Nurse Educator
Nurse Educator Vol. 40, No. 6, pp. 278-280 Copyright * 2015 Wolters Kluwer Health, Inc. All rights reserved.
Introducing Information Literacy Competency Standards for Nursing Sue F. Phelps, MLS & Loree Hyde, MLIS & Julie Planchon Wolf, MLIS The Association for College and Research Libraries published the Information Literacy Competency Standards for Nursing (ILCSN) in January 2014, written by a task force of the Health Sciences Interest Group of the American Library Association. The ILCSN describes skills ranging from basic to advanced information research competencies for students enrolled in nursing programs at all levels and for professional nurses. This article guides administrators and faculty in use of the standards to design programs and coursework in information skills to support evidence-based practice. Keywords: evidence-based nursing; evidence-based practice; information literacy; nursing education; nursing programs
T
he Information Literacy Competency Standards for Nursing (ILCSN) was developed as a tool for the promotion and integration of information literacy (IL) across all types of nursing programs and roles of nurses, from the associate-level student to the bedside nurse to the nurse researcher, and from the novice learner to the expert.1 Adopting the standards within academic nursing programs at the earliest level possible and through a variety of stakeholders is the most effective strategy for ensuring that nurses are given the tools they need to utilize evidence in their professional practices. In this article, we discuss the development of the ILCSN and suggest a variety of methods for using the standards in nursing education, including approaches to collaboration among librarians, faculty, and students in a range of settings.
The Association for College and Research Libraries Information Literacy Competency Standards Developing lifelong learners is central to the missions of higher education institutions, and nowhere is it more significant than in nursing education, where the need for focused, up-to-date information is critical to evidence-based practice (EBP). As librarians support academic programs, they look to the Association for College and Research Libraries Author Affiliations: Reference Librarian (Ms Phelps), Washington State University Vancouver Library; Assistant Professor (Ms Hyde), Liaison Librarian, Oregon Health and Sciences University Library, Portland; Research and Instruction/Nursing & Health Studies Librarian (Ms Planchon Wolf), University of Washington Bothell and Cascadia College, Bothell, Washington. The authors declare no conflicts of interest. Correspondence: Ms Phelps, Washington State University Vancouver Library, 14204 NE Salmon Creek Ave, Vancouver, WA 98686 (asphelps@ vancouver.wsu.edu). Accepted for publication: March 15, 2015 Published ahead of print: May 19, 2015 DOI: 10.1097/NNE.0000000000000170
278
(ACRL) for standards and guidelines for teaching and guiding students and faculty in the use of information. This includes the librarians who support nursing education programs, as well as librarians working in clinical nursing settings. ACRL developed the Information Literacy Competency Standards for Higher Education (ILSCHE) in January 2000, and since that time they have become key outcomes for college student success in regional and discipline-based accreditation associations.2 Information literacy is defined as ‘‘a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.’’3 In this information rich age, students and professionals encounter an onslaught of inconsistent information from a wide variety of sources. Not only is it imperative for students at all levels of education to develop IL skills, it is fundamentally important for health care providers to be able to apply these skills to their acquisition and use of information.
Information Literacy Competency Standards for Nursing Many disciplines have customized the 6 ILSCHE standards with individual performance indicators and outcomes for students, faculty, and librarians who work within these various disciplinary departments. The ACRL Health Sciences Interest Group appointed a workgroup to take this approach to customize the standards for nursing. The ILCSN was published in January 2014 by the American Library Association. In this document, the ACRL standards are condensed from 6 to 5, with nursing-specific performance indicators and outcomes (Table 1). This process of customizing the standards followed an extensive review of library and nursing literature, study of nursing standards used for accreditation, examination of documents respected by nursing professionals and academics, and consultation with nursing students, faculty, and
Volume 40 & Number 6 & November/December 2015
Copyright © 2015 Wolters Kluwer Health, Inc. All rights reserved.
Nurse Educator
Table 1. A Comparison of 2 Standards, the Information Literacy Competency Standards for Higher Education From 2000 and the ILCSN From 2014 Information Literacy Competency Standards for Higher Education ACRL standards describe an information literate individual as one who is able to: 1. Determine the extent of information needed 2. Access the needed information effectively and efficiently 3. Evaluate information and its sources critically 4. Incorporate selected information into one’s knowledge base 5. Use information effectively to accomplish a specific purpose 6. Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally2
ILCSN The information literate nurse: 1. Determines the nature and extent of the information needed 2. Accesses needed information effectively and efficiently 3. Critically evaluates the procured information and its sources and, as a result, decides whether to modify the initial query and/or seek additional sources and whether to develop a new research process 4. Individually or as a member of a group, uses information effectively to accomplish a specific purpose 5. Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally2
library colleagues. The standards rely most heavily on the American Association of Colleges of Nursing’s The Essentials of Baccalaureate Education for Professional Nursing Practice,4 The Essentials of Master’s Education in Nursing,5 The Essentials of Doctoral Education for Advanced Practice Nursing, and the Research-Focused Doctoral Program in Nursing Pathways to Excellence.6 The customized IL standards for nursing address the increasing information skills called for in each of the Essentials documents and are a germane resource for nursing faculty and librarians who support nursing programs and nursing students in academic settings. Because many nursing students are also practicing nurses, the skills described in the standards can be used as a guide for continuing education in the nursing profession. Table 2 is an example of the second performance indicator of Standard 2.
tered when trying to access online information. The conclusion of the research team was that even though students today have more experience with technology than in the past, they still have trouble recognizing, investigating, and articulating the nature of their information needs. In addition, students tended to rate their skills at a ‘‘higher proficiency than they demonstrated with knowledge level application of IL skills.’’7 Research focused on practicing nurses concludes that they may not have adequate time and skill to access, evaluate, and apply research to their practice.8 It is intended that the ILCSN will help to address overestimates of perceived proficiency by delineating the range of IL competencies so that students and nurses have a better understanding of where they have strengths and where they need additional skills. More broadly, the ILCSN provides a framework for what is taught in nursing programs, with learning activities to develop essential skills for EBP.
Using the IL Standards for Nursing
Institutional/Administrative In schools of nursing, the standards can be used for program development to satisfy accrediting boards and by curriculum committees in the development of programs from the associate to doctoral levels. The ILCSN is meant as a guide and support for users and is adaptable to individual institutions and courses. It is not meant to be a comprehensive checklist for students’ skills, courses, or curricula design. Each nursing program will need to determine which performance indicators
The ILCSN are for schools of nursing and librarians who work with nursing programs and practicing nurses. Institutions have included IL in campus and program educational goals to improve learning and enhance the institution’s overall effectiveness. In a study of nursing faculty and students from associate, baccalaureate, and master’s programs, participants answered questions about finding current information for EBP, selfreported computer and IL skills, and the barriers they encoun-
Table 2. Standard 2 of the ILCSN Standard 2. The information literate nurse accesses needed information effectively and efficiently. Performance Indicator 2. Constructs and implements efficient and effectively designed search strategies. Outcomes include a. Formulates a strategic approach to searching the diverse resources available to address each element of the PICO(TT) question. b. Identifies keywords, synonyms, and related terms for the information needed. c. Identifies the differences between keyword and subject searching and articulates how to use each independently or in combination to complete a comprehensive search. d. Navigates hierarchies of subject terms (eg, MeSH and CINAHL) and utilizes scope notes, subheadings, and searching in a thesaurus. e. Constructs a search strategy using appropriate commands for the information retrieval system selected (eg, Boolean operators, truncation, and adjacency; internal organizers such as indexes for books). f. Recognizes similarities and differences across user interfaces (eg, field codes, command languages, and search parameters). g. Develops search strategies to locate nursing theories and philosophies. h. Implements search strategies to locate gray literature such as conference proceedings, theses, dissertations, and white papers. i. Follows citations and cited references to identify additional, pertinent articles.1
Nurse Educator
Volume 40 & Number 6 & November/December 2015
Copyright © 2015 Wolters Kluwer Health, Inc. All rights reserved.
279
and outcomes from the ILCSN are relevant to their programs and then teach and assess those specific skills.
Faculty Prior to the publication of the Nursing IL Standards, one of the authors worked with an undergraduate faculty member to gather qualitative data from nursing students tasked with applying and reflecting on the ILSCHE in their coursework. Faculty in the course articulated the need for nursing-specific standards and a desire to use such standards to address gaps in instruction. The faculty believed that nursing-specific standards would provide valuable examples of what the IL competencies look like when oriented toward nursing. With the competencies as a foundation, they then anticipated directing their teaching more toward EBP. Nursing faculty will find the ILCSN useful for curriculum planning and review, as well as planning course content and outlining IL expectations for nursing students in the context of EBP. Nursing faculty, in partnership with the nursing librarian, at 1 school of nursing are using the Nursing IL Standards as 1 of the guiding documents in their RN-to-BSN curriculum review process. At another university, nursing faculty and librarians are mapping the ILCSN to the undergraduate curriculum, along with statewide nursing education benchmarks and other EBP competencies, to ensure that EBP is embedded throughout the undergraduate curriculum. The Nursing IL Standards are meant to advise nurse educators on the IL needs of their students in the language of the nursing profession. They also provide a framework for faculty to plan class content and assignments that focus on particular IL skills outcomes. Faculty and students can work together to achieve the ability needed for their level of study and at the same time remain cognizant of skills needed for the future within the IL skills structure.2 Faculty also can use the standards to identify areas for curriculum revision and to design rubrics to guide literature review expectations. A list of teaching tips for the skill indicators is available online for course planning and assignment design.9 They focus on instructional activities geared toward particular outcomes described in the ILCSN. Readers are encouraged to submit additional teaching tips. Students The ILCSN will help students to gain control over how they are able to interact with information in the environment of the nursing discipline and allow them to access the range of inquiry in nursing. Furthermore, the competencies will help to sensitize them to the explicit actions required for gathering, analyzing, and using information.2 Because students are expected to demonstrate competencies according to their level of education, the outcomes in the ILCSN include a range of skill levels. Each performance indicator is illustrated by a list of lettered outcomes. They are organized from basic to more advanced skills and are meant to apply to students across all educational levels, as well as practicing professionals. Because not everyone will demonstrate the competencies to the same level of proficiency or at the same time, they are left open to the interpretation of the nurse educator. Many of the competencies are likely to be performed recursively as students evaluate what they have found and return to an earlier point in the process, revising the information-seeking approach and repeating the same steps.2 280
Librarians The ILCSN will guide partnerships between librarians and nursing faculty in planning curriculum mapping of IL skills, EBP, and student coursework. The standards can help librarians and faculty determine the skill sets needed for a specific assignment, and the teaching tips will help determine appropriate activities to guide learning. Librarians and faculty also can use the standards for program assessment. One area in which librarians will need to be flexible is the ACRL emphasis on authority to determine the strength of scholarly literature. Evidence-based practice in nursing relies on empirical evidence, and not all empirical evidence is equally convincing; therefore, nursing students need to understand research study designs and recognize what the strongest evidence is to answer their research question.10
Conclusion Information literacy skills are fundamental to EBP. The librarianauthored standards introduced here address the unique and advanced IL focus that nursing education requires. Nursing librarians are the IL experts who help to integrate these skills into nursing education, resulting in the development of expertise that leads to a lifelong practice that is truly evidence based.
References 1. The Information Literacy Competency Standards for Nursing. Association for College and Research Libraries Web site. Available at http://www.ala.org/acrl/standards/nursing. Published January 2014. Accessed January 2014. 2. Information Literacy Competency Standards for Higher Education. The American Library Association Web site. Available at http:// www.ala.org/acrl/standards/informationliteracycompetency. Published 2000. Accessed December 17, 2014. 3. Presidential Committee on Information Literacy. Final report. American Library Association Web site. Available at http://www. ala.org/acrl/publications/whitepapers/presidential. Released January 10, 1989. Accessed December 17, 2014. 4. The Essentials of Baccalaureate Education for Professional Nursing Practice. American Association of Colleges of Nursing Web site. Available at http://www.aacn.nche.edu/publications/order-form/ baccalaureate-essentials. Published October 2008. Accessed September 2012. 5. The Essentials of Master’s Education in Nursing. American Association of Colleges of Nursing Web site. Available at http:// www.aacn.nche.edu/education-resources/MastersEssentials11. pdf. Published March 21, 2011. Accessed September 2012. 6. Advanced Practice Nursing and the Research-Focused Doctoral Program in Nursing Pathways to Excellence. American Association of Colleges of Nursing Web site. Available at http:// www.aacn.nche.edu/education-resources/phdposition.pdf. Published October 2006. Accessed September 2012. 7. Carter-Templeton HD, Patterson RB, Mackey STN. Nursing faculty and student experiences with information literacy: a pilot study. J Nurs Educ Pract. 2013;4(1):213. 8. Cheek J, Gillham D, Ballantyne A. Using education to promote research dissemination in nursing. Int J Nurs Educ Scholarsh. 2005;2(1):article 31. 9. Teaching Tips for Nursing Education. Teaching Tip Contributions. Available at https://healthsciencesinterestgroup.wikispaces. com/file/view/TeachingTips.pdf/504401086/TeachingTips.pdf. Accessed January 2014. 10. Adams NE. A comparison of evidence-based practice and the ACRL Information Literacy Standards: implications for information literacy practice. Coll Res Libr. 2014;75(2):232-248.
Volume 40 & Number 6 & November/December 2015
Copyright © 2015 Wolters Kluwer Health, Inc. All rights reserved.
Nurse Educator
Nurse Educator Vol. 40, No. 6, pp. 278-280 Copyright * 2015 Wolters Kluwer Health, Inc. All rights reserved.
Introducing Information Literacy Competency Standards for Nursing Sue F. Phelps, MLS & Loree Hyde, MLIS & Julie Planchon Wolf, MLIS The Association for College and Research Libraries published the Information Literacy Competency Standards for Nursing (ILCSN) in January 2014, written by a task force of the Health Sciences Interest Group of the American Library Association. The ILCSN describes skills ranging from basic to advanced information research competencies for students enrolled in nursing programs at all levels and for professional nurses. This article guides administrators and faculty in use of the standards to design programs and coursework in information skills to support evidence-based practice. Keywords: evidence-based nursing; evidence-based practice; information literacy; nursing education; nursing programs
T
he Information Literacy Competency Standards for Nursing (ILCSN) was developed as a tool for the promotion and integration of information literacy (IL) across all types of nursing programs and roles of nurses, from the associate-level student to the bedside nurse to the nurse researcher, and from the novice learner to the expert.1 Adopting the standards within academic nursing programs at the earliest level possible and through a variety of stakeholders is the most effective strategy for ensuring that nurses are given the tools they need to utilize evidence in their professional practices. In this article, we discuss the development of the ILCSN and suggest a variety of methods for using the standards in nursing education, including approaches to collaboration among librarians, faculty, and students in a range of settings.
The Association for College and Research Libraries Information Literacy Competency Standards Developing lifelong learners is central to the missions of higher education institutions, and nowhere is it more significant than in nursing education, where the need for focused, up-to-date information is critical to evidence-based practice (EBP). As librarians support academic programs, they look to the Association for College and Research Libraries Author Affiliations: Reference Librarian (Ms Phelps), Washington State University Vancouver Library; Assistant Professor (Ms Hyde), Liaison Librarian, Oregon Health and Sciences University Library, Portland; Research and Instruction/Nursing & Health Studies Librarian (Ms Planchon Wolf), University of Washington Bothell and Cascadia College, Bothell, Washington. The authors declare no conflicts of interest. Correspondence: Ms Phelps, Washington State University Vancouver Library, 14204 NE Salmon Creek Ave, Vancouver, WA 98686 (asphelps@ vancouver.wsu.edu). Accepted for publication: March 15, 2015 Published ahead of print: May 19, 2015 DOI: 10.1097/NNE.0000000000000170
278
(ACRL) for standards and guidelines for teaching and guiding students and faculty in the use of information. This includes the librarians who support nursing education programs, as well as librarians working in clinical nursing settings. ACRL developed the Information Literacy Competency Standards for Higher Education (ILSCHE) in January 2000, and since that time they have become key outcomes for college student success in regional and discipline-based accreditation associations.2 Information literacy is defined as ‘‘a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.’’3 In this information rich age, students and professionals encounter an onslaught of inconsistent information from a wide variety of sources. Not only is it imperative for students at all levels of education to develop IL skills, it is fundamentally important for health care providers to be able to apply these skills to their acquisition and use of information.
Information Literacy Competency Standards for Nursing Many disciplines have customized the 6 ILSCHE standards with individual performance indicators and outcomes for students, faculty, and librarians who work within these various disciplinary departments. The ACRL Health Sciences Interest Group appointed a workgroup to take this approach to customize the standards for nursing. The ILCSN was published in January 2014 by the American Library Association. In this document, the ACRL standards are condensed from 6 to 5, with nursing-specific performance indicators and outcomes (Table 1). This process of customizing the standards followed an extensive review of library and nursing literature, study of nursing standards used for accreditation, examination of documents respected by nursing professionals and academics, and consultation with nursing students, faculty, and
Volume 40 & Number 6 & November/December 2015
Copyright © 2015 Wolters Kluwer Health, Inc. All rights reserved.
Nurse Educator
Table 1. A Comparison of 2 Standards, the Information Literacy Competency Standards for Higher Education From 2000 and the ILCSN From 2014 Information Literacy Competency Standards for Higher Education ACRL standards describe an information literate individual as one who is able to: 1. Determine the extent of information needed 2. Access the needed information effectively and efficiently 3. Evaluate information and its sources critically 4. Incorporate selected information into one’s knowledge base 5. Use information effectively to accomplish a specific purpose 6. Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally2
ILCSN The information literate nurse: 1. Determines the nature and extent of the information needed 2. Accesses needed information effectively and efficiently 3. Critically evaluates the procured information and its sources and, as a result, decides whether to modify the initial query and/or seek additional sources and whether to develop a new research process 4. Individually or as a member of a group, uses information effectively to accomplish a specific purpose 5. Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally2
library colleagues. The standards rely most heavily on the American Association of Colleges of Nursing’s The Essentials of Baccalaureate Education for Professional Nursing Practice,4 The Essentials of Master’s Education in Nursing,5 The Essentials of Doctoral Education for Advanced Practice Nursing, and the Research-Focused Doctoral Program in Nursing Pathways to Excellence.6 The customized IL standards for nursing address the increasing information skills called for in each of the Essentials documents and are a germane resource for nursing faculty and librarians who support nursing programs and nursing students in academic settings. Because many nursing students are also practicing nurses, the skills described in the standards can be used as a guide for continuing education in the nursing profession. Table 2 is an example of the second performance indicator of Standard 2.
tered when trying to access online information. The conclusion of the research team was that even though students today have more experience with technology than in the past, they still have trouble recognizing, investigating, and articulating the nature of their information needs. In addition, students tended to rate their skills at a ‘‘higher proficiency than they demonstrated with knowledge level application of IL skills.’’7 Research focused on practicing nurses concludes that they may not have adequate time and skill to access, evaluate, and apply research to their practice.8 It is intended that the ILCSN will help to address overestimates of perceived proficiency by delineating the range of IL competencies so that students and nurses have a better understanding of where they have strengths and where they need additional skills. More broadly, the ILCSN provides a framework for what is taught in nursing programs, with learning activities to develop essential skills for EBP.
Using the IL Standards for Nursing
Institutional/Administrative In schools of nursing, the standards can be used for program development to satisfy accrediting boards and by curriculum committees in the development of programs from the associate to doctoral levels. The ILCSN is meant as a guide and support for users and is adaptable to individual institutions and courses. It is not meant to be a comprehensive checklist for students’ skills, courses, or curricula design. Each nursing program will need to determine which performance indicators
The ILCSN are for schools of nursing and librarians who work with nursing programs and practicing nurses. Institutions have included IL in campus and program educational goals to improve learning and enhance the institution’s overall effectiveness. In a study of nursing faculty and students from associate, baccalaureate, and master’s programs, participants answered questions about finding current information for EBP, selfreported computer and IL skills, and the barriers they encoun-
Table 2. Standard 2 of the ILCSN Standard 2. The information literate nurse accesses needed information effectively and efficiently. Performance Indicator 2. Constructs and implements efficient and effectively designed search strategies. Outcomes include a. Formulates a strategic approach to searching the diverse resources available to address each element of the PICO(TT) question. b. Identifies keywords, synonyms, and related terms for the information needed. c. Identifies the differences between keyword and subject searching and articulates how to use each independently or in combination to complete a comprehensive search. d. Navigates hierarchies of subject terms (eg, MeSH and CINAHL) and utilizes scope notes, subheadings, and searching in a thesaurus. e. Constructs a search strategy using appropriate commands for the information retrieval system selected (eg, Boolean operators, truncation, and adjacency; internal organizers such as indexes for books). f. Recognizes similarities and differences across user interfaces (eg, field codes, command languages, and search parameters). g. Develops search strategies to locate nursing theories and philosophies. h. Implements search strategies to locate gray literature such as conference proceedings, theses, dissertations, and white papers. i. Follows citations and cited references to identify additional, pertinent articles.1
Nurse Educator
Volume 40 & Number 6 & November/December 2015
Copyright © 2015 Wolters Kluwer Health, Inc. All rights reserved.
279
and outcomes from the ILCSN are relevant to their programs and then teach and assess those specific skills.
Faculty Prior to the publication of the Nursing IL Standards, one of the authors worked with an undergraduate faculty member to gather qualitative data from nursing students tasked with applying and reflecting on the ILSCHE in their coursework. Faculty in the course articulated the need for nursing-specific standards and a desire to use such standards to address gaps in instruction. The faculty believed that nursing-specific standards would provide valuable examples of what the IL competencies look like when oriented toward nursing. With the competencies as a foundation, they then anticipated directing their teaching more toward EBP. Nursing faculty will find the ILCSN useful for curriculum planning and review, as well as planning course content and outlining IL expectations for nursing students in the context of EBP. Nursing faculty, in partnership with the nursing librarian, at 1 school of nursing are using the Nursing IL Standards as 1 of the guiding documents in their RN-to-BSN curriculum review process. At another university, nursing faculty and librarians are mapping the ILCSN to the undergraduate curriculum, along with statewide nursing education benchmarks and other EBP competencies, to ensure that EBP is embedded throughout the undergraduate curriculum. The Nursing IL Standards are meant to advise nurse educators on the IL needs of their students in the language of the nursing profession. They also provide a framework for faculty to plan class content and assignments that focus on particular IL skills outcomes. Faculty and students can work together to achieve the ability needed for their level of study and at the same time remain cognizant of skills needed for the future within the IL skills structure.2 Faculty also can use the standards to identify areas for curriculum revision and to design rubrics to guide literature review expectations. A list of teaching tips for the skill indicators is available online for course planning and assignment design.9 They focus on instructional activities geared toward particular outcomes described in the ILCSN. Readers are encouraged to submit additional teaching tips. Students The ILCSN will help students to gain control over how they are able to interact with information in the environment of the nursing discipline and allow them to access the range of inquiry in nursing. Furthermore, the competencies will help to sensitize them to the explicit actions required for gathering, analyzing, and using information.2 Because students are expected to demonstrate competencies according to their level of education, the outcomes in the ILCSN include a range of skill levels. Each performance indicator is illustrated by a list of lettered outcomes. They are organized from basic to more advanced skills and are meant to apply to students across all educational levels, as well as practicing professionals. Because not everyone will demonstrate the competencies to the same level of proficiency or at the same time, they are left open to the interpretation of the nurse educator. Many of the competencies are likely to be performed recursively as students evaluate what they have found and return to an earlier point in the process, revising the information-seeking approach and repeating the same steps.2 280
Librarians The ILCSN will guide partnerships between librarians and nursing faculty in planning curriculum mapping of IL skills, EBP, and student coursework. The standards can help librarians and faculty determine the skill sets needed for a specific assignment, and the teaching tips will help determine appropriate activities to guide learning. Librarians and faculty also can use the standards for program assessment. One area in which librarians will need to be flexible is the ACRL emphasis on authority to determine the strength of scholarly literature. Evidence-based practice in nursing relies on empirical evidence, and not all empirical evidence is equally convincing; therefore, nursing students need to understand research study designs and recognize what the strongest evidence is to answer their research question.10
Conclusion Information literacy skills are fundamental to EBP. The librarianauthored standards introduced here address the unique and advanced IL focus that nursing education requires. Nursing librarians are the IL experts who help to integrate these skills into nursing education, resulting in the development of expertise that leads to a lifelong practice that is truly evidence based.
References 1. The Information Literacy Competency Standards for Nursing. Association for College and Research Libraries Web site. Available at http://www.ala.org/acrl/standards/nursing. Published January 2014. Accessed January 2014. 2. Information Literacy Competency Standards for Higher Education. The American Library Association Web site. Available at http:// www.ala.org/acrl/standards/informationliteracycompetency. Published 2000. Accessed December 17, 2014. 3. Presidential Committee on Information Literacy. Final report. American Library Association Web site. Available at http://www. ala.org/acrl/publications/whitepapers/presidential. Released January 10, 1989. Accessed December 17, 2014. 4. The Essentials of Baccalaureate Education for Professional Nursing Practice. American Association of Colleges of Nursing Web site. Available at http://www.aacn.nche.edu/publications/order-form/ baccalaureate-essentials. Published October 2008. Accessed September 2012. 5. The Essentials of Master’s Education in Nursing. American Association of Colleges of Nursing Web site. Available at http:// www.aacn.nche.edu/education-resources/MastersEssentials11. pdf. Published March 21, 2011. Accessed September 2012. 6. Advanced Practice Nursing and the Research-Focused Doctoral Program in Nursing Pathways to Excellence. American Association of Colleges of Nursing Web site. Available at http:// www.aacn.nche.edu/education-resources/phdposition.pdf. Published October 2006. Accessed September 2012. 7. Carter-Templeton HD, Patterson RB, Mackey STN. Nursing faculty and student experiences with information literacy: a pilot study. J Nurs Educ Pract. 2013;4(1):213. 8. Cheek J, Gillham D, Ballantyne A. Using education to promote research dissemination in nursing. Int J Nurs Educ Scholarsh. 2005;2(1):article 31. 9. Teaching Tips for Nursing Education. Teaching Tip Contributions. Available at https://healthsciencesinterestgroup.wikispaces. com/file/view/TeachingTips.pdf/504401086/TeachingTips.pdf. Accessed January 2014. 10. Adams NE. A comparison of evidence-based practice and the ACRL Information Literacy Standards: implications for information literacy practice. Coll Res Libr. 2014;75(2):232-248.
Volume 40 & Number 6 & November/December 2015
Copyright © 2015 Wolters Kluwer Health, Inc. All rights reserved.
Nurse Educator
