<scp>NE</scp>x<scp>T</scp>: creating an interdisciplinary alliance to diminish informational barriers for public health nursing

Johnson, Emily; Jones, Krista; Eathington, Patricia; Howard, Carmen; Raszewski, Rebecca; Twigg, Naomi

doi:10.1111/hir.12184

Cited by 7 publications

(5 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We also came across sources that described the influence of learning theories such as Kolb's experiential learning model [ 31 , 32 ] and Wilson's information behavior model [ 33 ] on teaching, but decided that learning theory fell outside of the scope of this review. Within the sources that reported using either an IL framework or ID model as part of the planning process, noted examples included different ACRL frameworks [ 34 , 35 ] and ADDIE [ 6 , 36 ] among others.…”

Section: Resultsmentioning

confidence: 99%

Health Sciences Librarians’ Instructional Engagement in Continuing Education: A Scoping Review

Phinney,

Helwig,

Rothfus

et al. 2024

J Can Health Libr Assoc

View full text Add to dashboard Cite

Objective: Health professionals have an ongoing need for continuing education (CE). Health Science Librarians (HSLs) are accustomed to support the learning needs of others in a variety of contexts and are well situated to provide CE. To better understand the current extent of these activities, we undertook a scoping review to determine how HSLs instruct practicing clinicians and health sciences faculty in support of their CE. Methods: We searched for published and unpublished literature. Sources included PubMed (NCBI), Embase (Elsevier); Dissertations and Theses (ProQuest); Cumulative Index to Nursing and Allied Health Literature Full Text (EBSCO); Library, Information Science and Technology Abstracts (EBSCO); and Library Literature and Information Science Full Text (EBSCO). To identify unpublished sources, we searched Google and contacted two health sciences library listservs. Results: The included sources were published between 1970 to 2021 and covered a range of topics. Those related to evidence based practice (EBP) appeared around 2001 and bibliometrics and bioinformatics arose after 2016. HSLs teaching CE most commonly occurred in academic settings. The most common population taught was nurses, followed by physicians. Most sources did not report using an information literacy framework or instructional design model, undertaking needs assessments, or reporting formal objectives or assessment. Conclusion: While HSLs are active supporters of EBP, we need to apply the same principles to our own professional practice. Formal structure of programming and program assessment combined with clear, detailed reporting can help to build a more robust evidence base to support future CE provision.

show abstract

Section: Resultsmentioning

confidence: 99%

Health Sciences Librarians’ Instructional Engagement in Continuing Education: A Scoping Review

Phinney,

Helwig,

Rothfus

et al. 2024

J Can Health Libr Assoc

View full text Add to dashboard Cite

show abstract

“…In Johnson et al . 's study, they explored the use of continuing education workshops to increase knowledge of evidence‐based concepts and associated information sources in public health nurses 1 . Facilitated by health librarians in collaboration with nurse educators, a pre‐ and post‐test survey was administered to rate the self‐assessed knowledge of 69 attendees over 10 face‐to‐face workshops.…”

Section: In This Issue…mentioning

confidence: 99%

“…The review conclude by recommending that health care librarians work with nursing leaders in meeting training needs, which brings us back to where we started In this issue… with Johnson et al . 's CPD programme 1 …”

Section: In This Issue…mentioning

confidence: 99%

Patient and Public Information delivery through NHS library and knowledge services: how Knowledge for Healthcare changed the landscape

Case

Howard

Grant³

2017

Health Info Libraries J

View full text Add to dashboard Cite

Health care library and knowledge services (LKS) are now expected to contribute to the provision of Patient and Public Information (PPI). The challenges of an ageing population, prevalence of long‐term conditions and the encouragement of patients to self manage give added impetus. The Knowledge for Health care PPI Task and Finish Groups developed strategic partnerships with national organizations and produced a suite of resources to support LKS staff. Outputs include guidance, workshop materials, an Ideas Bank and Guide to NHS Choices. The work of the PPI Task and Finish groups will continue to support staff as they develop activities and evidence its impact.

show abstract

“…One exception is McGowan et al, who described a case study introducing DM as a component of evidence-based practices for undergraduate nursing [9]. Building on a rich history of librarian and nursing faculty collaborations, such as those related to evidence-based practice within hospital settings [10][11][12][13][14][15][16][17][18][19], nursing education [20][21][22][23][24][25][26][27][28][29], and public health nursing outreach [30], DM is a new opportunity for partnership.…”

Section: Introductionmentioning

confidence: 99%

Exploring data management content in doctoral nursing handbooks

Raszewski

Goben

Bergren

et al. 2021

jmla

Self Cite

View full text Add to dashboard Cite

Objective: While data management (DM) is an increasing responsibility of doctorally prepared nurses, little is understood about how DM education and expectations are reflected within student handbooks. The purpose of this study was to assess the inclusion of DM content within doctoral nursing student handbooks.Methods: A list of 346 doctoral programs was obtained from the American Association of Colleges of Nursing (AACN). Program websites were searched to locate program handbooks, which were downloaded for analysis. A textual review of 261 handbooks from 215 institutions was conducted to determine whether DM was mentioned and, if so, where the DM content was located. Statistical analysis was performed to compare the presence of DM guidance by type of institution, Carnegie Classification, and the type of doctoral program handbook.Results: A total of 1,382 codes were identified across data life cycle stages, most commonly in the handbooks’ project requirements section. The most frequent mention of DM was in relation to collecting and analyzing data; the least frequent related to publishing and sharing data and preservation. Significant differences in the frequency and location of codes were identified by program type and Carnegie Classification.Conclusions: Nursing doctoral program handbooks primarily address collecting and analyzing data during student projects. Findings suggest limited education about, and inclusion of, DM life cycle content, especially within DNP programs. Collaboration between nursing faculty and librarians and nursing and library professional organizations is needed to advance the adoption of DM best practices for preparing students in their future roles as clinicians and scholars.

show abstract

NExT: creating an interdisciplinary alliance to diminish informational barriers for public health nursing

Abstract: Public health nurses were able to increase knowledge of EBP concepts and information resources to utilise in practice or grant development.

Cited by 7 publications

References 25 publications

Health Sciences Librarians’ Instructional Engagement in Continuing Education: A Scoping Review

Health Sciences Librarians’ Instructional Engagement in Continuing Education: A Scoping Review

Patient and Public Information delivery through NHS library and knowledge services: how Knowledge for Healthcare changed the landscape

Exploring data management content in doctoral nursing handbooks

Contact Info

Product

Resources

About