scholarly journals Developing information literacy skills in nursing and rehabilitation therapy students

2005 ◽  
Vol 26 (1) ◽  
pp. 7 ◽  
Author(s):  
Paola Durando ◽  
Patricia Oakley
Keyword(s):  
Information Literacy ◽  
Physical Therapists ◽  
Evidence Base ◽  
Literacy Skills ◽  
Evidence Based ◽  
Skill Sets ◽  
Rehabilitation Therapy ◽  
Entry Level ◽  
New Graduates ◽  
Advanced Search

The environment in which nurses and rehabilitation therapists practice is rapidly evolving, resulting in changes in the skill sets and competencies required of new graduates. Evidence-based practice models, for example, require that entry-level nurses, physical therapists, and occupational therapists have the ability to identify, locate, and critically appraise research findings. This paper will describe curriculum-integrated, for-credit information literacy programs developed by the authors in collaboration with faculty members from the Schools of Nursing and Rehabilitation Therapy at Queen's University in Kingston, Ontario. The short-term goal of these programs is to teach undergraduate and graduate students advanced search strategy skills and critical appraisal techniques that will enable them to explore the implications of their literature findings. The long-term goal is to graduate practitioners who not only will have the skills to practice evidence-based health care but also will participate in scholarly activities and thus contribute to the evidence base in their disciplines.

scholarly journals Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Jamileh Farokhzadian ◽  
Somayeh Jouparinejad ◽  
Farhad Fatehi ◽  
Fatemeh Falahati-Marvast
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Information Literacy ◽  
Intervention Group ◽  
Literacy Skills ◽  
Evidence Based ◽  
Control Groups ◽  
Critical Care Units ◽  
Literacy Training ◽  
Information Literacy Skills

Abstract Background One of the most important prerequisites for nurses’ readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses’ information literacy skills for EBP in critical care units. Methods In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. Results At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. Conclusions Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.

scholarly journals The role of libraries in teaching doctoral students to become information-literate researchers

2019 ◽  
Vol 120 (3/4) ◽  
pp. 158-172 ◽  
Author(s):  
Sharon Ince ◽  
Christopher Hoadley ◽  
Paul A. Kirschner
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Empirical Studies ◽  
Literacy Skills ◽  
Content Type ◽  
Skill Sets ◽  
Types Of Information

PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.

scholarly journals Preparing for practice: a higher education perspective. Commentary on … A clinical librarian pilot project in psychiatry

2010 ◽  
Vol 34 (2) ◽  
pp. 68-70
Author(s):  
Pat Spoor ◽  
Liz Neilly
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Contact Time ◽  
Positive Impact ◽  
Pilot Project ◽  
Evidence Base ◽  
Literacy Skills ◽  
Rigorous Approach ◽  
Information Literacy Skills ◽  
Health Trust

SummaryResearch suggests that contact time between clinical team and clinical librarian can have a direct and positive impact on patient care through encouraging a more rigorous approach to information retrieval and appraisal of the evidence base. This commentary focuses on the findings of a specific clinical librarian pilot project in a mental health trust. It discusses how clinicians could be better supported to develop improved information literacy skills through initiatives in higher education and what impact this might have on the model of clinical librarianship proposed by the project.

Evaluation of Evidence in Evidence-Based Practice and How Library Science Can Help

2009 ◽  
Vol 12 (1) ◽  
pp. 32-41
Author(s):  
Laura Epstein ◽  
Athena Nazario ◽  
Betty Yu
Keyword(s):  
San Francisco ◽  
Information Literacy ◽  
Evidence Based Practice ◽  
Literacy Skills ◽  
Library Science ◽  
Evidence Based ◽  
State University ◽  
Communicative Disorders ◽  
Information Literacy Skills ◽  
Evaluation Of Evidence

Abstract In this article, we describe how collaboration with our university librarian at San Francisco State University led to the integration of information literacy competency standards within our curriculum, as outlined by the American Library Association (ALA). The ALA standards are related to the evaluation of evidence, a key component of evidence-based practice and these were infused across four courses in the communicative disorders program focused on language development and disorders. In particular, ALA Standard 3 stipulates that the student who is information literate evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. The integration of Standard 3 within language disorders courses is described in detail. We anticipate that the infusion of information literacy skills related to the evaluation of evidence during academic training will make such skills an integral part of the clinical process for future clinicians.

scholarly journals Developing Tutorials for Several Institutional Partners: A Real Challenge! | Développer des tutoriels pour plusieurs institutions partenaires : un réel défi !

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Brigitte Belzile
Keyword(s):  
Community Colleges ◽  
Information Literacy ◽  
Literacy Skills ◽  
Faculty Members ◽  
Target Information ◽  
Skill Sets ◽  
Creative Commons ◽  
Information Literacy Skills ◽  
Beta Testing ◽  
Real Challenge

This case describes the two-year development of a set of interactive tutorials for students and faculty at a number of community colleges and one university in order to target information literacy skills among their students, primarily searching for and evaluating information found online. The tools created were published under a Creative Commons license and made available to faculty members and instructors for the purposes of both online and classroom delivery. The main problems encountered dealt with collaboration issues arising between participating institutions, the availability and skill sets of the main contributors and the beta testing of materials developed for the target clientele.

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