Alison Brettle1, Michael Raynor. 1. School of Nursing & Midwifery, University of Salford, Salford, Greater Manchester, M5 4WT, UK. a.brettle@salford.ac.uk
Abstract
AIM: To compare the effectiveness of an online information literacy tutorial with a face-to-face session for teaching information literacy skills to nurses. DESIGN: Randomised control trial. PARTICIPANTS: Seventy-seven first year undergraduate pre-registration diploma nursing students. INTERVENTION: Online in-house information literacy tutorial COMPARISON: One hour face-to-face session, covering the same material as the intervention, delivered by the nursing subject librarian. METHODS: Search histories were scored using a validated checklist covering keyword selection, boolean operators, truncation and synonyms. Skills retention was measured at 1 month using the same checklist. Inferential statistics were used to compare search skills within and between groups pre and post-session. RESULTS: The searching skills of first year pre-registration nursing students improve following information literacy sessions (p<0.001), and remain unchanged 1 month later, regardless of teaching method. The two methods produce a comparable improvement (p=0.263). There is no improvement or degradation of skills 1 month post-session for either method (p=0.216). CONCLUSION: Nurses Information literacy skills improve after both face-to-face and online instruction. There is no skills degradation at 1 month post-intervention for either method.
RCT Entities:
AIM: To compare the effectiveness of an online information literacy tutorial with a face-to-face session for teaching information literacy skills to nurses. DESIGN: Randomised control trial. PARTICIPANTS: Seventy-seven first year undergraduate pre-registration diploma nursing students. INTERVENTION: Online in-house information literacy tutorial COMPARISON: One hour face-to-face session, covering the same material as the intervention, delivered by the nursing subject librarian. METHODS: Search histories were scored using a validated checklist covering keyword selection, boolean operators, truncation and synonyms. Skills retention was measured at 1 month using the same checklist. Inferential statistics were used to compare search skills within and between groups pre and post-session. RESULTS: The searching skills of first year pre-registration nursing students improve following information literacy sessions (p<0.001), and remain unchanged 1 month later, regardless of teaching method. The two methods produce a comparable improvement (p=0.263). There is no improvement or degradation of skills 1 month post-session for either method (p=0.216). CONCLUSION: Nurses Information literacy skills improve after both face-to-face and online instruction. There is no skills degradation at 1 month post-intervention for either method.
Authors: Laure Perrier; Ann Farrell; A Patricia Ayala; David Lightfoot; Tim Kenny; Ellen Aaronson; Nancy Allee; Tara Brigham; Elizabeth Connor; Teodora Constantinescu; Joanne Muellenbach; Helen-Ann Brown Epstein; Ardis Weiss Journal: J Am Med Inform Assoc Date: 2014-05-28 Impact factor: 4.497
Authors: Pradeep Paul George; Nikos Papachristou; José Marcano Belisario; Wei Wang; Petra A Wark; Ziva Cotic; Kristine Rasmussen; René Sluiter; Eva Riboli-Sasco; Lorainne Tudor Car; Eve Marie Musulanov; Joseph Antonio Molina; Bee Hoon Heng; Yanfeng Zhang; Erica Lynette Wheeler; Najeeb Al Shorbaji; Azeem Majeed; Josip Car Journal: J Glob Health Date: 2014-06 Impact factor: 4.413