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1.
Objectives:
This study describes how information retrieval skills are taught in evidence-based medicine (EBM) at the undergraduate medical education (UGME) level.Methods:
The authors systematically searched MEDLINE, Scopus, Educational Resource Information Center, Web of Science, and Evidence-Based Medicine Reviews for English-language articles published between 2007 and 2012 describing information retrieval training to support EBM. Data on learning environment, frequency of training, learner characteristics, resources and information skills taught, teaching modalities, and instructor roles were compiled and analyzed.Results:
Twelve studies were identified for analysis. Studies were set in the United States (9), Australia (1), the Czech Republic (1), and Iran (1). Most trainings (7) featured multiple sessions with trainings offered to preclinical students (5) and clinical students (6). A single study described a longitudinal training experience. A variety of information resources were introduced, including PubMed, DynaMed, UpToDate, and AccessMedicine. The majority of the interventions (10) were classified as interactive teaching sessions in classroom settings. Librarians played major and collaborative roles with physicians in teaching and designing training. Unfortunately, few studies provided details of information skills activities or evaluations, making them difficult to evaluate and replicate.Conclusions:
This study reviewed the literature and characterized how EBM search skills are taught in UGME. Details are provided on learning environment, frequency of training, level of learners, resources and skills trained, and instructor roles.Implications:
The results suggest a number of steps that librarians can take to improve information skills training including using a longitudinal approach, integrating consumer health resources, and developing robust assessments. 相似文献2.
Laura M. Schimming 《Journal of the Medical Library Association》2008,96(3):217-222
Objective:
The research analyzed evaluation data to assess medical student satisfaction with the learning experience when required PubMed training is offered entirely online.Methods:
A retrospective study analyzed skills assessment scores and student feedback forms from 455 first-year medical students who completed PubMed training either through classroom sessions or an online tutorial. The class of 2006 (n = 99) attended traditional librarian-led sessions in a computer classroom. The classes of 2007 (n = 120), 2008 (n = 121), and 2009 (n = 115) completed the training entirely online through a self-paced tutorial. PubMed skills assessment scores and student feedback about the training were compared for all groups.Results:
As evidenced by open-ended comments about the training, students who took the online tutorial were equally or more satisfied with the learning experience than students who attended classroom sessions, with the classes of 2008 and 2009 reporting greater satisfaction (P<0.001) than the other 2 groups. The mean score on the PubMed skills assessment (91%) was the same for all groups of students.Conclusions:
Student satisfaction improved and PubMed assessment scores did not change when instruction was offered online to first-year medical students. Comments from the students who received online training suggest that the increased control and individual engagement with the web-based content led to their satisfaction with the online tutorial.Highlights
- First-year medical students at Mount Sinai School of Medicine responded positively to an online PubMed tutorial and skills assessment created by librarians.
- Students who took the online tutorial passed the PubMed skills assessment at the same high rate as students who attended in-class training led by librarians.
- Feedback suggests that students preferred the individual control of the web-based content and the ease with which the online training fit into their crowded schedules.
Implications
- Interactive online training encourages students to direct their own learning experience and can lead to greater student satisfaction.
- Medical students of the Millennial generation may prefer flexible, self-paced assignments that can be completed at times and locations convenient to them.
- Medical librarians can create online tutorials to successfully engage and instruct the next generation of medical students.
3.
Emma Delemere M.sc Rebecca Maguire PhD CPsychol 《Health information and libraries journal》2023,40(1):54-69
Background
Caregivers of children may rely on internet sources, health care providers, peers or family for health information.Objective
To examine the impact of sociodemographic factors on the use of the internet for health information by caregivers of children, and the impact on self-efficacy, effort and frustration.Methods
Using data from the 2019 Health Information National Trends Survey, the effects of information source on self-efficacy, effort and frustration was examined using the complex samples module of SPSS.Results
The internet was the most common source of health information for caregivers of children (n = 247), with high confidence, low frustration and effort reported. Younger, higher educated and higher income caregivers were significantly more likely to use the internet for health information. Information from Health Care Providers (HCPs) was associated with greater confidence, and information from peers associated with lesser effort and frustration. No significant effects on self-efficacy, effort or frustration for online health information was noted compared to other sources.Conclusions
Efforts to reduce barriers to online health information may be required for some groups of caregivers, and health care providers may have a role to play in this. 相似文献4.
Diane G. Schwartz Paul M. Blobaum Jean P. Shipman Linda Garr Markwell Joanne Gard Marshall 《Journal of the Medical Library Association》2009,97(4):280-284
Objectives:
The Medical Education Task Force of the Task Force on Vital Pathways for Hospital Librarians reviewed current and future roles of health sciences librarians in medical education at the graduate and undergraduate levels and worked with national organizations to integrate library services, education, and staff into the requirements for training medical students and residents.Methods:
Standards for medical education accreditation programs were studied, and a literature search was conducted on the topic of the role of the health sciences librarian in medical education.Results:
Expectations for library and information services in current standards were documented, and a draft standard prepared. A comprehensive bibliography on the role of the health sciences librarian in medical education was completed, and an analysis of the services provided by health sciences librarians was created.Conclusion:
An essential role and responsibility of the health sciences librarian will be to provide the health care professional with the skills needed to access, manage, and use library and information resources effectively. Validation and recognition of the health sciences librarian''s contributions to medical education by accrediting agencies will be critical. The opportunity lies in health sciences librarians embracing the diverse roles that can be served in this vital activity, regardless of accrediting agency mandates.In response to reported closings of and staff reductions at hospital libraries, the Medical Library Association (MLA) and the Hospital Libraries Section of MLA agreed to study the state of hospital libraries and librarians under the auspices of the Task Force on Vital Pathways for Hospital Librarians. The task force''s Health Sciences Librarian in Medical Education Task Force (METF)* was charged with reviewing the accreditation standards regarding libraries for residency programs and with working with national organizations to integrate library services, education, and staff into the requirements for training medical students and residents. 相似文献5.
Lana V. Ivanitskaya Kaitlyn A. Hanisko Julie A. Garrison Samantha J. Janson Danielle Vibbert 《Journal of the Medical Library Association》2012,100(4):277-283
Objective:
The research identified the skills, if any, that health preprofessional students wished to develop after receiving feedback on skill gaps as well as any strategies they intended to use to address these gaps.Methods:
A qualitative approach was used to elicit students'' reflections on building health information literacy skills. First, the students took the Research Readiness Self-Assessment instrument, which measured their health information literacy, and then they received individually tailored feedback about their scores and skill gaps. Second, students completed a post-assessment survey asking how they intended to close identified gaps in their skills on these. Three trained coders analyzed qualitative comments by 181 students and grouped them into themes relating to “what skills to improve” and “how to improve them.”Results:
Students intended to develop library skills (64% of respondents), Internet skills (63%), and information evaluation skills (63%). Most students reported that they would use library staff members'' assistance (55%), but even more respondents (82%) planned to learn the skills by practicing on their own. Getting help from librarians was a much more popular learning strategy than getting assistance from peers (20%) or professors (17%).Conclusions:
The study highlighted the importance of providing health preprofessional students with resources to improve skills on their own, remote access to library staff members, and instruction on the complexity of building health literacy skills, while also building relationships among students, librarians, and faculty.Highlights
- After receiving feedback on skill gaps, most preprofessional health students intend to develop their information literacy skills.
- Some students report that a trip to the library is a barrier to using library resources.
- Students see the need to build their information evaluation skills, knowledge of citations and plagiarism, and library skills, which they differentiate from Internet skills.
- Students are more likely to identify librarians as sources for assistance in finding information than faculty or peers after receiving individual feedback explaining the role of libraries and library staff members.
Implications
- Students'' health information competencies can be built through assessment and feedback that reveals skill gaps, highlights misconceptions, and offers ideas on how to improve.
- Access to professionally designed self-study resources is needed for students who intend to develop health information competencies on their own.
6.
Todd S. Harwell Dionne Gesink Law Jennifer L. Ander Steven D. Helgerson 《Journal of the Medical Library Association》2008,96(2):134-137
Objective: The paper provides an overview of a strategy to increase utilization of online bibliographic databases by public health workers.Methods: A web-based survey of professional staff in the Montana Department of Public Health and Human Services was conducted to assess their use of and interest in training in online bibliographic databases. Based on the findings from the assessment, the department, in collaboration with the state university, provided brief ninety-minute training sessions for interested staff on the use of PubMed.Results: Seventy of 115 (61%) of staff completed the survey. Only 39% of staff reported using an online bibliographic database to conduct a literature search in the past year, and only 10% (n=7) reported having ever received any training in their use. Perceived proficiency with the use of PubMed was higher upon completion of the brief training. The majority of training participants (n=27) indicated that they were very likely to use PubMed in the next year to search the literature.Conclusions: A collaboratively designed training can increase public health workers'' proficiency in and intentions of using online bibliographic databases.
Highlights
- A web-based assessment of Montana public health workers identified a lack of training in and use of online bibliographic databases and an interest in receiving training in their use.
- Brief training in the use of online bibliographic databases increased state public health workers'' self-assessed proficiency in and intentions of using these resources.
Implications
- Low-cost strategies, such as inexpensive web-survey tools, to assess staff needs and brief training sessions for public health workers were effective in increasing public health workers'' self-assessed proficiency in using online bibliographic databases.
- Collaboration between state health departments and universities to design and provide relevant training in the use of online bibliographic databases is an effective approach to addressing public health workers'' skills in using these resources.
7.
BACKGROUND: The Internet is a valuable information tool, but users often struggle to locate good quality information from within the vast amount of information available. OBJECTIVE: The aim of the study was to identify the online information resources available to assist students develop Internet searching skills, and to explore the students' priorities in online guides. METHODS: A qualitative approach was adopted with two phases. The first was a structured search of available online study skills resources. The second comprised 10 group interviews with a total of 60 students at all stages of five undergraduate health and social care related courses at a UK university. RESULTS: The study found that there were good online guides available, but that, perversely, the better guides tended to require the best searching skills to locate them. A few students were enthusiastic about using online support, however the majority felt that if they had the skills to locate such resources they wouldn't use a study guide to improve these skills, and if they did not have the skills they would not think of using an online guide to develop them. CONCLUSIONS: Students wanted assistance when they had problems or questions, rather than sites that offered structured learning experiences. Personal support rather than virtual support was also considered to be most important to the students in this study. 相似文献
8.
Kathleen Burr Oliver Prudence Dalrymple Harold P. Lehmann Deborah Ann McClellan Karen A. Robinson Claire Twose 《Journal of the Medical Library Association》2008,96(1):50-57
Objective: The objectives were (1) to develop an academic, graduate-level course designed for information professionals seeking to bring evidence to clinical medicine and public health practice and to address, in the course approach, the “real-world” time constraints of these domains and (2) to further specify and realize identified elements of the “informationist” concept.Setting: The course took place at the Division of Health Sciences Informatics, School of Medicine, Johns Hopkins University.Participants: A multidisciplinary faculty, selected for their expertise in the course core competencies, and three students, two post-graduate National Library of Medicine (NLM) informationist fellows and one NLM second-year associate, participated in the research.Intervention: A 1.5-credit, graduate-level course, “Informationist Seminar: Bringing the Evidence to Practice,” was offered in October to December 2006. In this team-taught course, a series of lectures by course faculty and panel discussions involving outside experts were combined with in-class discussion, homework exercises, and a major project that involved choosing and answering, in both oral and written form, a real-world question based on a case scenario in clinical or public health practice.Conclusion: This course represents an approach that could be replicated in other academic health centers with similar pools of expertise. Ongoing journal clubs that reiterate the question-and-answer process with new questions derived from clinical and public health practice and incorporate peer review and faculty mentoring would reinforce the skills acquired in the seminar.
Highlights
- Interdisciplinary faculty designed and offered a graduate-level course to teach the skills required by an informationist in clinical and public health practice, further elaborating a model for preparing informationists.
Implications
- This scalable approach to teaching skills for the transfer of evidence into practice could be replicated in academic health centers with similar pools of expertise; such replication could contribute data toward validating this training approach.
- Greater clarity on an appropriate, or “good enough,” standard of evidence for supporting point-of-action decision making is needed.
- Based on the assumption that practicing skills increases confidence and the likelihood that skills will be applied, this course included mentored practice of oral and written evidence presentation skills. Further research could determine whether a course that includes such mentored practice increases the likelihood that students will apply their newly acquired skills.
9.
Background: While the Internet is a popular source of health information, health seekers’ inadequate skills to locate and discern quality information pose a potential threat to their healthcare decision‐making. Objectives: We aimed to examine health information search and appraisal behaviours among young, heavy users of the Internet. Methods: In study 1, we observed and interviewed 11 college students about their search strategies and evaluation of websites. In study 2, three health experts evaluated two websites selected as the best information sources in study 1. Results: Familiarity with health websites and confidence in search strategies were major factors affecting search and evaluation behaviours. Website quality was mostly judged by aesthetics and peripheral cues of source credibility and message credibility. In contrast to users’ favourable website evaluation, the experts judged the websites to be inappropriate and untrustworthy. Conclusion: Our results highlight a critical need to provide young health seekers with resources and training that are specifically geared toward health information search and appraisal. The role of health seekers’ knowledge and involvement with the health issue in search effort and success warrants future research. 相似文献
10.
Objective
The objective of this literature review was to summarise current research regarding how consumers seek health‐related information from social media. Primarily, we hope to reveal characteristics of existing studies investigating the health topics that consumers have discussed in social media, ascertaining the roles social media have played in consumers’ information‐seeking processes and discussing the potential benefits and concerns of accessing consumer health information in social media.Methods
The Web of Science Core Collection database was searched for existing literature on consumer health information seeking in social media. The search returned 214 articles, of which 21 met the eligibility criteria following review of full‐text documents.Conclusion
Between 2011 and 2016, twenty‐one studies published explored various topics related to consumer information seeking in social media. These ranged from online discussions on specific diseases (e.g. diabetes) to public health concerns (e.g. pesticide residues). Consumers’ information needs vary depending on the health issues of interest. Benefits of health seeking on social media, in addition to filling a need for health information, include the social and emotional support health consumers gain from peer‐to‐peer interactions. These benefits, however, are tempered by concerns of information quality and authority and lead to decreased consumer engagement. 相似文献11.
《The Journal of Academic Librarianship》2022,48(6):102603
BackgroundDuring the COVID-19 pandemic, students have trouble coping with the available health information regarding the coronavirus in their daily lives because of misinformation.ObjectivesThe aim of this study was to evaluate online health information seeking and digital health literacy among information and learning resources undergraduate students at Taibah University during the COVID-19 pandemic.MethodsTo investigate the primary goal, this study used a simultaneous exploratory mixed methods design. Seventeen students participated in phone interviews, and 306 were invited to complete an online survey.AnalysisThe collected data was analyzed using both quantitative (SPSS) and qualitative (NVivo 10) methods.ResultsSearch engines, social media, and YouTube were most often used by the respondents as sources to search for COVID-19-related information. COVID-19 symptoms, restrictions, and the current spread of COVID-19 were the most searched topics by the respondents. Significant and relevant differences emerged for the digital health literacy subscales “information search” and “adding self-generated content”. However, there were no significant differences in the digital health literacy subscale “determining relevance”.ConclusionUsing the internet to provide health information tailored to the needs and interests of students to seek health information online and thereby improve their health literacy. 相似文献
12.
13.
Jean P. Shipman Sabrina Kurtz-Rossi Carla J. Funk 《Journal of the Medical Library Association》2009,97(4):293-301
Objectives:
This research studied hospital administrators'' and hospital-based health care providers'' (collectively, the target group) perceived value of consumer health information resources and of librarians'' roles in promoting health information literacy in their institutions.Methods:
A web-based needs survey was developed and administered to hospital administrators and health care providers. Multiple health information literacy curricula were developed. One was pilot-tested by nine hospital libraries in the United States and Canada. Quantitative and qualitative methods were used to evaluate the curriculum and its impact on the target group.Results:
A majority of survey respondents believed that providing consumer health information resources was critically important to fulfilling their institutions'' missions and that their hospitals could improve health information literacy by increasing awareness of its impact on patient care and by training staff to become more knowledgeable about health literacy barriers. The study showed that a librarian-taught health information literacy curriculum did raise awareness about the issue among the target group and increased both the use of National Library of Medicine consumer health resources and referrals to librarians for health information literacy support.Conclusions:
It is hoped that many hospital administrators and health care providers will take the health information literacy curricula and recognize that librarians can educate about the topic and that providers will use related consumer health services and resources.Highlights
- Health care providers responded positively to a health information literacy curriculum offered by librarians and to related resources and services, namely MedlinePlus and the information referral system known as Information Rx.
- Participation in a curriculum increased health care providers'' knowledge of health information literacy, awareness of available consumer health information, and referral of patients to the library for additional assistance.
- Librarian involvement in health information literacy increased the profession''s visibility and perceived value.
Implications
- Consumer health information services and resources offered by librarians can improve the health information literacy skills of health care providers and their patients.
- Training by librarians can increase knowledge of the importance of health information literacy and usage of MedlinePlus and Information Rxs.
- Hospital-based administrators and health care providers can be champions in support of health information literacy and consumer health information services offered by libraries.
14.
Shaheen Majid Schubert Foo Brendan Luyt Xue Zhang Yin-Leng Theng Yun-Ke Chang Intan A Mokhtar 《Journal of the Medical Library Association》2011,99(3):229-236
Objective:
Evidence-based practice (EBP) provides nurses with a method to use critically appraised and scientifically proven evidence for delivering quality health care to a specific population. The objective of this study was to explore nurses'' awareness of, knowledge of, and attitude toward EBP and factors likely to encourage or create barriers to adoption. In addition, information sources used by nurses and their literature searching skills were also investigated.Method:
A total of 2,100 copies of the questionnaire were distributed to registered nurses in 2 public hospitals in Singapore, and 1,486 completed forms were returned, resulting in a response rate of 70.8%.Results:
More than 64% of the nurses expressed a positive attitude toward EBP. However, they pointed out that due to heavy workload, they cannot keep up to date with new evidence. Regarding self-efficacy of EBP-related abilities, the nurses perceived themselves to possess moderate levels of skills. The nurses also felt that EBP training, time availability, and mentoring by nurses with EBP experience would encourage them to implement EBP. The top three barriers to adopting EBP were lack of time, inability to understand statistical terms, and inadequate understanding of the jargon used in research articles. For literature searching, nurses were using basic search features and less than one-quarter of them were familiar with Boolean and proximity operators.Conclusion:
Although nurses showed a positive attitude toward EBP, certain barriers were hindering their smooth adoption. It is, therefore, desirable that hospital management in Southeast Asia, particularly in Singapore, develop a comprehensive strategy for building EBP competencies through proper training. Moreover, hospital libraries should also play an active role in developing adequate information literacy skills among the nurses.Highlights
- Nurses in Singapore, as in other countries, support the idea of evidence-based practice (EBP) but have limited skills in the area of literature searching and understanding evidence, which limits their use of evidence-based practice.
- Only a small number of nurses were able to pick an appropriate search strategy for a given topic, indicating a lack of basic literature searching skills.
- Sufficient literature searching knowledge is essential to retrieve current, relevant, and accurate evidence. However, a majority of nurses do not know how to properly use Boolean and proximity operators, indexing, truncation, or limits.
Implications
- Librarians need to be part of providing ongoing training for clinical nurses in searching the evidence, especially in hospitals promoting EBP or seeking Magnet status.
- Training is needed for clinical nurses to be able to achieve the use of EBP, and librarians can support this goal by teaching the search strategies portion of an EBP skills course.
- This study''s instrument could be used by librarians as a needs assessment tool to measure their own clinical nurses'' information literacy skills, if justification is needed locally.
15.
Jodi Jameson MLIS AHIP Lucy Duhon MLIS MLW 《Health information and libraries journal》2023,40(3):275-291
Background
As follow-up to their previous survey on health information outreach (HIO) in 2010, the authors became interested in the evolving nature of HIO activities at academic libraries within the past decade.Objectives
The aim of this study was to understand how HIO activities at academic libraries have evolved since 2010, especially considering the current COVID-19 pandemic.Methods
An online survey, designed to collect quantitative data on general HIO activities and qualitative data specifically on COVID-19 information outreach, was distributed to over 1700 librarians at US general academic and academic health science libraries.Results
Two hundred and fifty-five respondents completed the survey. Quantitative findings generally paralleled the 2010 results, except in a few areas. Most notably, a greater percentage of librarians in 2020 were participating in HIO (44%) than in 2010 (37%). Qualitative findings revealed that librarians are leveraging traditional information services and implementing innovative partnerships to promote reputable health information resources on COVID-19.Discussion
Evidence suggests that further engagement and campus partnerships can enhance libraries' supportive roles as trustworthy purveyors of quality health information.Conclusion
US academic librarians are increasingly engaging in HIO to support the health information needs of campus communities and should consider aligning outreach activities with national health goals. 相似文献16.
Achieving change through mutual development: supported online learning and the evolving roles of health and information professionals 总被引：1，自引：1，他引：0
Introduction: Major changes in health care, within an information‐ and technology‐rich age, are impacting significantly on health professionals and upon their education and training. Health information professionals—in both the National Health Service (NHS) and higher education (HE) contexts—are consequently developing their roles, skills and partnerships to meet the needs of flexible education and training. This article explores one facet of this—supported online learning and its impact on role development. Methodology: A case study approach was taken, aiming to explore how academics, health information professionals and learning technologists are developing supported online learning to explicitly address the e‐literacy and information needs of health students within the context of NHS frameworks for education. This was contextualized by a literature review. Results: The case study explores and discusses three dynamics—(i) The use of supported online learning tools by future health‐care professionals throughout their professional training to ensure they have the appropriate e‐literacy skills; (ii) the use of supported online learning by current health professionals to enable them to adapt to the changing environment; (iii) the development of the health information professional, and particularly their role within multi‐disciplinary teams working with learning technologists and health professionals, to enable them to design and deliver supported online learning. Conclusions: The authors argue that, in this specific case study, health information professionals are key to the development of supported online learning. They are working successfully in collaboration and their roles are evolving to encompass learning and teaching activities in a wider context. There are consequently several lessons to be drawn in relation to professional education and role development. 相似文献
17.
18.
Jonathan D. Eldredge David G. Bear Sharon J. Wayne Paul P. Perea 《Journal of the Medical Library Association》2013,101(4):244-251
Background:
Student peer assessment (SPA) has been used intermittently in medical education for more than four decades, particularly in connection with skills training. SPA generally has not been rigorously tested, so medical educators have limited evidence about SPA effectiveness.Methods:
Experimental design: Seventy-one first-year medical students were stratified by previous test scores into problem-based learning tutorial groups, and then these assigned groups were randomized further into intervention and control groups. All students received evidence-based medicine (EBM) training. Only the intervention group members received SPA training, practice with assessment rubrics, and then application of anonymous SPA to assignments submitted by other members of the intervention group.Results:
Students in the intervention group had higher mean scores on the formative test with a potential maximum score of 49 points than did students in the control group, 45.7 and 43.5, respectively (P = 0.06).Conclusions:
SPA training and the application of these skills by the intervention group resulted in higher scores on formative tests compared to those in the control group, a difference approaching statistical significance. The extra effort expended by librarians, other personnel, and medical students must be factored into the decision to use SPA in any specific educational context.Implications:
SPA has not been rigorously tested, particularly in medical education. Future, similarly rigorous studies could further validate use of SPA so that librarians can optimally make use of limited contact time for information skills training in medical school curricula. 相似文献19.
Emily F. Gorman Catherine Staley 《Journal of Library & Information Services in Distance Learning》2018,12(3-4):219-236
The purpose of this study was to evaluate the efficacy of online and in-person instructional methods for teaching research skills, as well as to determine student preferences for each method. Undergraduate students received librarian-led research skills instruction either through an online course management system or in person at the library. Students were surveyed about their experience and format preference, and their grades on a subsequent literature review assignment were collected. The online group’s scores were significantly (p?=?0.002) higher, and a majority of eligible participants stated a preference for the online format. Many of the students in both groups reported increased skills and confidence in conducting speech-language-hearing science research following the library instruction. The results of this study support the possibility that online instruction may be more effective than in-person for improving performance on a literature review assignment and is preferred by on-campus students for learning information literacy skills. 相似文献
20.
OBJECTIVES: This research was conducted to provide new insights on clinical nurses' and nursing students' current use of health resources and libraries and deterrents to their retrieval of electronic clinical information, exploring implications from these findings for health sciences librarians. METHODS: Questionnaires, interviews, and observations were used to collect data from twenty-five nursing students and twenty-five clinical nurses. RESULTS: Nursing students and clinical nurses were most likely to rely on colleagues and books for medical information, while other resources they frequently cited included personal digital assistants, electronic journals and books, and drug representatives. Significantly more nursing students than clinical nurses used online databases, including CINAHL and PubMed, to locate health information, and nursing students were more likely than clinical nurses to report performing a database search at least one to five times a week. CONCLUSIONS AND RECOMMENDATIONS: Nursing students made more use of all available resources and were better trained than clinical nurses, but both groups lacked database-searching skills. Participants were eager for more patient care information, more database training, and better computer skills; therefore, health sciences librarians have the opportunity to meet the nurses' information needs and improve nurses' clinical information-seeking behavior. 相似文献