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• Improve students’ skills in searching for and finding nursing research

through the library;

• Increase students’ ability to apply research to their course learning and

professional practice.

Improving the Path of Student Library Research: Implementation of Library Resource Guides for a Hybrid Master of Science in Nursing Program

Rebecca Carlson, MSLS; Dana Hunt, DNP, MPH, RN; Cozi Bagley, DNP, RNC-OB; Southwest Baptist University, Mercy College of Nursing and Health Sciences

ABSTRACT

IDENTIFY THE PROBLEM

ADAPT KNOWLEDGE TO

LOCAL CONTEXT

KNOWLEDGE-TO-ACTION

FRAMEWORK

MONITOR KNOWLEDGE USE &

EVALUATE OUTCOMES

IMPLICATIONS

At Southwest Baptist University, the Master of Science in Nursing (MSN)

faculty and the Nursing Library Director collaborated on a plan to

translate library evidence into student practice. The goal was to improve

students’ skills at finding nursing research and applying it to their learning

and practice. The team applied the Knowledge-to-Action (KTA)

Framework to the process. Because of a lack of library resource

knowledge by students, the team studied research on embedded

librarians and online learning and then created online library research

guides for all courses. These guides, customized to course topics,

assignments, and faculty preferences, provided a system of

individualized, research gateways and course content resources.

Students now have easy access to the best tools for finding, evaluating,

synthesizing, and sharing research. Detailed assessment data and early

feedback from MSN faculty and students have demonstrated increased

and improved knowledge use.

BARRIERS & FACILITATORS

TO KNOWLEDGE USE

IMPLEMENT INTERVENTION

SUSTAIN KNOWLEDGE USE

Monitor knowledge use

Evaluate outcomes

Sustain knowledge use

Identify problemAdapt knowledge to local context

Assess barriers to knowledge

use

Select and implement

interventions

In a 2015 assessment, all students AGREED or STRONGLY AGREED

with the following Likert Scale questions:

• The information provided was applicable to my assignments.

• I have improved knowledge of research tools.

• I have improved ability to use research tools.

• I have improved access to course content and APA style resources.

• The information was presented in an organized and clear way.

• I learned something new I will use in my practice.

• I am motivated to learn more.

• I plan to use the Library Research Guides in future classes.

0

200

400

600

800

1000

1200

1400

Fall 2013 Spring 2014 Summer 2014 Fall 2014 Spring 2015 (in progress)

Student Views of Library Research Guides

0

100

200

300

400

500

600

NUR 5013 -Nursing Science

NUR 5083 -Nursing

Research & Evidence

Based Practice

NUR 5153 -Quality & Safety in

Health Care

NUR 5213 -Teaching & Learning

Principles of Nursing

Education

NUR 5333 -Advanced

Pharmacology

Most Viewed Guides

In 2013, the Nursing Library Director and the MSN Program Director

determined that interdisciplinary collaboration between the Library and the

MSN Faculty could eliminate an identified knowledge gap of MSN students

and meet two specific needs:

• Created Research Guides on the University Libraries website for each

MSN course and linked each guide to the appropriate course lessons

page in the Learning Management System;

Barriers to Library Guides’ Usage:

• Negative student attitudes toward research;

• Faculty workload and lack of time to connect Guides to courses;

• Lack of Guide integration into Course Management System;

• Lack of student knowledge of research tools’ importance.

Facilitators of Library Guides’ Usage:

• Positive student attitudes toward research;

• College and MSN leadership support of Guides;

• Inter-professional collaboration between library and MSN leadership;

• Cohesiveness of Guide system;

• Guides connected to course assignments and points.

• Implementation of MSN Research Guides began in Fall 2013;

• Guides were progressively implemented each following semester;

• New MSN students are oriented to the Guides and other library

resources during their program orientation.

Structure to Sustain this Program:

• Culture to support change and adaptation

• Interdisciplinary team collaboration

• Leadership & organizational accountability

Process to Sustain the Program:

• MSN Student Orientation to Library Guides

• MSN New Faculty & Adjunct Orientation to Library Guides

• Librarian/Faculty collaboration with annual updates

• Formative Evaluation within MSN courses

• Summative Evaluation at end of each semester

Program Outcomes to Achieve:

• Increased student awareness and usage of research tools

• Increased student satisfaction with education

• Ongoing stakeholder input

• Informed University Libraries and MSN Program budget decisions

Implications for Nurse Educators:

• A successful Knowledge-to-Action intervention improved advanced

nursing practice students’ online access to resources and students’

ability to interact with diverse research tools;

• Library Research Guides improved student access to research for

course assignments and EBP learning;

• A similar program could improve student access to knowledge.

MSN COURSES WITH LIBRARY GUIDES

NUR 5013 – NURSING SCIENCE

NUR 5023 – HEALTHCARE FINANCE

NUR 5033 – CONCEPTS OF ADVANCED PRACTICE

NUR 5043 – ETHICS & POLICY

NUR 5053 – FOUNDATIONAL PERSPECTIVES OF NURSING EDUCATION

NUR 5073 – HUMAN RESOURCE MANAGEMENT IN HEALTH CARE

NUR 5083 – NURSING RESEARCH & EVIDENCE BASED PRACTICE

NUR 5093 ORGANIZATIONAL ANALYSIS AND INNOVATION

NUR 5103 – HEALTH CARE ORGANIZATIONS

NUR 5113 – ADVANCED HEALTHCARE LEADERSHIP & ADMINISTRATION

NUR 5123 – INFORMATION SYSTEMS

NUR 5153 – QUALITY & SAFETY IN HEALTH CARE

NUR 5213 – TEACHING & LEARNING PRINCIPLES OF NURSING EDUCATION

NUR 5223 – EVALUATION IN NURSING EDUCATION

NUR 5313 – ADVANCED PATHOPHYSIOLOGY

NUR 5323 – ADVANCED HEALTH ASSESSMENT AND PROMOTION

NUR 5333 – ADVANCED PHARMACOLOGY

• Tailored each Guide to specific course content and assignments.