Forster Marc
Paragon House, University of West London, Boston Manor Road, Brentford, England.
Nurse Educ Today. 2015 Jan;35(1):195-200. doi: 10.1016/j.nedt.2014.06.005. Epub 2014 Jun 24.
Information literacy plays a vital role in evidence-based practice in nursing. However there is currently little evidence to show how being information literate is actually experienced by nurses and therefore information literacy educational interventions are not genuinely evidence-based. Are they promoting the appropriate knowledge and skills to help nurses find and use the research evidence they need?
To investigate how being information literate is experienced by nurses. To use the insights obtained to develop a description of the parameters of information literacy in nursing, including those of its role and value in evidence-based practice.
Phenomenography.
41 UK nurses of varying experience, specialism and background.
Open-ended interviews.
7 contexts in which information literacy is experienced, were mapped out and 6 representative ways of being an information literate nurse, in increasing levels of depth and sophistication, were described.
These findings may form the basis of future evidence-based information literacy education programmes.
信息素养在护理循证实践中起着至关重要的作用。然而，目前几乎没有证据表明护士在实际中如何体验信息素养，因此信息素养教育干预并非真正基于证据。它们是否在促进适当的知识和技能，以帮助护士找到并使用他们所需的研究证据？
调查护士如何体验信息素养。利用所获得的见解来描述护理中信息素养的参数，包括其在循证实践中的作用和价值。
现象学方法。
41名来自英国、经验、专业和背景各异的护士。
开放式访谈。
梳理出信息素养得以体现的7种情境，并描述了作为具有信息素养的护士的6种代表性方式，其深度和复杂性程度不断增加。
这些发现可能构成未来循证信息素养教育计划的基础。
