Situated approaches to information literacy for nurses: the view from a Canadian nurse

Situated approaches to information literacy for nurses: the view from a Canadian nurse

[Abstract]: In the 21st century, literacy education is a critical element of Learning Futures in lifelong learning. In particular, information literacy, defined as the ability to retrieve, evaluate and apply information to a stated need, is one of the emerging key areas of literacy education. This paper focuses on the issue of information literacy in the context of lifelong learning for nurses in Canada. Contemporary healthcare environments are dynamic and complex. They are characterised by continual advances in information and communication technologies and by increasing emphasis on service in meeting the demands of clients as consumers. Entry to practice knowledge and skills rapidly become obsolete. Healthcare workers are challenged to develop and maintain information literacy in order to retain currency in such a demanding professional environment. Situativity, considering content, context and purpose, is one of several learner-centred pedagogical approaches that are currently impacting on lifelong learning. This paper examines the suitability of applying situativity to the information literacy needs of staff nurses in a rural hospital setting in Canada

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