Author

Meagan White

Date of Award

12-2018

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Nursing and Allied Health Professions

First Advisor

Kristy S. Chunta

Second Advisor

Teresa C. Shellenbarger

Third Advisor

Theresa McDevitt

Abstract

Information literacy (IL) is essential to nurses’ delivery of quality patient care due to its role in evidence-based practice. Consequently all nursing students must achieve IL competence upon graduation. However, few publications have explored factors that influence IL skills of prelicensure baccalaureate nursing students and even less is known about current pedagogical strategies employed by faculty to promote IL competence.

This study used a mixed method design to examine student factors and educational strategies that influence IL self-efficacy of senior-level prelicensure baccalaureate nursing students. The purpose was three-fold to describe nursing students’ IL self-efficacy levels utilizing a valid and reliable tool; to analyze relationships between demographic factors, educational strategies, and IL self-efficacy; and to provide a description of educational strategies employed by nursing programs to achieve IL competency of graduates. A convenience sample of 260 prelicensure nursing students from baccalaureate programs across the United States was

used. Additionally, eight qualitative interviews were conducted with faculty and administrators from participating sites. The Information Literacy Self-Efficacy Scale (ILSES) was used to assess IL self-efficacy amongst this cohort of students and directed content analysis helped to identify qualitative categories and themes relating to IL educational interventions under the framework of Rogers’s Diffusions of Innovation (DOI) theory.

A statistically significant relationship was found between IL self-efficacy and student age, online search preference for Google, frequent use of textbook as information sources, and frequent use of professional journals as information sources as these factors accounted for 13.9% of the variance in ILSES scores (F(4, 252) = 10.192, p <.0005, R2 = .139). Further statistical analysis indicated two student factors, younger age and preference of Google for online searching, were associated with lower IL self-efficacy scores. Additionally, a coding matrix developed using DOI theory was used to explore six qualitative themes that emerged from faculty interviews relating to IL educational strategies. The study’s most prominent theme relating to faculty’s use of IL pedagogies was focused on communication channels and social systems. Implications from this study’s results may be used by nurse educators, administrators, and policymakers to develop innovative evidence-based IL pedagogies and improve nursing program curricular designs.

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