title: Six ways of experiencing information literacy in nursing: the findings of a phenomenographic study.
abstract: BACKGROUND
  Information literacy plays a vital role in evidence-based practice in nursing. However there is currently little evidence to show how being information literate is actually experienced by nurses and therefore information literacy educational interventions are not genuinely evidence-based. Are they promoting the appropriate knowledge and skills to help nurses find and use the research evidence they need?
  
  
  OBJECTIVE
  To investigate how being information literate is experienced by nurses. To use the insights obtained to develop a description of the parameters of information literacy in nursing, including those of its role and value in evidence-based practice.
  
  
  METHODS
  Phenomenography.
  
  
  METHODS
  41 UK nurses of varying experience, specialism and background.
  
  
  METHODS
  Open-ended interviews.
  
  
  RESULTS
  7 contexts in which information literacy is experienced, were mapped out and 6 representative ways of being an information literate nurse, in increasing levels of depth and sophistication, were described.
  
  
  CONCLUSIONS
  These findings may form the basis of future evidence-based information literacy education programmes.
authors.affiliation: Paragon House, University of West London, Boston Manor Road, Brentford, England. Electronic address: marc.forster@uwl.ac.uk.
authors.forename: Marc
authors.initials: M
authors.lastname: Forster
mesh_terms: D000328:Adult; D055318:Evidence-Based Nursing; D005260:Female; D006801:Humans; D058980:Information Literacy; D007407:Interviews as Topic; D007858:Learning; D008297:Male; D008875:Middle Aged; D009726:Nurses; D015402:Nursing Education Research; D011361:Professional Competence; D055815:Young Adult
keywords: Evidence-based practice; Information literacy; Nursing education; Phenomenography