Comparison of effects of training programs for final year nursing students in Turkey: Differences in self-efficacy with regard to information literacy

Özbıçakçı, Şeyda; Gezer, Nurdan; Bilik, Özlem

doi:10.1016/j.nedt.2014.10.008

Cited by 14 publications

(8 citation statements)

References 23 publications

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“…The effect of different nursing education models on students: There were studies in the literature that have analyzed the effect of different nursing education models on students. It was reported in the literature that the conflict resolution (Seren & Ustun, 2008), problem solving (Yalcin et al, 2006) skills and critical thinking disposition (Dagistani et al, 2016;Lewis et al, 2009) of students were higher in PBL education and PBL had a stronger influence on development of students' self-perceptions regarding information literacy (Özbıçakçı, Gezer, & Bilik, 2015).…”

Section: Resultsmentioning

confidence: 96%

“…It was found that the total academic achievement of students in the PBL group was higher. Özbıçakçı, Gezer and Bilik (2015) reported that information literacy of students was higher in the PBL method, and Dagistani et al (2016) declared that the critical thinking ability of PBL students was better. Since the academic achievement of the students in the PBL method was found to be higher, the main affecting factors were thought to be critical thinking, self-education, and information literacy and combined learning capabilities.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Nursing students education stress and academic achievement: the impact of three different education methods

Çetişli¹,

Güneri²,

Mert³

et al. 2019

HIG

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Nursing education has both theoretical and practical components as well as many stressors. The stress levels of students might be affected by clinical environment, nursing practices, patients, and team members. The aim of this study was to determine the effect of stress on nursing students' academic achievement related to three different education methods. A descriptive and cross-sectional study was conducted with 571 nursing students at three universities. A different education method was used at each university. Data were collected by researchers using the Individual Identity Form and Stress in Nursing Education Questionnaire. According to the education methods, there is a difference between the academic achievement mean score and the academic stress score of the students. Academic stress was weakly correlated with academic achievement in the integrated model and Problem Based Learning. Problem Based Learning decreases stress level and increases the academic achievements of students by enabling them to realize the different capabilities of the study.

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Section: Resultsmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

Nursing students education stress and academic achievement: the impact of three different education methods

Çetişli¹,

Güneri²,

Mert³

et al. 2019

HIG

View full text Add to dashboard Cite

show abstract

“…Kolstad, 2015), the librarian co-teaches with nursing faculty during work placement; in other settings the focus is more on finding and appraising research evidence in the classroom. Generally, there is more support (certainly from librarians) for clinically focussed information literacy programmes integrated into the curriculum, although the differences in outcomes between traditional and integrated programmes may not be substantial (Farrell et al , 2013; Özbıçakçı et al , 2015; McGowan, 2019). Munn and Small (2017) in a systematic review on the best way of developing information literacy and academic skills among first-year health science students points out that there is poor student uptake when support programmes are not embedded.…”

Section: Literature Reviewmentioning

confidence: 99%

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

Stokes

Priharjo

Urquhart

2021

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PurposeThe study aims were: (1) to replicate a previous study by the first author to confirm previous findings (internal validity) and to check construct validity of previously proposed information-behaviour profiles, (2) to compare the information processes used by students in parallel with requirements of early professional practice.Design/methodology/approachA replication study used the same questionnaire, delivered online to all 175 students across three years of a BSc adult nursing degree programme on one UK university campus. The survey included questions on information seeking processes, personality, approaches to learning and self-efficacy with information literacy. The literature review examined evidence around the transition from nursing student to practitioner and the Association for College and Research Libraries (ACRL) standards for nursing information literacy.FindingsThe response rate was 86/175 (49%). The result verified findings on the most frequent information processes and association between approach to learning and information literacy self-efficacy. The personality findings differed. Combining results for both studies helped confirm most of the information-behaviour profiles. Mapping the frequent information processes against requirements of practice indicated gaps, particularly around professional networking.Research limitations/implicationsAs both studies were carried out at one higher education campus, further research to assess external validity is required.Practical implicationsInformation-behaviour profiles, plus the mapping, help librarians and tutors develop tailored information literacy support that is clinically relevant and support transition to practice.Originality/valueValidated a set of information behaviour profiles for nursing students and linked these to the requirements of professional practice.

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“…The scale was further tested for factor loading and reliability by Usluel (2007). The ILSES has been applied in the medical discipline as a measure of the IL self-efficacy of nursing students (Özbıçakçı, Gezer, & Bilik, 2015;Robertson & Felicilda-Reynaldo, 2015). As Kurbanoglu (2003) suggested, self-efficacy is "domain-specific" (p. 636).…”

Section: Commentarymentioning

confidence: 99%

Scale Evaluating the Information Literacy Self-Efficacy of Medical Students Created and Tested in a Six-Year Belgian Medical Program

Richardson¹

2019

EBLIP

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A Review of: De Meulemeester, A., Buysse, H., & Peleman, R. (2018). Development and validation of an Information Literacy Self-Efficacy Scale for medical students. Journal of Information Literacy, 12(1), 27-47. Retrieved from https://ojs.lboro.ac.uk/JIL/article/view/PRA-V12-I1-2 Abstract Objective – To create and validate a scale evaluating the information literacy (IL) self-efficacy beliefs of medical students. Design – Scale development. Setting – Large, public research university in Belgium. Subjects – 1,252 medical students enrolled in a six-year medical program in the 2013-2014 academic year. Methods – Ten medical-specific IL self-efficacy questions were developed to expand a 28-item Information Literacy Self-Efficacy Scale (ILSES) (Kurbanoglu, Akkoyunlu, & Umay, 2006). Medical students in Years 1 – 5 completed the questionnaire (in English) in the first two weeks of the academic year, with students in Year 6 completing after final exams. Respondents rated their confidence with each item 0 (‘I do not feel confident at all’) to 100 (‘I feel 100% confident’). Principal Axis Factoring analysis was conducted on all 38 items to identify subscales. Responses were found suitable for factor analysis using Bartlett’s Test of Sphericity and the Kaiser-Meyer-Olkin measure (KMO). Factors were extracted using the Kaiser-Gutmann rule with Varimax rotation applied. Cronbach’s alpha was used to test the internal consistency of each identified subscale. Following a One-way-ANOVA testing for significant differences, a Tamhane T2 post-hoc test obtained a pairwise comparison between mean responses for each student year. Main Results – Five subscales with a total of 35 items were validated for inclusion in the Information Literacy Self-Efficacy Scale for Medicine (ILSES-M) and found to have a high reliability (Chronbach’s alpha scores greater than .70). Subscales were labelled by concept, including “Evaluating and Processing Information” (11 items), “Medical Information Literacy Skills” (10 items), “Searching and Finding Information” (6 items), “Using the Library” (4 items), and “Bibliography” (4 items). The factor loading of non-medical subscales closely reflected studies validating the original ILSES (Kurbanoglu, Akkoyunla, & Umay, 2006; Usluel, 2007), suggesting consistency in varying contexts and across time. Although overall subscale means were relatively low, immediate findings among medical students at Ghent University demonstrated an increase in the IL self-efficacy of students as they advance through the 6-year medical program. Students revealed the least confidence in “Using the Library.” Conclusions – The self-efficacy of individuals in approaching IL tasks has an impact on self-motivation and lifelong learning. The authors developed the ILSES-M as part of a longitudinal study protocol appraising the IL self-efficacy beliefs of students in a six-year medical curriculum (De Meulemeester, Peleman, & Buysse, 2018). The ILSES-M “…could give a clear idea about the evolution of perceived IL and the related need for support and training” (p. 43). Further research could evaluate the scale’s impact on curriculum and, conversely, the impact of curricular changes on ILSE. Qualitative research may afford additional context for scale interpretation. The scale may also provide opportunities to assess the confidence levels of incoming students throughout time. The authors suggested further research should apply the ILSES-M in diverse cultural and curricular settings.

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Comparison of effects of training programs for final year nursing students in Turkey: Differences in self-efficacy with regard to information literacy

Cited by 14 publications

References 23 publications

Nursing students education stress and academic achievement: the impact of three different education methods

Nursing students education stress and academic achievement: the impact of three different education methods

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

Scale Evaluating the Information Literacy Self-Efficacy of Medical Students Created and Tested in a Six-Year Belgian Medical Program

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Comparison of effects of training programs for final year nursing students in Turkey: Differences in self-efficacy with regard to information literacy

Cited by 14 publications

References 23 publications

Nursing students education stress and academic achievement: the impact of three different education methods

Nursing students education stress and academic achievement: the impact of three different education methods

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

Scale Evaluating the Information Literacy Self-Efficacy of Medical Students Created and Tested in a Six-Year Belgian Medical Program

Contact Info

Product

Resources

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Nursing students education stress and academic achievement: the impact of three different education methods

Nursing students education stress and academic achievement: the impact of three different education methods