Use of evidence by nursing students: An interdisciplinary study

Gannon-Leary, Pat; Walton, Graham; Cader, Raffik; Derbyshire, Julie; Smith, Ann

doi:10.1016/j.lisr.2006.03.004

Cited by 10 publications

(15 citation statements)

References 45 publications

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“…The same researchers in their study found that, since students have difficulties in utilizing databases and accessing information, further help and guidance from both the academic and library staff is needed to allow students to develop their skills. Additionally, the provision of guidance and help to students in order to develop searching skills and the knowledge to assess information was also supported by Gannon-Leary et al (2006). Furthermore, Morgan and Atkinson (2000) recognized that libraries, and especially academic libraries, should have staff who are also active researchers so that they are in a position to support students and help them to develop their information searching skills.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, Friedlander (2002) revealed that about 40% of the users are impeded by insufficient training in how to search for information (p. 5). Thus, this student training/ assistance which teaches them how to access information resources more easily and quickly promotes their effective use of the relevant information technologies, effectively equipping them with the skills needed for life-long learning (Andaleeb & Simmonds, 1998;Branch, 2003;Cader et al, 2006;Charlton, Gittings, Leng, Little, & Neilson, 1999;Gannon-Leary et al, 2006;King, 2002;Morgan & Atkinson, 2000;Ray & Day, 1998). More online databases with high quality provision, off-campus access to Web-based databases (Bao, 2000;Herring, 2001;Kleiner & Hamaker, 1997;Tenopir, 2003) and, in particular, historical and statistical databases would also expand student resources, improve library performance and increase the learning level of the individual.…”

Section: Discussionmentioning

confidence: 99%

“…The purpose of the paper A number of researchers (Burton & Chadwick, 2000;Cader, Debryshire, Smith, Gannon-Leary, & Walton, 2006;Friedlander, 2002;Gannon-Leary, Walton, Cader, Derbyshire, & Smith, 2006;Graham & Metaxas, 2003;Liu, 2004;Liu & Huang, 2005;Metzger, Flanagin, & Zwarun, 2003;Tenopir, 2003;etc. ) have conducted studies to investigate the type, nature and range of information sources and explored the reasons why students choose these information sources for their educational needs.…”

Section: Introductionmentioning

confidence: 99%

“…) have conducted studies to investigate the type, nature and range of information sources and explored the reasons why students choose these information sources for their educational needs. Many have found that the majority of students have chosen Web-based information sources such as Cader et al (2006), Gannon-Leary et al (2006), Graham and Metaxas (2003), Liu (2004), Liu and Huang (2005), Metzger et al (2003) and Tenopir (2003) while others, such as Friedlander (2002) and Burton and Chadwick (2000), have found that students use a combination of information sources for their research. The majority of the studies indicated that students used the Internet as their main information source, prompting further investigations into the credibility and accuracy of information on the Internet and the abilities of students to act as critical users.…”

Section: Introductionmentioning

confidence: 99%

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Post-graduate students and learning environments: Users’ perceptions regarding the choice of information sources

Saiti

Prokopiadou²

2008

The International Information & Library Review

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The purpose of this paper is to investigate, through empirical analysis, whether or not post-graduate students choose information technology or other information sources such as home institution libraries for the purposes of learning, expanding their knowledge and/ or completing their studies. A survey was conducted to gather primary source data for the paper. Questionnaires were administered to 211 education post-graduate students. Results showed that Greek post-graduate students from different fields of study chose the Internet as their primary information source for a number of reasons but mainly: for the provision of creditable and up-to-date information, for easy access to information at home, for the time of day they can access the material and for fast information retrieval. Although the Greek post-graduate students believed the Greek information network to be satisfactory up to a degree, this paper identifies that greater access to Internet resources, training programs providing students with tools to effectively use the network's resources and more online databases, combined with a historical and statistical database of libraries' online catalogs are key issues in improving both information source performance and the link between strategy and implementation.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Post-graduate students and learning environments: Users’ perceptions regarding the choice of information sources

Saiti

Prokopiadou²

2008

The International Information & Library Review

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“…One reason for this argumentation lies with the importance that is assigned to evidence-based practice within nursing (e.g. Gannon-Leary et al, 2006;Sundin, 2003). Among other things, the evidence-based practice movement states that professional practice should be firmly based on research as presented in the literature.…”

mentioning

confidence: 99%

Constructing librarians' information literacy expertise in the domain of nursing

Sundin¹,

Limberg

Lundh

2008

Journal of Librarianship and Information Science

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This article investigates negotiations of librarians' expertise in relation to information literacy at the micro-level, specifically in the domain of nursing education. A qualitative empirical framework is employed. The study draws on 18 semi-structured interviews, 16 with Swedish nursing students, one with a librarian and one with a nursing professor. Three themes on librarians' expertise emerge in the findings: technical-administrative, information searching, and source evaluation expertise. The themes have different foci which are shown to be relatively independent, or dependent on the domain of nursing. The results indicate that it is important for librarians to navigate between two different strands of perceiving information literacy practices, either as generic or as embedded.

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Information behavior

Fisher

Julien

2009

Annual Review Info Sci & Tec

106

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IntroductionInformation behavior focuses on people's information needs; on how they seek, manage, give, and use information, both purposefully and passively, in the varied roles that comprise their everyday lives. Since the first ARIST chapters in the 1960s, the field of information needs and uses has expanded beyond studying academics and scientists to addressing non-work-related situations, employing mixed empirical methods, building a conceptual core for framing information behavior studies, and identifying key concepts for future investigation. This chapter reviews information behavior research published since Case's (2006) review, spanning the years 2005 to early 2008 and backpedaling to include several works from 2004. In addition to searching bibliographic databases, manual examinations were conducted of such key journals as further developed through solicitations on the ASIST SIG USE and ASIST listservs, which helped identify works in press. As Case (2006) noted, information behavior is a broad field that in its widest interpretation includes just about any paper that deals with information and people. In order to focus and manage the review, we excluded papers that limited themselves to the use of a particular source or system, did not encompass broader concepts or principles, and generally excluded other information science subfields such as information retrieval, information literacy, and knowledge management. We also excluded material written in languages other than English.Candidate papers were further limited to the formally published literature; we excluded reports to funding agencies and self-published papers. Beginning with an overview of the research methods used in post-2004 studies, this chapter traces the information behavior literature by discussing the theme of context, followed by elaborations of specific populations (academics, scientists, and students; occupational groups; and ordinary people in everyday life situations and health contexts), information sources (interpersonal, social networks and the Internet, and libraries), key concepts (including affect), and finally, theoretical frameworks. Case's (2006) chapter is recommended reading for an overview of past coverage of information behavior in ARIST. The current chapter is intended to complement cognate reviews on activity theory and information seeking (Wilson, 2008), multitasking behavior (Spink, Cole, & Waller, 2008), human geography and information studies (Downey, 2007), personal information management (Jones, 2007), scientific collaboration (Sonnenwald, 2007), context in information behavior research (Courtright, 2007), workplace 7-3 studies and technological change (Garcia, Dawes, Kohne, Miller, & Groschwitz, 2006), collaborative information seeking and retrieval (Foster, 2006), information failures in health care (MacIntosh-Murray & Choo, 2006), the social world of the Web (Haythornthwaite & Hagar, 2005), and children, teenagers, and the Web (Large, 2005). Method in Information Behavior ResearchThe methods used in recent info...

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Use of evidence by nursing students: An interdisciplinary study

Cited by 10 publications

References 45 publications

Post-graduate students and learning environments: Users’ perceptions regarding the choice of information sources

Post-graduate students and learning environments: Users’ perceptions regarding the choice of information sources

Constructing librarians' information literacy expertise in the domain of nursing

Information behavior

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