Can students spare the time? Estimates of online course workload.

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.

Longitudinal Analysis of Postlicensure Student Competency Perceptions.

Background: A longitudinal evaluation of the final year of the Oregon Consortium of Nursing Education (OCNE) curriculum was undertaken to explore students' perception of competency and benchmark proficiency.

Method: A retrospective, longitudinal mixed-methods study of postlicensure students was tracked from the initial Transition course to the final Capstone course to evaluate levels of attainment. Researchers used previously developed language categories of attainment for each benchmark to determine perceived competence.

Student Competency Perceptions From Associate Degree to Bachelor Degree Completion.

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.

From objectives to competencies: operationalizing the NONPF PMHNP competencies for use in a graduate curriculum.

In the summer of 2004, the faculty in the psychiatric mental health nurse practitioner (PMHNP) Program at Oregon Health and Science University School of Nursing began the redesign of an objective-based curriculum to a competency-based curriculum. The competencies were based on the 2003 National Organization of Nurse Practitioner Faculties (NONPF) PMHNP competencies. This article describes the background and rationale for the curriculum redesign, the transition process, our resulting set of curriculum competencies, associated learning strategies, and some of the barriers and benefits we encountered.

Student perspectives on transitioning to new technologies for distance learning.

This article reports on students' perceptions of their learning experiences when an existing distance-learning master's program transitions to new technologies and new instructional strategies. Unique elements addressed in this article include (1) findings when a program with extensive experience delivering distance education changes to new technologies and (2) findings when a multidimensional format is used to evaluate program delivery. The technology changes involved migrating from a satellite-based technician-supported videoconferencing system to a land-based faculty-operated videoconferencing system and the addition of class Web materials and asynchronous computer conferencing to course delivery.