A Faculty-Librarian Collaborative Model to Integrate Information Literacy Skills into an Online Nursing Course

Poster Description: This poster outlines a collaboration between a librarian and nursing faculty to integrate information literacy and evidence-based practice into an online baccalaureate nursing course. As a result of the collaboration, students learned essential skills at the beginning of their program and were encouraged to seek help from the librarian.

Poster: Click to view the presentation within YouTube.

Presenter Names: Tessa Withorn, California State University Dominguez Hills and Dr. Sally Mahmoud, California State University Dominguez Hills

Presenter Bios:
Tessa Withorn is the Online Learning Librarian at California State University Dominguez Hills. She holds an MLS from Indiana University Bloomington (2017) and a Bachelor’s in English from the University of Louisville (2015). Her research interests include the roles of online learning librarians and critical digital pedagogy. Email: twithorn@csudh.edu

Dr. Sally Mahmoud is a full-time assistant professor at Cal State University Dominguez Hills teaching in the Baccalaureate nursing program. Dr. Mahmoud has a doctorate in nursing education with an emphasis in leadership, and a dual master’s in nursing and in public health. With over 25 years of experience as a registered nurse, Dr. Mahmoud’s background practices include clinical, public health and leadership specialties. She has been working in academia since 2007. Dr. Mahmoud’s teaching philosophy is supportive, collaborative, and caring.

5 replies on “A Faculty-Librarian Collaborative Model to Integrate Information Literacy Skills into an Online Nursing Course”

What did you find to be most challenging in starting this project? Have you changed anything for Spring 2022? Super impressed with your tutorial by the way. Really hoping to each myself soon how to do it to involve online learners experiences with the library.

Thanks, Ruth! If you have any questions about using LibWizard for tutorials feel free to reach out!

I had previously worked with another nursing faculty member to create a tutorial for a research course later in the program, so for me the most challenging aspect was determining how I could scaffold information literacy skills across the two tutorials. I ended up moving a lot of the concepts that were originally covered in later course to the beginner course, such as writing a PICO research question (Research as Inquiry) and understanding peer review (Authority is Constructed and Contextual). Then I revised the tutorial in the later course to focus on citation tracking (Scholarship as a Conversation). Both tutorials cover searching in a library database, which may be new for some and a refresher for others.

We’ve found our approach to be pretty successful so there were no major revisions for Spring 2022.

LibWizard tutorials are great because you get all the assessment data of how students answered questions on a first attempt. (I have it set up to require the correct answer to continue for multiple choice questions so concepts are reinforced as students progress through the tutorial). Questions align with our learning outcomes so we are able to determine whether benchmarks have been met. After the pilot, we looked at the data and identified questions with lower scores and revised some of the directions and questions. For example, there is a question that asks students to identify nursing subject databases using a filter on our A-Z database list. Initially this was a select all that apply question with multiple correct answers, but we changed it to just one correct answer and saw a big improvement. For open-ended questions, we look at a random sample of responses.

At the end of the tutorial, we ask a few likert scale questions: 1) “It was easy to navigate through the tutorial and I understood what I was being asked to do” and 2) “The tutorial helped me understand the purpose of asking PICO research questions and the importance of using evidence-based research as a nurse.” The majority of students strongly agree or agree. We ask “What was the most helpful section” and “What was the most important thing you learned.” We also invite additional feedback. Overall, feedback has been very positive!

We also look at the number of students who complete the tutorials and the number of questions in the Ask a Librarian discussion board forum, questions asked via email, and research consultations. We still find that nursing students are hesitant to reach out for help (or perhaps they feel more confident after completing the tutorials?) but there may be more we can do to encourage help-seeking behaviors.

What has your experience been like?

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