Back to Journals » Advances in Medical Education and Practice » Volume 11

Clinical Competencies in Advanced Practice Respiratory Therapy Education: Is It Time to Entrust the Learner?

Authors Alismail A, López D

Received 20 November 2019

Accepted for publication 12 December 2019

Published 24 January 2020 Volume 2020:11 Pages 83—89


Checked for plagiarism Yes

Review by Single-blind

Peer reviewer comments 2

Editor who approved publication: Professor Balakrishnan Kichu Nair

Abdullah Alismail,1,2,* David López1,*

1Department of Cardiopulmonary Sciences, School of Allied Health Professions, Loma Linda University, Loma Linda, CA, USA; 2Department of Medicine, Loma Linda University, Loma Linda, CA, USA

*Both authors contributed equally to this work

Correspondence: Abdullah Alismail
Department of Cardiopulmonary Sciences, School of Allied Health Professions, Loma Linda University, Loma Linda, CA 92354, USA

Abstract: The field of clinical education in health care has undergone several paradigm shifts in regards to its original theoretical frameworks across multiple healthcare professions. One of the most common evaluation and assessment tools undergoing equal amounts of change and research is competency-based education. In that vein, the respiratory care profession is also experiencing similar challenges to better asses and evaluate clinical competency. One of the emerging professional directions in respiratory care is the establishment of the advanced practice respiratory therapist (APRT) at the graduate level. This new advanced degree profession currently relies on competency-based education as an evaluation and assessment framework to fulfill the competency domains required by the professions accrediting agency, the Commission on Accreditation for Respiratory Care (CoARC). Since advanced practice, respiratory therapists will be considered advanced practice providers, a more robust assessment tool should be considered to assess and evaluate their clinical performance. The purpose of this article is to establish a higher evaluation and assessment framework, the Entrustable Professional Activity (EPA) tool. Entrusting the learner to be competent practitioners involves many aspects of practice skills, tasks, and other intangible areas such as behaviors and critical thinking that may not typically part of a competency-based education framework. We thus propose a sample EPA framework that is aligned with current CoARC APRT core competencies and a recommendation for an implementation strategy to assist the respiratory care community at large.

Keywords: advanced practice respiratory therapy, competency, entrustable professional activities

Creative Commons License This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at and incorporate the Creative Commons Attribution - Non Commercial (unported, v3.0) License. By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms.

Download Article [PDF]  View Full Text [HTML][Machine readable]