Evaluating nursing faculty’s approach to information literacy instruction: a multi-institutional study

Authors

  • Bethany S. McGowan Library of Engineering and Science, Purdue University in West Lafayette, IN https://orcid.org/0000-0002-4797-4836
  • Laureen P. Cantwell Tomlinson Library, Colorado Mesa University, Grand Junction, CO
  • Jamie L. Conklin Health Sciences Library, University of North Carolina at Chapel Hill, Chapel Hill, NC
  • Rebecca Raszewski Library of the Health Sciences, University of Illinois at Chicago, Chicago, IL
  • Julie Planchon Wolf Bothell Campus Library, University of Washington Bothell and Cascadia College, Bothell, WA
  • Maribeth Slebodnik Health Sciences Library, University of Arizona, Tucson, AZ
  • Sandra McCarthy Bailey Library, Washtenaw Community College, Ann Arbor, MI
  • Shannon Johnson Library, Purdue University Fort Wayne, Fort Wayne, IN

DOI:

https://doi.org/10.5195/jmla.2020.841

Keywords:

Information Literacy, Curriculum Development, Nursing Education, Outreach, Information Literacy Competency Standards for Nursing, Framework for Information Literacy in Higher Education

Abstract

Objective: In 2018, the Association of College & Research Libraries (ACRL) Health Sciences Interest Group convened a working group to update the 2013 Information Literacy Competency Standards for Nursing to be a companion document to the 2016 Framework for Information Literacy in Higher Education. To create this companion document, the working group first needed to understand how nursing faculty approached information literacy (IL) instruction.

Methods: The working group designed a survey that assessed how nursing faculty utilized IL principles in coursework and instruction. The survey consisted of nineteen mixed methods questions and was distributed to nursing faculty at eight institutions across the United States.

Results: Most (79%) faculty indicated that they use a variety of methods to teach IL principles in their courses. While only 12% of faculty incorporated a version of the ACRL IL competencies in course design, they were much more likely to integrate nursing educational association standards. Faculty perceptions of the relevance of IL skills increased as the education level being taught increased.

Conclusion: The integration of IL instruction into nursing education has mostly been achieved through using standards from nursing educational associations. Understanding these standards and understanding how faculty perceptions of the relevance of IL skills change with educational levels will guide the development of a companion document that librarians can use to collaborate with nurse educators to integrate IL instruction throughout nursing curriculums at course and program levels.

References

American Library Association. Information literacy competency standards for higher education [Internet]. Chicago, IL: The Association; 2000 [cited 29 Aug 2019]. <https://alair.ala.org/handle/11213/7668>.

Phelps SF. Designing the information literacy competency standards for nursing. Med Ref Serv Q. 2013 Jan 1;32(1):111–8. DOI: http://dx.doi.org/10.1080/02763869.2013.749720.

Association of College & Research Libraries. Framework for information literacy for higher education [Internet]. Chicago, IL: American Library Association; 2015 [cited 29 Aug 2019]. <http://www.ala.org/acrl/standards/ilframework>.

American Association of Colleges of Nursing. The essentials of baccalaureate education for professional nursing practice [Internet]. Washington, DC: The Association; 2008 [cited 29 Aug 2019]. <http://www.aacnnursing.org/portals/42/publications/baccessentials08.pdf>.

American Association of Colleges of Nursing. DRAFT Essentials Domains, Descriptors, Contextual Statements, and Competencies May 2020 [Internet]. Washington, DC: The Association; 2020 [cited 19 May 2020]. <https://www.aacnnursing.org/Portals/42/Downloads/Essentials/DRAFT-Domains-Descriptors-Competencies-May-2020.pdf>.

American Association of Colleges of Nursing. The essentials master’s education for professional nursing practice [Internet]. Washington, DC: The Association; 2008 [cited 29 Aug 2019]. <http://www.aacnnursing.org/portals/42/publications/mastersessentials11.pdf>.

Smith E, Cronenwett L, Sherwood G. Current assessments of quality and safety education in nursing. Nurs Outlook. 2007 May–Jun;55(3):132–7. DOI: http://dx.doi.org/10.1016/j.outlook.2007.02.005.

Institute of Medicine. Health professions education: a bridge to quality. Washington, DC: National Academies Press; 2003.

Cronenwett L, Sherwood G, Pohl J, Barnsteiner J, Moore S, Sullivan DT, Ward D, Warren J. Quality and safety education for advanced nursing practice. Nurs Outlook. 2009 Nov–Dec;57(6):338–48. DOI: http://dx.doi.org/10.1016/j.outlook.2009.07.009.

American Association of Colleges of Nursing. Graduate-level QSEN competencies knowledge, skills and attitudes [Internet]. Washington, DC: The Association; 2012 [cited 23 Aug 2019]. <http://qsen.org/competencies/graduate-ksas/>.

Gugerty B, Delaney C. Technology informatics guiding educational reform (TIGER): TIGER informatics competencies collaborative (TICC) final report [Internet]. TIGER Informatics Competencies Collaborative; 2009 [cited 23 Aug 2019]. <https://tigercompetencies.pbworks.com/f/TICC_Final.pdf>.

Melnyk BM, Fineout-Overholt E., Stillwell SB, Williamson, KM. Evidence-based practice: step by step: the seven steps of evidence-based practice. Am J Nurs. 2010 Jan;110(1):51–3. DOI: http://dx.doi.org/10.1097/01.NAJ.0000366056.06605.d2.

Schulte SJ, Knapp M. Awareness, adoption, and application of the Association of College & Research Libraries (ACRL) framework for information literacy in health sciences libraries. J Med Libr Assoc. 2017 Oct;105(4):347–54. DOI: http://dx.doi.org/10.5195/jmla.2017.131.

Whalen K, Zentz SE. Integrating the ACRL threshold concept research as inquiry into baccalaureate nursing education [Internet]. Valparaiso, IN: ValpoScholar; 2017 [cited 30 Aug 2019]. <https://scholar.valpo.edu/cgi/viewcontent.cgi?article=1084&context=ccls_fac_pub>.

Wissinger CL, Raish V, Miller RK, Borrelli S. Expert teams in the academic library: going beyond subject expertise to create scaffolded instruction. J Libr Adm. 2018 May;58(4):313–33. DOI: http://dx.doi.org/10.1080/01930826.2018.1448648.

Willson G, Angell K. Mapping the Association of College and Research Libraries information literacy framework and nursing professional standards onto an assessment rubric. J Med Libr Assoc. 2017 Apr;105(2):150–4. DOI: http://dx.doi.org/10.5195/jmla.2017.39.

LeBlanc RE, Quintiliano B. Recycling C.R.A.P.: reframing a popular research mnemonic for library instruction. Pa Libr Res Pract. 2015;3(2):115–2. DOI: http://dx.doi.org/10.5195/palrap.2015.105.

Jacobson T, Gibson C. First thoughts on implementing the framework for information literacy. Commun Inf Lit. 2015;9(2):102–10. DOI: http://dx.doi.org/10.15760/comminfolit.2015.9.2.187.

Young L, Hinton E. Framing health care instruction: an information literacy handbook for the health sciences. Lanham, MD: Rowman & Littlefield; 2019.

Fencl JL, Matthews C. Translating evidence into practice: how advanced practice RNs can guide nurses in challenging established practice to arrive at best practice. AORN J. 2017 Nov;106(5):378–92. DOI: http://dx.doi.org/10.1016/j.aorn.2017.09.002.

Waldrop J, Wink D. Twitter: an application to encourage information seeking among nursing students. Nurse Educ. 2016 May/Jun;41(3):160–3. DOI: http://dx.doi.org/10.1097/NNE.0000000000000235.

McNiel P, McArthur EC. Evaluating health mobile apps: information literacy in undergraduate and graduate nursing courses. J Nurs Educ. 2016 Aug 1;55(8):480. DOI: http://dx.doi.org/10.3928/01484834-20160715-12.

Guillot L, Stahr B, Meeker BJ. Nursing faculty collaborate with embedded librarians to serve online graduate students in a consortium setting. J Libr Inf Serv Dist Learn. 2010;4(1–2):53–62. DOI: http://dx.doi.org/10.1080/15332901003666951.

Innes G. Faculty-librarian collaboration: an online information literacy tutorial for students. Nurse Educ. 2008 Jul–Aug;33(4):145–6. DOI: http://dx.doi.org/10.1097/01.NNE.0000312192.51389.c5.

Miller LC, Jones BB, Graves RS, Sievert MC. Merging silos: collaborating for information literacy. J Contin Educ Nurs. 2010 Jun;41(6):267–72. DOI: http://dx.doi.org/10.3928/00220124-20100401-03.

Dorner JL, Taylor SE, Hodson-Carlton, K. Faculty-librarian collaboration for nursing information literacy: a tiered approach. Ref Serv Rev. 2001 Jun;29(2):132–41. DOI: http://dx.doi.org//10.1108/00907320110394173.

Jacobs S, Rosenfeld P, Haber J. Information literacy as the foundation for evidence-based practice in graduate nursing education: a curriculum-integrated approach. J Prof Nurs. 2003 Sep–Oct;19(5):320–8.

Farrell A, Goosney J, Hutchens K. Evaluation of the effectiveness of course integrated library instruction in an undergraduate nursing program. J Can Health Libr Assoc. 2013 Dec;34(3). DOI: http://dx.doi.org/10.5596/c13-061.

Downloads

Published

2020-07-01

Issue

Section

Original Investigation