ICT Literacy in Nursing Education

Compiled by Lesley Farmer, California State University Long Beach

This bibliography focuses on ICT literacy as it is implemented in United States nursing education.   




Key terms: Health sciences, Nursing, Nursing education, Internal medicineNote that digital literacy applies to the various tools that nurses use, such as ECG.  Likewise, information literacy applies to nursing vocabulary, analyzing diagnostic data, etc. 

Health Sciences Community:

MERLOT Open Education Resources for Nursing 





  • Argüelles, C. (2016). Curriculum-integrated information literacy (CIIL) in a community college nursing program: A practical model. Community College Journal of Research and Practice, 40(11), 942–953.
  • Boger, T., et al. (2016). An assessment of library instruction: its influence on search behaviour of first- and third-year students. Journal of Information Literacy, 10(2), 64-77.
  • Button, D., Harrington, A., & Belan, I. (2013). E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nursing Today, 34(10).  
  • Carter-Templeton, H., Patterson, R., & Mackey, S. (20140. Nursing faculty and student experiences with information literacy: A pilot study. Journal of Nursing Education and Practice, 4(10), 208-217.   
  • Costello, E., et al. (2014). Information and communication technology to facilitate learning for students in the health professions: Current uses, gaps and future directions. Online Learning Journal, 18(4).   
  • Darvish, A., Bahramnezhad, F., Keyhamian, S., & Navidham, M. (2014). The role of nursing informatics on promoting quality health care and the need for appropriate education. Global Journal of Health Science, 6(6), 11-18.   
  • Godsey, J. (2015). Towards an informatics competent nursing profession: Validation of the self-assessment of nursing informatics competency scale before and after online informatics training.  Doctoral dissertation, University of Hawaii.
  •  Henry, N., Lynn, V., Lysiak, L., & Sutterlin, J. (2016). A standardized self-paced nursing library course: Providing consistent instruction. College & Research Libraries News, 77(5), 243-248.   
  • Liou, S., Yu, W., Tsai, H., & Cheng, C. (2015). Teaching information literacy in nursing using blended learning pedagogy. Creative Education, 6, 1446-1455.   
  • Perry, H. (2017). Information Literacy in the Sciences: Faculty Perception of Undergraduate Student Skill. College & Research Libraries, 78(7), 964. doi:
  • Pinheiro Bezerra, I. M. (2020). State of the art of nursing education and the challenges to use remote technologies in the time of corona virus pandemic. Revista Brasileira de Crescimento e Desenvolvimento Humano, 30(1), 141–147.
  • Schmitt, T., Sims-Giddens, S., & Booth, R. (2012). Social media use in nursing education. The Online Journal of Issues in Nursing, 17(12). This article discusses the background and significance of social media tools as pedagogy, and provides a brief review of literature. To assist nurse educators who may be using or considering social media tools, the article offers selected examples of sound and pedagogically functional use in course and program applications; consideration of privacy concerns and advantages and disadvantages; and tips for success.   
  • Strombaugh, A, et al. (2013). Using lesson study to integrate information literacy through the curriculum. Nurse Educator, 38(4), 173-177.   
  • Turnbull, B., Royal, B., & Purnell, M. (2011). Using and interdisciplinary partnership to develop nursing students’ information literacy skills: An evaluation. Contemporary Nurse, 38(1-2), 122-129.   
  • Weaver, R., Salamonson, Y., Koch, J., & Jackson, D. (2013). Nursing on television: student perceptions of television's role in public image, recruitment and education. Journal of advanced nursing, 69(12), 2635-2643.   
  • Webb, L. et al. (2017). The utility and impact of information communication technology (ICT) for pre-registration nurse education. Nurse Education Today, 48, 160-171.
  • Wilkinson, A., Robert, J., & While, A. (2013). Nursing students’ use of technology enhanced learning: A longitudinal study. Journal of Nursing Education and Practice, 3(5), 102-115.


  • Ask students to create a timeline of a nursing concept (e.g., theories about pregnancy, disease; training). 
  • Ask students to use drawing or image editing software to create an ideal nursing care environment, noting the focus of the facility and reasoning for the design. 
  • Ask students to compare nursing practices around the world. 
  • Ask students to research the cultural connotation of nursing in different cultures. 
  • Ask students to research historical or cultural influences of nursing. 
  • Ask students to research intellectual property law (both copyright and patents/trademarks) as it applies to nursing. 
  • Ask students to interview personnel in different jobs affiliated with nursing. 
  • Ask students to compare the same job across different organizations, and within the same organization. Ask students to research career ladders in nursing. 
  • Ask students to research the total cost of a medical procedure, including facilities (e.g., utilities, maintenance), equipment (e.g., selection and purchase, training, maintenance, storage), supplies (e.g., ordering, processing, use, disposal), food (selection and purchase, storage, preparation, dissemination, clean-up and disposal), personnel (e.g., labor, training, scheduling), administration (e.g., insurance, accounting, processing). 
  • Ask students to research the same topic in two database aggregators (e.g., CINAHL, PubMed, MEDLINE), and compare the process and results. 
  • Ask students to analyze the representation of nursing in movies (see
  • Ask students to research the impact of technology on nursing and nursing education. 
  • Ask students to create an infographic about a nursing topic. 
  • Ask students to create a public service announcement that is related to a nursing topic (e.g., health practice, baby care, stroke identification). 
  • Ask students to create a virtual museum exhibit about an aspect of nursing. 
  • Ask students to create a graphic novel about some aspect of nursing, such as patient-nursing relationships. 
  • Ask students to research how nursing has impacted wars. 
  • Ask students to investigate the impact of nursing in U.S. history using primary sources (e.g., the Library of Congress’s American Memory collections:
  • Ask students to research the impact (social, economic, environmental) of some nursing practice. 
  • Ask students to take photos of a nursing concept, and annotate them in terms of locale, evidence of the concept, and implications.