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Information literacy skills and training of licensed practical nurses in Alberta, Canada: results of a survey
Author(s) -
Wadson Kelley,
Phillips Leah Adeline
Publication year - 2018
Publication title -
health information and libraries journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.779
H-Index - 38
eISSN - 1471-1842
pISSN - 1471-1834
DOI - 10.1111/hir.12217
Subject(s) - information literacy , preparedness , curriculum , medical education , training (meteorology) , literacy , lifelong learning , functional illiteracy , the internet , computer literacy , nursing , psychology , medicine , computer science , pedagogy , political science , world wide web , physics , mathematics education , meteorology , law
Background Although information literacy skills are recognized as important to the curriculum and professional outcomes of two‐year nursing programs, there is a lack of research on the information literacy skills and support needed by graduates. Objective To identify the information literacy skills and consequent training and support required of Licensed Practical Nurses ( LPN s) in Alberta, Canada. Method An online survey using a random sample of new graduates (graduated within 5 years) from the registration database of the College of Practical Nurses of Alberta ( CLPNA ). Results There was a 43% response rate. Approximately 25–38% of LPN s felt they were only moderately or to a small extent prepared to use evidence effectively in their professional practice. LPN s use the internet and websites most frequently, in contrast to library resources that are used least frequently. Developing lifelong learning skills, using information collaboratively, and locating and retrieving information are areas where LPN s desire more effective or increased training. Conclusion The results suggest there are significant gaps in the preparedness and ability of LPN s to access and apply research evidence effectively in the workplace. There are several areas in which the training provided by Librarians appears either misaligned or ineffective.