Rewrite sections lll. Evolving Accreditation Standards and Their Impact on Curriculum Development & IV Credentialing Expectations and Workforce Demands in Modern Respiratory Care of this research

Aligning Respiratory Care Education with Accreditation, Credentialing, and Workforce Expectations

Introduction

Respiratory care education relies on a blend of classroom learning and hands-on clinical training to prepare students to become competent registered respiratory therapists (RRTs). Respiratory therapy is a profession that is continually growing and the expectations that are placed on new graduates are higher than ever. As the healthcare system becomes complex, expanding, and patient needs are evolving, respiratory care education programs are under pressure to keep pace with these new changes and updates. Accreditation standards and credentialing requirements are formulated to support growth and to challenge programs to continually strengthen and improve the way they prepare students for clinical practice. The hypothesis of this research suggests that if accreditation standards and credentialing requirements continue to implement workforce needs, respiratory care programs will set a higher competency to achieve and incorporate foundational knowledge to allow graduates to succeed in the transition of their career as a respiratory therapist. Considering this idea, the thesis states that as accreditation standards and credentialing requirements evolve to meet workforce demands respiratory care education, patient care, and professionalism so that graduates are better prepared to transition successfully into their roles as respiratory therapists. However, meeting standards and expectations is not always simple. The problem statement highlights that respiratory care programs are expected to prepare students with the knowledge and skills needed to meet growing workforce demands, but many programs struggle to keep up with changing accreditation standards and credentialing expectations. As the role of respiratory therapist becomes more complex, gaps can develop in areas such as education, patient care, and professionalism. These gaps can make it harder for graduates to transition smoothly into clinical practice as evident by surveys conducted and articles by evidence-based research. Therefore, it is important to understand how updated accreditation and credentialing requirements influence program quality and help students develop the competencies needed for success in the profession.

American Association for Respiratory Care

The American Association for Respiratory Care (AARC)is an organization of counselors, educators, and other professionals that advances the counseling profession by promoting best practices in assessment, research, and evaluation. is the leading national and international professional association for Respiratory Care (kacmarek, 2021). They work with RTs to encourage, promote, and facilitate RTs professional excellence. According to the Respiratory care education annual the American Association for Respiratory Care report, it emphasizes that programs are expected to meet certain outcomes measures like exam passing rate and employer satisfaction, and many programs face pressure to improve areas that are needed as expectations rise (Wissing & Sorenson, 2012). AARC states that it is a difference when it comes to education such as a baccalaureate degree program and an associate degree program ability to provide competencies. However, in the reality, associate degree is the new norm for preparing “expert consultants” to enter practice, but it is argued that a higher minimum entry level preparation is important and based on demands of the profession (Wissing & Sorenson, 2012). As the profession becomes complex and expanding, it becomes questionable if associate degrees are competence, does the associate degree help or hinder recruitment of the high achieving, professionally minded students that we hope to attract into the profession (Wissing & Sorenson, 2012). Meanwhile Baccalaureate degree programs have advantages including greater competitiveness for available entry-level positions, the ability to participate in a career advancement program, and the ability to promote advanced positions within an RT department (Gresham-Anderson, 2021). According to the AARC survey, managers preferred to hire graduates with a baccalaureate degree in respiratory therapy. It is indicated that baccalaureate-prepared graduates communicate effectively and work effectively as part of a health care team and provide evidence-based quality patient care department (Gresham-Anderson, 2021). Graduates who carry a baccalaureate degree provide value to the respiratory therapy department, teamwork, professional advancement, and effective skills (Gresham-Anderson, 2021). Profession is moving toward higher levels of competency because the role of respiratory care has expanded, requiring stronger clinical judgement and communication skills.

Evolving Accreditation Standards and Their Impact on Curriculum Development

Accreditation is a vital part of determining the quality and consistency of respiratory care education among academic institutions. As expectations for the workforce change, accrediting bodies place increased emphasis on measurable results, such as clinical competence, the ability to work in teams with other professionals, and the ability to work in complex medical environments. According to Egan's Fundamentals of Respiratory Care, accreditation helps ensure that programs prepare graduates who are competent to deliver safe and effective care across diverse clinical settings, noting that "effective respiratory care education integrates theoretical knowledge with meaningful clinical application to prepare competent practitioners" (Kacmarek et al., 2021). These standards require programs to continually assess the preparation provided by their curriculum to prepare students to meet the demands of the profession. In recent years, accreditation standards have moved away from simply evaluating technical skill and have begun to assess skills like evidence-based decision-making, leadership, communication, and the ability to provide care to diverse patient populations. This expanded skill set reflects changes in healthcare delivery where respiratory therapists are now working with more complex patient conditions, working autonomously in a high acuity setting, and actively participating in interdisciplinary care teams. As Kacmarek et al. (2021) emphasize, "the role of the respiratory therapist has expanded as patient acuity and technological demands continue to rise," and modern therapists must be able to demonstrate "advanced clinical judgment, critical thinking, and evidence-based practice." Programs based on old models of instruction may struggle to keep up with these expanded expectations. One of the main problems for programs is a cultural change to curricular structures so that essential competencies are embedded into all levels of education. This includes creating alignment between clinical experiences and didactic teaching, building a stronger emphasis on simulation-based learning, and creating assessments that measure critical thinking in lieu of rote performance of a task. High-quality clinical partnerships are essential in exposing students to a variety of patient conditions and care environments to enable the application of theoretical knowledge in meaningful ways. Faculty must also ensure that coursework promotes progressive progression of skills, so students build on basic knowledge and are able to make independent clinical judgment by graduation. Wissing and Sorenson (2012) state that "graduates must demonstrate higher-order competencies to meet the expectations of contemporary practice," highlighting the growing pressure on programs to elevate preparation across all educational levels. Further, achieving updated accreditation standards depends significantly on the development of the faculty, along with support from the institution. As the practice of respiratory therapy continues to evolve, educators must be knowledgeable about technological advancements, guidelines, and evidence-based practice. Teaching strategies should encourage active learning, reflective practice, and engagement with existing research, so students have a heightened understanding of the profession. According to Egan's Fundamentals, instructors should serve as role models for clinical reasoning and integrate real-world applications into teaching, explaining that "simulation and problem-based learning support the development of clinical reasoning skills essential for safe practice" (Kacmarek et al., 2021). Without program-wide alignment and ongoing evaluation, institutions risk falling short of accreditation benchmarks and failing to produce graduates who are ready for modern practice.

Credentialing Expectations and Workforce Demands in Modern Respiratory Care

Credentialing has a significant impact on the way respiratory care programs approach their curriculum structure, especially as the national standards for entry-level practice continue to increase. The Registered Respiratory Therapist or RRT credential has gained broad acceptance as the standard or preferred level of proficiency for independent practice, which has led educational programs to provide students with the competency features necessary not only to satisfy credentialing examinations but also to be successful in demanding clinical environments. Egan's Fundamentals of Respiratory Care explains that modern credentialing expectations reflect the need for practitioners to demonstrate "advanced clinical judgment, autonomy, and strong decision-making abilities" (Kacmarek et al., 2021). As patient acuity becomes more complex and respiratory therapists assume greater responsibilities in critical care, diagnostics, and disease management, programs must ensure students receive the preparation needed to meet these increasing expectations. Workforce trends also show an increasing demand for professionalism, communication, and leadership skills in new graduates. Respiratory therapists need to have the ability to work cooperatively with physicians, nurses, and other healthcare professionals, so good interpersonal and organizational skills are necessary. Employers are becoming more interested in graduates who show readiness to adapt in dynamic clinical environments, participate in quality improvement initiatives, and contribute to patient education efforts. While associate-degree programs remain common, many within the profession argue that baccalaureate education better aligns with the expanding competencies required for modern respiratory care practice. Wissing and Sorenson

(2012) highlight this shift by noting that "the respiratory care profession continues to expand, placing increasing pressure on educational programs to elevate academic rigor," particularly as expectations for new graduates grow. The literature also points to the increasing expectations placed on respiratory therapists and the corresponding need for educational programs to rise to these challenges. Wissing and Sorenson (2012) emphasize that "educational programs are challenged to align curricula with the evolving scope of practice and workforce requirements," and programs must strengthen academic rigor, improve clinical partnerships, and implement updated assessment strategies to meet credentialing demands. As the profession continues to evolve, workforce needs will continue to influence educational standards, creating ongoing challenges and opportunities for respiratory care programs striving to prepare well-qualified graduates.

References

Kacmarek, R.M., Stroller, J.K., & Heuer, A.J (2021). Egan’s Fundamentals of Respiratory Care (12th ed.). Elsevier

Wissing, D., & Sorenson, H. (2012). Respiratory care education annual the American Association for Respiratory Care. aarc. https://www.aarc.org/wp-content/uploads/2015/05/rcea12.pdf