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

Abstract

2013 Faricy-Beredo. This is an Open Access article distributed under the terms of the Creative CommonsAttribution-Noncommercial-Share Alike License 2.5 Canada (http://creativecommons.org/licenses/by-ncsa/2.5/ca/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -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 librariandelivered 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.