scholarly journals A Multiyear Curriculum-Integrated Information Literacy Program Increases the Confidence and Research Skills of Nursing Students, Although Not as Much as Expected

2015 ◽  
Vol 10 (1) ◽  
pp. 72 ◽  
Author(s):  
Elaine Sullo
Keyword(s):  
Nursing Students ◽  
Information Literacy ◽  
Literacy Program ◽  
First Year ◽  
First Year Students ◽  
Web Based ◽  
School Of Nursing ◽  
Confidence Levels ◽  
Undergraduate Nursing ◽  
Integrated Information

A Review of: Farrell, A., Goosney, J., & Hutchens, K. (2013). Evaluation of the effectiveness of course integrated library instruction in an undergraduate nursing program. Journal of the Canadian Health Libraries Association, 34(3), 164-175. doi: 10.5596/c13-061 Objective – To evaluate nursing students’ information literacy (IL) confidence and competence after a four year implementation of a curriculum-integrated information literacy program. Design – Web-based and paper-based information literacy questionnaire. Setting – Two Schools of Nursing in Newfoundland, Canada. Subjects – 422 undergraduate nursing students. Methods – A 20-item questionnaire was distributed to nursing students at two School of Nursing programs. Questions were designed to test one or more of the nine learning outcomes set forth for the IL program. At one School of Nursing, web-based questionnaires were sent via email, while paper-based questionnaires were distributed in class at the second School of Nursing. Main Results – Because response rates were low at one of the nursing schools, these questionnaire responses were not examined, nor were they included in the data analysis. The 422 completed questionnaires were divided into groups based on the number of IL sessions attended. The class of 2011 attended two out of three IL sessions, the class of 2012 attended all three IL sessions, and the classes of 2014 and 2015 did not attend any IL classes. There were 109 responses from class of 2011 students, 98 from class of 2012 students, and 215 from the classes of 2014 and 2015 (98 and 117, respectively). Results were reported according to the two main goals of the study – evaluating confidence levels and IL skills. Regarding confidence level, the class of 2012 felt more prepared than the other classes to begin evidence-informed practice (EIP). When asked about their confidence in the ability to perform research tasks, confidence levels rose between first year students and the class of 2011, but decreased between the class of 2011 and class of 2012. In regard to information literacy skills, when asked to identify appropriate tools for locating scholarly research articles, only 2.8% of the first year students correctly identified two resources. Within the class of 2011, 33.9% could correctly identify tools, while 57.1% of the class of 2012 correctly identified appropriate tools. For a series of questions that asked if students could make appropriate decisions about the use of scholarly and popular literature, there was overall improvement between the first year students and fourth year students. Several questions asked students about their understanding of different study types; students in all classes had difficulty with these questions. Additionally, there were questions related to identifying components of PICO (problem/population, intervention, comparison, outcome), and none of the students in the first year classes or in the 2011 class were able to correctly identify all four parts although 11.2 % of the class of 2012 identified all components correctly. Students were asked to create an answerable question using the PICO format, and 11.9% of the class of 2011, along with 11.2% from the class of 2012 and 3.7% from the first year class were able to do so. When asked to identify criteria for evaluating websites, 28.4% of students in the class of 2011 and 30.6% of the class of 2012 were able to list three correct criteria. Only 8.3% of the first year students answered this question correctly. Finally, students were given a research question and asked to select the best search statement; those who answered correctly included 28.4% of the class of 2011, 27.6% from the class of 2012, and 20.8% of first year students. Conclusions – The authors concluded that overall, IL skills improved from first to fourth year, although not as much as the anecdotal information from nursing faculty would indicate. This ongoing, four year study has prompted discussion on ways to improve the current IL component of the undergraduate nursing degree curriculum, and changes will be implemented in a future version of this curriculum.

scholarly journals Consumption of benzodiazepines without prescription among first-year nursing students at the University of Guayaquil, school of nursing, Ecuador

2008 ◽  
Vol 16 (spe) ◽  
pp. 634-639 ◽  
Author(s):  
Nivia Pinos Paredes ◽  
Adriana Inocenti Miasso ◽  
Carlos Renato Tirapelli
Keyword(s):  
Nursing Students ◽  
Data Collection ◽  
Memory Loss ◽  
Public University ◽  
Nursing School ◽  
Quantitative Approach ◽  
First Year ◽  
First Year Students ◽  
School Of Nursing ◽  
The University

This study aimed to determine the consumption of benzodiazepines without prescription among first-year students from a nursing school of a public University in Ecuador. This is a descriptive, transversal and explanatory study with a quantitative approach. A questionnaire was used for data collection. The population studied was of 181 students. The results showed that 10.5% of the students had consumed benzodiazepine without prescription once in their lives. Of these, 6.1% consumed benzodiazepine in the last year, and 3.9% are currently consuming it. The diazepam was the most consumed BZD without prescription and pharmacies, were the place of higher access. The main reasons for the benzodiazepine consumption were: insomnia, anxiety, stress, depression, family and economical problems. The use of benzodiazepines with non-medicinal purposes is related to problems such as memory loss, retirement syndrome and sedation. When benzodiazepines are consumed jointly with alcohol or other drugs they can lead to coma or death. This study shows the serious consequences benzodiazepines cause when used by nursing students in Ecuador.

scholarly journals Evaluation of the Effectiveness of Course Integrated Library Instruction in an Undergraduate Nursing Program

2013 ◽  
Vol 34 (3) ◽  
pp. 164 ◽  
Author(s):  
Alison Farrell ◽  
Janet Goosney ◽  
Karen Hutchens
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
Nursing Program ◽  
First Year ◽  
First Year Students ◽  
Daily Work ◽  
Undergraduate Nursing ◽  
Literacy Training ◽  
Literacy Methods ◽  
Information Literacy Skills

Introduction: Many faculty in two Schools of Nursing found that students in the fourth year of the Bachelor of Nursing program were not well equipped to perform information literacy activities efficiently and effectively, such as doing research to support their daily work. A course-integrated information literacy program was implemented at both sites, which left some students having very little information literacy training, whereas others who started the program in later years had information literacy training in all or most years of the curriculum. This study sought to evaluate students as they gained more experience with information literacy. Methods: To determine if increased exposure to information literacy training improved students' levels of competency and confidence, the authors compared first-year students with two groups of fourth-year students who had differing exposures to information literacy. Results: Acceptable response rates for data analysis were acquired at only one site. It was found that overall, fourth-year students were more confident and tested better with information literacy competencies than first-year students, but there was not as much improvement as was hypothesized. Discussion: The results of this evaluation have demonstrated a need to improve the information literacy teaching in certain areas. The data have also indicated that students do indeed retain information literacy skills with an increased number of sessions. Further areas for study are outlined as well as the limitations and strengths of the study design.

scholarly journals Using a developmental evaluation approach to create a supportive curriculum for first year students

2020 ◽  
Vol 11 (3) ◽  
pp. 1
Author(s):  
Christine S. Chauvet ◽  
Maya R. Kalogirou ◽  
Olive Yonge
Keyword(s):  
Nursing Students ◽  
Nursing Program ◽  
First Year ◽  
Developmental Evaluation ◽  
Structured Interviews ◽  
First Year Students ◽  
Undergraduate Nursing ◽  
Curriculum Redesign ◽  
Evaluation Approach ◽  
Many Sources

Background and objectives: First year students experience a significant transition when entering nursing school. The purpose of this research was to explore first year nursing students’ experiences to enhance and innovate the undergraduate nursing program at a large public Canadian university.Methods: The Faculty of Nursing approached their curriculum redesign process utilizing a Developmental Evaluation (DE) framework. Nineteen first year students participated in semi structured interviews and focus groups where they discussed their personal experiences as well as the perceived strengths and weaknesses of the program. After thematic analysis of the data, recommendations were provided to the faculty administration to guide changes made to the new curriculum.Results: Students appreciated opportunities where they could apply their knowledge to real-world situations. Students also expressed many sources of stress, such as inconsistency within and between courses, differing expectations, content, instruction style, and evaluation. They also voiced that there was a lack of communication and support from the Faculty and identified issues with grading systems.Conclusions: The findings from this study highlighted the need to revise the nursing curriculum to provide more student support and foster a positive student-faculty relationship. The current structure of nursing programs has created competition among students, causing a greater focus on obtaining higher grades than on meaningful learning. Integrated learning with authentic experiences was best received by first year students and provided for a collaborative environment. Finally, the findings from this study highlight the opportunities created by utilizing a DE approach to evaluate and innovate nursing curricula.

scholarly journals Introductory anatomy and physiology in an undergraduate nursing curriculum

2017 ◽  
Vol 41 (1) ◽  
pp. 56-61 ◽  
Author(s):  
S.J. Brown ◽  
S. White ◽  
N. Power
Keyword(s):  
Academic Achievement ◽  
Nursing Students ◽  
Human Anatomy ◽  
High Achievers ◽  
First Year ◽  
Grade Point ◽  
Anatomy And Physiology ◽  
Undergraduate Nursing ◽  
Human Anatomy And Physiology ◽  
High Achieving

Using an educational data mining approach, first-year academic achievement of undergraduate nursing students, which included two compulsory courses in introductory human anatomy and physiology, was compared with achievement in a final semester course that transitioned students into the workplace. We hypothesized that students could be grouped according to their first-year academic achievement using a two-step cluster analysis method and that grades achieved in the human anatomy and physiology courses would be strong predictors of overall achievement. One cohort that graduated in 2014 ( n = 105) and one that graduated in 2015 ( n = 94) were analyzed separately, and for both cohorts, two groups were identified, these being “high achievers” (HIGH) and “low achievers” (LOW). Consistently, the anatomy and physiology courses were the strongest predictors of group assignment, such that a good grade in these was much more likely to put a student into a high-achieving group. Students in the HIGH groups also scored higher in the Transition to Nursing course when compared with students in the LOW groups. The higher predictor importance of the anatomy and physiology courses suggested that if a first-year grade-point average was calculated for students, an increased weighting should be attributed to these courses. Identifying high-achieving students based on first-year academic scores may be a useful method to predict future academic performance.

scholarly journals Development and Evaluation of the Web-based Wound Care Course for Undergraduate Nursing Students

2006 ◽  
Vol 36 (8) ◽  
pp. 1324 ◽  
Author(s):  
Il Sun Ko ◽  
Jin Hee Park ◽  
Kyu Sook Kang ◽  
Shin Young Yook ◽  
In Ja Song ◽  
...  
Keyword(s):  
Nursing Students ◽  
Wound Care ◽  
Web Based ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Care Course ◽  
The Web

scholarly journals Undergraduate Students’ Research and Information Skills Continue to Change in their Second Year

2017 ◽  
Vol 12 (1) ◽  
pp. 116
Author(s):  
Kimberly Miller
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Female Students ◽  
Male Students ◽  
First Year ◽  
Research Projects ◽  
First Year Students ◽  
Library Resources ◽  
Second Year ◽  
Depth Interviews

A Review of: Hulseberg, A., & Twait, M. (2016). Sophomores speaking: An exploratory study of student research practices. College & Undergraduate Libraries, 23(2), 130-150. http://dx.doi.org/10.1080/10691316.2014.981907 Abstract Objective – To understand sophomore undergraduate students’ research practices. Design – Mixed methods online survey and participant interviews. Setting – A small liberal arts college in the Midwestern United States of America. Subjects – The sample consisted of 660 second-year students; 139 students responded to the survey (21% response rate). In-depth interviews were conducted with 13 of the 139 survey respondents. Methods – A 13-item survey was emailed to sophomore students during October 2012. To analyze the results, the authors and a library student intern developed a coding scheme to apply to open-ended survey questions. Survey respondents could also volunteer for in-depth interviews. A total of 50 survey respondents volunteered, and 14 were invited for in-depth interviews between December 2012 and January 2013. The interview protocol included open-ended questions about students’ research experiences. Students were also asked to identify and discuss one recent research project. Interviews were audio and video recorded; data from one interview was lost due to technology failure, resulting in data analysis of 13 interviews. Interview transcripts were coded by an anthropology doctoral student, the study authors, and a library student assistant. Main Results – The survey found that students completed fewer research projects and used fewer library resources as sophomores than they did as first-year students. For example, only 4.9% (n=7) of students reported completing zero research assignments in their first year, compared with 34.5% (n=48) in their second year. When asked if there were library resources or skills they wanted to know about sooner in their academic career, students’ top reply was “Nothing” (34.5%, n=48), followed by “Navigating the physical space” (15.8%, n=22), “Librarians/staff & reference desk” (11.5%, n=16), and “Effective searching & evaluating sources” (10.8%, n=15). Male and female students’ responses differed, with male students less likely overall to express interest in library resources. While 42.4% (n=59) of students replied that they would consult with a librarian for help with their research projects, this option ranked third after professors (83.5%, n=116) and peers (70.5%, n=98). Again, responses varied by gender, with female students (49.5%, n=49) more likely than male students (26.3%, n=10) to contact a librarian about a research project. Most interview participants replied that searching online, including library resources, was their research starting point. Students most often selected research topics, based on their interest, from a professor-approved list. Students identified “relevant content, familiarity . . . , and credibility” (p. 138) as important source evaluation characteristics. The majority of students also used library information sources in their research, including databases, research guides, and the catalogue. Students most often mentioned struggling with “finding sources/identifying keywords” (n=6) and “finding known items” (n=6). Unlike survey respondents, interview participants unanimously reported consulting with a librarian. Most students (n=11) received library instruction as first-year students, and some suggested that this instruction helped them feel comfortable asking for help. Finally, most students felt that their research habits improved from their first year to their second year, specifically with regards to “their research technique, improved confidence . . . and an expanded source horizon” (p. 143). Conclusion – The authors recommend continuing strong information literacy support to first-year students, as well as working with faculty members and other campus partners to promote reference services to sophomores. When compared to previous research, the current study reports a higher percentage of students seeking librarian assistance; however, because some students also reported confusion about when and how to ask for help, further analysis could explore how reference librarians capitalize on peer and faculty “referral networks” (p. 145). Finding that students face significant challenges early in the research process was consistent with previous research, and future study might reveal more about this specific phenomenon in sophomores. Interviews should also be extended to include students who are non-library users. Finally, the authors suggest that the findings provide no evidence of a “sophomore information literacy slump” (p. 146).

scholarly journals Faculty perceptions of teaching information literacy to first-year students: A phenomenographic study

2017 ◽  
Vol 51 (2) ◽  
pp. 545-560 ◽  
Author(s):  
Lorna Dawes
Keyword(s):  
Information Literacy ◽  
Research University ◽  
Faculty Perceptions ◽  
Information Use ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
Information Behaviors ◽  
Perceptions Of Teaching ◽  
Teaching Information

This study examines faculty perceptions of teaching information literacy and explores the influence of these perceptions on pedagogy. The study adopted an inductive phenomenographic approach, using 24 semi-structured interviews with faculty teaching first-year courses at an American public research university. The results of the study reveal four qualitative ways in which faculty experience teaching information use to first year students that vary within three themes of expanding awareness. The resulting outcome space revealed that faculty had two distinct conceptions of teaching information literacy: (1) Teaching to produce experienced consumers of information, and (2) Teaching to cultivate intelligent participants in discourse communities. When information experiences are intentional, and involve using and teaching information use while learning the discipline content, this becomes “informed learning”, which is a pedagogical construct developed by Christine Bruce (Bruce and Hughes, 2010) that involves experiencing information in new ways while learning disciplinary information behaviors and content. This study gives new insight into the nature of this “informed learning” in first-year college courses and reveals that faculty create cultures of inquiry in their classes and, in so doing, treat information literacy as central to their disciplines. In addition to providing a more substantial understanding of faculty perceptions of teaching information use, the study indicates that the new ACRL Framework for Information Literacy and the changes to SCONUL Framework reflect an approach to teaching information literacy that will be welcomed in the college classroom.

scholarly journals Assessing the Scope and Feasibility of First-Year Students’ Research Paper Topics

2017 ◽  
Vol 77 (6) ◽  
Author(s):  
Erin Rinto ◽  
Melissa Bowles-Terry ◽  
Ariel J. Santos
Keyword(s):  
Content Analysis ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Textual Analysis ◽  
Research Paper ◽  
First Year ◽  
Research Topics ◽  
First Year Students ◽  
Analysis Methodology ◽  
New Information

This study applied a content analysis methodology in two ways to evaluate first-year students’ research topics: a rubric to examine proposed topics in terms of scope, development, and the “researchability” of the topic, as well as textual analysis, using ATLAS.ti, to provide an overview of the types of subjects students select for a persuasive research essay. Results indicated that students struggle with defining an appropriate and feasible focus for their topics and that they often select topics related to education, health, and the environment. These findings were used to implement a new information literacy instruction model that better supports student topic development.

Closing the Gap: Preparing Computing Students for Employment through Embedding Work-Related Learning in the Taught Curriculum

2012 ◽  
Vol 26 (4) ◽  
pp. 317-322 ◽  
Author(s):  
Sabine McKinnon ◽  
June McCrae
Keyword(s):  
Student Feedback ◽  
Learning Activities ◽  
Employability Skills ◽  
First Year ◽  
First Year Students ◽  
Work Related ◽  
Confidence Levels ◽  
Closing The Gap ◽  
Computing Curriculum ◽  
The Impact

This paper presents the findings from a pilot study which explored the impact of embedding work-related learning activities in the first-year computing curriculum at Glasgow Caledonian University. Students worked in teams on practical projects which were formally assessed and the researchers gathered student feedback using two online surveys (n=159) and focus groups (n=29). The findings indicate that 85% of the students felt that their learning on the module had improved their employability skills but that their confidence levels in most skills were lower at the end of the module. The paper suggests that first-year students' realistic awareness of their own skills gaps leads to more focused learning in their remaining years of study.

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