NR 599 NURSING INFORMATICS AND THE
| | | | |
FOUNDATION OF KNOWLEDGE 4TH
| | | |
EDITION MCGONIGLE TEST BANK
| | | |
NURSING |INFORMATICS |AND |THE |FOUNDATION |OF |KNOWLEDGE |4TH |EDITION
|MCGONIGLE |TEST |BANK
Chapter |1 |Nursing |Science |and |the |Foundation |of |Knowledge
The |nurse |understands |that |nursing |informatics |is |recognized |as |a |specialty |area |of |practice |by
|which |statement?
1. Research |priorities |for |nursing |informatics |include |the |development |of |a |standard |nursing
|language |and |the |development |of |databases |for |clinical |information.
2. A |formal |educational |program |at |the |master's |level |must |be |completed |before |a |nurse |is
|eligible |to |sit |for |the |credentialing |examination.
3. As |a |differentiated |practice, |nursing |informatics |is |focused |upon |the |client, |the |environment,
|health, |and |the |nurse.
4. There |is |a |need |for |nursing |informatics |interests |to |gain |representation |by |work |groups |and
|organizations |within |the |United |States.
Correct |Answer: |1
Rationale |1: |The |development |of |research |priorities |is |a |key |point |in |a |specialty |practice.
|Although |degrees |at |the |master's |level |are |available, |the |degree |required |for |credentialing |is
|typically |at |the |bachelor's |level |and |includes |experience |in |the |field. |Current |demands |for |safer,
|cost-effective, |quality |care |require |evidence |of |the |best |practices |supported |by |research.
Rationale |2: |Such |a |formal |educational |program |does |not |necessarily |mean |a |specialty |area |of
|practice. |Although |degrees |at |the |master's |level |are |available, |the |degree |required |for
|credentialing |is |typically |at |the |bachelor's |level |and |includes |experience |in |the |field. |The
|development |of |research | priorities |is |a |key |point |in | a |specialty |practice.
Rationale |3: |Your |chosen |response |refers |to |the |entire |discipline |of |nursing. |The |specialty |of
|nursing |informatics |integrates |nursing |science, |computer |science, |and |information |science |to
|manage |and |communicate |data, |information, |knowledge, |and |wisdom |into |nursing |practice. |The
|development |of |research |priorities |is |a |key |point |in |a |specialty |practice.
Rationale |4: |There |are |many |work |groups |in |the |United |States |related |to |informatics |that |focus |on
|the |specialty |of |informatics |practice. |One |example |is |the |Nursing |Informatics |Special |Interest
|Group |of |the |International |Medical |Informatics |Association. |The |development |of |research
|priorities |is |a |key |point |in |a |specialty |practice.
,NR 599 NURSING INFORMATICS AND THE
| | | | |
FOUNDATION OF KNOWLEDGE 4TH
| | | |
EDITION MCGONIGLE TEST BANK
| | | |
Global |Rationale:
,NR 599 NURSING INFORMATICS AND THE
| | | | |
FOUNDATION OF KNOWLEDGE 4TH
| | | |
EDITION MCGONIGLE TEST BANK
| | | |
Cognitive |Level: |Understanding
Client |Need: |Safe |Effective |Care |Environment
Client |Need |Sub: |Management |of |Care
Nursing/Integrated |Concepts: |Nursing |Process: |Assessment
Learning |Outcome:
Question |2
|Type: |MCSA
Which |statement |by |the |nurse |verifies |that |the |nurse |is |"information |literate"?
1. "I |understand |how |to |search |for |a |website |and |evaluate |its |usefulness |for |health |care |needs."
2. "I |utilize |databases |in |the |health |care |setting |to |input |client |information |such |as |skin
|condition."
3. "I |use |email |over |the |Internet |to |correspond |with |clients |and |provide |information."
4. "I |can |use |software |applications |such |as |word |processing, |spreadsheets, |and |presentations."
Correct |Answer: |1
Rationale |1: |Information |literacy |necessitates |that |nurses |have |the |ability |to |find, |evaluate, |and
|effectively |use |information. |The |other |answers |are |examples |of |computer |literacy |but |do |not |have
|the |higher |functions |of |information |literacy.
Rationale |2: |Your |chosen |response |is |an |example |of |computer |literacy, |but |it |does |not |have |the
|higher |functions |of |information |literacy. |Information |literacy |necessitates |that |nurses |have |the
|ability |to |find, |evaluate, |and |effectively |use |information.
Rationale |3: |Your |chosen |response |is |an |example |of |computer |literacy |but, |it |does |not |have |the
|higher |functions |of |information |literacy. |Information |literacy |necessitates |that |nurses |have |the
|ability |to |find, |evaluate, |and |effectively |use |information.
Rationale |4: |This |answer |is |an |example |of |computer |literacy |but, |it |does |not |have |the |higher
|functions |of |information |literacy. |Information |literacy |necessitates |that |nurses |have |the |ability |to
|find, |evaluate, |and |effectively |use |information.
Global |Rationale:
Cognitive |Level: |Understanding
Client |Need: |Safe |Effective |Care |Environment
Client |Need |Sub: |Management |of |Care
|Nursing/Integrated |Concepts: |Nursing |Process: |Planning
|Learning |Outcome:
, NR 599 NURSING INFORMATICS AND THE
| | | | |
FOUNDATION OF KNOWLEDGE 4TH
| | | |
EDITION MCGONIGLE TEST BANK
| | | |
Question |3
|Type: |MCSA
The |nurse |gathers |much |data |when |caring |for |clients. |Which |is |an |example |of |the |higher-level
|"information" |useful |in |caring |for |clients?
1. The |vital |signs |are |BP |of |130/70, |HR |of |88, |RR |of |24, |temperature |of |98.8 |degrees |F., |and
|oxygen |saturation |of |98%.
2. Lab |work |results |include |an |electrolyte |panel |and |complete |blood |count |with |differential.
3. The |client |is |a |widowed |64-year-old |black |male |admitted |with |prostatitis.
4. After |receiving |Rocephin |(ceftriaxone |sodium) |1.0 |gram |IV |yesterday, |the |client |reported
|feeling |better |today.
Correct |Answer: |4
Rationale |1: |Your |chosen |response |is |an |example |of |having |pieces |of |data |without |interpretation.
|"Information" |necessitates |that |the |nurse |interpret |and |structure |the |results |of |clinical |data |into
|information.
Rationale |2: |Your |chosen |response |is |an |example |of |having |pieces |of |data |without |interpretation.
|"Information" |necessitates |that |the |nurse |interpret |and |structure |the |results |of |clinical |data |into
|information.
Rationale |3: |Your |chosen |response |is |an |example |of |having |pieces |of |data |without |interpretation.
|"Information" |necessitates |that |the |nurse |interpret |and |structure |the |results |of |clinical |data |into
|information.
Rationale |4: |"Information" |necessitates |that |the |nurse |interpret |and |structure |clinical |data |into
|information. |It |can |then |be |used |to |aid |clinical |decision |making |and |client |monitoring. |All |other
|responses |included |pieces |of |data |without |interpretation.
Global |Rationale:
Cognitive |Level: |Understanding
Client |Need: |Safe |Effective |Care |Environment
Client |Need |Sub: |Management |of |Care
Nursing/Integrated |Concepts: |Nursing |Process: |Assessment
Learning |Outcome:
Question |4
|Type: |MCSA
| | | | |
FOUNDATION OF KNOWLEDGE 4TH
| | | |
EDITION MCGONIGLE TEST BANK
| | | |
NURSING |INFORMATICS |AND |THE |FOUNDATION |OF |KNOWLEDGE |4TH |EDITION
|MCGONIGLE |TEST |BANK
Chapter |1 |Nursing |Science |and |the |Foundation |of |Knowledge
The |nurse |understands |that |nursing |informatics |is |recognized |as |a |specialty |area |of |practice |by
|which |statement?
1. Research |priorities |for |nursing |informatics |include |the |development |of |a |standard |nursing
|language |and |the |development |of |databases |for |clinical |information.
2. A |formal |educational |program |at |the |master's |level |must |be |completed |before |a |nurse |is
|eligible |to |sit |for |the |credentialing |examination.
3. As |a |differentiated |practice, |nursing |informatics |is |focused |upon |the |client, |the |environment,
|health, |and |the |nurse.
4. There |is |a |need |for |nursing |informatics |interests |to |gain |representation |by |work |groups |and
|organizations |within |the |United |States.
Correct |Answer: |1
Rationale |1: |The |development |of |research |priorities |is |a |key |point |in |a |specialty |practice.
|Although |degrees |at |the |master's |level |are |available, |the |degree |required |for |credentialing |is
|typically |at |the |bachelor's |level |and |includes |experience |in |the |field. |Current |demands |for |safer,
|cost-effective, |quality |care |require |evidence |of |the |best |practices |supported |by |research.
Rationale |2: |Such |a |formal |educational |program |does |not |necessarily |mean |a |specialty |area |of
|practice. |Although |degrees |at |the |master's |level |are |available, |the |degree |required |for
|credentialing |is |typically |at |the |bachelor's |level |and |includes |experience |in |the |field. |The
|development |of |research | priorities |is |a |key |point |in | a |specialty |practice.
Rationale |3: |Your |chosen |response |refers |to |the |entire |discipline |of |nursing. |The |specialty |of
|nursing |informatics |integrates |nursing |science, |computer |science, |and |information |science |to
|manage |and |communicate |data, |information, |knowledge, |and |wisdom |into |nursing |practice. |The
|development |of |research |priorities |is |a |key |point |in |a |specialty |practice.
Rationale |4: |There |are |many |work |groups |in |the |United |States |related |to |informatics |that |focus |on
|the |specialty |of |informatics |practice. |One |example |is |the |Nursing |Informatics |Special |Interest
|Group |of |the |International |Medical |Informatics |Association. |The |development |of |research
|priorities |is |a |key |point |in |a |specialty |practice.
,NR 599 NURSING INFORMATICS AND THE
| | | | |
FOUNDATION OF KNOWLEDGE 4TH
| | | |
EDITION MCGONIGLE TEST BANK
| | | |
Global |Rationale:
,NR 599 NURSING INFORMATICS AND THE
| | | | |
FOUNDATION OF KNOWLEDGE 4TH
| | | |
EDITION MCGONIGLE TEST BANK
| | | |
Cognitive |Level: |Understanding
Client |Need: |Safe |Effective |Care |Environment
Client |Need |Sub: |Management |of |Care
Nursing/Integrated |Concepts: |Nursing |Process: |Assessment
Learning |Outcome:
Question |2
|Type: |MCSA
Which |statement |by |the |nurse |verifies |that |the |nurse |is |"information |literate"?
1. "I |understand |how |to |search |for |a |website |and |evaluate |its |usefulness |for |health |care |needs."
2. "I |utilize |databases |in |the |health |care |setting |to |input |client |information |such |as |skin
|condition."
3. "I |use |email |over |the |Internet |to |correspond |with |clients |and |provide |information."
4. "I |can |use |software |applications |such |as |word |processing, |spreadsheets, |and |presentations."
Correct |Answer: |1
Rationale |1: |Information |literacy |necessitates |that |nurses |have |the |ability |to |find, |evaluate, |and
|effectively |use |information. |The |other |answers |are |examples |of |computer |literacy |but |do |not |have
|the |higher |functions |of |information |literacy.
Rationale |2: |Your |chosen |response |is |an |example |of |computer |literacy, |but |it |does |not |have |the
|higher |functions |of |information |literacy. |Information |literacy |necessitates |that |nurses |have |the
|ability |to |find, |evaluate, |and |effectively |use |information.
Rationale |3: |Your |chosen |response |is |an |example |of |computer |literacy |but, |it |does |not |have |the
|higher |functions |of |information |literacy. |Information |literacy |necessitates |that |nurses |have |the
|ability |to |find, |evaluate, |and |effectively |use |information.
Rationale |4: |This |answer |is |an |example |of |computer |literacy |but, |it |does |not |have |the |higher
|functions |of |information |literacy. |Information |literacy |necessitates |that |nurses |have |the |ability |to
|find, |evaluate, |and |effectively |use |information.
Global |Rationale:
Cognitive |Level: |Understanding
Client |Need: |Safe |Effective |Care |Environment
Client |Need |Sub: |Management |of |Care
|Nursing/Integrated |Concepts: |Nursing |Process: |Planning
|Learning |Outcome:
, NR 599 NURSING INFORMATICS AND THE
| | | | |
FOUNDATION OF KNOWLEDGE 4TH
| | | |
EDITION MCGONIGLE TEST BANK
| | | |
Question |3
|Type: |MCSA
The |nurse |gathers |much |data |when |caring |for |clients. |Which |is |an |example |of |the |higher-level
|"information" |useful |in |caring |for |clients?
1. The |vital |signs |are |BP |of |130/70, |HR |of |88, |RR |of |24, |temperature |of |98.8 |degrees |F., |and
|oxygen |saturation |of |98%.
2. Lab |work |results |include |an |electrolyte |panel |and |complete |blood |count |with |differential.
3. The |client |is |a |widowed |64-year-old |black |male |admitted |with |prostatitis.
4. After |receiving |Rocephin |(ceftriaxone |sodium) |1.0 |gram |IV |yesterday, |the |client |reported
|feeling |better |today.
Correct |Answer: |4
Rationale |1: |Your |chosen |response |is |an |example |of |having |pieces |of |data |without |interpretation.
|"Information" |necessitates |that |the |nurse |interpret |and |structure |the |results |of |clinical |data |into
|information.
Rationale |2: |Your |chosen |response |is |an |example |of |having |pieces |of |data |without |interpretation.
|"Information" |necessitates |that |the |nurse |interpret |and |structure |the |results |of |clinical |data |into
|information.
Rationale |3: |Your |chosen |response |is |an |example |of |having |pieces |of |data |without |interpretation.
|"Information" |necessitates |that |the |nurse |interpret |and |structure |the |results |of |clinical |data |into
|information.
Rationale |4: |"Information" |necessitates |that |the |nurse |interpret |and |structure |clinical |data |into
|information. |It |can |then |be |used |to |aid |clinical |decision |making |and |client |monitoring. |All |other
|responses |included |pieces |of |data |without |interpretation.
Global |Rationale:
Cognitive |Level: |Understanding
Client |Need: |Safe |Effective |Care |Environment
Client |Need |Sub: |Management |of |Care
Nursing/Integrated |Concepts: |Nursing |Process: |Assessment
Learning |Outcome:
Question |4
|Type: |MCSA
