Doctoral Learning Experience: Analysis of the Education Term Paper

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Obtaining a doctorate degree opens up new opportunities for specialists as researchers and allows them to make both a practical and theoretical contribution to the development of science. In addition, such programs allow individuals to receive special training and engage in research that will be as close to the real-life setting as possible. The purpose of this paper is to discuss learning experiences a candidate might face prior to doctoral learning, analyze the nature of this type of education, and suggest strategies for the successful completion of a doctoral program.

Prior Learning

Importantly, individuals might face various learning experiences that can either help or hinder their successful completion of a doctoral program. Taking the assigned set of courses is not enough for this type of learning, and the individual will have to carry out profound research in the area of interest (Moran & Burson, 2013). Therefore, the previous learning experience that a person will need is expertise in carrying out scientific studies. Notably, the research knowledge received in previous programs will assist greatly in developing a personal study, and the learning experience acquired at doctor-level courses will complement it and deepen the existing knowledge of the student.

In addition, time management skills received and mastered in previous programs are one of the most important learning experiences in a doctoral degree. Also, during previous studies, individuals could have carried out small-scale researches (Moran & Burson, 2013). However, at the doctoral level, students will have to provide a timeframe for performing the essential extracurricular activities apart from their course work. In addition, a significant amount of time will be dedicated to autonomous learning and conducting the actual research, which implies data collection and analysis. In addition, collaboration experience will also be helpful since it will be necessary to cooperate with other students, colleagues and so on.

Autonomous Nature of Doctoral Learning

Doctoral learning does have the autonomous nature since students have to govern their studies independently. Prior to the actual research, individuals take specialized courses aimed at supporting their future actions such as research training and clinical leadership. In addition, students are taught practice development. Importantly, in comparison to other learning experiences, these courses help students to apply an evidence-based approach to the study. Apart from that, doctoral learning is individualized and self-directed (Moran & Burson, 2013). As opposed to other types of learning, research at the doctoral level is fully planned and directed by the student, and the mentor does not contribute to its improvement but rather observes the process. In addition, this learning experience requires carrying out original research, which is not obligatory for other programs.

Thus, the main difference between doctoral learning from other experiences is that researchers have to find the study area themselves and no guidance will be provided to them. Also, the study should be self-directed, which requires sufficient time management and research skills (Moran & Burson, 2013). Importantly, the researcher has to determine the focus and the steps of the study autonomously.

Literature Review

In terms of strategies that will help students succeed in doctoral programs, Ahmad (2016) proposes several universal approaches to employ. For instance, the research topic is of paramount importance, and the success of the study depends on the precision of the field of interest. The scientist suggests reviewing the existing body of knowledge, as well as the related topics, to comprehend the variety of original issues and make research questions more concrete. Apart from that, the author advises to cooperate with other people to proceed successfully in a doctoral program. That is to say, peer collaborations, discussions with supervisor, and investigating the opinions of other students or authors are essential.

In their turn, Loftin, Newman, Dumas, Gilden, and Bond (2012) provide practical advice for international and minority students who, as a rule, face more obstacles rather than their counterparts. The authors state that such students will benefit greatly from advising and academic support due to the fact that this form of assistance will help them in resolving issues related to language barrier or differences in expertise (previous education, professional background and so on). In addition, they mention that students should acquire cultural competence prior to taking the graduate course.

In addition, Waldrop, Caruso, Fuchs, and Hypes (2014) have developed a 5-point system that will help any student to succeed in a doctoral program. Their approach includes such notions and actions as “E = Enhances; C = Culmination; P = Partnerships; I = Implements; E = Evaluates” (Waldrop et al., 2014, p. 6). Each item reflects the essential step in compiling the final projects so that it meets evidence-based practice.

Apart from the approaches discussed above, there are other universal strategies. For instance, it is crucial to select an advisor and committee correctly. In addition, it is important to participate in various conferences and meetings to increase visibility. Moreover, it is helpful to elaborate a network of colleagues (Conn et al., 2013). Overall, the main strategy is to engage in all activities and take advantage of the opportunities offered by doctoral programs. Also, Chase et al. (2012) stress that to achieve success in doctoral programs, students need to make the most of their time management skills. In terms of particular strategies, they advise to keep focus on their work and prioritize activities. In addition, it will be particularly helpful to set realistic and measurable goals, which will help to create an optimal plan.

Strategies and Concluding Points

Thus, it can be concluded that to complete a doctoral program successfully students need to maintain focus, exhibit efficient time management, collaborate with peers and other professionals, and seize the potential of the courses offered by the program (Moran & Burson, 2013). In addition, students should attend seminars and conferences linked to their research field to network and increase the visibility of their project. However, more importantly, students need to know and understand research methods as well as tools for analysis to be able to carry out their study.

References

Ahmad, H. (2016). How to write a doctoral thesis. Pakistan Journal of Medical Sciences, 32(2), 270-273.

Chase, J., Topp, R., Smith, C., Cohen, M., Fahrenwald, N., Zerwic, J.,…Conn, V. (2012). Time management strategies for research productivity. Western Journal of Nursing Research, 35(2), 155-176.

Conn, V., Zerwic, J., Rawl, S., Wyman, J., Larson, J., Anderson, C.,…Markis. (2013). Strategies for a successful PhD program. Western Journal of Nursing Research, 36(1), 6-30.

Loftin, C., Newman, S., Dumas, B., Gilden, G., & Bond, M. (2012). Perceived barriers to success for minority nursing students: An integrative review. ISRN Nursing, 1-9.

Moran, K., & Burson, R. (2013). The Doctor of Nursing Practice scholarly project. Burlington, MA: Jones & Bartlett Publishers.

Waldrop, J., Caruso, D., Fuchs, M. A., & Hypes, K. (2014). EC as PIE: Five criteria for executing a successful DNP final project. Journal of Professional Nursing, 30(4), 300-306.

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