Profiling information behaviour of nursing students: part 2: derivation of profiles

Evaluation of Knowledge, Attitudes, and Skills in Evidence-Based Nursing Practice Among Master's Degree Nursing Students

Background: Evidence-Based Nursing Practice (EBNP) plays a crucial role in ensuring high-quality patient care. This study evaluates master's degree nursing students' knowledge, attitudes, and skills related to EBNP, identifying strengths and key gaps that require curriculum improvements to enhance their competencies in evidence-based practice. Methods: A cross-sectional study was conducted among 103 master's degree nursing students at Wrocław Medical University. Data were collected using a demographic questionnaire and the standardized Polish version of the Evidence-Based Practice Profile Questionnaire (EBP2Q). Results: The findings indicate that students demonstrated generally positive attitudes toward EBNP (mean score: 53.43 ± 10.05 out of 70). However, knowledge of research terminology was moderate (44.66 ± 18.01 out of 85), and the frequency of EBNP utilization in practice was relatively low (22.15 ± 8.74 out of 45). Significant differences were observed based on study mode and academic progression, with part-time students scoring higher in attitudes toward competency development (p = 0.02). A weak but positive correlation was found between professional experience and the frequency of EBNP utilization (r = 0.182, p = 0.068), while knowledge of research terminology showed a non-significant association with age (r = 0.167, p = 0.092). Conclusions: These findings highlight the need for targeted curriculum enhancements, particularly in research literacy, practical application opportunities, and the integration of mentorship and educational resources. Strengthening EBNP education will better equip nursing students to implement evidence-based practices in clinical settings, ultimately improving patient care quality.

Evidence-based information-seeking behaviors of nursing students: Concurrent think aloud technique

Background

With the expansion of scientific information, and the beginning of evidence-based practice (EBP), embracing "evidence-based information-seeking behaviors" is essential to provide effective up-to-date nursing care. To better support students' evidence-based information-seeking behaviors, this study explores how nursing students actually search and identify evidence-based information.

Methods

A concurrent think aloud technique was employed in which 12 nursing students were asked to verbalize their thoughts whilst using search engines to find EBP to inform their practice.

Results

In general, searching literature per se is complex and many different searching activities are employed, including triggering, recalling, scanning, linking, accessing, retrieving, relating, extracting, evaluating and referencing. The search behavior may involve some iteration of the cyclical activities of scanning, linking and accessing. It is believed that background (recalling pre-existing knowledge), assessing relevancy, evaluating and referencing are pertinent to evidence-based practice information-seeking behavior. In view of this, the study proposes a new model of evidence-based information-seeking behaviors.

Conclusion

This study presents an evidence-based information-seeking behavior model based on a number of identified searching features. Results may have important practical implications for nursing educators.

Validation of information-seeking behaviour of nursing students confirms most profiles but also indicates desirable changes for information literacy support

Purpose

The study aims were: (1) to replicate a previous study by the first author to confirm previous findings (internal validity) and to check construct validity of previously proposed information-behaviour profiles, (2) to compare the information processes used by students in parallel with requirements of early professional practice.

Design/methodology/approach

A replication study used the same questionnaire, delivered online to all 175 students across three years of a BSc adult nursing degree programme on one UK university campus. The survey included questions on information seeking processes, personality, approaches to learning and self-efficacy with information literacy. The literature review examined evidence around the transition from nursing student to practitioner and the Association for College and Research Libraries (ACRL) standards for nursing information literacy.

Findings

The response rate was 86/175 (49%). The result verified findings on the most frequent information processes and association between approach to learning and information literacy self-efficacy. The personality findings differed. Combining results for both studies helped confirm most of the information-behaviour profiles. Mapping the frequent information processes against requirements of practice indicated gaps, particularly around professional networking.

Research limitations/implications

As both studies were carried out at one higher education campus, further research to assess external validity is required.

Practical implications

Information-behaviour profiles, plus the mapping, help librarians and tutors develop tailored information literacy support that is clinically relevant and support transition to practice.

Originality/value

Validated a set of information behaviour profiles for nursing students and linked these to the requirements of professional practice.