Date of Award
7-9-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.)
School Name
College of Health Professions
Department
Health Professions
Major Advisor
Dr. Christy Kane
Second Advisor
Dr. Barbara Jackson
Third Advisor
Dr. Nancy York
Abstract
Background: The affective domain of learning is one of the three learning domains that comprise Bloom's Taxonomy of learning. The respiratory therapy profession places a great emphasis on the development and assessment of all three learning domains in entry-to-practice respiratory therapy education. While the cognitive and psychomotor domains receive significant attention, the affective domain of learning is often given less attention due to its complexity and lack of definition in the profession. Purpose: An exploratory descriptive qualitative study focused on exploring the affective domain of learning in entry-to-practice respiratory therapy education, specifically how the domain is defined, and the methods faculty use to support its development. Analysis: The data was analyzed utilizing Braun and Clark’s (2006) qualitative thematic analysis under the social constructivism theory approach. Results: Analysis of the data resulted in three themes: Inward Reflection, Outward Connection; The Telling and Doing of Becoming; and Different Paths, Same Destination.
Recommended Citation
Davis, Jackie W., "Faculty Perceptions of the Affective Domain in Entry-To-Practice Respiratory Therapy Education: An Exploratory Descriptive Qualitative Study" (2025). Graduate Theses, Dissertations, and Capstones. 204.
https://scholarworks.bellarmine.edu/tdc/204
Included in
Adult and Continuing Education Commons, Higher Education Commons, Respiratory Therapy Commons, Social and Philosophical Foundations of Education Commons