This article presents student experiences and learning outcomes in information literacy (IL) and evidence-based practice (EBP) following interdisciplinary supervision of their assignments by nurse educators, nurse supervisors and librarians in real clinical settings. The article is based on qualitative and quantitative text analysis of 102 individual student logs, qualitative text analysis of 36 student group assignments, feedback from an evaluation form and 285 blog and wiki comments from students, nurse educators, nurse supervisors and librarians. It is analysed according to the first five steps of the EBP model of and feedback from an evaluation form. The students’ learning outcomes in information literacy improved by using the EBP model. By the end of the project period, 83 % of the students had integrated a focus on research-based knowledge into their work placement assignment. The interdisciplinary joint supervision and a related blog and wiki communication forum had significant influence on this outcome space. The preparation programme for the students on campus, before work practice placements was developed collaboratively between the nursing education programme and the Learning Centre and library. There is very little existing research on the effect of cross-collaborative supervision in IL where both physical and digital tools have been used in work placements. This challenges established routines and ways of conducting supervision in IL in both the library and nursing education, because of the need to collaborate more tightly than before
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