Creating and Implementing a Nursing Information Literacy Program at TRCC

1. Creating and Implementing a Nursing Information Literacy Program at TRCC Linda Perfetto, MS, APRN, BC – Director of Nursing Lillian Rafeldt, RN, MA – Assistant Professor of Nursing Judith Snayd, RN, MSN - Professor of Nursing Nancy Rymut, RN, MS, CEN – Professor of Nursing Mona Florea, MLS – Reference/Instruction Librarian

2. TRCC Nursing Student Population Characteristics: • Age ranges from 18 to 62 (average being 29) • Many have contact with information technology for the first time • Most have multiple life responsibilities • Need to be reoriented to academia and current research methods

3. Nursing Information Literacy Program Goals • Demonstrate efficient use of core print and online nursing information resources and their organization • Construct information search strategies and select effective search methods and techniques • Evaluate information quality • Use information ethically, efficiently, and responsibly • Prepare to be professionals who use Evidence Based Practice

4. Nursing Information Literacy Program Components • Information literacy activities • Nursing Information Gateway • Information competencies

5. Nursing Information Literacy Activities • Physical Library tour • Online Library tour • Health and medical-related online database search demonstrations • Course-integrated library instruction sessions • Integration within a learning management system (WebCT Vista) • Creation of an ePortfolio

6. Nursing Information Gateway

7. Nursing Information Competencies • Demonstrate efficient use of physical and online Library collections • Use Library services such as reference, instruction, research support, and interlibrary loan • Articulate information needs and locate local and remote information resources • Construct effective search strategies and use search methods such as subject, title, author, keyword, Boolean operators, wildcards, and the nesting technique • Evaluate information by using specific criteria: accuracy, authority, currency, comprehensiveness, purpose, and objectivity • Use information ethically, efficiently, and responsibly

8. Nursing 108 Program Evaluation 2005 Information competencies: Library assignment grades (100% B or better)

9. Nursing 108 Program Evaluation 2006 Information competencies: Library assignment grades (100% C+ or better)

10. Nursing 116 Program Evaluation 2005 Information competencies: Patient case studies grades (93% B- or better)

11. Nursing 116 Program Evaluation 2006 Information competencies: Patient case studies grades (100% B- or better)

12. Nursing 228 Program Evaluation 2005 Information competencies:Library assignments (85% B- or better)

13. WebCT Vista 2005/2006 • Link to the Nursing Gateway • Library modules • Librarian teaching assistant: • Announcements Tool • Discussions Tool • Mail Tool

14. ePortfolios enhance development of information literacy skills • Traditional portfolios • Have been seen as an end product; marketing tool • Reflective portfolios • Encourage collaborative interaction • Enhance self evaluation, decision making and critical thinking • Foster independent learning behaviors required in professional development • Evolving

15. CTDLC Product inserted

16. Connecticut Distance Learning Consortium (CTDLC) Product Work completed through a grant from the Davis Foundation and CTDLC

17. Learning is fostered • Information literacy skills are identified as important and can be developed within this course and over time • Feed back given is related to the quality of the article and the search strategy • Course instructor gives feedback related to content

18. Student’s Views • “This project did foster a connection to the library” • “Not only did I use the library but I used the Nursing Gateway” • “It was fun to search for articles related to metamorphosis and health (a connection to the learning community of our school)” • “I was amazed that I could save my work electronically and be able to see my growth” • “Wow; education is about being empowered to learn rather than being dependent on the teacher for acquiring all knowledge and skills”

19. Continued refinement of the Program related to Effective Learning Theory • Enhance course-integrated library sessions across the Nursing Curriculum • Improve efficiency of library support component for Web/CT nursing courses (discussions, virtual office hours, and online live reference) • Design student e-Portfolios that include leveled information literacy competencies across the nursing curriculum • Evaluate feedback from the first nursing generation on the job

20. ? Questions ?Getting there is ¾ of the fun!

21. References • Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. Chicago, IL: Author. • Barrett, H. (2004). Portfolio. Welcome to my Maricopa e-portfolio. I am exploring the capabilities of this portfolio system as part of my research on implementation of online electronic portfolio systems.eport.maricopa.edu/published/h/ba/hbarrett/home/1 • Grassing, E. S. & Kaplowitz, J. R. (2001). Information literacy instruction: Theory and practice. New York: Neal-Schuman Publishers. • MacDonald, M. C., Rathemacher, A. J. & Burkhardt, J. M. (2000). Challenges in building an incremental, multi-year information literacy plan. Reference Services Review, 28(3), 240-247. • Wallace, M. C., Shorten, A., Crookes, P. A., McGurk, C., & Brewer, C. (1999). Integrating Information literacies into an undergraduate nursing programme. Nurse Education Today, 19, 136-141. • Fox, L. M., Richter, J. M., & White, N. E. (1996). A multidimensional evaluation of a nursing information-literacy program. Bulletin of the Medical Library Association, 84(2), 182-190.

22. References (continued) • Skiba, D.J. (2005).Preparing for evidence-based practice: Revisiting information literacy. Nursing Education Perspectives, 26(5), 310(2). • Matthies, B. (2004). The road to faculty-librarian collaboration. Academic Exchange Quarterly, 8(4), 135(6). • Dee, C. & Stanley, E. (2005). Information seeking behavior of nursing students and clinicians; implications for health science librarians. J Med Library Assoc. 93(2), 213-222. • Wong, S., Wilczynski, R & Haynes, B. (2006). Optimal CINHAL Search Strategies for Identifying Therapy Studies and Review Articles. Journal of Nursing Scholarship, 2, 194(9). • Catalyst Research and Development at the University of Washington (2006, April 14). The Power of “E”: Electronic Portfolios and Digital Mediawith Cara Lane. https://www.elluminate.com/pmtg.jnlp?psid=d759565344.425078

23. Contact Information at Three Rivers Community College • Linda Perfetto, Director of Nursing – lperfetto@trcc.commnet.edu • Lili Rafeldt, Assistant Professor of Nursing – lrafeldt@trcc.commnet.edu • Mona Florea, Reference/Instruction Librarian – mflorea@trcc.commnet.edu • TRCC Nursing Gateway – http://www.trcc.commnet.edu/library/guides/Resources/Resource_guides/Nursing_3.htm • The Davis Foundation and CTDLC grant funding facilitated the ePortfolio development. Thank you!