• Lynda T Goodfellow.
• American Association for Respiratory Care, Irving, TX and Georgia State University, Atlanta, Georgia. Lynda.Goodfellow@aarc.org.
• Respir Care. 2024 Jan 24; 69 (2): 250255250-255.

AbstractThe greater and stronger your knowledge about a subject, the more you will be able to address a new problem in that subject. In entry-level respiratory care education, incorporating research into curricula can be challenging due to the limited time to cover all necessary topics. This is also true in clinical post-graduate respiratory care practice. This paper addresses the need and the rationale for research integration into respiratory therapy education and post-graduate respiratory care practice as a continuum. Without learning the importance of being a consumer of research and being immersed in research-oriented teaching and practice, the respiratory care profession cannot provide evidence-based care to patients. Devoting resources to develop research expectations and priorities should be a joint effort of educators and leaders. Mentorship is critically important to guide and nurture those with an inquisitive mindset. However, first, educators must cultivate an interest in research.Copyright © 2024 by Daedalus Enterprises.

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