DNP 801 A Doctoral Learning Strategies

Sample Answer for DNP 801 A Doctoral Learning Strategies

Doctoral Learning Strategies 

Among the most challenging yet rewarding tasks is doctoral studies using DNP 801 A Doctoral Learning Strategies. An individual must become aware of possible experiences during doctoral studies as doctoral learning is autonomous. The implication is that an individual needs to create plans to succeed and employ individualized strategies to attain the set objectives (Hill et al., 2020). Besides, the learning strategies and skills required in completing a doctoral program are entirely different from other learning experiences. Therefore, this current DNP 801 A Doctoral Learning Strategies contribution discusses expected learning experiences during a doctoral learning program, strategies and learning skills required for completing a doctoral program, and a literature review on strategies for success in doctoral programs. 

Learning Experiences Prior to Doctoral Learning Experience 

Before the doctoral learning experiences, students may face other experiences that can substantially impact them when the doctoral program eventually commences. It is important to note that the experiences may be as varied as the number of pathways to doctoral studies. For instance, while some may get admission into a doctoral degree through a master’s degree, others get it through a baccalaureate degree. One of the prior learning experiences includes focusing on nurturing the skills of evidence-based practice application in healthcare settings and dealing with the possible challenges in a particular healthcare setting that can potentially dent successful implementation of evidence-based practice (Armstrong et al., 2017). Another possible experience entails involvement in professional communities and national, regional, or local healthcare organizations. As earlier stated, depending on the career path and the kind of practice an individual has undertaken, the learning experiences prior to a doctorate learning experience may vary. 

Doctoral Learning and Its Autonomous Nature 

Unlike other levels of learning, doctoral learning is unique in that the students are more self-dependent and primarily direct their activities during the program as they should create new knowledge. Doctoral students are expected to be independent thinkers and engage in scholarly work as they explore various issues within their respective fields of study. The autonomous nature of doctoral studies means that self-education leads learners to progress and advance with their research projects and scholarly work (Skakni, 2018). Even though independence is expected, a doctoral student requires support, both from fellow students and supervisors. This support can enable them to share ideas and refine their study paths and research better. Good coordination between doctoral students ensures that the students share learning resources that are key for successfully completing the program. The implication is that collaboration and connections are key for self-expression and social interaction during a doctoral program despite its autonomous nature. 

Strategies and Skill of Doctoral Learning 

In achieving successful doctoral learning, there are various skills and strategies that an individual can employ. Embarking on a doctoral program could mean less time with family and friends; therefore, one strategy is to take the initiative to communicate with the family and friends and the support system. Proactively communicating with the family and friends about the expectations and demands of the program ensures that one becomes more focused on the program, hence strikes a good study, family, and work-life balance. The next strategy is making prior plans and drawing time schedules on when to complete course work, meet the supervisor and begin research work, among other things (Stanfill et al., 2019). Even though planning is key, it may not effectively achieve the set objectives if the student does not combine it with time management. Therefore, time management is also key. 

The Importance of Orientation Webinar 

Orientation is key in any new program. As such, in the doctor of nursing program, the webinar is instrumental in clarifying the program’s fundamental elements, every of its requirements, and the desired outcomes. The webinar is critical in enabling the students to focus on the doctoral research by applying leadership, economic, organizational, and clinical skills. The student can also formulate the needed write-ups, such as the American Association of Colleges of Nursing core competencies. Besides, by participating in the webinar, the student comes to learn of various key issues such as identifying a clinical problem that is to be mitigated through an evidence-based approach, utilizing Typhon, and choosing an appropriate mentor. Therefore, the webinar is instrumental in concisely giving the DNP program’s outline and what is expected of an individual to complete the program successfully. 

Literature Review on Strategies for Success in Doctoral Programs 

Due to the importance of doctoral programs in preparing knowledgeable professionals who can effectively research and improve patient care, various researchers have had inputs on the subject in the previous years. Successful completion of the program is rewarding and critical; therefore, this section focuses on some of the strategies for success in doctoral programs. In one of the recent contributions regarding strategies for successful completion of doctoral studies, Creech et al. (2018) examined admission factors that predict the success or lack of it in the doctor of nursing program. Through a retrospective study, the group was able to explore data for a five-year admission and retention period (Creech et al., 2018). Among the findings stated in this article is that demographic data, the average recommendation letter score, admission essay score, and grade point average all impacted the successful completion of the DNP program. Students with higher GPAs have better or higher chances of completing the program and in time, while individuals with advancing ages had lower chances of completing the program successfully (Creech et al., 2018). 

Stanfil et al. (2019) argue that doctoral nursing enrolment has been on the drop in recent years. Therefore, there is a need to explore strategies of improving admission and supporting the students to complete the program (Stanfill et al., 2019). According to these researchers, during the doctoral program, one of the strategies of ensuring a successful completion is through supportive mentors since they are vital in offering assistance and guidance in getting scholarship support and other funding sources. They also state that ongoing funding, face-to-face, online training, and conference support are essential for successful program completion (Stanfill et al., 2019). They further note that support and understanding by friends and families are also crucial in helping individuals complete the program successfully. Other strategies discussed in the article include sharing ideas and knowledge and strategic plans that include self-care activities and time management (Stanfill et al., 2019). 

Armstrong et al. (2017) also discussed some of the strategies necessary for success in doctoral programs. Some of the techniques discussed by this group of researchers include peer-to-peer mentoring, developing new collegial relationships, embracing scholarly communication, being disciplined, and valuing academic literature. Besides, they underline the importance of work-life balance and stress management (Armstrong et al., 2017). In another study, Volkert et al. (2018) examined how the impacts of environmental stressors predict the student’s intention to drop from the DNP or Ph.D. program. This group also discussed some of the strategies for successful completion, including support from family and friends when it comes to encouraging the student throughout the program, choosing to understand the requirements of the doctoral program, and giving support like financial, errands, chores as well as child support (Volkert et al., 2018). In addition, Ellenbecker and the group state that time management is critical, especially for those who must continue working while also facing a doctoral program. They opine that limiting work hours is essential in creating more time for doctoral studies (Ellenbecker et al., 2017). 

Conclusion 

Embarking on a doctoral study requires careful planning and time management as its autonomous nature requires that the students are more independent. A doctoral student must use effective strategies that can help complete the program once started. The write-up has presented some of the successful completion strategies and a comprehensive literature review. 

References 

Armstrong, D. K., McCurry, M., & Dluhy, N. M. (2017). Facilitating the transition of nurse clinician to nurse scientist: Significance of entry Ph.D. courses. Journal of Professional Nursing, 33(1), 74-80. https://doi.org/10.1016/j.profnurs.2016.06.005 

Ellenbecker, C. H., Nwosu, C., Zhang, Y., & Leveille, S. (2017). Ph.D. education outcomes: Results of a national survey of nursing Ph.D. alumni. Nursing education perspectives, 38(6), 304-312. DOI: 10.1097/01.NEP.0000000000000228 

Creech, C., Cooper, D., Aplin-Kalisz, C., Maynard, G., & Baker, S. (2018). Examining admission factors predicting success in a doctor of nursing practice program. Journal of Nursing Education, 57(1), 49-52. 

Hill, L. H., & Conceição, S. C. (2020). Program and Instructional Strategies Supportive of Doctoral Students’ Degree Completion. Adult Learning, 31(1), 36-44. https://journals.sagepub.com/doi/pdf/10.1177/1045159519887529 

Skakni, I. (2018). Doctoral studies as an initiatory trial: expected and taken-for-granted practices that impede Ph.D. students’ progress. Teaching in Higher Education, 23(8), 927-944. doi.org/10.1080/13562517.2018.1449742 

Stanfill, A. G., Aycock, D., Dionne‐Odom, J. N., & Rosa, W. E. (2019). Strategies and resources for increasing the Ph.D. pipeline and producing independent nurse scientists. Journal of Nursing Scholarship, 51(6), 717-726.  https://doi.org/10.1111/jnu.12524 

Volkert, D., Candela, L., & Bernacki, M. (2018). Student motivation, stressors, and intent to leave nursing doctoral study: A national study using path analysis. Nurse education today, 61, 210-215. https://doi.org/10.1016/j.nedt.2017.11.033 

PICOT Question DNP 801 Sample Answer

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References 

Hati, Y., Fadillah, F., Pase, M., & Muchsin, R. (2020). Effect of Psycho-Education Modification on Health Locus of Control, Self Efficacy, Family Support in Type 2 Diabetes Mellitus Patients in 2020. https://ijshr.com/IJSHR_Vol.5_Issue.4_Oct2020/IJSHR_Abstract.0053.html. 

Hawkes, C. P., Willi, S. M., & Murphy, K. M. (2019). A structured 1‐year education program for children with newly diagnosed type 1 diabetes improves early glycemic control. Pediatric Diabetes, 20(4), 460-467. https://doi.org/10.1111/pedi.12849.