This document describes a project called the LISTEN Project that aimed to improve nursing students' information literacy skills. Students took a 2-credit informatics course where they researched "never events" and collaborated on wiki pages. Survey results showed students felt more competent finding quality health information after the project. The project highlighted the importance of librarian support and teaching students to critically evaluate online sources. Future work includes integrating information literacy modules into nursing courses.

1. THE LISTEN
PROJECT
Infusing Information Literacy Skills
By Researching 'Never Events' (NE)
Lin Wu, MLIS, AHIP, Health Sciences Library;
Cynthia K. Russell, PhD, RN;
Ramona Patterson, MSN, RN (Nursing PhD Student)
University of Tennessee Health Science Center, Memphis TN
Medical Library Association 2009 Annual Conference
May 19, 2009

2. THE LISTEN
PROJECT
Never Events (NE)
)
nts (NQF
ve
Ne ver E
28
 Surgical
 Product of device
 Patient protection
 Care management
 Environmental
 Criminal
National Quality Forum (NQF). Serious Reportable Events in Healthcare 2006 Update.
http://www.qualityforum.org/publications/reports/sre_2006.asp

3. THE LISTEN
PROJECT
NE Criteria and Definitions
 Event Inclusion Criteria  Term Definitions
 Concern to public & providers  Event: discrete, auditable, clearly
 Identifiable, measurable, defined
reportable  Adverse: negative care
 Occurrence risk influenced by consequence, unintended
facility policy/ procedures  Preventable: error/ system failure
 Unambiguous - anticipatable
 Usually preventable  Serious: results- death, loss of
 Serious, and/or body part, disability, bodily
function, > 7days ….
 Adverse
 Indicates facility safety problem
 Unambiguous: clearly defined,
easily identifiable
 Important for public credibility/
accountability  Usually Preventable: not always
avoidable given complexities of
care
National Quality Forum (NQF). Serious Reportable Events in Healthcare 2006 Update.
http://www.qualityforum.org/publications/reports/sre_2006.asp

4. THE LISTEN
PROJECT
Why Target NE?
To improve attitudes, knowledge, and skills in:
Information technology (IT)
Information literacy (IL)
Quality patient care
Patient safety
The LISTEN project is supported by funds from the Division of Nursing (DN), Bureau of Health Professions (BHPr), Health
Resources and Services Administration (HRSA), Department of Health and Human Services (DHHS) under D11HP08392.
http://www.listenuphealth.org

5. THE LISTEN
PROJECT
Information Literacy for Nurses@ 5 Levels
Supports attitudes, knowledge, & skills to:
n
ofe ssio ion of
in g pr h provis tice
Nurs ed wit d pr
ac  Recognize you need information
g e
char nce-bas tient
e
evid sitive p
a  Confidently seek information
o
for p mes!  Reliably access information
o
outc  Critically evaluate information
 Professionally apply information
LISTEN Project: http://www.listenuphealth.org

6. THE LISTEN
PROJECT
Informatics for Healthcare
 Nursing informatics is more
than technologies
 Two credit course
 64 first-year nursing students
 Ten weeks
 Face-to-face & Online
 Collaboration: nursing faculty
member, nursing PhD student,
& health sciences librarian

7. THE LISTEN
PROJECT
Strategies
Motivating & Engaging
 Web 2.0 tools
 Social media
 Students as content creators

8. THE LISTEN
PROJECT
Modules
Avoiding HIPAA
Writing in APA Style violations
Never event
project
Cerner electronic
Avoiding plagiarism
record system

9. THE LISTEN
PROJECT
Assessments
 Pre- and post-information literacy
(InfoLit) surveys
 Self report IT and IL competencies
using 10 point scales
 Ranking statements
strongly agree to strongly disagree
 Students’ comments
 TurningPoint Clickers

10. THE LISTEN
PROJECT
NE Assignment Area #1: Background
Assignment Details  Definition
Area 1: Background  Description
 NE causes
 Groups & organizations focused on
the NE -- specific URLs, identify
reasons for their involvement
 Evidence-based guidelines or other
scholarly literature that focused on
the never event
 Description of what the never event
is NOT

11. THE LISTEN
PROJECT
NE Assignment Area #2: Effects
Assignment Details  Define from perspective of
Area 2: Effects  Patients & families
 Health care professionals
 Health care institutions
 Insurers
 Summarize why the never
event was placed on the list

12. THE LISTEN
PROJECT
NE Assignment Area #3: Arguments
Assignment Details
 Describe what has been written
Area 3: Arguments & contrary to including this never
Supportive Strategies event on the official list of never
events.
 Identify the role that IT and IL
competencies have in decreasing or
eliminating the never event.
 Using scholarly literature
 Using healthcare institution-based
electronic systems
 Using healthcare institution-based
technologies (e.g., point of care
technologies, devices)

13. THE LISTEN
PROJECT
Student Collaboration = Areas 1+2+3
 Students were placed in groups of 2-3 students.
 Each student had an assigned area & wiki page.
 Each group had an assigned NE topic.
 Group NE wiki pages facilitated collaboration.
 Group NE final project presentations
challenged their creativity.

14. THE LISTEN
PROJECT
Challenges, Frustration, & Overwhelming
 We don’t know…
o how to search.
o what search terms to use for NE.
 Nobody has written anything on this
 We are getting all this information…
How many can we use?
 There’s too much stuff published…
Which ones do we reference?
 Spending time on this isn’t going to
help us learn nursing.
 I’ve got a lot other things to do.
 I often felt like I was on a wild goose
chase.

15. THE LISTEN
PROJECT
Health Sciences Librarian’s Take
 Mini-talks/lectures
 One-on-one consultations
 After class assistance
 NE resource wiki

16. THE LISTEN
PROJECT
Searching for Information
 Google
 Google Scholar
 Wikipedia
 PubMed
 CINAHL@EBSCOhost
 Blogs
 Listservs
 Other people’s synthesis about
the topic

17. THE LISTEN
PROJECT
Qualifying Information
 Time with librarian setting up
& validating search strategies.
 Reviewed criteria & evaluated
Web sites.
 Used Wikipedia appropriately.
 Talked with the faculty member.
 Learned about journal quality.
 Special search session with nursing PhD student.

18. THE LISTEN
PROJECT
InfoLit Survey Results:
Skills for Conducting Health Research
0 (completely lacking) 10 (excellent)

19. THE LISTEN
PROJECT
InfoLit Survey Results:
Judging Quality of Health Information
0 (completely lacking) 10 (excellent)

20. THE LISTEN
PROJECT
InfoLit Survey Results: Finding Quality
Information
0 (completely lacking) 10 (excellent)
Rate your
assessment of your
skills in finding high
quality information
on a specific health
topic

21. THE LISTEN
PROJECT
I Enjoyed a Mini-Talk about using library resources
at the beginning of each class

22. THE LISTEN
PROJECT
My literature searching skills have improved after
researching & finding relevant information for my topic

23. THE LISTEN
PROJECT
Prior to class, I had used a Wiki
N=63

24. THE LISTEN
PROJECT
Wiki was a useful technology in NE assignment

25. THE LISTEN
PROJECT
Using a wiki for class had a positive effect on my
learning and engagement in the course

26. THE LISTEN
PROJECT
Having a faculty member/instructor/graduate teaching assistant
review my assignment on the wiki before due date was helpful to me

27. THE LISTEN
PROJECT
The whole process of researching & finding relevant information
made me feel more competent to search for quality information

28. THE LISTEN
PROJECT
If I were designing the course
I would be sure to keep…
 Library expert for teaching/help - a valuable resource (83%)
 The information that is provided on how to search the Web and the
library’s resources (76%)
 Library skills & information specific to the UTHSC Library (76%)
 Guest speakers who came to talk on issues. They were helpful &
provided relevant information that was useful for all courses.
Examples: Ms. Wu, Ms. Thorne, Clinical Laboratory Science Faculty
and Staff (75%)

29. THE LISTEN
PROJECT
Compared to when I entered the program,
I feel more prepared & can be more successful in…

30. THE LISTEN
PROJECT
What did students say about the librarian?
 Mini-lectures was fantastic and extremely beneficial for our
wiki assignments!
 The librarian was very helpful for research.
 Library staff and Mona Patterson were very helpful with the
WIKI research.
 Involvement of librarian was very useful and effective in
learning about necessary resources, I enjoyed it very much.
 I think introducing a librarian to the course was helpful in
giving the accurate impression that these professionals are
accessible, helpful and happy to help.
 The librarian was absolutely wonderful.

31. THE LISTEN
PROJECT
What did students say about the Wiki?
 The wiki was a good assignment but I wish we had more guidance about it at
the beginning of the semester instead of so close to due date.
 I do think working on a wiki page (with more lessons perhaps in formatting) is
valuable because as future nurses/researchers we can communicate
effectively and quickly with colleagues.
 I am glad to have had this experience with using a wiki because I like learning
how to do new things with technology, and you never know when a skill like
this might be just what you need later on.
 The almost instant feedback for the wiki was very helpful.
 I would suggest requiring a minimum # of paragraphs or sources for
the WIKI.

32. THE LISTEN
PROJECT
What did students say? Continued
 I see the value of it (wiki) as a communication tool & for internal
communication.
 I like the concept of reading others students opinions & article
findings, however, I don't think a wiki is necessarily the best way to go
about doing it.
 I was glad I got a chance to use the wiki. I had never even heard of a
wiki page before this class.
 My biggest frustration with the wiki site was fear that someone else
was going to make an unintentional change to the information that I had
listed on the site and I wouldn't catch it.
 The wiki assignment was very helpful. It quot;forcedquot; me to learn how to
evaluate websites & articles effectively & it allowed me to learn
valuable information about the medical field & medical errors.

33. THE LISTEN
PROJECT
Conclusions
Researching NE helped improve students:
 IT and IL attitudes, skills, and knowledge.
 Library research skills.
 Knowledge of using information the professional way.
 IT and IL skills for life-long learning.
Online collaboration using wiki:
 Challenged Net Gen students out of their comfort zone.
 Presented potential opportunities & skills useful for future
nursing roles.
 Provided opportunities for students to demonstrate creativity &
innovation.

34. THE LISTEN
PROJECT
Future Directions
Integration of LISTEN* Project modules &
Brief Online Learning Tutorials
into the course
*Learning Information Seeking and Technology for
Evidence-based Nursing

35. THE LISTEN
PROJECT
Questions?
Lin Wu: lwu5@utmem.edu
LISTEN team, Health Sciences Librarian
Cindy Russell: crussell@utmem.edu
LISTEN team, Project Director
Ramona Patterson: rpatte16@utmem.edu
LISTEN team, Clinical Staff Development Nurse Liaison
Visit the LISTEN Web Site @ http://www.listenuphealth.org
HRSA-funded Nursing Education,
Practice, & Retention Program Grant