Faculty Bibliography

As part of a system-wide initiative to advance evidence-based practice among clinicians, graduate students, and educators, the New York University Division of Nursing embarked on a curricular initiative to integrate components of information literacy in all core courses of the master's program. Increasing competency in information literacy is the foundation for evidence-based practice and provides nursing professionals with the skills to be literate consumers of information in an electronic environment. Competency in information literacy includes an understanding of the architecture of information and the scholarly process; the ability to navigate among a variety of print and electronic tools to effectively access, search, and critically evaluate appropriate resources; synthesize accumulated information into an existing body of knowledge; communicate research results clearly and effectively; and appreciate the social issues and ethical concerns related to the provision, dissemination, and sharing of information. In collaboration with the New York University Division of Libraries' Health Sciences Librarian, instructional modules in information literacy relevant to each of the 5 core nursing master's courses were developed, complemented by a Web-based tutorial: http://library.nyu.edu/research/health/tutorial. The Web site is multifaceted, with fundamentals for the beginner, as well as more complex content for the advanced user. Course assignments were designed to promote specific competencies in information literacy and strategies for evaluating the strength of the evidence found. A survey of information literacy competencies, which assessed students' knowledge, misconceptions, and use of electronic information resources, was administered when students entered the program and at 1-year intervals thereafter

OBJECTIVE: This initiative was designed to develop a reliable instrument to measure the activities of acute care nurse practitioners (ACNPs). A sound, standardized method for measuring ACNP productivity will assist nursing leaders and administrators to demonstrate the effectiveness and productivity of ACNPs in and across institutions and systems. BACKGROUND DATA: Current research on ACNPs uses many different methodologies and research designs, and fails to provide standard definitions to measure practice patterns, making it difficult to generalize across settings. METHODS: Advisory groups from 2 New York academic health science centers developed a survey that covered the demographic, educational, and employment characteristics of ACNPs, and a 20-item classification of advanced practice nursing activities. Sixty-one ACNPs completed surveys, a 58% response rate. RESULTS: The survey found strong similarities at both institutions. ACNPs spend most of their time in 5 activities involving direct care and 4 activities within indirect care. Strong Cronbach alphas confirmed that the instrument was reliable. CONCLUSIONS/IMPLICATIONS: The availability of a reliable instrument for measuring ACNP practice patterns provides administrators with a powerful tool to demonstrate the contributions of their ACNPs. In addition, a standardized method for data collection can contribute to healthcare workforce policy discussions

Intrinsic to all models of evidence-based practice is the need for information literacy and the critical assessment of information. As part of a house-wide evidence-based practice initiative, the objective of this pilot project was to develop the information literacy skills of staff nurses to increase their ability to find and assess available electronic resources for clinical decision making. An intensive care unit was chosen to pilot a unit-based approach to educate staff nurses to perform patient care-related electronic literature searches. An additional goal was to determine the effectiveness of unit-based training sessions on the frequency and quality of electronic literature searches by participating nurses. In addition to the unit-based instruction, nursing and library staff collaborated to develop a Web-based tutorial to supplement and reinforce the content of the training sessions. A pretest-post-test design was used to evaluate the initiative and to assess the effect of the educational intervention over time. Among the lessons learned from this pilot study was that unit-based instruction presents significant obstacles for effective learning of new technological skills for staff nurses

This article illustrates how one academic health science center in a large metropolitan area sought to improve the quality of patient care by soliciting the input of their nursing staff in devising an action plan for change. The research model incorporated both survey and focus group methods used by nursing leaders in administration and practice to identify and prioritize nursing research and clinical needs in their organization. The goal was to establish consensus among clinicians and researchers about significant issues in the institution requiring in-depth attention. A second objective was to design a survey instrument that is easy to complete and could be distributed, collected, and analyzed easily, thereby providing empirical data to the clinicians in a timely manner and in a simple format. This expedited process enabled specific action plans to be developed around the identified problems. Moreover, the process promoted interest in advancing nursing research and evidence-based practice among the clinicians and administrators.

Given the prevalence of elderly people in the health care system, it behooves the nursing community to assure that every nurse graduating from a baccalaureate nursing program has a defined level of competency in care of the elderly. To accomplish this, it is necessary to establish a baseline of the current status of geriatric content in the baccalaureate curriculum. This article provides such baseline data using the findings of a national study of geriatrics in baccalaureate nursing programs. The study, conducted in 1997, was distributed to the universe of baccalaureate nursing programs (n = 598). The findings are based on a respondent pool of 480 programs (80.3 per cent response rate). The survey covered a range of educational topics, including curriculum, content, faculty preparation, and how programs define their needs for further curriculum and faculty development. The data analysis included the identification of baccalaureate nursing programs with exemplary offerings in geriatric care. Finally, in the discussion section, recommendations are advanced for the full integration of geriatric content into baccalaureate nursing programs.