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.

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