Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students

Bethany Sheriese McGowan

Abstract


This case report describes the redesign process for an undergraduate evidence-based practice (EBP) nursing course in which the librarian serves as both co-instructor and co-instructional designer. As part of the undergraduate outcomes-based core curriculum, this required course teaches the principles of the research process; teaches students to identify the strengths and limitations of research articles in relation to EBP; and builds student confidence in their abilities to execute information literacy, data management, and scholarly communication competencies. The course redesign built on an existing student-centered course design, with the specific goal of transitioning the course from a senior-level course to a sophomore-level course, while achieving the same learning objectives. This goal was accomplished by integrating a combination of distributed practice and interleaved practice learning experiences into the course curriculum.

Keywords


Student-Centered Learning; Active Learning; Instructional Design; Embedded Librarianship

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References


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DOI: https://doi.org/10.5195/jmla.2019.663

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