Relevant bibliographies by topics / Respiratory Therapy Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Respiratory Therapy Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Respiratory Therapy Education"

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ARI, A., L. GOODFELLOW, and J. RAU. "Characteristics of a Successful Respiratory Therapy Education Program." Respiratory Care Clinics of North America 11, no. 3 (September 2005): 371–81. http://dx.doi.org/10.1016/j.rcc.2005.04.010.

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Varekojis, S. M., G. G. Sergakis, C. L. Dunlevy, E. Foote, and J. Clutter. "Distance Learning and the Internet in Respiratory Therapy Education." Respiratory Care 56, no. 11 (November 1, 2011): 1808–11. http://dx.doi.org/10.4187/respcare.01197.

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CULLEN, D. "Clinical Education and Clinical Evaluation of Respiratory Therapy Students." Respiratory Care Clinics of North America 11, no. 3 (September 2005): 425–47. http://dx.doi.org/10.1016/j.rcc.2005.04.013.

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Vernon, Marlo M., Nicole M. Moore, Lisa-Anne Cummins, Stephanie E. Reyes, Andrew J. Mazzoli, Vahe Heboyan, and Gianluca De Leo. "Respiratory Therapy Faculty Knowledge of and Attitudes Toward Interprofessional Education." Respiratory Care 62, no. 7 (March 14, 2017): 873–81. http://dx.doi.org/10.4187/respcare.05034.

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Delish, Dr Dhanush. "Lopinavir Therapy for COVID-19." Psychology and Education Journal 58, no. 2 (February 4, 2021): 535–42. http://dx.doi.org/10.17762/pae.v58i2.1881.

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A dangerous respiratory ailment (COVID-19) because of serious intense respiratory condition severe acute respiratory illness causing Corona illness was first depicted in December 2019 at Wuhan (China), quickly turning into a worldwide disease. In the principal stage, when the duplication of virus assumed into a urgent pathogenic job, antiviral medications should have been pivotal on restricting viral-initiated visceral harm. Shockingly, no possible antiviral drug demonstrated viability for (Corona disease), and a few medications have been redepeloyed shall possibly confront the most sensational worldwide spreading disease. This paper shall audit the investigations assessing how lopinavir or ritonavir ally in utilisation againstCorona disease and already in severe acute respiratory disease and Middle Eastern respiratory disorder (MERS). I looked through many article to recognize all important clinic based and research center investigations distributed up to 15 May 2020; the rules on the utilization of in Corona disease were further straightforwardly looked on the site of the fundamental worldwide logical social orders and organizations. Accessible proof is right now scant and are of inferior standards.The proposals given for Corona disease fluctuate from its place plainly in opposition towards utilization of lopinavir alternatively ritonavir to different places those which are more substantial. As we would like to think, regardless of the questionable consequences of a significantrandomized clinical endeavor, and a few suggestions, clinicians ought not forsake the utilization oflopinavir alternatively ritonavir cure for (Corona disease) , perhaps utilizing these medication through an imminent aimless endeavor, hanging tight for the aftereffects of the various progressing struggles assessing its viability.
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Barnes, T. A., R. M. Kacmarek, and C. G. Durbin. "Survey of Respiratory Therapy Education Program Directors in the United States." Respiratory Care 56, no. 12 (December 1, 2011): 1906–15. http://dx.doi.org/10.4187/respcare.01259.

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Pinto, WA, HB Rossetti, A. Araujo, HM Do Carmo, AP Acerbi, MV Santos, JJ Sposito, et al. "Impact of an education program in respiratory therapy quality of care." Critical Care 14, Suppl 1 (2010): P456. http://dx.doi.org/10.1186/cc8688.

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Sreedharan, JithinK, and SureshG Nair. "Fostering quality in respiratory therapy education – A need of the hour." Indian Journal of Respiratory Care 10, no. 2 (2021): 167. http://dx.doi.org/10.4103/ijrc.ijrc_52_21.

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Alghamdi, Saeed M., Rayan A. Siraj, and Arzu Ari. "Evaluation of the Clinical Learning Environment in Respiratory Therapy Education: Student Perceptions." Respiratory Care 64, no. 2 (October 16, 2018): 161–68. http://dx.doi.org/10.4187/respcare.05055.

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Stellefson, Michael, Beth Chaney, and Don Chaney. "Heuristic Evaluation of Online COPD Respiratory Therapy and Education Video Resource Center." Telemedicine and e-Health 20, no. 10 (October 2014): 972–76. http://dx.doi.org/10.1089/tmj.2014.0009.

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Dissertations / Theses on the topic "Respiratory Therapy Education"

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Liddil, Jessica Marie. "The Impact of a Service-Learning Experience on Respiratory Therapy Students and the Community." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373579884.

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Almasoudi, Bandar M. "Problem-Based Learning as a Teaching Method Versus Lecture-Based Teaching in Respiratory Therapy Education." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/rt_theses/13.

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ABSTRACT BACKGROUND: Although Problem-based learning (PBL) approach is a common teaching technique in medical education, its use in the field of respiratory therapy is somewhat controversial. With so many programs adopting PBL strategies, it is important to examine whether there are differences between PBL and traditional teaching approaches in regards to learning outcomes. Therefore, the purpose of this study was to investigate if there are any significant differences between PBL and lecture-based program students in their cognitive abilities in mechanical ventilation. METHODS: Two universities with BS programs in respiratory therapy were chosen—one uses PBL (15 participants) and on uses lecture-based method (24 participants). All 39 participants were given10 multiple-choice questions related to mechanical ventilation derived from the NBRC RRT written exam forms (C & D) as a pre and a post test. RESULTS: The dependent t-test showed a significant difference between the pre and post test of the lecture-based and the PBL groups, resulting in a p value of 0.006 and 0.025 respectively. The independent t-test showed a significant difference in the pre-test favoring the lecture-based group (p = 0.039). However, the independent t-test showed no significant difference in the post-test (p=0.085) CONCLUSIONS: PBL is increasing in popularity despite the fact that studies of its efficacy have been thus far inconclusive. This study has shown PBL to be effective, but not significantly more effective than traditional lecture-based methods in regards to objective test scores.
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Sperle, Christine Kay. "A Comparative Analysis of Associate and Baccalaureate Degree Respiratory Therapy Programs Preparation of Graduates for Entry Into the Profession." Thesis, The University of North Dakota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125585.

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The purpose of this study was to increase the understanding of the factors that contribute to or detract from the educational preparation of graduates between associate (AD) and baccalaureate degree (BD) respiratory therapy programs through the use of graduate and employer survey ratings, Registered Respiratory Therapist (RRT) credentialing success, and document analysis of various institutional and program mission, course content, and goals.

This study employed quantitative analyses to compare the perceptions of AD graduates and their employers with the perceptions of BD graduates and their employers regarding the educational program’s ability to prepare graduates for entry into the profession. Graduate and employer ratings of cognitive, psychomotor, and affective competencies obtained from the follow-up surveys from 16 BD and 88 AD respiratory therapy programs were analyzed to determine whether there were perceived differences in preparation of associate and baccalaureate degree graduates. Credentialing success data for graduates of 361 AD and 57 BD respiratory therapy programs were also analyzed to determine whether differences in program type had an effect on RRT credentialing success. Multivariate analyses of variance, Welch’s F tests and Mann-Whitney two-sample test were used to analyze the data. Additional information obtained from 22 AD and 22 BD institutions were also analyzed to explore similarities and differences in mission, vision, learning outcomes and coursework.

The three most significant findings in this study were that (1) Employers rated BD graduates higher than AD graduates in the cognitive (mean ratings 4.442 and 4.256 respectively) psychomotor (mean ratings 4.508 and 4.308 respectively) and affective domain (mean ratings 4.642 and 4.496 respectively); (2) BD employer survey ratings were also higher than AD employer ratings (mean ratings 4.49 and 4.21 respectively) on the mean rating for the single item that asked graduates to rate the overall quality of their preparation for entry into the profession and (3) Findings from the document analysis revealed that BD programs required courses beyond the minimum general education, prerequisite and RT course requirements. Thus, the results of this study support the “2015 and Beyond” recommendation that the BD be the minimum entry-level education required for entry into the profession.

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Oppermann, Rebecca. "Improving Critical Thinking Skills of Undergraduate Respiratory Therapy Students Through the Use of a Student-Developed, Online, Respiratory Disease Management Database." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468942315.

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Keene, Shane, Kristen L. McHenry, Randy L. Byington, and Mark Washam. "Respiratory Therapists as Physician Extenders: Perceptions of Practitioners and Educators." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/2548.

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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 a degree in physician assistant (PA). Respondents expressed a preference for an Advanced Practice Respiratory Therapy (APRT) program (77.9%) rather than a PA program. Nearly two-thirds of the respondents reported they felt that a master’s degree should be the minimum level of education for an APRT. Conclusions: This study suggests that practitioners and educators alike are strongly supportive of advanced practice in the profession of respiratory therapy.
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Moore, Kali. "Exploring Self-Efficacy and Leadership Using Peer Learning in Interprofessional Clinical Simulation for Respiratory Therapists." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468963065.

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Menezes, Ana. "Programa de formação pós-graduada em fisioterapia respiratória." Master's thesis, Faculdade de Ciências Médicas. Universidade Nova de Lisboa, 2010. http://hdl.handle.net/10362/5904.

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RESUMO: A fisioterapia caminha inevitavelmente para a especialização em determinadas áreas de intervenção (WCPT, 2007), nomeadamente na da fisioterapia respiratória. Este facto ocorre, por um lado, por se tratar de uma área de intervenção da fisioterapia com um papel específico e de carácter especializado e, por outro lado, devido à enorme procura deste tipo de serviços, causada também pelo aumento da prevalência de doenças respiratórias crónicas, que se tem vindo a verificar e que se prevê que se continue a verificar (OMS, 2005), e ainda à enorme transversalidade deste tipo de intervenção. A formação pós-graduada em fisioterapia respiratória, com o objectivo de fornecer aos formandos competências teórico-práticas que os apetreche para uma prática baseada na evidência, parece ser fundamental, mas a formação de adultos acarreta um compromisso com os princípios da aprendizagem específicos desta população. Os modelos de formação nesta área específica deverão incluir metodologias e conteúdos que cumpram objectivos reais, baseados não totalmente em curricula pré-estabelecidos, mas nas necessidades e expectativas de quem vive esta realidade, para além de se sustentarem nos referenciais teóricos. Assim, este estudo pretende avaliar a eficácia de um programa de formação pósgraduada em fisioterapia respiratória, baseado nas necessidades e expectativas dos sujeitos que estão envolvidos neste processo, e sustentado nos referenciais teóricos que se conhecem sob a forma de “standards”, “guidelines” ou recomendações. Os nossos objectivos específicos foram: a) Aferir quais as características que são importantes para garantir a eficácia de metodologia de um programa de formação pós-graduada na área da fisioterapia respiratória, ou seja, a “dinâmica” do processo. b) Aferir quais os conteúdos base que deverão fazer parte dessa formação e, c) Aferir se há vantagens distintas para formandos que já detenham experiência clínica e para recém-licenciados, e que frequentem o referido curso, ou seja, aferir o público-alvo. O desenho metodológico considerado para atingir os objectivos a que se propõe este estudo teve como base uma abordagem essencialmente qualitativa, mas recorreu a preciosas ferramentas quantitativas. Trata-se assim de uma abordagem de carácter misto. A nossa amostra, de conveniência, foi constituída pelos 22 formandos que se matricularam no único curso de pós-graduação em fisioterapia respiratória, que neste momento existe no nosso país. A recolha de dados obedeceu a uma estratégia comum nas abordagens qualitativas e que incluiu a “triangulação” de várias fontes e de vários métodos de recolha, a fim de permitir articular diferentes pontos de vista sobre um mesmo objecto. Assim, após a análise de referenciais teóricos considerados relevantes, recorreu-se à opinião de diferentes sujeitos, através de painéis, e de questionários, (questionários de opinião, questionários de caracterização, questionários de avaliação de conhecimentos e atitudes, à entrada e no final) bem como à avaliação de comportamentos, competências e atitudes, observados em ambiente simulado e real. A filosofia de formação que esteve subjacente ao nosso programa foi um constante compromisso entre a teoria, a prática e a clínica, em que o fenómeno de “transfert” foi potencializado por algumas características como o “fio condutor” entre os conteúdos, a presença de utentes reais nas aulas, os workshops temáticos e os estágios profissionais, a apresentação e discussão de estudos de caso com profissionais de referência, e os períodos de pausa entre seminários, em que estão facilitadas a reflexão, aplicação e experimentação de novas competências. Estas características estiveram na base dessa estreita relação entre a teoria, a prática e a clínica. Os critérios de selecção do corpo docente, capazes de funcionar como fontes de informação credível e actual e, sobretudo, capazes de funcionar como modelos profissionais, foram cruciais. Também o conhecimento das expectativas iniciais dos formandos e a monitorização facilitaram o processo de aprendizagem e o ajuste do programa ao longo do período de formação, assim como as avaliações formativas frequentes. Acreditamos que estas características do nosso programa foram fundamentais para a eficácia do mesmo, e que através delas obtivemos resultados positivos, em que se destacam a obtenção dos melhores resultados situados, sobretudo, nos níveis de complexidade relativos à resolução de problemas, e a valorização das competências ao do domínio afectivo. Corroborámos a teoria de que pessoas com formações e /ou experiências diferentes agem de maneiras diferentes, e aprendem de maneiras diferentes, e concluímos que os resultados nos estadios de aprendizagem e nas expectativas e necessidades colmatadas são generalizadamente positivos, o que torna qualquer dos grupos estudados, um público-alvo deste tipo de formação, embora possam ser apontadas algumas vantagens distintas conforme a experiência profissional de cada um, sendo os formandos com mais experiência, aqueles que mais evoluem em todos os domínios de aprendizagem. O aumento da empregabilidade dos formandos, directa ou indirectamente relacionado com a frequência do curso, parece ter sido um resultado positivo e inesperado. A possível caducidade do programa, o acompanhamento do grupo após o término do curso, o peso que os métodos de avaliação podem ter tido nos resultados, são algumas questões que ficam por esclarecer, e que merecem estudos futuros. Apesar disto, julgamos poder afirmar que este modelo de formação foi eficaz.
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Commander, John Vincent. "The efficiency of bag-valve mask ventilations by medical first responders and basic emergency medical technicians." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2310.

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Bag-valve mask (BVM) ventilation maintains a patient's oxygenation and ventilation until a more definitive artificial airway can be established. In the prehospital setting of a traffic collision or medical aid scene this is performed by an Emerency Medical Technician or medical first responder. Few studies have looked at the effectiveness of Bag-valve masks (BVM) or the complication rate of ventilating an unprotected airway. The purpose and goal of this study is to educate both medical first responders and basic emergency medical technicians.
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Locklear, Brittany Renee. "Continuing Competency: An Evaluation for Retention 180 Days After the Annual Competency Assurance Program." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306433849.

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Cox, Lisa N. "Learning Style Differences of Undergraduate Allied Health Students in the clinical and Classroom Setting." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1244737268.

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Books on the topic "Respiratory Therapy Education"

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Ventilators: Theory and clinical application. 2nd ed. St. Louis: Mosby Year Book, 1992.

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Ventilators: Theory and clinical application. St. Louis: Mosby, 1986.

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Basic clinical lab competencies for respiratory care: An integrated approach. 2nd ed. Albany, N.Y: Delmar, 1993.

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Basic clinical lab competencies for respiratory care: An integrated approach. Albany, N.Y: Delmar Publishers, 1988.

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Basic clinical lab competencies for respiratory care: An integrated approach. 3rd ed. Albany: Delmar Publishers, 1998.

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Graham, Darol, and Jan Yestingsmeier. Clinical Teaching and Evaluation Manual for Respiratory Care. 3rd ed. California College for Health, 1992.

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Pevernagie, Dirk. Positive airway pressure therapy. Edited by Sudhansu Chokroverty, Luigi Ferini-Strambi, and Christopher Kennard. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199682003.003.0017.

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This chapter describes positive airway pressure (PAP) therapy for sleep disordered breathing. Continuous PAP (CPAP) acts as a mechanical splint on the upper airway and is the treatment of choice for moderate to severe obstructive sleep apnea (OSA). Autotitrating CPAP may be used when the pressure demand for stabilizing the upper airway is quite variable. In other cases, fixed CPAP is sufficient. There is robust evidence that CPAP reduces the symptomatic burden and risk of cardiovascular comorbidity in patients with moderate to severe OSA. Bilevel PAP is indicated for treatment of respiratory diseases characterized by chronic alveolar hypoventilation, which typically deteriorates during sleep. Adaptive servo-ventilation is a mode of bilevel PAP used to treat Cheyne–Stokes respiration with central sleep apnea . It is crucial that caregivers help patients get used to and be compliant with PAP therapy. Education, support, and resolution of adverse effects are mandatory for therapeutic success.
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Guidelines For Pulmonary Rehabilitation Programs. 3rd ed. Human Kinetics Publishers, 2004.

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Ventilators: Theory and clinical applications, 2nd ed. 2nd ed. Toronto: Mosby-Year Book, Inc, 1992.

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Waldmann, Carl, Andrew Rhodes, Neil Soni, and Jonathan Handy, eds. Oxford Desk Reference: Critical Care. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198723561.001.0001.

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Oxford Desk Reference: Critical Care second edition is a clinical guide reflecting best practice and training pathways. Each topic is laid out in a concise entry, allowing rapid access to information. The second edition includes new sections on tissue perfusion monitoring and paediatric and maternal critical care, as well as expanded coverage of cardiovascular monitoring, myocardial infarction, and respiratory therapy techniques. New self-assessment questions support FFICM (Fellow of the Faculty of Intensive Care Medicine) and EDIC (European Diploma of Intensive Care) revision as well as continuing medical education reflection. Covering the entire discipline in an easy-to-read format, this is the definitive clinical reference for critical care, ideal for trainees, consultants, advanced care practitioners, and nurses.
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Book chapters on the topic "Respiratory Therapy Education"

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Lamey, Thomas W., and Lisa Joyner. "Evaluation of Aerosolized Bronchodilator Protocol in a Large Urban Level II Hospital." In Cases on Instructional Design and Performance Outcomes in Medical Education, 222–34. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5092-2.ch011.

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The purpose of this case study is to provide readers with an authentic experience of working alongside clinical care providers in a hospital environment. This case study walks the reader through the analysis, creation, implementation, and evaluation of a bronchodilator protocol initiative in a respiratory therapy department. Seeing the initiative from foundation to evaluation, the reader will experience the viewpoints, strengths, and weaknesses presented by all team members and stakeholders. By the end of this case study, the reader should be able to describe Kirkpatrick's Model of Evaluation and critique missteps the team took along the way.
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Garner, Ginger. "Foundations for Yoga Practice in Rehabilitation." In Healthcare Policy and Reform, 181–224. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6915-2.ch010.

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Yoga, as both a science and art, elicits neurochemical response mediated by neurophysiological mechanisms, and when used in rehabilitation, can honor both its cultural philosophy while evolving as an evidence-based therapy. The central theme of this chapter is to provide a foundation for a novel yogic model of rehabilitation practice using proposed common psychotherapeutic and physiological factors that affect patient outcomes. This model is guided by Ten Precepts that can guide the use of yoga in rehabilitation as a medical, therapeutic, yoga, in order to foster evidence-based practice, which is representative of best practice techniques in rehabilitation. The 10 Precepts include guidelines on optimization of patient assessment and intervention, education, respiratory function as a first-line psychophysiological intervention, fostering stability and safety through six evidence-based neurophysiological principles, inclusion of Ayurveda and other yogic tools, and non-dogmatic yoga practice in rehabilitation.
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Garner, Ginger. "Foundations for Yoga Practice in Rehabilitation." In Research-Based Perspectives on the Psychophysiology of Yoga, 263–307. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2788-6.ch015.

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Yoga, as both a science and art, elicits neurochemical response mediated by neurophysiological mechanisms, and when used in rehabilitation, can honor both its cultural philosophy while evolving as an evidence-based therapy. The central theme of this chapter is to provide a foundation for a novel yogic model of rehabilitation practice using proposed common psychotherapeutic and physiological factors that affect patient outcomes. This model is guided by Ten Precepts that can guide the use of yoga in rehabilitation as a medical, therapeutic, yoga, in order to foster evidence-based practice, which is representative of best practice techniques in rehabilitation. The 10 Precepts include guidelines on optimization of patient assessment and intervention, education, respiratory function as a first-line psychophysiological intervention, fostering stability and safety through six evidence-based neurophysiological principles, inclusion of Ayurveda and other yogic tools, and non-dogmatic yoga practice in rehabilitation.
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Chandra Kashyap, Gyan, Praveen Chokhandre, and Shri Kant Singh. "Responsiveness of Occupational Health Risk and Preventive Measures Practice by the Workers Employed in Tannery Occupation in Kanpur, India." In Occupational Health [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.95110.

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Occupational health covers all aspects of health and safety in the workplace and has a strong focus on primary prevention of hazards. The objective of the study was to understand the extent of awareness about occupational health risks involved in tannery occupation and adopted preventive measures by the tannery workers of Kanpur, India. Information for the present research was strained from a cross-sectional household study of tannery workers in the Jajmau area of Kanpur. The survey was piloted through the period January–June 2015, and 284 samples were collected. The prevalence of awareness of tannery work is very hazardous in nature varies from 73–93% among the tannery workers. Tannery workers having a middle-school level of education were 3.01 times more likely to be aware of the hazards as compared to the illiterate workers. Tannery workers aged 36 and above were less likely to aware of a hazardous work environment. Further, tannery workers who belong to the younger cohort (16–24 years) reported a higher awareness of respiratory problems (38%), skin complaints (59%), and gastrointestinal issues (21%) than those aged 36 years and above. About one-third of Beam house workers (33%) and over a quarter (26%) of the wet finishing had moderate to high dermal contact with the chemicals. The study’s outcomes give a clear indication of the effect of the workstation environment on the health status of workers and require the use of adequate measures to improve the facilities and thereby the health status of tannery workers.
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