See the published version of this preprint at BMC Medical Informatics and Decision Making.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
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Research article
Jamileh Farokhzadian
Kerman University of Medical Sciences, PO Box: 7716913555, Haft-Bagh Highway, Kerman, Iran
Corresponding Author
ORCiD: https://orcid.org/0000-0002-9621-3486
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background: Information literacy is one of the important prerequisites for an effective evidence-based practice (EBP). Therefore, it is necessary to pay attention to curricular development and use new educational methods such as virtual education to strengthen information literacy competency in nursing students. This study investigated the effect of virtual education on nursing students’ information literacy competency for EBP.
Methods: This interventional study was performed with two groups of intervention and control and a pretest and posttest design. Seventy-nine nursing students were selected and assigned into the intervention or control groups by random sampling. Virtual education of the information literacy was uploaded on a website in the form of seven modules delivered in four weeks. Questionnaires of demographic information and information literacy for EBP were used to collect data before and one month after the virtual education.
Results: The results showed no significant difference between the control and intervention groups in all dimensions of information literacy competency in the pre-test stage. In the post-test, the virtual education improved some dimensions of information literacy competency for EBP including information seeking skills (t= 3.144, p= 0.002) and knowledge about search operators (t= 39.84, p= 0.001) in the intervention groups compared with the control group. Virtual education of the information literacy did not have any significant effect on nursing students in terms of use of different information resources and development of search strategy and frequency of the correct answer to the question of formulating a search strategy in intervention group (p>0.05).
Conclusion: Virtual education had a significant effect some demotions of the information literacy competency for EBP in nursing students. Nursing professors and educators are recommended to train information literacy by integrating virtual and face-to-face education. Researchers should also examine the effectiveness of these interventions, their barriers and facilitators.
Keywords
Electronic-learning, Information literacy, Evidence-based nursing, Nursing students
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View the published article at BMC Medical Informatics and Decision Making.
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Editorial decision: Major revision
On 18 Nov, 2020
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Received 24 Oct, 2020
Review #3 received
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Review #1 received
Received 04 Oct, 2020
Reviewer #3 agreed
On 02 Oct, 2020
Reviewers invited
Invitations sent on 21 Sep, 2020
Reviewer #1 agreed
On 21 Sep, 2020
Reviewer #2 agreed
On 21 Sep, 2020
Editor assigned
On 11 Sep, 2020
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On 10 Sep, 2020
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On 10 Sep, 2020
First submitted
On 09 Sep, 2020
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Subject Areas
Medical Informatics
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See the published version of this preprint at BMC Medical Informatics and Decision Making.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
Jamileh Farokhzadian
Kerman University of Medical Sciences, PO Box: 7716913555, Haft-Bagh Highway, Kerman, Iran
Corresponding Author
ORCiD: https://orcid.org/0000-0002-9621-3486
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
View the published article at BMC Medical Informatics and Decision Making.
Version 1
Posted 21 Sep, 2020
No community comments so far
Editorial decision: Major revision
On 18 Nov, 2020
Review #2 received
Received 24 Oct, 2020
Review #3 received
Received 24 Oct, 2020
Review #1 received
Received 04 Oct, 2020
Reviewer #3 agreed
On 02 Oct, 2020
Reviewers invited
Invitations sent on 21 Sep, 2020
Reviewer #1 agreed
On 21 Sep, 2020
Reviewer #2 agreed
On 21 Sep, 2020
Editor assigned
On 11 Sep, 2020
Submission checks complete
On 10 Sep, 2020
Editor invited
On 10 Sep, 2020
First submitted
On 09 Sep, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Medical Informatics
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published article at BMC Medical Informatics and Decision Making.
Background: Information literacy is one of the important prerequisites for an effective evidence-based practice (EBP). Therefore, it is necessary to pay attention to curricular development and use new educational methods such as virtual education to strengthen information literacy competency in nursing students. This study investigated the effect of virtual education on nursing students’ information literacy competency for EBP.
Methods: This interventional study was performed with two groups of intervention and control and a pretest and posttest design. Seventy-nine nursing students were selected and assigned into the intervention or control groups by random sampling. Virtual education of the information literacy was uploaded on a website in the form of seven modules delivered in four weeks. Questionnaires of demographic information and information literacy for EBP were used to collect data before and one month after the virtual education.
Results: The results showed no significant difference between the control and intervention groups in all dimensions of information literacy competency in the pre-test stage. In the post-test, the virtual education improved some dimensions of information literacy competency for EBP including information seeking skills (t= 3.144, p= 0.002) and knowledge about search operators (t= 39.84, p= 0.001) in the intervention groups compared with the control group. Virtual education of the information literacy did not have any significant effect on nursing students in terms of use of different information resources and development of search strategy and frequency of the correct answer to the question of formulating a search strategy in intervention group (p>0.05).
Conclusion: Virtual education had a significant effect some demotions of the information literacy competency for EBP in nursing students. Nursing professors and educators are recommended to train information literacy by integrating virtual and face-to-face education. Researchers should also examine the effectiveness of these interventions, their barriers and facilitators.
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