Welcome Reception

Meeting and Greeting

This evening a good time was had by all. The evening began with the Meet & Greet for mentors and mentees. Lots of great conversation. Then the action moved to the Exhibits area for the Welcome Reception with the vendors. There were sweet treats galore and door prize drawings. All good.

Indulge your sweet tooth!
Librarians love door prizes!

For more fun conference photos, check out Flickr photos tagged midwestmla11. And watch for more photos!

And we’re under way!

The Friendly Registration Staff

Welcome to Indianapolis! Conference 2011 is up and running! The CEs are in progress! We are looking forward this evening to the Welcome and Exhibitor’s Reception. The program says that I will be able to indulge my sweet tooth. Sounds like an excellent idea!

Welcome to the 2011 Midwest Chapter Conference

Getting Ready for Conference Blogging!

The countdown has begun! It’s almost time for the 2011 Midwest Chapter Annual Conference! As you can see above, I’ve switched out our header photo for a lovely nighttime skyline shot of Beautiful Indianapolis.

There’s lots to see and do in Indy. And there is even an Official Indianapolis Travel Blog that you might want to check out for the latest happenings.

Call for Bloggers and Photographers

Over the past several years, we’ve been able to provide informative and entertaining coverage of our chapter conferences. And we would like to so so again. But we need YOU. Our volunteer bloggers and photographers are what it is all about. It is a great way to get to know your fellow chapter members and take your involvement in the conference to a whole new level. And, I must add, it is FUN! Really, you should do this.

So send me, your intrepid chapter president/blogger, an e-mail cleibfar@kent.edu right away!

Conference Wrap-Up

We hope you enjoyed the blog coverage of this year’s Midwest Chapter/MLA annual conference. As your intrepid blog editor, I would like to thank our three conference bloggers Amy, Jean, and Stephanie for their great work! This is our fifth year blogging the Midwest Chapter conference and I think it may be the best yet.

We may be finished with the conference blogging, but there are still photos being uploaded to Flickr. As I write this there have been 251 photos tagged midwestmla10 uploaded to Flickr by five photographers. Check them out! Our “official” conference photographer Michael still has some of his fabulous photos to upload. We are in the process of setting up a new Midwest Chapter/MLA Flickr account for those photos. We will let you know when those are posted.

Do YOU have any photos that you took at the conference? Please consider posting them to Flickr and sharing them with all of us!

But wait! There’s more! Presentation slides from many of the conference sessions have already been posted on the conference website on the contributed papers page. Just click on the title of the presentation to see the slides. More will be added as the authors submit them.

Highlights from the Midwest Chapter Meeting

Becca Canton: Membership stands at 400 members, 57 of which are new and 32 student members.

Sue London: Current financial state shows a beginning balance of $50,092.43 and an ending balance of $50,228.07 for a net increase of $135.64

Pam Rees: MLA Chapter Council Report (Each chapter elects 2 representatives every 3 years and they meet annually at MLA) Reminder of deadlines on the MLA awards & scholarship (log onto the MLA website for more details).

Donna Barbour-Talley Annual Meeting Report: 137 registered attendees for this year’s conference.

Future conference locations: 2013 Illinois and 2014 North Dakota.

Liz Fine-Awards & Scholarships

Deborah Lauseng-Nominations and Elections

  • Janna Lawrence, President Elect
  • Katherine Chew, Membership Secretary
  • Stephanie Schulte, representative-at-Large
  • Mary Markland, Potential Candidate for MLA Nominating Committee

Old Business: Effectiveness of the Virtual Board Meeting (worked but had standard technical issues) and plans for future use with different technology.

New Business: New Advocacy Committee started last Friday, Time=Money campaign unveiled (downloadable available through the GMR website in the advocacy section).

AHIP renewal for displaced health sciences librarians is currently not available and of concern to the board. The board is reviewing what to do about this

New Committee Chairs announced and recognition of outgoing officers & chairs.

2011 Indiana Invitation:

Welcome Clare Leibfarth, new president elect.

Current Patterns on Engagement between Librarians and Faculty in Doctor of Nursing Practice Programs

Liz Fine is the liaison librarian for the Health Sciences Libraries at the University of Minnesota and has been involved with the School of Nursing since 2005. Her theory is that the engagement of the librarian makes a difference. After all, if the faculty know about the library and use the library, they will value the library. By applying for a 3 month research leave, she was able to pursue this project (taken in two parts, December 2009 and Spring 2010)

Some background: the Doctor of Nursing Program began appearing in 2007 and is a professional doctorate in nursing practice. It is recognized as the new terminal degree for advanced practice nurses (replacing the Master of Science in Nursing). This proved as a convenient emerging population to research

Why this population? This is especially relevant for librarian involvement because of the focus on evidence-based practice. Also, this population is exploding–in December 2009, there were about 90 active programs. By September 2010, there are 129 active programs.

Goals were to get a picture of what’s actually happening in current engagement between DNP and libraries, collect the data to support the hypothesis, pilot for gathering this type of information, and perhaps even affecting the AACN

Research Questions:

  • How are DNP faculty currently working with their library/librarians
  • How do DNP faculty perceive/value collaboration with librarians?
  • Many secondary questions/correlations: survey was designed so that the dataset could be analyzed to look at those things

The Method

  • Created a survey in UMSurvey
  • Sent request for participation to program directors of all currently active DNP programs
  • Survey was open from May 5 – June 1 201 (designed to take less than 20 minutes to complete)

There was a 90% completion rate of people responding. (Complete responses were 114). This was through 53 different schools represented, plus 15 respondents who did not specify a school (approximately a 50% program response rate)

Some of the questions:

Is there a librarian specifically assigned to the nursing programs at your institution?

  • Yes: 61%
  • No: 25%
  • Not Sure: 12%

Have you ever interacted with a librarian?

  • Yes: 70%
  • No: 27%
  • Not Sure: 2%

How often do you seek advice from a librarian?

  • Often: 12%
  • Occasionally:52%
  • Rarely: 18%

How often do you refer students to a librarian?

  • Often 39%
  • Occasionally 38%
  • Rarely 18%

Librarians are useful in assisting with DNP teaching activities

  • Agree-57%
  • Neutral-14%
  • Disagree-13%

Awareness comments: completing the survey made Liz more aware of the resources librarians could offer in developing courses an research.

Words of advice given: “Don’t drink too much punch and make friends with the librarian”-one response from the survey

Liz notes that even with the limitations of the study, there is evidence that librarians are making an impact with the DNP population, whether through teaching classes or interacting with the students.

She plans on further data analysis and creating case reports at individual institutions.

Any questions or comments, email Liz at evfine@umn.edu

–as always, reporting to you live


Taubman Health Sciences Library Connects with University of Michigan’s Mini Med School

Merle began with the most obvious question: What are Mini Med Schools? They are a public education program generally consisting of a lecture series on medical topics. Currently, there are more than 70 medical schools, institutions, and hospitals that have Mini Med Schools.

The What: UM Mini Med School is intended to provide the community with information not otherwise readily available in an informal manner.

It is a 6 week course that meets once a week and includes a lecture and an opportunity to speak with the lecturer. There was a variety of topics, including Cancer, Infectious Disease, The Cardiovascular System, Genetics and Medicine, Gastrointestinal System, and more.

The library became involved in 2003, beginning a collaboration by providing supplemental list of resources on the topics covered in the course. Although initially using more print resources, the current list is mostly electronic resources.

Mini Med School From the Horse’s Mouth:

As the liaison librarian to the Internal Medicine division of Metabolism, Endocrinology, and Diabetes, Mark MacEachern had the opportunity to attend the 2010 Mini Med School.

Mark meet with the faculty (ranging from academic to clinical faculty), listen to faculty discuss their research/clinical interests, and provided a better understanding on the faculty needs. He also gained insight into the medical school itself and how it’s structured.

For additional information, contact Merle Rosenzweig or Mark MacEachern

–As always, reporting to you live


Stepping Forward into New Roles

Ruth Holst was greeted by the audience with enthusiastic applause, announcing “here I am….again!”

Ruth was a hospital librarian for 32 years before joining the GMR. She reminisced about the 70’s (where “digital” referred to your fingers), where growth in medical libraries created many new consortia, where the main function was initially facilitating interlibrary loan. Soon, these libraries began adding more functions and duties, like establishing patient education.

By the 90’s, Ruth expanded her opportunities within the hospital itself, often serving as a neutral party between doctors and nurses–something that was becoming part of the librarians role.

“It was the worst of times, it was the best of times: positive trends influencing hospital libraries” -Editorial. The author notes that two questions arise for every 3 patients in a typical medical setting. However, physicians statistically only pursue 36-55% of those questions. This means:

2 questions X 95,0000 patientes = 190,000

If 55% pursed by physicians, only 85,580 questions are being answered. This results with many patient deaths that could have possibly prevented
NLM funded a survey of health libraries–the most comprehensive of which was 1989, where at that time there were 32% of hospitals had libraries. You had to meet 4 criteria to be considered a hospital library. There were actually 44%
hospitals that reported libraries, but only 32% met the criteria. By 2006, the number of hospitals libraries has declined by 19%, while the number of hospital libraries was only down 2%. So while it feels like hospitals are loosing libraries constantly, statistically there isn’t much of a decline. There hasn’t been much data for the past 3 years to show the present situation

Evolving Clinical Roles

Library Functions/Roles

  • Searching the scholarly record
  • Collection management
  • access services
  • teaching

A look through the decades:

The 70’s (not applicable to all in the audience, as Ruth noted). Key points included: searching printed indexes, manual cataloging using “CIP,” manual book and AV checkout, phoning other libraries for ILL, and bibliographic instruction

During the 80’s, online database searching was done by paying by the minute. The decade saw computer generated union lists, microcomputer systems were used for circulation, and the establishment of DOCLINE

In the 90’s, librarians started teaching users to search online, which was somewhat controversial. Medline searching became free on the internet (horray!). The internet begins to change scholarly communication, and now ILS systems were affordable for all libraries

The 2000’s saw electronic publications dominate and libraries going “virtual.” Library as a place us re-examined, in which the roles of librarians are questioned. Librarians are urged to get out of the library and become “embedded”

The hospital librarians role has changed over the past 4 decades. Vital Pathways for Hospital Librarians was established. For instance, they did a series of interviews with librarians and hospital administrators and came up with 5 goals for the typical hospital: clinical care, management of operations (quality improvement support in the hospital and managing electronic resources), education (teaching EBM skills and health literacy), innovation and research (promoting evidence-based practice and support for research), and
customer service (health literacy, classes, and information for patients)

Emerging Roles

  • Web development (website design, web master role, teaching web skills)
  • Electronic Health Records (clinical decision support, monitoring literature and updating staff)
  • Nursing Magnet journey (teaching evidence-retrieval skills, journal clubs, current awareness, etc)
  • Embedded librarians (information specialist in context and an expansion of the traditional librarian role)
  • Disaster Information Specialist (a new specialty that serves the health information needs of the community during emergencies)
  • Scholarly Communication (educate faculty, implement public access policies, etc)
  • Bioinformatics (teaching database searching and the ability to management information)
  • E-Science/E-Research (aiding researchers and making library’s role more visible)

Feel free to email rholst@uic.edu

–as always, reporting to you live


GMR/NLM update

Current year goals:

  • Promote emergency preparedness
  • Facilitate group purchasing.licensing
  • Plan for print retention and preservation
  • Assist physicians with EHR implementation

Goal 1: Emergency preparedness

Program evaluation

  • Baseline member survey (spring 2008)
  • Toolkit usability study (winter 2010)
  • Follow-up member survey (winter 2011

A CE course called: Ten step approach to service continuity planning–goal to teach every state.
Goal 2: E-Licensing Group

Group purchasing of health related online packages (ebooks, ejournals, databases). One package is currently available, Ovid-Nursing bundle. If interested, sign up for the listserv found on the GMR website, linked off of the resource-sharing tab that will be featuring more information about the package.

Goal 3: Print Retention

Print Retention Task Force focusing on the developing the preservation of materials and implemented in the next 5 year contract. Currently gathering data from the surveys of Resource Library Directors, SERHOLD, Network Member Interviews. The immediate goal is a plan

Goal 4: Electronic Health Records

ARRA funding through Regional Extension Centers (RECs) to help:

  • assist physicians to adopt EHR
  • Meaningful use of issue/standards
  • Critical access and rural hospitals

The librarian’s role includes literature assistance for health professionals and education about the standards.

Promoting Your Library website from the GMR includes several posters, like Time=Money

Go Local, no longer

NLM supported over 30 Go Local sites around the US, 7 of which were in the GMR region. Unfortunately, NLM decided to discontinued support Go Local sites in 2010. However, two of the GMR’s Go Local sites are planning to continue the services.

NLM’s decision was made based on the searching patterns from the past several years, with most focus on search engines like Google. This combined with high-amount of work involved and reductions in library staff forced the program led to the discontinuation of the program.

Funding opportunities–take advantage through EFTS, exhibits, Outreach Express, planning and assessment, professional development, professional instruction, and technology

Several new classes are being introduced, such as:

  • PubMed and the Evidence-Based Universe
  • The Topes: Planning Instruction for the Adult Learner
  • Emergency Preparedness for Libraries
  • Health Issues in the HeadlinesL Learning to read between the lines

What’s New at NLM

NCBI Training. This is a two day workshop (one will be offered at UIUC in the late fall or early winter)

PubMed Health. Under development by the NCBI that is focused on evidence-based consumer level of information. This is not intended to replace MedlinePlus, rather be a supplement for searching.

MedlinePlus recently underwent a website design. At last count, there are 36,000 pages; 859 language health topics; 172 tutorials; 185 videos (mostly anatomy and surgery). The licensing content comes from encyclopedias, health sources, and news.

Coming soon to MedlinePlus includes a mobile detection and medlinePlus Connect. The goal is to connect patients and providers to information directly and in turn improve health literacy and promote exposure for MedlinePlus.

Problem code–Code to topic mapping–MedlinePlus results

This will be released this fall.

Emergency Access Initiative (EAI)

Collaborative partnership between NLM, NN/LM, and participating publishers to provide free access to full-text articles from 240+ biomedical serial titles and select reference books to healthcare professionals and libraries affected by disasters in the US

This is not an open-access system nor a long-term substitute for access, but temporary access has been significant

NLM on Facebook and Twitter, come join for continual updates! Connect to GMR! http://nnlm.gov/gmr

-as always, reporting to you live


Transference of Knowledge in Health Literacy

I admit, blatant support of my own presentation. However, considering that I am a blogger, I decided that I’m allowed to blog on my own presentation.

My lecture was a philosophical look as to what defines knowledge and how that definition aids in the application of conveying and, more importantly, understanding health literacy. Some may ask why one should take this approach. I believe that in order to understand health literacy and how it can be understood, I must present what may seem like an over-simplification of the knowledge process. Without understanding the process and interactions within knowledge, then knowledge itself is not properly understood. And if knowledge isn’t understood, how can one actually convey it properly?

In my presentation, I defined knowledge and used a graphical representation of the interactions needed for knowledge to occur. I demonstrated that certain environments are more capable of establishing the transference of knowledge. For knowledge to be gained, one needs to be in an environment with access to someone who can communicate key ideas. Whether this person is a doctor who can directly communicate with the uninformed person, or a librarian who can offer guidance to help the uninformed person learn what they need to know, environments with this access will produce better results with the uniformed person gaining knowledge than that person attempting to navigate the digital environment.

So, for transference of knowledge in health literacy to be successful, several components are needed: the uninformed person, the object (health literacy), data (facts, etc), and a physical environment (library). The key to the equation is the environment—that is what makes the transference successful

For more details on this presentation, please feel free to email me at jgudenas@lumc.edu

–as always, reporting to you live