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

Background 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. Implementation 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. A collaborative approach to teaching was instituted by embedding a librarian in the nursing research course and integrating information literacy content throughout the semester. Research logs and evidence summary grids for 39 student groups, as well as, individual student final exam and course scores across four semesters were evaluated. Conclusions Collaborative teaching/learning activities significantly improved students’ abilities to perform systematic searches and identify, analyze and synthesize evidence as measured by research log and evidence summary scores. Although course scores for those exposed to collaborative teaching/learning activities were not significantly improved, comprehensive final exam scores, a focused measure of students’ EBP knowledge, were significantly improved. Recommendations Collaboration between nursing faculty and librarians is recommended to promote development of students’ information literacy skills. Information literacy is foundational to the EBP process; time must be dedicated to establishing these skills. Information literacy skills should be introduced early in the nursing curriculum and reinforced in multiple courses

Using a Research Log and Reflective Writing to Improve EBP and Information Literacy Skills of BSN Students

Background Baccalaureate nursing educators must prepare nurses to implement evidence-based practice (EBP). BSN nurses must be able to effectively identify, analyze, and synthesize evidence (AACN, 2008). In a nursing research course, students conducted group projects which required searching for the best evidence. Project evaluations revealed that students were not searching systematically. To facilitate EBP and information literacy skill development, a collaboration between the College of Nursing and Library Services emerged. Targeted Learning Outcomes 1. Formulate a strategic search using databases and Internet resources 2. Evaluate and select the ‘best available’ evidence 3. Document systematic search (keywords, subject headings, limiters, and results) 4. Describe why evidence was selected 5. Reflect on search process, difficulties, and potential revisions for next search. Teaching Learning Activities In spring of 2012, research logs were added to an EBP group project requiring students to identify the best evidence. Groups documented their search using a research log worksheet and narrative which included reflection of the search process, evidence appraisal, and strengths and weakness. Although the research log worksheet provided structure, specific problems including uncoordinated group searches, inadequate articulation of evidence selection, and limited reflection about strengths and weaknesses were still identified. Additional sessions reinforcing information literacy skills were integrated in the course. The information literacy skills sessions and research logs were implemented for two subsequent semesters. Evaluation of Approach Student research log and EBP group project scores will be compared over three semesters using ANOVA to determine differences in group performance. During initial data analysis, an independent t test reflected a significant difference between scores for Spring 2012 and Fall 2012 groups. The Fall 2012 groups who used research logs and experienced additional information literacy skills sessions scored significantly higher on their assignments than Spring 2012 groups. Data collection for Spring 2013 is in progress. Final study results as well as implications for nursing education will be articulated

Design, Implementation, and Evaluation of a Bronchiolitis Clinical Pathway

Bronchiolitis is the most frequent cause of hospitalization in the infant population. The management of these hospitalized children varies widely and the efficacy of many routinely implemented diagnostics and therapies is not supported by evidence (Christakis et al., 2005). The purpose of this evidence-based practice project was to determine if designing, implementing, and evaluating a clinical pathway for infants and children with bronchiolitis would affect length of stay and bronchodilator,glucocorticoid, antibiotic, and CPT usage. The Iowa model of evidence-based practice to promote quality care was used as a framework to guide the project at a 227 bed non-profit facility in Northwest Indiana. A multidisciplinary team created a bronchiolitis clinical pathway based on an extensive review of the literature. Once formal organizational approval of the pathway was secured, education of all disciplines involved in using the pathway was completed and the pathway was implemented. In an effort to determine if implementation of the bronchiolitis clinical pathway was effective, a two-group comparison design was applied. Pre intervention group data were collected from 45 medical records of patients hospitalized with bronchiolitis prior to pathway implementation and post intervention group data were collected from 23 medical records of patients managed after pathway implementation. These data were analyzed using independent t and chi-square tests in an effort to determine the effectiveness of the bronchiolitis clinical pathway. No significant differences were found between groups in regards to the identified outcomes. Through appraisal of the EBP project using the PARIHS framework, multiple organizational barriers that lead to the low pathway use and subsequent lack of practice change were identified. Implications for practice and the APN role are discussed

Teaching Systematic Searching in a Baccalaureate Nursing Research Course

This column shares the best evidence-based strategies and innovative ideas on how to facilitate the learning of EBP principles and processes by clinicians as well as nursing and interprofessional students. Guidelines for submission are available a

Undergraduate Peer-Assisted Learning in the Clinical Setting

Peer-assisted learning was implemented at a private university. Senior nursing students were assigned to assist sophomores during their fundamentals clinical experience. The aim of this study was to evaluate the effectiveness of peer-assisted learning in the clinical setting and to ascertain students\u27 perceptions of fulfilling the roles of the professional nurse. During a 2-year period, 342 students participated in peer-assisted learning. Major outcomes identified by sophomores were reduced anxiety and increased confidence. A major benefit for seniors was reflection on their professional development, which strengthened their confidence and facilitated transition into the role of professional nurse. Future research should examine the impact of diversity and learning styles on this strategy and faculty perception of peer-assisted learning at achieving learning outcomes and relieving faculty burden. This study supports peer-assisted learning as an effective teaching strategy for learning nursing skills and implementing the roles of the professional nurse

Prenatal Showers: Educational Opportunities for Undergraduate Students

J. Cranmer and C. Lajkowicz (1989) faced the challenge of securing student clinical experiences with healthy prenatal clients. They identified that lack of access to pregnant women, limited number of faculty, and large numbers of students contributed to problems in meeting select course objectives. Little has changed since then. This article describes a clinical experience, known as Prenatal Showers, where undergraduate nursing students, implementing the teacher role, provide community-based prenatal education in the context of a baby shower. Student groups address educational topics identified by community partners. After student presentations, feedback from prenatal clients is analyzed. Lessons learned include selecting appropriate community partners, clearly articulating academic and community needs, and obtaining seed money to initiate the program. Prenatal Showers are most successful when community partners possess open lines of communication, an accessible population, an appreciation for the contributions made by students, and a willingness to share responsibility for their supervision. Prenatal Showers offer different advantages from traditional maternal-child clinical experiences because students gain experiences with prenatal clients from diverse backgrounds and engage in community-based nursing. The community benefits because educational needs of prenatal clients are met. Strong community partnerships benefit faculty by making clinical placements more accessible and reducing faculty workload