Information literacy in the digital age: information sources, evaluation strategies, and perceived teaching competences of pre-service teachers.

Introduction: Information literacy has become indispensable in navigating today's fast-paced media environment, with teachers playing a pivotal role in fostering reflective and critical digital citizenship. Positioned as future gatekeepers, pre-service teachers are the key to teaching media skills and especially information literacy to future generations of pupils. Given the particular challenges facing educators today compared to previous generations, it is important to determine whether the next generation of teachers feel adequately prepared and perceive themselves as competent to pass on these skills to their future pupils. However, previous research has highlighted deficiencies in formal learning opportunities at universities, underscoring the need for further investigation into pre-service teachers' information acquisition, evaluation practices as well as their perceived relevance to teaching, and person-related factors associated with their perceived competence in teaching information literacy. Method: An online questionnaire was presented to participants, employing a mixed-method approach. We qualitatively examined the sources of information used by pre-service teachers and the evaluation strategies they employ, while quantitatively analyzing relationships between pre-service teachers' person-related factors and their perceived teaching competence. Participants assessed their perceived teaching competence, perceived learning opportunities, self-efficacy (general and related to information assessment), perceived informedness, selective exposure, need for cognition, need for cognitive closure, and mistrust in media coverage. Results: Data from 371 participants revealed digital media dominance in information acquisition over traditional sources, albeit with a prevalence of surface-level evaluation strategies over reflective approaches. Two distinct dimensions of perceived competence in teaching information literacy emerged: one focusing on information assessment while the other centers on the understanding of news creation processes. Perceived competence in teaching information literacy was significantly associated with self-efficacy in information assessment, perceived informedness, selective exposure to information as well as perceived learning opportunities focusing on information evaluation. Moreover, pre-service teachers employing diverse information evaluation strategies demonstrated a heightened sense of perceived competence in teaching information assessment. Discussion: Our results provide valuable insights into the multifaceted nature of pre-service teachers' perceived competence in teaching information literacy. Theoretical implications for future research as well as practical implications for teacher education and the structure of future curricula are discussed.

Leveraging systematic review practice for research skill development in an undergraduate science course: A case study.

Information literacy skills are an important part of research skills for undergraduate science students. This case study presents a novel approach to developing these types of research skills. By deconstructing the research process into separate steps, explicitly defining, and practicing the skills involved, students can progressively develop these skills and apply them. In this course, systematic reviews are used as exemplars for the research process. We align the Research Skills Development Framework with the steps of a systematic review and present specific skills and accompanying activities for each step. This workshop-based course emphasizes skill development and can help overcome assessments that rely solely on a final paper, with no record or evidence of the student research process, that could be created by a generative artificial intelligence tool.

Using infographics in disseminating healthy lifestyle information on social media is likely to increase uptake and sharing.

BACKGROUND: Infographics facilitate rapid information dissemination with enriched eye-catching content on social media, but it is unclear what factors affect the adoption of information presented in this way. OBJECTIVES: We tested whether the Information Acceptance Model applies to infographics on healthy lifestyle and fitness topics. METHODS: Two hundred and four university students were invited to participate in an online survey on their acceptance after reading some healthy lifestyle and fitness topics infographics shared on social media. The data collected were analysed using Partial Least Square path modelling. RESULTS: The results confirmed information usefulness as a predictor of information adoption; attitude towards information and information adoption were the predictors of behavioural intention. Information credibility and attitude towards information, but not information quality and needs, were significantly related to information usefulness. Social media usage and education level were factors affecting infographics impressions. DISCUSSION: Results support most hypotheses. It confirms information usefulness as a predictor of infographics adoption. Attitudes towards information and information adoption are predictors of behavioural intentions of following healthy lifestyle and fitness suggestions through social media infographics. CONCLUSION: Social media facilitates interpersonal communication, information exchange and knowledge sharing, and infographics may draw people into healthy lifestyle and fitness information items relevant to them.

Assessing the Quality and Clarity of YouTube Videos as an Informational Source for Ankle Fractures: A Study of the Turkish Population.

Background and objective The significance of YouTube as a prominent source of healthcare-related information cannot be overstated. Its influence on patient education is substantial. However, despite its popularity, there has been little research into the quality and comprehensibility of videos related to ankle fractures, a condition with increasing incidence rates, particularly in the context of Turkey. To address this gap in the literature and the growing reliance on digital platforms for health information during the coronavirus disease 2019 (COVID-19) pandemic, this study aims to assess the quality, clarity, and pedagogical value of YouTube videos on ankle fractures for the Turkish population. Methodology A comprehensive examination of 150 YouTube videos concerning ankle fractures, employing exacting inclusion and exclusion criteria to identify 52 videos for in-depth analysis was undertaken. The investigation entailed an assessment of content quality, presentation style, and user interaction, utilizing the criteria established by the Journal of the American Medical Association (JAMA) and the Patient Education Materials Assessment Tool (PEMAT), as well as a novel measurement known as the Ankle Fracture Content Score (AFCS). A statistical analysis was executed to gauge the educational value and dependability of the information presented. Results The majority of ankle fracture management videos were found to be uploaded by medical professionals, covering various aspects such as rehabilitation and patient testimonials. However, the overall educational quality was suboptimal, with patient-shared videos lacking in depth and accuracy. Statistical analysis showed no significant differences in content quality across different uploader categories, except for notably lower educational quality in videos shared by patients. Conclusions The findings underscore a significant need for healthcare professionals and academic institutions in Turkey to produce and share high-quality, reliable, and comprehensible videos on ankle fractures. Leveraging YouTube's extensive reach can significantly improve health literacy among the Turkish public, ensuring access to accurate and trustworthy health information.

An Organizational Model for Increasing Access to the Scholarly Literature.

Incorporating literature into practice can help behavior analysts provide better services and achieve better outcomes. In addition, behavior analysts have an ethical obligation to remain current with the scholarly literature and to use it to inform services. Despite the merits of maintaining regular contact with the published literature, barriers exist to doing so. In this tutorial, we present a system that was created for a human service agency to increase practitioner access to the scholarly literature. The system consisted of an electronic search request form, a literature team, and a liaison. We present 7 years of data including the frequency of use, topics of interest, and other noteworthy patterns of submitter responding. We discuss the value of this type of system, limitations of its design, and considerations for practitioners who may wish to implement a similar system in their agency. We discuss modifications that could be made to fit organizations of diverse sizes and with different resources, while presenting ideas for improvement and expansion of the system.

Evaluating students' research literacy knowledge, confidence, and attitudes at the beginning and end of a doctor of chiropractic program.

OBJECTIVE: The doctor of chiropractic program (DCP) graduate must demonstrate competency in clinical research literacy (CRL), per accreditation standards. This study aimed to compare student CRL knowledge, confidence, and attitudes between the beginning and end of their DCP. METHODS: We collected data on 245 matriculating students' CRL knowledge, confidence, and attitudes between 2017 and 2018. In 2021 and 2022, 78 of these students enrolled in a course with an extra credit assignment that was used to re-collect CRL data as they approached graduation. We assessed changes between entry and exit using statistical analyses in STATA17. RESULTS: Paired data were collected for 56 students. The mean CRL scores on a scale of 10 at the DCP beginning and end were 5.25 (SD 2.06) and 6.54 (SD 1.89), respectively (p = .0001). We observed statistically significant (p ≤ .05) positive changes in students' abilities to answer questions about Medical Subject Headings, the hierarchy of evidence, systematic reviews, meta-analyses, and the limitations of abstracts. There was also a statistically significant increase in confidence, with over 80% of students nearing graduation reporting good or excellent abilities to find and judge health information for their patients. The proportion of students who envisioned searching a database to help manage a challenging clinical case decreased from 96% to 89% (p > .05). The proportion seeing themselves submitting a case report for publication declined from 16% to 4% (p ≤ .05). CONCLUSION: Students' self-perceived CRL abilities and knowledge improved between the beginning and end of their DCP; however, their attitudes toward applying these in practice declined.

Media and information literacy as a model of societal balance: A grounded meta-synthesis.

Concerns about the spread of disinformation, information disorder, and fake news have grown to unprecedented proportions in recent years. This study aimed to explore how to mitigate this communication disorder and achieve a balance in the relationship among the public, the media, the dominant institutions, and the digital influencers in society. This study used the grounded meta-synthesis method, which relies on induction, to arrive at a new model according to the objective of the study. The process of open, axial, and selective coding included 101 studies, books, reports, and guides, starting with the Public Opinion by Walter Lippmann, issued in 1922, and ending with the 2022 Edelman Trust Barometer. The results led to the proposal of a new model to reduce communication dysfunction, in which media and information literacy (MIL) plays a crucial role in increasing an individual's ability to resist disinformation and enhancing their ability to monitor the performance of institutions, as well as expanding the circle of influencers in social media. To fulfil the three goals and contribute to achieving a degree of functional balance in communication within societies, the model recommends enhancing MIL. Other intervening variables, such as the fragility of political, cultural, and legal structures, should not be disregarded.

Predatory publishing in medical education: a rapid scoping review.

BACKGROUND: Academic publishing is a cornerstone of scholarly communications, yet is unfortunately open to abuse, having given rise to 'predatory publishers'- groups that employ aggressive marketing tactics, are deficient in methods and ethics, and bypass peer review. Preventing these predatory publishers from infiltrating scholarly activity is of high importance, and students must be trained in this area to increase awareness and reduce use. The scope of this issue in the context of medical students remains unknown, and therefore this sought to examine the breadth of the current literature base. METHODS: A rapid scoping review was undertaken, adhering to adapted PRISMA guidelines. Six databases (ASSIA, EBSCO, Ovid, PubMed, Scopus, Web of Science) were systematically searched for content related to predatory publishing and medical students. Results were single-screened, facilitated by online reviewing software. Resultant data were narratively described, with common themes identified. RESULTS: After searching and screening, five studies were included, representing a total of 1338 students. Two predominant themes- understanding, and utilisation- of predatory publishers was identified. These themes revealed that medical students were broadly unaware of the issue of predatory publishing, and that a small number have already, or would consider, using their services. CONCLUSION: There remains a lack of understanding of the threat that predatory publishers pose amongst medical students. Future research and education in this domain will be required to focus on informing medical students on the issue, and the implication of engaging with predatory publishers.

Assessing learning gains of pharmacy students in communications, ways of thinking, and intercultural skills through self-assessment.

BACKGROUND AND PURPOSE: Intercultural and Global Health Issues was developed to address learning outcomes in communication, ways of thinking, intercultural personal skills, and intercultural knowledge. The aim of this study was to assess learning gains of pharmacy students through self-assessment. EDUCATIONAL ACTIVITY AND SETTING: Course design, learning outcomes, objectives, and activities were created to meet the expected educational outcomes. A revised rubric was created from the American Association of Colleges and Universities (AACU) Valid Assessment of Learning in Undergraduate Education rubrics on Intercultural knowledge, Information literacy, and Creative thinking. Students completed self-assessments at the beginning and end of the course. Ward hierarchical clustering, paired sample t-tests, and independent t-tests analyzed multidimensional data in two clusters. FINDINGS: Cluster 1 (C1) students reported pre-course capstone performances for cultural self-awareness, problem solving, and access and use of information ethically and legally. Post-course scores for C1 students statistically increased for all AACU domains reaching capstone performances for intercultural competence, creative thinking, and information literacy. Cluster 2 (C2) students reported capstone performance levels for all AACU domains from the beginning to the end of the course. All students reported achievement of self-efficacy, creative thinking, and cultural competency at the end of the course. There was no statistically significant difference in course learning outcome scores for C1 and C2 students. SUMMARY: Students achieved embedded learning outcomes of ways of thinking, communication, interpersonal skills, and intercultural knowledge as demonstrated from self-assessments. Course activities aided students' demonstration of self-efficacy, creative thinking, and intercultural knowledge.

Clinical Evaluation of a Lay-Language Radiology Glossary Integrated into an Electronic Health Record System.

Radiology reports typically contain complex, technical language that can pose a barrier to patients, especially to those with limited educational attainment or literacy skills. PORTER-the Patient-Oriented Radiology Reporter system-incorporates a lay-language glossary to help patients understand radiology report content. The system displays illustrations and definitions of radiology terms when viewing a report. A large U.S. health system integrated PORTER into the patient portal of its electronic health record (EHR) system and evaluated its use during a 7-month study period. Of 4,664 concepts defined in its glossary, 4,607 (98%) were readable at the 8th-grade level. Of 10,859 patients who completed a single-question survey, 6,947 (64%) found the system to be helpful or very helpful. A system that integrates illustrations and lay-language definitions of medical terms into a patient portal can help patients better understand the reports of their radiology examinations. Such a system has potential to improve communication for patients with limited health literacy.

Patterns of information literacy and their predictors among emergency department nurses: a latent profile analysis based on the person-context interaction theory.

BACKGROUND: With the development of information technology, information has been an important resource in clinical medicine, particularly within the emergency department. Given its role in patient rescue, the emergency department demands a high level of information literacy from nurses to effectively collect, analyze, and apply information due to the urgency and complexity of emergency nursing work. Although prior studies have investigated the information literacy of nursing staff, little has been undertaken in examining the patterns of information literacy and their predictors among emergency department nurses. AIM: To clarify the subtypes of information literacy among nurses in the emergency department and explore the factors affecting profile membership. METHODS: A cross-sectional study was conducted among a convenience sample of 2490 nurses in the emergency department from April to June 2023. The clinical nurses completed the online self-report questionnaires including the general demographic questionnaire, information literacy scale, self-efficacy scale and social support scale. Data analyses involved the latent profile analysis, variance analysis, Chi-square tests and multivariate logistic regression. RESULTS: Four latent profiles were identified: 'Low information literacy (Class 1)', 'Moderate information knowledge (Class 2)', 'High information knowledge and support (Class 3)' and 'High information literacy (Class 4)', accounting for 20.14%, 42.11%, 23.36% and 14.39%, respectively. Each profile displayed unique characteristics representative of different information literacy patterns. Age, years of work, place of residence, hospital grade, title, professional knowledge, using databases, reading medical literature, participating in information literacy training, self-efficacy, and social support significantly predicted information literacy profile membership. CONCLUSIONS: Information literacy exhibits different classification features among emergency department nurses, and over half of the nurses surveyed were at the lower or middle level. Identifying sociodemographic and internal-external predictors of profile membership can aid in developing targeted interventions tailored to the needs of emergency department nurses. Nursing managers should actively pay attention to nurses with low information literacy and provide support to improve their information literacy level. RELEVANCE TO CLINICAL PRACTICE: Insights from the current study of the latent profile analysis are beneficial to hospital managers in understanding the different types of emergency department nurses' information literacy. These insights serve as a reference for managers to enhance nurses' information literacy levels.

Using the information-motivation-behavioral skills model for targeting older adults' climate change management practices: in the road of COP27.

BACKGROUND: Climate change is a rapidly evolving public health problem warranting global attention in the 21st century. The World Health Organization declared that climate illiteracy is highly prevalent among older adults, especially in lower- and middle-income nations. AIM: To determine the effect of the Information-Motivation-Behavioral Skills Model-based intervention for climate change management practices among older adults. DESIGN: A quasi-experimental employed a pre-posttest, two-group research design. PARTICIPANTS: The studied sample comprised 80 older adults (aged 60 years and above), assigned to study and control groups (n = 40 each) after completing a baseline survey of six validated measures. RESULTS: The study group of proposed intervention based on IMB model demonstrated significant improvement in the mean scores of information (98.62 ± 3.56), motivation (90.14 ± 3.02), actual skills (84.13 ± 8.76), and practices (85.80 ± 3.94), p = 0.001. CONCLUSION: The intervention based on the Information-Motivation-Behavioral Skills Model has demonstrated credible feasibility in significantly improving the climate change-related information, motivation, skills, and management practices of older adults immediately after the posttest. It should be emphasized that this improvement showed a significant decline at the six-week mark; albeit the study participants' scores remained significantly higher than their pre-test values, there is clearly a need for reinforcement to maintain positive outcomes over the long term. The existing outcomes call for replication of this intervention in other cohorts, such as uneducated older adults and those residing in assisted-living facilities.

Promoting evidence-based practice and nursing excellence: How involvement in a Magnet4Europe® research study led to development of critically appraised topics sessions for health care staff.

BACKGROUND: Gloucestershire Hospitals NHS Foundation Trust (GHNHSFT) is actively participating in the Magnet4Europe® research study, which aims to advance nursing excellence and promote evidence-based practice. OBJECTIVES: As part of this initiative, the Nursing, Allied Health Professional and Midwifery Research Council at GHNHSFT has been actively engaging colleagues in evidence-based practice and research. METHODS: This has been achieved through the development of sessions using the Critically Appraised Topics (CATs) framework, where clinical questions and relevant research articles are discussed. RESULTS AND DISCUSSION: This article describes the collaborative approach between the Lead Nurse for Continual Professional Development and the Deputy Manager of the Library and Knowledge Services to develop and run the sessions. CONCLUSION: Collaboration between clinical staff and library and knowledge teams can be useful in encouraging healthcare professionals' engagement with the evidence base in order to consider changes to practice.

Is ChatGPT accurate and reliable in answering questions regarding head and neck cancer?

Background and objective: Chat Generative Pre-trained Transformer (ChatGPT) is an artificial intelligence (AI)-based language processing model using deep learning to create human-like text dialogue. It has been a popular source of information covering vast number of topics including medicine. Patient education in head and neck cancer (HNC) is crucial to enhance the understanding of patients about their medical condition, diagnosis, and treatment options. Therefore, this study aims to examine the accuracy and reliability of ChatGPT in answering questions regarding HNC. Methods: 154 head and neck cancer-related questions were compiled from sources including professional societies, institutions, patient support groups, and social media. These questions were categorized into topics like basic knowledge, diagnosis, treatment, recovery, operative risks, complications, follow-up, and cancer prevention. ChatGPT was queried with each question, and two experienced head and neck surgeons assessed each response independently for accuracy and reproducibility. Responses were rated on a scale: (1) comprehensive/correct, (2) incomplete/partially correct, (3) a mix of accurate and inaccurate/misleading, and (4) completely inaccurate/irrelevant. Discrepancies in grading were resolved by a third reviewer. Reproducibility was evaluated by repeating questions and analyzing grading consistency. Results: ChatGPT yielded "comprehensive/correct" responses to 133/154 (86.4%) of the questions whereas, rates of "incomplete/partially correct" and "mixed with accurate and inaccurate data/misleading" responses were 11% and 2.6%, respectively. There were no "completely inaccurate/irrelevant" responses. According to category, the model provided "comprehensive/correct" answers to 80.6% of questions regarding "basic knowledge", 92.6% related to "diagnosis", 88.9% related to "treatment", 80% related to "recovery - operative risks - complications - follow-up", 100% related to "cancer prevention" and 92.9% related to "other". There was not any significant difference between the categories regarding the grades of ChatGPT responses (p=0.88). The rate of reproducibility was 94.1% (145 of 154 questions). Conclusion: ChatGPT generated substantially accurate and reproducible information to diverse medical queries related to HNC. Despite its limitations, it can be a useful source of information for both patients and medical professionals. With further developments in the model, ChatGPT can also play a crucial role in clinical decision support to provide the clinicians with up-to-date information.

Development and validation of the clinical information literacy questionnaire.

BACKGROUND: Clinical Information Literacy (CIL) seems to be a prerequisite for physicians to implement Evidence-Based Medicine (EBM) effectively. This study endeavors to develop and validate a CIL questionnaire for medical residents of Isfahan University of Medical Sciences. MATERIALS AND METHODS: This study employs sequential-exploratory mixed methods in 2019. The participants were 200 medical residents in different specialties; they are selected through the convenience sampling method. In the first (qualitative) phase, an early CIL questionnaire was designed by reviewing literature and performing complementary interviews with health professionals. In the second (validation) phase, the questionnaire's face validity and content validity were confirmed. In the third (quantitative) phase, the construct validity was examined via Item-Response Theory (IRT) model, and the factor loading was computed. The gathered data were analyzed using descriptive statistics, t-test, two-way ANOVA, as well as two-parameter IRT model in R software. RESULTS: In the qualitative phase, the concept of CIL is initially described in seven main categories and 22 subcategories, and the items were formulated. An initial 125-item questionnaire was analyzed by the research team, leading to a 43-item. Through the content validity and face validity examination, we removed 11 and 4 items in the Content Validity Ratio (CVR) and Content Validity Index (CVI), respectively. Throughout the face validity analysis, none of the items were removed. According to the construct validity results, difficulty coefficient, discriminant coefficient, and factor loading were confirmed, most of the other questions achieved a proper factor loading value that is higher than 0.30, and a value of 0.66 was achieved for the reliability via the Kuder-Richardson method. Ultimately, the real-assessment 28-item CIL questionnaire was developed with four components. CONCLUSIONS: The CIL questionnaire could be employed to examine the actual CIL basic knowledge. Because of using the real-assessment approach rather than self-assessment in the design, it can be claimed that this instrument can provide a more accurate assessment of the information literacy status of medical residents. This valid questionnaire is used to measure and train the skills needed by healthcare professionals in the effective implementation of EBM.

Development and pilot testing of an online training program for better use of internet to learn about depression and anxiety (BUILDA).

BACKGROUND: Depression and anxiety are common issues among college students in the United States. Although college students routinely use the Internet for information regarding their mental health, they might lack the digital health literacy required to search, evaluate, and use Internet resources. MATERIALS AND METHODS: A web-based short training program with four modules aimed to improve mental health literacy and digital health literacy for Better Use of Internet to Learn about Depression and Anxiety (BUILDA). BUILDA was tested in a pilot study with 10 undergraduate students who completed the program and provided feedback via online surveys and exit interviews. Participants completed a pretest and a post-test, which included health literacy instruments and realistic case scenarios to assess student knowledge and ability to search and use Internet information on mental health topics. Descriptive analyses and paired t-tests were used. RESULTS: Increased knowledge about mental health topics was observed in pilot participants, with improvement in mean values of depression literacy (P =. 01) and anxiety literacy (P =. 019) from pretest to post-test. Better Internet search performance was also observed as the number of participants who scored >90% in case scenarios increased from two pretest to five post-test. Students used more valid and reliable Internet resources after training, citing more government health agency websites (20% in the pretest and 25% in the post-test) and scholarly resources (6% in the pretest and 30% in the post-test). The pilot participants reported the BUILDA program was useful and provided minor suggestions regarding program improvement. CONCLUSIONS: It was feasible to deliver a short training program via a simple website to help students develop mental health literacy and digital health skills.

Initial efforts to improve medical student information-seeking behavior with embedded library instruction.

Background: Medical students must develop self-directed information-seeking skills while they are learning vast amounts of foundational and clinical skills. Students will use different resources for different phases of their training. Information literacy training provided to students will be more impactful when it is embedded into courses or assignments that mimic real-world scenarios. The retention of these skills is also improved by early and frequent instruction sessions, paired with formative feedback from librarian-educators. Case Presentation: Librarians received student responses to an information literacy question during two cycles of a Grand Rounds activity. Data were analyzed as follows: sources were grouped according to resource type and assessed for quality, and search terms were aggregated and analyzed to determine frequency of use. A librarian-educator presented the compiled data, making suggestions for improving searching and clarifying expectations for how to improve their resource choices for a second Grand Rounds session. Comparing the M2 Grand Rounds case to the M1 case of the same cohort, the frequency of evidence summary and diagnostic tool use increased and the frequency of search engine, textbook/lecture material, and journal article/database use decreased. Discussion: In the real-world application of back-to-back Georgetown University's Medical Center Grand Rounds exercises, librarian-led instruction on clinical-specific resources appears to be correlated with an improvement in medical students' searching behavior. This trend supports the argument that introducing students early to librarian-led education on clinical-specific resources, and providing feedback on their searches, improves students' information-seeking behavior.

Trust and distrust toward online health information in nurse-patient communication and implications for eHealth literacy.

BACKGROUND: In Norwegian hospitals, patients with newly diagnosed inflammatory joint disease are offered consultations with nurses, to address health issues related to their diagnosis and treatment. This study examines how issues of trust manifest in the communication between nurses and patients in clinical encounters; of particular interest are the accounts of trust and distrust toward online health information (OHI) linked to patients' eHealth literacy. METHODS: Video-recorded observational data were collected from 16 primary nurse-patient consultations and 10 follow up consultations in a Norwegian hospital setting. Rhetorical discourse analysis was applied to examine the conversations, focusing on the rhetorical devices that were expressed by the nurses and the patients, such as justifications, contrasting, character work, and reported speech. RESULTS: The nurses acknowledged patients' references to online search activities related to health information while expressing their own reservations about OHI. The nurses explicitly and implicitly advised patients on specific eHealth literacy strategies, namely, to consult trustworthy sources, such as patient organizations; to trust the medical knowledge conveyed by health personnel; to distrust non-professional health advice online; and to avoid self-diagnosis based on health information sought on the Internet. CONCLUSIONS: Through the use of rhetorical devices, the nurses implicitly addressed eHealth literacy strategies in their communication with patients, including the importance of critically assessing the trustworthiness of health information. This complex communicative task requires a sensitivity toward patients' eHealth literacy levels.

Relationship between information literacy and innovative behavior of emergency specialist nurses: A cross-sectional study in southwest China.

BACKGROUND: Emergency specialist nurses play a vital role in providing high-quality care to patients. This study investigated the innovative behavior and information literacy of emergency specialist nurses and analyzed the influence of information literacy on innovative behavior to promote the latter. METHODS: In total, 484 emergency specialist nurses in Sichuan Province, China, completed the Innovative Behavior and Information Literacy Scales. Univariate analysis, Pearson's analysis, and multiple linear regression were performed. RESULTS: The emergency specialist nurses' innovative behavior and information literacy scores were 32.34 ± 6.27 and 74.32 ± 7.38, respectively. Scores for information awareness, ability, knowledge, and ethics were 3.90 ± 0.53, 2.95 ± 0.45, 3.32 ± 0.19, and 3.28 ± 0.30, respectively. The correlation analysis demonstrated that information literacy positively correlated with innovative behavior. The multivariate linear regression analysis revealed that experience in publishing academic papers influenced innovative behavior. CONCLUSIONS: Emergency specialist nurses demonstrated a moderate level of innovative behavior. Higher information literacy was associated with higher innovative behavior. Therefore, enhancing emergency specialist nurses' information literacy could stimulate innovative behavior and improve innovation ability. Nursing managers should develop corresponding information literacy training programs according to the characteristics of information literacy and evidence-based practice of emergency specialist nurses to improve their innovation level and quality of specialized nursing services.

Critical Ignoring as a Core Competence for Digital Citizens.

Low-quality and misleading information online can hijack people's attention, often by evoking curiosity, outrage, or anger. Resisting certain types of information and actors online requires people to adopt new mental habits that help them avoid being tempted by attention-grabbing and potentially harmful content. We argue that digital information literacy must include the competence of critical ignoring-choosing what to ignore and where to invest one's limited attentional capacities. We review three types of cognitive strategies for implementing critical ignoring: self-nudging, in which one ignores temptations by removing them from one's digital environments; lateral reading, in which one vets information by leaving the source and verifying its credibility elsewhere online; and the do-not-feed-the-trolls heuristic, which advises one to not reward malicious actors with attention. We argue that these strategies implementing critical ignoring should be part of school curricula on digital information literacy. Teaching the competence of critical ignoring requires a paradigm shift in educators' thinking, from a sole focus on the power and promise of paying close attention to an additional emphasis on the power of ignoring. Encouraging students and other online users to embrace critical ignoring can empower them to shield themselves from the excesses, traps, and information disorders of today's attention economy.