scholarly journals Using Information Practices of Nurses to Reform Information Literacy Instruction in Baccalaureate Nursing Programs

2019 ◽  
Vol 14 (4) ◽  
pp. 72-102 ◽  
Author(s):  
Anne R. Diekema ◽  
Elizabeth (Betsy) S. Hopkins ◽  
Brandon Patterson ◽  
Nena Schvaneveldt
Keyword(s):  
Critical Thinking ◽  
Information Literacy ◽  
Baccalaureate Nursing ◽  
Information Seeking ◽  
Healthcare Delivery ◽  
Student Nurses ◽  
The United States ◽  
Baccalaureate Nursing Programs ◽  
Information Practices ◽  
Clinical Scenarios

Abstract Objective - Seeking information is a key element of evidence based practice and successful healthcare delivery. Significant literature exists on both the information seeking behaviour of professional nurses and information literacy teaching methods, but scarce evidence connects nurses’ information behaviour and environments with their education. This study sought to use data from nursing alumni to answer the following research questions: What are the current information practices of professional bachelor’s-prepared nurses? How do recently-graduated nurses suggest that their education could have better prepared them to find and evaluate information in the workplace? Methods - The researchers conducted a descriptive study using a 59-item survey instrument with a variety of question formats including short-answer, multiple choice, Likert, and open response. The researchers distributed the survey to baccalaureate nursing alumni who graduated in 2012-2017 from four universities in the state of Utah in the United States. Results - Nurses seek practical information primarily to provide informed patient care, while also clarifying medical situations and expanding their health care knowledge. They frequently consult nursing colleagues and physicians when seeking information. The majority of nurses consult electronic health records daily. Respondents described time as the biggest barrier to accessing information. They requested authentic, clinically-focused scenarios, training on freely-accessible resources, and more explicit teaching of lifelong learning skills, such as critical thinking. Conclusion - Information literacy education should prepare student nurses for the fast-paced information environment they will face in the workplace. This means incorporating more patient-focused scenarios, freely available quality resources, and time-based activities in their education. The researchers suggest areas to prepare nurses for information seeking, including problem-based clinical scenarios, building guides with databases accessible for free or little cost, and added emphasis on critical thinking and self-motivated learning.

Teaching Experiences of Second Degree Accelerated Baccalaureate Nursing Faculty

2013 ◽  
Vol 10 (1) ◽  
pp. 275-281 ◽  
Author(s):  
Pamela R. Cangelosi
Keyword(s):  
Baccalaureate Nursing ◽  
Phenomenological Approach ◽  
The United States ◽  
Nursing Programs ◽  
Eastern Region ◽  
Faculty Recruitment ◽  
Hermeneutic Phenomenological ◽  
Baccalaureate Nursing Programs ◽  
Faculty Teaching ◽  
Second Degree

AbstractDespite the extraordinary growth of accelerated second degree baccalaureate nursing programs, little research has been conducted about the experiences of faculty teaching these students. Using a hermeneutic phenomenological approach, this study explored the experiences of 14 accelerated second degree baccalaureate faculty from the eastern region of the United States. The data revealed that many faculty teaching second degree students feel unprepared and want guidance on how to teach these students, which was identified in the theme, Figuring It Out On My Own. This article describes this study and the implications of this theme for faculty recruitment and retention in accelerated second degree baccalaureate nursing programs.

scholarly journals Critical Thinking Exercises in the Classroom are Helpful but not Sufficient for Improving Critical Thinking Test Scores

2014 ◽  
Vol 9 (2) ◽  
pp. 25
Author(s):  
Heather L Coates
Keyword(s):  
Critical Thinking ◽  
Information Seeking ◽  
Test Scores ◽  
Intervention Group ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Quasi Experimental ◽  
Educational Testing Service

A Review of: Wallace, E. D., & Jefferson, R. N. (2013). Developing Critical Thinking Skills For Information Seeking Success. New Review of Academic Librarianship, 19(3): 246-255. Objective – To determine whether a series of workbook exercises contributed to improved critical thinking test scores. Design – Post-test design with a quasi-experimental control group. Setting – Military college in the United States of America. Subjects – 76 undergraduates enrolled in a required freshman orientation seminar. Methods – Approximately one third of the enrolled participants (n=26) were provided with a copy of the book Critical Thinking: Building the Basics. A subset of exercises was completed independently over three to four class sessions during the first three weeks of the semester. The control group (n=50) did not receive any critical skills thinking instruction. The iCritical Thinking Skills Test, an online exam provided by Educational Testing Service (ETS), was administered to both groups during a class session. The exam consists of 7 types of tasks: define, access, evaluate, manage, integrate, create, communicate, evaluated using 14 tasks based on real-world scenarios. Main Results – Approximately 20% (15) of all students passed the test, 9 from the intervention group and 6 from the control group. Significant differences were detected between the groups on the Integrate and Manage subtests. The range for individual subtests and total scores was wide. Scores for two of the seven subtests, Create and Evaluate, showed the greatest amount of variability; the Communicate subtest scores had the least. Conclusion – Limitations of the study include potential motivational differences between the groups. Students who completed workbook exercises appeared to be motivated to do well on the test, while those who did not seemed less motivated. The effectiveness of exercises in developing critical thinking skills in this study will persuade administrators to consider using such exercises in the classroom.

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