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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.

Nurse Education in Practice
|December 23, 2025
PubMed
Summary
This summary is machine-generated.

Nursing educators define adequate student workload as balanced, enabling competency development for first-semester undergraduates. Structured pedagogical practices are key to managing this workload, promoting student success and well-being.

Keywords:
Collaborative researchNursing educationNursing educatorsNursing programPedagogical practicesStudent workloadUndergraduate nursing students

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Area of Science:

  • Nursing Education
  • Curriculum Development
  • Pedagogical Strategies

Background:

  • Undergraduate nursing students frequently report excessive workloads, leading to stress and diminished academic performance.
  • A balanced workload is essential for student well-being and academic achievement in nursing programs.
  • Nursing educators are pivotal in establishing and maintaining appropriate student workloads.

Purpose of the Study:

  • To define an adequate student workload in the first-semester undergraduate nursing curriculum from the perspective of nursing educators.
  • To identify pedagogical strategies that facilitate a balanced student workload.

Main Methods:

  • A collaborative qualitative research approach was employed.
  • Eight nursing educators participated in five sessions, sharing insights on workload balance and pedagogical practices.
  • Thematic analysis was used to identify key pedagogical strategies.

Main Results:

  • An adequate student workload was defined as one that is balanced, allowing students to acquire necessary competencies for clinical placements.
  • Sixteen pedagogical practices were identified and categorized by their timing (before, during, and after the course).

Conclusions:

  • Nursing educators significantly influence the workload management for first-semester nursing students.
  • The implementation of structured pedagogical practices is vital for creating a balanced workload.
  • Balanced workloads contribute to enhanced student success and overall well-being.