Integrating information skills training to support evidence-based diabetes care

2.50
Hdl Handle:
http://hdl.handle.net/10147/250578
Title:
Integrating information skills training to support evidence-based diabetes care
Authors:
Dalton, Michelle
Affiliation:
HSE Mid-West Library & Information Services, University of Limerick
Publisher:
Health Service Executive (HSE)
Issue Date:
Oct-2012
URI:
http://hdl.handle.net/10147/250578
Item Type:
Conference Poster
Language:
en
Description:
Conference poster presented at Croí HSE West Integrated Diabetes Care Conference, Athlone 2012. Information literacy, including the ability to search for, access and use research effectively, is a key component of evidence-based practice. Information and research skills training is regularly delivered by Library staff both on a one-to-one basis as well as in small groups. Such sessions typically take place in isolation and separately from clinical training courses. However, pedagogical theory suggests that learning is more effective when training is delivered in context, in an environment which has direct relevance and meaning for the user, by allowing them to construct new ideas around their existing knowledge base and clinical expertise.
Keywords:
DIABETES; Information literacy; EVIDENCE BASED PRACTICE

Full metadata record

DC FieldValue Language
dc.contributor.authorDalton, Michelleen_GB
dc.date.accessioned2012-10-30T14:20:17Z-
dc.date.available2012-10-30T14:20:17Z-
dc.date.issued2012-10-
dc.identifier.urihttp://hdl.handle.net/10147/250578-
dc.descriptionConference poster presented at Croí HSE West Integrated Diabetes Care Conference, Athlone 2012. Information literacy, including the ability to search for, access and use research effectively, is a key component of evidence-based practice. Information and research skills training is regularly delivered by Library staff both on a one-to-one basis as well as in small groups. Such sessions typically take place in isolation and separately from clinical training courses. However, pedagogical theory suggests that learning is more effective when training is delivered in context, in an environment which has direct relevance and meaning for the user, by allowing them to construct new ideas around their existing knowledge base and clinical expertise.en_GB
dc.language.isoenen
dc.publisherHealth Service Executive (HSE)en_GB
dc.subjectDIABETESen_GB
dc.subjectInformation literacyen_GB
dc.subjectEVIDENCE BASED PRACTICEen_GB
dc.titleIntegrating information skills training to support evidence-based diabetes careen_GB
dc.typeConference Posteren
dc.contributor.departmentHSE Mid-West Library & Information Services, University of Limericken_GB
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