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2 - Strategic Development for Healthcare Knowledge and Library Services
- Edited by Geoff Walton, Frances Johnson, David Stewart, Gil Young, Holly Case Wyatt
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- Book:
- Introduction to Healthcare Knowledge and Library Services
- Published by:
- Facet
- Published online:
- 22 February 2024
- Print publication:
- 11 January 2024, pp 15-32
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- Chapter
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Summary
Introduction
This chapter examines the importance of having a documented strategy for healthcare knowledge and library services. It discusses how to recognise key drivers for the use of knowledge, information and evidence within the health service and how to use these to inform a strategy, with consideration given to aligning the strategy to both organisational and national priorities. The chapter also explains the need to place stakeholders at the heart of strategic development and describes the seven steps involved in creating a strategy, including evaluating the impact and effectiveness of the healthcare knowledge and library service strategy.
Why is strategy important?
A strategy is intrinsic to delivering an effective healthcare knowledge and library service. It showcases how to support the delivery of organisational priorities, aligning to those priorities and ensuring growth. A strategy demonstrates how a service contributes to the overall success of an organisation, the plan to evolve in the future and outlines where a service makes a positive difference. A well written and thought-out strategy gives structure to important conversations within an organisation, but also with other partners. It will be the foundation of business cases, service change, networking and building relationships with senior stakeholders within an organisation.
To underpin improvement and quality assurance, a well aligned strategy is essential. It can be used to communicate the vision to the team and stakeholders and presents a road map of how to get there. Good strategies should have clear SMART objectives (see Figure 2.1 on the next page) that demonstrate how to use team resources, experience and knowledge to advance the ambitions of an organisation. A key part of developing a strategy is ongoing monitoring and review to measure progress against the targets that have been set.
Hooks and levers
The starting point for any strategic development is to consider what is happening in the world that has an impact on the work the service needs to deliver. This may take a wide view to consider political, economic, sociological, technological, legal and environmental issues, but it will also need to consider national and local health-related concerns. National documents that can drive strategic development include other national strategies, policies and legislation.
2 - Changes in information generation and use
- from Part 1 - Context
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- By Jenny Turner, St Leonards-on-Sea, UK, Louise Goswami, Kent, Surrey and Sussex Deanery, Tunbridge Wells, UK, Neil Ford, Bournemouth University, UK, Sue Lacey Bryant, NHS Milton Keynes, UK, Christine Urquhart, Aberystwyth University, UK
- Edited by Alison Brettle, Christine Urquhart
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- Book:
- Changing Roles and Contexts for Health Library and Information Professionals
- Published by:
- Facet
- Published online:
- 08 June 2018
- Print publication:
- 23 November 2011, pp 15-38
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- Chapter
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Summary
Introduction
This chapter provides an overview of the way changes in publishing (in the widest sense) and information use are affecting library and information services in the NHS and higher and further education, and points to the way the health services aimed at greater patient and client choice will affect how primary health care services (and social care services) will be organized. Library and information services are changing and will change even more, with different models of service delivery likely to emerge. In the first section, Jenny Turner and Louise Goswami present the perspective from the NHS, discussing the implications of continuing professional development for a much wider range of staff, the needs of students on placement, and the way e-resources and open access publishing will change the ways in which staff access materials. Such open access ideals often fall foul of NHS firewalls, however. The next contribution, from Neil Ford, discusses some of the changes from the higher education perspective. Assumptions that all incoming students will be Millennials and digital natives need to be tempered by the fact that many students entering degree courses in the health professions are mature students. In many ways, such mixed groups are more rewarding to teach and support, but it is not possible to make sweeping assumptions about the information and IT literacy of the student cohort. We are still collecting good evidence about the effectiveness of various models of information literacy support, but it is likely that excellent liaison with academic staff and a support programme that is suited to many different levels of skills and knowledge is likely to be more effective than the library operating on its own. As Neil Ford points out, evidence-based practice means something to health students, and if information literacy programmes are not seen to contribute to evidence-based practice then they may not seem relevant. It is also important to remember, as Sue Lacey Bryant points out, that the existing evidence that is needed to make a decision about commissioning may be hard to find. The evidence may not come already prepared, it may need to be put together from multiple sources, and that includes sources that are not published in the traditional sense of books, journals or reports. And the information on costs is more vital than ever.
Nonword reading across orthographies: How flexible is the choice of reading units?
- USHA GOSWAMI, JOHANNES C. ZIEGLER, LOUISE DALTON, WOLFGANG SCHNEIDER
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- Journal:
- Applied Psycholinguistics / Volume 24 / Issue 2 / June 2003
- Published online by Cambridge University Press:
- 04 June 2003, pp. 235-247
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- Article
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It was predicted that children learning to read inconsistent orthographies (e.g., English) should show considerable flexibility in making use of spelling–sound correspondences at different unit sizes whereas children learning to read consistent orthographies (e.g., German) should mainly employ small-size grapheme–phoneme strategies. This hypothesis was tested in a cross-language blocking experiment using nonwords that could only be read using small-size grapheme–phoneme correspondences (small-unit nonwords) and phonologically identical nonwords that could be decoded using larger correspondences (large-unit nonwords). These small-unit and large-unit nonwords were either presented mixed together in the same lists or blocked by unit size. It was found that English children, but not German children, showed blocking effects (better performance when items were blocked by nonword type than in mixed lists). This suggests that in mixed lists, English readers have to switch back and forth between small-unit and large-unit processing, resulting in switching costs. These results are interpreted in terms of differences concerning the grain size of the phonological recoding mechanisms developed by English and German children.