Identification,Accomplishments,and Training for Respiratory Care Leaders

Abstract

Background:

Prior studies have noted an association between perception of leadership and RT well-being. The identification of potential leaders, accomplishments, and training received by leaders may vary greatly. The purpose of this study was to describe the identification, accomplishments, and training for leaders within respiratory care departments.

Methods:

A survey was developed to examine the perception of leadership in respiratory care departments. The survey was emailed to a list of respiratory care leaders in clinical departments, respiratory care programs, industry leaders, and the AARC, CoARC, CoBGRTE, NBRC, Respiratory Care, and state societies. Data analysis was descriptive. The study was approved by the Duke University Medical Center IRB.

Results:

We received a total of 96 responses. The three most important skills considered for promotion to a leadership position were critical thinking (90%), people skills (88%), and verbal communication (62%). The most important accomplishments were self-initiated projects (81%), providing intradepartmental education (68%), precepting (60%), projects initiated by leadership (59%), and involvement in national organizations (45%). Things that would exclude someone from a leadership position included poor work ethic (95%), dishonesty (94%), difficulty getting along with others (91%), unreliable (91%), not a team player (85%), unpleasant personality (74%), and self-centered (72%). The most common minimum degree required for a leadership position was bachelor (52%), followed by associate (17%), master (16%), depends on person and position (14%), and doctorate (1%). Seventy-seven percent stated AARC membership should be required for a leadership position and 32% required AARC membership. Formal leadership training most commonly included classes through their institution (65%), external workshops or classes (57%), and graduate level courses (54%). Specific skill training included communication training (70%), institution specific training (65%), conflict resolution (65%), and technical skills (54%).

Conclusions:

Critical thinking, people skills, and communication were the most important skills for potential leaders. Poor work ethic, dishonesty, difficulty getting along with others, and being unreliable would exclude someone from a leadership position. AARC membership was not required for a leadership position by most centers. Leadership training varied although only 5% had not received any leadership training.