Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students

Abstract

This case report describes the redesign process for an undergraduate evidence-based practice (EBP) nursing course in which the librarian serves as both co-instructor and co-instructional designer. As part of the undergraduate outcomes-based core curriculum, this required course teaches the principles of the research process; teaches students to identify the strengths and limitations of research articles in relation to EBP; and builds student confidence in their abilities to execute information literacy, data management, and scholarly communication competencies. The course redesign built on an existing student-centered course design, with the specific goal of transitioning the course from a senior-level course to a sophomore-level course, while achieving the same learning objectives. This goal was accomplished by integrating a combination of distributed practice and interleaved practice learning experiences into the course curriculum.

Training in digital competencies for health professionals: systematic mapping (2015-2019)

“…The World Health Organization proposed a global strategy on digital health in 2018 based on several eHealth reports that recognize the potential of digital technologies to advance sustainable development goals and support health systems in health promotion (WHO, 2016). Health professionals need to acquire the appropriate skills to work in the digital environment of healthcare practice, teaching, and research (Steen;Mao, 2016;Fernández-Luque, 2019;McGowan, 2019). Accordingly, information professionals have redesigned training strategies to meet new training demands and incorporated new pedagogical technologies (Ziegenfuss;LeMire, 2019;Ma;Stahl;Knotts, 2018).…”

Validation of information-seeking behaviour of nursing students confirms most profiles but also indicates desirable changes for information literacy support

“…Kolstad, 2015), the librarian co-teaches with nursing faculty during work placement; in other settings the focus is more on finding and appraising research evidence in the classroom. Generally, there is more support (certainly from librarians) for clinically focussed information literacy programmes integrated into the curriculum, although the differences in outcomes between traditional and integrated programmes may not be substantial (Farrell et al , 2013; Özbıçakçı et al , 2015; McGowan, 2019). Munn and Small (2017) in a systematic review on the best way of developing information literacy and academic skills among first-year health science students points out that there is poor student uptake when support programmes are not embedded.…”

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“…Tyrimų charakteristika. Devyniuose į analizę įtrauktuose straipsniuose taikyta kiekybinio tyrimo strategija (Aronoff et al, 2017;Florin, Ehrenberg, Wallin, & Gustavsson, 2012;Hsieh & Chen, 2020;Huang, Chou, Leu, You, Tiao, & Chen, 2020;Kim, Gu, & Chang, 2019;McGowan, 2019;Mena-Tudela, González-Chordá, Cervera-Gasch, Maciá-Soler, & Orts-Cortés, 2018;Sin & Bliquez, 2017;Phillips et al, 2016), po vieną -mišraus (Hung et al 2019) ir kokybinio tyrimo (Lehane et al, 2019) strategijos, o teorinio tyrimo prieiga naudota devyniuose straipsniuose (Aglen, 2016;Fiset, Graham, & Davies, 2017;Horntvedt et al, 2018;Kyriakoulis et al, 2016;Larsen et al, 2019;Ramis, Chang, Conway, Lim, Munday, & Nissen, 2019;Rolloff, 2010;Theofanidis, 2015;Winters & Echeverri, 2012).…”

“…ĮGP mokymo(si) strategijos, taikomos studijų procese. Norvegijos, Kanados, JAV, Ispanijos ir Graikijos mokslininkų atliktuose tyrimuose aprašomos interaktyviojo mokymo(si), konstruktyvaus mokymo(si) ir mokymosi bendradarbiaujant strategijos, kurios skirtos studentų informacinio raštingumo, kritinio mąstymo ir mokslinių tyrimų atlikimo mokymui (Aglen, 2016;Fiset et al, 2017;McGowan, 2019;Mena-Tudela et al, 2018;Rolloff, 2010;Theofanidis, 2015). Tačiau pagrindinis iššūkis mokant ĮGP yra toks, kad studentai nesuvokia, kaip tyrimų rezultatai prisideda prie slaugos praktikos.…”