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What scholarly practice means to respiratory therapists: An interpretive description study
Marco Zaccagnini1,2, André Bussières1,2,3, Sungha Kim1,2
1School of Physical and Occupational Therapy, McGill University, Montréal, Québec, Canada.
Journal of Evaluation in Clinical Practice
|August 25, 2023
Summary
Scholarly practice in respiratory therapy is multifaceted, involving research, reflection, and knowledge application. It enhances professional identity and credibility, despite current exclusion from competency frameworks.
Area of Science:
- Healthcare Professions
- Respiratory Therapy
- Professional Development
Background:
- Scholarly practice is linked to empowerment and improved patient outcomes in many healthcare fields.
- Respiratory therapy's competency frameworks currently exclude scholarly practice, creating an educational and practical gap.
- Understanding scholarly practice is crucial for evolving professions balancing competency requirements with quality care.
Purpose of the Study:
- To explore the meaning of scholarly practice from the perspective of respiratory therapists (RTs).
- To understand how scholarly practice manifests in the daily work of RTs.
Main Methods:
- Interpretive description methodology was employed.
- 26 semi-structured interviews were conducted with diverse RTs across Canada.
- Inductive analysis was used, with concurrent data collection and analysis.
Main Results:
- Five themes emerged: practitioner identity, influencing factors, self-image, practice change vehicle, and knowledge-practice interconnections.
- Scholarly practice encompasses research, reflection, and knowledge application for professional advancement.
- Organizational context, resources, motivation, and politics influence scholarly practice.
Conclusions:
- Scholarly practice is a complex phenomenon vital for advancing respiratory therapy.
- It positively impacts professional identity, image, credibility, and legitimacy.
- Integrating scholarly practice is essential for the professionalization of respiratory therapy.
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