230 likes | 473 Views
Creating and Implementing a Nursing Information Literacy Program at TRCC. Linda Perfetto, MS, APRN, BC – Director of Nursing Lillian Rafeldt, RN, MA – Assistant Professor of Nursing Judith Snayd, RN, MSN - Professor of Nursing Nancy Rymut, RN, MS, CEN – Professor of Nursing
E N D
Creating and Implementing a Nursing Information Literacy Program at TRCC Linda Perfetto, MS, APRN, BC – Director of Nursing Lillian Rafeldt, RN, MA – Assistant Professor of Nursing Judith Snayd, RN, MSN - Professor of Nursing Nancy Rymut, RN, MS, CEN – Professor of Nursing Mona Florea, MLS – Reference/Instruction Librarian
TRCC Nursing Student Population Characteristics: • Age ranges from 18 to 62 (average being 29) • Many have contact with information technology for the first time • Most have multiple life responsibilities • Need to be reoriented to academia and current research methods
Nursing Information Literacy Program Goals • Demonstrate efficient use of core print and online nursing information resources and their organization • Construct information search strategies and select effective search methods and techniques • Evaluate information quality • Use information ethically, efficiently, and responsibly • Prepare to be professionals who use Evidence Based Practice
Nursing Information Literacy Program Components • Information literacy activities • Nursing Information Gateway • Information competencies
Nursing Information Literacy Activities • Physical Library tour • Online Library tour • Health and medical-related online database search demonstrations • Course-integrated library instruction sessions • Integration within a learning management system (WebCT Vista) • Creation of an ePortfolio
Nursing Information Competencies • Demonstrate efficient use of physical and online Library collections • Use Library services such as reference, instruction, research support, and interlibrary loan • Articulate information needs and locate local and remote information resources • Construct effective search strategies and use search methods such as subject, title, author, keyword, Boolean operators, wildcards, and the nesting technique • Evaluate information by using specific criteria: accuracy, authority, currency, comprehensiveness, purpose, and objectivity • Use information ethically, efficiently, and responsibly
Nursing 108 Program Evaluation 2005 Information competencies: Library assignment grades (100% B or better)
Nursing 108 Program Evaluation 2006 Information competencies: Library assignment grades (100% C+ or better)
Nursing 116 Program Evaluation 2005 Information competencies: Patient case studies grades (93% B- or better)
Nursing 116 Program Evaluation 2006 Information competencies: Patient case studies grades (100% B- or better)
Nursing 228 Program Evaluation 2005 Information competencies:Library assignments (85% B- or better)
WebCT Vista 2005/2006 • Link to the Nursing Gateway • Library modules • Librarian teaching assistant: • Announcements Tool • Discussions Tool • Mail Tool
ePortfolios enhance development of information literacy skills • Traditional portfolios • Have been seen as an end product; marketing tool • Reflective portfolios • Encourage collaborative interaction • Enhance self evaluation, decision making and critical thinking • Foster independent learning behaviors required in professional development • Evolving
Connecticut Distance Learning Consortium (CTDLC) Product Work completed through a grant from the Davis Foundation and CTDLC
Learning is fostered • Information literacy skills are identified as important and can be developed within this course and over time • Feed back given is related to the quality of the article and the search strategy • Course instructor gives feedback related to content
Student’s Views • “This project did foster a connection to the library” • “Not only did I use the library but I used the Nursing Gateway” • “It was fun to search for articles related to metamorphosis and health (a connection to the learning community of our school)” • “I was amazed that I could save my work electronically and be able to see my growth” • “Wow; education is about being empowered to learn rather than being dependent on the teacher for acquiring all knowledge and skills”
Continued refinement of the Program related to Effective Learning Theory • Enhance course-integrated library sessions across the Nursing Curriculum • Improve efficiency of library support component for Web/CT nursing courses (discussions, virtual office hours, and online live reference) • Design student e-Portfolios that include leveled information literacy competencies across the nursing curriculum • Evaluate feedback from the first nursing generation on the job
References • Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Chicago, IL: Author. • Barrett, H. (2004). Portfolio. Welcome to my Maricopa e-portfolio. I am exploring the capabilities of this portfolio system as part of my research on implementation of online electronic portfolio systems.eport.maricopa.edu/published/h/ba/hbarrett/home/1 • Grassing, E. S. & Kaplowitz, J. R. (2001). Information literacy instruction: Theory and practice. New York: Neal-Schuman Publishers. • MacDonald, M. C., Rathemacher, A. J. & Burkhardt, J. M. (2000). Challenges in building an incremental, multi-year information literacy plan. Reference Services Review, 28(3), 240-247. • Wallace, M. C., Shorten, A., Crookes, P. A., McGurk, C., & Brewer, C. (1999). Integrating Information literacies into an undergraduate nursing programme. Nurse Education Today, 19, 136-141. • Fox, L. M., Richter, J. M., & White, N. E. (1996). A multidimensional evaluation of a nursing information-literacy program. Bulletin of the Medical Library Association, 84(2), 182-190.
References (continued) • Skiba, D.J. (2005).Preparing for evidence-based practice: Revisiting information literacy. Nursing Education Perspectives, 26(5), 310(2). • Matthies, B. (2004). The road to faculty-librarian collaboration. Academic Exchange Quarterly, 8(4), 135(6). • Dee, C. & Stanley, E. (2005). Information seeking behavior of nursing students and clinicians; implications for health science librarians. J Med Library Assoc. 93(2), 213-222. • Wong, S., Wilczynski, R & Haynes, B. (2006). Optimal CINHAL Search Strategies for Identifying Therapy Studies and Review Articles. Journal of Nursing Scholarship, 2, 194(9). • Catalyst Research and Development at the University of Washington (2006, April 14). The Power of “E”: Electronic Portfolios and Digital Mediawith Cara Lane. https://www.elluminate.com/pmtg.jnlp?psid=d759565344.425078
Contact Information at Three Rivers Community College • Linda Perfetto, Director of Nursing – lperfetto@trcc.commnet.edu • Lili Rafeldt, Assistant Professor of Nursing – lrafeldt@trcc.commnet.edu • Mona Florea, Reference/Instruction Librarian – mflorea@trcc.commnet.edu • TRCC Nursing Gateway – http://www.trcc.commnet.edu/library/guides/Resources/Resource_guides/Nursing_3.htm • The Davis Foundation and CTDLC grant funding facilitated the ePortfolio development. Thank you!