Marianne Synnes Emblemsvåg
Nursing students' experiences with test-enhanced learning in teams: A cross-sectional study
Nurse education today
notetaking integral component professional nursing practice students complete effectively range teaching learning assessment strategies required support development skill study aimed identify lecturers perspectives students notetaking placement identify factors limit development skill perspectives could used explore strategies support students develop skill university qualitative study taking phenomenological approach carried three senior nursing practice visitors agreed interviewed semistructured interviews carried thematic analysis carried explore lecturers perspectives students experiences notetaking placement interviews intended obtain detailed accounts notetaking allow challenges explored participant observed supported students notetaking within practice placement settings three main themes emerged data limitations students vocabulary literacy inconsistency trusts resulting inability articulate experience notetaking clarity accuracy notetaking central nurses education professional documentation support best practice highquality patient care variations processes trusts stringency standards required trusts students attend placements students writing abilities differ widely directly affect consistency accuracy written notes