Developing Online Tutorials to Improve Information Literacy Skills for Second-Year Nursing Students...

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Developing Online Tutorials to Improve InformationLiteracy Skills for 2nd Year Nursing Students ofUniversity College DublinKirsteen Waltersa, Cecilia Bolichb, Daniel Duffyc, Ciarán Quinnd, Kathryn Walshe & SarahConnollyf

a William Fry, Information Department, Fitzwilton House, Wilton Place, Dublin, 2 Irelandb Saint Leo University, Instructional Technology, Tampa, FL 33620, USAc Eversheds, Eversheds House, 70 Great Bridgewater Street, Manchester, Manchester, M15ES, UKd National University of Ireland Maynooth, Learning Teaching and Research Development,John Paul II Library, National University of Ireland Maynooth, Maynooth, Irelande National University of Ireland Maynooth, Sociology Department, National University ofIreland Maynooth, Maynooth, Irelandf St. Audeon's Church, Cornmarket, Dublin, IrelandAccepted author version posted online: 17 Apr 2014.Published online: 17 Apr 2014.

To cite this article: Kirsteen Walters, Cecilia Bolich, Daniel Duffy, Ciarán Quinn, Kathryn Walsh & Sarah Connolly (2014):Developing Online Tutorials to Improve Information Literacy Skills for 2nd Year Nursing Students of University College Dublin,New Review of Academic Librarianship, DOI: 10.1080/13614533.2014.891241

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Developing Online Tutorials to Improve Information Literacy Skills for 2nd Year Nursing

Students of University College Dublin

Kirsteen Walters

William Fry, Information Department, Fitzwilton House, Wilton Place, Dublin, 2 Ireland

Cecilia Bolich

Saint Leo University, Instructional Technology, Tampa, FL 33620, USA

Daniel Duffy

Eversheds, Eversheds House, 70 Great Bridgewater Street, Manchester, Manchester, M1 5ES,

UK

Ciarán Quinn

National University of Ireland Maynooth, Learning Teaching and Research Development, John

Paul II Library, National University of Ireland Maynooth, Maynooth, Ireland

Corresponding Author: [email protected]

Kathryn Walsh

National University of Ireland Maynooth, Sociology Department, National University of Ireland

Maynooth, Maynooth, Ireland

Sarah Connolly

St. Audeon's Church, Cornmarket, Dublin, Ireland

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mailto:[email protected]

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Abstract:

This article explores the process of developing online tutorials for a specified student group, in

this case 2nd

Year Nursing students in University College Dublin. The product was

commissioned by the Health Sciences Library and the UCD School of Nursing, Midwifery and

Health Systems. It was developed as a ‘Capstone Project’ for part fulfilment of the MLIS in

UCD.

We focused our research on three areas of scholarship to assist in the development of our

product, namely Information Behaviour, Learning Technologies, and Learning Science and

Design. Flemings VARK model was used to inform the team of the four different learning styles

(visual, auditory, reading and Kinaesthetic) and to match the presentation style to these.

An initial difficulty in the assessment phase was one of access to a large group of students, as the

students were on clinical placements. We created personas and a profile of nursing students to try

and compensate for this. The tutorial was developed to cater for this specific group of students

and later to act as a valuable support to the Library, which is under severe pressure in terms of

staff availability to support student learning.

The product is relatively straightforward to produce (and maintain) and is something the Library

will be able to develop and add to in future years.

Keywords: articulate e learning software, information literacy, online tutorials, nursing

education, academic librarians, academic literacy, evidence based research, plagiarism, academic

essay writing

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Background and Context

Introduction

With staffing numbers falling in University College Dublin’s (UCD) library services and student

numbers rising, online tutorials offer UCD library the scope to provide services to students

beyond the direct instruction mode. An online resource offers the capability to meet patrons’

needs on a 24/7 basis and broadens the number of instructional methods made available.

UCD’s Nursing School was highlighted by the library as a priority for support with information-

literacy instruction. The online tutorial discussed in this article has thus been developed for

second-year nursing students to offer the virtual space and ability to control the pace at which

they can expand their information literacy.

The project was completed with the input and support of the UCD Library, the UCD Health

Sciences Library, and the Health Sciences Liaison Librarian (HSLL). The faculty of the UCD

School of Nursing, Midwifery, and Health Systems (SNMHS) provided assignment feedback for

students on which a framework for the tutorial was developed. The UCD Teaching and Learning

Centre provided the hardware and software to develop the tutorial, and the UCD Access Office

evaluated the tutorial to ensure it created no barriers for those with access issues.

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Project Aims

The overall aim of this project was to design an online teaching resource to support second-year

nursing students with their studies and development of information literacy skills within the

SNMHS. The project addresses the specific information literacy requirements of second-year

nursing students, with a view to providing round-the-clock accessibility.

These aims were met through the following objectives:

1. Conducting background research via a needs assessment and a literature review.

2. Designing and developing an online tutorial with three core components designed to meet

the requirements of the needs assessment.

Literature Survey

Theoretical Frameworks and Models

In order to create the tutorial and properly examine the data gathered, the team selected areas of

scholarship to research. These areas were chosen based on their relevance, prominence, and

esteem in both technological and educational literature. The following theories and models

greatly informed the subject matter through the development stages of this project.

1. Information Behaviour

This area of scholarship enlightened discussions about information seeking and processing

strategies of professional and student nurses. A majority of case studies emphasised how time

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constraints cause a reluctance to change information-seeking patterns (McKnight, 2006; Coumou

& Meijman, 2006). McKnight (2006), via participant observation and interview, observed that

nearly all of her nursing professional participants felt using electronic resources was too time-

consuming and would therefore consult other healthcare workers or patient charts for answers.

Common barriers were the “navigability of electronic systems…information was not recorded

where it was expected to be…they could not figure out where to start accessing some

information” (2006, p. 149). Although most current information resources in modern medicine

practice are electronic (Majid et al, p. 230), Stokes and Urquhart found that Google is preferred

over subscription databases (2010, p. 910).

The team concluded that instruction should be succinct and efficient information seeking

strategies promoted, as individuals often become discouraged by irrelevant searches (Kuhlthau

quoted in Fisher et al., 2005, p. 82).

2. Learning Technologies

To map technologies currently used to enhance teaching practices, the group delved into

literature discussing the advantages of hypermedia tutorials. This allowed accurate pinpointing of

what to include and exclude from the tutorials. When developing and designing any online

tutorial, it is imperative that the tutorial assist with better teaching practises and accommodate

the needs of the learner efficiently (Beyth-Marom, Caspi and Saporta, 2005, p. 245). For nursing

students, this includes a preference that the courses be web-enhanced rather than simply web-

based (Creedy et al, 2007, p. 461) with a strong level of interactivity included via hypermedia (a

combination of text, image, sound, animation and video). Active learning emerged as the most

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beneficial method to students’ understanding of a lesson (Beyth-Marom, Caspi, and Saporta,

2005; Hadfield, Howarth, Hutchings, and Lewarne, 2007), while other elements, such as text

layout, graphics, and audio (Zhang 2006) also guided design decisions.

3. Learning Science and Design

To understand the content the tutorials would tackle, the benefits of instructional scaffolding,

constructivist learning theory, and formative assessment were explored. The tutorial should

encourage active learning by setting meaningful tasks and aid in developing students’ critical

thinking skills (Woodward, 2005). As the tutorial is an online asynchronous resource, it is

important to include formative assessment to deliver feedback to the students on their progress

(McCulley, 2009, p.172).

4. Fleming’s VARK Model

This comprehensive model informed the team of the four different learning styles that students

may exhibit, which are categorised as visual, auditory, reading and kinaesthetic. The VARK

model proposes that matching presentation style to learning style “focuses students’ attention”

(Fleming & Mills, 1992, p. 144). The model is significant in terms of designing a resource that

accommodates accessibility.

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Methodology

There were two phases involved in the production of this tutorial:

1. Formative research

2. Design and development of the tutorial

The team selected this method of qualitative steps to ensure accuracy and efficiency throughout

the study. The structure of this project took roughly eight months to complete, spanning January

to August 2012. The first four months were dedicated to the research and planning stages, two

months were then given to producing the product, following an additional two months of testing,

revising and conclusions.

Formative Research: Aims and Approach

This phase had three main objectives; firstly, to assess the needs of the UCD Library, HSLL and

the SNMHS; secondly, to acquire a profile of the second-year nursing student, paying particular

attention to their attributes and learning needs. Thirdly, to understand the practical implications

that online tutorials would have for the library staff.

Needs Assessment

A needs assessment was undertaken to identify and assess the information literacy requirements

of UCD’s second-year nursing students. The assessment was carried out through a process of

face-to-face meetings, held with UCD Library staff, the Health Sciences Librarian, and the

Academic Coordinator for the Second Year Nursing Programme. It was not possible to involve

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student nurses during this phase of preparation, as they were taking part in clinical placements.

The outcome of each meeting is explored below, and each stage assisted in the team formulating

goals, objectives, and learning outcomes of the project.

UCD Library Perspective

The needs assessment began with counsel from the university’s library, to gain insight into the

current issues the library faced in providing academic support to the students of UCD. Based on

the nature of the library’s provision of services to all UCD schools and support of all disciplines,

any research needs that existed with UCD students could be more easily identified by this

department. The UCD Library context was one of staff shortages and an overwhelmingly busy

reference desk due to the mismatched ratio of student to librarian. In fact, the UCD annual

profile for the academic year of 2011/2012 published numbers of nearly 25,000 attending

students and over 1.7 million visits to the library’s facilities (UCD Profile by Numbers, May

2012). Library staff noted that a majority of requests during these visits were for assistance with

various research assignments. In particular, students were unaware of relevant databases, search

procedures, writing rules and plaigiarism considerations.

Alleviating this predicament became a priority for the library. Web-based instructional tools

were selected feeling that the future path for assisting a growing student population with limited

resources and adapting to a technologically-ubiquitous society rested in this format. To assist

with patron requests, library staff specifically identified nursing students as a priority for

information literacy instruction, because these students have exacting schedules and work-loads.

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Health Sciences Liaison Librarian Perspective

Following on from this, a meeting was conducted with the Liaison Librarian for the College of

Health Sciences, as the nursing school falls under this domain. Second-year nursing students

were highlighted as the main concern in terms of needing information literacy support. The key

needs identified were: assistance in locating specific types of articles and case studies,

interpreting clinical trials and deciphering qualitative and quantitative study types, and locating

and evaluating information on suitable health websites.

The Liaison Librarian confirmed that due to budgetary and time constraints, second-year nursing

students had experienced a cutback in information literacy support, particularly in regards to the

exclusion of face-to-face instruction in 2011. The Liaison Librarian provided quantitative data

gleaned from the surveys completed by second-year students who attended these sessions

between the years of 2008 to 2010. The Librarian indicated that the brevity of the sessions was

an issue, as the sessions were usually an hour or less and generally occurred weeks before actual

assignments were due. It was also remarked that continued instruction and support was needed

for the second-years, since many had ranging levels of information literacy and refresher courses

might remedy forgotten or unknown skills throughout the academic terms. Overall the

instructional sessions were well received by the students and feedback was remarkably positive

as the statistics in Fig 1: from 2008, 2009 and 2010 indicate below.

Across the three years that the surveys were collected, an average of 88% of second-year nursing

students found the sessions engaging, 95% felt the sessions were informative, and 99% thought

the sessions were relevant to their education. Responses also indicated that the content found

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most useful concerned databases, search tactics, Boolean operators, locating articles relevant to

the nursing discipline, defining a search, using Google Scholar, using and forming appropriate

citations, searching relevant nursing websites, accessing different databases, and using off-

campus resources. The Project team therefore acknowledged the need to provide support to these

areas in the online tutorial.

Academic Second-Year Coordinator Perspective

Correspondence with the Academic Coordinator for the Second-Year Nursing Programme began

with a useful outline of the average second-year student, explaining that students needed to

balance assignment completion, lecture attendance, and clinical practice as part of their academic

year. The Coordinator emphasised a number of common errors that were occurring with the

students’ assignments. A collection of the main problem areas are illustrated below in Fig 2

accompanied by the team’s objectives for tackling them.

The team grouped the identified issues into categories to better map the range of problems and to

assist with the development of the tutorial’s modules.

In a further face-to-face meeting with the Second-Year Coordinator, it was found that the

academic staff of the nursing programme were looking for resources to assist the students with

their search tactics and writing skills.

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Profile of Users

The professional body for nursing in Ireland, An Bord Altranais’ guidelines for nursing

education requires 170 weeks of instruction to be completed; no less than 70 weeks on

theoretical instruction, 54 on clinical instruction, 39 on internship and a 10 week “discretionary”

component (An Bord Altranais, 2005, p. 35). Second-year nursing students are transitioning from

an academic based learning cycle to one of academic learning blended with clinical practice.

The students tend to be incredibly time poor, as a result. Since the students are rarely present on

campus, they are suitable candidates for an online instruction resource.

User Personas

One of the constraints in the initial project development phase was lack of access to the nursing

students. The project team therefore decided to create user personas to assist in the planning and

design stages of the tutorial. Personas allowed the team to focus on the users’ requirements of the

tutorial as well as any idiosyncrasies particular to the second year nursing student that should be

acknowledged. Common practice in usability studies would be to include one-on-one interviews

with the intended users prior to persona creation (Cooper, 2004); however, the profiles and

survey feedback provided by the Health Sciences Librarian and Second-Year Coordinator

provided the team with sufficient information to create simulated student personas. This proved

to be an asset to the team during development, as the personas provided focus to facets of a user-

centric design (Grudin & Pruitt, 2003). More important to the accuracy of the results, user

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personas established a consistent mental model for the team and also helped contextualize certain

situations.

Design and Development of the Tutorial

Design and Development: Aims and Approach

Based on the cognisant of guidelines for information literacy standards the team decided that it

was best to provide a resource to the students that is available on a continuous basis, remotely

accessible and that is relevant at the time that they are undertaking assignments. The data

collated from the needs assessment emphasised students’ preference for ease of access to

materials. The objective was to develop a tutorial that is innovative in design and that

incorporates interactivity. These features were highlighted in the literature review as particularly

important when sustaining a student’s attention in the online learning environment. An

environmental scan of the resources currently available to students via UCD Library, confirmed

that students were provided with online instruction via PDF documents and video pieces. The

research data confirmed that the students were not in receipt of effective academic support for

their coursework.

After isolating the specific areas of instruction, work began on creating the tutorial with the aim

of producing a focused and effective product. The literature review surrounding effective tutorial

design advised the compilation of a set of standards to adhere to. The guidelines were as follows:

The tutorial must contain an aural accompaniment.

Text should appear in straightforward easy to understand language.

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Introductions must identify the problem statement(s) that the tutorial addresses.

Font size and style should be legible and Sans-Serif.

Colouring of text must carry white backgrounds with black font.

Interactivity must be incorporated.

To create the different modules for the tutorial, storyboards were used to map out the

instructional elements, completed first in Microsoft PowerPoint to create the individual frames.

Articulate Presenter Version 2.3 was then used to convert the PowerPoint layouts into Flash

videos and allowed for the incorporation of multimedia content. Finally, voice-over narration

was recorded to the narratives using tools supplied by the Articulate software.

Key Considerations in Tutorial Development

There were several key considerations emerging from the literature which directed the team’s

choices in pedagogical strategies and in the development of the tutorial. These considerations are

outlined in the following section.

Pedagogical Strategies

The SCONUL Seven Pillars of Information Literacy Core Model for Higher Education guide

formed the foundations for the development of the tutorial content and provided a background as

to what an information literate student is and should have the skills to do. The SCONUL (2011)

guide specifies that an information literate student can identify that they require information,

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know their current level of knowledge about a topic, have search tactics for acquiring

information, can gauge the types of information they need, can appraise information for validity,

use information ethically and present information in an effective and synthesised manner.

A constructivist learning approach was incorporated into the information literacy tutorial.

Hadfield, Howarth, Hutchings, and Lewarne (2007, pp. 334-335) state that a constructivist

approach to learning is the best fit for online learning to encourage critical thinking and higher

order thinking skills. This approach involves the students as active participants in the learning

process. Meaningful activities are selected for them to ensure that they acquire new information

and skills (Cooperstein and Kocevar-Weidinger, 2004, pp.141-142).

Educational scaffolding was another strategy that was utilised in the development of the tutorial.

Scaffolds are used when a student is acquiring new information and provide support to the

student as they progress through the tutorial. Information is layered in such a way that the

student moves from learning the basics to a place where deeper learning occurs (Meister &

Rosenshine, 1992).

Feedback was considered important to incorporate into the tutorial as this allows the students’ to

know if they have successfully achieved the desired learning outcomes of the course (Zhang,

2006, p. 303). Quizzes and games are deemed effective methods of providing feedback, as these

elements encourage a user to engage with the materials (Plumb, 2010, p. 51).)

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Tutorial Content Development

The tutorial consisted of three modules that address the problem areas as identified by the needs

assessment data. The first module ‘Evidence Based Research and Critical Thinking’ provides

assistance with database searching, evidence based research and evaluating resources (duration

with audio: 30 minutes 48 seconds, without audio: 13 minutes 17 seconds). The second module

‘Plagiarism and Citation’ provides support in the areas of ethical use of information and using

the citation style for the School of Nursing Midwifery and Health Systems (duration with audio:

18 minutes 14 seconds, without audio: 5 minutes 57 seconds). The third module ‘Academic

Writing’ provides support with essay structure and writing (duration with audio: 10 minutes 37

seconds, without audio: 6 minutes 8 seconds). The three modules are divided into lessons and the

lessons are further broken down into sections, to provide support to the students in the required

areas.

Module 1: Evidence Based Research and Critical Thinking

This module assists students in assessing a patient’s needs and teaches them strategies to acquire

information relating to patient issues. These skills are important to learn and endeavour to

support the students with their modules such as, Nursing the Older Adult and Other Populations,

General Nursing and Patient Safety.

From this component of the tutorial, the students learn how to locate information, how to

conduct accurate database searches, how to assist with patient queries and how to evaluate

literature. Evidence based medicine principles are incorporated into the tutorial to provide a

context for the learning and to relate the acquiring of information skills to the students discipline.

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Sackett states that “Evidence based medicine is the conscientious, explicit and judicious use of

current best evidence in making decisions about the care of individual patients” (as cited in

Abalos, Carroli and Mackey 2005, p. 15).

One of the first steps in the EBM process is formulating a specific clinical question to ensure that

correct information is located. This helps the student to analyse medical queries and to decide

whether the area that the query relates to falls under a prognosis, diagnosis, therapy or harm

(Adams, Fontelo, Keitz, Owens and Schardt, 2007, p. 2). Adams, Fontelo, Keitz, Owens and

Schardt (2007, p. 2) state that, EBM is important as it aids in clinical decision making that is

substantiated by the relevant literature. It ensures that better health care is practised and ties the

practical aspects of the nursing role to the theoretical background that frames the discipline.

Becoming proficient in EBM can help to develop life-long learning skills that can be utilised

throughout the students’ course of study and within their working careers.

These skills will be developed as the students’ progress through the lesson and acquire

information about developing clinical queries, about the different levels of evidence, database

searching, evaluating sources and using sources of evidence.

Learning Outcomes for Module 1

The students, exhibit an understanding of evidence based research and the importance of

this concept to nursing and to their studies.

The students learn to formulate clinical queries and develop focused research questions.

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The students become aware of the databases relevant to their discipline and have the

skills to manipulate these.

The students acquire the knowledge to critically evaluate information by taking into

account the nature of the study, authorship, currency of the information, relevance to their

clinical query.

Module 2: Plagiarism and Citation

This section of the tutorial assists the students in the areas of accurately citing resources in their

assignments, whilst also providing them with information on how to avoid plagiarism. This

section is vital in terms of meeting the requirements of the second year nursing students, as the

needs assessment highlighted that citation and plagiarism are a major problem area for them.

For the plagiarism component of this section, the overarching emphasis was on creating simple,

effective and clear instructions based on the UCD SNMHS plagiarism guidelines. These

guidelines are readily available on the UCD website; however the information provided is

extremely text heavy, with a lengthy 24 pages to read through.

From this section of the tutorial, students learn about the concept of plagiarism in line with the

relevant UCD guidelines. This information is presented in a more concise format, through

breaking the concept down into small manageable pieces of data that provide explanations on

what plagiarism is, different types of plagiarism and how to avoid it. Presenting the information

in a simple format ensures that students will not be overwhelmed.

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The citation part of this section aims to provide students with assistance on the Harvard

referencing style (the citation style for UCD SNMHS). Developing the content for the citation

section involved collating information from the current resources offered by the UCD SNMHS

and the UCD Library website.


The students understand the concept of plagiarism.

The students use information in an ethical manner.

The students know the referencing style for the Nursing discipline.

The students develop the competencies and proficiencies to accurately cite their sources

of evidence.

The students compile accurate bibliographies for their assignments.

Module 3: Academic Essay Writing

This section of the tutorial was designed to assist students in the area of academic writing and to

provide information on how to structure an academic essay, how to adopt genre specific writing

skills and how to avoid common mistakes in the essay writing process. This was a necessary

component of the tutorial, as the needs assessment highlighted a number of common errors in the

second year students’ assignments.

According to Lea (1998), there are contrasting expectations and interpretations of undergraduate

written assignments between academic staff and nursing students. There appears to be significant

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gaps present between what academics assume nurses know and what nurses actually know, at

their current level of training. McLaughlin (2007) refers to a number of recurrent specific issues

present in the undergraduate nursing students’ work, including: assignments written in ‘nurse

speak’ i.e. lacking appropriate punctuation and composition principles, presentation of

completed work lacking professional detail expected of nurses and an overall lack of writing

competencies that would be expected to be present in the nursing students at this stage in their

formal education. McLaughlin (2007, p. 88) offers a possible cause for this apparent lack of

written competencies in nursing students “nursing students are very literal; they like to have a

recipe and then attempt to apply it”. These issues seem to match the common errors gleaned

from the needs assessment component of the team’s research. As such, the team designed this

module around the idea of scaffolding the nursing students through the correct composition,

punctuation and presentation principles required of them in an academic assignment. In addition,

the team designed the module for the students to have a ‘recipe’ they could easily apply to their

assignments, targeted specifically at common errors for them to avoid in the process.


The students develop the ability to write in accordance with the approved school

academic writing format.

The students understand the techniques and strategies needed to write a well-structured

essay following the conventions of their discipline.

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The students develop an awareness of the common pitfalls in academic essay writing and

will understand the strategies necessary to overcome them.

Software Selection for Tutorial Development

Plumb states that when choosing the software to develop e-tutorials, decisions should be based

on criteria such as cost, technical abilities required by users, whether interactivity can be

incorporated and if image and sound files can be inserted (2010, p. 54). Articulate software was

chosen as the medium to develop the online tutorial as this software was widely used by UCD

Library and proved compatible with the existing library technology framework. There were also

cost benefits for the Library, removing the need to invest in additional software, and further

tutorials can be created without the need for staff training. The software was sourced through the

UCD Teaching and Learning Centre. The team found Articulate to be user friendly, allowing for

the creation of interactive tutorials, and capable of presenting information in a number of formats

to attract and sustain the user’s attention.

Designing the Tutorial to Support Learning

When developing the tutorial careful consideration was given to the needs of the students in

terms of how they engage with and process information. Research shows that there are different

types of learners and these can be categorised as visual, auditory, reading and writing, and

kinaesthetic learners (Flemings and Mills cited in Bonk and Zhang 2006, p. 250). It was vital,

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therefore that the learning technologies employed in the e-tutorials catered for these various

learning techniques to maximise the effectiveness of the module content.

To accommodate the different learning styles, hypermedia elements, such as text, image, sound

and video slides, were incorporated. A splash screen was introduced at the beginning of the

tutorial to allow the user to choose from the outset which module to focus on (see Fig. 3). A

‘frequently asked questions’ was also incorporated to provide focus to the user on the area of the

tutorial that they require.

The team also introduced an option for users to take the tutorial with or without audio

accompaniment (see Fig. 4). Audio was highlighted as an important feature by both the Health

Sciences Liaison Librarian and the UCD Access Officer, to ensure the tutorial was accessible for

a broad spectrum of students. It was further recommended by the UCD Access Officer to provide

a word document of the tutorial content. Following this recommendation, an alternative text

document including the full content of the tutorial was created. This document was developed

according to appropriate online screen reader guidelines as advised by the Access Officer.

It was also found that tutorials consistent in design with regard to headings, text, navigation,

colour, images and audio help accommodate users with disabilities, whilst also presenting a

professional image of the tutorial to the end user (Plumb, 2010, p. 52). The team ensured the

features employed in the online tutorial maintained a uniform look throughout.

Text was displayed in Arial font and headings were kept consistent in style. Black text on a white

background was chosen as the primary display method for the content, informed by the literature

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on effective design of multimedia applications (Fahy, 2004, p.156) (see Fig. 5). Using these

colours together ensures that the text is legible to users.

The uniformity was further kept consistent through the introductory slides at the beginning of

each lesson within the modules. A ‘what you will learn from this lesson’ slide was incorporated

at the beginning of each lesson (see Fig. 6) and an ‘aims and learning outcomes’ slide was

introduced at the beginning of individual sections.

At the end of each section, a checklist illustrates the completed parts of the lesson to the user (see

Fig. 7).

Graphics were also extremely important to the web tutorials, as research shows they make the

content more appealing to users and provide a break in the text (Zhang, 2006, p. 299). The

graphics chosen and the layout of information were utilised to present the tutorial content in a

manageable and comprehensible fashion (see Fig. 8).

A blend of hypermedia elements were chosen to engage the user and to provide support to the

various learning styles (see Fig. 9).

Interactive components were also incorporated, as these are necessary features of e-tutorials that

seek to develop the critical thinking and analysis skills of the learner. Interactivity allows for a

user-centred approach and offers an option for the student to self-assess their progress where

quizzes and tests are utilised (Zhang, 2006). Throughout the tutorial, interactive quizzes are

included to keep the students engaged in the learning process and to help them to assess their

knowledge of the module content (see Fig. 10).

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Interactivity was also incorporated through the slide navigation, provided through on-screen

interactive buttons that require the user to click on them to access information (see Fig. 11). This

ensures that the users’ attention is sustained and that they are actively involved in their own

learning throughout the module.

Navigational links are essential for the user to work through the tutorial and to have a sense of

control over their own pace of learning. These directional components facilitate ease of access to

the material and should be placed in a consistent position throughout (Zhang, 2006, p. 300). A

sidebar was developed in Articulate that laid out each module of the tutorial and each lesson

within that module (see Fig. 12). The inclusion of the sidebar navigation provides the user with a

certain amount of control over their learning. This feeds into the constructivist learning theory

where students are active participants in their own education.

Conclusion

This report is the culmination of many different strands of research being weaved together in the

development of the online information literacy tutorial for nursing students. The findings from

the literature review, environmental scan, needs assessment, and examination of other

information literacy resources available online together form the basis for the tutorial, rooting it

in strong theoretical models whilst also ensuring it remains in line with best practices for the

development of such resources.

The development phase comprised of key considerations to ensure the tutorial design and layout

was conducive to teaching information literacy skills to the second year nursing students. It was

vital not only for the content to be relevant and applicable to the students coursework and clinical

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practice but that effective pedagogy strategies were employed to assist the students in their

acquirement of information. Key to getting this right was the physicality of the tutorial and how

it would sit as a stand-alone resource without a teacher or librarian present. Research into the

design of online resources was testament to the fact that certain standards need to be followed

and specific functions need to be implemented into the features of the tutorial. The inclusion of

interactive components and hypermedia elements greatly supported the design team in

developing a resource to match the student needs. Along with this, the project team implemented

features to ensure the resource was accessible to the students and that uniformity was maintained

throughout the three modules. The resulting product is a well-informed, structured and engaging

resource based on in-depth research.

The tutorial represents a medium through which a currently underserved student population can

access information they need in a convenient format that is innovative in design and features,

when compared with the existing online UCD library resources. It can address a gap in the

information literacy support provided for the particularly time-poor and location-constrained

UCD nursing students. More broadly it could act as a promotional tool for the library, increasing

its ‘visibility’ to students not otherwise frequently physically present. Finally, it allows the

library to address the needs of its user population in a time of severe budgetary and staffing

constraints, with the physical or face to face presence of the librarian no longer the sole means of

providing information literacy instruction to students.

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Fig. 1 Student Feedback for Information Literacy Instruction

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Fig. 2 Second year nursing students – problem areas

Fig. 3 Splash screen

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Fig. 4 Options for audio selection

Fig. 5 Black text on a white background - primary display method for content

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Fig. 6 Lesson introduction

Fig. 7 Lesson checklist at end of each section

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Fig. 8 Content divided into manageable sections

Fig. 9 Hypermedia Elements

Content

Text

Image

slide

Audio

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Fig. 10 Interactive quiz

Fig. 11 Onscreen interactive navigation

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Fig. 12 Sidebar navigation

Sidebar

Navigation

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Developing Online Tutorials to Improve Information Literacy Skills for Second-Year Nursing Students...

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