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Paper: Program Description Abstract

Creating and Implementing an Integrated Information Literacy Roadmap for a Nurse Practitioner Program

Tuesday, May 7
2:05 PM - 2:20 PM
Room: Columbus GH (East Tower, Ballroom/Gold Level)

Background : In 2010, the Institute of Medicine (IOM) published the “Future of Nursing Report.” The IOM posed that nurses need to view themselves as change-agents and better represent themselves as leaders. One pathway to the boardroom is becoming skilled and responsible discoverers, consumers, creators, and disseminators of information. A partnership between a School of Nursing (SON) and a nursing librarian led to the creation and implementation of a stepwise information literacy (IL) curriculum integrated throughout the Doctor of Nursing Practice (DNP) courses and coursework, delivered to all DNP students, both online and on-ground.
Description : Three theoretical frameworks (including the ACRL IL Framework) guide the interactions; each is centered on at least one threshold concept. Ten major topics were identified and condensed into content for nine separate courses with multiple sections. Both formative and summative assessment is built into many of the interactions, and is subject to change yearly. Content is optimized for on-ground or distance learning. Content is written into official course objectives, ensuring its presence regardless of staffing changes. There is complete buy-in and understanding from faculty and course directors, who have been involved in the creation and implementation of the scaffolded curriculum. IL topics are matched to course projects in order to facilitate learning. In some cases, the librarian assists in creating major projects for the course that revolve around IL. The program has been well received by both students and faculty.
Conclusion : IL integration is possible in a DNP curriculum and necessary for students to develop their skills. Ongoing review of library use as well as assessments will continue to direct and improve the program. Preliminary pre/post tests show an improvement of basic IL knowledge, but full reporting cannot take place until a cohort has completed the full 3-year cycle. Faculty and librarians report seeing a marked improvement in searching, critical appraisal, citation management, and overall knowledge of IL. This can serve as a model not only for DNP curricula, but also for other academic programs.

Rachel Charlotte Lerner, AHIP

Public Services Librarian
Quinnipiac University
Hamden, Connecticut

Rachel Lerner, MSLS, AHIP is a Research & Instruction Librarian at Quinnipiac University in Hamden, CT. She is the liaison to the School of Nursing and the Department of Social Work.


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Laima Karosas

Chair, Graduate Nursing Programs
Quinnipiac University
Hamden, CT


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Susan D'Agostino


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Creating and Implementing an Integrated Information Literacy Roadmap for a Nurse Practitioner Program

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