Information Needs of Nursing and Midwifery Students in Ghana: A Quantitative Study Based on Wilson’s Model

Background: Understanding the information needs of nursing and midwifery students is essential for supporting evidence-based education and practice. In Ghana, limited empirical data exist on how these students’ access and use information resources, particularly in relation to connectivity and available technologies.
Objective: This study assessed the information needs of nursing and midwifery students in Ghana, the sources they use to access information, and how demographic characteristics and connectivity influence their information-seeking behaviour.
Methods: A quantitative, cross-sectional survey was conducted among 155 nursing and midwifery students recruited from multiple nursing and midwifery training colleges and university nursing and midwifery departments in Ghana. Data were collected using a structured questionnaire developed from Wilson’s model of information behaviour. Internal consistency of the multi-item scales was assessed using Cronbach’s alpha. Descriptive statistics (frequencies, percentages, means, and standard deviations) summarised the data, and inferential statistics (independent-samples t-tests and one-way analysis of variance) examined associations between demographic variables and information needs and source use, with statistical significance set at p < .05.
Results: The majority of participants were female (81.3%) and aged 21–25 years (66.5%). Most were enrolled in Registered General Nursing programmes (87.1%) and held diploma qualifications (87.7%). Access to the internet on campus was high (69.0%), and almost all students used smartphones (99.4%) as their main device for searching for information. Students reported frequent information needs across academic, clinical, and professional domains, with mean scores of approximately 3.9–4.1 on a 5-point scale. Google and other search engines were the most commonly used information source (mean = 4.22), followed by classmates, textbooks, and lecturers, whereas the use of institutional libraries (mean = 2.60) and academic databases (mean = 3.11) was comparatively low. The scales showed good to excellent internal consistency (information needs α = .93; information sources α = .81). Information needs differed significantly by level of study (F (3, 151) = 4.59, p = .004), with first-year students reporting lower needs than second- and fourth-year students; no other demographic characteristic was significantly associated with information needs or source use.
Conclusion: Nursing and midwifery students in Ghana have substantial academic and clinical information needs and rely predominantly on internet-based, easily accessible sources accessed via smartphones. The comparatively low use of libraries and academic databases highlights the need for improved information literacy training, promotion of scholarly resources, and enhancement of institutional support to foster evidence-based learning and practice.

information needs; information-seeking behaviour; information literacy; nursing and midwifery; Wilson’s model

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