Which of the following is not within the scope of nursing informatics?
Transforming collected data into needed information.
Improving and ensuring patient confidentiality.
Outlining training standards for non-healthcare professionals
Enhancing data security, and patient privacy.
The Correct Answer is C
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.
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Correct Answer is D
Explanation
A. Nursing science, information science, and anatomical science; while nursing science and information science are correct components, anatomical science is not typically classified under nursing informatics.
B. Nursing science, biological science, and physical science; this combination includes broader sciences that do not specifically pertain to nursing informatics.
C. Computer science, technological science, and chemical science; "technological science" is not a standard term, and chemical science is unrelated to nursing informatics.
D. Computer science, information science, and nursing science; these three fields are foundational to nursing informatics, integrating technology and information management into nursing practice.
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.