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Medical Reference Services Quarterly· 2026Q2

Supplementing an undergraduate nursing course with embedded video tutorials

Nicole Thomas

Short summary

A pilot program embedded short, engaging video tutorials into an undergraduate nursing course to help students translate clinical knowledge into academic inquiry, particularly for challenging research concepts.

AI-generated from the title and abstract; the full text is not read.

Key points

  • Embedded video tutorials were piloted in an undergraduate nursing course.
  • Tutorials target research concepts identified as challenging by faculty.
  • The program aims to improve students' understanding of the research process.
  • Pedagogical approach integrates ACRL Information Literacy Framework and Universal Design for Learning.

AI-generated from the title and abstract; the full text is not read.

Abstract

Nursing students, many of whom balance clinical work with coursework or are new to academic research, often struggle to translate clinical knowledge into academic inquiry. The pilot of a course embedded instructional video program, designed by the nursing librarian in collaboration with faculty, features short, engaging tutorials targeting research concepts identified by faculty as particularly challenging. The goal of this program was to provide resources that foster comprehension and understanding of the research process while empowering students to engage with a new tool or framework. This column outlines the pedagogical approach, collaborative efforts between librarian and faculty, and design principles grounded in the ACRL Information Literacy Framework and Universal Design for Learning.

The authors' abstract, as published at the source. Medical Reference Services Quarterly, 2026 · DOI ↗

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Field: Library and Information Sciences

Library and Information SciencesSocial Sciences