The Conceptual Curriculum & Information Literacy

1. The Conceptual Curriculum & Information Literacy Kristen L. Young, MLIS, AHIP Grand Valley State University Friday April 20, 2012

2. Outline • Statement of topic • Review of the article • Challenges and opportunities

3. Topic • Recently, the College of Nursing began implementation of a conceptual curriculum model. This approach moves nursing from “a practice orientation that emphasizes content toward conceptual pedagogy that emphasizes concepts across environmental settings, the life span, and health-illness continuum” (Giddens & Brady, 2007, pg 67). Describe the challenges and opportunities you see in serving the needs of the students and faculty in the College of Nursing working under this new curriculum model.

4. Article Recap: Rescuing Nursing Education from Content Saturation: the Case for a Concept-Based Curriculum Nursing programs that adopt a concept based curriculum must: • Identify concepts within the curriculum & define • Brainstorming sessions • Existing frameworks • Literature review • Organize concepts • Classification • Exemplary content • Representation of individual across life span various settings

5. Article Recap: Rescuing Nursing Education from Content Saturation: the Case for a Concept-Based Curriculum • Challenges • Complex curriculum design • Move out of comfort zone: previous evaluations & tests • Opportunities • Concepts provide original framework and structure for curriculum (design concept vs practice) • Teaching differently: student centered active learning activities that focus on conceptual learning

6. Article Recap: Rescuing Nursing Education from Content Saturation: the Case for a Concept-Based Curriculum • Both a challenge & opportunity • Emphasis of concepts across • Environmental settings, life span, and health-illness continuum • Greater emphasis on increased technology use • Increased interactive learning activities

7. Challenge: conceptual framework & complex questions • Conceptual framework: emphasizes concepts across environmental settings, life span and health-illness continuum • When infection is taught conceptually, students learn mechanisms, measurement, assessment, and management of principles of infection an how these principles are applied in various populations, settings, kinds of infectious disease, and stages of illness.

8. Challenge: student behavior • New curriculum may be unfamiliar • Previous experiences with library and or information seeking • What are their current information seeking behaviors? • May start assignments at the last minute • Think it will be easy and quick may turn out otherwise • Information overload

9. Opportunity: information literacy • Construct a question or problem statement • Locate and gather information • Evaluate sources • Manage information • Use information ethically • Communicate knowledge http://www.gvsu.edu/library/information-literacy-core-competencies-168.htm

10. Challenges within information literacy • Where do you go to search for information? • Database selection • What type of information is this? • How do I cite this source? • When do I have enough information? • Understanding database structure and terminology • keywords vs. subject headings • Boolean operators • Comfort level – using the databases

11. Opportunity: more real life examples & practice application Real life examples Application to practice • Applicable to current situations • Patient • Someone they know • Curiosity about subject • Interesting story • Not busy work • An understanding of why • Student symposium • Capstone project • Clinical hours • Watching mentors • Conferences

12. Sample session - condensed • Difference between a database/journal • How to locate a citation • Boolean operators • Importance of taking time to develop a search strategy • Selected resource overview/demonstration/hands on • Clinical scenario • PICOT: A format for questions • Synonyms • Limits

13. Opportunity: increased interactive learning activities • Call on audience • Compare and contrast these resources • PICOT: A format for clinical questions • Demonstration/follow along • Hands on • Divide into groups • Wrap up questions using a poll or iclickers • Database worksheet (find this citation)

14. Opportunity: teaching style • What do students know? • Pose a question • Feedback during session • Show of hands • Moving around the room • Hands off keyboard • Acknowledgement - it is in fact true • Repeat what audience says • Great question – take offline

15. Opportunity: review of curriculum • Review the current courses in the nursing curriculum • All programs: BSN, second degree, RN, Master of Science and DNP • Which have information literacy components? Which should? • Do the information literacy components for each program build appropriately? • Are students able to successfully navigate the information and complete course projects?

16. Opportunity: review curriculum • Construct a question or problem statement • Locate and gather information • Evaluate sources • Manage information • Use information ethically • Communicate knowledge http://www.gvsu.edu/library/information-literacy-core-competencies-168.htm

17. Opportunity: revised course instruction • Gather more information about class • Online information; syllabus; textbooks. • Information literacy components? Components in relation to degree granting program • Where does it fit within the nursing curriculum? • Contact professor • Expectations/coverage • Audience: new/experienced • Hands on or lecture? • One time session; multiple sessions; course management system; literature guide

18. Opportunity: Increased technology • Going where students are • Information available through e-books and on handheld devices • Learning from the students – re: different technology

19. Opportunity: review services • E-mail • Tutorials • Literature guides • Online chat • Office hours • Appointment • Newsletter • Lunch and learn series • Workshops on demand • Additional curriculum integration

20. Liaison Librarian • Partnerships • Program development • Open communication • Collaboration • Identifying & exceeding needs • Awareness of services • Consultations & Committees • Contributes to Profession

21. THANK YOU!