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

Abstract

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.

Information literacy skills and training of licensed practical nurses in Alberta, Canada: results of a survey

“…While numerous studies have examined information literacy skills in the context of nursing education at the undergraduate and graduate levels (Farrell et al., ; Flood et al., ; Jacobs et al., ; McCulley & Jones, ; Miller & Neyer, ; Schutt & Hightower, ; Verhey, ; Wahoush & Banfield, ), there is a lack of research addressing training programmes at the two‐year level. A few studies (Argüelles, ; Beck et al., ; Courey et al., ) have examined the integration of information literacy instruction into the curriculum of associate‐level programmes at community colleges in the United States using the ALA's Standards (2000) or Framework (2015).…”

Peer teaching and information retrieval: the role of the NICE Evidence search student champion scheme in enhancing students’ confidence

“…Finally, previous studies have shown inconsistencies and conflicting results about the validity of training in the form of one-off sessions, as long lasting impact cannot be guaranteed after only one training (Carlock & Anderson, 2007;Farrell, Goosney & Hutchens, 2013;Ilic, Tepper & Misso, 2012). This study has demonstrated that the NICE SCS delivery format, over the course of five years, has indeed had an impact on improving information search skills in students, particularly by increasing self-confidence in information seeking and contributing to a wider use of specialised (i.e.…”

Using Information Practices of Nurses to Reform Information Literacy Instruction in Baccalaureate Nursing Programs

“…Information literacy is being taught to nursing students with varying levels of success. While information literacy is important, it is also difficult to teach and assess effectively, and at times outcomes are only moderately improved (Farrell, Goosney, & Hutchens, 2013;Moreton & Conklin, 2015). According to a survey of instruction librarians, information literacy programs in higher education are often limited to first year instruction, although disciplinespecific instruction for undergraduates is also available (Julien, Gross, & Latham, 2018).…”

“…The researchers chose the survey as a data collection tool to reach a large number of geographically dispersed respondents with a set of standardized questions. Survey question topics and themes were informed by questionnaire-based research studies on nurses' and nursing students' information behaviour (Argyri, Kostagiolas, Diomidous, 2014;Baro & Ebhomeya, 2013;Intas et al, 2016;Kumaran & Chipanshi, 2015;Majid et al, 2011;O'Leary & Ni Mhaolrúnaigh, 2012;Sarbaz,et al, 2016;Wahoush & Banfield, 2014), specifically those studies which included their survey instruments (Dee & Stanley, 2005;Farrell, Goosney, & Hutchens, 2013;Pravikoff, Tanner, & Pierce, 2005). The survey questions, in a variety of formats including multiple choice and open-ended questions, were pre-tested and revised where necessary to prevent misinterpretation and bias.…”