Jamileh Farokhzadian1,2, Somayeh Jouparinejad3, Farhad Fatehi4,5, Fatemeh Falahati-Marvast6. 1. Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran. 2. Department of Community Health Nursing, Razi Faculty of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran. 3. Health in Disasters and Emergencies Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran. 4. School of Psychological Sciences, Monash University, Melbourne, Australia. 5. Centre for Online Health, The University of Queensland, Brisbane, Australia. 6. Health Information Sciences Department, Faculty of Management and Medical Information Sciences, Kerman University of Medical Sciences, Kerman, Iran. Falahati_fa@yahoo.com.
Abstract
BACKGROUND: One of the most important prerequisites for nurses' readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses' information literacy skills for EBP in critical care units. METHODS: In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. RESULTS: At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. CONCLUSIONS: Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.
RCT Entities:
BACKGROUND: One of the most important prerequisites for nurses' readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses' information literacy skills for EBP in critical care units. METHODS: In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. RESULTS: At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. CONCLUSIONS: Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.
Entities:
Keywords:
Evidence-based practice; Information literacy; Nursing education; Nursing informatics; Training program
Authors: R J Brilli; A Spevetz; R D Branson; G M Campbell; H Cohen; J F Dasta; M A Harvey; M A Kelley; K M Kelly; M I Rudis; A C St Andre; J R Stone; D Teres; B J Weled Journal: Crit Care Med Date: 2001-10 Impact factor: 7.598
Authors: Michael Kronenfeld; Priscilla L Stephenson; Barbara Nail-Chiwetalu; Elizabeth M Tweed; Eric L Sauers; Tamara C Valovich McLeod; Ruiling Guo; Henry Trahan; Kristine M Alpi; Beth Hill; Pamela Sherwill-Navarro; Margaret Peg Allen; Priscilla L Stephenson; Linda M Hartman; Judy Burnham; Dennis Fell; Michael Kronenfeld; Raymond Pavlick; Ellen W MacNaughton; Barbara Nail-Chiwetalu; Nan Bernstein Ratner Journal: J Med Libr Assoc Date: 2007-10