Supporting the development of information literacy skills and knowledge in undergraduate nursing students: An integrative review

2020 ◽  
Vol 95 ◽  
pp. 104585 ◽  
Author(s):  
Margaret Purnell ◽  
Bernadette Royal ◽  
Lyndall Warton
Keyword(s):  
Nursing Students ◽  
Information Literacy ◽  
Literacy Skills ◽  
Integrative Review ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Information Literacy Skills

scholarly journals Mapping the Association of College and Research Libraries information literacy framework and nursing professional standards onto an assessment rubric

2017 ◽  
Vol 105 (2) ◽  
Author(s):  
Gloria Willson, MLIS, MPH ◽  
Katelyn Angell, MLIS, MA
Keyword(s):  
Information Literacy ◽  
Information Needs ◽  
Literacy Skills ◽  
Professional Standards ◽  
Research Papers ◽  
Rater Reliability ◽  
Research Libraries ◽  
Undergraduate Nursing ◽  
Information Literacy Skills ◽  
Nursing Professional

Objective: The authors developed a rubric for assessing undergraduate nursing research papers for information literacy skills critical to their development as researchers and health professionals.Methods: We developed a rubric mapping six American Nurses Association professional standards onto six related concepts of the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education. We used this rubric to evaluate fifty student research papers and assess inter-rater reliability.Results: Students tended to score highest on the “Information Has Value” dimension and lowest on the “Scholarship as Conversation” dimension. However, we found a discrepancy between the grading patterns of the two investigators, with inter-rater reliability being “fair” or “poor” for all six rubric dimensions.Conclusions: The development of a rubric that dually assesses information literacy skills and maps relevant disciplinary competencies holds potential. This study offers a template for a rubric inspired by the ACRL Framework and outside professional standards. However, the overall low inter-rater reliability demands further calibration of the rubric. Following additional norming, this rubric can be used to help students identify the key information literacy competencies that they need in order to succeed as college students and future nurses. These skills include developing an authoritative voice, determining the scope of their information needs, and understanding the ramifications of their information choices.

Indicators of undergraduate nursing students' satisfaction with their learning journey: An integrative review

2016 ◽  
Vol 43 ◽  
pp. 40-48 ◽  
Author(s):  
Sandra Walker ◽  
Dolene Rossi ◽  
Jennifer Anastasi ◽  
Gillian Gray-Ganter ◽  
Rebeka Tennent
Keyword(s):  
Nursing Students ◽  
Integrative Review ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Learning Journey ◽  
Students Satisfaction

scholarly journals Assessing the effect of virtual education on information literacy competency for evidence-based practice among the undergraduate nursing students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Maryam Shamsaee ◽  
Parvin Mangolian shahrbabaki ◽  
Leila Ahmadian ◽  
Jamileh Farokhzadian ◽  
Farhad Fatehi
Keyword(s):  
Nursing Students ◽  
Information Literacy ◽  
Information Seeking ◽  
Nurse Educators ◽  
Search Strategy ◽  
Information Resources ◽  
Virtual Education ◽  
Evidence Based ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Abstract Background Information literacy competency is one of the requirements to implement Evidence-Based Practice (EBP) in nursing. It is necessary to pay attention to curricular development and use new educational methods such as virtual education to strengthen information literacy competency in nursing students. Given the scarcity of the studies on the effectiveness of virtual education in nursing, particularly in Iran, and the positive university atmosphere regarding the use of virtual education, this study investigated the effect of virtual education on the undergraduate nursing students’ information literacy competency for EBP. Methods This interventional study was performed with two groups of intervention and control and a pretest and posttest design. Seventy-nine nursing students were selected and assigned to the intervention or control groups by random sampling. Virtual education of the information literacy was uploaded on a website in the form of six modules delivered in four weeks. Questionnaires of demographic information and information literacy for EBP were used to collect data before and one month after the virtual education. Results The results showed no significant difference between the control and intervention groups in all dimensions of information literacy competency in the pre-test stage. In the post-test, the virtual education improved dimensions of information seeking skills (t = 3.14, p = 0.002) and knowledge about search operators (t = 39.84, p = 0.001) in the intervention groups compared with the control group. The virtual education did not have any significant effect on the use of different information resources and development of search strategy with assessing the frequency of selecting the most appropriate search statement in the intervention group. Conclusion Virtual education had a significant effect on information seeking skills and knowledge about search operators in nursing students. Nurse educators can benefit from our experiences in designing this method for the use of virtual education programs in nursing schools. Given the lack of effectiveness of this program in using different information resources and development of search strategy, nurse educators are recommended to train information literacy for EBP by integrating several approaches such as virtual (online and offline) and face-to-face education.

scholarly journals Development and effects of a nursing information literacy competency education program for undergraduate nursing students

2021 ◽  
Vol 27 (2) ◽  
pp. 210-222
Author(s):  
Mean Jung Jo ◽  
Mee Ock Gu
Keyword(s):  
Nursing Students ◽  
Information Literacy ◽  
Education Program ◽  
Learning Ability ◽  
Control Group ◽  
Evidence Based ◽  
Self Directed Learning ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Directed Learning

Purpose: This study was conducted to develop and test the effects of a nursing information literacy competency education program for undergraduate nursing students.Methods: A non-equivalent control group pretest-posttest design was used. The subjects consisted of 42 sophomore undergraduate nursing students who had completed a fundamental nursing course (experimental group: n=21, control group n=21). The nursing information literacy competency education program consisted of 8 steps in 8 sessions, taught over 4 weeks, which was 20 hours in total. Data were collected between January 23 and March 14, 2019 and were analyzed using Chi-square test, Fisher's exact test, t-test, paired t-test, and repeated measure ANOVA with SPSS/WIN 23.0.Results: Significant differences were shown between the experimental and control groups regarding nursing information literacy competency (F=91.74, p<.001), problem-solving ability (F=52.43, p<.001), self-directed learning ability (F=36.61, p<.001), and evidence-based practice competency (F=59.66, p<.001).Conclusion: The nursing information literacy competency education program was effective in improving the nursing information literacy competency, problem-solving ability, self-directed learning ability, and evidence-based practice competency of nursing students. Hence, we recommend the nursing information literacy education program will be included as an independent course in the nursing curriculum for undergraduate nursing students to promote a needed proficiency in nursing information literacy competency.

An Integrative Review of Peer Mentorship Programs for Undergraduate Nursing Students

2016 ◽  
Vol 55 (3) ◽  
pp. 141-149 ◽  
Author(s):  
Carissa Wong ◽  
Natalie Stake-Doucet ◽  
Celia Lombardo ◽  
Lia Sanzone ◽  
Argerie Tsimicalis
Keyword(s):  
Nursing Students ◽  
Integrative Review ◽  
Undergraduate Nursing Students ◽  
Peer Mentorship ◽  
Undergraduate Nursing ◽  
Mentorship Programs

scholarly journals Evaluation of the Effectiveness of Course Integrated Library Instruction in an Undergraduate Nursing Program

2013 ◽  
Vol 34 (3) ◽  
pp. 164 ◽  
Author(s):  
Alison Farrell ◽  
Janet Goosney ◽  
Karen Hutchens
Keyword(s):  
Information Literacy ◽  
Literacy Skills ◽  
Nursing Program ◽  
First Year ◽  
First Year Students ◽  
Daily Work ◽  
Undergraduate Nursing ◽  
Literacy Training ◽  
Literacy Methods ◽  
Information Literacy Skills

Introduction: Many faculty in two Schools of Nursing found that students in the fourth year of the Bachelor of Nursing program were not well equipped to perform information literacy activities efficiently and effectively, such as doing research to support their daily work. A course-integrated information literacy program was implemented at both sites, which left some students having very little information literacy training, whereas others who started the program in later years had information literacy training in all or most years of the curriculum. This study sought to evaluate students as they gained more experience with information literacy. Methods: To determine if increased exposure to information literacy training improved students' levels of competency and confidence, the authors compared first-year students with two groups of fourth-year students who had differing exposures to information literacy. Results: Acceptable response rates for data analysis were acquired at only one site. It was found that overall, fourth-year students were more confident and tested better with information literacy competencies than first-year students, but there was not as much improvement as was hypothesized. Discussion: The results of this evaluation have demonstrated a need to improve the information literacy teaching in certain areas. The data have also indicated that students do indeed retain information literacy skills with an increased number of sessions. Further areas for study are outlined as well as the limitations and strengths of the study design.

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