Introducing Information Literacy Competency Standards for Nursing

Phelps, Sue; Hyde, Loree; Wolf, Julie Planchon

doi:10.1097/nne.0000000000000170

Cited by 15 publications

(10 citation statements)

References 2 publications

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“…In two studies librarians were introduced to teach students information literacy [74, 77]. Librarians are experts in this field and are able to teach students the skills essential to EBP [74]. Librarians can support students in establishing and managing effective search techniques and help with reviewing and critiquing the information found.…”

Section: Discussionmentioning

confidence: 99%

Methods for teaching evidence-based practice: a scoping review

et al. 2019

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Background This scoping review aims to gather and map inspiration, ideas and recommendations for teaching evidence-based practice across Professional Bachelor Degree healthcare programmes by mapping literature describing evidence-based practice teaching methods for undergraduate healthcare students including the steps suggested by the Sicily Statement. Methods A computer-assisted literature search using PubMed, Cinahl, PsycINFO, and OpenGrey covering health, education and grey literature was performed. Literature published before 2010 was excluded. Students should be attending either a Professional Bachelor’s degree or a Bachelor’s degree programme. Full-text articles were screened by pairs of reviewers and data extracted regarding: study characteristics and key methods of teaching evidence-based practice. Study characteristics were described narratively. Thematic analysis identified key methods for teaching evidence-based practice, while full-text revisions identified the use of the Sicily Statement’s five steps and context. Results The database search identified 2220 records. One hundred ninety-two records were eligible for full-text assessment and 81 studies were included. Studies were conducted from 2010 to 2018. Approximately half of the studies were undertaken in the USA. Study designs were primarily qualitative and participants mainly nursing students. Seven key methods for teaching evidence-based practice were identified. Research courses and workshops, Collaboration with clinical practice and IT technology were the key methods most frequently identified. Journal clubs and Embedded librarians were referred to the least. The majority of the methods included 2–4 of the Sicily Statement’s five steps, while few methods referred to all five steps. Conclusions This scoping review has provided an extensive overview of literature describing methods for teaching EBP regarding undergraduate healthcare students. The two key methods Research courses and workshops and Collaboration with clinical practice are advantageous methods for teaching undergraduate healthcare students evidence-based practice; incorporating many of the Sicily Statement’s five steps. Unlike the Research courses and workshop methods, the last step of evaluation is carried out partly or entirely in a clinical context. Journal clubs and Embedded librarians should be further investigated as methods to reinforce existing methods of teaching. Future research should focus on methods for teaching EBP that incorporate as many of the five steps of teaching and conducting EBP as possible.

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Section: Discussionmentioning

confidence: 99%

Methods for teaching evidence-based practice: a scoping review

et al. 2019

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“…The survey questions were developed partly based on the author’s own experience teaching EBP to nurses as well as a review of the literature about EBP competencies for nurses [ 5 , 6 ] and the experience of health sciences librarians in teaching EBP to nurses and other health care professionals [ 8 , 10 , 13 , 19 , 20 ]. A face validity review of the survey instrument was conducted with the assistance of another health sciences librarian who also teaches EBP prior to the survey being sent to the MLA member list.…”

Section: Methodsmentioning

confidence: 99%

“…To identify the best available clinical evidence, nurses and other clinicians need to be competent in conducting literature searches and critically appraising evidence from research studies. Many nurses are uncomfortable with searching for research evidence in the literature [ 3 , 4 ], even though doing so has been identified as one of several competencies for nurses [ 5 , 6 ]. Based on their assessment of nurses’ perceived value of and ability to implement EBP, Hain and Haras concluded that professional nursing organizations could have a role in promoting EBP [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

Librarians collaborating to teach evidence-based practice: exploring partnerships with professional organizations

Dhakal

2018

jmla

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ObjectiveThe study sought to determine if librarians are collaborating with nurses and professional nursing organizations to teach evidence-based practice (EBP) continuing education courses, workshop, classes, or other training activities.MethodsA 15-question survey was sent to 1,845 members of the Medical Library Association through email.ResultsThe survey was completed by 201 consenting respondents. Some respondents (37) reported having experience teaching continuing education in collaboration with professional health care organizations and 8 respondents, more specifically, reported having experience teaching EBP continuing education courses, workshops, classes, or other training activities in collaboration with professional nursing organizations.ConclusionsThe survey results demonstrate that librarians are teaching continuing education classes or workshops in collaboration with professional health care organizations and reveal that there are a small number of librarians collaborating with professional nursing organizations to teach EBP continuing education courses, workshops, classes, or other training activities.

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“…Of the 59 articles selected for inclusion in this review, 37.3% (n=22) used the terms related to nursing or nursing education in the article title directly, or they were published in a nursing or nursing education journal. This could be a reflection of Phelps, Hyde and Planchon Wolf (2015), who proposed that a relationship between librarians and faculty is required to ensure information literacy standards in nursing are met in nursing education and that nursing, as a profession, generally values the expertise of librarians (Phelps, Hyde & Planchon Wolf, 2015).…”

Section: 1mentioning

confidence: 99%

Re-visioning library support for undergraduate educational programmes in an academic health sciences library

Smith

2019

JIL

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McMaster University’s Health Sciences Library (HSL) began to transition to a new liaison service model in early 2018. One of its librarians sought to understand how an academic health sciences library can optimise its support for academic undergraduate programmes. This scoping review of the literature was pursued with the aim to submit an informed recommendation to HSL’s new Education and Lifelong Learning team, so the library could shift its approach to information literacy instruction in a manner that would optimise its outcomes for students and improve relationships with faculty staff. The author searched seven databases: Library, Information Science & Technology Abstracts (LISTA), ProQuest ERIC, OVID Embase, EBSCO CINAHL, OVID Medline, Web of Science and PapersFirst. She developed a robust and comprehensive search strategy that used a combination of subject headings and keywords to describe information literacy, metaliteracy, libraries and health sciences education. The author also hand-searched bibliographies of seminal publications to broaden her search for relevant literature. The findings in this review indicate that metaliteracy as a concept has not been intentionally implemented into information literacy training at academic health sciences libraries. The review finds that it is preferable to integrate information literacy skills directly into course or programme curricula and align those skills with the evidence-based practice skills undergraduates are already learning. Further, establishing a programme that builds on these skills gradually throughout the duration of the academic programme, rather than one-shot library instruction, is also preferred. To achieve success, libraries must build strong collaborative relationships with faculty staff. The author provides recommendations for practice that reflect the findings of this review. Other academic health libraries may benefit from this review by taking into consideration its findings and subsequent recommendations.

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Introducing Information Literacy Competency Standards for Nursing

Cited by 15 publications

References 2 publications

Methods for teaching evidence-based practice: a scoping review

Methods for teaching evidence-based practice: a scoping review

Librarians collaborating to teach evidence-based practice: exploring partnerships with professional organizations

Re-visioning library support for undergraduate educational programmes in an academic health sciences library

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