Teaching Information Literacy Skills to Undergraduate Nursing Students: A Collaborative Approach

2.50
Hdl Handle:
http://hdl.handle.net/10755/307837
Category:
Abstract
Type:
Presentation
Title:
Teaching Information Literacy Skills to Undergraduate Nursing Students: A Collaborative Approach
Author(s):
Whalen, Kimberly; Zentz, Suzanne E.
Lead Author STTI Affiliation:
zeta epsilon
Author Details:
Kimberly Whalen, BBA, MLIS, kimberly.whalen@valpo.edu; Suzanne E. Zentz, DNP, RN, CNE
Abstract:

Poster presented on: Monday, November 18, 2013, Tuesday, November 19, 2013

An expectation of baccalaureate nursing education is to prepare nurses to implement evidenced-based practice (EBP). This expectation extends far beyond a basic understanding of the research process. BSN prepared nurses must be able to effectively and efficiently identify, analyze, and synthesize evidence (AACN, 2008). The acquisition of information literacy skills is foundational to the development of EBP. The study took place at a College of Nursing within a mid-sized, faith-based university located in the Midwest. Historically, students enrolled in their senior level undergraduate nursing research/EBP course underwent one library instruction session with the nursing librarian to reinforce search strategies for accessing single studies and higher levels of evidence. As part of the course, students conducted EBP group projects which required searching for the best evidence to address a clinical problem. Evaluation of EBP projects revealed that students were not effectively performing systematic searches. This deficit was interpreted as critical since the EBP process is built upon accessing the best evidence. To facilitate development of these skills, a collaboration between the College of Nursing and Library Services emerged. Literature regarding teaching nursing research/EBP and information literacy was reviewed. Specific EBP skills and methods to effectively teach those skills were explored. In spring 2012, a collaborative approach to teaching was instituted by embedding a librarian in the nursing research course and integrating information literacy content throughout the semester. Additionally, a research log which required students to document the systematic process used to access the best evidence for their EBP project was introduced. Students’ abilities to effectively and efficiently search, analyze, and synthesize the best evidence will be determined through comparison of student cohorts. Analysis of data from EBP projects and research logs across multiple semesters is in progress. Implications for nursing education, practice, and research will be discussed.
Keywords:
Nursing education; Evidence-based practice; Information literacy
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleTeaching Information Literacy Skills to Undergraduate Nursing Students: A Collaborative Approachen_GB
dc.contributor.authorWhalen, Kimberlyen_GB
dc.contributor.authorZentz, Suzanne E.en_GB
dc.contributor.departmentzeta epsilonen_GB
dc.author.detailsKimberly Whalen, BBA, MLIS, kimberly.whalen@valpo.edu; Suzanne E. Zentz, DNP, RN, CNEen_GB
dc.identifier.urihttp://hdl.handle.net/10755/307837-
dc.description.abstract<p>Poster presented on: Monday, November 18, 2013, Tuesday, November 19, 2013</p>An expectation of baccalaureate nursing education is to prepare nurses to implement evidenced-based practice (EBP). This expectation extends far beyond a basic understanding of the research process. BSN prepared nurses must be able to effectively and efficiently identify, analyze, and synthesize evidence (AACN, 2008). The acquisition of information literacy skills is foundational to the development of EBP. The study took place at a College of Nursing within a mid-sized, faith-based university located in the Midwest. Historically, students enrolled in their senior level undergraduate nursing research/EBP course underwent one library instruction session with the nursing librarian to reinforce search strategies for accessing single studies and higher levels of evidence. As part of the course, students conducted EBP group projects which required searching for the best evidence to address a clinical problem. Evaluation of EBP projects revealed that students were not effectively performing systematic searches. This deficit was interpreted as critical since the EBP process is built upon accessing the best evidence. To facilitate development of these skills, a collaboration between the College of Nursing and Library Services emerged. Literature regarding teaching nursing research/EBP and information literacy was reviewed. Specific EBP skills and methods to effectively teach those skills were explored. In spring 2012, a collaborative approach to teaching was instituted by embedding a librarian in the nursing research course and integrating information literacy content throughout the semester. Additionally, a research log which required students to document the systematic process used to access the best evidence for their EBP project was introduced. Students’ abilities to effectively and efficiently search, analyze, and synthesize the best evidence will be determined through comparison of student cohorts. Analysis of data from EBP projects and research logs across multiple semesters is in progress. Implications for nursing education, practice, and research will be discussed.en_GB
dc.subjectNursing educationen_GB
dc.subjectEvidence-based practiceen_GB
dc.subjectInformation literacyen_GB
dc.date.available2013-12-19T17:23:07Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:23:07Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.