INtroduction
School nurses influence student performance, absenteeism,
and quality of life. As many as 25% of school-aged children in the United
States may have a chronic condition, and students with health risks are more
likely to struggle academically. [1].
The broad scope of school nursing and the complexity of issues addressed within
a school community setting require advanced knowledge [2].
However, the preparation of school nurses varies widely across the country. For
example, within Illinois, nurses fall into four categories (see Table 1): three
of them are registered nurses (RNs) and the fourth are licensed practical
nurses working under their [3].
This lack of standardization makes it difficult to ensure
nurses pursuing a career within school nursing receive equivalent levels of
pre-professional education on skills like evidence-based practice and
information literacy. The American Association of Colleges of Nursing in 2021
developed The Essentials: Core Competencies for Professional Nursing [4],
which requires nursing curricula to address evidence-based practice and
integration of evidence into nursing practice. While recent graduates may have
benefitted from requirement, the majority of school nurses are not recent
graduates who will not have benefitted from this curricula [5].
Moreover, even with the updated curricula, there is little focus within most
EBP training programs on publicly available resources or critical appraisal of
non-scholarly [6,7];
rather, much of the EBP content within nursing schools focused on licensed
resources like CINAHL. These scholarly skills do not prepare school nurses to
find publicly available evidence, nor to apply that knowledge pragmatically in
the field.
Prior research into the information seeking behaviors of
nurses affiliated with K-12 schools is limited; the majority of research on the
information needs of nurses focuses on those employed by hospitals and
healthcare systems [8–14].
Unlike nurses working in a healthcare system, nurses employed by school
districts may have few options for accessing health information and are
unlikely to have onsite support onsite from peer nurses or clinical librarians.[15].
In prior work, we found that school nurses generally consult both search
engines and peers as sources for information[3].
We also found that while they search for information related to unfamiliar
conditions, medications, and symptoms, they rarely use databases nor consult a
librarian. This follow-up study sought to find the reasons and rationales
behind the survey responses in order to develop an actionable plan for medical
librarians to better support the school nursing population.
|
Table 1
Tiers of School Nursing Practice in Illinois
|
|
Tier
|
Degree/Qualifications
|
Description
|
|
1
|
LPN (Licensed Practical Nurse or LVN (Licensed
Vocational Nurse
|
Practice under RN supervision; limited responsibilities
based on stipulations in their license.) 1 year program offered through
vocational training schools or community colleges.
|
|
2
|
*RN (Registered Nurse) with ADN
*BSN - Bachelors of Science in Nursing
* Entry point for many nurses working in the school
setting
|
ADN-RN -Associate degree in nursing – 2-year program
licensed to practice per state requirements.
BSN – 4-year degree. Additional training in community
health, leadership and evidence-based practice
|
|
3
|
BSN with PEL-School Nurse
Or Nationally Certified School Nurse
|
State certified school nurse - holds a professional
educator license with an endorsement in school nursing (PEL-School Nurse)
baccalaureate prepared nurses complete a school nurse certification program
from an accredited institution of higher education and pass the state school
nurse content exam.
National Certification - formal recognition of advanced
knowledge, competence and commitment to excellence in the specialty of
school nursing.
|
|
4
|
MSN - Masters of Science in Nursing
or DNP - Doctorate of Nursing Practice
|
Advanced degree with expertise in community health,
advanced population health and or nursing education. Often working as a
health services supervisor or nursing educator.
|
METHODS
Sample Selection
The previous study began in the fall of 2022 wherein the
principal investigator sent out a request for participants through three
professional listservs (Illinois Association of School Nurses, Illinois
Department of Public Health Certified School Nurses, Illinois School Health
Technical Assistance and Training) to recruit school nurses within the state of
Illinois to answer questions pertaining to information seeking behaviors on the
job. The final survey question asked whether participants would be interested
in participating in follow-up studies. Those who indicated yes were contacted
in September of 2023 and invited to participate in virtual one-on-one
interviews to further examine the information needs of school nurses in the
state. The research protocol was approved by the Illinois Institutional Review
Board.
Compensation in the form of a $50 gift card was provided
for interviewee participation. Due to the anonymity of the survey, prior
data was not matched to the interviewees.
Study Design
The previous survey captured demographic information such
as number of years as a nurse as well as years working as a school nurse,
education level, certification, school classification, grades served, and
student population. The semi-structured interview questions were drawn from an
earlier study of school nurses within a single metropolitan [16].
Interviewees were first asked about their thoughts on survey results, the
remainder of the questions focused on searching behaviors, professional
memberships and support, and challenges. All interviewees were emailed a
handout prior to their scheduled interview (Appendix A) which contained the
survey questions they previously answered, the results of the survey, and six
core questions they would be asked during the interview. A complete list of
questions including follow-ups is provided in Appendix B.
Data Collection
The principal investigator completed all interviews
virtually. Each meeting was conducted over Zoom in October of 2023, and each
meeting was recorded and transcribed using Zoom features. Informed consent was
obtained verbally, and interviewees were asked if they had any questions before
each interview. The interviews consisted of the six questions plus additional
follow-up questions (Appendix B). The interview lengths ranged from twenty to
forty minutes. The investigator who conducted the interviews anonymized the
data before it was reviewed by co-investigators. The audio recordings and
anonymized transcripts were saved to a password-protected folder shared by
investigators. Video recordings were not saved or shared.
Data Analysis
Each investigator independently reviewed the transcripts.
Inductive content analysis was used to identify keywords and phrases that
represented themes across interviews [17].
Bimonthly meetings were held to discuss any differences and reach a consensus.
Excel was used to organize the data. Transcriptions were reviewed continuously
throughout the process and potential quotations identified as being
representative of themes.
RESULTS
Overview
Of the forty-four respondents who took the initial survey
and indicated an interest in further involvement, nineteen completed
interviews. The interviewees represented multiple school districts across the
state in rural, urban, and suburban areas. Their answers were categorized
according to one of two overarching themes: information need or obstacles
(Table 2).
Reaction to survey results
The first interview question queried whether the given
survey results were surprising or contained noteworthy information (included in
their handout, Appendix A). Though some noted certain data points that
surprised them such as low professional membership levels, interviewees were
mostly of the opinion that the results were interesting but not surprising.
Several noted that most of the survey respondents had been in the profession
for at least ten years (82%). A nurse in an urban
district thought the number of LPNs who responded (8 out of 405) was lower than
expected. Three of the nurses expressed concern that only 30% of survey
respondents were very confident in their awareness of current research in
school nursing.
Thematic Analysis
The interview questions were divided between searching
behaviors and obstacles to obtaining information. Answers were categorized
according to types of information needed, sources, and how credibility was
determined. In addition to misconceptions, when school nurses spoke about
barriers and challenges two themes emerged common for nurses in other settings:
unforeseen obstacles and workload. Exemplars for each theme can be found in
Appendix C.
Information Needs
Types of Information
The majority of care-related questions that school nurses
ask have concrete answers. Interviewees listed
looking up medications and unfamiliar conditions as the predominant topics of
information searching. This was followed by school health policies and
procedures. School nurses are tasked with staying on top of immunization
compliance, and the public health of the school. They may need to educate
teachers on how to best monitor a medically fragile student or connect a new
student’s family with community resources. Students who undergo hospital
procedures receive discharge instructions for them and
their families. While they often follow up with either a hospital team or
primary care, there may be little or no inclusion of the school nurse.
I know what I would do in the hospital, but here it's like
I'm looking up after the fact of what else could we do for him while he's here
for immediate treatment. He doesn't come with a healthcare plan. We have not
been able to get ahold of doctors.
For instance, I had a student who had a new heart procedure
done, and I could not find any information on it at all. I ended up contacting
the doctor's office to get what information they had on it. So just that I knew
what had happened. I mean, I know the outcome, but just to know for Post
OP. What to be looking for so definitely, new medical information is hard to
find.
Sources of Information
The majority of interviewees (14/19) stated they used
preferred websites and search engines to find answers to care-related
questions. Frequently used sites included the Center for Disease Control (CDC),
the state health department, and well-known institutions such as the Mayo and
Cleveland Clinics. One interviewee mentioned a text, the American Academy of
Pediatrics’ Managing Infectious Diseases in Childcare and [18];
she always kept it on hand. Many said if they were unsure, they found a way to
ask peers or they would call the student’s physician in the case of follow-up
care. None of the participants considered the library as a potential resource
for information. It was additionally mentioned that credible sites such as the
National Institute of Health were learned about during graduate studies and
never mentioned as part of initial nursing education.
Evaluation of Information
When asked about how answers to care-related questions
were deemed credible, answers fell into three categories: information was
correct based on experience, information was obtained from a site perceived to
be credible, and consensus across multiple sites. Resources perceived to be
credible were ones from associations, top institutions, and government funded.
Once credible sites were identified, they became preferred resources. As one
nurse put it, “There’s a disconnect. You learn in school that evidence-based
practice is king, but you don’t learn how to apply it to practice.”
Barriers and Challenges to Information Seeking
Lack of Understanding
Interviewees felt that the role of the school nurse is
not fully understood by school administrators and staff. This lack of
understanding of their role can lead to budget cuts, not being kept in the loop
with other student services providers such as the school psychologist and
social worker, not being on the Wellness Committee or being involved in
decisions that affected student health, and administration not understanding
their role or priorities. Interviewees spoke of being thought of only in terms
of first aid; that other staff would see them on the phone or on a computer
when their office was empty and not realize they were contacting doctors and
updating student information.
In advocating for things, you have to fight twice as
hard for anything. Right?... So, this year they decided to cut our budget…
The counselors still get their money, and the psych still get their money, but
we'll take money from the nurses.
Further complicating the issue is the idea that school
nurses do not require advanced skills because their work is only surface level.
Because if your perception of someone is that they're handing
out, you know, first aid, why would they need access to evidence based practice
research? That's not within their scope, if that's your understanding of it.
Workload
The nurses spoke of their heavy workloads. While some
schools had multiple school nurses or a school nurse and aides working under
them, many had a single nurse; there was no one on site for second opinions, no
one to fill in if they were absent, and lack of inclusion in staff meetings.
The model might work in the ideal situation of the occasional student coming in
for a basic first aid and minor illnesses, but it’s hardly suitable for when
multiple students need care or there’s an emergency. Nearly all said they were
too busy in the course of the day to do any sort of research; they said they
did not have the capacity to devote themselves to an in-depth search of
resources because of their workload and potential for interruption. Having a
single nurse in the school presents certain dangers;
Biggest challenge is really no one in the school setting
understanding your scope of practice and usually being the only medical
professional around right now, personally, I have 3 schools that I serve
independently. I get there at 7:30 leave at 3:30. I don't get a bathroom break.
I don't get a lunch break I'm kind of just everywhere all at once. If I'm in
the middle of a procedure, I can't leave the procedure. Then we're having to
utilize 911 because I'm in the middle of a urinary cath(eter). I just can't leave
the cath in and then run procedure. So, it's a lot of just trying to get them
to understand how dangerous that is. So that's my biggest thing right now is
fearing for my license.
Other participants noted the lack of time for research.
One nurse said: “I mean definitely have convenient access. Don't
always have time to look things up and do any research. Mostly we're doing that
on our own time. Right?”
There was no way I could do that during the day. So, if I was
looking into things, it was always on my own time or in the evening or on the
weekends or I would stay late when it was quiet. Now with my position, I kind
of go all over the district.... It’s super time consuming and if you are one
nurse in a building there's just no way like you have time to do that. You're
doing it in the summer when you're not getting paid or you're doing it like
after hours.
Unforeseen Obstacles
This lack of understanding of the school nurses’
responsibilities and their workload, makes unforeseen issues all the worse. For
example, schools did not plan for the mental health needs of students during or
after the pandemic.
I think that has really ramped up (student mental health
issues). You know, the kids don't know the difference between I don't feel
well because I'm sick, and I don't feel well because I'm depressed or I'm
scared, or I'm anxious. They just don't know. So, the volume of students we're
seeing has just skyrocketed all around our district...... We don't have time
to look into things. So, I think that's part of the problem. But, I guess,
knowing more about where they're coming from, what they were dealing with would
help too.
Nurses have limited ability to influence the system-wide
changes needed to fully address these kinds of issues. Yet, it is this kind of
community-specific information that cannot be found on general websites or with
basic search skills.
DISCUSSION
The results of this study underline the importance of
school nurses and the need for them to have training in answering
health-related questions at the point of care using publicly available
resources online. School nurses within Illinois are highly educated and
invested in the health and wellbeing of their students yet often do not have
the resources for in-depth research to support student health. School-aged
students in the United States present with increasingly complex care needs,
which necessitate an informed nursing workforce. Meeting this challenge is
difficult when a single school nurse is the sole healthcare provider at the
school or even for the entire district [19].
Challenges unique to school nurses appear to be systemic,
related to the education aspect of their role. The information they use to care
for students must be “current, accessible, and useful,”[20],
but multiple barriers to reliable online medical resources persist, including a
lack of time to perform careful searches for information, a lack of knowledge
about technology, and a lack of administrative support or understanding of the
nurse’s role, evident by a lack of access to health science databases [20].
These constraints lead to search engines being used rather than databases, and
a deficit in patient education resources in other languages [20–22].
These findings are consistent with studies in Tulsa, [16]
and rural Washington [21]. That
such similar findings were made in such different environments several years
apart speaks to the ongoing severity of the issue.
In an inpatient setting, the work of a nurse is
well-defined, and other healthcare practitioners understand the basics of the
role and associated responsibilities. This is not the case in schools [23].
The lack of understanding of their role meant budget cuts, not being kept in
the loop with other healthcare providers such as the school psychologist and
social worker, not being on the Wellness Committee or being involved in
decisions that affected student health, and administration not understanding
their role or priorities. The interviewees spoke of being thought of only in
terms of first aid; other staff would see them on the phone or on a computer
when their office was empty and not realize they were contacting doctors and
updating student information.
1.
There is a vast difference between the educational levels of
nurses who practice in the school setting. These differences in education and
experience in the specialty influence the nurses’ information needs and access
to evidence-based resources. It is well documented that nurses across the board
do not implement evidence-based practice [24].
School nurses are using search engines to answer care-related questions to
determine best practice for taking care of children. More straightforward
questions, such as background information about unfamiliar conditions or side
effects of medication, can be found on sites such as state health departments,
the CDC, and other credible institutions. More alarming is the idea that they
lack access to information about current advances in healthcare, such as new
methods in disease management. The results point out that there is a need for
professional development to enhance their information literacy skills and
awareness of freely available resources. School nurses, while generally
satisfied with their ability to find information, declare interest in attending
workshops to improve their skills. Due to the paucity of research on the
information needs of school nurses, it is imperative to understand how they use
information before any education or interventions are designed [3,16].
The interviewees identified several barriers to seeking
information. Many overlapped with their peers practicing in hospitals – lack of
time, not part of the workflow, and insufficient training [25].
Problems unique to school nursing related to schools’ focus on education rather
than on healthcare: the needs of teachers prioritized over school nurses,
administrators not understanding the scope of practice, practice guidelines not
anticipating application outside the inpatient environment, and school policies
not being informed by healthcare personnel.
The challenges of staffing and support led to the lack of
advocacy for the profession, administration not prioritizing school nurses, and
not enough hours in the day to get work done. Regarding specific populations,
the wide breadth of knowledge needed to work with students ranging in age from
elementary to high school, those working with students of lower socioeconomic
status spoke of families needing community support, immigrant students without
a translator for healthcare needs, navigating how to best care for transgender
students, and lack of support for nontraditional schools such as private or
population specific.
Several interviewees lamented that they felt unprepared
to navigate caring for refugee students. The complicated matter of refugee
children may have been covered at the state or district level, but no plan can
cover all the necessary details such as lack of health records or family
communication. The nurse went on to explain that there had been an influx of
refugee students and only one teacher in the school was able to translate: an
inappropriate workaround as far as patient privacy and the teacher’s own workload.
As the nurse is not the only staff member impacted by language barriers, school
administrators should try to identify and implement a cost-effective solution
for English-language learners.
Limitations and next steps
The initial survey captured the opinions of school nurses
who were members of one of three statewide listservs and the interviewees were
a subset; sampling was self-selective. Demographic information was captured for
the initial survey participants but no data apart from district type and gender
were collected from interviewees. Despite the questions’ focus on information
access and retrieval, the interviewees spoke most vehemently about lack of
understanding on their role and challenges to the profession. As with any
semi-structured interview, the need for more nuanced information was not
discovered until the analysis phase; future research will address these gaps.
This was the second of a three-part study on school
nurses. Data analysis of both the survey and interviews revealed gaps in
questions and a need for more nuanced information. To that end, a new survey
was developed to address these knowledge gaps. In summer 2024 it was
distributed nationwide along with a URL for a library guide, created by
academic librarians, featuring links to credible health information resources
without a paywall. Some of the survey questions aim to gather feedback and
opinions about the library guide. Do participants find it relevant and
potentially useful to the profession? Ideally this is an initial step towards
the current end goal – development of a free, self-paced online continuing
education course designed expressly to address the information needs of
practicing school nurse in the United States.
Recommendations
An obvious resource for any professional is a relevant
association for their discipline. The National Association of School Nurses
website is robust as it provides open access publication, toolkits, and
continuing education. Unfortunately, some of its content is only available to
members, leaving school nurses in many districts, whether because the pay is
low or because districts will not pay professional dues, at a distinct
disadvantage.
Librarians meet patrons at the point of need and pride
themselves on getting the right information to the right person at the right
time. A public library may be able to help and, depending on the city, may
even have access to several databases, but they rarely have training to handle
healthcare-related queries [26].
School nurses may feel confident in their searching abilities, but information
on the general internet or in print resources may be dated; it may be difficult
to find resources to assist a student who underwent a newer procedure or is
using a recently developed device such as one used for glucose monitoring.
Medical librarians have the potential to address school
nurses’ gaps in knowledge. Librarians are often involved in teaching research
to nursing students, and more effort could be made to include resources common
to public health and the overall development of online search skills. Regarding
school nurses already in practice, outreach can be done to local school
districts and state school nurse consultants for professional development. The
first step is awareness on both fronts; librarians become aware of the unique
information needs of school nurses and school nurses, for their part, become
aware that help is available.
CONCLUSION
Like their counterparts in healthcare institutions,
school nurses have limited time to
conduct in-depth research as they barely have the time to
look up information at all. Due to the autonomous nature of their work, it is
imperative they have the training and resources to answer clinical or
care-related questions. School nurses do not have a designated information
professional to whom they can turn when stuck with a care-related or clinical
question.
Medical librarians have the potential to address school
nurses’ gaps in knowledge. Librarians are often involved in teaching research
to nursing students, and more effort could be made to include resources common
to public health and the overall development of online search skills. Regarding
school nurses already in practice, outreach can be done to local school
districts and state school nurse consultants for professional development. The
first step is awareness on both fronts; librarians become aware of the unique
information needs of school nurses and school nurses, for their part, become
aware that help is available.
Data availability statement
Data associated with this article are available on the
authors’ institutional repository at the following URL: https://indigo.uic.edu/articles/dataset/Codebook_for_interview_themes/26332339.
Author Contributions
Annie Nickum: Conceptualization, data curation, formal
analysis, investigation, methodology, project administration, writing -
original draft, writing - review and editing.
Karen Madura: Conceptualization, data curation, formal
analysis, writing-original draft, writing review and editing.
Jeanne Link: Data curation, formal analysis, writing –
original draft.
Acknowledgements
The authors would like to acknowledge the contributions
of Professors Glenda Insua, Rebecca Raszewski, Emily Johson-Barlow, and
Brittany Heer for their assistance with reviews and revisions of this
manuscript.
References
1.
Yonkaitis
CF. Evidence-Based Practice and School Nurse Practice: A Review of Literature.
J Sch Nurs. 2018 Feb;34(1):60–7.
2.
National Association of School Nurses. Scope & Standards - National
Association of School Nurses [Internet]. 4th ed. American Nurses Association;
2022 [cited 2024 Dec 18]. Available from:
https://www.nasn.org/nasn-resources/resources-by-topic/scope-standards
3.
Nickum A, Hanneke R, Shannon R. Knowing what we don’t know: A survey of
school nurse information needs. J Sch Nurs [Internet]. 2023 [cited 2023 Sep
15]; Available from:
https://journals.sagepub.com/doi/full/10.1177/10598405231193361
4.
American Association of Colleges of Nursing. The Essentials: Core
competencies for professional nursing education. [Internet]. 2021. Available
from:
https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf
5.
Willgerodt MA, Tanner A, McCabe E, Jameson B, Brock D. Public School
Nurses in the United States: National School Nurse Workforce Study 2.0. J Sch
Nurs. 2024 Oct 1;40(5):468–81.
6.
Willgerodt MA, Brock P Douglas M, Maughan ED. Public School Nursing
Practice in the United States. J Sch Nurs. 2018 Jun;34(3):232–44.
7.
Schvaneveldt N, Diekema AR, Hopkins EBS, Patterson B. New nurses apply
only basic source evaluation criteria but realize their skills are lacking:
More sophisticated approaches to teaching evaluation skills are required.
Health Inf Libr J. 2021 Aug 23;
8.
Alving BE, Christensen JB, Thrysøe L. Hospital nurses’ information
retrieval behaviours in relation to evidence based nursing: a literature
review. Health Inf Libr J. 2018 Mar;35(1):3–23.
9.
Clarke MA, Belden JL, Koopman RJ, Steege LM, Moore JL, Canfield SM, Kim
MS. Information needs and information-seeking behaviour analysis of primary
care physicians and nurses: a literature review. Health Inf Libr J. 2013
Sep;30(3):178–90.
10.
Dee C, Stanley EE. Information-seeking behavior of nursing students and
clinical nurses: implications for health sciences librarians. J Med Libr Assoc.
2005 Apr;93(2):213–21.
11.
Hines S RN, Ramsbotham J RN, Coyer F RN. The Experiences and Perceptions
of Nurses Interacting With Research Literature: A Qualitative Systematic Review
to Guide Evidence-Based Practice. Worldviews Evid Based Nurs. 2021;18(6):371–8.
12.
Marshall JG, Morgan JC, Klem ML, Thompson CA, Wells AL. The Value of
Library and Information Services in Nursing and Patient Care. Online J Issues
Nurs. 2014 Sep;19(3):1–1.
13.
McCafferty KL, Ball SJ, Cuddigan J. Understanding the continuing
education needs of rural Midwestern nurses. J Contin Educ Nurs.
2017;48(6):265–9.
14.
Sadoughi F, Azadi T, Azadi T. Barriers to using electronic evidence
based literature in nursing practice: a systematised review. Health Inf Libr J.
2017;34(3):187–99.
15.
Anderson LS. The development and implementation of eSchoolCare: A novel
health care support system for school nurses. Adv Nurs Sci. 2013;36(4):289–303.
16.
Schweikhard AJ. An Information Needs Assessment of School Nurses in a
Metropolitan County. Med Ref Serv Q. 2016 Jan;35(1):27–41.
17.
Lee A, Alving BE, Horup MB, Thrysoee L. Information retrieval as a part
of evidence-based practice: Retrieval skills, behavior and needs among nurses
at a large university hospital. Nord J Nurs Res. 2019 Dec;39(4):201–8.
18.
Managing Infectious Diseases in Child Care and Schools, 4th Ed: A Quick
Reference Guide [Internet]. [cited 2024 Dec 10]. Available from:
https://publications.aap.org/aapbooks/book/504/Managing-Infectious-Diseases-in-Child-Care-and
19.
Daughtry D, Engelke MK. Demonstrating the Relationship Between School
Nurse Workload and Student Outcomes. J Sch Nurs. 2018 Jun;34(3):174–81.
20.
Anderson LS, Enge KJ. Education and Information for Practicing School
Nurses: Which Technology-Supported Resources Meet Their Needs? J Sch Nurs.
2012;28(5):358–69.
21.
Vela K. Information Needs Assessment for K-12 School Nurses in Rural
Eastern Washington State. Med Ref Serv Q. 2017 Oct;36(4):377–90.
22.
Gregg AL, Wozar JA. Delivering Internet health resources to an
underserved health care profession: school nurses. J Med Libr Assoc. 2003
Oct;91(4):398–403.
23.
Selekman J, Shannon R, Yonkaitis C. School Nursing: A Comprehensive
Text. 3rd ed. F.A. Davis; 2019.
24.
Diekema AR, Hopkins EBS, Patterson B, Schvaneveldt N. Using information
practices of nurses to reform information literacy instruction in baccalaureate
nursing programs. Evid Based Libr Inf Pract. 2019;14(4):73–102.
25.
Melnyk BM, Gallagher‐Ford
L, Zellefrow C, Tucker S, Thomas B, Sinnott LT, Tan A. The First U.S. Study on
Nurses’ Evidence‐Based
Practice Competencies Indicates Major Deficits That Threaten Healthcare
Quality, Safety, and Patient Outcomes. Worldviews Evid Based Nurs. 2018
Feb;15(1):16–25.
26.
Whiteman ED. Public Libraries As Partners for Health. Prev Chronic Dis
[Internet]. 2018 [cited 2024 Dec 3];15. Available from:
https://www.cdc.gov/pcd/issues/2018/17_0392.html
Supplemental Files
Appendix A
Appendix B
Appendix C
Authors’ Affiliations
Annie “Nicky”
Nickum, AHIP, anicku2@uic.edu, https://orcid.org/0000-0003-3643-9026,
Associate Professor and Information Services & Liaison
Librarian, Library Liaison to the UIC Chicago Nursing Community, University
of Illinois Chicago, Chicago, IL
Karen Madura, kmadur2@uic.edu, https://orcid.org/0000-0003-0649-1720,
Clinical Assistant Professor, Department of Population Health, College of
Nursing, University of Illinois Chicago, Chicago, IL
Jeanne M. Link, Former Assistant Professor and Head Librarian,
Information Services and Research, Library of the Health Sciences, MC 763,
University of Illinois at Chicago, Chicago, IL
