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Pedagogical practices to support student workload management: A collaborative study with nursing educators
Stéphanie Lachance1, Tanya Chichekian2, Marilou Bélisle2
1Faculty of Education, University of Sherbrooke, Pa150, place Charles‑Le Moyne, C. P. 200, Longueuil, Québec J4K 0A8, Canada; Faculté de sciences infirmières, University of Montréal, Pavillon Marguerite-d'Youville, 2375, Chemin de la Côte-Sainte-Catherine, Montréal, Québec H3S 2N4, Canada.
Aim:
This study aims to explore nursing educators' definition of an adequate student workload in a first-semester undergraduate nursing curriculum and to identify pedagogical strategies that contribute to maintaining a balanced workload.
Background:
Undergraduate nursing students often perceive their workload as excessive, which can lead to stress and negatively impact academic performance. Ensuring a well-balanced workload is crucial for student well-being and academic success, a responsibility where nursing educators play a key role.
Design:
A collaborative qualitative research study was conducted.
Methods:
Eight nursing educators participated in five sessions to share their perspectives on student workload balance and effective pedagogical practices. A thematic analysis was performed to identify key pedagogical practices.
Results:
Nursing educators define an adequate student workload as one that is well-balanced and enables students to develop the necessary competencies for clinical placements in the first semester. Sixteen pedagogical practices were identified and categorized based on their application before, during and after the course.
Conclusions:
Nursing educators play a critical role in managing the workload of first-semester students. Implementing structured pedagogical practices can help create a balanced workload, promoting student success and well-being.
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