The National University System Repository exists to increase public access to research and other materials created by students and faculty of the affiliate institutions of National University System. Most items in the repository are open access, freely available to everyone.
Recent Submissions
Item Highly Sensitive Person: A Way of Being – A Humanistic Synthesis of Lived Experience(2026-01-19)The lived experiences of highly sensitive people (HSPs), understood through the construct of sensory processing sensitivity, are gaining increased attention among clinicians and comprise 20%–35% of the population. These clients describe deep thinking, emotional depth, overstimulation, and being able to notice subtle nuances, all of which differ from typical patterns. Despite this emerging visibility of HSPs, the counselling field lacks cohesive and non-pathologizing clinical frameworks capable of addressing the dual reality of sensitivity, both as a strength and vulnerability. Existing research focuses on quantitative methods that assess traits, stress, or links to psychopathology. This capstone synthesizes eight qualitative studies exploring the lived experiences of HSPs. Using a humanistic, person-centred framework and a thematic synthesis methodology, the project integrates findings across line-by-line coding, descriptive themes, and analytic interpretations. The synthesis produced four themes: empathic resonance, identity, self-care, and emotional and perceptual amplification. Findings reveal that HSPs experience both profound depth and heightened overwhelm, are prone to transliminality and boundary thinness, navigate stigma while constructing affirming identities, and rely on pacing and grounding to stay regulated. These insights informed the development of the GENTLE framework, a person-centred, neurodiversity-affirming model for supporting HSPs. Together, the synthesis and GENTLE framework offer clinicians a cohesive, strengths-based lens for understanding sensitivity, challenging deficit-based narratives, and creating a culturally responsive and ethically grounded practice with HSP clients.Item A Qualitative Exploration of Black Women’s Leadership Journeys to the C-suite: A Pilot Study(2026-02)Despite longstanding diversity efforts, Black women remain significantly underrepresented in senior executive roles due to structural, cultural, and social barriers that restrict access to advancement and decision-making power. The problem addressed was the underrepresentation of Black women in the C-suite, which may often lead to a lack of diverse perspectives in decision-making, reduced innovation, and missed opportunities for equitable organizational growth. This qualitative pilot case study was conducted to explore CEOs’ perspectives on the factors contributing to Black women’s persistent absence from the C-suite. Bourdieu’s theory of practice, guided exploration of habitus, field, capital influence norms, networks, and power structures that shape career trajectories. Purposeful sampling was used to recruit former Fortune 1500 CEOs and C-suite leaders with a minimum of three years of executive experience. Data were collected through five semi-structured interviews and triangulated with existing literature to strengthen validity and contextual grounding. Thematic analysis identified barriers including unclear promotion pathways, informal gatekeeping, narrow “fit” expectations, and insufficient sponsorship and mentorship. Enabling practices included formalized sponsorship aligned with succession planning, transparent selection criteria, targeted development initiatives, and intentional visibility for high-impact assignments. Participants emphasized that advancement depends on access, advocacy, visibility, and performance, all shaped by influential networks and unwritten organizational norms. Future researchers should broaden the scope of inquiry through intersectional and comparative analyses to deepen understanding of the structural, relational, and experiential factors affecting Black women’s executive advancement and to inform more equitable organizational leadership strategies.Item NEWGATHE: A New Nursing Theory(2026-03-02)This project involved the dissemination of a new Nursing Theory called NEWGATHE (Nursing Empowerment for Wellness Global Advocacy Theory) developed as part of my Nurse Practitioner Master's Degree graduate project. This OER includes a PowerPoint presentation with application case studies that will allow graduate Nurse Practitioner students practice and master the contents of the course Nursing 620 (Theories in Advanced Nursing Practice.) The objectives of this OER resource are (a) to facilitate access to Nurse Practitioner students to a new Nursing theory, (b) to disseminate a new nursing theory titled "NEWGATHE" which incorporates vital elements of the role of Nurse Practitioners, such as Advocacy, global perspectives, and inclusion, and (c) to motivate Nurse Practitioner Students to view medical care in a holistic and integrative way, incorporating a global perspective. This project will improve teaching and learning by allowing graduate Nurse Practitioner Students become familiar with a new nursing theory (NEWGATHE) that has not been published yet. It addresses content gaps related to advocacy and inclusion, as well as a global perspective in the Advanced Practice Nursing role in conflict zones afflicted by war, as well as in impoverished and disadvantaged areas.Item Perceived Effectiveness of Training Modalities in Improving LGB Cultural Competency Among Mental Health Providers(2026-02)The problem addressed in this study was that LGB individuals continue to report negative experiences in mental health care, such as encountering stigma or discrimination (Cronin et al., 2021; Ferlatte et al., 2019), and these experiences have been associated with a lack of LGB cultural competence among providers (Esteban et al., 2023; Yu et al., 2023). The purpose of this quantitative, exploratory study was to examine the relationship between mental health providers’ self-perceived effectiveness of various training modalities and providers’ self-reported LGB cultural competency. Guided by Kirkpatrick’s Model of Training Evaluation, this study focused on providers’ reactions to training and self-reported behavior in practice. A cross-sectional online survey was completed by 166 participants. Participants reported the primary LGB cultural competency training modality they experienced (i.e., formal education, experiential workshops, or online modules), rated the perceived effectiveness of that training on a 7-point Likert scale, and completed the Sexual Orientation Counselor Competency Scale and the Marlowe-Crowne Social Desirability Scale. Data were analyzed using a one-way ANOVA and a hierarchical multiple regression. Results indicated no statistically significant differences in perceived training effectiveness across modalities. Results also indicated that perceived training effectiveness, as well as prior training experience and years in practice, were significant positive predictors of LGB cultural competency. The findings suggest that LGB cultural competency development may be a cumulative process influenced by professional experience and repeated exposure to training, regardless of the specific modality used, and providers may benefit from prioritizing training that they perceive to be effective. Future research should examine if specific training components shape perceived effectiveness and evaluate whether these perceptions relate to measurable improvements in provider behavior and client outcomes.Item Beyond Barriers: Strengthening Family Engagement in a Title I Elementary School(2026-02)Family engagement is associated with improved student outcomes; however, sustaining meaningful engagement remains challenging in high-poverty Title I elementary schools in historically underserved rural communities. The problem addressed in this study was the difficulty schools face in maintaining consistent family engagement despite its benefits for students. The purpose of this qualitative study was to examine how educators and a school administrator at a high-poverty Title I elementary school described family engagement practices, contextual barriers to participation, and student outcomes when families were consistently connected to the school. Ecological systems theory and the theory of overlapping spheres of influence guided the study. This single instrumental qualitative case study employed semi-structured interviews with educators and a school administrator, as well as a document analysis of school-based artifacts related to family engagement. Data were analyzed through a systematic coding process to identify patterns across participant perspectives and documents. Findings indicated that engagement was strengthened through relational trust, accessible two-way communication, culturally responsive practices, and shared leadership, all of which were supported by community partnerships. Participants described barriers such as work schedules, transportation limitations, and financial constraints as structural rather than motivational. Participants also described connections between consistent engagement and improved student motivation, attendance, behavior, and academic effort. The conclusions suggest that meaningful family engagement in high-poverty Title I elementary schools is achievable when schools prioritize trust, reduce access barriers, and implement responsive, context-aligned practices.
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