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Innovations in Nursing Information Literacy – Professional Development Award

Marie St. Pierre
Children’s Hospital Colorado

Funding for attendance at “Innovations in Nursing Information Literacy: New Technologies, Approaches and Ideas” was provided through the NNLM MCR Professional Development Award.

At the Medical Library Association conference in May of 2018, “Innovations in Nursing Information Literacy: New Technologies, Approaches and Ideas” was offered for continuing education.  Jessica Sender was the instructor.  I took this class in order to improve my education skills, I wanted to learn new ways of creating teaching modules and experiences to better engage the nursing staff.

The class centered on the ACRL (Association of Colleges and Research Libraries) information literacy framework and how it can be applied to nursing students and nurses in the workplace, to teach literacy and researching skills.  In light of the growing importance of EBP (Evidence Based Practice) and nursing research, this is of course a priority for medical librarians.

First, a review was given to the framework and how the various parts can be applied to instruction.  There are six frames: Authority Is Constructed and Contextual,  Information Creation as a Process, Information Has Value, Research as Inquiry, Scholarship as Conversation and Searching as Strategic Exploration.  Not every frame will be highlighted in every instruction or class, the frames especially highlighted depending on the purpose of the class that is being developed and the participants of the class.  The frames can then be analyzed with Bloom’s Taxonomy of educational goals to hone the class.

One of the main instructional sessions that the librarians at Children’s Hospital Colorado have with their nursing staff is a session that introduces the library, its databases and its services, and teaches literature searching strategies for EBP projects.  This session was reviewed in terms of the framework, with a look to updating it.

The main frame that this session fits with the most is the “searching as exploration”.  The nurses are exploring the databases they use, and they are exploring the medical vocabulary and subject headings to find the literature that they need.  The parts of the Taxonomy that best help clarify the objectives of the session would be to apply knowledge in new situations, and to analyze and evaluate the literature found.  These reflections were used to refresh a session with the nurse fellows group soon after the CE class, for example, and other similar sessions.  The objectives of the nurse fellows group sessions were tailored to be more specific to their needs, which of course would be different from the information literacy needs of, perhaps, nursing students.

Other sessions that will be taught at Children’s will undergo a scrutiny in light of the ACRL framework.  The websites for the ACRL framework and the Boom’s Taxonomy are listed below for review.  This has proven to be a effective way of thinking through educational sessions and was a practical CE class.

Bloom’s https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

ACRL framework http://www.ala.org/acrl/standards/ilframework

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Spencer S. Eccles Health Sciences Library
University of Utah
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Salt Lake City, Utah 84112-5890

Editor: Suzanne Sawyer, Project Coordinator
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This project has been funded in whole or in part with Federal funds from the Department of Health and Human Services, National Institutes of Health, National Library of Medicine, under cooperative agreement number UG4LM012344 with the University of Utah Spencer S. Eccles Health Sciences Library.

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