embedding information literacy into staff development at an acute nhs trust sharon hadley...
TRANSCRIPT
Embedding Information Literacy into Staff Development at an
acute NHS Trust
Sharon Hadley [email protected]
Kim Hacker [email protected]
“ Writing today is not a frill for the few, but an essential skill for the
many”
National Commission on Writing, 2003
What is information literacy?
“…knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner”
CILIP 2005
About North Bristol NHS Trust
Figure 1 Workforce Configuration
10%
42%
18%
16%
8%
1%5%
Medical and Dental
Nursing and Midwivery
Professional and Technical
Administration and Clerical
Ancillary
Maintenance
Senior Managers
Target Audience
• Allied Health Professionals mainly level 3 HE qualification
• Medics – information Literacy being embedded into curriculum
• Trust health care strategy for Health Care Assistants in development
Therefore target audience
– Qualified nurses and support staff who need preparation for level 3 HE study
– Those without recent formal learning experiences (non work based)
Local Drivers
• Large cohort of overseas nurses
• Loss of previous provision from FE college due to low uptake
• Low completion of written assignments for Trust funded HE courses
• Effective use of Trust resources – existing in-house skills,– library resources and IT rooms – staff don’t have to go off site
Trust Education Research and Development (ERD) Strategy
“Develop inter-professionalism in learning and practice, while recognising the integrity if individual professions”
“ Ensure that staff have equal access and opportunity to develop and maintain their knowledge and skills throughout their career developing a concept of ‘learning at work’ for all staff”
“Foster lifelong learning and development planning for all staff; encouraging career progression based on competence and team working alongside clinical specialism”
‘Working together- learning together’
• An NHS lifelong learning strategy
• Sets out programme for learning and development
• Informs local strategy and policy
National Drivers
– NHS Knowledge and Skills Framework (NHS KSF)
– More professional bodies requiring portfolios e.g. Health Professions Council
– NHS Plan
Course Lead
Initially managed by information specialist Now embedded as staff development
course with information specialist input on guest sessions
Course Objectives
• Recognise their own learning style• Identify a conducive learning
environment • Identify individual motivations• Demonstrate accurate use of grammar• Compare the benefits of using different
reading and note-taking strategies• Evaluate the purpose and quality of
literature
• Demonstrate how to plan and write an essay
• Explain the basics of and carry out a literature search
• Demonstrate how to reference assignments
• Explain the benefits of reflection
Evaluation
• Our initial feelings after first two courses– Need for more learner centred approach– Wide range of learning pace and levels
• Development of course materials
• Development of two-stage course
Course Materials
Development of workbooks, o Allows learners to see what is planned for
themo Produce in bulk , more effective resource useo Provides a framework for the course that can
be added to by the teacher as appropriate for each group and individual needs
Two-Stage Course
• Individual learning needs identified at interview• Negotiation with learner as to most appropriate
access point• Discuss future use of skills gained so not lost• Interviews determine where the learner is going
to apply their new skills• Highlighted again in group discussion towards
end of sessions.
Stage One
• Development of literacy skills to National Certificate level 2 by practical exercises in:– Grammar– Correct use of tense– Punctuation – Spelling– Reflective writing– Creative writing
Stage Two
• Extends written skills in stage one by practical summary and essay writing
• Use of practical exercises to develop key information literacy skills such as:– Development of search strategy– Selection of appropriate resources for search– Critical appraisal of literature– Correct referencing of literature
Evaluation of Two-stage Course
Evaluation collected via questionnaires Showed need for longer course or
encouragement of self directed learning approach
Importance of relevance to own practice Therefore need to develop integrated modular approach
Evidence for Evaluation
Figure 3 Relevance to Work and Appropriate Length
0
2
4
6
8
10
12
14
16
1 2 3 4 5
Score (1 low 5 excellent)
Nu
mb
er
ac
he
ivin
g t
ha
t s
co
re
Relevant to Work Area
Appropriateness of Course Length
Quotes from Evaluation
• A bit more practical work to improve writing skills (supports need for modular approach)
• More days to have practice sessions
• More time, more practice (encourage more self directed learning)
• More summarising and referencing
Staff GroupStaff Groups Attending
0
2
4
6
8
10
12
14
16
Feb-05 Mar-05 Apr-05 May-05 Jun-05 Jul-05 Aug-05 Sep-05 Oct-05 Nov-05 Dec-05 Jan-06
Date of Course
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f A
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Nurse
Manager
ODP
HCA
Currently• very high numbers of nurses attending • very clinician centred Widen Participation• Agenda for change• Equal opportunities• Role relevance improves learning
outcomes
Evidence for Change
• Feedback from students
• Local and national drivers– Agenda for change– Connecting for Health
• Personal reflection
Recommendations
• Specify KSFs
• Trust ERD strategy to specifically reflect need for information literacy skills
• HE Accreditation“ work with HE and other partners to encourage
the systematic accreditation of learning and development”
Recommendations
• Identify key areas to develop an integrated modular course e.g. – Reflective writing– Reference management– Critical appraisal– Literature searching– Essay writing– Active Reading
• Each learner has an individual programme of study based on their needs
• Modules to complete agreed by negotiation at interview
• Blended delivery allowing – Use of e-learning– Increased opportunity for self directed study
via distance learning, by provision of extra materials
– Consolidation of learning by ability to revisit course materials after module completion
– Assessment by formal assignment
Quote to finish from learner
“Helps to improve my writing skills, references, literature searching. Made me feel more confident to go ahead with future courses.”