Developing information literacy skills in pre-registration nurses: An experimental study of teaching methods

Brettle, Alison; Raynor, Michael E.

doi:10.1016/j.nedt.2011.12.003

Cited by 55 publications

(106 citation statements)

References 20 publications

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“…Of the 33 studies, 11 were randomized controlled trials (Brettle & Raynor, 2013;Churkovich & Oughtred, 2002;Goates et al, 2016;Greer et al, 2016;Koenig & Novotny, 2001;Kraemer et al, 2007;Lechner, 2007;Schilling, 2012;Shaffer, 2011;Swain et al, unpub;Vander Meer & Rike, 1996), whereas the remaining studies were (non-randomized) controlled before and after studies.…”

Section: Study Qualitymentioning

confidence: 99%

“…Of the remaining seven studies, three were based in the U.K. (Brettle & Raynor, 2013;Walton & Hepworth, 2012;Swain et al, 2015 unpub. ), two in Australia (Churkovich & Oughtred, 2002;Salisbury & Ellis, 2003), one in Canada (Bordignon et al, 2016) and one in the Czech Republic (Kratochvil, 2014).…”

Section: Study Qualitymentioning

confidence: 99%

“…Only two studies carried out formal validity testing (Brettle & Raynor, 2013;Mery et al, 2012a) with a further five piloting the test before use (Bordignon et al 2016;Burhanna et al, 2008;Churkovich & Oughtred, 2002;Kratochvil, 2014;Swain et al, 2015 unpub.). Finally, one study used a predetermined rubric for marking (Goates et al, 2016).…”

Section: Study Qualitymentioning

confidence: 99%

“…Of the 33 studies, 17 included mean IL test scores with standard deviations and could be included in the meta-analyses (Alexander & Smith, 2001;Anderson & May, 2010;Beile & Boote, 2005;Brettle & Raynor, 2013;Churkovich & Oughtred, 2002;Germain, Jacobson & Kaczor, 2000;Goates, Nelson & Frost, 2016;Greer, Hess & Kraemer, 2016;Lantzy, 2016;Mery, Newby & Peng, 2012a;Shaffer, 2011;Silk, Perrault, Ladenson & Nazione, 2015;Swain, Weightman, Farnell & Mogg unpub. ;Vander Meer & Rike, 1996;Walton & Hepworth, 2012;Wilcox Brooks, 2014).…”

Section: Study Qualitymentioning

confidence: 99%

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A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

Weightman¹,

Farnell²,

Morris³

et al. 2017

EBLIP

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212017 Weightman, Farnell, Morris, Strange, and Hallam. This is an Open Access article distributed under the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), 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 -Evidence from systematic reviews a decade ago suggested that face-to-face and online methods to provide information literacy training in universities were equally effective in terms of skills learnt, but there was a lack of robust comparative research. The objectives of this review were (1) to update these findings with the inclusion of more recent primary research; (2) to further enhance the summary of existing evidence by including studies of blended formats (with components of both online and face-to-face teaching) compared to single format education; and (3) to explore student views on the various formats employed.Methods -Authors searched seven databases along with a range of supplementary search methods to identify comparative research studies, dated January 1995 to October 2016, exploring skill outcomes for students enrolled in higher education programs. There were 33 studies included, of which 19 also contained comparative data on student views. Where feasible, metaanalyses were carried out to provide summary estimates of skills development and a thematic analysis was completed to identify student views across the different formats.Results -A large majority of studies (27 of 33; 82%) found no statistically significant difference between formats in skills outcomes for students. Of 13 studies that could be included in a metaanalysis, the standardized mean difference (SMD) between skill test results for face-to-face versus online formats was -0.01 (95% confidence interval -0.28 to 0.26). Of ten studies comparing blended to single delivery format, seven (70%) found no statistically significant difference between formats, and the remaining studies had mixed outcomes. From the limited evidence available across all studies, there is a potential dichotomy between outcomes measured via skill test and assignment (course work) which is worthy of further investigation. The thematic analysis of student views found no preference in relation to format on a range of measures in 14 of 19 studies (74%). The remainder identified that students perceived advantages and disadvantages for each format but had no overall preference.Conclusions -There is compelling evidence that information literacy training is effective and well received across a range of delivery formats. Further research looking at blended versus single format methods, and the time implications for each, as well as comparing assignment to skill test outcomes would be valuable. Future studies should adopt a methodologically robus...

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Section: Study Qualitymentioning

confidence: 99%

Section: Study Qualitymentioning

confidence: 99%

Section: Study Qualitymentioning

confidence: 99%

Section: Study Qualitymentioning

confidence: 99%

See 2 more Smart Citations

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

Weightman¹,

Farnell²,

Morris³

et al. 2017

EBLIP

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“…The expanding ICT skills of healthcare students have been reported internationally [18][19][20][21] but little information concerning their confidence in applying those skills to technology enhanced learning has been reported. Researchers and commentators have questioned whether students have more advanced skills in finding and managing information [22][23][24][25][26][27][28] .…”

mentioning

confidence: 99%

Nursing students’ use of technology enhanced learning: A longitudinal study

Wilkinson

Roberts²,

While³

2012

JNEP

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Background: Nurses are expected to be information and communication technology (ICT) literate at registration but, despite the growth of social uses of technology, little is known of the views of students on the use of technology enhanced learning. The purpose of this study was to explore the experience and confidence of first year pre-registration nursing students with information and communication technologies and technology enhanced learning. Methods:A prospective longitudinal survey design with multiple data collection strategies was employed. Crosssectional surveys using a new ICT and Education Scale at three time-points were used to collect data. The target population were first year UK nursing students (n=458); of those 287 (41.7%) participated in the initial baseline survey.Results: There were three main findings. First, more than half of the respondents (67%) reported that they were not confident with aspects of information literacy and were not prepared for technology enhanced learning (60%) as they entered university and these aspects showed least change through time. Second, from varied starting points at baseline, respondents' experience and confidence with ICT skills showed different trajectories over time. Third, there was some evidence that demographic profile was related to use and acceptance of ICT in the educational context. Conclusions:There is some evidence that nursing students find it difficult to negotiate the boundaries between their pre-university experience with technologies and that of education and practice. In a rapidly changing technology environment this has implications for curriculum planning in the first six months of a programme of study as well as student/staff preparation for technology enhanced learning.

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Using principal components analysis to explore competence and confidence in student nurses as users of information and communication technologies

Todhunter

2015

Nursing Open

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AimTo report on the relationship between competence and confidence in nursing students as users of information and communication technologies, using principal components analysis.DesignIn nurse education, learning about and learning using information and communication technologies is well established. Nursing students are one of the undergraduate populations in higher education required to use these resources for academic work and practice learning. Previous studies showing mixed experiences influenced the choice of an exploratory study to find out about information and communication technologies competence and confidence. A 48‐item survey questionnaire was administered to a volunteer sample of first‐ and second‐year nursing students between July 2008–April 2009. The cohort (N = 375) represented 18·75% of first‐ and second‐year undergraduates. A comparison between this work and subsequent studies reveal some similar ongoing issues and ways to address them.MethodsA principal components analysis (PCA) was carried out to determine the strength of the correlation between information and communication technologies competence and confidence. The aim was to show the presence of any underlying dimensions in the transformed data that would explain any variations in information and communication technologies competence and confidence. Cronbach's alpha values showed fair to good internal consistency.ResultsThe five component structure gave medium to high results and explained 44·7% of the variance in the original data. Confidence had a high representation. The findings emphasized the shift towards social learning approaches for information and communication technologies. Informal social collaboration found favour with nursing students. Learning through talking, watching and listening all play a crucial role in the development of computing skills.

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Developing information literacy skills in pre-registration nurses: An experimental study of teaching methods

Cited by 55 publications

References 20 publications

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views

Nursing students’ use of technology enhanced learning: A longitudinal study

Using principal components analysis to explore competence and confidence in student nurses as users of information and communication technologies

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