Synthesizes main ideas to construct new concepts. Chooses a communication medium and format that best supports the purposes of the product or performance e. Selects information by articulating and applying criteria for evaluating both the information and its sources.
Uses surveys, letters, interviews, experiments, and other forms of inquiry to retrieve information or data, as appropriate for the research area or discipline. Previous article in issue.
Takes advantage of continuing education opportunities to acquire new skills. Evidence-based practice is about making decisions through the conscientious, explicit and judicious use of the best available evidence from multiple sources by Asking: Articulates knowledge and skills transferred from prior experiences to planning and creating the product.
Definitions of information literacy have to date reflected this education sector focus, but are now evolving in recognition of the need for all citizens to become information literate.
Includes a greeting, content written in full sentences, and suitable to a business environment. Describes criteria used to make information choices. Discriminates between valid and invalid reasons for modifying evidence-based practice.
Communicates clearly and succinctly in a style that supports the purposes of the intended audience. Evaluates the procured information and the entire process. Information Literacy is essential for evidence-based healthcare. Selects main ideas from the text.
Role of information literacy in effective evidence-based practice. Explores general information sources including textbooks, organizational websites, government websites, and resources of their employer, to gain background information on a topic Differentiates between general and focused topics.
Creates a system for organizing the information utilizing file management concepts. Uses consciously selected criteria to determine whether the information contradicts or verifies information used from other sources.
Summarizes the main ideas to be extracted from the information gathered.
Reviews search strategy and incorporates additional concepts as necessary. Uses online or in-person services when assistance is needed e. Please take the time to review these resources, and consider how you can enhance your evidence-based practice through improved or refreshed skills in information literacy.
Initiates changes in performance of patient care when information or evidence warrants evaluation of other options for improving outcomes or decreasing adverse events. Develops a hypothesis or thesis statement and formulates questions based on the information need. Revises the development process for the product.
Recognizes that potentially useful information or data in a variety of formats may be proprietary, have limited access, or may be freely available online. Formulates a strategic approach to searching the diverse resources available to address each element of the PICO TT question.
Identifies verbatim material that can then be appropriately quoted. Refines the search strategy if necessary.
Interprets the complexities of accessing full text and the various publishing models. Examines and compares information and evidence from various sources in order to evaluate reliability, validity, accuracy, authority, currency, and point of view or bias.
Identifies the concepts of a research question, and then finds subject headings, limiters and keywords that map to these concepts. Recognizes the complexities of accessing full text and the various publishing models. Identifies professional associations of the field and their literature.
Even knowledge managers who have been trained in information literacy at school or university can benefit from a refresher, with research showing that 3 skills taught at undergraduate level were not retained following graduation.
Includes information about attribution in course design. Does not artificially limit to only readily available full text within the database. Standard Two The information literate nurse accesses needed information effectively and efficiently.
Defines and articulates the need for information. Evidence-based knowledge management KM involves four sources of evidence: Distinguishes among facts, points of view, and opinion.
Recognizes the cultural, historical, physical, political, social, or other context within which the information was created, and understands the impact of context on interpreting the information.
Selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.Evidence‐based information‐seeking skills of junior doctors entering the workforce: an evaluation of the impact of information literacy training during pre‐clinical years.
Health Information & Libraries Journal. Readiness for evidence-based practice: information literacy needs of nurses in the United States.
Information literacy has been identified as a nursing informatics competency for the basic nurse.
educators, and clinicians of the need for information literacy education to enable evidence-based nursing practice and to guide development. Evidence-Based Nursing, Information Literacy, Associate Degree Nursing Students, Student Attitudes, Nursing Literature Search for Similar Articles You may search for similar articles that contain these same keywords or you may modify the keyword list to augment your search.
The bodies of knowledge of information literacy and evidence-based practice are inextricably linked. To a nurse, one is no good without the other. You can find contact information for your local campus librarian and an online help request form on the Galen libraries home page.
This column describes a process for integrating information literacy (IL) and evidence-based medicine (EBM) content within a new school of medicine curriculum. The project was a collaborative effort among health sciences librarians, curriculum deans, directors, and faculty.
The health sciences. Framework and evidence-based practice to strengthen the impact of information literacy teaching in the health sciences. Keywords: information literacy, evidence .Download