Kristen L. Young, MLIS, AHIP Grand Valley State University Friday April 20, 2012

Outline Statement of topic Review of the article Challenges and opportunities

Topic 1. 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 sessions Existing frameworks Literature review Organize concepts Classification Exemplary content Representation 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 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

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

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.

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

Opportunity: information literacy 1. Construct a question or problem statement 2. Locate and gather information 3. Evaluate sources 4. Manage information 5. Use information ethically 6. Communicate knowledge competencies-168.htm

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

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

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

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)

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

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?

Opportunity: review curriculum 1. Construct a question or problem statement 2. Locate and gather information 3. Evaluate sources 4. Manage information 5. Use information ethically 6. Communicate knowledge competencies-168.htm

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

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

Opportunity: review services Tutorials Literature guides Online chat Office hours Appointment Newsletter Lunch and learn series Workshops on demand Additional curriculum integration

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