Librarian involvement in a nutrition undergraduate research course: preparing nutrition students for evidence-based practice.
Given the foundational importance of literature searching skills to later stages of research and, ultimately, evidence-based practice, the authors wanted to assess a unique strategy for teaching such skills. This pilot study describes the results of an undergraduate nutrition research course in which a librarian lead several class sessions. The goal of this study was to assess students' perceptions, attitudes and use of research literature and resources before and after a course partially taught by a librarian. Twenty-seven students enrolled in an undergraduate Introduction to Research course at Georgia State University were given pre- and post-test questionnaires at the beginning and end of a course that included three librarian-led class sessions. Most of the results indicate that the repeated involvement of a librarian enriched this particular undergraduate research course. By the end of the course, students were more comfortable in libraries and with using library resources; they used the campus library more frequently; they were more confident in their ability to find high-quality information on nutrition-related topics and identify strengths and weaknesses of different information sources; and they felt they gained skills that will help them achieve their educational and career goals.
Smith
Susan C
SC
Division of Nutrition, School of Health Professions, Georgia State University, University Library, 100 Decatur St SE, Atlanta, GA 30303, USA. ssmith142@gsu.edu
Penumetcha
Meera
M
D006801:Humans; D033183:Interdisciplinary Communication; D016245:Librarians; D007998:Library Science / Q000193:education; D052756:Nutritional Sciences / Q000193:education*; D010865:Pilot Projects; D012106:Research / Q000193:education*; D013336:Students, Health Occupations