Evaluation of Graduate Nursing Students’ Information Literacy Self-Efficacy and Applied Skills

Objective: Contemporary advanced professional nursing requires the ability to communicate effectively in written and oral forms. Many registered nurses enter graduate nursing school with experience writing in medical records but with no experience writing scholarly papers or writing for publication. This article describes the development, implementation and evaluation of a writing course developed in an online graduate nursing program in the southeastern United States. The goal of this research was to determine if graduate nursing students’ writing self-efficacy increased after the completion of a newly developed one-credit online writing course.Methods: Fifty-three first-semester graduate nursing students participated in a 16-week online asynchronous writing course developed at a school of nursing. The course instructors designed writing experiences with the goal of increasing writing competency. The faculty defined writing competence as achieving mastery of the necessary writing skills to produce an organized, logical, understandable message containing the effective use of language, grammar, and punctuation.Results: The students’ writing self-efficacy increased significantly from pretest and posttest. The results revealed a significant increase in self efficacy scores with the second administration of the tool. The mean of the 20-question Likert scale pretest was 70.59. Results obtained after the conclusion of the course resulted in a mean of 80.12. The finding of a mean increase of 9.529 was found to be statistically significant.Conclusions: The information from this research can be used to develop effective strategies to support online graduate students with their writing skills. This experience highlights the fact that we cannot leave the development of academic writing to chance. Achieving academic writing success requires structured instruction, practice and frequent feedback from faculty who have the passion for and expertise in scholarly writing.

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The effect of evidence-based practice perception, information literacy self-efficacy, and academic motivation on nursing students' future implementation of evidence-based practice

Journal of Professional Nursing ◽

10.1016/j.profnurs.2020.04.001 ◽

2020 ◽

Vol 36 (6) ◽

pp. 497-502 ◽

Cited By ~ 1

Author(s):

Anat Amit-Aharon ◽

Semyon Melnikov ◽

Sigalit Warshawski

Keyword(s):

Nursing Students ◽

Information Literacy ◽

Self Efficacy ◽

Academic Motivation ◽

Evidence Based Practice ◽

Evidence Based

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Health Professions Students’ Lifelong Learning Orientation: Associations with Information Skills and Self Efficacy

Evidence Based Library and Information Practice ◽

10.18438/b8pp8w ◽

2016 ◽

Vol 11 (2) ◽

pp. 121 ◽

Cited By ~ 6

Author(s):

Misa Mi ◽

Cheryl Riley-Doucet

Keyword(s):

Medical Students ◽

Nursing Students ◽

Lifelong Learning ◽

Self Efficacy ◽

Health Professions ◽

Learning Orientation ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

Information Skills ◽

Graduate Nursing

Objective – This study aimed to investigate the relationships among health professions students’ lifelong learning orientation, self-assessed information skills, and information self-efficacy. Methods – This was a descriptive study with a cross-sectional research design. Participants included 850 nursing students and 325 medical students. A total of 419 students responded to a survey questionnaire that was comprised of 3 parts: demographic information, the Jefferson Scale of Lifelong Learning (JeffSLL-HPS), and an information self-efficacy scale. Results – Findings of the study show a significant correlation between students’ lifelong learning orientation and information self-efficacy. Average JeffSLL-HPS total scores for undergraduate nursing students (M = 41.84) were significantly lower than the scores for graduate nursing students (M = 46.20). Average information self-efficacy total scores were significantly lower for undergraduate nursing students (M = 63.34) than the scores for graduate nursing students (M = 65.97). There were no significant differences among cohorts of medical students for JeffSLL-HPS total scores. However, for information self-efficacy, first year medical students (M = 55.62) and second year medical students (M = 58.00) had significantly lower scores than third/fourth year students (M = 64.42). Conclusion – Findings from the study suggest implications for librarians seeking ways to advance the value and utility of information literacy instruction in educational curricula. As such instruction has the potential to lead to high levels of information self-efficacy associated with lifelong learning; various strategies could be developed and incorporated into the instruction to cultivate students’ information self-efficacy.

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Comparison of effects of training programs for final year nursing students in Turkey: Differences in self-efficacy with regard to information literacy

Nurse Education Today ◽

10.1016/j.nedt.2014.10.008 ◽

2015 ◽

Vol 35 (2) ◽

pp. e73-e77 ◽

Cited By ~ 7

Author(s):

Şeyda Özbıçakçı ◽

Nurdan Gezer ◽

Özlem Bilik

Keyword(s):

Nursing Students ◽

Information Literacy ◽

Self Efficacy ◽

Training Programs

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Validation of information-seeking behaviour of nursing students confirms most profiles but also indicates desirable changes for information literacy support

Journal of Documentation ◽

10.1108/jd-09-2020-0158 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Peter Stokes ◽

Robert Priharjo ◽

Christine Urquhart

Keyword(s):

Nursing Students ◽

Information Literacy ◽

Professional Practice ◽

Information Seeking ◽

Self Efficacy ◽

Internal Validity ◽

Content Type ◽

Information Behaviour ◽

Literacy Support ◽

Information Processes

PurposeThe study aims were: (1) to replicate a previous study by the first author to confirm previous findings (internal validity) and to check construct validity of previously proposed information-behaviour profiles, (2) to compare the information processes used by students in parallel with requirements of early professional practice.Design/methodology/approachA replication study used the same questionnaire, delivered online to all 175 students across three years of a BSc adult nursing degree programme on one UK university campus. The survey included questions on information seeking processes, personality, approaches to learning and self-efficacy with information literacy. The literature review examined evidence around the transition from nursing student to practitioner and the Association for College and Research Libraries (ACRL) standards for nursing information literacy.FindingsThe response rate was 86/175 (49%). The result verified findings on the most frequent information processes and association between approach to learning and information literacy self-efficacy. The personality findings differed. Combining results for both studies helped confirm most of the information-behaviour profiles. Mapping the frequent information processes against requirements of practice indicated gaps, particularly around professional networking.Research limitations/implicationsAs both studies were carried out at one higher education campus, further research to assess external validity is required.Practical implicationsInformation-behaviour profiles, plus the mapping, help librarians and tutors develop tailored information literacy support that is clinically relevant and support transition to practice.Originality/valueValidated a set of information behaviour profiles for nursing students and linked these to the requirements of professional practice.

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Supporting Academic Self-Efficacy, Academic Motivation, and Information Literacy for Students in Tertiary Institutions

Education Sciences ◽

10.3390/educsci10120361 ◽

2020 ◽

Vol 10 (12) ◽

pp. 361

Author(s):

Susan Ka Yee Chow ◽

Jade Lai King Wong

Keyword(s):

Nursing Students ◽

Information Literacy ◽

Self Efficacy ◽

Nursing Student ◽

Academic Motivation ◽

Literacy Skills ◽

Tertiary Institutions ◽

Information Literacy Skills ◽

Quota Sampling ◽

Academic Self Efficacy

Academic self-efficacy, academic motivation, and information literacy are considered crucial to fostering student learning in tertiary institutions. The aim of this study was to examine the information literacy self-efficacy and academic motivation of college students and to identify the predictors of information literacy self-efficacy. The participants included students in their junior and senior years studying nursing, healthcare, and non-healthcare disciplines at a self-financing institution. Data were collected through a quota sampling method using a questionnaire. In total, 504 valid questionnaires were returned. The results indicated a moderate positive correlation between the two variables. The nursing students were found to have lower information literacy self-efficacy scores than those from the other disciplines. The results from a multiple regression analysis showed that the following factors are predictors of information literacy self-efficacy: being a nursing student, total scores for academic motivation, and owning a personal computer. Nurse educators are encouraged to strengthen the information literacy skills of nursing students, as this is an essential component in the application of evidence-based practices in the nursing profession.

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