Date of Graduation

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership (EdD)

Degree Level

Graduate

Department

Counseling, Leadership, and Research Methods

Advisor/Mentor

Pijanowski, John

Committee Member

Lasater, Kara

Second Committee Member

Brady, Kevin

Keywords

Career Tech; CTSO; healthcare; HOSA; student organization; workforce

Abstract

The United States continues to face a significant healthcare workforce shortage, particularly in rural and underserved communities, with implications that extend globally. As a practitioner in health science education, this study was driven by a problem of practice: understanding how HOSA–Future Health Professionals contributes to developing the future healthcare workforce. While the need for effective workforce pipeline strategies is widespread, this study is centered specifically on Oklahoma HOSA as a model of practice within one state. HOSA is designed as an intracurricular extension of health science programs, providing students with opportunities to apply classroom learning through leadership development, competitive events, and real-world exposure to healthcare careers. This study examined the extent to which participation in HOSA influences students’ career interests, confidence, and commitment to entering the healthcare field. Grounded in Social Cognitive Career Theory (SCCT), this mixed methods study explored how self-efficacy, outcome expectations, and experiential learning shape students’ career pathways. Data were collected from HOSA alumni (N = 38) and health science education advisory board members (N ≈ 38–40) through surveys that included both quantitative and qualitative components within the Oklahoma context. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis to identify patterns in participant experiences and perceptions. Findings indicate that participation in HOSA, as implemented through Oklahoma HOSA, plays a meaningful role in strengthening the healthcare talent pipeline. Alumni reported increased confidence in their ability to succeed in healthcare careers, greater awareness of available career pathways, and a clearer sense of professional identity. Experiential learning opportunities- particularly competitive events, leadership experiences, and hands-on activities- were consistently identified as pivotal in shaping career decisions. Advisory board members reinforced these findings, emphasizing the importance of early exposure to healthcare environments and the development of employability skills such as communication, teamwork, and professionalism. From a practitioner perspective, the findings highlight the importance of intentionally integrating HOSA into health science curricula as an intracurricular strategy rather than treating it as an extracurricular activity. Within Oklahoma, programs that prioritize experiential learning, industry engagement, and leadership development have demonstrated the capacity to create meaningful pathways for students to explore and commit to healthcare careers. Initiatives such as leadership camps, work-based learning experiences, and strong industry partnerships were identified as high-impact practices that support student growth and career readiness. Although this study is situated within Oklahoma, the findings suggest that the Oklahoma HOSA model offers transferable insights for broader application. HOSA serves as a viable and scalable approach to addressing healthcare workforce shortages by engaging students early, building confidence, and connecting education to real-world application. The findings support continued investment in career and technical education and CTSOs as critical components of workforce development efforts. Implications for practice include strengthening partnerships with industry, expanding access to experiential learning opportunities, and ensuring equitable student participation in HOSA programs. Future research should explore longitudinal outcomes and the impact of HOSA participation across diverse student populations.

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