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Abstract
The article illustrates the evolution of a research assignment in an undergraduate nursing course and the development of the information literacy session. The authors show how, through a variety of strategies, they were able to retain research and writing rigor and at the same time, decrease research stress in the students. Through feedback from students, observations, and analysis of the research articles, the authors were able to think critically on how and what to teach the students. The article supports the existing literature on research stress in nursing students and offers a model on how nursing faculty and librarians can collaborate to support students’ academic success.