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EBLIP6, 27-30 June 2011. Valuing knowledge and expertise.                                                                T...
Background• Extensive in-service training programmes (courses) in evidence-based  practice for nurses and head nurses in K...
Assumptions and presumptions•There was no doubt as to the need and usefulness of IR skills training for the nurses’ course...
Assumptions and presumptions•Instead, before the programme for head nurses the organizers assumed that all participants wo...
Collecting expectations• When applying for the course the head nurses were asked about  their   – IR skills level   – know...
Applicants answers to IR skills questionsAlmost all (88 %) of the head nurses were willing to attend the optional IR train...
Applicants answers to IR skills questions                                    UEF/Library   28.6.2011   7
IR skills were not as good as assumed• Less than a third (29 %) of the head nurses considered they had  excellent or good ...
Applicants answers to IR skills questions                                    UEF/Library   28.6.2011   9
Variation in database knowledge• Only one had had experience in searching all of them• About half had experience in search...
Collecting feedback•After both courses, feedback about the IR skills training was collected using a questionnaire.•The res...
Feedback percentages                       UEF/Library   28.6.2011   12
Feedback percentages                       UEF/Library   28.6.2011   13
Feedback percentages                       UEF/Library   28.6.2011   14
Feedback percentages                       UEF/Library   28.6.2011   15
Feedback percentages                       UEF/Library   28.6.2011   16
Feedback percentages                       UEF/Library   28.6.2011   17
Feedback percentages                       UEF/Library   28.6.2011   18
Feedback percentages                       UEF/Library   28.6.2011   19
Feedback percentages                       UEF/Library   28.6.2011   20
Feedback results• There were many differences between nurses and head  nurses opinions regarding the IR training, always i...
Conclusions•IR education needs of head nurses had more variation than those of nurses.•It was not realistic to assume that...
Literature1. Dee C, Stanley EE. Information-seeking behavior of nursing students and clinical   nurses: Implications for h...
AcknowledgementsUlla Ritvanen, for revising the English                Kirsi Salmi, co-teacher                       www.u...
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Nurses’ and head nurses’ information retrieval training – collecting and comparing expectations and feedback for evidence-based decisions

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Nurses’ and head nurses’ information retrieval training – collecting and comparing expectations and feedback for evidence-based decisions

  1. 1. EBLIP6, 27-30 June 2011. Valuing knowledge and expertise. Tuulevi Ovaska University of Eastern Finland Library Kuopio University Hospital Medical Library Kuopio, FinlandNurses’ and head nurses’information retrieval training– collecting and comparing expectations andfeedback for evidence-based decisions
  2. 2. Background• Extensive in-service training programmes (courses) in evidence-based practice for nurses and head nurses in Kuopio University Hospital (KUH) – Promoting evidence-based nursing in KUH, 2009-2010 (nurses) – Evidence-based leadership, 2010-2011 (head nurses)• Organized by KUH in collaboration with the Department of Nursing Science of the University of Eastern Finland – Practical organizer KUH Educational Services• Information retrieval (IR) skills training was integrated in both courses in order for nurses and head nurses to be able to search evidence effectively. UEF/Library 28.6.2011 2
  3. 3. Assumptions and presumptions•There was no doubt as to the need and usefulness of IR skills training for the nurses’ course. – Considered to be an essential part of the program – Given a relatively sufficient amount of time • Lecture 4 x 45 min • Hands-on training sessions on Finnish databases 3 x 45 min • Hands-on training sessions on international databases 3 x 45 min • Training material and ask-a-librarian service in Moodle (an e- learning platform) – Nurses were not asked if they needed IR training or if they already had IR skills UEF/Library 28.6.2011 3
  4. 4. Assumptions and presumptions•Instead, before the programme for head nurses the organizers assumed that all participants would have at least basic IR skills and that some of them might not need IR training at all. – IR part of the course for head nurses was optional – IR training section for head nurses was smaller than that of nurses course • Lecture 4 x 45 min • Hands-on training sessions on Finnihs and international databases 4 x 45 min • Training material in Moodle (e-learning platform) UEF/Library 28.6.2011 4
  5. 5. Collecting expectations• When applying for the course the head nurses were asked about their – IR skills level – knowledge of five reference databases – willingness to participate in the optional IR training.• This was done in order to be able to adjust the contents of the IR training sessions according to their needs. – However, less time, compared to the nurses’ course, was already scheduled for IR training, regardless of what the needs might be. UEF/Library 28.6.2011 5
  6. 6. Applicants answers to IR skills questionsAlmost all (88 %) of the head nurses were willing to attend the optional IR training UEF/Library 28.6.2011 6
  7. 7. Applicants answers to IR skills questions UEF/Library 28.6.2011 7
  8. 8. IR skills were not as good as assumed• Less than a third (29 %) of the head nurses considered they had excellent or good IR skills• More than a half (56 %) considered that they had only satisfactory IR skills• 12 % thought they had weak IR skills• 4 % were unable to assess their IR skills UEF/Library 28.6.2011 8
  9. 9. Applicants answers to IR skills questions UEF/Library 28.6.2011 9
  10. 10. Variation in database knowledge• Only one had had experience in searching all of them• About half had experience in searching at least one of them – Medic, the Finnish health sciences database, was the most familiar, but only to half of the head nurses• The time allocated for IR training turned out to be too limited considering the skills levels and the needs of the head nurse. UEF/Library 28.6.2011 10
  11. 11. Collecting feedback•After both courses, feedback about the IR skills training was collected using a questionnaire.•The results were analyzed both separately and in comparison with each other. – The comparisons are presented here. UEF/Library 28.6.2011 11
  12. 12. Feedback percentages UEF/Library 28.6.2011 12
  13. 13. Feedback percentages UEF/Library 28.6.2011 13
  14. 14. Feedback percentages UEF/Library 28.6.2011 14
  15. 15. Feedback percentages UEF/Library 28.6.2011 15
  16. 16. Feedback percentages UEF/Library 28.6.2011 16
  17. 17. Feedback percentages UEF/Library 28.6.2011 17
  18. 18. Feedback percentages UEF/Library 28.6.2011 18
  19. 19. Feedback percentages UEF/Library 28.6.2011 19
  20. 20. Feedback percentages UEF/Library 28.6.2011 20
  21. 21. Feedback results• There were many differences between nurses and head nurses opinions regarding the IR training, always in favour of the nurses programme. – Did not meet head nurses’ expectations as well as those of nurses – Nurses found the training very comprehensible more often than head nurses – Head nurses found the schedule inconvenient more often than nurses – Nurses found the lecture more useful than head nurses – Nurses found the training sessions more useful than head nurses – Nurses found the training material more useful than head nurses – Head nurses did not report learning as much as nurses – Head nurses did not seem as confident as nurses about their ability to utilize their new IR skills at work or in some other context UEF/Library 28.6.2011 21
  22. 22. Conclusions•IR education needs of head nurses had more variation than those of nurses.•It was not realistic to assume that head nurses automatically had better IR skills, or that some of them would not benefit from IR training.•Advance data must be collected before making schedules and allocating time for IR training.•Instead of assumptions and presumptions regarding a heterogeneous group, only facts should matter. UEF/Library 28.6.2011 22
  23. 23. Literature1. Dee C, Stanley EE. Information-seeking behavior of nursing students and clinical nurses: Implications for health sciences librarians. J Med Libr Assoc. 2005; 93(2):213-22.2. Kvist T, Tervo-Heikkinen T, Miettinen M, Vehviläinen-Julkunen K. Hoitotyön tutkimusneuvosto kehittää näyttöön perustuvaa hoitotyötä KYSissä. Sairaanhoitaja. 2011; 84(2):48-51.3. Ovaska T. Supporting evidence-based nursing. In: Proceedings of EAHIL workshop 2007; 12-15 September; Cracow, Poland. European Association for Health Information and Libraries; 2007. [Available at: http://www.eahil.net/conferences/krakow_2007/www.bm.cm- uj.krakow.pl/eahil/proceedingsOral.html]4. Saranto K, Jylhä V, Kinnunen U. Are nurses prepared for engagement to evidence-based practice with new technologies? In: Cashin A, Cook R, editors. Evidence-based practice in nursing informatics : concepts and applications. Hershey, PA: Medical Information Science Reference; 2011. p. 98-112.5. Skiba DJ. Preparing for evidence-based practice: Revisiting information literacy. Nurs Educ Perspect. 2005;26(5):310-1. UEF/Library 28.6.2011 23
  24. 24. AcknowledgementsUlla Ritvanen, for revising the English Kirsi Salmi, co-teacher www.uef.fi/kirjasto

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