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Multicenter Study
. 2020 Jul 1;108(3):378-388.
doi: 10.5195/jmla.2020.841.

Evaluating nursing faculty's approach to information literacy instruction: a multi-institutional study

Bethany S McGowan  1 , Laureen P Cantwell  2 , Jamie L Conklin  3 , Rebecca Raszewski  4 , Julie Planchon Wolf  5 , Maribeth Slebodnik  6 , Sandra McCarthy  7 , Shannon Johnson  8
Affiliations
Multicenter Study

Evaluating nursing faculty's approach to information literacy instruction: a multi-institutional study

Bethany S McGowan et al. J Med Libr Assoc. .

Abstract

Objective: In 2018, the Association of College & Research Libraries (ACRL) Health Sciences Interest Group convened a working group to update the 2013 Information Literacy Competency Standards for Nursing to be a companion document to the 2016 Framework for Information Literacy in Higher Education. To create this companion document, the working group first needed to understand how nursing faculty approached information literacy (IL) instruction.

Methods: The working group designed a survey that assessed how nursing faculty utilized IL principles in coursework and instruction. The survey consisted of nineteen mixed methods questions and was distributed to nursing faculty at eight institutions across the United States.

Results: Most (79%) faculty indicated that they use a variety of methods to teach IL principles in their courses. While only 12% of faculty incorporated a version of the ACRL IL competencies in course design, they were much more likely to integrate nursing educational association standards. Faculty perceptions of the relevance of IL skills increased as the education level being taught increased.

Conclusion: The integration of IL instruction into nursing education has mostly been achieved through using standards from nursing educational associations. Understanding these standards and understanding how faculty perceptions of the relevance of IL skills change with educational levels will guide the development of a companion document that librarians can use to collaborate with nurse educators to integrate IL instruction throughout nursing curriculums at course and program levels.

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Figures

Figure 1
Figure 1
Nursing faculty ratings of the relevance of information literacy (IL) skills at the associate level
Figure 2
Figure 2
Nursing faculty ratings of the relevance of IL skills at the baccalaureate level
Figure 3
Figure 3
Nursing faculty ratings of the relevance of IL skills at the master's level
Figure 4
Figure 4
Nursing faculty ratings of relevance of IL skills at the doctoral (PhD) level
Figure 5
Figure 5
Nursing faculty ratings of the relevance of IL skills at the doctor of nursing (DNP) level
See this image and copyright information in PMC

References

    1. American Library Association. Information literacy competency standards for higher education [Internet]. Chicago, IL: The Association; 2000. [cited 29 Aug 2019]. <https://alair.ala.org/handle/11213/7668>.
    1. Phelps SF. Designing the information literacy competency standards for nursing. Med Ref Serv Q. 2013. January 1;32(1):111–8. DOI: 10.1080/02763869.2013.749720. - DOI - PubMed
    1. Association of College & Research Libraries. Framework for information literacy for higher education [Internet]. Chicago, IL: American Library Association; 2015. [cited 29 Aug 2019]. <http://www.ala.org/acrl/standards/ilframework>.
    1. American Association of Colleges of Nursing. The essentials of baccalaureate education for professional nursing practice [Internet]. Washington, DC: The Association; 2008. [cited 29 Aug 2019]. <http://www.aacnnursing.org/portals/42/publications/baccessentials08.pdf>.
    1. American Association of Colleges of Nursing. DRAFT Essentials Domains, Descriptors, Contextual Statements, and Competencies May 2020 [Internet]. Washington, DC: The Association; 2020. [cited 19 May 2020]. <https://www.aacnnursing.org/Portals/42/Downloads/Essentials/DRAFT-Domain...>.

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