The Impact of Library Tutorials on the Information Literacy Skills of Occupational Therapy and Physical Therapy Students in an Evidence-Based Practice Course: A Rubric Assessment

Abstract In this article, we describe how collaboration with our university librarian at San Francisco State University led to the integration of information literacy competency standards within our curriculum, as outlined by the American Library Association (ALA). The ALA standards are related to the evaluation of evidence, a key component of evidence-based practice and these were infused across four courses in the communicative disorders program focused on language development and disorders. In particular, ALA Standard 3 stipulates that the student who is information literate evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. The integration of Standard 3 within language disorders courses is described in detail. We anticipate that the infusion of information literacy skills related to the evaluation of evidence during academic training will make such skills an integral part of the clinical process for future clinicians.

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Evidence-based practice and related information literacy skills of nurses in Singapore: An exploratory case study

Health Informatics Journal ◽

10.1177/1460458211434753 ◽

2012 ◽

Vol 18 (1) ◽

pp. 12-25 ◽

Cited By ~ 15

Author(s):

Intan Azura Mokhtar ◽

Shaheen Majid ◽

Schubert Foo ◽

Xue Zhang ◽

Yin-Leng Theng ◽

...

Keyword(s):

Information Literacy ◽

Evidence Based Practice ◽

Literacy Skills ◽

Evidence Based ◽

Exploratory Case Study ◽

Related Information ◽

Information Literacy Skills

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Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

BMC Nursing ◽

10.1186/s12912-021-00599-y ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Jamileh Farokhzadian ◽

Somayeh Jouparinejad ◽

Farhad Fatehi ◽

Fatemeh Falahati-Marvast

Keyword(s):

Critical Care ◽

Training Program ◽

Information Literacy ◽

Intervention Group ◽

Literacy Skills ◽

Evidence Based ◽

Control Groups ◽

Critical Care Units ◽

Literacy Training ◽

Information Literacy Skills

Abstract Background One of the most important prerequisites for nurses’ readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses’ information literacy skills for EBP in critical care units. Methods In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. Results At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. Conclusions Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.

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The impact of clinical research and evidence-based practice in occupational therapy

Cadernos Brasileiros de Terapia Ocupacional ◽

10.4322/2526-8910.ctoed2801 ◽

2020 ◽

Vol 28 (1) ◽

pp. 1-4

Author(s):

Franklin Stein

Keyword(s):

Occupational Therapy ◽

Clinical Research ◽

Evidence Based Practice ◽

Evidence Based ◽

The Impact

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Increasing Rehabilitation Therapists’ Confidence Utilizing Evidence-Based Interventions: Pilot Study

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2018.1759 ◽

2018 ◽

Author(s):

Stephanie Hovick ◽

Ingrid Provident

Keyword(s):

Physical Therapy ◽

Occupational Therapy ◽

Evidence Based Practice ◽

Physical Therapists ◽

Skilled Nursing Facility ◽

Occupational Therapists ◽

Evidence Based ◽

Nursing Facility ◽

Skilled Nursing ◽

Confidence Levels

Evidence-based practice enables rehabilitation therapists to provide the best quality of care and outcomes for patients. However, rehabilitation therapists are often not confident in using evidence in many settings. Purpose. The objective of this evidence-based practice project was to determine if educational small group sessions enhanced occupational therapists, occupational therapy assistants, physical therapists, physical therapy assistants, and a speech and language pathologist’s confidence in utilizing and applying evidence. Method. Eleven rehabilitation therapists of multiple disciplines (occupational therapists, occupational therapy assistants, physical therapists, physical therapy assistants, and a speech and language pathologist) from a skilled nursing facility participated in six educational sessions designed to increase evidence-based practice. A pre- and post-test utilizing the Evidence-Based Practice Profile Questionnaire (EBPPQ), measured change in therapists’confidence regarding evidence-based practice. Results. Results on the Evidence-Based Practice Profile Questionnaire concluded that 7 of 11 rehabilitation therapists reported an increase in confidence levels. Conclusion. Educational small group sessions can be an effective method to assist rehabilitation therapists in developing this confidence. KEYWORDS: Evidence-based practice, confidence levels, rehabilitation therapists, educational sessions, skilled nursing facility

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What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study

Evidence Based Library and Information Practice ◽

10.18438/b8dw4z ◽

2013 ◽

Vol 8 (3) ◽

pp. 34 ◽

Cited By ~ 7

Author(s):

Ma Lei Hsieh ◽

Patricia H. Dawson ◽

Michael T. Carlin

Keyword(s):

Information Literacy ◽

Information Access ◽

Literacy Skills ◽

Honors Students ◽

Basic Information ◽

Research Writing ◽

Start Time ◽

Information Literacy Skills ◽

Improve Instruction ◽

The Impact

Objective – Librarians at Rider University attempted to discern the basic information literacy (IL) skills of students over a two year period (2009-2011). This study aims to explore the impact of one-session information literacy instruction on student acquisition of the information literacy skills of identifying information and accessing information using a pretest/posttest design at a single institution. The research questions include: Do different student populations (in different class years, Honors students, etc.) possess different levels of IL? Does the frequency of prior IL Instruction (ILI) make a difference? Do students improve their IL skills after the ILI? Methods – The librarians at Rider University developed the test instruments over two years and administered them to students attending the ILI sessions each semester. The test was given to students as they entered the classroom before the official start-time of the class, and the test was stopped five minutes into the class. A pretest with five questions was developed from the 1st ACRL IL Standards. A few demographic questions were added. This pretest was used in fall 2009. In spring 2010, a second pretest was developed with five questions on the 2nd ACRL IL Standards. Students of all class years who attended ILI sessions took the pretests. In 2010-2011, the pretest combining the 10 questions used in the previous year was administered to classes taking the required CMP-125 Research Writing and the BHP-150 Honors Seminar courses. An identical posttest was given to those classes that returned for a follow-up session. Only the scores from students taking both pretests and posttests were used to compare learning outcomes. Results – Participants’ basic levels of IL skills were relatively low. Their skills in identifying needed resources (ACRL IL Standards 1) were higher than those related to information access (ACRL IL Standards 2). Freshmen in the Honors Seminar outperformed all other Rider students. No differences were found in different class years or with varying frequencies of prior IL training. In 2010-2011, students improved significantly in a few IL concepts after the ILI, but overall gains were limited. Limitations – Many limitations are present in this study, including the challenge of developing ideal test questions and that the pretest was administered to a wide variety of classes. Also not all the IL concepts in the test were adequately addressed in these sessions. These factors would have affected the results. Conclusions – The results defy a common assumption that students’ levels of IL proficiency correlate with their class years and the frequency of prior ILI in college. These findings fill a gap in the literature by supporting the anecdote that students do not retain or transfer their IL skills in the long term. The results raise an important question as to what can be done to help students more effectively learn and retain IL in college. The authors offer strategies to improve instruction and assessment, including experimenting with different pedagogies and creating different posttests for spring 2012.

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