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

Abstract

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.

From Business Information Literacy to Decision-Making, Problem Solving and Innovation

“…Some approaches consider information literacy to be the ability to construct critical knowledge (Brady, 2021;Eisenberg et al, 2006;Keiser, 2016) and to develop digital skills in schools (Humrickhouse, 2021;Ma, Qin, 2021;Rubach, Larzarides, 2021). Information literacy is also useful for health students to seek health information (Hurt, McLoughlin, 2021;Khan et al, 2020;Stokes et al, 2021). Other approaches consider that individuals develop that literacy by their experience (Bruce, 1999).…”

Engaging with practice: Information literacy instruction as a part of developing reflective thinking and clinical judgement in nursing studies

“…In both circles we find inquiry and the role of reflecting, asking questions, searching for answers, and reflection again to assess and evaluate the answers that have been found in the process. However, several studies have suggested that we do not know much about the transition from nursing education to working as a clinical nurse and how IL training is used and implemented in practice (Diekema et al, 2019;Stokes et al, 2021;Wahoush & Banfield, 2014) or whether it is in fact effective (Forster, 2015;Hines et al, 2015). Working according to EBP is something nursing students should be prepared for during their study programme, but studies show that EBP may be hard to implement both in the study programme and in clinical practice, and the relevance of IL to EBP is often not clear for students (Aglen, 2016;Keib et al, 2017;Wakibi et al, 2021).…”

Evidence-based information-seeking behaviors of nursing students: Concurrent think aloud technique

“…Cognition and information search skills are used to complete the searching task [ 16 , 17 ]. The information-seeking behavior of nurses and nursing students has been the focus of many researchers for decades [ 12 , [18] , [19] , [20] , [21] , [22] , [23] ]. Numerous studies underscored individual and organization related factors that hamper or enhance information-seeking activities.…”