Information is available with technology and the Internet. Knowing what to search, which sources to read, and how to use the information encompasses information literacy (IL). Because of the rapidly changing higher education environment and information ecosystem, IL has transformed into a complex set of ideas and skills. The Association of College and Research Libraries (2016) defines and describes IL within its Framework for Information Literacy for Higher Education.
Graduate students preparing for the nurse educator role must practice IL skills to use evidence effectively during their academic and professional career. The National League for Nursing Nurse Educator Core Competencies and associated task statements require nurse educators to be information literate (Halstead, 2018). IL empowers nurse educators to utilize evidence-based practices to design, develop, deliver, and evaluate education; to participate in research and scholarship of teaching and learning; and to disseminate new practices and evidence to the nursing education community.
Cultivating IL in nurse educator students is significant and relevant for their role development. When students are accepted for admission into a university, it is assumed they possess proficiency in basic IL skills needed to complete assignments, but competencies vary greatly, with some students performing at a level of mastery and others facing deficiencies requiring remedial assistance (McGowan, 2019). Furthermore, the literature reflects discrepancies between perceived self-efficacy in IL and actual demonstrated ability (Ozb[latin dotless i]cakc[latin dotless i] et al., 2015). Most students report relative comfort and confidence in their own IL skills but, when tested, fall short in IL abilities (List & Alexander, 2018).
We distributed a needs assessment survey using the six concepts of the Association of College and Research Libraries framework to master of science in nursing-nurse educator (MSN NE) students and faculty. The student survey revealed weaknesses particularly related to two concepts: Research as Inquiry and Information Creation as a Process. Faculty were concerned with teaching IL across all six concepts but were most concerned with Information Has Value, Searching as Strategic Exploration, and Information Creation as a Process. Though the survey revealed a need for additional support in every concept, four concepts were identified as priorities: Understanding Sources, Finding Sources, Using Sources Ethically, and Applying the Use of Sources.
These concepts became the foci of an online tutorial, designed to introduce students to the significance of IL for evidence-based inquiry, graduate coursework, and the nurse educator role. Students completed this tutorial as part of MSN NE student orientation in the learning management system to gain foundational IL knowledge and skills.
THEORETICAL FRAMEWORK
To design the most effective tutorial, a team of nursing faculty, librarians, and an instructional designer collaboratively developed the module, guided by adult learning theory and applied learning theory. Adult learners are motivated to learn when information and learning activities are goal oriented, relevant, and results oriented (Merriam & Bierema, 2013). The knowledge and skills need to hold value, be meaningful, and applicable for their future role (Bradshaw & Hultquist, 2017).
An introduction to the significance of IL, use of reflection surveys, and activities to utilize IL skills on a health care topic of their choice enhanced the applicability and relevance of the module for students. Applied learning can successfully occur in the online environment with intentional approaches such as active learning, reflective practices, and critical thinking (Fisher & Mittelman, 2013). The learning activities and required surveys facilitated applied learning, and the submission of a product from the learning activities ensured active learning. Reflection surveys encouraged students to think critically about IL.
TUTORIAL DESIGN
Student learning outcomes were developed to inform the learner of expectations: 1) reflect on discipline-specific functions related to IL within your professional role, 2) apply your IL knowledge to perform three selected IL skills, and 3) reflect on your personal development regarding IL knowledge and skills. Time to complete the tutorial was approximately 60 minutes.
An introduction video outlined the tutorial as an applied learning education project and the importance of IL for academic and professional progression. Next, students completed an intention reflection survey asking about their ability to apply IL to course and professional work; expected benefits of the tutorial; and the impact of IL on their personal, academic, and professional lives. Students then viewed engaging videos about the four priority concepts. After each video, they participated in applied learning activities designed to demonstrate relevance of the information to scholarly writing and the nurse educator role.
The first group of videos provided information on identifying and finding sources; students then located and evaluated two quality sources on a health care topic. The next video detailed how to ethically use the sources, with topics including plagiarism, copyright, and formatting; students then practiced formatting references and in-text citations for the identified sources. The final video explained how to synthesize information from sources. Students then completed a maximum 300-word synthesis using the sources identified with no more than two direct quotes and correct formatting of in-text citations and references. Lastly, students completed a final reflection survey asking them to determine if they could apply IL knowledge, describe challenges completing the activities, and explain how IL skills will impact their role as a student and future nurse educator.
EVALUATION
Nineteen students submitted their final synthesis activity product. The evidence level of sources used, correct formatting, and degree of synthesis were evaluated. Scores ranged from 50 percent to 100 percent, with a mean of 78.4 percent, which was slightly below the effectiveness benchmark. (A group mean score of 80 percent aligned with the passing grade for the MSN NE program.) Analysis of individual scores found that 10 of 19 students (52 percent) earned a passing score. Correct formatting and synthesis served as the greatest challenge for those who scored below passing.
Sixty-nine students completed the intention reflection survey, and 45 completed the final reflection survey. In their intention reflections, students expressed concern with efficiently and effectively finding appropriate information, determining credibility of information, successfully using information in papers or practice, and properly citing sources. Despite these concerns, they articulated the value of research to contribute new knowledge, distribute quality information, improve patient care, and enhance student learning. In the final reflections, students unanimously felt they could apply the IL skills learned in their academic, professional, and personal lives. Some students observed that the tutorial "refreshed their memory"; others found it increased their comfort with research. Although some students reported still struggling with the mechanics of correct formatting, most grasped the importance of proper citations. Apart from a few comments indicating technical and time management difficulties completing the tutorial, the reflections illustrate an overall positive learning experience. Concerns articulated in the intention reflections were largely absent from final reflections, and students maintained their positive attitude regarding the value of information.
Student reflections, compared to the synthesis product scores, reveal a disconnect between perceived proficiency and application of IL skills, aligning with evidence reported in the literature (List & Alexander, 2018; Ozb[latin dotless i]cakc[latin dotless i] et al., 2015). In addition, students did not participate in the iterative process of writing for the synthesis. IL concepts and skills introduced in the tutorial will need to be reinforced by faculty. Students may also return to the tutorial to use as a resource for future assignments.
IMPLICATIONS
For years, librarians have provided face-to-face and online instruction for IL, yet, typically, instruction is generic and multidisciplinary in nature. As the complexity of IL is integrated into curricula, the value of including subject experts in the instruction becomes apparent. Unique for this tutorial, faculty and librarians were partners through conception, creation, and evaluation, each applying strengths of their training and experience. The partnership added value to the tutorial and student outcomes.
This IL module was built inside the Canvas LMS. Canvas Commons, a valuable feature of Canvas, allows educators to share and import learning objects. With minor editing to remove institution-specific content, the module can be shared in Canvas Commons and be available internationally to other schools.
IL knowledge and skills are essential for graduate coursework and the nurse educator role. Educators must be cognizant of students' diverse perceived and actual IL proficiency to provide appropriate instruction and resources. The IL tutorial not only created an engaging resource for students but also provided them with foundational knowledge and skills. The tutorial planted a seed for IL significance and skills that the faculty and curriculum can cultivate for the students' future role as nurse educators.
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