Abstract
Abstract: This exploratory research project examines nurse faculty preferences regarding study strategies often suggested to nursing students. Respondents were nursing faculty (n = 152) currently teaching in nursing programs in a southern state. Findings reveal that, although faculty suggest an array of "high" and "moderate" utility study methods, they also advise students to employ methods with "low" or unknown levels of utility. These findings suggest a need for faculty development with a focus on highlighting efficacious study strategies.