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

Authors

  • Bethany Sheriese McGowan Assistant Professor of Library Science and Health Sciences Information Specialist, Library of Engineering and Science, Purdue University, West Lafayette, IN https://orcid.org/0000-0002-4797-4836

DOI:

https://doi.org/10.5195/jmla.2019.663

Keywords:

Student-Centered Learning, Active Learning, Instructional Design, Embedded Librarianship

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.

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Published

2019-10-01

Issue

Section

Case Report