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The Conceptual Curriculum & Information Literacy
Kristen L. Young, MLIS, AHIPGrand Valley State University
Friday April 20, 2012
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OutlineStatement of topicReview of the articleChallenges and opportunities
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Topic1. Recently, the College of Nursing began
implementation of a conceptual curriculum model. This approach moves nursing from “a practice orientation that emphasizes content toward conceptual pedagogy that emphasizes concepts across environmental settings, the life span, and health-illness continuum” (Giddens & Brady, 2007, pg 67).
Describe the challenges and opportunities you see in serving the needs of the students and faculty in the College of Nursing working under this new curriculum model.
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Article Recap: Rescuing Nursing Education from Content Saturation: the Case for a Concept-Based Curriculum Nursing programs that adopt a concept based
curriculum must: Identify concepts within the curriculum & define
Brainstorming sessionsExisting frameworks Literature review
Organize conceptsClassification
Exemplary contentRepresentation of individual across life span
various settings
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Article Recap: Rescuing Nursing Education from Content Saturation: the Case for a Concept-Based Curriculum Challenges
Complex curriculum designMove out of comfort zone: previous evaluations
& testsOpportunities
Concepts provide original framework and structure for curriculum (design concept vs practice)
Teaching differently: student centered active learning activities that focus on conceptual learning
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Article Recap: Rescuing Nursing Education from Content Saturation: the Case for a Concept-Based Curriculum Both a challenge & opportunity
Emphasis of concepts across Environmental settings, life span, and health-illness
continuum Greater emphasis on increased technology useIncreased interactive learning activities
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Challenge: conceptual framework & complex questionsConceptual framework: emphasizes concepts
across environmental settings, life span and health-illness continuum
When infection is taught conceptually, students learn mechanisms, measurement, assessment, and management of principles of infection an how these principles are applied in various populations, settings, kinds of infectious disease, and stages of illness.
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Challenge: student behavior New curriculum may be unfamiliar Previous experiences with library and or
information seeking What are their current information seeking
behaviors?May start assignments at the last minuteThink it will be easy and quick may turn out
otherwiseInformation overload
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Opportunity: information literacy1. Construct a question or problem statement 2. Locate and gather information3. Evaluate sources4. Manage information5. Use information ethically6. Communicate knowledge
http://www.gvsu.edu/library/information-literacy-core-competencies-168.htm
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Challenges within information literacyWhere do you go to search for information?Database selectionWhat type of information is this? How do I cite this source?When do I have enough information?Understanding database structure and
terminologykeywords vs. subject headingsBoolean operators
Comfort level – using the databases
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Opportunity: more real life examples & practice applicationReal life examples Application to practice Applicable to current
situationsPatientSomeone they knowCuriosity about subject Interesting story
Not busy workAn understanding of why
Student symposiumCapstone projectClinical hoursWatching mentorsConferences
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Sample session - condensedDifference between a database/journal How to locate a citationBoolean operatorsImportance of taking time to develop a
search strategySelected resource
overview/demonstration/hands onClinical scenarioPICOT: A format for questions
SynonymsLimits
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Opportunity: increased interactive learning activities Call on audienceCompare and contrast these resources PICOT: A format for clinical questions Demonstration/follow alongHands onDivide into groups Wrap up questions using a poll or iclickersDatabase worksheet (find this citation)
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Opportunity: teaching styleWhat do students know? Pose a questionFeedback during sessionShow of handsMoving around the roomHands off keyboardAcknowledgement - it is in fact trueRepeat what audience saysGreat question – take offline
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Opportunity: review of curriculum Review the current courses in the nursing
curriculum All programs: BSN, second degree, RN,
Master of Science and DNPWhich have information literacy components?
Which should? Do the information literacy components for
each program build appropriately? Are students able to successfully navigate the
information and complete course projects?
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Opportunity: review curriculum1. Construct a question or problem statement 2. Locate and gather information3. Evaluate sources4. Manage information5. Use information ethically6. Communicate knowledge
http://www.gvsu.edu/library/information-literacy-core-competencies-168.htm
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Opportunity: revised course instructionGather more information about class
Online information; syllabus; textbooks.Information literacy components? Components in
relation to degree granting program Where does it fit within the nursing curriculum?
Contact professorExpectations/coverage Audience: new/experiencedHands on or lecture?One time session; multiple sessions; course
management system; literature guide
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Opportunity: Increased technologyGoing where students areInformation available through e-books and on
handheld devicesLearning from the students – re: different
technology
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Opportunity: review servicesE-mailTutorialsLiterature guides Online chatOffice hoursAppointment NewsletterLunch and learn
series
Workshops on demand
Additional curriculum integration
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Liaison Librarian PartnershipsProgram developmentOpen communicationCollaborationIdentifying & exceeding needsAwareness of servicesConsultations & CommitteesContributes to Profession
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THANK YOU!