Foundations of Nursing - Health Promotion

Use this tool to understand how the research skills contained in the course outcomes, or other indicators, align with developmental stages of information literacy and critical thinking. See how PCC Librarians can help support the integration of research concepts and skills at levels appropriate to the course outcomes. This guide was prepared by the PCC librarians for Foundations of Nursing - Health Promotion (NRS 110)

Research support framework

The following shows where Foundations of Nursing - Health Promotion fits into the Research Support Framework developed by PCC Librarians.

Information literacy developmental stage: 
Information Mediation
  • Are the qualities of the results what I need?
  • Can these information sources help support my thesis?
Cognitive domains and information literacy outcomes: 
Academic inquiry
  • Directed searching in discipline-specific contexts
  • Connecting sources and integrating them

Library support of CCOGs

These are the course outcomes and other indicators which require library support.

Intended course outcomes related to information literacy: 

Information literacy is in other parts of the CCOG

Outcome assessment strategies relating to information literacy: 
Course content relating to information literacy: 
  • Health promotion across the lifespan
  • Evidence based practice
Course activities and design relating to information literacy: 
  • Projects
  • Written papers
Other indicators of required information literacy outcomes: 

From the Course Description: "To support self and client health practices, students learn to access research evidence about healthy lifestyle patterns and risk factors for disease/ illness. . . ."

Course integrated research support

These are the ways that the librarians can support information literacy achievement for the students in this course.

Corresponding information literacy outcomes: 
  1. Measure factualness and validity of sources
  2. Use search strategies familiar to nurses
  3. Locate scientific reports, journal articles, and other professional level artifacts


Information literacy instructional objectives: 
  1. Define indicators of evidence-based research
  2. Identify relevant databases for topic and use controlled vocabularies in searching
  3. Use specialized search engines, library databases and journal browsing to locate sources that nurses would use


Bridging competencies: 
  • Define a research topic in a hierarchical fashion, broad to specific
  • Differentiate key words from subject headings
  • Locate relevant and reliable sources for building background knowledge