From Waitlist to Full-Time: Exploring Self-Efficacy and Support Needs of Health Science Students at Sinclair Community College

Date of Award

8-15-2026

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

Kevin Kelly

Abstract

This Dissertation in Practice (DiP) explored the transition experiences of first-year health sciences students entering selective programs at Sinclair Community College (SCC) after extended time on program waitlists. Although admission represents an important academic and professional milestone, the shift into full-time, high-intensity coursework often presents significant academic, social, and emotional challenges. These early transition experiences can influence students’ self-efficacy, sense of belonging, and persistence. The purpose of this study was to understand these experiences and design an equity-minded, systems-level intervention to better support students during this critical period. Grounded in Bandura’s theory of self-efficacy and Tinto’s framework of student persistence, this action research project used a mixed-methods design to examine how students navigated their first semester. Quantitative survey data assessed students’ academic confidence and perceived preparedness, while qualitative interviews provided deeper insight into students’ lived experiences. Together, these data offered a comprehensive understanding of both measurable patterns and personal perspectives. Findings showed that students entered their programs with strong motivation and commitment to their career goals. However, many reported early self-doubt, anxiety about academic expectations, and uncertainty about how to access institutional resources. Students described difficulty adjusting to the pace and workload of their programs, balancing competing responsibilities, and navigating unfamiliar academic systems. At the same time, they emphasized the importance of early faculty connection, peer support, and clear communication about expectations and available services. These results suggest that while students possess the determination to succeed, structured and proactive supports are essential during the transition into full-time study. In response to these findings, this DiP proposed a multi-component intervention designed to strengthen student self-efficacy and improve first-semester transition experiences. The intervention includes five integrated strategies: (1) an early self-efficacy and needs assessment paired with targeted outreach, (2) a structured peer mentoring program, (3) intentional faculty–student engagement practices that normalize help-seeking and clarify academic expectations, (4) a coordinated resource awareness campaign, and (5) a pilot of program-specific tutoring aligned with course demands. Together, these strategies reposition student persistence as a shared institutional responsibility rather than solely an individual obligation. This project contributes to practice by reframing transition challenges as systemic issues that require coordinated organizational responses. It advances equity-oriented improvement by centering student voice, recognizing variation in student preparedness and experience, and embedding supports within program structures rather than relying on students to independently seek assistance. The intervention is positioned for phased implementation beginning Fall 2026, with ongoing evaluation to assess its impact on student self-efficacy, engagement, and persistence. Overall, this DiP demonstrates how practitioner research can inform sustainable organizational change and strengthen outcomes for students entering high-demand health science pathways. By aligning theory, student experience, and institutional practice, the project offers a practical and replicable model for improving transition and persistence in community college health science programs.

Keywords

Adult Education, Community College Education, Health Sciences

Rights Statement

Copyright 2026, author

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