Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
TEST BANK
Pharmacology for Nurses
A Pathophysiologic Approach
Michael Adams, Norman Holland, Carol Urban
6th Edition
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
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 Drugs 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
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 RESPIRATORY SYSTEM
39. Drugs for Allergic Rhinitis and the Common Cold
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
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 Nutritional 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 Eye and Ear Disorders
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
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 penicillin.
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 Integrate understanding of multiple dimensions of
patient-centered care: patient/family/community preferences, values; coordination and
integration of care; information, co m mu n i c a t i on , a n d e du cat ion ; 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 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.
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
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
Explanation:
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 sciences 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
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:
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 relationship between medicine and pharmacology.
2
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
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 if 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 suffering.
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 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 Concepts: Nursing Process:
Evaluation
Learning Outcome: 1-3 Compare and contrast therapeutics and pharmacology.
MNL Learning Outcome: 1.1 Examine the relationship between medicine and pharmacology.
3
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
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-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 Examine the relationship between medicine and pharmacology.
4
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
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) for 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 taking 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 current 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 current
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 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: 1.4 Examine the nurse's role and responsibilities in drug
administration.
5
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
6) A nurse teaches a student nurse about the pharmacological classification of drugs. The
nurse evaluates that 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 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
classes.
MNL Learning Outcome: 1.2 Identify how drugs are named and classified.
6
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
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
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 knowledge from nursing and other disciplines. | Nursing/Integrated Concepts:
Nursing Process: Evaluation
Learning Outcome: 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 class."
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 knowledge from nursing and other disciplines. | Nursing/Integrated Concepts:
7
TEST BANK
Pharmacology for Nurses
A Pathophysiologic Approach
Michael Adams, Norman Holland, Carol Urban
6th Edition
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
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 Drugs 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
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 RESPIRATORY SYSTEM
39. Drugs for Allergic Rhinitis and the Common Cold
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
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 Nutritional 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 Eye and Ear Disorders
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
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 penicillin.
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 Integrate understanding of multiple dimensions of
patient-centered care: patient/family/community preferences, values; coordination and
integration of care; information, co m mu n i c a t i on , a n d e du cat ion ; 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 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.
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
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
Explanation:
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 sciences 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
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:
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 relationship between medicine and pharmacology.
2
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
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 if 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 suffering.
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 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 Concepts: Nursing Process:
Evaluation
Learning Outcome: 1-3 Compare and contrast therapeutics and pharmacology.
MNL Learning Outcome: 1.1 Examine the relationship between medicine and pharmacology.
3
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
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-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 Examine the relationship between medicine and pharmacology.
4
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
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) for 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 taking 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 current 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 current
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 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: 1.4 Examine the nurse's role and responsibilities in drug
administration.
5
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
6) A nurse teaches a student nurse about the pharmacological classification of drugs. The
nurse evaluates that 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 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
classes.
MNL Learning Outcome: 1.2 Identify how drugs are named and classified.
6
, Test Bank - Pharmacology for Nurses A Pathophysiologic Approach 6th Edition (Adams, 2020)
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
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 knowledge from nursing and other disciplines. | Nursing/Integrated Concepts:
Nursing Process: Evaluation
Learning Outcome: 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 class."
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 knowledge from nursing and other disciplines. | Nursing/Integrated Concepts:
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