A nursing informatics student who can identify when information is required and demonstrates the ability to locate, evaluate, and effectively use information is exhibiting:
Information literacy
Computer literacy
Typing literacy
Computer fluidity
The Correct Answer is A
A. Information literacy. Information literacy encompasses the ability to recognize the need for information and the skills to locate, evaluate, and effectively use it.
B. Computer literacy. Computer literacy refers to the basic skills and knowledge of using computers and software, which does not specifically address the ability to evaluate or use information effectively.
C. Typing literacy. Typing literacy pertains to the ability to type effectively and efficiently, which is not relevant to the broader context of information use and evaluation.
D. Computer fluidity. This term is less commonly used and may refer to the ease of using various computer applications but does not capture the comprehensive skills involved in information literacy.
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Related Questions
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.
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