The development of a model for teaching information literacy to nursing students through cross-professional collaboration

This paper describes experiences from a collaborative project between the nursing educators at the Institute of Nursing Science and the health sciences librarians at Vestfold University College in Norway. The aim of the project was to develop a teaching model to improve the nursing students' information searching and critical appraisal skills

Beyond Checklists: A Nursing Informatics Education Strategy for Undergraduate Nursing Students Appraising Health Information on Social Networking Sites (SNS) / Au-delà des listes de vérification : Une stratégie de formation infirmière au numérique pour l’évaluation, par les étudiantes de premier cycle, des informations sur la santé présentes sur les sites des réseaux sociaux (SRS)

Increasingly internet social networking sites are used in healthcare to support, communicate and offer information platforms between healthcare providers, users, and the public. Undergraduate nursing students draw on various sources of evidence to inform best-practice decisions in collaboration with patients and the healthcare team. Student or patient-initiated access of information from social networking sites necessitates high levels of informatics literacy. While students may reveal adept social networking site navigation skills, their capacity to appraise and apply information from these sites to their nursing practice, in ways that demonstrate informatics competence, requires further exploration. The purpose of this education project was to describe how students’ informatics competence was enriched through the development and implementation of a Credibility, Argument, Purpose and Evidence guide, compared to a previously implemented checklist as part of a digital health assignment. The Constructivist Online Learning Environment Survey evaluated student-learning perceptions using the new guide as well as the previously utilized checklist. The developed guide improved students’ perceptions of their ability to appraise social networking sites. Results revealed an improvement in students’ appreciation of the significance of moving beyond the use of checklists when appraising and evaluating social networking sites. Educational institutions assume a prominent role as stakeholders in curriculum development, to equip nursing students with informatics skills to critically appraise and evaluate information from various social networking sites and technologies, alongside other health knowledge, for ethical evidence informed nursing practice. Résumé Les intervenants du secteur de la santé utilisent de plus en plus les sites de réseautage social en ligne pour soutenir, communiquer et offrir une plateforme d’information permettant des échanges entre les professionnels de la santé, les utilisateurs des services de santé et le public. Les étudiantes en sciences infirmières de premier cycle s’appuient sur diverses sources de résultats probants pour prendre des décisions éclairées basées sur les pratiques exemplaires, en collaboration avec les patients et les membres de l’équipe des soins. L’accès aux informations par les étudiantes ou les patients à partir des sites de réseautage social nécessite un niveau élevé de maîtrise du numérique. Bien que les étudiantes puissent détenir des habiletés de navigation sur de tels sites, leur capacité à évaluer et à mettre en application des informations tirées de ces sites dans leur pratique infirmière, de manière à démontrer une compétence numérique, nécessite une exploration plus poussée. Le but de ce projet de formation était de décrire comment la compétence numérique des étudiantes a été enrichie grâce à l’élaboration et à la mise en œuvre d’un guide portant sur la Crédibilité, l’Argumentation, le But, et les Résultats probants, pour remplacer une liste de vérification précédemment utilisée dans le cadre d’un travail en santé numérique. Le Constructivist Online Learning Environment Survey (sondage sur un environnement constructiviste d’apprentissage en ligne) a permis d’évaluer les perceptions d’apprentissage des étudiantes à l’aide du nouveau guide et de la liste de vérification utilisée précédemment. Le guide élaboré a amélioré la perception de ces dernières quant à leur capacité à évaluer les sites de réseautage social et les résultats ont révélé qu’elles comprennent davantage la nécessité d’aller au-delà des listes de vérification pour évaluer de tels sites. Les établissements d’enseignement jouent un rôle de premier plan dans l’élaboration des programmes de formation qui poussent les étudiantes en sciences infirmières à développer leur compétence numérique, leur permettant d’évaluer de manière critique les informations provenant de divers sites de réseaux sociaux et de technologies , en plus d’autres connaissances en matière de santé, pour une pratique infirmière éclairée par une analyse éthique des résultats probants

A Survey of Communication Sciences and Disorders Graduate Students\u27 Perceptions of Critical Appraisal Skills

Research shows that prerequisite courses prepare students for participation in more challenging coursework and more advanced future learning. Despite being a field that heavily relies on research evidence to inform clinical decisions as part of evidence-based practice, many undergraduate Communication Sciences and Disorder (CSD) programs do not include prerequisite undergraduate coursework dedicated to research methods. The purpose of the present study was to explore speech-language pathology and audiology graduate students’ experiences with and opinions about critical appraisal of research articles. A total of 201 graduate students from institutions nationwide completed an online survey with questions related to exposure to research appraisal, use of an appraisal tool, and perspectives on the importance of research appraisal and confidence in appraisal skills. Results indicated that nearly one-third of the respondents did not learn or could not remember learning about article appraisal in their undergraduate CSD programs, though almost all survey respondents reported that they had learned about article appraisal in their graduate classes. Over half of the students used an article appraisal tool to bolster their learning of article critiques, almost all of whom found it helpful. Most of the respondents recognized the importance of article appraisal knowledge prior to graduate school but suggested that many of their undergraduate instructors did not place importance on the skill. Respondents’ confidence in their article appraisal skills ranged from “least confident” to “most confident”. This study supports early and ongoing practice with article appraisal, which will provide these future clinicians with the confidence to communicate their knowledge and understanding when making evidence-informed clinical decisions. Additionally, instructors who teach article appraisal may consider using a hands-on appraisal tool since almost all students with experience using them believe they are helpful

Evaluation research as a mechanism for critical inquiry and knowledge construction in architectural and urban education

This article responds to the misconceptions that continue to characterize the delivery of knowledge content in architectural courses. Based on reviewing the literature on pedagogy the paper explores the value and benefits of introducing evaluation research as a mechanism for critical inquiry and knowledge construction in theory courses in architecture and urbanism. A framework is developed and employed to demonstrate the way in which this type of learning can be incorporated. The development and implementation of a series of in-class and off campus exercises in two different contexts reveal that structured actions and experiences help students to be in control over their learning while invigorating their understanding of the body of knowledge delivered in a typical lecture format. It firmly believed that this would offer students multiple learning opportunities while fostering their capabilities to shift from passive listeners to active learners and from knowledge consumers to knowledge producers

A Systematic Review of Academic Discourse Interventions for School-Aged Children with Language-Related Learning Disabilities

Purpose: This systematic review synthesized a set of peer-reviewed studies published between 1985 and 2019 and addressed the effectiveness of existing narrative and expository discourse interventions for late elementary and middle school-aged students with language-related learning disabilities. Method: A methodical search of the literature for interventions targeting expository or narrative discourse structure for students ages 9-14 with group experimental designs identified 33 studies, seven of which met specific criteria to be included in this review. Results: An 8-point critical appraisal scale was applied to analyze the quality of the study design and effect sizes were calculated for six of the seven studies; equivocal to small effects of far transfer outcomes (i.e., generalizability to other settings) and equivocal to moderate near transfer outcomes (i.e., within the treatment setting) were identified. The most effective intervention studies provided explicit instruction of expository texts with visual supports and student generated learning materials (e.g., notes or graphic organizers) with moderate dosage (i.e., 180-300 minutes across 6-8 weeks) in a one-on-one or paired group setting. Greater intervention effects were also seen in children with reading and/or language disorders, compared to children with overall academic performance difficulties. Conclusions: A number of expository discourse interventions showed promise for student use of learned skills within the treatment setting (i.e.,near transfer outcomes), but had limited generalization of skills (i.e., far transfer outcomes)

Evaluation of the quality of systematic reviews critiqued by clinical assistants in-training

Conduct an overview of systematic reviews (SRs) reviewed by clinical assistants (CAs) in-training. SRs relating to clinical procedures and theoretical concepts, critiqued by CAs were included. Review authors independently screened the results of the requested SRs and evaluated these using the AMSTAR-1 checklist and AMSTAR-2 tool. Differences regarding study outcomes were resolved by consultation. Articles (N=37) submitted to the researcher included 35 reviews published in accredited journals. Of the reviews, only 18 were SRs as stated in their titles and these were of mixed designs and quality; and 17 were either non-structured and biased literature or critical reviews. SR topics reviewed in-training varied; and included temporo-mandibular disorders, implants and implant-supported prosthesis. AMSTAR-1 scores were favourable; scores were low for most SRs using AMSTAR-2, including those with randomized controlled trials only, with the exception of one review that had no randomized controlled trials but fulfilled the critical domain criteria. Students’ misconceptions regarding what constitutes good SRs which are translatable into clinical practice are emphasized, impacting their learning. CAs lack of appraisal skills related to SRs which may influence clinical practices are highlighted

Simulation-based learning of invasive procedures skills : A critical appraisal of its organization in undergraduate medical education

Peer reviewedPostprin