Improving the digital literacy competence of nursing and midwifery students: A qualitative study of the experiences of NICE student champions

Terry, Julia; Davies, Anne; Williams, Catherine; Tait, Sarah; Condon, Louise

doi:10.1016/j.nepr.2018.11.016

Cited by 61 publications

(43 citation statements)

References 31 publications

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“…This research ultimately aimed to understand the experiences of students acting as Champions. The results support the findings of previous research that Champions derive specific benefits from participating in the SCS (Rees et al, 2014;Rowley et al, 2015;Sbaffi et al, 2018Sbaffi et al, , 2015Terry et al, 2019).…”

Section: Discussionsupporting

confidence: 90%

“…It was therefore recommended that peer tutoring of IL skills should be given wider thought as an instructional method. The most recent study by Terry et al (2019) specifically focused on the experiences of student nurses and midwives. Though participants did describe some challenges, they also described many benefits they felt they had gained from taking part, including an increased knowledge of how to find resources to inform evidence-based care.…”

Section: Peer Teaching Of Il For Ebpmentioning

confidence: 99%

“…It is therefore situated at a confluence of three key strands: peer teaching between undergraduate health care students, which aims to improve their skills for information literacy (IL), in order to facilitate evidence-based practice (EBP). Currently, there is a limited amount of literature which combines these three strands (Rees et al, 2014;Sbaffi, Hallsworth, & Weist, 2018;Sbaffi, Johnson, Griffiths, Rowley, & Weist, 2015;Terry, Davies, Williams, Tait, & Condon, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Peer‐led information literacy training: a qualitative study of students’ experiences of the NICE Evidence search Student Champion Scheme

Aylward

Sbaffi

Weist

2020

Health Info Libraries J

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Background The National Institute for Health and Care Excellence (NICE) Evidence search Student Champion Scheme aims to enable undergraduate health and social care students to teach their peers skills for information literacy (IL), thereby encouraging future evidence‐based practice. Objectives To analyse the Student Champions’ teaching methods; discover what effects the Scheme had on their IL; and uncover any differences between disciplines. Methods Fifty‐one reflective reports, written by Student Champions and submitted to NICE, were thematically analysed using a non‐linear six‐stage model. Four health disciplines from academic year 2017/2018 were featured. Results (a) Students preferred active teaching methods; (b) reported benefits of participation included gaining/developing new skills and increased confidence; (c) students believed that participating improved their skills for IL; (d) multiple recommendations for improving the Scheme were given; and (e) students wanted the Scheme to be offered earlier in their degrees. Discussion Champions from all disciplines positively benefit from participating in the Scheme. However, they also have concerns which are not well‐documented in the literature. Conclusion Student Champions have overall positive experiences. There is demonstrated improvement in their IL, and they become familiar with a useful evidence‐based practice resource. They also offer recommendations for future improvements to the Scheme.

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Section: Discussionsupporting

confidence: 90%

Section: Peer Teaching Of Il For Ebpmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Peer‐led information literacy training: a qualitative study of students’ experiences of the NICE Evidence search Student Champion Scheme

Aylward

Sbaffi

Weist

2020

Health Info Libraries J

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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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“…The success of young people as educators, involved citizens, and future employees have been associated with digital literacy (Pangrazio, 2016).Technology has transformed learning at higher education and significantly increased the prevalence of digital learning (Sharp, 2018). Developing efficiency in digital literacy is an essential component of education to increase confidence in accessing the best evidence (Terry, Davies, Williams, Tait, & Condon, 2019). Literacy for digital culture should not be too focused on technological use technologies, but in the process of acquisition and ICT acquisition (Vélez, Olivencia, & Zuazua, 2017).…”

Section: Resultsmentioning

confidence: 99%

The Effect of Socio-scientific Issues Assisted of Virtual Learning to Improve Digital Literacy of Student

Hidayati¹,

Fauziah²,

Subekti³

2019

Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019)

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This research aims to describe and explain vi-learning-assisted socio-scientific issues implemented. That is to improve digital literacy capabilities. The participants of this study were 17 students of the Science Education Department who programmed the Household Chemistry course class of 2016 in the odd semester. The type of research used is descriptive quantitative. It uses one group of pre-test-post-test design. Data were analyzed descriptively using the Minitab program 16. The results of the research showed four digital skill indicators. There are reference search skills on student internet by 100%, hypertextual navigation by 25%, information content 56% and the ability to compile knowledge is still 0%, while the post-test results obtained 100% of the student's internet search skills, hypertextual navigation by 92%, information content 82% and the ability to compile knowledge 49%. The conclusion from this research is the vi-learning-assisted socio-scientific implementation to be able to improve digital literacy skills in prospective science teacher students.

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Improving the digital literacy competence of nursing and midwifery students: A qualitative study of the experiences of NICE student champions

Cited by 61 publications

References 31 publications

Peer‐led information literacy training: a qualitative study of students’ experiences of the NICE Evidence search Student Champion Scheme

Peer‐led information literacy training: a qualitative study of students’ experiences of the NICE Evidence search Student Champion Scheme

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

The Effect of Socio-scientific Issues Assisted of Virtual Learning to Improve Digital Literacy of Student

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