Journal Article (Refereed)
Developing information literacy skills in re-registration nurses: an exerimental study of teaching methods
Brettle, A & Raynor, M 2012, 'Developing information literacy skills in re-registration nurses: an exerimental study of teaching methods', Nurse Education Today.
To compare the effectiveness of an online information literacy tutorial with a face-to-face session for teaching information literacy skills to nurses.
Randomised control trial.
Seventy-seven first year undergraduate pre-registration diploma nursing students.
Online in-house information literacy tutorial
One hour face-to-face session, covering the same material as the intervention, delivered by the nursing subject librarian.
Search histories were scored using a validated checklist covering keyword selection, Boolean operators, truncation and synonyms. Skills retention was measured at 1month using the same checklist. Inferential statistics were used to compare search skills within and between groups pre and post-session.
The searching skills of first year pre-registration nursing students improve following information literacy sessions (p<0.001), and remain unchanged 1month later, regardless of teaching method. The two methods produce a comparable improvement (p=0.263). There is no improvement or degradation of skills 1month post-session for either method (p=0.216).
Nurses Information literacy skills improve after both face-to-face and online instruction. There is no skills degradation at 1month post-intervention for either method.
Nurse Education Today