Changing Evidence And Information Literacy

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This paper summarizes the reflections of student groups Nursing On and The Masters Team on the topics of information literacy and changing evidence, respectively. A total of nine students participated in this online discussion, using American Psychological Association (APA) formatting. The Nursing On group, with four members, took on the issue of information literacy. The Masters Team, with five members, tackled the topic of changing evidence in nursing and the importance of staying up-to-date. Evidenced-based practice (EBP) is the foundation for which most, if not all, nursing should be based on.

Nurising informatics is an ever-evolving field of study which incorporates all aspects of data, information, science and knowledge (McGonigle & Mastrian, 2018). As nurses, we are both lucky and challenged to be part of these changing times. Nurses must stay abreast of new topics and awareness of evolving healthcare policies. Evidence-based practice is essential to good nursing, emphasizing the constant reevaluation and modification of policies to improve patient and nurse outcomes (Coronel, 2018).

The study involved nine graduate nursing students from a class of 22, representing diverse ages and backgrounds. These students were divided into two groups; each tasked to produce researched, well-structured papers based on assigned prompts. They utilized APA formatting with proper citations and references, posting initial responses and engaging with peers. Sources were required to be peer-reviewed articles or texts from credible databases.

Regarding changing evidence, it underscores the importance of ongoing education and awareness of current developments within the nursing profession. Participation in professional organizations, subscribing to newsletters, and following updates are recommended strategies (Schmidt, 2014). Healthcare updates, such as those concerning SIDS, exemplify how evolving evidence shifts practice—current guidelines recommend supine positioning for infants, moving away from previous prone positioning to reduce SIDS risk (SIDS and other sleep-related infant deaths, 2016). Such changes highlight the necessity of nurses remaining informed to provide safe, current care.

Information literacy—defined as the ability to locate, evaluate, and effectively use health information—is vital for both nurses and patients (McGonigle & Mastrian, 2018). In an era of rapid technological and medical advancements, immediate access to reliable, current information is crucial. Nurses should educate patients on discerning credible sources, emphasizing that information older than five years may be outdated (Theron, Redmond, & Borycki, 2017). Reliable sources often include government (.gov) and educational (.edu) websites, whereas commercial (.com) sites should be approached cautiously due to potential bias and advertisements. Incorporating credible evidence into practice ensures patient safety and enhances care quality (Lawless, Toronto & Grammatica, 2016).

Evidence-based practice (EBP) relies on current, accurate data to guide clinical decision-making; the ability to evaluate the credibility and relevance of information is a core component (Coronel, 2018). Integrating new research and evidence into practice fosters continuous improvement, safety, and effectiveness. Therefore, nurses need ongoing education to keep pace with new evidence, which is vital in maintaining high standards of care amid changing healthcare landscapes. As research advances and revises previous understandings, nurses must remain adaptable, integrating updated evidence into clinical protocols and patient education.

In conclusion, the concepts of changing evidence and information literacy are intertwined, both underpinning the foundation of evidence-based nursing practice. They emphasize the importance of lifelong learning among nurses and the need for critical evaluation skills. As healthcare continues to evolve rapidly, staying informed and adaptable ensures nurses provide the safest, most current patient care. Ultimately, fostering a culture of continuous education and critical appraisal of information sustains the core principles of nursing and improves health outcomes.

References

  • Coronel, R. (2018, October 5). Evidence-based practice and changing evidence. Discussion posted to McGonigle, D., & Mastrian, K. G. (2018). Nursing informatics and the foundation of knowledge. Burlington, MA: Jones & Bartlett Learning.
  • SIDS and other sleep-related infant deaths: Updated 2016 recommendations for a safe infant sleeping environment. (2016). Pediatrics, 138(5). doi:10.1542/peds
  • McGonigle, D., & Mastrian, K. G. (2018). Nursing informatics and the foundation of knowledge. Jones & Bartlett Learning.
  • Schmidt, K. L. (2014). Staying Current During Hectic Times. Journal for Nurses in Professional Development, 30(5), 219.
  • Shubovich, M. (2018, October 6). Information literacy. Discussion posted to.
  • Theron, M., Redmond, A., & Borycki, E. (2017). Baccalaureate nursing students’ abilities in critically identifying and evaluating the quality of online health information. IOS Press, 234(3), 234–249.
  • Detmering, R., et al. (2014). Teaching health literacy and e-health literacy skills. Journal of Medical Library Association, 102(2), 113–119.
  • Lawless, E., Toronto, J., & Grammatica, M. (2016). Embracing Evidence-Based Practice. Journal of Nursing Care, 20(4), 45–51.
  • Additional scholarly references as needed for comprehensive coverage, ensuring credibility and recentness.

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