Impact of embedded librarianship on undergraduate nursing students' information skills.

BACKGROUND: One-shot library sessions have numerous drawbacks; most notably, they rarely have a long-term impact on students' research behavior or skill sets. Library literature notes that when students interact with an embedded librarian, their skills improve. While close partnerships with subject faculty are important, librarians must also assess students' skill sets to determine the impact of these teaching efforts. CASE PRESENTATION: During the course, the embedded librarian used various activities and assignments to teach information-seeking skills, with the expected outcome of increased skill sets. This IRB-approved research project focused on measuring and assessing students' information-seeking abilities before and after interacting with the embedded nursing librarian. Changes in students' information fluency skills were measured using pre- and post-tests. CONCLUSIONS: The study results provide evidence of the benefits of the embedded librarianship model. Continued measurement of students' skills acquisition is important to enable librarians and library administrators to show the positive impacts the library has on student learning and success.

Flipping to Motivate: Perceptions Among Prelicensure Nursing Students.

BACKGROUND: Research suggests flipped learning may improve student motivation to learn. PURPOSE: This study examined motivation and learning strategies among prelicensure BSN students in a course taught using the flipped learning model. The hypothesis was that flipped learning may improve motivation and learning strategies of students. METHODS: A descriptive, comparative design examined motivation and learning strategies used by students in a flipped learning course. The Motivated Strategies for Learning Questionnaire and a demographic survey were administered to 25 BSN students at a Midwestern university. RESULTS: Substantial decreases were found from pretest to posttest mean scores for the task value, control of learning beliefs, and help seeking subscales. CONCLUSION: The results did not support the hypothesis that flipped learning would improve motivation and learning strategies. Further research in larger diverse samples of students in a flipped learning course is recommended.

INPUT: An academic-practice partnership to an underserved rural community.

The INPUT project is a model partnership that changed the way health care was offered to the underserved in rural Western North Carolina. Grant funding provided a full-time Family Nurse Practitioner (FNP) to a free clinic and created clinical placements for FNP students. Students had opportunities to learn about unique aspects of care for vulnerable, underserved populations to encourage them to consider working in rural communities. The clinic saw an increase in patient visits and offered more continuity in follow-up care. This academic-practice partnership represents a successful example of how working together can benefit the collaborators and community.