Delivering information skills training at a health professionals continuing professional development conference: an evaluation

In this feature, guest writer Aoife Lawton discusses the outcomes of an information skills workshop delivered at a continuing professional development conference for health and social care professionals in Ireland. The primary aim of the study was to evaluate perceptions of the effectiveness of the workshop. The study provides details of how, through collaborative partnership, the workshop was developed and delivered. Application of an adapted version of the Kirkpatrick model of evaluation is presented alongside details of what impact the event had on the attendees both immediately after the workshop and 3 months post‐workshop. The authors also reflect on the benefits delivery of the workshops had for professional health library practice and service improvement. H. S.     

Vitamin therapy and children with Down syndrome: a review of research

The claim that large doses of vitamin-mineral supplements benefit mentally retarded children has captured the attention of the general public and the medical profession. A study by Harrell, Capp, Davis, Pearless, and Ravitz (1981) reported increases in IQ and improvements in behavior among mentally retarded subjects (one third of whom were children with Down syndrome) receiving nutritional supplementation. However, subsequent studies, focusing exclusively on children with Down syndrome and using less flawed research designs, have demonstrated that vitamin therapy is not useful for members of this population.     

Development of an Instrument to Measure Undergraduates’ Nanotechnology Awareness, Exposure, Motivation, and Knowledge

There are many educational interventions being implemented to address workforce issues in the field of nanotechnology. However, there is no instrument to assess the impact of these interventions on student awareness of, exposure to, and motivation for nanotechnology. To address this need, the Nanotechnology Awareness Instrument was conceptualized. This paper is a progress report of the instrument development process. Version 1 of the instrument was administered to 335 first-year students majoring in food and agriculture fields in a pre–post fashion relative to a brief exposure to nanotechnology in the classroom. Following item analysis of Version 1 responses, a revision of the instrument was completed. Version 2 was administered to 1,426 first-year engineering students for the purpose of conducting item and factor analyses. Results indicate that the Nanotechnology Awareness Instrument shows potential to provide valid information about student awareness of, exposure to, and motivation for nanotechnology. The instrument is not a valid measure of nano-knowledge and this subscale was dropped from the final version of the instrument. Implications include the use of the instrument to evaluate programs, interventions, or courses that attempt to increase student awareness of nanotechnology. Further study is necessary to determine how the Nanotechnology Awareness Instrument functions as a pre–post measure.     

University Faculty Attitudes Toward Guns on Campus

A number of states are currently reviewing legislation expanding handgun legislation, and studies examining the public's attitudes toward gun control legislation are abundant. This article examines attitudes of university faculty toward expanding the places where concealed handguns may be carried to include college campuses and churches. An opinion survey was administered to 287 faculty/administrators. Bivariate relationships are discussed, as well as three regression models examining the effects of six independent variables on support for current gun legislation, support for expanding concealed carry on college campuses, and support for expanding concealed carry in places of worship. Results showed that a substantial majority of faculty opposes such legislation, but support or opposition is significantly determined by political party and gun ownership.