Assessing Outcomes with Nursing Research Assignments and Citation Analysis of StudentBibliographies

Heller-Ross, Holly B.A.

doi:10.1300/j120v37n77_10

Cited by 20 publications

(6 citation statements)

References 9 publications

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“…She compared the bibliographies of oncampus students to those completed by off-campus students. Her findings indicated that there were no significant differences in the bibliographies of these two user groups (Heller-Ross 2002). Librarians Yu, Sullivan, and Woodall compared the bibliographies of freshman-level engineering students to students in upper-level courses.…”

Section: Literature Review: Citation Studiesmentioning

confidence: 99%

Evidence-Based Practice and Information Literacy in Social Work: An Assessment of Students' Reference Lists

Silfen

Zgoda

2008

Behavioral & Social Sciences Librarian

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To date, only a small number of articles have been written about the information literacy needs of social work students. This is a topic that needs to be addressed more among librarians because of the emergence of the evidence-based practice paradigm within the social work profession. Now more than ever, social work students need to know sophisticated techniques for searching and identifying high-quality research. The authors of this paper have attempted to start to address this need by conducting a small citation study in order to assess the information literacy needs of graduate level social work students at Boston College. The results of our study indicated that the students need instruction that emphasizes evidence-based searching skills. These skills include retrieving peer-reviewed articles and identifying research-based sources. We outline recommendations for incorporating evidence-based searching skills in instruction sessions. Kate Silfen, M.A.T., M.A., M.L.S.The library literature available on the information literacy needs of social work students is sparse. The authors of this paper were only able to retrieve a small number of journal articles that address this topic. This gap in the literature is surprising given the emergence of the evidencebased practice paradigm within the social work profession. Evidence-based social work practice requires sophisticated research skills; consequently, librarians have a potentially large role to play in teaching these skills. This research has been conducted to help fill the gap in the literature about the part that librarians can play in promoting evidence-based practice.The definition of evidence-based practice itself indicates that librarians have the potential to play a substantial role in helping students and faculty members develop their skills in this area. Evidence-based practice is defined as the use of "conscientious, explicit, and judicious use of current best evidence" (Sackett et al. 1994, 1) for the care of patients. Obtaining the best evidence involves the formulation of a searchable question, locating relevant evidence, and critically appraising the literature (Howard et al. 2003). These are tasks that librarians have a long tradition of teaching to students and faculty members.In this paper, we review an assessment of the research skills of graduatelevel social work students who are taking a core course. Our assessment is based on a small study of the students' citations for a required research paper. We report on the results of the study and make recommendations for incorporating evidence-based research skills in future instruction sessions.

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Section: Literature Review: Citation Studiesmentioning

confidence: 99%

Evidence-Based Practice and Information Literacy in Social Work: An Assessment of Students' Reference Lists

Silfen

Zgoda

2008

Behavioral & Social Sciences Librarian

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“…students came to the forefront as the university began preparations for the process of reaffirmation of accreditation in 2007. The library had been concerned with providing all students with equivalent library services (Chakraborty & Tuñón, 2002;Quinlan, Tuñón, & Hutchens, 2002;Ramirez & Tuñón, 2003;Tuñón, 1996Tuñón, , 1997Tuñón & Pival, 1997), using technology , 2002 to provide library training, and preparing for reaccreditation (Tuñón, 2004;). The quality of the dissertation reference lists of Ed.D.…”

Section: Questions About Quality In Edd Programs and The Research Cmentioning

confidence: 99%

“…Heller-Ross (2002) used 78 reference lists with a total of 441 citations retrieved from research papers by nursing students at Plattsburgh State University in New York to compare classes taught face-to-face with classes taught online. In a research grant at Nova Southeastern University, Tuñón, 2005a, 2005b;Tuñón & Brydges, 2005) examined 144 dissertation reference lists of students in the Child and Youth Studies Ed.D.…”

Section: Introductionmentioning

confidence: 99%

A Study on Using Rubrics and Citation Analysis to Measure the Quality of Doctoral Dissertation Reference Lists from Traditional and Nontraditional Institutions

ón

Brydges

2006

Journal of Library Administration

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This study used citation analysis in conjunction with a subjective rubric with five criteria deemed valid by a majority of committee chairs at the writers' institution to assess the quality of 144 dissertation reference lists from a non-traditional program. Criteria included the breadth of resources; the depth of the literature review as shown through the citing of critical historical and theoretical works; depth as demonstrated through the scholarliness of citations chosen; currency; and relevancy. The results were then compared with citations from 59 dissertation reference lists purposively selected from a list of 10 traditional institutions. This social-constructive theory-based approach ascertained that there was no statistically significant difference between traditional or non-traditional scores for any criteria except breadth of resources which measures the number and variety of citation sources. In contrast, the constructivist theoretical approach establishes statistically significant differences in 11 of 17 variables.

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“…Like Tillotson, Lorenzen (2001), in an article about high school students' Internet research habits, used questionnaires to determine how their students located what they perceived to be quality Web resources. Heller‐Ross (2002) analyzed 78 upper‐undergraduate level nursing student research papers, which included a total of 441 citations. She determined that on‐campus students and distance students both cited relatively similar numbers of Web resources, as well as a variety of monographs and journal articles.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Davis (2002) mentions that librarians are only a part of the solution, as professors need to define their expectations more clearly in regard to what is expected in the student bibliographies. Heller‐Ross (2002) notes that librarians need to work closely with departmental faculty to develop research assignments with specific guidelines. None of the research pointed to creating resource guides geared towards specific topics and courses.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing library instruction in the freshman seminar: a citation analysis study

Ursin

Lindsay

Johnson

2004

Reference Services Review

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In light of the general emerging focus on assessment, it is imperative that librarians develop effective methods for evaluating their instructional endeavors. This study involved analyzing the frequency with which Washington State University Freshman Seminar students used items from librarian‐constructed resource guides. In addition, the researchers evaluated the quality of Web sites used in the freshman seminar final projects. Regardless of the information format and special treatment to place resource guide items at their fingertips, students largely did not use the librarian‐recommended resources. Citation analysis of the student Web sites exhibited a broad spectrum of quality levels and raised key questions about Web site evaluation. Ideas for improving student resource selection are discussed.

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Assessing Outcomes with Nursing Research Assignments and Citation Analysis of StudentBibliographies

Cited by 20 publications

References 9 publications

Evidence-Based Practice and Information Literacy in Social Work: An Assessment of Students' Reference Lists

Evidence-Based Practice and Information Literacy in Social Work: An Assessment of Students' Reference Lists

A Study on Using Rubrics and Citation Analysis to Measure the Quality of Doctoral Dissertation Reference Lists from Traditional and Nontraditional Institutions

Assessing library instruction in the freshman seminar: a citation analysis study

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