The Conceptual Curriculum & Information Literacy

Kristen L. Young, MLIS, AHIPGrand Valley State University

Friday April 20, 2012

OutlineStatement of topicReview of the articleChallenges and opportunities

Topic1. 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.

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 sessionsExisting frameworks Literature review

Organize conceptsClassification

Exemplary contentRepresentation of individual across life span

various settings

Article Recap: Rescuing Nursing Education from Content Saturation: the Case for a Concept-Based Curriculum Challenges

Complex curriculum designMove out of comfort zone: previous evaluations

& testsOpportunities

Concepts provide original framework and structure for curriculum (design concept vs practice)

Teaching differently: student centered active learning activities that focus on conceptual learning

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 useIncreased interactive learning activities

Challenge: conceptual framework & complex questionsConceptual 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.

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 minuteThink it will be easy and quick may turn out

otherwiseInformation overload

Opportunity: information literacy1. Construct a question or problem statement 2. Locate and gather information3. Evaluate sources4. Manage information5. Use information ethically6. Communicate knowledge

http://www.gvsu.edu/library/information-literacy-core-competencies-168.htm

Challenges within information literacyWhere do you go to search for information?Database selectionWhat type of information is this? How do I cite this source?When do I have enough information?Understanding database structure and

terminologykeywords vs. subject headingsBoolean operators

Comfort level – using the databases

Opportunity: more real life examples & practice applicationReal life examples Application to practice Applicable to current

situationsPatientSomeone they knowCuriosity about subject Interesting story

Not busy workAn understanding of why

Student symposiumCapstone projectClinical hoursWatching mentorsConferences

Sample session - condensedDifference between a database/journal How to locate a citationBoolean operatorsImportance of taking time to develop a

search strategySelected resource

overview/demonstration/hands onClinical scenarioPICOT: A format for questions

SynonymsLimits

Opportunity: increased interactive learning activities Call on audienceCompare and contrast these resources PICOT: A format for clinical questions Demonstration/follow alongHands onDivide into groups Wrap up questions using a poll or iclickersDatabase worksheet (find this citation)

Opportunity: teaching styleWhat do students know? Pose a questionFeedback during sessionShow of handsMoving around the roomHands off keyboardAcknowledgement - it is in fact trueRepeat what audience saysGreat question – take offline

Opportunity: review of curriculum Review the current courses in the nursing

curriculum All programs: BSN, second degree, RN,

Master of Science and DNPWhich 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?

Opportunity: review curriculum1. Construct a question or problem statement 2. Locate and gather information3. Evaluate sources4. Manage information5. Use information ethically6. Communicate knowledge

http://www.gvsu.edu/library/information-literacy-core-competencies-168.htm

Opportunity: revised course instructionGather 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 professorExpectations/coverage Audience: new/experiencedHands on or lecture?One time session; multiple sessions; course

management system; literature guide

Opportunity: Increased technologyGoing where students areInformation available through e-books and on

handheld devicesLearning from the students – re: different

technology

Opportunity: review servicesE-mailTutorialsLiterature guides Online chatOffice hoursAppointment NewsletterLunch and learn

series

Workshops on demand

Additional curriculum integration

Liaison Librarian PartnershipsProgram developmentOpen communicationCollaborationIdentifying & exceeding needsAwareness of servicesConsultations & CommitteesContributes to Profession

THANK YOU!