When considering nursing, when should information literacy, an integral component of evidence-based practice (EBP), first be introduced?
New graduate nursing orientations
Continuing education for license renewal
Part of NCLEX preparation
Undergraduate nursing education
The Correct Answer is D
A. New graduate nursing orientations: While some information literacy training may occur here, it is more effective to instill these skills during formal education.
B. Continuing education for license renewal: This is important but typically focuses on updating knowledge rather than foundational information literacy skills.
C. Part of NCLEX preparation: While NCLEX does assess knowledge relevant to EBP, information literacy is better established during formal nursing education.
D. Undergraduate nursing education: Introducing information literacy during undergraduate education ensures that nurses are equipped with essential skills for evidence-based practice from the start of their careers.
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Correct Answer is C
Explanation
A. Transforming collected data into needed information; this is a key function of nursing informatics, as it focuses on converting raw data into useful information for patient care.
B. Improving and ensuring patient confidentiality; nursing informatics is heavily involved in enhancing and safeguarding patient confidentiality through information management practices.
C. Outlining training standards for non-healthcare professionals; while nursing informatics may provide education and training to healthcare professionals, developing standards for non-healthcare professionals typically falls outside its primary scope.
D. Enhancing data security and patient privacy; ensuring data security and protecting patient privacy are fundamental responsibilities of nursing informatics.
Correct Answer is B
Explanation
A. 2nd-grade level. While a lower reading level may be beneficial for some audiences, writing materials at a 2nd-grade level might oversimplify important concepts that need to be communicated clearly.
B. 4th-grade level. Health education materials should be written at no greater than a 4th-grade level to ensure they are understandable by a broad audience, including those with limited literacy skills.
C. 3rd-grade level. Similar to option A, a 3rd-grade level may be too simplistic for conveying detailed health information effectively.
D. 5th-grade level. This is above the recommended level for health education materials, which may risk excluding individuals who struggle with reading comprehension.