Information literacy: instrument development to measure competencies and knowledge among nursing educators, nursing administrators, and nursing clinicians: a pilot study.
ABSTRACT This poster describes a pilot study conducted to establish validity and reliability of an instrument that will be used in a nationwide needs assessment, implemented to identify gaps in Information Literacy skills, competencies, and knowledge among key nursing groups nationally. Data and information gathered using the tool will guide the profession in developing appropriate education and continuing education programs to close identified gaps and enhance nurses' readiness for Evidence-Based Practice (EBP).
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ABSTRACT: Background: Evidence-based practice (EBP) is essential to the improvement of patient outcomes and the quality of care. Nurses' use of evidence in practice, however, remains limited. Assessing nurses' readiness for EBP where it is not as prominent as in countries leading EBP research was of particular interest. Purpose: To determine Icelandic registered nurses' (RNs') ability to provide care based on evidence as measured by their beliefs, perception of skills, and access to resources associated with EBP. Methods: A descriptive survey was used in which a random sample of 540 Icelandic RNs completed the translated and modified version of the Information Literacy for Evidence-Based Nursing Practice and the translated EBP Beliefs Scale. Descriptive statistics, correlations, chi-square tests, t tests and one-way ANOVAs were used to analyze the data. Results: Participants strongly believed in the value of EBP for patient care, but were less confident regarding their own knowledge and skills needed for EBP. Most (82%) of the respondents (i.e., RNs) turned to peers when in need of information, rather than peer-reviewed resources. Although over half of the RNs (54%) had received instructions in the use of electronic databases, only a third indicated success in using them. They considered "lack of search skills" as the primary barrier to use of research in practice. Using research findings in practice was associated with positive EBP beliefs, familiarity with EBP and other EBP-related activities. Clinical RNs were found to be at a disadvantage when it came to access to EBP-related resources and participated less frequently in EBP-related activities other than using research in practice. Conclusion and Implications: Icelandic RNs' beliefs regarding EBP are similar to those of RNs in other countries. Their access to EBP resources is generally good, but they lack the skills and knowledge needed for EBP. Strategies aimed at changing the organizational and practice context need to be developed.Worldviews on Evidence-Based Nursing 07/2012; · 1.35 Impact Factor
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ABSTRACT: In this paper U.S. nurses' readiness to provide Evidence-Based Practice (EBP) as measured by their information literacy knowledge and skills is described. The Institute of Medicine directed health care providers to use EBP as a means to improve patient safety, efficiency and effectiveness of health care services. Information literacy has been identified as a nursing informatics competency for the basic nurse. As such, information literacy is an essential component in the application of EBP. The importance of developing information literacy skills is enhancement of the nurse's ability to use current best available research literature in the conduct of EBP with subsequent improvement in nursing sensitive patient outcomes. This study describes the level of nurses' information literacy knowledge and gaps in their skills for identifying, accessing, retrieving, evaluating and utilizing research evidence to provide best care for patients. The value of this study is to increase awareness among nurse administrators, educators, and clinicians of the need for information literacy education to enable evidence-based nursing practice and to guide development of supportive curricula and professional continuing education.Studies in health technology and informatics 02/2004; 107(Pt 2):936-40.
Information Literacy: Instrument Development to Measure Competencies
and Knowledge Among Nursing Educators, Nursing Administrators, and
Nursing Clinicians: A Pilot Study
Susan Pierce, EdD, MSN, RN1, Diane Pravikoff, PhD, RN, FAAN2, Annelle Tanner, EdD,
1Northwestern State University of Louisiana, College of Nursing, Natchitoches/Shreveport,
LA, USA; 2Cinahl Information System, Glendale, CA, USA; 3Louisiana Department of
Health and Hospitals, Office of Public Health, Region 6, Alexandria, LA, USA
ABSTRACT: This poster describes a pilot study
conducted to establish validity and reliability of an
instrument that will be used in a nationwide needs
assessment, implemented to identify gaps in
Information Literacy skills, competencies, and
knowledge among key nursing groups nationally.
Data and information gathered using the tool will
guide the profession in developing appropriate
education and continuing education programs to
close identified gaps and enhance nurses’ readiness
for Evidence-Based Practice (EBP).
PURPOSE: The purpose of the study is to pilot
revisions and establish validity and reliability of an
instrument that will accurately identify gaps in
Computer and Information Literacy (CIL) skills,
competencies, and knowledge in nurses working
primarily as educators, administrators or clinicians.
Gaps thus identified will be filled by developing
academic interventions that directly address the
derived educational goals for CIL necessary to
BACKGROUND: During 2002, the Interagency
Council of Information Resources for Nursing
(ICIRN) and the Nursing Informatics Working Group
of the American Medical Informatics Association
(AMIA NI-WG) came together for the purpose of
conducting collaborative research to identify and
describe the level of application of Information
Literacy skills among three RN groups: clinicians,
administrators and educators. The Scope and
Standards of Nursing Informatics1 identify CIL as
required competencies for all basic nursing graduates.
Furthermore, health care providers are directed by
Institute of Medicine reports 2,3 to implement EBP as
a means of addressing quality and cost of services
Three preliminary studies indicate gaps in the skills,
competencies and knowledge of nurses related to
Computer Literacy and Information Literacy, both
essential for changing data and information into
knowledge for clinical decision-making.
SAMPLE: The convenience sample utilized in this
pilot study consists of three groups of interest –
Nursing Administrators, Nursing Educators, and
nurses in clinical practice.
DESIGN: The study uses a descriptive comparative
design and is to be administered to subjects from
different geographical locations nationwide to
identify gaps in nurses’ CIL skills, competencies and
knowledge for evidence-based practice.
METHODOLOGY: A researcher-designed tool is
administered to a convenience sample representing
each of the targeted populations. Data from subject
responses will be collected on a scannable form and
entered into a Microsoft Excel spreadsheet. Analysis
of demographic data will use parametric and non-
parametric statistics. Multivariate statistics will allow
comparison within and across study groups.
Reliability and validity of the tool will be measured.
RESULTS: Results will allow an environmental
assessment of gaps in computer and information
literacy skills, competencies and knowledge. The
conclusions will guide professional development and
academic integration of programs and processes to
close the identified gaps.
1. American Nurses Association (US). Scope and
standards of nursing informatics practice.
Washington: American Nurses Publishing; 2001.
2. Institute of Medicine (US). Priority areas for
national action: Transforming health care quality.
Washington: National Academies Press; 2003.
3. Institute of Medicine Crossing the Quality Chasm:
A New Health System for the 21st Century.
Washington: National Academies Press: 2000.
AMIA 2003 Symposium Proceedings − Page 971