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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 - PowerPoint PPT Presentation
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Creating and Implementing a Nursing Information Literacy
Program at TRCCLinda Perfetto, MS, APRN, BC – Director of Nursing
Lillian Rafeldt, RN, MA – Assistant Professor of NursingJudith Snayd, RN, MSN - Professor of Nursing
Nancy Rymut, RN, MS, CEN – Professor of NursingMona 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 Gateway
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)
19% (22% 2004)
38% (22% 2004)
19% (23% 2004)
5% (5% 2004)
19% (5% 2004) A+
A
A-
B+
B
Nursing 108 Program Evaluation 2006
50%
15%
20%
5%5% 5%
AA-B+BB-C+
Information competencies: Library assignment grades (100% C+ or better)
Nursing 116 Program Evaluation 2005
Information competencies: Patient case studies grades (93% B- or better)
4% 5% 1%9% (3% 2004)
21% (12% 2004)
6% (19% 2004) 15% (13% 2004)
39% (49% 2004)
A+
A
A-
B+
B
B-
C+
F
Nursing 116 Program Evaluation 2006
29%
33%
22%
9%7%
AA-B+BB-
Information competencies: Patient case studies grades (100% B- or better)
Nursing 228 Program Evaluation 2005
Information competencies: Library assignments (85% B- or better)
15%
24%
19%10%
10%
8%
4%6% 2% 2% A+
AA-B+BB-C+CC-D
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
CTDLC Product inserted
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
Microsoft Word Document
Microsoft Word Document
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
? Questions ?Getting there is ¾ of the fun!
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 Media with Cara Lane. https://www.elluminate.com/pmtg.jnlp?psid=d759565344.425078
Contact Information at Three Rivers Community College
• Linda Perfetto, Director of Nursing – [email protected]
• Lili Rafeldt, Assistant Professor of Nursing – [email protected]
• Mona Florea, Reference/Instruction Librarian – [email protected]
• 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!