1. Embedding Information Literacy into Staff Development at an acute NHS Trust Sharon Hadley sharon.hadley@cfh.nhs.uk Kim Hacker kim.hacker@nbt.nhs.uk

2. “ Writing today is not a frill for the few, but an essential skill for the many” National Commission on Writing, 2003

3. What is information literacy? “…knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner” CILIP 2005

4. About North Bristol NHS Trust

5. Target Audience Allied Health Professionals mainly level 3 HE qualification Medics – information Literacy being embedded into curriculum Trust health care strategy for Health Care Assistants in development

6. Therefore target audience –Qualified nurses and support staff who need preparation for level 3 HE study –Those without recent formal learning experiences (non work based)

7. Local Drivers Large cohort of overseas nurses Loss of previous provision from FE college due to low uptake Low completion of written assignments for Trust funded HE courses

8. Effective use of Trust resources –existing in-house skills, –library resources and IT rooms –staff don’t have to go off site

9. Trust Education Research and Development (ERD) Strategy “Develop inter-professionalism in learning and practice, while recognising the integrity if individual professions” “ Ensure that staff have equal access and opportunity to develop and maintain their knowledge and skills throughout their career developing a concept of ‘learning at work’ for all staff” “Foster lifelong learning and development planning for all staff; encouraging career progression based on competence and team working alongside clinical specialism”

10. ‘ Working together- learning together’ An NHS lifelong learning strategy Sets out programme for learning and development Informs local strategy and policy

11. National Drivers –NHS Knowledge and Skills Framework (NHS KSF) –More professional bodies requiring portfolios e.g. Health Professions Council –NHS Plan

12. Course Lead  Initially managed by information specialist  Now embedded as staff development course with information specialist input on guest sessions

13. Course Objectives Recognise their own learning style Identify a conducive learning environment Identify individual motivations Demonstrate accurate use of grammar Compare the benefits of using different reading and note-taking strategies Evaluate the purpose and quality of literature

14. Demonstrate how to plan and write an essay Explain the basics of and carry out a literature search Demonstrate how to reference assignments Explain the benefits of reflection

15. Evaluation Our initial feelings after first two courses –Need for more learner centred approach –Wide range of learning pace and levels Development of course materials Development of two-stage course

16. Course Materials  Development of workbooks, oAllows learners to see what is planned for them oProduce in bulk, more effective resource use oProvides a framework for the course that can be added to by the teacher as appropriate for each group and individual needs

17. Two-Stage Course Individual learning needs identified at interview Negotiation with learner as to most appropriate access point Discuss future use of skills gained so not lost Interviews determine where the learner is going to apply their new skills Highlighted again in group discussion towards end of sessions.

18. Stage One Development of literacy skills to National Certificate level 2 by practical exercises in: –Grammar –Correct use of tense –Punctuation –Spelling –Reflective writing –Creative writing

19. Stage Two Extends written skills in stage one by practical summary and essay writing Use of practical exercises to develop key information literacy skills such as: –Development of search strategy –Selection of appropriate resources for search –Critical appraisal of literature –Correct referencing of literature

20. Evaluation of Two-stage Course  Evaluation collected via questionnaires  Showed need for longer course or encouragement of self directed learning approach  Importance of relevance to own practice Therefore need to develop integrated modular approach

21. Evidence for Evaluation

22. Quotes from Evaluation A bit more practical work to improve writing skills (supports need for modular approach) More days to have practice sessions More time, more practice (encourage more self directed learning) More summarising and referencing

23. Staff Group

24. Currently very high numbers of nurses attending very clinician centred Widen Participation Agenda for change Equal opportunities Role relevance improves learning outcomes

25. Evidence for Change Feedback from students Local and national drivers –Agenda for change –Connecting for Health Personal reflection

26. Recommendations Specify KSFs Trust ERD strategy to specifically reflect need for information literacy skills HE Accreditation “ work with HE and other partners to encourage the systematic accreditation of learning and development”

27. Recommendations Identify key areas to develop an integrated modular course e.g. –Reflective writing –Reference management –Critical appraisal –Literature searching –Essay writing –Active Reading

28. Each learner has an individual programme of study based on their needs Modules to complete agreed by negotiation at interview

29. Blended delivery allowing –Use of e-learning –Increased opportunity for self directed study via distance learning, by provision of extra materials –Consolidation of learning by ability to revisit course materials after module completion –Assessment by formal assignment

30. Quote to finish from learner “Helps to improve my writing skills, references, literature searching. Made me feel more confident to go ahead with future courses.”