Information literacy skill development and life long learning: exploring nursing students’ and academics’ understandings

Abstract

Objectives: The aim of this study was to map information literacy (IL) skill development in the Bachelor of Nursing (BN) content; identify educational practices in courses to asses students’ information literacy (IL) skills; explore BN students’ understandings of their IL skill development; and explore students’ and academics’ understandings of the link between IL skills and life long learning.

Design: The study used a qualitative exploratory triangulated design using document analysis, questionnaire and focus groups to evaluate BN students’ and academics’ understandings of IL; IL links to life long learning; and subsequent implications for high quality evidence based practice. Thematic analysis was used to review the individual and combined sources of data.

Setting: The setting for the study was one School of Nursing and Midwifery in a South Australian University.

Subjects: Participants included 394 Bachelor of Nursing students who responded to an anonymous questionnaire and 7 academics who participated in a focus group.

Main outcomes: Changes are required to increase BN students’ and academics’ understandings of IL and its links to life long learning, including staff development and collaboration between academics, librarians and study advisors on the design and implementation of a consistent and progressive curriculum approach to teaching IL skills.

Results: The themes resulting from the data were: students’ and academics’ understanding of the term information literacy and the links to lifelong learning; the role of the library; the role of the curriculum; and the roles of lecturers and student peers.

Conclusions: Study outcomes indicated there is a need for staff development and a progressive curriculum approach to ensure students understand IL and its links to life long learning. Such approaches require collaboration between librarians, study skills advisors and academics.