Predictors of First-Time National Board Passage for Respiratory Therapists

Abstract

Background:

The purpose of this study was to determine the extent to which selected academic and non-academic variables can predict success or failure on the national boards for graduates who have matriculated through a required respiratory therapy curriculum. Based on the stated problem this study addressed the following research questions: 1. For graduates from two respiratory therapy associate degree programs in one Midwestern state, what is their profile in reference to the following variables: a) student demographics; b) prerequisite college course grades; c) required core program required course grades; d) clinical experience grade; and f) board exam preparation type? 2. To what extent do these variables predict passing of the TMC on the first attempt when holding contend student demographic variables?

Methods:

The research design for this non-experimental quantitative study used a retrospective design with data analysis using correlations and stepwise regression to determine the strongest predictors of first-time pass success on the TMC.

Results:

A stepwise logistic regression procedure was performed, eliminating the explanatory variables to significantly predict success or failure on the TMC's first-time attempt. Key results included a positive relationship between 4 academic variables involving students’ grades within 4 courses and TMC first-time pass success. For every one-point change in the Pre-Program Biology grade, the log odds of pass vs. failure on the TMC increased by 8.42. For every one-point change in the Pharmacology, the log odds of pass vs. failure on the TMC increased by 3.55. For every one-point change in Cardiovascular Physiology grade, the log odds of pass vs. failure on the TMC increased by 7.20. For every one-point change in the Neonatal and Pediatrics grade, the log odds of pass vs. failure on the TMC increased by 6.65. The odds of accurately predicting TMC outcome was 91.9% of the time using the four significant variables.

Conclusions:

Results can be used to enhance respiratory therapy programs' admission policies, remediation, mentoring, and curriculum development. Also, increasing the number of graduates who complete the TMC on the first attempt and promptly join the respiratory therapist workforce will demonstrate positive social changes by mitigating the respiratory therapist shortage promoting safe patient care. Importantly, it adds to the literature on these complex issues, in which no previous research had been found examined associate degree respiratory therapy programs.