Information literacy: using LISTEN project strategies to equip nurses worldwide.
The 21st century presents a major challenge in the form of information overload. In a profession where new knowledge is ever expanding, nurse educators must equip nurses to find the information they need to provide safe evidence-based care. Information literacy and information technology competencies have become a priority in nursing education, but inconsistencies in definitions, frameworks, content, and design, combined with ill-equipped faculty have hindered the development of a transferable model geared toward improving nurses' information literacy. Challenges are compounded for nurses in developing nations, where access to information and training for information literacy are both problematic. This paper describes experiences from the LISTEN project, during the 1st year of a 3-year funded Nurse Education Practice and Retention grant. Designed to improve information literacy competencies of student and workforce nurses, using individualized learning via interactive web-based modules, LISTEN provides on its' website a Did You Know video dramatizing the importance of information literacy to nurses, and offers resources for information literacy, information technology, and evidence-based nursing practice. Preliminary findings from beta testing reveal the module content is realistic, complete, and logical. The website and video have generated worldwide interest. Future possibilities include nationwide implementation and adaptation for the international arena.
Patterson
Ramona
R
The University of Tennessee Health Science Center, College of Nursing, Memphis, Tennessee, United States. rpatte16@utmem.edu
Carter-Templeton
Heather
H
Russell
Cynthia
C
D055317:Evidence-Based Practice; D016247:Information Storage and Retrieval; D015402:Nursing Education Research; D048108:Nursing Informatics / Q000193:education*; D011361:Professional Competence / Q000592:standards; D013663:Teaching / Q000458:organization & administration*