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...
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.
Trans and gender non-conforming (TGNC) people experience poor health care and health outcomes. We conducted a qualitative scoping review of studies addressing TGNC people's experiences receiving physical health care to inform research and practice solutions. A systematic search resulted in 35 qualitative studies for analysis. Studies included 1,607 TGNC participants, ages 16–64 years. Analytic methods included mostly interviews and focus groups; the most common analysis strategy was theme analysis. Key themes in findings were patient challenges, needs, and strengths. Challenges dominated findings and could be summarized by lack of provider knowledge and sensitivity and financial and insurance barriers, which hurt TGNC people's health. Future qualitative research should explore the experiences of diverse and specific groups of TGNC people (youth, non-binary, racial/ethnic minority), include community-based methods, and theory development. Practice-wise, training for providers and skills and support for TGNC people to advocate to improve their health, are required.
With so many options available for searching MEDLINE on the World Wide Web or as a component of an online service, evaluation criteria are suggested as a means of assisting librarians in determining the positive and negative aspects of alternative MEDLINE sites. A set of searches was utilized to systematically compare MEDLINE sites. Sites evaluated included Avicenna, America Online, HealthGate, PubMed, Medscape, and Physicians' Online. Some features used to evaluate these sites were: default fields; operators (default); access to MeSH; subheadings; stop words protected in MeSH; truncation; and stemming. This article will describe the group process used to arrive at the evaluation criteria, as well as some general conclusions which will help librarians in directing their users to a particular MEDLINE site.
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