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Dissertation/Thesis Abstract

National Board For Respiratory Care examination outcomes and the influence of entry-to-practice academic degree
by Moss, Kathy S. Myers, Ph.D., University of Missouri - Columbia, 2015, 217; 10180774
Abstract (Summary)

Evidence in support of academic credential-related policy development for respiratory care is lacking, particularly as this regards correction for self-selection bias associated with participant self-selection into associate or baccalaureate degree-granting respiratory care education programs. This study used 2011 National Board for Respiratory Care (NBRC) data to regress NBRC CRT, WRT, and CSE examination scores and outcomes on academic degree earned from Commission on Accreditation for Respiratory Care (CoARC)-accredited entry into professional practice programs of study in respiratory care, controlling for candidate application status, application type, age, and sex, and using candidate home to closest respiratory care program distances as instrumental variables to reduce the influence of self-selection bias. Results did not identify a statistically significant effect of academic degree on NBRC CRT, WRT, or CSE pass rates or z-scores. Results of this study do not provide evidence to support credential-related policy change for respiratory care.

Indexing (document details)
Advisor: Hart, Jeni L., Curs, Bradley R.
Commitee: Curs, Brad R., Donaldson, Joe F., Quinn, Kathleen J.
School: University of Missouri - Columbia
Department: Educational Leadership and Policy Analysis
School Location: United States -- Missouri
Source: DAI-A 78/03(E), Dissertation Abstracts International
Subjects: Education Policy, Economics, Health education, Health care management
Keywords: Credential-related policy, Entry-to-practice degree, National Board For Respiratory Care
Publication Number: 10180774
ISBN: 978-1-369-29440-8
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