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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...

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Updated: Jun 3, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

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Published on: June 21, 2010

Nurse faculty perceptions on student notetaking.

Lisa A Cross¹, Amy E Kendrick²

¹Salem State University, Salem, MA, USA.

International Journal of Nursing Education Scholarship

|June 2, 2026

Summary

This summary is machine-generated.

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.

Keywords:

notetaking nurse faculty nursing students

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Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

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Published on: February 10, 2016

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.