Abstract
Background:Note-taking skill is an integral part of the learning process and has long been studied in relation to college students. Note-taking has not been extensively studied among nursing students. As the demand for nurses increases, there is an emphasis on understanding indicators of successful outcomes among nursing students.Purpose:To provide an analysis of the concept of note-taking among nursing students. To discuss implications and intervention strategies for nursing education and research.Methods:Walker and Avant’s framework.Results:Defining attributes identified: (a) the student must be an active learner, (b) note-taking must be used as a learning strategy, and (c) the student must maintain a positive mindset. Definitions, antecedents, consequences, and empirical referents are described. Cases are presented.Conclusions:The proposed definition expands upon the current literature and identifies the unique learning experiences and needs of nursing students. This allows for improved support and interventions by educators.
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