Information Seeking Behavior of Occupational Health Nurses

Lathey, Jonathan W.; Hodge, Bernadette

doi:10.1177/216507990104900205

Cited by 25 publications

(11 citation statements)

References 9 publications

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“…This is consistent with the findings of Lathey and Hodge that accessibility and convenience were the primary factors in selection of a health information resource. 23 However, our study goes further in showing that there were statistically significant relationships among seeking information from human and paper resources and time limitations and poor accessibility of computers.…”

Section: Use Of Information Sourcesmentioning

confidence: 99%

How Do Medical Students Manage Their Information Needs in Unscheduled and High-Acuity Environments?

Kahouei

Roghayeh

Farbod

et al. 2010

ANN BEHAV SCI MED EDUC

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Emergency medicine clinicians care for multiple patients in an unscheduled, high-acuity environment with a rapid stream of observations, tests, and treatments. Thus, in emergency medicine, patient care team members must address their information needs quickly and accurately. 1,2 In the course of every patient visit, emergency physicians use information resources to communicate with those who have prior information, view patient data, How Do Medical Students Manage Their Information Needs in Unscheduled and High-Acuity Environments?Introduction An important aspect of emergency medicine is information management, or the ability to deal effectively with the vast volume of medical information that continues to increase rapidly. Emergency medicine is a significant part of the curriculum for medical students and it is expected that all students who graduate from medical school will be capable of handling emergency situations. Because no study has focused on medical students' information needs and information seeking behavior in Iran (2000-2007), many questions have arisen such as: What are the barriers to medical students' information needs? What sources do medical students employ to answer questions? How do students use these information sources to resolve their information needs? and What are the barriers to medical students' retrieval of information in fast-paced, information-intensive environments such as emergency settings? MethodsSeventy medical students were evaluated by questionnaire and observation at teaching hospitals affiliated with the Iran University of Medical Sciences. Analysis of data was conducted using SPSS. Chi-square, two-tailed, and bi-variate correlation tests were used to investigate significant relationships among the data. ResultsStudents' major information needs were related to a specific patient. Thus, nearly 47% of questions pertained to diagnosis. In contrast, they perceived few needs for organizational information such as hospital policies and procedures. Students preferred prepared information sources such as patients' charts, patients, and colleagues. They reported that the barriers to information retrieval from electronic resources were time limitations, poor access to computers, and lack of Internet searching skills. ConclusionFindings support the development of educational programs to promote student knowledge about organizational information in emergency medicine. This study also suggests that, rather than desktop computers, more available resources, such as the personal digital assistant (PDA), are used because of ease of use, quickness, and accessibility. Lastly, the findings suggest that an information specialist should participate in increasing the searching skills of students.

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Section: Use Of Information Sourcesmentioning

confidence: 99%

How Do Medical Students Manage Their Information Needs in Unscheduled and High-Acuity Environments?

Kahouei

Roghayeh

Farbod

et al. 2010

ANN BEHAV SCI MED EDUC

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“…Within the healthcare profession, studies and reviews of the information seeking, have reported consistently that situation is important: colleagues tend to be the first choice in the information searching behaviour process (Urquhart and Crane, 1994, Lathey and Hodge, 2001, Stokes and Lewin, 2004, McKnight, 2006, Tannery et al, 2007; with personal collections and bibliographic databases also well used (LaceyBryant, 2004, Dee andStanley, 2005). This emphasis on which sources are used to satisfy particular types of query is a perspective of interest to information providers, but does not reflect the context of nurses' information seeking very well.…”

Section: Information Seeking Within Healthcarementioning

confidence: 99%

“…Spenceley et al's (2008) meta-analysis of thirty-two studies of the information seeking behaviour of nurses conducted between 1985 and 2006 found that overall peers were the top ranked source of information. A set of eleven recent (2001)(2002)(2003)(2004)(2005)(2006)(2007) high quality research studies (Cogdill, 2003, Dee and Stanley, 2005, Hall et al, 2003, Lathey and Hodge, 2001, McCaughan et al, 2005, McKnight, 2006, Secco et al, 2006, Stokes and Lewin, 2004, Tannery et al, 2007, Thompson et al, 2001b, Thompson et al, 2001a were appraised to help explain preferences for colleagues (or the Internet) and understand how nurses might view their information seeking. The findings of analysis indicated that who was asked (doctor or nurse) depended on the availability of particular professionals in the work setting.…”

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confidence: 99%

Profiling information behaviour of nursing students: part 1: quantitative findings

Stokes

Urquhart

2011

Journal of Documentation

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Profiling information behaviour of nursing students: Part 1: quantitative findings. INTRODUCTIONHandling information is a key aspect of nursing care -from informal patient counselling through formal recording of care to reflection on practice, which increasingly requires appraisal of the research evidence. Library services have developed various information literacy initiatives for nursing students but many of these are based on assumptions of what this large group of students should do, not what they do, and why they do it. With a large student cohort of around 170,000 nursing students enrolled at higher education institutions in the UK in 2007/8 (Higher Education Statistics Agency, 2009), a validated model of the information seeking behaviour (ISB) for this group would inform design and evaluation of information support services for this diverse student group, composed of mature students as well as school-leavers. Factors that affect the way nursing students search may be as important as being taught how to search. Personality, learning styles and self-efficacy may all have a role to play in the success or otherwise of student information seeking behaviour.This paper presents quantitative findings of a mixed-methods study on the development of information seeking profiles among nursing students, based on personality, self-efficacy and learning style. LITERATURE REVIEWMany conceptual models of ISB have been formulated including Wilson (1981), Ellis (1993), Wilson (1999), Ingwersen (1996, Kuhlthau (1993) and Saracevic (1996). Some of these models have been tested subsequently and each of these models focuses on a 'process' of information seeking which has a series of defined stages notably Ellis, Kuhlthau, although the more recent models do incorporate elements of 'looping' and 'feedback'. A lack of testing means it is unclear whether these models are over complicated and how closely related the different aspects of the models are. A more contemporary model formulated by Foster (2005), from grounded theory research with academics suggests that information seeking is substantially nonlinear, in the sense that there is not a series of steps or stages, rather those seeking information begin and end at different points depending partly on various cognitive factors. For the purpose of this article, information seeking behaviour is defined as what takes place when an individual (or group) identifies an information gap and purposefully tries to fill it; whilst information searching includes the physical acts of looking for information. Logically, studies of information seeking may include elements of searching as indicated in Wilson's (1999) nested model.From the data obtained from a longitudinal study of the use of electronic information services among academic staff and students in the UK, a model was derived of the mediating factors that influenced student use of electronic information services (in particular) (Urquhart and Rowley, 2007). This model embraced not just the factors associated with individuals but some ...

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“…Both nurses and physicians most frequently looked to peers and colleagues in seeking answers to clinical questions. [4][5][6][7] Of the OT students surveyed, 36% would ask a classmate for help, while 21% would ask a friend. Librarians came in third, with 20% of students seeking librarians for reference service.…”

Section: Whom Do Ot Students Seek Out For Reference Help?mentioning

confidence: 99%

Information Literacy and Library Attitudes of Occupational Therapy Students

Kipnis

Frisby

2006

Medical Reference Services Quarterly

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ABSTRACT. Information literacy, often described as a person's ability to effectively find and evaluate answers to questions using a variety of information resources, is of particular importance to health care workers. This paper presents the results of an information literacy survey presented to occupational therapy (OT) students at Thomas Jefferson University during a series of required class activities. Also described are the authors' activities with the faculty and courses at Jefferson.The survey was made available to first-, second-, third-, and fourthyear occupational therapy students along with nursing students and pharmacy students. The survey is designed to identify research habits, skills, and preferences. Results confirm some commonly held perceptions about searching skills of young adults and an interesting dichotomy in students' learning habits. The paper concludes with a discussion of recommendations to OT faculty and librarians on how to improve information literacy education. The survey can be obtained by contacting the authors.

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Information Seeking Behavior of Occupational Health Nurses

Cited by 25 publications

References 9 publications

How Do Medical Students Manage Their Information Needs in Unscheduled and High-Acuity Environments?

How Do Medical Students Manage Their Information Needs in Unscheduled and High-Acuity Environments?

Profiling information behaviour of nursing students: part 1: quantitative findings

Information Literacy and Library Attitudes of Occupational Therapy Students

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