Presentation for Michigan Academy on March 11, 2011

1. Library Instruction for Hybrid Courses
an experience with a DNP program
Abby Bedford, MSI
Health Sciences Librarian
Grand Valley State University
Grand Rapids, MI

2. hybrid course:
A course that has both online
& classroom components.

3. the DNP program
•DNP = Doctor of Nursing Practice
•clinical equivalent to PhD
•began fall semester 2009
•one of 5 DNP programs in Michigan (AACN, 2010)
•entirely a hybrid program

4. DNP students
•currently 32 students
•majority between ages 30 and 60
•majority currently in full-time clinical practice
•many commute from outside Grand Rapids

5. a need for library instruction
“The DNP program prepares the graduate
to [...] use information technology and
research methods appropriately” (AACN, DNP
Essentials Task Force, 2006, p. 11).

6. challenges:

7. challenges:
when

8. challenges:
when
what

9. challenges:
when
what
how

10. when

11. when
challenge:

12. when
challenge:
Commuter students that only come to
Grand Rapids for class & students that
work full time.

13. when
challenge:
Commuter students that only come to
Grand Rapids for class & students that
work full time.
solution:

14. when
challenge:
Commuter students that only come to
Grand Rapids for class & students that
work full time.
solution:
Three Saturday morning sessions after
Thursday-Friday classroom sessions.

15. what

16. what
challenge:

17. what
challenge:
Limited time-frame for instruction. No
knowledge of student’s information
literacy levels.

18. what
challenge:
Limited time-frame for instruction. No
knowledge of student’s information
literacy levels.
solution:

19. what
challenge:
Limited time-frame for instruction. No
knowledge of student’s information
literacy levels.
solution:
Start from the beginning. Eliminate task-
based instruction as much as possible.

20. Session One
• Library Basics
• Basic Searching
Session Two
• Advanced Searching
• Cited Reference Searching
Session Three
• RefWorks
• APA Specifics

21. how

22. how
challenge:

23. how
challenge:
Limited time for instruction. High
probability of low retention.

24. how
challenge:
Limited time for instruction. High
probability of low retention.
solution:

25. how
challenge:
Limited time for instruction. High
probability of low retention.
solution:
3 2-hour instruction sessions in a
computer lab with handouts.
Asychronous instruction through
Slideshare and YouTube.

37. thoughts for the future

38. thoughts for the future
•Focus on search

39. thoughts for the future
•Focus on search
•More structured in-class activities

40. thoughts for the future
•Focus on search
•More structured in-class activities
•Strive for completely concept-based
rather than task-based instruction

41. thoughts for the future
•Focus on search
•More structured in-class activities
•Strive for completely concept-based
rather than task-based instruction
•Introduce grey literature

42. references
American Association of Colleges of Nursing. (2010). Doctor of
Nursing Practice (DNP) programs. Retrieved from http://
www.aacn.nche.edu/dnp/dnpprogramlist.htm
American Association of Colleges of Nursing, DNP Essentials Task
Force. (2006). The essentials of doctoral education for advanced
nursing practice. Retrieved from http://www.aacn.nche.edu/
DNP/pdf/Essentials.pdf