OBJECTIVES: To examine nurse faculty perceptions on undergraduate nursing student notetaking. METHODS: A descriptive correlational survey was administered via Qualtrics to nurse faculty. The survey included 21-items designed in consideration of the aims and literature in the field. RESULTS: There were 128 completed surveys. There were correlations between faculty demographics, teaching practices, and notetaking strategies. CONCLUSIONS: Nurse faculty use a variety of teaching methods in the classroom and are aware of multiple notetaking strategies. Faculty who are aware of multiple strategies encourage students to use multiple notetaking methods. IMPLICATIONS FOR INTERNATIONAL AUDIENCE: Findings emphasize a gap in nurse faculty knowledge regarding the three-step process of notetaking: Record, Revise, Review for deeper student learning. Future professional development should focus on this.
Cross et al. (Thu,) studied this question.
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