Information Literacy. As discussed in the lesson from Week 2, the TIGER initiative identified three components for the TIGER nursing informatics competencies model: (a) basic computer competencies, (b) information literacy, and (c) information management. Additionally, health care providers must be able to determine what information is needed, utilize the appropriate resources to find the information, use valid resources to critique the information, provide evidence-based care based on this information, and evaluate the outcomes of the process.
Information literacy refers to the use of digital technology to locate, navigate, manage, integrate, evaluate, create, and effectively communicate in a rapidly changing information environment in the pursuit of knowledge. The National Organization of Nurse Practitioner Faculties (NONPF) Core Competencies advocated incorporating competencies from technology informatics with Advanced Practice Nursing (APN) curricula to teach nurse practitioner students how to use available technology to enhance the safety and health outcomes of their patients (NONPF, 2017, p. 8). The Essentials of Master’s Education in Nursing written by the American Association of Colleges of Nursing (AACN) (2013) recognized that master’s-prepared nurses use technologies to deliver and coordinate patient care as well as to enhance communication. Graduate level Quality and Safety Education for Nurses (QSEN) Competencies recommended the use of information and technology to communicate, manage knowledge, mitigate error, and support decision making (Dolansky & Moore, 2013). The National League for Nursing (NLN) Program Outcomes and Competencies for Graduate Academic Nurse Educator Preparation are “grounded in the core values of the NLN – caring, integrity, diversity, and excellence. The concepts of evidence-based teaching, the science of learning, research in nursing education, and personal and professional development are reflective of these values assuming different dimensions across program type” (NLN, 2017, p.2). Each organization incorporates aspects of information and/or literacy with core competencies; however, the extent of inclusion and items differ vastly.
The most important aspects of information literacy reflect information discovery, retrieval, and delivery as well as the ability to acquire, process, generate, and disseminate knowledge in ways that help those managing the knowledge reevaluate and rethink what an individual understands. The goals of the Information Literacy Competency Standards for Higher Education (2013), published by the American Library Association (ALA) are a response to the changing perceptions of how information is created, evaluated, and used.
Competency Standards for Nursing
According to the Information Literacy Competency Standards for Nursing (2013), an information-literate individual can demonstrate the following:
- Determine the extent of information needed
- Access the needed information effectively and efficiently
- Critically evaluate the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process
- Use information effectively to accomplish a specific purpose
- Understand the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally
Information literacy does not begin and end with the healthcare provider. As consumers of healthcare, patients must also demonstrate information literacy. As such, APNs have due diligence to extend their knowledge of information literacy to guide and assist the public. For example, what benefit might a patient gain from purchasing and wearing a device to tract the number of steps taken in a day? How would you advise your patient? What impact might this have on their health and subsequent outcomes?
Please review the Information Literacy Competency Standards for Nursing (2013), a presentation from Chamberlain University Library: