Misunderstood: Stakeholder Perceptions of Respiratory Therapy Professional Identity
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| Title: | Misunderstood: Stakeholder Perceptions of Respiratory Therapy Professional Identity |
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| Language: | English |
| Authors: | Sherry Whiteman, Pietro A. Sasso |
| Source: | Higher Education Politics & Economics. 2026 12(1):22-44. |
| Availability: | Higher Education Politics & Economics. 2309 Education Building, Norfolk, VA 23529. Tel: 757-683-4118; e-mail: hepe@odu.edu; Web site: http://ojed.org/index.php/hepe/index |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Professional Identity, Allied Health Personnel, Allied Health Occupations Education, Degree Requirements, Stakeholders, College Faculty |
| ISSN: | 2577-7270 2577-7289 |
| Abstract: | No current literature explores how respiratory therapists describe their professional identity. To address this gap, this descriptive phenomenological study used stakeholder theory (Freeman, 1994) as a framework to explore the perspectives of practitioners and educators through the use of semi-structured interviews. Participants were asked to share perspectives about professional identity, minimum degree requirements for entry-into-practice, and the clinical implications for identity and practice. The purpose of this study was to explore how increasing professional education expectations may change the professional identity and clinical practice. This exploratory study found a lack of cohesive identity often ascribed to therapists rather than determined by therapists and problematizes future research about respiratory care identity, teaching, and clinical care. Implications for practice include recommendations for focused reflective practice and increased socialization within the profession. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501264 |
| Database: | ERIC |
| Abstract: | No current literature explores how respiratory therapists describe their professional identity. To address this gap, this descriptive phenomenological study used stakeholder theory (Freeman, 1994) as a framework to explore the perspectives of practitioners and educators through the use of semi-structured interviews. Participants were asked to share perspectives about professional identity, minimum degree requirements for entry-into-practice, and the clinical implications for identity and practice. The purpose of this study was to explore how increasing professional education expectations may change the professional identity and clinical practice. This exploratory study found a lack of cohesive identity often ascribed to therapists rather than determined by therapists and problematizes future research about respiratory care identity, teaching, and clinical care. Implications for practice include recommendations for focused reflective practice and increased socialization within the profession. |
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| ISSN: | 2577-7270 2577-7289 |
