Main Page: Graduate Capstones & Dissertations: Dissertations

Bryan Ed.D Dissertations

At the Bryan College of Health Sciences, students in the Education Doctorate program must complete a dissertation as part of the graduation requirements. Presented on this page are dissertations starting in 2019 through the present.

All dissertations posted here are done so with the written permission of the author and cannot be reproduced further without the author's permission.

More information on Bryan's Education Doctorate can be found on the Bryan College of Health Sciences website

Dissertations A to Z by Author

Amsberry, S. (2022). A grounded theory of nurse educators' Professional journey formation [Doctoral dissertation, Bryan College of Health Sciences].
Bales, P. K. (2022). Examining nursing faculty's experiences with connected relationships as a retention strategy [Doctoral dissertation, Bryan College of Health Sciences].
Bentjen, M. (2019). An assessment of burnout and associated characteristics among mid career pre licensure BSN faculty [Doctoral dissertation, Bryan College of Health Sciences].
Bierhup, A. (2022). Simulation influenced self-efficacy in new graduate nurses and their clinical practice [Doctoral dissertation, Bryan College of Health Sciences].
Blome, M. (2020). Sleep quality and daytime sleepiness in pre-licensure baccalaureate nursing students [Doctoral dissertation, Bryan College of Health Sciences].
Boyd, K. (2022). Exploring the lived experiences of undergraduate nursing faculty with compassion fatigue [Doctoral dissertation, Bryan College of Health Sciences].
Chandler, H. A. (2020). Student registered nurse anesthetists' perceptions of incivility and bullying by healthcare providers in the clinical setting [Doctoral dissertation, Bryan College of Health Sciences].
Davis, K. L. (2020). The perceived challenges of advising undergraduate nursing students and the effects on faculty as advisors [Doctoral dissertation, Bryan College of Health Sciences].
Diedrichsen, K. M. (2021). Undergraduate nursing faculty's lived experience of authentic leadership in nursing education [Doctoral dissertation, Bryan College of Health Sciences].
Dubas, J. M. (2020). The lived experience of trans nursing students [Doctoral dissertation, Bryan College of Health Sciences].
Eilts, J. S. (2024). Self-regulated and strategic learning practices as predictors of academic performance in novice nursing students [Doctoral dissertation, Bryan College of Health Sciences].
Figi-Smith, M. B. (2023). The prevalence of test anxiety in pre-licensure accelerated baccalaureate nursing students [Doctoral dissertation, Bryan College of Health Sciences].
Fox, A. (2022). Comparing the support needed to increase academic success in first-generation and continuing-generation nursing students [Doctoral dissertation, Bryan College of Health Sciences].
Hanke-Tierney, C. (2021). A quantitative study to investigate how traditional nursing programs incorporate self-care practices into the student nurse experience [Doctoral dissertation, Bryan College of Health Sciences].
Hood, K. N. (2022). Patient activation and quality of life across the stages of rare, protein-spilling kidney diseases [Doctoral dissertation, Bryan College of Health Sciences].
Hunt, T. A. (2019). Standardizing the evaluation of service learning [Doctoral dissertation, Bryan College of Health Sciences].
Johnson, A. M.(2021). A descriptive study exploring the components of academic coaching programs in nursing education across the Midwest [Doctoral dissertation, Bryan College of Health Sciences].
Little, H. A. (2022). Exploring prelicensure undergraduate nursing students’ lived experiences of engagement in synchronous online learning [Doctoral dissertation, Bryan College of Health Sciences].
Lofton, C. M. (2022). Keeping nurses in nursing: Service-learning as a means [Doctoral dissertation, Bryan College of Health Sciences].
Lucas, E. (2023). Impact of gamification on engagement of prelicensure nursing students: Faculty perceptions [Doctoral dissertation, Bryan College of Health Sciences].
Ludwigsen, K. (2023). The lived experience of undergraduate nurse educators who teach mindfulness practices to pre-licensure nursing students [Doctoral dissertation, Bryan College of Health Sciences].
McCown, A. (2021). Nursing faculty's perception of managing nursing faculty to faculty incivility [Doctoral dissertation, Bryan College of Health Sciences].
McMurray, D. (2023). The lived experiences and essence of nursing faculty teaching clinical reasoning and clinical judgment to pre-licensure nursing students in baccalaureate programs [Doctoral dissertation, Bryan College of Health Sciences].
Minster, A. L. (2020). Essential emotional-social intelligence skills for nursing [Doctoral dissertation, Bryan College of Health Sciences].
Robinson, B. (2024). Work readiness of new graduate nurses: A comparison of perceptions [Doctoral dissertation, Bryan College of Health Sciences].
Sikes, L. (2023). Examination of Nevada nurses’ self-perception of knowledge of nursing jurisprudence and unprofessional conduct regulation [Doctoral dissertation, Bryan College of Health Sciences].
Sladky, K. A. (2019). Factors influencing the recruitment and hiring of early career nurse faculty [Doctoral dissertation, Bryan College of Health Sciences].
Summers, M. (2019). The lived experience of college faculty following student suicide: A phenomenological inquiry [Doctoral dissertation, Bryan College of Health Sciences].
Warren, J. (2021). Exploring the transitions of student veterans who have experienced a traumatic event while serving in the military then attended a nursing program [Doctoral dissertation, Bryan College of Health Sciences].
Wolotira, E. A. (2023). Attitudes, motivators, and barriers influencing the pursuit of BSN education by rural registered nurses in Oregon [Doctoral dissertation, Bryan College of Health Sciences].