A Multiyear Curriculum-Integrated Information Literacy Program Increases the Confidence and Research Skills of Nursing Students, Although Not as Much as Expected

• Published in: Evidence Based Library and Information Practice
• Main Author: Elaine Sullo
• Format: Article in Journal/Newspaper
• Language: English
• Published: University of Alberta 2015
• Subjects: Bibliography. Library science. Information resources; Z; Canada; Newfoundland
• Online Access: https://doi.org/10.18438/B8161H; https://doaj.org/article/1c6e6ebe01ef408abf137c71b339ba9b

A Review of: Farrell, A., Goosney, J., & Hutchens, K. (2013). Evaluation of the effectiveness of course integrated library instruction in an undergraduate nursing program. Journal of the Canadian Health Libraries Association, 34(3), 164-175. doi:10.5596/c13-061 Objective – To evaluate nursing students’ information literacy (IL) confidence and competence after a four year implementation of a curriculum-integrated information literacy program. Design – Web-based and paper-based information literacy questionnaire. Setting – Two Schools of Nursing in Newfoundland, Canada. Subjects – 422 undergraduate nursing students. Methods – A 20-item questionnaire was distributed to nursing students at two School of Nursing programs. Questions were designed to test one or more of the nine learning outcomes set forth for the IL program. At one School of Nursing, web-based questionnaires were sent via email, while paper-based questionnaires were distributed in class at the second School of Nursing. Main Results – Because response rates were low at one of the nursing schools, these questionnaire responses were not examined, nor were they included in the data analysis. The 422 completed questionnaires were divided into groups based on the number of IL sessions attended. The class of 2011 attended two out of three IL sessions, the class of 2012 attended all three IL sessions, and the classes of 2014 and 2015 did not attend any IL classes. There were 109 responses from class of 2011 students, 98 from class of 2012 students, and 215 from the classes of 2014 and 2015 (98 and 117, respectively). Results were reported according to the two main goals of the study – evaluating confidence levels and IL skills. Regarding confidence level, the class of 2012 felt more prepared than the other classes to begin evidence-informed practice (EIP). When asked about their confidence in the ability to perform research tasks, confidence levels rose between first year students and the class of 2011, but decreased between the class of 2011 and class of ...