Teaching Evidence-Based Practice Through Faculty-Librarian Collaboration

2.50
Hdl Handle:
http://hdl.handle.net/10755/603802
Category:
Full-text
Type:
Poster
Title:
Teaching Evidence-Based Practice Through Faculty-Librarian Collaboration
Author(s):
Wang, Ching-eng H.; McNeal, Marielle M.
Lead Author STTI Affiliation:
Non-member
Author Details:
Ching-eng H. Wang, APN, ANP-C, FNP-C, cwang@northpark.edu; Marielle M. McNeal
Abstract:
Session presented on Saturday, April 9, 2016, and Friday, April 8, 2016: Implementation of evidence-based practice (EBP) in health care is key to improve health, safety, and cost in healthcare settings (Melnyk & Fineout-Overholt, 2011).  It is imperative that future nurses acquire the necessary knowledge and skills for EBP.    Educating undergraduate students on EBP has become an essential component of curriculum design. In order to effectively teach EBP, nurse educators must integrate information literacy skills.  However, there is generally a lack of skills and expertise on how to teach these skills. Traditionally, academic librarians provide research assistance and information literacy instruction to the campus community. In order to successfully educate undergraduate students on EBP, it is vital that nurse educators collaborate with librarians. This presentation describes how a nursing faculty and librarian collaborated to teach undergraduate students through an EBP project.  There are many strategies that have been used for collaboration between nurse educators and librarians. For example, a librarian designs and teaches a one-hour class or workshop solely on information literacy (Dorner,Taylor & Hodson-Carlton, 2001; Schulte & Sherwill- Navarro, 2009). Another strategy involves the librarian actively contributing in the curriculum design process for the School of Nursing (SON).  Both of these strategies are currently used at North Park University’s School of Nursing.  Information Literacy is strategically integrated into the undergraduate-nursing curriculum.  The nursing librarian and SON faculty members collaborated to scaffold information literacy objectives and learning outcomes for designated courses in the undergraduate curriculum. The nursing librarian also created customized online research guides for each course that requires information literacy instruction. The Research Process in Professional Nursing course introduces students to the elements of the research process with emphasis on becoming a consumer of research.  The course focuses on the relevance of research findings to evidence-based quality care. Prior to the collaboration between the course faculty and the librarian, there was lack of communication about the assignments and learning objectives for the course.  In order to improve student learning, the faculty and librarian worked closely to teach, revise and assess the process for teaching information literacy. The faculty and librarian used team-based learning through in-class activities, worksheets, and an EBP team project. Students worked in EBP teams to develop a practice problem, question, PICO elements, and search strategy. A worksheet and take-home exercise was also used to reinforce key information literacy concepts. The librarian provided feedback for the worksheet and take-home exercise. After the teams developed their practice question, the librarian also provided one-on-one research consultations to each EBP team. Based on the assessment of students’ understanding on the take-home exercise and on an exam, the faculty and librarian successfully worked together to revise EBP teaching and learning outcomes. In short, close collaboration between nurse educators and librarians is essential to achieve student-learning outcomes in learning EBP (Hallyburton & St. John, 2010).
Keywords:
Evidence-based practice education; faculty-librarian collaboration; information literacy
Repository Posting Date:
29-Mar-2016
Date of Publication:
29-Mar-2016
Other Identifiers:
NERC16PST83
Conference Date:
2016
Conference Name:
Nursing Education Research Conference 2016
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing, and National League for Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference Theme: Research as a Catalyst for Transformative Practice

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePosteren
dc.titleTeaching Evidence-Based Practice Through Faculty-Librarian Collaborationen
dc.contributor.authorWang, Ching-eng H.en
dc.contributor.authorMcNeal, Marielle M.en
dc.contributor.departmentNon-memberen
dc.author.detailsChing-eng H. Wang, APN, ANP-C, FNP-C, cwang@northpark.edu; Marielle M. McNealen
dc.identifier.urihttp://hdl.handle.net/10755/603802en
dc.description.abstractSession presented on Saturday, April 9, 2016, and Friday, April 8, 2016: Implementation of evidence-based practice (EBP) in health care is key to improve health, safety, and cost in healthcare settings (Melnyk & Fineout-Overholt, 2011).  It is imperative that future nurses acquire the necessary knowledge and skills for EBP.    Educating undergraduate students on EBP has become an essential component of curriculum design. In order to effectively teach EBP, nurse educators must integrate information literacy skills.  However, there is generally a lack of skills and expertise on how to teach these skills. Traditionally, academic librarians provide research assistance and information literacy instruction to the campus community. In order to successfully educate undergraduate students on EBP, it is vital that nurse educators collaborate with librarians. This presentation describes how a nursing faculty and librarian collaborated to teach undergraduate students through an EBP project.  There are many strategies that have been used for collaboration between nurse educators and librarians. For example, a librarian designs and teaches a one-hour class or workshop solely on information literacy (Dorner,Taylor & Hodson-Carlton, 2001; Schulte & Sherwill- Navarro, 2009). Another strategy involves the librarian actively contributing in the curriculum design process for the School of Nursing (SON).  Both of these strategies are currently used at North Park University’s School of Nursing.  Information Literacy is strategically integrated into the undergraduate-nursing curriculum.  The nursing librarian and SON faculty members collaborated to scaffold information literacy objectives and learning outcomes for designated courses in the undergraduate curriculum. The nursing librarian also created customized online research guides for each course that requires information literacy instruction. The Research Process in Professional Nursing course introduces students to the elements of the research process with emphasis on becoming a consumer of research.  The course focuses on the relevance of research findings to evidence-based quality care. Prior to the collaboration between the course faculty and the librarian, there was lack of communication about the assignments and learning objectives for the course.  In order to improve student learning, the faculty and librarian worked closely to teach, revise and assess the process for teaching information literacy. The faculty and librarian used team-based learning through in-class activities, worksheets, and an EBP team project. Students worked in EBP teams to develop a practice problem, question, PICO elements, and search strategy. A worksheet and take-home exercise was also used to reinforce key information literacy concepts. The librarian provided feedback for the worksheet and take-home exercise. After the teams developed their practice question, the librarian also provided one-on-one research consultations to each EBP team. Based on the assessment of students’ understanding on the take-home exercise and on an exam, the faculty and librarian successfully worked together to revise EBP teaching and learning outcomes. In short, close collaboration between nurse educators and librarians is essential to achieve student-learning outcomes in learning EBP (Hallyburton & St. John, 2010).en
dc.subjectEvidence-based practice educationen
dc.subjectfaculty-librarian collaborationen
dc.subjectinformation literacyen
dc.date.available2016-03-29T13:10:10Zen
dc.date.issued2016-03-29en
dc.date.accessioned2016-03-29T13:10:10Zen
dc.conference.date2016en
dc.conference.nameNursing Education Research Conference 2016en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursing, and National League for Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference Theme: Research as a Catalyst for Transformative Practiceen
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