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InformationLiteracyCompetencyStandardsforNursingTeachingTips

FromtheACRL:HealthSciencesInterestGroup,NursingStandardsSub‐group,April2014

StandardOne ComposesaPICO(TT)questionfromasampletopic. 1.1.cIdentifiesMeSHandCINAHLheadingsinarelevantdatabaseandcomparessearchresultsfromsearchingwithsubjecttermsvs.keywords.

1.1.g

Haveapanelof“experts”withdifferentprofessionalperspectives(e.g.MD,FNP,psychologist)visitclassandsharetheirknowledgeaboutorexperiencewiththetopic.(e.g.childrenwithasthma).

1.2.d

Discussesthepublicationcycleincludingthekindofinformationfoundatdifferentstagesofthecycle.Evaluatesthecredibilityofeachsource.Identifiesexamplesofaninformalmedicalwebsite,aformalmedicalwebsite,amedicalblog,andmedicaldatabases.

1.3.a

Definesprimarysourcesofnursingandshowsanexampleofeach. 1.3.bDefinessecondarysourcesofnursingandshowsanexampleofeach. 1.3.cListsofasmanyprofessionalassociationsintheirfieldascanbefoundinafiveminutetoGooglesearch.

1.3.d

Visitsthelibrarycollection,findsanddiscussescontentofnursingmanuals,handbooks,etc.relevanttotheirfield

1.3.e

Createstwolists—oneofdifferentresearchpopulationsandoneofresearchmethods.Distinguishwhichmethodsareappropriateforeachofthelistedpopulations.

1.4.e

Demonstratesabilitytoworkthroughtheiterativeprocessofbackgroundresearch,databasesforforegroundresearch,andrefiningofPICO(TT)questionafterclassdemonstration.

1.5.a,b

StandardTwo Evaluatesmedicaldatabasesidentifyingthecontent,scope,searchfunctionality,etc.

2.1.a,b

SearchesCINAHLandPubMed/Medlinetofindanexampleofprimaryandsecondarysourcesandquantitativeandqualitativedataonasampletopic.

2.1.d

DemonstrateseffectivestrategiesforaddressingaPICO(TT)question,identifyingsubjectdatabasesandsearchtermsforeachPICO(TT)element.

2.2.a

ListssynonymsthatcouldbeusedforsearchingagivenPICO(TT)question.Comparesresultsofsearchesusingdifferentkeywords.

2.2.b

Demonstratesakeywordsearchandasubjectheadingsearchonaspecifictopic.IdentifiestheresultsofeachsearchanditsrelevancetothePICO(TT)question.

2.2.c

LocatessearchtermsinMeSHorCINAHLtreestructureandusesdatabaselimiterstoconductsearch.(Restricttomajortopic,includetermsloweronthehierarchy,subheadings)

2.2.d

Findsanarticleonanursingtheoryandhowitisappliedtoaspecificpopulation. 2.2.gExaminesthereferencesinanarticlerelevanttothePICO(TT)questionandidentifyadditionalarticlesthatrelatetotheresearchquestion.

2.2.i

2

Usesdatabaselimiterstolocateavarietyofmaterialwithinparametersgiveninaworksheet.(e.g.asystematicreviewonatopicthatismorethan3yearsold,aclinicaltrialonhumans)

2.4.b

DemonstratesusinglimitersinPubMed/MedlineandCINAHLtonarrowsearch(e.g.publicationtype,publicationfactorssuchaslanguage,populationfactors,suchasagegroups).

2.4.a,b

AppraisessearchresultsforrelevancetothePICO(TT)questionused.Evaluatesthebestwaytosearchforthisparticularquestion.

2.4.e

EstablishanaccountinNCBIandCINAHLtosavesearches,setupalertsandsavesearchhistory.

2.5.c

StandardThree Summarizescurrentevidenceregardingmajordiagnosticandtreatmentactionswithinthepracticespecialty.

3.1.a

TakesthePlagiarismSelfTestashomeworkfromWesternCarolinaUniversity'sWritingCenter,locatedonlineathttp://www.wcu.edu/11869.asp

3.1.a,b,&d

Summarizesthemainideasofanarticleaddressesaresearchquestion,usingPICO(TT)formatifappropriate.

3.1.b,&c

Evaluatesconsumerhealthinformationsourcesforaccuracy,timeliness,andappropriateness.

3.2.a,b,c,e,&f

Evaluatesaprotocolfromwork,andanalyzesitinclasswithaworksheettojudgeifitisevidence‐based,ornot.

3.2.a,b,&e

Providesexamplesofclinicalopinionsfromresearch,andevidencesummaries.Identifieswhatdifferentiatesthemandinwhatcontexteachwouldbeuseful.

3.2.b

Discussesthepossibleimpactofassumptions,prejudice,deception,andmanipulationintheresearchprocess.Provideexamplesofcasesstudies;suchasthehistoric"TuskegeeStudyofUntreatedSyphilisintheNegroMale,"orresearchstudiesfundedbypharmaceuticalcompanies.Identifiestheirownbiasesasresearchersandinformationconsumers.

3.2.c

IdentifiesanarticlefromadisciplineotherthanmedicineornursingthatisrelevanttotheirresearchquestionaftersearchingamultidisciplinarydatabasesuchasAcademicSearchComplete.

3.2.d

Identifiesthecontextofacurrentscholarlyarticleandcomparesitwithanothersourceonthesametopicfromasignificantlydifferenthistorical,social,orculturalcontext.Discussestheinfluenceofcontextontheproductionandinterpretationofinformationinthehealthprofessions.

3.2.f

Identifiesapopularmediaarticleonahealthtopicandverifiesitsclaimsusinganothersource.Describesandcriticallyevaluatestheresearchmethodsandargumentsofbotharticles.

3.2.g

Createsindividualizedcareplansbasedonpatientvalues,clinicalexpertise,andevidence.

3.3.a,&b

Identifies,collects,andminesrawdatafromresearchersinmultipledisciplinestoapplytonursingpractice.

3.3.a,b,c,d,e,f,&g

Integratesknowledgefromdiversesourcesandacrossdisciplines,andthenappliesthisknowledgetosolvepracticeproblemsandimprovehealthoutcomes.

3.3.a,b,c,d,e,f,&g

3

Translatescurrentevidenceintopractice,andevaluatestheoutcomes. 3.3.a,b,c,e,f,&g

Classifiesevidence‐basedpracticeresourceonagiventopic,usingthe“LevelsofEvidencePyramid”(seehttp://libguides.lib.uci.edu/content.php?pid=43408&sid=326477)Reportstoclassthehighest‐levelormostrelevantevidencetheyfound,andtoexplainhowitsupportsaspecificpractice.Note:Agoodonlinetutorialonevidencebasednursingisavailableathttp://www.lib.uci.edu/how/tutorials/EvidenceBasedPractice/

3.3.e

Questionsrationaleforroutineapproachestocarethatresultinless‐than‐desiredoutcomesoradverseevents.

3.4.a.b,c,d,f,h,&i

EvaluatespersonalfacilityforEBPbytakingtheReadinessforEvidence‐BasedPracticeSurvey,fromthearticle:Provikoff,Tanner&Pierce(2005).CECredit:ReadinessofU.S.nursesforevidence‐basedpractice.AJN,105(9):40‐52.

3.4.a,b,c,d,f,g,h,&i

Updatesteaching,training,andpatienteducationmaterials. 3.4.a,c,d,g,h,&i

Updatesclinicalknowledgeincludingprotocols,procedures,careplans,practiceguidelines,complementaryandalternativemedicine,andpharmaceuticalapproaches.

3.4.a,g,h,&i

Conductsaliteraturereview,systematicreview,meta‐analysis,ormeta‐synthesistodeterminecontradictionsoruniquecharacteristicsoftheresearchtoguidenursingpractice.

3.4.c,d,f,g,h,&i

ValidatesunderstandingandinterpretationofinformationthroughdiscoursewithotherBSNstudents,individuals,subject‐areaexperts,and/orpractitionersby: Attendingorobservingethicsrounds,and/orapresentationofanethics

committeememberatahospital. Havingafieldworkexperiencewiththegoalofpartneringwithateamin

practice,suchasapatientsafetyinitiativeinterdisciplinaryteam,aninterprofessionaleducationteam,oraqualityimprovementteam.

Askanddiscusswithmultipleprofessionalsaboutprofessionalroles,knowledgetranslation,roleboundaries,anddiversedisciplinaryperspectives.

3.5.a,b,c,&e

Demonstratesthedifferenceinresultsfoundusingthesamesearchtermsindifferentdatabases(forinstance,searchingtheterm“neoplasms”inMedline/PubMedandCINAHL).

3.6.e

StandardFour Presentsinformationindifferentformatsfordifferentaudiences/purposes(e.g.careplan,patientinstruction,practiceguideline,poster,podiumpresentation,blogpost,scholarlyarticle,etc.)

4.1.a,b,c,&d4.3.a,b

Discussesandprovidesexamplesofdifferentresearchdesignsforavarietyofpurposes.

4.1.h

Writesaresearchjournalorsomeotherrecordoftheprocessesusedovertimetofind,evaluateandcommunicatehealthinformation.Revisitsthisrecordand

4.2.a,b,c

4

identifiesopportunitiesforgrowthandlearning.Discussestheconceptoftranslationalresearchandthewaysinwhichitcancontributetopatientcareovertime.Describeswaysinwhichaspecificbiomedicalresearchfindingcouldbeappliedtopatientcare,clinicalpracticeand/orcommunityhealth.

4.2.d

UsesavisualrepresentationoftheInformationCycleinthehealthsciencestoinitiateadiscussionofstudents’contributionasresearchers,practitioners,educatorsandauthors.Seehttp://www.slideshare.net/LindaBlake/information‐cycleandhttps://www.youtube.com/watch?feature=player_embedded&v=jALv7nVEwQMforexamples.

4.3.f,g

Researchesarecenthealthpolicyinthenewsandfindsevidencethatsupportsapositiononthatpolicy.

4.3.h

StandardFive Discussesthevariousmodelsofscientificpublishing,includingopen‐accessjournals.Explorespublicationandsubscriptionfeesforseveraljournaltitles.ExaminessitessuchasPubMedCentral,BioMedCentral,PLoSandDOAJ;identifieshowsuchsitesfitintotheinformationcycleandpublishingpractices.

5.1.b

Usesachecklisttonavigatefairuseguidelinesanddetermineswhetheraparticularuseofcopyrightedinformationisappropriate.TheFairUseChecklistfromColumbiaUniversity’sCopyrightAdvisoryOffice(http://copyright.columbia.edu/copyright/fair‐use/fair‐use‐checklist)isexcellent,butitwouldbeevenbettertodevelopachecklistspecificallyforthehealthprofessions.

5.1.f,5.2.f

Highlighttheethical,legal,andfinancialissuesofaccesstosubscriptiondatabasesandtheuseofmaterialprovidedbyinstitutionsandorganizationsoutsideoftheacademicsetting.

5.2.a

Usesexamplestodemonstratecorrectcitationofreferences,andpracticesreadingcitationsfromavarietyofsources.Discussesthehistoricaldevelopmentofcitationstylesandhowtheydemonstratethevaluesofthedisciplinetheyrepresent.

5.3.a