(Test Bank) Pharmacology: A Patient- Centered Nursing Process Approach

Mccuistion, 10

Pharmacology

Test Bank

10th Edition

• $15.00 $50.00

---

Description

Test Bank for Pharmacology: A Patient- Centered Nursing Process Approach, The downloadable file consists of 324 pages, and the total size of the file is 4.08 MB. Purchase now only for highly discounted price.

Author(s): Mccuistion

---

---

Study Note Preview

TEST BANK FOR PHARMACOLOGY: A Patient - Centered Nursing Process Approach, 10TH EDITION BY MCCUISTION Nursing Test Bank TEST BANK FOR PHARMACOLOGY 10TH EDITION BY MCCUISTION Table of Contents Chapter 01: The Nursing Proce ss and Patient-Center ed Care ................................ ................................ ............ 2 Chapter 02: Drug Develop ment and Ethical Consid erations ................................ ................................ ............... 9 Chapter 03: Pharmacokinetics, Pharmacodynamics, and Pharmacogenetics ................................ .................. 17 Chapter 04: Phar macogenetics ................................ ................................ ................................ ......................... 31 Chapter 05: Complementary and Alternative Ther apies ................................ ................................ .................. 34 Chapter 06: Pediatric Conside rations ................................ ................................ ................................ ............... 39 Chapter 07: Geri atric Conside rations ................................ ................................ ................................ ................ 46 Chapter 08: Drugs of Abuse ................................ ................................ ................................ .............................. 52 Chapter 09: Safe ty and Qual ity ................................ ................................ ................................ ......................... 58 Chapter 10: Drug Administration ................................ ................................ ................................ ...................... 64 Chapter 11: Drug Calculations ................................ ................................ ................................ .......................... 69 Chapter 12: Fluid Volume and Electro lytes ................................ ................................ ................................ ....... 74 Chapter 13: Vitamin and Mineral Replacement ................................ ................................ ............................... 83 Chapter 14: Nutritional Support ................................ ................................ ................................ ....................... 90 Chapter 15: Adrenergic Agon ists and Antagonists ................................ ................................ ............................ 98 Chapter 16: Cholinergic Agon ists and Antagonists ................................ ................................ ......................... 104 Chapter 17: Stimulants ................................ ................................ ................................ ................................ ... 110 Chapter 18: Depressants ................................ ................................ ................................ ................................ . 114 Chapter 19: Antiseizure Drugs ................................ ................................ ................................ ........................ 120 Chapter 20: Drugs for Parkin son Disease and Alzhei mer Disease ................................ ................................ ... 127 Chapter 21: Drugs for Neuro muscular Disorders and Mus cle Spasms ................................ ........................... 133 Chapter 22: Antipsychotics and Anxiolytics ................................ ................................ ................................ .... 139 Chapter 23: Antidepressants and Mood Stabilizers ................................ ................................ ........................ 146 Chapt er 24: Antiinflammatories ................................ ................................ ................................ ..................... 153 Chapter 25: Analgesics ................................ ................................ ................................ ................................ .... 160 Chapter 26: Antibacterials ................................ ................................ ................................ .............................. 167 Chapter 27: Antituberculars, Antifu ngals, and Antivirals ................................ ................................ ................ 183 Chapter 28: Pept ides, Antimalarials, and Anthel mintics ................................ ................................ ................ 191 Chapter 29: HIV- and AIDS-Related Drugs................................ ................................ ................................ ....... 194 Chapter 30: Transplant Drugs ................................ ................................ ................................ ......................... 198 Chapter 31: Vacc ines ................................ ................................ ................................ ................................ ...... 201 Chapter 32: Anticancer Drugs ................................ ................................ ................................ ......................... 205 Chapter 33: Targeted Therapi es to Treat Cancer ................................ ................................ ............................ 209 Chapter 34: Biologic Response Modif iers ................................ ................................ ................................ ....... 212 Chapter 35: Upper Respiratory Disor ders ................................ ................................ ................................ ....... 216 Chapter 36: Lower Respiratory Disor ders ................................ ................................ ................................ ....... 220 Chapter 37: Cardiac Glycosides, Antianginals, and Antidysrhythmics ................................ ........................... 226 Chapter 38: Diuretics ................................ ................................ ................................ ................................ ...... 233 Chapter 39: Antihypertensives ................................ ................................ ................................ ....................... 237 Chapter 40: Anticoagulants, Antipla telets, and Thrombolytics ................................ ................................ ...... 243 Chapter 41: Antihyperlipide mics and Peripheral Vasodilato rs ................................ ................................ ....... 250 Chapter 42: Gastrointestinal Tract Disorders ................................ ................................ ................................ . 255 Chapter 43: Antiulcer Drugs ................................ ................................ ................................ ............................ 261 Chapter 44: Eye and Ear Diso rders ................................ ................................ ................................ ................. 267 Chapter 45: Dermatologic Diso rders ................................ ................................ ................................ ............... 271 Chapter 46: Pituitary, Thyroi d, Para thyro id, and Adrenal Diso rders ................................ .............................. 276 Chapter 47: Antidiabetics ................................ ................................ ................................ ............................... 283 Chapter 48: Urinary Disorde rs ................................ ................................ ................................ ........................ 289 Chapter 49: Pregnancy and Preterm Labor ................................ ................................ ................................ ..... 294 Chapter 50: Labor, Delivery, and Postpartum................................ ................................ ................................ . 300 Chapter 51: Neonatal and Newborn ................................ ................................ ................................ ............... 305 Chapter 52: Women’s Reprod uctive Health ................................ ................................ ................................ ... 307 Chapter 53: Men’s Reproduct ive Heal th ................................ ................................ ................................ ......... 313 Chapter 54: Sexually Trans mitted Infections ................................ ................................ ................................ .. 317 Chapter 55: Adult and Pediatric Emergen cy Drugs ................................ ................................ ......................... 320 Chapter 01: The Nursing Proce ss and Patient-Center ed Care McCuisti on: Pharmacology: A Patien t-Centered Nursing Process Approa ch, 10th Edition MULTIPLE CHOICE 1. The nursing p rocess is a five-step decision-making approach that includes all of the following steps, E XCEPT: a. Assessment b. Patient problem c. Planning d. Right Drug ANS: D The nursing proce ss is a five-step dec ision-making approach tha t includes: 1) assessment, 2) DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: Planning MSC: NCLEX: Management of Care 2. The nurse is using data collected to s et goals or expected out comes and in terventions th at address the patient’s problems. Which st ep of the nursing p rocess is the nu rse applying? a. Assessment b. Patient problem c. Planning d. Evaluation DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: Nursing Intervention MSC: NCLEX: Management of Care 3. A 5-year-old child w ith type 1 diab etes m ellitus has had repeated hospit alizations for episod es of hyperglycemia. The parents tell the nu rse that they can’t keep track of everything th at has to be done to care for their child. The nurse reviews m edications, di et, and symptom management with the parents and d raws up a daily checklist for the family to use. These activities are completed in which step of the nu rsing process? a. Assessment b. Planning c. Implementation d. Evaluation ANS: C ANS: C During the planning phase, the nur se uses the da ta collected to set goals or exp ected outcomes and inte rventions which addre ss the patient ’s problems. The data wa s collected during the “Asse ssment” and “Patient proble m” steps. During the “Evaluation” p hase the nur se would determine whether the goals and obj ectives set during the planning pha se were met. patient problem, 3) planning, 4) implementation, and 5) eva luation. “Right drug” is one of the “Six Right s” of medication administration. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: Nursing Intervention MSC: NCLEX: Management of Care 4. The nurse is preparing to administer a medi cation and reviews the patient’s chart for drug allergies, serum creatinine, and bl ood urea nitrogen (BU N) levels. The nurse’s actions are reflective of which p hase of the nursing p rocess? a. Assessment b. Evaluation c. Implementation d. Planning DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: Assessment MSC: NCLEX: Management of Care 5. Which assessment is categorized as obj ective data? a. A list of herbal supplem ents regularly used b. Lab values associated with the drugs the p atient is taking c. The ages and relationsh ip to the patient of all hous ehold members d. Usual dietary patterns and fNood intake DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: Assessment MSC: NCLEX: Management of Care 6. The nurse reviews a patient’s d atabase and le arns th at the patient lives alone, is fo rgetful, and does not h ave an establi shed routine. The patient wi ll be s ent ho me with three new medi cations to be t aken at different times of the day. The nurse develops a daily medi cation chart and enlists a family member to put the p atient’s pi lls in a pill organizer. This is an example of which p hase of the nursing p rocess? a. Assessment b. Evaluation c. Implementation d. Planning ANS: C The implem entation phase involves education and patient care in order to assist the patient to accomplish the goals of treatment. DIF: Cognitive Level: Applying (Application) TOP: Nursing Process: Nursing Intervention The implementation phase is the part of the nursing pro cess in which the nurse provides education, drug administration, patient care, and other interventions necessary to a ssist the patient in accomplishing established medi cation goals. ANS: A Asse ssment involves gathering information about the patient and the drug, including any previous use of the drug. ANS: B Objective da ta are measured and det ected by another person and would include lab values. The other exa mples are subjective data. MSC: NCLEX: Management of Care 7. A patient who is hospitaliz ed for chronic obstru ctive pulmonary dis ease (COPD) wants to go home. The nurse and the patient discuss the patient’s situation and d ecide that the patient may go home when able to perform s elf-care without dyspn ea and hypoxia. This is an example of which phase of the nursing process? a. Assessment b. Evaluation c. Implementation d. Planning ANS: D Planning invo lves goal sett ing, whi ch, for this patient, means being able to perform s elf-care activities without dyspn ea and hypoxia. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: Planning MSC: NCLEX: Management of Care 8. A patient wi ll be s ent ho me with a m etered-dose inhaler, and the n urse is providing t eaching. Which is a correctly written go al for this pro cess? a. The nurse will demonstr ate the correct use of a metered-dose inhaler to the patient. b. The nurse will teach the patient how to admin ister medi cation with a m etered-dose inhal er. c. The patient wi ll know how to s elf-administer the medi cation using the metered-dose inhal er. d. The patient wi ll independently administer the medi cation using the m etered-dose inhal er at the end of the session. N ANS: D Goals must be p atient-centered and clearly state the out come with a reasonable d eadline and should identify components for evaluation. DIF: Cognitive Level: Applying (Application) TOP: Nursing Process: Planning MSC: NCLEX: Management of Care 9. The nurse is developing a plan of care for a patient who h as chronic lung d isease and hypox ia. The patient has b een admitted for increased oxyg en needs above a baseline of 2 L/min. The nurse develops a goal stating, “The patient wi ll have oxyg en saturations of >95% on room air at the time of disch arge from the h ospital.” What is wrong with this go al? a. It cannot be evaluated. b. It is not me asurable. c. It is not p atient-centered. d. It is not re alistic. ANS: D This goal is not r ealistic because the patient is not usu ally on room air and should not be expected to attain that goal by dis charge from this hospi talization. DIF: Cognitive Level: Applying (Application) TOP: Nursing Process: Planning MSC: NCLEX: Management of Care 10. The nurse is developing a teaching p lan for an elderly patient who will begin taking an antihypertensive d rug th at causes dizziness and o rthostatic hypotension. Whi ch patient probl em docum ented by the nu rse is app ropriate for this patient? a. Deficient knowl edge related to d rug side effects b. Ineffective health maint enance related to age c. Readiness for enhanced knowl edge related to m edication side effects d. Risk for injury related to side effects of the m edication ANS: D This patient h as an inc reased risk for injury b ecause of drug side effects, so this is an appropriate patient prob lem to direct the type of care and follo w-up the p atient will receive. DIF: Cognitive Level: Applying (Application) TOP: Nursing Process: Nursing Diagno sis MSC: NCLEX: Management of Care 11. An old er patient must learn to administer a medi cation using a device that requires manu al dexterity. The patient becomes frustrated and expresses l ack of self-confid ence in pe rforming this task. Which action will the nurse perform next? a. Ask the patient to keep trying un til the skill is learned. b. Provide written instru ctions with i llustrations sh owing each step of the skill. c. Schedule mul tiple sessions and practice each step separately. d. Teach the procedure to family members who can administer the medi cation for the patient. ANS: C Nurses shou ld be sensitive to p atient’s lev el of frustration wh en teaching ski lls. In this case, breaking the steps down into inNdividual parts wi ll help wi th this patient’s frustration lev el. DIF: Cognitive Level: Applying (Application) TOP: Nursing Process: Planning MSC: NCLEX: Management of Care 12. A school-age child will begin taking a m edication to be administered at 5 mL thr ee times daily. The child’s p arent tells the nurse that, with a p revious use of the drug, the child repeatedly fo rgot to bring the m edication home from school, r esulting in missed evening doses. What will the nurse recommend? a. Asking the provider if the medi cation may be taken before school, a fter school, and at bedti me b. Putting a note on the child’s lo cker to encourage the child to take respons ibility for medi cation administration c. Asking the provider if 7.5 mL m ay be taken in the morning and 7.5 mL m ay be taken in the evening so that the correct amount is given d aily d. Taking the noon dos e to school ev ery day and gi ving it to the s chool nurse to administer ANS: C For busy families with school-age children, it may be necessary to adjust t he medication schedule to one that fits their schedule. The nurse should ask the provider if a revised schedule is po ssible. In this case, the most effective revised schedule would involve not taking the medi cation while at school. Putting a note on the locker is not likely to be effective. It is not correct to adjust the dos e. DIF: Cognitive Level: Applying (Application) TOP: Nursing Process: Nursing Intervention/Planning MSC: NCLEX: Management of Care 13. A high -school student regularly forgets to use a twice-daily inhal ed corticosteroid to prevent asthma flares and is r epeatedly admitted to the hospital. The child’s p arent tells the nurse that the child has been told that forgetting to take the medi cation causes frequent hospi talizations. The nurse will: a. encourage the child to take respons ibility for taking the m edication. b. reinforce the n eed to take prescribed medications to avoid hospi talizations. c. sugg est pu tting the inh aler with the child’s to othbrush to use b efore brush ing te eth. d. sugg est that the child’s p arents adminis ter the medication to increase compliance. ANS: C It is important to empower patients to take responsibility for managing medications. Putting the m edication with the toothbrush can help this child rememb er to use it. Telling the child to take medi cations and reminding the child that failure to do so r esults in hospitaliz ation is not working. Asking the child’s p arents to administer the m edication do es not empow er the adoles cent to take responsibility. DIF: Cognitive Level: Applying (Application) TOP: Nursing Process: Planning/Nursing Intervention MSC: NCLEX: Management of Care 14. An adoles cent patient who has acne is given a regimen of topical medications and an oral antibiotic that gen erally clears up l esions to fewer than 10 within 6 to 8 w eeks. At a 2-month follow -up, the p atient continueNs to h ave more than 25 lesions. The child’s p arent affirms that the child is using the medi cations as prescribed. Which evaluation st atement is correct for this patient? a. “Goal of fewer than 10 l esions in 6 to 8 w eeks is not met.” b. “Goal that the medi cation wi ll be effective is not met.” c. “Goal that the patient wi ll take medi cations as prescribed is not met.” d. “Goal that the patient understands the medi cation regimen is not met.” ANS: A All indications are that th is patient is taking the medications and they are not effective. The first statement is correct because it identifi es a measurable g oal and a specific time frame. DIF: Cognitive Level: Applying (Application) TOP: Nursing Process: Evaluation MSC: NCLEX: Management of Care 15. During a home visit, the nurse learns that a patient has not b een taking their medi cations as prescribed. The patient reports h aving no insurance and tells the nu rse that the drug is too expensive. After learning that the re is no subs titute medication, the nu rse will perform which action next? a. Assist the p atient to apply for a patient-assist prog ram. b. Conta ct the pharmacy to r equest a reduction in the cost of the d rug. c. Determine the patient’s annual income. d. Give the p atient the number of a charitable organization that may be able to help. ANS: C Patient-assist prog rams may be helpful, but ma ny are dependent on the patient’s incom e, so the nu rse should d etermine that first. It is unlikely that the ph armacy would o ffer a cost reduction. The patient has demonstr ated an inabil ity to navigate the system by simp ly not taking the m edication, so only pr oviding a phone number to the patient is not l ikely to be effective. DIF: Cognitive Level: Applying (Application) TOP: Nursing Process: Assessment/Nursing Intervention MSC: NCLEX: Phys iological Integrity: Pharmacological and Parenteral Therapies Chapter 02: Drug Develop ment and Ethic al Consid erations McCuisti on: Pharmacology: A Patien t-Centered Nursing Process Approa ch, 10th Edition MULTIPLE CHOICE 1. The nurse is obtaining c onsent from a subj ect newly recruited for a clinical drug tri al that will last for 6 mon ths. All subj ects wi ll be giv en gift certifi cates for participatin g. One subject says, “Well, I guess if the drug doesn’t w ork, I’ll just have to put up wi th the sympto ms for 6 months.” What will the nurse tell the subject? a. “Participation for the d uration of the study is r equired.” b. “Participation may end at any time without pen alty.” c. “Withdrawal from the study may end at any ti me, but the gift certificate will not be given.” d. “You can request placement in the t reatment gro up.” ANS: B All pa rticipants h ave the right to autono my, whi ch is the right to s elf-determination. Patients have the right to refuse to participate or to withdraw from a study at any ti me without penalty. Patients gen erally are not allowed to choose participation in either the treatment or the control group. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: Nursing Intervention MSC: NCLEX: Management of Client Care 2. The nurse is assist ing with a c N l drug tri al in which the side effects of two effective drugs linica are being compa red. A patient who would b enefit from either drug has elected to withdr aw from the study, and the nurse assists with the paperwork to facilitate this. This is an example of a. autono my. b. beneficence. c. justice. d. veracity. ANS: A All pa rticipants h ave the right to autono my, whi ch is the right to s elf-determination. Patients have the right to refuse to participate or to withdraw from a study at any ti me without penalty even if the health care provider disag rees with that choi ce. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: N/A MSC: NCLEX: Management of Client Care 3. During a clinical drug tr ial for a new medication, researchers note a previously unknown serious adverse effect occurring in more than 5 0% of subj ects. The study is discontinued. Which ethical principle is being exercised? a. Beneficence b. Justice c. Respect for persons d. Veracity ANS: A Beneficence is the duty to protect sub jects from harm. Once a serious adverse effect is not ed and it is det ermin ed that the b enefits do not outw eigh the risks of the study, r esearchers have an ethical obligation to stop the study. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: N/A MSC: NCLEX: Management of Client Care 4. In a 5-year experimental clinical trial to investig ate a new cancer treatment, researchers in the second y ear note overwhelming improv ement in almost all of the subjects in the t reatment group. It is decided to st op the trial early and report the findings due to the ov erwhelmingly beneficial effects. Th is decision w as made based on whi ch ethical prin ciple? a. Beneficence b. Justice c. Respect for persons d. Veracity ANS: B The principle of just ice requires that all people be treated fairly. Because the findings w ere overwhelmingly positive, an ethical decision w as made to stop the study early and report findings so that addit ional people could gain b enefit from the treatment. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: N/A MSC: NCLEX: Management of Client Care 5. The nurse is enrolling subj ects for a doubl e-blind experimental study. One patient asks the nurse to expl ain the role of the Nexperimental g roup. The nurse will explain that subj ects in the experimental g roup in this type of study: a. are selected for participation in that group. b. have unique b aseline characteristics. c. receive a placebo. d. receive the experimental treatment being evaluated. ANS: D In a double -blind experiment al study, subj ects in the experimental group receive the treatment or drug und er study. T hey are random ly assigned and not s elected. They should have similar baseline characteristics to those in the control gr oup. Th ey do not r eceive a placebo. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: Nursing Intervention: Patient Teaching MSC: NCLEX: Management of Client Care 6. The nurse is obtaining signatu res on consent forms for participation in a clinical drug tri al. One patient says, “I’m not sure I want to do th is, but I need the cash.” The nurse will take which action? a. Ask the patient to clarify concerns. b. Reinforce that cash is giv en to all subje cts equ ally. c. Report this s tatement to the lead investig ator. d. Review the elements of the study and ob tain consent. ANS: C If a nurse suspe cts that a patient is being co erced to participate in the study, the nurse should report this to the principal investigator. When a patient ve rbalizes participation bas ed on a financial reward, there is a potential element of coercion. DIF: Cognitive Level: Applying (Application) TOP: Nursing Process: Nursing Intervention MSC: NCLEX: Management of Client Care 7. Which is the characteristic of preclinical in vivo testing? a. A compa rison of experiment al and control data in animals b. A study condu cted in a test tube in a l aboratory c. A study th at determin es the effects of the p lacebo in hu man participants d. A study to assess the s eriousn ess of the disease to be treated ANS: A Preclinical in vivo testing is p erformed in animals or oth er living o rganisms. In vitro studies occur in test tubes. S afe therapeutic dose studies are part of clinical research. Prior to clin ical trials, an assessment is made of the disease and its seriousness. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: N/A MSC: NCLEX: Management of Client Care 8. Many drugs m arketed in the 1980s m ay not be effective in a m ajority of t he population. The nurse understands t hat this is because these drugs: a. did not pass through the appropriate phases of clinical trials. b. did not require human s ubject prote ctions and are invalid. c. were not tested in wo men, minoriti es, or children. d. were tested on h ealthy subjNects on ly. ANS: C Drug research was histo rically performed only wi th Caucasian m ales, causing un certainty as to the validity of the research results in the broader population. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: N/A MSC: NCLEX: Management of Client Care 9. The nurse is assist ing with data collection in a st udy of drug effects in as mall group of healthy subj ects. The nu rse assists with b lood and urine collection to det ermine serum d rug levels and the presence of metaboli tes in urin e. Which ph ase of drug development do es this represent? a. Phase I b. Phase II c. Phase III d. Phase IV ANS: A Phase I drug trials are performed to as sess safety and to identify the pharmacokinetics, su ch as metabolism and elimination, of drugs in h ealthy subjects. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: N/A MSC: NCLEX: Management of Client Care 10. The nurse is enrolling subj ects for a clinical drug trial in whi ch subj ects wi ll be randomly assigned to either a treatment or a placebo group. The pills in both groups will be in identical packaging wi th identic al appearance. The group that receives the intervention is the: a. control group. b. experimental g roup. c. dependent group. d. indep endent group. ANS: B The experimental g roup in a drug trial is the g roup that receives the d rug being tested. The control group m ay receive no drug, a different drug, a placebo, or the same drug with a different do se, rout e, or frequency of administration. D ependent and inde pendent are not terms to describe groups in a study; they d enote the variables. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: N/A MSC: NCLEX: Management of Client Care 11. Respect for Persons is a core ethical prin ciple of human subje cts research. Which of the following b est des cribes this prin ciple? a. Duty to prote ct research subjects from ha rm. b. Fair selection of research subjects. c. Right to self -determination d. Patients are indep endent and capable of making decisions in their own b est interests. ANS: D Respect for persons is b ased on the notion that patients shou ld be treated as independent persons who are capable of maNking de cisions in their own b est interests. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: N/A MSC: NCLEX: Management of Client Care 12. A clinical drug tri al is concluding a study of p harmacokinetics and safety of a drug in healthy individuals. The nurse will assist enrollment of participants into the next phase of the study and will include which subjects? a. Healthy subj ects b. Healthy and ill sub jects c. Subjects wi th the dis ease the d rug will treat d. Subjects wi th other diseases ANS: C After Phase I studies d emonstr ating drug safety and ph armacokinetics have been completed, the d rug is test ed on subj ects who h ave the dis ease the d rug will treat. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: Nursing Intervention MSC: NCLEX: Management of Client Care 13. Before marketing a new drug that h as been approved for use based on clinical effectiveness and safety, the manufacturer wishes to study the potential n ew uses for the drug. This is an example of which p hase of study? a. Phase I b. Phase II c. Phase III d. Phase IV ANS: D Phase IV studi es are performed, in pa rt, to examine potential n ew indic ations for approved drugs. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: N/A MSC: NCLEX: Management of Client Care 14. Which st atement about the safety and efficacy of medi cations in children is a ccurate? a. Children cannot g ive consent, so clinical drug tri als are not pe rformed on children. b. Children can only b e subjects in quasi-experimental clinical studies. c. Data from adult clinical drug tri als should be extrapolat ed to childr en. d. Federal law requires that drugs for children be tested on children. ANS: D The U.S. Food and Drug Admin istration (FDA) Modernization A ct of 1997 requires that drugs intend ed for use in childr en be tested on children. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: N/A MSC: NCLEX: Management of Client Care 15. The nurse is preparing to administer a schedule II injectable drug and is d rawing up h alf of the contents of a single-use vial. Which nu rsing a ction is correct? a. Ask another nurse to obs erve and cosign w asting the remaining drug from the vi al. b. Keep the remaining am ounNt in the p atient’s d rawer to give at the next dos e. c. Record the amount unus ed in the patient’s medi cation record. d. Dispose of the vi al with the remaining drug into a locked collection box. ANS: A Schedule II drugs are controlled subst ances, and all must be accounted for. When wasting a portion of a drug, another nurse should obs erve and cosign that a drug was wasted. DIF: Cognitive Level: Applying (Application) TOP: Nursing Process: Nursing Intervention MSC: NCLEX: Phys iological Integrity: Pharmacological and Parenteral Therapies 16. A patient is prescribed a medi cation and asks the nurse if the drug is available in a generic form. The nurse understands th at a generic drug name is: a. a registered trademark. b. always capitalized. c. related to the drug’s chemical structure. d. nonp roprietary. ANS: D The generic name is the official, nonprop rietary name for a drug. The brand name is the trademark name and is always capitalized. The chemical name describes the chemical structure of the drug. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: N/A MSC: NCLEX: Phys iological Integrity: Pharmacological and Parenteral Therapies 17. A patient receives a prescription on whi ch the p rovider has not ed that a generic medi cation may be given. The patient asks the nu rse what this means. What will the nurse tell the patient about gen eric drugs? a. They contain the s ame inert ingredients as brand-name d rugs. b. They have chemical structures that are different from prop rietary drugs. c. They tend to be less expensive th an brand-name d rugs. d. They und ergo extensive testing before they are marketed. ANS: C Generic drugs are approved by the FDA if th ey are pro ved to be bio equival ent to the brand-name drug. They tend to be l ess exp ensive because manufacturers of these drugs do not have to do the extensive testing required of brand-name d rugs b efore marketing. Th ey are not identic al to brand-name drugs and often have different inert ing redients. DIF: Cognitive Level: Applying (Application) TOP: Nursing Process: Nursing Intervention: Patient Teaching MSC: NCLEX: Management of Client Care 18. The nurse reviews information about a drug and notes the initials “United States Pharmacopeia (USP)” after the drug’s official name. The nurse understands that th is designation ind icates the drug: a. is a controll ed subs tance. b. is app roved by the FDA. c. is available in g eneric form. d. meets USP quality and s afety standards. N ANS: D The “USP” designation is giv en to drugs that h ave met high s tandards for therapeutic use, patient safety, quali ty, purity, s trength, pa ckaging safety, and do sage form by the United States Pharmacopoeia National Formula ry. The FDA classifi es controlled subs tances with Rom an num erals from I to V. The USP designation do es not ind icate FDA approval. The USP designation do es not ind icate generic availability. DIF: Cognitive Level: Understanding (Comprehension) TOP: Nursing Process: N/A MSC: NCLEX: Phys iological Integrity: Pharmacological and Parenteral Therapies 19. The nurse is preparing to give a medi cation to a child. The medi cation is approved for use in children. The child’s p arent asks wh ether the drug is safe for children. How will the nu rse respond t o the p arent? a. “Drugs approved for use in childr en are tested on adults and safe doses for children are based on w eights compared to adult w eights.” b. “Drugs approved for use in childr en are deemed safe for children over time when repeated use proves effectiveness and safety.” c. “Drugs approved for use in childr en are tested for both e fficacy and safety in children in ord er to be marketed for pediatric use.” d. “Drugs approved for use in childr en are tested on children in pos t-marketing studies and on a limited b asis.” ANS: C