| ObjectiveThrough the literature review of the current situation of information literacy,the factors affecting nurses’ information literacy are discussed,and online training is used as the starting point to construct an online training program based on MOOC,and the practical effect is evaluated,so as to provide reference and reference for the construction of clinical nurse information literacy cultivation program.At the same time,a MOOC resource library suitable for clinical nurses’ information literacy learning is established.MethodsThis study is divided into two parts:the first part is the construction of information literacy cultivation program based on MOOC,and the second part is the implementation and effect evaluation of the program.1.Construction of information literacy cultivation program for clinical nurses based on MOOC.Under the guidance of literature review,analysis and theory,the first draft of the intervention plan is formed,on the basis of which expert meeting discussion is conducted,and the final draft of implementation is formed on the basis of pre-experiment and questionnaire demand survey.2.Implementation and evaluation of information literacy training program for clinical nurses based on MOOC.This section uses the method of quantitative research.By recruiting nurses from three tertiary first-class hospitals of similar size in Henan Province for intervention,the random number method was divided into 60 intervention groups and 60 control groups,and the intervention group nurse training program MOOC courses and hospital routine level training were given,and the control group nurses were given hospital routine level training at the same time.The intervention group course consisted of 18 weeks,and answered Tencent video conferences once a week,10-15 weeks,and 16-18 weeks of the course,reminded the course every week and answered questions in a timely manner in the We Chat group;the clinical nurse information literacy self-assessment scale and the clinical nurse scientific research ability self-assessment scale were used to make questionnaires before and after the intervention,respectively,to analyze and evaluate the intervention effect,and to analyze the data with SPSS25.0 statistical software.The statistical analysis methods of descriptive statistics,chi-square test,and t-test are mainly used.Results1 Before the intervention,the needs and baseline survey of the research subjects showed that 63.3% of the people had not participated in computer-related training,15.8% of the people believed that their information ability was fully able to meet the needs of clinical nursing work,31.7% of them had participated in the study of information literacy-related courses,84.2% had queried relevant information through search engines,71.7% had not studied the full-text database of foreign language journals,45.8% had not learned statistical knowledge,and 68.3% had not studied statistical knowledge.People do not understand the use of statistical software,70% of people are not satisfied with their mastery of nursing research knowledge,information literacy and scientific research ability baseline level results show that clinical nurses have a large room for improvement.2.The training content of the information literacy training program based on MOOCs includes: from the aspects of understanding information literacy,information knowledge,information ability,information ethics and morality,information knowledge mainly includes: understanding literature retrieval,types of information sources;information ability mainly includes information retrieval strategy,database use,citation retrieval,special literature retrieval,open access resources and search engines,academic dynamic information subscription,nursing research,computer basic knowledge,statistical basic knowledge,paper writing,Information ethics and morality to screen MOOC course resources;training format: through the rain classroom online training,information literacy learning group,Tencent video conference,rain classroom online Q&A;training time: a total of 18 weeks,about 60 minutes per week,a total of 18 courses.3.Effectiveness evaluation of training programs.A total of 120 subjects were included in this study,and 7 cases were lost.The effective sample size was 113,There were 56 patients in pre-group and 57 in control group.The results show:(1)Before intervention,there was no statistically significant difference in gender,age,working years,professional title,level,position,English level,marital status,education level,computer level,and whether patients had participated in scientific research training between the two groups(P>0.05),indicating a balanced comparability.Before intervention,there were no statistically significant differences in all dimensions and total dimensions of information literacy,and all dimensions and total dimensions of scientific research ability between the two groups(P>0.05),indicating a balanced comparison.(2)After intervention,there was no significant difference in information awareness between the two groups(P>0.05).There were statistically significant differences in the total score of information ability,information ethics and morality,and information literacy(P<0.05).After intervention,there was no statistically significant difference between the two groups in problem finding ability,data processing ability and paper writing ability(P>0.05),but there was statistically significant difference in literature searching ability,scientific research design ability and scientific research practice ability(P < 0.05).(3)Compared with the nurses in the intervention group before and after intervention,there were statistically significant differences in the scores of all dimensions of information literacy and total dimensions of scientific research ability(P<0.05).(4)Comparing the statistics of the nurses in the control group before and after,the differences in information ability,information ethics and morality,total score of information literacy,literature access ability,scientific research design ability,scientific research practice ability,data processing ability,paper writing ability,and total scientific research ability were statistically significant(P<0.05);in terms of information awareness and problem discovery ability dimension,the difference was not statistically significant(P>0.05).(5)48.2% of the nurses in the intervention group were very satisfied with the overall curriculum setting and 44.6%were satisfied;44.6% said they were very satisfied with MOOC-based online training,44.6% said they were satisfied;53.6%were very satisfied with the course content arrangement,37.5% were satisfied;51.8%were very satisfied with the weekly learning time,44.6% were satisfied;39.3% were very satisfied with total Course cycle and 48.2% were satisfied.Conclusion1.Information literacy training programs based on MOOCs can improve the information literacy level and scientific research ability of clinical nurses.2.Clinical nurses are satisfied with the online training mode,training content,overall course setting,weekly course learning duration and total course cycle based on MOOC,and the training program is well accepted. |
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