Advancing nursing students’ transition to scholarship: embedding a librarian into the Advanced Nursing Research course

Abstract

Background: Nursing students often prioritize learning clinical skills rather than research skills, possibly inhibiting their growth as scholars. Supporting nursing students’ learning of information literacy skills has been shown to impact nurses’ involvement with research after graduation. This suggests a need for developing innovative information literacy teaching strategies that can enable nursing students to better understand the process of research and how to apply research to practice. Case Presentation: This article describes the implementation of the embedded librarian project at the course level at the University of Memphis. A librarian was integrated into the Advanced Nursing Research course, a semester-long course for graduate nursing students, for the fall 2020 semester. This case shares the embedded librarian project’s implementation and evaluation strategies. Conclusions: The embedded librarian project aided students’ acquisition of information literacy skills at the University of Memphis. Students reported that the embedded librarian project helped them complete assignments for their research course. Using an embedded librarian service within the graduate nursing curricula model may enhance scholarship among future nurses.

The dual effect of work rumination in the relationship between challenge stress and innovative behavior: A moderated mediation model of information literacy

“…This integration should be considered a vital component of the nursing curriculum, placing emphasis on the cultivation of skills and their practical implementation [36]. To improve pro ciency in these skills, one can adopt strategies such as engaging in interdisciplinary collaborations and utilizing online tools for database searching [37,38]. The information practices of professional nurses should also inform the content and delivery of information literacy education [39].…”