Scaffolding Information Literacy Learning for Undergraduate Nursing Students: A Mixed-Method Exploration of Student IL Self-Efficacy

Abstract

Purpose: Information literacy (IL) competency is an essential component of evidence-informed nursing practice. It is integral to introduce and develop core information literacy competencies for evidence-informed practice within undergraduate education programs. Research has shown undergraduate students may experience challenges with information literacy skills. More research to inform teaching methodologies that effectively enhance students’ skills and abilities, as well as their self-efficacy with these skills, is needed. This article describes an innovative teaching strategy, called journal club, which uses scaffolded learning activities in small groups over one semester.

Methods: This mixed-methods research study used a non-experimental pre-post survey and was aimed at understanding the impact of the journal club strategy on students’ information literacy self-efficacy. The survey included the Information Literacy Self-Efficacy Scale (Kurbanoglu et al., 2006) and two open-ended questions in the post-survey.

Results: A total of 37 participants, out of 42 potential participants, consented and responded to the pre-survey and 28 to the post-survey. Cohort-based descriptive statistics demonstrated a significant increase in overall scoring on the Information Literacy Self-Efficacy Scale from the pre-survey to the post-survey. Additionally, all relevant item measures from the tool showed statistically significant improvement. The open-ended questions were analyzed thematically, which resulted in the themes of recognition of personal growth, IL skill development, the opportunity to practise, time, the impact in the future, and relational engagement and benefits of the group.

Conclusion: Overall, the findings of this study provide ample evidence that the journal club teaching strategy has positively enhanced students’ IL self-efficacy and will continue to be utilized in future offerings of the course. This strategy could be replicated in other contexts and content areas.