Attributes of Socio-Academic Culture in Successful Entry-to-Practice Respiratory Therapy Programs.

Abstract

Background: Competencies desired of respiratory therapy (RT) graduates entering the workforce have been clearly defined. RT educators are strategic and purposeful when designing curriculum, securing program resources, and ensuring clinical rotations to aid students in achieving these competencies. Nonacademic factors, including academic culture, influence student engagement, learning readiness, motivation, and success. Research describing socio-academic culture in health professions programs is extremely limited. The attributes of socio-academic culture in successful respiratory therapy programs are unknown. The study's purpose was to discover the attributes that contribute to the socio-academic culture of successful entry-to-practice respiratory therapy programs as perceived by faculty. Methods: A qualitative, multiple-site, case-based inquiry of 6 successful entry-to-practice respiratory therapy programs from diverse academic and geographic settings was undertaken. Program data were obtained from public sources. Semi-structured interviews were conducted with key program personnel and full-time faculty members. Content saturation was assessed across all cases. Inductive analysis was used to code transcripts into individual characteristics and broader socio-academic themes. Results: Nineteen distinct characteristics and 8 defining themes related to socio-academic culture were identified. Successful programs were perceived to (1) build community, (2) create supportive environments, (3) establish expectations of excellence, (4) cultivate professionalism, (5) ensure meaningful clinical experiences, (6) emphasize reflection, (7) promote critical thinking, and (8) pursue continuous improvement. Conclusions: The defining themes describe the attributes of learning culture in successful respiratory therapy programs. Attributes of socio-academic culture in successful respiratory therapy programs align with predefined, essential RT professional competencies that support student development of the professional characteristics desired of entry-level respiratory therapists.