Perceptions and Barriers to Degree Advancement of Respiratory Therapists

Abstract

Background:

The purpose of this study was to identify the perceptions and barriers to degree advancement among active respiratory therapists. The primary objective of this work is to highlight common perceptions, or misconceptions, about the incentives related to pursuing a higher degree. The data may help professional organizations and academic programs align to best address perceived barriers to degree advancement with the overarching goal of propelling the profession forward.

Methods:

This cross-sectional study utilized a web-based survey to glean descriptive and qualitative information related to the study questions. The survey was conducted using Qualtrics software and released via a social media platform with a specific audience of over 60,000 practicing respiratory therapists.

Results:

Due to the use of social media, the response rate to this survey is unknown. However, responses from 785 respiratory therapists were included in the final r analysis. Relevant findings identify that variables such as age, time in the field, likelihood and rate of tuition reimbursement, and compensation post-completion of degree advancement all represented perceived barriers to degree advancement. Qualitative analysis of open-ended questions revealed 4 predominant themes in the perception of degree advancement in respiratory care. These themes included the perception of irrelevance, insurmountable alterations to lifestyle, cost of degree advancement, and age in the context of benefits to degree advancement.

Conclusions:

Findings support the need for institutions to encourage therapists who are concerned about the cost to return for degree advancement. Other factors such as age, and years of experience also play large roles in an individual's choice to return for degree advancement. However, individuals that found financial barriers were more likely to indicate a positive indication to return for degree advancement; therefore, it is vital to provide a level of tuition reimbursement to minimize this barrier.