,Table of contents:
</> </>
1. 1 Nursing Science and Concepts of Knowledge
2. 2 Introduction to Information, Information Science, and Information Systems
3. 3 Computer Science and the Foundation of Knowledge Model
4. 4 Introduction to Cognitive Science and Cognitive Informatics
5. 5 Ethical Applications of Informatics
6. 6 History and Evolution of Nursing Informatics
7. 7 Nursing Informatics as a Specialty
8. 8 Legislative Aspects of Nursing Informatics: HIPAA, HITECH, and Beyond
9. 9 Systems Development Life Cycle: Nursing Informatics and Organizational
Decision-Making
10. 10 Administrative Information Systems
11. 11 The Human–Technology Interface
12. 12 Electronic Security
13. 13 Achieving Excellence by Managing Workflow and Initiating Quality Projects
14. 14 The Electronic Health Record and Clinical Informatics
15. 15 Informatics Tools to Promote Patient Safety, Quality Outcomes, and
Interdisciplinary Collaboration
16. 16 Patient Engagement and Connected Health
17. 17 Using Informatics to Promote Community and Population Health
18. 18 Telenursing and Remote Access Telehealth
19. 19 Nursing Informatics and Nursing Education
20. 20 Simulation, Game Mechanics, Virtual Worlds, and the Realities in Nursing
Education
21. 21 Nursing Research: Data Collection, Processing, and Analysis
22. 22 Informatics-Based Research Processes: Data Mining and Artificial
Intelligence
23. 23 Generating and Translating Evidence for Practice
24. 24 The Art of Caring in Technology-Laden Environments
25. 25 Our Expanding Realities and the Metaverse
, NURSING INFORMATICS AND THE FOUNDATION OF KNOWLEDGE 6TH 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.
</>/
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 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:
</>/ </>/ </>/
</> </>
1. 1 Nursing Science and Concepts of Knowledge
2. 2 Introduction to Information, Information Science, and Information Systems
3. 3 Computer Science and the Foundation of Knowledge Model
4. 4 Introduction to Cognitive Science and Cognitive Informatics
5. 5 Ethical Applications of Informatics
6. 6 History and Evolution of Nursing Informatics
7. 7 Nursing Informatics as a Specialty
8. 8 Legislative Aspects of Nursing Informatics: HIPAA, HITECH, and Beyond
9. 9 Systems Development Life Cycle: Nursing Informatics and Organizational
Decision-Making
10. 10 Administrative Information Systems
11. 11 The Human–Technology Interface
12. 12 Electronic Security
13. 13 Achieving Excellence by Managing Workflow and Initiating Quality Projects
14. 14 The Electronic Health Record and Clinical Informatics
15. 15 Informatics Tools to Promote Patient Safety, Quality Outcomes, and
Interdisciplinary Collaboration
16. 16 Patient Engagement and Connected Health
17. 17 Using Informatics to Promote Community and Population Health
18. 18 Telenursing and Remote Access Telehealth
19. 19 Nursing Informatics and Nursing Education
20. 20 Simulation, Game Mechanics, Virtual Worlds, and the Realities in Nursing
Education
21. 21 Nursing Research: Data Collection, Processing, and Analysis
22. 22 Informatics-Based Research Processes: Data Mining and Artificial
Intelligence
23. 23 Generating and Translating Evidence for Practice
24. 24 The Art of Caring in Technology-Laden Environments
25. 25 Our Expanding Realities and the Metaverse
, NURSING INFORMATICS AND THE FOUNDATION OF KNOWLEDGE 6TH 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.
</>/
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 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:
</>/ </>/ </>/
