# Diagnostic Medical Sonography (Ultrasound) program # 3-Year Outcomes Program Effectiveness Data Diagnostic Medical Sonography Program Effectiveness Institution Name: Arkansas State University CAAHEP Accredited Concentrations: Abdomen-Extended, Obstetrics & Gynecology Student Retention: Total # of Graduates/Total # of Students Enrolled Retention Threshold: 70% of total enrollment (sliding scale is used for cohorts of 9 or less enrolled students) Cohort Number Track Name (if applicable) 2024# Graduates 2024# Enrolled 2024% Retention 2023# Graduates 2023# Enrolled 2023% Retention 2022# Graduates 2022# Enrolled 2022% Retention 3-Year AverageStudent Retention 1 Class of 2024 8 8 100% 6 7 86% 8 8 100% 95% Job Placement: Total # of Graduates employed in 6 months/Total # of Graduates Job Placement Threshold (within 6 months of graduation): 75% of graduates employed as sonographers in one of program's accredited specialties, continuing their education or actively serving in the military Cohort Number Track Name (if applicable) 2024# Employed 2024# Graduates 2024% Job Placement 2023# Employed 2023# Graduates 2023% Job Placement 2022# Employed 2022# Graduates 2022% Job Placement 3-Year Average% Job Placement 1 Class of 2024 7 8 88% 6 6 100% 6 6 100% 96% Test Takers Rate: Total # of Test Takers/Total # of Graduates for the concentration Test Takers 3-Year Trend Threshold: 50% for programs that have 15 or fewer graduates over a 3-year timeframe 60% for programs that have 16 or greater graduates over a 3-year timeframe Cohort Number(s)(programs w/multiple cohorts of the same concentration must indicate all cohort #s on one row) Concentration 2024# Test Takers 2024# Graduates 2024% Test Takers 2023# Test Takers 2023# Graduates 2023% Test Takers 2022# Test Takers 2022# Graduates 2022% Test Takers 3-Year Graduates Total % Test Takers3-Year Trend 1 ABDOMEN-EXTENDED 3 8 38% 4 6 67% 3 8 38% 22 45% 1 OBSTETRICS & GYNECOLOGY 5 8 63% 3 6 50% 7 8 88% 22 68% Credential Success Rate: Total # of Graduates successfully earning credential/Total # of Test Takers Credential Success Threshold (within one year of graduation): 60% of graduates passing a credentialing exam per concentration that the program holds accreditation Cohort Number Concentration & Credentialing Exam(s) 2024# Earners 2024# Test Takers 2024% Success 2023# Earners 2023# Test Takers 2023% Success 2022# Earners 2022# Test Takers 2022% Success 3-Year Average % Credential Success 1 ABDOMEN-EXT – RDMS(AB) or RT(S) 2 3 67% 1 4 25% 3 3 100% 64% 1 OB/GYN – RDMS(OB/GYN) or RT(S) 5 5 100% 3 3 100% 7 7 100% 100% # 3-Year Outcomes Program Effectiveness Data # Applicant Score Sheet **Arkansas State University** **Specialty Track Selection Form** **Applicant Score Sheet** **Name**: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ **Student ID:** \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 1. **ACADEMIC PROFILE SCORE** **Cumulative GPA** **GPA \_\_\_\_\_\_ Total Points \_\_\_\_\_\_\_** **Selected Course Grades** **Prerequisites** Letter Grade Credit Hrs Quality pts A&P I \_\_\_\_\_\_ 3 \_\_\_\_\_\_ A&P I Lab \_\_\_\_\_\_ 1 \_\_\_\_\_\_ Intro to Rad/Patient Care \_\_\_\_\_\_ 3 \_\_\_\_\_\_ Radiographic Procedures I (MRI) \_\_\_\_\_\_ 3 \_\_\_\_\_\_ Rad Physics/Exposure I (MRI) \_\_\_\_\_\_ 3 \_\_\_\_\_\_ College Algebra \_\_\_\_\_\_ 3 \_\_\_\_\_\_ English Comp I \_\_\_\_\_\_ 3 \_\_\_\_\_\_ Subtotal \_\_\_\_\_\_\_\_\_\_\_\_\_/40

A=4 B=3 C=2 D=1

**TOTAL:** \_\_\_\_\_\_ ⁄\_\_\_\_\_\_ = \_\_\_\_\_ (GPA) **PTS: \_\_\_\_\_\_**

3.8-4.0 = 20 pts 3.0–3.19 =16 pts Cont’d Section B Only 3.6-3.79 = 19 pts 2.8-2.99 = 15 pts 2.4-2.59=10 pts 3.4-3.59 = 18 pts 2.6-2.79 = 14 pts 2.2-2.39= 8 pts 3.2-3.39 = 17 pts 2.4-2.59 = 0 pts 2.0-2.19= 6 pts

2. **Interview Profile (170 total pts \* .27)** \_\_\_\_\_\_\_\_\_\_\_\_/50 **A-State Radiography Student:** **Interview Profile form \_\_\_\_\_/20** **Questions \_\_\_\_\_/50** **Radiography Evaluations \_\_\_\_/100** **III. Scan Lab Activity \_\_\_\_\_\_\_\_\_\_**\_\_\_/10 Points earned **Total Student Profile** \_\_\_\_\_\_\_\_\_\_/100 pts. # BSRS Reference Guide **Arkansas State University** **College of Nursing and Health Professions** **Medical Imaging and Radiation Sciences** **Minimum requirements for Program Application** \*Overall GPA of 2.75 or higher \*Grades of “C” or better on all Pre-Requisite Coursework: ENG 1003 Freshman Eng. I BIO 2203 Anatomy & Physiology I BIO 2201 Anatomy & Physiology I Lab MATH 1023 College Algebra PSY 2013 Intro to Psychology PHYS 1203 Physical Science (equivalent) PHYS 1201 Physical Science Lab (equivalent) RAD 2001 Intro to Medical Imaging & Radiation Sciences RAD 3103 Intro to Radiography RAD 3122 Radiation Physics and Imaging **Application Process** Program Applications are weighted using the following criteria: Support Course GPA (40%) Interview (30%)\*\* Lab testing/shadowing (20%) Statement of Purpose (10%) \*\* Only the top 50-60 candidates will progress to the Interview portion after the Exam. - The top candidates will be selected for the Program; up to 40 annually depending on market conditions and clinical rotation availability. We typically have 90+ Applicants Annually. - Application Deadline: April 1^st, annually - Program Begins: Summer Semester, annually **Specialty Tracks** Students admitted to the Radiography Program MUST complete one of the Specialty Tracks to earn the BSRS Degree. Application to the Specialty Track will take place during the last Spring Semester of the Radiography Program. This Application Process is completed by Selective Admission, just as Initial Radiography Admission. Specialty tracks include Computed Tomography/Magnetic Resonance Imaging, Mammography/Breast Sonography, Radiation Therapy, Diagnostic Medical Sonography, Cardiovascular-Interventional Technology. # DMS 14-Month Course List **Arkansas State University** **Medical Imaging and Radiation Sciences** **Diagnostic Medical Sonography** 14-Month Course Map **1^ST Summer (June/July) 7 hours** RSU 4112 Sectional Anatomy: Sonography RSU 4122 Small Parts Sonography RSU 4132 Introduction to Sonography Lab RSU 4511 Ultrasound Clinic I (July only) **1^st Fall (August) 14 hours** RSU 4223 Abdomen Sonography RSU 4232 Abdomen Sono Lab RSU 4613 Ob/Gyn Sonography I RSU 4213 Physics and Instrumentation I RSU 4533 Ultrasound Clinical II (WRF) Spring (January) 12 hours** RSU 4622 Ob Sonography II RSU 4322 Ob/gyn Sonography Lab RSU 4323 Physics and Instrumentation II RSU 4652 Special Procedures in Sonography RSU 4523 Ultrasound Clinical III (WRF) 2^nd Summer (June/July) 9 hours** RSU 4534 Ultrasound Clinical IV (MTWR) RSU 4413 Vascular Sonography 40 hours # DMS Student Handbook [![image-1764957826321.png](https://kb.astate.edu/uploads/images/gallery/2025-12/scaled-1680-/image-1764957826321.png)](https://kb.astate.edu/uploads/images/gallery/2025-12/image-1764957826321.png) Arkansas State University** **Medical Laboratory and Radiation Sciences** **Diagnostic Medical Sonography Program** **Student Handbook** **2025-2026** **MISSION, PHILOSOPHY AND GOALS** 1.0 University Mission Arkansas State University educates leaders, enhances intellectual growth, and enriches lives. 1.1 College of Nursing & Health Professions Mission The primary mission of the College of Nursing and Health Professions is to provide quality education to students and graduates, and health care providers in a variety of health disciplines. Recognizing its unique position in the lower Mississippi Delta region, the College provides educational programs that are designed to promote lifelong learning based on the expressed needs of its varied constituencies. The College assesses the attainment of this mission in terms of the contributions its graduates make to health care in the Delta region and beyond. 1.2 Medical Imaging and Radiation Sciences Department Mission The mission of the Department of Medical Imaging & Radiation Sciences is to provide a comprehensive, multi-skilled education preparing students for entry-level practice into the medical imaging and radiation therapy professions. 1.3 Diagnostic Medical Sonography Program Mission The mission of the Diagnostic Medical Sonography Program is to produce competent, entry-level sonographers eligible for registration by the American Registry of Diagnostic Medical Sonographers in Abdominal Sonography and OB/Gyn Sonography. 1.4 DMS Program Philosophy The Diagnostic Medical Sonography Program is founded in the belief in the need for better educational opportunities in the changing health care profession of Diagnostic Medical Sonography. Our program is based on the concept that education is a continuing process whereby the learner determines goals, clarifies values, and develops such discipline and understanding as best meets individual needs for self actualization. Through specific general education courses, curriculum and clinical experiences, it is our goal to educate students for a professional career in which they can be successful. 1.5 DMS Program Goals and Objectives ** ** The goal of the Diagnostic Medical Sonography Program is to prepare competent entry-level general sonographers in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains. The goals include personal as well as professional development. The curriculum is designed to develop excellence in all aspects of Diagnostic Medical Sonography with the learning concentration to be: General (defined as: abdominal, obstetrical, gynecological, superficial parts and other appropriate areas) and to provide appropriate health care service to the public and the medical community. **Students will be clinically competent.** Student Learning Outcomes: Students will apply positioning skills. Students will select image parameters. Students will utilize sonography field safety measures. **Students will demonstrate communication skills.** Student Learning Outcomes: Students will demonstrate written communication skills. Students will demonstrate oral communication skills. **Students will develop critical thinking skills.** Student Learning Outcomes: Students will adapt imaging parameters for non-routine patients. Students will critique images for diagnostic quality. **Students will model professionalism.** Student Learning Outcomes: Students will demonstrate work ethics. Students will summarize the value of life-long learning. Graduates of the program in Diagnostic Medical Sonography should exhibit the following terminal behaviors: 1.5.1 Deliver the planned course of Diagnostic Medical Sonography. 1.5.2 Utilize oral and written communication with patients and colleagues. 1.5.3 Demonstrate knowledge and understanding of human gross and sectional anatomy. 1.5.4 Demonstrate knowledge of physiology, pathology, and pathophysiology. 1.5.5 Provide patient care and comfort. 1.5.6 Demonstrate knowledge and understanding of acoustical physics, Doppler ultrasound principles and ultrasound instrumentation. 1.5.7 Detect any equipment malfunctions and report them to the proper authority. 1.5.8 Recognize and identify the sonographic appearance of normal anatomic structures associated with each learning concentration. 1.5.9 Recognize and identify the sonographic appearance of abnormal anatomic structures associated with each learning concentration. 1.5.10 Provide patient educations related to medical ultrasound and/or other noninvasive diagnostic vascular techniques, and promote principles of good health. 1.5.11 Act in a professional and ethical manner. 1.5.12 Record, analyze, and process diagnostic data and other pertinent observations made during the procedure for presentation to the interpreting physician. 1.5.13 Obtain, review and integrate pertinent patient history and supporting clinical data to facilitate optimum diagnostic results. 1.6 **GENERAL INTRODUCTION** This handbook has been compiled to acquaint students with the policies and procedures utilized by the professional program in Diagnostic Medical Sonography. **It is the responsibility of the student to read the entire handbook.** Students enrolled in the Diagnostic Medical Sonography Program are responsible for observing all policies and procedures stated in this handbook, in addition to any rules and regulations which are contained in the A-State Undergraduate Bulletin and/or the A-State Student Handbook. **Failure to read this handbook does not excuse students from the requirements and regulations contained herein.** Students are expected to adhere to the highest standards of medical ethics in all periods of attendance in the clinical education centers. All clinical education centers, while separately located, are considered to be an integral part of the University campus. Any infraction of medical ethics in the clinical education center will be dealt with under appropriate disciplinary policy of the University. It is the student's responsibility to know what the appropriate policies and procedures are at each of the clinical education centers. This is covered during the orientation session. 1.7 **STUDENT POLICIES** 1.7.1 Academic Advising Each Diagnostic Medical Sonography student will be advised by the faculty member assigned to the DMS courses in which the student is enrolled. All clinical advising is conducted by the Clinical Coordinator. Each adviser will have regularly scheduled office hours which are posted and other hours by appointment. If a student plans to seek employment in addition to carrying a full-time academic load, this should be discussed with his or her adviser. Under no circumstances should employment schedules interfere with academic or clinical responsibilities. Regularly scheduled classroom and clinical activities may not exceed 40 hours per week in accordance with the Commission on Accreditation of Allied Health Education Programs and the Joint Review Commission for Diagnostic Medical Sonography. 1.8 Academic Responsibilities and Standards 1.8.1 Textbooks Each student is responsible for purchasing their copy of the required textbooks. Because the same textbook may be used again in later courses, it is strongly recommended that before selling books, a student consult the Diagnostic Medical Sonography faculty who will be teaching future courses. 1.8.2 Assignments Each student is responsible for completing all reading, written, and oral assignments made by the faculty. If a student is absent from class for any reason, he or she is still responsible for the material disseminated in class. - Quizzes: May be scheduled or unscheduled. No make-up quizzes will be given. - Tests: Make-up exams are only given if the instructor is notified prior to class time, and the absence is excused (Policy 1.8.10). Make-up exams will only be given at the end of the semester on “Study Day”. Study Day is generally the Friday preceding final examinations. - Homework: Late assignments will be accepted for half credit unless the student is unable to attend class due to an excused absence (Policy 1.8.10). If a student misses class due to an excused absence, homework is due the day they return to class or the assignment is considered late and will be accepted for half credit. 1.8.3 Classroom Etiquette Each student is responsible for learning the content of any course in which he or she is enrolled and for respecting the rights of fellow students in the classroom. The instructor has the right to request any disruptive student to leave the classroom. Continued misbehavior in the classroom is cause for disciplinary action. The use of any tobacco product is prohibited in the classroom and/or in the laboratory. Cellular telephones are prohibited in the classroom and/or laboratory settings. Violation of this policy will affect the student’s participation grade for the course. 1.8.4 Course Syllabus Within the first two class meetings of the semester the instructor is required to provide each student in the course with a syllabus. The syllabus will contain a description of the course, the goals and/or objectives of the course, and the method of evaluating and grading students. **The policies in the course syllabus supersede any policy in the Student Handbook. All policies not covered by the syllabus will remain in effect.** 1.8.5 Evaluation and Grading The grading scale is as follows: A = 90-100 B = 80-89 C = 75-79 D = 60-74 F = 0-59 Each instructor is responsible for determining academic achievement for each student in the course. 1.8.6 Standards of Academic Achievement When the cumulative, semester, or session grade point average falls below 2.00, the student in Diagnostic Medical Sonography will be placed on probation. At the end of the next semester or session of enrollment the cumulative grade point average must be at least 2.00 for the student to remain in the Diagnostic Medical Sonography program. A student who receives a grade below "C" in any of the Diagnostic Medical Sonography courses may not continue in the Diagnostic Medical Sonography Program. A student who receives a grade below a “C” in any of the Diagnostic Medical Sonography clinical courses may not continue in the program. The policy and procedure for readmission into the Diagnostic Medical Sonography Program is clearly outlined in the A-State Undergraduate Bulletin. This handbook also has a readmission policy (Student Policies, 2.6). Clinical evaluations and self-evaluations will be filled out each semester and may be used to set goals for future clinical assignments. Unsatisfactory progress in meeting set goals can result in a failed clinical grade for that course. Poor clinical evaluations may also result in dismissal from the DMS program. 1.8.8 Academic Remediation If a student’s grade is below a “C” at mid-term, the student is required to meet with the course instructor to be counseled. 1.8.7 Academic Integrity Policy Arkansas State University enthusiastically promotes academic integrity and professional ethics among all members of the A-State academic community. Violations of this policy are considered as serious misconduct and may result in disciplinary action and severe penalties. The complete policy is located in the University Student Handbook. 1.8.9 Copyright Violation It is illegal to copy any copyrighted material unless permission has been obtained from the copyright owner. A student guilty of copyright violation may face sanctions by the Diagnostic Medical Sonography Program, University, State and Federal authorities. 1.8.10 Attendance *Students* are responsible for all announcements, subject matter, and assignments for each class, whether or not he/she is present. Students are expected to attend each class session, take tests and the final exam on the scheduled dates unless an excused absence is obtained. Excused absences are: (1) Extreme illness involving student or his/her immediate family (spouse, child, parent, grandparent or sibling), accompanied by a written doctor's excuse; (2) Death in the student's immediate family. Any absence other than listed above is considered unexcused. Tardiness is defined as being late for the scheduled class time. It is disruptive to the class. Tardiness results in a reduction in participation points for that class period. If a student wishes to retain make-up privileges the instructor must be informed prior to the start of class. If a message is not received prior to class the student may lose make-up privileges for activities held during that day. All make-up work is due the day the student returns to class. Late make-up work will be accepted for half credit. Make-up exams will only be given on “Study Day”. Historically, study day is the Friday immediately preceding finals week. 1.8.11 Social Media Guidelines Social media can be a way to share life experiences and opinions with others. Use of social media presents risks and carries with it certain responsibilities. Social media includes all means of communicating or posting information or content of any sort via the Internet or other electronic communication method. Social media includes both your personal or someone else’s personal web log/blog, journal, website, or chat room, and group interchanges such as Facebook, Twitter, or Linkedin and social media anonymous sites. You are solely responsible for what you post online. Inappropriate postings specific to patients, classmates or faculty that include discriminatory remarks, harassment or threats, or violations of professional codes of conduct are subject to disciplinary action. Your actions could adversely affect your standing in your health professions program which could include program dismissal. You should be aware that future employers may view potential candidate’s websites. Students are advised to review their site (s) for any unprofessional images or language which could adversely affect successful employment upon graduation. Please make responsible decisions about your use of social media. 1.9 Expenses In addition to the normal university tuition, fees, and book costs, a student in the Diagnostic Medical Sonography Program will incur additional expenses. These expenses include, but are not limited to, the following: 1.9.1 Transportation Each student is responsible for transportation to his/her assigned clinical education center. Transportation and all costs incurred for travel to the clinical education centers is the sole responsibility of the student. 1.9.2 Uniforms Each student is responsible for providing his/her own uniforms, including lab coats, name tag and shoes. 1.9.3 Liability Insurance Proof of professional liability insurance is required before a student can begin clinical education. Forms /information regarding liability insurance may be picked up in the office of the Program Coordinator or Clinical Coordinator. 1.9.4 Background check All students are required to request a background check. Cost of the background check is the sole responsibility of the student. The information concerning the required background check is found on the Medical Imaging and Radiation Sciences website at [http://www2.astate.edu/conhp/radsci/](http://www2.astate.edu/conhp/radsci/) . 1.9.5 CPR, BDLS, TB mask fittings CPR and BDLS certifications are required and may charge a nominal fee. TB mask fittings are required. The fitting is available at A-State within the first few weeks of the fall semester. The fee is $25 1.9.6 Clinical Documentation System The student must purchase access to Trajecsys Clinical Records. This can be purchased directly through trajecsys.com. The cost is $150 for the entire length of the program. 2.0 Change of Address The Department of Health Professions, Medical Imaging and Radiation Sciences Programs and University registrar's office should be notified promptly of changes in name or address. Correct phone numbers should be filed with the Department of Health Professions and Diagnostic Medical Sonography Program so that students can be reached in case of an emergency. 2.1 Health 2.1.1 Health Examination Students are required to submit a completed health form and to have a physical examination prior to entering the clinical education center. The required health form is to be completed by a physician and turned in to the Clinical Coordinator. 2.1.2 Health Care The Student Health Center is open Monday through Friday for the benefit of students. A description of services and the hours of availability are listed in the Undergraduate Bulletin. Except for the services of the Student Health Center, the University assumes no responsibility for health care costs. 2.1.3 Illness If the student is ill and unable to attend the clinical education center the Diagnostic Medical Sonography clinical supervisor **and** Clinical coordinator must be notified as soon as possible **prior** to the scheduled starting time. A student is expected to use good judgment in determining whether or not to attend the clinical education center because of illness. If the student is ill and unable to attend class the instructor of the course should be notified. A student who has a communicable disease may be restricted from working with high risk patients. Examples of common communicable diseases include herpes simplex, strep, hepatitis, colds, and flu. If a student has a suspected communicable disease he/she should contact the clinical instructor as well as the Clinical Coordinator before the scheduled arrival time for clinical education. Communicable diseases may require that one or more of the following protective measures be taken. The student may be: - Required to use reverse isolation techniques while working with non-high-risk patients. - Reassigned to a non-patient care area. - Relieved from clinical duty until he or she is no longer contagious. 2.1.4 Required Immunizations: Rubella Mumps and varicella vaccination or Titer TB Hepatitis -B Vaccine Flu-Annually 2.1.4.1 Hepatitis-B Vaccine Beginning in the Fall Semester 1992, all students in the College of Nursing and Health Professions must provide documented evidence of vaccination for Hepatitis-B. Vaccination consists of three separate doses of the vaccine, given at time zero, 1 month and 6 months. Optimal protection is not conferred until after the third dose. The student must **start** this series prior to entering the Clinical Education Center. 2.1.5 Injury Should a student become injured or acutely ill during the course of assigned clinical duties, the clinical education center to which that student is assigned will provide treatment and emergency care, with any charges for treatment being the sole responsibility of the student. Any injury, however minor, occurring while on duty at the clinical education center must be reported to the clinical supervisor and the appropriate incident form completed with copies to the Program Director at A-State. 2.1.6 Pregnancy If a student is or becomes pregnant during the program, she should notify the Program Director. The program will work with the student to plan successful completion of the program. 2.1.7 Cardiopulmonary Resuscitation Each student is required to have a valid basic CPR card throughout the program. The student is required to provide the Clinical Coordinator with a copy of current CPR card prior to RSU 4511 Ultrasound Clinical I. 2.1.8 Health Insurance Students are strongly encouraged to obtain individual health insurance coverage. Information on Student Health Insurance is available through the Office of Student Affairs, Student Union Building. Professional liability insurance should not be misconstrued as including health insurance coverage. 2.1.9 Policy/Procedure Guidelines for Infection Control Introduction The policy guidelines herein are of a general nature and deal with HIV-related infections as well as other blood borne pathogens. They apply to all students/faculty in the College of Nursing and Health Professions (CNHP). Due to differences in the various programs, individual CNHP programs may have specific rules and/or guidelines that are modifications of those in the general policy; however, the specific policies of the various programs will be consistent in their intent with the guidelines noted herein. This policy shall be reviewed annually and modified as necessary based on the current information from the CDC and OSHA. 2.1.10 Admissions The HIV/HBV (Human Immunodeficiency Virus/ Hepatitis B Virus) status of an applicant should not enter into the application process. Applicants applying for healthcare programs should, however, are informed that certain diseases may necessitate either a modification of their program, or in the extreme may necessitate their dismissal from a program if they cannot perform procedures and/or tasks that are considered essential to their educational experience. 2.1.11 RETENTION If it is determined that a student is sero-positive for HIV/HBV or is clinically manifesting symptoms of either disease process, that student should receive counseling about personal health care concerns and about interaction with others, especially clients. The student should be counseled by a designated faculty member in his/her respective program. The function of the designated faculty member is to counsel the student as to whether the program of education should be modified, another educational program considered, or in the extreme, whether the student should be dismissed from a program because of the inability to perform procedures and/or tasks crucial to the educational program. When considering the possibility of modifying clinical experiences or whether to dismiss, the designated faculty member will request that the Infection Control Committee convene to consider the specific student situation. 2.1.12 INFECTION CONTROL COMMITTEE The Infection Control Committee will be comprised of one representative from each of the programs in the College of Nursing and Health Professions. The dean will be charged with appointing faculty to serve on this committee after consultation with chairs or directors of the various programs. Once the committee is established, a chair shall be elected by the members. In addition, a community member who is an expert in infectious disease will be designated as a consultant to the committee. The committee shall function to consider the specific student/faculty situations outlined in the HIV/HBV Guidelines. In addition, this committee will function to review the HIV/HBV Guidelines on an annual basis. The committee will coordinate annual instruction on Standard Precautions for the faculty. This committee will also serve the programs by making recommendations for infection control policy that may impact both the student and faculty populations. Information regarding such policy will be included in the various programs’ *Student Handbook* and the *CNHP Faculty/Staff Handbook*. When the Infection Control Committee convenes to consider specific student/faculty situations, a timely response is in order. Individuals will be provided a letter outlining the committee recommendations within a one-week period after convening. During this time period the student/faculty person shall not engage in direct client contact. Should an individual wish to appeal the decision of the committee, the established University Grievance process should be followed (See *A-State Student/Faculty Handbooks*). 2.1.13 COUNSELING It is the responsibility of the programs to provide counseling to a student/faculty member who is determined to be sero-positive for HIV/HBV or who manifests symptoms of either disease process. The counselor interaction with the student/faculty member should be reported to the Infection Control Committee only when the person's health status necessitates a modification in the clinical program or dismissal. It will be the responsibility of the counselor to verify that the student is aware of options for testing, counseling and health care. In addition, the counselor will verify that the student has been provided with specific information that relates to client contact. The following information is provided in order to refer students when necessary to outside agencies for assistance and follow-up. This information should be reviewed and updated annually. 2.1.13 COUNSELING, continued HIV Infection Services provided by A-State Student Health Center: Students at Arkansas State University who desire HIV testing may obtain this service free at the Student Health Center. The Center encourages appointments but will accept students on a walk-in basis. Pre / post-test counseling are provided by certified CDC counselors. Specimens are sent to the Craighead County Public Health Department for testing. The Student Health Center has developed a media library (videos, pamphlets) for persons coming in with questions about HIV infection. The Center is located directly across from the College of Nursing and Health Professions and can be reached at ext. 2054. Services offered by the Public Health Department The Craighead County Public Health Department is open from 8:00 a.m. until 3:30 p.m. for testing. The department offers pre- and post-test counseling as well as HIV testing. The cost of the service is $5.00 which pays the record maintenance fee. The Public Health Department can be contacted by calling 933-4585. Offices are located at 611 E Washington Suite B in Jonesboro. An individual who desires testing should allow about one hour for the procedure because pre-counseling is extensive. Services offered by Northeast Arkansas Regional AIDS Network (NARAN) This organization offers free confidential testing. Pre- and post-counseling is provided by certified counselors. They also provide direct care services to those persons who need them, including financial counseling. NARAN is also a network agency for persons living with AIDS. A referral can be made by contacting the office at 931-4HIV (4448). The office is located at 2604 E Matthews in Jonesboro. Services offered by Regional Aids Interfaith Network (RAIN) Chapters of this organization do exist here in Northeast Arkansas. The program coordinator is Rev. Ed Pruitt, chaplain at Methodist Hospital in Jonesboro. This group provides spiritual and social support for the person with HIV infection and family members. Other The American Red Cross office now advertises the Arkansas HIV/AIDS Network. The office can be reached at 268-1990 and is located at 1904 Grant in Jonesboro. The group is funded by the C.D.C. whose primary goal is to provide HIV education to Arkansans. However, the Red Cross will provide information to those who call. The counselor should not neglect to refer the student/faculty member to his/her private physician for guidance. Students and faculty outside of Craighead County should seek specific Referral information from the Chair of the Infection Control Committee or from a faculty member designated as counselor at the distant sites. 2.1.14 GUIDELINES FOR HIV/HBV STUDENTS/FACULTY IN THE LABORATORY/CLINICAL SETTING Note: This policy assumes that the HIV/HBV infected student/faculty member has been identified and is currently a member of a program. In accordance with sections 503 and 504 of the Rehabilitation Act of 1973, schools must provide equal treatment to persons who have contracted the HIV/HBV virus. Furthermore, schools may not discriminate against any individual based on the perception that he/she is infected. 2.1.15 TRANSMISSION INFORMATION All CNHP students and faculty will employ Standard Precautions while in the clinical setting. CNHP students will receive instruction and annual evaluation regarding transmission of blood-borne pathogens and the use of Standard Precautions. The Infection Control Committee will coordinate instruction on Standard Precautions for faculty on an annual basis. It will be the responsibility of faculty members to document annual instruction through the Infection Control Committee. 2.1.16 POLICY Students, faculty, and staff with HIV/HBV should be allowed equal access, as long as their medical condition permits, to university facilities or campus activities, including participation in clinical experiences or other academic and social activities offered by the university. All confidential medical information is protected by statute and any unauthorized disclosure may create legal liability. The duty of the health care providers to protect this confidentiality is superseded by the necessity to protect others in very specific circumstances. An infected student/faculty who is symptomatic may be excluded from providing direct client care, determined on a **CASE-BY-CASE** basis by the Infection Control Committee. In addition, should an individual sero-convert and express concern regarding clinical practice, the committee will convene to review the case. Any student who has a positive history of HIV/HBV probably should not participate as a source partner in on-campus laboratories for procedures involving needle sticks or other forms of vascular access. For criteria related to laboratory participation, see the specific program handbook. 2.1.17 EXPOSURE (Laboratory and Clinical) Students and faculty in the College of Nursing and Health Professions (CNHP) may be exposed to blood borne pathogens such as HIV and HBV. In the clinical and classroom laboratory settings, students/faculty are expected to utilize Standard Precautions, hand washing and protective clothing/gear to prevent contact with blood and other potentially infectious materials. 2.1.18 Exposure incident Exposure incident means a specific eye, mouth, other mucous membrane, non-intact skin, or parenteral contact with blood or other potentially infectious material that result from one's duties as a CNHP student or faculty member. An exposure incident involving a student/faculty member in the CNHP, while in a clinical facility or campus laboratory, is treated in a similar manner to any type of accident occurring within the agency. 2.1.19 Laboratory Post-HIV/HBV Exposure Protocol **Should a student or faculty member be exposed to HIV/HBV in an on-campus laboratory setting, the following post-exposure protocol is recommended:** The student will notify the faculty member supervising the learning experience. If the exposed individual is a faculty member, he/she will notify the chairperson of the specific program in the CNHP. As soon as possible following the exposure, the college incident form will be completed by the faculty member/student. The exposed individual will be referred to the Student Health Center for evaluation if the event occurs during operating hours. If the exposure occurs when the Health Center is closed, the faculty member will determine the individual's primary care options and refer the person to those resources. It is recommended that both individual and source be tested for HIV and HBV when an exposure occurs. Testing will be conducted at the individual's expense. It is recommended that post-exposure prophylaxis of those involved be directed by the individual's primary care providers at the individual's expense. If there is a delay in reporting an exposure incident, it is recommended that the same protocol be followed. 2.1.20 Clinical Post HIV/HBV Exposure Protocol **If a student/faculty member is exposed to blood or other potentially infectious materials in the clinical environment, this protocol is to be followed:** The student will notify the clinical faculty. If the exposed individual is a faculty member, s/he will notify the chairperson of the specific program at the CNHP. The student, clinical faculty or chairperson will notify the supervisor of the area where the exposure occurred. Thereafter, post-exposure protocols for the clinical institution will be followed. The infection control staff member/epidemiologist of the clinical facility will be notified of the exposure immediately by the student or if possible by the clinical faculty member. If a faculty member has been exposed, this individual will notify the infection control staff/epidemiologist. As soon as possible following a report of an exposure incident the clinical faculty and infection control staff/epidemiologist should provide the student with counseling about an immediate confidential medical evaluation and follow-up at the student's expense. In some instances the clinical facility may cover costs of treatment and testing as would be done for an employee. In the case of a faculty member's exposure, the individual is expected to communicate directly with the infection control staff/epidemiologist. The medical evaluation and follow-up should include, at a minimum, the following requirements: Documentation of the route(s) of exposure and the circumstances under which the exposure incident occurred. 2.1.20 Clinical Post HIV/HBV Exposure Protocol, continued Identification and documentation of the source individual unless the clinical facility staff establishes that the identification is infeasible or prohibited by state or local law. The source individual's blood shall be tested as soon as possible after consent is obtained in order to determine HBV and HIV infectivity. If consent is not obtained, the clinical facility shall establish that the source individual's consent cannot be obtained. When the source individual's consent is not required by law, the source individual's blood shall be tested and the results documented. When the source individual is already known to be infected with HIV or HBV, testing for the source individual's HIV or HBV status need not be repeated. Results of the source individual's testing shall be made available to the exposed individual who should also be informed of applicable laws and regulations concerning disclosure of the identity and infectious status of the source individual. The exposed student/faculty member's blood should be tested as soon as possible after consent is obtained. Agencies which provide testing for HIV include: **Northeast Arkansas Regional AIDS Network (NARAN) (931-4HIV)**, the **Craighead County Public Health Department (933-4585)**, and the **Student Health Center (972-2054).** Additionally, the exposed individual has the option of utilizing their private physician for confidential testing. It is suggested that post-exposure prophylaxis be managed by the student/faculty member's personal healthcare provider. A copy of the OSHA Bloodborne Pathogens Standard (29 CFR 1910-1030) is accessible in this document (Appendix 2). 2.1.21 Substance Abuse Policy & Procedures Policy The College of Nursing and Health Professions recognizes its responsibility to provide a healthy environment within which students may learn and prepare themselves to become members of a health occupation. Within each profession there are codes and standards for conduct by which all members of the profession are expected to function. Thus, when engaged in educational activities whether on campus or in the clinical setting health professionals are expected to be free from the abusive influence of chemical substances/drugs[^\[1\]](#_ftn1). When students are under the influence of drugs and alcohol, they present a threat to patients, other students and the employees and visitors of clinical facilities. It is the responsibility of the student to report any medication/s taken which would adversely affect their ability to perform safely in class or clinic. Written documentation will be required for verification of medications taken and will be placed in the student's file. As a condition of admittance and retention in any professional program in the Arkansas State University College of Nursing and Health Professions all students must sign a SUBSTANCE ABUSE COMPLIANCE CONTRACT agreeing to adhere to the *Substance Abuse Policy & Procedures* when conducting any activity associated with their educational program. As the contract notes, it is inclusive of testing for substances and appropriate release of that information. PROCEDURES 1. If a faculty member or supervisor observes a student demonstrating behavioral changes giving probable cause to believe the student is under the influence of drugs or alcohol while performing course activities the student will immediately be asked to submit body fluid testing for substances at a lab designated by the College of Nursing and Health Professions who have identified procedures for collection (see attached). The cost of the test will be borne by the student. Refusal to submit for testing warrants immediate program dismissal. 2. At the time the specimen is released to the testing lab, the student will sign a release statement requesting that the test results be sent to the Dean’s Office, College of Nursing and Health Professions, and to the student. If the results are negative, no further action will be taken and the student will only be allowed to make up work missed. If the results are positive (and substantiated be a second or confirmation test), the student will be dismissed from the professional program. Laboratory results will be disclosed to individuals whose duties necessitate review of the test results and confidentiality will be adhered to as stringently as possible. 3 This policy applies only to a student exhibiting behavior creating probable cause to believe drug alcohol abuse is present. A student may be removed from the clinical environment or educational program for any prohibited behaviors as set out in the university or program handbooks, rules regulations, whether or not related to substance abuse. PROCEDURES, Continued 4. Readmission of the student to the program is contingent upon the following conditions: 1. Formal application for readmission to the program 1. Meeting the specific program criteria as noted in the Undergraduate/ Graduate Bulletin 1. Clinical space available 1. Documentation that a prescribed treatment program has been completed by the student related to the drug/alcohol condition. 1. Follow-up program as suggested by the treatment facility which may include, but not limited to, one or more relapse prevention procedures. The follow-up program will be individual specific and written as part of a contractual agreement with the student. 5. Arkansas State University may be required by state or national regulatory boards to submit information regarding a student’s substance abuse history when he/she applies to take the examination for licensure. There is no guarantee that these boards will allow individuals with a substance abuse history to take the examination. Each case is judged individually by each board. 6. Students will be required to abide by individual institutional policies relating to substance abuse in clinical facilities to which they are assigned. 2.1.22 Behavioral Changes Associated with Drug Abuse The College of Nursing and Health Professions has developed the following list of behaviors that are not all inclusive but, when observed, can be used as indices to identify an individual who at the moment of observation could be under the influence of a "drug" (see the *Substance Abuse Policy* for definition of the term "drug" and for the mechanisms to operationalize the policy). The College of Nursing and Health Professions is guided by behavioral descriptors that are stated in the latest edition of Diagnostic & Statistical Manual of Mental Disorders. 2.1.22 Behavioral Changes Associated with Drug Abuse, Continued. \* Observation of any of these behaviors will result in dismissal from the learning environment (clinical or classroom). Attention Deficit/Cognitive Impairment Ataxia tremors, especially of the hands \* slowed response time in a familiar skill \* diminished from the usual in coordination/dexterity Social Impairment \* Inappropriate verbal remarks (subjects/words/expletives) \* Inappropriate behaviors or those beyond the societal norm such as: Angry outbursts/unrestrained agitation Crying that cannot be explained Euphoria Paranoia Hallucinations \* Behaviors that are markedly changed from that individual such as Introversion Extroversion Sullen/irritable Giddy Defensiveness Somatic Manifestations/Discomforts \* Odor of alcohol on breath Nausea/vomiting/thirst Frequent trips to bathroom/complaint of urinary frequency or diarrhea Hiccoughs Reddened sclera (bloodshot eyes) Pupil changes/drooping eyelids Complain of blurred vision or inability to focus Speech/Communication Impairment \* slurred (thick tongue) \* Rapid/choppy communication pattern \* Incoherent speech 2.1.23 BEHAVIORAL PATTERNS ASSOCIATED WITH SUBSTANCE ABUSE The following is a list of behavioral patterns that may surface when drugs have been abused. While these patterns have many causes, thorough assessment and detailed documentation is needed over a period of time to determine if there is any relationship to drug abuse. Patterns of behavior to observe and validate are: Repeated tardiness Frequent absenteeism Numerous and chronic somatic complaints (colds/GI problems/lack of sleep/weight loss/sluggishness/low energy) Untidy personal appearance or deterioration in quality of grooming Lack of attention to hygiene (hair, nails, skin, oral) Multiple crises in personal life Avoidance/lack of eye contact 2.1.23 BEHAVIORAL PATTERNS ASSOCIATED WITH SUBSTANCE ABUSE, Continued Isolation/lack of peer support Repeated excuses for below standard performance Forgetfulness with appointments/assignments Slowed response time in familiar activities Behavior shifts/mood swings Lack of trust and suspicious of the motives of others Needle tracks on body surface Behaviors surrounding the administration of narcotics: Frequent need to waste "unused" medications Recording the administration of larger doses than ordered Unauthorized possession of the narcotic key Unsupervised entry into narcotic cabinet Volunteering to be in situations to gain greater access to narcotics Taking frequent breaks/numerous occasions when whereabouts unknown 2.1.24 Criteria for Urine Drug Screens **ANY DRUG SCREENS SUBMITTED TO ARKANSAS STATE UNIVERSITY, COLLEGE OF NURSING AND HEALTH PROFESSIONS SHALL HAVE MET THE FOLLOWING CRITERIA:** 1. Specimen collection is witnessed. 2. BASIC 10-PANEL\* DRUG SCREEN INCLUDING ALCOHOL, MEPERIDINE AND DRUG OF CHOICE (SEE #7). 3. Laboratory must be CLIA¹ approved. 4. Confirmation of positive results is done by GCMS². If specimen must be sent to another laboratory for confirmation, the chain of custody is maintained. 5. Report, in addition to results, will include: 6. Chain of custody; 7. Drug history; 8. List of drugs screened; 9. Confirmation of method used; and 10. Specific gravity. 11. The laboratory will retain negative specimens for a minimum of two (2) weeks and positive specimens for a minimum of one (1) year. \*10-PANEL INCLUDES: Amphetamines Benzodiazepines Cannabinoids Cocaine Opiates PCP Barbiturates Methadone Methaqualone Propoxyphene 2.1.24 Criteria for Urine Drug Screens, Continued 7. THE DRUG SCREEN SHALL TEST FOR THE FOLLOWING: Amphetamines Methaqualone Barbiturates Phencyclidine Benzodiazepines Propoxyphene Cannabinoids Alcohol Cocaine Meperidine Opiates Drug of Choice: Methadone DRUG SCREENS WHICH DO NOT TEST FOR THE ABOVE WILL BE CONSIDERED NON-COMPLIANT WITH THE ORDER. ¹Clinical Laboratory Improvement Act: Set of Federal Regulations which clinical labs must meet for certification. ²Gas Chromatography Mass Spectrometry Adopted from Arkansas State Board of Nursing, January 1997. 2.2 Student Records The registrar's office maintains records of all didactic and related courses attempted and/or completed by all students. The following records are kept in the Department of Health Professions and the Diagnostic Medical Sonography Program for a period of six years post-graduation except where noted: - Attendance and clinical rotation records (maintained for 1-year post graduation) - Clinical competency records - Pre-admission high school and/or college transcripts - Advising documents - CPR card (maintained for 1-year post graduation) - Proof of liability insurance (maintained for 1-year post graduation) - Copy of health exam (maintained for 1-year post graduation) - All tests taken throughout the program (maintained for 1-year post graduation) - Signature documents (Student code of honor, Substance abuse compliance contract, Liability release, Confidentiality statement, Notice of physical requirements & standards for Sonography, Statement of understanding/agreement, Waiver of release of medical information) 2.2.1 Right to Inspect Records Under the Federal Family Educational Rights & Privacy Act of 1974 (Buckley Amendment), students have the right to inspect and review any and all official records, files and data pertaining to them. 2.3 Student Counseling The purpose of student counseling is to promote, assist, and maintain superior student performance. Feedback given in counseling persons may be used to identify areas of strength and weakness in student performance or behavior. All counseling sessions are documented and filed in the student's permanent folder. 2.4 Withdrawal from the Program The following steps are necessary when withdrawing from the program. 1. The student should meet with the Program Director to discuss the withdrawal process. 2. The student should write a formal letter of resignation stating the reason for withdrawal. This letter will remain in his/her permanent file and will be considered in the event the student seeks readmission to the program at a later date. 3. The student will return any material that may be on loan. 4. The student will follow University guidelines for completing the withdrawal process, securing the appropriate signatures when necessary. If a student withdraws from a professional course, the student must withdraw from the program because the student will be out of program sequence. 2.5 Dismissal from the Program There are conditions that will necessitate consideration for dismissal from the Diagnostic Medical Sonography Program. These include, but are not limited to: 1. Failure to meet academic standards. 2. Failure to demonstrate suitable progress in clinical practice. 3. Patterns of behavior jeopardizing patient safety, individual or group progress, and/or contract agreement with the clinical affiliate. 4. Patterns of behavior indicating an attitude of irresponsibility to self, patient, profession, or University. 5. Violation of the Academic Integrity Policy (Student Policy 1.8.7) 6. Physical or emotional conditions affecting ability to attain curricular objectives. 7. Falsification of any records or knowledge of such (i.e., time sheets, competency evaluations, etc.) related to the Diagnostic Medical Sonography program. 8. Dismissal by a clinical education center. - Dismissal will follow in this order: 1. Written documentation describing the offense and/or offenses. 2. Review of the student's performance records by the A-State faculty, and the Diagnostic Medical Sonography Program Director. 3. A recommendation will be made in writing and discussed with the student and will become part of the student's permanent record. Any student wishing to appeal must follow the appeal process stated in the A-State Student Handbook. 2.6 Readmission to the Program A student wishing to be readmitted to the program must make formal application to the program and to the University, if not currently enrolled. Readmission is granted on an individual basis, based on the student's previous records and the availability of space. 2.6.1 Readmission will be denied if: 1. The cumulative grade point average is lower than 2.00. 2. Upon 2^nd admission, if the student earns a final grade of below a “C” in the DMS course previously failed or violates any other circumstance outlines by section 2.5 concerning the dismissal from the program 3. If the student earns a final grade of below a “C” in any 2 or more DMS courses. 4. If the student is dismissed by the clinical education center. 2.7 Application for Registry Examination The American Registry of Diagnostic Medical Sonographers (ARDMS) examination information, content outline and application process will be discussed by the Program Director prior to the completion of the program. The SPI exam is discussed at the beginning of the spring semester and the specialty exams are discussed at the end of the spring semester. More information concerning the ARDMS can be located at the following website: [http://ardms.org/](http://ardms.org/) 2.8 Student Participation in College and Program Organizations A student may be asked to serve on college and department committees. Participation is voluntary and will in no way affect the student's grades. 2.9 Program Non-Compliance If, during the course of your professional education, you feel the A-State Diagnostic Medical Sonography Program does not comply with the Joint Review Committee on Education in Diagnostic Medical Sonography (see Appendix, Standards for an Accredited Educational Program in Diagnostic Medical Sonography) you have the right to notify the JRC-DMS. Their address is: Joint Review Committee on Education in Diagnostic Medical Sonography, 6021 University Blvd. Suite 500, Ellicott City, MD 21043 phone number 443-973-3251. [http://jrcdms.org/](http://jrcdms.org/) ** ** [^\[1\]](#_ftnref1)The generic meaning of the term "drug" is broadly defined as any chemical substance which affects living systems. For the purposes of this policy, substance and/or drug abuse are used interchangeably and defined as socially unacceptable use of drugs or other chemical substances for non-therapeutic purposes. The substance alcohol, (ethanol) by its properties and actions, is a drug and is used as such in this policy. Drugs prescribed by a physician licensed to practice medicine and surgery, as long as the drug is taken in accordance with the provider's instructions and do not impair the student's ability to perform his/her duties, are exempted from this policy. Reference: Reiss, B. & Melick M. (1987). Pharmacological Aspects of Nursing Care (2nd Ed.). Albany, NY: Delmar Publishers, pp. 2, 627, 631-633. **CLINICAL POLICIES AND PROCEDURES** ** ** 3.0 General Introduction During each semester of the professional program in Diagnostic Medical Sonography at Arkansas State University the student will be enrolled in a clinical course that requires attendance in the clinical education center in order to: Acquire expertise and proficiency in a variety of Diagnostic Medical Sonography clinical examinations and procedures that are related to the General Learning Concentrations. Develop and practice work habits and appropriate interpersonal relationships with patients and other members of the health care team. In the Clinical Education Center, the student will be representing Arkansas State University, the College of Nursing and Health Professions, and the Diagnostic Medical Sonography Program. The student is expected to conduct himself/herself in a professional manner at all times. **Failure to conduct one’s self in a professional manner may result in dismissal from the DMS program.** 3.0.1 Clinical Assignments Each student is assigned to a specific area in the Diagnostic Medical Sonography department at the Clinical Education Center (CEC). Assignments are arranged by the Clinical Coordinator and the assigned schedule must be followed closely by each student. Students will be assigned to a variety of clinical centers throughout their program experience, so that they may have an equal opportunity to perform and actively participate in a variety of clinical settings such as: Ambulatory care facilities Emergence/trauma Intensive/critical care centers. A composite of all clinical assignments is maintained on each student to verify the equity of the assignments. Clinical assignments: RSU 4511 Summer Two days per week (July) RSU 4533 Fall Three days per week RSU 4523 Spring Three days per week RSU 4534 Summer II Four days per week It is logistically impossible to assign all students to the same clinical activities at the same time throughout the program. Thus, it is the students' responsibility to coordinate clinical course competencies with clinical assignments. In this manner, students progress at their own rate and engage in procedures related to their specific clinical assignment. 3.0.2 Staff Replacement Students may perform work service while enrolled in the program as part of their clinical experience; they may not take the responsibility or the place of qualified staff. However, after demonstrating competency, students may be permitted to perform certain defined activities under appropriate supervision and direction without monetary compensation. 3.0.3 Employment Students may be employed in a clinical setting outside regular educational hours. The work must be non-compulsory, paid, and subject to standard employee policies. These hours will **not** count as clinical education hours. 3.0.4 Dress Code All students: 1. Gray scrub shirts, along with gray colored scrub pants will be the required uniform with the A-State DMS logo embroidered on the shirt. A solid white, red, gray, or black t-shirt may be worn under the scrub shirt if the student so desires. 2. White lab coats are required. Students may select any style they prefer. The student is required to wear their lab coat during all laboratory exams. 3. Shoes must be solid white, gray, or black non-porous material. Canvas on any part of the shoe is NOT acceptable. 4. Name badges obtained at the A-State ID center must be worn on the lab coats while the students are attending their clinical rotation and while in the laboratory. 3.0.5 General Appearance 1. The College of Nursing and Health Professions' name badges are to be worn in the clinical area at all times. 2. The College of Nursing and Health Professions' name badge **IS NOT TO BE WORN** when employed by a health care facility. 3. Hair should be neat/clean and of a natural occurring color. Long hair should be pulled back, away from the face. 4. Personal hygiene is to be maintained at all times. 5. Plain wedding bands and watches (with a second hand) are the only recommended jewelry to be worn. If ears are pierced, posts may be worn. Excessive body piercing is not allowed. 6. Uniforms must be kept clean and neat at all times. Shoes and laces should be kept clean and white. 7. Fingernails should be kept trimmed and neat, with no colored nail polish. 8. Regulations regarding appearance are intended to foster professionalism. Faculty reserves the right to regulate student appearance. 3.0.6 Attendance A typical day in the clinical site is eight hours. Each affiliate has established departmental hours. Students are expected to be punctual and attend all planned learning experiences, both classroom and clinical. The student has professional accountability for meeting this standard. The student is expected to attend during the assigned hours (8am to 4:00pm or 7am to 3:00pm) of which are not to exceed eight hours per day and are determined by the clinical site. Any clinical hours other than the assigned hours must be approved by the clinical coordinator. **If a student will be absent from a clinical day they are required to notify the clinical instructor at the clinical site and the clinical coordinator prior to their assigned time.** The student will be allowed time away from their clinical assignment if they choose to utilize as a “professional/personal” day. The number of days will vary per semester. This can be used for attending job interviews, orientations, doctor/dentist appointments etc. Any additional days missed could result in a drop in one letter grade. Missed clinic days will need to be made up **before** grades are due for that semester. The day(s) missed should be made up at the clinical education center at which it was missed. It is the responsibility of the student to check with the clinical supervisor at that clinical education center to make sure the day they will make up is acceptable to that Clinical Education Center (CEC). Absence from the clinical site will make it difficult to complete the required competencies and proficiencies, which could affect their clinical grade. Failure to make up missed days by the end of the semester will result in an **incomplete** for the semester until the missed days are completed. Extenuating circumstances will be at the discretion of the clinical coordinator. 3.07 Clock ins/outs It is the responsibility of each student to record their time at their clinical by utilizing the Trajecsys system. The student must clock in upon arrival to and clock out upon departure from the clinical site. The Clinical Instructor must validate your time weekly. **Any student found guilty of falsifying time clock hours will be subject to immediate dismissal from the program.** The accuracy of the information documented on the Trajecsys system is the responsibility of the student. 3.08 Daily Clinical Activity Sheets/Log Sheets It is the student’s responsibility to complete daily clinical activity sheets/log sheets in the Trajecsys system. The information will be recorded as follows: - Date of exam - Supervising clinical instructor - Type of exam - Level of participation - Pathology if present This provides information to the student and the clinical coordinator as to the types of cases and quantity that are performed on a daily basis. 3.09 Cell Phones All cell phones are to be **turned off** while the student is in the clinical site. Phones may be used during breaks ***away* from patient care areas**. 3.1 CLINICAL COURSE REQUIREMENTS RSU 4511, 4533, 4523, 4534 Miscellaneous Policy Concerns and Proposals The Clinical grade will be comprised of, goals (determined by the student and instructor) and proficiency objectives. Example Clinical grade evaluation: Clinical Proficiencies & Competencies 50% Clinical Portfolio 10% Clinical Evaluations 20% Goals 10% Discussion Board 10% Evaluation criteria for Clinical Competency Objectives as well as Student Clinical Evaluations are clearly stated on the forms included in this handbook and will be discussed during orientation by the Clinical Coordinator. **The policies in the course syllabus supersede any policy in the Student Handbook. All policies not covered by the syllabus will remain in effect.** 31.1 CLINICAL OBJECTIVES - The student is required to keep a personal clinical portfolio. - The content will include: - Competencies: Exams completed with **NO** assistance from registered sonographer. - Proficiencies: Exams in which a competency has successfully been completed - Goals: Set by instructor and student at the beginning of clinical rotation RSU 4533, 4523, and 4534 - Clinical Logs from each semester - Clinical Tally sheets from each semester (Trajecsys function) - Evaluations completed by sonographers of students - Evaluations of sonographers by students - Self-evaluations each clinical rotation - **All** competencies listed below must be completed prior to graduation. Abdomen, Superficial Structures and Breast Abdominal Complete Guided Procedure Pancreas Scrotum Gallbladder/ Biliary System Soft Tissue Great Vessels Spleen Liver Thyroid/Parathyroid Non-Cardiac Chest Urinary Tract Obsterterics/Gynecology Gyn/Transabdominal Gyn/Transvaginal OB - 1^st Trimester OB - 2^nd Trimester OB - 3^rd Trimester Biophysical Profile 3.1.1 CLINICAL OBJECTIVES, Continued The following are **optional** competencies: Neonatal Head Lower Extremity Venous Appendix Prostate Breast Retroperitoneum/Peritoneum Transplants Neonatal Spine Carotid Doppler Twin Gestation Lower Extremity Arterial Abdominal Vasculature **In addition to the transvaginal, Obstetrical and Scrotal competencies required for graduation, students are required to document direct scanning of 10 additional transvaginal and obstetrical examinations along with an additional 5 scrotal examinations.** Course grades are determined according to the following standards: Competency and Proficiency assignments may vary as needed. Check the course syllabus each semester. 3.1.2 RSU 4511 Ultrasound Clinical Ed I Sign-off assignments 3.1.3 RSU 4533 Ultrasound Clinical Ed II 5 competencies 3.1.4 RSU 4523 Ultrasound Clinical Ed III 8 competencies 10 proficiencies 3.1.5 RSU 4534 Ultrasound Clinical Ed IV 8 competencies 14 proficiencies 3.1.6 It is the responsibility of the student to have all components of the portfolio completed and turned in to the instructor by the end of each semester. Failure could result in an incomplete for the course or a failing grade. A failing grade could result in dismissal from the program or late graduation. 3.2 Clinical Advising Program All students enrolled in diagnostic medical sonography clinical education are evaluated and advised regarding their ability to care for patients in a professional and ethical manner. The advising program is conducted via several documents: 1. **Significant Incident Record** forms are to be utilized by anyone to document any positive or negative educational experiences of the student. In most cases students are expected to assist in obtaining positive records while negative experiences are usually documented by clinical education center staff or university faculty. (Appendix) 1. **Clinical Evaluation** forms are used by registered sonographers to give students and faculty an opinion of the students' trends in professional attitudes and behavior. Students may not see these actual forms but are supplied with a composite each semester. (Trajecsys & Appendix) 1. **Self Evaluation/Goal** Students complete the form prior to a scheduled advising session at the beginning of the next clinical course. The form requires students to assess their current skills in various procedures, professional abilities, overall ability, and recent progress. Students must establish **at least one** **clinical goal** to be discussed during the advising session. Only 1 goal is required per semester and only 1 goal is required per summer (Summer runs 10 weeks). The Clinical Coordinator will conduct the advising session, which is designed to ascertain that both student and faculty have similar perceptions of the ability of the student. Differences in these perceptions must be resolved. (Trajecsys & Appendix) 3.3 Clinical Supervision Each clinical affiliate has at least one designated clinical instructor. This individual is a qualified sonographer (American Registry Diagnostic Medical Sonography- ARDMS) who has agreed to be responsible for providing instruction to and evaluation of the student at the clinical site. 3.4 CLINICAL EDUCATION CENTERS and CLINICAL INSTRUCTORS **Arkansas Methodist Hospital** 900 W. Kingshighway, Paragould AR, 72450 (870) 239-7820 Clinical Instructor: Erica Haney RDMS (OB) Katie Cary RDMS (AB) **Baxter County Regional Medical Center** 624 Hospital Dr, Mountain Home, AR 72653 (870) 508-1000 Clinical Instructor: Paige Fenske RDMS(AB) Ext 1166 **Fiver Rivers Medical Center** 2801 Medical Center Dr. Pocahontas, AR 72455 (870) 892-6000 Clinical Instructor: Becky Brown RDMS(AB, BR), RDCS, RVT Paige Price RDMS (OB), RVT **NEA Baptist Hospital-Radiology** 4800 E Johnson Ave. Jonesboro, AR 72401 (870) 936-1000 Clinical Instructor: Natalie Cox RDMS(AB,OB) **NEA Baptist Clinic Imaging Center** 4800 E Johnson Ave Jonesboro, AR 72401 (870)936-1000 Clinical Instructor: Rebecca Stocker RDMS (AB, OB) **NEA Women’s Clinic** 4800 E Johnson Ave Jonesboro, AR 72401 (870) 936-8000 Clinical Instructor: Kaitlin Phillips RDMS (OB) **Poplar Bluff Regional Medical Center** 2620 N Westwood Blvd (573) 686-5960 Poplar Bluff, MO 63901 Clinical Instructor: Sierra Pyle, RDMS (AB) Haley Davis, RDMS (AB,OB) **St. Bernard’s Imaging Center** 1144 East Matthews Ave. Jonesboro AR 72401 (870) 336-4800 Clinical Instructor: Patty Billingsley RDMS(AB,OB), RVT **St. Bernard’s Medical Center** 224 E. Matthews Ave. Jonesboro, AR 72401 (870) 207-4100 Clinical Instructor: Marla Mays RDMS (AB) Shelby Wooldridge RDMS (OB) **St. Bernard’s Medical Center-Noninvasive Cardiology** 224 E. Matthews Ave. Jonesboro, AR 72401 (870) 207-4100 Clinical Instructor: Amanda Bradford RDMS(AB, OB), RVT, RDCS (AE) **St. Bernard’s Pregnancy Clinic** 4334 E Highland Dr Suite B, Jonesboro, AR 72402 (870) 207-0421 Clinical Instructor: Lindsey Hooper (OB) **Unity Health-Harris Medical Center** 1205 McLain St, Newport, AR 72112 (870) 523-8911 Clinical Instructor: Megan Benish RDMS (BR), RVT, RT(R)(S) **White County Medical Center** 3214 E. Race Searcy, AR 72143 (501) 268-6121 Clinical Instructor: Bobby Scoggins RDMS (AB) Ext. 2156 **White River Medical Center** 1710 Harrison Street, Batesville, AR 72503 (870) 262-6092 Clinical Instructor: Amanda Carter, RDMS(Ob,B) Rebecca Hopper, RDMS (AB, OB), RVT 3.5 OBJECTIVES FOR CLINICAL EVALUATIONS The student will: 1. Check patient’s identification. 2. Obtains complete patient history including appropriate laboratory records/values when available. 3. Student to patient relationship: 4. Pleasant attitude 5. Shows caring and concern for the patient 6. Reassures the difficult patient 7. Attends to patient’s modesty and comfort 8. e) Utilizes proper head rest and supports if needed 9. f) Informs the patient what to expect before the scan evaluation begins 10. g) Informs the patient what to do during the evaluation scan 4. Maintains a professional and collaborative association with the physician/sonographer associated with the interpretation of the ultrasound procedure. 5. Manipulates equipment carefully and accurately. Maintains an understanding of the operation of each ultrasound machine at each facility. 6. Assists the sonographer with daily tasks: 7. Maintain room cleanliness by changing linens 8. b) Cleaning scanning probes and scanning tables 9. Stock room supplies 10. Transport patients 7. Student Attendance: Students will attend the clinical site at the determined times and days unless previous arrangements have been made with the Clinical Coordinator and the clinical site. If the student will not attend clinic that day, the student is to notify the clinical coordinator and the clinical site of the absence prior to the assigned time (Policy 3.07). 8. Students will observe demonstrations of various procedures on patients, and then perform the procedure under the direct supervision of a Registered Diagnostic Medical Sonographer. 9. Utilize appropriate equipment in a knowledgeable manner consistent with the production of high-quality diagnostic imaging. 10. Exercise independent judgment and discretion in the technical performance of diagnostic medical sonographic procedures. 11. Competently perform a full range of abdominal sonographic procedures in the following categories: Abdominal Complete Pancreas Abdominal Vasculature Scrotum Gallbladder/ Biliary System Soft Tissue Great Vessels Spleen Liver Thyroid/Parathyroid Gyn/Transabdominal Urinary Tract Gyn/Transvaginal OB - 1^st Trimester OB - 3^rd Trimester OB - 2^nd Trimester Non-Cardiac Chest Biophysical Profile 12. Display successful progress in the clinical education program including attainment of all goals. 13. Complete all required clinical education hours. 14. Complete all required clinical competencies and proficiencies. 15. Actively and effectively perform routine sonographic procedures associated with the specific clinical assignment. 16. During subsequent performances under direct supervision, students will be evaluated according to the competency-based clinical evaluation system standards. ***AIUM STATEMENT ON IN VITRO BIOLOGICAL EFFECTS*** ***Approved by the AIUM, March 1998*** It is difficult to evaluate reports of ultrasonically induced in vitro biological effects with respect to their clinical significance. The predominant physical and biological interactions and mechanisms involved in an in vitro effect may not pertain to the in vivo situation. Nevertheless, an in vitro effect must be regarded as a real biological effect. Results from in vitro experiments suggest new endpoints and serve as a basis for design of in vivo experiments. In vitro studies provide the capability to control experimental variables and thus offer a means to explore and evaluate specific mechanisms. Although they may have limited applicability to in vivo biological effects, such studies can disclose fundamental intercellular or intracellular interactions. While it is valid for authors to place their results in context and to suggest further relevant investigations, reports of in vitro studies which claim direct clinical significance should be viewed with caution. ***AIUM STATEMENT ON CLINICAL SAFETY*** ***Approved March 1998, Reaffirmed 1992*** Diagnostic ultrasound has been in use since the late 1950's. Given its known benefits and recognized efficacy for medical diagnosis, including use during human pregnancy, the American Institute of Ultrasound in Medicine herein addresses the clinical safety of such use: No confirmed biological effects on patients or instruments operators caused by exposure at intensities typical of present diagnostic ultrasound instruments have ever been reported. Although the possibility exists that such biological effects may be identified in the future, current data indicate that the benefits to patients of the prudent use of diagnostic ultrasound outweigh the risks, if any that may be present. 5.0 EXHIBIT 2 ***AIUM STATEMENT ON SAFETY IN TRAINING AND RESEARCH*** ***Approved March 1998*** Diagnostic ultrasound has been in use since the late 1950's. No confirmed adverse biological effects on patients resulting from this usage have ever been reported. Although no hazard has been identified that would preclude the prudent and conservative use of diagnostic ultrasound in education and research, experience from normal diagnostic practice may or may not be relevant to extended exposure times and altered exposure conditions. It is therefore considered appropriate to make the following recommendations: In those special situations in which examinations are to be carried out for purposes other than direct medical benefit to the individual being examined, the subject should be informed of the anticipated exposure conditions, and of how these compared with conditions, and of how these compare with conditions for normal diagnostic practice. When there is no direct medical benefit to a person undergoing an ultrasound exam (e.g. training or research), it is necessary to ***educate*** the person regarding the risks of the procedure and obtain his or her ***informed consent***.

The AIUM suggests the following:

C Do not perform studies without reason C Do not prolong studies without reason C Use the maximum output power and Maximum amplification to optimize Image quality.

It has been proved that, compared with a broad unfocused beam, highly focused ultrasound is much less likely to cause bioeffects

6.0 EXHIBIT 3 ***IN VIVO BIOEFFECT INVESTIGATIONS*** In vivo means Aobserved in living tissue@ The following are recent conclusions of in vivo bioeffects investigations: When compared with unfocused beams, focused beams require higher intensities to produce bioeffects. This occurs because smaller beam area means less thermal build up and less interactions with cavitation nuclei. Note: An unfocused ultrasound beam causes a higher temperature elevation than a focused ultrasound beam at the same intensity. Maximum intensities (SPTA): 100 mW/cm² - unfocused 1W/cm²- focused ***CONCLUSIONS REGARDING IN VIVO MAMMALIAN*** ***BIOEFFECTS*** Approved by the AIUM, October 1992 In the low megahertz frequency range there have been (as of this date) no independently confirmed significant thermal biological effects in mammalian tissues exposed in vivo to unfocused ultrasound with intensities below 100 mW/cm², or to focused ultrasound with intensities below 1W/cm² SPTA ***IN VITRO BIOEFFECTS INVESTIGATIONS*** In vitro means observed in test tubes in an experimentally controlled environment. Advantage of in vitro studies: Careful measurements can be made under rigorous experimental conditions. 7.0 EXHIBIT 4 ***CONCLUSIONS REGARDING A THERMAL BIOEFFECTS*** ***MECHANISM*** ***Approved by AIUM October 1987*** 1. A thermal condition is one reasonable approach to specifying potentially hazardous exposure for diagnostic ultrasound. 2. Based solely on a thermal criterion, a diagnostic exposure that produces a maximum temperature rise of 1^o C above normal physiological levels may be used in clinical examinations without reservations. 3. An in situ temperature rise above 41^o C is considered hazardous in fetal exposures; the longer this temperature elevation is maintained, the greater is the likelihood for damage to occur. 4. Analytical models of ultrasonically induced heating have been applied successfully to in vivo mammalian situations. In those clinical situations where local tissue temperatures are not measured, estimates of temperature elevations can be made by employing such analytical models. 5. Calculations of ultrasonically induced temperature elevation, based on a simplified tissue model and a simplified model of stationary beams, suggests the following: For examinations in fetal soft tissue with typical perfusion rates, employing center frequencies between 2 and 10 MHZ and beam widths less than 11 wavelengths, the computed temperature rise will not be significantly above1^o C if the in situ SATA intensity does not exceed 200 mW/cm². If the beam width does not exceed eight wavelengths the corresponding intensity is 300 mW/cm². However, if the same beam impinges on fetal bone, the local temperature rise may be higher. 8.0 Exhibit 5

Cavitation is not considered a clinically significant risk to patients because if harmful effects do occur, they are found only in a few cells.

***CONCLUSIONS REGARDING CAVITATION*** ***Approved by the AIUM, October 1992*** 1. 1. Acoustic cavitation may occur with short pulses and has the potential for producing deleterious biological effects. The temporal peak outputs of some currently available diagnostic ultrasound devices can exceed the threshold for cavitation in vitro and can generate levels that produce extravasations of blood cells in the lungs of laboratory animals. 2. A number, called the Mechanical Index, has been developed to predict the likelihood of cavitation induced bioeffects. 3. No confirmed biological significant adverse effects have been reported in mammalian tissues that do not contain well-defined gas bodies. ***CONCLUSIONS REGARDING EPIDEMIOLOGY*** ***Approved by the AIUM, October 1987*** 1. Widespread clinical use over 25 years has not established any adverse effect arising from exposure to diagnostic ultrasound. 2. Randomized clinical studies are the most rigorous method for assessing potential adverse effects of diagnostic ultrasound. Studies using this methodology show no evidence of an effect on birth weight humans. 3. Other epidemiologic studies have shown no causal association of diagnostic ultrasound with any of the adverse fetal outcomes studied. 9.0 ***Ambidextrous Scanning Policy*** Rationale: Musculoskeletal Stress Injury (MSI) is currently approaching epidemic proportions among sonographers. Current research indicates that approximately 80% of sonographers are scanning with some form of pain. Students are to scan ambidextrously in the laboratory and clinical sites. Suggested methods include: Scanning with the non-dominant hand one day/week Scanning with the non-dominant hand 2 weeks/month Scanning with the non-dominant hand 5 cases/day Clinical sites are requested to support this policy. # Modality/Clinic Evaluation Form ARKANSAS STATE UNIVERSITY MEDICAL IMAGING AND RADIATION SCIENCES DEPARTMENT MODALITY/CLINIC EVALUATION FORM: **\*This form should be completed by the student’s Radiography Program Director or Clinical Coordinator** Student’s Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Modality: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Please evaluate the student on his/her actual observed performance or behaviors. 1\. **APPEARANCE**: The student displayed professional attire, i.e. hair is clean, uniform was wrinkle free, shoes are clean, dental hygiene is observed, etc. a. professionally dressed and exceptionally groomed (3) b. professionally dressed and appropriately groomed (2) c. inappropriately groomed, needs improvement (1) (scrubs wrinkled or out of dress code) d. poor hygiene routine, needs counseling (0) 2\. **MOTIVATION**: The desire of the student to increase his/her capability. a. highly motivated (3) b. motivated (2) c. inconsistent (1) d. purposeless (0) 3\. **ENGAGEMENT**: The student appeared engaged and interested. a. sought additional information (3) b. asked occasional questions (2) c. needed occasional prodding (1) d. purposeless or not engaged (0) 4\. **CONCERN FOR OTHERS**: Consideration for others’ feelings and the student’s ability to view the parameters of existing circumstances. a. sincerely and actively concerned (3) b. generally concerned (2) c. occasionally concerned (1) d. indifferent (0) 5\. **EMOTIONAL STABILITY**: The student’s ability to react under stress in a mature and dependable manner. a. exceptionally stable (3) b. generally well balanced (2) c. excitable or unresponsive under stress (1) d. generally hyperemotional or apathetic (0) 6\. **ADAPTABILITY**: The student’s ability to interact with and under others’ direction. a. related exceptionally well, promoted good morale; able to take constructive criticism (3) b. related well and contributed to good morale; able to take constructive criticism. (2) c. generally cooperative with others; but unable to take constructive criticism. (1) d. unable to interact with others; unable to take constructive criticism. (0) 7\. **ATTENDANCE**: The student arrived at assigned place on time. a. arrived early and in the correct location (3) b. arrived on time and in the correct location (2) c. arrived late or was not in the correct location at the assigned start time (1) d. missed the originally scheduled date and this was an alternate date (0) 8\. **CONDUCT**: The student demonstrated professional conduct and appearance. a. always (3) b. most of the time (explain) (2) c. occasionally (explain) (1) d. needs counseling (explain) (0) 9\. **PATIENT RAPPORT**: The student’s ability to relate with ill people in such a way as to promote confidence and understanding. a. promoted confidence and understanding (3) b. related well with sick (2) c. had difficulty in developing rapport with sick people (1) d. tended to be unconcerned and upset patients (0) 10\. **COMMUNICATION**: The student’s ability to communicate on a professional level with physicians, other staff, patients, and patient’s families (and anyone else in the healthcare environment). a. always (3) b. most of the time (explain) (2) c. occasionally (explain) (1) d. needs counseling (explain) (0) 11\. **OVERALL IMPRESSION**: The student’s ability to be a productive member in this modality. a. \_\_\_ Excellent (3) b. \_\_\_ Good (2) c. \_\_\_ Fair (1) d. \_\_\_ Poor (0) 12\. **MISCELLANEOUS INFORMATION AND COMMENTS**: Please give any further information that you feel might be helpful in evaluating this student: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Signature/Position Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Email: Phone # # Standards and Guidelines for the Accreditation of Educational Programs in Diagnostic Medical Sonography This information can be located at [http://jrcdms.org/pdf/DMSStandards.pdf](http://jrcdms.org/pdf/DMSStandards.pdf) **Standards and Guidelines** ***for the Accreditation of Educational Programs in*** ***Diagnostic Medical Sonography*** *Essentials/Standards initially adopted in 1979; revised in 1987, 1996, 2007, and 2011 by the:* *American College of Cardiology Foundation* *American College of Radiology* *American College of Obstetricians and Gynecologists* *American Institute of Ultrasound in Medicine* *American Society of Echocardiography* *American Society of Radiologic Technologists* *Society of Diagnostic Medical Sonography* *Society for Vascular Surgery* *Society for Vascular Ultrasound* *Joint Review Committee on Education in Diagnostic Medical Sonography* *and* *Commission on Accreditation of Allied Health Education Programs* The Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredits programs upon the recommendation of the Joint Review Committee on Education in Diagnostic Medical Sonography (JRC-DMS). These accreditation **Standards and Guidelines** are the minimum standards of quality used in accrediting programs that prepare individuals to enter the Diagnostic Medical Sonography profession. Standards are the minimum requirements to which an accredited program is held accountable. Guidelines are descriptions, examples, or recommendations that elaborate on the Standards. Guidelines are not required, but can assist with interpretation of the Standards. Standards are printed in regular typeface in outline form. *Guidelines* are printed in italic typeface in narrative form. **Preamble** The Commission on Accreditation of Allied Health Education Programs (CAAHEP), Joint Review Committee on Education in Diagnostic Medical Sonography (JRC-DMS), and the American College of Cardiology, American College of Radiology, American College of Obstetricians and Gynecologists, American Institute of Ultrasound in Medicine, American Society of Echocardiography, American Society of Radiologic Technologists, Society of Diagnostic Medical Sonography, Society for Vascular Surgery, and Society for Vascular Ultrasound cooperate to establish, maintain and promote appropriate standards of quality for educational programs in diagnostic medical sonography and to provide recognition for educational programs that meet or exceed the minimum standards outlined in these accreditation **Standards and Guidelines***.* Lists of accredited programs are published for the information of students, employers, educational institutions and agencies, and the public. These **Standards and Guidelines** are to be used for the development, evaluation, and self-analysis of diagnostic medical sonography programs. On-site review teams assist in the evaluation of a program's relative compliance with the accreditation Standards. **Description of Profession** The profession of diagnostic medical sonography includes general sonography, cardiac sonography, vascular technology, and various subspecialties. The profession requires judgment and the ability to provide appropriate health care services. General sonographers, adult cardiac sonographers, pediatric Cardiac sonographers, and vascular technologists are highly skilled professionals qualified by education to provide patient services using diagnostic techniques under the supervision of a licensed doctor of medicine or osteopathy. The general sonographer, adult cardiac sonographer, pediatric cardiac sonographer, and vascular technologist may provide this service in a variety of medical settings where the physician is responsible for the use and interpretation of appropriate procedures. General sonographers, adult cardiac sonographers, pediatric cardiac sonographers, and vascular technologists assist physicians in gathering data necessary to reach diagnostic decisions. The general sonographer, adult cardiac sonographer, pediatric cardiac sonographer, and vascular technologist are able to perform the following: - Obtain, review, and integrate pertinent patient history and supporting clinical data to facilitate optimum diagnostic results; Perform appropriate procedures and record anatomic, pathologic, and/or physiologic data for interpretation by a physician; Record, analyze, and process diagnostic data and other pertinent observations made during the procedure for presentation to the interpreting physician; Exercise discretion and judgment in the performance of sonographic and/or other diagnostic services; Demonstrate appropriate communication skills with patients and colleagues; Act in a professional and ethical manner; Provide patient education related to medical ultrasound and/or other diagnostic vascular techniques, and promote principles of good health. The four learning concentrations are: 1. General (Defined as abdomen, obstetric, gynecologic, superficial parts, and other appropriate areas) 2. Adult Echocardiography (including adult congenital) 3. Pediatric Echocardiography (including adult congenital and fetal) 4. Vascular 5. **Sponsorship A. Sponsoring Institution** A sponsoring institution must be at least one of the following: 1. A post-secondary academic institution accredited by an institutional accrediting agency that is recognized by the U.S. Department of Education, and authorized under applicable law or other acceptable authority to provide a post-secondary program, which awards a minimum of a certificate at the completion of the program. A hospital or medical center or other governmental medical service, which is accredited by a health care accrediting agency or equivalent that is recognized by the U.S. Department of Health and Human Services, and authorized under applicable law or other acceptable authority to provide healthcare, which awards a minimum of a certificate at the completion of the program. A branch of the United States Armed Forces, which awards a minimum of a certificate at the completion of the program. 1. **Consortium Sponsor** 1. A consortium sponsor is an entity consisting of two or more members that exists for the purpose of operating an educational program. In such instances, at least one of the members of the consortium must meet the requirements of a sponsoring institution as described in I.A. The responsibilities of each member of the consortium must be clearly documented as a formal affiliation agreement or memorandum of understanding, which includes governance and lines of authority. 1. **C**. **Responsibilities of Sponsor** The Sponsor must assure that the provisions of these *Standards and Guidelines* are met. Diagnostic Medical Sonography 3 1. **Program Goals** 2. **Program Goals and Outcomes** There must be a written statement of the program’s goals and learning domains consistent with and responsive to the demonstrated needs and expectations of the various communities of interest served by the educational program. The communities of interest that are served by the program must include, but are not limited to, students, graduates, faculty, sponsor administration, employers, physicians, and the public. Program-specific statements of goals and learning domains provide the basis for program planning, implementation, and evaluation. Such goals and learning domains must be compatible with both the mission of the sponsoring institution(s), the expectations of the communities of interest, and nationally accepted standards of roles and functions. Goals and learning domains are based upon the substantiated needs of health care providers and employers, and the educational needs of the students served by the educational program. 1. **Appropriateness of Goals and Learning Domains** The program must regularly assess its goals and learning domains. Program personnel must identify and respond to changes in the needs and/or expectations of its communities of interest. An advisory committee, which is representative of at least each of the communities of interest named in these **Standards***,* must be designated and charged with the responsibility of meeting at least annually, to assist program and sponsor personnel in formulating and periodically revising appropriate goals and learning domains, monitoring needs and expectations, and ensuring program responsiveness to change. 1. **Minimum Expectations** The program must have the following goal(s) defining minimum expectations: "To prepare competent entry-level general sonographers in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains" and/or "To prepare competent entry-level adult cardiac sonographers in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains" and/or “To prepare competent entry-level pediatric cardiac sonographers in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains” and/or “To prepare competent entry-level vascular technologists in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains.” Programs adopting educational goals beyond entry-level competence must clearly delineate this intent and provide evidence that all students have achieved the basic competencies prior to entry into the field. *Nothing in this Standard restricts programs from formulating goals beyond entry-level competence.* **III. Resources A. Type and Amount** Program resources must be sufficient to ensure the achievement of the program’s goals and outcomes. Resources must include, but are not limited to: faculty, clerical and support staff; curriculum; finances; offices; classroom, laboratory, and ancillary student facilities; clinical affiliates; equipment; supplies; computer resources, instructional reference materials, and faculty/staff continuing education. 1. *Support Staff* 1. *Support staff should be available to provide counseling or referral for problems that may interfere with the student’s progress through the program. Guidance should be available to assist students in understanding course content and in observing program policies, and practices.* *Clinical Resources* 1. *Maximum student enrollment should be commensurate with the volume and variety of sonographic procedures, equipment, and personnel available for educational purposes. The number of students assigned to the clinical affiliate/clinical education center should be determined by a student/clinical staff ratio not greater than one-to-one, and a student/work station ratio of not greater than one-to-one.* 1. *Programs should provide students with a variety of care settings in which sonographic and/or other diagnostic vascular procedures are performed on in-patients and outpatients. These settings may include the following: Ambulatory care facilities, Emergency/trauma, Intensive/critical/coronary care, Surgery, Angiography/cardiac catheterization* *(1) Each general learning concentration affiliate or clinical education center should perform approximately 1500 completed patient examinations, including production of permanent records and reports, per year, per student equivalent. The overall volume of procedures in which students participate in throughout the program should include a minimum of 30% ob/gyn procedures and a minimum of 30% abdominal procedures.* *(2) Each cardiac learning concentration affiliate or clinical education center should perform approximately 800 completed patient examinations, including permanent records and reports, per year, per student equivalent. The overall volume of procedures in which students participate in throughout the program should be representative of the range of cardiac procedures.* *(3) Each pediatric cardiac learning concentration affiliate or clinical education center should perform approximately150 completed transthoracic echocardiograms (at least 50 in infants age < 1year), including permanent records and reports, per year, per student equivalent. In addition, each pediatric cardiac learning concentration should perform approximately 50 adult echocardiograms and 25 fetal echocardiograms.* *(4) Each vascular learning concentration affiliate or clinical education center should perform approximately 1000 completed patient examinations, representative of the range of vascular procedures, including permanent records and reports, per year, per student equivalent. The overall volume of procedures in which students participate in throughout the program should be representative of the range of non-invasive vascular procedures.* *A student equivalent is defined as equal to one full-time student for one year.* **B. Personnel** The sponsor must appoint sufficient faculty and staff with the necessary qualifications to perform the functions identified in documented job descriptions and to achieve the program’s stated goals and outcomes. 1. **Program Director** 2. **Responsibilities** The program director must be responsible for the structure as well as the daily operation of the program, including organization, administration, periodic review and evaluation, continued development, and general effectiveness of program curricula. The program director must ensure that the effectiveness of all clinical affiliates/clinical education centers is maintained. The responsibilities of the program director must not be adversely affected by educationally unrelated functions. 1. **Qualifications** The program director must; 1\) be an appointed faculty member or institutional equivalent 2\) possess a minimum of a Bachelor’s Degree 3\) have course work in instructional methodologies, evaluation and assessment 4\) possess the appropriate credential(s) specific to one or more of the concentration(s) offered 5\) have proficiency in curriculum development 6\) possess a minimum of two years of full-time experience as a registered sonographer in the professional sonography field. Full-time is defined as 35 hours per week. *As of January 1, 2012, program directors at CAAHEP-accredited Diagnostic Medical Sonography programs will be grandfathered for the Bachelor’s degree requirement in their current positions at their current institutions. Upon leaving the grandfathered position the individual will be required to meet all of the qualification standards in order to qualify as a Program Director at another institution.* 2. **Concentration Coordinator(s)** 3. **Responsibilities** Concentration coordinator(s) report(s) to the Program Director, and must be designated and responsible for the coordination of concentration(s) for which the Program Director does not possess the appropriate credential. 1. **Qualifications** Concentration coordinator(s) must: 1\) be an appointed faculty member or institutional equivalent; 2\) possess an academic degree at least equivalent to the degree that is offered in the concentration(s) that s/he is designated to coordinate; 3\) possess the appropriate credential(s) specific to the concentration(s) that s/he is designated to coordinate; 4\) have proficiency in curriculum development; 5\) possess a minimum of two years of full time experience as a registered sonographer in the professional sonography field. Full-time is defined as 35 hours per week. 3. **Clinical Coordinator(s)** Programs with eight or more clinical affiliates / clinical education centers must have an additional faculty member designated as the clinical coordinator. For programs with fewer than eight clinical affiliates/clinical education centers that do not have an additional faculty member designated as the clinical coordinator, the Program Director must have the qualifications and fulfill the responsibilities of the Clinical Coordinator. 1. **Responsibilities** The clinical coordinator(s) must be responsible for coordinating clinical education with didactic education as assigned by the program director. The clinical coordinator must evaluate and ensure the effectiveness of the clinical affiliate/clinical education centers. The clinical coordinator's responsibilities must include coordination, instruction, and evaluation. The responsibilities of the clinical coordinator must not be adversely affected by educationally unrelated functions. 1. **Qualifications** The clinical coordinator(s) must possess, at a minimum, the following: 1\) proficiency in teaching methodology, supervision, instruction, evaluation, and guidance; 2\) appropriate credential(s) specific to the concentrations offered; 3\) the equivalent of two years full-time professional experience as a general sonographer, cardiac sonographer, pediatric cardiac sonographer and/or vascular technologist. Full-time is defined as 35 hours per week; and 4\) an academic degree no lower than an associate’s degree and at least equal to that for which the graduates are being prepared. *The clinical coordinator should document experience as a clinical or didactic instructor in a general sonography, cardiac sonography, pediatric sonography and/or vascular technology program. The instructor experience may have been attained concurrently with the professional experience requirement.* 4. **Medical Advisor** 5. **Responsibilities** The medical advisor must provide guidance that the medical components of the didactic and clinical curriculum meet current acceptable performance standards. 1. **Qualifications** The medical advisor must be a United States licensed physician, Board certified in a medical specialty related to at least one of the cardiac, vascular or general learning concentrations as applicable to the program’s design. *The medical advisor should participate in goal determination, curriculum development and outcomes assessment. The medical director/advisor should participate in instruction.* 5. **Faculty and Instructional Staff** If the key personnel do not have all of the appropriate credentials for the learning concentrations offered, then there must be another faculty member with the appropriate credentials who will assume the didactic instruction and clinical evaluation responsibilities specific to that concentration. All faculty must be familiar with program goals, be able to demonstrate the ability to develop an organized plan of instruction and evaluation, and have appropriate credentials for the learning areas they teach. 1. **Didactic Instructor(s)** **1) Responsibilities** The instructional staff must be responsible for providing didactic content, evaluating students, reporting progress, and for the periodic review and updating of course material. **2) Qualifications** The instructors must be individually credentialed if a credentialing examination is offered in the concentration that the instructor is teaching and the program is seeking initial or continuing accreditation in the concentration. They must also be qualified by education and experience, and be effective in teaching the subjects assigned. 1. **Clinical Instructor(s)** A clinical instructor must be identified for each clinical affiliate/clinical education center. **1) Responsibilities** A clinical instructor must be available to students whenever he or she is assigned to a clinical setting, provide appropriate clinical supervision, and be responsible for student clinical evaluation. The program must provide a position description for a clinical instructor to carry out educational responsibilities. **2) Qualifications** Clinical instructors must have the appropriate credential for the concentration they are teaching. **C. Curriculum** The curriculum must ensure the achievement of program goals and learning domains. Instruction must be an appropriate sequence of classroom, laboratory, and clinical activities. Instruction must be based on clearly written course syllabi that include course description, course objectives, methods of evaluation, topic outline, and competencies required for graduation. *A desirable program-length goal for the core curriculum and one learning concentration, excluding requisites, is 18 months. Each additional learning concentration should encompass an additional six months of education.* 1. **Curriculum Requisites** The following curriculum requisites must be met prior to the beginning of the core curriculum of the diagnostic medical sonography education program; they must be included in college level courses: Algebra, statistics, or higher mathematics course General college-level physics and/or radiographic physics Communication skills and Human anatomy and physiology *The communication skills requisite may be met by a variety of courses including English, speech, or composition.* The following curriculum requisites must either be met prior to the diagnostic medical sonography education program or be presented within the program at the college level and must include the following: 1. Patient care 2. Medical ethics and law 3. Medical terminology and 4. Pathophysiology 5. **Master Plan** The master plan of education must be sufficiently detailed to provide for continuity, delivery, and ongoing evaluation of the program in the event of staff changes. The master plan of education must be available for review. *Documentation of the program master plan of education should include the following:* *Philosophies and goals of the program and institution* *Curriculum sequence with rationale* *Course outlines, course descriptions, and performance (behavioral) objectives* *Clinical education plan demonstrating correlation with the didactic curriculum* *List of clinical affiliates and contact person for each site* *Performance objectives for clinical education* *Evaluation tools of learning concentration competencies* *Grading policy* *Objectives, evaluation tools, and grading criteria for each course* *Description of evaluation methods for each course* *Program policies* *Internal and external mechanisms for evaluating program effectiveness* 3. **Learning Competencies Common to Each Concentration** The minimum competency offered by the program must include the following: 1. **Utilize oral and written communication.** 1\) Maintainclinical records; 2\) Interact with the interpreting physician or other designated physicians with oral or written summary of findings as permitted by employer policy and procedure 3\) Recognize significant clinical information and historical facts from the patient and the medical records, which may impact the diagnostic examination; 4\) Comprehend and employ appropriate medical terminology, abbreviations, symbols, terms, and phrases; and 5\) Educate other health care providers and the public in the appropriate applications of ultrasound and other diagnostic vascular evaluation, including the following: Medical terminology Sonographic/other vascular terminology Pertinent clinical signs, symptoms, and laboratory tests Pertinent legal principles 1. **Provide basic patient care and comfort.** 1\) Maintain infection control and utilize standard precautions; 2\) Anticipate and be able to respond to the needs of the patient; Demonstrate age related competency (i.e., neonates, pediatric patients, adolescents, adults, and Obstetric patients) Respond appropriately to parental needs Recognize when sedation may be appropriate Demonstrate appropriate care in nursery and intensive care environments (ancillary equipment, thermal, central venous lines, ET tubes, respiratory needs) 3\) Identify life-threatening situations and implement emergency care as permitted by employer procedure, including the following: Pertinent patient care procedures Principles of psychological support Emergency conditions and procedures First aid and resuscitation techniques 4\) Proper patient positioning 1. **Demonstrate knowledge and understanding of human gross anatomy and sectional anatomy.** 1\) Evaluate anatomic structures in the region of interest; and 2\) Recognize the sonographic appearance of normal tissue structures, including the following: Sectional anatomy Embryology Normal sonographic patterns 1. **Demonstrate knowledge and understanding of physiology, pathology, and pathophysiology.** 1\) Obtain and evaluate pertinent patient history and physical findings; 2\) Extend standard diagnostic testing protocol as required by patient history or initial findings; 3\) Review data from current and previous examinations to produce a written/oral summary of technical findings, including relevant interval changes, for the interpreting physician's reference and 4\) Recognize examination findings that require immediate clinical response and notify the interpreting physician of such findings, including the following: Patient interview and examination techniques Chart and referral evaluation Diagnostic testing protocols related to specific disease conditions Physiology including blood flow dynamics Pertinent pathology and pathophysiology Pertinent legal issues 1. **Demonstrate knowledge and understanding of acoustic physics, Doppler ultrasound principles, and ultrasound instrumentation.** 1\) Select the appropriate technique(s) for examination(s) being performed; 2\) Adjust instrument controls to optimize image quality; 3\) Perform linear, area, circumference, and other related measurements from sonographic images or data; 4\) Recognize and compensate for acoustical artifacts 5\) Utilize appropriate devices to obtain pertinent documentation 6\) Minimize patient exposure to acoustic energy 7\) Apply basic concepts of acoustic physics which include the following: Sound production and propagation Interaction of sound and matter Instrument options and transducer selection Principles of ultrasound instruments and modes of operation Operator control options Physics of Doppler Principles of Doppler techniques Methods of Doppler flow analysis Recording techniques Acoustic artifacts 8\) Emerging Technologies 1. **Demonstrate knowledge and understanding of the interaction between ultrasound and tissue and the probability of biological effects in clinical examinations, including the following:** Biologic effects Pertinent in-vitro and in-vivo studies Exposure display indices Generally accepted maximum safe exposure levels ALARA principle 1. **Employ professional judgment and discretion.** 1\) Protect the patient's right to privacy based on current federal standards and regulations; 2\) Maintain confidentiality; and 3\) Adhere to the professional codes of conduct/ethics through the following: Medical ethics Pertinent legal principles Professional interaction skills Professional scopes of practice 1. **Understand the fundamental elements for implementing a quality assurance and improvement program, and the policies, protocols, and procedures for the general function of the ultrasound laboratory, including the following:** Administrative procedures Quality control procedures Elements of quality assurance program Records maintenance Personnel and fiscal management Trends in health care systems 1. **Recognize the importance of continuing education, through the following:** Professional journals Conferences Lectures In-house educational offerings Professional organizations and resources Recent developments in sonography Research statistics and design 1. **Recognize the importance of, and employ, ergonomically correct scanning techniques:** Personal fitness Supports, tools, and devices Equipment adjustments Patient positioning 4. **The General Learning Concentration must include the following:** 5. Demonstrate the ability to perform sonographic examinations of the abdomen, superficial structures, non-cardiac chest, and the gravid and nongravid pelvis according to protocol guidelines established by national professional organizations and the protocol of the employing institution utilizing real-time equipment with both transabdominal and endocavitary transducers, and Doppler display modes. 6. Recognize and identify the sonographic appearance of normal anatomic structures, including anatomic variants and normal Doppler patterns: Liver Biliary system Pancreas Urinary tract Adrenal glands Spleen Prevertebral vessels Peritoneal cavity, including potential spaces Gastrointestinal tract Noncardiac chest Neck Breast Scrotum Prostate Anterior abdominal wall Extremities Brain and spinal cord Musculoskeletal 4. Recognize, identify, and appropriately document the abnormal sonographic and Doppler patterns of disease processes, pathology, and pathophysiology of the structures listed in III.C.4.b. Modify the scanning protocol based on the sonographic findings and the differential diagnosis: History and physical examination Related imaging, laboratory, and functional testing procedures Clinical differential diagnosis Role of ultrasound in patient management Sonographic and Doppler patterns in clinical diseases that may occur in the following categories: Iatrogenic Degenerative Inflammatory Traumatic Neoplastic Infectious Obstructive Congenital Metabolic Immunologic 1. Recognize and identify the sonographic appearance of normal anatomic structures of the female pelvis, including anatomic variants and normal Doppler patterns: Reproductive system Pelvic muscles Suspensory ligaments Peritoneal spaces Pelvic vasculature 1. Recognize and identify the sonographic appearance of normal maternal, embryonic, and fetal anatomic structures during the first, second, and third trimesters: Sectional anatomy Pertinent measurement techniques Doppler applications 1. Recognize, identify, and appropriately document the sonographic appearance of gynecologic disease processes, pathology, and pathophysiology: History and physical examination Related imaging, laboratory, and functional testing procedures Differential diagnosis Role of ultrasound in patient management Abnormal sonographic patterns: Iatrogenic Degenerative Inflammatory Traumatic Neoplastic Infectious Obstructive Congenital Metabolic Immunologic Contraceptive devices Infertility procedures Doppler applications 1. **Recognize, identify, and appropriately document the sonographic appearance of obstetric abnormalities, disease, pathology, and pathophysiology:** History and physical examination Related imaging, laboratory, and functional testing procedures Differential diagnosis Role of ultrasound in patient management Use of three-dimensional obstetric sonography Abnormal sonographic characteristics in pregnancy: Placenta Congenital/genetic anomalies Growth abnormalities Amniotic fluid Viability Multiple gestation Fetal monitoring Maternal factors Postpartum Fetal therapy 1. **Demonstrate knowledge and understanding of the role of the sonographer in performing interventional/invasive procedures.** 2. **The Cardiac Learning Concentration must include the following:** 3. **Demonstrate knowledge of normal and abnormal cardiac anatomy:** Embryology and fetal cardiac development Cardiac chambers and septation Valve anatomy and dynamics Coronary artery anatomy Relationships of cardiac chambers and great vessels 1. **Demonstrate knowledge of normal cardiovascular physiology:** Hemodynamics Ventricular function, including influence of loading conditions and measurement of cardiac output Exercise physiology Electrophysiology and conduction system Pulmonary vascular disease 1. **Demonstrate knowledge and understanding of cardiac pathology, pathophysiology, and hemodynamics in different types of cardiac disease:** Valvular heart disease Ischemic cardiac disease Cardiomyopathy Pericardial disease Congenital heart disease Cardiac neoplasms and masses Cardiac trauma Pulmonary vascular disease Diseases of the aorta and great vessels 1. **Demonstrate knowledge and understanding of clinical cardiology:** Relationship of echocardiography to history and physical examination (including indications for echocardiography) Differential diagnosis as it relates to the echocardiographic examination Cardiovascular surgery and interventional cardiology Effect of systemic diseases on cardiovascular anatomy and physiology 1. **Demonstrate knowledge of other cardiac procedures emphasizing indications, utility, and limitations of these procedures:** Angiography and cardiac catheterization Electrocardiography, electrophysiologic studies, Holter monitoring Stress testing Radionuclide studies Other tomographic imaging procedures Phonocardiography and external pulse recording 1. **Demonstrate proficiency in the performance of M-mode, two-dimensional, and Doppler (pulsed wave, continuous wave, color flow and power) echocardiographic studies.** 2. **Recognize, identify, and appropriately document the abnormal echocardiographic and Doppler patterns of disease, pathology, and pathophysiology for the disease categories listed** 3. **Demonstrate knowledge and understanding of the indications, utility, limitations, and technical procedures for related echocardiographic studies:** Stress echocardiography Transesophageal echocardiography Intraoperative echocardiography Contrast echocardiography Three-dimensional echocardiography Echo-guided procedures 1. **Demonstrate knowledge and understanding of clinical pharmacology as it relates to echocardiography and provocative maneuvers:** Cardiovascular pharmacology Theory and use of provocative stress agents Non-pharmacologic stress Potential effects of cardiac medications on echocardiographic findings 1. **Demonstrate knowledge, understanding, and proficiency in the use of quantitation principles applied to echocardiographic images and flow data:** Standard M-mode, two-dimensional, and Doppler measurements and calculations Knowledge and understanding of normal and abnormal values for M-mode, two-dimensional and Doppler echocardiography Evaluation of normal and abnormal ventricular function Evaluation of the severity of valve stenosis and regurgitation Knowledge of normal and abnormal cardiovascular hemodynamics and flow patterns 6. **The Pediatric Cardiac Learning Concentration must include the following:** 7. **Demonstrate knowledge of normal and abnormal cardiac anatomy (adult, pediatric, and fetal):** Embryology and fetal cardiac development Segmental approach Cardiac chambers and septation Valve anatomy and dynamics Coronary artery anatomy Relationships of cardiac chambers and great vessels Mediastinal structures Arch anatomy Pulmonary artery and venous anatomy Systemic venous return 1. **Demonstrate knowledge of normal cardiovascular physiology as appropriate to the patient or fetus with congenital heart disease:** Hemodynamics Ventricular function, including influence of loading conditions and measurement of cardiac output Exercise physiology Electrophysiology and conduction system Pulmonary vascular disease Fetal physiology Transitional Neonatal physiology 1. **Demonstrate knowledge and understanding of cardiac pathology, pathophysiology, and hemodynamics in different types of cardiac disease as appropriate in the fetus or patient with congenital heart disease:** Valvular heart disease Ischemic cardiac disease Cardiomyopathy Pericardial disease Congenital heart disease Situs abnormalities Defects in cardiac septation Abnormalities in atrial-ventricular connections Ventricular hypoplasia Ventricular Inflow anomalies Abnormalities in ventriculoarterial connection Ventricular outflow anomalies Abnormal vascular (arterial and venous) connections Abnormalities within cardiac chambers, vessels and thorax Post operative repair Cardiac neoplasms and masses Cardiac trauma Pulmonary vascular disease Diseases of the aorta and great vessels 1. **Demonstrate knowledge and understanding of clinical cardiology as appropriate to the fetus and patient with congenital heart disease:** Relationship of echocardiography to history and physical examination (including indications for echocardiography) - diagnostic approach to congenital heart disease Acquired heart disease and noncardiac disease and effects of systemic diseases on cardiovascular anatomy and physiology Differential diagnosis as it relates to the echocardiographic examination Arrhythmias Genetic syndromes and chromosomal anomalies associated with congenital heart disease (CHD) Cardiovascular surgery and interventional cardiology Post-operative repair evaluation Current and future approaches to caring for the fetus identified with CHD Current and future approaches to caring for the pediatric patient with CHD Current and future approaches to caring for the adult patient with CHD 1. **Demonstrate knowledge of other cardiac procedures emphasizing indications, utility, and limitations of these procedures:** Chest X-ray Angiography and cardiac catheterization Electrocardiography, electrophysiologic studies, Holter monitoring Stress testing Radionuclide studies Tomographic imaging procedures (CT, MRI) Fetal interventions for congenital heart disease 1. **Demonstrate proficiency in the performance of M-mode, two-dimensional, and Doppler (pulsed wave, continuous wave, color flow) echocardiographic studies.** 2. **Recognize, identify, and appropriately document the abnormal echocardiographic and Doppler patterns of disease, pathology, and pathophysiology for the disease categories (knowledge of additional views to obtain based on patient history).** 3. **Demonstrate knowledge and understanding of the indications, utility, limitations, and technical procedures for related echocardiographic studies:** Stress echocardiography Transesophageal echocardiography Intraoperative echocardiography Contrast echocardiography Three-dimensional echocardiography Echo-guided procedures Strain echocardiography Targeted obstetric exam 1. **Demonstrate knowledge and understanding of clinical pharmacology as it relates to echocardiography and provocative maneuvers:** Cardiovascular pharmacology Theory and use of provocative stress agents Non-pharmacologic stress Potential effects of cardiac medications on echocardiographic findings 1. **Demonstrate knowledge, understanding, and proficiency in the use of quantitation principles applied to echocardiographic images and flow data:** Standard M-mode, two-dimensional, and Doppler measurements and calculations (which should be normalized based on body surface area, and/or other biometric measurements for the fetus) Knowledge and understanding of normal and abnormal values for M-mode, two-dimensional and Doppler echocardiography Evaluation of normal and abnormal ventricular function Evaluation of the severity of valve stenosis and regurgitation Knowledge of normal and abnormal cardiovascular hemodynamics and flow patterns Knowledge of normal and abnormal sonographic appearances of peripheral vascular anatomy (i.e., branches of pulmonary artery, branches of aortic arch) Miscellaneous measurements specific to patient history 7. **The Vascular Learning Concentration must include the following:** 8. **Demonstrate knowledge of normal and abnormal vascular anatomy:** Extremity Arterial (upper and lower) Extremity Venous (upper and lower) Cerebrovascular: extracranial and intracranial Abdominal Vasculature: arterial and venous Special circulations: arterial and venous 1. **Demonstrate knowledge of normal and abnormal vascular physiology;** Normal and Abnormal Arterial and Venous Hemodynamics: Flow physics Exercise physiology Effects of collateralization on Hemodynamics 1. **Demonstrate knowledge and understanding of vascular physiology, pathophysiology, and hemodynamics in the different types of vascular disease/dysfunction:** Iatrogenic Degenerative Inflammatory Traumatic Neoplastic Infectious Obstructive Congenital Metabolic Immunologic Flow changes secondary to other states, e.g., cardiac diseases, pulmonary diseases, pregnancy, inflammatory diseases, intracranial and extracranial disease, anemia Pharmacology 1. **Demonstrate knowledge and understanding of clinical vascular diagnostic procedures:** Relationship of vascular diagnostic techniques to patient history and physical examination Knowledge of appropriate indications for vascular examination Differential diagnosis as it relates to vascular testing and examination Vascular surgery and interventional vascular procedures including intravascular ultrasound, angioscopy, transluminal angioplasty with and without stenting, atherectomy, endarterectomy, patch graft endarterectomy, vein and synthetic vascular bypass procedures as well as embolectomy and thrombectomy, radio-frequency and laser vein ablation, endovascular repair 1. **Demonstrate knowledge of other vascular procedures emphasizing indications, utility, and limitations of these procedures:** Angiography Venography Magnetic resonance angiogram Magnetic resonance flow meters Computed tomography Nuclear medicine vascular procedures 1. **Knowledge of importance and impact of other laboratory values and invasive and non-invasive testing/imaging modalities.** 2. **Demonstrate proficiency in the performance of physiologic testing (including volume pulse recording, pressure measurements, plethysmography, and stress testing), real-time ultrasound imaging, and Doppler evaluation (pulsed and continuous wave, color and power flow) as relates to the vasculature. Vascular testing proficiency must be demonstrated in the following areas:** Extracranial Cerebrovascular Intracranial Cerebrovascular (transcranial Doppler) Extremity Arterial (upper and lower) Extremity Venous (upper and lower) Visceral Vascular (renal artery, mesenteric/splanchnic, hepatoportal) 1. **Demonstrate knowledge and understanding of clinical pharmacology as it relates to vascular evaluation and stress testing:** Vasoactive relationships Potential effects of medications on vascular diagnostic findings 1. **Demonstrate knowledge, understanding, and proficiency in the use of quantitative principles applied to vascular testing:** Ankle/brachial pressure ratios Segmental pressures Aorta/renal ratios Resistive index Pulsatility index Internal carotid artery to common carotid artery ratio Percentage velocity change across stenosis for grading arterial lesions Area and diameter reduction measurements Knowledge of normal and abnormal vascular flow patterns and waveform morphology **D. Resource Assessment** The program must, at least annually, assess the appropriateness and effectiveness of the resources described in these **Standards.** The results of resource assessment must be the basis for ongoing planning and appropriate change. An action plan must be developed when deficiencies are identified in the program resources. Implementation of the action plan must be documented and results measured by ongoing resource assessment. **IV. Student and Graduate (Outcomes) Evaluation/Assessment** 1. **Student Evaluation** 2. **Frequency and purpose** Evaluation of students must be conducted on a recurrent basis and with sufficient frequency to provide both the students and program faculty with valid and timely indications of the students’ progress toward and achievement of the competencies and learning domains stated in the curriculum. *The supervising sonographer/vascular technologist should be identified on all student clinical education records.* 2. **Documentation** Records of student evaluations must be maintained in sufficient detail to document learning progress and achievements. Records indicating the number and type of procedures performed by the student, the examination findings, the extent of student supervision, and the level of involvement of the student in scanning/performance must be maintained and must document that all students meet the minimum numbers of procedures and types of procedures established by the program. 1. **Outcomes** 2. **Outcomes Assessment** The program must periodically assess its effectiveness in achieving its stated goals and learning domains. The results of this evaluation must be reflected in the review and timely revision of the program. Outcomes assessments include, but are not limited to: national credentialing examination performance, programmatic retention/attrition, graduate satisfaction, employer satisfaction, and job (positive) placement. The program must meet the outcomes assessment thresholds. *“Positive Placement” means that the graduate is employed full or part-time in a related field; and/or continuing his/her education, and/or serving in the military.* *“National credentialing examinations” are those accredited by the National Commission for Certifying Agencies (NCCA) or American National Standards Institute (ANSI). Participation and pass rates on national credentialing examination(s) performance may be considered in determining whether or not a program meets the designated threshold, provided the credentialing examination(s), or alternative examination(s) offered by the same credentialing organization, is/are available to be administered prior to graduation from the program. Results from said alternative examination(s) may be accepted, if designated as equivalent by the same organization whose credentialing examination(s) is/are so accredited.* 2. **Outcomes Reporting** The program must periodically submit to the JRC-DMS its goal(s), learning domains, evaluation systems (including type, cut score, and appropriateness), outcomes, its analysis of the outcomes and an appropriate action plan based on the analysis. Programs not meeting the established thresholds must begin a dialogue with the JRC-DMS to develop an appropriate plan of action to respond to the identified shortcomings. **V. Fair Practices** 1. **Publications and Disclosure** 2. Announcements, catalogs, publications, and advertising must accurately reflect the program offered 3. At least the following must be made known to all applicants and students: the sponsor’s institutional and programmatic accreditation status as well as the name, mailing address, web site address, and phone number of the accrediting agencies; admissions policies and practices, including technical standards (when used); policies on advanced placement, transfer of credits, and credits for experiential learning; number of credits required for completion of the program; tuition/fees and other costs required to complete the program; policies and processes for withdrawal and for refunds of tuition/fees. 4. At least the following must be made known to all students: academic calendar, student grievance procedure, criteria for successful completion of each segment of the curriculum and graduation, policies for student leave of absence, exposure to blood borne pathogens, communicable diseases, and pregnancy, and policies and processes by which students may perform clinical work while enrolled in the program. 5. The sponsor must maintain, and provide upon request, current and consistent information about student/graduate achievement that includes the results of one or more of the outcomes assessments required in these **Standards***.* *The sponsor should develop a suitable means of communicating to the communities of interest the achievement of students/graduates* 1. **Lawful and Non-discriminatory Practices** All activities associated with the program, including student and faculty recruitment, student admission, and faculty employment practices, must be non-discriminatory and in accordance with federal and state statutes, rules, and regulations. There must be a faculty grievance procedure made known to all paid faculty. *A procedure should be established for determining that a student's health will permit him or her to meet the documented technical standards of the program*. 1. **Safeguards** The health and safety of patients, students, and faculty associated with the educational activities of the students must be adequately safeguarded. All activities required in the program must be educational and students must not be substituted for staff. The program must ensure voluntary and prudent use of students or other human subjects for non-clinical scanning. Students’ grades and evaluations must not be affected by participation or non-participation. The combined total didactic/clinical involvement of the student in the program must not exceed 40 hours per week. *Students should be informed of and have access to the health care services provided to all other students of the institution.* 1. **Student Records** Satisfactory records must be maintained for student admission, advisement, counseling, and evaluation. Grades and credits for courses must be recorded on the student transcript and permanently maintained by the sponsor in a safe and accessible location. 1. **Substantive Change** The sponsor must report substantive change(s) as described in Appendix A to CAAHEP/JRC-DMS in a timely manner. Other substantive change(s) to be reported to JRC-DMS within the time limits prescribed include: 1. Changes in affiliates 2. Added or deleted learning concentrations 3. Institution's mission or objectives if these will affect the program 4. Addition of courses that represent a significant departure in content or in method of delivery 5. Degree or credential level 6. Substantial change in clock or credit hours for successful completion of a program or in the length of a program. 7. **Agreements** There must be a formal affiliation agreement or memorandum of understanding between the sponsor and all other entities that participate in the education of the students describing the relationship, role, and responsibilities between the sponsor and that entity. *The delineation of responsibilities should include student supervision, benefits, liability and financial arrangements, if any. The agreement should include a clause to protect students and to ensure due process.* *An affiliate is an institution having adequate resources to provide a broad range of appropriate clinical education opportunities for students.* *A clinical education center is a department, division, or other designated part of a clinical affiliate having adequate resources to provide clinical education opportunities for students. Multiple clinical education centers may be identified within a clinical affiliate.* APPENDIX A Application, Maintenance and Administration of Accreditation 1. **Program and Sponsor Responsibilities** 2. **Applying for Initial Accreditation** 3. The chief executive officer or an officially designated representative of the sponsor completes a “Request for Accreditation Services” form The “Request for Accreditation Services” form can be found online via the CAAHEP website at www.caahep.org. The form can be completed on-line and submitted directly to the JRC-DMS via the CAAHEP website (preferred); completed on-line, printed, signed and mailed to the JRC-DMS; or it can be printed as a blank form, completed, signed and mailed to: JRC-DMS 6021 University Blvd. Suite 500 Ellicott City, MD 21043 **Note:** There is **no** CAAHEP fee when applying for accreditation services; however, individual committees on accreditation may have an application fee. 1. The program undergoes a comprehensive review, which includes a written self-study report and an on-site review. The self-study instructions and report form are available from the JRC-DMS. The on-site review will be scheduled in cooperation with the program and JRC-DMS once the self-study report has been completed, submitted, and accepted by the JRC-DMS. 2. **Applying for Continuing Accreditation** 3. Upon written notice from the JRC-DMS, the chief executive officer or an officially designated representative of the sponsor completes a “Request for Accreditation Services” form. The “Request for Accreditation Services” form can be found online via the CAAHEP website at www.caahep.org. The form can be completed on-line and submitted directly to the JRC-DMS via the CAAHEP website (preferred); completed on-line, printed, signed and mailed to the JRC-DMS; or it can be printed as a blank form, completed, signed and mailed to: JRC-DMS 6021 University Blvd. Suite 500 Ellicott City, MD 21043 1. The program may undergo a comprehensive review in accordance with the policies and procedures of the JRC-DMS. If it is determined that there were significant concerns with the on-site review, the sponsor may request a second site visit with a different team. After the on-site review team submits a report of its findings, the sponsor is provided the opportunity to comment in writing and to correct factual errors prior to the JRC-DMS forwarding a recommendation to CAAHEP. Diagnostic Medical Sonography 20 3. **Administrative Requirements for Maintaining Accreditation** 4. The program must inform the JRC-DMS and CAAHEP within a reasonable period of time (as defined by JRC-DMS and CAAHEP policies) of changes in chief executive officer, dean of health professions or equivalent position, and required program personnel. 1. The sponsor must inform CAAHEP and the JRC-DMS of its intent to transfer program sponsorship. To begin the process for a Transfer of Sponsorship, the current sponsor must submit a letter (signed by the CEO or designated individual) to CAAHEP and the JRC-DMS that it is relinquishing its sponsorship of the program. Additionally, the new sponsor must submit a “Request for Transfer of Sponsorship Services” form. The JRC-DMS has the discretion of requesting a new self-study report with or without an on-site review. Applying for a transfer of sponsorship does not guarantee that the transfer of accreditation will be granted. 1. The sponsor must promptly inform CAAHEP and the JRC-DMS of any adverse decision affecting its accreditation by recognized institutional accrediting agencies and/or state agencies (or their equivalent). 2. Comprehensive reviews are scheduled by the JRC-DMS in accordance with its policies and procedures. The time between comprehensive reviews is determined by the JRC-DMS and based on the program’s on-going compliance with the Standards, however, all programs must undergo a comprehensive review at least once every ten years. 3. The program and the sponsor must pay JRC-DMS and CAAHEP fees within a reasonable period of time, as determined by the JRC-DMS and CAAHEP respectively. 4. The sponsor must file all reports in a timely manner (self-study report, progress reports, annual reports, etc.) in accordance with JRC-DMS policy. 5. The sponsor must agree to a reasonable on-site review date that provides sufficient time for CAAHEP to act on a JRC-DMS accreditation recommendation prior to the “next comprehensive review” period, which was designated by CAAHEP at the time of its last accreditation action, or a reasonable date otherwise designated by the JRC-DMS. Failure to meet any of the aforementioned administrative requirements may lead to administrative probation and ultimately to the withdrawal of accreditation. CAAHEP will immediately rescind administrative probation once all administrative deficiencies have been rectified. 4. **Voluntary Withdrawal of a CAAHEP- Accredited Program** Voluntary withdrawal of accreditation from CAAHEP may be requested at any time by the Chief Executive Officer or an officially designated representative of the sponsor writing to CAAHEP indicating: the desired effective date of the voluntary withdrawal, and the location where all records will be kept for students who have completed the program. 5. **Requesting Inactive Status of a CAAHEP- Accredited Program** Inactive status may be requested from CAAHEP at any time by the Chief Executive Officer or an officially designated representative of the sponsor writing to CAAHEP indicating the desired date to become inactive. No students can be enrolled or matriculated in the program at any time during the time period in which the program is on inactive status. The maximum period for inactive status is two years. The sponsor must continue to pay all required fees to the JRC-DMS and CAAHEP to maintain its accreditation status. To reactivate the program the Chief Executive Officer or an officially designated representative of the sponsor must notify CAAHEP of its intent to do so in writing to both CAAHEP and the JRC-DMS. The sponsor will be notified by the JRC-DMS of additional requirements, if any, that must be met to restore active status. If the sponsor has not notified CAAHEP of its intent to re-activate a program by the end of the two-year period, CAAHEP will consider this a “Voluntary Withdrawal of Accreditation.” 1. **CAAHEP and Committee on Accreditation Responsibilities – Accreditation Recommendation Process** 2. After a program has had the opportunity to comment in writing and to correct factual errors on the on-site review report, the JRC-DMS forwards a status of public recognition recommendation to the CAAHEP Board of Directors. The recommendation may be for any of the following statuses: initial accreditation, continuing accreditation, transfer of sponsorship, probationary accreditation, withhold accreditation, or withdraw accreditation. The decision of the CAAHEP Board of Directors is provided in writing to the sponsor immediately following the CAAHEP meeting at which the program was reviewed and voted upon. 2. Before the JRC-DMS forwards a recommendation to CAAHEP that a program be placed on probationary accreditation, the sponsor must have the opportunity to request reconsideration of that recommendation or to request voluntary withdrawal of accreditation. The JRC-DMS reconsideration of a recommendation for probationary accreditation must be based on conditions existing both when the committee arrived at its recommendation as well as on subsequent documented evidence of corrected deficiencies provided by the sponsor. The CAAHEP Board of Directors’ decision to confer probationary accreditation is not subject to appeal. 3. Before the JRC-DMS forwards a recommendation to CAAHEP that a program’s accreditation be withdrawn or that accreditation be withheld, the sponsor must have the opportunity to request reconsideration of the recommendation, or to request voluntary withdrawal of accreditation or withdrawal of the accreditation application, whichever is applicable. The JRC-DMS reconsideration of a recommendation of withdraw or withhold accreditation must be based on conditions existing both when the JRC-DMS arrived at its recommendation as well as on subsequent documented evidence of corrected deficiencies provided by the sponsor. The CAAHEP Board of Directors’ decision to withdraw or withhold accreditation may be appealed. A copy of the CAAHEP “Appeal of Adverse Accreditation Actions” is enclosed with the CAAHEP letter notifying the sponsor of either of these actions. At the completion of due process, when accreditation is withheld or withdrawn, the sponsor’s Chief Executive Officer is provided with a statement of each deficiency. Programs are eligible to re-apply for accreditation once the sponsor believes that the program is in compliance with the accreditation *Standards*. Any student who completes a program that was accredited by CAAHEP at any time during his/her matriculation is deemed by CAAHEP to be a graduate of a CAAHEP-accredited program. # Transfer or Returning Student Application for Admission **ARKANSAS STATE UNIVERSITY** **COLLEGE OF NURSING AND HEALTH PROFESSIONS** Radiologic Sciences Diagnostic Medical Sonography Program** **APPLICATION FOR ADMISSION** **(Returning or Transfer Students)** Application material must be postmarked by **April 1^st** for admittance into the specialty programs. Applications are reviewed after the application deadline and are ***not*** reviewed on a first served basis. Faxed applications will not be accepted. Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ _{Last First Middle} E-mail: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Phone Numbers: ( ) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_home ( ) \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ cell Present Address: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ City State Zip Permanent Address: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ City State Zip List your work experiences in health care institutions: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Have you ever participated in a MASH (Medical Applications of Science in Health) program or a CHAMPS (Community Health Applied for Medical Public Service) program? If yes, when and where? (For statistical purposes only) Notification of admission decision should be sent to: \_\_\_\_\_ present address \_\_\_\_\_\_or permanent address. If applicant does not indicate choice, notification will be sent to the first address given above. If your name, address or phone number changes during the application process, please notify the Radiologic Sciences Department of these changes. (870) 972-3073 Students applying to the Diagnostic Medical Sonography program must also apply for admission to Arkansas State University. Please see the ASU website for admission information at [http://admissions.astate.edu/](http://admissions.astate.edu/) or contact the Office of Admissions and Records, P. O. Box 1630, State University (Jonesboro), AR 72467. Phone: (870) 972-3024. **APPLICATION PACKET** Only completed packets will be accepted and must be returned to the Program Director. With this form, applicants are required to submit the following documents: 1. College/Hospital Transcript(s) of all work attempted 2. DMS application form 3. Essay describing yourself and why you want to enter the DMS program 4. Modality/Clinic Evaluation form Students accepted into the DMS program will be expected to travel to assigned clinical affiliates and will be responsible for transportation and all expenses related to travel. I hereby affirm that all information supplied on this application is complete and accurate. It is my understanding that I will not be considered for admission to this program until I have submitted all credentials specified by the set date. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date Signature For applicants who are proficient in the Spanish language: Actualmente en la región que sirve ASU, se necesitan profesionales de la salud que hablen español. Por favor, indique aquí si usted tiene esta habilidad. Se da crédito adicional a los candidatos que puedan demostrar esta competencia. La facultad de idiomas extranjeros de ASU administra la prueba de habilidad en español. Por favor, póngase en contacto con el programa de Ciencia Radiologica para arreglar una cita para tomar el examen. Please submit application packet to: **A-State Diagnostic Medical Sonography Program** **Program Director** **P.O. Box 910** **State University (Jonesboro), AR 72467-0910** **Arkansas State University** **College of Nursing & Health Professions** **Criminal Background** Student name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ I understand that criminal background checks may occur as part of my professional education at ASU. Evidence of a previous charge or conviction of a felony/misdemeanor on my record may affect my progress in this program. While the faculty cannot realistically determine whether this will have any future impact on my ability to work in my profession, I do understand that the following issues could arise during my time as a student or as a graduate of the program. 1. Certain rotation sites could deny me access for rotation. 2. Hospitals or other health care institutions could refuse to allow me access for a clinical experience. 3. The above two issues could make it impossible for me to complete the clinical portion of my education and therefore not graduate. 4. Upon graduation, a state licensing agency could refuse to grant me a license. 5. As a licensed professional, certain health care institutions could refuse to grant me privileges. 6. There could be other, unforeseen, impacts of this incident on my ability to practice as a professional. Student signature: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ # 8-Semester Degree Plan 26-27 BSRS+Sono **Eight-Semester Degree Plan** **Bachelor of Science ** **Major in Radiologic Sciences** **Emphasis in Diagnostic Medical Sonography** ** 2026-2027**

Year 1 (Pre-Radiology)
Fall Semester				Spring Semester
Course No.	Course Name	Hrs	Gen Ed	Course No.	Course Name	Hrs	Gen Ed
ENGL 10103	English 1	3	x	ENGL 10203	English II	3	x
MATH 11003	College Algebra	3	x	RADG 33103	Intro to Radiography	3
RASG 11002	Making Connections	2		RADG 33102	Radiation Physics and Imaging	2
BIOL 24003	Anatomy and Physiology I	3	x	ECON 22333	Economic Issues and Concepts	3	x
BIOL 24001	Anatomy and Physiology Lab I	1	x		Physical Science (choose from list)	4	x
PSYC 11003	Intro to Psychology	3	x
RADG 10001	Intro to Medical Imaging	1
Total Hours:		16		Total Hours:		15
Year 2 (Radiology)
Summer Semester				Fall Semester
Course No.	Course Name	Hrs	Gen Ed	Course No.	Course Name	Hrs	Gen Ed
RADG 33253/33101	Radiographic Procedures I & Lab	4		RADG 33203/33201	Radiographic Procedures II & lab	4
	U.S. History or Gov’t	3	x	RADG 33232	Radiography Clinical II	3
	Social Science (choose from list)	3	x	RADG 33303	Image Acquisition & Evaluation I	3
	Humanities (choose from list)	3	x	RADG 44403	Image Acquisition & Evaluation II	3
				SPCH 10003	Oral Communication	3	x
	Total Hours:	13			Total Hours:	16

Spring Semester				Summer Semester
Course No.	Course Name	Hrs	Gen Ed	Course No.	Course Name	Hrs	Gen Ed
RADG 33202	Imaging Equipment	2		DMSO 44102	Small Parts Sonography	2
RADG 44103	Radiographic Procedures III	3		DMSO 44132	Into to Sonography Lab	2
RADG 44101	Radiographic Procedures III Lab	1		DMSO 31103	Sectional Anatomy Sonography	2
RADG 44132	Radiobiology	2		DMSO 44501	Ultrasound Clinic I	1
RADG 44203	Radiography Clinical III	3		RADG 33232	Radiography Clinical I	2
HPMT 22003	Medical Terminology	3		RADG 44142	Radiographic Procedures IV	2
	Total Hours:	14			Total Hours:	11

Year 3 (Specialty)
Fall Semester
Course No.	Course Name	Hrs	Gen Ed
DMSO 31003	Physics and Instrumentation I	3
DMSO 32003	Abdomen Sonography	3
DMSO 44232	Abdomen Sonography Lab	2
DMSO 44533	Ultrasound Clinic II	3
DMSO 43003	Ob/Gyn Sono I	3
	Total Hours:	14


Spring Semester				Summer Semester
Course No.	Course Name	Hrs	Gen Ed	Course No.	Course Name	Hrs	Gen Ed
DMSO 44602	Ob/Gyn Sono II	2		DMSO 44534	Ultrasound Clinic IV	4
DMSO 44302	Ob/Gyn Lab	2		DMSO 32203	Vascular Sonography	3
DMSO 44503	Physics and Instrumentation II	3
DMSO 44652	Special Proc in Sono	2
DMSO 44603	Ultrasound Clinic III	3
	Fine Arts (choose from list)	3	x
	Total Hours:	15			Total Hours:	7

				Total Degree Hours:		121

Students requiring developmental course work based on low entrance exam scores (ACT, SAT, ASSET, COMPASS) may not be able to complete this program of study in eight (8) semesters. Developmental courses do not count toward total degree hours. **Students having completed college level courses prior to enrollment will be assisted by their advisor in making appropriate substitutions. In most cases, general education courses may be interchanged between semesters.** A minimum of 45 hours of upper-level credit (3000-4000 level) is required for this degree. Mandatory state and institutional assessment exams will be required during your degree program. ***Failure to participate in required assessments may delay graduation.*** **Additional Information:** \*Application deadline is April 1^st of each year, with acceptance occurring in May after final exams. \*The radiography portion of the program will begin in June; clinicals begin in August. \*Students will declare a specialty area after one year in the radiography program. \*One cohort graduates every August.