Increasing the knowledge base of its practitioners through formal education is vital to advancing the dental hygiene profession, ensuring practitioners' readiness for participation in future health care workforce models, and preparing future dental hygiene educators. The aim of this study was to discover the value of, barriers to, and motivations for graduate education among dental hygienists as a first step toward establishing ways to stimulate enrollment and facilitate program change. A qualitative pilot study design was used, with focus groups used for data collection. Four virtual focus groups were conducted on a video conferencing platform with dental hygienists (N=15) of varying educational levels residing in nine states. Focus group results were examined for emerging themes. The majority of participants placed a high value on graduate education as it related to expanding employment options and satisfying personal goals, but perceived it to have little value regarding advancement in clinical practice. Top barriers to education were reported to be time management, finances, and degree program options. Motivational themes for pursuing education included increased career options, benefits, and salary; personal satisfaction; potential to advance the profession; and financial support. The participants agreed that increased education can lead to more varied career opportunities and advance the profession, but their responses suggested limited motivation to pursue graduate studies. Determining ways to increase the value, reduce barriers, and enhance motivation for a graduate degree should be a priority of academic institutions and professional organizations involved in dental hygiene to ensure a workforce that is qualified for future health care initiatives and prepared to become educators.

Few studies have been published on thesis completion experiences of master's degree students. However, for doctoral students, dissertation completion has been found to be dependent on individual, relational, and institutional factors. The aim of this study was to examine dental hygienists’ perceptions of their experiences completing a thesis as a requirement for an advanced degree. A qualitative phenomenological research design was used utilizing virtual focus groups with a national purposive sample of dental hygienists (n=25) who had graduated from a degree program in which a thesis was a requirement for the degree. Data analysis used an inductive approach to identify themes using Liechty et al.'s framework of individual, relational, and institutional factors impacting completion of a dissertation. Liechty et al.'s framework is based on Vygotsky's sociocultural theory of learning. In the results, individual factors identified included family/work responsibilities, lack of understanding of the thesis process, time management, health issues, and reaching personal and professional goals. Relational factors focused primarily on positive and negative experiences with the thesis advisor/committee and support from expert peers/family. Institutional factors included the thesis structure, financial concerns, and challenges in recruiting research participants. This study found many factors influencing the thesis experience that may help guide the process in graduate degree programs. In addition, the findings suggest a need to provide mentoring and support for thesis advisors and committee members to more effectively guide students through the thesis process. Effective modifications of these may improve retention of students and facilitate timely completion of thesis research.