Atkinson2011
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Atkinson2011
- 1. How trustworthy is your information? Developing the RCN information literacy competences Judy Atkinson, RCN LIS Manager, & Caroline Lynch, RCN Information Literacy Specialist
- 2. About the RCN x Royal College of Nursing mission: “represents nurses and nursing, promotes excellence in practice and shapes health policies” x RCN membership: over 400k across the 4 countries, with a library presence in each x Support to members, activists and staff x Remote delivery crucial factor
- 3. Development process: why? x RCN Core competence framework x Research - was there anything appropriate to meet the need? x Australian and New Zealand Information Literacy Framework (ANZIL)
- 5. Consultation, consultation, consultation! x Consultation internally to check on the right track with RCN e-Health Board 8/08 x Testing with realistic case studies to check out relevance of statements and knowledge requirements – 10/08 x Proofing by external colleagues within nursing to address consistency & clarity of language
- 6. And consultation! x External consultancy to members of RCN forums and CILIP groups via online questionnaire - 14/9-2/10/09 “Really glad to see information literacy getting some formal acknowledgement from the RCN”. x Key RCN staff commenting on competences and the case studies – 12/09-1/10 re clarity of language and balance between statements and knowledge requirements
- 7. Review, review, accredit and publish! x Out to 4 external reviewers (11/2/10) x All recommendations considered by staff group and some changes agreed for inclusion x Submission to Accreditation board x Working with Communications Team for publication x Time frame: January 2007-January 2010
- 8. NURSING PRACTICE •Assessment and care planning to meet health and wellbeing needs (HWB2) •Promotion of health and wellbeing & prevention of adverse effects on health & wellbeing (HWB1) •Protection of health and wellbeing (HWB3) •Enablement to address health and wellbeing needs (HWB4) •Assessment and treatment planning (HWB6) •Provision of care to meet health and wellbeing needs (HWB5) •Interventions and treatments (HWB7) •Communication •Health, safety, security •Equity, diversity and rights LEARNING & DEVELOPMENT •People development (G6) •Learning and development (G1) KNOWLEDGE & INFORMATION •Information processing (IK1) •Information collection and analysis (IK2) •Knowledge and information resources (IK3) MANAGING CARE & SERVICES •Procurement and commissioning (G3) •Financial Management (G4) •Services and project management (G5) •People management •Capacity and capability(G7) •Public relations & marketing (G8) INNOVATION, QUALITY, IMPROVEMENT •Development and innovation (G2) •Service improvement •Quality Competences for Nursing (RCN Competence framework clustering KSF dimensions to reflect nursing’s contribution) Outcome: Revised RCN Competences
- 9. Outcome: Supporting Principles of Nursing Practice
- 10. How trustworthy is your information?
- 11. The content development processThe content development process
- 14. Case studies
- 16. Future plans x Develop more case studies x Reworking our ‘Learning, guides and training’ web pages
- 17. How will we use the competences in practice? x Information management responsibilities written into Representatives’ role descriptors (“JDs” for reps) x Developed IKM practice standard for reps related to role descriptors x IL needs survey for RCN members based on the competences informing:
- 18. How will we use the competences in practice? x Development programme for RCN Activists x Work with RCN regions to deliver local programmes/events – webinars x Virtual Enquiry Service
- 19. Providing support to: x Future Officer Programme x Support RCN Direct Advisers x Reinforced by use of KPIs around using evidence (2011-12) x IKM Staff development tool x Reinforcing within the IKM team structure
- 20. How might you use them in practice? x Do you have any questions for us? x What seemed familiar? x What was new to you? x Who could use these resources and how?
- 21. ‘Having access to the latest research in itself does not constitute evidence- based practice. It is the appropriate use of this information for the individual patient and individual context that marks the transition from evidence being simply information to being best practice.’ Gordon J and Watts C (2011)
- 22. Our contact details x Judy Atkinson Email: judy.atkinson@rcn.org.uk Tel: 0207 647 3856 x Caroline Lynch Email: caroline.lynch@rcn.org.uk Tel: 0207 647 3611
Notas del editor
- JA. Introduce ourselves; Opener Questions Do you work with Nurses, Midwives or HCAs? (Ask for show of hands) Do you currently use competences information literacy competences? Our presentation will cover: Development process for the RCN information literacy competences Development of a supporting online resource Consideration of how they can be used in practice
- JA RCN both a professional body and a TU. RCN is open to the whole nursing family and represents its members locally, nationally and internationally, lobbies government and provides professional development online and in the workplace An activist is any RCN member who plays an active role e.g. steward, safety representative, learning representative, forum member etc. Expertise in online learning within our department, Learning & Development Institute RCN IL competences written for our context as a membership organisation, supporting members in their formal study, CPD and daily practice
- JA Framework assumed these skills but wasn’t explicit. IL = complex combination of cognitive and technological skills. Needs to be made concrete before our users can relate to it/use it. Found related frameworks but no other framework was focused on the needs of the nursing family examples: SCONUL Seven Pillars of Information Literacy, National Information Literacy Framework Scotland, Universities frameworks such as Loughborough and South Bank, NHS Scotland ‘s Knowledge Network information literacy framework Most useful was Australian and New Zealand Information Literacy Framework (ANZIL). Difference at that time was that only ANZIL drills down from standards (competences) to learning outcomes and examples in a clear and systematic way. Most comprehensive framework identified and usefully includes elements on using information ethically, inclusively and legally. Used as a basis for developing our own which use language of practice rather than education.
- JA. Looked at from point of view of end user not information professional’s specialism so following the whole cycle from the information need to use in practice 7 headline competences. These are listed with references on the resources handout. Broken down into: Competence statements (skill) Knowledge requirements Mapped to RCN Career & Competence framework and KSF & SFH Clarifies what is required and can be used to help in evidence gathering of professional development Not all of the steps will need to be followed in detail for any given situation. How did we get here…
- JA Highlighting these elements: Meeting of internal staff stakeholders to test applicability to membership Formed a core group of information professionals to work on it – IL Development group (L&D Institute)
- JA
- JA Liz Clarke RCN/OU Strategic Partnership, Alison Brettle (Lecturer at the University of Salford), Jan Draper, Professor of Nursing, Open University , Claire Hale, Professor of Nursing, University of Leeds Acc Bd - comments addressed Extensive proofing – challenge of corporate house style v academic practice This process was for competences only! One of many areas of work, so the challenge of working more quickly whilst delivering an operational service. Part way through process began using a wiki to manage IL Development group meetings
- JA. This is where FUMI sits within the RCN competences framework.
- JA Supports the Principles of Nursing Practice. These describe what everyone can expect from nursing practice, whether colleagues, patients, their families or carers. The Principles were developed by the Royal College of Nursing in partnership with the Department of Health (England), the Nursing and Midwifery Council, and patient and service user organisations. The competences especially support Principle F and use of evidence. NS Article 20/4/11 pp 35-37 “Applying skills and knowledge: Principle of Nursing Practice F describes the importance of evidence based practice as the application of skills and knowledge to person-centred nursing care Examples of how Principles are being used in practice : Eastern and Coastal Kent Community NHS Trust using as part of the recruitment process http://www.rcn.org.uk/development/practice/principles/how_the_principles_are_being_used Also on resources handout
- CLY. We decided early in the development process that the competences publication would be supported by other resources. We wanted to explain the skills and provide some initial learning around them. To point to what it might mean to do these things in practice. We worked with colleagues to develop a learning resource on the RCN Learning Zone called ‘How trustworthy is your information?’ . The LZ area of the RCN website provides free online learning opportunities for RCN members.
- CLY. The first stage Creative design in workshop November 2010 involving: Commissioner: Judy, Learning Zone manager, Learning Zone instructional designer, LZ project manager, Content writer, (a professional writer was used for the resource) and myself as subject matter expert. Agreed target audience, aim, learning outcomes and the broad content areas. Target audience: all members of nursing family, in particular the busy practitioner Writer then produced the first draft of text in a Google wiki. Regular ongoing contact with the author in my role as subject matter expert and provided broad content for each competence. Invited panel of reviewers to add their comments in the Google wiki (29 Nov-10 Dec 2010). Panel included RCN staff with relevant knowledge: e-health, clinical guidelines, putting evidence into practice, education. The review panel also included RCN members: a student member of RCN council, and 1 health care assistant, 1 advanced practitioner. Judy and I also reviewed the text at this time. A second draft of the text was written based upon the feedback, and reviewed by the same panel (10-21 Jan 2011). The final copy was then developed. The final stage was to design interactive and multimedia elements which involved the LZ instructional designer. The text was put into our CMS with the interactive elements and we went live on 13/6/11?
- CLY. This is the first page of the resource. Available to RCN members. It covers all 7 of the IL competences. There is a page for each competence. The resource provides an introduction to the topic and to each competence. There is signposting elsewhere if learners wish to learn more.
- CLY This section of the learning area covers competence 5. it covers using information inclusively, legally and ethically. Within the section for inclusive there is learning around best practice in using information with awareness of ethnicity, disabilities, social inclusion and other equality issues. Legal – looks at copyright and confidentiality Ethical – looks at plagiarism and the importance of acknowledging sources
- CLY Why developed? Demonstrating how comps work in practice, contextualising what can seem like abstract skills, demonstrating the value to evidence & patient care. Public facing/ open part of resource. Process for developing: Members of core IL comps group devised scenarios showing how these competences are used by different members of the nursing family. The text was checked with nurse qualified staff. Nurse in acute setting, set in Scotland deliberately – 4 country organisation, her question is around infection control. Student nurse – assignment related to placement HCA – record keeping/eHealth Will be available on our IL ‘learning guides and training’ pages soon. Web address on handout.
- LIVE DEMO IF POSS Here is case study for link nurse. Her goal is to improve patient safety through increased compliance with hand washing procedures. We follow her use each of the competences. In the section for comp 5 we see her demonstrate her knowledge and skills around using information and knowledge inclusively legally and ethically: awareness of copyright restrictions when photocopying, acknowledging her sources in the report she is writing, considers how to share the information with her team members and patients and identifies that there may be cultural issues around hand hygiene that she needs to consider.
- CLY Develop case studies for different roles. Explain the roles. RCN Diversity champion; they act as leaders for diversity and equality in the workplace. They act as role models and ask questions to check that diversity in its broadest sense is being recognised, understood and considered as integral to the decision making and evaluation processes. RCN Learning Representative: RCN members in a trade union role in the workplace. They negotiate with employers to improve lifelong learning opportunities for members and they support members in planning and managing their learning. RCN Officer. This is a staff role. They are based throughout the UK and are involve in representation of RCN members and promoting the contribution of nurses to decision makers. Reworking our external IL web pages to accurately reflect final version of comps. These pages signpost to a range of learning resources from the RCN and other organisations.
- JA Developed IKM practice standard for reps related to role descriptors with Membership Development Facilitator LZ Resource will be a follow up resource for those who wish to learn more. Also supported by ‘e-library’ resource.
- VE Service: opp to support people individually on their search strategies – Midnight Sunday – Friday 5 pm. Sat 10 – 4. [hours from website: 11.00am - 5.00pm (Monday to Friday) 10.00am - 4.00pm (Saturdays except in August). An out of hours service operates from midnight to 11.00am Sunday to Friday UK time.]
- JA In their daily use of evidence – speaks directly to the knowledge management competences of their programme These are the people who answer calls at RCND Head of L&DI is working to introduce KPIS for all staff to ensure that all our work is evidence-based using best available evidence MDP IL Comps are supportive of management competences: Managing resources – seeking and analysing information Team structure (specialised) – allowing people to see how their part relates to the whole process of IKM and our team’s workflow
- CLY We have described how we might use them in practice, we would now like your ideas on how you might use them in practice. As Judy mentioned earlier, the competences are deliberately mapped to KSF. Links made to the relevant NMC Standards for pre-registration nursing education [SHOW QUESTIONS]. Questions – look at these with a neighbour for a few minutes and will then take comments and questions. Any feedback on these points or questions now? Possible responses from us: The competences and case studies could help inform curriculum activities which have IL embedded – enquiry based learning Case studies are set in practice environment could be used as a basis for EBL. As the NS article on Principle F states:“Having access to the latest research in itself does not constitute evidence-based practice. It is the appropriate use of this information for the individual patient and individual context that marks the transition from evidence being simply information to being best practice”