Exploring the professionalization of respiratory therapy in Canada

Abstract

Introduction:A recurrent challenge facing respiratory therapists (RTs) is their legitimacy as professionals. RTs are often referred to as technologists, vocationalists, or technicians and must often justify their status as full professionals rather than "professional technicians". There is currently little exploration of what it means to be a profession and the process of professionalization in respiratory therapy. Approach: Drawing from sociological theory, the purpose of this paper is to discuss the professionalization of respiratory therapy in Canada using Andrew Abbott's theory, the "system of professions". We will use this theory as a lens to propose areas of consideration for professional development regarding two pervasive themes in the respiratory therapy community, RTs' specialized body of knowledge and professional autonomy. Findings: Abstract knowledge is believed to be essential in the evolution from occupation to profession and is valuable to a profession in three ways: it can influence the profession's legitimacy, it can be used for conducting research, and it promotes higher education. RTs possess jurisdictional professional autonomy within Canada. The privilege of self-regulation allows RTs to act according to their knowledge and judgement without direct oversight from other professions. Conclusion:Based on Abbott's theoretical position, RTs can rightly justify their position as professionals. However, RTs need to acknowledge that professionalization is a dynamic and continuous process that requires creative changes to innovate within the profession and support future efforts to reinforce their position as professionals. Throughout this paper, we offer suggestions for how RTs can contribute to the ongoing professionalization of respiratory therapy.

A survey on the attitudinal differences between acute and community settings

“…Given the amount of time and emphasis the entry-to-practice curriculum focuses on acute care content [17] and the reality that most RTs work in acute care facilities [13][14][15][16], those in or entering the profession may be nurtured to believe that acute care is where they should work to apply themselves to the maximum potential. This would be a mistake.…”

“…These arguments are supported by complex issues such as increasing population age [6], the complexity of patients with one or more chronic diseases [7], and opportunities for role growth and value [8][9][10][11][12]. In Canada, as in other parts of the world, most respiratory therapists (RTs) work in hospitals that provide acute care compared to out-of-hospital, community-based settings [13][14][15][16]. It is difficult to know precisely how many, as national statistics only capture the total RT count [17].…”

Addressing racism in respiratory therapy educational programs: An integrative literature review

“…Prospective students must possess high levels of academic achievement and are expected to maintain their high academic performance throughout their educational program to eventually graduate to become self-regulated healthcare professionals. Self-regulated healthcare professionals are purported to have specialized skills and competencies that must be demonstrated and maintained to ensure safe and effective practice [6][7][8][9][10][11][12]. Many of these professionals require successful completion of a national or provincial examination (e.g., Canadian Board for Respiratory Care exam) or evaluation process to earn a jurisdictional license to practice.…”

“…A student's journey through a health education program involves a series of steps, ranging from recruitment and admission to the program, to didactic coursework and laboratory training, to work-integrated learning (i.e., clinical practica), finally leading to graduation and entry to practice. The effects of racism and its impacts can profoundly influence a student's journey through a health education program [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15]. Processes for assessment and evaluations, supports for graduation, employment, and career progression can also affect the overall success and longevity of professionals in these career paths.…”

“…Many of these professionals require successful completion of a national or provincial examination (e.g., Canadian Board for Respiratory Care exam) or evaluation process to earn a jurisdictional license to practice. The status of self-regulation implies a social contract that these professionals must commit to serve the needs of society [ 12 , 13 ]. A student’s journey through a health education program involves a series of steps, ranging from recruitment and admission to the program, to didactic coursework and laboratory training, to work-integrated learning (i.e., clinical practica), finally leading to graduation and entry to practice.…”