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1.

Objective:

Evidence-based practice (EBP) provides nurses with a method to use critically appraised and scientifically proven evidence for delivering quality health care to a specific population. The objective of this study was to explore nurses'' awareness of, knowledge of, and attitude toward EBP and factors likely to encourage or create barriers to adoption. In addition, information sources used by nurses and their literature searching skills were also investigated.

Method:

A total of 2,100 copies of the questionnaire were distributed to registered nurses in 2 public hospitals in Singapore, and 1,486 completed forms were returned, resulting in a response rate of 70.8%.

Results:

More than 64% of the nurses expressed a positive attitude toward EBP. However, they pointed out that due to heavy workload, they cannot keep up to date with new evidence. Regarding self-efficacy of EBP-related abilities, the nurses perceived themselves to possess moderate levels of skills. The nurses also felt that EBP training, time availability, and mentoring by nurses with EBP experience would encourage them to implement EBP. The top three barriers to adopting EBP were lack of time, inability to understand statistical terms, and inadequate understanding of the jargon used in research articles. For literature searching, nurses were using basic search features and less than one-quarter of them were familiar with Boolean and proximity operators.

Conclusion:

Although nurses showed a positive attitude toward EBP, certain barriers were hindering their smooth adoption. It is, therefore, desirable that hospital management in Southeast Asia, particularly in Singapore, develop a comprehensive strategy for building EBP competencies through proper training. Moreover, hospital libraries should also play an active role in developing adequate information literacy skills among the nurses.

Highlights

  • Nurses in Singapore, as in other countries, support the idea of evidence-based practice (EBP) but have limited skills in the area of literature searching and understanding evidence, which limits their use of evidence-based practice.
  • Only a small number of nurses were able to pick an appropriate search strategy for a given topic, indicating a lack of basic literature searching skills.
  • Sufficient literature searching knowledge is essential to retrieve current, relevant, and accurate evidence. However, a majority of nurses do not know how to properly use Boolean and proximity operators, indexing, truncation, or limits.

Implications

  • Librarians need to be part of providing ongoing training for clinical nurses in searching the evidence, especially in hospitals promoting EBP or seeking Magnet status.
  • Training is needed for clinical nurses to be able to achieve the use of EBP, and librarians can support this goal by teaching the search strategies portion of an EBP skills course.
  • This study''s instrument could be used by librarians as a needs assessment tool to measure their own clinical nurses'' information literacy skills, if justification is needed locally.
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2.
Abstract

The main aim of this paper is to empirically examine the information skills of public university librarians and whether attending a short training on navigation to e-resources results in improvements in their knowledge base. A group of 33 librarians working at different public university libraries participated in this study. They were participants in a 90-min long training program on navigation to e-resources conducted at University Grants Commission of Bangladesh. The survey questionnaire, consisted of 12 information tasks, was distributed and answered before the training. The same tasks were repeated at the end of the training session to see the improvement of information skills. It was found that librarians did not have adequate knowledge of information skills; in fact, a major proportion of university librarians demonstrated inappropriate and insufficient knowledge before the training. The training helped improve their performance score significantly in six out of 12 tasks. The study concluded that the provision of systematic and regular training will improve the skills of librarians and it will positively affect their service outcomes.  相似文献   

3.
ABSTRACT

At Central Michigan University, librarians teach multiple sections of an eight-week, one-credit research skills class to hundreds of undergraduate students each semester. While the main focus of the course is to teach students how to find, use, and properly cite library resources, librarians also address critical thinking skills by designing lessons to teach World Wide Web organization and how to analyze the information found via search engines. Showing student's obvious hoax sites about “tree octopi” and “male pregnancy” introduces the concepts of critical thinking and Website analysis. Most students quickly refute the information on such sites. However, students have a more difficult time assessing social, historical, or political revisionist Web sites' validity. Contrasting those claims with evidence accepted by international courts, historians, and scientists is useful in pointing out the flaws of seemingly well documented but one-sided revisionist sites. There are dangers in exposing students to these groups via their Websites. Yet, it is important to do so in order to convey the importance of critical analysis of information. The authors discuss students' pre- and post-test (CMU's online assessment tool, the “research readiness self-assessment” [RRSA]) scores to determine whether critical thinking skills have improved.  相似文献   

4.
In 2015, the information literacy (IL) team designed an instrument to determine international graduate business students' perceptions of their IL skills and their actual test-assessed IL skills. The purpose of this research was to compare international graduate students' perceptions of their IL skills versus their test-assessed competencies, with the aim of creating training modules to improve test-identified deficiencies. Results demonstrate that wide discrepancies exist between students' perceptions of their own skills and their actual skills on all six ILA-topic areas assessed by the internally developed test instruments, with students overestimating their abilities in all areas.  相似文献   

5.
Background: To ensure that physical and occupational therapy graduates develop evidence‐based practice (EBP) competencies, their academic training must promote EBP skills, such as posing a clinical question and retrieving relevant literature, and the information literacy skills needed to practice these EBP skills. Objective: This article describes the collaborative process and outcome of integrating EBP and information literacy early in a professional physical therapy and occupational therapy programme. Methods: The liaison librarian and a faculty member designed an instructional activity that included a lecture, workshop and assignment that integrated EBP skills and information literacy skills in the first year of the programme. The assignment was designed to assess students’ ability to conduct a search independently. Results: The lecture and workshop were successful in their objectives, as 101 of the 104 students received at least 8 out of 10 points on the search assignment. Conclusions: The teaching activities developed for the students in this course appear to have achieved the goal of teaching students the EBP research cycle so that they might begin to emulate it. The collaboration between the faculty member and the librarian was integral to the success of this endeavour. Future work will include the evaluation of students’ long‐term retention of information literacy objectives.  相似文献   

6.
Objective:To compare the accuracy, time to answer, user confidence, and user satisfaction between UpToDate and DynaMed (formerly DynaMed Plus), which are two popular point-of-care information tools.Methods:A crossover study was conducted with medical residents in obstetrics and gynecology and family medicine at the University of Toronto in order to compare the speed and accuracy with which they retrieved answers to clinical questions using UpToDate and DynaMed. Experiments took place between February 2017 and December 2019. Following a short tutorial on how to use each tool and completion of a background survey, participants attempted to find answers to two clinical questions in each tool. Time to answer each question, the chosen answer, confidence score, and satisfaction score were recorded for each clinical question.Results:A total of 57 residents took part in the experiment, including 32 from family medicine and 25 from obstetrics and gynecology. Accuracy in clinical answers was equal between UpToDate (average 1.35 out of 2) and DynaMed (average 1.36 out of 2). However, time to answer was 2.5 minutes faster in UpToDate compared to DynaMed. Participants were also more confident and satisfied with their answers in UpToDate compared to DynaMed.Conclusions:Despite a preference for UpToDate and a higher confidence in responses, the accuracy of clinical answers in UpToDate was equal to those in DynaMed. Previous exposure to UpToDate likely played a major role in participants'' preferences. More research in this area is recommended.  相似文献   

7.
This paper explores the demographic and academic variables influencing students' perceived information literacy self-efficacy using Kurbanoglu et al.'s Information Literacy Self-Efficacy Scale (ILSES) and its two subscales. An online survey was created to gather data from students which contained Bangla version of the 28-item ILSES together with demographic and academic questions. A printed version of the survey was also distributed to students locally. A total of 408 students participated in the study. The findings revealed that students had moderate self-efficacy, with higher confidence in basic and intermediate-level information literacy (IL) tasks compared to advanced skills. There were significant differences in IL self-efficacy based on students' demographic and academic variables. The results suggest that age and computer proficiency were significantly associated with students' self-efficacy beliefs in information literacy. Overall, the 28-item ILSES and its two smaller subscales yielded similar results, indicating that shorter versions of the ILSES can be utilized to reduce questionnaire completion time without compromising the validity of the results. This study highlights the importance of demographic and academic variables in shaping students' IL self-efficacy beliefs and emphasizes the need for providing adequate support and training to improve information skills among students.  相似文献   

8.
Past studies of international students and academic libraries have often focused on students' own characteristics and experiences. Using an online survey, this study instead investigated librarians' teaching skills for serving this population. The analysis reveals that participants perceived an importance in developing skills specifically for international students. They tried to accommodate students' unique needs and optimize teaching approaches using their own experience working with the students. Although they reported having obtained knowledge of students' backgrounds as well as communication and teaching techniques, they showed strong interest in having further training opportunities to improve their teaching. The survey results thus give insight into recommendations for the provision of training to improve teaching in the context of serving international students.  相似文献   

9.
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10.
Abstract

This study investigates library use and research behavior of business students at California State University San Marcos. A sample of 68 graduate and 91 undergraduate students were surveyed and observed for their behavior in three conceptual domains: query formulation and task assignments, pre-reference process expectations, and post-reference process responses.

Participant observations confirmed many of the student attitudes revealed in the survey. Even with changes in provision of resources in new high tech libraries, findings confirm assumptions of business students' behavior in the earlier literature.  相似文献   

11.
《Communication Teacher》2013,27(2):102-108
Courses: Public speaking, business, and professional communication

Objectives: To improve students' ability to use storytelling elements in presentations; to improve students' ability to design visually appealing slides; to improve students' ability to be concise in oral presentations.  相似文献   

12.
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13.

Objective:

The objective of this study was to validate an assessment instrument for MEDLINE search strategies at an academic medical center.

Method:

Two approaches were used to investigate if the search assessment tool could capture performance differences in search strategy construction. First, data from an evaluation of MEDLINE searches from a pediatric resident''s longitudinal assessment were investigated. Second, a cross-section of search strategies from residents in one incoming class was compared with strategies of residents graduating a year later. MEDLINE search strategies formulated by faculty who had been identified as having search expertise were used as a gold standard comparison. Participants were presented with a clinical scenario and asked to identify the search question and conduct a MEDLINE search. Two librarians rated the blinded search strategies.

Results:

Search strategy scores were significantly higher for residents who received training than the comparison group with no training. There was no significant difference in search strategy scores between senior residents who received training and faculty experts.

Conclusion:

The results provide evidence for the validity of the instrument to evaluate MEDLINE search strategies. This assessment tool can measure improvements in information-seeking skills and provide data to fulfill Accreditation Council for Graduate Medical Education competencies.

Highlights

  • The University of Michigan MEDLINE Search Assessment tool can be used to assess search skills in residency education.
  • Five elements were identified as critical elements in the development of an effective MEDLINE search strategy: inclusion of all search concepts, appropriate use of Medical Subject Headings, appropriate use of search limits, successful combination of all concepts, and search efficiency.

Implications

  • This validated assessment tool can serve as an effective means to measure improvements in residents'' information-seeking skills and provide data to fulfill Accreditation Council for Graduate Medical Education competencies.
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14.
As technology has increased students' access to both high and low quality information, the need for effective information literacy instruction has become more apparent. However, many librarians still struggle to solidify their place, and their value, in the instructional landscape of their parent institution. This struggle persists while library instruction for students remains limited to one 50–75 min session (one-shot instruction). Indeed, the notion that information literacy can be taught in one session is preposterous for most librarians. Nevertheless, as this constraint persists, librarians must work to improve the results students achieve within the one-shot model. This research explores ways in which one-shot library instruction might be bolstered through the promotion of higher levels of student engagement. This research utilizes a pre and post-test analytical model to compare an experimental, learner-centered approach to library instruction, supplemented with clickers, to a more traditional pedagogical approach. Statistical analyses show that while both the experimental and control groups witnessed significant improvement from pre to post-test, there was no statistically significant difference between these two approaches. These findings elicit further, perhaps more troubling, questions regarding the level of engagement possible in one-shot library instruction.  相似文献   

15.

In the introduction to Charles Woodliff's “Catch Me if You Can” in the Fall, 1965 issue of the Journal it was, prophesied that it would be not “the last that will be published on the question of the proper curriculum for training professional broadcasters.” In this issue, on the preceding pages, is an article by Professor John Pennybacker answering Professor Woodliff's article disagreeing with the one that started it all, Pennybacker's “Working with Universities.” The following comment by Woodliff is intended only as a brief comment upon Pennybacker's “Leadership and the Educator: The Middle Way” and does not, of course, attempt to make full reply in this brief form. Professor Woodliff (Assistant Professor in the Department of Radio‐Television‐Film at the University of Denver) hopes that the dialogue between him and Dr. Pennybacker represents their respective points of view fairly—and that other positions will be heard from in the future. The airing of these points of view is not just another rehash of the old “liberal arts vs. professionalism” debate. Recent surveys have shown that broadcasting education has not yet made its mark on the industry—if it is to do so in the future, teachers of broadcasting must constantly reassess their goals and the means to achieve these goals.  相似文献   

16.
ABSTRACT

Previous research has mostly focused on the demographic and academic correlates of library anxiety. This study focused on the “library anxiety” and “emotion perception” of students, with the objective of examining the relationship between these two concepts. In total, 279 self-reporting questionnaires were used for analysis. The results confirmed the existence of the phenomenon of library anxiety, with these students being more anxious regarding the “user education” and “user knowledge” factors. They showed greater skills of emotion perception. A negatively significant relationship appeared between library anxiety and emotion perception. The results suggest that user education and emotion perception training programs should be developed to overcome students' problems.  相似文献   

17.
Abstract

The circulation staff at Staley Library, Millikin University, in Decatur, Illinois, experimented with using Blackboard courseware to train student employees. Staff and students' feedback offer additional ways to utilize Blackboard's features. Some promising applications for training and communicating with student employees are described. The student employees' Blackboard course page continues to evolve as an integral part of student employee training.  相似文献   

18.
《Communication Teacher》2013,27(1):31-32
Objective: To gain practice with public speaking Type of speech: Impromptu Point value: 5% of course grade Requirements: (a) References: 0; (b) Length: 1–2 minutes; (c) Visual aid: No; (d) Outline: No; (e) Prerequisite reading: None; (f) Additional requirements: None This assignment offers students an opportunity to speak on a familiar (and ideally fun) topic. The objectives of this assignment are threefold: (1) to identify students' collective strengths and weaknesses with public speaking, (2) to lessen students' speech anxiety, and (3) to improve students' listening skills.  相似文献   

19.
This study examined how hands-on work with original primary materials affects students' information literacy and critical thinking skills. The project team developed rubrics to evaluate document analyses from before and after student time in special collections. Most scores did not vary significantly between the pre- and posttests, although students' ability to analyze the materiality of documents did improve. They also examined papers from classes that had and had not used special collections against the Association of American Colleges and Universities' information literacy rubric and found no significant differences. The authors hope this project will serve as a pilot for future assessment of student learning in special collections.  相似文献   

20.
ABSTRACT

The world civilizations course is an increasingly integral component of undergraduate curricula in the United States. History instruction literature reveals much discussion about desired learning objectives for students in the course. Given today's complex educational environment, meeting those objectives can be a challenge. Instructors' frustrations are implied, and often expressly stated, regarding the poor quality of their students' research skills. This has an impact on instructors' perceptions and design of the course. As a solution, the author of this paper discusses faculty-librarian collaboration to integrate library instruction into the University at Buffalo's world civilizations curriculum. A multifaceted approach is described, which combines traditional, contemporary, and novel instructional techniques. Preliminary data collected to assess the usefulness and effectiveness of this approach are reviewed.  相似文献   

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