Bridging the Gap: From Student to Professional

Editor’s note: This text-based course is an edited transcript of the webinar, Bridging the Gap: From Student to Professional, presented by Jessica Hewitt, MSOL, RCP, RRT. 

It is recommended that you download the course handout to supplement this text format.

Learning Outcomes

After this course, participants will be able to:

• Identify the different ways a gap between student knowledge and professional practice may appear.
• List the factors contributing to the disparity in readiness between respiratory therapy school and clinical practice.
• Identify personal strategies for participants to help bridge this readiness gap.

Memory Lane

Let’s begin by reflecting on your time as a student. Think back to when you were first learning about the respiratory therapy profession. I have a few key questions to help guide this reflection. How well did you understand the role of a respiratory therapist before entering the field? Did your education fully prepare you for the hands-on realities and challenges of the job? What specific experiences or skills do you wish you had developed before stepping into the role of an RT? As you think about these questions, consider the gap that often exists between academic training and clinical practice. We’ll use this reflection to discuss how we can better prepare new graduates for the field by strengthening their transition from education to real-world practice.

Reasons for Choosing Respiratory Therapy

Student Perspectives

To begin, let’s explore why students choose respiratory therapy as a career. I look at it from two perspectives: the student viewpoint and insights from the American Association of Respiratory Care (AARC). From my experience as an educator and through interviews with incoming students, many of them are drawn to this field after working in other healthcare roles. Some come from positions like phlebotomists or certified nursing assistants (CNAs), bringing with them valuable experience, but often with limited understanding of the specific demands of respiratory therapy.

These students often choose respiratory therapy because it offers a hands-on, patient-centered career with opportunities to make a direct impact on patient outcomes. The promise of specialized skills and the ability to work across diverse healthcare settings—like emergency departments, ICUs, and neonatal care—makes it a unique and appealing profession.

Sometimes, students are motivated by personal experiences as patients. For example, I had one student who chose respiratory therapy after being hospitalized with COVID-19. That experience gave her firsthand insight into what respiratory therapists do, from patient care to the critical role of ventilation.

For others, it is family connections. Many students have family members with respiratory illnesses, which introduces them to the profession early on. Then there are those who do not have direct contact with RTs but are drawn to the profession for its job stability and increasing demand. Post-COVID, the need for respiratory therapists has escalated, and we have gained more visibility in the news. The competitive compensation that has followed also makes it an attractive option for many.

Despite being a relatively short program—typically about two years, sometimes even less with accelerated options—respiratory therapy offers strong career prospects. In some cases, students can complete their associate's degree in respiratory therapy in under two years and still enter the workforce with competitive wages.

Another appeal of the field is the potential for a good work-life balance. Many respiratory therapists work three 12-hour shifts per week, which allows for flexibility—something that is especially valuable for parents or those with other family responsibilities.

Student and AARC Perspectives

A common theme I hear from students is how rewarding this career can be. They are motivated by a desire to help others, find purpose in their work, and know they are making a real difference in someone’s life. From the AARC perspective, this sentiment remains consistent.

The AARC emphasizes that respiratory therapy is a solid and growing career. According to their projections, the demand for respiratory therapists is expected to increase significantly in the coming years. Many of us have heard about the looming shortage of RTs, driven in large part by a wave of retirements. This will create a critical need for new graduates to enter the field and keep the profession thriving.

It is more important than ever to ensure that these new graduates are well-prepared and strong in their practice. By doing so, we can maintain the stability of our profession and continue making a meaningful impact on the lives of our patients.

Respiratory therapy also offers a path for lifelong learning. Many of us will continue to grow in our careers by exploring different areas of the hospital, working with various patient populations, and staying current with continuing education units (CEUs). These ongoing challenges contribute to making the career even more rewarding.

In fact, I recently spoke with a prospective student who mentioned that she was specifically drawn to the idea that high stress leads to high rewards. This mindset speaks to the heart of what many of us seek—a career that is challenging but deeply fulfilling.

At its core, respiratory therapy is about service to others. Making patient needs the top priority and showing genuine care allows us to truly make a difference in people’s lives.

RT School and The Gap

RT School: CoARC

First, let’s examine respiratory therapy programs' structure. A significant aspect of this is the role of the Commission on Accreditation for Respiratory Care (CoARC). Students must graduate from a CoARC-accredited program to sit for their board exams and earn their credentials, making this accreditation crucial.

CoARC sets the standards to ensure that RT schools provide a high-quality education. These standards help guarantee that graduates are not only well-prepared for the profession but are also equipped with strong practical skills, a solid academic foundation, and the ability to engage in research. Ultimately, this accreditation ensures that new respiratory therapists can provide excellent patient care and contribute meaningfully to the healthcare field.

CoARC also ensures that schools maintain their accreditation through continuous improvement. To keep this accreditation, programs must undergo regular audits and follow several processes to ensure their curricula stay current and relevant.

A key part of this is the professional development of faculty and administrators. This often involves regular meetings to review and update the curriculum as needed. If evidence-based medicine evolves, those changes are integrated into the program to ensure students receive the most up-to-date education.

Quality assurance is a critical component of the accreditation process. Schools are required to track and report several key performance indicators, ensuring transparency and accountability. The three primary metrics I will focus on are graduation rates, credentialing rates, and job placement rates.

We consistently monitor the number of students who begin and successfully complete the program, the number of graduates who go on to earn their credentials—both Certified Respiratory Therapist (CRT) and Registered Respiratory Therapist (RRT)—and the number who secure employment in the field after graduation. These metrics are not just numbers; they reflect the program's effectiveness in producing competent and hireable respiratory therapists.

Programs are also held accountable to ensure students are not only graduating but are fully prepared for the demands of the profession. High credentialing and placement rates demonstrate that graduates are ready to pass board exams and succeed in clinical environments. This continuous tracking helps identify areas for improvement, ensuring that the education provided is aligned with industry needs, emerging trends in healthcare, and the evolving standards of evidence-based practice. Additionally, these indicators offer valuable feedback for faculty, allowing them to adjust teaching methods and curricula as needed to maintain high performance and meet accreditation standards.

CoARC also plays a crucial role in ensuring that best practices are being taught and that any developments in respiratory care are incorporated into the curriculum. They are strong advocates for the respiratory therapy profession, helping to shape its future. In fact, CoARC has been instrumental in the creation and expansion of bachelor’s and master’s programs in respiratory therapy, which are gaining increasing attention.

I have noticed a growing interest from students asking about master’s programs—something that was not even an option when I was in school. This reflects the evolving nature of the profession and the drive for continued academic advancement within respiratory care.

Beyond advancing degree options, CoARC is committed to maintaining a student-centered focus. Their goal is to ensure that each student receives a high-quality education, fully preparing them for their careers. This dedication helps guarantee that students graduate not only with the necessary credentials but also with the skills and knowledge to thrive in the field.

What Is “The Gap?”

What is this gap I keep referring to? It is the difference between what is taught in RT school and what is commonly practiced at the bedside, including the emotional intelligence required to work in a clinical setting. Many students are surprised—and sometimes even frustrated—when they learn that what is in the textbook does not always match what they see in the real world. This variation comes from different hospital protocols and varying scopes of practice depending on the facility or region.

One major aspect of this gap is the challenge of applying textbook concepts to real-world scenarios. Learning from books and passing exams is one thing; being confronted with a live patient is another. Even when students have the necessary knowledge, putting it into practice can be difficult.

Another critical aspect of the gap is emotional preparedness. This is often overlooked in education and can be a tough conversation to have. As respiratory therapists, we work in high-stress environments, and our work carries significant emotional weight—not only for us but for our patients and their families. The ability to relate to patients, manage emotions, and cope with the stress of critical care situations can be incredibly challenging for new graduates transitioning to bedside care.

The Emotional Gap

Building on this emotional gap, a significant challenge for many new graduates is the transition to working independently. The shift from a supervised learning environment to the autonomy of being on your own can be overwhelming. I actually had a former student reach out to me after starting their first job in the field, asking, "How do you get rid of imposter syndrome?"

This student was incredibly intelligent—at the top of their class—and felt well-prepared academically. However, once they were faced with the reality of making decisions on their own, the weight of responsibility hit them hard. They experienced a sense of panic, realizing they were now responsible for managing high-stress situations and severe illnesses. This feeling of not being ready, despite their training, is a common experience and adds to the emotional challenge of transitioning from student to practicing professional.

A significant challenge for new graduates is managing the emotional trauma that comes with coping with patient loss. This aspect of the job can be incredibly difficult, and teaching students various coping techniques is essential to bridging this emotional gap. Coping skills cannot be fully taught from a textbook, but they need to be discussed and developed throughout their education.

An area I did not anticipate as a student but now make a point to address in my classes is navigating complex family dynamics. As respiratory therapists, we often provide care not just to the patients but also to their families. In some situations, particularly when patients are critically ill or unable to communicate, our interactions with families can be even more intense. Helping families understand medical interventions, managing their emotions, and offering support during critical moments are all parts of the job. In some cases, the ability to guide families through end-of-life situations with empathy and compassion becomes just as important as the technical aspects of care.

Encouraging students to build strong personal and professional support systems is critical. These systems help them manage the emotional demands of the profession and foster resilience. Peer networks, mentorships, and even mental health resources can be invaluable as new graduates adjust to the pressures of working in such a high-stress, emotionally charged environment.

Personally, I do not have any family in the healthcare field. While my family has always been incredibly supportive, they could not fully understand or relate to the challenges I was facing. What ultimately helped me find the best coping strategies and feel more secure in my role was finding a support system of people who truly understood the demands of the job.

Helping students understand the importance of finding these support systems—whether through coworkers, mentors, or even their current classmates—is critical to easing their transition into the respiratory therapy world. Having a network of individuals who can relate to what they are experiencing can make a huge difference in navigating the emotional and professional challenges they will face.

Reasons for the Educational to Clinical Gap

What are the reasons for this gap I have been discussing? A significant factor is that each institution and setting has its own priorities and focus. Respiratory therapy schools emphasize foundational knowledge, critical thinking, and meeting accreditation standards, ensuring students are prepared for their credentialing exams. However, a trauma hospital may prioritize rapid, life-saving interventions, quick decision-making, and managing high-acuity cases in a fast-paced environment. In contrast, home healthcare focuses more on long-term patient care, rehabilitation, and chronic disease management. Each of these settings requires different skills, and the divergence between academic preparation and real-world practice becomes more evident based on the focus of each institution.

The gap between academic and clinical settings is often substantial. In school, the goal is often to ensure that students understand theoretical concepts and protocols, while clinical settings require them to apply this knowledge in dynamic, real-world scenarios. We will explore these differences in more detail shortly.

A contributing factor is the varied expectations between the classroom and the bedside. In an academic environment, students are evaluated primarily on their ability to memorize information, pass exams, and perform in controlled simulations. In contrast, at the bedside, they are expected to apply this knowledge in unpredictable, high-pressure situations. They must navigate not only the medical complexities of patient care but also interpersonal dynamics, emotional intelligence, and decision-making in real-time. This is where the gap widens—bridging the transition from textbook learning to patient-centered care can be a challenge.

The healthcare landscape is constantly evolving. New technologies, updated protocols, and emerging evidence-based practices are introduced regularly. Schools may struggle to keep up with the rapid changes in clinical practice, meaning that by the time students enter the workforce, they may encounter new methods or tools they had limited exposure to during their education. This creates another layer of difficulty when transitioning from the classroom to the clinical environment.

Focuses of RT Education

Let’s talk about the focus on the education side of respiratory therapy. One of the primary emphases in RT programs is preparation for the board exams. As I mentioned earlier, credentialing rates are tracked as part of CoARC’s accreditation requirements. We place a heavy emphasis on ensuring students are fully prepared to pass these exams because this is essential for maintaining accreditation.

This focus is critical, as passing the board exams is the gateway to becoming a licensed respiratory therapist. Without these credentials, students cannot enter the field. Therefore, much of the curriculum and academic effort is geared toward equipping students with the knowledge and skills they need to succeed on these exams. Whether it is through test simulations, practice questions, or in-depth reviews of core concepts, we do everything we can to help students reach that goal.

A key part of the educational focus is hands-on competency. Students need to demonstrate their practical skills through hands-on assessments, which might involve working with simulated patients or practicing with each other. These exercises help prepare them not only for the real-world scenarios they will face but also for the multiple-choice Therapist Multiple Choice (TMC) exam, which is required to earn their CRT credential.

In addition, we emphasize developing critical thinking skills, which are essential for passing the RRT credential. This is assessed through the Clinical Simulation Exam (CSE), where students must demonstrate their ability to think critically and make sound decisions in complex clinical scenarios. We work hard to prepare them for both exams by simulating real-life challenges as much as possible.

• Focuses of RT Education Focuses on individual subjects
  • Educational programs and instructors determine the integration of topics based on curriculum design
• Balancing act of mitigating content overload
  • Balances depth of learning to prevent memorization without understanding

One challenge in RT education that can make it difficult for students to apply their knowledge to real-world situations is the way subjects are taught in a very compartmentalized manner. Most schools break down topics into distinct categories, like pulmonary anatomy and physiology, therapeutics, and mechanical ventilation, each taught separately. However, in practice, all of this knowledge needs to come together to treat a single patient.

Initially, students tend to think of these subjects as isolated areas of learning. While this may change as they progress through the program, it often leads to difficulty connecting concepts from one class to another—and, ultimately, applying them in a clinical setting. This disjointed approach can result in students struggling to integrate what they learned in different courses when faced with real patients.

Students may experience content overload, trying to absorb a vast amount of information in a short time. One of the most common issues we see is what we call "memorize and dump"—students memorize information for exams but quickly forget it afterward rather than retain and understand the material deeply enough to apply it effectively in practice. This can create a significant gap between what they know in theory and what they can actually do in a clinical environment.

This "memorize and dump" cycle is incredibly difficult to combat, largely because students are bombarded with a vast amount of information in a short period. As soon as they finish one class, they move on to the next, often forgetting much of what they just learned. By the time they have completed a final exam, their focus shifts to the next set of material, and the knowledge from the previous class starts to fade.

The challenge is finding a balance—helping students truly understand and internalize the material so that it sticks, rather than just memorizing it for a test. We need to ensure that students recognize the long-term importance of what they are learning rather than simply focusing on short-term retention for exams. It is crucial to foster a deeper understanding so that the knowledge stays with them as they progress through the program and into their clinical practice.

Positives and Challenges of RT Education 

• Promotes critical thinking
  • May be difficult to teach
• Addresses the importance of evidence-based medicine and patient-centered care
  • Difficult to evaluate and score in the classroom

There are several challenges in RT education, but they often go hand in hand with the positives. One of the key strengths of RT school is that it promotes critical thinking, which is essential for success in the field. However, teaching critical thinking is not easy. Each student approaches situations differently, and no two clinical scenarios are exactly the same. For critical thinking to be effective, students need to integrate their knowledge with personal insights—yet, as students, they often lack the real-world experience to fully develop this skill.

This is where the challenge arises. Critical thinking improves with time and practice, and experienced therapists benefit from drawing from personal experiences—whether successes or mistakes—to guide their decision-making. Students, on the other hand, have not yet had the opportunity to build that reservoir of experience, which can make developing strong critical thinking skills more difficult in an academic setting.

That being said, the promotion of critical thinking in RT education remains a major positive. While it takes time to develop fully, students are introduced to the importance of problem-solving and learning to approach complex patient situations with a critical, analytical mindset. As they gain more clinical exposure and experience, their ability to think critically will naturally grow, building a strong foundation for their professional careers.

As new graduates, they have not yet developed the depth of insight that comes with experience. They rely heavily on their academic knowledge, trying to piece together everything they have learned to care for their patients. This is where the challenge lies—being able to synthesize and apply their knowledge effectively in real-world situations.

A critical aspect of thinking through patient care, which is often overlooked from the student's perspective, is the presence of subconscious biases. These biases, whether cultural, social, or emotional, can significantly influence how a therapist approaches patient care. Factors such as a patient's race, socioeconomic status, gender, or lifestyle choices can unintentionally affect how care is delivered. It is crucial to make students aware that biases exist in healthcare and to help them recognize their own subconscious biases as much as possible.

By acknowledging these biases, students can begin to reflect on how these influences might shape their interactions with patients, whether through assumptions about a patient’s condition or judgments regarding their behavior. Once students recognize these biases, they can learn how to set aside emotional or biased barriers and focus on delivering patient-centered, objective care that aligns with the best clinical practices.

Understanding and addressing these subconscious biases is an essential, yet often underestimated, part of developing as a healthcare professional. Healthcare providers, including respiratory therapists, frequently interact with patients from diverse backgrounds, and their ability to recognize and mitigate these biases directly affects the quality of care. Helping students to confront and manage these biases early on not only improves patient outcomes but also equips students to be more compassionate, culturally competent, and effective therapists. It fosters an environment where patients feel seen, heard, and understood, which is vital for building trust and ensuring that care is equitable for all patients.

RT school also emphasizes the importance of evidence-based medicine and patient-centered care, which ties directly into addressing subconscious biases. The goal is to help students make decisions based on the best available research while also keeping the individual needs and preferences of the patient at the forefront. However, applying evidence-based medicine can be challenging because it is constantly evolving. What we know today may change tomorrow, and students must learn to adapt to this ever-shifting landscape.

A clear example of this was during COVID-19 when we all witnessed the scientific method in real-time. Guidelines, treatments, and protocols were rapidly updated as new evidence emerged. This experience reinforced the idea that learning in healthcare is never static. In RT, everything builds on prior knowledge, and no matter how long we have been in the field, we are always learning and adapting. Evidence-based medicine is a lifelong commitment, and understanding this early on prepares students to be more flexible and responsive to new developments in the profession.

While we can emphasize the importance of evidence-based medicine in RT education, its rapid evolution makes it difficult to keep up with—and even harder to evaluate in the classroom. The fast pace of medical advancements creates challenges in ensuring students not only understand the current best practices but are also able to apply them effectively in a real-world setting.

This makes it particularly difficult to assess and score in a traditional classroom environment. While we can stress the significance of evidence-based practice, testing its real-world application is much more complex. The dynamic nature of healthcare means students must continuously adapt, and measuring their ability to do so can be challenging. Ultimately, while we can provide the foundation for evidence-based medicine, the true test comes when they are on the job, continually learning and integrating new knowledge into their practice.

• Ample class time, less clinical exposure
  • Leading to a lack of understanding of how to triage, time management, and scope of practice
• Difficulty in keeping instructors up-to-date
  • Exposure to new equipment and technological advances

One challenge we face in RT education is that it is primarily classroom-focused. While every program provides students with some clinical exposure, the majority of their time is spent in the classroom, leaving less opportunity for hands-on learning in real-world environments. The classroom setting is essential for teaching foundational knowledge, particularly when it comes to preparing for board exams. However, clinical exposure is critical for developing the practical skills that are necessary for success at the bedside.

In clinical settings, students have the chance to apply their theoretical knowledge, but more importantly, it is where they learn to manage real patients. This exposure allows them to practice key skills such as triaging patients, refining their time management, and making quick decisions in high-pressure situations. These experiences also provide a clearer understanding of the full scope of practice for respiratory therapists, including how to collaborate with interdisciplinary teams and navigate complex patient cases.

The limited time spent in clinical settings can make it challenging for students to fully grasp these practical aspects before graduation. Furthermore, clinical experiences vary based on location, meaning some students may not have exposure to certain patient populations or care environments. For example, a student might get a lot of exposure to emergency care but little experience with long-term or home care settings. This variance can leave gaps in their practical experience, which may take time to fill once they enter the workforce.

The challenge, then, is finding the right balance between academic knowledge and clinical experience. Programs must ensure students are not only equipped to pass their exams but also prepared to handle the complexities and unpredictability of patient care in real-life scenarios.

Another layer of complexity is that clinical practices and available resources can vary significantly depending on where you are in the country or even around the world. This variability can affect the kind of experiences students have during their clinical rotations, further contributing to the gap between education and real-world practice.

Additionally, keeping instructors up to date with the latest advancements in technology and care practices is an ongoing challenge. While educators can stay informed through conferences, online forums, and continuing education units (CEUs), including programs like this one, many of us do not have the opportunity to work directly with new equipment or technologies on actual patients. This limits our ability to fully integrate cutting-edge tools and techniques into our teaching.

Without firsthand experience using newer technologies in clinical settings, it becomes harder to share personal stories or offer insights into how these advancements are applied in real life. This gap makes it even more difficult to bridge classroom learning with what students will encounter in hospitals, particularly as healthcare continues to evolve rapidly. Ensuring instructors have access to hands-on experience with the latest technologies is essential for preparing students to handle the realities of modern respiratory therapy.

Focuses of RT Profession Cont'd. 

• Implementation of respiratory-therapy driven protocols
  • Hospital specific
  • Focused on evidence-based medicine and patient centered care
• Emphasis on maintaining certifications, credentials, and licensing

Shifting away from the classroom setting, let’s talk about the clinical side of the RT profession, where a significant focus is on the implementation of respiratory therapy-driven protocols. These protocols guide the care provided by RTs and play a crucial role in how respiratory therapists operate within hospital settings. However, these protocols can vary widely depending on the institution or geographic location, making them highly specific to the hospital or healthcare system in which you work.

For example, one hospital may have a protocol that allows RTs to manage ventilator settings independently based on patient needs, while another facility might require close collaboration with physicians for every change. Similarly, protocols surrounding oxygen therapy, nebulizer treatments, or weaning from mechanical ventilation can differ greatly depending on the hospital’s policies, the patient population they serve, and the resources available.

These differences are often based on a variety of factors, such as the hospital’s culture, regional regulations, and the specific needs of its patient demographic. This makes it important for RTs to adapt quickly when transitioning between facilities or even between departments within the same hospital. What works in one institution may not apply in another, and part of the RT’s skill set involves learning the protocols unique to each clinical environment.

Furthermore, respiratory therapy protocols are often developed and updated based on the latest evidence-based practices, making it essential for therapists to stay informed of new research and advancements in the field. This constant evolution of clinical protocols emphasizes the importance of adaptability and continuing education for RTs, as they must balance standardized practices with the flexibility to adjust to new information and different clinical environments.

This variability in protocols can be particularly challenging for new graduates, especially those who work at multiple hospitals, or even for seasoned professionals transitioning between different facilities. Each hospital may have its own set of protocols, and adapting to these differences can be overwhelming at first. For both new and experienced respiratory therapists, it is essential to remain flexible and quickly learn the specific practices of each institution.

In addition to navigating these varying protocols, there is also a strong emphasis in the RT profession on using evidence-based medicine to provide the highest quality care for patients. While RT schools focus heavily on helping students achieve their certifications, credentials, and licenses, the professional environment shifts the focus to maintaining and building on those qualifications. Respiratory therapists are expected to participate in continuing education (CEUs), in-services, and other professional development opportunities to stay current in the field. This commitment to lifelong learning ensures that RTs are not only keeping their credentials up to date but also growing in their knowledge and advancing in their career ladder.

The specific focus of an RT’s role can also change dramatically depending on the setting in which they work. For example, the skills required for a rehabilitation setting are vastly different from those needed in a pulmonary function testing (PFT) lab or an intensive care unit (ICU). Each environment demands a unique set of competencies, whether it is working with long-term, recovering patients in rehab or managing critically ill patients on mechanical ventilation in the ICU. This diversity in clinical settings is one of the key aspects of respiratory therapy, making it both challenging and rewarding as therapists continuously adapt their skill sets to meet the needs of various patient populations.

Comprehensive training across hospital areas

• Including but not limited to:
  • Observation units
  • ICUs
  • ER
  • Sleep lab
  • Rehabilitation
  • Home health
  • PFT lab

As new graduates enter the field, their transition can be particularly challenging if they are hired to work in multiple hospitals. I have had several students who secured per diem positions at more than one facility, and this situation can make the adjustment even more difficult. In these cases, they are not only learning different protocols for each hospital, but they are also managing different areas of patient care. For example, they might be working in the emergency room at one hospital and in a PFT lab at another. Juggling these roles can make it hard for new graduates to gain confidence, as they are constantly shifting between protocols, settings, and patient care expectations.

This challenge is not limited to new graduates—seasoned respiratory therapists can also find it difficult to move between hospitals or switch care settings. Even with years of experience, transitioning to a new environment with different protocols and priorities can feel overwhelming. Whether it is a move from one hospital to another or a switch from an ICU setting to rehab, adapting to new practices and expectations can take time and can impact the confidence of even the most experienced RTs.

Variances in RT Professional Practice

• Scope of practice
  • Variances observed across states and hospitals
• Diverse equipment and protocol standards
  • Impacting operational efficiency
• Disparity in workloads
  • Influencing clinical practice and resource allocation

There are several variances in RT practice that contribute to these challenges. Even RTs who have been in the field for a while may feel like they face a gap when moving to a new facility or region. Being a new hire anywhere can be intimidating, and much of that comes from differences in the scope of practice. For example, respiratory therapists in Texas may be performing tasks that are not allowed in California or vice versa. These variations make it difficult for instructors to stay current with what is allowed in each state, and it can be challenging for students to build confidence in their skills before transitioning to the bedside.

The equipment and protocols can vary widely from one facility to another. For instance, one hospital may use a specific model of BiPAP machine, while another hospital uses a completely different brand or model. Learning new equipment with each job change adds another layer of difficulty to the already steep learning curve. This can exacerbate the existing gaps in knowledge, especially when transitioning between facilities that use different technologies or have distinct approaches to patient care.

Moreover, there are disparities in workloads and resources between facilities. Some hospitals may have more staff, allowing for lighter patient loads and more manageable time constraints. Others may have fewer resources, requiring RTs to handle more patients with less support. These differences can impact clinical practice and significantly influence how RTs manage their time and balance their workload. Adapting to a new facility’s workflow and expectations can be challenging for both new graduates and seasoned professionals, as it requires not only mastering new equipment and protocols but also adjusting to different time management strategies.

Merging the 2 Ways of Thinking

• Skills
• Critical thinking
• Time Management
• Empathy
• Compassion

To help students and new graduates feel more confident at the bedside, we need to find a way to merge the clinical setting with the education side. Bridging these two worlds is essential to preparing students for the realities of patient care. It is not just about ensuring they have the necessary theoretical knowledge; it is also about equipping them with the practical skills and emotional intelligence they will need to succeed.

One key focus should be on helping students develop their critical thinking skills. In the classroom, they learn the basics of decision-making, but in the clinical setting, they need to be able to apply that knowledge in unpredictable, high-pressure situations. By integrating more clinical scenarios and simulations into education, we can help students better prepare for the complex decision-making they will face in real life.

Time management is another critical skill that requires attention. In the classroom, students may have time to thoroughly work through problems, but in clinical practice, they will need to make decisions quickly and prioritize tasks effectively. Incorporating time management training into their education—through case studies, simulations, and clinical rotations—can help them build the skills necessary to manage real-world patient care more efficiently.

Equally important is teaching empathy and compassion, not just for the patient but also for the families present in the room. Clinical care is not just about treatment; it is about communication and emotional support. By emphasizing patient-centered care and teaching students how to engage with families compassionately, we can help them develop soft skills that are just as vital as clinical knowledge.

By merging these aspects of education and clinical practice, we can create a more holistic approach that prepares students not only for their exams but also for the realities of working in the field. This will give new graduates the confidence they need to transition smoothly into bedside care, knowing they are equipped both intellectually and emotionally.

How Do We Bridge This Gap?

How do we bridge this gap? We address this in two different settings—first, how we can bridge the gap in the classroom, and then how to do so on the clinical side.

In the Classroom

Starting with the classroom setting, it is essential to ensure that the curriculum is continuously adapted to meet the evolving demands of the field. This includes integrating new equipment and therapies and incorporating practical, real-world scenarios. In my experience, one of the most frequent requests from students is the inclusion of more patient scenarios. They want the opportunity to think through real-life cases in the safety of the classroom setting so they feel more prepared when they transition to clinical rotations or their first jobs as new graduates.

Incorporating personal experiences is another critical element of making the classroom more relevant to clinical practice. One of the requirements for being an instructor is to have several years of RT experience, and sharing those personal stories helps students understand the depth and importance of the material. When we discuss different therapies or ventilator modes, it is often just theoretical information to them—until we can relate it to real experiences. For example, explaining, "In this situation, I used this ventilator mode, and these were the results I observed," makes the lesson much more tangible. Students tend to engage more actively when we bring these real-world examples into the classroom, and they can better grasp how the knowledge will apply to their future work.

What is interesting is that many students who have worked in hospitals often raise their hands to share their own experiences. They will recount scenarios they encountered but did not fully understand at the time. As they progress through their classes and gain more knowledge, they often have those "lightbulb moments" where everything clicks, and they finally understand the therapies or procedures they observed in action. I encourage this sharing, not only from my end but also from the students. These personal experiences, whether from a clinical setting or elsewhere, enrich the learning environment and help connect theory to practice.

This leads us to the importance of active student engagement. One effective way to foster this is through the use of case studies. We can start by providing printed case studies and allowing students to work through them individually, followed by small group discussions. These discussions give students the opportunity to think critically about different scenarios, share their perspectives, and work together to apply the knowledge they have learned. This kind of active engagement, whether through group work, class participation, or personal storytelling, helps bridge the gap between classroom learning and real-world application.

Of course, we need to incorporate lab activities to further solidify their learning. For example, in a therapeutic lab, students could practice setting up nebulizers, administering medications, or performing other respiratory therapies. In a mechanical ventilation lab, they can get hands-on experience using ventilators and even practice intubating patients. These lab activities provide crucial opportunities for students to apply their knowledge in a controlled environment, allowing them to build confidence and competence before moving into the clinical setting.

One of my favorite approaches to fostering engagement and confidence is making the students the teachers. I have seen this method used in several schools, and it is incredibly effective. It forces students to take ownership of the material and gain the confidence they will need when they are the ones explaining treatments to patients, nurses, or family members.

There are a couple of ways I incorporate this into my classes. I assign students to explain complex concepts—either in small groups or as a written exercise. For example, they might need to explain mechanical ventilator modes, specific respiratory therapies, or medications. One of the key elements of this exercise is having them tailor their explanations for different audiences. I ask them to think about how they would explain a medication or therapy to a healthcare professional who already has some understanding versus a patient or family member who may not be familiar with medical terms.

This exercise is not only a great study technique but also a way to gauge their level of understanding. A technique I was taught when I was in school was, “If you can teach it, you know it well. If you cannot teach it, you need to study it more.” It is a simple but effective way to see what students truly understand and where they might need to focus their study efforts. Teaching forces them to think critically and organize their knowledge in a way that is clear and coherent, which is exactly what they’ll need to do when They are in the field, explaining treatments to patients or collaborating with other healthcare professionals.

Making it clear how language needs to change depending on the audience strengthens students’ abilities at the bedside. Being able to explain complex respiratory concepts in two different ways—one for healthcare professionals and one for patients or family members—makes them more effective communicators and helps them build trust and rapport with their audience. This adaptability is crucial in real-world settings, where clear, concise communication is key.

Another way to turn students into teachers is through skills fairs. These events give students the opportunity to demonstrate therapies or procedures—sometimes to their classmates and sometimes to the community. Skills fairs can be organized as school-wide events, with other programs involved, such as nursing or medical assisting. Inviting other healthcare programs to participate offers a great opportunity for interdisciplinary learning, and it is a fun and interactive way for students to showcase what they’ve learned.

What is especially meaningful about these events is the involvement of family and friends. Inviting them to observe allows students to show off everything they have learned up to that point while also providing a much-needed boost of support from their loved ones. This is particularly important as students juggle the demands of school, work, and personal obligations. Seeing that their hard work is recognized and supported by their family and friends can be a huge motivator and confidence builder as they prepare for the transition to clinical practice.

In the Classroom: Simulations

An exciting way we bridge the gap in the classroom is by using computerized mannequins to create realistic simulations. These mannequins allow us to replicate a true hospital environment right in the lab, offering students hands-on experience in a controlled setting. The three photos here show the mannequins I currently use in my teaching, which provide a wide range of patient assessment skills and scenarios.

Simulations with these mannequins create a safe space for students to practice patient care without the fear of harming anyone. They understand that this is a time to make mistakes and learn from them, which is invaluable in helping them build confidence and skills. The controlled nature of the simulation allows for real-time feedback and the opportunity to repeat procedures until they feel more comfortable.

One of the key areas these mannequins help with is patient assessment. They can simulate breath sounds, vital signs, EKG changes, and more. Some mannequins even allow students to practice drawing arterial blood gases (ABGs), performing CPR, or conducting intubations. For an added level of realism, some mannequins can also "talk," responding to students’ questions based on inputs from a tablet that controls the simulation. This interactive feature gives students the chance to practice communicating with patients, further preparing them for real-world bedside care.

The use of these computerized mannequins has been a game changer for bridging the gap between the classroom and clinical settings, allowing students to experience a wide range of patient scenarios in a safe and controlled environment.

In the Classroom: Exploring Ethical and Cultural Considerations

• Facilitating thoughtful discussions
  • Encouraging open-ended class discussions in small or large groups
• Addressing complex scenarios
  • Approaches to family interactions during comfort care extubation
  • Effective communication with patients expressing fear of intubation

A key part of bridging the gap in the classroom is addressing ethical and cultural considerations, which can be challenging for some students. These discussions often bring up the more difficult and emotional aspects of our careers—what I like to call the “uncomfortable truths” of the job we have chosen. However, facilitating these conversations is essential for preparing students for the realities they will face in the field.

I usually start these discussions in smaller groups. Students often feel more comfortable talking about sensitive topics with a small group of friends, allowing them to explore these issues in a safer, more supportive environment. Afterward, if anyone feels comfortable sharing their thoughts or experiences with the entire class, I encourage them to do so. This helps foster a deeper understanding of these difficult topics while keeping the discussion respectful and empathetic.

One important topic we discuss is family interactions during comfort care extubation. This is something I am personally very grateful for, as my own preceptor handled it with professionalism and empathy when I was a student. Before we entered the room, my preceptor calmly coached me on how to approach the situation, how to show compassion, and how to give the family the appropriate space they needed during such an emotionally charged time. Learning how to navigate these moments with empathy and professionalism is vital, and discussing these situations in class helps prepare students for the emotional realities they may encounter.

We explore other difficult patient scenarios—such as patients who are scared, about to be intubated, struggling with severe shortness of breath, or facing surgery. Understanding how to communicate effectively in these situations is crucial. Students need to learn how to provide reassurance and comfort while navigating the complexity of patient emotions. Additionally, it is important for students to know the resources available to them—whether that is reaching out to a supervisor, a chaplain, or other healthcare professionals for support in these tough moments.

I also like to give a disclaimer before we begin these conversations. If any students have recently experienced loss or trauma, I provide them with the space to step out of the classroom if they feel uncomfortable. Creating a respectful and compassionate environment for these discussions is critical to helping students process the more challenging aspects of our profession.

At the Bedside

• Comprehensive orientation program 
• Gradual introduction to clinical duties
• Providing ongoing education and training opportunities
• Supportive mentorship initiatives

Now, looking at the bedside perspective, one of the most effective ways to bridge the gap for new graduates is through a strong orientation program. A comprehensive orientation helps new grads transition from the classroom to clinical practice with greater confidence and competence. One critical area of focus during orientation should be time management and triage strategies—two essential skills that can be particularly challenging for new graduates to master.

Time management is often something new grads learn as they go, but giving them dedicated time to understand the hospital's preferred methods for triaging treatments, administering medications, or managing patient loads can make a huge difference. Offering guidance on how to prioritize tasks and manage their time efficiently—whether through learning hospital-specific shortcuts or best practices—can prevent them from feeling overwhelmed in those early weeks on the job.

In addition to practical skills, helping new graduates understand the hospital’s organizational structure is key. Knowing who to go to for support, understanding the chain of command, and familiarizing themselves with the roles of other departments all contribute to a smoother transition into clinical practice. These are often overlooked elements of bedside care, but they can have a significant impact on how well new graduates adjust to the demands of the job.

A strong orientation program not only provides new graduates with the tools they need to succeed but also builds their confidence as they integrate into the healthcare team. When they feel supported, they are more likely to thrive in the fast-paced and often stressful environment of bedside care.

An effective orientation program also helps new graduates understand who to report to if they have questions or concerns. It clarifies essential details like who to call if they are running late, sick, or encountering any issues. This takes away some of the added stress that comes with being new—not just to the career but to the hospital and its specific protocols. Clarifying these expectations early on helps new graduates feel more confident and supported as they navigate their new roles.

Although I cannot provide all the specifics of each hospital’s expectations in the classroom, I often have students ask me for clarification before they start their clinical rotations. I always remind them to ask their instructors or preceptors because every hospital operates differently. This is why having these details as part of the orientation is so important—it eases their minds and gives them a clearer understanding of what is expected from the start.

One thing I often told new graduates when I was precepting was, “I understand you are new, and I do not expect you to know everything yet. Nobody knows everything—that’s why continuing education exists.” Reassuring them in this way helps take some of the burden off, allowing them to focus on learning and growing in their new role. it is crucial for them to understand that their responsibilities will gradually increase as they become more familiar with the hospital, its protocols, and their role within the team. By easing their transition through strong orientation programs and clear communication, we set new graduates up for success, helping them gain confidence and competence at the bedside.

On that note, a gradual introduction to clinical duties can be highly beneficial for new graduates. Instead of overwhelming them by throwing them into every responsibility at once, it is helpful to start with a smaller workload, perhaps focusing on just one area of the hospital. This allows them to get acclimated to their new environment, develop their patient assessment skills, and adjust to the reality of working independently. Gradually increasing their responsibilities helps combat imposter syndrome, which is common when they first transition from working under a preceptor to being on their own. By easing them in at a slower pace, you can significantly boost their mental well-being, job satisfaction, career satisfaction, and overall confidence.

A great strategy, similar to what we do in the classroom, is incorporating simulation training into the clinical setting. Simulation-based training is becoming increasingly common in healthcare and is particularly useful for preparing staff for high-stakes scenarios, such as code or rapid response situations. These simulations allow healthcare professionals to practice protocols in a safe environment, identifying areas where they may have missed a step or could improve their decision-making, all without affecting real patients. This hands-on training helps employees refine their skills and build confidence before facing such situations in real life.

Holding regular in-services is another effective way to provide ongoing training, especially when new equipment is introduced to the hospital. Instead of simply integrating new equipment and expecting employees to adapt, having dedicated in-services where experts walk through the ins and outs of the equipment is much more effective. This not only ensures that staff are comfortable with the new tools but also improves patient safety and care quality by minimizing confusion or errors.

By gradually introducing clinical duties, offering simulation training, and providing regular in-services, hospitals can create a more supportive environment for new graduates and seasoned professionals alike, fostering a culture of continuous learning and skill refinement.

In-services also serve an important role in ensuring that employees understand why certain equipment is being introduced or why other equipment is being phased out. Change can be intimidating, and providing clear communication about the reasoning behind these decisions helps reduce uncertainty and fosters more openness to new protocols or tools. In-services create a valuable opportunity for dialogue between leadership, management, and employees, which not only enhances understanding but also encourages feedback from staff who will be using the equipment on the front lines.

An effective initiative is holding skills fairs, which many hospitals and departments already incorporate. Skills fairs can serve multiple purposes. Experienced staff members offer an opportunity to gain teaching experience by demonstrating skills that can help develop their instructional abilities. For new graduates, attending these fairs allows them to observe and learn skills they may not yet have mastered but will need to perform as their training progresses. This exposure can help new RTs better understand the future scope of their role and the additional duties they may take on as their careers develop.

In some cases, these skills fairs can also be extended to the broader community, inviting people outside the healthcare field to learn more about what respiratory therapists and other healthcare professionals do. This not only provides a great learning opportunity but also allows healthcare professionals to engage with the community in a meaningful way, helping raise awareness about the role of RTs in patient care.

By fostering open communication through in-services and providing learning opportunities via skills fairs, hospitals can promote an environment of continuous growth and collaboration, helping both new and experienced RTs feel more connected to their roles and the evolving needs of patient care.

Then, consider a mentorship program, which plays a crucial role in guiding professional growth for both new graduates and seasoned professionals. Mentorship provides a structured system of support where mentees have someone they can turn to for guidance, advice, and encouragement throughout their time at the hospital. These mentors can help new employees navigate career ladders, offering insights into potential career advancements and how to achieve their goals.

One of the key benefits of mentorship is the sense of security it provides. New graduates know they have someone they can go to without fear of judgment, someone who is dedicated to supporting their development. The mentor is there to listen, answer questions, and share personal experiences to help the mentee think through challenging situations more effectively. This kind of supportive relationship can be incredibly valuable in helping new graduates gain confidence and competence in their roles.

Research has shown that mentorship programs have wide-ranging benefits. Not only do they help improve job satisfaction and competence in new graduates, but they also contribute to better employee retention. For seasoned professionals, having a mentor can help reinvigorate their passion for the job, while for new RTs, it can significantly reduce feelings of isolation or imposter syndrome. Additionally, these programs have been shown to enhance compassionate patient care, as having a role model to demonstrate empathy and professionalism encourages mentees to adopt these same qualities.

Ultimately, a strong mentor serves as a role model, showing new graduates what it means to be a skilled and compassionate respiratory therapist. A good mentor's ongoing impact extends far beyond the first few months on the job—it can positively influence the mentee’s entire career, shaping how they approach patient care and professional development for years to come.

Enhancing Well-being

• Provide access to mental health resources
• Enhancing resilience and work-life balance

A critical way to support employees, especially new graduates, is by providing access to mental health resources. This is particularly important for those who may not yet be fully equipped to handle the high-stress and emotionally taxing environments they encounter. Mental health resources can help them manage the pressures of the job and develop healthy coping mechanisms for these challenges.

These resources might include counseling services, stress management workshops, or mindfulness exercises that incorporate breathing techniques and low-impact, low-intensity activities. Peer support groups can also be valuable, as they foster a culture of openness and support. These groups help reduce the stigma surrounding mental health by reinforcing the message that it is okay not to feel 100% all the time. it is human to have tough days in healthcare, and creating a safe space to acknowledge those feelings can go a long way toward promoting emotional well-being.

A significant part of this support is fostering resilience—the ability to bounce back from challenges. Not every day in healthcare will be easy, and being able to recover from the emotional toll of the work is critical for long-term job satisfaction and mental health. New graduates, in particular, look to more experienced staff to see how they handle the emotional demands of the job. They often wonder, "How do they still do this? How do they prevent burnout?"

Encouraging employees to prioritize self-care and use their paid time off (PTO) is a key aspect of building resilience. Adequate PTO allows staff to step away, relax, recharge, and spend time with family. When they return to work, they are rested, refreshed, and better prepared to face the challenges of patient care. Taking these breaks not only prevents burnout but also reinforces emotional resilience, helping employees maintain a healthier work-life balance.

By promoting the use of mental health resources and encouraging breaks, hospitals and healthcare facilities can help their staff build the emotional resilience necessary to thrive in the long term. This will ultimately lead to better patient care and greater overall job satisfaction.

Impact of Bridging the Gap

• Enhanced therapist confidence and competence
  • Benefit for the educational system: positive perception of student experience can lead to a positive reputation in the community, higher placement rates, and higher enrollment rates
  • Benefit to the healthcare institution: enhanced patient care and employee well-being

Bridging the gap between education and clinical settings has a significant and multifaceted impact, benefiting both the educational system and healthcare institutions.

Impact on the Educational System:
For educational institutions, creating a seamless connection between classroom learning and clinical practice can profoundly impact students' perceptions of their experiences. When students feel well-prepared, confident, and supported during their education, they foster a positive view of their program. This positive perception is often shared through word of mouth, leading to a strong reputation within the community.

A good reputation can drive higher enrollment rates, as prospective students are more likely to choose programs that are well-respected and trusted. Additionally, when students graduate feeling competent and ready to enter the field, it boosts the institution’s placement rates, further enhancing its reputation. As these graduates enter the workforce and interact with others—whether it be phlebotomists, CNAs, transporters, or other healthcare professionals—they often share their experiences. If they speak positively about their education and how prepared they feel, this can inspire others to consider a career in RT, helping to address the current shortage of RTs and meet the increasing demand for respiratory care professionals.

Impact on Healthcare Institutions:
The benefits are just as significant for healthcare institutions. When new graduates enter the workforce feeling confident in their skills and knowledge, patient care is enhanced. Competent, well-prepared RTs are better equipped to provide high-quality care, make informed decisions, and collaborate effectively with other healthcare professionals. This directly contributes to improved patient outcomes and overall patient satisfaction.

When employees feel well-supported—through strong orientation programs, mental health resources, mentorship, and opportunities for professional growth—it positively impacts their well-being and job satisfaction. This can reduce turnover rates, improve employee retention, and foster a healthier work environment where staff feel valued and engaged. Ultimately, this contributes to a more stable and efficient healthcare workforce, which benefits both patients and the institution as a whole.

By bridging the gap between education and clinical practice, both sides stand to gain. The educational system builds a strong, trusted reputation, while healthcare institutions benefit from competent, satisfied employees who deliver better patient care.

Summary

Enhanced patient care leads to better outcomes and a more positive patient experience, which is particularly important when patients are at such a vulnerable and often frightening point in their lives. When RTs are well-prepared and confident, they can help patients feel safe, comfortable, and supported during their stay, contributing to their overall health and recovery. This compassionate, competent care not only benefits the patients directly but also enhances the healthcare facility’s reputation.

A healthcare institution known for providing high-quality care and positive patient experiences gains a competitive advantage in the community. Through word of mouth, a reputation of excellence spreads, making the facility more trusted and respected. In turn, this reputation attracts more patients and strengthens the facility’s standing among other healthcare providers.

Furthermore, this improved quality of care and supportive work environment boosts job satisfaction among RTs. When employees feel competent, valued, and part of a supportive team, it leads to higher employee retention. This means more experienced staff are available to participate in mentorship programs, helping to train the next generation of RTs, which in turn reduces burnout and creates a more resilient workforce.

Fostering continuous learning and professional development becomes easier when RTs are confident and passionate about their work. These student-turned-employees are more likely to seek out opportunities to learn and grow, to take on new challenges, and to contribute more actively to their profession. This enthusiasm for growth is exactly what the field of respiratory therapy needs, especially in times of high demand and workforce shortages.

In summary, bridging the gap between education and clinical practice not only leads to enhanced patient care and better outcomes but also strengthens the healthcare institution’s reputation, improves employee satisfaction and retention, and fosters an environment of continuous learning and professional growth. it is a win-win for everyone involved—patients, healthcare providers, and the field of respiratory therapy itself.

Questions and Answers

What are your ideas for how we can better prepare our tests to reflect real-world scenarios?

While everyone is thinking about that, I personally believe that simply being aware of the gap between classroom knowledge and real-world practice is a crucial first step toward bridging it. Acknowledging this gap helps us take intentional steps to create stronger respiratory therapists in the future. By focusing on real-world applications in testing, we can help the RT profession grow, gain more responsibilities, and become an integral part of the healthcare community. This will contribute to the continued development of advanced practice and master’s programs, which are already starting to take hold.

How can we keep instructors up to date with the latest practices?

I really like this idea that someone brought up—having students help bridge the knowledge gap. I have actually seen this happen in my own experience. For example, a student recently pointed out a new method for sending sputum samples that I hadn’t encountered before. It was eye-opening. We looked into it and discovered it was a newer method designed to prevent contamination. I have also had students update me on the transition to new equipment, like the V60 BiPAP. Keeping an open dialogue with students not only helps them feel empowered but also keeps instructors informed about current practices in the field.

How does reflecting on our own experiences as students help us connect with new graduates?

Someone mentioned how important it is to remember how we felt as students, and I couldn’t agree more. Reflecting on those early experiences really gives us perspective. I remember, as someone with no prior healthcare experience, feeling completely intimidated. The scariest part for me was not necessarily the knowledge—it was talking to patients. Even though I felt confident in the material, applying that knowledge in real interactions was daunting. it is important for us to keep these memories fresh because they remind us of the challenges that new graduates face as they transition from student to practitioner.

Can simulations be used for debriefing sessions or for practice talking to families?

that is a great question! Personally, I haven’t used simulations in that specific way yet. However, I’m scheduled to attend training soon to learn how to use mannequins in a more comprehensive way, beyond just patient care. we have done some role-play scenarios where students practice explaining things to us, and I act as the patient. For example, I pretend I have no medical knowledge and ask questions like, “What does inhalation mean?” This forces students to break down complex concepts in simpler terms. I would love to take this a step further and use mannequins for this kind of communication training as well.

What about incorporating equipment troubleshooting or dealing with technology failures into simulation scenarios? Would that better prepare students for real-world challenges?

Absolutely! That is something I have been considering a lot. Equipment troubleshooting, particularly with mechanical ventilation, can be tricky. Students do not always enjoy learning how to troubleshoot waveforms at first, but it is a vital skill. I use mannequins that simulate changes in compliance and resistance, which has been incredibly helpful in demonstrating these challenges. Additionally, there are online tools that simulate ABG (arterial blood gas) changes in response to different ventilation settings, and those have been a big help as well. it is definitely an area where simulation and technology can significantly enhance student preparedness.

How do you see AI being incorporated into learning and the academic side of respiratory therapy?

that is been a huge conversation lately. When I first started teaching, it was relatively easy to assess students through traditional papers. But with the rise of AI tools like ChatGPT, it is become more complex. Instead of fighting against it, we have adapted and started incorporating AI into our assignments. For example, students can give AI a personality, tell it who they are (e.g., “I’m the respiratory therapist treating you today”), and then interact with the AI as if it were a patient in a clinical scenario. The AI responds as a programmed patient, and it has completely changed how we approach assignments. it is a game-changer for practicing patient interactions.

How is AI being incorporated into hospital systems?

I’m curious about that, too! For those in the audience, it would be interesting to hear how AI has been integrated into the hospital systems where you work. AI is evolving so quickly, and its role in healthcare is only going to grow. it is becoming clear that AI will play a significant part in both clinical practice and education moving forward.

You talked about mentorship, which I think is key. How early do you think mentorship should be started—during education or upon entering the workforce?

that is a great question, and I think the timing depends on what both the student and potential mentors are willing to do. I always encourage students to keep in touch with their clinical instructors, provided the instructor is open to it. Clinical instructors can become excellent mentors even after the formal teaching period is over. However, with instructors and preceptors often working with many students, it can be difficult for them to maintain ongoing mentorship for everyone.

In my experience, formal mentorship typically starts once students are hired at a hospital. That is usually when they are assigned an official mentor to help them transition into the workforce. However, having an unofficial mentor—someone you feel comfortable reaching out to during school or clinical rotations—is never a bad thing. I personally leaned on informal mentors a lot when I was a student, and it made a huge difference.

There are different requirements for graduates when it comes to officially working for us, but we have had past students come back and offer mentorship to current students. Some even leave their contact information on a board so that students can reach out if they need help. We also invite former students to come and talk to our newer students, as well as those about to graduate. They give tips on the interviewing process, what to expect when entering the field, and how to feel more confident about the transition. it is really valuable for students to hear from someone who’s just been through it themselves.

Experience is key throughout your presentation, especially in terms of interdisciplinary education. In the real world, we interact with a variety of professionals—medical students, doctors, nurses, phlebotomists, and others. What are your thoughts on incorporating interdisciplinary experiences into the academic setting to better prepare students for these real-world interactions?

I think it is incredibly important. Interdisciplinary education is essential because, in the real world, we are constantly collaborating with professionals from all areas of healthcare. Whether in a hospital setting or post-acute care, you will encounter medical students, doctors, nurses, phlebotomists, and many others. It is vital to prepare students for these interactions early on, whether through simulation or by providing more education in this area.

Personally, it is one of the reasons I love skills fairs so much—they allow students to present their knowledge to other professions. At the school where I work, we have several other medical career degrees and certificates on campus, and we try to team up as much as possible. My department collaborates with other programs, such as occupational therapy assistant and physical therapy assistant programs, to bring our students together. We aim to simulate real-world scenarios where students from different disciplines can work together, just as they would in a hospital or clinical setting. This kind of collaboration helps them understand how to communicate and share knowledge across professions, which is critical for providing comprehensive patient care.

References

American Association for Respiratory Care. (2023, December 18). Why be an RT? www.aarc.org

Hookmani, A. A., Lalani, N., Sultan, N., Zubairi, A., Hussain, A., Hasan, B. S., & Rasheed, M.A. (2021). Development of an on-job mentorship programme to improve nursing experience for enhanced patient experience of compassionate care. BMC Nursing, 20(1), 175.

National Academies of Sciences, Engineering, and Medicine. (2018). Bridging the education-to-practice gap. In Improving health professional education and practice through technology: Proceedings of a workshop. National Academies Press. https://www.ncbi.nlm.nih.gov/books/NBK532784/National Healthcareer Association. (2023). Bridging the classroom-to-practice gap: How to prepare students for the reality of healthcare. 

Opoku, E. N., Jacobs-Nzuzi Khuabi, L.-A., & Van Niekerk, L. (2021). Exploring the factors that affect the transition from student to health professional: An integrative review. BMC Medical Education, 21(1), 535. 

Shoghi, M., Sajadi, M., Oskuie, F., Dehnad, A., & Borimnejad, L. (2019). Strategies for bridging the theory-practice gap from the perspective of nursing experts. Heliyon, 5(9), e02503.

Sreedharan, J. K., Gopalakrishnan, G. K., Jose, A. M., Albalawi, I. A., Alkhathami, M. G., Satheesan, K. N., Alqahtani, A. S., Alonaiziy, M. M., Alsukhayri, A. A., Alqahtani, S. A., & Alqahtani, A. S. (2024). Simulation-based teaching and learning in respiratory care education: A narrative review. Advances in Medical Education and Practice, 15, 473–486.