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Respiratory Therapy, AS + BS

Innovative dual-degree pathway puts you at the forefront of respiratory therapy practice.

Respiratory therapists evaluate and treat all types of patients, from premature infants lacking fully developed lungs to adults suffering from labored breathing to elderly persons whose lungs have become diseased.

The profession continues to grow and embrace a more holistic role that not only includes acute care at the patient's bedside but also preventive care and patient education. 

A bachelor's degree is the future of this ascending healthcare profession as determined by the American Association for Respiratory Care (AARC).

You can become a leader in the field and enter respiratory therapy practice 

Best Online Bachelor'searlier with a wage-earning professional year built into this innovative dual-degree 3+1 program. Earn your associate degree and become a Registered Respiratory Therapist (RRT) in three years. Then, finish your bachelor's degree in as little as one year while working in an advanced professional role with opportunities for greater responsibility and leadership.
Best Respiratory Therapy Program

NMC was named the No. 4 online bachelor's degree in respiratory therapy in the nation by Best Colleges for 2019.

NMC was named the No. 11 online bachelor's degree in respiratory therapy in the nation by Intelligent for 2022. The ranking commended NMC for having the best specialization options among the top group.

Program Perks
  • A 3+1 path to a four-year bachelor's degree — 3 years for the ASRT and 1 year to complete the BSRT.
  • Earn your associate degree on campus and your bachelor's degree 100% online.
  • Curriculum supports the changing role of the respiratory therapist and includes content in health promotion, health education, leadership, case management and healthcare policy.
  • Focuses on the holistic nature of the respiratory care profession.
  • Choose from two advanced tracks for your BSRT - Education & Research or Healthcare Management & Leadership
  • 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 Associate of Science in Respiratory Care, CoARC Program ID 200368, holds Continuing Accreditation by the Commission on Accreditation for Respiratory Care (CoARC) for Entry into Respiratory Care Professional Practice, 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,

Graduates must pass the Certified Respiratory Therapist (CRT) exam, which leads to the advanced practitioner exam to earn the Registered Respiratory Therapist (RRT) credential.

Admissions Information


Applicants are evaluated on the basis of the following criteria:

  • Minimum cumulative GPA of 2.5
  • High school/college record
  • Fulfillment of program technical standards
  • Previous math and science courses
  • Shadowing a professional in a Respiratory Care/Therapy department is encouraged


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


Applications will be reviewed upon receipt and students will be notified of their acceptance by letter or phone.

Starting Term - Fall 2023

Standard Deadline - 7/7/2023

Starting Term - Spring 2023

Standard Deadline - Rolling

Starting Term - Summer 2023

Standard Deadline - Rolling

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.

NMC encourages students to apply for all types of assistance for which they are qualified.  Potential resources for this program include:

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 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.

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 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.

MAT 120
This course is designed for students who need to review basic college algebra skills. It covers topics including positive and negative real numbers, solving linear equations and their applications, integer exponents, operations with polynomials, factoring, rational expressions, graphing, and equations of lines.

SCI 116
This course will introduce students to terminology used in the healthcare professions. The origins of medical terms will be studied with an emphasis placed on understanding the suffixes, prefixes, combining forms and root words used in healthcare terminology. At the end of the course the student will be able to comfortably understand, translate and discuss issues related to their profession using appropriate terminology.

First year - Second Semester

BIO 225
This course will introduce students to basic information required for further study and understanding of Anatomy and Physiology, as well as for the study of all healthcare related subjects. Terminology that is specific to the medical field is introduced. Basic principles of chemistry, physics, embryology, developmental biology and histology are reviewed/introduced in both the classroom and laboratory settings. Students are introduced to the eleven body systems. This course then focuses on enabling students to learn and understand the Anatomy (structure) and Physiology (function) of the Integumentary, the Nervous, the Skeletal, and the Muscular Systems. Laboratory experience will include cadaveric study.

CHE 101
This course is an overview of general, organic, and biological chemistry with an emphasis on applications to health sciences. This course will introduce students to the basic knowledge of the properties of the matter, its reactions, and classifications. The course will discuss the main organic compounds and their properties as well as include some basic biochemistry principles. The course is accompanied by laboratory exercises.

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.

Second year - First Semester

BIO 226
The structure and function of the special senses, along with the endocrine, circulatory, lymphatic, respiratory, digestive, urinary and reproductive systems are stressed in this course. Laboratory experience will include cadaver study.

Prerequisites: BIO 225 Pre/Corequisites: CHE 100

BIO 281
This course is a study of the principles and application of microorganisms and their relationship to various disease processes. It also includes some laboratory experiences where students will have a glimpse of the microbial world and acquire basic knowledge of microbiology techniques and principles.

Prerequisites: CHE 100

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.

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.

Second year - Second 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.

PHY 101
This course discusses the major fundamental themes in classical physics of mechanics, heat, sound, electricity, magnetism, light, and modern physics. Includes some laboratory exercises.

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.

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 - Third Semester

RCP 200
This course combines classroom, laboratory and clinical experience as an introduction to therapeutic modalities and hospital protocol. Basic cardiopulmonary assessment and therapeutic modalities are practiced in a clinical setting. Students are evaluated on affective skills such as communication, ethical behavior and professionalism.

Prerequisites: All year-one courses. Corequisite: RCP 210

RCP 210
A comprehensive study of pulmonary and cardiovascular physiology as it applies to respiratory care. Emphasis is on integrating therapeutic and clinical application of pulmonary function, acid-base balance, neurogenesis and mechanics of ventilation, O2 and CO2 transport, ventilation versus perfusion, and hemodynamic relationships as they relate to acute and chronic diseases.

Prerequisites: All year-one courses Corequisite: RCP 200

SCI 206
This survey course begins with a major focus on cellular function and pathology, including inflammation, infection, immune response, metabolism, and fluid disequilibria. These concepts serve as the foundation for the course as alterations in various bodily functions are examined. Alterations in body fluid and electrolyte homeostasis; fluid acid/base balance; gastrointestinal, urinary, respiratory, cardiac, endocrine and neurological functions are emphasized. The student will be introduced to pharmacological principles of commonly used classes of medications. The various drug classifications and general characteristics of drugs within a class are examined. These characteristics include the pharmacokinetics, pharmacodynamics, side effects, adverse effects and drug interactions of common drugs within each class.

Prerequisites: SCI 200

Third year - First Semester

RCP 220
This course is a continuation of RCP 200. Students will complete clinical rotations in therapeutic modalities, surgery, ECG and pediatrics. Students are introduced to the adult intensive care unit and will continue to be evaluated in affective skills. Students will participate in weekly clinical discussions and case study presentations.

Prerequisites: RCP 200, RCP 210 Corequisites: RCP 240, RCP 260

RCP 240/240L
This course is an introduction to basic respiratory care equipment. Theories and procedures will be presented along with a structured laboratory experience to prepare students for those skills required in proper delivery of various basic respiratory therapy modalities, to include aerosol/humidity therapy, oxygen therapy, medical gas therapy, bronchial hygiene, lung expansion therapy and infection control. The student will learn how these modalities are used in the treatment of various cardiopulmonary diseases.

Prerequisites: RCP 200, RCP 210 Corequisites: RCP 220, RCP 260

RCP 260
An introduction to the assessment and management of acute and chronic patients who need airway care. Emphasis is upon indications, complications and maintenance of artificial airways and mechanical ventilators. Structured laboratory time is included to apply the theoretical principles of mechanical ventilation.

Prerequisites: RCP 200, RCP 210 Corequisites: RCP 220, RCP 240

RCP 350
This course is a presentation of the methods of care and support for the patient with pulmonary disability. Emphasis is on the teaching of home care therapy, chronic care units, unique equipment needs, review of home care companies and services provided, Medicare/Medicaid reimbursement, special problems encountered and the various therapeutic techniques applied to the chronic pulmonary patient.

Prerequisites: RCP 200, RCP 210 Corequisites: RCP 220, RCP 240

Third year - Second Semester

RCP 300
This course is a continuation of RCP 220. Students will complete clinical rotations in diagnostic procedures/monitoring, advanced assessment skills, pulmonary function, adult intensive care and pediatric/neonatal intensive care. Students will participate in weekly clinical discussions and case study presentations and will continue to be evaluated for affective skills.

Prerequisites: RCP 220, RCP 240, RCP 260, SCI 206, RCP 350 Corequisites: RCP 310, RCP 330, RCP 340, RCP 360

RCP 310/310L
This course is a continuation of RCP 260. Emphasis is upon the relationship of specific pathophysiologies and the indications, management and discontinuation of mechanical ventilation. Specific ventilators and their clinical applications are presented and required skills are developed in structured laboratory time.

Prerequisites: RCP 220, RCP 240, SCI 206, RCP 260, RCP 350 Corequisites: RCP 300, RCP 330, RCP 340, RCP 360

RCP 330/330L
An introduction to the more crucial diagnostic procedures required for assessing and monitoring the pulmonary patient. Emphasis is upon arterial blood gas analysis, pulmonary function studies and hemodynamic monitoring, ECG interpretation and nutritional assessment.

Prerequisites: SCI 206, RCP 220, RCP 240, RCP 260, RCP 350 Corequisites: RCP 300, RCP 310, RCP 340, RCP 360

RCP 340
This course is a comprehensive review of fetal development, physiology and pathophysiology of the newborn, premature infant and the pediatric patient. Applications of various respiratory care modalities are correlated to these varied pathologies.

Prerequisites: SCI 206, RCP 220, RCP 240, RCP 260, RCP 350 Corequisites: RCP 300, RCP 310, RCP 330, RCP 360

RCP 360
Current issues and trends in respiratory care will be investigated and discussed in this course. In addition, students will explore issues in cultural diversity, political advocacy and managed care as it relates to healthcare.

Prerequisites: SCI 206, RCP 220, RCP 240, RCP 260, RCP 350 Corequisites: RCP 300, RCP 310, RCP 330, RCP 340

Third year - Third 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.

Fourth year - First Semester

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.

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.

Fourth year - Second Semester

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.

Education Track

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.

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.

Healthcare Management Track

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 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.

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.

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
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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.



Salary & Job Outlook

According to, the median salary in 2019 for respiratory therapists with bachelor's degrees in the U.S. was between $64,262 and $67,587 per year ($29 - $35 per hour), while the Bureau of Labor Statistics projects faster-than-average job growth for the profession of 23 percent between 2016 and 2026.

Graduates are prepared to serve the community in various roles such as a(n):

  • Respiratory Care Department Manager/ Director
  • Health Education Specialist - for management of respiratory-related conditions, case management and, depending on current legislation, as a physician extender for home healthcare
  • Educator in Respiratory Care Program (course, lab or clinical instructor; clinical coordinator; program director)
  • Health Promotion Manager or community agency employee (i.e. American Lung Association)

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

An NMC graduate is an educated citizen who exhibits breadth of learning through the liberal arts and sciences traditions in concert with professional education. Our goal as an institution is that graduates of NMC will be able to articulate and demonstrate growth in the following areas: as reflective individuals, as effective communicators, and as change agents.

Please first address what or who has influenced your decision to pursue a career in healthcare?

Reflective Individual: A reflective individual consistently uses logic and critical thinking in all aspects of life. Select one of the following classes that you have taken: English Composition, Literature, History, Government, Psychology, or Sociology.

Share what was most interesting to you in this class. How might you apply what you learned to the healthcare field? If you do not have recent classes to reflect upon, you may reflect on a personal experience that you had and how what you learned from the experience can be applied to healthcare.

Effective Communicator: Effective communicators express their ideas through talking, non-verbal communication, writing, and sometimes speaking languages other than English.

Describe the type of communication listed above you feel most comfortable using. Give a specific example of a time when you exhibited strong communication skills and what the result was of this communication. For example, did you resolve a problem, put someone at ease, or help someone understand a complicated situation?

Change Agent: One of the goals of our undergraduate education is to assist students in becoming agents of change. We create positive change when we work effectively in groups and bring individuals together for a common purpose. These skills are challenging and require patience and practice.

Describe an experience you have had as a member of a group. Select a particular situation when a problem arose in that group and write about how you responded to it. You may select an experience that went well or one that you wish you could "do over."

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, or advanced clinical practice both to meet their current professional goals and to prepare them for practice as advanced degree respiratory therapists.

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 ASRT Respiratory Program will:

  1. Demonstrate competency in the cognitive, psychomotor, and affective learning domains of respiratory care practice as performed by registered respiratory therapists (RRTs).
  2. Prepare for practice as a Registered Respiratory Therapist with exposure to a broad variety of clinical practice settings and patient populations (adults, pediatrics, and neonates).
  3. Apply classroom NBRC examination understanding to obtaining the RRT credential.
  4. Develop interdisciplinary relationships with shared lectures/simulation with nursing students.

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 state healthcare policies that affect patient care, 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.