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Evaluating nursing faculty's approach to information literacy instruction: a multi-institutional study

OBJECTIVE: In 2018, the Association of College & Research Libraries (ACRL) Health Sciences Interest Group convened a working group to update the 2013 Information Literacy Competency Standards for Nursing to be a companion document to the 2016 Framework for Information Literacy in Higher Educatio...

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Autores principales: McGowan, Bethany S., Cantwell, Laureen P., Conklin, Jamie L., Raszewski, Rebecca, Wolf, Julie Planchon, Slebodnik, Maribeth, McCarthy, Sandra, Johnson, Shannon
Formato: Online Artículo Texto
Lenguaje:English
Publicado: University Library System, University of Pittsburgh 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7441900/
https://www.ncbi.nlm.nih.gov/pubmed/32843869
http://dx.doi.org/10.5195/jmla.2020.841
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author McGowan, Bethany S.
Cantwell, Laureen P.
Conklin, Jamie L.
Raszewski, Rebecca
Wolf, Julie Planchon
Slebodnik, Maribeth
McCarthy, Sandra
Johnson, Shannon
author_facet McGowan, Bethany S.
Cantwell, Laureen P.
Conklin, Jamie L.
Raszewski, Rebecca
Wolf, Julie Planchon
Slebodnik, Maribeth
McCarthy, Sandra
Johnson, Shannon
author_sort McGowan, Bethany S.
collection PubMed
description OBJECTIVE: In 2018, the Association of College & Research Libraries (ACRL) Health Sciences Interest Group convened a working group to update the 2013 Information Literacy Competency Standards for Nursing to be a companion document to the 2016 Framework for Information Literacy in Higher Education. To create this companion document, the working group first needed to understand how nursing faculty approached information literacy (IL) instruction. METHODS: The working group designed a survey that assessed how nursing faculty utilized IL principles in coursework and instruction. The survey consisted of nineteen mixed methods questions and was distributed to nursing faculty at eight institutions across the United States. RESULTS: Most (79%) faculty indicated that they use a variety of methods to teach IL principles in their courses. While only 12% of faculty incorporated a version of the ACRL IL competencies in course design, they were much more likely to integrate nursing educational association standards. Faculty perceptions of the relevance of IL skills increased as the education level being taught increased. CONCLUSION: The integration of IL instruction into nursing education has mostly been achieved through using standards from nursing educational associations. Understanding these standards and understanding how faculty perceptions of the relevance of IL skills change with educational levels will guide the development of a companion document that librarians can use to collaborate with nurse educators to integrate IL instruction throughout nursing curriculums at course and program levels.
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spelling pubmed-74419002020-08-24 Evaluating nursing faculty's approach to information literacy instruction: a multi-institutional study McGowan, Bethany S. Cantwell, Laureen P. Conklin, Jamie L. Raszewski, Rebecca Wolf, Julie Planchon Slebodnik, Maribeth McCarthy, Sandra Johnson, Shannon J Med Libr Assoc Original Investigation OBJECTIVE: In 2018, the Association of College & Research Libraries (ACRL) Health Sciences Interest Group convened a working group to update the 2013 Information Literacy Competency Standards for Nursing to be a companion document to the 2016 Framework for Information Literacy in Higher Education. To create this companion document, the working group first needed to understand how nursing faculty approached information literacy (IL) instruction. METHODS: The working group designed a survey that assessed how nursing faculty utilized IL principles in coursework and instruction. The survey consisted of nineteen mixed methods questions and was distributed to nursing faculty at eight institutions across the United States. RESULTS: Most (79%) faculty indicated that they use a variety of methods to teach IL principles in their courses. While only 12% of faculty incorporated a version of the ACRL IL competencies in course design, they were much more likely to integrate nursing educational association standards. Faculty perceptions of the relevance of IL skills increased as the education level being taught increased. CONCLUSION: The integration of IL instruction into nursing education has mostly been achieved through using standards from nursing educational associations. Understanding these standards and understanding how faculty perceptions of the relevance of IL skills change with educational levels will guide the development of a companion document that librarians can use to collaborate with nurse educators to integrate IL instruction throughout nursing curriculums at course and program levels. University Library System, University of Pittsburgh 2020-07-01 2020-07-01 /pmc/articles/PMC7441900/ /pubmed/32843869 http://dx.doi.org/10.5195/jmla.2020.841 Text en Copyright © 2020 Bethany S. McGowan, Laureen P. Cantwell, Jamie L. Conklin, Rebecca Raszewski, Julie Planchon Wolf, Maribeth Slebodnik, Sandy McCarthy, Shannon Johnson This work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Original Investigation
McGowan, Bethany S.
Cantwell, Laureen P.
Conklin, Jamie L.
Raszewski, Rebecca
Wolf, Julie Planchon
Slebodnik, Maribeth
McCarthy, Sandra
Johnson, Shannon
Evaluating nursing faculty's approach to information literacy instruction: a multi-institutional study
title Evaluating nursing faculty's approach to information literacy instruction: a multi-institutional study
title_full Evaluating nursing faculty's approach to information literacy instruction: a multi-institutional study
title_fullStr Evaluating nursing faculty's approach to information literacy instruction: a multi-institutional study
title_full_unstemmed Evaluating nursing faculty's approach to information literacy instruction: a multi-institutional study
title_short Evaluating nursing faculty's approach to information literacy instruction: a multi-institutional study
title_sort evaluating nursing faculty's approach to information literacy instruction: a multi-institutional study
topic Original Investigation
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7441900/
https://www.ncbi.nlm.nih.gov/pubmed/32843869
http://dx.doi.org/10.5195/jmla.2020.841
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