Attributes of Year 3 BNRT (full academic year) and Year 2 PDBN (winter / spring terms) competencies for students focus on intermediate level analysis of the knowledge, comprehension, and experience of applying their growing understanding and awareness.
Area | Competency | Attributes |
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Ask |
Use a variety of research methods based on need, circumstance, and type of inquiry |
Strengthen ability to distinguish between qualitative and quantitative research methods; understand the respective value of both in inquiry Identify when primary or secondary research is most relevant to research inquiry |
Create focused research questions through identifying key concepts using PICOT/PS frameworks or 5Ws |
Begin to identify research questions arising from practice and/or reexamination of research evidence or gaps in disciplinary knowledge Revise research questions as necessary based on the search results |
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Demonstrates the importance of seeking multiple and differing perspectives on a topic in order to gain a holistic understanding |
Will seek and use a variety of sources and source types Considers sources from a variety of disciplines beyond nursing, recognizing the value of other perspectives In comparing source, identifies divergent and convergent perspectives on a topic |
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Use research evidence appropriately to make decisions and inform practice
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Practices identifying and utilizes best research evidence, focusing on using highly synthesized sources Strengthens skills in critical appraisal of research evidence |
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Define |
Identify information to direct the search process
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Identify key concepts of a topic or research question Conducts background research to learn about unfamiliar topics or concepts Plans a search strategy guided by assignment specifications, understanding that these are inclusion and exclusion criteria |
Identify producers of sources relevant to the information need
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Recognize there are multiple sources (scholars, organizations, individuals, industries, etc.), which may have produced relevant information on a topic When instructed, will seek out a variety of sources; attempt to access sources, seeking support as needed |
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Recognize that information may be perceived and valued differently based on the format in which it is packaged
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When directed and appropriate to the information need, will identify and access authoritative sources that are in formats other than journal articles Begins to display appropriate skepticism when encountering web content, focusing less on superficial elements and more on the credibility of information |
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Search |
Select an appropriate search tool for the information need with guidance
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Strengthen competency in matching the search tool (databases, web, library, and a library catalogue) to the information need; experiment with using different tools. Understand when it is appropriate to use the web as search tool Select database(s) relevant to the information need; develops awareness of the usefulness of using different subject areas to address information need |
Use appropriate search language relevant to the search tool and information need
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Continues to practice using appropriate search language (keyword or free text) appropriate for the search tool (database vs. web) Use key concepts as first keywords for searching; attempts alternative keywords based on search results Utilize initial search results to scan for synonyms and alternate keywords for searching Differentiate between the use of keyword searching vs. controlled vocabulary |
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Conducts an effective and strategic search by applying search strategies |
Illustrates increasing proficiency in database searching, combining keywords with Boolean operators AND and OR Applies search strategies like truncation and/or phrase searching Uses search limits/filters based on inclusion and exclusion criteria Recognizes that first attempts at searching may be unsuccessful, starts to analyzes search to identify areas of improvement; seeks support when needed |
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Evaluate | Assess the fit between an information source’s creation process and an information need |
Strengthen competency in identifying the source type and format most relevant for information need Use key elements such as author’s name, date of publication, and source type to understand the creation process Identify markers of creation such as peer-review, pre/post publication, revisions, etc. as possible indicators of quality Utilize sources such as encyclopedias, dictionaries, books and websites to gain background information on a topic |
Evaluate sources for credibility using criteria such as accuracy, purpose and origin
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Relies less on checklists for evaluation; displays increasing comfort assessing sources independently Compare information from a variety of sources in order to evaluate trustworthiness; uses lateral reading for online content |
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Evaluates information for relevancy to the information need |
Scans titles and abstracts for relevant information during source selection Deepens competence in selecting sources that satisfy the research inquiry - focus shifts to finding the most relevant sources and not just those that appear in search results |
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Understand that certain tools and “markers of authority” can help determine credibility of sources |
Use but not solely rely on "peer-review" when identifying credible sources Describe the benefits and limitations of the peer-review process Utilizes research tools such a databases and scholarly journals in locating credible sources |
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Examine the information need and intended use to help determine the most authoritative sources |
Examine the information need and intended use to help determine the most authoritative sources Critically examine “authorities” within the discipline of nursing - are “voices” missing? Recognize the value of non-traditional authorities as credible sources |
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Scholarship |
Recognize that scholarly discourse is an “ongoing conversation” where ideas are formed, debated and changed over time (ACRL, 2015) |
Can trace the changes/ development of scholarship on a particular topic over time with guidance Summarize the changes in scholarly perspective on a particular topic over time |
Understand their role as a contributor to a scholarly conversation; participate at an appropriate level |
Participate in scholarship through online or in-class discussions, presentations, public presentations, written works, or undergraduate research, etc. |