Complete Test Bank Pharmacology For Nurses A Pathophysiologic Approach 5th Edition By Michael Adams | Holland |Urban All Chapters Inclusive Questions And Answers With Elaborative Rationales

Are you a nursing student preparing for exams or a nursing instructor seeking comprehensive assessment materials? Look no further. This extensive test bank accompanies the renowned "Pharmacology for Nurses: A Pathophysiologic Approach" by Michael Adams, Norman Holland, and Carol Urban (5th Edition) – the gold standard for understanding pharmacology through the lens of pathophysiology. Complete Test Bank For Pharmacology For Nurses A Pathophysiologic Approach 5th Edition By Michael Adams | Holland |Urban All Chapters Inclusive Questions and Answers With Elaborative Rationales Chapter 1 Question 1 Type: MCMA The nursing instructor is teaching a pharmacology class to student nurses. The current focus is pharmacology and therapeutics. The nursing instructor determines that learning has occurred when the students make which comments? Note: Credit will be given only if all correct choices and no incorrect choices are selected. Standard Text: 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." Correct Answer: 2,3,5 Rationale 1: Pharmacology is not the development of medicines Rationale 2: Pharmacology is the study of medicines. Rationale 3: Therapeutics is the use of drugs in the treatment of suffering. Rationale 4: Therapeutics is not related to study of drug interactions. Rationale 5: Pharmacotherapy is the application of drugs for the purpose of disease prevention. Global Rationale: Pharmacology is the study of medicines and the use of drugs to relieve suffering. Therapeutics is the study of disease prevention and treatment of suffering. Pharmacotherapy is the application of drugs for the purpose of disease prevention. Cognitive Level: Applying Client Need: Physiological Integrity Client Need Sub: Pharmacological and Parenteral Therapies 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 community. 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 Outcome: 1-3 Compare and contrast therapeutics and pharmacology. MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology. Page Question 2 Type: MCMA The nurse administers a vaccine to a child. What is the best understanding of the nurse as it relates to the manufacture of this 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. Correct Answer: 2 Rationale 1: Vaccines are not produced by natural plant extracts. Rationale 2: Vaccines are naturally produced in animal cells, microorganisms, or by the body itself. Rationale 3: Vaccines are not produced by a combination of animal and plant products. Rationale 4: Vaccines are not synthesized in a laboratory. Global Rationale: Vaccines are naturally produced in animal cells, microorganisms, or by the body itself. Vaccines are not synthesized in a laboratory. Vaccines are not produced by natural plant extracts. Vaccines are not produced by a combination of animal and plant products. Cognitive Level: Applying Client Need: Physiological Integrity Client Need Sub: Pharmacological and Parenteral Therapies QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and processes. AACN Essential Competencies: IX.3 Implement holistic, patient-centered 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: Knowledge 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 medicine therapies. MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology. Page 5 Question: 3 Type: MCMA The older adult client has gastrointestinal bleeding. The client says to the nurse, "I don't understand this. All I did was take ibuprofen (Advil) for my arthritis." Which plan would be best as it relates to the nurse's education of this client? 1. A plan to teach the client to use drugs that bypass the gastrointestinal system, like topical drugs 2. A plan to teach the client to substitute safer drugs like acetaminophen (Tylenol) 3. A plan to teach the client to obtain physician approval prior to the use of over-the-counter (OTC) medications 4. A plan to teach the advantages and disadvantages of ibuprofen (Advil) Rationale 1: The use of topical drugs may be an option, but the drug a client needs may not be available in this form. Rationale 2: Substitution of other drugs may be beneficial, but this cannot be done in all situations. Rationale 3: It is not a realistic plan to expect clients to contact their physician prior to taking any over-the-counter (OTC) medication. Rationale 4: Since elderly clients account for the use of about 40% of all over-the-counter (OTC) medications, it is essential for the nurse to teach clients about the advantages, and the disadvantages, of these medications. Global Rationale: Since older adult clients account for the use of about 40% of all over- the counter (OTC) medications, it is essential for the nurse to teach clients about the advantages, and the disadvantages, of these medications. Substitution of other drugs may be beneficial, but this cannot be done in all situations. The use of topical drugs may be an option, but the drug a client needs may not be available in this form. It is not a realistic plan to expect clients to contact their physician prior to taking any over-the-counter (OTC) medication. Cognitive Level: Applying Client Need: Physiological Integrity Client Need Sub: Pharmacological and Parenteral Therapies QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and processes. AACN Essential Competencies: 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 differences between prescription and over- the counter drugs. MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology. Page Number: 6 Question 4 Type: MCSA The nursing instructor teaches the student nurses about the pharmacological classification of drugs. The instructor evaluates that learning has occurred when the students make 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." Correct Answer: 2 Rationale 1: To say that a drug treats angina addresses the therapeutic usefulness of the drug, not the pharmacological classification. Rationale 2: The pharmacological classification addresses a drug's mechanism of action, or how a drug produces its effect in the body. Rationale 3: To say that a drug lowers blood pressure addresses the therapeutic usefulness of the drug, not the pharmacological classification. Rationale 4: To say that a drug influences blood clotting addresses the therapeutic usefulness of the drug, not the pharmacological classification. Global Rationale: The pharmacological classification addresses a drug's mechanism of action, or how a drug produces its effect in the body. To say that a drug influences blood clotting addresses the therapeutic usefulness of the drug, not the pharmacological classification. To say that a drug treats angina addresses the therapeutic usefulness of the drug, not the pharmacological classification. To say that a drug lowers blood pressure addresses the therapeutic usefulness of the drug, not the pharmacological classification. Cognitive Level: Applying Client Need: Physiological Integrity Client Need Sub: Pharmacological and Parenteral Therapies 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 Outcome: 1-5 Explain the basis for placing drugs into therapeutic and pharmacologic class. MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology. Page Number: 5 Question 5 Type: MCSA The nurse is providing medication education to a client with hypertension. The nurse teaches the client that the physician 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. Correct Answer: 2 Rationale 1: The education was most likely appropriate, but this response is too vague. Rationale 2: A drug's mechanism of action explains how a drug produces its effect in the body. Rationale 3: There is no drug name present, so it is not known whether this is a prototype drug. Rationale 4: The nurse did not explain the consequences of not using the drug. Global Rationale: A drug's mechanism of action explains how a drug produces its effect in the body. The nurse did not explain the consequences of not using the drug. There is no drug name present, so it is not known whether this is a prototype drug. The education was most likely appropriate, but this response is too vague. Cognitive Level: Applying