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Only a few studies have been published when concluding the conclusion of the master's degree programs of the Master's degree programs. For doctoral students, however, it was found that the dissertation completion of individual, relational and institutional factors was dependent. The aim of this study was to investigate dental hygienist perceptions of their experiences, which conclude a thesis as a prerequisite for an advanced degree. Qualitative phenomenological research design was used using virtual focus groups with a national targeted sample of dental hygiene (n = 25) completed from a study program in which a work was required. Data analysis used an inductive approach to identifying topics with the scope of the individual, relational, relational and institutional factors that affect the conclusion of a dissertation. Liesy et al.'S Framework is based on Vygotsky's socio-cultural learning theory. In the results, individual factors contained including family / work tasks, the lack of understanding of the Disces process, time management, health problems and achieving personal and professional goals.Relational factors focused primarily on positive and negative experiences with the dissertation consultant / committee and the support of expert colleagues / families. Institutional factors included the diploma structure, financial concerns and challenges in recruiting research participants. This study found many factors that affect the thesis experience that can support the process in graduate programs. The results suggest that the members of the diploma and committee members offer mentoring and support for Discs consultants and committee members to study students through the doctoral process more effective. Effective changes may improve the retention of students and facilitate the timely completion of the thesis research.
Keywords: Allied dental education; Dental hygiene training; Dental hygiene programs; Dental hygiene students; Graduates.
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