Postcard from the future assignment example - All ShadowHealthAssessments

Postcard from the future assignment example

Assignment 1: Postcard from the Future

Introduction

The delivery of healthcare services depends to a huge extent on its effectiveness of decision making. Every action taken by the nurses relies on the information they have acquainted themselves with. The process of nursing starts by obtaining and passing information in the first and subsequent stages. Nursing informatics deals with data management, knowledge, information, and wisdom that can be of used in the nursing field Postcard from the future assignment example. Since we are living in an era of Electronic Health Care, it is not possible to ignore the concept of Nursing Informatics in nursing practice (Kaur et al 2015). This is because; all nurses must make use of informatics skills in their practice.

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However, change is inevitable. And the rate at which Information Communication Technology (ICT) is evolving means that in the near future, either, new skills in nursing informatics will be invented, or the existing ones will have evolved in their method and way of use.

As a result of these changes-expected in the Nursing Informatics- a new technology likely to integrate the factors discussed below is likely to be adopted.

Technological inventions

This will put into consideration all ICT elements which may include, media or digital devices already used by the nurses as they offer healthcare. Mair et al (2012), made a suggestion about the division of e-health, that is “the use of emerging information and communications technology, especially the Internet, to improve or enable health and healthcare” (Mair et al, 2012). These changes will be realized in four domains:

Management systems– though which information can be acquired, stored, transmitted and displayed. The information may include administrative, health as well as clinical activities and the patient information will be displayed as recorded (Stolfi et al 2007).
Communication systems- these will be used in communication by participants who are far apart. Important information about the patients; counseling, management and diagnosis will be relayed via telecommunication devices for effective nurse care. The use will involve telemedicine, tele-care systems among others. Emails and smart phones will be very useful in undertaking the activities. This will prevent nurses or patients walking for longer distances in provision of care or acquisition of care respectively (Kristensson et al, 2015).
Decision support systems that are computerized– this will be used by the nurses where the decision made is evidenced in a computer system. The decision can also be based on an outcome derived from computer processes.
Information systems– the internet technology will be very useful in the attainment of nursing information. Patients will be able to access any information they need hence the need for all homes to be connected with internet services. The information available in the internet will also be tailored to individual needs and not as general as is mostly the case today. Health portals will be very effective in delivery of the information as well as mobile phone applications. (Wälivaara, et al, 2011).

Impact of the proposed technology on nurse care

The outcome of the proposed technology will be articulated to the resources and the nurse structures in general as well as nursing processes. The processes, nursing structures and processes can be used to impact changes in the condition of the patient. The processes in question include the interaction between the nurses and the patients as well as their practice environment. The Information Communication Technology will have an impact on the practices of various nurses, and how the nurses’ use of these ICTs will influence the patient condition. The impacts include:

Professional satisfaction– The technology will impact positively on professional satisfaction of various nurses through creation of a friendly working environment through quality of provided care. On the other hand, the patients will be satisfied by the services they receive from the nurses in areas such as in quality of life, their safety and comfort.
Patient outcomes and or experience– the technology will ensure that the patients are optimally provided with the best care and that the care is provide at the right time as well as in the right way. If the outcome will be positive in all these fields, the acceptability of the nurses will be improved towards different patients; whether current or potential.
Care continuity– this is where there will be care collaboration and coordination whereby, patients together with their families will be involved in the provision of health care and an improved responsiveness by different patients will be realized.
Quality assessment-this is where channels for providing feedback will be available and can be viewed by anybody who can access the internet. As a result, potential patients will be able to evaluate the best place to get the intended health care based on their own evaluation.

Steps towards achieving this technology

Change attitude– The very first and most important element towards attainment of this technology is both the nurses and the patient’s ability to embrace change. Challenges should be seen as opportunities and not hindrances. Being open to change means new exploration will also be possible.
Delivery-the new technology can be delivered to the nurses through distance learning programs that are very common in the current world. The nurses being the administrators should also be given room for adjusting through seminars and allowed study leaves. In the learning institutions, the nurses should be taught on the best way to use the ICT with a lot of ease and the various challenges they might expect to get in the implementation. For example, patients’ ignorance and illiteracy among others.
Teaching methods– the patients can be taught the new technological methods through simulation tests by various personnel of change. This can be facilitated by the use of available schools or colleges to cut on costs (Broussard et al, 2009).

Conclusion

Since the proposed technology makes use of the available technological devices, for example the use of mobile phones, internet and computers among others, the integration process will not be soo much problematic. Besides, some of the proposed technological changes are used in other fields such as the use of mobile phone applications.

The proposed technology if successfully implemented will realize tremendous changes in the delivery of nursing care. Satisfaction and quality services summed up by an increased value for life will be achieved. However, the willingness of all participants to cooperate in the implementation is vital.

References

Broussard, L., Myers, R., & Lemoine, J. (2009). Preparing Pediatric Nurses: The Role of Simulation-Based Learning. Issues In Comprehensive Pediatric Nursing, 32(1), 4-15. doi:10.1080/01460860802610178

Finch, T. L., Mair, F. S., O’Donnell, C., Murray, E., & May, C. R. (2012). From theory to ‘measurement’ in complex interventions: Methodological lessons from the development of an e-health normalisation instrument. BMC Medical Research Methodology, 12(1), 69-84. doi:10.1186/1471- 2288-12-69

Kaur, S., & Rawat, H. L. (2015). IMPORTANCE OF NURSING INFORMATICS IN NURSING CURRICULUM FOR UTILIZATION OF INFORMATION TECHNOLOGY IN NURSING PROFESSION. Baba Farid University Nursing Journal, 9(2), 1-5.

Kristensson, P., Brunstrom, A., & Pedersen, T. (2015). Affective forecasting of value creation: professional nurses’ ability to predict and remember the experienced value of a telemedicine diagnostics ICT service. Behaviour & Information Technology, 34(10), 964- 975. doi:10.1080/0144929X.2014.978379

Stolfi, A., Dudley, G., Moore, K., & Johnson, G. (2007). ENHANCING PATIENT ASSESSMENT, CARE AND DOCUMENTATION THROUGH TECHNOLOGY. Oncology Nursing Forum, 34(2), 570.

Wälivaara, B., Andersson, S., & Axelsson, K. (2011). General practitioners’ reasoning about using mobile distance-spanning technology in home care and in nursing home care. Scandinavian Journal Of Caring Sciences, 25(1), 117-125. doi:10.1111/j.1471- 6712.2010.00800.x

Unit 1: What is Nursing Informatics?

Timeline: 1 Week

Foreword

Prior to beginning this unit, review the Student Guide. Next, read the Course Introduction that contains useful information about how to proceed through the course. You may find it helpful to return to these two resource modules throughout the course as they contain the instructions about how to complete specific tasks (e.g., engage in conference forums; submit assignments).

Overview

Think about the ways in which computer technology has changed over the past five or ten years. What was “new” and “modern” only a short time ago is now often considered to be “obsolete.” As a result of these rapid changes, it has become increasingly important for consumers and healthcare professionals, including nurses, to become familiar with new and emerging technologies. One of the goals of this unit is to introduce you to the role of the nurse as a knowledge worker, as you explore the competencies required to be an effective user of data, information, knowledge, and wisdom in your day-to-day practice as a nurse.

Nursing Informatics is the “science and practice [that] integrates nursing, its information and knowledge and their management, with information and communication technologies to promote the health of people, families, and communities worldwide” (International Medical Informatics Association, 2011, para 2). This interaction is illustrated in the diagram below.

(Canadian Association of Schools of Nursing, 2012).
In this unit, we will introduce you to concepts and resources foundational to your use of nursing knowledge and information.

Ergonomics
Athabasca University’s academic writing resources.

Welcome Video

Watch this video and learn more about Nursing 322 and this initial unit.

322 Unit 1 from CNHS AU on Vimeo.

Then take a moment to introduce yourself in the Introduction Forum. Share something about yourself, and include your initial ideas on the application of Nursing Informatics. Take time to read some of the recent postings in this forum and become familiar with others registered in this course.

Unit Learning Outcomes

Actively engaging with the content of this unit will enable you to:

distinguish between the concepts of data, information, knowledge, and wisdom;
describe the role of the nurse as a knowledge worker;
apply ergonomic principles toward preventing discomfort, lost productivity, and injury when working with computers; and
explore the plethora of academic writing resources available within Athabasca University.

Learning Activities and Resources

Learning Activity 1 – Nursing Knowledge and Information

Consider “Nursing Knowledge and Information.” How does this term resonate with you? Before engaging in the readings, you may wish to jot down your ideas on the meaning of nursing knowledge and information.

Reading 1

Canadian Nurses Association (CNA). (2017, March). Joint position statement. Nursing informatics. Retrieved from https://www.cna-aiic.ca/~/media/cna/page-content/pdf-en/nursing-information-and-knowledge-management_position-statement.pdf

Reading 2

McGonigle, D., Hunter, K., Sipes, C., & Hebda, T. (2014). Why nurses need to understand nursing informatics. AORN Journal, 100(3), 324-327. Retrieved from http://0-search.ebscohost.com.aupac.lib.athabascau.ca/login.aspx?direct=true&db=rzh&AN=2012711210&site=eds-live

Why is informatics essential to nursing and nursing practice? The first reading comes from the Canadian Nurses Association (CNA) serving to articulate our profession’s perspective on the importance of nursing informatics. The second reading, authored by a group of nurse experts in informatics takes a different approach, describing the data, information, knowledge, and wisdom pathway supported by nursing informatics. Then, using a series of personal reflections, the authors offer practical examples of the use of informatics in nursing.

Address the following learning challenges:

What are the differences between data, information, knowledge, and wisdom?
Reflect on the progression from data to information, to knowledge, and to wisdom.
Give an example of how you use data and information to build knowledge and wisdom in your day-to-day practice as a nurse.
How can information technology support each component of nursing practice?

Learning Activity 2 – Ergonomics

Let us think for a moment about the impact of computers on workers’ health and the costs to the individual and the healthcare system because of poorly designed computer equipment and workspaces. If you are a frequent computer user, what impact have you noticed on your own health and wellbeing?

We anticipate that many of you are reading this unit on a laptop computer, perhaps sitting at the kitchen table or tucked into a corner of the family room. Watch this short video https://www.youtube.com/watch?v=rcZMfSFzFwM for a few simple suggestions on how to improve your posture while using this technology.

Reading 3

Morrison, J., & Lindberg, P. (2008). When no one has time: Measuring the impact of computerization on health care workers, AAOHN, 56(9), 373-8. Retrieved from http://0-search.proquest.com.aupac.lib.athabascau.ca/docview/219352471/abstract/3BF30C84366B416CPQ/1?accountid=8408

Reading 4

WorksafeBC (2009) How to make your computer work for you. Victoria, BC: Workers Compensation Board of British Columbia. Retrieved from http://www.chiropractic.ca/wp-content/uploads/2015/05/comptr_wrkstn-WorkSafeBC.pdf

A well-designed workspace is essential. To assist workers in understanding and addressing challenges in the design and use of computer workstations, WorksafeBC provided a comprehensive guide. Work your way through the content considering the tips to prevent injury and changes that can be made to help you work comfortably and efficiently. Here are some suggestions:

Check your posture.
Adjust your chair.
Rearrange your workstation layout.
Improve your lighting and minimize glare.
Improve your job design.

Then, use the checklist found on pages 26-29 of Reading 4 to assess your home office area. What improvements can you make?

Learning Activity 3 – Academic Writing

In your nursing education and prior courses in this program, you have been developing expertise in academic writing, a key component in advancing nursing knowledge. What tools do you have available to you? Take a few minutes and explore the resources available within Athabasca University’s Write Site http://write-site.athabascau.ca. How many hours have you spent formatting papers to comply with APA? A useful supplement to the 6th edition of the Publication Manual of the American Psychological Association guidelines is the APA Style Blog http://blog.apastyle.org/apastyle/. Check it out!

After you have reviewed these resources, put them to work by creating a template that can be re-used. Although it will take time to develop your template initially, it will save you time as you work through this and other courses in your program. Here’s how to get started.

Did you know that the APA manual (6th edition) contains an example of a correctly formatted scholarly paper? Stop and find those figures now in Chapter 2 of the manual. The information contained in the grey text boxes is useful in locating more detailed information about each element.
Open a blank document in your word processing software and begin to create a template that includes each of the required elements illustrated in the APA manual. Insert a word or two as a ‘placeholder’ in each of the required elements (e.g., running head, title page).
Follow the guidelines in the APA manual carefully to ensure that your template is correctly formatted (e.g., margins, tabs, page numbers, headings, double spacing). If you do not know how to set margins or insert page numbers (or how to complete other basic word processing functions) consult the help function.
Separate the pages of your template by using page breaks.
When you begin to write a paper, use the ‘Save As’ (or similar) feature in your word processing software to create a new copy of your template. Edit this copy to create a correctly formatted scholarly paper.
If you discover an error in your template, take time to revise your original template so that it is correct the next time you use it.
You will, of course, need to ensure that your reference citations and reference list are correctly formatted in each paper. Noting the location of examples in your APA Manual (e.g., by inserting paper tabs in your manual or by consulting the information found in the figures) will help you find them quickly when you need them.

Review and Reflection

Before you move on to Unit 2, think for a moment about your use of information and its sources in your nursing practice.

What types of information do you use in the day-to-day care of clients?
Where do you source that information?
What are some of the barriers you face in accessing information to support client care?

Required Forum Postings

Please share your reflections in the Unit 1 Forum. This conference posting is mandatory and must be completed as part of the Conference Forum component of this course.

Then, as you complete the course, go back periodically and see how your understanding has grown and evolved.

Guidelines for Posting to the Conference Forums

Before you begin your posting, read the most recent 5 to 8 postings in the Unit 1 Forum and think about how you can add to the discussion. You may respond to one of the entries posted by a classmate and/or you may share examples from your practice setting. Your posting should be substantive (that is, adding to the discussion, not merely agreeing with what someone else has said) and should reflect a sound understanding of the content of the unit.

Limit your contribution to one or two ideas, concepts, or themes so that others can follow your conversation more easily (maximum 150 words). Remember, you are writing to share your thoughts and to invite your classmates into an open dialogue. Lengthy postings with many points often go unread or unchallenged because there is too much information to respond to.

Include a reference citation or URL for a useful resource or an example of one of the concepts discussed in the unit. This will enrich your posting and enhance your classmates’ learning.

Note: Your tutor may or may not respond directly to your postings in the Conference Forums. If you have specific questions for your tutor, please send them to him/her using Course Mail.

Assignment 1: Thinking Ahead

Review the requirements for Assignment 1, which is to be completed after Unit 3. Begin to think about your topic. Some of the content of this unit may be useful in completing this assignment. It is to your advantage to review the recommended readings and reflect on the questions posed and to complete the exercises presented in each unit.

Note: Students in NURS 322 are not permitted to submit all of their course assignments at the same time. You are expected to review the feedback provided by your tutor on each of your assignments and to incorporate that feedback into your subsequent assignments.

References

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Canadian Association of Schools of Nursing. (2012). Nursing informatics entry to practice competencies for registered nurses. Retrieved from http://casn.ca/wp-content/uploads/2014/12/NursingInformaticsEntryToPracticeCompetenciesFINALENG.pdf

Canadian Nurses Association (CNA). (2017, March) Joint position statement. Nursing informatics. Retrieved from https://cna-aiic.ca/~/media/cna/page-content/pdf-en/nursing-informatics-joint-position-statement.pdf?la=en

International Medical Informatics Association. (2011). The nursing informatics special interest group – definition. Retrieved from https://sites.google.com/site/imianiedwg/

Morrison, J., & Lindberg, P. (2008) When no one has time: Measuring the impact of computerization on health care workers, AAORN, 56(9), 373-8.

WorksafeBC. (2009) How to make your computer work for you. Victoria, BC: Workers Compensation Board of British Columbia. Retrieved from http://www.chiropractic.ca/wp-content/uploads/2015/05/comptr_wrkstn-WorkSafeBC.pdf

Even when I work with computers, with high technology, I always try to put in the touch of the hand.

Issey Miyake

Unit 2: Information and Communication Technologies

Timeline: 1 Week

Overview

As defined in Unit 1, Nursing Informatics is the “science and practice [that] integrates nursing, its information and knowledge and their management, with information and communication technologies to promote the health of people, families, and communities worldwide” (International Medical Informatics Association, 2011, para 2). The purpose of this unit is to develop a common understanding of what is meant by Information and Communication Technologies (ICT) and to describe these and their use within the context of nursing practice.

Welcome Video

Watch this video and learn more this unit.

322 Unit 2 from CNHS AU on Vimeo.

Unit Learning Outcomes

Actively engaging with the content of Unit 2 will enable you to:

identify information and communication technologies commonly used in healthcare;
consider the application and impact of these technologies to nurses and nursing practice; and
describe practices that will support the development of effective virtual teams.

Learning Activities and Resources

Learning Activity 1 – Creating a common understanding

You will agree that not everyone has a common understanding or skill level in the use of technology. Do you have work or school colleagues who struggle with expectations regarding the use of computer technology, mobile devices, and their use?

The first two readings in this unit are focused on bridging that gap. The first is a brief reading that provides helpful hints to nurses on using information technologies. Written in a chatty, conversational style, this American registered nurse touches on many of the topics within this course.

The book is available within Athabasca University’s collection to download as an e-book. To access it you need to sign into the AU Library and locate the book by searching under Books and Media. When located, you can view the book via Ebrary, print off relevant sections to review later, or download the book for 14 days.

Reading 1

Wilson, B. The nerdy nurse’s guide to technology. Indianapolis, IN: Sigma Theta Tau International.

Reading 2

The second reading comes from Canada Health Infoway, an organization introduced in the first unit. This report, produced as part of the Emerging Technology Series, provides an overview of the use of mobile devices in health care by clinicians, including nurses. In the reading you are introduced to the term mobile health (mHealth). Postcard from the future assignment example Throughout the term, we encourage you to develop a list of terminology specific to nursing informatics and to locate and record their meaning and source definitions. Doing so will strengthen your understanding and application.

Canada Health Infoway. (2013, November). Mobile computing in clinical settings. White Paper (Executive Summary). Emerging Technology Series. Retrieved from https://www.infoway-inforoute.ca/en/component/edocman/1790-mobile-computing-in-clinical-settings-white-paper-executive-summary/view-document?Itemid=101

You can also access this information by entering these words in your search engine: Canada Health Infoway mobile computing in clinical settings

Canadians are strong users of communication technologies with 86.6% of households reporting computer, laptop or tablet ownership and 83% of households reporting Internet access (World Bank, 2014, p. 52).

What is your organization’s policy regarding the use of personal mobile communication devices at work to support practice? This practice, termed BYOD has required “new tools, architectures and policies to govern and control these endpoint devices” (Canada Health Infoway, 2013, p. 5).

Learning Activity 2 – Understanding the impact on nursing practice

The impact of information and communication technologies is all around us. In fact, there is no aspect of our lives, professional or personal, which hasn’t been impacted by the exponential growth in the use and functionality of these technologies. For example, nurse-call centres such as HealthLink Alberta (see http://www.albertahealthservices.ca/assets/healthinfo/link/index.html) are now the norm for consumers seeking health information and guidance. If this link is not working, enter the following in your search engine: Alberta Health Services HealthLink

How has information and communication technology impacted nursing practice? Take a few minutes and brainstorm the nursing practices that would fall into each quadrant using this Word document.

Assessment	Health Promotion
Clinical Intervention	Service Organization

Once you have completed the exercise, check your ideas against the content in the following reading (see pg. 1305 of Reading 3) Postcard from the future assignment example.

Reading 3

While, A., & Dewsbury, G. (2011). Nursing and information and communication technology (ICT): A discussion of trends and future directions. International Journal of Nursing Studies, 48(10), 1302-1309. doi: 10.1016/j.ijnustu.2011.02.020

To retrieve this article, go to the AU Library at: http://library.athabascau.ca/

Type the title of the article into the AU Library search engine box (In very light font, it shows Search books, articles, and media).

While and Dewsbury (2011) describe advantages and disadvantages of the use of information and communication technology in healthcare.

What do you think?
Are the advantages so strong that we should put aside potential disadvantages?
Consider this question from the perspective of the:
- healthcare consumer (clients and their families)
- healthcare providers (nurses, physicians)
- healthcare system (administrators, government)
Does your position change dependent on the perspective you are taking?

Lastly, While and Dewsbury (2011) describe research into the impact of information and communication technology on the work life of nurses. One statement may have resonated with you, as we have all experienced using computer systems that are “cumbersome, illogical, slow, complicated and unreliable at times” (p. 1307).

Where would you place your current practice on the grid (see page 1308) between high and low use?
Are you a basic user of technology in your practice or would you consider the demands for its use making you an advanced practitioner?

Learning Activity 3 – Working in a virtual team

The use of information and communication technology in healthcare has also impacted the organization and reporting structures that nurses practice within. Virtual teams have become the norm within the regional health structures with nurse leaders assuming responsibility for programs spread across broad geographical areas. Postcard from the future assignment example Routine interactions occur by computers, email, and videoconferencing.

In Reading 4, Cowan offers eight principles to guide leadership within a virtual team. Central to this leadership is developing a professional social presence. You are encouraged as you work through this course and post comments to the unit forums to keep these principles in mind.

Reading 4

Cowan, L. D. (2014). E-Leadership: Leading in a virtual environment – Guiding principles. Nursing Economics$, 32(6), 312-322.
Retrieved from http://0-search.ebscohost.com.aupac.lib.athabascau.ca/login.aspx?direct=true&db=edb&AN=99954953&site=eds-live

You can also access this information by going to the AU Library at http://library.athabascau.ca/ and then, type the title of the article into the AU Library search engine box (In very light font, it shows Search books, articles, and media).

Review and Reflection

Before you move on to Unit 3, consider the questions posed in this unit. Was much of the information new to you? Are you perhaps apprehensive about the depth and breadth of content? Or, did you bring to the course a strong foundation in information and communication technology?

Before moving on identify two personal learning objectives related to the use of information and communication technologies. Write these down and refer to them throughout the course.

Optional Forum Posting

Take a few minutes and review student postings found in the Unit 2 Forum. Consider your learning from this unit and should you wish, please add to the discussion on Information and Communication Technologies. Share your learning objectives if you are comfortable doing so. Offer a suggestion on the development of virtual teams. Do you manage such a team? If you are currently a member of a virtual team give your perspective on the guiding principles.

Guidelines for posting to the conference forums are found in Unit 1.

Assignment 1: Thinking Ahead

References

Canadian Association of Schools of Nursing. (2013). Nursing informatics teaching toolkit: Supporting the integration of the CASN nursing informatics competencies into undergraduate nursing curricula. Ottawa: Author. Retrieved from http://casn.ca/wp-content/uploads/2014/12/2013ENNursingInformaticsTeachingToolkit.pdf

Cowan, L. D. (2014). E-Leadership: Leading in a virtual environment – Guiding principles. Nursing Economics$, 32(6), 312-322. Retrieved from http://0-search.ebscohost.com.aupac.lib.athabascau.ca/login.aspx?direct=true&db=edb&AN=99954953&site=eds-live

International Medical Informatics Association. (2011). The nursing informatics special interest group – definition. Retrieved from https://sites.google.com/site/imianiedwg/

While, A., & Dewsbury, G. (2011) Nursing and information and communication technology (ICT): A discussion of trends and future directions. International Journal of Nursing Studies, 48(10), 1302-1309. doi: 10.1016/j.ijnustu.2011.02.020.

Wilson, B. The nerdy nurse’s guide to technology. Indianapolis, IN: Sigma Theta Tau International. Retrieved from http://0-www.ebrary.com.aupac.lib.athabascau.ca

World Bank (2014). Little data book on information and communication technology 2014. Herndon, VA: World Bank Publications. Retrieved from http://0-www.ebrary.com.aupac.lib.athabascau.ca

Everything you need for better future and success has already been written. And guess what? All you have to do is go to the library.

Henri Frederic Amiel

Unit 3: Navigating the Digital Library

Timeline: 1 Week

Overview

Postcard from the future assignment example Some have suggested that finding information using digital library databases can be like finding the proverbial “needle in the haystack.” Developing sound search skills to access the information you need to support and inform your practice is essential to becoming an expert nurse knowledge worker.

If you can effectively use the Internet, why do you also need to learn to use and search the digital library? A good question! Think about how you normally search for information. Where do you go? What search engines do you use and what databases do you normally access for information? What were the most common types of sites and information that you found? What was their underlying purpose?

In this unit, you will learn about the kinds of resources stored in digital libraries and how to search for information stored in those repositories. Although the primary focus of this unit is learning to use online journal databases, the skills you acquire will also be useful in locating e-texts and other resources commonly found in a digital library.

Welcome Video

Watch this video and learn more this unit.

322 Unit 3 from CNHS AU on Vimeo.

Click on this http://library.athabascau.ca/WelcomeVideo.html as an introduction to the plethora of resources available to students within Athabasca University’s Library Resources.

Unit Learning Outcomes

After completing Unit 3, you will be able to meet or exceed the following unit learning outcomes and:

discuss how information found on the Internet differs from that found in digital library databases;
explore the acquisition of knowledge through Internet and library holdings; and
conduct an effective literature search using a digital journal database.
Postcard from the future assignment example

As you read, try not to become overwhelmed by the number of new terms introduced. You will become more familiar with them as you work through this unit.

Learning Activities and Resources

Learning Activity 1 – A practical example

The information found in digital libraries commonly comprises scholarly works that have been subjected to peer review. This may or may not be the case with information found elsewhere. What does it mean to say that a scholarly work has been peer reviewed? Peer review means “a process by which a scholarly work (such as a paper or a research proposal) is checked by a group of experts in the same field to make sure it meets the necessary standards before it is published or accepted.” Retrieved from: http://www.merriam-webster.com/dictionary/peer%20review.

List some of the reasons why peer review is deemed to be an important indicator of the quality of an article.
Which of these reasons would you consider to be most significant? And why?

Not all articles in peer-reviewed journals are necessarily peer-reviewed. Consider, for example, the editorials found at the beginning of most peer-reviewed journals.

What is the primary purpose(s) of an editorial?
What influence might those purposes have on a reader’s evaluation of the information contained in an editorial?

Let us explore this further by examining an editorial in a recent issue of the Canadian Nurse.

First, if you do not know your Athabasca University Library identification number, contact the AU Library (library@athabascau.ca). You cannot complete this unit without using your Library identification number, as it provides access to the online library databases. You also need access to the library to complete the literature reviews required for your assignments in this and other courses in your program.

Once you have entered the AU library, you can find the journal holdings by opening the drop down menu labeled Find Resources. Then, under the heading Find Resources by Subject/Name, click on the link Journal Title Name and enter the search words “Canadian Nurse.” This will bring you to the Canadian Nurse holdings by database. Open the tab entitled CINAHL Plus with Full Text to locate a recent issue. Postcard from the future assignment example Not an efficient way to search? What would be easier?

Now that you have located the journal, read the editorial in a recent edition. Some questions to reflect upon:

To what extent did you agree or disagree with the editor’s comments? Why or why not?
Is it legitimate to use an editor’s point of view in writing a scholarly paper? Why or why not?

Before you move on in this unit, consider the term evidence-based practice. What does this mean to you and your nursing practice? Consider the definitions found in the reading below. While you are there, check out the resources at www.nurseone.ca. You will want to bookmark this site for future reference. The second reading describes how evidence is used to inform and enhance nursing practice.

Reading 1

Canadian Nurses Association. (2016). Definitions galore. Retrieved from https://www.nurseone.ca/en/tools/evidence-based-practice/definitions-galore

Reading 2

Canadian Nurses Association. (2010). Position statement: Evidence-informed decision-making and nursing practice. Retrieved from https://www.cna-aiic.ca/~/media/cna/page-content/pdf-en/ps113_evidence_informed_2010_e.pdf?la=en

Learning Activity 2 – Conducting a Literature Search Using Digital Journal Databases

Even though you may have used an online journal database in the past, you are encouraged to work through the following exercises. Doing so will assist you to refine your skills further.

Digital journal databases provide online access to a number of journals that focus on nursing and health as well as other fields of study. Three of the most commonly used health-related databases are:

CINAHL Plus with Full Text (Cumulative Index to Nursing and Allied Health Literature)
ProQuest Nursing Journals
SCOPUS

Select a topic from the editorial you examined earlier. Then, search each of these three online journal databases for information about your topic. Experiment with altering your search term slightly or combine it with other search terms to make your search more efficient. Pay attention to the “key words” or “search terms” listed in the articles you retrieve, as sometimes they provide valuable clues for finding other articles about the same subject.

You can also narrow your search by selecting some of the other options presented in the specific database you are using (e.g., limit your search to certain years, peer-reviewed/refereed articles, articles for which the full text is available, articles written in English). The help function embedded in the database you are using will assist you to learn more about these options.

To keep track of the findings of your search, use this printable chart (in Word .doc format).

What was your search term?
How many results did it generate?
What was the nature of the first 20 results (e.g., theoretical article; report of a research study; best practice guideline; editorial; other)?
For each entry, note whether the same article was retrieved in any of the other databases. Can you explain the reason(s) for this?
How is the order in which the search results are listed determined? Why is this important to the user?

Two excellent resources to help you hone your search skills are found in the next readings.

Reading 3

Athabasca University. (2012, June 30). AU library’s guide to the research process. Retrieved from http://libguides.athabascau.ca/researchprocess

Reading 4

University of Illinois. (2009, September 1). Tips for searching article databases. Retrieved from http://www.library.illinois.edu/bix/pdf/genguide/searchtips.pdf

Learning Activity 3 – Enhancing Your Skills

Following are some tips to help you cite the articles you retrieve in your scholarly papers.

Using PDF Files

Return to the ProQuest Nursing Journals database and re-enter your search term. Select one of the articles for which Abstract, Full Text, and Full Text PDF formats are available. How do these three formats differ in terms of content and appearance?

Hint: The Full Text PDF version is identical to the print version of the same article. Use the PDF version when you are writing a scholarly paper. This is particularly important if you are using a direct quote from the article as it will allow you to cite the precise page number on which that quote is found. Consult your APA Manual, 6th Edition (2010) to learn how to construct a reference citation for a direct quote.

Saving Persistent Links

Did you know that you can return directly to a specific article in your literature search by copying the persistent link for the article into another file? If you copy the persistent link into the reference list of your paper immediately following the reference citation for the article, your reader (e.g., classmate; tutor; colleague) can also go directly to the article if she or he has access to the Athabasca University Library. It also allows you to consult the same article later without repeating your search. More information is available on the AU library webpage: http://libguides.athabascau.ca/persistentlinks.

Using RefWorks to Organize References

How can you organize your references? A great tool that we invite you to explore is RefWorks, a web-based bibliography and database manager that enables you to create a personal database to import references from text files or online databases. Then as you use these references in writing papers, you can use RefWorks to automatically format the paper and the bibliography in seconds.

Information on accessing and using RefWorks is found at http://library.athabascau.ca/Refworks.html. You can sign-up for a new account using your AthabascaU credentials.

Review and Reflection

Learning to retrieve the information you need to support your practice is not an easy task. Try not to be discouraged if you are not immediately successful. Using synonyms or other related terms will sometimes yield better results.

How will your learning in this unit change the way you conduct your background research in preparing to complete a course assignment or write a scholarly paper in the future?

Altering your search term will improve your results. It may take several search attempts to retrieve a term, or combination of terms, that is neither too narrow nor too broad.

The purpose of your search will assist you in deciding how many databases you should consult in completing your literature review. If you are developing a set of best practice guidelines, you will need to consult a larger number of databases to ensure that you retrieve all of the current research related to the topic. Conversely, if you are trying to find a specific article written by a particular author, searching one or two databases may be sufficient to quickly locate it.

A Helpful Hint!

When you conduct a literature search using an electronic journal database, look for terms such as peer reviewed or refereed in the options offered for narrowing the scope of your search.

Optional Conference Forum

If you wish, you may join the Unit 3 Forum and share tips you have learned to enhance your digital journal database search skills. Guidelines for posting to the conference forums are found in Unit 1.

Assignment 1

Review the requirements for Assignment 1, which is to be completed after Unit 3. At this point you should have confirmed your topic and will find that the content of this unit is helpful. It is to your advantage to review the recommended readings and reflect on the questions posed and to complete the exercises presented in each unit prior to completing the assignments. You may wish to refer to this useful reference webpage http://libguides.athabascau.ca/researchprocess.

Note: Students in NURS 322 are not permitted to submit all of their course assignments at the same time.

References

Athabasca University. (2012, June 30). AU library’s guide to the research process. Retrieved from http://libguides.athabascau.ca/researchprocess

Canadian Nurses Association. (2016). Definitions galore. Retrieved from https://www.nurseone.ca/en/tools/evidence-based-practice/definitions-galore

Merriam Webster. (n.d.). Peer review. Retrieved from http://www.merriam-webster.com/dictionary/peer%20review Postcard from the future assignment example