RT Journal Article
SR Electronic
T1 Respiratory Therapist Training and Preparedness for Patient Education
JF Respiratory Care
FD American Association for Respiratory Care
SP 3229787
VO 64
IS Suppl 10
A1 Chatham Patrick, Kelly
A1 Willis, Denise
A1 Berlinski, Ariel
YR 2019
UL http://rc.rcjournal.com/content/64/Suppl_10/3229787.abstract
AB Background: Traditionally, the role of the respiratory therapist (RT) has been patient care delivery in the hospital setting. That has evolved over the last few decades to include patient education not only in the hospital but also outpatient clinics. However, formal training for patient education may not be part of the curriculum in all RT school programs. There are many RTs providing patient education that may not have received training regarding effective learning strategies in their RT school program. Methods: This study was not deemed human subject research by the local Institutional Review Board. RT staff at our institution were invited to complete an anonymous survey about their training and experiences with patient education. Data was collected electronically in the Research Electronic Data Capture application. Results: The response rate was 39% (64/164) with 81% (52/64) females, and 80% (51/64) white non-Hispanic. Most respondents (73%, 47/64) held a bachelors or higher degree. The RRT, CRT, and NPS credentials were reported by 98% (63/64), 2% (1/64), and 47% (30/64) of respondents respectively. The mean ± SD years of experience was 16.4 ± 10.8. The primary work area reported by most participants was inpatient (78%, 50/64). Sixty-six percent (42/64) graduated from RT school 10 or more years ago. Many respondents, 44% (28/64) felt that the RT school program they attended provided courses and training in patient education while 42% (27/64) did not and 14% (9/64) were neutral. The majority of respondents (58%, 37/64) would have liked more training for patient education while in RT school. RTs who graduated 10 or more years ago were less likely to have received training for patient education when compared with those who graduated less than 10 years ago (50% vs. 27%, P = 0.024). Respondents reported having been trained in the following strategies: teach back (61%, 39/64), teach to goal (40%, 25/64), and motivational interviewing (44%, 28/64). Most respondents (66%, 42/64) indicated they would like to receive additional training regarding effective learning strategies. Conclusions: This survey identified an educational need regarding proficiency in patient education teaching strategies. We plan to implement an educational intervention. Respiratory therapists who graduated RT school 10 or more years ago are less likely to have had patient education teaching strategies as part of their curriculum.