Information literacy as the foundation for evidence-based practice in graduate nursing education: a curriculum-integrated approach

Jacobs, Susan Kaplan; Rosenfeld, Peri; Haber, Judith

doi:10.1016/s8755-7223(03)00097-8

Cited by 103 publications

(20 citation statements)

References 17 publications

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“…Lalor, Clarke, and Sheaf found that IL training in the first and second years of a midwifery undergraduate program improved post-test scores, but further training in the third year did not contribute to greater knowledge gain [7]. By contrast, Jacobs, Rosenfeld, and Haber, who assessed a program involving IL modules taken throughout the curriculum, found that test scores continually improved with the completion of each module [8]. Although it is true that one-shot sessions can be useful in the short term, little evaluation has been done with this type of IL over longer periods [9].…”

Section: Literature Reviewmentioning

confidence: 98%

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

Farrell¹,

Goosney²,

Hutchens³

2013

J Can Health Libr Assoc

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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.

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Section: Literature Reviewmentioning

confidence: 98%

“…The most common method of evaluation seems to be the use of pre-and posttests [7, 8, 13Á19]. Studies using pre-and post-tests found that there was overall improvement in IL knowledge after students received the training [7,8,13,14,17,19]. In some cases, however, the improvement was found to be marginal [13,19].…”

Section: Literature Reviewmentioning

confidence: 99%

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

Farrell¹,

Goosney²,

Hutchens³

2013

J Can Health Libr Assoc

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“…To identify and acquire scientific evidence for their practice as well as to write up their own nursing research, nurses need to be able to understand nursing-related literature and to use technology efficiently [3]. However, the language barrier can be a significant obstacle for Japanese nurses, who need tools that can assist them to better understand nursing articles written in foreign languages.…”

Section: Resultsmentioning

confidence: 99%

Preliminary study of online machine translation use of nursing literature: quality evaluation and perceived usability

Anazawa

Ishikawa

et al. 2012

BMC Res Notes

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BackgroundJapanese nurses are increasingly required to read published international research in clinical, educational, and research settings. Language barriers are a significant obstacle, and online machine translation (MT) is a tool that can be used to address this issue. We examined the quality of Google Translate® (English to Japanese and Korean to Japanese), which is a representative online MT, using a previously verified evaluation method. We also examined the perceived usability and current use of online MT among Japanese nurses.FindingsRandomly selected nursing abstracts were translated and then evaluated for intelligibility and usability by 28 participants, including assistants and research associates from nursing universities throughout Japan. They answered a questionnaire about their online MT use. From simple comparison of mean scores between two language pairs, translation quality was significantly better, with respect to both intelligibility and usability, for Korean-Japanese than for English-Japanese. Most respondents perceived a language barrier. Online MT had been used by 61% of the respondents and was perceived as not useful enough.ConclusionNursing articles translated from Korean into Japanese by an online MT system could be read at an acceptable level of comprehension, but the same could not be said for English-Japanese translations. Respondents with experience using online MT used it largely to grasp the overall meanings of the original text. Enrichment in technical terms appeared to be the key to better usability. Users will be better able to use MT outputs if they improve their foreign language proficiency as much as possible. Further research is being conducted with a larger sample size and detailed analysis.

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“…In the past decade, tertiary education institutions and universities have introduced undergraduate and postgraduate courses (Kaplan Jacobs et al, 2003;Damen et al, 2011;Badger et al, 2012) to equip students with the appropriate knowledge and skills to successfully implement EBP principles.…”

Section: Teaching Ebp To Postgraduate Health Professionalsmentioning

confidence: 99%

Comparison of four teaching methods on Evidence-based Practice skills of postgraduate nursing students

Fernandez

Tran

Ramjan

et al. 2014

Nurse Education Today

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Information literacy as the foundation for evidence-based practice in graduate nursing education: a curriculum-integrated approach

Cited by 103 publications

References 17 publications

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

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

Preliminary study of online machine translation use of nursing literature: quality evaluation and perceived usability

Comparison of four teaching methods on Evidence-based Practice skills of postgraduate nursing students

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