Electronic (digital) health information competency: A comparative analysis of knowledge and skills of rural and non-rural freshman college students.

摘要

According to the Institute of Medicine, approximately 70 million Americans use the Internet to search for health information. This exploratory study investigated whether rural and non-rural residents of Georgia who have recently begun their college education and have earned less than 25 credit hours had significantly different electronic (digital) health information competencies, defined as skills and knowledge related to searching and evaluating electronic health resources. An online interactive Research Readiness Self-Assessment (RRSA) tool was used to measure health information competency scores of rural (n = 90) and non-rural (n = 153) freshmen. Independent-sample t tests revealed there was a statistically significant difference between the two groups, t (241) = 2.23, p = .03, d = .29, in the ability to obtain electronic health information. Specifically, compared to the rural group (M = 16.18, SD = 4.37), the non-rural group had a higher mean score for obtaining electronic health information (M = 17.41, SD = 4.01). The two groups did not differ significantly in their ability to evaluate health information, t (241) = .14, p = .89, d = .02), and in the overall health information competency, t (241) = .34, p = .18, d = .18). The mean overall competency score was 29 points for rural students and 30 points for non-rural students (out of a maximum possible of 51 points), which indicates that more emphasis on research skills related to searching for and evaluating health information using electronic resources is needed in order to build competency levels. Further regression analysis confirmed that, as compared to non-rural residents, rural residents earned lower scores in the ability to obtain electronic health information. Recommendations for contributing to the increase of health information competencies by students include establishing partnerships among librarians, faculty and writing centers that are available on campus. In addition, the involvement of students in faculty publications along with course objectives that require students to conduct research using empirical literature in various disciples is vital to the development of these skills.