ABSTRACT
BACKGROUND: Literature on student workload focuses on land-based courses. Online students primarily participate by typing or reading. AIM: An online program was assessed for concerns about increased student workload using a qualitative design. METHODS: A qualitative case study method was used to assess online course activities to determine workload in five courses. Courses were explored using Barre and Esarey's (2016) estimator. Course faculty were included in assessment discussions and in course revisions. A data collection tool was developed to determine workload expectations for the courses' first week, a heavy week, and a light week. Within each of these weeks, activities included all writing, all reading, discussion posts, and literature searches. Workload assessment rules gauged student time on task, focusing on page density, text difficulty, reading or writing purpose and number of revisions. Authors developed a guideline for student evidence search time. RESULTS: Workloads in most courses were over the required institutional credit hours by 6-24 h per week. CONCLUSIONS: Using the Assessment of Student Workload and the data collection tool, faculty were able to review the courses and consider reading rates and out of class hours for activities improving alignment with institutional credit guidelines.
ABSTRACT
BACKGROUND: A curriculum evaluation gap was addressed by exploring the final year of the Oregon Consortium of Nursing Education (OCNE) curriculum through student perception of competency and benchmark proficiency. METHOD: Researchers used a mixed-methods design to explore RN to baccalaureate (RNBS) student self-assessment data on perceived benchmark proficiency. Students' written statements were coded into four attainment categories, ranging from not attained to strong. RESULTS: Researchers categorized strong attainment in the competencies of intentional learning, relationship-centered care, and clinical judgment, with moderate attainment in ethics, communication, health care team collaboration, and reflection on self-care. Competencies related to leadership, practicing within a broader health care system, and application of evidence in practice had limited attainment. CONCLUSION: The results support using attainment categories in the measurement of student self-reported competency. The findings could be used to support course and curriculum evaluation, student advising, and coaching, as well as to improve professional development opportunities for students moving through the curriculum. [J Nurs Educ. 2017;56(10):581-590.].
