Chinese Librarianship: an International Electronic Journal, 44. URL: http://www.iclc.us/cliej/cl44SM.pdf
Perceptions of Electronic Information Resources Usage and Issues with Nursing Academia in India Shivendra Singh Baba Farid University of Health Sciences India
[email protected] Rabindra Kumar Mahapatra Tripura University India
[email protected]
ABSTRACT: It has been observed that students and faculty members in nursing institutions in India are not that much aware of making use of electronic sources of information. The present study is confined to four leading nursing colleges in Northern India. Findings show that 18.27% (n=36) of the respondents lack proper training on using online sources and that nearly 90% (n=175) of the respondents believe that their work will suffer without access to e-resources. In terms of satisfaction level towards e-resources usage, 11.40% (n=22) of the respondents were fully satisfied, 9.33% (n=18) dissatisfied, while the rest showed somewhat mixed levels of satisfaction and dissatisfaction. Home is one of the most preferred places by 53.89% (n=104) of the respondents to access eresources as compared to 15.59% (n=29) who prefer to use the library.
I. Introduction Information Technology has changed the behavior of information seekers in all occupations, and nursing education is no exception. From newspaper publishing to research journals, more and more information is being published both in print and electronic format. Information related to health problems, health assessment, disease, treatment of patients, and other health disciplines is in the health information domain. Nursing professionals need to keep current with the latest developments in their concerned fields. Electronic information seeking behavior refers to the searching of the desired information in electronic sources, which can be both online and offline. Students involved in academic activities such as completing their course work and preparing for classroom presentations, discussions, conferences, seminars or research work spend considerable time in seeking information that they need. The present study is an attempt to assess the extent of awareness of nursing students and faculty in India about electronic sources of information and the extent of use of these sources in their academic or research activities. The study is based on samples collected from four leading nursing colleges in North India. It aims at reflecting the behavior towards the use of e-resources by nursing students and faculty.
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Chinese Librarianship: an International Electronic Journal, 44. URL: http://www.iclc.us/cliej/cl44SM.pdf
II. Statement of the Problems A lot of research has been conducted in the field of medical sciences all across the world. Therefore, it is not only difficult but practically impossible for a nursing professional to keep track of all the latest developments in this field. As nursing is one of the allied field of medical research, any new development in the medical field has an effect on the nursing profession in general and the nursing practitioners in particular. Information technology appears to be the only way whereby medical and nursing professionals can keep pace with the latest developments in their respective professions. Hence, if nursing professionals are not embracing information technology, they may suffer professionally. On the other hand, nursing professionals working in the developing or third world countries do not have good IT infrastructure or environment. Moreover, the literature in medical sciences becomes obsolete at much greater peace than in other subject areas. III. Significance of the Study Improved technology has helped to increase access to information manifold. Compared to their teachers and other clinical nurses, nursing students are more proficient in making use of eresources. Even so, they still lack information search techniques and skills. Nursing students and faculty are keener on gathering information related to their subject. As such, they need to be trained in retrieving information from databases and improving their computer and search skills. Once trained, they will be able to retrieve most authentic and reliable information from the web. The findings of the present study will help to provide new insights about the state of nursing education in India and their electronic information seeking behavior. IV. Objectives of the Study This study aims to identify information seeking behavior among nursing faculty and students in India and the type and kind of information sources they use in their teaching and research activities. 1. To assess the use of electronic sources by students, scholars and the faculty of nursing colleges in India and their satisfaction level. 2. To identify the types of e-resources subscribed by nursing colleges in India. 3. To evaluate the places of preference among nursing students to access e-resources and their success rate to retrieve the desired information V. Scope of the Study The scope of the study is limited to four leading nursing colleges of Northern India: • Rajkumari Amrit Kaur College of Nursing (RAKCON), New Delhi; • National Institute of Nursing Education (NINE), Post Graduate Institute of Medical Education and Research (PGIMER), Chandigarh; • College of Nursing (CON), All India Institute of Medical Sciences (AIIMS), New Delhi; and • College of Nursing (CON), Christian Medical College (CMC) & Hospital, Ludhiana.
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Chinese Librarianship: an International Electronic Journal, 44. URL: http://www.iclc.us/cliej/cl44SM.pdf
To analyses the data SPSS was used, besides to perform other simple mathematical expressions like additions, subtraction, division and drawing percentage etc., the MS excel was used. VI: Research Methodology A questionnaire was designed in light of the objectives of the study. A pre-test of the questionnaire was conducted to catch and correct deficiencies in the design. The finalized version of the questionnaire was circulated among respondents. The nursing colleges under study were selected based on the criteria that they have at least five years’ experience in teaching at postgraduate level. To undertake the present study, data were collected from respondents through a questionnaire specially designed for the purpose. More than 350 copies of the questionnaire were distributed to the undergraduate students, poststudents, and faculty members of the four nursing colleges. Within each institution, the first 50 copies of the completed questionnaire from 20 undergraduate students, 20 post-graduate students, and 10 faculty members were collected so the target survey sampling was 200. SPSS was used to analyse the data. Besides, MS excel was used to perform other simple mathematical expressions like additions, subtraction, division, and drawing percentage, etc. VII. Literature Review Given the research problem under study, some pioneering works done in the field of nursing education have been reviewed hereunder for better and broader understanding of the concept. Sadoughi, Azadi, and Azadi (2017) identified the barriers on nurses’ use of electronic evidence based literature found that the 81% of the respondents do not having enough time to search electronic information and that 66% lack of searching skills. Osman (2017) found that 54% of the respondents use e-databases twice a day and the majority of them have low or very low searching skills. Ota, Azuma, and Nishimura (2017) observed that internet access was one of the factors that affect the continuing education of nurses in Japan and that only 8.6% of Japanese nurses access the internet at work and 2% do not have access either at home or work. Lialiou and Mantas (2016) conducted a cross-sectional study on nurses and physicians and found that “5.7% of participant sample have heard about online databases but they do not use them”. Intas et al. (2017) observed that the students who were more computer literate were more likely to use e-journals than those who were less or lack of computer skills. Gilmour, Strong, Chan, Hanna, and Huntington (2016) revealed that lack of time is the major barrier of seeking online information for a primary health care nurse in New Zealand. Liu, Lee, and Mills (2015) concurred that no formal training on searching online resources is a barrier for work fulfilment of the informatics nurses in Taiwan. 25
Chinese Librarianship: an International Electronic Journal, 44. URL: http://www.iclc.us/cliej/cl44SM.pdf
Kumaran and Chipanshi (2015) found out that training how to use library and how to use a specific resources were most needed by internationally educated nurses (IENs) in Saskatchewan. Bhat and Mudhol (2014) undertook a study on the use of e-resources of Sher-E-Kashmir Institute of Medical Sciences and found that faculties and students are spending less than 2 hours on the internet daily. Wahoush and Banfield (2014) studied the information seeking behaviour among student nurses and nurse graduates and found that student nurses were making more use of printed sources of information, primarily for being comfortable with the use of print resources. They further observed that nurses working in clinical practices were found having better knowledge when compared to retired nurses. Zafar (2013) found that nearly 60% of the respondents were aware of the e-resources, online databases, and other e-journals while 20-45% were aware of CD-ROM databases, electronic dictionaries, and electronic Books. Only 5% of the respondents were unaware of such resources. Madsen-Rihlert, Nilsson, and Stomberg (2012) studied the Swedish student nursing community and found them not able to successfully complete the task assigned in spite of the fact that the registered nurses were supposed to be well aware of the ways and means of searching relevant information. Chen and Huang (2012) found a small percentage of medical students visiting the library and a good percentage of students not able to access e-resources effectively. Dhanvandan, Esmail, and Nagarajan (2012) studied the use of e-resources in four medical college libraries in Puducherri, Pakistan and found that 80-90% of library users were aware of and accessing e-resources for teaching and research activities. Okiki (2012) found a significant impact of e-resource used by academic staff at University of Lagos, Nigeria. VIII. Data Analysis and Findings The data collected from the respondents were tabulated as per the objectives of the study. Table 1. Survey Population and Participation Rate Name RAKCON NINE, PGMIER CON, AIIMS CON, CMC Total
UG 69 (23.1) 93 (31.1) 77 (25.8) 60 (20.1) 299 (46.7)
Survey Population PG Faculty Total 46 34 149 (23.0) (24.1) 62 40 195 (31.0) (28.4) 44 25 146 (22.0) (17.7) 48 42 150 (24.0) (29.8) 200 141 640 (31.2) (22.0)
UG 20 (25.0) 20 (25.0) 20 (25.0) 20 (25.0) 80 (40.0)
Participants PG Faculty 20 10 (25.0) (25.0) 20 10 (25.0) (25.0) 20 10 (25.0) (25.0) 20 10 (25.0) (25.0) 80 40 (40.0) (20.0)
Total
RAKCON: Rajkumari Amrit Kaur College of Nursing, New Delhi
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Participation Rate (%) UG PG Faculty Total
50
28.9
43.4
29.4
33.5
50
21.5
32.2
25
25.6
50
25.9
45.4
40
34.2
50
33.3
41.6
23.8
33.3
200
26.7
40.0
28.3
31.6
Chinese Librarianship: an International Electronic Journal, 44. URL: http://www.iclc.us/cliej/cl44SM.pdf
NINE PGIMER: National Institute of Nursing Education, Post Graduate Institute of Medical Education & Research CON AIIMS: College of Nursing All Indian Institute of Medical Sciences CON CMC: College of Nursing, Christian Medical College, Ludhiana UG: undergraduate students PG: postgraduate students
Table 1 shows that 31.6% (n=200) of the entire population of nursing students and faculty in India participated in the study. Of the total population, 46.7% (n=299) were undergraduate nursing students, 31.2% (n=200) postgraduate nursing students, and 22% (n=141) nursing faculty members. As to the participation rate, 40% (n=80) of the respondents were postgraduate nursing students, 26.7%, (n=80) under graduate nursing students, and 28.3% (n=40) nursing faculty members. Of the total responses received, 40% (n=80) each were from undergraduate and postgraduate nursing students and 20% (n=40) nursing faculty members. At the institutional level, College of Nursing of All Indian Institute of Medical Sciences in New Delhi had the highest response rate of 34.2% (n=50 of 146), followed by Rajkumari Amrit Kaur College of Nursing in New Delhi (33.5%, n=50 of 149), College of Nursing of Christian Medical College in Ludhiana (33.3%, n=50 of 150), and National Institute of Nursing Education of Post Graduate Institute of Medical Education & Research in Chandigarh (25.6%, n=50 of 195). Table 2. Avoid Using Electronic Resources Offered Institute CON, AIIMS CON, CMC NINE, PGIMER RAKCON Group UG Students PG Students Faculty Members Total Responses
Agree (%) 13 (26.00) 10 (20.00) 9 (18.00) 4 (8.51)
Disagree (%) 32 (64.00) 38 (76.00) 40 (80.00) 38 (80.85)
Don't know (%) 5 (10.00) 2 (4.00) 1 (2.00) 5 (10.64)
Total (%) 50 (25.38) 50 (25.38) 50 (25.38) 47 (23.86)
19 (24.05) 9 (11.39) 8 (20.51) 36 (18.27)
50 (63.29) 69 (87.34) 29 (74.36) 148 (75.13)
10 (12.66) 1 (1.27) 2 (5.13) 13 (6.60)
79 (40.10) 79 (40.10) 39 (19.80) 197 (100)
Table 2 shows that 18.27% (n=36) of the respondents indicated that they tend to avoid using electronic resources and 6.60% (n=13) did not give their opinion. Encouragingly, 75% (n=148) of the respondents disagree that they tend to avoid using electronic resources. This greater amount of disagreement can also be inferred that people do not want to present themselves as less informed, less knowledgeable or less skilled to use electronic resources. At the institutional level, 26% (n=13) of the respondent from College of Nursing of All Indian Institute of Medical Sciences in New Delhi indicated that they tend to avoid using electronic resources while on the other end of the spectrum, 80.85% (n=38) of the respondents from Rajkumari Amrit Kaur College of Nursing in New Delhi totally disagreed that they tend to avoid using electronic resources. On the whole, 63.29% (n=50) of the undergraduate students, 87.34% (n=69) postgraduate students, and 74.36% (n=29) faculty members are using electronic resources respectively. Table 3. Effects of Electronic Resources in Teaching and Research Group UG Students PG Students Faculty Members
Yes (%) 69 (87.33) 69 (89.61) 37 (92.50)
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No (%) 10 (12.66) 8 (10.39) 3 (7.50)
Total (%) 79 (40.31) 77 (39.29) 40 (20.41)
Chinese Librarianship: an International Electronic Journal, 44. URL: http://www.iclc.us/cliej/cl44SM.pdf
Total
175 (89.29)
21 (10.71)
196 (100)
Table 3 shows the importance of electronic resources in teaching and research. 89.27% (n=175) of the respondents indicated that their work will suffer without electronic resources. 10% (n=21) were of the view that it would hardly affect their work. Table 4. Use of Electronic Resources Offered E-resources (%) E-Journals E-Books Reference Books Dictionaries Reference Databases Factual Databases
Daily (%) 2 (1.08) 3 (1.63) 15 (7.89) 14 (7.57) 4 (2.20) 1 (0.56)
Several Times in a Week (%)
Once a Week (%)
Several Times a Month (%)
28 (15.14)
13 (7.03)
19 (10.27)
10 (5.43)
16 (8.70)
29 (15.76)
34 (17.89)
27 (14.21)
44 (23.16)
39 (21.08)
16 (8.65)
26 (14.05)
16 (8.79)
19 (10.44)
38 (20.88)
16 (8.99)
11 (6.18)
26 (14.61)
Less Often (%) 32 (17.30) 35 (19.02) 41 (21.58) 42 (22.70) 43 (23.63) 53 (29.78)
No. of Respondents (%)
Not at All (%) 91 (49.19) 91 (49.46) 29 (15.26) 48 (25.95) 62 (34.07) 71 (39.89)
185 (100) 184 (100) 190 (100) 185 (100) 182 (100) 178 (100)
Table 4 shows that there is a growing use of electronic resources in teaching and research. The respondents indicated that they regularly use e-journals (33.52%, n=62), e-books (31.52%, n=58), reference books (63.15%, n=120), dictionaries (51.35%, n=95), reference databases (42.31%, n=77), and factual databases (30.34%, n=54). Table 5. Able to Find Required Information from the E-resources Offered Institute CON, AIIMS CON, CMC NINE, PGIMER RAKCON Group UG Students PG Students Faculties Total
Very Easily (%) 4 (8.00)
Easily (%) 16 (32.00)
Easily to Some Extent (%) 25 (50.00)
Difficult (%) 3 (6.00)
Not at All (%) 2 (4.00)
1 (2.00)
5 (10.00)
19 (38.00)
12 (24.00)
13 (26.00)
50 (100)
9 (18.00)
7 (14.00)
17 (34.00)
7 (14.00)
10 (20.00)
50 (100)
(0.00)
9 (19.15)
6 (12.77)
4 (8.51)
28 (59.57)
47 (100)
2 (2.56)
16 (20.51)
28 (35.90)
14 (17.95)
18 (23.08)
78 (100)
10 (12.50)
14 (17.50)
23 (28.75)
6 (7.50)
27 (33.75)
80 (100)
2 (5.13) 14 (7.11)
7 (17.95) 37 (18.78)
16 (41.03) 67 (34.01)
6 (15.38) 26 (13.20)
8 (20.51) 53 (26.90)
39 (100) 197 (100)
Total (%) 50 (100)
Table 5 shows that 7.11% (n=14) of the respondents could find the required information very easily from the electronic resources offered by their library, 18.78% (n=37) indicated easily, and 34.01% (n=67) easily to some extent while 13.20% (n=26) indicated that it was difficult to find what they need and 26.90% (n=53) were not able to find what they need. Table 6. Satisfaction towards the Use of E-resources Institute
Very satisfied (%)
Fairly satisfies (%)
Don't know (%)
28
Fairly dissatisfied (%)
Very dissatisfied (%)
Total Share (%)
Chinese Librarianship: an International Electronic Journal, 44. URL: http://www.iclc.us/cliej/cl44SM.pdf
CON, AIIMS CON, CMC NINE, PGIMER RAKCON Group UG Students PG Students Faculties Total
8 (16.00)
33 (66.00)
7 (14.00)
1 (2.00)
1 (2.00)
50 (100)
1 (2.08)
23 (47.92)
9 (18.75)
11 (22.92)
4 (8.33)
48 (100)
8 (16.33)
27 (55.10)
6 (12.24)
7 (14.29)
1 (2.04)
49 (100)
5 (10.87)
18 (39.13)
9 (19.57)
2 (4.35)
12 (26.09)
46 (100)
6 (7.69)
43 (55.13)
16 (20.51)
8 (10.26)
5 (6.41)
78 (100)
13 (16.67) 3 (8.11) 22 (11.40)
39 (50.00) 19 (51.35) 101 (52.33)
8 (10.26) 7 (18.92) 31 (16.06)
11 (14.10) 2 (5.41) 21 (10.88)
7 (8.97) 6 (16.22) 18 (9.33)
78 (100) 37 (100) 193 (100)
Table 6 shows that the respondents from the four institutes under study have indicated different satisfaction levels with the subscribed electronic resources in their respective institutions. 11.40% (n=22) of the respondents were very much satisfied with the subscribed electronic resources, 52.33% (n=101) fairly satisfied, 16.06% (n=31) not sure, 10.88% (n=21) fairly dissatisfied, and 9.33% (n=18) totally dissatisfied. Table 7. E-resources Needed vs. Offered Institute CON, AIIMS CON, CMC NINE, PGIMER RAKCON Group UG Students PG Students Faculties Total
Less than 20 (%) 10 (20.00) 22 (44.00) 17 (34.69) 23 (53.49) 25 (32.47) 34 (43.04) 13 (36.11) 72 (37.50)
20-40 (%)
40-60 (%)
60-80 (%)
11 (22.00) 10 (20.00) 6 (12.24) 10 (23.26)
14 (28.00) 14 (28.00) 13 (26.53) 6 (13.95)
8 (16.00) 2 (4.00) 10 (20.41) 1 (2.33)
More than 80 (%) 7 (14.00) 2 (4.00) 3 (6.12) 3 (6.98)
23 (29.87) 10 (12.66) 4 (11.11) 37 (19.27)
21 (27.27) 14 (17.72) 12 (33.33) 47 (24.48)
5 (6.49) 10 (12.66) 6 (16.67) 21 (10.94)
3 (3.90) 11 (13.92) 1 (2.78) 15 (7.81)
Total (%) 50 (100) 50 (100) 49 (100) 43 (100) 77 (100) 79 (100) 36 (100) 192 (100)
Table 7 shows that 37.50% (n=72) of the respondents indicated that their institutions provided less than 20% of the electronic resources they need, 19.27 (n=37) 20-40%, 24.48% (n=47) 4060%, 10.94% (n=21) 60-80%, and 7.81% (n=15) above 80%. Table 8. How to Find Relevant Information on Internet Options Online Library Catalog Portals Web Search Engines Library Website Total Responses No Response
Number of Responses (%) 6 (3.17) 11 (5.82) 152 (80.42) 20 (10.58) 189 (93.50) 11 (6.50)
Cumulative Responses (%) 6 (3.17) 17 (8.99) 169 (89.41) 189 (100) 189 (100)
Table 8 shows that the respondents used different ways to find relevant information on the internet. More than 80% (n=152) of the respondents indicated that they use web search engines to locate relevant information. 11% (n=20) of the respondents used federated sources, mostly through their institutional library website. 5.82% (n=11) used portals. Only 3.17% (n=6) of the respondents used the online library catalog. Table 9. Preferred Location to Use E-resources Place
Almost Always
Often
Sometimes
29
Seldom
Almost Never
Total (%)
Chinese Librarianship: an International Electronic Journal, 44. URL: http://www.iclc.us/cliej/cl44SM.pdf
Classroom Computer Lab Library Home
20 (10.99) 13 (7.26) 29 (15.59) 104 (53.89)
24 (13.19) 15 (8.38) 30 (16.13) 39 (20.21)
21 (11.54) 32 (17.88) 51 (27.42) 24 (12.44)
33 (18.13) 38 (21.23) 36 (19.35) 13 (6.74)
84 (46.15) 81 (45.25) 40 (21.51) 13 (6.74)
182 (100) 179 (100) 186 (100) 193 (100)
Table 9 shows that 53.89% (n=104) of the respondents indicated that they almost always access electronic resources at home, followed by library (29, 15.59%), classroom (20, 10.99%), and computer lab (13, 7.26%). Clearly, home is the most preferred place to access electronic resources. Table 10. Where to Find Information about E-resources Provided by Library Source Library Bulletins Library Training Sessions Library Webpages Library Staff Colleagues Students Teachers
Almost Always 14 (9.15) 3 (2.13)
Often 20 (13.07) 10 (7.09)
Sometimes 15 (9.80) 14 (9.93)
Seldom 16 (10.46) 14 (9.93)
Almost Never 88 (57.52) 100 (70.92)
Total (%) 153 (100) 141 (100)
2 (1.35) 14 (8.92) 26 (15.29) 19 (11.52) 21 (12.57)
24 (16.22) 21 (13.38) 46 (27.06) 44 (26.67) 32 (19.16)
19 (12.84) 42 (26.75) 50 (29.41) 45 (27.27) 55 (32.93)
24 (16.22) 18 (11.46) 16 (9.41) 25 (15.15) 23 (13.77)
79 (53.38) 62 (39.49) 32 (18.82) 32 (19.39) 36 (21.56)
148 (100) 157 (100) 170 (100) 165 (100) 167 (100)
Table 10 shows that 71.76% (n=122) of the respondents indicated that they find information about electronic resources provided by the library from fellow colleagues, followed by fellow students (65.46%, n=108), teachers (64.66%, n=108), library staff (49.05%, n=77), library webpages (30.41%, n=45), library bulletins (32.02%, n=49), and library-training sessions (19.15%, n=27). IX. Conclusion Information technology has made a profound impact on every sphere of human activity. The publishing world is no exception. Most of the publishers are making available information resources both in electronic and print format. The trend has started growing even beyond this. A good number of information resources are available in electronic format only. Nearly 90% (n=175) of the respondents in the present study have indicated that their work would suffer without access to electronic resources. There are different types of impediments to access electronic resources on the internet. 18.27% (n=36) of the respondents have indicated that they avoid using electronic sources due to lack of proper training to access such resources. This warrants the need to expose nursing students to electronic information environment. Subscription to needed electronic resources is an area of concern as 37.50% (n=72) of the respondents have indicated that less than 20% of their information needs are met by library subscriptions. Even for the 7.81% (n=15) of the respondents who have indicated that their information requirements are fulfilled up to 80% from the e-resources subscribed by their intuition, there is still 20% of their needs are not met. Besides, 9.33% (n=18) of the respondents have shown total dissatisfaction with the use of electronic resources. Use of electronic resources is important as the conventional channels of information dissemination are shrinking. On the other hand, electronic resources have increased users’ dependency on them, as 51% (n=94) of the respondents have indicated that they use e-journals 30
Chinese Librarianship: an International Electronic Journal, 44. URL: http://www.iclc.us/cliej/cl44SM.pdf
and e-books on a regular basis. Home is the most preferred place (53.89%, n=104) to access electronic resources among the respondents as compared to 15% (n=29) preferred the library. The respondents also have indicated that more often than not, they seek relevant information from library staff and teachers, who are proven vital for their assignments and other academic works.
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Okiki, O. C. (2012). Electronic information resources awareness, attitude and use by academic staff members of University of Lagos, Nigeria. Library Philosophy and Practice. http://digitalcommons.unl.edu/libphilprac/834 Osman, Hawa. (2017). Nursing students’ experience with information literacy skill. Yangtze Medicine, 1(3), 157-168. https://dx.doi.org/10.4236/ym.2017.13016 Ota, Hiroshi; Azuma, Masumi; & Nishimura, Haruhiko. (2017). Factors influencing information-seeking behavior in continuing education of nurses in Japan. GSTF Journal of Nursing and Health Care, 4(2), 38-42. http://dx.doi.org/10.5176/2345-718X_4.2.141 Sadoughi, F.; Azadi, T.; & Azadi, T. (2017). Barriers to using electronic evidence based literature in nursing practice: A systematised review. Health Information & Libraries Journal, 34(3), 187-199. http://dx.doi.org/10.1111/hir.12186 Wahoush, O.; & Banfield, L. (2014). Information literacy during entry to practice: Informationseeking behaviors in student nurses and recent nurse graduates. Nurse Education Today, 34(2), 208-213. https://doi.org/10.1016/j.nedt.2013.04.009 Zafar, A. (2013). Students' perception of electronic resources in MBBS Nursing Aga Khan University. Pakistan Library & Information Science Journal, 44(1), 31-37.
Authors: Shivendra Singh, Assistant Librarian, Central Library, Guru Gobind Singh Medical College, Baba Farid University of Health Sciences, Faridkot-151202, Punjab, India. E-mail:
[email protected]. Rabindra Kumar Mahapatra, Associate Professor, Department of Library and Information Science, Tripura University, Suryamaninagar, Tripura 799 022, India. E-mail:
[email protected]. Submitted to CLIEJ on June 28, 2017. Copyright © 2017 Shivendra Singh and Rabindra Kumar Mahapatra Singh, Shivendra; & Mahapatra, Rabindra Kumar. (2017). Perceptions of electronic information resources usage and issues with nursing academia in India. Chinese Librarianship: an International Electronic Journal, 44, 23-32. URL: http://www.iclc.us/cliej/cl44SM.pdf
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