Transitioning the Respiratory Therapy Workforce for 2015 and Beyond

Abstract

SummaryThe American Association for Respiratory Care established a task force in late 2007 to identify likely new roles and responsibilities of respiratory therapists (RTs) in the year 2015 and beyond. A series of 3 conferences was held between 2008 and 2010. The first task force conference affirmed that the healthcare system is in the process of dramatic change, driven by the need to improve health while decreasing costs and improving quality. This will be facilitated by application of evidence-based care, prevention and management of disease, and closely integrated interdisciplinary care teams. The second task force conference identified specific competencies needed to assure safe and effective execution of RT roles and responsibilities in the future. The third task force conference was charged with creating plans to change the professional education process so that RTs are able to achieve the needed skills, attitudes, and competencies identified in the previous conferences. Transition plans were developed by participants after review and discussion of the outcomes of the first two conferences and 1,011 survey responses from RT department managers and RT education program directors. This is a report of the recommendations of the third task force conference held July 12-14, 2010, on Marco Island, Florida. The participants, who represented groups concerned with RT education, licensure, and practice, proposed, discussed, and accepted that to be successful in the future a baccalaureate degree must be the minimum entry level for respiratory care practice. Also accepted was the recommendation that the Certified Respiratory RESPIRATORY CARE • MAY 2011 VOL 56 NO 5 681Therapist examination be retired, and instead, passing of the Registered Respiratory Therapist examination will be required for beginning clinical practice. A date of 2020 for achieving these changes was proposed, debated, and accepted. Recommendations were approved requesting resources be provided to help RT education programs, existing RT workforce, and state societies work through the issues raised by these changes.

Thinking Outside the Box: Moving the Respiratory Care Profession Beyond the Hospital Walls

“…These conferences rolled out over a number of subsequent years, and a summary of their proceedings was published in RESPIRATORY CARE. [12][13][14] Table 8 provides a summary of the conferences objectives. 12 In the second AARC conference in the "2015 and Beyond" series, the participants identified a grouping of respiratory care competencies that would be necessary for future graduates and those practicing in the profession.…”

Respiratory Care Year in Review 2011: Long-Term Oxygen Therapy, Pulmonary Rehabilitation, Airway Management, Acute Lung Injury, Education, and Management

“…We are indeed facing tremendous challenges and opportunities in the future, and it is prudent that educators review all 3 conference findings that have been published in RESPIRA-TORY CARE. [92][93][94] As we move our profession forward we will no doubt face challenges, and thoughtful transition is required so that RTs will be at the top of their game when caring for patients in the future. 91 Barnes et al 90 reported results of a survey of respiratory care educational program directors regarding the ability of the current educational infrastructure to make the necessary changes to prepare graduates who possess the qualifications identified for competent respiratory care providers in the future.…”

A Taxonomy for Mechanical Ventilation: 10 Fundamental Maxims

“…[1][2][3] One of the competencies in the area of critical care was declared as the ability to "apply to practice all ventilation modes currently available on all invasive and noninvasive mechanical ventilators, as well as all adjuncts to the operation of modes." 2 Kacmarek 4 recently published a paper discussing the expectations of this future RRT regarding mechanical ventilation competencies.…”