• The Journal of Korean Academic Society of Nursing Education
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• v.27 no.2
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• pp.210-222
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• 2021

Purpose: This study was conducted to develop and test the effects of a nursing information literacy competency education program for undergraduate nursing students. Methods: A non-equivalent control group pretest-posttest design was used. The subjects consisted of 42 sophomore undergraduate nursing students who had completed a fundamental nursing course (experimental group: n=21, control group n=21). The nursing information literacy competency education program consisted of 8 steps in 8 sessions, taught over 4 weeks, which was 20 hours in total. Data were collected between January 23 and March 14, 2019 and were analyzed using Chi-square test, Fisher's exact test, t-test, paired t-test, and repeated measure ANOVA with SPSS/WIN 23.0. Results: Significant differences were shown between the experimental and control groups regarding nursing information literacy competency (F=91.74, p<.001), problem-solving ability (F=52.43, p<.001), self-directed learning ability (F=36.61, p<.001), and evidence-based practice competency (F=59.66, p<.001). Conclusion: The nursing information literacy competency education program was effective in improving the nursing information literacy competency, problem-solving ability, self-directed learning ability, and evidence-based practice competency of nursing students. Hence, we recommend the nursing information literacy education program will be included as an independent course in the nursing curriculum for undergraduate nursing students to promote a needed proficiency in nursing information literacy competency.

• Journal of Digital Convergence
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• v.16 no.5
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• pp.247-255
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• 2018

The purpose of this study was to examine relationships among information resources use, critical thinking, and nursing information literacy competency, and then to identify predictors of nursing information literacy competency in nursing students. The self-reported questionnaires were administered to 118 senior nursing students in two universities, J city. As results of multiple regression analysis, the factors affecting nursing information literacy competency in nursing students were critical thinking (${\beta}=.54$, p<.001) and electronic information resources use (${\beta}=.27$, p<.001), explained 44% of the total variance (F=44.96, p<.001). Based on our results, a educational program for strengthening critical thinking disposition and use of electronic information resources is needed to be developed to improve nursing information literacy competency of nursing students.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.347-356
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• 2016

The purpose of this study was to develop and examine the effectiveness (knowledge, attitude, skills of Evidence-Based Practice, and problem solving skills) of nursing information literacy competency enhancement program for nursing students. It is a pre-post design study carried out with a single group of 72 sophomores in a nursing college. Nursing information literacy competency enhancement program of 6 times (8 hours) was provided to nursing students. Our results have demonstrated that knowledge, attitude, skills of evidence-based practice, and problem solving skills were significantly higher in nursing students. In conclusion, the nursing information literacy competency enhancement program was effective in promoting knowledge, attitude, skills of evidence-based practice and problem solving skills. Based on our results, the nursing information literacy competency enhancement program can provide a basis for enhancing evidence-based nursing practice competencies and problem solving skills of nursing students.

• Journal of the Korea Convergence Society
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• v.9 no.12
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• pp.495-507
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• 2018

This study was done to develop and validate a path model for the causal relationship of nursing information literacy competency and problem solving, self-direct learning, and clinical performance ability of nursing students. Subject were 208 nursing students in the fourth grade of nursing school. Data were collected from June 4 to June 18, 2018. The nursing information literacy competency of nursing students showed direct effects on problem solving ability (${\gamma}=.70$, p<.001) and direct effects on self-directed learning ability (${\gamma}=.53$, p<.001). Nursing information literacy competency showed direct (${\gamma}=.31$, p<.001) and indirect effects (${\gamma}=.31$, p=.007) on clinical performance ability. These variables explained for 46.2% of clinical performance ability. Therefore, it is recommended to develop an education program that can enhance the nursing information literacy competency for improving the problem solving, self-directed learning, and clinical performance ability of nursing students.

• Research in Community and Public Health Nursing
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• v.30 no.1
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• pp.25-37
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• 2019

Purpose: The purpose of this study was to develop an instrument for measuring nursing information literacy competency, and then to examine the validity and reliability of the instrument. Methods: The developmental process of the instrument includes construction of a conceptual framework, generation of initial items, verification of content validity, preliminary study, extraction of final items, and psychometric testing. Its content validity was verified by three experts from nursing and nursing informatics. Its construct, convergent, and discriminant validity was examined in confirmatory factor analysis. Finally, its criterion validity was measured with Pearson's correlation. The tool's reliability was examined by Cronbach's ${\alpha}$. The participants include 382 nurses from four hospitals and one university hospital. Results: Twenty seven items in total were selected for the final scale, and the results of the confirmatory factor analysis were supported with acceptable model fit, which were named competency for identifying problem, potential sources for information, searching fine information, evaluating information, acquising and managing of information, using information ethically, and integrating new information. The convergent, discriminant and criterion validities were also supported. The Cronbach's ${\alpha}$ coefficient was .93. Conclusion: The instrument is valid and reliable to comprehensively assess nurses' information literacy competency, and to provide a basic direction for developing nursing information literacy program.

• Journal of Industrial Convergence
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• v.22 no.10
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• pp.73-80
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• 2024

This study examined the mediating effect of information literacy on the relationship between nursing students' metacognition and patient safety performance. The research method utilized model 4 of Hayes' Process macro 4.3. The results showed that metacognition (r=.47, p<.001) and information literacy (r=.66, p<.001) were positively related to patient safety performance, and metacognition and information literacy (r=.42, p<.001) were positively related to patient safety performance. Metacognition had a positive effect on information literacy (B=.23, p<.001) and patient safety performance (B=.47, p<.001), and information literacy had a positive effect on patient safety performance (B=.56, p<.001). The mediation effect test confirmed that information literacy has a mediating effect on the relationship between nursing students' metacognition and patient safety performance. Therefore, information literacy is an important variable that affects the patient safety performance of nursing students, and measures to improve it are needed.

• Journal of muscle and joint health
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• v.28 no.2
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• pp.140-151
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• 2021

Purpose: This descriptive research study aimed to investigate the effect of social networks and information literacy competency on the job competency of community health practitioners. Methods: The participants of this study were 170 community health practitioners working in the southern and northern regions of J, Korea. Data collection was carried out from March 6, 2018, to April 17, 2018, using a structured self-report questionnaire. Data were analyzed using the SPSS / WIN 23.0 statistical program. Results: Information literacy competency showed 45.5% explanatory power for job competency. However, there was no significant relationship between social networks and job competency. Conclusion: It is helpful to establish a systematic education system for job training and to expand educational opportunities using varied methods like online or mobile-based teaching to increase the job competency of community health practitioners.

• Journal of Digital Convergence
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• v.14 no.7
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• pp.289-297
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• 2016

The purpose of this study was to examine relationships among information resources use, problem solving ability, nursing information literacy competency in general hospital nurses. The descriptive correlational study design was used. The data were collected from 141 nurses working in the two general hospital located G city using self-reported questionnaires. Data were analyzed using SPSS statistics 20.0 program. As results of multiple regression analysis, the factors affecting nursing information literacy competency were problem solving ability and electronic information resources use. And this model could explain 38.0%(F=43.73, p<.001). Considering the findings from this study, nurses need to develop problem solving ability and electronic information resources use improvement program for them.

• Journal of Home Health Care Nursing
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• v.25 no.2
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• pp.127-138
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• 2018

Purpose: This study aimed to provide an overview of the present status of start-up literacy. Methods: The study selected literature from KoreaMed, RISS (Research Information Sharing Service), KISS (Korean studies Information Service System), KISTI (Korea Institute of Science and Technology Information), Ovid-MEDLINE (Medical Literature Analysis and Retrieval System Online), Embase, and Cochrane Library DB. Start-up curricula were collected from the homepage of nursing schools in Korea and the USA. Their contents were searched using Massive Open Online Course (MOOC) platforms; KOCW, K-MOOC, and Coursera. Results: Fifteen articles were selected through a systematic literature review. The main themes of nursing start-up were "driver," "barrier," "required competency," and "importance of education." The courses contained business planning, finance, marketing, leadership, and entrepreneurship. The main contents of MOOCs were similar. Conclusion: The results indicate the necessity to develop multi-scope nursing start-up education programs. Nursing start-up models integrated with appropriate business knowledge and skills in health care settings are needed. This study can be used as a guideline to design start-up education programs in nursing.

• The Journal of the Convergence on Culture Technology
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• v.10 no.6
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• pp.385-393
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• 2024

This study attempted to identify the factors affecting self-efficacy of nursing information utilization and self-directed learning ability of nursing students who experienced clinical practice. The study involved 189 fourth-year nursing students from two universities in one region. Data were collected between April 24 and May 12, 2024. The results of the study showed a significant positive correlation between nursing information utilization and self-directed learning ability, and a significant positive correlation between nursing information utilization and self-efficacy. Self-directed learning ability was the strongest predictor of self-efficacy, explaining 23.0% of the variance. This suggests that nursing students with high self-efficacy are good at self-directed learning ability and nursing information utilization ability. Therefore, the development of various educational programs to enhance self-efficacy is required.