| The purpose of this study was to conduct a needs assessment of the nursing education environment, specifically investigating Information Literacy (IL) as a measure of readiness for using Evidence-Based Practice (EBP) as a teaching/learning tool. To address statewide needs, this collaborative study investigated the same questions among practicing registered nurses and advanced practice registered nurses (Tanner, 2000). Most studies of Information Literacy have been undertaken by library scientists. Studies of Information Literacy about nurses were not found, nor was any previous study linking Information Literacy to Evidence-Based Practice.; The changes driving health care have increased consumer demand for professional accountability for quality and cost-effective service. To meet the demand safely, the nurse needs access to current, best available information for clinical decision-making. The influence of technology on the organization, access, and rate of information exchange requires a nurse to be adept at information management within an electronic environment.; EBP is one process incorporating information-seeking, retrieval, and utilization of research-based information to support best practice decisions. IL is essential to the effective implementation of EBP.; Primary research questions addressed (1) the extent, based on IL characteristics, to which nurse faculty and students are prepared for EBP and (2) the gaps in information-seeking relative to awareness of information need, information resources utilized, and the availability of and ability to access electronic information resources for implementing EBP. A researcher designed questionnaire was used for data collection.; Results indicated gaps in awareness of information need, identification of information need, knowledge of electronic resource utilization, and application of research to practice. Conclusions were: IL skills building should be enhanced among faculty and students; IL instructional programs should be integrated into program curricula across levels; the research course should be implemented early in the curricular sequence; and research, as a true value, should be operationalized by faculty. Recommendations for future study include investigation of differences in perceived and actual search skills among faculty and students; means for operationalizing the research value; curricular strategies enhancing IL; the relationship of mentoring to value development; and collaborative teaching between faculty and librarians to develop IL in students. |
