This study was conducted to develop and test the effects of a nursing information literacy competency education program for the undergraduate nursing students.
A nonequivalent control group pre test-post test design was used. The subjects consisted of 42 sophomore undergraduate nursing students, having completed fundamental nursing course (experimental group: 21, control group 21).
The nursing information literacy competency education program for the nursing undergraduate developed in this study consisted of 4 weeks, 20 hours of program total. The nursing information literacy competency education program was developed through literature review based on the components of RCN information literacy competency framework(2011), standards and models for nursing information literacy competency, and standards and models for higher education information literacy competency. The program was made up lecture and practice which consisted of small group activities of applying nursing information literacy competency components to scenarios in education modules developed by researcher.
Data collected was done before the education program, immediately after the program and four weeks later from January 22 to March 20, 2019. Nursing information literacy competency, problem solving ability, self-directed learning ability and evidence based practice competency were measured.
The collected data were analyzed by repeated measures ANOVA and paired t-test using the IBM SPSS version 23.0 program.
The result were as follows:
1) Hypothesis 1: "There will be a significant difference in nursing information literacy competency between the experimental group and control group" was supported (F=91.74, p<.001).
2) Hypothesis 2: "There will be a significant difference in problem solving ability between the experimental group and control group" was supported (F=52.43, p<.001).
3) Hypothesis 3: "There will be a significant difference in self-directed learning ability between the experimental group and control group" was supported (F=36.61, p<.001).
4) Hypothesis 4: " There will be a significant difference evidence based practice competency between the experimental group and control group" was supported (F=59.66, p<.001). In conclusion, the nursing information literacy competency education program for undergraduate nursing students has been identified as an effective intervention for promoting nursing information literacy competency, problem solving ability, self-directed learning ability, and evidence based practice competency. It is recommended that the nursing information literacy competency education program for undergraduate nursing students will be integrated into the nursing informatics course or will be included as an independent course in the curriculum of the nursing undergraduate program.