Helena Mc Keever

ID. 3112874
User Education and Reference Skills 72.271
Assignment 3
Task 1: Analysis of user education in Hawkes Bay District Health Board
Library
The Hawkes Bay District Health Board Library is located at the Hawkes Bay Hospital,
Omahu Road, Hastings. Entry is at Gate 5, Canning Road. The library is on the first
floor, in the education centre above the emergency department. The current
Education and Development manager is Viv Kerr BA (ILS), BLIANZA. Viv works in a
team of four library staff alongside Alex Bellamy, Library and Education Centre,
Nicole Kerr, Education and Development and Chanelle Deslandes, Programme
Incubator. (V. Kerr, personal communication 19 October 2013). I spoke with Viv on
the topic of user education in this library on Tuesday 15 October to assist to write an
initial report that describes and evaluates the user education offered. (V. Kerr,
personal communication, October 15, 2013).
The DHB library, one of 25 medical libraries set up in New Zealand hospitals (Pryor,
L, n.d), serves medical nursing and allied health professionals in the geographic area
of Central Hawkes Bay, Chatham Islands, Hastings, Napier and Wairoa. It also serves
the 2,600 employees of the District Health Board (C. Deslandes, personal
communication, October 24, 2013). The library has a role of acting as a repository for
medical knowledge use for care of patients and diagnosis as well as with the
continuing education and education and information needs of nursing and allied
health professionals. (Pryor, L, n.d, p.155)
Baseline customers are new graduates, nursing students and staff, house
officers, trainee interns, registered medical officers, consultants and elective
students. In general, consultants browse for interest whereas students search
for content because they have to. Elective students are often using English as
their second language. Nursing students have an average age of 45 and their
further education is constant. There can be a struggle with computer literacy
with both these groups. There is group teaching for users along with one-toone teaching which is more We look after health professionals in the
community and not just the DHB professionals. Some users have likely used
Wellington and Otago medical libraries: they are an academic user. (V. Kerr,
personal communication, October 15, 2013).
Core resource holdings are required by the medical council and are audited every
three years which allow hospitals to teach. The main holdings are journals (300
journals) and electronic databases held by the library (2,500 full text journals).
Recommended texts for medical libraries to support medical education in the
immediate postgraduate years prior to vocational training are set annually (Medical
Council of New Zealand 2012). 59
The library is no longer a stand-alone library but for the last three and a half years
part of Education and development. The education centre has a large new
conference room, four other new rooms, each with video conferencing, and two
additional rooms recently added and an Internet suite of 15 teaching computers 5
minutes walk away. The Otago University baby interns (medical students) are

housed on this floor and Victoria University has a room for its students. This has an
impact on the user education offered as the library no longer works separately but in
collaboration with users of the education centre.

The library keeps DHB records, archiving clinical and non-clinical records.
Learning and Development staff create and design all e-learning modules
working in partnership with different departments
The library holds all training histories for all DHB staff. This is audited every 2
or 3 years as each profession has its own audit cycle.
Library staff teach all DHB staff how to use Moodle as all must complete an
initial module on Moodle to get further access to essential education and
resources (including first aid and fire safety training, the library catalogue and
databases).

Records and User education

User education involves teaching what is a record/non record. What is an
organisational record and why cant we save to our personal drives. (V. Kerr, personal
communication, October 15, 2013).
Managing the Education centre for user education
There is a great amount of user education in technology. Staff book out the rooms,
assist with computers drivers, teach users how to save presentations in correct
formats, the use of projectors and also train the trainers in different presentation
styles and skills.
User education and Programme Incubator for District Health Board and health sector
We take three to four health professionals to 23 high schools with the kids between
12 and 13 years. (V. Kerr, personal communication, October 15, 2013) The
education and development team speak, mentor and encourage students into health
careers. The hospital library team help prepare the speakers to speak with the high
students and suggest they tell stories to the children that pique their interest about
various careers. DHB employees are voluntarily engaged to participate in
Programme Incubator (Hawkes Bay District Health Board, n.d).
There is a National Coordinator who travels with a team as well as Chanelle
Deslandes from the library team (V. Kerr, personal communication, October 15,
2013).
Guest Programmes/Guest Speakers for user education
Examples of programmes on offer include:
Palliative (multidisciplinary care to relieve suffering) care study day
International conference on Autism Spectrum Disorder (Monash University,
Australia)
Sleep Course & Behavioural Course for psychologists and psychiatrists
Dental health for teenagers and the older person.
Library staff work to liaise with the users regarding courses, how to use the rooms
and to gain understanding of what users want and what the organisation and library
staff want or need.

LIANZA User Education

There are two health Study days for health libraries (two days mid-year) (V. Kerr,
personal communication, October 15, 2013).
Database training
Databases/Database Training User education
EBSCO are good suppliers. They come to the library to give training and
consultation. (V. Kerr, personal communication, October 15, 2013).
There are also electronic journals from international publishers
Databases include: Rehabilitation Reference, Medline, CINAHL (nursing databases)
Psych Info, Psychology Science and Behavioural Collection, Health Business Elite,
TOXINZ, Up-to-date (diagnostic tool).
Library Databases can be made available from home for DHB employees with access.
There is no library access on the DHB general website. However DHB staff have
access via Intranet and internet offsite access to databases and the catalogue.
Websites book marked on the library intranet include:
MP Consult (52 eBooks, 72 journals, reports).
Case Search
Cochrane library
Google Scholar Peer reviewed articles
And Drugs Information Portal amongst others.
Intranet localised internal server for DHB named Nettie

Library Catalogue - Liberty 5 is accessed from the intranet. The library has one
of several main tabs across the top of the home page from which the
catalogue, database and other resources can be accessed. Teaching how to
access the catalogue is not a key part of user education offered on any regular
basis, staff comment that it is used less that it should be and that not all staff
know how to use it, preferring to come to the library and request resources, to
browse or to use a paper based catalogue retrieval tool.
Library services
Free internet for staff of the DHB
Free photocopying of journals for staff. Journals cannot be issued.
Access to the intranet and catalogue by some external users such as Cranford
hospital staff
Ask a Librarian Service that will hold the users search and send that info to the
library
Request form - if not on a database, if requesting a book or interloan.
Interloans
The DHB library does interloan and is a member of the Te Puna Interloan Scheme and
the NZ Interloan Scheme with Charter status in the NZ Interloan scheme (Directory of
New Zealand libraries: Hawkes Bay District Health Board Library (n.d)). This
compares well with other medical libraries as all Healthsig libraries use Te Puna.
There are 21 Healthsig libraries (generalised health libraries) with interloans
reciprocal, ie free items and 45 Healthlib library members included ACC. The library
had special membership in HealthLi: HealthLib Inc.

Evaluation:
How suitable is the range of user education offered ?
User education statistics are not recorded so it is difficult to extensively evaluate the
effectiveness of user education in the medical library.
Orientation for new batches of DHB students occurs on the second week of every
month and this could include more time for library education. (V. Kerr, personal
communication, October 15, 2013).
The death of a library team staff member had meant some slowdown this year and
a reluctance to take on too much outreach. (V. Kerr, personal communication,
October 15, 2013).
The range of user education listed includes inter-loans, collaboration with the
education centre and outreach with the users of the conference rooms and with a
support programme for teenagers in Programme Incubator. Basic user education
such as bibliographic instruction and teaching of the use of the catalogue and
databases must improve. Access to the journals on site is not immediately apparent
with little signage.
How appropriate is the visibility and placement of materials and signs
The library has minimised signage because people have a limited time to use the
library (say 5 minutes). .signage doesnt work well and staff have just five minutes
to show a user how to do something (V. Kerr, personal communication, October 15,
2013).
There is a TV monitor providing a schedule in the hall way of the education centre
leading to the library and other conference areas and signage giving opening hours
of 8am to 4pm with 24/7 access to library for shift workers.
How well are user initiatives promoted?
Promotion of user education material is via staff notice boards in all departments
and via email out within networks also public notice board to community. Library staff
email their networks to get out invitations to conferences etc.
An important comment that Viv made was that The library has a low profile and
fewer signsthis is partly due to the libraries location near emergency services. The
main door to emergency services opens to the car park. A corridor to the right of this
emergency services lobby leads to the stairs and a lift with signage for the library. On
the second floor there to the right, the library and to the left conference rooms and
auditorium. (V. Kerr, personal communication, October 15, 2013).
Part of the reason that only hospital staff have access to the resources is that We do
not want self diagnosis.and the information held is not in the general public
arenaand patients cannot have general public access (V. Kerr, personal
communication, October 15, 2013).
User education materials are largely basic written hand-outs and face to face
discussion. However the physical resources in terms of the the library, education and
the conferencing capability in good. There is effective web layout for the library on
the intranet.
Bhatti and Asghar (2010) examine student evaluations of a medical library and
results show dissatisfaction with interlibrary loan services, user education and

translation service, information services and reference services and a shortage of

professional staff. More text books and the latest journals and facilities were wanted.
In Harris and Peterson (2003) there is a recommendation for medical libraries to
consider working in groups of libraries and to purchase electronic materials and to
look at the possibility of resource sharing through consortia. Section 1.3 of Standards
for New Zealand Health Libraries states that monitoring and evaluating strategic and
annual plans and collection and analysis of statistical data are needed to develop
strategies to address problems or deficiencies.
c) What can be done to improve user education at the HBHHB library?
There is a need for better introduction to the catalogue and digital resources and
bibliographic instruction in particular for the catalogue, databases. (A Bellamy,
personal communication, October 24, 2013). The physical resources are regularly
browsed without reference to a catalogue. A paper based catalogue is used. (A
Bellamy, personal communication, October 24, 2013).
Databases should be evaluated as currently they are four months out of date,
purchasing through consortia may improve this. Another problem is that Medical
language can be difficult to understand. As it is shortened and abbreviated. We
work in it but dont read it (V. Kerr, personal communication, October 15, 2013). In
addition staff training in accessing a translation service for international students
may help.
Signage could improve. Accessibility to digital resources could improve. The team
could increase in size with staff working across portfolios and with increased ability to
step into each others job. Improvement could be made to records and statistics
kept, for example, door counts, and users education stats.
[Word count excluding quotes and references 1500].

Task 2: Planning a User Education Programme

Planning a user education programme for the Hawkes Bay District Health board
library, including selecting & describing target group, drawing up a needs
assessment for the selected group, objectives, and detailed 3-session plan.

The target group: Corporate groups with the DHB including but not defined to Human
resources, Planning and performance, the CEOs office, Finance; new and existing
corporate staff to be included in this target group. The DHB employs a total of
approximately 2,600 staff. There are several types of people in the corporate users
and these include organisational staff such as recruitment, education and
development staff, payroll, occupational health, the doctors unit, communications,
project management, organisational staff responsible for contracts and portfolios,
legal staff and accountants. Most are aged between 20 and 65 and they are all
engaged in paid work. There is mix of men and women and ethnicities.
We identify corporate users as being infrequent users of library services and that
will include online learning (V. Kerr, personal communication, October 15,
2013).Nicole named on her hand the number of corporate users who use the library.
(N. Kerr, personal communication, October 24, 2013).
Corporate users are not the medical professionals or the medical students or nurses
they are the other staff members of the DHB, although they may be clinically trained.
They are not as likely to have course reading needs such as students have or need
diagnosis tools provided my library literature and databases such as a medical,
nursing and allied health professionals might have. There are approximately 120
corporate staff members working for the Hawkes Bay District Health Board (N. Kerr,
personal communication, October 24, 2013).
Corporate members are not currently well served for user education, or do not use
the library at all.
Corporate uses are likely to already know how to use other libraries and may use the
medical library to issue books about for example, project management and

supervision. They rarely use the internet but may use the library as a space for
relaxation. They are likely to be infrequent users of the online catalogue. (A. Bellamy,
personal communication, October 24, 2013).
Corporate users are likely to be computer literate to a degree and to have accessed
other libraries and will not have necessarily used the hospital library. They are an
academic user. They may use the resources online. This may be because the range
of resources held by the Hospital library are mainly clinical resources and because
corporate and administrative staff can access library resources from the intranet,
from their offices.
Hospital departments buy their own resources. Even with journals articles some
departments retain these holdings in their own work spaces. Corporate users are
likely to have their own resources in their departments and some even buy books
through the library supplier to charge to their cost centre. This could be a possible
barrier as to why corporate users are infrequent users of the library and education
centre.
Corporate users need to use the library to stay current within their field.
They need to keep current with what is happening in their area nationally and
internationally and that they rely on the library for search for this information rather
than being able to search for it themselves, to improve their information literacy. (V.
Kerr, personal communication, October 15, 2013).
They need to have accessibility to resources and learning and to know whats
available particularly electronically. Staff would ask Did you know that (a resource
or service) was available?, for example. Staff can mention other services, for
example, the free journals and laptop access (V. Kerr, personal communication,
October 15, 2013). 563 35 =528
Needs assessment for the corporate user group:
Employees need to be equipped to be efficient information users and life-long
learners (The Open Polytechnic, 2013, p.1.)
Staff need to access Moodle for example library staff can tell users how to access
login. Users have to use about Moodle as they are required to use Moodle to access
information to do their job.
HHB corporate users are the libraries business they are not outsiders. They are not
interruptions to our work but the purpose of your work and deserve courteous
attention. (The Open Polytechnic of New Zealand, 2013, p.13).
These reluctant users need to be encouraged to visit the library and to know what
services are offered.
They need to be confident to access the catalogue they have access to on the
intranet. There are also some more general databases that could interest them, for
example a law database such as Brookers.
Corporate users will not want to be overloaded with unwanted information. However
in most cases the library staff could help users such as corporate users understand
the information context a bit more by (our) approach to helping solve their
information problem. (The Open Polytechnic of New Zealand, 2013, p.13). A basic

understanding of the resources offered to their colleagues in the DHB would likely be
beneficial.
Maori Corporate users would benefit from this type of user education. V. Kerr,
personal communication, October 15, 2013). We know that many Maori staff are in
support roles we want to encourage them into clinical positions. V. Kerr, personal
communication, October 15, 2013). It would be interesting for Maori corporate users
to know that the library liaises with the Maori Health Unit, that Programme Incubator
addresses Maori students and that the library supports TURAKI Maori Workforce
Development Programme. V. Kerr, personal communication, October 15, 2013).
Corporate users need to be assisted to be flexible and confident in new information
environments as technology and mediums for delivery of information are changing
rapidly year by year. (The Open Polytechnic, 2013, p.1.)
Corporate users like other users, need to be assisted to clarify their problems and to
find the best solution for them. (The Open Polytechnic, 2013, p.1.)
Objectives for the corporate groups user education programme:
The library sits within the education centre and close to critical areas. The library is
accessible to all District Health Board members and this applies to user education
initiatives. Objective one is to make the corporate users visit the library and
education centre. Users understand the purpose of the library and education centre
and have a knowledge of how to access it.
Corporate users need to know how to navigate the library resources online.
Corporate users need to know what is available online, where to locate what is
available. Objective two is to prepare users to access the online resources. This will
allow them to access resource in the library and from their departments. Users can
then choose the most suitable items from the catalogue or article in a database. (The
Open Polytechnic, 2013, p.19).
Corporate users would not know other services the library offers, ie what the library
can assist with. For example many would not know the library interloans books or
that the library has a scanner that could be useful for work use or that there is a
hospital internal phone that is free to phone anywhere in the hospital from the
library. Users will become aware of the rules and be willing to ask a librarian for help.
Objective three is show what other services the library offers.
Objective four is that corporate users will learn what successes the library has had. It
is important that corporate users are aware of the role of the library and the
importance of the library. Corporate users can explain to others about their practical
knowledge gained and be able to apply this in practical situations for example when
referring others to the library or when liaising with the library in some way.
A user education programme for the corporate users:

Session One:
Library visit and
brief education
centre tour

Visit the HBDHB medical

library, examine the
physical layout of the
library and education

Resources:
Library space,
education
centre space,

Because
different
users prefer
different

centre and make users

away of physical
resources, eg journal and
environments (study area
and, conference rooms for
example).
Meet the library team
Where you can find things
in the library.

Session Two:
Moodle login in
computer suite
and introduction
to Moodle, basic
user education on
line such as first
aid online
compulsory
education and the
Catalogue.
This will prepare
users to access
the online
resources

A new corporate
employed by the DHB
would need to come to the
library to access Moodle.
They receive their login
details from the library
The corporate user is
where to access the user
education online.
First aid, fire training,
manual handing, health
and safety (also at the
clinical lab) has now been
moved on line for existing
users. This training has to
be revalidated.
This training is now
completed my
departments and
allocated on certain dates
of the year.

library staff
available (Alex,
Nic, Myself).
Staff members
to accompany
groups of
students
around the
facilities.
Written
material
Introduction to
Journals and
other physical
resources when
walking around
the library.

Resources:
The training
requiring
access to
computers
must take place
in the IT
training room.
This is located
on the other
side of the DHB
within
community
mental health.
The room seats
10-13 users
each with a
training

styles of
communicati
on and have
different
learning
styles staff
need to be
diverse with
their teaching
strategies.
For example,
to assist
global and
sequential
learners by
linking the
library
location to
their bigger
picture of the
hospital and
begin the
library
introduction
sequentially
with an
introduction
to the
physical
spaces and
library team.

Use the
digital
conferencing
and
interlinked
computers.
Use a
handout and
work through
with the
corporates to
search the
databases.
Have
particular
searches and
search
strategies pre
planned. Use
verbal and

A brief overview of the

library function as staff
records manager is
explained
The library catalogue is
show and user search
strategies demonstrated
with a quiz handout.
Break for Lunch

Session Three:
Database Training

Showing what is available

e-journals/databases
contact details
Show database that is
relevant to them

computers.
The room is a 5
minute walk
from the main
hospital library.
To get around
issues of
distance from
the library, staff
will usually
break for lunch
at the
conclusion if
meeting back
at the library.

IT training
room.
Written
material will
include
handouts for
how to use
various
database, for
example
Brookers Online
and Cinahl (see
attached
appendix).
These
resources are
created by
library staff.
Library staff
receive training
from database
trainers from
time to time on
request and
this training
informs the
user education
provided to

visual
techniques as
much as
possible.
Be aware of
the lighting
and any
special
learning
disabilities
learners may
have. Speak
clearly. Talk
for approx.
15-25
minutes then
give one to
one
assistance
with the
computer
searches.

Let the
students
know you are
available to
help them at
any time to
access
databases
through the
ask a
librarian
services.
Allow them to
reflect on the
database
instruction
and come
back to you
later as well
as to actively
learn to use
the
databases in
this session.
Encourage
independent
use of the

DHB
employees.

databases.
Give a quiz
and Before
they
complete the
quiz give
them given
the
information
that they
need to
complete the
quiz.

Similar user education occurs on the second Tuesday of every month for orientation.
This corporate group of 120 would have to come in smaller groups as department
managers made staff available.
Give the corporates an evaluation sheet for them to record the most useful things
they have learned and the quality of their overall experience. Ask if the medical
library meets the information needs of themselves as corporate DHB employees.
Record any informal feedback.
Keep a record of attendance and watch to see if the corporate users use the library
increases after the user education.

Task 3: Reflection of the course as a whole

a) How practical user education initiatives (such as library guides, training
sessions, etc.) contributes to information literacy in the communities served
by libraries, both for those using libraries regularly and those who dont show
willingness to reflect on your learning process

Practical user education initiatives improve the skills and capability of users to
make the best possible use of library resources and to be confident in the key
user education skills including physical and online searching - bibliographic
searches of catalogue and databases. Training sessions ensure that time is
spent within the library setting, with the library equipment and resources and
staff. The needs of users can better be identified and corresponding services
that the library provides can be promoted. This can increase the confidence of
people to use the library to find relevant digital and physical resources and to
use the library physical space and the online sources and services. Users will
use the interloan service if they know more about it, for example and users
will be able to keep up to date and find the diagnostic and treatment articles
they need as high functioning health professionals.

b) How an understanding of learning theories/styles helps librarians design

effective user education initiatives for the community as a whole show that
you are able to discuss how you think understanding different learning styles
will help you design effective user education initiatives.
Modules One and Two covered these aspects of the course in a very effective way. I
have studied learning theories before in an education paper. But I found the way
these theories, Behaviourism: stimulus and response, Cognitivism: developing
understanding, Experientialism: learning by doing and Constructivist Theory:
reflecting on learning were explained concisely in this course and for assignment
one. I found the learning style theories very relevant also as previously I has only
been aware of VARK and was very interested to discover active/reflective, sensing
/intuitive, visual/verbal, and sequential/global - the learning style dimensions
(Felder & Soloman, n.d). My strategies for modelling good information literacy can
now be better informed by the knowledge that different people have a range of
learning style preferences in the four dimensions. I can see what is means to be
sequential, global, active, reflective, sensing and intuitive. I think it is important to
evaluate the user experience and to request feedback from users because the library

literature can show that expectations are not always met and that problems do exist
in libraries and that reviews can allow for change and best use of valuable resources.
c) What you found most useful and interesting in the course, and how you will
use your new learning in your work that you can evaluate the course and
how it might be useful to you in your work as a librarian. Show that you can
evaluate the course and how it might be useful to you in your work as a
librarian
The most useful thing in this course was probably reinforcing the processes and
steps in the reference encounter as well as the learning strategies for the diverse
learners I will encounter. I very much enjoyed visiting the medical library in this last
assignment and the polytechnic library in my first assignment. Meantime at the
reference desk in the Hastings public library I do believe my overall library training
has improved in a very positive way. Whenever I use the catalogue I access the
subject heading and use search strategies as well as general keyword searches. I
think much more ambitiously about a literature list and providing a much wider
range of the latest resources (New Zealand sources and other international sources)
for any of the questions I am asked. I have improved on some basic knowledge about
reference resources for example that the yearbooks are on now digitised the
Statistics New Zealand webpage. I have found the articles in the recommended
library database, Library Literature and Information Science fulltext via EBSCO Host
to be very relevant and interesting. Likewise any e-books sourced from the Open
Polytechnic Library. I can search medical library and user education for example
and come up with relevant results.
The forum posts written my other students and by Nicole Gaston, and by Peta,
Amanda and by Tom, the course librarian, have also contributed positively to my
learning. I know I will use the Modules in the future to re-read and reflect on and to
improve my practice particularly when it comes to evaluating sources and services
and creating and planning for user education and for reference enquires.
I have also learned how important it is to be visible and approachable and friendly to
approaching customers to remove any barriers to them asking for the information
they need at the information or reference desk. I have enjoyed to learn about the
recommended behaviours for library professionals.
The course will have practical implications on how I take steps to improve my
provision of library services and to potentially upgrade the level of satisfaction of
library services and sources by the user community.
A fun paper. Thank you to the Librarians.

Reference List task 1

Bhatti, R., & Asghar, M. (2010). Library Services to Medical Students Quaid-e-Azam
Medical College, Bahawalpur: A Case Study. Pakistan Library & Information
Science Journal, 41(1), 23-31
Harris, L., & Peterson, M. (2003). Sharing the burden: A model for consortium
purchasing for health libraries. Journal of the Medical Library Association, 91,
361-364. Retrieved October 23, 2013, from
http://www.pubmedcentral.gov/articlerender.fcgi?tool=pubmedid=12883557
Keyser, M.W. (2000). Active learning and cooperative learning: Understanding the
differences and using both styles effectively. Research Strategies, 17, 35-44.
Library and Information Association of New Zealand Aotearoa. (2007-2008).
Standards for New Zealand Health Libraries. Retrieved October 23 2013, from
http://opac.lianza.org.nz/community/health-sig/publications
Library Services (n.d).Retrieved from
http://www.hawkesbay.health.nz/page/pageid/2145869766/Library

Medical Council of New Zealand Recommended textbooks, manuals, journals and

electronic resources (2012) Retrieved from
http://www.lianza.org.nz/community/health-sig/publications
Pryor, Lynda (n.d). Medical Libraries. In A. Fields, & R. Young, R. (Eds.), Informing New
Zealand: libraries, archives and records = Hei puna whakamohio mo Aotearoa:
whare pukapuka, puranga korero, whare taonga (5th ed., pp.153-163). Lower
Hutt, New Zealand: Open Polytechnic of New Zealand.
Standards for New Zealand Health Libraries (n.d) Retrieved from
http://www.lianza.org.nz/community/health-sig/publications
The Open Polytechnic of New Zealand. (2013). Module 3: User Education. In 72.271
User Education and Reference Skills. Lower Hutt, New Zealand: Author.
Withers, C. M. (1995). Being effective in the classroom. In D. Barclay (Ed.), Teaching
electronic information literacy: A how-to-do-it manual (pp.23-40). New York:
Neal-Schuman.
Directory of New Zealand libraries: Hawkes Bay District Health Board Library (n.d).
Retrieved from http://directory.natlib.govt.nz/library-symbols-web/library/HAM

Reference List task 2

Hawkes Bay District Health Board (n.d). Programme Incubator: Mentoring &
Careers in the Health Sector [Pamphet]. Hawkes Bay, NZ: Hawkes Bay District
Board.
Felder, R.M., & Soloman, B.A. (n.d). Learning styles and strategies. Retrieved from
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