Learning to Liaise with Health Professions

MLA Course
Listing Archived: Thursday, April 5, 2018

Primary contact information...
Duquesne University
Gumberg Library
600 Forbes Avenue
Pittsburgh PA , 15282
United States
David Nolfi is the primary contact.
Phone: 412.396.4931
Fax: 412.396.5350
Region: All

Description: Beyond medicine and nursing, health professions programs are growing rapidly and in a multitude of disciplines, each with their own distinct standards and cultures of practice. This hands-on, interactive course will facilitate attendees’ exploration of health professions and education programs through guided activities. Instructors will facilitate a group discussion to help participants compare and contrast health professions, as well as identify interprofessional opportunities. Finally, the instructors will provide time for participants to reflect, plan, and collaborate on ways implement their knowledge upon return to their institution. Throughout the session, the instructors will share best practices from the literature and personal experience when working with health professions programs. Additional benefits of the course including identifying other colleagues working with similar health professions programs, allowing for the development of a peer network among librarians working with similar programs.

Experience Level: Beginning Plus
CE Contact Hours: 4.0 & 1.5
Professional Competencies: Health Sciences Environment and Information Policies, Health Sciences Information Services, Curriculum Design and Instruction
Subject: Assessment/Evaluation, New Librarian, Outreach/Advocacy, Reference Resources & Services, Subject Specific Resources, Teaching/Instruction
Course Type: Face to Face - Eventually plan to offer eLearning version

Educational Objective: 4-hour Session Following this workshop, the learners will be able to: (1) Describe the different professional roles, requirements, and academic environments of allied health in order to adapt library services and resources (2) Explain the relationship between health profession certification, academic program accreditation, library instruction, and collection development (3) Develop strategies for engaging with allied health departments 1.33-hour Session Following this workshop, the learners will be able to: (1) Describe the different professional roles, requirements, and academic environments of allied health professions in order to adapt library services and resources (2) Explain the relationship between health profession certification, academic program accreditation, library instruction, and collection development.

Agenda:

4-Hour Session

Class Introductions – Discussion (Timing: 0:00-0:15)
-Instructors
-Course goals
-Instructional Approach
-Group Activity: Ice Breaker - Think Pair Share 
-Student Introductions
-Students’ Goals for Course

Allied Health Professions – Lecture, Demonstration, & Discussion (Timing: 0:15-0:45)
-Definition
-Roles
-Requirements
-Academic Environments (discussion)

Changing Roles of Liaisons – Lecture, Discussion & Team Activity (Timing: 0:45-1:05)
-Expectations of allied health programs
-Challenges facing librarians supporting allied health programs (class discussion)
-Strategies for supporting multiple, disparate programs (class discussion)

Case Study: Understanding Individual Allied Health Professions – Group Activity (Timing: 1:05-1:45)
-Students break into 3-5 groups, focused on allied health professions (for example, Occupational Therapy, Physical Therapy, Physician Assistant, Dietetics/Nutrition, Audiology, Speech-Language Pathology, Athletic Training, etc.)
-Groups will use Padlet to create webpages with information about their allied health professions to share with the whole class. Padlet enables students to easily post text, documents, pictures, and hyperlinks. All Padlets are linked from main course Padlet to provide easy access to the whole class.
-Groups will find the following information about their assigned allied health professions:
--Educational & Career Information
--Educational requirements (degree level, experiential, community)
--Credentialing & Licensing requirements
--Accredited programs
--Job outlook
--Professional Standards
--Accreditation
--Connecting accreditation standards to institutional mission/goals
Information Literacy Framework
EBP or Information Literacy Standards Specific to the profession
    
Group Presentation & Class Discussion (Timing: 1:45-2:00)
-Groups present their findings to the whole class
-Instructors lead discussion regarding group findings with emphasis on both commonalities and differences across professions.

Break (Time: 2:00-2:10)

Case Study: Understanding Individual Allied Health Professions (Timing: 2:10-2:50)
-Groups meet again to discuss:
--Challenges faced by librarians serving as liaisons to allied health programs including:
--Accreditation requirements for EBP/Information Literacy
--Educational formats (in-person, hybrid, online)
--Educational requirements (on-campus, off-campus, community, experiential)
--Differences compared to non-allied health professions
Medical, nursing, pharmacy, etc.
--Non-health sciences professions
--Opportunities, such as:
Ways in which librarians and libraries can contribute to the EBP/Information literacy requirements for:
---The assigned allied health professions
---Other allied health professions discussed in class
---How librarians can leverage support for:
---Other allied health professions discussed in class
---Other health or non-health sciences professions/disciplines
---Other campus support structures/offices (other affinities)

Group Presentation & Class Discussion (Timing: 2:50-3:05)
-Groups present their findings to the whole class
-Instructors lead discussion regarding group findings.

Think Pair Share (Timing: 3:05-3:20)
-Students pair up with non-group members to come up with suggestions about how they can improve library support for allied health professions
-Groups present their ideas to whole class

Individual Action Plan (Timing: 3:20-3:50)
-Students create an individual action plan to improve their support for one allied health profession at their library.

Wrap Up & Evaluation (Timing: 3:50-4:00)
-Instructors do final wrap-up
-Course evaluations

Follow-Up and Encouragement (Timing: Two Months After Class)
-Check In and discuss progress on goals - Optional virtual meeting (GoToTraining)
-Email reminder two weeks before the virtual meeting
-Assessment (measure differences between action plan and actual activity)
--What changed?
--What challenges did you face that were not anticipated in the course?
--Any new opportunities not anticipated in the course?

Additional Reading List (editable for class members):
-Instructors present resources to help learners find help with support allied health professions.
-Students can add to list during or after class.

1.33-Hour Session

Class Introductions – Discussion (Timing: 0:00-0:10)
-Instructors
-Course goals
-Instructional Approach
-Group Activity: Surveys 
-Health professions supported by audience members
-Other academic disciplines supported by audience members

Health Professions – Lecture (Timing: 0:10-0:25)
-Definition
-Roles
-Requirements
-Academic Environments: Survey

Changing Roles of Liaisons – Lecture & Discussion (Timing: 0:25-0:40)
-Expectations of health professions programs
-Challenges facing librarians supporting health programs (class discussion)
-Strategies for supporting multiple, disparate programs (class discussion)

Case Study: Understanding Individual Allied Health Professions – Interactive Whole Class Activity (Timing: 0:40-0:55)
-Instructor will pick a health profession based on the first class survey
-Class will discuss specific resources or strategies to find:
--Educational & Career Information
--Educational requirements (degree level, experiential, community)
--Credentialing & Licensing requirements
--Accredited programs
--Job outlook
-Professional Standards
--Accreditation
--Connecting accreditation standards to institutional mission/goals
--Information Literacy Framework
----EBP or Information Literacy Standards Specific to the profession
-Students will use a worksheet to record key elements of the activity/discussion (for later reference)	

Think Pair Share (Timing: 0:55-1:10)
-Students pair up with non-group members to come up with suggestions about how they can improve library support for health professions
-Groups present their ideas to whole class
-Students record ideas relevant to their library and institutions on their worksheets

Wrap Up & Evaluation (Timing: 1:10-1:20)
-Instructors briefly present additional resources/bibliography and do final wrap-up
-Course evaluations

Need for This Course: Higher education and the library science field are changing dramatically and liaison librarians need to evolve their support and service models in response. Liaison librarians have evolved from bibliographers collecting scholarly outputs to now engaging with users in all aspects of the teaching, learning, and research lifecycle (Jaguszewski and Williams, 2013). From a library liaison institute with the Association of Research Libraries, Columbia University, Cornell University, and the University of Toronto, the attendees identified that, unfortunately, liaison librarians focus too much on relationships with individual faculty and not on how to solve larger institutional problems (Rockenbach, Ruttenberg, Tancheva, & Vine, 2015). Therefore, librarians need to reflect on their scope and practice in order to learn how to balance these professional relationships with influences from the larger institution, and even the health professions. According to the US Bureau of Labor Statistics, 11 of the top 20 Fastest Growing Occupations are allied health professions (http://www.bls.gov/ooh/fastest-growing.htm). Thus, MLA members are likely to face growth in the number of allied health programs at their institution and the number of students enrolled in those programs, while also rethinking their model of engagement. MLA members sense the changes and have communicated the need for additional support specifically with the growing allied health programs. In 2014, the Nursing and Allied Health Resources Section (NAHRS) conducted a needs assessment survey, and 174 members responded (48% the membership). Of the survey respondents, 66.1% worked in libraries that typically serve allied health professions (general academic libraries (24.7%) and academic health sciences libraries (41.4%). The committee that analyzed the results noted that many respondents expressed frustration that NAHRS focuses too much on nursing and not enough on allied health. The committee also concluded that there was an interest in allied health programming. Jaguszewski, J.M. & Williams, K. (2013 August). New roles for new times: transforming liaison roles in research libraries. Association of Research Libraries: Washington, DC. Retrieved from http://www.arl.org/storage/documents/publications/nrnt-liaison-roles-revised.pdf Rockenbach, B., Ruttenberg, J., Tancheva, K., & Vine, R. (2015). Association of Research Libraries/ Columbia University/Cornell University/ University of Toronto pilot library liaison institute. Association of Research Libraries Washington, DC. Retrieved from http://www.arl.org/storage/documents/publications/library-liaison-institute-final-report-dec2015.pdfv

The instructional methods used include Lecture, Demonstration, Slides, Discussion, Brainstorming, Sharing/Self-disclosure, Hands-on Exercises, and Case Study.

Participant Materials: Learning materials will include: (a) Slides (b) Group exercises to be completed using Padlet (example: https://padlet.com/nolfi/q7146u1paycj (c) Surveys will be conducted using PollEverywhere or Nearpod (d) Online readings list for participants' continuing professional development; the list will also serve as a platform for attendees further recommendations for additional readings.

Facility Requirements: (a) Wi-Fi internet access (b) Learners bring own laptops or tablets/iPads (c) Computer and projector for instructors (d) Participants able to sit and work in groups (e) White board with markers (preferred)

Additional Evaluation: In addition to the standard MLA evaluation form, we intend to offer an online two-month follow-up session. At that time, we will gather feedback on the course and the learners’ experiences following the course.