employment or experience. The project will provide input to their classmates of the importance of this research and how it improves patient outcomes. The project will be both written and orally given to the class. The student will have weekly discussions via groups of current topics in the research literature that relate to Respiratory Care. This will be broad and not related to individual research. Progress in the research project will be monitored throughout the semester.

Learning Outcomes
  1. Examine and discuss the evaluative process of research methods and evidence collection by submitting weekly progress reports to faculty advisors. 
  2. Integrate the broad range of skills and experiences learned across the curriculum to design and present a research project that evaluates current problems or practices within the field of respiratory care.

Bachelor's Degree Program in Respiratory Care

Contact Us

Bachelor's Degree Program in Respiratory Care:                     

Phone: (209) 575-6914
Email: Respiratory Care

Location: MAP

West Campus 
Glacier Hall

Regular Hours
  • Monday - Thursday:
        8:00 am - 5:00 pm
  • Friday:
        8:00 am - 4:30 pm
Summer Hours
  • Monday - Thursday:
        7:30 am - 5:30 pm
  • Friday:
        Closed Fridays
Bonnie Hunt, Ed.D., MPA, RRT

Respiratory Care Program Director

Marcos Garcia
Respiratory Care Counselor

For information on the MJC Respiratory Care Associate of Science Degree, see the MJC catalog or the Respiratory Care Associate Program Website.