McCulley Carol, Jones Melissa
J Contin Educ Nurs. 2014 Jan;45(1):22-7. doi: 10.3928/00220124-20131223-01. Epub 2013 Dec 23.
Graduates of bachelor of science in nursing (BSN) programs are increasingly expected to take an active role in assessing and improving nursing practice, and nurse educators are expected to prepare BSN students for this expanding role. Information literacy, the ability to search for, find, get, and use scholarly information to inform nursing practice, should be a critical component of nursing education. This article focuses on five strategies for teaching information literacy to registered nurse (RN)-to-BSN students in an online continuing education environment. These strategies include the addition of an embedded librarian to the online courses, collaboration between the librarian and nursing faculty, a subject guide with access to resources and tutorials at the point of need, student-centered learning with authentic assignments, and reflection on the learning process. Student reflections suggest that these strategies result in increased confidence in searching for and finding the evidence-based scholarship that they need.
护理学理学学士（BSN）项目的毕业生越来越被期望在评估和改进护理实践中发挥积极作用，并且期望护理教育工作者让BSN学生为这一不断扩展的角色做好准备。信息素养，即搜索、查找、获取和使用学术信息以指导护理实践的能力，应该是护理教育的一个关键组成部分。本文重点介绍在在线继续教育环境中向注册护士（RN）转BSN学生教授信息素养的五种策略。这些策略包括在在线课程中增加嵌入式图书馆员、图书馆员与护理教师之间的合作、在需要时可访问资源和教程的主题指南、以真实任务为中心的学生学习以及对学习过程的反思。学生的反思表明，这些策略使他们在搜索和找到所需的循证学术成果方面更有信心。
