(Test Bank) Pharmacology For Nurses-A Pathophysiologic Approach

Adams,Holland,Urban, 6

Nursing

Test Bank

6th Edition

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Test Bank for Pharmacology For Nurses-A Pathophysiologic Approach, The downloadable file consists of 1456 pages, and the total size of the file is 6.03 MB. Purchase now only for highly discounted price.

Author(s): Adams, Holland, Urban

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Prof.Exams TEST BANK 2021 Prof.Exams COMPLETE Elaborated Test Bank for Focus on Nursing Pharmacology 6Ed. by Amy Karch R. N. Lynn -Pamela 2021 Prof.Exams TABLE OF CONTENTS UNIT 1: CORE CONCEPTS IN PHARMACOLOGY 1. Introduction to Pharmacology 2. Drug Approval and Regulation 3. Principles of Drug Administration 4. Pharmacokinetics 5. Pharmacodynamics UNIT 2: PHARMACOLOGY AND THE NURSE -PATIENT RELATIONSHIP 6. The Nursing Process in Pharmacology 7. Medication Errors and Risk Reduction 8. Drug Administration Throughout the Lifespan 9. Individual Variations in Drug Response 10. The Role of Complementary and Alternative Therapies in Pharmacology 11. Emergency Preparedness and Poisonings UNIT 3: THE NERVOUS SYSTEM 12. Cholinergic Drugs Affecting the Autonomic Nervous System 13. Adrenergic Dr ugs Affecting the Autonomic Nervous System 14. Drugs for Anxiety and Insomnia 15. Drugs for Seizures 16. Drugs for Emotional, Mood, and Behavioral Disorders 17. Drugs for Psychoses 18. Drugs for the Control of Pain 19. Drugs for Local and General Anesthesia 20. Drugs for Degenerative Diseases of the Nervous System 21. Drugs for Neuromuscular Disorders 22. Substance Abuse UNIT 4: THE CARDIOVASCULAR AND URINARY SYSTEMS 23. Drugs for Lipid Disorders 24. Diuretic Therapy and Drugs for Renal Failure 25. Drugs for Fluid Balance, Electrolyte, and Acid --Base Disorders 26. Drugs for Hypertension 27. Drugs for Heart Failure 28. Drugs for Angina Pectoris and Myocardial Infarction 29. Drugs for Shock 30. Drugs for Dysrhythmias 31. Drugs for Coagulation Disorders Prof.Exams 32. Drugs for Hematopoietic Disorders UNIT 5: THE IMMUNE SYSTEM 33. Drugs for Inflammation and Fever 34. Drugs for Immune System Modulation 35. Drugs for Bacterial Infections 36. Drugs for Fungal, Protozoan, and Helminthic Infections 37. Drugs for Viral Infections 38. Drugs for Neoplasia UNIT 6: THE RESPIR ATORY SYSTEM 39. Drugs for Allergic Rhinitis and the Common Cold 40. Drugs for Asthma and Other Pulmonary Disorders UNIT 7: THE GASTROINTESTINAL SYSTEM 41. Drugs for Peptic Ulcer Disease 42. Drugs for Bowel Disorders and Other Gastrointestinal Conditions 43. Drugs for Nutriti onal Disorders UNIT 8: THE ENDOCRINE SYSTEM 44. Drugs for Pituitary, Thyroid, and Adrenal Disorders 45. Drugs for Diabetes Mellitus 46. Drugs for Disorders and Conditions of the Female Reproductive System 47. Drugs for Disorders and Conditions of the Male Reproductive System UNIT 9: THE INTEGUMENTARY SYSTEM, EYES, AND EARS 48. Drugs for Bone and Joint Disorders 49. Drugs for Skin Disorders 50. Drugs for E ye and Ear Disorders 1 Copyright © 2020 Pearson Education, Inc. Pharmacology for Nurses, 6e (Adams) Chapter 1 Introduction to Pharmacology 1) A nurse is reviewing key events in the history of pharmacology with a student nurse. Which student comment indicates an understanding? 1. "Early researchers used themselves as test subjects." 2. "A primary goal of pharmacology is to prevent disease." 3. "Penicillin is one of the initial drugs isolated from a natural source." 4. "Pharmacologists began synthesizing drugs in the laboratory in the nineteenth century." Answer: 1 Explanation: 1. Some early researchers, like Friedrich Serturner, used themselves as test subjects. 2. An early goal of pharmacology was to relieve human suffering. 3. Initial drugs isolated from complex mixtures included morphine, colchicine, curare, and cocaine, but not penici llin. 4. By the twentieth century, pharmacologists could synthesize drugs in the laboratory. Page Ref: 3 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: QSEN Competencies: I.A.1 Integr ate understanding of multiple dimensions of patient -centered care: patient/family/community preferences, values; coordination and integration of care; information, communication, and education; physical comfort and emotional support; involvement of family and friends; and transition and continuity. | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science: Integration of knowledge from nursing and o ther disciplines. | Nursing/Integrated Concepts: Nursing Process: Evaluation Learning Outcome: 1 -1 Identify key events in the history of pharmacology. MNL Learning Outcome: 1.1 Examine the relationship between medicine and pharmacology. NURSINGTB.COMPHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK NURSINGTB.COM 2 Copyright © 2020 Pearson Education, Inc. 2) A student nurse asks a nursing instructor why anatomy and physiology as well as microbiology are required courses when the student only wants to learn about pharmacology. What is the best response by the instructor? 1. "Because pharmacology is an outgrowth of those subjects ." 2. "You must learn all, since all of those subjects are part of the curriculum." 3. "Knowledge of all those subjects will prepare you to administer medication." 4. "An understanding of those subjects is essential to understand pharmacology." Answer: 4 Explanati on: 1. Pharmacology is an outgrowth of anatomy, physiology, and microbiology, but this is not the most essential reason for the nurse to learn them. 2. The nurse must learn anatomy, physiology, and microbiology to understand pharmacology, not because they are part of the curriculum. 3. Knowledge of anatomy, physiology, and microbiology prepares the nurse to understand pharmacology, not to provide care such as administration of medications. 4. It is essential for the nurse to have a broad knowledge base of many scienc es in order to learn pharmacology. Page Ref: 3 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of patient -centered care: patient/family/community preferences, values; coordination and integration of care; information, communication, and education; physical comfort and emotional support; involvement of family and friends; and transition and continuity. | AACN Esse ntial Competencies: I.7 Integrate the knowledge and methods of a variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science: Integration of knowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursin g Process: Implementation Learning Outcome: 1 -2 Explain the interdisciplinary nature of pharmacology, giving an example of how knowledge from different sciences impacts the nurse's role in drug administration. MNL Learning Outcome: 1.1 Examine the relati onship between medicine and pharmacology. NURSINGTB.COMPHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK NURSINGTB.COM 3 Copyright © 2020 Pearson Education, Inc. 3) A nurse is teaching a group of nurses about the differences between pharmacology and therapeutics. The nurse determines that learning has occurred when which statements are made? Note: Credit will be given only i f all correct choices and no incorrect choices are selected. Select all that apply. 1. "Pharmacology is the development of medicines." 2. "Pharmacology is the study of medicines." 3. "Therapeutics relates to drug use to treat suffering." 4. "Therapeutics is the study of drug interactions." 5. "Pharmacology is the study of drugs to prevent disease." Answer: 2, 3, 5 Explanation: 1. Pharmacology is not the development of medicines. 2. Pharmacology is the study of medicines. 3. Therapeutics is the use of drugs in the treatment of s uffering. 4. Therapeutics is not related to study of drug interactions. 5. Pharmacotherapy is the application of drugs for the purpose of disease prevention. Page Ref: 4 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Pa renteral Therapies Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of patient -centered care: patient/family/community preferences, values; coordination and integration of care; information, communication, and education; physical comfort and emotional support; involvement of family and friends; and transition and continuity. | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a variety of disciplines to inform decision making. | NLN Competencies: Know ledge and Science: Integration of knowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process: Evaluation Learning Outcome: 1 -3 Compare and contrast therapeutics and pharmacology. MNL Learning Outcome: 1.1 Examine the rel ationship between medicine and pharmacology. NURSINGTB.COMPHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK NURSINGTB.COM 4 Copyright © 2020 Pearson Education, Inc. 4) A nurse administers a vaccine to a client. What is the nurse's best understanding as it relates to the manufacture of a vaccine? 1. The vaccine is produced by natural plant extracts in the laboratory. 2. The vaccine is naturally produced in animal cells or microorganisms. 3. The vaccine is produced by a combination of animal and plant products. 4. The vaccine is most commonly synthesized in a laboratory. Answer: 2 Explanation: 1. Vaccines are not produced by natural plant extracts. 2. Vaccines are naturally produced in animal cells, microorganisms, or by the body itself. 3. Vaccines are not produced by a combination of animal and plant products. 4. Vaccines are not synthesized in a laboratory. Page Ref: 4 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and processes. | AACN Essential Competencies: IX.3 Implement holistic, patient -cent ered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health -illness continuum, across lifespan, and in all healthcare settings. | NLN Competencies: Kn owledge and Science: Integration of knowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process: Evaluation Learning Outcome: 1 -4 Compare and contrast traditional drugs, biologics, and complementary and alternative medicin e therapies. MNL Learning Outcome: 1.1 Examine the relationship between medicine and pharmacology. NURSINGTB.COMPHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK NURSINGTB.COM 5 Copyright © 2020 Pearson Education, Inc. 5) An older client is admitted with gastrointestinal bleeding. The client says to the nurse, "I don't understand this. All I did was take ibuprofen (Advil) f or my arthritis." What is the nurse's best response? 1. Review nonpharmacologic methods to relieve joint pain. 2. Encourage the client to substitute safer drugs, such as acetaminophen (Tylenol). 3. Remind the client to contact their healthcare provider before takin g any over -the- counter (OTC) medications. 4. Teach the client about the side effects of ibuprofen (Advil). Answer: 4 Explanation: 1. Reviewing nonpharmacologic methods to relieve joint pain is appropriate for this client, but it's not the highest priority. It doesn't address the client's current concern about how ibuprofen may have increased the risk of having a GI bleed. 2. Substitution of other drugs may be beneficial, but this cannot be done in all situations. In addition, it doesn't address the client's curre nt concern about how ibuprofen may have increased the risk of having a GI bleed. 3. It is not a realistic plan to expect clients to contact their physician prior to taking any over -the-counter (OTC) medication. In addition, it doesn't address the client's cur rent concern about how ibuprofen may have increased the risk of having a GI bleed. 4. It is essential for the nurse to teach clients about the advantages, and the disadvantages (including side effects), of all medications and supplements the client is taking. Page Ref: 6 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and processes. | AACN Essential Competencie s: II.7 Promote factors that create a culture of safety and caring. | NLN Competencies: Context and Environment: Health promotion/disease prevention. | Nursing/Integrated Concepts: Nursing Process: Planning Learning Outcome: 1 -9 Outline the major differen ces between prescription and over -the- counter drugs. MNL Learning Outcome: 1.4 Examine the nurse's role and responsibilities in drug administration. NURSINGTB.COMPHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK NURSINGTB.COM 6 Copyright © 2020 Pearson Education, Inc. 6) A nurse teaches a student nurse about the pharmacological classification of drugs. The nurse evaluates t hat learning has occurred when the student makes which response? 1. "An anti -anginal treats angina." 2. "A calcium channel blocker blocks heart calcium channels." 3. "An antihypertensive lowers blood pressure." 4. "An anticoagulant influences blood clotting." Answer: 2 Explanation: 1. To say that a drug treats angina addresses the therapeutic usefulness of the drug, not the pharmacological classification. 2. The pharmacological classification addresses a drug's mechanism of action, or how a drug produces its effect in the body. 3. To say that a drug lowers blood pressure addresses the therapeutic usefulness of the drug, not the pharmacological classification. 4. To say that a drug influences blood clotting addresses the therapeutic usefulness of the drug, not the pharmacological classification. Page Ref: 5 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and processes. | AACN Essen tial Competencies: I.7 Integrate the knowledge and methods of a variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science: Integration of knowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process: Evaluation Learning Outcome: 1 -5 Explain the basis for placing drugs into therapeutic and pharmacologic classes. MNL Learning Outcome: 1.2 Identify how drugs are named and classified. NURSINGTB.COMPHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK NURSINGTB.COM 7 Copyright © 2020 Pearson Education, Inc. 7) A nurse is providing medication education to a client with hypertension. The nurse teaches the client that the healthcare provider ordered a diuretic to decrease the amount of fluid in the client's body. Which statement best describes the nurse's instruction? 1. The nurse provided appropriate medication education. 2. The nurse explained the drug's mechanism of action. 3. The nurse taught the client about a prototype drug. 4. The nurse explained the consequences of not using the drug. Answer: 2 Explanation: 1. The education was most likely appropriate, but this response is too vague. 2. A drug's mechanism of action explains how a drug produces its effect in the body. 3. There is no drug name present, so it is not known whether this is a prototype drug. 4. The nurse did not explain the consequences of not using the drug. Page Ref: 5 Cogn itive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and processes. | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science: Integration of knowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process: Evaluation Learning Out come: 1 -7 Describe what is meant by a drug's mechanism of action. MNL Learning Outcome: 1.2 Identify how drugs are named and classified. 8) A student nurse asks a nursing instructor how to remember all of the antibiotic drugs since there are so many. What is the best response by the nursing instructor? 1. "Mnemonics will help you tell the difference between drugs." 2. "A flow chart will help enhance your memory." 3. "Categorize the individual drugs by therapeutic effect." 4. "Focus on a representative drug from each cl ass." Answer: 4 Explanation: 1. Using mnemonics is not the best way to learn about drugs. 2. Flow charts are not the best way to learn about drugs. 3. Categorizing individual drugs is not the best way to learn about drugs. 4. A prototype, or representative, drug is the well -understood drug model from which other drugs in a pharmacological class are compared. Page Ref: 5 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: QSEN Competencies: III.A. 1 Demonstrate knowledge of basic scientific methods and processes. | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science: Integration of knowl edge from nursing and other disciplines. | Nursing/Integrated Concepts: NURSINGTB.COMPHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK NURSINGTB.COM 8 Copyright © 2020 Pearson Education, Inc. Nursing Process: Implementation Learning Outcome: 1 -6 Discuss the prototype approach to drug classification. MNL Learning Outcome: 1.2 Identify how drugs are named and classified. NURSINGTB.COMPHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK NURSINGTB.COM 9 Copyright © 2020 Pearson Education, Inc. 9) A client has been taking paroxetine (Paxil) for a year and tells a nurse it is no longer working. What is the best response by the nurse? 1. "This sounds like your medication needs changing." 2. "Let's look for interactions with other medications you are taking. " 3. "Are you taking name brand Paxil or the generic version paroxetine?" 4. "It is time for us to do the Beck Depression assessment again." Answer: 3 Explanation: 1. Considering a change in medication is appropriate, but another assessment takes priority. 2. Asses sing for interactions with other drugs is appropriate, but another assessment takes priority. 3. The bioavailability of a generic drug may not be the same as the bioavailability of a brand name drug. 4. Assessing for worsening of depression is appropriate, but a nother assessment takes priority. Page Ref: 7 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and proces ses. | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science: Integration of knowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process: Assessment Learning Outcome: 1 -10 Explain the differences between trade name drugs and their generic equivalents. MNL Learning Outcome: 1.3 Recognize features of generic and trade -name equivalent drugs, and biosimilar drugs. NURSINGTB.COMPHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK NURSINGTB.COM 10 Copyright © 2020 Pearson Education, Inc. 10) A student nurse has completed an initial pharmacology course and tells a nurse that it was difficult. What is the best response by the nurse? 1. "It may be over, but now you must apply what you have learned to patient care." 2. "Learning is gradual and continuou s; we never completely master all areas of pharmacology." 3. "Learning is always painful, but we must continue anyway." 4. "It really isn't over; you should take a graduate course next." Answer: 2 Explanation: 1. It is true that the student must apply what has b een learned to patient care, but this response implies that learning is over. 2. Learning pharmacology is a gradual, continuous process that does not end with graduation. 3. Learning is not always painful. 4. There is no reason for the student nurse to take a gradu ate level pharmacology course at this time. Page Ref: 4 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of patient -centered care: patient/family/community preferences, values; coordination and integration of care; information, communication, and education; physical comfort and emotional support; involvement of family and friends; and transition and continuity. | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science: Integration of knowledge from nursing and other disciplines. | Nursing/Integrated Concept s: Nursing Process: Implementation Learning Outcome: 1 -7 Describe what is meant by a drug's mechanism of action. MNL Learning Outcome: 1.4 Examine the nurse's role and responsibilities in drug administration. NURSINGTB.COMPHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK NURSINGTB.COM 11 Copyright © 2020 Pearson Education, Inc. 11) A client says to the nurse, "My wife and I take the same drug, but we have different side effects. Are we doing something wrong?" What is the best response by the nurse? 1. "Differences such as your sex can result in different side effects." 2. "I'll have to check. What is the name of the drug you were u sing?" 3. "Possibly. This could happen if one uses generic or brand name drugs." 4. "I'm not sure. Maybe the drug is not the same; you should check it." Answer: 1 Explanation: 1. Drugs may elicit different responses depending on individual client factors such as age, sex, body mass, health status, and genetics. 2. The nurse should not have to check the drug; basic knowledge should include knowing that the sex of clients can result in different side effects. 3. There are differences between some generic and brand name d rugs, but this is not the best answer. 4. Asking the client to check a medication is fine, but this does not answer the client's question. Page Ref: 7 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapi es Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of patient -centered care: patient/family/community preferences, values; coordination and integration of care; information, communication, and education; physical comfort and emotional support; involvement of family and friends; and transition and continuity. | AACN Essential Competencies: II.7 Promote factors that create a culture of safety and caring. | NLN Competencies: Relationship -Centered Care, Knowledge, Effective C ommunication. | Nursing/Integrated Concepts: Nursing Process: Implementation Learning Outcome: 1 -10 Explain the differences between trade name drugs and their generic equivalents. MNL Learning Outcome: 1.3 Recognize features of generic and trade -name equ ivalent drugs, and biosimilar drugs. NURSINGTB.COMPHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK NURSINGTB.COM