Challenges to CompletionCassuto (2013) identified three different types of doctoral completers: (a) those who cannot complete
because of time commitment, lack of research skills, personal challenges, and other outside factors; (b)
those who can complete but choose not to, leaving the program for personal or professional reasons;
and (c) those who successfully reach dissertation completion. How the personal and professional
challenges impact those who do complete the dissertation became the focus of this study.
Personal or Environmental Factors
To successfully reach dissertation completion, the impact of outside factors such as managing work and
family (Flynn, Chasek, Harper, Murphy, & Jorgensen, 2012) must be mitigated to ensure student
progress. This is particularly true for practitioner scholars who negotiate both the professional and
academic spheres. A frequent challenge to completion is the needs of families (Cassuto, 2013;
Dominguez, 2006). Another relevant barrier to doctoral degree completion is lack of funding.
Dissertating doctoral students may be conflicted with work concerns and money during this final stage
in the doctoral process. Financial aid and fellowships for doctoral students are critical resources to
ensure completion (Ehrenberg et al., 2009). Flynn et al. (2012) further explained that professional
factors such as unemployment were barriers to dissertation completion.
According to Smallwood (2006), many of the issues related to non-completion may be attributed to
admission selections. “Academic and affective factors that enter into the admissions process of doctoral
students must be focused upon the student’s ability to complete program requirements and ultimately
be awarded the doctoral degree” (McCalley, 2015, p. 4). The immutability of these issues spans 3
decades, with doctoral degree candidates reporting similar barriers impacting completion (Bair &
Haworth, 2004).
Impostor Syndrome
Clance and Imes (1978) studied high-achieving individuals and observed that high-performing
professionals may often struggle with fears of being exposed as an impostor. The groups they identified
included persons for whom success came quickly, first-generation professionals, people with highachieving parents, members of minority groups, and students. Nelson (2011) described impostor
syndrome as “the crippling feelings of self-doubt and anticipated failure that haunt people who attribute
their success to luck or help from others rather than their own abilities” (p. 129). Sherman (2013)
warned that this self-doubt could create a paralyzing fear of failure: “Impostor syndrome can create
performance anxiety and lead to perfectionism, burnout, and depression” (p. 31). Hendrikson (2016)
noted that impostor syndrome often appears “after an especially notable accomplishment, like
admission to a prestigious university, public acclaim, winning an award, or earning a promotion” (p. 1).
Young (2011) clarified that those with impostor syndrome believe erroneously that they lack
intelligence, skills, and competencies; consequently, they feel undeserving of success. Young further
predicted that times of transition, new challenges, and high-stakes assignments could cause impostor
feelings to surface, even in otherwise confident, high-performing adults. Cuddy (2016) opined that
impostorism is nondiscriminatory and knows no limits, as she recalled a conversation she had with
Pauline Clance: “One more thing, if I could do it all over again, I would call it the impostor experience,
because it’s not a syndrome or a complex or a mental illness. It’s something almost everyone
experiences” (p. 95). Cuddy further explained that rates of perfectionism, performance anxiety, and
societal expectations may contribute to the impostor syndrome. Nonetheless, Cuddy reported that fear
of failure was recognized across numerous studies in different disciplines as the root cause of
performance paralysis in otherwise highly capable individuals.
Writing Anxiety
Candidates associated anxiety with producing doctoral level work, especially because “explicit
instruction in areas such as ‘thesis writing’ and ‘writing for publication’ does not seem to be normal
practice in higher education” (Ferguson, 2009, p. 286). Students can feel overwhelmed by feedback for
revisions regardless of depth or breadth of the recommendations due to a lack of exposure to academic
writing before program admission (Ondrusek, 2012; Thomas, Williams, & Case, 2014). When students
can edit their work based upon the feedback of faculty or peers, students lacking research skills are
likely to focus primarily on grammatical changes instead of strengthening their overall argument
(Ondrusek, 2012).
Becoming a good writer requires a sense of vulnerability and discomfort inherent in the practice during
multiple revisions. Additionally, O’Connor (2017) argued that when students face their intellectual
inhibitions, it is not simply an issue of confidence in presenting ideas, but a compelling anxiety about the
nature of formulating thoughts. Writing is a personal experience and receiving feedback requires a
certain level of openness and willingness to take criticism (Ferguson, 2009; Liechty, Schull, & Liao, 2009).
“We must recognize that the ability to write from a scholarly perspective is a skill that does not
necessarily precede acceptance into a graduate program” (Ondrusek, 2012, p. 185). “Providing for
supportive groups or peer review opportunities and providing prompt and meaningful feedback may
foster writing efficacy in students” (Lavelle & Bushrow, 2007, p. 817). O’Connor (2017) discussed how
writing offers both an opportunity and a threat for students: “In the negotiation with the dissertation,
there is a frustration in the inability we meet in ourselves, the lack of fluidity in expression and the
sometimes torturous space between what we seek to express and what we actually express” (p. 3).
Scholarly writing skills required in doctoral programs emphasize critical thinking, synthesis, and clarity of
expression as essential for overall doctoral performance.
Productivity
The final barrier to successful doctoral completion relates to overall productivity. Because graduate
students are, on average, older, they often balance expectations of family, friends, community or civic
involvement, and careers. Therefore, finding dedicated dissertation time can prove to be a barrier
(Ondrusek, 2012). In a study of a predominantly Black female cohort, Holmes, Robinson, and Seay (2010)
found that training in self-regulated learning in conjunction with effective mentoring can assure success
for all students in the dissertation phase of doctoral study.
Ehrenberg et al. (2009) argued that graduate students who have assistantships and are provided
opportunities to engage in research have increased levels of overall productivity and progress more
quickly than peers with other jobs. Dominguez (2006) explicated the barriers to graduation linked to
productivity as an inability to plan, procrastination, perfectionism, lack of research skills, and trouble
selecting a topic.
Supports to Completion
According to the Strategic Intervention for Doctoral Completion project, there are four conditions for
optimal doctoral completion (Council of Graduate Schools, 2007). Condition 1 involves recruiting the
right people for doctoral study and ensuring they clearly understand the rigors of doctoral education.
Condition 2 logically involves admitting only those applicants who are the right candidates for doctoral
study. Admissions committees are responsible for properly screening applicants and orienting them to
the rigors and expectations of the program. In Condition 3, the study recommends promoting an
environment in which students support each other’s endeavors in a manner that prepares them for
professional relationships that are collegial in nature. Last, Condition 4 emphasizes forming productive
professional relationships between faculty and doctoral students so that doctoral students receive the
support and mentorship necessary for completion.
Cohort or Peer Support
Beyond the family, cohorts or writing groups can provide support for doctoral students. External factors
tied to success include “advisor motivation, family support, and supervisor/institutional considerations”
(Dominguez, 2006, p. 23). According to Varney (2010), the use of the cohort model is a program design
option that positively impacts completion rates. Krueger and Peek (2006) noted that interpersonal
relationships during the program of study was important for developing of academic skills associated
with writing, teaching, and publishing.
Mentors in the Academe
A faculty mentor can provide social and emotional guardianship in addition to the traditional academic
support for the doctoral candidate during the dissertation. The dissertation chairperson has been found
to be key to productivity as well as timely completion (Barnes, Williams, & Stassen, 2012; Burkard et al.,
2014; Spillet & Moisiewicz, 2004). Garger (2011) identified four essential roles of dissertation
chairpersons as advocate, manager, leader, and judge, claiming the savvy chairperson applies the role
appropriate to the needs of the protégé in varying situations.
Bloom, Propst Cuevas, Hall, and Evans (2007) claimed that the relationship between the chairperson and
the candidate is the essential component in determining degree completion and must be based upon
genuine care. For this reason, an understanding of selection criteria will help to guide decision making
early in the dissertation process. Neale-McFall and Ward (2015) recommended that chairperson
selection not be taken lightly, as it may determine the productivity and ultimately whether the
candidate completes a doctoral program. The factors identified by students in selecting a chairperson in
earlier decades centered around similar research interests, a potential chairperson’s reputation for
publishing, and whether the chair was knowledgeable in methodology (Lovitts, 2001; Smart & Conant,
1990). Alternately, current candidates seek a chairperson who is willing to support and nurture over one
who is highly credentialed with an impressive research background or reputation (Neale-McFall & Ward,
2015). Chairperson selection based upon genuine care and accessibility will move a student toward
success. Additionally, a candidate should consider whether the potential chairperson acts as a role
model in professional and personal matters, provides individualized guidance, and proactively integrates
students into the profession, all indicators of a successful dissertation mentor.
In a metasynthesis of 118 studies on doctoral attrition, Bair and Haworth (2004) found most frequently
that degree completion was directly related to the amount and quality of contact between doctoral
students and their chairperson. Collaborative relationships with committee or other faculty members
have also been found to positively impact completion results (Dominguez, 2006; Neale- McFall & Ward,
2015). When doctoral candidates can connect with research and learn about publishing, they are more
likely to feel connected to the community of the academy (Smallwood, 2006).
When candidates do not complete doctoral programs, along with psychological and economic losses,
there are immeasurable voids in research both to the university and to the academe (Gilliam & Kritsonis,
2006; Grasso et al., 2009). After 40 years of research, and despite advancements in technology,
pedagogy, and curriculum, the noncompletion rate may still be increasing (Miller, 2013). In this study,
the researchers sought to understand the factors that thrust doctoral candidates to completion,
whether quickly or on a delayed schedule.
[Methodology and Major Findings sections have been omitted from this excerpt.]
Implications
From the findings, multiple implications inform practice for students, faculty, chairpersons, and doctoral
program directors. The associated implications for dissertation completion are not intended to be
considered a generic template. Moreover, the findings from this study reinforce the notion that
individual students’ motivation, drive, and confidence levels determine the pace toward completion of
the doctoral degree. Although common approaches to the dissertation span disciplines and institutions,
doctoral students voiced the importance of their unique needs as they reflected on their dissertation
completion. For students, self-awareness was essential and communicating their preferred learning
style, writing preferences, and support systems were critical to their success.
For Students
Based on the findings, there are multiple implications to inform students as they approach the
dissertation. First, students must understand, recognize, and address the insecurities related to
impostor syndrome. Rather than allow imposter syndrome to impede their progress, students may
increase productivity by creating partnerships with fellow students to serve as an accountability partner
support the productivity of the writer (Ferguson, 2009). These partnerships may include setting
timelines to which students are held accountable. If, for any reason, a student does not meet the
deadline, reflection, discussion, and problem solving should be implemented. Ongoing communication
with the chairperson is also essential. Regular, student-initiated contact with the chairperson is critical
to student completion. Students must honestly communicate their challenges and insecurities with their
chairperson and seek out their guidance and advice.
Next, self-awareness is critical at the dissertation phase. Students need to remain committed to the
process by clearly understanding their motivations. Whether it be to make a family member proud or to
move to the next professional level, their motivation to complete will keep them moving forward.
Additionally, students need to know what works best for them. For example, they need to communicate
what they need from their chairperson, know their productive writing times, understand the obstacles
that may prevent them from making progress, and implement the rewards systems that keep them
making progress.
Last, building writing and research skills throughout the coursework may improve a student’s level of
confidence at the dissertation phase. By seeking out research opportunities throughout the degree
program, research knowledge and practice increases. Additionally, preparing related literature reviews
familiarizes the student with the synthesis process and provides opportunity for feedback on writing.
For Doctoral Program Directors, Faculty, and Chairpersons
In the dissertation completion process, the role of the doctoral program director, faculty, and
chairpersons cannot be underestimated. One way to support students in reaching their graduation goal
is to build in internal characteristics tied to success to include “planning, personal disposition and
communication” (Dominguez, 2006, p. 22). Overcoming impostor syndrome is essential to their
completion. The role of faculty is vital. Faculty can help students enhance their dissertation-related skills
and confidence by providing regular encouragement, offering constructive feedback, and incorporating
meaningful assignments that relate to or inform the dissertation. These assignments can take the form
of pilot studies, literature reviews, article critiques, and dissertation reviews. With the early
identification of a dissertation topic, students may use course-related assignments to inform their
understanding of the topic.
Additionally, the role of the chairperson is critical to a student’s completion. Creating mutually agreedupon goals and deadlines, with accountability measures are key (Ferguson, 2009). Similar to a classroom
setting, by imposing deadlines with consequences, students are more likely to produce. We strongly
encourage regular communication between the chairperson and student. Gearity and Mertz (2012)
offered guidance through an autoethnographical inquiry to inform practice on the student- chair
relationship and effective mentoring in the dissertation journey. Understanding that imposter syndrome
causes students to withdraw, chairpersons must regularly check in with students to offer
encouragement, support, and guidance.
Departmentally, faculty and program directors cannot assume that because students completed their
doctoral coursework, they are confident and prepared to write the dissertation. Departmental training
in dissertation writing and research is recommended to aid students. This training can come in the form
of workshops, additional coursework, or faculty consultations. We found that students often needed
just-in-time dissertation information. They needed information and explanation of different components
of the dissertation, when they were at that stage. We recommend using technology and the availability
of virtual learning environments to provide students with dissertation-related resources including prerecorded lectures.
The reading above is excerpted from the following article which follows the publishing guidelines of the
6th edition of the Publication Manual of the American Psychological Association:
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.2017.07.1.06Links to an external site.
1
Title of the Paper in Full Goes Here
Julie Ann Childers
Doctor of Nursing Practice – MSN Entry, Walden University
NURS 8006, Foundation Essential Doctor Nurse Practice-Spring 2023
Dr. Joan L. Moon
April 11, 2023
2
Introduction
A doctoral degree in nursing is a final degree that equips its holders with the most
advanced knowledge necessary to practice in their professions. With its increased knowledge and
ability to integrate study evidence in practice, doctorate-prepared nurses can handle the complex
problems in healthcare (American Association of Colleges of Nursing, 2015). Graduating
students from Walden will use their expertise to solve problems in their disciplines and advance
for “larger. Global development” (Walden University, 2022). Each nurse practitioner needs to
have principles that direct their work and consider the cultures and beliefs of all the patients they
treat. The paper discusses how my goals align with Walden’s vision, mission, social determinants
of health, and AACN DNP Essentials, as well as my plan to incorporate social change
throughout my program of study.
Goals aligning with Walden’s vision, mission, and AACN DNP.
Walden University’s practices give students access to a varied network of career
professionals which is part of the university’s mission. My goal aligns with the university’s
mission because I want to treat every patient with respect and without discrimination. I will reach
my professional objective by expanding my understanding of culturally based care. Furthermore,
Walden’s advocacy for social change aligns with my ethical standards, both personally and
professionally. The university strongly emphasizes the value of fostering social justice and good
social transformation. Since social determinants of health impact patient outcomes, I, as a nurse,
feel that access to health care is a fundamental human right. Walden’s dedication to fostering
social change is consistent with my desire to promote fair access to healthcare for all people.
Walden’s emphasis on socioeconomic determinants of health is consistent with my
academic and professional objectives. The university supports tackling these issues to achieve
3
health equity because it understands that the social determinants of health play a significant role
in determining health outcomes (Walden University, 2022). To deliver patient-centered treatment
and advance health equity, it is crucial to comprehend and address the socioeconomic
determinants of health. The AACN DNP Fundamentals also support my academic and career
objectives. These fundamentals stress the value of interprofessional cooperation, leadership, and
advanced nursing practice in enhancing patient outcomes. I want to develop my career as a nurse
and become a leader in my industry, advocating for evidence-based practices and
interprofessional teamwork to provide excellent patient care.
Incorporating social change
By implementing a quality improvement project focused on enhancing the mental health
of the less privileged in society, I intend to include social change into my academic curriculum.
I’ll conduct a study on quality improvement to determine how physical activity affects how well
Africans with depression sleep (C. Y. et al. 2016). I intend to incorporate social change into my
course of study in addition to my project on quality improvement by looking for opportunities to
participate in advocacy and community service. I’ll take an active position in student groups that
promote gender equality and health equity, go to conferences and seminars on social
determinants of health, and work on studies that examine how socioeconomic variables affect
health outcomes (Centers for Disease Control and Prevention, 2021).
I will seek opportunities to work with underrepresented and marginalized communities
throughout my practicum/field experience. I intend to work with neighborhood organizations like
free clinics and shelters to deliver health education and advance health literacy. In addition, I’ll
focus on identifying and addressing the socioeconomic determinants of health, such as lack of
access to transportation, unstable housing, and food insecurity, that impact patient outcome. I
4
intend to continue pushing for equal access to healthcare, advancing patient-centered care, and
tackling social determinants of health in my career as a licensed nurse.
Conclusion
My goal aligns with the university’s vision because I want to serve every patient with
dignity and without discrimination. I’m dedicated to developing into an advanced practice nurse
and a leader who supports social justice, fights for fair healthcare access, and tackles the social
determinants of health to enhance patient outcomes. I must integrate social change throughout
my academic program and professional practice to promote health equity and deliver patientcentered care. My quality improvement project, community engagement, and advocacy work
will be used to address social determinants of health and promote constructive social change in
my area of expertise.
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References
American Association of Colleges of Nursing. (2015). The Doctor of Nursing Practice: Current
issues and clarifying recommendationsLinks to an external site..
https://www.aacnnursing.org/Portals/42/News/White-Papers/DNP-Implementation-TFReport-8-15.pdf
Centers for Disease Control and Prevention. (2021). Social determinants of health: Know what
affects healthLinks to an external site..
https://www.cdc.gov/socialdeterminants/index.htm
Read, C. Y., Pino Betancourt, D. M., & Morrison, C. (2016). Social change: A framework for
inclusive leadership: Development in nursing educationLinks to an external site.. Journal
of Nursing Education, 55(3), 164–167. https://doi.org/10.3928/01484834-20160216-08
Walden University. (2022). Social determinants of health: Understanding vision health
equityLinks to an external site.. https://www.waldenu.edu/online-mastersprograms/master-of-science-in-nursing/resource/social-determinants-of-healthunderstanding-vision-health-equity
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