Specialty-specific, evidence-informed resources to support student learning

Authors and presenter*

• Damhnat McCann, School of Nursing, CoHM*

• Annette Saunders, School of Nursing, CoHM*

• Elizabeth Allen, Digital Futures, Academic Division

Abstract

University students have a broad understanding of referencing that includes the need to develop information literacy skills to select and utilise appropriate sources, in addition to following correct citation practices (Gravett & Kinchin, 2018). For postgraduate nursing students, finding suitable resources and evidence to develop arguments and support key discussion points can be a challenging aspect of completing assessment tasks.

In collaboration with an educational technologist, we have developed a suite of guides to evidence-informed resources that aim to support student learning and promote success in academic writing. Each guide is specialty specific (linked to an area of clinical practice) and follows a common PebblePad based template, accessed via the unit MyLO site. The guides direct students to recognised resources relevant to their nursing specialisation, with links to existing library resources. In this way, the guides assist students to refine their referencing techniques while also enhancing their research and information literacy skills. An additional benefit is the potential for students to transfer the knowledge gained to their clinical area: promoting the application of evidence-informed health care.

Distribution of the guides commenced with a staggered rollout across relevant Semester 1 and 2 units in 2024. Despite the soft rollout, initial data indicates students are accessing and using the resource. In 16 units (2,716 students) where the guides were available in 2024, 1,414 individual students (52%) accessed the specific guide for their unit. Formal evaluation to assess the impact on academic achievement will commence in 2025.  

Reference

Gravett, K., & Kinchin, I. M. (2018). Referencing and empowerment: Exploring barriers to agency in the higher education student experience. Teaching in Higher Education, 25(1), 84–97. https://doi.org/10.1080/13562517.2018.1541883