TY - JOUR
T1 - Evaluating nursing faculty’s approach to information literacy instruction
T2 - A multi-institutional study
AU - McGowan, Bethany S.
AU - Cantwell, Laureen P.
AU - Conklin, Jamie L.
AU - Raszewski, Rebecca
AU - Wolf, Julie Planchon
AU - Slebodnik, Maribeth
AU - McCarthy, Sandra
AU - Johnson, Shannon
N1 - Funding Information:
The Quality and Safety Education for Nurses (QSEN) project is managed by the AACN QSEN Education Consortium, with funding from the Robert Woods Johnson Foundation [7]. The project aims to prepare future nurses to support safe, high-quality health care systems. The six QSEN competencies are based on recommendations from the Institute of Medicine Health Professions Education report [8], adjusted for use in nursing pre-licensure programs. QSEN competency guides are available for nursing education at the undergraduate level, which were released in 2007 [9], and at the graduate level, which were released in 2009 and updated in 2012 [10].
Funding Information:
We thank the two past members of the Nursing Information Literacy Framework Working Group for their work on this project, Stephanie Davis and Ally Williams. We also thank the members of the ACRL HSIG, especially Jane Kinkus Yatcilla and Maribeth Slebodnik, for their work convening our working group. And a special thank you to the working group’s ACRL liaison, Amanda Nichols Hess, for her support and guidance. Finally, we thank the sixty-eight nursing faculty members who completed the survey. This would not have been possible without you.
Publisher Copyright:
© 2020, Medical Library Association. All rights reserved.
PY - 2020
Y1 - 2020
N2 - 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.
AB - 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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U2 - 10.5195/jmla.2020.841
DO - 10.5195/jmla.2020.841
M3 - Article
C2 - 32843869
AN - SCOPUS:85087552897
SN - 1536-5050
VL - 108
SP - 378
EP - 388
JO - Bulletin of the Medical Library Association
JF - Bulletin of the Medical Library Association
IS - 3
ER -