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Nurses are challenged to find and use reliable, credible information to support clinical decisionmaking and to meet expectations for evidence-based nursing practice. This project targeted practicing public health and school nurses, teaching them how to access and critically evaluate webbased information resources for frontline practice. Health sciences librarians partnered with nursing faculty to develop two participatory workshops to teach skills in searching for and evaluating web-based consumer and professional practice resources. The first workshop reviewed reliable, credible consumer web-resources appropriate to use with clients, using published criteria to evaluate website credibility. In the second workshop, nurses were taught how to retrieve and evaluate health-related research from professional databases to support evidence-based nursing practice. Evaluation data indicated nurses most valued knowing about the array of reliable, credible webbased health information resources, learning how to evaluate website credibility, and understanding how to find and apply professional research literature to their own practice.KEYWORDS: information literacy, evidence-based practice, public health nurses, school nurses * This project was supported by National Institutes of Health grant no. G08 LM008052 from the National Library of Medicine.Nurses must base care decisions on best practice evidence from peerreviewed research literature. The Internet and sophisticated search engines and databases have significantly changed how nurses find this clinical information. Although Internet users have a breadth of information resources readily available, the quality of these resources is unmonitored. As a result, there is often a disconnect between the convenience of Google searching for any information and purposeful searching of more complex databases for reliable, credible information (Brophy & Bawden, 2005;Devine & Egger-Sider, 2009: Ripple, 2006Schultz, 2007). Our goal was to address this disconnect by linking practicing nurses to reputable health information source and beginning to develop a culture of professional practice based on information literacy skills. In a project funded by the National Library of Medicine and approved by the University of Missouri Institutional Review Board, nursing faculty partnered with health sciences librarians to offer participatory workshops about information retrieval and critical evaluation skills to public health and school nurses across the state. Specifically, these workshops focused on two substantive areas: (a) consumer databases providing publicly available information resources for client and family education, and (b) professional databases essential to implement evidence-based concepts into nursing practice. CONCEPTUAL FRAMEWORKOver the past 30 years, the American Library Association (ALA) has advocated for the American public to be "information literate". Individuals' need to know how to find, evaluate and use information effectively was emphasized in the final report of...

DBT and FFDM mammograms more frequently include posterior or lateral tissue, the inframammary fold on MLO views, the pectoralis muscle on CC views, and skin folds than FS mammograms. Inclusion of more breast tissue with newer technologies suggests traditional positioning standards, in conjunction with updated standardized positioning training, are still applicable at the expense of including more skin folds.

Collaborating across disciplines can create additive teaching-learning benefits by bringing together expertise, knowledge, and training from various perspectives. However, there are challenges to effective collaboration that need to be articulated and understood by the partners to develop a useful learning product. In this project, nurse educators and health sciences librarians developed workshops for nurses practicing in community settings. Issues that surfaced reflected a division of content and presentation style along discipline lines. Bringing together expertise involved identifying basic content to present and eliminating extra details, setting the context for learners using a practice example, and alternating handoffs to cover content and practice applications. Effective collaboration requires mutual understanding of discipline-specific information "silos" and shared negotiation of teaching and learning goals.

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