护理专业大学生信息素质构成、现状和评价的研究
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摘要
在当今科学、知识和信息三位一体主导社会发展和进步的时代，即信息时代，信息素质, 作为人的整体素质的一部分，已越来越受到教育界的重视。在这种大背景下，培养护理专业大学生具有较高的信息素质应成为我国高等护理教育的重要目标。护理专业大学生应达到怎样的信息素质要求及何培养和评价她们的信息素质，将是护理教育者思考和研究的课题。
本研究首先通过理论分析，提出护理专业大学生的信息素质应为：通过在校教育和实践所形成的，对获取和利用护理及相关专业文献方面较为稳定的品质结构，主要包括信息意识、信息能力和信息道德三大主要构成要素和若干子要素，并通过专家咨询，初步确立了护理专业大学生信息素质的构成要素，为下一步开展护理专业大学生信息素质教育提供一个起点。其次我们运用自制的护理专业大学生信息意识量表和信息素质调查问卷来了解和分析当前上海地区护理专业在校大学生的信息素质现状及其影响因素，结果发现：上海地区护理专业在校大学生整体信息素质水平不高，主要表现为：①信息意识不强，量表结果显示护理专业大学生信息行为倾向得分较低，而信息认知状况尚可，两者存在背离现象；②信息活动缺乏经常性:护理专业大学生去图书馆及上网查询资料的频率很低，而“学习任务重”及“文献检索及运用网络的知识和能力有限”是其主要影响因素；③缺乏特定的、深层次的信息需求：除了教科书外，护理专业大学生阅读课外专业书籍、期刊的人数很少，特别是护理专业书籍、期刊，同样阅读外文文献资料的学生人数也很少；④信息检索和信息运用的实践机会较少且能力较差:护理专业大学生对各种常用的护理专业网站、期刊和光盘检索等信息源很不熟悉，利用现代化的信息检索手段的程度不高，文献检索平均成功率较低，另外曾撰写过综述或论文的学生人数比率较低；⑤学校护理信息环
境和教师对于培养学生的信息素质的责任意识都不尽人意。针对调查中发现的问题，我们初步提出培养护理专业大学生信息素质的对策：①更新教育思想和教育观念，将信息素质教育纳入到护理专业大学生整体素质教育中；②护理专业信息素质教育应帮助学生树立正确的信息价值观，激发其信息需求和行为倾向，使之形成敏感而强烈的信息意识；③切实加强护理专业大学生信息能力的教学和实践培养；④将信息素质教育融入课堂教学中，创建新型的教学模式；⑤优化学校信息素质培育环境，为护理专业大学生的信息素质发展创造良好的条件。最后，本研究提出可通过运用“引文分析法”对护理专业大学生的毕业综述或论文进行评估，来达到终末评价学生信息素质的作用。
The information age has ushered in, which is dominated by science, knowledge and information. Nowadays, as a part of the human being's integrated qualities, information literacy has been attached more and more importance to by the education circle. In this context, educating and preparing nursing undergraduate students with high-level information literacy must become an important objective of our higher nursing education. What information literacy should nursing undergraduate students be required of and how to prepare and evaluate their information literacy will be the research subject by nursing faculties.
Firstly, with the theory-based study, we defined the "information literacy of nursing undergraduate students" as the quality of searching and utilizing of information about nursing science and related subjects by education and practice in nursing colleges. Three major elements were involved: information consciousness, information competency and information moral, each of which consisted of sub-elements. After the determination by a panel of experts on education, nursing and teaching administration, preliminary framework on information literacy of nursing undergraduate students was proposed, which is the guideline of future information literacy education for nursing undergraduate students. Secondly, with self-made information literacy questionnaire and information consciousness scale for the nursing undergraduate students, we carried out investigation to determine the current status of information literacy of nursing undergraduate students in Shanghai. The results suggested that the level of information literacy of nursing undergraduate students in Shanghai is not high, which was manifested as follows: ①the result of scales showed that their overall information consciousness is not strong, with quite low average score of information behavior tendency, but quite high of information
cognition comparatively；②nursing undergraduates don't search information in the library and on internet frequently，which are mainly influenced by “heavy load of study”and“limited knowledge and competencies of information searching and internet using”；③nursing undergraduate students have little interest on information of nursing science and related subjects. Apart from textbooks, few students read extracurricular books and journals on specialized subjects, especially on nursing science. And also they rarely read references in foreign languages； ④nursing undergraduate students have few opportunities to practise information searching and using, being unfamiliar with information sources, including nursing journals, nursing websites and databases, without frequent use of modern techniques of information searching. Besides, only a small portion of nursing undergraduate students had the experiences of writing one or several papers and reviews；⑤nursing information environment is not very satisfactory and faculties have little sense of responsibilities to train nursing undergraduate students information literacy. Thirdly, some countermeasures were put forward aiming at the problems found in investigation：①update education philosophy and integrate information literacy training into overall quality education for nursing undergraduate students；②help nursing undergraduate students to establish correct ideas of information value, inspire their information needs and behavior to help them form intense and sensitive information consciousness；③intensify the teaching and practice to improve information competency of nursing undergraduate students；④integrate information literacy training into program teaching and establish new teaching model；⑤improve the environment of information literacy training, under which nursing undergraduate students can fully develop information literacy. Lastly, we suggested that the "analysis of references" be used as the tool of final evaluation of information literacy of nursing undergraduate students by using it to assess their graduation reviews or papers.
本研究首先通过理论分析，提出护理专业大学生的信息素质应为：通过在校教育和实践所形成的，对获取和利用护理及相关专业文献方面较为稳定的品质结构，主要包括信息意识、信息能力和信息道德三大主要构成要素和若干子要素，并通过专家咨询，初步确立了护理专业大学生信息素质的构成要素，为下一步开展护理专业大学生信息素质教育提供一个起点。其次我们运用自制的护理专业大学生信息意识量表和信息素质调查问卷来了解和分析当前上海地区护理专业在校大学生的信息素质现状及其影响因素，结果发现：上海地区护理专业在校大学生整体信息素质水平不高，主要表现为：①信息意识不强，量表结果显示护理专业大学生信息行为倾向得分较低，而信息认知状况尚可，两者存在背离现象；②信息活动缺乏经常性:护理专业大学生去图书馆及上网查询资料的频率很低，而“学习任务重”及“文献检索及运用网络的知识和能力有限”是其主要影响因素；③缺乏特定的、深层次的信息需求：除了教科书外，护理专业大学生阅读课外专业书籍、期刊的人数很少，特别是护理专业书籍、期刊，同样阅读外文文献资料的学生人数也很少；④信息检索和信息运用的实践机会较少且能力较差:护理专业大学生对各种常用的护理专业网站、期刊和光盘检索等信息源很不熟悉，利用现代化的信息检索手段的程度不高，文献检索平均成功率较低，另外曾撰写过综述或论文的学生人数比率较低；⑤学校护理信息环
境和教师对于培养学生的信息素质的责任意识都不尽人意。针对调查中发现的问题，我们初步提出培养护理专业大学生信息素质的对策：①更新教育思想和教育观念，将信息素质教育纳入到护理专业大学生整体素质教育中；②护理专业信息素质教育应帮助学生树立正确的信息价值观，激发其信息需求和行为倾向，使之形成敏感而强烈的信息意识；③切实加强护理专业大学生信息能力的教学和实践培养；④将信息素质教育融入课堂教学中，创建新型的教学模式；⑤优化学校信息素质培育环境，为护理专业大学生的信息素质发展创造良好的条件。最后，本研究提出可通过运用“引文分析法”对护理专业大学生的毕业综述或论文进行评估，来达到终末评价学生信息素质的作用。
The information age has ushered in, which is dominated by science, knowledge and information. Nowadays, as a part of the human being's integrated qualities, information literacy has been attached more and more importance to by the education circle. In this context, educating and preparing nursing undergraduate students with high-level information literacy must become an important objective of our higher nursing education. What information literacy should nursing undergraduate students be required of and how to prepare and evaluate their information literacy will be the research subject by nursing faculties.
Firstly, with the theory-based study, we defined the "information literacy of nursing undergraduate students" as the quality of searching and utilizing of information about nursing science and related subjects by education and practice in nursing colleges. Three major elements were involved: information consciousness, information competency and information moral, each of which consisted of sub-elements. After the determination by a panel of experts on education, nursing and teaching administration, preliminary framework on information literacy of nursing undergraduate students was proposed, which is the guideline of future information literacy education for nursing undergraduate students. Secondly, with self-made information literacy questionnaire and information consciousness scale for the nursing undergraduate students, we carried out investigation to determine the current status of information literacy of nursing undergraduate students in Shanghai. The results suggested that the level of information literacy of nursing undergraduate students in Shanghai is not high, which was manifested as follows: ①the result of scales showed that their overall information consciousness is not strong, with quite low average score of information behavior tendency, but quite high of information
cognition comparatively；②nursing undergraduates don't search information in the library and on internet frequently，which are mainly influenced by “heavy load of study”and“limited knowledge and competencies of information searching and internet using”；③nursing undergraduate students have little interest on information of nursing science and related subjects. Apart from textbooks, few students read extracurricular books and journals on specialized subjects, especially on nursing science. And also they rarely read references in foreign languages； ④nursing undergraduate students have few opportunities to practise information searching and using, being unfamiliar with information sources, including nursing journals, nursing websites and databases, without frequent use of modern techniques of information searching. Besides, only a small portion of nursing undergraduate students had the experiences of writing one or several papers and reviews；⑤nursing information environment is not very satisfactory and faculties have little sense of responsibilities to train nursing undergraduate students information literacy. Thirdly, some countermeasures were put forward aiming at the problems found in investigation：①update education philosophy and integrate information literacy training into overall quality education for nursing undergraduate students；②help nursing undergraduate students to establish correct ideas of information value, inspire their information needs and behavior to help them form intense and sensitive information consciousness；③intensify the teaching and practice to improve information competency of nursing undergraduate students；④integrate information literacy training into program teaching and establish new teaching model；⑤improve the environment of information literacy training, under which nursing undergraduate students can fully develop information literacy. Lastly, we suggested that the "analysis of references" be used as the tool of final evaluation of information literacy of nursing undergraduate students by using it to assess their graduation reviews or papers.
引文
1. Weaver SM. Information Literacy Education for life-long learning. Nurse Educator, 1993,18(4):32-33
2. Marilyn PV. Information Literacy in an Undergraduate Nursing Curriculum：Development, Implementation and Evaluation. Journal of Nursing Education, 1999, 38(6): 252-259
3. 陈文勇，杨晓光. 国外信息素养和信息素养教育研究进展.上海高校图书情报学刊，2000，(1)：57-59
4. 陈文勇，杨晓光. 国外信息素养的定义和标准研究成果概述. 图书情报工作，2000，(2)：19-20
5. 陈文勇，杨晓光. 高等院校学生信息素养能力标准再探. 情报科学，2001，19(2)：147-148
6. 陈文勇，杨晓光. 高等院校学生信息素养能力标准研究. 情报科学，2000，18(7)：611-613
7. Boyer Commission on Education Undergraduates in the Research University. http://nates.cc.sunysb.edu /pres /boyer.nsf /
8. 王吉庆主编. 信息素质论.上海，上海教育出版社，1999：2-3
9. 辞海. 上海，上海辞书出版社，1989：647
10. 顾明远主编. 教育大辞典第七卷. 上海，上海教育出版社，1990：222-223
11. 郑金山. 关于信息定义及其基本属性的探索. 四川图书馆学报，1989，(6)：58-61
12. 陈勇兵，王基一. 重视信息素养的培养. 浙江师大学报（自然科学版），2001，24(1)：43-48
13. 辞海. 上海，上海辞书出版社，1989：3200
14. 现代汉语词典.1983年版：1056
15. 顾明远. 教育大辞典第一卷. 上海，上海教育出版社，1990：27
16. 孙立春.素质教育新论. 济南，山东教育出版社，2001：88-99
17. 张倩苇.信息素养与信息素养教育.电化教育研究，2001，（2）：9-13
18.Barbara FS. Information Literacy: The Benefits of Partnership. Online
Journal of Issues in Nursing, 2001, March
19. 金国庆. 信息社会中信息素养概述. 图书情报工作，1995，(6)：52-55
20. American Library Association Presidential Committee on Information Literacy.1989, Final Report. Chicago: The Association
21. Doyle, C. Dutcome measures for information literacy within the national education goals of 1990.Final Report to the National Forum on Information Literacy.1992.http://www.infolit.org/index.html
22. Criteria for Accreditation.10th ed. Dec.1996.http:// www.sacs.org / pub/ coc/ cri 70.htm
23. Information Literacy Initiative. 30 Sept. 1997. http: // Olis.sysadm. Sung.edu / ili / final.htm
24. 邹志仁. 试论大学生的信息素质教育. 大学图书馆学报，2000, (3)：61-63
25. 朱智贤. 心理学大词典. 北京，北京师范大学出版社，1991：858
26. 秦玫芬.加强大学生信息素质教育的意义与措施. 大学图书馆学报，2001, (2)：55-56
27. 张清华. 谈大学生的信息意识的培养. 邢台师范高专学报，2001，16(1)：71-72
28. Information competency in the CSU: a report. Dec. 1995.http: // www. csupomona. edu / -library/ InfoComp / definition. Html
29. Burnhein, R. Information Literacy-a core competency. 1992, AARL. December. Chicago: AAL
30. 张素芳. 信息能力定义绉义. 图书情报工作，1998，(12)：16-17
31. 周莉. 论高等学校信息素质教育. 黑龙江第二教育学院学报，1999，(64)：20-21
32. 郭黎康. 浅论大学生的信息素质教育. 四川图书馆学报，1998,(6)：46-48
33. 沈宁，顾询. 我国本科护理教育培养目标的调查. 中华护理杂志，1998，33（12）：683-686
34. Shorten A, Wallace MC, Crookes PA. Developing information literacy: a key to evidence-based nursing. Int Nurs Rev , 2001, 48(2): 86-92
35. Wallace MC, Shorten A, Crookes PA. Teaching information literacy skills: an evaluation. Nurse Educ Today, 2000，20(6): 485-489
36. Wallace MC, Shorten A, Crookes PA, etc. Integrating information literacies into an undergraduate nursing program. Nurse Educ Today, 1999,19(2): 136-141
37. Newbern VB. Computer literacy in nursing education. An overview. Nurs Clin North Am, 1985, 20(3):5 49-556
38. American Association of Colleges of Nursing. Position Statement: Nursing education's agenda for the 21st century.1993,Washiongton ,DC: Author
39. 陈建龙. 情报意识测量方法论. 情报学刊，1990，12(6)：407-414
40. Information Literacy Competencies and Criteria for Academic Libraries in Wisconsin
41. Cheek J, Doskatsch I. Information Literacy: a resource for nurses as lifelong learners. Nurse Educ Today 1998 , 18(3): 243-250
42. 杨晓光，陈文勇. 大学生信息素养探讨. 文献信息论坛，2000，(2)：56-58
43. 王旭卿. 美国的信息素质教育. 中国电化教育，2000，(3)：15-17
44. Stamler LL, Thomas B, McMahon S. Nursing students respond to computer assignment. J Prof Nurs, 1999,15(1):52-58
45. 马佳宏.教育信息化与新型教师的培养. 教育理论与实践，2001，21(1)：19-22
46. 汤根沐，万里鹏，陈明贵.应注重培养大学生的信息素养.高等教育研究，2000, (6)：48-50
47. 孙建军，张玲玲. 美国高校信息素质评估实例研究. 江苏图书馆学报，2000,（6）：55-58
48. 陈务正、金越、袁福环. 大学生信息素质评估方法初探. 中国高等教育评估，1998,(3)：42-47
49. 张晓棼. 信息意识与现代化人才—从学位论文的引文分析看高校研究生的信息意识. 图书情报工作，1998,(9)：26-28
2. Marilyn PV. Information Literacy in an Undergraduate Nursing Curriculum：Development, Implementation and Evaluation. Journal of Nursing Education, 1999, 38(6): 252-259
3. 陈文勇，杨晓光. 国外信息素养和信息素养教育研究进展.上海高校图书情报学刊，2000，(1)：57-59
4. 陈文勇，杨晓光. 国外信息素养的定义和标准研究成果概述. 图书情报工作，2000，(2)：19-20
5. 陈文勇，杨晓光. 高等院校学生信息素养能力标准再探. 情报科学，2001，19(2)：147-148
6. 陈文勇，杨晓光. 高等院校学生信息素养能力标准研究. 情报科学，2000，18(7)：611-613
7. Boyer Commission on Education Undergraduates in the Research University. http://nates.cc.sunysb.edu /pres /boyer.nsf /
8. 王吉庆主编. 信息素质论.上海，上海教育出版社，1999：2-3
9. 辞海. 上海，上海辞书出版社，1989：647
10. 顾明远主编. 教育大辞典第七卷. 上海，上海教育出版社，1990：222-223
11. 郑金山. 关于信息定义及其基本属性的探索. 四川图书馆学报，1989，(6)：58-61
12. 陈勇兵，王基一. 重视信息素养的培养. 浙江师大学报（自然科学版），2001，24(1)：43-48
13. 辞海. 上海，上海辞书出版社，1989：3200
14. 现代汉语词典.1983年版：1056
15. 顾明远. 教育大辞典第一卷. 上海，上海教育出版社，1990：27
16. 孙立春.素质教育新论. 济南，山东教育出版社，2001：88-99
17. 张倩苇.信息素养与信息素养教育.电化教育研究，2001，（2）：9-13
18.Barbara FS. Information Literacy: The Benefits of Partnership. Online
Journal of Issues in Nursing, 2001, March
19. 金国庆. 信息社会中信息素养概述. 图书情报工作，1995，(6)：52-55
20. American Library Association Presidential Committee on Information Literacy.1989, Final Report. Chicago: The Association
21. Doyle, C. Dutcome measures for information literacy within the national education goals of 1990.Final Report to the National Forum on Information Literacy.1992.http://www.infolit.org/index.html
22. Criteria for Accreditation.10th ed. Dec.1996.http:// www.sacs.org / pub/ coc/ cri 70.htm
23. Information Literacy Initiative. 30 Sept. 1997. http: // Olis.sysadm. Sung.edu / ili / final.htm
24. 邹志仁. 试论大学生的信息素质教育. 大学图书馆学报，2000, (3)：61-63
25. 朱智贤. 心理学大词典. 北京，北京师范大学出版社，1991：858
26. 秦玫芬.加强大学生信息素质教育的意义与措施. 大学图书馆学报，2001, (2)：55-56
27. 张清华. 谈大学生的信息意识的培养. 邢台师范高专学报，2001，16(1)：71-72
28. Information competency in the CSU: a report. Dec. 1995.http: // www. csupomona. edu / -library/ InfoComp / definition. Html
29. Burnhein, R. Information Literacy-a core competency. 1992, AARL. December. Chicago: AAL
30. 张素芳. 信息能力定义绉义. 图书情报工作，1998，(12)：16-17
31. 周莉. 论高等学校信息素质教育. 黑龙江第二教育学院学报，1999，(64)：20-21
32. 郭黎康. 浅论大学生的信息素质教育. 四川图书馆学报，1998,(6)：46-48
33. 沈宁，顾询. 我国本科护理教育培养目标的调查. 中华护理杂志，1998，33（12）：683-686
34. Shorten A, Wallace MC, Crookes PA. Developing information literacy: a key to evidence-based nursing. Int Nurs Rev , 2001, 48(2): 86-92
35. Wallace MC, Shorten A, Crookes PA. Teaching information literacy skills: an evaluation. Nurse Educ Today, 2000，20(6): 485-489
36. Wallace MC, Shorten A, Crookes PA, etc. Integrating information literacies into an undergraduate nursing program. Nurse Educ Today, 1999,19(2): 136-141
37. Newbern VB. Computer literacy in nursing education. An overview. Nurs Clin North Am, 1985, 20(3):5 49-556
38. American Association of Colleges of Nursing. Position Statement: Nursing education's agenda for the 21st century.1993,Washiongton ,DC: Author
39. 陈建龙. 情报意识测量方法论. 情报学刊，1990，12(6)：407-414
40. Information Literacy Competencies and Criteria for Academic Libraries in Wisconsin
41. Cheek J, Doskatsch I. Information Literacy: a resource for nurses as lifelong learners. Nurse Educ Today 1998 , 18(3): 243-250
42. 杨晓光，陈文勇. 大学生信息素养探讨. 文献信息论坛，2000，(2)：56-58
43. 王旭卿. 美国的信息素质教育. 中国电化教育，2000，(3)：15-17
44. Stamler LL, Thomas B, McMahon S. Nursing students respond to computer assignment. J Prof Nurs, 1999,15(1):52-58
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