Abstracts
Abstract
Objective – The number of graduate nursing programs in the U.S. has increased significantly in recent years. This scoping review seeks to examine the range of literature discussing librarian instruction for graduate nursing students to identity the types of studies being published, the characteristics of instructional sessions, knowledge gaps which may exist, and the evidence available for a subsequent systematic review evaluating instructional effectiveness.
Methods – Guidelines established by the PRISMA statement for scoping reviews (PRISMA-Scr) were used to conduct this review. Concepts for library instruction and graduate nursing students were searched in six databases as well as Google Scholar. The two authors used titles/abstracts and when necessary, full-text to independently screen identified studies. Conflicting screening decisions were resolved by discussion.
Results – Data was extracted from 20 sources. Thirteen of the sources were descriptions of classes or programs, one was a program evaluation, two were mixed methods studies that looked at library use and program support respectively but did not assess instruction, two were surveys of students’ feelings and attitudes about instruction, and two were quasi-experimental studies which included pre-post instruction quizzes. The most popular format for library instruction was online (synchronous or asynchronous) instruction. Most sources did not include information about the timing or duration of instruction. In addition, most sources did not reference instructional theory although a few mentioned aspects of instructional theory such as active learning. Only one source mentioned using a specific model to develop instructional content. While several sources mentioned assessment of student learning, only four studies included the results of assessment.
Conclusions – Sources reporting on instruction for graduate nursing students consisted primarily of descriptions of programs or instructional sessions. Many of the descriptive studies lacked essential information such as specifics of format, timing, and duration which would aid replication at other institutions. Only four sources were research studies that evaluated instructional effectiveness.
Appendices
Bibliography
- American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced practice nursing. https://www.pncb.org/sites/default/files/2017-02/Essentials_of_DNP_Education.pdf
- American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf
- Association of College and Research Libraries. (2000). Information literacy competency standards for higher education. https://alair.ala.org/handle/11213/7668
- Association of College and Research Libraries. (2008). Standards for distance learning library services. https://www.ala.org/acrl/standards/guidelinesdistancelearning
- Bernstein, M., Roney, L., Kazer, M. & Boquet, E. H. (2020). Librarians collaborate successfully with nursing faculty and a writing centre to support nursing students doing professional doctorates. Health Information and Libraries Journal, 37, 240-244. https://doi.org/10.1111/hir.12327
- Bundy, A. (2004). Australian and New Zealand information literacy framework, https://www.utas.edu.au/__data/assets/pdf_file/0003/79068/anz-info-lit-policy.pdf
- Deberg, J. (2014). Reflections on involvement in a graduate nursing curriculum. In A. E. Blevins (Ed.), Curriculum-based library instruction (pp. 165-170). Rowman & Littlefield.
- Dorner, J. L., Taylor, S. E. & Hodson-Carlton, K. (2001). Faculty-librarian collaboration for nursing information literacy: A tiered approach. Reference Services Review, 29(2), 132-40. https://doi.org/10.1108/00907320110394173
- Francis, B. W. & Fisher, C. C. (1995). Multilevel library instruction for emerging nursing roles. Bulletin of the Medical Library Association, 83(4), 492-8.
- Guillot, L. & Stahr, B. (2004). A tale of two campuses: Providing virtual reference to distance nursing students. Journal of Library Administration, 41(1-2), 139-52. https://doi.org/10.1300/J111v41n01_11
- Guillot, L., Stahr, B. & Meeker, B. J. (2010). Nursing faculty collaborate with embedded librarians to serve online graduate students in a consortium setting. Journal of Library & Information Services in Distance Learning, 4(1/2), 53-62. https://doi.org/10.1080/15332901003666951
- Hinegardner, P. G. & Lansing, P. S. (1994). Nursing informatics programs at the University of Maryland at Baltimore. Bulletin of the Medical Library Association, 82(4), 441-3.
- Hodson-Carlton, K. & Dorner, J. L. (1999). An electronic approach to evaluating healthcare web resources. Nurse Educator, 24(5), 21-6. https://doi.org/10.1097/00006223-199909000-00013
- Honey, M., North, N., & Gunn, C. (2006). Improving library services for graduate nurse students in New Zealand. Health Information and Libraries Journal, 23(2), 102-9. https://doi.org/10.1111/j.1471-1842.2006.00639.x
- Jonas Philanthropies. (2015). New AACN data confirms enrollment surge in schools of nursing. https://tinyurl.com/y3u262gd
- Knowles, M. S., Holton, E. F., & Swanson, R. A. (1998). The adult learner (5th ed.). Butterworth-Heinemann.
- Layton, B. & Hahn, K. (1995). The librarian as a partner in nursing education. Bulletin of the Medical Library Association, 83(4), 499-502.
- Leasure, A. R., Delise, D., Clifton, S. C., & Pascucci, M. A. (2009). Health information literacy: Hardwiring behavior through multilevels of instruction and application. Dimensions of Critical Care Nursing, 28(6), 276-82. https://doi.org/10.1097/DCC.0b013e3181b4003c
- Lemley, L. (2016). Virtual embedded librarianship program: A personal view. Journal of the Medical Library Association, 104(3), 232-4. http://dx.doi.org/10.3163/1536-5050.104.3.010
- Milstead, J. A., & Nelson, R. (1998). Preparation for an online asynchronous university doctoral course: Lessons learned. Computers in Nursing, 16(5), 247-58.
- National Panel for NP Practice Doctorate Competencies. (2006). Practice doctorate nurse practitioner entry-level competencies. https://www.pncb.org/sites/default/files/2017-02/NONPF_DNP_Competencies.pdf
- Robertson, D. S. & Felicilda-Reynaldo, R. F. (2015). Evaluation of graduate nursing students' information literacy self-efficacy and applied skills. The Journal of Nursing Education, 54(3, Suppl), S26-S30. https://doi.org/10.3928/01484834-20150218-03
- Ross-Gordon, J. M., Rose, A. D., & Kasworm, C. E. (2017). The adult learner. In Foundations of adult and continuing education (pp. 215-253). Jossey-Bass.
- Salani, D., Albuja, L. D., & Azaiza, K. (2016). The keys to success in doctoral studies: A preimmersion course. Journal of Professional Nursing, 32(5), 358-363. https://doi.org/10.1016/j.profnurs.2016.01.005
- Schilperoort, H. M. (2020). Self-paced tutorials to support evidence-based practice and information literacy in online health sciences education. Journal of Library & Information Services in Distance Learning, 14(3-4), 278-290. https://doi.org/10.1080/1533290X.2021.1873890
- Thompson, K. (2009). Torturing nurses with data: Building a successful quantitative research module. IASSIST Quarterly, 33(3), 6-9. https://doi.org/10.29173/iq112
- Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., . . . Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467-73. https://doi.org/10.7326/M18-0850
- Welch, S., Cook, J. & West, D. (2016). Collaborative design of a doctoral nursing program online orientation. Nursing Education Perspectives, 37(6), 343-4. https://doi.org/10.1097/01.nep.0000000000000053
- Whitehair, K. J. (2010). Reaching part-time distance students in diverse environments. Journal of Library & Information Services in Distance Learning, 4(3), 96-105. https://doi.org/10.1080/1533290X.2010.503166
- Whiting, P. & Orr, P. (2013). Evaluating library support for a new graduate program: Finding harmony with a mixed methods approach. The Serials Librarian, 64(1-4), 88-98. https://doi.org/10.1080/0361526X.2013.760329
- Wills, C. E., Stommel, M. & Simmons, M. (2001). Implementing a completely web-based nursing research course: Instructional design, process, and evaluation considerations. Journal of Nursing Education, 40(8), 359-362. https://doi.org/10.3928/0148-4834-20011101-07
- Wimmer, E., Morrow, A., & Weber, A. (2014). Collaboration in eTextbook publishing: A case study. Collabrative Librarianship, 6(2), 82-86.