1. Developing information literacy skills in pre-registration nurses: a randomised controlled trial Dr Alison Brettle – Research Fellow School of Nursing and Midwifery, University of Salford Mike Raynor – Information Specialist, National Institute for Health and Clinical Excellence (NICE)

2. Background to the study Increase in demand for searching skills to support evidence-based practice (EBP) at pre-registration level Pressure growing for remote delivery of searching skills for evidence-based practice Opportunity to measure the efficacy of an online resource for teaching information skills

3. The University of Salford

4. Objectives Do pre-registration nurses’ information skills improve following a teaching intervention? Is an online tutorial at least as good as face-to-face instruction for teaching information skills?

5. The session content What is a database? Google and gateways Scoping searches Selection of keywords PICO Synonyms Truncation Retrieving the full-text of articles

6. Interactions: live screen

7. Methods: data collection protocol Search exercise 1 and demographic data collection. Intervention administered Search exercise 2 and qualitative data collection ‘Search histories 2’ e-mailed to facilitators Search histories 1 and 2 compared using SPSS ‘Search histories 1’ e-mailed to facilitators Study group

8. Methods: Flow of participants through the study

9. Scoring the search histories Pre-test “Why is hand washing effective for infection control?” Correct use of Boolean ‘AND’ Correct use of Boolean ‘OR’ Use of truncation Correct selection of keywords Correct use of synonyms Post-test “Discuss the role of the nurse in the care of the dying”

10. Results ComparisonMeansP ValueResult Face-to-facePre-test=0.41 Post-test=2.23 0.001 (Wilcoxon signed ranks) Improvement in ability to search OnlinePre-test=0.35 Post-test=1.77 <0.001 (Wilcoxon signed ranks) Improvement in ability to search Pre-testsFace-to-face=0.41 Online=0.35 0.588 (Mann Whitney U) No difference Post-testsFace-to-face=2.23 Online=1.77 0.263 (Mann Whitney U) No difference Follow-up face to face Post-test=2.23 Follow-up=1.56 0.216 (Mann Whitney U) No degradation of skills Follow-up onlinePost-test=1.77 Follow-up=1.25 0.505 (Mann Whitney U) No degradation of skills

11. Other data Demographic data showed both groups were fairly similar Qualitative data showed majority in favour of online method “I enjoyed working through session” “You could work at your own pace, felt relaxed, no pressure to keep up” “..there was help if needed” “..could discuss problems with peers”

12. Very few dislikes “no personal touch…” “I do like face to face training so if questions need to be asked they can..” “I did not understand any of the questions, I don’t know a great deal about computers only the basics, I felt that the session was of no use to me at all” “I ended up feeling frustrated...I am now confused”

13. Conclusions Positive improvement but very small This improvement is the same for face-to-face or online delivery Online method is at least as effective as face-to-face for teaching information skills Skills retention is the same at 6 weeks