Promoting Evidence-Based Practice and Information Literacy through an Undergraduate Nursing Journal Club

Abstract

In order to strengthen the evidence-based practice and information literacy curriculum in the Bachelor of Science in nursing (BSN) program, a nursing instructor and reference librarian collaborated to pilot an undergraduate nursing journal club as part of a nursing research course. Pre-and post-test surveys were administered to a cohort of pre-licensure students in their third year of study, who were enrolled in the course. Non-generalizable survey results showed that after students participated in several journal club sessions, they were more confident in their ability to locate and critique research. However, the students' reading behaviors, workforce preparedness, and familiarity with research related to their clinical areas did not seem to improve at the conclusion of the activity. Additional research is necessary to determine what effect journal clubs have on student learning in the undergraduate nursing classroom.Academic librarians who work at small-to-medium-sized institutions commonly serve as liaisons between the library and several academic departments. Assisting students and faculty in any and all disciplines, many campus librarians function as generalists. In this context, it can be challenging, though not impossible, to develop a local specialization, do more discipline-related instruction, and become embedded in a course. Before this pilot, there was very little collaboration between nursing faculty and librarians at our campus. Library instruction was only integrated in the nursing curriculum in a freshman orientation course, typically comprised of a cohort of nursing students in the Bachelor of Science in nursing (BSN) program. Intending to strengthen this relationship, the authors, a nursing professor and a librarian, discussed the connection between information literacy and evidence-based practice (EBP) in nursing. They ultimately developed an assigned journal club activity as part of an undergraduate nursing research methods course.

Educational Interventions for Teaching Evidence-Based Practice to Undergraduate Nursing Students: A Scoping Review

“…The CASP score ranged from 1 to 9. One study had a CASP score of nine [ 29 ], four studies had a score of four [ 28 , 30 , 35 , 38 ], two studies [ 36 , 39 ] had a score of one and four studies a CASP score of three [ 26 , 40 , 41 , 42 ]. Additionally, by two studies had a score of five [ 34 , 43 ], six [ 32 , 44 ] and seven [ 31 , 45 ].…”

“…The control group had lower mental efficiency (0.31 vs. 0.33), mental effort (10.07 vs. 11.07), mental load (7.27 vs. 8.74) and research knowledge (44.92 vs. 70.61) in comparison to the intervention group. A journal club was embedded in a nursing research course and the effect on students learning was assessed [ 40 ]. At the start of the semester, a questionnaire with 14 questions was completed by participants and at the end of the semester (post-journal club), four more questions were added to the initial questionnaire.…”

Re-visioning library support for undergraduate educational programmes in an academic health sciences library

“…For example, at the University of Montreal, the health library is integrated in the core curriculum for biomedical sciences and participation in its workshops is 'generally mandatory… most assignments are graded and represent 5 or 10% of the course's final mark' (Clairoux et al, 2013, p.203). Although many collaborative partnerships result in multi-year or multi-phase collaborations over the span of an entire degree programme (Craig & Corrall, 2007;Eldredge et al, 2012;Haines & Horrocks, 2006;Leasure et al, 2009;Spring, 2018;Tagge, 2018), the literature trends toward partnerships between librarian and faculty for building IL into a specific assignment (Diaz & Walsh, 2018;Franzen & Bannon, 2016;Innes, 2008;Janke & Rush, 2014;Sin & Bliquez, 2017) or course (Funnell, 2015;Hamilton, 2013;McCulley & Jones, 2014;Muellenbach et al, 2018;Munn & Small, 2017;Xiao, 2010).…”

“…What this synchronisation looks like is unique to each institution. It ranges from having faculty teach critical appraisal and application while librarians focus on information searching and retrieval, to having students work directly with clinicians to answer a clinical question with assistance from librarians (Diaz & Walsh, 2018;Hoberecht, Randall & Schweikhard, 2015;Hopkins et al, 2011;Innes, 2008;Janke et al, 2012;Phillips & Bonsteel, 2010). Beyond instructional approaches that synchronise IL and EBP, there is a general recognition that IL is instrumental in the development of lifelong learners, which echoes one of Mackey and Jacobson's arguments for the reframing of IL as a MLthat the goal of ML is to produce university graduates who are adaptive, lifelong learners.…”

Pengembangan kecerdasan kewargaan berbasis literasi humanitas: Suatu alternatif membangun keadaban publik

“…Literasi humanitas menjadi hal yang penting dalam bertahan di era ini, tujuannya adalah agar manusia bisa berfungsi dengan baik di lingkungan manusia dan dapat memahami interaksi dengan sesama manusia (Alvermann, 2002;Diaz & Walsh, 2018;Qiyou, 2017). Literasi humanitas adalah menjadi akhir dari literasi data dan teknologi karena pada hakikatnya seorang pembelajar abad ke-21 adalah sumber daya manusia yang melek data dan teknologi, serta mampu menggunakannya untuk hidup yang lebih mulia (Budimansyah, Suharto, & Nurulpaik, 2019).…”