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Articles 1 - 4 of 4
Full-Text Articles in Respiratory Therapy
Faculty Perceptions Of The Affective Domain In Entry-To-Practice Respiratory Therapy Education: An Exploratory Descriptive Qualitative Study, Jackie W. Davis
Faculty Perceptions Of The Affective Domain In Entry-To-Practice Respiratory Therapy Education: An Exploratory Descriptive Qualitative Study, Jackie W. Davis
Graduate Theses, Dissertations, and Capstones
Background: The affective domain of learning is one of the three learning domains that comprise Bloom's Taxonomy of learning. The respiratory therapy profession places a great emphasis on the development and assessment of all three learning domains in entry-to-practice respiratory therapy education. While the cognitive and psychomotor domains receive significant attention, the affective domain of learning is often given less attention due to its complexity and lack of definition in the profession. Purpose: An exploratory descriptive qualitative study focused on exploring the affective domain of learning in entry-to-practice respiratory therapy education, specifically how the domain is defined, and …
A Multiple-Site Case Inquiry To Identify The Attributes Of Socio-Academic Culture In Successful Entry-To-Practice Respiratory Therapy Programs, Thomas D. Jones
A Multiple-Site Case Inquiry To Identify The Attributes Of Socio-Academic Culture In Successful Entry-To-Practice Respiratory Therapy Programs, Thomas D. Jones
Doctor of Education (Ed.D)
Background: Organizational structure and culture have been explored extensively in higher education. Nonacademic factors influence student engagement, motivation, and success. Research describing socio-academic culture in health professions programs is limited. Achievement of fundamental social-emotional learning (SEL) competencies empowers students to learn and achieve educational goals. SEL has not been established as a theoretical framework in health professions education. SEL competencies closely align with respiratory therapy (RT) learner needs and essential professional skills. Attributes of socio-academic culture in successful RT programs and their impact on student success are unknown. Objective: To identify the attributes of socio-academic culture in successful entry-to-practice respiratory …
Exploring The Critical Thinking Skills Of Respiratory Care Students And Faculty, Bshayer Ramadan Alhamad
Exploring The Critical Thinking Skills Of Respiratory Care Students And Faculty, Bshayer Ramadan Alhamad
Seton Hall University Dissertations and Theses (ETDs)
Introduction: Today, with the increased demands in health care, working as a competentrespiratory therapist requires being a highly skilled, critically thinking professional. Although students are expected to learn how to think critically mostly in the academic environment from their faculty, only a paucity of studies has assessed the critical thinking of respiratory care students, with none, to our knowledge, assessing that of faculty. Therefore, the purpose of this mixed method study was to (1) assess the overall critical thinking skill levels of both respiratory care students and faculty, (2) investigate whether respiratory care faculty have stronger overall critical thinking skills …
Respiratory Therapists As Physician Extenders: Perceptions Of Practitioners And Educators, Shane Keene, Kristen L. Mchenry, Randy L. Byington, Mark Washam
Respiratory Therapists As Physician Extenders: Perceptions Of Practitioners And Educators, Shane Keene, Kristen L. Mchenry, Randy L. Byington, Mark Washam
ETSU Faculty Works
Introduction: The purpose of this study was to determine the perceptions of practicing respiratory therapists (RT) and respiratory care educators regarding the role of RTs serving as physician extenders. Methods: The survey instrument was an electronic questionnaire that consisted of 17 questions. Participation was voluntary and participants were selected through random and convenience sampling techniques. Results: Of 506 respondents, 234 were respiratory care educators. Overwhelmingly, the respondents held the Registered Respiratory Therapist credential (92.7%). Respondents were about equally split among three education levels: 31.7% associate degree, 31.7% bachelor’s degree, and 27.3% master’s degree. Of the respondents 62.45% had considered pursing …