Identifying information literacy skills and behaviors in the curricular competencies of health professions

Waltz, Micah J.; Moberly, Heather K.; Carrigan, Esther

doi:10.5195/jmla.2020.833

Cited by 6 publications

(3 citation statements)

References 14 publications

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“…Implicit requirements are requirements that are not explicitly stated but are implied or inferred from the context of the project (Waltz et al, 2020). These requirements are often tacit knowledge embedded within the organization or domain expertise of stakeholders.…”

Section: Incorporating Context-awareness In Requirements Elicitationmentioning

confidence: 99%

Advancements and innovations in requirements elicitation: Developing a comprehensive conceptual model

Oladapo Adeboye Popoola,

Henry Ejiga Adama,

Chukwuekem David Okeke

et al. 2024

World J. Adv. Res. Rev.

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Requirements elicitation is a crucial phase in the software development lifecycle, ensuring that stakeholders' needs are understood and translated into system specifications. Traditional methods often face challenges such as ambiguity, inconsistency, and evolving requirements, leading to project delays and cost overruns. This review proposes a conceptual model that integrates advancements and innovations in requirements elicitation to address these challenges comprehensively. The proposed model leverages various techniques, including but not limited to, natural language processing (NLP), machine learning (ML), and human-computer interaction (HCI), to enhance the accuracy and efficiency of requirements elicitation. NLP techniques enable automated analysis of textual requirements documents, extracting key information and identifying implicit requirements. ML algorithms facilitate the prediction of potential changes in requirements based on historical data and project context, enabling proactive management of evolving requirements. Moreover, the integration of HCI principles in the requirements elicitation process enhances stakeholder engagement and collaboration. Interactive interfaces and visualization tools enable stakeholders to provide feedback in real-time, fostering a more iterative and participatory approach to requirement gathering. Additionally, techniques such as prototyping and simulation facilitate early validation of requirements, reducing the risk of misinterpretation and ensuring alignment with stakeholders' expectations. Furthermore, the proposed model emphasizes the importance of context-awareness in requirements elicitation. By considering the organizational, cultural, and environmental context of a project, the model adapts its elicitation strategies and techniques to suit specific needs and constraints. Context-awareness also enables the identification of implicit requirements that may not be explicitly stated but are crucial for the success of the system. The model also addresses the challenge of managing conflicting requirements by introducing a systematic approach to requirements prioritization and negotiation. By employing multi-criteria decision-making techniques, stakeholders can collaboratively prioritize requirements based on their importance, feasibility, and impact on project objectives. Conflict resolution mechanisms facilitate consensus-building and trade-off analysis, ensuring that the final set of requirements reflects the collective interests of all stakeholders. Additionally, the proposed model emphasizes the iterative nature of requirements elicitation, advocating for continuous refinement and validation of requirements throughout the development lifecycle. Feedback loops enable stakeholders to review and revise requirements based on evolving needs and changing circumstances, thereby enhancing the adaptability and resilience of the system. The conceptual model presented in this review represents a holistic approach to requirements elicitation, leveraging advancements and innovations in technology, human interaction, and context-awareness. By integrating these elements, the model aims to enhance the accuracy, efficiency, and stakeholder satisfaction in the requirements elicitation process, ultimately contributing to the successful delivery of high-quality software systems.

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Section: Incorporating Context-awareness In Requirements Elicitationmentioning

confidence: 99%

Advancements and innovations in requirements elicitation: Developing a comprehensive conceptual model

Oladapo Adeboye Popoola,

Henry Ejiga Adama,

Chukwuekem David Okeke

et al. 2024

World J. Adv. Res. Rev.

View full text Add to dashboard Cite

show abstract

“…The development of strong information searching skills is a foundation of EBP across the health sciences; the integration of these skills into curricula has for many years been a focus of academic health sciences librarians (Albarqouni et al, 2018;Hirt et al, 2020;Munn & Small, 2017;Waltz et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Knowing What We Don’t Know: A Survey of School Nurse Information Needs

Nickum

Hanneke

Shannon

2023

The Journal of School Nursing

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Providing complex care for students requires an informed school nurse workforce. However, school nurses, many of whom work independently, may not know where to find necessary information. This study seeks to understand the information needs of school nurses by conducting a needs assessment survey within the state of Illinois. A survey was disseminated through three statewide professional listservs to determine the types of care-related questions school nurses ask as part of their regular duties and which resources they use to answer those questions. School nurses’ information needs vary widely, and they rely on numerous sources to answer clinical questions. They are responsible for the well-being of hundreds to thousands of children. While they are comfortable searching for information, they are motivated to further develop research skills.

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“…Science education should focus on raising people with knowledge, skills and actions combined with valuations and qualifications (Tanık & Saraçoğlu, 2011). While examining the benefits of information, valuations and qualifications through education programs, qualifications and assessments act as a connection and bridge that provides integrity between these information, skills and behaviors (Waltz, Moberly & Carrigan, 2020). One of the most critical aims of science education is to provide students with knowledge and skills related to the subjects in science programs.…”

mentioning

confidence: 99%

Analysis of Turkish Science Education Curricula's Learning Outcomes According to Science Process Skills

Özkan¹,

Topsakal²

2021

msd

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This study aims at analyzing the learning outcomes of the 2018 science education curricula in Turkey according to science process skills. Learning outcomes are statements that describe what a learner will know, understand, and/or be able to do after completing a learning process. Learning outcomes were evaluated using document analysis which is a qualitative research method. There were 269 learning outcomes analyzed from the curricula . The science learning outcomes in the curricula which are prepared by the Turkey Ministry of National Education, were examined, starting from fourth-grade to eighth-grade levels. The results show that the least common science process skills are “measuring” and “hypothesizing” dimensions, while the most common are “data interpreting” and “inferring” dimensions. The highest science learning outcomes are at the seventh-grade level, and the least science learning outcomes are at the fifth-grade level. As the grade level increases, it is seen that more learning outcomes represent higher-level skills. The number of basic science process skills of the fourth-grade level learning outcomes is higher than the number of integrated science process skills, and the number of integrated science process skills is high in learning outcomes at all other grade levels.

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Identifying information literacy skills and behaviors in the curricular competencies of health professions

Cited by 6 publications

References 14 publications

Advancements and innovations in requirements elicitation: Developing a comprehensive conceptual model

Advancements and innovations in requirements elicitation: Developing a comprehensive conceptual model

Knowing What We Don’t Know: A Survey of School Nurse Information Needs

Analysis of Turkish Science Education Curricula's Learning Outcomes According to Science Process Skills

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