ICML 2009: Great Hall 2 Session 40

Theme: Partnerships and Collaborations

Time: 11.00-12.30
Date: Friday 4th September 2009
Chair: Arne Jakobsson

FOLIOwing the Sun: how to provide budget CPD at a distance
Andrew Booth, School of Health and Related Research (ScHARR), United Kingdom

Andrew Booth currently heads a team that is the largest contributor to health librarian continuing professional development in the United Kingdom. Based at the School of Health and Related Research (ScHARR) at the University of Sheffield he holds an academic position as Reader in Evidence Based Information Practice. Andrew's principal activities relate to systematic review methods, all aspects of evidence based practice and, specifically, evidence based library and information practice (EBLIP). Andrew is widely published and currently sits on the Boards of four health research or health information journals.

For over five years the School of Health and Related Research (ScHARR) at the University of Sheffield has provided low cost e-learning to health librarians in the UK under the National Library for Health (NLH) Librarian Development Programme. This innovative programme, entitled Facilitated Online Learning Interactive Opportunity (FOLIO), uses lowest common denominator technologies (email, wikis, podcasts, discussion lists) to deliver learning content in a wide range of educational formats. Following a successful experiment, whereby ScHARR subsidised the opening up a course to international participants from across the globe, the FOLIO team entered into partnership with the Australian Library and Information Association (ALIA) to provide three e-learning courses per year under the banner of FOLIOz.

Abstract:
This presentation describes development of the FOLIOz programme in seeking an optimal balance between generic learning materials and the needs of a new target audience. It rehearses considerations that librarians and others should review before designing and delivering e-learning courses. Most importantly, however, the presentation outlines methods by which any librarian or professional association can deliver e-learning without significant investment in technology or use of Virtual Learning Environment facilities. The presentation covers such essentials as the importance of the storyboarding process in designing the course, creation of course support materials via a wiki and practicalities of managing group communications and online broadcasts. By the end of the presentation participants will be able to identify opportunities to use such approaches in their own contribution to e-learning whereby the principal expenditure remains their time, effort and enthusiasm.

Evidence-Based Health Services Management for Nurse Leaders: An Intracampus Partnership and Curriculum
Presented By: Susan K Jacobs, New York University, United States
Ms Gretchen Gano, New York University, United States

Susan Kaplan Jacobs is the Health Sciences Librarian at New York University Libraries, with primary responsibility for collection development, instruction, reference and faculty liaison for the College of Nursing, departments of Occupational Therapy, Speech-Language Pathology & Audiology, and Physical Therapy. She holds an M.L.S. from St. John's University, an M.A. in Media Ecology from NYU/Steinhardt School, and a B.S. in Nursing from the University of Colorado.

Gretchen Gano is the Librarian for Public Administration and Government Information at New York University Libraries. She represents the library as a part of the United States Federal, United Nations, and Food and Agriculture Organization documents depository programs. She is part of a data curation group that is exploring how libraries can support and preserve science data collections. She holds a MLS and a Masters in Public Policy with a concentration in science and technology policy from Rutgers University.

Abstract:
Objective: In 2008, the XXXX Graduate School of Public Service and XXX Libraries faculty partnered to offer a credit course to prepare nurse managers in a graduate program to use the evidence-based paradigm as a framework for locating and filtering best quality evidence to support decision making in the workplace.

Methods: Using lecture, demonstration, hands-on exercises, online tutorials, and readings, the students gained a theoretical basis for framing answerable research questions and exploiting the structure of bibliographic databases to retrieve evidence for management challenges such as medication administration, patient safety, reducing nursing turnover, among many research topics focused on healthcare quality, cost, and access. Critically appraising the literature in the context of the evidence pyramid is introduced along with sources for both free and fee-based data, statistics, and government information.

Results: Nurse managers gained competence in navigating, citing, and communicating; they demonstrated an understanding of the evidence hierarchy, assessing methodological quality, and the social and ethical issues related to the provision, dissemination, and sharing of information.

Conclusions: Nurse leaders, in their critical role in contemporary healthcare organizations, have a pressing need to locate evidence-based research. Information literacy embedded in a framework of evidence empowers nurse managers with strategies to retrieve research to support decision making and practice changes in the workplace. A credit course dedicated to an evidence-based approach to the profusion of available information provides a foundation for lifelong professional competence in the use of health services management research.

Collaborate, innovate, change : Designing and delivering an information literacy programme to undergraduate nursing students
Stephanie T Cook, University of Auckland, New Zealand
Mrs Lorraine M Nielsen, University of Auckland, New Zealand

Stephanie Cook works as a Learning Services Librarian at the University of Auckland.

Lorraine Nielsen works as a Subject Librarian - Medical & Health Sciences (Nursing & Allied Health) at the Philson Library, Faculty of Medical & Health Science, University of Auckland.

Abstract:
The importance of information literacy in the nursing curriculum is well documented in the literature. The proliferation of information, the trend towards evidence based practice, and increasing demands for nurses to stay current with emerging research trends necessitates the ability to recognise when information is needed and a capacity to locate, evaluate and use information effectively. The objective of this project was to collaboratively design and deliver curriculum-based information literacy embedded within the nursing programme. Based upon best-practice examples and using the University of Auckland’s graduate attributes as benchmark skills, this project combined the expertise of the Library (nursing subject librarian and learning designer) and academic staff of the School of Nursing. Student-centred learning activities specifically addressed academic skills, nursing-specific competencies, and library/research skills. Responsibility for the development of activities and learning opportunities were shared between the Library and the School of Nursing based on academic, subject and learning design roles. This presentation/paper describes the first year of this project which includes components for plagiarism and referencing, evaluating websites, academic reading and writing, library catalogue and database searching. There will be collaborative ongoing evaluation of the project by students, academic and library staff. At this stage only interim results are available. We plan to continue our collaboration to ensure information literacy skills are developed incrementally throughout the three year undergraduate nursing programme. It is envisaged that this collaborative approach will improve student learning and have a beneficial long term effect on their lifelong learning skills.

Ask what they want: strategies for improving health information in the developing world
Tony McSean, World Health Organisation, Switzerland

Tony McSeán is currently conducting an extended review of the WHO's Global Health Library programme, aiming to support the production and use of high quality health information within developing countries. He has previously worked as Elsevier’s Director of Library Relations and was director of the BMA Library, and throughout his career has been interested and involved in the support of health information work in the developing world.  He has been professionally active throughout his career, serving on the EAHIL board for 16 years and as chair of trustees for his national library association, CILIP.

Abstract:
The introduction of HINARI has transformed access to high quality health information in many parts of the developing world and there are already encouraging indicators – growing levels of journal usage and of authorship.  HINARI has been a spectacular success in achieving its aims, but it is not a complete solution to the need to bring wider access to and participation in an evidence-based medical culture to those outside the world’s richest countries.  This paper looks at what more needs to be done, and how we can build on HINARI’s success by paying attention to some of the reasons behind that success:  particularly a culture of consultation with the users and no-compromise standards of quality in content and service.