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Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students

This case report describes the redesign process for an undergraduate evidence-based practice (EBP) nursing course in which the librarian serves as both co-instructor and co-instructional designer. As part of the undergraduate outcomes-based core curriculum, this required course teaches the principle...

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Detalles Bibliográficos
Autor principal: McGowan, Bethany Sheriese
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Medical Library Association 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6774555/
https://www.ncbi.nlm.nih.gov/pubmed/31607815
http://dx.doi.org/10.5195/jmla.2019.663
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author McGowan, Bethany Sheriese
author_facet McGowan, Bethany Sheriese
author_sort McGowan, Bethany Sheriese
collection PubMed
description This case report describes the redesign process for an undergraduate evidence-based practice (EBP) nursing course in which the librarian serves as both co-instructor and co-instructional designer. As part of the undergraduate outcomes-based core curriculum, this required course teaches the principles of the research process; teaches students to identify the strengths and limitations of research articles in relation to EBP; and builds student confidence in their abilities to execute information literacy, data management, and scholarly communication competencies. The course redesign built on an existing student-centered course design, with the specific goal of transitioning the course from a senior-level course to a sophomore-level course, while achieving the same learning objectives. This goal was accomplished by integrating a combination of distributed practice and interleaved practice learning experiences into the course curriculum.
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spelling pubmed-67745552019-10-11 Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students McGowan, Bethany Sheriese J Med Libr Assoc Case Report This case report describes the redesign process for an undergraduate evidence-based practice (EBP) nursing course in which the librarian serves as both co-instructor and co-instructional designer. As part of the undergraduate outcomes-based core curriculum, this required course teaches the principles of the research process; teaches students to identify the strengths and limitations of research articles in relation to EBP; and builds student confidence in their abilities to execute information literacy, data management, and scholarly communication competencies. The course redesign built on an existing student-centered course design, with the specific goal of transitioning the course from a senior-level course to a sophomore-level course, while achieving the same learning objectives. This goal was accomplished by integrating a combination of distributed practice and interleaved practice learning experiences into the course curriculum. Medical Library Association 2019-10 2019-10-01 /pmc/articles/PMC6774555/ /pubmed/31607815 http://dx.doi.org/10.5195/jmla.2019.663 Text en Copyright: © 2019, Authors. Articles in this journal are licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Case Report
McGowan, Bethany Sheriese
Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students
title Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students
title_full Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students
title_fullStr Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students
title_full_unstemmed Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students
title_short Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students
title_sort reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students
topic Case Report
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6774555/
https://www.ncbi.nlm.nih.gov/pubmed/31607815
http://dx.doi.org/10.5195/jmla.2019.663
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