Background & Objective:
Over the past several decades, systematic reviews have become a major part of the biomedical research literature landscape. While systematic reviews were originally developed for medicine and its related fields, they are now published in other disciplines. Our initial goal was to broadly investigate and describe the non-health sciences subject areas and disciplines that are publishing systematic reviews. Specifically, our research questions were,“What disciplines outside of the health sciences are adopting systematic reviews as a research method?” and “What implications may this have for health sciences librarianship?” Based on our initial findings, we will propose avenues for future research.

Methods & Discussion:
We conducted a search in the Scopus database to serve as a representative sample of the research literature. We searched for the phrase “systematic review*” in the article title or abstract, and limited the results to review articles from journals. We filtered out articles published in health sciences disciplines using the Scopus subject categories, and examined the articles that remained. The resulting set of titles was screened by two independent reviewers in a stepwise fashion. First we read the titles, then the abstracts, then the full text of remaining articles to determine if each was a systematic review and addressed a topic outside of the health sciences. We reconciled any differences for citations on which there was not initial consensus between reviewers. Lastly, we examined each remaining article to categorize its subject area or discipline. Our initial search included a number of systematic reviews outside the health science disciplines, and will yield data that has implications for librarians in the health sciences and in disciplines outside the health sciences field.

While PhD dissertations are typically accessible many other terminal degree projects remain invisible and inaccessible to a greater audience. Over the past year and a half, librarians at Arizona State University collaborated with faculty and departmental administrators across a variety of fields to develop and create institutional repository collections that highlight and authoritatively share this type of student scholarship with schools, researchers, and future employers. This poster will present the benefits, challenges, and considerations required to successfully implement and manage these collections of applied final projects or capstone projects. Specifically, issues/challenges related to metadata consistency, faculty buy-in, and developing an ingest process, as well as benefits related to increased visibility and improved educational and employment opportunities will be discussed. This interactive presentation will also discuss lessons learned from the presenter’s experiences in context of how they can easily apply to benefit their respective institutions.

Objectives: With more and more of our students enrolling in online degree programs and attending class virtually we as librarians must ensure that we are providing the same level of education, content, and service to these online students as we do to our in-person students. This poster will describe the development and implementation of multiple library modules across a 100% online RN-BSN nursing program at a large public institution.

Methods: The librarian met with and worked with instructors across three courses in the online RN-BSN program to discuss and examine current library content and instruction that already existed in these classes, as well as the need for new content and modules. An instructional scaffolding approach was settled on, where new content would be introduced progressively to students over the course of three semesters in three separate consecutive courses. In previous semesters, many faculty simply chose their own library content, linked only to the general tutorials page, or lacked any library content at all, making a new structured approach even more necessary. This poster will describe the development of these library modules in more detail, including software used and best practices, and will also focus on the implementation and lessons learned.

Results: A total of five new modules were implemented in the first two classes, while current library tutorials were kept in the third class in the sequence. The modules focused on teaching the students information literacy and database searching skills.

Conclusion: Sequencing library modules over the course of multiple semesters allowed students to build upon core knowledge that is necessary to successfully complete increasingly advanced assignments and gain research skills that can be applied in their future careers as nurses.

Patron Driven Acquisition (PDA) is a growing method of collection development in academic libraries that follows a Just-In-Time model versus the more traditional Just-In-Case model. Arizona State University (ASU) implemented our current PDA plan and profiles in 2009 with minimal changes occurring since this initial implementation date. Our PDA model of collection development involves purchasing print and e-books when users select them in the online catalog, rather than receiving items on an approval plan or by librarian selection. After an initial investigation concluded that several major health sciences publications had not been loaded into the catalog for potential patron selection, we began a more thorough examination of our PDA profile.

ASU serves over 6,500 students, faculty, and staff in Nursing and Allied Health fields in a range of programs requiring a robust collection. This poster details the process we used to determine whether the profiles created by previous librarians in 2009 have succeeded in uploading records for publications that appear on the 2014 nursing texts from Doody’s Core Titles into our catalog. Specifically, our poster will present on the number of Doody’s titles that were excluded from the PDA plan due to our profile settings and analyze why these titles were excluded. Our findings will allow us to order titles that are currently missing from our collection as well as tailor our PDA profiles to include key texts in nursing and allied health subjects in the future. We will also provide recommendations and considerations for other libraries considering or using a PDA model for purchasing texts in the health sciences.

Objectives: While PhD dissertations are typically accessible as part of a university library’s general collection, or as content within a proprietary database, many other terminal degree projects remain invisible and inaccessible to a greater audience. This poster will describe the development and creation of a digital repository collection containing doctor of nursing practice (DNP) student’s final projects.

Methods: The “Doctor of Nursing Practice (DNP) Final Projects Collection” was created over the course of one semester and included initial discussions with program faculty and administrators, the creation of a student consent form, the development of a process for adding student work to the repository collection, and a presentation to graduating students. This poster will describe the process in more detail, discuss benefits and challenges, as well as highlight the considerations to keep in mind when developing and creating a digital collection of student work. Additionally, best practices and lessons learned will also be described to provide valuable information to others considering creating this type of collection at their own institution.

Results: At the end of the first semester of implementation, twenty student projects existed in our public collection. On the whole, both faculty and students were pleased to have a collection highlighting the work being done in their program. Valuable lessons were learned that can be applied in the next semester of implementation. Specifically, metadata consistency was an issue during the initial uploading process. Gaining select faculty and student buy-in by allaying concerns related to some student’s wanting to publish in a peer-reviewed journal on the topic of their final project remains vital.

Conclusion: Creating open access collections of student applied final projects or capstone projects allows for greater visibility of this type of often overlooked student scholarship. Specifically, the final projects showcased can now be found and accessed by potential employers, researchers, other schools, and other DNP students. In many cases these final projects have applied real-world impact related to answering clinical questions or patient care that should be shared with the world.