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Bachelor of Science in Respiratory Therapy,
RRT to BSRT Degree Completion

Respiratory therapists assess and manage a wide array of patients, from neonates with underdeveloped lungs to seniors with lung diseases.

As the field evolves, it's increasingly focusing on holistic care—encompassing acute care, preventive measures, and patient education.

The American Association for Respiratory Care (AARC) acknowledges that a bachelor's degree represents the future of the profession. With the Bachelor of Science in Respiratory Therapy from Nebraska Methodist College, you're poised to rise as an industry leader.

best online bachelors respiratory therapy 2019

Data from the Bureau of Labor Statistics suggests that in May 2023, a Respiratory Therapist's median salary was $77,960 annually ($37.48 hourly). The forecast also shows an encouraging 13% growth for this profession from 2022 to 2032. Furthermore, for 2024, ranked NMC's RRT to BSRT degree as the 6th best online bachelor's degree in respiratory therapy nationwide.

NMC proudly ranks as the 4th best online bachelor's degree in respiratory therapy in the country by Best Colleges in 2019.


Furthermore, for 2022, Intelligent ranked NMC's RRT to BSRT degree as the 11th best online bachelor's degree in respiratory therapy nationwide. A standout feature recognized was NMC's specialized options, the best in its category. 

The ranking commended NMC for having the best specialization options among the top group.

RRT to BSRT Program Perks
  • Entirely online coursework allows uninterrupted practice in your locality.
  • Clinical hours are not a prerequisite.
  • Syllabi reflect the dynamic role of respiratory therapists, incorporating health promotion, leadership, health education, case management, and healthcare policy insights.
  • Emphasizes the all-encompassing nature of respiratory care.
  • Option to select from two advanced practice tracks: Education & Research or Healthcare Management & Leadership.
  • A generous grant of six credits for "Credit for Prior Learning" is given to those entering with an advanced RRT certification.
  • Interested in minoring in Spanish? Find out more
  • CoARC Respiratory Therapy Program Goals and Outcomes

Accreditation & Licensure

Nebraska Methodist College (NMC) is fully accredited by the Commission on Accreditation for Respiratory Care. The Bachelor of Science in Respiratory Therapy (BSRT) degree advancement, CoARC Program ID 510010, holds Provisional Accreditation from the Commission on Accreditation for Respiratory Care,

Students must pass the two National Board for Respiratory Care exams (Therapist Multiple Choice and Clinical Simulation exams) and earn the Registered Respiratory Therapist (RRT) credential before graduation from the program. This is a CoARC accreditation requirement.

Admissions Information


Applicants are evaluated on the basis of the following criteria:

  • Graduation from a CoARC-approved respiratory care program.
  • Must complete RRT advanced credential by the end of the fourth year prior to graduation.
  • Minimum cumulative GPA of 2.5.
  • College record.
  • Non-Nebraska residents or students planning to practice outside the state of Nebraska meet State Authorization requirements.


To be considered for admission the following items must be submitted to the Admissions Office:


Prospective students may apply anytime and are accepted on a rolling basis. Applications will be reviewed upon receipt and students will be notified of their acceptance by letter or phone.

Starting Term - Fall 2024

Standard Deadline - Deadlines for Fall 2024 have been extended. Please contact admissions for more details.

Costs & Financial Aid

NMC is committed to helping you find every avenue to finance your education. View the Tuition by Program & Degree page for a comprehensive list of all fees.

Cost Per Credit Hour


NMC Scholarships

NMC Scholarships consist of funds generously provided by the Methodist Hospital Foundation to assist our students.

Student Grants or Loans

Visit our Financial Aid page to learn more about what's available and how to apply.

Employee Education Benefits

Employees of Methodist Health System can find details on the MHS Intranet.

External Scholarships

Visit our Scholarships page to learn more.

Calculate Your Net Price

Nebraska Methodist College Net Price Calculator.


The program requires a minimum of 129 credit hours. All students are required to complete specific coursework. This list should only be used as a curriculum guide. Course listings and required curriculum are subject to change. 

Included within this list is the Educated Citizen Core Curriculum. All students seeking to complete an undergraduate degree at Nebraska Methodist College must complete this set of Arts and Sciences requirements.

First year - First Semester

COM 255/262
Access to healthcare is greatly affected by one's command of language. Students in this course engage in the exploration of language and culture then apply these concepts to the healthcare environment through service-learning and community engagement. Students develop practical communication skills that enable effective cross-cultural work with health professionals and clients with backgrounds different from their own. This course lasts over the entire semester.

HUM 150
There is a strong relationship between thinking clearly and expressing thoughts in formal writing and public speaking. Using the skills of logic and critical thinking, students will examine ideas, analyze and evaluate the arguments of others, and advocate for their own ideas. Students will be introduced to the NMC Portfolio process. HUM 150 is to be taken in the first semester, unless designated in the second semester by the program of study.

First year - Second Semester

COM 102
This course invites students to explore the underlying principles of effective speech communication, with special applications to workplace environments. Students study and discuss the broad-based oral and nonverbal dimensions of effective speech interactions and effective public speaking and then apply the principles in public speeches.

HUM ---
Students may choose a World of Ideas elective course. The course must be categorized within one of the following three sections: The World of Ideas: Human Connection The World of Ideas: Historical Perspectives The World of Ideas: The Arts See All Humanities Course Descriptions for specific course information.

PSY 101/215
PSY 101     INTRODUCTION TO PSYCHOLOGY This course offers students an engaging introduction to the essential topics in the field of psychology. Throughout this scientific study of human behavior and the mind, students will survey and gain insight into the history of the field of psychology, as well as explore current theories and issues in areas such as wellness, emotion, cognition, motivation, perception, consciousness, social and personality, and memory. PSY 215     LIFESPAN DEVELOPMENT The Lifespan perspective involves several basic contentions: development is life-long, multidimensional, multi-directional, plastic, historically embedded, multi-disciplinary and contextual. Three imperative developmental issues are explored: maturation and experience, continuity and discontinuity and stability and change. Students study how humans develop and how they become who they are.

First year - Third Semester

HUM ---
Students may choose a World of Ideas elective course. The course must be categorized within one of the following three sections: The World of Ideas: Human Connection The World of Ideas: Historical Perspectives The World of Ideas: The Arts See All Humanities Course Descriptions for specific course information.

HUM 213
This course introduces students to theories and practices of individual, communal and societal obligations. Moral inquiry in the course proceeds from a philosophical basis, with an emphasis on varied professional codes of ethics in healthcare disciplines. Students will explore codes of ethics and how they relate to traditional Western philosophies.

HUM 250-259
Students critically analyze the impact of history on contemporary society. Historical methods of inquiry inform students' perspectives on societal and institutional development. Most undergraduate students must take one course from this group. HUM 255 HISTORICAL PERSPECTIVES HUM 256 THE HISTORY OF WESTERN MEDICINE HUM 257 U.S. HISTORY: PAST, PRESENT, AND PROMISE: A SEARCH FOR THE TRUTH BY CHALLENGING THE PRESENT & DEMANDING A NEW FUTURE HUM 258 WORLD HISTORY TO 1800 HUM 259 HISTORY OF SCIENCE: THE CREATION OF A BIOMEDICAL WORLD

SSC 235
This course explores the ways in which human beings make and remake the meaning of their social world through the production of culture. It employs sociological methods to explore the construction of the dominant, white subculture in the United States. The same methodologies are employed to examine the construction of subcultures in the United States, including those based on race, ethnicity, gender and sexual orientation.

SSC 325
Evidence-based practice is an important component of effective clinical management. This course allows students to develop skills in applied statistics and research while learning to critically examine healthcare information from a variety of sources, including but not limited to professional journals, governmental reports and public media.

Second year - First Semester

COM 320
This course applies leadership concepts, conflict management, and assertive communication skills to the healthcare environment. Students will explore the concept of intercultural responsiveness by examining the role of race and gender in leadership. Students will also explore the role of civic engagement for future leaders in healthcare. This course will help students evaluate their leadership and communication capabilities in the context of their careers as future healthcare practitioners and Educated Citizens. The NMC portfolio is integrated throughout this course.

Prerequisites: COM 101 and HUM 150 or HUM 152

RCP 320
This course will provide students with the knowledge and skills necessary to communicate health-related information among groups and individuals. Topics covered include adult learning styles, strategies for promoting healthy lifestyles, the importance of providing applicable health information, mechanisms used for distribution of information and methods for discussing the relationship between diseases and health behaviors.

Second year - Second Semester

BSH 310
This course explores the function of human resources within the healthcare organization. The focus of the course is on the development of skills that the department leader needs for effective management of personnel. Subjects include strategies to attract, hire, and retain high quality employees, compensation and benefit packages, productivity, and employee development, evaluation and training, as well as existing laws and policies surrounding employee relations.

BSH 340
A study of the history of health records, professional ethics, the functions of a health information department, retention of records, medical forms, health information practices, and responsibilities to healthcare administration, medical staff, and other medical professionals.

BSH 410
This course focuses on healthcare operations management from the perspective of a healthcare professional. It provides a quantitative approach to analyzing business and logistics concepts and how they impact the healthcare equation. The course explores the foundations of operations management in healthcare, healthcare as a business, fundamentals of financial performance in healthcare, and the supply chain in support of healthcare and pharmaceutical operations management.

RCP 363
This course is designed to introduce the wellness coaching model to a healthcare professional. The major topics covered are defining a scope of practice, coaching relationships, and motivational interviewing. The course structure is designed around weekly themes that align with the course objectives. All course materials/assignments are required unless otherwise noted.

RCP 371
This course is designed to introduce the needs assessment process and provide direction relative to conducting needs assessments with a variety of populations. The course will outline methods for assessing the health and development needs of the population. The student will identify at-risk populations and conduct research to identify specific processes and interventions necessary to address the needs identified.

RCP 383
This course will educate the student about developing goals, objectives and strategies to address specific population wellness needs. Students will learn to develop an action plan for reaching program goals including methods for evaluating program success and deficiencies.

Second year - Third Semester

BSH 401
This course provides an introduction to knowledge and skills needed to lead quality improvement initiatives. Focusing on the evolution of quality from management to assurance and final to improvement students will explore the history of quality improvement. Students will examine principles, concepts and methods related to the application of quality initiatives and strategies to quality improvement in a healthcare setting. Thematic topics for specific initiatives may include Lean Methodology concepts, Six Sigma, and Plan-Do-Check Act (PDCA) Cycle related to performance improvement in healthcare.

BSH 403
This course provides a foundational investigation of personal and organizational leadership with an emphasis on developing leadership talent. The following topics in leadership are included: overview of key leadership theories; differences between management and leadership; followership, implementing change, and emerging trends. Students will learn attributes of successful leaders, including interpersonal skills, attitudes, and behaviors, which can facilitate effective leadership within organizations.

RCP 420
This course is designed to assist respiratory therapy practitioners to improve their pulmonary disease education knowledge and skills to improve chronic pulmonary disease care and to promote patient knowledge of their disease. At the end of this course, the student will be able to identify significant components of patient pulmonary disease education. The knowledge gained can be applied to educate patients on various pulmonary diseases and interventions.

RCP 427
This course will cover behaviors that impact health including physical activity, nutrition, obesity, substance abuse, and stress. This course will provide information regarding the ways in which common risk factors relate to disease. Strategies for prevention of disease in these areas will also be covered.

RCP 490
This course is designed to bring together all bachelors-level Respiratory Care coursework. Each student will take all of the aspects taught throughout the program and create a wellness or education program targeting a population identified at the beginning of the bachelor’s degree program. The course will culminate with students presenting their program as they would present it to a group of stakeholders.

SSC 465
This course is based in the social sciences and is designed to assist students in the integration of their roles as healthcare professionals and educated citizens. The focus of the class is on deepening students’ understanding of and facility with social and political systems that impact the health and wellbeing of the community. Students demonstrate their preparation to act as educated citizens through the presentation of their portfolio within the context of this capstone course.


COM 101
This course provides instruction and practice in writing, with emphasis on the recursive processes of generating, drafting, revising and editing. Students develop skills in producing and evaluating written communications in private and public contexts.

MAT 120
This course provides an advanced study of algebraic methods and prepares students for further studies in mathematics and physics. Content of the course starts with a review of basic concepts of algebra, and then it intensifies the study of the following topics: equations, inequalities, polynomials, exponents, logarithms, and the concept of functions and their graphs.

RCP ---
Professional Coursework can be found on the Associate of Science in Respiratory Care program page.

SCI ---
Science credit from previously completed coursework will be evaluated to fulfill this requirement.

Meet the Faculty

Our respiratory therapy faculty are highly experienced and credentialed in their own fields, giving you constant real-world insight you can use. While any instructor can recite from a textbook, ours go a step further and draw from vast personal and professional experiences. Instructors here care as deeply about their students as they do the subject matter and it shows.

Meet the Faculty

Additional information

Which degree is right for me?

Nebraska Methodist College offers different degree programs in respiratory therapy to fit your current level of education and/or certification. We've illustrated the most common situations below as a guide. For information specific to your situation, please contact one of our admissions coordinators.



Written Statement

Please develop a thoughtful and organized response to the questions below. Your response should be approximately two paragraphs for each question. The admissions committee is looking for responses that are not only well supported but that also use appropriate style and grammar. Be sure to include your name and program on the document itself. You may attach the responses to an email sent to the Admissions office at

When drafting your written statement, please cite any sources using APA format if applicable. Also know that instances of plagiarism within an applicant's written statement will disqualify them for acceptance to Nebraska Methodist College due to the College's commitment to academic integrity and stringent plagiarism policies.

If you send your responses through the mail, please type your responses and send them to:
NMC Admissions
Nebraska Methodist College - The Josie Harper Campus
720 N. 87th Street
Omaha, NE 68114

  1. Please share what or who has influenced your decision to pursue a degree in healthcare.
  2. Describe any special skills or traits you possess that will help ensure your success in a challenging healthcare program curriculum.
  3. Please address any grades of D's or F's listed on your transcripts. Also, please address withdrawals or other discrepancies on your transcripts. If you do not have any D's, F's or W's please respond: Not Applicable.

CoARC Respiratory Therapy Program Goals, Outcomes & Assessment

To provide graduates of entry into respiratory care professional practice degree programs with additional knowledge, skills, and attributes in leadership, management, education, research, and/or advanced clinical practice that will enable them to meet their current professional goals and prepare them for practice as advanced degree respiratory therapists.
It is a requirement to complete the Registered Respiratory Therapist (RRT) credential by the end of the fourth year prior to graduation. A student cannot graduate without passing the national board exams leading to the RRT credential. This is a requirement for a degree  advancement program set forth by CoARC accreditation.

BSRT Programmatic Student Outcomes Data

The Commission on Accreditation for Respiratory Care maintains the latest information on student outcomes from all accredited programs. 

CoARC accredits respiratory therapy education programs in the United States. To achieve this end, it utilizes an ‘outcomes based’ process. Programmatic outcomes are performance indicators that reflect the extent to which the educational goals of the program are achieved and by which program effectiveness is documented.

Program Outcomes

Graduates of the BSRT program will:

1. Develop model, evidence-based protocols and respiratory care plans for clinical practice to include disease management.

2. Demonstrate the effectiveness of the respiratory therapist in health promotion and disease prevention.

3. Comprehend the role of leadership and management as it relates to healthcare policies that affect patient care and professional practice.

4. Utilize oral and written interdisciplinary communication in coordinating care for patients.

5. Apply educational theory practice to implement education programs for pulmonary disease patients.


In the conduct of professional activities, the Respiratory Therapist shall be bound by the following ethical and professional principles. Respiratory Therapists shall:   

  • Demonstrate behavior that reflects integrity, supports objectivity, and fosters trust in the profession and its professionals.
  • Seek educational opportunities to improve and maintain their professional competence and document their participation accurately.
  • Perform only those procedures or functions in which they are individually competent and which are within their scope of accepted and responsible practice.
  • Respect and protect the legal and personal rights of patients, including the right to privacy, informed consent and refusal of treatment.
  • Divulge no protected information regarding any patient or family unless disclosure is required for the responsible performance of duty authorized by the patient and/or family, or required by law.
  • Provide care without discrimination on any basis, with respect for the rights and dignity of all individuals.
  • Promote disease prevention and wellness.
  • Refuse to participate in illegal or unethical acts.
  • Refuse to conceal, and will report, the illegal, unethical, fraudulent, or incompetent acts of others.
  • Follow sound scientific procedures and ethical principles in research.
  • Comply with state or federal laws, which govern and relate to their practice.
  • Avoid any form of conduct that is fraudulent or creates a conflict of interest, and shall follow the principles of ethical business behavior.
  • Promote health care delivery through improvement of the access, efficacy, and cost of patient care.
  • Encourage and promote appropriate stewardship of resources. 

Effective 12/94; Revised 04/15

For a more detailed description of the expectations for ethical behavior, see AARC's Position Statements.