Respiratory Therapy Commons^™

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 …

Pbpa Creating Pathways To Ensure Patients Are Using Their Inhaled Medications Effectively, Suzan Michelle Collins, Heather Blake, Chandler Blodgett, Sue Vermette, Martine Eon

Operations Transformation

Problem: Patients do not consistently know how to prepare, use and/or clean their inhalers effectively.

Impact: When patients do not consistently know how to prepare, use and/or clean their inhalers effectively they are in fact, not receiving the benefit from their prescribed medication.

They experience poor patient outcomes and overall poor patient experience.

• Increased calls to provider offices for unresolved, worsening symptoms and/or complications. (Thrush, hoarseness, cardiac symptoms etc.)
• Increased same day office visits.
• Patient crowding in Urgent Care and/or Emergency Department.
• Hospital Admissions.
• Increase in emotional and financial stress from missing school and/or work.
• Increase in referrals to specialists …

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 …

Neurally Adjusted Ventilatory Assist: Summation Of The Safety Proofs And Benefits, Landry Carneal

Williams Honors College, Honors Research Projects

Neurally Adjusted Ventilatory Assist (NAVA) is a mode of ventilation that is triggered by neither flow nor pressure but by the electrical activity of the diaphragm (Stein & Firestone, 2018, p. 227). NAVA puts ventilatory control into the hands of the patient and is often used in neonates who are more challenging to ventilate. Medical practitioners, however, are skeptical to put this mode of ventilation into practice with fear that neonates are neither strong enough nor capable to manage their own respiratory efforts without hypoventilation or damage to the lungs (Lubarsky et al., 2020, p. 3). Research shows that despite …

The Successful Rehabilitation Of A Complicated Mva Patient: A Case Report, Mike Hansen, Eric Jonsvold, Stanley Poole, Mark Steinhauer

Physical Medicine & Rehabilitation

No abstract provided.

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 …