Programs For Respiratory Therapy Entry Into Practice: Curriculum And Competency Assessment

Abstract

Beyond the conventional scope of therapy, respiratory therapists need to possess certain essential skills. It is expected of respiratory therapists to practice in interprofessional teams, provide bedside education, and communicate clearly. The accreditation standards for respiratory therapy entry-to-practice programs demand that students' proficiency in interprofessional practice and communication be assessed. The purpose of this study was to ascertain whether or not curriculum and competency evaluation for oral communication, patient education, telehealth, and interprofessional activities are included in entry into practice programs.

METHODS: Determining the curriculum and competency evaluation methodology was the main goal. Comparing degree programs was the secondary goal. An anonymous survey about degree program type, oral communication, patient education, learning strategies, telehealth, and interprofessional activities was sent to directors of accredited respiratory therapy programs. The degree programs were divided into three categories: bachelor's of science, associate's of science two year, and associate's of science less than two year.

CONCLUSIONS: Program types vary in how they assess curriculum and competency. Seldom was telehealth discussed or assessed to any extent. Programs should assess the need for telehealth training and improved patient education.