• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Library Instruction for Hybrid Courses: An Experience with a DNP Program
 

Library Instruction for Hybrid Courses: An Experience with a DNP Program

on

  • 729 views

Presentation for Michigan Academy on March 11, 2011

Presentation for Michigan Academy on March 11, 2011

Statistics

Views

Total Views
729
Views on SlideShare
727
Embed Views
2

Actions

Likes
0
Downloads
0
Comments
0

1 Embed 2

http://bb-app.csufresno.edu 2

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Library Instruction for Hybrid Courses: An Experience with a DNP Program Library Instruction for Hybrid Courses: An Experience with a DNP Program Presentation Transcript

    • Library Instruction for Hybrid Courses an experience with a DNP program Abby Bedford, MSI Health Sciences Librarian Grand Valley State University Grand Rapids, MI
    • hybrid course:A course that has both online & classroom components.
    • the DNP program•DNP = Doctor of Nursing Practice•clinical equivalent to PhD•began fall semester 2009•one of 5 DNP programs in Michigan (AACN, 2010)•entirely a hybrid program
    • DNP students•currently 32 students•majority between ages 30 and 60•majority currently in full-time clinical practice•many commute from outside Grand Rapids
    • a need for library instruction“The DNP program prepares the graduateto [...] use information technology andresearch methods appropriately” (AACN, DNPEssentials Task Force, 2006, p. 11).
    • challenges:
    • challenges: when
    • challenges: when what
    • challenges: when what how
    • when
    • whenchallenge:
    • whenchallenge:Commuter students that only come toGrand Rapids for class & students thatwork full time.
    • whenchallenge:Commuter students that only come toGrand Rapids for class & students thatwork full time.solution:
    • whenchallenge:Commuter students that only come toGrand Rapids for class & students thatwork full time.solution:Three Saturday morning sessions afterThursday-Friday classroom sessions.
    • what
    • whatchallenge:
    • whatchallenge:Limited time-frame for instruction. Noknowledge of student’s informationliteracy levels.
    • whatchallenge:Limited time-frame for instruction. Noknowledge of student’s informationliteracy levels.solution:
    • whatchallenge:Limited time-frame for instruction. Noknowledge of student’s informationliteracy levels.solution:Start from the beginning. Eliminate task-based instruction as much as possible.
    • Session One• Library Basics• Basic SearchingSession Two• Advanced Searching• Cited Reference SearchingSession Three• RefWorks• APA Specifics
    • how
    • howchallenge:
    • howchallenge:Limited time for instruction. Highprobability of low retention.
    • howchallenge:Limited time for instruction. Highprobability of low retention.solution:
    • howchallenge:Limited time for instruction. Highprobability of low retention.solution:3 2-hour instruction sessions in acomputer lab with handouts.Asychronous instruction throughSlideshare and YouTube.
    • thoughts for the future
    • thoughts for the future•Focus on search
    • thoughts for the future•Focus on search•More structured in-class activities
    • thoughts for the future•Focus on search•More structured in-class activities•Strive for completely concept-based rather than task-based instruction
    • thoughts for the future•Focus on search•More structured in-class activities•Strive for completely concept-based rather than task-based instruction•Introduce grey literature
    • referencesAmerican Association of Colleges of Nursing. (2010). Doctor of Nursing Practice (DNP) programs. Retrieved from http:// www.aacn.nche.edu/dnp/dnpprogramlist.htmAmerican Association of Colleges of Nursing, DNP Essentials Task Force. (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/ DNP/pdf/Essentials.pdf