Educators are obligated to prepare future nurses to utilize evidence-based practice (EBP) supported by information literacy (IL) competencies. The purpose of the mixed-methods study was to examine educators’ beliefs about teaching IL to support EBP and determine cultural factors that influenced the integration of EBP. A survey was used in Phase I and semi-structured interviews were used in Phase II. Most participants reported firm beliefs and confidence in teaching and utilizing EBP and a positive movement toward sustainable cultures of college-wide integration of EBP. Primary sources for information-seeking included professional journals, reference textbooks, and healthcare databases, and rarely were librarians consulted. Most were aware of EBP but not IL competencies, and participants unanimously reported information literacy was a pre-requisite for EBP. Educators younger than fifty years and teaching in graduate and doctorate programs had higher mean scores on the EBP Beliefs Scale, and movement toward a sustainable culture of EBP was found in participants teaching in graduate and doctorate programs (p = 0.028). The mixed-methods approach identified inconsistencies in knowledge and value for EBP by nursing educators.
Evidence-based practice (EBP) is the standard of care in healthcare, and educators are obligated to prepare future nurses to utilize EBP supported by information literacy competencies in the 21st century. The purpose of the mixed-methods study was to examine educators’ perceptions and beliefs about teaching information literacy to support EBP and determine cultural factors in academia that influenced the integration of EBP. The Information Literacy for Evidence-Based Nursing Practice-Modified (ILNP-M), Evidence-Based Practice Beliefs-Educator (EBPB-E), and Organizational Culture and Readiness for School-Wide Integration of Evidence-Based Practice-Educator (OCRSIEP- E) Scales were used to collect data in Phase I from 145 educators in a south-central state. Phase II data were collected from 11 educators’ personal experiences teaching information literacy and EBP with semi-structured, recorded interviews.
Most participants reported firm beliefs and confidence in teaching and utilizing EBP and a positive movement toward sustainable cultures of college-wide integration of EBP. Primary sources for information-seeking included professional journals, reference textbooks, and healthcare databases, and rarely were librarians consulted. Availability of databases and personal expectations for seeking new evidence were facilitators, and barriers for searching for additional information included lack of time to search and understand the organization of electronic databases. Most were aware of EBP but not
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information literacy competencies, and participants unanimously reported information literacy was an EBP prerequisite and faculty were responsible for teaching both skills. Though not statistically significant, educators younger than fifty years and teaching in graduate and doctorate programs had higher mean scores on the EBPB-E Scale. Statistical significance was found for movement toward a sustainable culture of EBP by participants teaching in graduate and doctorate programs (p = 0.028) on the OCRSIEP-E Scale.
Themes identified from interviews included the need to update and educate nursing faculty about information literacy and EBP competencies, organizational constraints for teaching competencies, and commitment for lifelong learning in the nursing profession. Recommendations were for faculty development, orientation programs, and consistent integration of competencies in all nursing programs. The significance of the study validated the importance for nursing educators to be knowledgeable and prepared to teach essential nursing competencies expected of nursing graduates.