RESUMEN
As nursing education transitions to competency-based education, careful attention to the assessment methodology must be considered. As nursing education contends with structural implicit bias and supports social justice, any transition to the education delivery model must consider the underserved and marginalized. Multilingual and marginalized students have long had inequitable experiences when taking standardized assessments influenced by the perspectives and values of the dominant culture. Resourced and under-resourced nurse educators must be empowered to access information to inform the competency-based assessment design. This perspective article aims to uncover the risk of bias in competency-based assessment when not properly implemented and to present strategies to reduce bias in competency-based assessment. Considerations for schools/colleges of nursing as they implement competency-based assessment are explored.
RESUMEN
AIM: This study aimed to gain an understanding of how students' perceptions of belonging are impacted by their observations of the cultural/racial climate and diversity and inclusion in a distance education environment. BACKGROUND: Studies have evaluated students' perceptions of belonging and racial climate in a physical environment; there is a gap in understanding those perceptions within a distance education environment. METHOD: In 2019, an online survey was administered to distance learning students from four academic programs at a national university that provides education services in all 50 states. RESULTS: Results of a multiple linear regression analysis showed that students' perceptions of university inclusion and diversity efforts, experiences related to language barriers, and advisors played a significant role in students' perceptions of belonging, F(4, 205) = 52.96, p < .000, with an R2 of .51. CONCLUSION: Supporting an equitable distance learning environment should be a paramount objective for universities.