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    Please use this identifier to cite or link to this item: https://ir.fy.edu.tw:8080/ir/handle/987654321/10442

    Title: Efficacy of Integrating Information Literacy Education into a Women's Health Course on Information Literacy for RN-BSN Students
    Other Titles: 整合資訊素養教育於婦女健康課程對在職護生資訊素養之效能影響
    Authors: Ya-Lie Ku;Sheila Sheu;Shih-Ming Kuo
    Contributors: 輔英科技大學 護理系
    Keywords: 資訊教育;資訊素養;護理課程;護理學生;information education;information literacy;nursing curricula;nursing students
    Date: 2007-03
    Issue Date: 2010-11-23 16:22:22 (UTC+8)
    Abstract: 資訊素養為發展實證護理的必備條件,且其可培養護理人員終身學習的能力。護理教育應將資訊素養教育融入護理課程中,以增進護生的資訊素養能力。本研究目的以比較有無接受資訊素養教育課程之在職護生的資訊素養技能方式,來探討資訊素養教育的成效。此類實驗研究於2004年3至6月期間執行於婦女健康議題課程中,教導32位在職護生搜尋與篩選、整合、分析、運用、及呈現資訊的技能。七十五位實驗及控制組學生於計畫前後以10 point Likert scale自我評值其資訊搜尋與篩選、整合、分析、運用、與呈現技巧等能力。結果顯示實驗組(n=32)與控制組(n=43)於年齡、婚姻、工作職稱、單位、年資、及學期一開始的資訊素養能力均無呈現顯著地差異。一學期後,除了資訊的呈現能力外,實驗組由前測至後測其資訊素養能力表現顯著地比控制組良好,尤其在資訊的整合、分析、及運用三方面。期許護生未來能運用所加強的資訊素養技巧,來提出及解決臨床上患者的健康問題。
    Information literacy, essential to evidences-based nursing, can promote nurses' capability for life-long learning. Nursing education should strive to employ information literacy education in nursing curricula to improve information literacy abilities among nursing students. This study explored the effectiveness of information literacy education by comparing information literacy skills among a group of RN-BSN (Registered Nurse to Bachelors of Science in Nursing) students who received information literacy education with a group that did not. This quasi-experimental study was conducted during a women's health issues course taught between March and June 2004. Content was presented to the 32 RN-BSN students enrolled in this course, which also taught skills on searching and screening, integrating, analyzing, applying, and presenting information. At the beginning and end of the program, 75 RN-BSN student self-evaluated on a 10 point Likert scale their attained skills in searching and screening, integrating, analyzing, applying, and presenting information. Results identified no significant differences between the experimental (n = 32) and control groups (n = 43) in terms of age, marital status, job title, work unit, years of work experience, and information literacy skills as measured at the beginning of the semester. At the end of the semester during which content was taught, the information literacy of the experimental group in all categories, with the exception of information presentation, was significantly improved as compared to that of the control group. Results were especially significant in terms of integrating, analyzing, and applying skill categories. It is hoped that in the future nursing students will apply enhanced information literacy to address and resolve patients' health problems in clinical settings.
    Relation: The Journal of Nursing Research 15(1), 67-77
    Appears in Collections:[護理系] 期刊論文

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