Validation of information-seeking behaviour of nursing students confirms most profiles but also indicates desirable changes for information literacy support

Using Nursing and Information Literacy Standards to Design an Online Learning Experience

BACKGROUND

Although evidence-based practice is a tenet of nursing education, students struggle to learn information literacy skills that transition to practice. This quality improvement project created an online learning experience for prelicensure baccalaureate nursing students to increase their ability to locate and critically appraise evidence.

METHOD

A framework based on nursing and information literacy standards was developed to establish baccalaureate-level information literacy knowledge and skills. This framework and cognitive constructivism were used to design a learning experience. The intervention was integrated into a research and theory course.

RESULTS

Students demonstrated a higher level of competence in identifying types of sources and using information ethically but had a lower level of competence in defining their information needs and locating relevant resources.

CONCLUSION

Findings support the positive effects of an online learning experience to increase competence in the knowledge and skills expected of information-literate baccalaureate-prepared nurses. [J Nurs Educ. 2024;63(9):638-642.].

Evidence-based information-seeking behaviors of nursing students: Concurrent think aloud technique

Background

With the expansion of scientific information, and the beginning of evidence-based practice (EBP), embracing "evidence-based information-seeking behaviors" is essential to provide effective up-to-date nursing care. To better support students' evidence-based information-seeking behaviors, this study explores how nursing students actually search and identify evidence-based information.

Methods

A concurrent think aloud technique was employed in which 12 nursing students were asked to verbalize their thoughts whilst using search engines to find EBP to inform their practice.

Results

In general, searching literature per se is complex and many different searching activities are employed, including triggering, recalling, scanning, linking, accessing, retrieving, relating, extracting, evaluating and referencing. The search behavior may involve some iteration of the cyclical activities of scanning, linking and accessing. It is believed that background (recalling pre-existing knowledge), assessing relevancy, evaluating and referencing are pertinent to evidence-based practice information-seeking behavior. In view of this, the study proposes a new model of evidence-based information-seeking behaviors.

Conclusion

This study presents an evidence-based information-seeking behavior model based on a number of identified searching features. Results may have important practical implications for nursing educators.

Information literacy: assessment of undergraduate and graduate nursing students

Purpose

To describe the perceived level of information competency among nursing students in Jordan.

Design/methodology/approach

Cross sectional-correlational design was utilized. Data were collected using an electronic self-administered questionnaire from graduate and undergraduate nursing students in Jordan.

Findings

Nursing students showed a moderate mean total score of information competency (184.11 out of 280, SD = 22.92). Among information competency subscales, using the information technologies subscale had the highest mean score, while information from the mass media subscale had the lowest mean score. Information competency of nursing students was positively correlated with students' age. Significant differences were found in information competency according to the academic level, addressing scientific research and research in databases in the course of the study, frequency of meeting the supervisor to discuss the research and university sector.

Originality/value

Although there are numerous studies worldwide that assessed nursing students' information literacy, this paper represents the first study of information literacy competencies among nursing students in Jordan. While the content supports conclusions that have been drawn from other studies, this study is novel in terms of the student population it addressed. Information competency among nursing students can be improved by integrating standard research and information competency courses at the undergraduate level and involving mass media platforms in the nursing education curricula.