[[alternative]]A Study of Nursing Students’ Informatics Literacy Competency

[[abstract]]面對國內各醫療機構已大幅使用資訊科技輔助護理實務，醫護專業知識及技術不斷的更新，資訊素養無疑是護理系學生提升自我護理競爭力需具備的重要能力。本研究以北部某技術學院護理系學生為對象，採橫斷式研究，以量性研究方式利用問卷調查進行資料收集，研究目的除瞭解護理系學生資訊素養能力現況外，並進一步探討影響該項能力之相關因素及重要預測因子。本研究共發放679份問卷，回收有效問卷632份，有效回收率為93%，經分析得以下結果：（1）整體資訊素養能力平均得分為4.30（最高5分），顯示護理系學生的資訊素養能力在學校培育之下達中等程度以上，該項能力的四個範疇中又以「面對資訊科技的態度」得分最高（4.39分），可看出學生能以較正向的態度及行為面對資訊科技的學習與使用；（2）資訊素養能力會因基本屬性不同而有差異，其中工作年資及英文成績達顯著，兩項因素中尤其以英文成績最能預測資訊素養能力；（3）資訊素養能力會因「資訊科技使用經驗」不同而有差異，其中以會使用如Excel、PowerPoint、統計軟體，圖片製作/編輯軟體、多媒體製作軟體及網頁設計製作/開發軟體達顯著，尤其以會使用圖片製作/編輯軟體與PowerPoint最能預測資訊素養能力；（4）資訊素養能力會因「資訊相關課程學習經驗」不同而有差異，以經常使用圖書館中、英文電子資源對整體資訊素養能力達顯著，兩項因素中尤其以經常使用中文電子資源最能預測資訊素養能力，且此因素對資訊素養能力的預測力也最佳。故依據本研究結果可印證，由於英語已是國際通用語言，具參考價值及最新的學術文獻與網站大都以英文為主，因此藉由熟練的英語文能力，可保持資訊獲取的即時性，故在探討資訊素養時需一併考量英文能力；同時於課業中要求學生多以簡報方式作口頭報告及鼓勵學生多利用圖書館電子資源，可提升學生的資訊素養能力。期盼透過本研究成果，能提供做為護理學校教師規劃與設計相關護理資訊課程/學程之實證參考依據，藉以完善並循序漸進提升學生之資訊素養能力。[[abstract]]Information technology was commonly used to assist nursing practice in many healthcare facilities, and professional nursing knowledge and technology are keeping updating continuously. Therefore, the competency of informatics literacy is important for nursing students to improve the competition of nursing ability. The research adopted cross-sectional study and quantitative research, and collected data by questionnaires. Nursing students from one technology college in northern Taiwan participated in this research in order to determine informatics literacy competency of nursing students and explored elements affected informatics literacy and important predicable factors. There were 679 questionnaires distributed for nursing students and 632 valid ones were retrieved, and the response rate is 93%. The results of the research were based on the analysis of questionnaire: (1) the average score of nursing informatics competency is 4.30 (the highest score is 5), and the result indicated the level of students’ competency in informatics literacy is above average by education from the college. The score of attitude toward information technology is highest among four categories in the questionnaire (4.39 score), and this indicated that students could show positive attitude toward the use and learning for information technology; (2) The difference of basic attribute could affect informatics literacy competency, and especially for years of work experience and English ability; (3) The experience in using information technology such as Excel, PowerPoint, statistics software, photo produce/edit software, multimedia produce software, web page design/develop software could cause difference in informatics literacy, and especially for photo produce/edit software and PowerPoint to predict the competency of information literacy; (4) The learning experience of informatics courses could make differences in informatics literacy. The frequency on using Chinese and English electronic resources could affect the competency of informatics literacy, and especially for Chinese electronic resources could be used to predict the competency of informatics literacy. As English is an international common language, the latest academic documents and websites are mostly in English version, so students could receive the latest information in time by being skillful in English. Therefore, English ability should be considered as informatics literacy; students’ oral presentation should be encouraged to increase the frequency on using electronic library resources to enhance the ability of informatics literacy. The main goal of research result is to provide the visible evidence and reference for nursing schools to design nursing information courses/curriculums to enhance students’ information literacy step by step