Information literacy: instrument development to measure competencies and knowledge among nursing educators, nursing administrators, and nursing clinicians: a pilot study

Northwestern State University of Louisiana, College of Nursing, Natchitoches/Shreveport, LA, USA.
AMIA ... Annual Symposium proceedings / AMIA Symposium. AMIA Symposium 02/2003; 2003:971.
Source: PubMed


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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    • "A panel of experts composed of nurse informaticists, library scientists , and clinicians reviewed the investigator-designed questionnaire to establish content validity prior to use in three pilot studies [15]. Simple revisions in the wording of some demographic items allowed correlation of the findings with the National Sample Survey of Registered Nurses in the US (NSSRN) [16]. "
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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.
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    ABSTRACT: Using existing instruments when assessing nurses' readiness for evidence-based practice facilitates comparison of research findings and adds to nursing knowledge in a global context. The study aims to: (1) translate the Information Literacy for Evidence Based Nursing Practice(©) (ILNP(©)) questionnaire and the Evidence-based Practice Beliefs Scale(©) (EBP Beliefs Scale(©)), (2) assess their appropriateness for use in Iceland, and 3) estimate the psychometric properties of the translated EBP Beliefs Scale [Icelandic-EBP Beliefs Scale (I-EBP Beliefs Scale)]. The instruments were evaluated for appropriateness and relevancy before translation, and the ILNP(©) was modified to fit the Icelandic context. Translation followed recommended approaches, including back-translation. Pilot testing of both instruments ensued. A random sample of 540 nurses answered and returned the questionnaires. Reliability and validity of the I-EBP Beliefs Scale were tested on 471 complete I-EBP Beliefs Scale. Data were collected in 2007. The translated instruments demonstrated clarity and conciseness; however, the ILNP(©) needed to be further modified. For the I-EBP Beliefs Scale, Cronbach's α was 0.86 and Spearman-Brown r was 0.87. Principal components analysis supported the I-EBP Beliefs Scale's construct validity and unidimensional structure. Criterion validity was established by known-groups comparison (t-tests and one-way analyses of variance). The ILNP(©) and the EBP Beliefs Scale(©) can be used in contexts other than those for which they were developed. The I-EBP Scale is a psychometrically sound instrument and its performance supports the validity of the original scale. The instruments can be used to gather valuable information about nurses' readiness for evidence-based practice.
    International Nursing Review 06/2012; 59(2):259-65. DOI:10.1111/j.1466-7657.2011.00969.x · 0.95 Impact Factor
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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; 10(2). DOI:10.1111/j.1741-6787.2012.00260.x · 2.38 Impact Factor
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