Matching Items (5)
- All Subjects: Systematic reviews (medical research)
- All Subjects: Academic libraries -- Collection development
- All Subjects: Informations services -- User education
- All Subjects: Reference services -- Libraries
- Creators: Pardon, Kevin
- Resource Type: Text
Background & Objective:
Over the past several decades, systematic reviews have become a major part of the biomedical research literature landscape. While systematic reviews were originally developed for medicine and its related fields, they are now published in other disciplines. Our initial goal was to broadly investigate and describe the non-health sciences subject areas and disciplines that are publishing systematic reviews. Specifically, our research questions were,“What disciplines outside of the health sciences are adopting systematic reviews as a research method?” and “What implications may this have for health sciences librarianship?” Based on our initial findings, we will propose avenues for future research.
Methods & Discussion:
We conducted a search in the Scopus database to serve as a representative sample of the research literature. We searched for the phrase “systematic review*” in the article title or abstract, and limited the results to review articles from journals. We filtered out articles published in health sciences disciplines using the Scopus subject categories, and examined the articles that remained. The resulting set of titles was screened by two independent reviewers in a stepwise fashion. First we read the titles, then the abstracts, then the full text of remaining articles to determine if each was a systematic review and addressed a topic outside of the health sciences. We reconciled any differences for citations on which there was not initial consensus between reviewers. Lastly, we examined each remaining article to categorize its subject area or discipline. Our initial search included a number of systematic reviews outside the health science disciplines, and will yield data that has implications for librarians in the health sciences and in disciplines outside the health sciences field.
Background & Objective:
Originally developed for medicine and related fields in support of evidence-based practice, systematic reviews (SRs) are now published in other fields. We investigated non-health sciences disciplines that are publishing systematic reviews.
“What disciplines outside the health sciences are adopting systematic reviews?”
“How do systematic reviews outside the health sciences compare with health sciences systematic reviews?”
We conducted a search in the Scopus database for articles with the phrase “systematic review*” in the title or abstract. We limited our results to review articles, and eliminated health science focused articles using the Scopus Subject area categories. Articles were examined by reviewers to determine if they a) were classified as SRs by the authors b) exhibited accepted characteristics of systematic reviews, such as a comprehensive search, adherence to a predetermined protocol, and assessment of bias and quality, and c) addressed a non-health sciences topic. We eliminated articles based on 1) title, 2) abstract, and finally 3) the full text of each article. We reconciled differences for articles on which there was not initial consensus, and grouped remaining articles according to Scopus subject areas.
We found a significant number of systematic reviews outside the health science disciplines, particularly in the physical and social sciences. We compared similarities as well as differences to the protocols and processes used in health sciences systematic reviews. These findings have implications for librarians both inside and outside the health sciences arena who participate in systematic review projects.
Do your library users, friends, or family look to you for help locating reliable, timely, and easy to understand consumer health information? Sifting through the large amounts of health information and misinformation available online can prove difficult for even the seasoned librarian much less a typical library user. This poster session will discuss the difficulties and potential pitfalls of consumer health reference and share resources and strategies to help improve interactions with consumer health questions.
Objectives: While PhD dissertations are typically accessible as part of a university library’s general collection, or as content within a proprietary database, many other terminal degree projects remain invisible and inaccessible to a greater audience. This poster will describe the development and creation of a digital repository collection containing doctor of nursing practice (DNP) student’s final projects.
Methods: The “Doctor of Nursing Practice (DNP) Final Projects Collection” was created over the course of one semester and included initial discussions with program faculty and administrators, the creation of a student consent form, the development of a process for adding student work to the repository collection, and a presentation to graduating students. This poster will describe the process in more detail, discuss benefits and challenges, as well as highlight the considerations to keep in mind when developing and creating a digital collection of student work. Additionally, best practices and lessons learned will also be described to provide valuable information to others considering creating this type of collection at their own institution.
Results: At the end of the first semester of implementation, twenty student projects existed in our public collection. On the whole, both faculty and students were pleased to have a collection highlighting the work being done in their program. Valuable lessons were learned that can be applied in the next semester of implementation. Specifically, metadata consistency was an issue during the initial uploading process. Gaining select faculty and student buy-in by allaying concerns related to some student’s wanting to publish in a peer-reviewed journal on the topic of their final project remains vital.
Conclusion: Creating open access collections of student applied final projects or capstone projects allows for greater visibility of this type of often overlooked student scholarship. Specifically, the final projects showcased can now be found and accessed by potential employers, researchers, other schools, and other DNP students. In many cases these final projects have applied real-world impact related to answering clinical questions or patient care that should be shared with the world.
Objectives: With more and more of our students enrolling in online degree programs and attending class virtually we as librarians must ensure that we are providing the same level of education, content, and service to these online students as we do to our in-person students. This poster will describe the development and implementation of multiple library modules across a 100% online RN-BSN nursing program at a large public institution.
Methods: The librarian met with and worked with instructors across three courses in the online RN-BSN program to discuss and examine current library content and instruction that already existed in these classes, as well as the need for new content and modules. An instructional scaffolding approach was settled on, where new content would be introduced progressively to students over the course of three semesters in three separate consecutive courses. In previous semesters, many faculty simply chose their own library content, linked only to the general tutorials page, or lacked any library content at all, making a new structured approach even more necessary. This poster will describe the development of these library modules in more detail, including software used and best practices, and will also focus on the implementation and lessons learned.
Results: A total of five new modules were implemented in the first two classes, while current library tutorials were kept in the third class in the sequence. The modules focused on teaching the students information literacy and database searching skills.
Conclusion: Sequencing library modules over the course of multiple semesters allowed students to build upon core knowledge that is necessary to successfully complete increasingly advanced assignments and gain research skills that can be applied in their future careers as nurses.