A case study exploration of how nursing students acquire and apply information literacy skills through library instruction

Abstract

To prepare nursing students for the changing landscape in healthcare the incorporation of information literacy skills is necessary. The research suggests that nursing students have difficulty locating and using online resources and that the inability further impede their ability to effectively use online resources in professional practice. Studies further advocate for the early adoption of information literacy skills, and for more collaboration between nursing educators and librarians. Additionally, studies support the notion that more research is needed to build a culture that understands the importance of nursing students effectively using online resources. As nursing education continues to evolve, nurses will become more vital to the delivery of healthcare more than ever. The researcher explored the experiences of nursing students and nursing faculty related to how information literacy skills are acquired and applied through library instructions. The following research questions were examined: (a) How do nursing students in an accelerated program experience the acquisition and application of information literacy skills through library instructions? (b) How do nursing students describe their level of confidence in transferring information literacy skills they obtain during library instructions to research assignments in the curriculum? (c) What aspects of the overall information literacy training in the accelerated nursing curriculum present either helpful or problematic to learning and applying these skills in a professional health care environment? The recommendations of practice include more research on information literacy and learning styles; and the use of case based instructions applying the evidence-based practices such as the PICO model in library instructions.