Effect of Cornell Note Taking as a Teaching Techinique in Nursing Education

NCT ID: NCT07066332

Last Updated: 2025-08-22

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 70 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2025-06-01
• Study Completion Date: 2025-07-31

Brief Summary

This study was conducted to evaluate the effect of Cornell note-taking technique on knowledge level, learning motivation and listening skills in nursing students.

Research hypotheses:

H1. Using the Cornell note-taking technique increases the academic success of nursing students.

H2. Using the Cornell note-taking technique increases the motivation of nursing students.

H3. Using the Cornell note-taking technique increases the listening skills of nursing students.

Detailed Description

Note-taking is part of the learning process. Students take short notes in a way that they will remember later in the lesson. It was observed that students who took short reminder notes achieved more successful results than students who took detailed notes. In the same way, the rate of remembering the subject matter of the students who took notes was approximately 2 times higher than those who did not take notes. In another study, note-taking skills ranked second among the skills that students need to improve. There are studies showing that note-taking improves academic performance. For this, it is also necessary for students to improve their listening skills. Although studies have revealed that Cornell note-taking technique has positive effects, there are very limited studies in the literature on the use of Cornell note-taking technique in nursing students. This study was planned to evaluate the effect of Cornell note-taking technique on knowledge level, learning motivation and listening skills in nursing students. It is thought that Cornell note-taking technique can be used for all nursing students and can make the learning process more enjoyable, increase participation in lessons, increase motivation, and positively affect the level of listening and success.

Conditions

Education Nursing

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: OTHER
• Blinding Strategy: DOUBLE

Study Groups

Cornell Note Taking education group

In the first stage, students will be informed about the research and their consent will be obtained. The 'Personal Information Form' will be filled in under observation in the classroom environment by the students whose informed consent is obtained and who agree to participate in the research. Then, 'Achievement Test 1' and 'Motivation Scale for Instructional Material' and 'Listening Skill Scale' will be applied to all students as pre-test. In the second stage, Cornell note-taking technique training will be given. In the third stage, Cornell note-taking technique templates will be distributed and they will be asked to fill them in the scope of the subject of Excretory activities in line with the training they have received. In the fourth stage, the subject of Excretory activities will be explained to the intervention and control groups separately. In the fifth stage, one week after the training, 'Achievement Test 2' and 'Motivation Scale for Teaching Material' and 'Listening Skill Sca

Group Type: EXPERIMENTAL

Cornell Note Taking education group

Intervention Type: BEHAVIORAL

Students will be trained in the Cornell note-taking technique.

Control Group

In the first stage, students will be informed about the research and their consent will be obtained. The 'Personal Information Form' will be filled in under observation in the classroom environment by the students whose informed consent is obtained and who agree to participate in the research. Then, 'Achievement Test 1' and 'Motivation Scale for Instructional Material' and 'Listening Skill Scale' will be applied to all students as pre-test. In the second stage, no intervention will be made to the control group. In the third stage, routine lecturing will be continued without any intervention to the control group. In the fourth stage, the subject of Excretory activities will be explained to the intervention and control groups separately. In the fifth stage, one week after the training, 'Achievement Test 2' and 'Motivation Scale for Teaching Material' and 'Listening Skill Scale' will be applied to the students as a post-test.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

Cornell Note Taking education group

Students will be trained in the Cornell note-taking technique.

Intervention Type: BEHAVIORAL

Eligibility Criteria

Inclusion Criteria

• Volunteering to participate in the research
• Being 18 years of age or older
• Being a first year student
• Taking the Fundamentals of Nursing course for the first time
• Not being a student who came via horizontal or vertical transfer
• Not having received training on 'Excretory Activities'
• Not having been absent on the dates when the research data will be collected

Exclusion Criteria

• Not volunteering to participate in the research
• Being under 18 years old
• Not being a first year student
• Being a student who came via horizontal or vertical transfer
• Being a health vocational high school graduate
• Being a student in the intervention group who did not attend the Cornell note-taking technique training
• Being a student in the control group who found to have reached the Cornell note-taking technique template

• Minimum Eligible Age: 18 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Tarsus University

OTHER

Sponsor Role: lead

Responsible Party

Nadiye BARIŞ EREN

Asst. Prof.

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

Tarsus University

Mersin, Tarsus, Turkey (Türkiye)

Countries

Turkey (Türkiye)

Other Identifiers

TarsusU-NBARISEREN-004

Identifier Type: -

Identifier Source: org_study_id