Innovative digital tools in EBP and information literacy education for undergraduate nursing students

Main Article Content

Bryan Chan Ruth Wei Catherine Fetherston, Professor


Background: Information literacy (IL) skills are essential for the translation of current knowledge into evidence-based practice (EBP) in healthcare, which in turn improves patient outcomes. However, students enter pre-registration nursing programs with variable IL skills, which can present challenges when preparing research-literate nursing graduates.

 Objectives: To develop an online module for nursing students to learn the information literacy skills they require to effectively implement EBP.

 Project design: A self-paced, interactive online module was developed for final year pre-registration nursing students at an Australian university and launched in late January 2019. Four different digital tools, including screen-capture videos, split-screen tutorials, e-portfolio/learning journey platforms, and digital badges, were integrated to create an interactive module on database searching and systematic reviews. A student feedback survey was added to collect information on the students’ learning experience.

Results: Students reported the online module was challenging but engaging and that its self-paced interactive nature assisted their learning. Digital badges were reported as a motivating factor by students, and their attitudes toward EBP were positive. Students were able to complete the module on their own, but a handful required face-to-face assistance.

Conclusion: This project successfully integrated screen-capture videos, split-screen tutorials, e-portfolios and micro-credentialing into one online learning module to assist nursing students with developing the IL skills required for effective EBP.

Article Details

How to Cite
CHAN, Bryan; WEI, Ruth; FETHERSTON, Catherine. Innovative digital tools in EBP and information literacy education for undergraduate nursing students. Journal of Information Literacy, [S.l.], v. 14, n. 2, p. 128-140, nov. 2020. ISSN 1750-5968. Available at: <>. Date accessed: 17 may 2022. doi:
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