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Research ArticleOriginal Research

Respiratory Care Clinical Education: A Needs Assessment for Preceptor Training

Kathy Jones-Boggs Rye and Erna L Boone
Respiratory Care July 2009, 54 (7) 868-877;
Kathy Jones-Boggs Rye
Department of Respiratory and Surgical Technologies, College of Health Related Professions, University of Arkansas for Medical Sciences, Little Rock, Arkansas.
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  • For correspondence: [email protected]
Erna L Boone
Department of Respiratory and Surgical Technologies, College of Health Related Professions, University of Arkansas for Medical Sciences, Little Rock, Arkansas.
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Abstract

BACKGROUND: There has been a growing interest in the use of volunteer clinical preceptors to provide clinical instruction to respiratory therapy (RT) students. However, many RT preceptors have had little or no training in preceptorship. We sought to identify the preceptor training needs of programs that lead to the Registered Respiratory Therapist or Certified Respiratory Therapist credential (RT programs).

METHODS: Via e-mail we asked the directors of accredited RT programs to respond to a Web-based survey.

RESULTS: Seventy-four RT program directors, from programs across the United States, responded. Eighty-two percent of the respondents’ programs offer an associate's degree and 16% offer a baccalaureate degree. The majority of the respondents’ programs use unpaid clinical preceptors. Thirty-two percent of the respondents indicated that the preceptors had received no preceptor training. Among the preceptors who did receive training, the duration of training ranged from 1 hour to 6 weeks. The training was typically delivered by the director of clinical education or program faculty. Eighty-one percent of the respondents believed there is a need for a standardized preceptor-training program. The respondents’ understanding of, curriculum for, and implementation of preceptor training differed considerably, and there were substantial differences in the content and duration of the existing preceptor-training programs. Seventy-two percent of the respondents had experienced barriers to preceptor training.

CONCLUSIONS: A standardized preceptor-training program is needed to improve the quality of preceptorship and assure that RT programs prepare graduates for 21st-century RT practice.

  • preceptor
  • respiratory therapy education
  • respiratory care education
  • clinical education

Footnotes

  • Correspondence: Kathy Jones-Boggs Rye EdD RRT, Department of Respiratory and Surgical Technologies, College of Health Related Professions, University of Arkansas for Medical Sciences, 4301 W Markham Street, Slot 737, Little Rock AR 72205-7199. E-mail: ryekathyj{at}uams.edu.
  • Dr Rye presented a version of this paper at the Open Forum at the 53rd International Respiratory Congress of the American Association for Respiratory Care, held December 1-4, 2007, in Orlando, Florida.

  • Copyright © 2009 by Daedalus Enterprises Inc.
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Respiratory Care: 54 (7)
Respiratory Care
Vol. 54, Issue 7
1 Jul 2009
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Respiratory Care Clinical Education: A Needs Assessment for Preceptor Training
Kathy Jones-Boggs Rye, Erna L Boone
Respiratory Care Jul 2009, 54 (7) 868-877;

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Respiratory Care Clinical Education: A Needs Assessment for Preceptor Training
Kathy Jones-Boggs Rye, Erna L Boone
Respiratory Care Jul 2009, 54 (7) 868-877;
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Keywords

  • preceptor
  • respiratory therapy education
  • respiratory care education
  • clinical education

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