Purnell Margaret, Royal Bernadette, Warton Lyndall
Library Services, Northern Territory Department of Health, Darwin, Northern Territory, Australia.
Library Services, Charles Darwin University, Darwin, Northern Territory, Australia.
Nurse Educ Today. 2020 Dec;95:104585. doi: 10.1016/j.nedt.2020.104585. Epub 2020 Sep 3.
Undergraduate nursing students have the opportunity to develop information literacy skills while at university so they can work effectively in an increasingly information-intensive clinical environment. This can be achieved through learning how to effectively search for required information, critically evaluate it, apply and reference it. Librarians working in academic libraries can assist with this essential skill development through library instruction, delivery and support.
The aim of this integrative review was to undertake an analysis of the peer-reviewed research in the context of library instruction programs delivered in undergraduate nursing courses. A synthesis of the key themes was also undertaken.
This paper takes the form of an integrative review. Four library databases were systematically searched for research articles investigating 'library instruction' within 'undergraduate nursing' courses. The search strategy was based on synonyms for these two concepts.
A total of 26 articles based on 25 studies were identified for review. Research was undertaken in a number of different countries with the most being in the United States of America (8). Total participants were 2820 nursing students. Sixteen of the studies were a quantitative approach, three were qualitative and six were mixed methods. A range of data collection methods were used that included surveys, interviews, focus groups and an observational study. One study was a randomised controlled trial and one used a mixed methods final year thesis analysis. The year level of participants varied with most being in the first year of their course (12 studies). Six studies were a mix of year levels. The four key inter-related themes identified were: collaboration, course-integration, linking to assessments, and confidence.
There is evidence to suggest a positive relationship between library instruction and information literacy skill development. Sustained training and support across year levels provides the opportunity for positive student outcomes.
本科护理专业学生在大学期间有机会培养信息素养技能，以便他们能够在日益信息密集的临床环境中高效工作。这可以通过学习如何有效地搜索所需信息、批判性地评估信息、应用信息并进行引用得以实现。在高校图书馆工作的馆员可以通过图书馆指导、服务和支持来协助培养这一关键技能。
本整合性综述旨在分析本科护理课程中开展的图书馆指导项目背景下的同行评议研究。同时还对关键主题进行了综合分析。
本文采用整合性综述的形式。系统检索了四个图书馆数据库，以查找在“本科护理”课程中研究“图书馆指导”的研究文章。检索策略基于这两个概念的同义词。
共识别出26篇基于25项研究的文章以供综述。研究在多个不同国家开展，其中美国最多（8项）。总参与者为2820名护理专业学生。16项研究采用定量方法，3项采用定性方法，6项采用混合方法。使用了一系列数据收集方法，包括调查、访谈、焦点小组和观察性研究。一项研究是随机对照试验，一项使用混合方法进行最后一年论文分析。参与者的年级各不相同，大多数是课程第一年的学生（12项研究）。6项研究涉及不同年级的混合群体。确定的四个关键相互关联主题为：协作、课程整合、与评估挂钩以及信心。
有证据表明图书馆指导与信息素养技能发展之间存在积极关系。跨年级提供持续培训和支持为学生取得积极成果提供了机会。
