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Nurse faculty perceptions on student notetaking
Lisa A Cross1, Amy E Kendrick2
1Salem State University, Salem, MA, USA.
Summary
Nurse faculty utilize diverse teaching methods and recognize various notetaking strategies. However, a knowledge gap exists regarding the full three-step notetaking process for enhanced student learning.
Area of Science:
- Nursing Education
- Pedagogy in Higher Education
- Student Learning Strategies
Background:
- Effective notetaking is crucial for student learning in undergraduate nursing programs.
- Understanding nurse faculty perceptions of student notetaking is essential for curriculum development.
- Existing literature highlights various notetaking methods, but faculty awareness and implementation vary.
Purpose of the Study:
- To investigate nurse faculty perceptions regarding undergraduate nursing student notetaking practices.
- To identify correlations between faculty demographics, teaching methodologies, and student notetaking strategies.
- To explore the extent of nurse faculty awareness of comprehensive notetaking processes.
Main Methods:
- A descriptive correlational survey design was employed.
- Data were collected from 128 nurse faculty members using a 21-item survey administered via Qualtrics.
- Statistical analysis explored relationships between faculty characteristics and notetaking strategy awareness.
Main Results:
- A significant number of nurse faculty (128) participated in the survey.
- Correlations were identified between faculty demographics, their teaching practices, and the notetaking strategies they perceive students using.
- Faculty reported awareness of multiple notetaking strategies and employed diverse classroom teaching methods.
Conclusions:
- Nurse faculty demonstrate awareness of various notetaking strategies and employ diverse teaching methods.
- Faculty knowledgeable about multiple strategies tend to encourage their students to adopt them.
- A notable gap exists in faculty understanding of the complete 'Record, Revise, Review' notetaking process, impacting deeper student learning.
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