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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Enhancing the Relevance and Use of Information Literacy in Future Nurse Educators
April D Matthias1, Melissa D Scott, Tammy Ivins
1About the Authors April D. Matthias, PhD, RN, CNE, is associate professor and coordinator, MSN Nurse Educator Program, School of Nursing, University of North Carolina Wilmington, Wilmington, North Carolina. Melissa D. Scott, PhD, RN, is assistant professor, School of Nursing, University of North Carolina Wilmington. Tammy Ivins, MSLS, MA, is coordinator of instructional services and distance education librarian, and John Osinski, MLS, is nursing librarian, William Madison Randall Library, University of North Carolina Wilmington. For more information, contact Dr. Matthias at matthiasa@uncw.edu.
Abstract:
Nurse educators require information literacy (IL) to use evidence-based practices to design, develop, deliver, and evaluate education; to participate in research and scholarship of teaching and learning; and to disseminate new practices and evidence to the nursing education community. A needs assessment of students and faculty revealed knowledge deficits with IL for master of science in nursing-nurse educator students. A multidisciplinary team, guided by relevant theories, created an online applied learning and reflective tutorial to address the identified needs. Evaluation of students' participation indicated the tutorial served as an engaging resource and provided foundational knowledge of IL skills.
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