The authors conducted a qualitative research study examining the information seeking behaviours of Psychology, Sociology, and Women's Studies graduate students at a large research intensive university to determine: how graduate students find information; the roles that faculty members, fellow graduate students and librarians play in the information search; and graduate students' knowledge of information resources and services. The context of graduate student information seeking was uncovered through an analysis of the data using the trichotomy of people, place and information. Across the disciplines, M.A. students were more likely to ask for librarian assistance than Ph.D. students. The interview findings will be used to improve librarian support to M.A. students via a tailored instruction plan. The authors recommend a series of several (e.g., approximately four to eight) brief (e.g., ten-minute), strategically timed sessions offered via a first-year mandatory research methods course. The sessions introduce students to key resources, explain the role librarians can play in their research, and advertise the office hours service. This enhanced librarian support will ensure that all new graduate students have a common information seeking knowledge base and that they understand the services offered by their liaison librarians. Most importantly, it places librarians in close proximity to graduate students, providing opportunities to uncover and address their actual research needs. Future research will look at the effectiveness of this plan in supporting graduate students with their research.

New graduate nurses frequently identify mock codes as anxiety-provoking events for them. Mock codes practiced in a safe environment can help ease nurses’ anxiety and build confidence. Although one academic medical center has provided mock code experiences for several years, the new graduate nurses requested more practice time. Recent evidence identified deliberate practice as an alternative way to practice skills repeatedly and efficiently. Deliberate practice for mock codes was implemented and has been evaluated positively.

The purpose of this article is to describe how the concept of infusion nursing was incorporated into orientation for new graduate nurses at an academic medical center in the Midwest. Strategies were identified based on their unique learning needs and a desire to instill safe infusion practices early in their nursing careers. (A Supplemental Video Abstract for this article is available at http://links.lww.com/JIN/A64.).

In 2017, a team of librarians and archivists at Western University developed local Information Literacy Learning Outcomes (ILLOs). The resulting document outlined the skills and understanding that Western University students should demonstrate at the end of a four-year undergraduate degree-specifically, the skills relating to accessing, assessing, and applying information. This article focuses on the challenges and opportunities encountered during the collaborative process as well as the approach employed by the team in the development of these ILLOs.Six librarians and archivists in very different roles formed the project team. Despite coming from diverse backgrounds, the team recognized that there could be many 2 benefits to developing these outcomes: they could be used as a benchmark for students to measure their own learning, as a conversation starter and leveler with faculty and other instruction partners, and as a stepping stone to develop a full instruction program and common understanding among the librarians and archivists at Western University and Huron University College.The ILLOs created also incorporate guidelines and ideas from various sources, including the Association of College and Research Libraries' Framework for Information Literacy for Higher Education and Information Literacy Competency Standards for Higher Education, Western University's undergraduate Degree Outcomes, and the university's and library system's strategic plans.To ensure the success of this complex venture, detailed project planning was vital. We consulted with our colleagues through multiple engagement activities: information literacy retreats, focused discussion meetings, and one-on-one consultations. The diversity of roles and experiences of our team members and colleagues added both a richness to our project and specific challenges in dealing with dissenting opinions, information overload, engagement and visioning fatigue, and collaborative writing. This article will discuss our approach to writing collaboratively and valuing diverse opinions to improve colleague and organizational buy-in. We have also included practical suggestions for implementing a similar process at the reader's own institution.

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