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. To provide an analysis of the concept of note-taking among nursing students and to discuss implications and intervention strategies for nursing education and research. Walker and Avant's framework was followed. Defining attributes identified were as follows: (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. 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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