Digital nurse Ellen McPake works to promote awareness of the possibilities as well as the perils for patients consulting Dr Google... Her role was created in response to fears that people with cancer were turning to the internet for information about their condition and treatment – and that they were at risk of finding bogus information on unverified sites. Part of her job is debunking the myths and preventing the harm that can come from such information.
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This article is the fourth in a series on New Directions. The National Health Service is under pressure, challenged to meet the needs of an ageing population, whilst striving to improve standards and ensure decision making is underpinned by evidence. Health Education England is steering a new course for NHS library and knowledge services in England to ensure access to knowledge and evidence for all decision makers. Knowledge for Healthcare calls for service transformation, role redesign, greater coordination and collaboration.
This research reports on the NICE Evidence search (ES) student champion scheme (SCS) first five years of activity (2011–2016) in terms of its impact on health care undergraduate students’ information search skills and search confidence.
The purpose of this literature review is to provide an overview of the information retrieval behaviour of clinical nurses, in terms of the use of databases and other information resources and their frequency of use.
Healthcare professionals (HCP) must apply their knowledge to their practice. Consequently, the implementation of research evidence largely depends on HCPs’ knowledge, acceptance of new evidence and choices. Improving patients’ lives and the quality of healthcare requires a strong emphasis on learning by HCP, teams and patients. Mastery of any area is never the result of a single inquiry, but is instead a continuum of inquiries, searches and reflections. Spiral learning is a teaching method in which the learner progressively gains knowledge on a subject with each encounter. Usually, complexity increases with each encounter and previous material is reinforced. Spiral learning, which is currently used in medical curricula, was initially justified because learners gained expertise as they revisited topics during practical applications. Therefore, spiral learning is suggested in this paper as an appropriate process to facilitate inquiry and effective learning.
Open Access Article
In the article, she points out that the use of eBooks in the NHS is low compared to other sectors and she presents the findings from her research, which help to explain this. She outlines the development of an electronic tool to help library and information staff make sense of the complexity around eBooks and makes further very practical recommendations for practitioners.
In this final issue of 2017, we are in a reflective mood at the Health Information and Libraries Journal as we say goodbye to Audrey Marshall, Regular Feature Editor of Dissertations into Practice. While Audrey departs, Dissertations into Practice is now a firm fixture of the Health Information and Libraries Journal; there remains no better place for students to see their writing, possibly for the first time, in print. This issue also provides an opportunity to review the breadth of health information writing through the editorials of past Virtual Issues of the Health Information and Libraries Journal, all still available, free of charge, via the journal's home page at http://wileyonlinelibrary.com/journal/hilj.
In an era when library budgets are being reduced, Massive Online Open Courses (MOOC's) can offer practical and viable alternatives to the delivery of costly face-to-face training courses. In this study, guest writers Gil Young from Health Care Libraries Unit - North, Lisa McLaren from Brighton and Sussex Medical School and Liverpool University PhD student Michelle Maden describe the outcomes of a funded project they led to develop a MOOC to deliver literature search training for health librarians.
Research suggests customers are more satisfied when a member of staff takes constructive action to resolve an issue rather than simply providing an empathetic response. To read the full article, log in using your NHS OpenAthens details.
Researchers report that ECRs participating in this were less concerned about how they gained access to full-text scholarly information, only that they could access full-text sources. In particular, ECRs do not take much notice of libraries and their platforms, seemingly unaware of the steps libraries take to acquire and ensure access to scholarly information, while viewing physical libraries themselves primarily as study spaces for undergraduate students and not places for the ECR to visit or work. While ECRs occasionally acknowledge library portals and login interfaces, researchers found that these participants mostly ignored these, and that they found discovery services to be confusing or difficult.