Exploring faculty perspectives of the affective domain of learning in entry-to-practice respiratory therapy education

Background The affective domain of learning is one of the three learning domains described in Bloom’s taxonomy and is considered an important component of entry-to-practice respiratory therapy education. Although accreditation standards require assessment of the cognitive, psychomotor, and affective learning domains in respiratory therapy education, the affective domain remains poorly defined and underexplored. The purpose of this study was to examine the affective domain of learning in entry-to-practice respiratory therapy education, with specific attention to how faculty define the domain and support its development. Methods This study utilized an exploratory descriptive qualitative research design. 19 respiratory therapy faculty members participated in semi-structured interviews conducted using audiovisual conferencing technology. Interview transcripts were analyzed using reflexive thematic analysis, informed by a social constructivist perspective. Results Analysis resulted in three themes: Inward Reflection, Outward Connection ; The Telling and Doing of Becoming ; and Different Paths, Same Destination . Findings illustrate how faculty conceptualize affective learning as a process involving self-reflection, relational engagement, and professional identity development. Conclusions While faculty described a range of instructional strategies and approaches, these practices reflected common educational goals related to the development of professional values, attitudes, and behaviors. These findings contribute conceptual clarity to the affective domain within respiratory therapy education and support its more intentional integration within entry-to-practice curricula.