CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

In modern era, information is acknowledged as an important factor in all areas of human

Endeavour. In day to day educational activities of students, there is comprehensive use of

information for decision, educational purposes and task accomplishment. Nevertheless, not all

information is pertinent, accurate, and dependable for information needs of information users,

notably students. Moreover, owing to the information explosion, students are bombarded with so

much information that it becomes complex to filter and access the required information from the

avalanche of information available. However, it is an undeniable fact that healthy living among

students requires that there is maximum utilization of health information services. As such,

students in Nigeria and across the world are expected to be health information literate and make

adequate use of available health information resources and services (Medley, 2014).

Health is unavoidable in determining the effectual operation of human beings in the

society. The well-being and development of a nation depends principally on how the citizens attain

good health (Lorver, 2020). Jones (2013) defined health as a state of complete physical, mental

and social well-being and not just the lack of disease or illness. Health is a constructive concept

highlighting social and individual resources, and physical capacities. This connotes that, health is

a resource to uphold an individual's function in larger society (Mohammed &Abule, 2014).

Living healthy life is paramount in the contemporary era more than before. This makes

health information use very vital for all (Croskerry&Nimmo, 2011). Ehioghae and Madukoma

(2020:23) defined health information as “any information that helps someone to understand their

health status and make health-related decisions for themselves or their families”. Students need to

make use of relevant, acceptable and available health information services in their daily life. This

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is because relying on intuition can be dangerous. Regrettably, in developing countries like Nigeria,

access to and utilization of health information services and health care facilities is a recurrent

challenge (Nwosu, Ogbomo&Anaehobi, 2013).

The use of health information is as vital as providing health services by health providers.

The students of the schools of nursing and midwifery as well as members of the community need

health information for healthy society (Mohammed &Abule, 2014). Access to health information

should be seen as equally vital as to access to drugs and equipment (Ibegwam, 2013). Health

information is any information either verbal or recorded in whatever form or means, that was

formed or received by health care provider, health plan public health, school or university or health

care; and recount to the past, present or future, physical or mental health situation of a person or

persons (Mohammed & Abule, 2014).

Health information refers to information ranging from drug administration to clinical areas,

and management of patient information system and medical records (Bentley health Services,

2021). A core need for health information is to assist with the efficient functioning of information

system by collating, maintaining, and storing confidential patient medical records. The medical

record is a summary of the clerical events occurring for every attendance a patient has as an

outpatient or inpatient in the hospital (UVA health, 2021). Health information services available

to students entail activities that support current and continuing patient care, health services,

research, patient accounting, case management, legal affairs, administrative affairs and various

legal services (Bentley Health Services, 2021). Health information available to people includes:

medical information of patient such as data collection analysis, scanning, land indexing;

information for continuing of patient care, legal services, research, etc; maintaining provide data

bases and master patient index; managing health system document imaging solution; and clinical

forms oversight (UVA Health, 2021).

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 Information is knowledge concerning a certain matter, event, issue or process. Information

is used at every stage of health service delivery. Information use is a key concept that entails the

creation of fresh knowledge and fresh meanings, the transformative means of forming decisions

and persuading others, and exchanging of information with people (Ehioghae & Madukoma,

2020). This means that sharing information with others is to produce new knowledge. Information

use is the adjustment of a person’s knowledge structure. Health information use is the type of

concept and knowledge used for clinical decision making and is of fundamental significance in the

effective and efficient development and survival of a person (Anyaoku & Nwosu, 2017).The use

of health information reveals the specific roles information plays in problem-solving and decision

making. Everybody uses health information in the society to ensure access to pertinent sources of

knowledge, to tackle issues on health and to up-date knowledge and ensure healthy living. Health

information use requires having the ability to access the right information sources pertaining to

health issues at the right time. The kind and complexity of the information varies based on the

reason it is meant to serve.

The use of health information resources means exploiting health information to meet health

needs. The use of health information resources is the patients’ capability to recognize and get

pertinent, correct and appropriate health information to meet health information needs (Anyaoku

& Nwosu, 2017). Effective use of health information resources by the students of nursing and

midwifery school depends on accessibility of the resources. Inadequate health information may

generate a void in students’ knowledge of the disease and eventually influence the perception of

their ability to manage the disease (Anyaoku & Nwosu, 2017).

Health information use is the foundation for better health as it serves as the glue which

holds the health systems together and as the oil that keeps the health systems running (Sally,

Stansfield, Ndola & Timothy, 2006). Health information use is an important concept which entails

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the construction of new understanding and new meanings, the transformative method of shaping

decisions and influencing others as well as exchanging information with people. That means that

sharing information with other people is to generate new knowledge. Kari (2010) investigated this

concept by claiming that the use of health information entails decision making and problem-

solving regarding health. Information use comes to mind when information acquired by people to

meet their information need is put in use.

There are two important types of health information people need. These include general

health information available to all, and personalized health information (Anyaoku & Nwosu,

2017). General health information is the one in which information is provided about lifestyle

options, care providers, diagnoses, conditions, self-care and treatment options (including risks),

and standards of care. This type of health information assists people to manage the possibility of

contracting diseases. Personalized health information on the other hand is a type of health

information distinctively provided on an individual’s own state, care options and probable

outcomes. This helps an individual to control and manage his condition after contact with a certain

disease. Health information is used for decision making and problem-solving. Information use

comes to mind when information got by people to satisfy an information need is put into use.

Health information use enhances health service delivery and enables health providers to remain

competitive and provide effective health care services (Omotunde, 2015).

The use of health information exposes students to the health implications of diet. Health

information resources enable students to identify the health implications of diet if sufficiently

utilized (Naidoo, 2012). Utilizing health information is a vital aspect of coping with diseases. It

entails communicative and cognitive activities such as seeking, avoiding, providing and

interpreting information. The use of information is the adjustment of a person’s knowledge

structure (Ehioghae &Madukoma, 2020). Health information use is the type of concepts and

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knowledge used for clinical decision making and is of fundamental significance in the effective

and efficient development and survival of a person (Omotunde, 2015).

The fact that schools of nursing and midwifery are among the institutions one can get the

required health education is incontrovertible. However, it is still relevant to say that the level of

health information literacy of Nigerians in is still low. Also, there is limited level of accessibility

of health information resources in some of the schools of nursing and midwifery in Nigeria

(Omotunde, 2015). It is only the specialized health/medical science universities and few others

that have colleges of medicine as well as few schools of nursing and midwifery that have sufficient

resources on health. Equally, the use of health information requires an in-depth knowledge of what

health information entails (Allen, 2013; Alavinia, Ghotbi, Mahdari, Kermanchi, Nasli

&Yarahmadi, 2012). Despite the accessibility of series of health information, many students do

not make adequate use such information (Freimuth, Stein & Kean, 2016). Due to the fact that most

of them are not health information literate, they never have the understanding that health

information helps lessen the complications and disabilities caused by diseases (Abazari, Vanaki,

Mohammad &Amini, 2012).

Health information literacy and accessibility of health information account for most of the

variations encountered in the utilization of health information services (Lorver, 2020). Health

information literacy as well as accessibility and use of health information help students to live a

healthy life on and off campus. The Office of Disease Prevention and Health Promotion (ODPHP)

(2013) defined health information literacy as the “ability to get, process and comprehend

fundamental health information and services to make suitable health decisions” (p.27). Information

literacy bears diverse interpretations and conceptual meanings. Information literacy consists of the

competencies to identify health information needs and to situate, appraise, apply and generate

information within cultural and social context. Information literacy is a set of capabilities that a

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person should in order to know the need for information as well as having the potentials and skills

to locate, evaluate and effectively use the health information ethically and legally (Friday, Joshua

& Yusuf, 2019). Information literacy is a set of capabilities students need to recognize, retrieve,

appraise and utilize information to solve health problems (Mealey, 2014).

Information literacy means personal attributes and communal resources required for people

and communities to access, comprehend and assess and utilize information and services to make

decisions (Friday, Joshua & Yusuf, 2019). This entails the ability to communicate, assert and carry

out health decisions (Dodson, Beauchsmp, Batterham & Osborne, 2014). Ekoko (2020) claimed

that “health literacy is the utilization of broad variety of skills that ameliorate the capability of

people to take action on information so as to live healthier live” (p.18). These skills are: numeracy,

reading, writing, speaking listening, critical analysis, and communication and interaction skills.

Femi and Oyinade, (2017) affirmed that literacy pertains to the possession of knowledge. Health

literacy is a budding term that entails the bringing together of individuals from both the health and

literacy fields (Gillis & Quigley, 2004). Information literacy lays claim on the notion that literacy

is significant resources for daily living.

Part of information literacy is health information literacy. According to Medical Library

Association (2016), health information literacy is a set of abilities required to identify health

information needs, recognize possible information sources and utilize them to retrieve pertinent

information, evaluate the quality of the information and its applicability to a definite condition and

analyze, comprehend and utilize the information to make good health decisions. Health

information literacy is equally enlightens, informs and empowers individuals and communities in

order to be conscious of political nature of healthy equity. Ekoko (2020) identified culture and

belief system; poor and ineffective communications; lack of education and low educational level;

and low social economic status as factors influencing health information literacy system.

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 One of the fundamental goals of information literacy is to create the ability to get, process

and comprehend health information to make knowledgeable decisions. Information literacy relates

to the possession of knowledge. It refers to skill-based processes that people utilize to recognize

and convert information into knowledge (Ekoko, 2020). This communication process essentially

entails decoding a symbol system such as medical terms, prescription, spoken language or visual

elements and placing that information into a useful context. World Health Organization (WHO)

(2014) claimed that health information literacy provides clearer state of health and sickness all

over the whole population and this understanding can assist in preventing the spread of disease

and ameliorate individual health. Lorver (2020) claimed that information literacy and availability

of information resources account for most of the variations encountered in the utilisation of

information services. The Office of Disease Prevention and Health Promotion (ODPHP) (2013)

defined health information literacy as the ability to get, process and comprehend fundamental

health information and services to make suitable health decisions.

Aside information literacy, accessibility of health information equally occupies a robust

position in the use of health information services by nursing and midwifery students. Accessibility

of information resources is necessary to ensure healthy environment in the contemporary era.

Mohammed and Abule (2014) claimed that accessibility of health information resources is a major

ingredient that facilitates effective health service utilization in a community. Health information

is accessible in diverse health information resources available in institutional information systems

(library, archives, records offices, documentation centers, and data centers). These must

sufficiently support the information needs of the students (Okiki, 2013). Mohammed and Abule

(2014) did an examination of health information service provision at Federal Medical Center,

Katsina. It was found that books and periodical such as medical journals, newspapers/magazines,

flairs and pamphlets and e-sources from internet services, among others, form the types of health

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information resources available at the medical Centre. The study further found that health

information resources such as flairs from pharmaceutical companies, reports, and conference

proceedings are also available at the medical centre.

People who are information literate usually make comprehensive use of health information

(Ehioghae & Madukoma, 2020; Friday, Joshua & Yusuf, 2019). Unegbu (2019) claimed that there

is positive correlation between information literacy and health information service use as

information literate people make use of health information services for the good of the society. In

a related study, Ajegbomogun and Diyaolu (2018) noted that even though health information

services utilization reflects the explicit roles information plays in problem-solving and decision

making, the vast majority of the students do not make adequate use of health information. Good

knowledge of health information and services would assist the government in planning and

educating citizens in respect of health management and how public libraries could be well funded

to achieve health information literacy. Nwosu, Ogbomo and Anaehobi (2013) and Mohammed and

Abule (2014) emphasised that the adequacy of health information influences the extent of use of

community health information services.

The use of health information is critical in the delivery of safe and quality patient care. For

nursing and midwifery students to be equipped with the required knowledge and function well in

the progressively complex healthcare environment, they have to have an appreciable level of

information literacy which will help them in the use of health information. They should be able to

access, utilise and appraise appropriate nursing information and have information management

skills (Robinson-Bassey & Edet, 2015). This will enable them to have the capabilities required to

fit into the contemporary trend of nursing practice. Literature has shown that comprehensive

informatics content is lacking in the nursing curricular at all levels of nursing education in Nigeria.

Also, health information should be accessible to the students. This is because they gain knowledge

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from the health information accessed. This knowledge is what they will use in drug prescription,

counseling and treatment of patients.

1.2 Statement of the Problem

Information is power and key resource of every organization. Much importance is attached

to effective use of health information in academic environment. However, literature reviewed

indicated that there is problem of ineffective use of health information by the students in the

schools of nursing and midwifery in Nigeria. Preliminary investigation carried out by the

researcher equally indicated that there is likelihood for the students in the schools of

nursing/midwifery in Delta State, Nigeria not to make effective use of health information.

Therefore, the fundamental question that prompts this research study is, “why is there a low level

of use of health information by the students in the schools of nursing/midwifery despite the huge

premium placed on health information literacy and accessibility of health information?”

Inadequate accessibility of health information may be connected with the low level of health

information literacy among the students and low level of accessibility of health information by the

students. It was observed that most of the students do not have the required and adequate

knowledge about health information. Also, there is dearth of health information resources in most

nursing /midwifery schools in Nigeria. This does not enable the students to have the requisite

health information. Though numerous studies have been conducted on information literacy and

use of health information by health professionals, there are limited empirical studies that have

assessed information literacy and accessibility of health information as correlates of health

information use among nursing/midwifery students in Delta State.

1.3 Purpose of the Study

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 The main purpose of the study is to investigate information literacy and accessibility of

health information as correlates of health information use by nursing/midwifery students in Delta

State. The specific purposes are to:

1. ascertain the extent of health information literacy among nursing/midwifery students in

Delta State;

2. find out the health information accessible to the students;

3. investigate the extent of accessibility of health information by the students;

4. determine the purposes of using health information by nursing/midwifery students;

5. evaluate the extent of use of community health information by the students;

6. find out the significant relationship between information literacy and use of health

information use by nursing/midwifery students in Delta State;

7. investigate the significant relationship between accessibility of health information and

health information use by nursing/midwifery students in Delta State; and

8. find out the joint influence of information literacy and accessibility of health

information on health information use by nursing/midwifery students in Delta State.

1.4 Research Questions

The following research questions guided this study.

1. What is the extent of health information literacy among nursing/midwifery students in

Delta State?

2. What isthe health information accessible to nursing/midwifery students in Delta State?

3. What is the extent of accessibility of health information by nursing/midwifery students in

Delta State?

4. What are the purposes of using health information by nursing/midwifery students in Delta

State?

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 5. What is the extent of use of health information by nursing/midwifery students in Delta

State?

1.5 Hypotheses

The following null hypotheses were tested at a 0.05 level of significance:

1. Information literacy will not significantly determine health information use by

nursing/midwifery students in Delta State.

2. Accessibility of health information will not significantly determine health information use

by nursing /midwifery students in Delta State

3. Information literacy and accessibility of health information will not determine health

information use by nursing/midwifery students in Delta State

1.6 Significance of the Study

The findings of this study will be of great benefit to the following categories of people:

management of schools of nursing/midwifery, health policy makers, health information providers,

library and information scientists, and future researchers. The findings of the study will enable the

management of schools of nursing/midwifery to know the level of health information resources

that are available in the schools and as such make budgetary provision to acquire up-to-date

relevant resources on health.

Health policy makers in general and those in Delta State, Nigeria in particular will benefit

from the research findings as the results of the study will serve as database for policy making

regarding health information. Health information providers will as well learn from the study as it

will reveal to them the problems encountered by the students in the schools of nursing/midwifery

in using health information. By this, the health information providers will be able to embark on

aggressive user education progamme regarding the use of health information.

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 Library and information scientists will also benefit from the findings of this study as they

will be able to know the extent of the investigations that have been conducted on how information

literacy and accessibility of health information have impacted the use of health information among

the students. Equally, future researchers who want to delve into this topic or something related to

this piece of work would find this work useful. Findings from this research will serve as a stepping

stone for further research as it will add to the body of literature on information literacy,

accessibility and use of health information by students in schools of nursing/ midwifery.

1.7 Scope and Delimitation of the Study

The study focused on information literacy and accessibility of health information as

correlates of health information use by nursing/midwifery students in Delta State. It was restricted

to knowing extent of health information literacy among nursing/midwifery students, health

information accessible to the students, extent of accessibility of health information by the students,

purposes of using health information by the students, and extent of utilization of health information

by the students

The study covered all the students in the four schools of nursing/midwifery in Delta State.

The schools of nursing/midwifery are: State School of Nursing, Warri; State School of Nursing,

Agbor; State School of Midwifery, Amukpe; Sapele and State School of Midwifery, Asaba. These

schools of nursing and midwifery were chosen based on the fact that they are the schools of

nursing/midwifery in Delta State.

1.8 Operational Definition of Terms

The following terms were defined as used in the study

Accessibility: This refers to ability to have access to the available health information.

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Health Information: This refers to information pertaining to health and general well-being of the

people. This information is accessible in medical journals, medical newspapers, medical

newsletters, medical magazines, medical brochure, pamphlets, treatment fact sheets, etc.

Information literacy: This refers to students’ competence to identify information needs, and

ability to locate, access and use the information.

Midwifery students: These are the students that make use of health information for identified

purposes in the course of their learning in the schools of midwifery.

Nursing students: These are the learners in the schools of nursing who make use of health

information for identified purposes.

Use: This is to make effectual utilization of health information resources in an effort to secure

health information by the students.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

Related literatures are reviewed under the following sub-headings:

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2.1 Theoretical Model

2.2 Extent of health information literacy among Nursing/Midwifery Students

2.3 Health Information Accessible to Students of School of Nursing/Midwifery

2.4 Extent of Accessibility of Health Information by Nursing/Midwifery Students

2.5 Purposes of Using Health Information by Nursing/Midwifery Students

2.6 Extent of Utilization of Health Information Nursing/Midwifery Students

2.7 Appraisal of the Reviewed Literature

2.1 Theoretical Framework

Andersen–Newman Health Information Services Utilization Model will be used for this

study. Pushpalata and Chandrika (2017) averred that Andersen–Newman Health Information

Services Utilization Model has the required elements that explain how the use of health

information is determined by information literacy and accessibility of health information. On this

premise, Andersen–Newman Health Information Services utilization Theory is adopted and it

forms the theoretical anchor for this study.

Andersen–Newman Health Information Services Utilization Theory

In an effort to gain insight into the context within which adherence happens among students

using community health information, reflection on relevant theoretical concepts is helpful. In this

regard, the Andersen–Newman Health Information Services Utilization Theory is applicable,

mostly regarding the usefulness of health information use as the basis for securing the needed

health information among the people of rural communities. The Andersen–Newman Health

Information Utilization Theory (Andersen & Newman, 1973) is suitable as a conceptual basis for

comprehending human behavior towards the use of health information services. Whereas this

model may seem at first as largely representative of sociological constructs (e.g. systems, the

family), the original model (Andersen, 1995) originated all through the years to entail concepts

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and constructs that are representative of psychology (e.g. behaviors of the individual, feedback

loops) and public health and healthcare services (e.g. resources) (Blessing, 2014).

Originally developed in the late 1960s by Andersen and Newman as a theoretical model,

the Andersen-Newman Health Information Utilization Theory has been used to investigate

individual and contextual features that may stimulate or obstruct health services use in a much

broader orientation than most other models (Babitsch, Gohl &Lengerke, 2012). In general term,

the model intends to discover the factors that may activate the inevitability of using health support.

This theory is pertinent to the concern of trust in relation to adherence as recent iterations

of this model describe psychological and psychosocial factors which portray attitudes toward

healthcare system (Tesfaye, Chojenta, Smith &Loxton, 2018). The rationale for Andersen–

Newman Health Information Service Utilization Theory is to ascertain the conditions that either

stimulate or obstruct health information service utilization. The goal is to develop a behavioral

model that provides measures of access to medical care. The framework was first developed in the

1960s and has since gone through different phases. Developed in the 1990s, the framework has

explained individual's access to and use of health services as a function of three characteristics.

1. Predisposing Factors: These refer to the socio-cultural characteristics of individuals that exist

prior to their illness. These include the social structure which pertains to education (health

information literacy), social networks, social interactions, and culture.

2. Enabling Factors: These refer to logistical aspects of obtaining care. These include the means

to access health services, accessibility of health information resources, a regular source of care,

attitudes towards health information, and knowledge that people have towards the health care

system.

3. Need and Utilization Factors: These refer to the immediate cause of health service use, from

functional and health problems that generate the need for and use of health care services. The

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perceived need helps to appreciate care-seeking and adherence to a medical regimen, while

utilization need will be more closely related to the kind and amount of health information that will

be provided after a patient is presented to a medical care provider (Andersen, 1995).

The theory reflects that for effective health information use, the users of the information

must be information literate and there must be accessibility of health information services at their

disposal. This theory is relevant in this study as it help us to understand how variables such as

information literacy and accessibility of health information may influence health information use.

To advance the understanding of the Andersen–Newman Health Information Services Utilization

Theory, a model diagram showing the relationship among information literacy, accessibility of

health information and health information use is presented below in Figure 1.

INDEPENDENT VARIABLE

Information Literacy
• I seek expert opinion about my health
• I consult others (friends/family) about
my health
• I use textbooks in the library to get Dependent Variable
health information
• I make use of card catalogue cabinet to
get health materials Health Information
• I make use of internet for health issues Utilisation
• I use health information wisely • For current affairs
• I crosscheck information in other
• Examination purpose
sources/material 16 • For assignment
• For personal
development
• Decision making
INDEPENDENT VARIABLE

Figure 1: Self-developed Conceptual Model for Information Literacy, Accessibility of Health

Information and Health Information Use.

The Andersen–Newman Health Information Services Utilization Theory, as revealed in Figure

1shows how information literacy and accessibility of health information influences the use of
health information by the students of schools of nursing and midwifery. I seek expert opinion about
my health. The figure reveals that students who are information literate will be able to consult
others (friends/family) about my health, use textbooks in the library to get health information,
make use of card catalogue cabinet to get health materials, make use of internet for health issues,
use health information wisely, and crosscheck information in other sources/material. Also,
students access health information through handbooks, manuals, newspapers and magazines,
reports, biographies, abstracts/indexes, and e-books. Given the fact that the students are
information literate and have access to health information, they can make effective use of health
information.

2.2 Extent of Information Literacy among Nursing/midwifery Students

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 Information literacy is an important issue in academic environment worldwide and will

always remain vital for students in higher schools of learning (Singh, 2014). Most times, nursing

students mistakenly think that once they are ICT-compliant, their level of information literacy is

high. In truth however, most of the students in the schools of nursing /midwifery truly have low

level of information literacy as numerous recent studies have shown (World Health Organization,

2013b; Singh, 2014; Duncan & Varcoe, 2012). More importantly, information literacy among

students is considered to be a necessity to their healthy living. Duncan and Varcoe (2012), pointed

out that health information literacy is advantageous to students while in the school and also in their

work life. World Health Organization (2013b) claimed that health literacy is a stronger determinant

of an individual’s health status than income, employment status, education level and racial or

ethnic group.

The wealth of information is not in itself sufficient to build the information society (Hof,

Sluijs, Asamoah-Hassan & Agyen-Gyasi, 2010). Information literacy is necessary to make the best

use of the available information. In the present world in which there is information overload,

undergraduates need to be information literate in order to cope with independent learning. With

this, they will be able to extract the required information from the sea of information within a short

time (Santharooban, 2016). Baro and Zuokemefa (2011), lamented that most students in the

schools of nursing and midwifery in Nigeria lack the required health information skills that are

needed to make use of the libraries' health information resources both print and online. This

shortcoming regularly results to deceitful practices of hiring mercenaries for research-based

activities like assignments, term papers, and research reports. It also stimulates 'copy and paste'

syndrome largely supported by modern technologies.

Limited health literacy is connected with less involvement in health-promoting and disease

detection activities, riskier health choices (such as higher smoking rates), more work accidents,

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reduced management of chronic diseases (such as diabetes, HIV infection and asthma), poor

observance of medication, enlarged hospitalization and re-hospitalization, increased morbidity and

premature death (World Health Organisation, 2013b). Santharooban (2016), associated limited

health information literacy among students to the dearth of health information literature in most

universities. In spite of the dearth of research on health information literacy among young adults,

the available evidence indicate that health literacy among those under 25 years of age who are

predominantly students is not higher than that among senior groups (HLS-EU Consortium, 2012).

Equally, population studies carried out in diverse countries reflect varying health literacy results

among young higher education students (Lee, Tsai, Tsai & Kuo, 2010).

Chartered Institute of Library and Information Professional (CILIP, 2006) averred that an

information literate people should have the capability to be lifelong learners and should be able to

reflect on what they do. The theory of information literacy presumes that individuals acknowledge

the necessity for information and understand how to locate, assess, utilize and consequently

communicate information efficiently to solve identified problems or to make decisions (Okiki,

2013). It is about dedication to value, significance and accomplishment. The Quality Assurance

Agency for Higher Education (2001) emphasized that information literate people should have a

range of transferable skills, which include the aptitude to assemble and analyze pertinent

information from a broad range of sources using suitable manual and electronic systems. World

Health Organization (2013b) asserted that no one is ever fully health literate. Everyone at some

point requires assistance in comprehending or acting on vital health information or navigating a

composite system. Even very educated persons may find health systems too complex to

understand, notably when a health situation makes them more susceptible (World Health

Organization, 2013b). As such, students are most time confused on the use of health information

resources and services.

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 A number of studies have been done on health information literacy. For example, Lata and

Sharma (2013) investigated health information literacy among students of postgraduate institute

of medical education and research, Sharma University of Health Sciences. Questionnaire was used

for data collection. It was found that majority of respondents were health information literate. The

study found further that majority of students had good skills of evaluation of health information

resources. In a similar study carried out by Omeluzor, Bamidale and Omusha (2013), it was

reported that most of the respondents had the skill to recognize their health information needs. Issa

et al. (2015) investigated information literacy competency of undergraduate students of the

University of Ilorin, Kwara State, Nigeria. It was found that most students had problem in the

recognition of suitable health information resources.

The delivery of nursing service in the contemporary era requires that the nursing and

midwifery students should be health information literate regarding the diagnosis and treatment of

human response to health and illness (Akpabio & Ella, 2014). Part of the information literacy

required of nursing and midwifery students is computer/ICT literacy. Robinson-Bassey and Edet

(2015) posited that “it is expected that effectiveness of classroom teaching will be improved

through Microsoft power point presentation which will facilitate learning among nursing students

at all levels” (176). Also, using open source application like e-learning tools, critical thinking

exercises, graphical illustrations and interactive video technology (telenursing) make the practice

of nursing and midwifery attractive and more impactful. Computer/ICT literacy makes the

teaching resources much pleasing, thereby enabling the students to be more concentrating and

attentive. For example, the use of multimedia instruction together with visuals, animations and

audio assist in accomplishing this effect. Using video is principally appreciated in teaching clinical

procedures like bed making, bed bathing, cardiopulmonary resuscitation, open heart surgery. It

20
affords the students, a copious knowledge and appreciation of the real clinical condition. Learning

through video ameliorates recall by students.

Osman (2017) examined “nursing students’ experience with information literacy skill”.

The study ultimately investigated the searching skills and the level of use of electronic databases

by nursing, midwifery and public health nursing students in the University of Health and Allied

Science (UHAS), Ghana. The study found that even though all the respondents strongly agreed

that e-databases were essential for educational and professional practice, findings showed that

most of the nursing students had low quality of searching skills. This led to scarce utilization of

the e-databases. The research equally affirmed that students’ attitude, academic workloads and

teaching methodology were the challenges to the acquisition of information literacy skills of the

students. Due to this, the study recommended that librarians should develop research guides and

facilitate robust collaboration with faculty members in the teaching of information literacy skills

in order for the student nurses to be more skillful in searching for information to augment learning

and professional practice.

Perrin, Hossain and Cumming (2018) conducted a research on nursing students’

information literacy skills prior to and after information literacy instruction. The study found that

the students get information through Google, nursing journals, nursing textbooks, library

databases, and librarians. It was further found that “an information literate person possesses an

understanding of the architecture of information and the scholarly process; the ability to navigate

among a variety of print and electronic tools to effectively access, search, and critically evaluate

appropriate resources” as well as the capacity to organize accumulated information into an existing

body of knowledge; communicate research results clearly and effectively”. The recognition of

information literacy as a vital tool abound (Shorten, Wallace & Crookes, 2015). Ability to find,

retrieve, evaluate and sufficiently utilize information has always been a vital aspect of learning

21
predominantly in an academic setting. Nevertheless, education stimulates the necessity to offer

with the required skills to circumnavigate their way through the numerous information channels,

both online and otherwise. Besides, it was agreed at national review of nursing education (National

Review of Nursing Education, 2012) that for nursing professionals to be active in the current

climate of technology, the nursing students should be information literate.

In the literature on information literacy and the nursing profession Shorten, Wallace and

Crookes (2015) revealed that the integration of information literacy instruction into nursing

curricula augmented the confidence of students. The work of a New Zealand research team

(Honey, North & Gunn, 2016) validated this as it found that embedding information literacy

programmes into the curriculum, rather than running classes as extra- or inter-curricula, was most

beneficial for nursing students. Also, research by Perrin, Husain and Cumming (2018) supported

the practice of embedding information literacy programmers into curricula.

Ilogho (2014) conducted a study on information search skills of students in the selected

private universities in Ogun State, Nigeria. Data were collected using questionnaire. It was found

that majority of students were deficient in identification of information resources required. In a

related research conducted by Dorvlo and Dadzie (2015) on the information literacy level among

students of Ghana University, it was found that the students investigated had no adequate

evaluation skill. Also, the respondents were unskillful in search strategies and search tools. In a

study by Hazrati, et al. (2014) to determine information literacy competency of faculty members

in using medical information resources, it was revealed that academia had higher level of retrieving

information and evaluating skills than skills of using information ethically. Also, Leichiner et al.

(2013) assessed information literacy among German Psychology students. It was observed that

information literacy level in evaluation of information resources by the students was good.

22
However, the findings of Malliari et al. (2014) on information literacy skills of Greek High-school

students showed that students lacked ability to evaluate information resources of their choice.

Igun and Odafe (2014) examined information literacy among undergraduate students in

Nigeria. It was found that the students were able to recognize access and use information resources

effectively. However, the study further revealed that students had no good knowledge of

evaluation. In the analysis of the level of information literacy skills of medical undergraduates of

Eastern University, Sri Lanka by Santharooban (2016), it was found that 47% respondents had

ability to locate information needs. The study therefore concluded that the level of information

literacy of the students was satisfactory.

Aghauche, Nkamnebe and Nkamnebe (2019), investigated the information literacy level of

undergraduates in Paul University Awka. Descriptive survey was adopted for the study. The

population of the study was 283 undergraduates of the university. Proportionate and random

sampling techniques were used for the study. Achievement test and questionnaire were used as the

instruments of data collection. It was found that the undergraduates in Paul University, Awka have

high level of health information literacy. Egunjobi and Akerele (2014) investigated health

information literacy as a predictor of community information service utilization among citizens in

public/national libraries In South Western Nigeria. It was found that health information literacy

was low among public/national library staff and it positively predicted community information

service utilization.

Given the diverse studies reported above, one can submit that the level of health

information literacy in higher schools of study in Nigeria varies. This is comparable with what

happen in the Western world. According to the ODPHP, 12% of USA adults are health literacy

proficient while about 43% of the youths are health literacy proficient. Connie (2011) reported that

23
nearly all the adults in all socio-economic levels struggle with health literacy and also lack the

capacity to comprehend and utilize the information need to arrive at good health decisions.

Many students’ level of health information literacy is low because they do not have the

required competencies essential for finding and evaluating health information. This may

particularly apply mostly to the students schooling in rural communities. Also, the level of

education a student has may determine his level of health information literacy. Several studies

have even reported that individuals with more education are better health information literate than

individuals with less education (Brown & Dickson, 2010; Lana V. I. et al, 2012). However,

Educational Advisory Board (2011) claimed that individuals with lower information literacy, as

indicated by the RRSA scores, reported sharing health information with others more frequently

than their peers with higher information literacy.

Marshall, Henwood and Guy (2012) carried out a study on health information literacy using

surveys and focus groups. They investigated health information literacy and information utilization

among people using ICT to manage their weight. It was found that there is necessity for wider and

social intervention to information literacy to make sure there better collaboration between the

provision and utilization of health information. Also, Niemela, Eriksson-Backa and Huotari (2012)

did a practical testing of a screening tool developed to recognize people with challenges in health

information literacy. A 10-item screening tool was designed using the MLA’s (2016) definition of

health information literacy to identify people with challenges pertaining to their area of ‘interest

and motivation, finding, understanding, appraising and using health information but being literate

at the average level’. The questionnaire administration covered 217 students in secondary school

in Finland. It was found that there was low level of health information literacy among the students.

An investigation of health information literacy among Swedish-speaking language

minority in Finland that is above 65 years of age was done by Eriksson-Backa (2010). The

24
questionnaire aimed at assessing people’s health literacy by asking questions about their needs,

use, understanding of health information, preferred sources of health information and how they

assess quality of health information. The study reflected that people recognize information needs

and sources without difficulty but have difficulty in comprehending and appraising the quality of

health information. The study submitted that health information literacy is adequate in some areas

and still deficient in some and there is still need to enlarge people’s scope of health information

and enhance consciousness so that people can utilize health information in respect of their health.

Dadipoor, Ramezankhani, Alavi, Agbmolaei and Safari-Moradabadi (2017), investigated

the health literacy of pregnant women in Iran. It was found that more than fifty percent of the

pregnant women in the study have insufficient health literacy. Equally, a study by Kohan, Ghasemi

and Dodangeh (2006) investigated the relationship between maternal health literacy and pregnancy

outcome and found that percentage of respondents 34% had low maternal literacy, 48% had

moderate maternal literacy and 18% had high maternal literacy Dadipoor, Ramezankhani, Alavi,

Agbmolaei and Safari-Moradabadi (2017) investigated the health literacy of pregnant women in

Iran. It was found that more than fifty percent of the pregnant women in the study have insufficient

health literacy. Equally, a study by Kohan, Ghasemi and Dodangeh (2006) investigated the

relationship between maternal health literacy and pregnancy outcome and found that percentage

of respondents 34% had low maternal literacy, 48% had moderate maternal literacy and 18% had

high maternal literacy.

Information literacy is crucial to the success of lifelong learning, employment, and daily

interpersonal communication of any citizen. This includes when one needs information on health.

Views towards health information literacy are very necessary for development. This is because

health information is crucial for generating and reporting data for the national level which in the

long run boosts development (Tie, 2013). More importantly, with the spread of contagious diseases

25
notably COVID-19, students need high level of health information literacy to know the causes,

mode of transmission, and effects of the diseases to human life and the society at large.

In an investigation of the information literacy skills of undergraduates in Paul University

Awka conducted by Aghauche, Nkamnebe and Nkamnebe (2019), it was found that the views of

undergraduates towards health information literacy was positive, although they encounter some

difficulties regarding information skill acquisition. Agauche, Nkamnebe and Nkamnebe (2019)

further claimed that in many previous studies, a great correlation has been established between

undergraduates' skill level and attitudes towards health information literacy. In their opinion,

students with positive view towards health information literacy are more information-literate than

ones with negative view. Meanwhile, Ogunlana, Oshinaike, Akinbode, and Okunoye (2013) had

established that students' perception, attitude and experience significantly correlate with

information literacy skills. Retesting (2016) investigated the attitudes of undergraduate students

towards health information literacy training. He submitted that health information literacy is

indeed valuable and required for various aspects of their life, studies and career.

Adekunle, Olla and Adedoyin (2019) investigated the rationale behind undergraduates’

apathy for information literacy progamme at Bowen University, Nigeria. A descriptive survey

research design was adopted for the study. Multi-stage sampling technique was used to select a

sample size of five hundred participants spread across disciplines and levels of study. A close-

ended questionnaire was adopted for the study. It was found that students’ view of information

literacy was positive and greatly influences their information literacy skills. It was also found that

opinion to information literacy determines the influence of information literacy on students’

information literacy skills. The study also reflected that the erroneous equation of technology

26
literacy with information literacy was largely responsible for students’ lukewarm disposition to

information literacy.

The role of health educators, librarians, and other professionals in promoting positive

attitude among students towards health information has been emphasized (Lee, Tsai, Tsai &Kuo,

2010). More so, opinions towards health information literacy is related to; the setting in which

health information is provided (Van Der Heide, et al., 2013), the education programmers that teach

individuals health information (Toçi, 2016), and how university health education is related to

students’ health literacy.

Health information is published and unpublished knowledge in all areas of health and

health care (Ehioghae & Madukoma, 2020). Individuals search for health information by using

health information resources. Health information resources refer to the carriers of health

information. Health information resources are the various media for keeping health information

(Lorver, 2020). Health information resources are found in book and non-book materials. The book

materials are: medical brochure, treatment fact sheets, medical newsletters, medical journals,

medical magazines, pamphlets, and medical newspapers among others. Non-book materials are:

medical tapes videos, medical e-journals, cassettes, medical CD-ROM technology, medical e-

books, etc. Proper utilization of health information resources helps people to live a life that is

devoid of diseases and sicknesses.

Iroaganachi and Izuagbe (2018) did a comparative analysis of the impact of electronic

information resources use towards research productivity of academic staff in Nigerian universities.

it was found that electronic information resourced utilized include “e-journals, e-books, online

public access catalogues (OPAC), Web public access catalogues (WebPAC), CD-ROM, electronic

mails, E-Data archives, EManuscripts, E-Maps, E-Magazines, E-Thesis, E-Newspaper, E-

Research Reports, EBibliographic Databases, E-Reference sources and other educational sources

27
that are valuable to scholars and researchers” . Anyaoku and Nwosu (2017) identified the Internet,

libraries, health professionals, churches, family, friends and relatives, television and radio

broadcast as some of the sources of health information.

Friday, Joshua and Yusuf (2019) did an assessment of information literacy competency among

students of College of Nursing and Midwifery, Kafanchan, Kaduna State. Questionnaire was

employed as the instrument of data collection. It was discovered that the major sources for locating

information by the students were abstract, index and catalogue.

Information resources are tools by which people secure information for satisfaction of their

information need (Anamika, 2018). Ekoko (2020) and Cutilli (2010) asserted that high literacy

people get health information from any written source such as books, magazines, newspapers or

brochures, whereas, those with low literacy level consult health information from television, radio

and other inter personal source.

Ibegwam (2013) posited that the sources of health information include: the Federal

Ministry of Health and other health parastatals like National Agency for Food Drug Administration

and Control (NAFDAC); educational organization such as colleges and universities; library

resources such as health and medical journals. Others include free access to the following

databases among others on the Internet; MEDLINE, AISLINE, HISTLINE, HSRPRO), SOILINE,

TORLINE and CANCER LIT

One of the major sources of health information is the Internet. Jadoon et al. (2011) did an

evaluation of Internet access and utilization by medical students in Lahore, Pakistan. It was found

that the use of the Internet for health information is particularly beneficial in communities with

limited health professionals and facilities. The relative affordability and accessibility of smart

phones and wireless networks at the university campuses was found to have enhanced the high

rate of Internet access. More so, some of the students are accustomed to Internet use from their

28
secondary schools where information and communication technology is being integrated in the

mainstream education curriculum.

Jung and Loria (2010) claimed that in the contemporary era, the traditional health resources

are immensely influenced by emerging information and communication technology on health, a

phenomenon called e-health. The most common and influential function of interactive health

communication today is health-information seeking through the Internet (Onyi & Itopa, 2018).

Internet development has brought profound changes in the health information across the globe

ranging from health and medical education, training, diagnosis, patient management and health

research. Through social media, the Internet provides various platforms for students with identical

backgrounds and health concerns to share concerns with other students and among online support

groups for emotional support (Love, Crook, Thompson, Zaitchik & Knapp, 2012).

Badamasi and Mudassir (2014), examined health information service provision at Federal

Medical Center, Katsina. A qualitative research design was chosen in carrying out the study.

Interview was used as research instrument for data collection. A descriptive analysis technique

was used to analyze the data collected. It was found that the health information resources at the

centre were mainly the encyclopedia, medical texts, journals, medical reports, internet services,

and conference proceedings.

Students of all categories are expected to make use of health information resources in their

daily life. This is because health information resources are the standard of communication between

scientists who carry out healthcare and doctors who utilize their outcomes in medical practice and

associated purposes. Nwafor-Orizu and Nwachukwu (2014) did impact assessment of library

intervention on resident doctors' use of online health information resources. The study found that

the health information resources include text or print resources, Internet or World Web resources

and human resources. Medical text or print resources offer information or knowledge in printed

29
format such as books, journals and grey literature. Books have been in existence and use for

centuries now and are regarded as traditional sources of health information. They form the core

collection of medical libraries and that of personal collection of the doctors. Medical journals are

primary sources of health information as they contain authors own reports of their own studies

(Badamasi & Mudassir, 2014). The knowledge contained in them represents the most recent in the

field (Nworgu, 2015). Medical libraries are known for stocking these journals for doctors, who in

addition also subscribe to the journals for their personal collection. Grey (or gray) literature is

another resource utilized by doctors for extracting health information (Lana et al, 2012).

The discouragement poses by health-related websites to online information seekers leads

to low use of online health information resources. Onyi and Itopa (2018) examined the utilization

of Internet for health information in a Nigerian University. They reported that over 70% of health-

related websites have poor quality of health information. Sometimes the appealing design of

websites may confer wrong perspective on the quality of the website (Westerwick, 2013). Since

Chumber, Huber and Ghezzi (2015), have noted that the unregulated information and advice on

health from the Internet raise serious concerns on the reliability of health information, this may

lead to reduction in the use of the Internet for health information among students especially the

students who lack the skills for verifying the quality of on-line information. Onyi and Itopa (2018),

therefore advise that questions of who, where, why, when and what information are passed should

be addressed to assess the quality of the health information.

2.3 Health Information Accessible to Nursing and Midwifery Students

Nursing and midwifery students undergo training which will equip them with the necessary

skills to stimulate the recovery or maintenance of the health of their patients through the

completion of specific assignments during patient care. The tasks nursing and midwifery students

30
are trained to carry out by can be either routine or non-routine. The non-routine tasks are usually

unfamiliar and necessitate seeking additional information for the effective completion of these

tasks. As such, there is need for access to health information through which the required

information and knowledge can be derived. Nursing and midwifery students have a necessity for

information which is accessible, decent quality, up-to-date, adaptable and pertinent, as well as

information resources that assist them in finding that information (Lundgrén-Laineet al.2013). In

addition, to ensure that nursing and midwifery students acquire the required level of education and

enhance quality of treatment, clinical and public health information should be accessible and they

should be able to consult the relevant medical texts, guidelines and tools at the point of care.

The 21st century is information and knowledge age. There is presently an explosion of

health-related knowledge. However, nursing and midwifery students are still facing challenges of

frequent access to most current health information in their discipline. These health information is

expected to be used to help the students prove evidence to support practice and affirm that their

practice is effective, efficient and worthwhile’. Student-nurses are trained to play significant role

in the health system with a view to meeting the set health targets (The International Council of

Nurses [ICN], 2016). They are also undergoing training to play key role in regulating and

executing suitable standards of clinical nursing practice. There is therefore pressure on them to

access health information for knowledge and current practices in their chosen professional line.

This knowledge is found in information resources.

Health information gives survival information in relation to health, housing, income, legal

protection, economic opportunities and political right. They are information services provided by

librarians and libraries on pertinent issues relating to their health and healthy living, mostly those

in the lower economic and underprivileged groups who have to learn how to get, comprehend and

utilize information (Tie, 2013). Health information is intended to lessen deficiency and illiteracy

31
in rural areas. These services revolve round information intended for the survival and development

of the community which would eventually make citizens better and prepared to add significantly

to societal development (Egunjobi&Akerele, 2014). The World Health Organization (WHO)

(2014) claimed that health information provides clearer picture of health and sickness all over the

entire population. This knowledge can aid prevention and spread of disease among students

thereby improving their health.

Development of health information services for students is one area that is marginalized in

university education (Aladeniyi & Owokole, 2018). This trend needs urgent attention as students

across all levels of education need health information services which are the intersection of

healthcare, economics and social interaction (Office of Disease Prevention and Health Promotion,

2013). Health information provides students general access to general health services as well as

targeted services for vulnerable population groups. The aim is to ensure that the students are able

to have the required access to the needed information pertaining to their health and general well-

being. Among the community health information services paramount to students is information

regarding their physical and mental well-being (Centers for Disease Control and Prevention,

2019). This important information on public health includes initiatives to help students as members

of community to maintain and improve their physical and mental health, prevent the spread of

infectious diseases and prepare for natural disasters.

Students equally obtain health information which entail information on how to work at the

community level with a view to promoting healthy living, help prevent chronic diseases and bring

the greatest health benefits to the greatest number of people in need (Centers for Disease Control

and Prevention, 2019). In the present age where COVID-19 and other deadly diseases are ravaging

the society, students need to have access to health information that will enable them to live a

healthy live and contribute meaningfully to national development.

32
 It is no gainsaying that in an environment where there is free access to the required health

information resources, there are tendencies for high use of such resources. By this, students will

be more health information literate and this may metamorphosis to people living healthy life.

Students therefore need to make adequate use of health information resources given the fact that

diseases such as COVID-19, Ebola, malaria other deadly diseases are still much with us.

Nursing and midwifery students are trained in dynamic environments and need to keep up

to date by reading the appropriate information resources for contemporary practice in nursing

because keeping abreast with information is central to rendering quality patient care based on

evidence and improving time and cost efficiency. Keeping up to date with current information is

often challenging for nursing and midwifery students because of the dearth of relevant health

information resources in most of the schools (Ricks & Ham, 2015). Onye (2016:23) conducted a

survey on availability, accessibility and utilization of library information resources by student of

the Federal University of Technology, Owerri. The participants indicated that the accessible health

information included textbooks, the Internet, and films (audio-visual).

Ricks and Ham (2015) maintained that medical information resources are “information

sources are the various means by which a person is informed about something or knowledge is

provided or shared with someone, a group of people or an organisation” (p.3). These, according to

them, include people, organisations, speeches, documents, pictures or observations and could be

in either print or non-print formats.

Ricks and Ham (2015) investigated “health information needs of professional nurses

required at the point of care”. A total of 92 participants showed that they had access to some

information while 28 maintained that they never have any access to information. The respondents

indicated that they needed information resources that cover sicknesses such as tuberculosis, HIV,

33
diabetes mellitus, hypertension, asthma, poisoning and drug overdose, epilepsy, chest infection

and pneumonia. The respondents indicated that they had access to electronic CD-ROM, Internet,

colleagues/peers/friends, doctors, peer-reviewed nursing/medical journals, radio, books, etc.

through which they get professional health information.

Osinulu (2020) carried out a study on “awareness and use of electronic information

resources by students of College of Health Sciences in Olabisi Onabanjo University, Nigeria”,

using descriptive survey design. A structured questionnaire was used for data collection. The

population of the study was 2000 students in the College. It was found that the electronic

information resources in the school library were accessible to the students. The finding revealed

that more than 50% of the respondents could access e-books 84, e-journals 74 and the Internet.

Olajide and Adio (2017:1) investigated “effective utilization of University library resources by

under-graduate students at the Federal University Oye-Ekiti, Nigeria”. It was found that library

resources like abstract, indexes, yearbooks, atlas were neither satisfactory nor readily accessible.

Informational resources accessible to students can either be in print or non-print form. Non-

print information resources are called electronic information resources. Electronic information

resources are essential parts of library’s collection. They are vital for teaching and learning in the

contemporary era. In recent times, considering the innate advantages of electronic information

resources, some studies have evaluated accessibility and usage of electronic information resources

among students. Jogan (2015) examined the “use and impact of electronic resources in Institute of

Technology, Delhi” (p.1540). It was found that the level of accessibility and use of electronic

journals is rising as a result of awareness among the users. Kumar and Kumar (2015) surveyed the

use of electronic information resources at medical and management Colleges in Bangalore. It was

found that the students have access to the electronic forms of books, journals, technical reports,

theses, inaugural lectures, etc. However, an assessment of undergraduates’ utilization of electronic

34
resources for academic tasks in universities in Ekiti State, Nigeria by Bamidele (2015) revealed

that most of the library users cannot easily access quality and variety of information resources in

the libraries as a result of insufficient knowledge.

2.4 Extent of Accessibility of Health Information to Students

The increase in the accessibility of health information in modern era has given access to a

wealth of resources. Accessibility of health information determines to a vast extent the level of use

of information resources. In an assessment of information literacy competency among students of

College of Nursing and Midwifery, Kafanchan, Kaduna State, Friday, Joshua and Yusuf (2019)

found that health information was adequately accessible in the college. The major sources of health

information for the students are journals, books, internet, and encyclopedia.

The wide use of the Internet these days enhances the level at which students access health

information. Onyi and Itopa (2018) examined the utilization of the Internet for health information

in a Nigerian university. It was found that Internet services were adequately accessible for the

students to use. Most of the respondents accessed the Internet for information. About 69.5% of the

respondents accessed the Internet at least once a day. Twenty three percent accessed the Internet

at least once every week. Two percent never used the Internet while one percent of the respondents

accessed the Internet at least once a year. Thirty three percent of the respondents accessed the

Internet for health information. This is closely followed by one percent who accessed the net at

least once a month for health information. Eleven percent accessed the Internet at least once a year

for health information.

Nwafor-Orizu and Onwudinjo (2015) carried out a study on accessibility and use of health

information resources by doctors in Teaching Hospitals in South East Nigeria. A 25-item

structured questionnaire was used to collect data from 1,995 medical doctors. The data collected

35
were analyzed using descriptive statistics, while Analysis of Variance (ANOVA) was adopted in

testing the hypothesis. The results showed that health information is moderately available and that

they were used for different purposes. The study further reflected that medical students in the

teaching hospital make adequate use of the information resources.

Internet is helpful for health information and a beneficial option for students particularly

when there are inadequate health resources. Onyi and Itopa (2018) examined the usage of the

Internet for health information among the students of Abubakar Tafawa Balewa University,

Bauchi. The study intended to ascertain the frequency of using the Internet for health information;

the kind of the health information sought, data bases used for searching health information, and

the supposed efficacy of Internet for health information. Questionnaire was used as the instrument

of data collection. Copies of the questionnaire were randomly administered to selected sample of

students. The study found that the students need personal health information for healthy daily

living and leisure. Most of the respondents perceived absence of Internet access and inadequate

understanding and proficiencies for accessing quality health information as impediments in

accessing health information through the Internet.

In developing economies like Nigeria, vast fractions of the population have limited access

to health information and health care facilities. Meanwhile, equitable access to health care remains

a challenge in developing and transitional countries, especially among the rural poor. Nwosu,

Ogbomo and Anaehobi (2013) conducted a study on health information availability and utilization

by medical practitioners for chronic disease management in Central Hospitals, Warri, Delta State.

Descriptive survey was employed for the study. Random sampling technique was adopted for the

study. It was found that health information sources such as the Internet and library resources were

highly used to get health information.

36
 Ahmed (2013) surveyed “students’ use and satisfaction with university subscribed online

resources in a university in a developing country” (p.1). It was found that many of the students

could not access university subscribed resources. Meanwhile, Jogan (2015) claimed that

accessibility of resources never translate to use. Igbo and Imo (2013) investigated “students’

perception of EIR in the university of Nigeria” (p.9). It was found that despite the wide

accessibility of information resources, the level of usage was still low. An examination of

awareness and utilization of electronic resources by students of Tamale Technical University,

Ghana was done by Dukper, Sakibu and Arthur (2018). It was found that a low extent of awareness

and accessibility of electronic resources among students accounted for the reason the students

stayed away from the library. Mandale (2019) surveyed the usage of e-resources in Ayurved

Medical College Libraries, Maharashtra. It was reported that on daily basis, students use e-journal

at an average of 12 hours per week.

2.5 Purposes of Using Health Information by Nursing /Midwifery Students

There is an increasing awareness on part of the people about the need to use health

information. Health information is used for diverse purpose. Health information gives survival

information in relation to health, housing, income, legal protection, economic opportunities and

political right. They are information services provided by librarians and libraries on pertinent

issues relating to their health and healthy living, mostly those in the lower economic and

underprivileged groups who have to learn how to get, comprehend and utilize information (Tie,

2013). Health information is intended to lessen deficiency and illiteracy in rural areas. These

services revolve round information intended for the survival and development of the community

which would eventually make citizens better and prepared to add significantly to societal

development (Egunjobi & Akerele, 2014). The World Health Organization (WHO) (2014) claimed

37
that health information provides clearer picture of health and sickness all over the entire

population. This knowledge can aid prevention and spread of disease among students thereby

improving their health.

Nursing and midwifery students’ health information use refers to the ability to access the

required information sources bothering on health issues at the right time. The kind and

involvedness of the information would differ based on the objective it wants to serve; whether to

be utilized by patients in order to decide on where to seek advice or health professionals evaluating

the merits and demerits of a given intervention (Unegbu, 2019:29). According to Ajuwon

(2015:29), health information use enables nursing students to have knowledge of their health

status, which will help in making health-related decisions for themselves or their families. An

investigation by Nwafor-Orizu and Onwudinjo (2015:13) on “library intervention on resident

doctors' use of online health information resources” revealed that health information is needed for

the purposes of prescribing the right drug for the patients, knowing the psychological state of the

patience, and so on.

Agyekummer and Filson (2012:3) investigated “the challenges of school libraries after the

implementation of the new educational reforms in Ghana”. It was reported that the major reason

the students used health information is for personal development. Aladeniyi and Owokole (2018)

carried out a survey on “utilization of library information resources by undergraduate students of

University of Medical ScienceOndo, Ondo State, Nigeria” (p.12). It was found that respondents

used the library health information for research, to obtain general information about health, for

current affairs, for examination purpose, for assignment purpose, and for personal development.

The health information resources used included textbook, journals, directories, handbooks,

manuals, newspapers and magazines, reports, directories, audio-visual materials, Internet,

computer, biographies, abstract and indexes. However, it was recorded that the extent of using the

38
school library for health information was low. The challenges besetting the use of health

information by the studiers included lack of adequate resources on the field of study, lack of

information retrieval skills, lack of internet facilities, and lack of up-to-date resources.

Health information is used to know disease conditions that have accompanying stress

factors like physical distress, hurt, deficiency, emotional and psychological distress (Park, 2017).

These include diseases like hypertension, diabetes, cancer, HIV, AIDS, etc. Firoozeh, Anasik and

Akbar (2015:43) were of the view that when nurses have good access to health information, they

are better prepared to ameliorate the treatment of their patients, improve their capacity to control

their health, know the treatment options and act as equal partners in their care. Also, Angya

(2012:25) posited that health information is needed in order to cope with illness. More importantly,

health information is used for patients’ good self-care and to contribute to healthy living (Anyaoku

& Nwosu, 2017:8). Information abates the extent of vagueness in any decision process. As such,

it is a vital factor for healthy life. The use of health information is important to several factors in

designing and delivering health care.

Nursing and midwifery students use health information with a view to identifying and treat

chronic diseases such as cancer and diabetes, which need comprehensive health information for

their management as they are not easily cured (Ehioghae & Madukoma, 2020:45). Health

information is used for effectual clinical management, such as assessment of the degree nursing

services meet the needs and demands of the patients. This necessitates accessibility and fair spread

of health information resources and the provision of interventions to abate the burden of disease

using prevention strategies. More so, the use of health information shows the crucial role played

by health information in the society (Nwafor-Orizu & Nwachukwu, 2014:14). Information use

enables the users to have awareness of the necessity to search for information, analyze the

39
significance of the information to the confrontations at the moment, as well as attempting to

expedite efficient use.

Health information is needed in order to know the health services to be applied at a given

condition. However, it is saddening that the development of health information services for

students is one area that is marginalized in the school of health and midwifery (Aladeniyi &

Owokole, 2018). This trend needs urgent attention as students across all levels of education need

health information which helps in the intersection of healthcare, and social interaction (Office of

Disease Prevention and Health Promotion, 2013). Health information provides students general

access to general health services as well as targeted services for vulnerable population groups. The

aim is to ensure that the students are able to have the required access to the needed information

pertaining to their health and general well-being.

Among the community health information paramount to students is information regarding

their physical and mental well-being (Centers for Disease Control and Prevention, 2019). This

important information on public health includes initiatives to help students as members of

community to maintain and improve their physical and mental health, prevent the spread of

infectious diseases and prepare for natural disasters. Students equally need health information for

the purpose of working at the community level with a view to promoting healthy living, help

prevent chronic diseases and bring the greatest health benefits to the greatest number of people in

need (Centers for Disease Control and Prevention, 2019). In the present age where COVID-19 and

other deadly diseases are ravaging the society, students need to have access to health information

that will enable them to live a healthy live and contribute meaningfully to national development.

It is no gainsaying that in an environment where there is free access to the required health

information resources; there are tendencies for high use of such resources. By this, students will

be more health information literate and this may metamorphosis to people living healthy life.

40
Students therefore need to make adequate use of health information given the fact that diseases

such as COVID-19, Ebola, malaria other deadly diseases are still much with us.

2.6 Extent of Use of Health Information among Students

Health information utilization shows the crucial role health information plays in the

workplace and society. It refers to the accurate application of acquired information to boost the

health system of the people (Nwafor-Orizu & Nwachukwu, 2014). Information utilization starts

with a feeling stage during which the information users have the awareness of the necessity to

search for information, examine the significance of the information to the challenges at the

moment, and make effort to accentuate effective utilization (Ehioghae & Madukoma, 2020).The

general theory of information utilization is that human beings make use of information to make an

essential decision in their environment. They equally use the information to ameliorate some

structure on the unstructured certainties around them (Vickery, 2004). Studies by Nwafor-Orizu

and Onwudinjo (2015), Ajegbomogun and Diyaolu (2018), and Unegbu (2019) are testimonies to

the fact that utilization of health information services is indispensable in the society.

Several variables have been linked with the utilization of health information services.

Earlier studies principally focused on analyzing the association of health information utilization

with variables such as poor physical and psychological condition, hopelessness and confusion,

financial problems, and time constraints (Weaver, 2010; Alavinia et al., 2012; Abazari, 2012).

More recent investigations have included psychological and other latent variables in analyzing

health information utilisation (Allen, 2013; Freimuth, Stein and Kean, 2016; Onyi&Itopa, 2018).

The extent of utilization of dependable and up-to-date health information plays a crucial role in

the quality of service rendered by medical practitioners (Unegbu, 2019). Students should be able

to access and utilize appropriate, suitable, and accessible health information sources. A high-

quality library system, functional health information sources, sufficient information retrieval

41
skills, and adequate computer-based services are essential for health information utilization

(Ajuwon, 2015). An investigation of the utilization of library information resources by

undergraduate students of University Of Medical Science Ondo, Ondo State, Nigeria by Aladeniyi

and Owokole(2018) reflected that health information is usedto a very high extent. Most of the

resources used were textbooks (50.4%). This was followed by internet (12.8%), newspapers and

magazines (6.0%), handbook (5.6%), and journals (5.1%).

A study was conducted by Lata and Sharma (2013) on information literacy among students

of postgraduate institute of medical education and research, Sharma University of Health Sciences.

It was found that majority of respondents made adequate use of health information services. In a

related study by Onyi and Itopa (2018), it was noted that the shift from print to electronic

information depicts that students in higher schools of learning must utilize these resources for

improved quality, efficient, and effective education more than ever. Also, with the emergence of

electronic information resources (EIRs), more health information resources are available to

students who seek health information. Okiki (2013) maintained that electronic information

resources have steadily become a key resource in every academic community. Electronic

information resources are provided in CD-ROM database, online databases, online journals,

OPACs, Internet and other computer-based electronic networks.

The present condition of schools of health in Nigeria shows that students will have access

to health information to use (Egunjobi&Akerele, 2014). This is because health information

resources that are accessible in the libraries of most of the institutions include health and medical

journals, Internet databases such as MEDLINE, Health STAR, AISLINE, among others. However,

these resources are not adequately available in some libraries. Nwosu, Ogbomo and Anaehobi

(2013) opined that in developing countries like Nigeria, the vast percentage of the population has

restricted access to health information services and health care facilities. Egunjobi and Akerele

42
(2014) investigated health information literacy as a predictor of information service utilization

among citizens in public/national libraries in South Western Nigeria. The study adopted the

descriptive research design of the survey type. Simple random sampling technique was used for

the study. Questionnaire was used as the instrument of data collection. The study found that health

information services were not effectively utilized in the population covered by the study. The study

reported that information services in Nigerian public and national libraries in respect of health and

other areas has been bedeviled by factors such as negative economics and political situation, lack

of adequate and professional workforce, non-computerization of services, and lack of well defined

policies. Also, Abiola and Olatokunbo (2012) carried out a study on challenges of public libraries’

patrons in the use of information services for attainment of health millennium. It was found that

the extent of health information literacy of the people is low. The reasons for this include neglect

from government, unimpressive facilities, low patronage, lack of current materials and poor

funding.

Abdulraheem, Oladipo and Amodu (2011) emphasized that the extent of utilizing health

information in Nigeria is low despite the fact that primary healthcare centres were established in

both rural and urban areas with the intention of equity and easy access to health by year 2000.

Unfortunately, citizens are still not well served. Most of the health care facilities are in diverse

state of disrepair, with equipment being absent or obsolete. This accounts for the low use of the

health information services. WHO (2013) noted that one of the predicaments of health information

services utilization in Nigeria is the asymmetrical distribution of health professionals in favour of

urban centres.

The low level of utilization of health information has been reported in some studies.

Igiamoh (2013) asserted that health information utilization in Nigeria is low due to lack of specific

budgeting for health information services, lack of training of health information provides, inability

43
of public libraries to render information services effectively, failure to acknowledge the power of

information, and payment of lip service to public library development by government.Aladeniyi

and Owokole (2018) investigated the utilization of library information resources by undergraduate

students of University Of Medical Science Ondo, Ondo State, Nigeria. The study found that the

students utilized the information resources for research (92.7%), for obtaining general information

(98.7%), for current affairs (74.3%), for examination purpose(95.7%), for assignment purpose

(94%), and for personal development (58.5%).

It is pertinent to say that the low level of utilization of health information services by

students portends danger to the state of health in the country. In the face of COVID-19 which is

ravaging the whole world, causing health depletion, untimely death and general health havoc, onus

is on students to make use of health information services to the fullest.

2.7 Appraisal of the Reviewed Literature

Health information literacy and accessibility of health information as correlates of health

information use by nursing/midwifery students has been exhaustively discussed in this study. The

literatures reviewed have extensively covered the depth of the variables considered in the study.

The various sub-headings covered in this study include; information literacy among the students

of schools of nursing/ midwifery, attitude of students towards health information literacy, health

information accessible to the students, extent of accessibility of health information for students,

health information services available to students, and extent of health information use by the

students. Theoretical framework was used to show the relationship among health information

44
literacy, accessibility of health information resources and health information use. The literature

reviewed revealed that though the vast majority of the students are information literate, the attitude

of some of them to health information literacy is proportionally negative. There is a strong

indication of high level of accessibility of health information. The literature reviewed equally in

spite of there are some health information services available to students, extent of health

information use is low.

A number of literatures have been written on information literacy, accessibility of health

information and health information use. However, it is noteworthy that none of the literature

specifically deals with information literacy, accessibility of health information and health

information use among the students of school of nursing/midwifery in Delta State. This is the gap

in the existing literature which this study will fill.

CHAPTER THREE

RESEARCH METHODS AND PROCEDURES

This chapter discusses the research methods that were used in this study. The discussion is

structured in the following format:

3.1 Research Design

3.2 Population of the Study

3.3 Sample and Sampling Techniques

3.4 Research Instrument

3.5 Validity of the Instrument

45
3.6 Reliability of the Instrument

3.7 Method of Data Collection

3.8 Method of Data Analysis

3.1 Research Design

Correlational research design which involves the systematic collection of data from a target

population through the use of structured research instruments was used for the study. Correlational

research design was used because the study was showing the relationship among three variables.

Also, the researcher has no control over the variable of interest (Nworgu, 2015). It describes the

state of affairs between variables as at the time of study without attributing the effect of any of the

variables (Ogbomo, 2012).

3.2 Population of the Study

The population of the study was one thousand two hundred and thirty nine (1239)

students in the four schools of nursing and midwifery in Delta State. The details are presented in

Table 1.

Table 1: Population of the Study

Name of School Number of Students
State School of Nursing, Warri 320
State School of Nursing, Agbor 401
School of Midwifery, Amukpe 318
State School of Midwifery, Asaba 200
Total 1239
Source: Academic Planning Offices of the Schools, 2022.

3.3 Sample and Sampling Techniques

The sample size for the study was 500. Krejcie and Morgan stated that for a study that has

a population of 1,200, a sample size of 291(24.3%) is adequate. However, this study used 40.4%

which was even greater than the recommendation of Krejcie and Morgan. Accidental sampling

46
technique which involved using nearest and available individual to serve as respondent was used

for the study.

Table 2: Sample for the Study

Name of School No of Students Sample Size Taken (40.4%)
State School of Nursing, Warri 320 129
State School of Nursing, Agbor 401 162
School of Midwifery, Amukpe 318 128
State School of Midwifery, Asaba 200 81
Total 1239 500

3.4 Research Instruments

Self-structured questionnaire used as the instrument of data collection. The questionnaire

designed by the researcher and considered appropriate by the dissertation supervisor was used to

obtain reliable information from the students for data analysis for the study. The questionnaire was

titled “Information Literacy, Accessibility of Health Information and Health Information Use

Questionnaire (ILAHIHIUQ)”. The questionnaire comprised six sections (section A-F). Section

A: Demographic characteristics of the respondents; Section B: Extent of health information

literacy of students; Section C: Health information accessible to the students; Section D: Extent of

accessibility of health information resources; Section E: Purposes of using health information by

students; and Section F: Extent of utilization of health information services by students. Section A

was analysed using frequency and percentage. Sections B, D and F were scaled on Very High

Extent, High Extent, Low Extent, and Very Low Extent and were analysed using mean. Section C

and E were scaled on Agree and Disagree and the data were analysed using frequency count and

percentage.

3.5 Validity of the Research Instrument

For the validity of the instrument to be ensured, the questionnaire, after being prepared by

the researcher, was given to the dissertation supervisor and two other research experts in the

47
Department of Library and Information Science, Delta State University, Abraka. The supervisor

and the two experts made the necessary corrections, such as; the title of the questionnaire, the

structure of the title for each section, spelling errors, the use of appropriate punctuation marks, and

others. These corrections were incorporated in the final copy of the questionnaire. This was done

in order to ensure face and content validity of the instrument.

3.6 Reliability of the Research Instrument

To determine the reliability of the instrument, thirty copies of the questionnaire were

administered to students of School of Nursing/Midwifery, Akure, Ondo State, which was outside

the sample of this study. This was done within the interval of two weeks. The paired scores

generated from the test were analyzed using Cronbach Alpha method through the Statistical

Package for Social Science (SPSS) (Appendix ii, page 55). The index of correlation obtained

Cronbatch Alpha reliability coefficient of r = 0.97 which translated to a high reliability of the

instrument. The 0.97 reliability coefficient index is considered adequate for the study as most

research studies consider a reliability coefficient index of 0.60 and above to be adequate (Nworgu,

2015).

3.7 Method of Data Collection

The researcher was adopted person-to-person method of questionnaire administration

based on the respondents that were conveniently selected for the study and data collection with the

help of two (2) research assistants. Copies of the questionnaire were distributed to 500 students in

the schools of nursing and midwifery. The completed copies of the questionnaire were collected

on the spot after administration. This was to ensure high response rate.

3.8 Method of Data Analysis

The data generated from the respondents were analyzed using both descriptive and

inferential statistics. For research question 1, 3 and 5, statistical mean were used to analyze the

48
data. The criterion mean was place at 2.50. This means that any mean that was less than 2.50 was

regarded low and the mean above 2.50 was regarded high. Frequency and percentage were used

for research question 2, and 4. Pearson’s product correlation was used to test hypotheses one and

two while multiple regressions were used to test hypothesis three at a 0.05 level of significance.

Frequency was used to analyze demographic variable. Pearson correlation was used to test

hypotheses one and two because it was testing for one relationship between one dependent and

one independent variable. Multiple regressions were used to test hypotheses three because it was

testing for two independent variables (Information literacy and accessibility of information of

health information) and one dependent variable (Use of health information)

CHAPTER FOUR

DATA ANALYSIS, PRESENTATION OF RESULTS AND DISCUSSION OF FINDINGS

This chapter is focused on presentation of results and discussion of findings in accordance

with the research questions and hypothesis raised in Chapter One of the study. The chapter is

discussed under the following sections: 4.1 questionnaire response rate, 4.2 analysis of the

demographic information of the respondents, 4.3 answering of the research questions, 4.4 testing

of the research hypothesis, and 4.5 discussion of the findings.

4.1: Questionnaire Response Rate

Table 3: Questionnaire Response Rate

Number of Questionnaire Number of Questionnaire Percentage of Questionnaire

Administered Retrieved Returned

500 405 81%

A total of 500 copies of the questionnaire were administered and 405 were filled and

returned. This gave a response rate of 81%. The response rate of 81% is considered adequate for

49
the study because the standard and acceptable response rate for most studies is 60% (Dulle, Minish-

Majanja & Cloete, 2010).

4.2: Demographic Information of the Respondents

Demographic information of the respondents is discussed in this section. This includes

School of Nursing/Midwifery, Agbor; Sapele; Warri; and Asaba.

4.2.1: Schools of the Respondents

Data pertaining to the schools of the respondents are presented in Table 4

Table 4: Schools of Respondents

Names of Schools No. of Copies of questionnaire Percentage (%) of
Returned Response
School of Nursing, Agbor 126 31.1
School of Nursing, Warri 123 30.4
School of Midwifery, Amukpe, Sapele 99 24.4
School of Midwifery, Asaba 57 14.1
Total 405 100

As revealed in Table 4, School of Nursing, Agbor has the highest number of respondents

(126, 311%). This is followed by School of Nursing, Warri (123, 30.4%). School of Midwifery

Amukpe, Sapele has 99 respondents (24.4%). Lastly, State School of Midwifery, Asaba has the

least number of respondents which is 57 (14.1%).

4.3: Presentation and Analysis of Research Questions

This section provides answers to the questions raised in Chapter One of the study.

4.3.1 Research Question One: What is the extent of health information literacy among nursing

and midwifery students in Delta State?

Data in Table 5 provides answer to the research question

Table 5: Extent of Health Information Literacy Among Nursing and Midwifery Students.
Extent of Health Information Literacy VHE HE LE VLE Mean
I seek expert opinion about my health 143 246 16 0 3.31
I use health information wisely 137 248 18 2 3.28

50
I love exhibitions on health 128 254 23 0 3.26
I understand the need to use health information 121 264 19 1
3.25
resources to undertake research
I crosscheck information in other sources/materials 124 252 22 7 3.22
I make use of card catalogue cabinet to get health 117 251 23 14
3.16
materials from the shelf
I recognize data to achieve specific health information 105 264 31 5
3.16
objective
I use journals/newspapers for health information 114 247 28 11 3.13
I use textbooks in the library to get health information 104 258 29 14 3.12
I make use of the Internet for health issues 102 254 32 17 3.09
I consult others (friends/family) about my health 94 256 46 9 3.07
I always paraphrase new health ideas without wasting 78 180 132 15
2.79
time
I always present new health ideas effectively to 34 189 113 69
2.46
friends
I document the references or authors of such sources 33 58 198 116 2.02
I cannot define my specific health information 15 104 155 131
2.01
resources needs
I lack the needed skill to recognise appropriate 12 104 156 133
1.99
reference sources
I am unable to manage time effectively when using 10 104 159 132
1.98
information sources.
I have presented papers on health information literacy 4 30 136 215 1.61
I have published papers on health information literacy 3 50 129 223 1.59
Average Mean 2.71
Criterion Mean 2.50

As reflected in Table 5, the average mean of 2.71 is higher than the criterion mean of 2.50.

This means that the extent of health information literacy among nursing and midwifery students

in Delta State is high. Majority of the respondents claimed that they seek expert opinion about

their health (X=3.31). This is followed by I use health information wisely (X=3.28), I love

exhibitions on health (X=3.26), I understand the need to use health information resources to

undertake research (X=3.25), and I crosscheck information in other sources/materials (X=3.22).

However, the mean values for items such as I cannot define my specific health information

51
resources needs (X=2.01), I lack the needed skill to recognize appropriate reference sources

(X=1.99), I am unable to manage time effectively when using information sources (X=1.98), I

have presented papers on health information literacy (X=1.61), and I have published papers on

health information literacy (X=1.59) are low.

Research Question Two: What is the health information accessible to nursing and midwifery

students in Delta State?

Data in Table 6 provides answer to the research question.

Table 6: Health Information Accessible to Nursing and Midwifery Students.

Health Information Agree Disagree Total
No. % No. % No. %
Information on how to maintain and 348 85.9 57 14.1 405 100
improve personal health
Information on physical and mental 346 85.4 59 14.6 405 100
wellness
Information on general well-being 345 85.2 60 14.8 405 100
Information on the activities of the 342 84.4 63 15.6 405 100
government to curb the spread of
diseases
Local media programming on chronic 341 84.2 64 15.8 405 100
diseases
Information on drug administration 341 84.2 64 15.8 405 100
Information on upsurge of epidemic 340 84.0 65 16.0 405 100
Information on how to prevent the spread 338 83.5 67 16.5 405 100
of infectious diseases
Seminar/workshop on sexually 337 83.2 68 16.8 405 100
transmitted infections
Information on how to prepare for natural 335 82.7 70 17.3 405 100
disasters
Clinical services 332 82.0 73 18.0 405 100
Clerical and administrative services 332 82.0 73 18.0 405 100
Collaboration on health research 331 81.7 74 18.3 405 100
Legal affairs and services 330 81.5 75 18.5 405 100
Management of medical records and 330 81.5 75 18.5 405 100
information
Health research 320 79.0 85 21.0 405 100

52
 Information on patient care 318 78.5 87 21.5 405 100

Health information accessible to nursing and midwifery students is shown in Table 6. The

responses from the respondents show that the respondents can access all the information on health

matters. Majority of the respondents claimed that they can access information on how to maintain

and improve personal health (348, 85.9%), information on physical and mental wellness (346,

85.4%), information on general well-being (345, 85.2), and information on the activities of the

government to curb the spread of diseases (342, 84,4%). The items with the least values are legal

affairs and services (330, 81.5) management of medical records and information (330, 81.5%),

health research (320, 79.0%), and information on patient care (318, 78.5%). This means that health

information is accessible to nursing and midwifery students in Delta State.

Research Question Three: What is the extent of accessibility of health information by nursing

and midwifery students in Delta State?

Data in Table 7 provides answer to the research question.

Table 7: Extent of Accessibility of Health Information by Nursing and Midwifery Students.

Extent of Accessibility of Health Information VHE HE LE VLE Mean
Textbooks 30 313 45 17 2.88
Search engines 32 309 46 18 2.88
Audio-visual materials 31 309 46 19 2.87
Online Public Access Catalogue 32 305 48 20 2.86
Manuals 28 305 55 17 2.85
e-books 36 293 54 22 2.85
e-journals 37 288 55 25 2.83
E-Bibliographic Databases 38 284 57 26 2.82
E-Reference sources 30 290 67 18 2.82
E-Research Reports 37 281 62 25 2.81
Internet 37 283 53 32 2.80
e-magazines 36 278 65 26 2.80
Handbooks 25 301 52 27 2.80
CD-ROM 32 291 50 32 2.80
Newspapers and magazines 24 297 58 26 2.79

53
 Journals 9 320 53 23 2.78
Reports 25 295 51 34 2.77
Directories 12 316 45 32 2.76
Encyclopaedia 33 273 68 31 2.76
Computers 39 261 73 32 2.76
Biographies 31 274 70 30 2.76
Atlases/maps 28 278 62 37 2.73
Abstracts/indexes 35 255 66 49 2.68
Dictionaries 18 283 59 45 2.68
Average Mean 2.81
Criterion Mean 2.50

Table 7 reveals that the average mean (X=2.81) is higher than the criterion mean (X=2.50).

This indicates that the extent of accessibility of health information by nursing/midwifery students

in Delta State is high. The information resources with the highest value are textbooks and search

engine with mean value of 2.88 each. This is followed by audio-visual materials (X=2.87), Online

Public Access Catalogue (X=2.86), manuals (X=2.85), and e-books (X=2.85). The least are

atlases/maps (X=2.73), abstract/indexes (X=2.68), and dictionaries (X=2.68).

Research Question Four: What are the purposes of using health information by nursing/midwifery

students in Delta State?

Data in Table 8 provides answer to the research question

Table 8: Purposes of using Health Information by Nursing and Midwifery Students.

Purposes of Using Health Information Agree Disagree Total
No. % No. % No. %
To have knowledge about the current 381 94.1 24 5.9 405 100
trends in health profession
To exercise good judgment about the 381 94.1 24 5.9 405 100
best course of action for an individual
patient
For leisure 379 93.6 26 6.4 405 100
For nursing practices 377 93.1 28 6.9 405 100
For health research 377 93.1 28 6.9 405 100
For health care of patients 374 92.3 31 7.7 405 100
For obtaining general information 373 92.1 32 7.9 405 100
For personal development 371 91.6 34 8.4 405 100

54
 To respond to patients’ specific questions 370 91.4 35 8.6 405 100
To know the kind of treatment to give 368 90.9 37 9.1 405 100
patients
To identify disease outcome 367 90.6 38 9.4 405 100
For personal healthy living 362 89.4 43 10.6 405 100
To provide enough explanation to 356 87.9 49 12.1 405 100
clinical decisions

The purposes of using health information by nursing/midwifery students in Delta State are

revealed in Table 8. These include: to have knowledge about the current trends in health profession

(381, 94.1%), to exercise good judgment about the best course of action for an individual patient

(381, 94.1%), for leisure (379, 93.6%), and for nursing practice (377, 93.1%). The purposes with

the least values are to identify disease outcome (367, 90.6%), for personal healthy living (362,

89.4%), and to provide enough explanation to clinical decisions (356, 87.9%).

Research Question Five: What is the extent of use of health information by nursing/midwifery

students in Delta State?

Data in Table 9 provides answer to the research question

Table 9: Extent of use of Health Information by Nursing and Midwifery Students.

Extent of Use of Health Information VHE HE LE VLE
Mean
Local media programming on chronic diseases 49 262 69 25 2.87
Information on patient care 43 283 59 20 2.86
Information on how to maintain and improve personal 43 283 59 20
2.86
health
Collaboration on health research 48 269 64 24 2.84
Clerical and administrative services 47 269 64 25 2.83
Information on drug administration 49 265 65 26 2.83
Clinical services 43 269 66 27 2.81
Information on upsurge of epidemic 37 275 71 22 2.81
Management of medical records and information 43 269 65 28 2.81
Information on the activities of the government to curb 39 270 69 27
2.79
the spread of diseases
Information on how to prevent the spread of infectious 37 275 63 30
2.79
diseases
Health research 43 261 72 29 2.79
Information on general well-being 27 285 72 21 2.79
Information on physical and mental wellness 34 276 66 29 2.78

55
 Seminar/workshop on sexually transmitted infections 42 263 67 33 2.78
Information on how to prepare for natural disasters 36 267 77 25 2.78
Legal affairs and services 43 241 92 29 2.74
Average Mean 2.81
Criterion Mean 2.50

Table 9 reveals that the average mean of 2.81 is higher than the criterion mean of 2.50.

This means that the extent of use of health information by nursing/midwifery students in Delta

State is high. Majority of the respondents claimed that they use health information for local media

programming on chronic diseases (X=2.87). This is followed by to get information on patient

care (X=2.86), Information on how to maintain and improve personal health (X=2.86),

collaboration on health research (X=2.84). The least is legal affairs and services (X=2.74). This

means that the extent of use of health information by nursing/midwifery students in Delta State

is high.

Section 4.4: Testing of the Hypotheses

Hypothesis One: Information literacy will not significantly determine health information use by

nursing/midwifery students in Delta State.

Data in Table 10 is used to test this hypothesis

Table 10: Relationship between Information Literacy and Health Information use by
Nursing/Midwifery Students.
Information literacy Health information use

Information literacy Pearson Correlation 1 .017

Sig. (2-tailed) .020

N 405 405

Health information use Pearson Correlation .017 1

Sig. (2-tailed) .020

N 405 405

56
 From Table 10, Pearson correlation coefficient r (=0.017). Since the significant value

(Sig.2-tailed) is 0.020 (which is less than 0.05), it can be concluded that there is significant

relationship between information literacy and health information use by nursing/midwifery

students in Delta State. The null hypothesis is therefore rejected and the alternative hypothesis is

accepted, implying that an increase/decrease in information literacy may not lead to a

corresponding increase/decrease in health information use by nursing/midwifery students.

Hypothesis Two: Accessibility of health information will not significantly determine health

information use by nursing/midwifery students in Delta State

Data in Table 11 is used to test this hypothesis

Table 11: Relationship Between Accessibility of Health Information and Health

Information use by Nursing/Midwifery Students.
Accessibility of
health information Health information use

Accessibility of health
information 1 .222
Pearson Correlation

Sig. (2-tailed) .042

N 405 405

Health information use Pearson Correlation .222 1

Sig. (2-tailed) .042

N 405 405

From Table 11, Pearson correlation coefficient r (=0.222). Since the significant value

(Sig.2-tailed) is 0.042 (which is less than 0.05), it can be concluded that there is a significant

relationship between accessibility of health information and health information use by

57
nursing/midwifery students in Delta State. The null hypothesis is therefore rejected and the

alternative hypothesis is accepted, implying that an increase/decrease in accessibility of health

information may lead to a corresponding increase/decrease in health information use by

nursing/midwifery students.

Hypothesis Three: Information literacy and accessibility of health information will not determine

health information use by nursing/midwifery students in Delta State

The result is shown in Tables 12, 13 and 14 respectively.

Table 12: Model Summary Table of Relationship among Information Literacy, Accessibility
of Health Information and Health Information use by Nursing/Midwifery Students in Delta
State.

Model R R Square Adjusted R Square Std. Error of the Estimate

1 .165a .0356 .020 .60798

a. Predictors: (Constant), Extent of information literacy, Extent of accessibility of health information

Table 13: ANOVA Summary Table of Relationship among Information Literacy,

Accessibility of Health Information and Health Information use by Nursing/Midwifery
Students.
Sum of Squares Df Mean Square F Sig.
Model
1 Regression 2.692 3 1.346 3.546 .039b

Residual 96.475 263 .370

Total 99.167 263

a. Dependent Variable: Extent of health information use

b. Predictors: (Constant), Extent of information literacy, Extent of accessibility of
health information

Table 14: Coefficient Summary Table of Relationship among Information Literacy,

Accessibility of Health Information and Health Information use by Nursing/Midwifery
Students.
Unstandardized Standardized
Model Coefficients Coefficients T Sig.

58
 B Std. Error Beta

1 (Constant) 2.615 .124 21.074 .000

Extent of information
-.097 .060 -.127 -1.617 .107
literacy

Extent of health
.166 .062 .212 2.697 .007
information accessibility

a. Dependent Variable: Extent of health information use

As reflected in Table 12, 13, and 14, the result of the regression indicated the two predictors

explained 4% of the variance (R2 = 0.036, F(3,263) = 3.546, p= 0.039). Information literacy

(β=0.107) while accessibility of health information (β=0.007) implying that the 4% variance was

caused by information literacy and accessibility of health information. Therefore the remaining

96% may be as a result of chance or other variables not accounted for in this study. The null

hypothesis is therefore rejected implying that both information literacy and accessibility of health

information may jointly influence health information use by students but at a low rate.

Section 4.5: Discussion of the Findings

The findings of the study are discussed in line with the research questions and hypotheses

that guided the study.

Health information literacy among nursing and midwifery students

This study found that the extent of health information literacy among nursing / midwifery

students in Delta State is high. This may be because of the vital position health information literacy

occupies in national development. Singh (2014) information literacy is an important issue in

academic environment worldwide and will always remain vital for students in higher schools of

learning. The findings of this study are in agreement with that of Lata and Sharma (2013) who

investigated health information literacy among students of postgraduate institute of medical

education and research, Sharma University of Health Sciences and found that majority of the

59
students had good skills of evaluation of health information resources. The study further agrees

with that of Omeluzor, Bamidale and Omusha (2013) who claimed that most students in higher

schools of learning in Nigeria had the skill to recognize their health information needs.

However, the findings disagree with that of Issa et al. (2015) who investigated information

literacy competency of undergraduate students of the University of Ilorin, Kwara State, Nigeria

and found that most students had problem in recognizing the suitable health information resources.

Meanwhile, World Health Organisation (2013b) and Singh (2014) reported that most of the

students in the schools of nursing and midwifery in Nigeria truly have low level of information

literacy. In a related study, Baro and Zuokemefa (2011) claimed that most students in the schools

of nursing/midwifery in Nigeria lack the required health information skills that are needed to make

use of the libraries' health information resources both print and online. This shortcoming regularly

results to deceitful practices of hiring mercenaries for research-based activities like assignments,

term papers, and research reports. It also stimulates 'copy and paste' syndrome largely supported

by modern technologies.

Health information accessible to nursing and midwifery students

It was found in the study that majority of the respondents claimed that they can access

information on how to maintain and improve personal health, information on physical and mental

wellness, information on general well-being, and information on the activities of the government

to curb the spread of diseases. This is in line with the position of Lundgrén-Laineet al. (2013) that

students in health disciplines have plethora of access to information which is accessible, decent in

quality, up-to-date, adaptable and pertinent, as well as information resources that assist them in

finding that information. A study by Egunjobi and Akerele (2014) found that students in health

professions usually have access to information needed for the survival and development of the

community which would eventually make citizens better and prepared to add significantly to

60
societal development. Among the community health information services that must always be

accessible to students is information regarding their physical and mental well-being (Centers for

Disease Control and Prevention, 2019).The World Health Organization (WHO) (2014)

emphasized that this important information on public health includes initiatives to help students as

members of community to maintain and improve their physical and mental health, prevent the

spread of infectious diseases and prepare for natural disasters.

Extent of accessibility of health information by nursing/midwifery students

On the extent of accessibility of health information by nursing and midwifery students, this

study found that the extent of accessibility of health information by nursing and midwifery students

in Delta State is high.This agrees with that of Kafanchan, Kaduna State, Friday, Joshua and Yusuf

(2019) which assessed information literacy competency among students of College of

Nursing/Midwifery and found that health information the extent of accessibility of health

information by the students was high. The major sources of health information for the students are

journals, books, internet, and encyclopedia. This also agrees with the study by Onyi and Itopa

(2018) which examined the utilization of the Internet for health information in a Nigerian

university and found that Internet services were adequately accessible to the students to use. There

is equally an agreement with the findings of this study and that of Nwafor-Orizu and Onwudinjo

(2015) who carried out a study on accessibility and use of health information resources by doctors

in Teaching Hospitals in South East, Nigeria and found that health information is moderately

available and that they were used for different purposes. A finding similar to the finding of this

study was reported in a study by Nwosu, Ogbomo and Anaehobi (2013) who conducted a study

on health information availability and utilization by medical practitioners for chronic disease

management in Central Hospitals, Warri, Delta State. The study found that health information

sources such as the Internet and library resources were highly used to get health information. It

61
can therefore be submitted that extent of accessibility of health information by nursing and

midwifery students is high.

Purposes of using health information by nursing /midwifery students

The purposes of using health information by nursing/midwifery students as found in this

study include to have knowledge about the current trends in health profession, exercise good

judgment about the best course of action for an individual patient, for leisure (379, 93.6%), and

for nursing practice. This is in line with the finding of Ajuwon (2015) that students use health

information to have knowledge of their health status, which will help in making health-related

decisions for themselves or their families. A study by Nwafor-Orizu and Onwudinjo (2015:13) on

“library intervention on resident doctors' use of online health information resources” also found

that health information is needed for the purposes of prescribing the right drug for the patients, and

knowing the psychological state of the patience. The finding also agrees with that of Aladeniyi

and Owokole (2018) who surveyed the use of library information resources by undergraduate

students of University of Medical Science Ondo, Ondo State, Nigeria and found that students used

the library health information for research, to obtain general information about health, for current

affairs, for examination purpose, for assignment purpose, and for personal development. The

health information resources used included textbook, journals, directories, handbooks, manuals,

newspapers and magazines, reports, directories, audio-visual materials, Internet, computer,

biographies, abstract and indexes. Firoozeh, Anasik and Akbar (2015:43) claimed that when nurses

have access to good health information, they are better prepared to ameliorate the treatment of

their patients, improve their capacity to control their health, know the treatment options and act as

equal partners in their care. Angya (2012:25) posited that health information is needed in order to

cope with illness. Anyaoku and Nwosu (2017) emphasized that health information is used for

patients’ good self-care and to contribute to healthy living.

62
Extent of Use of Health Information by Nursing/Midwifery Students

This study found that the extent of use of health information by nursing/midwifery

students in Delta State is high. Majority of the respondents claimed that they use health

information for local media programming on chronic diseases, to get information on patient care,

to get information on how to maintain and improve personal health, and for collaboration on

health research. This agrees with that of Aladeniyi and Owokole (2018) which investigated the

utilization of library information resources by undergraduate students of University Of Medical

Science Ondo, Ondo State, Nigeria and found that the students used health information to a very

high extent. A study conducted by Lata and Sharma (2013) on information literacy among

students of postgraduate institute of medical education and research, Sharma University of Health

Sciences also found that majority of respondents made adequate use of health information

services.

The finding disagrees with that of Egunjobi and Akerele (2014) who investigated health

information literacy as a predictor of information service utilization among citizens in

public/national libraries in South Western, Nigeria and found that health information services

were not effectively utilized in the population covered by the study. The finding further disagrees

with that of Igiamoh (2013) which reported low level of utilization of health information in

Nigeria. Igiamoh claimed that health the use of health information in Nigeria is low because of

lack of specific budgeting for health information services, lack of training of health information

provides, inability of public libraries to render information services effectively, failure to

acknowledge the power of information, and payment of lip service to public library development

by government.

CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

63
5.1. Summary of the Study

The study focused on information literacy and accessibility of health information as

correlates of health information use by nursing/midwifery students in Delta State. It was carried

out to ascertain the influence of information literacy and accessibility of health information on

health information use. A number of literature were empirically reviewed to show the extent of

health information literacy among nursing/midwifery students, health information accessible to

the students, extent of accessibility of health information by the students, purposes of using health

information by nursing/midwifery students, and extent of use of community health information by

the students. The study adopted descriptive survey research design to investigate the variables in

the study. Data gathered from 405 respondents through the questionnaire were analyzed using

frequency, statistical mean and Pearson Correlation statistics as analytical tools in answering the

research questions. Three hypotheses were formulated and tested at a 0.05 level of significance.

The summary of the findings of the study is presented as follows:

i. The extent of health information literacy among nursing/midwifery students in Delta

State is high.

ii. The health information accessible to nursing/midwifery students include information on

how to maintain and improve personal health, information on physical and mental

wellness, information on general well-being, and information on the activities of the

government to curb the spread of diseases.

iii. The extent of accessibility of health information by nursing/midwifery students in Delta

State is high.

iv. The purposes of using health information by nursing/midwifery students in Delta include

having knowledge about the current trends in health profession, to exercise good

64
 judgment about the best course of action for an individual patient, for leisure, and for

nursing practice.

v. The extent of use of health information by nursing/midwifery students in Delta State is

high.

vi. There is significant relationship between information literacy and health information use

by nursing/midwifery students in Delta State.

vii. There is a significant relationship between accessibility of health information and health

information use by nursing/midwifery students in Delta State.

viii. Both information literacy and accessibility of health information may jointly influence

health information use by students but at a low rate.

5.2 Conclusion

Information literacy and accessibility of health information as correlates of health

information use by nursing/midwifery students is explored in this study. The study provided

empirical data on variable that predicted the health information use by nursing/midwifery students

in Delta State. In light of the findings obtained in this study, the following conclusions were

reached. The extent of health information literacy among nursing/midwifery students in Delta State

is high. The health information accessible to the students include information on how to maintain

and improve personal health, information on physical and mental wellness, information on general

well-being, and information on the activities of the government to curb the spread of diseases. The

extent of accessibility of health information by the students is high. The purposes of using health

information by the students include having knowledge about the current trends in health

profession, to exercise good judgment about the best course of action for an individual patient, for

leisure, and for nursing practice. The extent of use of health information by the students is high.

There is significant relationship between information literacy and health information use by the

65
students. There is a significant relationship between accessibility of health information and health

information use by the students. Both information literacy and accessibility of health information

may jointly influence health information use by the students but at a low rate.

5.3. Recommendations

In line with the findings of this study, the following recommendations are made:

1. The schools should continue to make use of the current information literacy programmes

as they equip the students with the required health information literacy.

2. The students should embrace the information literacy programmers organized by the

schools and make use of such programmes to improve their proficiency in their professions.

3. The schools should ensure that health information is always accessible to the students

through different information outlets.

4. The students should continue to use health information to have up-to-date knowledge in

health profession, exercise good judgment about the best course of action for an individual

patient, and for effective nursing practice.

5.4 Contributions to Knowledge

The study has made contribution to the body of knowledge in the following ways:

1. The study has shown that the extent of health information literacy among

nursing/midwifery students is high.

2. It is affirmed by the study that health information accessible to nursing/midwifery students

include information on how to maintain and improve personal health, information on

physical and mental wellness, information on general well-being, and information on the

activities of the government to curb the spread of diseases.

3. The study has reaffirmed that the extent of accessibility of health information by nursing

/midwifery students is high.

66
 4. The study has ascertained that the purposes of using health information by

nursing/midwifery students include having knowledge about the current trends in health

profession, to exercise good judgment about the best course of action for an individual

patient, for leisure, and for nursing practice.

5. The study has affirmed that the extent of use of health information by nursing/midwifery

students is high.

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77
 APPENDIX 1

LETTER OF INTRODUCTION

Department of Library and Information Science,

Faculty of Education,
Delta State University, Abraka,
Delta State.
13th September, 2021.
Dear Respondents,

REQUEST FOR COMPLETION OF QUESTIONNAIRE

I am a postgraduate student of the above named institution. I am conducting a research on

“Information literacy, accessibility of health information and health information use by students

of school of nursing and midwifery in Delta State”. I hereby solicit your help in completing the

questionnaire objectively so as to enable me do a quality research work. All responses are for

academic purpose only and will be treated confidentially.

Yours faithfully,

Eghaghara Oghenero Joy

(Researcher)

78
 APPENDIX II

QUESTIONNAIRE

INFORMATION LITERACY, ACCESSIBILITY AND USE OF HEALTH

INFORMATION QUESTIONNAIRE (ILAUHIQ)

INSTRUCTION: Please read carefully and tick (√) the appropriate option for all close ended
items in the questionnaire.
SECTION A: Demographic Information
1. Name of institution of the respondent: School of Nursing and Midwifery, Agbor ( ) Eku ( )
Warri ( )Asaba ( )
Section B: Extent of Information Literacy of the Students
2. What is your extent of information literacy?
Information Literacy Very High Low Very
High Extent Extent low
Extent Extent
I seek expert opinion about my health
I consult others (friends/family) about my health
I use textbooks in the library to get health information
I use journals/newspapers for health information
I make use of card catalogue cabinet to get health
materials from the shelf
I make use of the Internet for health issues
I use health information wisely
I crosscheck information in other sources/materials
I document the references or authors of such sources
I always present new health ideas effectively to friends
I always paraphrase new health ideas without wasting
time
I have presented papers on health information literacy
I have published papers on health information literacy
I love exhibitions on health

79
 I understand the need to use health information resources
to undertake research
I recognize data to achieve specific health information
objective
I cannot define my specific health information resources
needs
I lack the needed skill to recognise appropriate reference
sources
I am unable to manage time effectively when using
information sources.

SECTION C: Health Information Accessible to Students of School of Nursing and Midwifery

3. What are the health information accessible to the students of school of nursing and midwifery?
Information Agree Disagree
Information on how to maintain and improve personal health
Information on general well-being
Information on upsurge of epidemic
Information on physical and mental wellness
Information on how to prevent the spread of infectious diseases
Information on how to prepare for natural disasters
Information on the activities of the government to curb the spread of diseases
Information on drug administration
Seminar/workshop on sexually transmitted infections
Local media programming on chronic diseases
Collaboration on health research
Clerical and administrative services
Clinical services
Management of medical records and information
Health research
Legal affairs and services
Information on patient care

SECTION D: Extent of Accessibility of Health Information Resources

4. What is the extent of accessibility of health information resources in your school?
Accessibility of health information resources Very High High Low Very
Extent Extent Extent Low
Extent
Textbooks
Journals
Directories
Handbooks
Manuals
Newspapers and magazines
Reports
Atlases/maps

80
 Dictionaries
Internet
Computers
Biographies
Abstracts/indexes
Encyclopaedia
Audio-visual materials
e-books
e-journals
e-magazines
CD-ROM
E-Research Reports
E-Bibliographic Databases
E-Reference sources
Search engines
Online Public Access Catalogue

SECTION E: Purpose of Using Health Information by Nursing and Midwifery Students

5. What are the purposes of using health information by nursing and midwifery students?
Purpose Agree Disagree
For personal development
For health care of patients
for health research
For nursing practices
To exercise good judgment about the best course of action for an individual
patient
To have knowledge about the current trends in health profession
For obtaining general information
For leisure
To know the kind of treatment to give patients
For personal healthy living
To provide enough explanation to clinical decisions
To respond to patients’ specific questions
To identify disease outcome

SECTION F: Extent of Use of Health Information by Students of School of Nursing and

Midwifery
6. What is the extent of use of health information by students of school of nursing and midwifery?
Information Very High Low Very
High Extent Extent Low
Extent Extent
Information on how to maintain and improve personal health
Information on general well-being
Information on upsurge of epidemic
Information on physical and mental wellness

81
Information on how to prevent the spread of infectious
diseases
Information on how to prepare for natural disasters
Information on the activities of the government to curb the
spread of diseases
Information on drug administration
Seminar/workshop on sexually transmitted infections
Local media programming on chronic diseases
Collaboration on health research
Clerical and administrative services
Clinical services
Management of medical records and information
Health research
Legal affairs and services
Information on patient care

82
 APPENDIX II
Reliability Test Using Cronbach Alpha Method
Case Processing Summary
N %
Cases Valid 30 100.0
a
Excluded 0 .0
Total 30 100.0
a. Listwise deletion based on all variables
in the procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.967 111

Item-Total Statistics
Scale Scale Cronbach'
Mean if Variance Corrected s Alpha if
Item if Item Item-Total Item
Deleted Deleted Correlation Deleted
I seek expert opinion about my health 200.73 379.030 -.296 .968
I consult others (friends/family) about my
200.50 374.259 .000 .967
health
I use textbooks in the library to get health
200.83 379.799 -.309 .968
information
I use journals/newspapers for health
200.73 378.340 -.255 .968
information
I make use of card catalogue cabinet to get
200.70 376.907 -.178 .968
health materials from the shelf
I make use of the Internet for health issues 200.77 377.978 -.224 .968
I use health information wisely 200.70 376.700 -.165 .968
I crosscheck information in other
200.57 374.875 -.069 .967
sources/materials
I document the references or authors of
200.60 375.283 -.095 .967
such sources

83
I always present new health ideas
200.63 375.620 -.110 .967
effectively to friends
I always paraphrase new health ideas
200.53 374.602 -.053 .967
without wasting time
I have presented papers on health
200.83 379.799 -.309 .968
information literacy
I have published papers on health
200.77 378.737 -.267 .968
information literacy
I love exhibitions on health 200.70 377.941 -.243 .968
I understand the need to use health
information resources to undertake 200.67 377.540 -.233 .968
research
I recognize data to achieve specific health
200.50 374.259 .000 .967
information objective
I cannot define my specific health
200.50 374.259 .000 .967
information resources needs
I lack the needed skill to recognise
200.73 378.271 -.251 .968
appropriate reference sources
I am unable to manage time effectively
200.67 377.333 -.219 .968
when using information sources.
Information literacy is cumbersome and
200.57 375.978 -.181 .967
difficult to understand
Information literacy promotes independent
200.93 382.478 -.430 .969
and lifelong learning
Information literacy would enable me to
200.90 381.266 -.373 .968
excel in my academic career
Information literacy enables students to
200.60 375.214 -.089 .967
make effective use of the university library
Information literacy is not necessary and
therefore should not be part of our 200.53 374.602 -.053 .967
curriculum
Information literacy is only useful to
postgraduate students and advanced 200.97 367.137 .353 .967
scholars
Information literacy would still be useful
to me even after my first degree 200.80 378.993 -.273 .968
programme
Once I am conversant with ICT, I am
200.73 378.271 -.251 .968
information literate
Information Literacy enables one to know
ethical and legal issues about information 200.70 363.941 .654 .966
use
There is no correlation between
information literacy and academic 200.77 366.116 .461 .967
performance
Textbooks 200.77 363.840 .595 .966
Journals 200.63 364.792 .708 .966

84
Directories 200.63 364.792 .708 .966
Handbooks 200.63 364.792 .708 .966
Manuals 200.60 367.421 .577 .966
Newspapers and magazines 200.60 365.834 .714 .966
Reports 200.60 366.524 .654 .966
Atlases/maps 200.60 366.524 .654 .966
Dictionaries 200.77 367.840 .360 .967
Internet 200.67 363.264 .751 .966
Computers 200.70 363.528 .681 .966
Biographies 200.60 366.179 .684 .966
Abstracts/indexes 200.87 368.464 .295 .967
Encyclopaedia 200.73 364.409 .588 .966
Audio-visual materials 200.73 363.995 .614 .966
e-books 200.87 368.878 .273 .967
e-journals 200.67 363.057 .765 .966
e-magazines 200.63 365.689 .639 .966
CD-ROM 200.63 368.171 .450 .967
E-Research Reports 200.67 364.092 .693 .966
E-Bibliographic Databases 200.67 362.851 .780 .966
E-Reference sources 200.67 365.678 .582 .966
Search engines 200.57 370.254 .404 .967
Online Public Access Catalogue 200.60 367.421 .577 .966
Textbooks 200.67 362.299 .819 .966
Journals 200.63 364.792 .708 .966
Directories 200.73 361.926 .742 .966
Handbooks 200.90 371.059 .154 .967
Manuals 200.70 362.217 .767 .966
Newspapers and magazines 200.77 364.254 .571 .966
Reports 200.67 362.851 .780 .966
Atlases/maps 200.67 363.057 .765 .966
Dictionaries 200.70 363.045 .713 .966
Internet 200.63 364.447 .734 .966
Computers 200.60 367.076 .606 .966
Biographies 200.60 367.076 .606 .966
Abstracts/indexes 200.53 372.878 .191 .967
Encyclopaedia 200.57 370.254 .404 .967
Audio-visual materials 200.57 370.254 .404 .967
e-books 200.70 359.666 .935 .966
e-journals 200.70 359.666 .935 .966
e-magazines 200.73 361.651 .759 .966
CD-ROM 200.77 359.013 .883 .966
E-Research Reports 200.57 368.461 .589 .966
E-Bibliographic Databases 200.63 362.999 .846 .966
E-Reference sources 200.67 361.057 .906 .966
Search engines 200.53 371.085 .446 .967
Online Public Access Catalogue 200.60 366.317 .672 .966

85
Information on how to maintain and
200.63 363.689 .792 .966
improve personal health
Information on general well-being 200.70 363.045 .713 .966
Information on upsurge of epidemic 200.63 363.689 .792 .966
Information on physical and mental
200.63 363.689 .792 .966
wellness
Information on how to prevent the spread
200.67 365.678 .582 .966
of infectious diseases
Information on how to prepare for natural
200.67 364.989 .630 .966
disasters
Information on the activities of the
200.67 363.057 .765 .966
government to curb the spread of diseases
Information on drug administration 200.67 363.057 .765 .966
Seminar/workshop on sexually transmitted
200.73 366.685 .448 .967
infections
Local media programming on chronic
200.73 364.064 .610 .966
diseases
Collaboration on health research 200.67 364.989 .630 .966
Clerical and administrative services 200.67 369.333 .328 .967
Clinical services 200.70 359.666 .935 .966
Management of medical records and
200.90 363.610 .547 .966
information
Health research 200.70 360.976 .848 .966
Legal affairs and services 200.67 363.816 .712 .966
Information on patient care 200.67 361.609 .867 .966
Information on how to maintain and
200.70 359.666 .935 .966
improve personal health
Information on general well-being 200.67 361.609 .867 .966
Information on upsurge of epidemic 200.70 362.700 .735 .966
Information on physical and mental
200.67 362.506 .804 .966
wellness
Information on how to prevent the spread
200.67 362.851 .780 .966
of infectious diseases
Information on how to prepare for natural
200.63 364.447 .734 .966
disasters
Information on the activities of the
200.67 361.609 .867 .966
government to curb the spread of diseases
Information on drug administration 200.67 363.057 .765 .966
Seminar/workshop on sexually transmitted
200.63 362.999 .846 .966
infections
Local media programming on chronic
200.63 362.999 .846 .966
diseases
Collaboration on health research 200.60 365.628 .732 .966
Clerical and administrative services 200.60 365.628 .732 .966
Clinical services 200.60 365.628 .732 .966
Management of medical records and
200.63 363.689 .792 .966
information

86
Health research 200.57 368.254 .610 .966
Legal affairs and services 200.83 369.316 .256 .967
Information on patient care 200.73 360.409 .837 .966

Detailed SPSS Output

Descriptive Statistics
N Mean
I seek expert opinion
405 3.31
about my health
I use health
405 3.28
information wisely
I love exhibitions on
405 3.26
health
I understand the need
to use health
405 3.25
information resources
to undertake research
I crosscheck
information in other 405 3.22
sources/materials
I make use of card
catalogue cabinet to get
405 3.16
health materials from
the shelf
I recognize data to
achieve specific health 405 3.16
information objective
I use
journals/newspapers 405 3.13
for health information
I use textbooks in the
library to get health 405 3.12
information
I make use of the
Internet for health 405 3.09
issues

87
I consult others
(friends/family) about 405 3.07
my health
I always paraphrase
new health ideas 405 2.79
without wasting time
I always present new
health ideas effectively 405 2.46
to friends
I document the
references or authors of 405 2.02
such sources
I cannot define my
specific health
405 2.01
information resources
needs
I lack the needed skill
to recognise
405 1.99
appropriate reference
sources
I am unable to manage
time effectively when
405 1.98
using information
sources.
I have presented papers
on health information 405 1.61
literacy
I have published papers
on health information 405 1.59
literacy
Valid N (listwise) 405

I consult others (friends/family) about my health

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 9 2.2 2.2 2.2
LE 46 11.4 11.4 13.6
HE 256 63.2 63.2 76.8
VHE 94 23.2 23.2 100.0

88
 Total 405 100.0 100.0

I seek expert opinion about my health

Valid Cumulative
Frequency Percent Percent Percent
Valid LE 16 4.0 4.0 4.0
HE 246 60.7 60.7 64.7
VHE 143 35.3 35.3 100.0
Total 405 100.0 100.0

I use textbooks in the library to get health information

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 14 3.5 3.5 3.5
LE 29 7.2 7.2 10.6
HE 258 63.7 63.7 74.3
VHE 104 25.7 25.7 100.0
Total 405 100.0 100.0

I use journals/newspapers for health information

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 16 4.0 4.0 4.0
LE 28 6.9 6.9 10.9
HE 247 61.0 61.0 71.9
VHE 114 28.1 28.1 100.0
Total 405 100.0 100.0

I make use of card catalogue cabinet to get health materials

from the shelf

89
 Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 14 3.5 3.5 3.5
LE 23 5.7 5.7 9.1
HE 251 62.0 62.0 71.1
VHE 117 28.9 28.9 100.0
Total 405 100.0 100.0

I make use of the Internet for health issues

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 17 4.2 4.2 4.2
LE 32 7.9 7.9 12.1
HE 254 62.7 62.7 74.8
VHE 102 25.2 25.2 100.0
Total 405 100.0 100.0

I use health information wisely

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 2 .5 .5 .5
LE 18 4.4 4.4 4.9
HE 248 61.2 61.2 66.2
VHE 137 33.8 33.8 100.0
Total 405 100.0 100.0

I crosscheck information in other sources/materials

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 7 1.7 1.7 1.7
LE 22 5.4 5.4 7.2
HE 252 62.2 62.2 69.4
VHE 124 30.6 30.6 100.0
Total 405 100.0 100.0

90
 I document the references or authors of such sources
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 116 28.6 28.6 28.6
LE 198 48.9 48.9 77.5
HE 58 14.3 14.3 91.9
VHE 33 8.1 8.1 100.0
Total 405 100.0 100.0

I always present new health ideas effectively to friends

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 69 17.0 17.0 17.0
LE 113 27.9 27.9 44.9
HE 189 46.7 46.7 91.6
VHE 34 8.4 8.4 100.0
Total 405 100.0 100.0

I always paraphrase new health ideas without wasting time

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 15 3.7 3.7 3.7
LE 132 32.6 32.6 36.3
HE 180 44.4 44.4 80.7
VHE 78 19.3 19.3 100.0
Total 405 100.0 100.0

I have presented papers on health information literacy

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 215 53.1 53.1 53.1
LE 136 33.6 33.6 86.7

91
 HE 50 12.3 12.3 99.0
VHE 4 1.0 1.0 100.0
Total 405 100.0 100.0

I have published papers on health information literacy

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 223 55.1 55.1 55.1
LE 129 31.9 31.9 86.9
HE 50 12.3 12.3 99.3
VHE 3 .7 .7 100.0
Total 405 100.0 100.0

I love exhibitions on health

Valid Cumulative
Frequency Percent Percent Percent
Valid LE 23 5.7 5.7 5.7
HE 254 62.7 62.7 68.4
VHE 128 31.6 31.6 100.0
Total 405 100.0 100.0

I understand the need to use health information resources to

undertake research
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 1 .2 .2 .2
LE 19 4.7 4.7 4.9
HE 264 65.2 65.2 70.1
VHE 121 29.9 29.9 100.0
Total 405 100.0 100.0

I recognize data to achieve specific health information

objective

92
 Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 5 1.2 1.2 1.2
LE 31 7.7 7.7 8.9
HE 264 65.2 65.2 74.1
VHE 105 25.9 25.9 100.0
Total 405 100.0 100.0

I cannot define my specific health information resources needs

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 131 32.3 32.3 32.3
LE 155 38.3 38.3 70.6
HE 104 25.7 25.7 96.3
VHE 15 3.7 3.7 100.0
Total 405 100.0 100.0

I lack the needed skill to recognise appropriate reference

sources
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 133 32.8 32.8 32.8
LE 156 38.5 38.5 71.4
HE 104 25.7 25.7 97.0
VHE 12 3.0 3.0 100.0
Total 405 100.0 100.0

I am unable to manage time effectively when using

information sources.
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 132 32.6 32.6 32.6
LE 159 39.3 39.3 71.9
HE 104 25.7 25.7 97.5

93
 VHE 10 2.5 2.5 100.0
Total 405 100.0 100.0

Descriptive Statistics
N Mean
Information on how to
maintain and improve 405 1.86
personal health
Information on
physical and mental 405 1.85
wellness
Information on general
405 1.85
well-being
Information on the
activities of the
405 1.84
government to curb the
spread of diseases
Local media
programming on 405 1.84
chronic diseases
Information on drug
405 1.84
administration
Information on upsurge
405 1.84
of epidemic
Information on how to
prevent the spread of 405 1.83
infectious diseases
Seminar/workshop on
sexually transmitted 405 1.83
infections
Information on how to
prepare for natural 405 1.83
disasters
Clinical services 405 1.82
Clerical and
405 1.82
administrative services
Collaboration on health
405 1.82
research

94
Legal affairs and
405 1.81
services
Management of
medical records and 405 1.81
information
Health research 405 1.79
Information on patient
405 1.79
care
Valid N (listwise) 405

Information on how to maintain and improve personal health

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 57 14.1 14.1 14.1
Agree 348 85.9 85.9 100.0
Total 405 100.0 100.0

Information on general well-being

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 60 14.8 14.8 14.8
Agree 345 85.2 85.2 100.0
Total 405 100.0 100.0

Information on upsurge of epidemic

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 65 16.0 16.0 16.0
Agree 340 84.0 84.0 100.0
Total 405 100.0 100.0

Information on physical and mental wellness

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 59 14.6 14.6 14.6
Agree 346 85.4 85.4 100.0

95
 Total 405 100.0 100.0

Information on how to prevent the spread of infectious diseases

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 67 16.5 16.5 16.5
Agree 338 83.5 83.5 100.0
Total 405 100.0 100.0

Information on how to prepare for natural disasters

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 70 17.3 17.3 17.3
Agree 335 82.7 82.7 100.0
Total 405 100.0 100.0

Information on the activities of the government to curb the

spread of diseases
Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 63 15.6 15.6 15.6
Agree 342 84.4 84.4 100.0
Total 405 100.0 100.0

Information on drug administration

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 64 15.8 15.8 15.8
Agree 341 84.2 84.2 100.0
Total 405 100.0 100.0

Seminar/workshop on sexually transmitted infections

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 68 16.8 16.8 16.8
Agree 337 83.2 83.2 100.0
Total 405 100.0 100.0

96
 Local media programming on chronic diseases
Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 64 15.8 15.8 15.8
Agree 341 84.2 84.2 100.0
Total 405 100.0 100.0

Collaboration on health research

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 74 18.3 18.3 18.3
Agree 331 81.7 81.7 100.0
Total 405 100.0 100.0

Clerical and administrative services

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 73 18.0 18.0 18.0
Agree 332 82.0 82.0 100.0
Total 405 100.0 100.0

Clinical services
Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 73 18.0 18.0 18.0
Agree 332 82.0 82.0 100.0
Total 405 100.0 100.0

Management of medical records and information

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 75 18.5 18.5 18.5
Agree 330 81.5 81.5 100.0
Total 405 100.0 100.0

97
 Health research
Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 85 21.0 21.0 21.0
Agree 320 79.0 79.0 100.0
Total 405 100.0 100.0

Legal affairs and services

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 75 18.5 18.5 18.5
Agree 330 81.5 81.5 100.0
Total 405 100.0 100.0

Information on patient care

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 87 21.5 21.5 21.5
Agree 318 78.5 78.5 100.0
Total 405 100.0 100.0

Descriptive Statistics
N Mean
Textbooks 405 2.88
Search engines 405 2.88
Audio-visual materials 405 2.87
Online Public Access
405 2.86
Catalogue
Manuals 405 2.85
e-books 405 2.85
e-journals 405 2.83
E-Bibliographic
405 2.82
Databases

98
E-Reference sources 405 2.82
E-Research Reports 405 2.81
Internet 405 2.80
e-magazines 405 2.80
Handbooks 405 2.80
CD-ROM 405 2.80
Newspapers and
405 2.79
magazines
Journals 405 2.78
Reports 405 2.77
Directories 405 2.76
Encyclopaedia 405 2.76
Computers 405 2.76
Biographies 405 2.76
Atlases/maps 405 2.73
Abstracts/indexes 405 2.68
Dictionaries 405 2.68
Valid N (listwise) 405

Textbooks
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 17 4.2 4.2 4.2
LE 45 11.1 11.1 15.3
HE 313 77.3 77.3 92.6
VHE 30 7.4 7.4 100.0
Total 405 100.0 100.0

Journals
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 23 5.7 5.7 5.7
LE 53 13.1 13.1 18.8
HE 320 79.0 79.0 97.8
VHE 9 2.2 2.2 100.0
Total 405 100.0 100.0

99
 Directories
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 32 7.9 7.9 7.9
LE 45 11.1 11.1 19.0
HE 316 78.0 78.0 97.0
VHE 12 3.0 3.0 100.0
Total 405 100.0 100.0

Handbooks
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 27 6.7 6.7 6.7
LE 52 12.8 12.8 19.5
HE 301 74.3 74.3 93.8
VHE 25 6.2 6.2 100.0
Total 405 100.0 100.0

Manuals
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 17 4.2 4.2 4.2
LE 55 13.6 13.6 17.8
HE 305 75.3 75.3 93.1
VHE 28 6.9 6.9 100.0
Total 405 100.0 100.0

Newspapers and magazines

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 26 6.4 6.4 6.4
LE 58 14.3 14.3 20.7
HE 297 73.3 73.3 94.1
VHE 24 5.9 5.9 100.0
Total 405 100.0 100.0

100
 Reports
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 34 8.4 8.4 8.4
LE 51 12.6 12.6 21.0
HE 295 72.8 72.8 93.8
VHE 25 6.2 6.2 100.0
Total 405 100.0 100.0

Atlases/maps
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 37 9.1 9.1 9.1
LE 62 15.3 15.3 24.4
HE 278 68.6 68.6 93.1
VHE 28 6.9 6.9 100.0
Total 405 100.0 100.0

Dictionaries
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 45 11.1 11.1 11.1
LE 59 14.6 14.6 25.7
HE 283 69.9 69.9 95.6
VHE 18 4.4 4.4 100.0
Total 405 100.0 100.0

Internet
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 32 7.9 7.9 7.9
LE 53 13.1 13.1 21.0

101
 HE 283 69.9 69.9 90.9
VHE 37 9.1 9.1 100.0
Total 405 100.0 100.0

Computers
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 32 7.9 7.9 7.9
LE 73 18.0 18.0 25.9
HE 261 64.4 64.4 90.4
VHE 39 9.6 9.6 100.0
Total 405 100.0 100.0

Biographies
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 30 7.4 7.4 7.4
LE 70 17.3 17.3 24.7
HE 274 67.7 67.7 92.3
VHE 31 7.7 7.7 100.0
Total 405 100.0 100.0

Abstracts/indexes
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 49 12.1 12.1 12.1
LE 66 16.3 16.3 28.4
HE 255 63.0 63.0 91.4
VHE 35 8.6 8.6 100.0
Total 405 100.0 100.0

Encyclopaedia

102
 Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 31 7.7 7.7 7.7
LE 68 16.8 16.8 24.4
HE 273 67.4 67.4 91.9
VHE 33 8.1 8.1 100.0
Total 405 100.0 100.0

Audio-visual materials
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 19 4.7 4.7 4.7
LE 46 11.4 11.4 16.0
HE 309 76.3 76.3 92.3
VHE 31 7.7 7.7 100.0
Total 405 100.0 100.0

e-books
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 22 5.4 5.4 5.4
LE 54 13.3 13.3 18.8
HE 293 72.3 72.3 91.1
VHE 36 8.9 8.9 100.0
Total 405 100.0 100.0

e-journals
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 25 6.2 6.2 6.2
LE 55 13.6 13.6 19.8
HE 288 71.1 71.1 90.9
VHE 37 9.1 9.1 100.0
Total 405 100.0 100.0

103
 e-magazines
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 26 6.4 6.4 6.4
LE 65 16.0 16.0 22.5
HE 278 68.6 68.6 91.1
VHE 36 8.9 8.9 100.0
Total 405 100.0 100.0

CD-ROM
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 32 7.9 7.9 7.9
LE 50 12.3 12.3 20.2
HE 291 71.9 71.9 92.1
VHE 32 7.9 7.9 100.0
Total 405 100.0 100.0

E-Research Reports
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 25 6.2 6.2 6.2
LE 62 15.3 15.3 21.5
HE 281 69.4 69.4 90.9
VHE 37 9.1 9.1 100.0
Total 405 100.0 100.0

E-Bibliographic Databases
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 26 6.4 6.4 6.4
LE 57 14.1 14.1 20.5

104
 HE 284 70.1 70.1 90.6
VHE 38 9.4 9.4 100.0
Total 405 100.0 100.0

E-Reference sources
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 18 4.4 4.4 4.4
LE 67 16.5 16.5 21.0
HE 290 71.6 71.6 92.6
VHE 30 7.4 7.4 100.0
Total 405 100.0 100.0

Search engines
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 18 4.4 4.4 4.4
LE 46 11.4 11.4 15.8
HE 309 76.3 76.3 92.1
VHE 32 7.9 7.9 100.0
Total 405 100.0 100.0

Online Public Access Catalogue

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 20 4.9 4.9 4.9
LE 48 11.9 11.9 16.8
HE 305 75.3 75.3 92.1
VHE 32 7.9 7.9 100.0
Total 405 100.0 100.0

105
 Descriptive Statistics
N Mean
To have knowledge
about the current trends 405 1.94
in health profession
To exercise good
judgment about the
best course of action 405 1.94
for an individual
patient
For leisure 405 1.94
For nursing practices 405 1.93
for health research 405 1.93
For health care of
405 1.92
patients
For obtaining general
405 1.92
information
For personal
405 1.92
development
To respond to patients’
405 1.91
specific questions
To know the kind of
treatment to give 405 1.91
patients
To identify disease
405 1.91
outcome
For personal healthy
405 1.89
living
To provide enough
explanation to clinical 405 1.88
decisions
Valid N (listwise) 405

For personal development

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 34 8.4 8.4 8.4

106
 Agree 371 91.6 91.6 100.0
Total 405 100.0 100.0

For health care of patients

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 31 7.7 7.7 7.7
Agree 374 92.3 92.3 100.0
Total 405 100.0 100.0

for health research

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 28 6.9 6.9 6.9
Agree 377 93.1 93.1 100.0
Total 405 100.0 100.0

For nursing practices

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 28 6.9 6.9 6.9
Agree 377 93.1 93.1 100.0
Total 405 100.0 100.0

To exercise good judgment about the best course of action for an

individual patient
Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 24 5.9 5.9 5.9
Agree 381 94.1 94.1 100.0
Total 405 100.0 100.0

107
To have knowledge about the current trends in health profession
Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 24 5.9 5.9 5.9
Agree 381 94.1 94.1 100.0
Total 405 100.0 100.0

For obtaining general information

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 32 7.9 7.9 7.9
Agree 373 92.1 92.1 100.0
Total 405 100.0 100.0

For leisure
Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 26 6.4 6.4 6.4
Agree 379 93.6 93.6 100.0
Total 405 100.0 100.0

To know the kind of treatment to give patients

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 37 9.1 9.1 9.1
Agree 368 90.9 90.9 100.0
Total 405 100.0 100.0

For personal healthy living

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 43 10.6 10.6 10.6
Agree 362 89.4 89.4 100.0

108
 Total 405 100.0 100.0

To provide enough explanation to clinical decisions

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 49 12.1 12.1 12.1
Agree 356 87.9 87.9 100.0
Total 405 100.0 100.0

To respond to patients’ specific questions

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 35 8.6 8.6 8.6
Agree 370 91.4 91.4 100.0
Total 405 100.0 100.0

To identify disease outcome

Valid Cumulative
Frequency Percent Percent Percent
Valid Disagree 38 9.4 9.4 9.4
Agree 367 90.6 90.6 100.0
Total 405 100.0 100.0

Descriptive Statistics
N Mean
Local media
programming on 405 2.87
chronic diseases
Information on patient
405 2.86
care
Information on how to
maintain and improve 405 2.86
personal health

109
Collaboration on health
405 2.84
research
Clerical and
405 2.83
administrative services
Information on drug
405 2.83
administration
Clinical services 405 2.81
Information on upsurge
405 2.81
of epidemic
Management of
medical records and 405 2.81
information
Information on the
activities of the
405 2.79
government to curb the
spread of diseases
Information on how to
prevent the spread of 405 2.79
infectious diseases
Health research 405 2.79
Information on general
405 2.79
well-being
Information on
physical and mental 405 2.78
wellness
Seminar/workshop on
sexually transmitted 405 2.78
infections
Information on how to
prepare for natural 405 2.78
disasters
Legal affairs and
405 2.74
services
Valid N (listwise) 405

110
Information on how to maintain and improve personal health
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 20 4.9 4.9 4.9
LE 59 14.6 14.6 19.5
HE 283 69.9 69.9 89.4
VHE 43 10.6 10.6 100.0
Total 405 100.0 100.0

Information on general well-being

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 21 5.2 5.2 5.2
LE 72 17.8 17.8 23.0
HE 285 70.4 70.4 93.3
VHE 27 6.7 6.7 100.0
Total 405 100.0 100.0

Information on upsurge of epidemic

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 22 5.4 5.4 5.4
LE 71 17.5 17.5 23.0
HE 275 67.9 67.9 90.9
VHE 37 9.1 9.1 100.0
Total 405 100.0 100.0

111
 Information on physical and mental wellness
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 29 7.2 7.2 7.2
LE 66 16.3 16.3 23.5
HE 276 68.1 68.1 91.6
VHE 34 8.4 8.4 100.0
Total 405 100.0 100.0

Information on how to prevent the spread of infectious

diseases
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 30 7.4 7.4 7.4
LE 63 15.6 15.6 23.0
HE 275 67.9 67.9 90.9
VHE 37 9.1 9.1 100.0
Total 405 100.0 100.0

Information on how to prepare for natural disasters

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 25 6.2 6.2 6.2
LE 77 19.0 19.0 25.2
HE 267 65.9 65.9 91.1
VHE 36 8.9 8.9 100.0
Total 405 100.0 100.0

112
 Information on the activities of the government to curb the
spread of diseases
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 27 6.7 6.7 6.7
LE 69 17.0 17.0 23.7
HE 270 66.7 66.7 90.4
VHE 39 9.6 9.6 100.0
Total 405 100.0 100.0

Information on drug administration

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 26 6.4 6.4 6.4
LE 65 16.0 16.0 22.5
HE 265 65.4 65.4 87.9
VHE 49 12.1 12.1 100.0
Total 405 100.0 100.0

Seminar/workshop on sexually transmitted infections

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 33 8.1 8.1 8.1
LE 67 16.5 16.5 24.7
HE 263 64.9 64.9 89.6
VHE 42 10.4 10.4 100.0
Total 405 100.0 100.0

Local media programming on chronic diseases

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 25 6.2 6.2 6.2
LE 69 17.0 17.0 23.2
HE 261 64.4 64.4 87.7

113
 VHE 49 12.1 12.1 99.8
21 1 .2 .2 100.0
Total 405 100.0 100.0

Collaboration on health research

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 24 5.9 5.9 5.9
LE 64 15.8 15.8 21.7
HE 269 66.4 66.4 88.1
VHE 48 11.9 11.9 100.0
Total 405 100.0 100.0

Clerical and administrative services

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 25 6.2 6.2 6.2
LE 64 15.8 15.8 22.0
HE 269 66.4 66.4 88.4
VHE 47 11.6 11.6 100.0
Total 405 100.0 100.0

Clinical services
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 27 6.7 6.7 6.7
LE 66 16.3 16.3 23.0
HE 269 66.4 66.4 89.4
VHE 43 10.6 10.6 100.0
Total 405 100.0 100.0

114
Management of medical records and information
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 28 6.9 6.9 6.9
LE 65 16.0 16.0 23.0
HE 269 66.4 66.4 89.4
VHE 43 10.6 10.6 100.0
Total 405 100.0 100.0

Health research
Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 29 7.2 7.2 7.2
LE 72 17.8 17.8 24.9
HE 261 64.4 64.4 89.4
VHE 43 10.6 10.6 100.0
Total 405 100.0 100.0

Legal affairs and services

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 29 7.2 7.2 7.2
LE 92 22.7 22.7 29.9
HE 241 59.5 59.5 89.4
VHE 43 10.6 10.6 100.0
Total 405 100.0 100.0

Information on patient care

Valid Cumulative
Frequency Percent Percent Percent
Valid VLE 20 4.9 4.9 4.9
LE 59 14.6 14.6 19.5
HE 283 69.9 69.9 89.4
VHE 43 10.6 10.6 100.0
Total 405 100.0 100.0

115