NURSE RESIDENCY PROGRAMS: LIBRARIANS SUPPORTING NEW NURSES IN EVIDENCE-BASED PRACTICE

Size: px

Start display at page:

Download "NURSE RESIDENCY PROGRAMS: LIBRARIANS SUPPORTING NEW NURSES IN EVIDENCE-BASED PRACTICE"

Russell Glenn
8 years ago
Views:

1 NURSE RESIDENCY PROGRAMS: LIBRARIANS SUPPORTING NEW NURSES IN EVIDENCE-BASED PRACTICE Katherine Downton, MSLIS Liaison & Outreach Services Librarian Emilie Ludeman, MSLIS Liaison & Outreach Services Librarian Health Sciences & Human Services Library University of Maryland Baltimore, MD, Seattle, Washington, May 21, 2012

edu Emilie Ludeman, MSLIS Liaison & Outreach Services Librarian eludeman@hshsl.umaryland.

2 New Nurses and Evidence-Based Practice nurses do not always possess the knowledge and skills necessary to find the evidence on which to base their practice. Practitioners skills and knowledge base in relation to EBP should be fostered and enhanced from the earliest possible opportunity. Leufer, T., & Cleary-Holdforth, J. (2009). Evidence-based practice: improving patient outcomes. Nursing Standard, 23(32),

Practitioners skills and knowledge base in relation to EBP should be fostered and enhanced from the

3 The UHC/AACN Residency Program Developed by the University HealthSystem Consortium (UHC) and the American Association of Colleges of Nursing (AACN) for BSN graduate nurses in acute care Objectives: Transition from entry-level to professional Develop clinical decision making skills Build leadership skills Strengthen commitment to nursing Develop a career plan Incorporate evidence into practice

Objectives: Transition from entry-level to professional Develop clinical decision making skills

4 Setting: All About Us Health Sciences & Human Services Library Serves schools of Nursing, Medicine, Dentistry, Pharmacy, Social Work University of Maryland Medical Center (UMMC) 757-bed hospital, surrounded by the University University of Maryland School of Nursing 1600 students; over 300 faculty, associates, preceptors

Medical Center (UMMC) 757-bed hospital, surrounded by the University University

5 Nurse Residents and the Library UMMC adopts the UHC/AACN program in 2010 All newly hired BSN graduate nurses must participate As part of curriculum, new nurses Identify problem in practice environment Search for and evaluate evidence Develop an evidence-based poster presentation Librarians become involved in 2011

nurses Identify problem in practice environment Search for and evaluate

6 Methods Librarians integrated into educational program Content Use PICO to develop a search Introduce multiple approaches to searching Include a review of the basics, but add higher-level search skills

Introduce multiple approaches to searching Include

7 Learning Objectives The nurse residents will 1. Describe the process involved in searching for evidence 2. Identify and differentiate between core resources to support the practice of evidence-based nursing 3. Demonstrate how to translate a PICO question into an effective search strategy 4. Apply multiple search strategies in searching for evidence in research databases and search engines

Identify and differentiate between core resources to support the practice of evidence-based

8 Learning Objectives 1 & 2 1. Describe the process involved in searching for evidence 2. Identify and differentiate between core resources to support the practice of evidence-based nursing ACRL Standards The information literate student defines and articulates the need for information. (Standard 1, Number 1) The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information (Standard 2, Number 1)

information literate student defines and articulates the need for information.

9 Learning Objectives 3 & 4 3. Demonstrate how to translate a PICO question into an effective search strategy 4. Apply multiple search strategies in searching for evidence in research databases and search engines ACRL Standards The information literate student constructs and implements effectively-designed search strategies (Standard 2, Number 2) The information literate student retrieves information online or in person using a variety of methods. (Standard 2, Number 3) The information literate student refines the search strategy if necessary (Standard 2, Number 4)

student constructs and implements effectively-designed search strategies (Standard 2, Number 2) The information literate student retrieves

10 Challenges Make session interactive, even without participant workstations Survey student knowledge Ask questions Illicit input Use nurse PICO questions for examples Fluctuating class sizes Variation in time allotted Nurses tired

questions Illicit input Use nurse PICO questions for

11 Assessment and Outcomes Program evaluation Self reported Delivery Pre-Class survey completed at beginning of session Post-Class survey delivered via Survey Monkey shortly after projects were complete Surveys measure: Knowledge of residents as they enter the program Changes made in searching after meeting with the librarian

Monkey shortly after projects were complete Surveys measure: Knowledge of

12 Outcomes Pre-Class Survey 84% had a class with a librarian in the past Most had used core databases for searching (CINAHL, PubMed) Fewer used MEDLINE, Google Scholar, Cochrane Many had used AND/OR; fewer used other search strategies Post Class Survey 64% used a database that they had not used before 68% used a search technique that they had not used before 90% felt they were able to search more effectively after the class

other search strategies Post Class Survey 64% used a database that they had not used before 68% used a

13 Comments from Nurse Residents Great job! The handouts were helpful because I was able to review the information and key points during my research phase. nothing to add, it was a good, quick review of the skills we learned in nursing school As a RN, BSN, the new nurse graduate knows how to do research online Next time, maybe cater to a troubleshooting session or Q&A library resource hour. It would be more beneficial to meet with the librarian at the UMMS library so we know where to locate it, how to use the resources and who to go to for help. I would like to become an expert searcher!

nothing to add, it was a good, quick review of the skills we learned in nursing school As a RN, BSN, the new nurse graduate knows how to do

14 Reading List Bratt, M. M., & Felzer, H. M. (2011). Perceptions of professional practice and work environment of new graduates in a nurse residency program. Journal of Continuing Education in Nursing, 42(12), Bratt, M. M. (2009). Retaining the next generation of nurses: The wisconsin nurse residency program provides a continuum of support.40(9), Casey, K., Fink, R., Krugman, M., & Propst, J. (2004). The graduate nurse experience. Journal of Nursing Administration, 34(6), Clark, C. M., & Springer, P. J. (2011). Nurse residents' first-hand accounts on transition to practice. Fink, R., Krugman, M., Casey, K., & Goode, C. (2008). The graduate nurse experience: Qualitative residency program outcomes.38(7-8), Goode, C. J., & Williams, C. A. (2004). Post-baccalaureate nurse residency program. Journal of Nursing Administration, 34(2), Krugman, M., Bretschneider, J., Horn, P. B., Krsek, C. A., Moutafis, R. A., & Smith, M. O. (2006). The national post-baccalaureate graduate nurse residency program: A model for excellence in transition to practice. Journal for Nurses in Staff Development, 22(4), Pine, R., & Tart, K. (2007). Return on investment: Benefits and challenges of baccalaureate nurse residency program.25(1), Setter, R., Walker, M., Connelly, L. M., & Peterman, T. (2011). Nurse residency graduates' commitment to their first positions.27(2), University HealthSystem Consortium.UHC/AACN nurse residency program. Retrieved 2/8, 2012, from: Williams, C. A., Goode, C. J., Krsek, C., Bednash, G. D., & Lynn, M. R. (2007). Postbaccalaureate nurse residency 1-year outcomes. Journal of Nursing Administration, 37(7-8),

40(9), 416-425. Casey, K., Fink, R., Krugman, M., & Propst, J. (2004). The graduate nurse experience. Journal of Nursing Administration, 34(6), 303-311. Clark, C. M., & Springer, P. J. (2011).

15 Contact Us Katherine Downton Emilie Ludeman

Curriculum Critical Thinking Program Evaluation Conclusion www.uhc.edu

Curriculum Critical Thinking Program Evaluation Conclusion www.uhc.edu Background Since March 2000, the University HealthSystem Consortium (UHC) and the American Association of Colleges of Nursing (AACN) have worked to develop strategies to address the nursing shortage, as