Date

11-13-2025

Department

School of Health Sciences

Degree

Doctor of Philosophy in Health Sciences (PhD)

Chair

Sherrie Welfel

Keywords

phenomenology, ASRT, BSRT, respiratory therapists, respiratory therapy, career advancement, professional identity

Disciplines

Medicine and Health Sciences

Abstract

The purpose of this phenomenological study was to explore the lived experiences of respiratory therapists (RTs) regarding the proposed transition from an associate’s degree (ASRT) to a bachelor’s degree (BSRT) as the minimum entry-level credential for the respiratory therapy profession. The respiratory therapy profession faces significant educational challenges due to the increasingly advanced requirements for evidence-based practice (EBP) and teamwork across multiple healthcare disciplines. The theoretical framework for this study was based on three interrelated theories: Kolb’s Experiential Learning Theory, Knowles’ Adult Learning Theory, and Benner’s Novice to Expert Model. Together, these theories established solid groundwork for exploring how RTs process the transition from ASRT to BSRT. This study sought to answer the primary research question: What are the perceptions and experiences of individuals with professional backgrounds and degrees in respiratory therapy regarding proposed educational requirement changes? The study examined how RTs understand and react to the potential implications of transitioning to a BSRT degree as the minimum entry-level requirement for the field. A phenomenological approach was employed to conduct semi-structured interviews with a group of twelve registered respiratory therapists (RRTs) from the Commonwealth of Virginia, who represented diverse educational backgrounds and varied years of professional experience. Data collection included virtual participant interviews with transcribed results while utilizing a recording device.

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