Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students.

Reimagining information literacy instruction in an evidence-based practice nursing course for undergraduate students. J Med Libr Assoc. 2019 Oct;107(4):572-578 Authors: McGowan BS Abstract This case report describes the redesign process for an undergraduate evidence-based practice (EBP) nursing course in which the librarian serves as both co-instructor and co-instructional designer. As part of the undergraduate outcomes-based core curriculum, this required course teaches the principles of the research process; teaches students to identify the strengths and limitations of research articles in relation to EBP; and builds student confidence in their abilities to execute information literacy, data management, and scholarly communication competencies. The course redesign built on an existing student-centered course design, with the specific goal of transitioning the course from a senior-level course to a sophomore-level course, while achieving the same learning objectives. This goal was accomplished by integrating a combination of distributed practice and interleaved practice learning experiences into the course curriculum. PMID: 31607815 [PubMed - in process]
Source: Journal of the Medical Library Association : JMLA - Category: Databases & Libraries Tags: J Med Libr Assoc Source Type: research