NU Masters and Dissertations (Open Access)
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This collection contains open access National University student dissertations and master's culminating work, including work by students who graduated from National University, Northcentral University, and John F. Kennedy University. To learn more about this collection, please visit the NU Institutional Repository webpage for students and alumni.
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Item Understanding the Determinants of Wearable Smart Device Adoption: A Quantitative Analysis(2025-11) Ayala, AlexandriaWearable smart devices offer opportunities to improve patient care and operational efficiency, yet adoption among healthcare professionals remains uneven. This study investigated psychological, social, and contextual factors influencing adoption, guided by the Unified Theory of Acceptance and Use of Technology (UTAUT). A quantitative correlational survey of 270 Oregon healthcare professionals measured seven independent variables (Performance Expectancy, Effort Expectancy, Attitude Toward Using Technology, Social Influence, Facilitating Conditions, Self-Efficacy, and Anxiety) against Behavioral Intention. Multiple linear regression analysis, following verification of statistical assumptions, revealed the model explained 48.1% of the variance in adoption intention. Attitude Toward Using Technology and Social Influence emerged as significant positive predictors, while Anxiety was a significant negative predictor. Performance Expectancy, Effort Expectancy, and Self-Efficacy were not significant, and Facilitating Conditions approached significance. These results suggest that emotional readiness and peer influence outweigh technical or usability considerations in shaping adoption decisions. Effective implementation strategies should focus on reducing technology-related anxiety, strengthening professional support networks, and aligning device use with organizational culture. Future research should examine longitudinal adoption patterns and extend the model to include constructs such as trust and ethical considerations to better support sustainable digital health integration.Item Secondary School Teacher Perspectives on Strategies Used to Re-Engage Students in the Post-COVID Classroom(2025-11) Graf, SarahThe topic investigated in the study was how educators addressed student disengagement following the shift to remote learning caused by the COVID-19 pandemic. The problem that was addressed in this study was that the COVID-19 pandemic disrupted secondary education in unprecedented ways, and as a result, many students became disengaged. Conducted at a Colorado school, a qualitative methodology with a descriptive design including teacher interviews and questionnaires was used to identify effective strategies for re-engaging students in the classroom. Research questions asked what teachers reported doing to reengage students in the secondary classroom, focused on contributing factors of student disengagement, and what teachers thought were effective strategies being used. Practical teaching methods rather than theoretical analysis were sought, and the study was grounded in the behavioral learning theory framework. Data were analyzed using Braun and Clarke's inductive thematic analysis process. Final themes were identified and used to answer the research questions. Key strategies identified included fostering supportive teacher-student relationships, incorporating social-emotional learning, and using student-centered instructional approaches. These practices were linked to improvements in student motivation and emotional stability. The findings may inform professional development, inclusive teaching, and school policies. The value of comparing teacher practices with existing educational theories to refine engagement strategies was highlighted. Recommendations for future research include involving more diverse participants and school settings, using designs, and exploring factors such as parental involvement, leadership, policy, and the long-term effectiveness of engagement efforts.Item The Impact of COVID-19 on Maternal Mental Health in the African American Community While Being a Single Parent Who is Parenting Young Children Under the Age of Five: A Grounded Theory(2025-12) Victorian, AngeliaIn response to the impact of COVID-19 on African American single mothers’ mental health, this study investigated the impact of COVID-19 on maternal mental health in the African American community, while being a single parent who was parenting young children under the age of five. This qualitative study employed grounded theory methodology (Glaser & Strauss, 1967; Strauss & Corbin, 2015) as described in Creswell and Poth (2018, 2025). The problem that was addressed in this study was that the pandemic adversely affected the mental health, daily routines, and struggles of African American single mothers. The interpretive theoretical framework for the study was the intersectionality theoretical framework. The framework was interconnected to the study because of the intersectionality of racism and sexism. The research questions were: How do AA single mothers describe their experiences of depression or anxiety while raising young children during the COVID-19 pandemic? How did COVID-19 affect AA single mothers' daily routines and struggles while raising young children? All 15 participants volunteered to participate in the study and were from Northern California. The emerging theory that resulted from this study was that as a result of the vulnerability of being a single AA female parent and the environmental and historical factors, such as systematic racism and the COVID-19 pandemic, AA single mothers who were parenting young children under five were disproportionately at a higher risk of personal obstacles. The obstacles included mental health challenges, such as anxiety, depression, and other psychological concerns; problems concerning physical wellbeing for themselves and their children; struggles with childcare, and fretting about finances and employment.Item Belonging: A Qualitative Descriptive Study Exploring the Experiences of Adjunct Faculty Who Teach Remotely at Higher Education Institutions(2025-07) Spranger, EmilyThe problem this study addressed was the lack of belonging adjunct faculty teaching remotely at higher education institutions experience, leading to job dissatisfaction, high attrition, a decrease of effectiveness in the classroom, and feelings of isolation. The purpose of this qualitative descriptive study was to explore how adjunct faculty who teach remotely in higher education institutions experience belonging. By listening to the perceptions of adjunct faculty, strategies for cultivating adjunct faculty belonging were formulated. A qualitative methodology guided the investigation, with Allen et al.’s belonging framework serving as the conceptual foundation. Data was collected through semi-structured interviews conducted via Zoom and online questionnaires administered through Qualtrics. Following Braun and Clarke’s six-phase process, which was supported by NVivo software, thematic analysis was used to analyze the data. Three themes emerged for the first research question: (1) adjuncting is isolating, online adjuncting is even more isolating; (2) being included; and (3) relationships can only be built when two entities want to connect. Two themes emerged for the second research question: (1) recognition is the biggest motivation; and (2) feeling like you are valued. Recommendations include reducing isolation by fostering inclusion and enhancing communication; creating both formal and informal virtual opportunities to connect; intentionally inviting adjunct faculty into decision-making processes; offering faculty development that supports belonging-related competencies; implementing structured recognition programs; increasing leadership visibility; and establishing spaces where adjunct faculty feel valued and connected to the institution.Item Junior Officer Retention in the United States Army: A Retrospective Case Study(2025-12) Curtin, DanielThe United States Army faces a persistent challenge retaining its Junior Officers, particularly following completion of initial service obligations. This turnover creates leadership gaps that hinder operational readiness, increase recruiting and training costs, and negatively affect both individual Officer careers and the institution’s overall effectiveness. The problem impacts military personnel management, organizational resilience, and national security. This qualitative exploratory case study investigates the experiences and decision-making processes that led former Junior Officers to voluntarily separate from the Army. Grounded in Job Embeddedness Theory and the Unfolding Model of Voluntary Turnover, the study deepens understanding of the personal and organizational factors influencing retention and attrition among this cohort. Seventeen former Junior Officers who separated within the prior three years participated in semi-structured interviews conducted virtually. Data were analyzed thematically to identify salient patterns aligned with the research questions: “How do officers describe their separation decision-making process?” and “What personal and organizational experiences are most significant to their decision to separate?” The study design obtained rich narrative accounts uncovering nuanced retention dynamics. Findings reveal that Officers describe their separation decisions as multi-staged, involving extended deliberation influenced by cumulative dissatisfaction and acute triggering events such as leadership failures, family stress, or policy changes. The most significant organizational factors to the Officer’s separation decision were toxic leadership, limited career agency, and inflexible promotion timelines. The most significant personal experiences regarding the separation decision were frequent relocations and spouse employment disruption. Additionally, Officers viewed current retention incentives as insufficient when core quality of life and leadership factors remained unaddressed. The study concludes that improving Junior Officer retention requires holistic, flexible strategies that prioritize leadership development, family support, and personalized career management alongside the current retention incentives. The study recommends reforms such as merit-based promotion pathways, incorporating subordinate feedback into evaluations, and expanded non-monetary retention tools. Implications for military personnel policy and future research include longitudinal, mixed-method investigations to validate findings and assess intervention efficacy. This study contributes an empirically grounded framework to guide more effective retention strategies critical to sustaining U.S. Army leadership capacity.