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Revisioning the possible: aligning blended IL instruction with principles of EBP for meaningful nursing instruction

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dc.contributor.authorNelson, Jody
dc.contributor.authorFoster, Alison
dc.contributor.authorAsirifi, Mary
dc.contributor.authorGates, Melanie
dc.contributor.authorSu, Wanhua
dc.contributor.authorVelupillai, Nirudika
dc.date.accessioned2021-08-10
dc.date.accessioned2022-05-31T01:44:22Z
dc.date.available2022-05-31T01:44:22Z
dc.date.issued2021
dc.descriptionNelson, J., Foster, A., Asirifi, M., Gates, M., Su, W., & Velupillai, N. (2021, June 8-11). Revisioning the Possible: Aligning Blended IL Instruction with Principles of EBP for Meaningful Nursing Instruction [Conference presentation]. CHLA 2021, Winnipeg, MB. https://chla-absc.ca/ac_program.php.
dc.description.abstractThe MacEwan BScN program supports development of skills and attributes in the domain of clinical practice, including information literacy (IL) interventions in Year 2. Addressing a noticeable trend in 2018 of fewer students making connections between IL and evidence-based practice (EBP), librarians and instructors collaborated on an IL redesign, integrating IL and EBP in a blended learning (BL) context. The redesigned IL intervention, which pulls from best practices in online EBP instruction in nursing (Kelly et al., 2016), was implemented in 2019 with revised learning outcomes. Literature on IL instruction and EBP learning points to similarities, synergies, and value of a more fulsome integration in teaching (Adams, 2012; Amit-Aharon et al., 2020). While Adams (2012) emphasizes the importance of teaching IL concepts through a disciplinary lens, Amit-Aharon et al. (2020) note the significant positive correlation between IL self-efficacy, EBP attitudes and knowledge, and future EBP implementation in practice. Purpose: This Scholarship of Teaching and Learning (SoTL) research investigates the impact of the redesigned BL IL intervention on YR 2 nursing students’ perceived EBP confidence, attitudes, and ability, using an adapted Student EBP Questionnaire (S-EBPQ) (Upton et al., 2016).
dc.format.extent433.60KB
dc.format.mimetypePDF
dc.identifier.urihttps://hdl.handle.net/20.500.14078/2437
dc.languageEnglish
dc.language.isoen
dc.rightsAll Rights Reserved
dc.subjectinformation literacy
dc.subjectevidence-based practice (EBP)
dc.subjectnursing students
dc.titleRevisioning the possible: aligning blended IL instruction with principles of EBP for meaningful nursing instructionen
dc.typePresentation
dspace.entity.type

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