Developing health information literacy: a needs analysis from the perspective of preprofessional health students

Ivanitskaya, Lana; Hanisko, Kaitlyn; Garrison, Julie A.; Janson, Samantha J.; Vibbert, Danielle

doi:10.3163/1536-5050.100.4.009

Cited by 42 publications

(27 citation statements)

References 14 publications

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“…In particular, nurses need new competencies, including HL, DL, and eHL, as they take on new roles and responsibilities related to digital health transformation and re-orientation of healthcare [7] and help patients navigate between allied health professionals. Consequently, over the past decade, universities and colleges worldwide have increasingly had a focus on awareness among nurses of the importance of patients' HL levels [8,9], as well as aspects of nursing students' HL levels [9][10][11] and digital competences [12][13][14], addressing these aspects as part of the curriculum [7,15].…”

Section: Introductionmentioning

confidence: 99%

Health literacy, digital literacy and eHealth literacy in Danish nursing students at entry and graduate level: a cross sectional study

et al. 2020

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Background: The increasing number of people living with one or more chronic conditions imposes a growing demand on healthcare providers. One way to handle this challenge is by re-orientating the way care is provided, empower people and increase their ability to manage their condition. This requires, amongst other factors, sufficient level of health literacy (HL) and digital competences among both patients and the healthcare providers, who serve them. The focus of this study is the level of HL, digital literacy (DL), and eHealth literacy (eHL) in nursing students in Denmark. The objective was to examine the level of these three literacies in entry-and graduate-level nursing students and examine sociodemographic characteristics and self-rated health (SRH) associations. Methods: A cross sectional study was conducted among 227 students at entry-level and 139 students at graduatelevel from a nursing program. The survey consisted of the health literacy questionnaire (HLQ (nine scales)), the eHealth Literacy Assessment toolkit (eHLA (seven scales)), the eHealth Literacy Questionnaire (eHLQ (seven scales)), questions soliciting sociodemographic data, and a single item assessing the students' SRH. Pearson's chi-square test and the Mann-Whitney test were used to examine the differences in HL, DL, and eHL and between groups, and Kendall's tau-b test to examine correlations between SRH and HL, DL, and eHL. Results: The level of HL, DL and eHL tended to be higher among graduate-level students than in entry-level students and was satisfactory. Age, sex, country of origin, and parents' educational level and occupational background influenced students' HL levels. SRH was higher in students at the graduate level. Amongst entry-level students, SRH was positively associated to seven HLQ, four EHLA and four eHLQ, amongst graduate-level students, SRH was positively associated to seven HLQ and six eHLQ.Conclusions: Educators must be aware of how sociodemographic factors affects students' literacies and increase learning opportunities by mixing students when planning activities. Considering the higher SRH in graduate-level students, HL, DL, and eHL levels indicate that current curricula and study activities are appropriate, but there is still room for improvement.

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Section: Introductionmentioning

confidence: 99%

Health literacy, digital literacy and eHealth literacy in Danish nursing students at entry and graduate level: a cross sectional study

et al. 2020

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“…Data from university-level health professional majors suggests that students lack proficiency with online search and critical evaluation skills. Approximately 90% of students overestimate their ability to locate and critically appraise the trustworthiness of the online health literature (Ivanitskaya, Hanisko, Garrison, Janson, & Vibbert, 2012;Ivanitskaya, O'Boyle, & Casey, 2006). In a survey of nearly 3,000 nurses, Yoder et al (2014) notes that the EBP informational need of nurses remains high, with 75% of respondents citing reliance on "personal experience" as the top source of evidence used in practice.…”

Section: Background and Significancementioning

confidence: 99%

“…Learning assessment takes place through a series of pre/posttests and embedded questions. Question 1 is a Likerttype, interval level, indirect measurement of self-reported overall research skills that was adapted from the Research Readiness Self-Assessment (RRSA) tool developed by Ivanitskaya et al (2012). Question 2, which is ordinal level and used as a direct measurement of the user's ability to distinguish the credibility of commonly used sources of evidence, was developed by the research librarians in our institution.…”

Section: Primary Aim and Assessment Of Learningmentioning

confidence: 99%

Effectiveness of a Technology-Based Intervention to Teach Evidence-Based Practice: The EBR Tool

Long

Gannaway

Ford

et al. 2016

Worldviews on Evidence-Based Nursing

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Background: As the world becomes increasingly digital, advances in technology have changed how students access evidence-based information. Research suggests that students overestimate their ability to locate quality online research and lack the skills needed to evaluate the scientific literature. Clinical nurses report relying on personal experience to answer clinical questions rather than searching evidence-based sources. To address the problem, a web-based, evidence-based research (EBR) tool that is usable from a computer, smartphone, or iPad was developed and tested. The purpose of the EBR tool is to guide students through the basic steps needed to locate and critically appraise the online scientific literature while linking users to quality electronic resources to support evidence-based practice (EBP).

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“…Yet, despite improvement in tools to support processes for critical appraisal, studies still suggest that nurses are ill equipped to discern the actual meaning of research results (Warren, Montgomery, & Friedmann, ; Wilson et al., ; Yoder et al., ). Most (63%) report a knowledge gap in the ability to independently interpret research findings (Ivanitskaya, Hanisko, Garrison, Janson, & Vibbert, ). Understanding research results is dependent on understanding the meaning of the symbols of statistical tests, or the alphabet and language used to report statistical results (Granger et al., ).…”

Section: Introductionmentioning

confidence: 99%

The Language of Data Program: Use of Gaming to Promote Critical Appraisal Skills

Granger

Rogers²,

Miller

et al. 2017

Worldviews Ev Based Nurs

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Developing health information literacy: a needs analysis from the perspective of preprofessional health students

Cited by 42 publications

References 14 publications

Health literacy, digital literacy and eHealth literacy in Danish nursing students at entry and graduate level: a cross sectional study

Health literacy, digital literacy and eHealth literacy in Danish nursing students at entry and graduate level: a cross sectional study

Effectiveness of a Technology-Based Intervention to Teach Evidence-Based Practice: The EBR Tool

The Language of Data Program: Use of Gaming to Promote Critical Appraisal Skills

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