Developing health information literacy: a health students’ perspective


Ivanitskaya et al (2012) explored preprofessional students’ skill development after they were provided with feedback on skill gaps and the strategies they intended to use to address these gaps. The study used a qualitative approach to elicit reflections on building health information literacy skills.  The authors embarked on this study because previous studies had found that many students lacked important competencies essential for finding and evaluating health information.  They had trouble discriminating between primary and secondary sources of information or between references or journal articles and other published documents. They also found that when students were presented with websites, less than half could discern credible sites by checking trustworthy features. Additionally, students were unsure about how to reference their findings correctly.

The previously validated assessment tool was undertaken by 348 participants. The responses were coded into themes. The findings indicted that students would like to develop library and internet skills; strategies to evaluate information and ways to avoid plagiarism. When asked from whom students would seek assistance they cited librarians, friends and academics. Students indicated they realised they needed to be more mindful, deliberate, and purposeful while searching and screening information. The authors also found that students may not be aware of the extensive online resources offered through their academic library. Additionally, timely feedback about gaps and offers of ideas about how to close the gaps can be a critical influence on student learning. This study has implications the student-clinical  supervisor or preceptor relationship. Students’ levels of health literacy can be improved during professional experience by clinical supervisors prepared to give timely feedback. These students could benefit from suggestions about how to close their gaps. It is important the clinical supervisors can provide students with suggestions about strategies to improve their health literacy within the practice setting.  They may also be required to ensure students know how to access University resources, including library and student services.

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