School of Nursing & Midwifery, University of Salford, Salford, Greater Manchester, M5 4WT, UK.
Nurse Educ Today. 2013 Feb;33(2):103-9. doi: 10.1016/j.nedt.2011.12.003. Epub 2012 Jan 16.
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 1 month 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 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).
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.
比较在线信息素养教程与面对面课程在教授护士信息素养技能方面的效果。
随机对照试验。
77 名一年级本科预注册文凭护理学生。
在线内部信息素养教程。
由护理学科馆员提供的 1 小时面对面课程，涵盖与干预相同的材料。
使用经过验证的检查表对搜索历史进行评分，涵盖关键词选择、布尔运算符、截断和同义词。使用相同的检查表在 1 个月时测量技能保留情况。使用推断统计比较组内和组间课前和课后的搜索技能。
一年级预注册护理学生的搜索技能在信息素养课程后有所提高（p<0.001），并且在 1 个月后无论教学方法如何都保持不变。两种方法产生了可比的提高（p=0.263）。对于两种方法，在课后 1 个月都没有技能提高或降低（p=0.216）。
护士的信息素养技能在面对面和在线教学后都有所提高。对于两种方法，在干预后 1 个月都没有技能退化。
