lOMoARcPSD| 13728229
lOMoARcPSD| 13728229
1
, lOMoARcPSD| 13728229
Chapter 01: Nursing Practice in Canada and Drug Therapy
<! <! <! <! <! <! <! <!
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 5th Edition
<! <! <! <! <! <! <! <! <!
MULTIPLE CHOICE <!
1. Which is a judgement about a particular patient’s potential need or problem?
<! <! <! <! <! <! <! <! <! <! <!
a. A goal <!
b. An assessment <!
c. Subjective data <!
d. A nursing diagnosis <! <!
ANS: D <!
Nursing diagnosis is the phase of the nursing process during which a clinical judgement is made about how a patient responds to
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <
heath conditions and life processes or vulnerability for that response.
! <! <! <! <! <! <! <! <! <!
DIF: Cognitive Level: Knowledge <! <!
2. The patient is to receive oral furosemide (Lasix) every day; however, because the patient is unable to swallow, he cannot ta
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ke medication orally, as ordered. The nurse needs to contact the physician. What type of problem is this?
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
a. A “right time” problem <! <! <!
b. A “right dose” problem <! <! <!
c. A “right route” problem <! <! <!
d. A “right medication” problem
<! <! <!
ANS: C <!
This is a “right route” problem: the nurse cannot assume the route and must clarify the route with the prescriber. This is not a “ri
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ght time” problem because the ordered frequency has not changed. This is not a “right dose” problem because the dose is not rel
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ated to an inability to swallow. This is not a “right medication” problem because the medication ordered will not change, just the
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
route.
<!
DIF: Cognitive Level: Application <! <!
3. The nurse has been monitoring the patient’s progress on his new drug regimen since the first dose and has been documenting sig
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ns of possible adverse effects. What nursing process phase is the nurse practising?
<! <! <! <! <! <! <! <! <! <! <! <!
a. Planning
b. Evaluation
c. Implementation
d. Nursing diagnosis <!
ANS: B <!
Monitoring the patient’s progress is part of the evaluation phase. Planning, implementation, and nursing diagnosis are not illustra
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ted by this example.
<! <! <!
DIF: Cognitive Level: Application <! <!
4. The nurse is caring for a patient who has been newly diagnosed with type 1 diabetes mellitus. Which statement best illustrates
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
an outcome criterion for this patient?
<! <! <! <! <!
a. The patient will follow instructions. <! <! <! <!
b. The patient will not experience complications.
<! <! <! <! <!
c. The patient adheres to the new insulin treatment regimen.
<! <! <! <! <! <! <! <!
d. The patient demonstrates safe insulin self-administration technique.
<! <! <! <! <! <!
ANS: D <!
Having the patient demonstrate safe insulin self-
<! <! <! <! <! <!
administration technique is a specific and measurable outcome criterion. Following instructions and avoiding complications are n
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ot specific criteria. Adherence to the new insulin treatment regimen is not objective and would be difficult to measure.
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
DIF: Cognitive Level: Application <! <!
5. Which activity best reflects the implementation phase of the nursing process for the patient who is newly diagnosed with type
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
<! 1 diabetes mellitus?
<! <!
a. Providing education regarding self-injection technique <! <! <! <!
b. Setting goals and outcome criteria with the patient’s input
<! <! <! <! <! <! <! <!
c. Recording a history of over-the-counter medications used at home <! <! <! <! <! <! <! <!
d. Formulating nursing diagnoses regarding knowledge deficits related to the ne <! <! <! <! <! <! <! <! <!
w treatment regimen<! <!
ANS: A <!
Education is an intervention that occurs during the implementation phase. Setting goals and outcome criteria reflects the planning
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
phase. Recording a drug history reflects the assessment phase. Formulating nursing diagnoses regarding a knowledge deficit ref
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
lects analysis of data as part of the planning phase.
<! <! <! <! <! <! <! <! <!
DIF: Cognitive Level: Analysis <! <!
1
, lOMoARcPSD| 13728229
6. The nurse is working during a very busy night shift, and the health care provider has just given the nurse a medication order ov
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
er the telephone, but the nurse does not recall the route. What is the best way for the nurse to avoid medication errors?
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
a. Recopy the order neatly on the order sheet, with the most common route indicated
<! <! <! <! <! <! <! <! <! <! <! <! <!
b. Consult with the pharmacist for clarification about the most common route
<! <! <! <! <! <! <! <! <! <!
c. Call the health care provider to clarify the route of administration
<! <! <! <! <! <! <! <! <! <!
d. Withhold the drug until the health care provider visits the patient <! <! <! <! <! <! <! <! <! <!
ANS: C <!
If a medication order does not include the route, the nurse must ask the health care provider to clarify it. Never assume the route of ad
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ministration.
DIF: Cognitive Level: Application | Cognitive Level: Analysis
<! <! <! <! <! <!
7. Which constitutes the traditional Five Rights of medication administration?
<! <! <! <! <! <! <! <!
a. Right drug, right route, right dose, right time, and right patient
<! <! <! <! <! <! <! <! <! <!
b. Right drug, the right effect, the right route, the right time, and the right patient
<! <! <! <! <! <! <! <! <! <! <! <! <! <!
c. Right patient, right strength, right diagnosis, right drug, and right route
<! <! <! <! <! <! <! <! <! <!
d. Right patient, right diagnosis, right drug, right route, and right time
<! <! <! <! <! <! <! <! <! <!
ANS: A <!
The traditional Five Rights of medication administration were considered to be Right drug, Right route, Right dose, Right time, and R
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ight patient. Right effect, right strength, and right diagnosis are not part of the traditional Five Rights.
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
DIF: Cognitive Level: Comprehension <! <!
8. What correctly describes the nursing process?
<! <! <! <! <!
a. Diagnosing, planning, assessing, implementing, and finally evaluating <! <! <! <! <! <!
b. Assessing, then diagnosing, implementing, and ending with evaluating <! <! <! <! <! <! <!
c. A linear direction that begins with assessing and continues through diagnosing
<! <! <! <! <! <! <! <! <! <!
, planning, and finally implementing
<! <! <! <!
d. An ongoing process that begins with assessing and continues with diagnosing
<! <! <! <! <! <! <! <! <! <!
, planning, implementing, and evaluating
<! <! <! <!
ANS: D <!
The nursing process is an ongoing, flexible, adaptable, and adjustable five-
<! <! <! <! <! <! <! <! <! <!
step process that begins with assessing and continues through diagnosing, planning, implementing, and finally evaluating, which
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <
may then lead back to any of the other phases.
! <! <! <! <! <! <! <! <! <!
DIF: Cognitive Level: Application <! <!
9. When the nurse is considering the timing of a drug dose, which is most important to assess?
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
a. The patient’s identification <! <!
b. The patient’s weight <! <!
c. The patient’s last meal <! <! <!
d. Any drug or food allergies <! <! <! <!
ANS: C <!
The pharmacokinetic and pharmacodynamic properties of the drug need to be assessed with regard to any drug–
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
food interactions or compatibility issues. The patient’s identification, weight, and drug or food allergies are not affected by the drug’s
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
timing.
<!
DIF: Cognitive Level: Application <! <!
10. The nurse is writing nursing diagnoses for a plan of care. Which reflects the correct format for her nursing diagnosis?
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
a. Anxiety
b. Anxiety related to new drug therapy <! <! <! <! <!
c. Anxiety related to anxious feelings about drug therapy, as evidenced b
<! <! <! <! <! <! <! <! <! <!
y statements such as “I’m upset about having to give myself shots”
<! <! <! <! <! <! <! <! <! <! <!
d. Anxiety related to new drug therapy, as evidenced by statements such as “I’
<! <! <! <! <! <! <! <! <! <! <! <!
m upset about having to give myself shots”
<! <! <! <! <! <! <!
ANS: D <!
Formulation of nursing diagnoses is usually a three- <! <! <! <! <! <! <!
step process. The only complete answer is “Anxiety related to new drug therapy, as evidenced by statements such as ‘I’m upset a
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
bout having to give myself shots.’” The answer “Anxiety” is missing the “related to” and “as evidenced by” portions. The answe
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
r “Anxiety related to new drug therapy” is missing the “as evidenced by” portion of defining characteristics. The “related to” sect
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ion in “Anxiety related to anxious feelings about drug therapy, as evidenced by statements such as ‘I’m upset about having to giv
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
e myself shots’” is simply a restatement of the problem “anxiety,” not a separate factor related to the response.
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
DIF: Cognitive Level: Analysis <! <!
OTHER
1. Place the phases of the nursing process in the correct order, starting with the first phase.
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
a. Planning
b. Evaluation
c. Assessment
d. Implementation
e. Diagnosing
ANS:
C, E, A, D, B
<! <! <! <!
DIF: Cognitive Level: Analysis <! <!
Chapter 02: Pharmacological Principles
<! <! <!
Downloaded<!by<!Sylvester<!Kanyi<!()
, lOMoARcPSD| 13728229
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 5th Edition
<! <! <! <! <! <! <! <! <!
MULTIPLE CHOICE <!
1. A patient is receiving two different drugs, which, at their current dose forms and dosages, are both absorbed into the circulation
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
in identical amounts. Which term best denotes that the drugs have the same absorption rates?
<! <! <! <! <! <! <! <! <! <! <! <! <! <!
a. Equivalent
b. Synergistic
c. Compatible
d. Bioequivalent
ANS: D <!
Two drugs absorbed into the circulation at the same amount (in specific dosage forms) have the same bioavailability; thus, they ar
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
e bioequivalent. “Equivalent” is incorrect because the term “bioavailability” is used to express the extent of drug absorption. “Sy
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
nergistic” is incorrect because this term refers to two drugs given together whose resulting effect is greater than the sum of the ef
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
fects of each drug given alone. “Compatible” is incorrect because this term is a general term used to indicate that two substances
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
do not have a chemical reaction when mixed (or given, in the case of drugs) together.
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
DIF: Cognitive Level: Comprehension <! <!
2. A patient is receiving medication via intravenous injection. Which information should the nurse provide for patient education?
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
a. The medication will cause fewer adverse effects when given intravenously.
<! <! <! <! <! <! <! <! <!
b. The medication will be absorbed slowly into the tissues over time.
<! <! <! <! <! <! <! <! <! <!
c. The medication’s action will begin faster when given intravenously.
<! <! <! <! <! <! <! <!
d. Most of the drug is inactivated by the liver before it reaches the target area.
<! <! <! <! <! <! <! <! <! <! <! <! <! <!
ANS: C <!
Intravenous injections are the fastest route of absorption. The intravenous route does not affect the number of adverse effects, the
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
intravenous route is not a slow route of absorption, and the intravenous route does not cause inactivation of the drug by the live
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
r before it reaches the target area.
<! <! <! <! <! <!
DIF: Cognitive Level: Comprehension <! <!
3. Which is true regarding parenteral drugs?
<! <! <! <! <!
a. They bypass the first-pass effect. <! <! <! <!
b. They decrease blood flow to the stomach. <! <! <! <! <! <!
c. They are altered by the presence of food in the stomach.
<! <! <! <! <! <! <! <! <! <!
d. They exert their effects while circulating in the bloodstream.
<! <! <! <! <! <! <! <!
ANS: A <!
Drugs given by the parenteral route bypass the first-
<! <! <! <! <! <! <! <!
pass effect, but they still must be absorbed into cells and tissues before they can exert their effects. Enteral drugs (drugs taken ora
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
lly), not parenteral drugs, decrease blood flow to the stomach and are altered by the presence of food in the stomach. Parenteral
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
drugs must be absorbed into cells and tissues from the circulation before they can exert their effects; they do not exert their effec
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ts while circulating in the bloodstream.
<! <! <! <! <!
DIF: Cognitive Level: Analysis <! <!
4. A drug’s half-life is best defined as
<! <! <! <! <! <!
a. The time it takes for the drug to elicit half its therapeutic response.
<! <! <! <! <! <! <! <! <! <! <! <!
b. The time it takes one- <! <! <! <!
half of the original amount of a drug to reach the target cells.
<! <! <! <! <! <! <! <! <! <! <! <!
c. The time it takes one- <! <! <! <!
half of the original amount of a drug to be removed from the body.
<! <! <! <! <! <! <! <! <! <! <! <! <!
d. The time it takes one- <! <! <! <!
half of the original amount of a drug to be absorbed into the circulation.
<! <! <! <! <! <! <! <! <! <! <! <! <!
ANS: C <!
A drug’s half-life is the time it takes for one-
<! <! <! <! <! <! <! <! <!
half of the original amount of a drug to be removed from the body. It is a measure of the rate at which drugs are removed from t
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
he body. Answers A, B, and D are not correct definitions of a drug’s half-life.
<! <! <! <! <! <! <! <! <! <! <! <! <! <!
DIF: Cognitive Level: Comprehension <! <!
5. The term “duration of action” is best defined as
<! <! <! <! <! <! <! <!
a. The time it takes for the drug to elicit a therapeutic response.
<! <! <! <! <! <! <! <! <! <! <!
b. The time it takes a drug to reach its maximum therapeutic response.
<! <! <! <! <! <! <! <! <! <! <!
c. The length of time it takes to remove a drug from circulation.
<! <! <! <! <! <! <! <! <! <! <!
d. The time during which drug concentration is sufficient to elicit a therapeuti
<! <! <! <! <! <! <! <! <! <! <!
c response.
<!
ANS: D <!
Duration of action is the time during which drug concentration is sufficient to elicit a therapeutic response. The time it takes for
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <
a drug to elicit a therapeutic response is the drug’s “onset of action.” The time it takes a drug to reach its maximum therapeutic
! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
response is a drug’s “peak effect.” “The length of time it takes to remove a drug from circulation” defines a drug’s elimination a
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
nd does not correctly define a drug’s duration of action.
<! <! <! <! <! <! <! <! <!
DIF: Cognitive Level: Comprehension <! <!
6. A drug interacts with enzymes by
<! <! <! <! <!
a. altering cell membrane permeability. <! <! <!
b. “fooling” a receptor on the cell wall. <! <! <! <! <! <!
c. enhancing the drug’s effectiveness within the cells. <! <! <! <! <! <!
d. “fooling” the enzyme into binding with it instead of its normal target cell. <! <! <! <! <! <! <! <! <! <! <! <!
ANS: D <!
When drugs interact with enzymes, they inhibit the action of a specific enzyme by “fooling” the enzyme into binding to it instea
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
Downloaded<!by<!Sylvester<!Kanyi<!()
lOMoARcPSD| 13728229
1
, lOMoARcPSD| 13728229
Chapter 01: Nursing Practice in Canada and Drug Therapy
<! <! <! <! <! <! <! <!
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 5th Edition
<! <! <! <! <! <! <! <! <!
MULTIPLE CHOICE <!
1. Which is a judgement about a particular patient’s potential need or problem?
<! <! <! <! <! <! <! <! <! <! <!
a. A goal <!
b. An assessment <!
c. Subjective data <!
d. A nursing diagnosis <! <!
ANS: D <!
Nursing diagnosis is the phase of the nursing process during which a clinical judgement is made about how a patient responds to
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <
heath conditions and life processes or vulnerability for that response.
! <! <! <! <! <! <! <! <! <!
DIF: Cognitive Level: Knowledge <! <!
2. The patient is to receive oral furosemide (Lasix) every day; however, because the patient is unable to swallow, he cannot ta
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ke medication orally, as ordered. The nurse needs to contact the physician. What type of problem is this?
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
a. A “right time” problem <! <! <!
b. A “right dose” problem <! <! <!
c. A “right route” problem <! <! <!
d. A “right medication” problem
<! <! <!
ANS: C <!
This is a “right route” problem: the nurse cannot assume the route and must clarify the route with the prescriber. This is not a “ri
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ght time” problem because the ordered frequency has not changed. This is not a “right dose” problem because the dose is not rel
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ated to an inability to swallow. This is not a “right medication” problem because the medication ordered will not change, just the
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
route.
<!
DIF: Cognitive Level: Application <! <!
3. The nurse has been monitoring the patient’s progress on his new drug regimen since the first dose and has been documenting sig
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ns of possible adverse effects. What nursing process phase is the nurse practising?
<! <! <! <! <! <! <! <! <! <! <! <!
a. Planning
b. Evaluation
c. Implementation
d. Nursing diagnosis <!
ANS: B <!
Monitoring the patient’s progress is part of the evaluation phase. Planning, implementation, and nursing diagnosis are not illustra
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ted by this example.
<! <! <!
DIF: Cognitive Level: Application <! <!
4. The nurse is caring for a patient who has been newly diagnosed with type 1 diabetes mellitus. Which statement best illustrates
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
an outcome criterion for this patient?
<! <! <! <! <!
a. The patient will follow instructions. <! <! <! <!
b. The patient will not experience complications.
<! <! <! <! <!
c. The patient adheres to the new insulin treatment regimen.
<! <! <! <! <! <! <! <!
d. The patient demonstrates safe insulin self-administration technique.
<! <! <! <! <! <!
ANS: D <!
Having the patient demonstrate safe insulin self-
<! <! <! <! <! <!
administration technique is a specific and measurable outcome criterion. Following instructions and avoiding complications are n
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ot specific criteria. Adherence to the new insulin treatment regimen is not objective and would be difficult to measure.
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
DIF: Cognitive Level: Application <! <!
5. Which activity best reflects the implementation phase of the nursing process for the patient who is newly diagnosed with type
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
<! 1 diabetes mellitus?
<! <!
a. Providing education regarding self-injection technique <! <! <! <!
b. Setting goals and outcome criteria with the patient’s input
<! <! <! <! <! <! <! <!
c. Recording a history of over-the-counter medications used at home <! <! <! <! <! <! <! <!
d. Formulating nursing diagnoses regarding knowledge deficits related to the ne <! <! <! <! <! <! <! <! <!
w treatment regimen<! <!
ANS: A <!
Education is an intervention that occurs during the implementation phase. Setting goals and outcome criteria reflects the planning
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
phase. Recording a drug history reflects the assessment phase. Formulating nursing diagnoses regarding a knowledge deficit ref
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
lects analysis of data as part of the planning phase.
<! <! <! <! <! <! <! <! <!
DIF: Cognitive Level: Analysis <! <!
1
, lOMoARcPSD| 13728229
6. The nurse is working during a very busy night shift, and the health care provider has just given the nurse a medication order ov
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
er the telephone, but the nurse does not recall the route. What is the best way for the nurse to avoid medication errors?
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
a. Recopy the order neatly on the order sheet, with the most common route indicated
<! <! <! <! <! <! <! <! <! <! <! <! <!
b. Consult with the pharmacist for clarification about the most common route
<! <! <! <! <! <! <! <! <! <!
c. Call the health care provider to clarify the route of administration
<! <! <! <! <! <! <! <! <! <!
d. Withhold the drug until the health care provider visits the patient <! <! <! <! <! <! <! <! <! <!
ANS: C <!
If a medication order does not include the route, the nurse must ask the health care provider to clarify it. Never assume the route of ad
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ministration.
DIF: Cognitive Level: Application | Cognitive Level: Analysis
<! <! <! <! <! <!
7. Which constitutes the traditional Five Rights of medication administration?
<! <! <! <! <! <! <! <!
a. Right drug, right route, right dose, right time, and right patient
<! <! <! <! <! <! <! <! <! <!
b. Right drug, the right effect, the right route, the right time, and the right patient
<! <! <! <! <! <! <! <! <! <! <! <! <! <!
c. Right patient, right strength, right diagnosis, right drug, and right route
<! <! <! <! <! <! <! <! <! <!
d. Right patient, right diagnosis, right drug, right route, and right time
<! <! <! <! <! <! <! <! <! <!
ANS: A <!
The traditional Five Rights of medication administration were considered to be Right drug, Right route, Right dose, Right time, and R
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ight patient. Right effect, right strength, and right diagnosis are not part of the traditional Five Rights.
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
DIF: Cognitive Level: Comprehension <! <!
8. What correctly describes the nursing process?
<! <! <! <! <!
a. Diagnosing, planning, assessing, implementing, and finally evaluating <! <! <! <! <! <!
b. Assessing, then diagnosing, implementing, and ending with evaluating <! <! <! <! <! <! <!
c. A linear direction that begins with assessing and continues through diagnosing
<! <! <! <! <! <! <! <! <! <!
, planning, and finally implementing
<! <! <! <!
d. An ongoing process that begins with assessing and continues with diagnosing
<! <! <! <! <! <! <! <! <! <!
, planning, implementing, and evaluating
<! <! <! <!
ANS: D <!
The nursing process is an ongoing, flexible, adaptable, and adjustable five-
<! <! <! <! <! <! <! <! <! <!
step process that begins with assessing and continues through diagnosing, planning, implementing, and finally evaluating, which
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <
may then lead back to any of the other phases.
! <! <! <! <! <! <! <! <! <!
DIF: Cognitive Level: Application <! <!
9. When the nurse is considering the timing of a drug dose, which is most important to assess?
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
a. The patient’s identification <! <!
b. The patient’s weight <! <!
c. The patient’s last meal <! <! <!
d. Any drug or food allergies <! <! <! <!
ANS: C <!
The pharmacokinetic and pharmacodynamic properties of the drug need to be assessed with regard to any drug–
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
food interactions or compatibility issues. The patient’s identification, weight, and drug or food allergies are not affected by the drug’s
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
timing.
<!
DIF: Cognitive Level: Application <! <!
10. The nurse is writing nursing diagnoses for a plan of care. Which reflects the correct format for her nursing diagnosis?
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
a. Anxiety
b. Anxiety related to new drug therapy <! <! <! <! <!
c. Anxiety related to anxious feelings about drug therapy, as evidenced b
<! <! <! <! <! <! <! <! <! <!
y statements such as “I’m upset about having to give myself shots”
<! <! <! <! <! <! <! <! <! <! <!
d. Anxiety related to new drug therapy, as evidenced by statements such as “I’
<! <! <! <! <! <! <! <! <! <! <! <!
m upset about having to give myself shots”
<! <! <! <! <! <! <!
ANS: D <!
Formulation of nursing diagnoses is usually a three- <! <! <! <! <! <! <!
step process. The only complete answer is “Anxiety related to new drug therapy, as evidenced by statements such as ‘I’m upset a
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
bout having to give myself shots.’” The answer “Anxiety” is missing the “related to” and “as evidenced by” portions. The answe
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
r “Anxiety related to new drug therapy” is missing the “as evidenced by” portion of defining characteristics. The “related to” sect
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
ion in “Anxiety related to anxious feelings about drug therapy, as evidenced by statements such as ‘I’m upset about having to giv
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
e myself shots’” is simply a restatement of the problem “anxiety,” not a separate factor related to the response.
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
DIF: Cognitive Level: Analysis <! <!
OTHER
1. Place the phases of the nursing process in the correct order, starting with the first phase.
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
a. Planning
b. Evaluation
c. Assessment
d. Implementation
e. Diagnosing
ANS:
C, E, A, D, B
<! <! <! <!
DIF: Cognitive Level: Analysis <! <!
Chapter 02: Pharmacological Principles
<! <! <!
Downloaded<!by<!Sylvester<!Kanyi<!()
, lOMoARcPSD| 13728229
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 5th Edition
<! <! <! <! <! <! <! <! <!
MULTIPLE CHOICE <!
1. A patient is receiving two different drugs, which, at their current dose forms and dosages, are both absorbed into the circulation
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
in identical amounts. Which term best denotes that the drugs have the same absorption rates?
<! <! <! <! <! <! <! <! <! <! <! <! <! <!
a. Equivalent
b. Synergistic
c. Compatible
d. Bioequivalent
ANS: D <!
Two drugs absorbed into the circulation at the same amount (in specific dosage forms) have the same bioavailability; thus, they ar
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
e bioequivalent. “Equivalent” is incorrect because the term “bioavailability” is used to express the extent of drug absorption. “Sy
<! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <! <!
nergistic” is incorrect because this term refers to two drugs given together whose resulting effect is greater than the sum of the ef
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fects of each drug given alone. “Compatible” is incorrect because this term is a general term used to indicate that two substances
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do not have a chemical reaction when mixed (or given, in the case of drugs) together.
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DIF: Cognitive Level: Comprehension <! <!
2. A patient is receiving medication via intravenous injection. Which information should the nurse provide for patient education?
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a. The medication will cause fewer adverse effects when given intravenously.
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b. The medication will be absorbed slowly into the tissues over time.
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c. The medication’s action will begin faster when given intravenously.
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d. Most of the drug is inactivated by the liver before it reaches the target area.
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ANS: C <!
Intravenous injections are the fastest route of absorption. The intravenous route does not affect the number of adverse effects, the
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intravenous route is not a slow route of absorption, and the intravenous route does not cause inactivation of the drug by the live
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r before it reaches the target area.
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DIF: Cognitive Level: Comprehension <! <!
3. Which is true regarding parenteral drugs?
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a. They bypass the first-pass effect. <! <! <! <!
b. They decrease blood flow to the stomach. <! <! <! <! <! <!
c. They are altered by the presence of food in the stomach.
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d. They exert their effects while circulating in the bloodstream.
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ANS: A <!
Drugs given by the parenteral route bypass the first-
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pass effect, but they still must be absorbed into cells and tissues before they can exert their effects. Enteral drugs (drugs taken ora
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lly), not parenteral drugs, decrease blood flow to the stomach and are altered by the presence of food in the stomach. Parenteral
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drugs must be absorbed into cells and tissues from the circulation before they can exert their effects; they do not exert their effec
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ts while circulating in the bloodstream.
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DIF: Cognitive Level: Analysis <! <!
4. A drug’s half-life is best defined as
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a. The time it takes for the drug to elicit half its therapeutic response.
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b. The time it takes one- <! <! <! <!
half of the original amount of a drug to reach the target cells.
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c. The time it takes one- <! <! <! <!
half of the original amount of a drug to be removed from the body.
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d. The time it takes one- <! <! <! <!
half of the original amount of a drug to be absorbed into the circulation.
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ANS: C <!
A drug’s half-life is the time it takes for one-
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half of the original amount of a drug to be removed from the body. It is a measure of the rate at which drugs are removed from t
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he body. Answers A, B, and D are not correct definitions of a drug’s half-life.
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DIF: Cognitive Level: Comprehension <! <!
5. The term “duration of action” is best defined as
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a. The time it takes for the drug to elicit a therapeutic response.
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b. The time it takes a drug to reach its maximum therapeutic response.
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c. The length of time it takes to remove a drug from circulation.
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d. The time during which drug concentration is sufficient to elicit a therapeuti
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c response.
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ANS: D <!
Duration of action is the time during which drug concentration is sufficient to elicit a therapeutic response. The time it takes for
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a drug to elicit a therapeutic response is the drug’s “onset of action.” The time it takes a drug to reach its maximum therapeutic
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response is a drug’s “peak effect.” “The length of time it takes to remove a drug from circulation” defines a drug’s elimination a
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nd does not correctly define a drug’s duration of action.
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DIF: Cognitive Level: Comprehension <! <!
6. A drug interacts with enzymes by
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a. altering cell membrane permeability. <! <! <!
b. “fooling” a receptor on the cell wall. <! <! <! <! <! <!
c. enhancing the drug’s effectiveness within the cells. <! <! <! <! <! <!
d. “fooling” the enzyme into binding with it instead of its normal target cell. <! <! <! <! <! <! <! <! <! <! <! <!
ANS: D <!
When drugs interact with enzymes, they inhibit the action of a specific enzyme by “fooling” the enzyme into binding to it instea
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