Purpose

The study aims were: (1) to replicate a previous study by the first author to confirm previous findings (internal validity) and to check construct validity of previously proposed information-behaviour profiles, (2) to compare the information processes used by students in parallel with requirements of early professional practice.

Design/methodology/approach

A replication study used the same questionnaire, delivered online to all 175 students across three years of a BSc adult nursing degree programme on one UK university campus. The survey included questions on information seeking processes, personality, approaches to learning and self-efficacy with information literacy. The literature review examined evidence around the transition from nursing student to practitioner and the Association for College and Research Libraries (ACRL) standards for nursing information literacy.

Findings

The response rate was 86/175 (49%). The result verified findings on the most frequent information processes and association between approach to learning and information literacy self-efficacy. The personality findings differed. Combining results for both studies helped confirm most of the information-behaviour profiles. Mapping the frequent information processes against requirements of practice indicated gaps, particularly around professional networking.

Research limitations/implications

As both studies were carried out at one higher education campus, further research to assess external validity is required.

Practical implications

Information-behaviour profiles, plus the mapping, help librarians and tutors develop tailored information literacy support that is clinically relevant and support transition to practice.

Originality/value

Validated a set of information behaviour profiles for nursing students and linked these to the requirements of professional practice.

中文翻译：

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护理学生信息寻求行为的验证证实了大多数资料，但也表明信息素养支持的理想变化

目的

该研究的目的是：（1）复制第一作者的先前研究，以确认先前的发现（内部有效性），并检查先前提出的信息行为特征的结构有效性，（2）比较学生在研究中使用的信息过程。符合早期专业实践的要求。

设计/方法/方法

一项重复研究使用了相同的调查问卷，该调查问卷在英国一所大学校园内的BSc成人护理学位课程的三年中，在线提供给了全部175名学生。该调查包括有关信息搜索过程，性格，学习方法和具有信息素养的自我效能感的问题。文献综述检查了从护理系学生到从业者过渡的证据，以及有关护理信息素养的大学和研究图书馆协会（ACRL）标准。

发现

回应率为86/175（49％）。该结果验证了有关最频繁的信息过程以及学习方法与信息素养自我效能之间的关联的发现。人格发现有所不同。两项研究的结果相结合有助于确认大多数信息行为特征。根据实践要求映射频繁的信息过程表明存在差距，尤其是在专业网络方面。

研究局限/意义

由于两项研究都是在一个高等教育园区内进行的，因此需要进行进一步的研究以评估外部有效性。

实际影响

信息行为概况以及映射，可帮助馆员和辅导员开发具有临床意义的量身定制的信息素养支持，并支持向实践的过渡。

创意/价值

验证了一组针对护理专业学生的信息行为档案，并将其与专业实践的要求联系起来。