title: Assigning readings: faculty perceptions and strategies.
abstract: Nursing faculty routinely assign readings to undergraduate, prelicensure students. When asked what types of readings they required, almost all said they required readings from textbooks. Most expect students to either read or skim all the assignments before class. However, experience has taught faculty that often students do not read. Strategies are provided to enhance reading experiences or provide meaningful alternatives.
authors.affiliation: School of Nursing, the University of North Carolina at Greensboro, NC 27402, USA.
authors.forename: Sue A
authors.initials: SA
authors.lastname: Beeson
authors.forename: Julia
authors.initials: J
authors.lastname: Aucoin
mesh_terms: D001291:Attitude of Health Personnel; D004507:Education, Nursing, Associate / Q000379:methods*; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004510:Education, Nursing, Diploma Programs / Q000379:methods*; D004522:Educational Status; D005181:Faculty, Nursing / Q000458:organization & administration; D005260:Female; D006801:Humans; D020407:Internet; D008875:Middle Aged; D020380:Needs Assessment; D015402:Nursing Education Research; D011932:Reading; D013338:Students, Nursing / Q000523:psychology; D011795:Surveys and Questionnaires; D013782:Textbooks as Topic; D014481:United States