The Association Between Information Literacy and Evidence-Based Practice in Nurses of the Critical Care Units of Public Hospitals, Tehran, Iran

Janavi, Elmira; Ansari, Mostafa; Pashaeypoor, Shahzad

doi:10.5812/semj.62335

Cited by 7 publications

(4 citation statements)

References 17 publications

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“…These hospitals have more than 1100 beds and admit patients from southeast of Iran, within the radius of 500 km. In the organizational chart of the Iranian hospitals, ICUs, CCUs, and dialysis wards are classified into critical care units [29], and nurses working in these units have the same benefits. According to the nursing curricula, nursing students pass critical courses in these settings.…”

Section: Study Design and Settingsmentioning

confidence: 99%

Improving the informatics competency of critical care nurses: results of an interventional study in the southeast of Iran

Jouparinejad

Foroughameri

Khajouei

et al. 2020

BMC Med Inform Decis Mak

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Background Nursing informatics (NI) along with growth and development of health information technology (HIT) is becoming a fundamental part of all domains of nursing practice especially in critical care settings. Nurses are expected to equip with NI competency for providing patient-centered evidence-based care. Therefore, it is important and necessary to improve nurses’ NI competency through educational programs for effective using of HIT. This study aimed to evaluate the impact of a training program on NI competency of critical care nurses. Methods This interventional study was conducted in 2019. Stratified sampling technique was used to select 60 nurses working in critical care units of three hospitals affiliated with a large University of Medical Sciences in the southeast of Iran. These nurses were assigned randomly and equally to the control and intervention groups. NI competency was trained to the intervention group in a three-day workshop. Data were collected using demographic questionnaire and the adapted Nursing Informatics Competency Assessment Tool (NICAT) before and 1 month after the intervention. Rahman in the US (2015) developed and validated the original NICAT to assess self-reported NI competency of nurses with 30 items and three dimensions (Computer literacy, Informatics literacy Information management skills). The NICAT is scored on a five-point Likert scale and the overall score ranges from 30 to150. Two medical informatics specialists and eight nursing faculty members approved the validity of the adapted version of NICAT and its reliability was confirmed by Cronbach’s alpha (95%). Results All 60 participants completed the educational program and returned the completed questionnaire. Majority of participants in the intervention and control groups were female (83.30%), married nurses (70.90, 73.30%) aged 30–40 years (51.6, 35.5%). In the pretest stage, both intervention and control groups were competent in terms of the NI competency and its dimensions, and no significant difference was observed between them (p = 0.65). However, in the posttest, the NI competency and its dimensions in the intervention group significantly increased with a large effect size compared with the control group (p = 0.001). This difference showed that the intervention group was proficient in the posttest stage. The highest mean difference in the intervention group was associated with the informatics literacy dimension and the lowest mean difference was associated with the informatics management skills dimension. Conclusions The improved scores of NI competency and its dimensions after using the training program implied the effectiveness of this method in enhancing the NI competency of nurses working in the critical care units. The application of the training program in diverse domains of nursing practice shows its high efficiency. The project is fundamental for improving nurses’ NI competency through continuous educational programs in Iran, other cultures and contexts.

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Section: Study Design and Settingsmentioning

confidence: 99%

Improving the informatics competency of critical care nurses: results of an interventional study in the southeast of Iran

Jouparinejad

Foroughameri

Khajouei

et al. 2020

BMC Med Inform Decis Mak

View full text Add to dashboard Cite

show abstract

“…The study settings were 18 critical care units, including10 intensive care units (ICUs), 6 coronary care units (CCUs), and 2 dialysis wards selected from three educational hospitals a liated with Kerman University of Medical Sciences in the southeast of Iran. In the organizational chart of the Iranian hospitals, ICUs, CCUs, and dialysis are classi ed into critical care units [29], and nurses working in these units have the same bene ts. According to the nursing curricula, nursing students spend critical courses in these settings.…”

Section: Study Design and Settingsmentioning

confidence: 99%

Improving the nursing informatics competency of critical care nurses: results of an interventional study

Jouparinejad

Foroughameri

Khajouei

et al. 2020

Preprint

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Background Along with growth and development of health information technology (HIT), nursing informatics (NI) is becoming a fundamental part of all domains of nursing practice especially in critical care settings. Nurses at different levels of the nursing continuum are expected to equip with NI competency for providing patient-centered evidence-based care. Therefore, improvement of the nurses’ NI competency through educational programs is important and necessary for effective using of HIT. This study aimed to evaluate the impact of a training program on NI competency of critical care nurses. Methods In this interventional study, 60 nurses working in critical care units at hospitals affiliated with a large University of Medical Sciences in the southeast of Iran were randomly and equally assigned to the control and intervention groups. NI competency was trained to the intervention group in a three-day workshop. Data were collected using demographic questionnaire and Nursing Informatics Competency Assessment Tool (NICAT) before and one month after the intervention. Results In the pretest stage, both intervention and control groups were at the “competent” level in terms of the NI competency, and no significant difference was observed between them ( p =0.65). However, in the posttest, the NI competency and its dimensions significantly increased in the intervention group with a large effect size compared with the control group ( p = 0.001). This difference showed that the intervention group achieved the “proficient” level in posttest stage. Conclusions The improved scores of NI competency and its dimensions after using the training program implied the effectiveness of this method in enhancing the NI competency of nurses working in the critical care units. The higher efficiency of the training program can be determined by its application in diverse domains of nursing practice. The project is a fundamental for improving nurses’ NI competency through continuous educational programs in Iran, other cultures and contexts.

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“…Policymakers expect nurses to make decisions based on the most recent evidence [5]. Therefore, nurses must be equipped with information literacy skills to obtain research findings and up-to-date information [6,7]. Information literacy is fundamental for successful implementation of EBP, and nurses should learn and improve their search and retrieval skills in order to obtain best evidence and information for providing sympathetic, safe and ethical care [7][8][9][10][11].…”

Section: Introductionmentioning

confidence: 99%

Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

et al. 2021

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Background One of the most important prerequisites for nurses’ readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses’ information literacy skills for EBP in critical care units. Methods In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. Results At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. Conclusions Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.

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The Association Between Information Literacy and Evidence-Based Practice in Nurses of the Critical Care Units of Public Hospitals, Tehran, Iran

Cited by 7 publications

References 17 publications

Improving the informatics competency of critical care nurses: results of an interventional study in the southeast of Iran

Improving the informatics competency of critical care nurses: results of an interventional study in the southeast of Iran

Improving the nursing informatics competency of critical care nurses: results of an interventional study

Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

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