information literacy competency standards for nursing … · information literacy competency...
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InformationLiteracyCompetencyStandardsforNursingTeachingTips
FromtheACRL:HealthSciencesInterestGroup,NursingStandardsSub‐group,April2014
StandardOne ComposesaPICO(TT)questionfromasampletopic. 1.1.cIdentifiesMeSHandCINAHLheadingsinarelevantdatabaseandcomparessearchresultsfromsearchingwithsubjecttermsvs.keywords.
1.1.g
Haveapanelof“experts”withdifferentprofessionalperspectives(e.g.MD,FNP,psychologist)visitclassandsharetheirknowledgeaboutorexperiencewiththetopic.(e.g.childrenwithasthma).
1.2.d
Discussesthepublicationcycleincludingthekindofinformationfoundatdifferentstagesofthecycle.Evaluatesthecredibilityofeachsource.Identifiesexamplesofaninformalmedicalwebsite,aformalmedicalwebsite,amedicalblog,andmedicaldatabases.
1.3.a
Definesprimarysourcesofnursingandshowsanexampleofeach. 1.3.bDefinessecondarysourcesofnursingandshowsanexampleofeach. 1.3.cListsofasmanyprofessionalassociationsintheirfieldascanbefoundinafiveminutetoGooglesearch.
1.3.d
Visitsthelibrarycollection,findsanddiscussescontentofnursingmanuals,handbooks,etc.relevanttotheirfield
1.3.e
Createstwolists—oneofdifferentresearchpopulationsandoneofresearchmethods.Distinguishwhichmethodsareappropriateforeachofthelistedpopulations.
1.4.e
Demonstratesabilitytoworkthroughtheiterativeprocessofbackgroundresearch,databasesforforegroundresearch,andrefiningofPICO(TT)questionafterclassdemonstration.
1.5.a,b
StandardTwo Evaluatesmedicaldatabasesidentifyingthecontent,scope,searchfunctionality,etc.
2.1.a,b
SearchesCINAHLandPubMed/Medlinetofindanexampleofprimaryandsecondarysourcesandquantitativeandqualitativedataonasampletopic.
2.1.d
DemonstrateseffectivestrategiesforaddressingaPICO(TT)question,identifyingsubjectdatabasesandsearchtermsforeachPICO(TT)element.
2.2.a
ListssynonymsthatcouldbeusedforsearchingagivenPICO(TT)question.Comparesresultsofsearchesusingdifferentkeywords.
2.2.b
Demonstratesakeywordsearchandasubjectheadingsearchonaspecifictopic.IdentifiestheresultsofeachsearchanditsrelevancetothePICO(TT)question.
2.2.c
LocatessearchtermsinMeSHorCINAHLtreestructureandusesdatabaselimiterstoconductsearch.(Restricttomajortopic,includetermsloweronthehierarchy,subheadings)
2.2.d
Findsanarticleonanursingtheoryandhowitisappliedtoaspecificpopulation. 2.2.gExaminesthereferencesinanarticlerelevanttothePICO(TT)questionandidentifyadditionalarticlesthatrelatetotheresearchquestion.
2.2.i
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Usesdatabaselimiterstolocateavarietyofmaterialwithinparametersgiveninaworksheet.(e.g.asystematicreviewonatopicthatismorethan3yearsold,aclinicaltrialonhumans)
2.4.b
DemonstratesusinglimitersinPubMed/MedlineandCINAHLtonarrowsearch(e.g.publicationtype,publicationfactorssuchaslanguage,populationfactors,suchasagegroups).
2.4.a,b
AppraisessearchresultsforrelevancetothePICO(TT)questionused.Evaluatesthebestwaytosearchforthisparticularquestion.
2.4.e
EstablishanaccountinNCBIandCINAHLtosavesearches,setupalertsandsavesearchhistory.
2.5.c
StandardThree Summarizescurrentevidenceregardingmajordiagnosticandtreatmentactionswithinthepracticespecialty.
3.1.a
TakesthePlagiarismSelfTestashomeworkfromWesternCarolinaUniversity'sWritingCenter,locatedonlineathttp://www.wcu.edu/11869.asp
3.1.a,b,&d
Summarizesthemainideasofanarticleaddressesaresearchquestion,usingPICO(TT)formatifappropriate.
3.1.b,&c
Evaluatesconsumerhealthinformationsourcesforaccuracy,timeliness,andappropriateness.
3.2.a,b,c,e,&f
Evaluatesaprotocolfromwork,andanalyzesitinclasswithaworksheettojudgeifitisevidence‐based,ornot.
3.2.a,b,&e
Providesexamplesofclinicalopinionsfromresearch,andevidencesummaries.Identifieswhatdifferentiatesthemandinwhatcontexteachwouldbeuseful.
3.2.b
Discussesthepossibleimpactofassumptions,prejudice,deception,andmanipulationintheresearchprocess.Provideexamplesofcasesstudies;suchasthehistoric"TuskegeeStudyofUntreatedSyphilisintheNegroMale,"orresearchstudiesfundedbypharmaceuticalcompanies.Identifiestheirownbiasesasresearchersandinformationconsumers.
3.2.c
IdentifiesanarticlefromadisciplineotherthanmedicineornursingthatisrelevanttotheirresearchquestionaftersearchingamultidisciplinarydatabasesuchasAcademicSearchComplete.
3.2.d
Identifiesthecontextofacurrentscholarlyarticleandcomparesitwithanothersourceonthesametopicfromasignificantlydifferenthistorical,social,orculturalcontext.Discussestheinfluenceofcontextontheproductionandinterpretationofinformationinthehealthprofessions.
3.2.f
Identifiesapopularmediaarticleonahealthtopicandverifiesitsclaimsusinganothersource.Describesandcriticallyevaluatestheresearchmethodsandargumentsofbotharticles.
3.2.g
Createsindividualizedcareplansbasedonpatientvalues,clinicalexpertise,andevidence.
3.3.a,&b
Identifies,collects,andminesrawdatafromresearchersinmultipledisciplinestoapplytonursingpractice.
3.3.a,b,c,d,e,f,&g
Integratesknowledgefromdiversesourcesandacrossdisciplines,andthenappliesthisknowledgetosolvepracticeproblemsandimprovehealthoutcomes.
3.3.a,b,c,d,e,f,&g
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Translatescurrentevidenceintopractice,andevaluatestheoutcomes. 3.3.a,b,c,e,f,&g
Classifiesevidence‐basedpracticeresourceonagiventopic,usingthe“LevelsofEvidencePyramid”(seehttp://libguides.lib.uci.edu/content.php?pid=43408&sid=326477)Reportstoclassthehighest‐levelormostrelevantevidencetheyfound,andtoexplainhowitsupportsaspecificpractice.Note:Agoodonlinetutorialonevidencebasednursingisavailableathttp://www.lib.uci.edu/how/tutorials/EvidenceBasedPractice/
3.3.e
Questionsrationaleforroutineapproachestocarethatresultinless‐than‐desiredoutcomesoradverseevents.
3.4.a.b,c,d,f,h,&i
EvaluatespersonalfacilityforEBPbytakingtheReadinessforEvidence‐BasedPracticeSurvey,fromthearticle:Provikoff,Tanner&Pierce(2005).CECredit:ReadinessofU.S.nursesforevidence‐basedpractice.AJN,105(9):40‐52.
3.4.a,b,c,d,f,g,h,&i
Updatesteaching,training,andpatienteducationmaterials. 3.4.a,c,d,g,h,&i
Updatesclinicalknowledgeincludingprotocols,procedures,careplans,practiceguidelines,complementaryandalternativemedicine,andpharmaceuticalapproaches.
3.4.a,g,h,&i
Conductsaliteraturereview,systematicreview,meta‐analysis,ormeta‐synthesistodeterminecontradictionsoruniquecharacteristicsoftheresearchtoguidenursingpractice.
3.4.c,d,f,g,h,&i
ValidatesunderstandingandinterpretationofinformationthroughdiscoursewithotherBSNstudents,individuals,subject‐areaexperts,and/orpractitionersby: Attendingorobservingethicsrounds,and/orapresentationofanethics
committeememberatahospital. Havingafieldworkexperiencewiththegoalofpartneringwithateamin
practice,suchasapatientsafetyinitiativeinterdisciplinaryteam,aninterprofessionaleducationteam,oraqualityimprovementteam.
Askanddiscusswithmultipleprofessionalsaboutprofessionalroles,knowledgetranslation,roleboundaries,anddiversedisciplinaryperspectives.
3.5.a,b,c,&e
Demonstratesthedifferenceinresultsfoundusingthesamesearchtermsindifferentdatabases(forinstance,searchingtheterm“neoplasms”inMedline/PubMedandCINAHL).
3.6.e
StandardFour Presentsinformationindifferentformatsfordifferentaudiences/purposes(e.g.careplan,patientinstruction,practiceguideline,poster,podiumpresentation,blogpost,scholarlyarticle,etc.)
4.1.a,b,c,&d4.3.a,b
Discussesandprovidesexamplesofdifferentresearchdesignsforavarietyofpurposes.
4.1.h
Writesaresearchjournalorsomeotherrecordoftheprocessesusedovertimetofind,evaluateandcommunicatehealthinformation.Revisitsthisrecordand
4.2.a,b,c
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identifiesopportunitiesforgrowthandlearning.Discussestheconceptoftranslationalresearchandthewaysinwhichitcancontributetopatientcareovertime.Describeswaysinwhichaspecificbiomedicalresearchfindingcouldbeappliedtopatientcare,clinicalpracticeand/orcommunityhealth.
4.2.d
UsesavisualrepresentationoftheInformationCycleinthehealthsciencestoinitiateadiscussionofstudents’contributionasresearchers,practitioners,educatorsandauthors.Seehttp://www.slideshare.net/LindaBlake/information‐cycleandhttps://www.youtube.com/watch?feature=player_embedded&v=jALv7nVEwQMforexamples.
4.3.f,g
Researchesarecenthealthpolicyinthenewsandfindsevidencethatsupportsapositiononthatpolicy.
4.3.h
StandardFive Discussesthevariousmodelsofscientificpublishing,includingopen‐accessjournals.Explorespublicationandsubscriptionfeesforseveraljournaltitles.ExaminessitessuchasPubMedCentral,BioMedCentral,PLoSandDOAJ;identifieshowsuchsitesfitintotheinformationcycleandpublishingpractices.
5.1.b
Usesachecklisttonavigatefairuseguidelinesanddetermineswhetheraparticularuseofcopyrightedinformationisappropriate.TheFairUseChecklistfromColumbiaUniversity’sCopyrightAdvisoryOffice(http://copyright.columbia.edu/copyright/fair‐use/fair‐use‐checklist)isexcellent,butitwouldbeevenbettertodevelopachecklistspecificallyforthehealthprofessions.
5.1.f,5.2.f
Highlighttheethical,legal,andfinancialissuesofaccesstosubscriptiondatabasesandtheuseofmaterialprovidedbyinstitutionsandorganizationsoutsideoftheacademicsetting.
5.2.a
Usesexamplestodemonstratecorrectcitationofreferences,andpracticesreadingcitationsfromavarietyofsources.Discussesthehistoricaldevelopmentofcitationstylesandhowtheydemonstratethevaluesofthedisciplinetheyrepresent.
5.3.a