DNP Assessment writing

Type: Essay

Subject: DNP Assessment writing

Subject area: Nursing

Education Level: Phd Program

Length: 2 pages

Referencing style: APA

Preferred English: US English

Spacing Option: Double

Title: Writing Assessment

Instructions: please follow the guide on this document attach and use the reference of the article as well as 3 evidence based article to write this assessment.

                          Writing Assessment

Student Name

Program Name or Degree Name (e.g., Master of Science in Nursing), Walden University

COURSE XX: Title of Course

Instructor Name

Month XX, 202X

Abstract 

High attrition rates remain a significant challenge among doctoral students. The high dropout rate is attributable to individuals and institutional factors, including cultural barriers, insufficient faculty support, inability to balance work and family life, financial problems, lack of peer and faculty support, and lack of experience writing thesis and publications. However, these challenges can be addressed through peer support, building collaboration and networks, writing groups or cohorts, and having a faculty mentor.  Therefore, individuals can complete their doctoral programs if they access appropriate resources.

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Writing Assessment

Doctoral students face significant challenges that compel them to drop out of their programs. Although high completion rates do not translate to high-quality studies, delays and high dropout rates exert considerable psychosocial and economic costs on students and the faculty (Deshpande, 2016).  Students consider the long-time taken to complete their doctoral degree and high attrition rates to be demoralizing and frustrating. In contrast, the faculty consider it a waste of time supervising students who will drop out of their program while high dropout rates for institutions and departments translate to inadequate scholarship and facilities’ use (Geven, Skopek,  & Triventi, 2018). Therefore, it is vital to investigate challenges that characterize professional doctorate programs, student issues as they pursue doctoral studies, and strategies to reduce the high attrition rates.

Overview of the Challenges to Completion I anticipate to Encounter in My Doctoral Program

 Doctoral work is defined by various challenges, including cultural barriers, insufficient faculty support, inability to balance work and family life, financial problems, and family struggles.  Other challenges include a lack of effective relationships between students and faculty mentors because of distance and lack of expertise in modern technologies (Deshpande, 2016; Litalien & Guay, 2015). Therefore, as a doctorate student, I expect to experience the following challenges:

Environmental and Personal Challenges

 I expect to encounter environmental and personal challenges in my doctoral program because managing family, work, and academics can be challenging and overwhelming. Additionally, I anticipate lacking adequate funds to complete my doctorate program. According to Marshall, Klocko, & Davidson (2017), many dissertating doctoral students are often concerned with money and work in the last phase of their program. In this case, fellowships and financial aid are vital resources to enhance the successful completion of the doctorate program.  

Writing anxiety

Writing anxiety characterizes doctoral-level work. The anxiety will be attributable to guidelines for writing for publications and thesis. I am not familiar with writing for publications because I am not yet exposed to academic writing.  Thus, I expect to be overwhelmed by my supervisors’ revisions and feedback to ensure my work is perfect and my arguments are strengthened.

Productivity Challenges

Productivity may be a challenge in completing my doctoral program because it will be undermined by the need to balance career, civic community, friends, and family involvement in my life. As a result, it will be very challenging to dedicate most of my time to completing my dissertation.

Strategies for Successful Completion That I anticipate and will be Most Useful for Me

Collaborations and Network

The first strategy I anticipate using to enhance my completion of the doctorate program is building collaborations and networks.  Marshall, Klocko, & Davidson (2017) note that a healthy set of research collaboration, associations, and networks with professional organizations and individuals guarantees success. These networking opportunities will facilitate information sharing, my understanding of the topic, innovations and developments in my area of study, and new research areas.

Peer/Cohort Support

 Writing groups or cohorts will give me the needed support to complete my doctorate program successfully. These groups will enhance my access to programs that will boost my development of academic skills related to publishing, teaching and writing. 

Faculty Mentor

I expect a faculty mentor to guide me through my doctorate program. The role of the mentor will be to provide emotional, academic, and social guidance to enhance my timely completion of the program while remaining productive. Therefore, I plan to identify a writing group and a faculty mentor to guide me in my journey toward completing my doctorate program.

In conclusion, doctoral level completion is undermined by environmental and individual challenges, writing anxiety, and productivity issues. For instance, financial constraints and challenges managing family and career life can force individuals to drop out of the program. Nonetheless, with support from the faculty, peers, and network, individuals can complete their doctorate programs successfully.

References

Deshpande, A. (2016). A qualitative examination of challenges influencing doctoral students in an online doctoral program. International Education Studies, 9(6), 139-149. http://dx.doi.org/10.5539/ies.v9n6p139

Geven, K., Skopek, J., & Triventi, M. (2018). How to increase PhD completion rates? An impact evaluation of two reforms in a selective graduate school, 1976–2012. Research In Higher Education, 59(5), 529-552. https://doi.org/10.1007/s11162-017-9481-z

Litalien, D., & Guay, F. (2015). Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources. Contemporary Educational Psychology, 41, 218-231. http://dx.doi.org/10.1016/j.cedpsych.2015.03.004

Marshall, S. M., Klocko, B., & Davidson, J. (2017). Dissertation completion: No longer higher education’s invisible problem. Journal of Educational Research and Practice, 7(1), 74-90. https://doi.org/10.5590/JERAP.2017.07.1.06