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Background: Although evidence-based practice is a tenet of nursing education, students struggle to learn information literacy skills that transition to practice. This quality improvement project created an online learning experience for prelicensure baccalaureate nursing students to increase their ability to locate and critically appraise evidence. Method: A framework based on nursing and information literacy standards was developed to establish baccalaureate-level information literacy knowledge and skills. This framework and cognitive constructivism were used to design a learning experience. The intervention was integrated into a research and theory course. Results: Students demonstrated a higher level of competence in identifying types of sources and using information ethically but had a lower level of competence in defining their information needs and locating relevant resources. Conclusion: Findings support the positive effects of an online learning experience to increase competence in the knowledge and skills expected of information-literate baccalaureate-prepared nurses. J Nurs Educ . 2024;63(9):638–642.
Rogers et al. (Sun,) studied this question.