Nursing Information Literacy Research Articles

Mediating Role of Evidence-Based Nursing Competence Between Specialist Nurses' Information Literacy and Innovative Behaviour: A Multicentre Cross-Sectional Study.

To investigate the levels of information literacy, evidence-based nursing competence and innovative behaviour in specialist nurses, determine the impact of information literacy and evidence-based nursing competence on the innovative behaviour of specialist nurses and to analyse the mediating role of evidence-based nursing competence between information literacy and innovative behaviour among specialist nurses. A multicenter cross-sectional design. In March 2024, a survey was conducted on 313 specialist nurses in four tertiary Grade A comprehensive hospitals in China. Data collection involved the utilization of general demographic questionnaire, the Information Literacy Questionnaire, the Evidence-Based Nursing Competence Scale and the Nurse Innovation Behaviour Scale. The data were analysed using IBM SPSS26 and Amos28 software. Specialist nurses scored above average in information literacy, evidence-based nursing competence and innovative behaviour. Information literacy significantly positively correlated with innovative behaviour. Evidence-based nursing competence also positively affected innovative behaviour and partially mediated the relationship between information literacy and innovative behaviour. This research indicated that specialist nurses exhibited above-average levels of evidence-based nursing competence, information literacy and innovative behaviour. Both information literacy and evidence-based nursing competence positively impacted innovative behaviour, with evidence-based nursing competence playing a significant mediating role between information literacy and innovative behaviour. The findings suggest that nursing managers should focus on enhancing information literacy and evidence-based nursing competence in specialist nurses. Improving these abilities will support the implementation of innovative practices and advance the nursing field. The research findings were presented in strict accordance with the STROBE statement. Not applicable. It provides reference guidance and theoretical basis for global nursing managers to formulate targeted interventions, so as to effectively enhance the innovative behaviour of specialist nurses.

간호대학생의 간호정보활용역량과 문제해결능력과의 관계에서 비판적 사고성향의 매개효과

Purpose : This descriptive study explored the relationship between nursing information literacy competency and nursing students' problem-solving ability to identify the mediating effect of critical thinking disposition. Methods : From September 11 to November 30, 2023, a survey was conducted targeting students enrolled in nursing departments at three universities in Jeollabuk-do. Data were analyzed using independent t-tests, one-way ANOVA, and descriptive statistics were performed using the SPSS/WIN 23.0 program. PROCESS macro 3.5 program was used to verify the significance of the indirect effect of the mediator. Results : Nursing information literacy had a significant positive impact on critical thinking disposition (β=.40, p＜.001), and the explanatory power of the model was 29%. Nursing information literacy (β=.28, p＜.001) and critical thinking disposition (β=.52, p＜.001) positively affected problem-solving ability, and the explanatory power was 50%. The total effect size for nursing information literacy and problem-solving ability was 0.49, which was statistically significant. The size of the direct effect of nursing information literacy on problem-solving ability was 0.28, which was statistically significant. The size of the indirect effect of nursing information literacy on problem-solving ability mediated by critical thinking was 0.21, which was statistically significant. Conclusion : There is a need to develop and operate a curriculum to improve nursing students' nursing information literacy and critical thinking disposition to improve the problem-solving ability required in clinical settings.

간호대학생의 환자 개인정보보호 인식, SNS 중독경향성, 간호정보활용 역량이 간호전문직관에 미치는 영향

Objectives This study was conducted to provide basic data necessary for the formation of nursing professional values by identifying the effects of nursing students' awareness of patient personal information protection, SNS addiction tendency, and nursing information literacy competency on nursing professional values. Methods A structured self-report questionnaire was used to measure awareness of patient personal information protection, SNS addiction tendency, and nursing information literacy competency to nursing professional values. Data were collected from January 3 to January 20, 2023. Participants were 200 nursing students studying in 1 uni-versity within Gumi Province. Data were analyzed using Independent t-test, ANOVA, Pearson correlation co-efficients, and Hierarchical Multiple regression with the SPSS Statistic 27.0 program. Results The general characteristics that showed significant differences in nursing professional vlaues of nursing students were the average daily use of SNS(F=8.19, p<.001), and the necessity of patient personal information protection education(F=3.21, p<.05). Awareness of Patient Personal Information Protection(r=.529, p<.001) and nursing Information Literacy Competency(r=.647 p<.001) showed a significant positive correlation, and SNS ad-diction tendency(r=.148, p<.05) showed a weak positive correlation. Through Model 2, in which significant general characteristics were input as control variables and independent variables were added, it was found that nursing Information Literacy Competency and awareness of Patient Personal Information Protection had a high influence on nursing professional vlaues of nursing students in that order, and the explanatory power was 47.5%. In other words, the higher the nursing Information Literacy Competency and the higher the awareness of personal in-formation protection, the higher nursing professional vlaues. Conclusions Based on the results of this study, in order to form a nursing professional values for nursing students living in the era of the Fourth Industrial Revolution, it is necessary to develop the ability to utilize nursing in-formation, manage patients' personal information with high protection awareness, and actively utilize the net function of SNS through real-time access to share new information and form relationships with others as a professional.

간호정보활용능력, 근거기반실무역량 및 문제해결능력 향상을 위한 다학제간 팀티칭교육 효과

Objectives This study was conducted to confirm the nursing information literacy, evidence-based practice competency, and problem-solving ability of nursing students before and after education through ‘Nursing Information and Digital Convergence’ multidisciplinary team teaching education.
 Methods This study conducted a convenience sample of second-year nursing students at a university, and the data collection period was from March 17 to May 30, 2023. The collected data was used in R 4.2.2 version and analyzed using descriptive statistics and paired t-test according to the characteristics of the variables. The relationship between variables was analyzed using Pearson's Correlation and the sobel test after path analysis to determine the mediating effect of evidence-based practical competency in the influence on nursing information literacy and problem-solving ability in the pre and post test. For the sem function and sobel test of the lavaan package, the sobel function of the multilevel package was used.
 Results First, nursing information literacy, evidence-based practical competency, and problem-solving ability all showed significant increases before and after multidisciplinary team teaching. Second, the positive correlation between nursing information literacy and evidence-based practical competency, nursing information literacy and problem-solving ability, and evidence-based practical competency and problem-solving ability before and after multidisciplinary team teaching increased significantly. Third, the impact of information literacy on problem-solving ability was B=.431, which gave a significant positive influence at the p<.001 level, and the Sobel test results showed that there was a partial mediation effect at the p<.001 level.
 Conclusions Through this study, we were able to identify the nursing information literacy, evidence-based practical competency, and problem-solving ability of nursing students before and after teaching through the ‘Nursing Information and Digital Convergence’ multidisciplinary team teaching education. It was found that educational design for multidisciplinary team teaching education through convergence with various majors was necessary when administering nursing information-related courses.

간호대학생을 위한 정보통신과 최신보건의료기술 교육프로그램 개발 및 효과 검증

Purpose : This study aimed to develop and evaluate the effects of an information communication technology and latest healthcare technology education program. Methods : Conducted as a quasi-experimental study with a one-group pretest-posttest design, the study involved 96 grade 2 students. Data were collected from August 28 to December 8., 2023, 14 weeks, 50 minutes per week. The general characteristics of the subjects were analyzed using frequency, percentage, and mean, while the effects on problem-solving ability, critical thinking disposition, nursing information literacy competency, and digital competency assessed using a paired t-test. Results : Nursing students’ problem-solving ability (t＝－4.50, p＜.001), nursing information literacy competency (t＝－5.29, p ＜.001) and digital competency (t＝－3.41, p＜.001) improved after participating in the education program. Conclusion : The information communication technology and latest healthcare technology education program was effective in improving problem-solving ability, nursing information literacy competency, and digital competency of nursing students. This underscores its potential for implementation in educational settings requiring curriculum adjustments to align with evolving learning outcomes.

Effects of an EMR Education Program on Nursing Information Literacy, Self-Directed Learning, Problem-Solving Ability, and Practice Satisfaction of Undergraduate Nursing Students

Purpose: This study implemented an electronic medical record (EMR) training program for nursing students and aimed to confirm its effectiveness.Methods: A non-equivalent control group pretest-posttest design was used. The participants were 42 sophomore nursing students enrolled in a fundamental nursing course (experimental group: n=21, control group n=21). The EMR training program consisted of 6 sessions, taught over 5 weeks. Data were collected between April 23 and July 14, 2023, and were analyzed using the <i>x</i><sup>2</sup> test, Fisher exact test, t-test, paired t-test, Wilcoxon signed-rank test, and Mann-Whitney U test with SPSS for Windows version 24.0.Results: Significant differences were shown between the experimental and control groups regarding self-directed learning ability (t=2.22, <i>p</i>=.032), problem-solving ability (t=2.34, <i>p</i>=.026), practice satisfaction (U=136.00, <i>p</i>=.016) and EMR competency (U=101.50, <i>p</i>=.001).Conclusion: The EMR training program effectively improved nursing students’ self-directed learning ability, problem-solving ability, practice satisfaction, and EMR competency. Therefore, developing and applying EMR-related content can enhance nursing student’s awareness of EMR systems is recommended.

Effect of Multimedia E-Book Use on the Information Literacy of Nursing Students and Health Communication in Student-Led Large- and Small-Group Community Health Education Sessions

The integration of digital technology into healthcare is critical for health communication. This study analyzed a group of nursing students who applied multimedia health education e-books to different groups of varying sizes to explore the efficiency of implementing health communication and nursing information literacy in the nursing industry. If medical personnel can make appropriate use of technology, combine medical operations with information systems, and disseminate the purpose of health to groups of different sizes properly, the quality of patient care will improve. Thirty-two junior nursing students at the college level were divided into three groups, each subject to a 3-week internship. After the internship, a questionnaire survey was conducted. Additionally, nine nursing students were interviewed in a 45-min semistructured format. Regarding the effectiveness of nursing students using multimedia e-books to implement health communication and the development of nursing information literacy, the statistical analysis results demonstrated no significant differences between large groups and small groups. However, their 5-point Likert scale average values were all greater than 4, indicating that regardless of group size, their feedback on using e-books was positive. This means multimedia e-books can effectively help nursing students practice health communication application effectiveness and develop nursing information literacy.

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

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, <i>p</i><.001), problem-solving ability (F=52.43, <i>p</i><.001), self-directed learning ability (F=36.61, <i>p</i><.001), and evidence-based practice competency (F=59.66, <i>p</i><.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.

Competencias informacionales en los estudios de grado en enfermería: el caso español

Este trabajo pretende analizar la inclusión de contenidos relacionados con competencias informacionales en los planes de estudio de Grado en enfermería en España. La elección de este escenario nos permitirá conocer la importancia que los diferentes centros otorgan a estas competencias en sus planes de estudio y obtener una visión sobre cómo se enfoca la integración de esos contenidos a partir de las guías docentes de las asignaturas. Se realiza una investigación de tipo exploratorio y descriptivo. La muestra final incluye 118 centros de 58 universidades y 325 asignaturas, pertenecientes al curso 2014-2015. Se observan las diferencias que cada centro otorga a esta inclusión. Son casi inexistentes los itinerarios curriculares completos con este tipo de contenidos. Se considera necesario incidir en la importancia de diseñar programas de ALFIN para enfermería específicos en cada centro, en los que estos contenidos queden recogidos de forma progresiva en diferentes asignaturas por curso.

Development and Validation of an Instrument to Measure Nursing Information Literacy Competency

Purpose: The purpose of this study was to develop an instrument for measuring nursing information literacy competency, and then to examine the validity and reliability of the instrument. Methods: The developmental process of the instrument includes construction of a conceptual framework, generation of initial items, verification of content validity, preliminary study, extraction of final items, and psychometric testing. Its content validity was verified by three experts from nursing and nursing informatics. Its construct, convergent, and discriminant validity was examined in confirmatory factor analysis. Finally, its criterion validity was measured with Pearson’s correlation. The tool’s reliability was examined by Cronbach''s ⍺. The participants include 382 nurses from four hospitals and one university hospital. Results: Twenty seven items in total were selected for the final scale, and the results of the confirmatory factor analysis were supported with acceptable model fit, which were named competency for identifying problem, potential sources for information, searching fine information, evaluating information, acquising and managing of information, using information ethically, and integrating new information. The convergent, discriminant and criterion validities were also supported. The Cronbach''s ⍺ coefficient was .93. Conclusion: The instrument is valid and reliable to comprehensively assess nurses'' information literacy competency, and to provide a basic direction for developing nursing information literacy program.

Relationships between Use of Information Resources, Critical Thinking Disposition, and Nursing Information Literacy Competency in Nursing Students

Relationships between Use of Information Resources, Critical Thinking Disposition, and Nursing Information Literacy Competency in Nursing Students

Convergence Study of Influence of Nursing Information Literacy Competency on Problem Solving Ability, Self-Directed Learning Ability and Clinical Performance Ability in Nursing Students

Convergence Study of Influence of Nursing Information Literacy Competency on Problem Solving Ability, Self-Directed Learning Ability and Clinical Performance Ability in Nursing Students

간호대학생의 간호정보활용역량 강화프로그램이 근거기반실무 역량과 문제해결능력에 미치는 효과

간호대학생의 간호정보활용역량 강화프로그램이 근거기반실무 역량과 문제해결능력에 미치는 효과

종합병원 간호사의 정보자원이용, 문제해결능력, 간호정보활용역량의 관계

종합병원 간호사의 정보자원이용, 문제해결능력, 간호정보활용역량의 관계

Engaging With Patient Online Health Information Use

Internet health information is used by patients for health care decision making. Research indicates this information is not necessarily disclosed in interactions with health professionals. This study investigated primary health care nurses’ engagement with patient online health information use along with the respondents’ disclosure of online sources to their personal health care provider. A questionnaire was posted to a random sample of 1,000 New Zealand nurses with 630 responses. Half the respondents assessed patients’ online use ( n = 324) and had encountered patients who had wrongly interpreted information. Health information quality evaluation activities with patients indicated the need for nursing information literacy skills. A majority of respondents (71%, n = 443) used online sources for personal health information needs; 36.3% ( n = 155) of the respondents using online sources did not tell their personal health care provider about information obtained. This study identifies that there are gaps in supporting patient use but more nursing engagement with online sources when compared with earlier studies.

Setting the Course: Revisiting the Dawn of Nursing Information Literacy Scholarship in the Work of Fox, Richter and White

Objective - To use a multi-dimensional approach to evaluate the effectiveness of a nursing information literacy program (Pathways to Information Literacy) delivered to undergraduate nursing students. Assessment sought to track progress in both affective and cognitive spheres. 
 
 Design – This program evaluation focuses on the Pathways to Information Literacy (PIL) curriculum, which was delivered from 1988-1992. It consisted of 6 hours of librarian-delivered instruction, divided over 4 sessions. To evaluate the impact of this curriculum, the authors gathered five different data sets: informal feedback; the results of a survey measuring the affective domain of confidence; the results of a longitudinal cohort survey of graduates; and two different sets of data gathered from distinct samples but utilizing the same information literacy assessment tool. All five data sets served the greater purpose of assessing students’ mastery of information literacy. 
 
 Setting - An undergraduate Bachelor of Science in Nursing (BSN) program within a state university, the University of Northern Colorado.
 
 Subjects - In general, the subjects were different cohorts of nursing students between 1988 and 1992. Class size hovered at just over 100. For most measures, response rate was high and the dropout rate was low. It is worth noting that one of the assessments was a longitudinal cohort survey of graduates. As the mobility of graduates often decreases the number of responses, the omission of the response rate for this measure is of concern.
 
 Methods - The methods are one of the most striking aspects of this study. The authors employed no less than five methods of assessment: 
 
 • From 1988-1992, investigators gathered informal feedback from both students and faculty members about the written assignments of the PIL program. The specific method for gathering feedback was not reported.
 • From 1988-1990 PIL students in their junior year took pre- and post- PIL program confidence surveys. The survey tool, which was included, contained 6 Likert-like questions which assessed their affective domain of confidence as related to their ability to perform information literacy related tasks, such as using a bibliographic index.
 • During the 1990/91 academic year the authors administered a general, university-wide information literacy assessment tool, which was included. It measured both self-perceived progress and objectively measured skill attainment in the cognitive domain. The survey tool lacked validation, but had been previously published in the library literature (Greer, 1991). Students from the PIL program were extracted from the data for comparison to the general student population.
 • During 1991/92 PIL students completed the above mentioned information literacy assessment tool as a pre-and post- test. 
 • Both PIL (1990/91) and non-PIL (1988/89) cohorts completed a longitudinal post-graduation survey which was included. Comparison of the two cohorts aimed to examine the effect of the PIL program on subsequent scholarly professional activities.
 While the methodologies were all tied to the overall purpose of program evaluation, they were not tied to specific pedagogies or content units. 
 
 Main results - Fox et al. generally utilized simple, descriptive statistical data. The data derived from the information literacy assessment tool was the exception, producing ordinal data which was analyzed using a chi-squared approach.
 
 All outcomes supported the positive effect of the PIL program. The soft technique of gathering informal feedback from students and faculty resulted in positive feedback. Faculty reported that their students became independent in information-seeking and the quality of their papers increased. Students also reported that the assignment and instruction gave them confidence and that the written assignments were a nice break from the traditional examinations. The affective confidence survey noted a substantial improvement: pre-program only 26% reported confidence when performing information-seeking strategies compared to 76% post-instruction. When the information literacy assessment tool was administered both to 68 PIL participants and to 208 general students, the PIL students both believed themselves to be more successful and demonstrated greater knowledge. 70% of PIL students answered CD-ROM index questions correctly, compared to 49% of general students. When the same tool was given to only PIL students as a pre-and post- test, it showed statically significant increases in the use of the library and mastery of several specific search techniques: p

Fostering Nursing Students’ Informatics Competencies via A Web-based Information Literacy Course

This paper reports the development and implementation of a web-based nursing information literacy course aiming to promote informatics competencies of intended nurses. This particular 18-month course in school years 2011-2012 underwent three distinct phases: initial design, pilot-test and modification, and final implementation. Participants were senior students in a professional nursing college in Southern Taiwan. The researchers conducted the class in a predominately online setting, where all class work took place except for prearranged meetings for class issues and/or problems that occurred unexpectedly. The results showed that the majority of students perceived positively about the teaching method, felt that they gained more knowledge and skills about information literacy and had the abilities to apply these skills in their future nursing practices. This teaching model can serve as a reference for educators and administrators when considering to implement informatics curriculum for nursing students to create opportunities for competency before graduation.

Faculty‐librarian collaboration for nursing information literacy: a tiered approach

In an effort to systematically ensure that nursing students have the information literacy skills they need to succeed as healthcare professionals, instruction librarians and faculty members at Ball State University in Muncie, Indiana, are collaborating in designing a tiered approach to building student research skills, year by year. A series of information literacy competencies for the nursing field was agreed upon, and required courses throughout the undergraduate and graduate programs were targeted as appropriate points for instruction in these competencies. A description of the faculty‐librarian collaborative process which integrated this instruction into Nursing 605 is described, along with information about the Web‐based introductory graduate course.