Self-Paced Tutorials to Support Evidence-Based Practice and Information Literacy in Online Health Sciences Education

Abstract

Information literacy instruction for evidence-based practice in health sciences education often centers around literature review assignments in research courses. Librarians may have limited opportunities to teach in clinical courses where evidence-based practice is centered around on-the-job clinical practice. Tools like LibWizard allow librarians to create asynchronous tutorials that center around information literacy for clinical scenarios and include hands-on practice and real-time feedback. In this paper, the author, a health sciences librarian, summarizes the development, implementation, and assessment of a self-paced, interactive information literacy tutorial to support evidence-based practice in two clinical courses in an online graduate nursing program.

Keywords:

• Evidence-based practice
• information literacy
• online education
• health sciences education
• online tutorials
• asynchronous instruction
• assessment
• LibWizard
• Springshare

Acknowledgement

The author would like to thank Dr. Tracie Kirkland, DNP, ANP-BC, PNP-BC, Clinical Associate Professor at University of Southern California Dworak-Peck School of Social Work, Department of Nursing for integrating information literacy instruction into her courses, and for reviewing this manuscript and offering feedback prior to submission.

Conflict of interest

The author has no conflicts of interest to report.