Closing the Loop on Nursing Library Instruction: Using Student Performance to Improve Outcomes

Moreton, Elizabeth; Conklin, Jamie

doi:10.1080/02763869.2015.986805

Cited by 8 publications

(7 citation statements)

References 2 publications

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“…The average score of first-year students on the proprietary pretest of our one-credit information literacy class is 67 per cent, which equates to a "D," or below average, indicating students are ill-prepared for college from an information literacy perspective. This finding corroborates the literature, which consistently indicates issues with the transition from high school to college, and the transition from college into the professional world (Farmer, 2014;Head et al, 2013;Moreton and Conklin, 2015;Winward, 2011). Given the information literacy deficiencies documented in the literature, this information literacy pipeline clearly warrants a second look.…”

Section: Introductionsupporting

confidence: 90%

Information literacy in Utah: a state of the state

Diekema

Gerrity

Mitchell

2019

RSR

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Purpose Ideally, information literacy instruction is sequenced throughout students’ academic careers, reinforcing and building on earlier instruction. The purpose of this exploratory study is to identify structural problems that potentially impact student learning. This research surveyed school librarians and academic instruction librarians along the K-20 pipeline to capture information about their instruction programs, their pedagogical approaches and their perceptions on student information literacy skills at points of transition. Design/methodology/approach The study uses a 58-item survey instrument to capture the perceptions on elements of information literacy instruction from school librarians and academic instruction librarians in the state of Utah. The exploratory survey generated 255 eligible responses. Findings The study identifies several areas where the information literacy pipeline has challenges: staffing, scheduling, curriculum integration, teacher collaboration and student assessment. Suggestions for improvement include providing educational support for paraprofessionals, facilitating cross-institutional collaboration and creating a scope and sequence document that spans the entire educational spectrum paired with specifically teaching for transfer. Research limitations/implications The study was limited to surveying the perceptions of library employees who teach students information literacy as part of a school or university. Study findings imply that better support for information literacy learners requires increased collaboration across the pipeline. Originality/value Information literacy education is often siloed – in the way it is taught, studied and discussed. This research is unique in that it explores the information literacy pipeline as a whole, as each level of instruction is related to the next and studying a single section might obscure larger issues.

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Section: Introductionsupporting

confidence: 90%

Information literacy in Utah: a state of the state

Diekema

Gerrity

Mitchell

2019

RSR

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“…Information literacy is being taught to nursing students with varying levels of success. While information literacy is important, it is also difficult to teach and assess effectively, and at times outcomes are only moderately improved (Farrell, Goosney, & Hutchens, 2013;Moreton & Conklin, 2015). According to a survey of instruction librarians, information literacy programs in higher education are often limited to first year instruction, although disciplinespecific instruction for undergraduates is also available (Julien, Gross, & Latham, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Using Information Practices of Nurses to Reform Information Literacy Instruction in Baccalaureate Nursing Programs

Diekema¹,

Hopkins²,

Patterson³

et al. 2019

EBLIP

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Abstract Objective - Seeking information is a key element of evidence based practice and successful healthcare delivery. Significant literature exists on both the information seeking behaviour of professional nurses and information literacy teaching methods, but scarce evidence connects nurses’ information behaviour and environments with their education. This study sought to use data from nursing alumni to answer the following research questions: What are the current information practices of professional bachelor’s-prepared nurses? How do recently-graduated nurses suggest that their education could have better prepared them to find and evaluate information in the workplace? Methods - The researchers conducted a descriptive study using a 59-item survey instrument with a variety of question formats including short-answer, multiple choice, Likert, and open response. The researchers distributed the survey to baccalaureate nursing alumni who graduated in 2012-2017 from four universities in the state of Utah in the United States. Results - Nurses seek practical information primarily to provide informed patient care, while also clarifying medical situations and expanding their health care knowledge. They frequently consult nursing colleagues and physicians when seeking information. The majority of nurses consult electronic health records daily. Respondents described time as the biggest barrier to accessing information. They requested authentic, clinically-focused scenarios, training on freely-accessible resources, and more explicit teaching of lifelong learning skills, such as critical thinking. Conclusion - Information literacy education should prepare student nurses for the fast-paced information environment they will face in the workplace. This means incorporating more patient-focused scenarios, freely available quality resources, and time-based activities in their education. The researchers suggest areas to prepare nurses for information seeking, including problem-based clinical scenarios, building guides with databases accessible for free or little cost, and added emphasis on critical thinking and self-motivated learning.

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“…After duplicates, theses, and book reviews were removed, 62 articles remained and were checked for relevance. Four articles (Kavšek, Peklaj, & Žugelj, 2016;Lin, 2015;Moreton & Conklin, 2015;Sego & Stuart, 2016) were retrieved in full for further consideration. The study by Kavšek et al (2016) was found to be relevant to the review criteria; however, whilst the study used a control group, it was not randomized.…”

Section: Limitationsmentioning

confidence: 99%

What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

Munn¹,

Small²

2017

EBLIP

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Abstract Objective – This systematic review sought to identify evidence for best practice to support the development of information literacy and academic skills of first year undergraduate health science students. Methods – A range of electronic databases were searched and hand searches conducted. Initial results were screened using explicit inclusion and exclusion criteria to identify 53 relevant articles. Data on study design, student cohort, support strategy, and learning outcomes were extracted from each article. Quality of individual studies was considered and described narratively. Articles were classified and findings synthesized according to the mode of delivery of the intervention (Embedded, Integrated, or Adjunct) and classification of the study’s learning evaluation outcome (Organizational change, Behaviour, Learning, or Reaction). Results – Studies included in this review provide information on academic skills and information literacy support strategies offered to over 12,000 first year health science students. Courses targeted were varied but most commonly involved nursing, followed by psychology. Embedded strategies were adopted in 21 studies with Integrated and Adjunct strategies covered in 14 and 16 studies respectively. Across all modes of delivery, intervention formats included face-to-face, peer mentoring, online, and print based approaches, either solely or in combination. Most studies provided some outcomes at a level higher than student reaction to the intervention. Overall, irrespective of mode of delivery, positive learning outcomes were generally reported. Typically, findings of individual studies were confounded by the absence of suitable control groups, students self-selecting support and analysis of outcomes not accounting for these issues. As a result, there is very little unbiased, evaluative evidence for the best approach to supporting students. Nonetheless, our findings did identify poor student uptake of strategies when they are not interwoven into the curriculum, even when students were encouraged to attend on the basis that they had been identified at academic risk. Conclusions – The majority of studies included have reported positive learning outcomes following the implementation of academic skills and information literacy support strategies, irrespective of their mode of delivery (Embedded, Integrated, or Adjunct). Clear, rigorous evidence that embedded strategies offer superior learning outcomes compared to other delivery modes is lacking. However, because of poor student uptake of strategies offered outside curricula, embedded modes of academic and information literacy support are recommended for first year health science courses.

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Closing the Loop on Nursing Library Instruction: Using Student Performance to Improve Outcomes

Cited by 8 publications

References 2 publications

Information literacy in Utah: a state of the state

Information literacy in Utah: a state of the state

Using Information Practices of Nurses to Reform Information Literacy Instruction in Baccalaureate Nursing Programs

What is the Best Way to Develop Information Literacy and Academic Skills of First Year Health Science Students? A Systematic Review

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