[NPInfo] Re: [NRSED] need some help with teaching genetics

[Margaret Allen]

Nursing & allied health librarians have been discussing how to integrate searching instruction into the curriculum to help promote evidence based practice.  Including instruction on how to use database subheadings would be perfect for a genetics case study, especially when the basic content is introduced in basic courses.  This could be in conjunction with content on prenatal testing, as well as oncology nursing.

Your librarian should be available to teach how to do these searches using CINAHL and MEDLINE subheadings, and could even help grade the assignments (review bibliographies, search strategies, and APA or other formats).  Note that one of the requirements of an integrative review is to note the search strategies and databases used - an example of another place for collaboration.

If you are teaching online (partial or all), librarians should be part of your course faculty and grade some assignments so they can see if the students are understanding the content they present.  Also, they can participate in entire course to suggest better references when online discussion is not based on current evidence.  Their content can be online tutorials, not necessarily taking class time if you teach with combination of online and in-class methods (online enhanced instruction).  Many offer Chat as well as email reference assistance - this can be embedded in the courses. Several colleagues are also educated in a health profession; many are RNs.

I've copied to NAHRS list and will forward any ideas librarians share from other schools to NRSED - will also pass your comments to NAHRS.  We wish that there was a CCNE requirement to work with librarians to teach accessing and using the peer-reviewed literature, as well as teaching assesment of quality in website information (things not published in peer-reviewed sources).  It's not that easy anymore to tell what's what, with so many journals available via web-based databases.  The same can be said for NLNAC and for Magnet hospital criteria.  We are working with ANCC to suggest ways that the Magnet program could work with librarians serving hospitals.  This effort is via the Nursing and Allied Health Resources Section (NAHRS) of the Medical Library association.

Another librarian collaboration plug:  clinical agreements should support clinical agencies - especially hospitals - working with academic librarians and libraries to support the equivalent access to library resources in the academic and clinical setting.  If students do not see staff using evidence based resources, they will not value this type of activity.  I'm also copying this to the NP Info list, where they are discussing RN lack of knowledge re. EBP.

Note that we librarians understand that evidence needs to be used along with assessment of patient preferences (NP Info talking about how some patients don't want extra "care" - they want to be as independent as possible - while others need more comfort/presence type care.)  I'm sending this while staying with elderly aunt in assisted living apartment; she is independent Ph.D. who wants to do as much for herself as possible, yet needs more help with activities of daily living and also TLC/reassurance.

Hope this helps - Peg 
 
Margaret (Peg) Allen, MLS-AHIP 
P.O. Box 2, Stratford, WI, 54484
715-687-4976  Mobile 715-212-3635
Peg Allen, Library Consultant
www.pegallen.net pegallen67 @ yahoo.com
Coordinator, Hmong Health Education Network
www.hmonghealth.org
Health Information for the Global Village (MLA theme 1995)

----- Original Message ----
From: Nursing Educators Discussion List <nrsinged at lists.uvic.ca>
To: NRSINGED at lists.uvic.ca
Sent: Friday, September 7, 2007 3:49:15 PM
Subject: [NRSED] need some help with teaching genetics

Fellow Faculty,
I need some assistance from those of you that are further ahead of us on this issue. One of the newer requirements of CCNE is teaching genetics to baccalureate nurses. 
Could you give me an idea of how you meet this requirement? 
Is it integrated in various classes or is it taught in one class and what is the depth and breath of what you cover?

Thanks so much
Sue Chubinski, 
USF Ft. Wayne, IN
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