Nursing - Faculty Guide to Nursing Info Lit: Step Two

Emails from Madison College RN students to librarians:

I do have another question. How do I determine the "level" of evidence retrieved? What does that mean? ~as ALSO, had difficulty understanding PICO topic formation and topic relevance to nursing (impaired tissue perfusion)

My name is Jennifer and I am an ADN Evening student in Jennifer Varney's (Dr. Eisch's) class. We sat in an info session with you where you showed us how to use the different library search engines for our Evidence Based Practice paper. I am having trouble finding information for my topic and I was wondering if you could give me helpful suggestions as to what keywords I should be using in my search. Here is my topic: Why do we have a set time to wait between orthostatic bp measurements?

 I have tried searching "Orthostatic Blood Pressure," "Hypotension," "Blood Pressure,""Orthostatic," and "Hypotension prevention and control." Unfortunately, I am not finding any articles related to my question. Do you have any suggestions for different keywords I should try?

I am doing an EBP paper for Dr. Eisch's class and having a hard time finding articles. I think I have found one. My topic is.. Which is more accurate, the automatic or manual blood pressure measurement. Wondering if you were able to assist me in some key words or articles

I am looking for articles of evidenced based practice on what is the rational for injecting SQ for 10 seconds?
I found 2. Can you give me other ideas, advise on what else I may look under?

Librarian-led Information Literacy Help

• In-person information literacy session in the library or health sciences computer lab on mining PICO questions to generate search terms, or an online-tutorial equivalent 
• Info lit session for strategies for finding relevant clinical literature (primary literature, such as Controlled Trials and Cohort Studies) using CINAHL and PubMed databases
• Librarian addresses differentiating between articles that demonstrate the 'levels of clinical evidence'
• Online research guide that delineates the different 'levels of clinical evidence', PICO questions, and any additional, faculty-recommended content
• Optional follow-up session to discuss student findings

Learning Outcomes:

• Students will be able to search for, locate and access primary, scholarly literature on a health topic
• Students will be able to identify higher levels of clinical evidence, such as controlled trials, and explain the purpose of clinical research
• Students will be able to apply PICO questions to searches of clinical literature

Related RN Program Outcomes:

• Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving professional identity as a nurse committed to evidence-based practice, caring, advocacy and quality care (Nursing Intermediate Clinical Practice)
• Use information and technology to communicate, manage data, mitigate error, and support decision-making (Nursing Intermediate Clinical Practice)

 *Library information literacy instruction is most effective when given in the context of a course assignment.*

Assignment Ideas

• Locate three scholarly sources on a single health topic that are examples of three different 'levels of clinical evidence'
• Locate a scholarly source(s) that addresses a student's PICO question
• Students compare 'popular' coverage of a health topic with that of scholarly source material to compare how popular media may over-simplify or distort the findings of key clinical studies