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Reaching Out: Rethinking Outreach When No One Can Hear You (Scream)
Get PDFOBJECTIVE Meeting faculty and students where they are is a challenge for libraries on any given day. With the advent of the COVID-19 pandemic, library outreach took a drastic hit as campuses closed and users went remote. Traditional outreach often relies on serendipitous in-person interactions as users ask for assistance with resources and research. Revising systems to meet users at a distance during a time of upheaval is a challenge and an opportunity for librarians to rethink information sharing and instruction methods.
METHODS All five locations of the South College Library closed in March 2020. While the Knoxville locations reopened within weeks with restricted access for students with technology needs, the Asheville, Nashville, and Atlanta locations were closed for months. Librarians working remotely and at restricted access campuses were required to rethink library outreach and instruction formats. Librarians began offering Zoom-based faculty training and created online orientation modules for each campus and academic program. In addition, the library increased use of a blog, new faculty welcome emails, and quarterly faculty and student newsletters to highlight resources and services accessible remotely.
RESULTS Annual survey data indicates that new outreach methods helped to maintain faculty and student knowledge about library resources and services, while also indicating where improvements can be made. Zoom-based faculty offerings showed a marked increase in attendance over in-person sessions. Online orientation modules’ surveys indicate a higher rate of student participation than traditional in-person instruction.
CONCLUSIONS Changing formats for library outreach and instruction was instrumental in allowing the South College Library to meet users’ needs in a suddenly fully remote environment. Even after most faculty and ground courses returned to all campuses, librarians continued to offer orientations and faculty in-services using web-based platforms due to increased participation by both user groups
\u27I Can Become a Doctor Too\u27. Medical Libraries Influence on Community Health and Education
Get PDFObjective: This poster discusses library collaboration with a community center to promote health as a profession and promote health information literacy in the African American community.
Methods: Library staff reached out to a local community center with the intention of introducing the health professions to students in the community. The library scheduled medical, pharmacy and physical therapy students to do unique classes for different ages of children. This relationship developed into further classes involving librarians who did health literacy classes for seniors in the community center and sponsored exercise classes and became involved in health fairs in the center. This effort expanded into the churches. The medical library was able to obtain multiple NNLM grants and was given a permanent room in the community center which serves as a teaching center with five personal computers, a screen, projector, instructor’s station, print materials, and blood pressure machine.
Results: As a result of this collaboration relationships were developed with the local African American community which resulted in a medical school wide initiative to recruit African American males to become physicians using the “Dr. Dale” video and recruiting former minority medical school graduates to speak. This event was targeted towards high school and undergraduate students as well as the parents of K-8 students.
Conclusions and Lessons Learned: Librarians can have a substantial role in the community when it comes to reaching out to underserved populations. It takes commitment, time, and creativity. This type of work is very rewarding. Medical Libraries need to be involved in solving the problem of the decline of black doctors in the U.S. since 1978
Space Retrieval Training for Memory Enhancement in Adults with Dementia
Get PDFThe final portfolio contains 8 research articles from national and international journals. Study designs include one systematic review, one randomized control trial with pretest-posttest design, three small-scale randomized control trials, one quasi-experimental study with no control, one time-series study, and one case study. All studies relate directly to components of the evidence-based practice question and will be used to draft new recommendations for implementation regarding spaced retrieval training for memory enhancement in adults with dementia. Seven out of the eight articles looked at the effects of SR techniques on functional tasks. Articles looked at eating difficulty (1), independent use of walkers (1), iADL function (3), use of technology (1), and ADL function (1). One out of eight articles looked at benefits of spaced retrieval techniques on episodic memory, which is not necessarily a functional task, but is needed to perform functional tasks
Librarian Collaboration in Guideline Development
Get PDFObjective: This paper describes the experience of three librarians from different institutions working together on a national guideline, the benefits of that collaboration, a suggested approach and the questions that should be asked beforehand to ensure the experience is efficient and the guideline is of the highest quality.
Methods: Participating in guidelines is challenging because of the need to balance best practices, time constraints, and researchers\u27 needs. Most clinical guidelines include faculty authors from multiple institutions. When a librarian is invited to join a guideline development team, often times the librarian\u27s role is poorly defined. Before agreeing to participate in a national guideline, librarians should consider authorship versus acknowledgment, time commitment, number and complexity of clinical questions, project management, research team support, team experience with guideline development, and cross-institutional librarian collaboration.
Results: Collaborating with librarians from other institutions has many benefits: the burden of completing search strategies is shared; librarian partners can serve as a sounding board for problem-solving; opportunities are provided for librarians to learn new skills, databases, and technology not subscribed to by their own institutions; and peer review improves the quality of the searches, thus ensuring the highest quality guidelines. Lastly, involving more librarians strengthens relationships between librarians and faculty from their own institutions which could lead to other opportunities.
Conclusions: When participating in a national guideline, librarians should ask for authorship, be realistic about the time commitment, confirm details of research questions, gauge team experience with guideline development, discuss project management, obtain research team support, and finally, engage in cross-institutional librarian collaboration
Introducing Faculty and Graduate Students to Systematic Reviews: Evaluation of a Stand-Alone Workshop
Get PDFObjective: To discuss the development, perception, and impact of a stand-alone workshop intended to introduce faculty and graduate students to systematic review methodology.
Methods: Development/revision of the workshop was examined through content analysis of lesson plans, PowerPoints, class examples and handouts. A short questionnaire was sent to participants within a few days of most workshops since 2018; all responses were analyzed to explore participant perceptions. Impact was assessed with an additional questionnaire sent in 2021 to all previous participants asking about progress and/or intentions to complete a systematic review.
Results: Between 9/7/2018 and 5/27/2018, there were 29 responses to the post-workshop questionnaire. Over 75% of respondents strongly agreed that the workshop met their expectations and that what they learned would be helpful in other research and/or assignments. About 66% strongly agreed that they feel more capable of beginning a systematic review. Most frequently mentioned helpful aspects were the sample reviews provided and the Libraries’ subject guide/resources; challenges included too much information and understanding the differences between various types of reviews. There were also 24 responses to a recent questionnaire sent to all previous participants (n=221). Twenty-two respondents reported having completed or intending to complete a review; 20 having published or intending to publish a review; 7 having used or intending to use a review as part of a thesis, and 11 having used or intending to use a review as part of a dissertation. Twelve respondents also reported additional benefits of the workshop outside of completing/publishing a review.
Conclusions: Positive responses to the questionnaire about workshop perceptions, the number of participants who report intentions to complete a systematic review, and the number of participants who report other benefits of the workshop suggest the workshop should continue to be offered
Dynamic design: Creating an intuitive search experience for a library resources page
Get PDFIntroduction In this brief paper presentation, the presenters will describe how they used feedback from their College of Medicine to re-design their medical library resources webpage. In a recent survey of their medical students, the presenters found that complicated access to library resources via the Medical Library’s website was one of the top barriers to library access experienced by students.
Objectives The objective of this project was to create an intuitive, searchable library resources page by incorporating direct feedback from students, staff, and faculty. Rather than designing a webpage built by and for librarians, the presenters intentionally built the new site to meet the needs of their end users.
Methods The presenters worked with their College of Medicine’s Learning Resources Committee to gather initial reactions to a beta version of the new webpage. Based on the feedback from the committee, the presenters worked with their IT department to create a streamlined, searchable webpage of library resources.
Results The success of the library resources page re-design project will be informally assessed through future meetings of the Learning Resources Committee. It will also be formally assessed on the annual learning resources survey sent to M1-M3 students.
Conclusion In this short talk, the presenters will briefly describe the project management and technical aspects of completing a re-design of a library resources page. Participants who are interested in learning more can view the redesigned website and contact the presenters for further information
Medical Resident Resource Use Trends: Looking at the Past to Inform Future Decisions
Get PDFObjective:
Since 2006, the University of Tennessee’s Preston Medical Library (PML) has collected survey feedback from exiting residents. One question asks residents which types of articles or sources they use to find information. In this study, we examine responses to this question, assessing the change in resident utilization of resources to better inform future library decisions on instruction and marketing.
Methods:
Surveys were distributed to exiting residents through targeted emails or at the required exit process in the library. The question asked them to select which types of articles or sources they used to find information from among the 16 options currently listed, including an “other” box with free text functionality. The resident can select any number of options. Some options have changed over time as resources have ceased to exist, merged, or been cancelled. Survey results were examined from each year, noting how many times each resource had been selected and the total number of residents taking the survey. Results were compiled by resource usage per year and particular resource usage over the study’s timespan.
Results:
Results indicated changing resident use of PML’s resources. Of note, we found UpToDate usage to be remarkably consistent, with 80% of residents, on average, selecting it every year. Usage of reviews, RCTs, case reports, and practice guidelines generally increased over the survey period while use of Google, colleagues, and librarians modestly decreased.
Conclusions:
Resident resource usage varied over time, demonstrating an encouraging increase in attention to other evidence-based tools. UpToDate’s consistent popularity shows the durability of the product. The increase in resource type (reviews, RCTs, case reports, practice guidelines) selection reflects greater employment of more in-depth resources than merely expert opinion. Survey results will inform future outreach focus
Intraoperative Administration Of An NSAID And An Opioid Vs. An Opioid Alone Effect On Postoperative Ileus Development
Get PDFThe purpose of this DNP project is to examine what is known from existing literature about postoperative ileus development in the adult surgical patient population after receiving intraoperative opioids versus a combination of intraoperative opioids and NSAIDs
Development and Implementation of Computer-Based Learning Modules on Alternative Communication for Pediatric Nurses and Nursing Students
Get PDFPurpose and Rationale. To develop, implement, and assess computer-based learning modules (CBLs) on augmentative and alternative communication (AAC) with pediatric nurses and nursing students for knowledge outcomes, self-efficacy, and perceived relevance and effectiveness. Effective communication ensures all parties can understand and express themselves clearly, through any means necessary, often including AAC tools, supports, and strategies. Communication is essential in healthcare but there is limited research with pediatric nurses. Previous research with a single hospital indicated a need for nurse education on AAC. This research used focus groups and interviews to understand pediatric nurse and nursing student knowledge about AAC. The qualitative data was analyzed and used to create short CBLs on AAC which were piloted and implemented with both groups.
Study Population. Fifteen pediatric nurses and nursing students participated in qualitative data collection, five pediatric nurses and nursing students in the feasibility pilot of the CBLs, and 69 participants in the CBL implementation phase. Participants were 18 years of age or older and a pediatric nurse or nursing student.
Research Design and Study Procedures. Following Institutional Review Board (IRB) approval, qualitative data collection included focus groups and interviews with pediatric nurses and nursing students to gain feedback on participant experience with AAC. Data was gathered, transcribed using word-for-word transcription, and analyzed using grounded theory and thematic analysis to prioritize information for inclusion in CBLs for further implementation. CBLs were created using the analyzed qualitative data, piloted with five participants, and implemented with 69 participants using a pre-test, post-test design for three short online modules with both groups.
Results. Data analysis included thematic analysis of qualitative data using grounded theory. Statistical analyses included repeated measures analysis of variance (ANOVA), independent samples t-tests, multivariate analysis of variance (MANOVA), and descriptive statistics. Participants learned new information from pre- to post-test, increased their perceived self-efficacy to use the information provided, and overall felt it was relevant to their clinical practice and an effective method of providing information