Test Bank for Canadian Clincal NURSING Skills and Technique’s 10th Edition by Perry Patricia A. Potter

lO Mo A RcP S D|1 37282 29 TEST BANK - lOMoAR cPSD|13728229 Lilley’s Pharmacology for Canadian Health Care Practice, : Kara Sealock & Cydnee Seneviratne 4TH EDITION lO Mo A RcP S D|1 37282 29 1 TABLE OF CONTENT Chapter 1. Nursing Practice in Canada and Drug Therapy Chapter 2. Pharmacological Principles Chapter 3. Legal and Ethical Considerations Chapter 4. Patient -Focused Considerations Chapter 5. Gene Therapy and Pharmacogenomics Chapter 6. Medication Errors: Preventing and Responding Chapter 7. Patient Education and Drug Therapy Chapter 8. Over -the-Counter Drugs and Natural Health Products Chapter 9. Vitamins and Minerals Chapter 10. Principles of Drug Administration Chapter 11. Analgesic Drugs Chapter 12. General and Local An aesthetics Chapter 13. Central Nervous System Depressants and M uscle Relaxants Chapter 14. Central Nervous System Stimulants and Related Drugs Chapter 15. Antiepileptic Drugs Chapter 16. Antiparkinsonian Drugs Chapter 17. Psychotherapeutic Drugs Chapter 18. Substance Misuse Chapter 19. Adrenergic Drugs Chapter 20. Ad renergic -Blocking Drugs Chapter 21. Cholinergic Drugs Chapter 22. Cholinergic -Blocking Drugs Chapter 23. Antihypertensive Drugs Chapter 24. Antianginal Drugs Chapter 25. Heart Failure Drugs Chapter 26. Antidysrhythmic Drugs Chapter 27. Coagulation Modifi er Drugs Chapter 28. Antilipemic Drugs Chapter 29. Diuretic Drugs Chapter 30. Fluids and Electrolytes Chapter 31. Pituitary Drugs Chapter 32. Thyroid and Antithyroid Drugs Chapter 33. Antidiabetic Drugs Chapter 34. Adrenal Drugs Chapter 35. Women's Heal th Drugs Chapter 36. Men's Health Drugs Chapter 37. Antihistamines, Decongestants, Antitussives, and Expectorants Chapter 38. Respiratory Drugs Chapter 39. Acid -Controlling Drugs Chapter 40. Antidiarrheal Drugs and Laxatives Chapter 41. Antiemetic and A ntinausea Drugs Chapter 42. Nutritional Supplements Chapter 43. Antibiotics Part 1: Sulfonamides, Penicillin’s, Cephalosporins, Macrolides, and Tetracyclines lO Mo A RcP S D|1 37282 29 1 Chapter 44. Antibiotics Part 2: Aminoglycosides, Fluoroquinolones, and Other Drugs Chapter 45. Antiviral Drugs Chapter 46. Antitubercular Drugs Chapter 47. Antifungal Drugs Chapter 48. Antimalarial, Antiprotozoal, and Anthelmintic Drugs Chapter 49. Anti-inflammatory and Antigout Drugs Chapter 50. Immunosuppressant Drugs Chapter 51. Immunizing Drugs and Pandemic Preparedness Chapter 52. Antineoplastic Drugs Part 1: Cancer Overview and Cell Cycle - Specific Drugs Chapter 53. Antineoplastic Drugs Part 2: Cell Cycle - Nonspecific and Miscellaneous Drugs Chapter 54. Biological Response - Modifying Drugs and Antirheumatic Drugs Chapter 55. Anemia Drugs Chapter 56. Dermatological Drugs Chapter 57. Ophthalmic Drugs Chapter 58. Otic Drugs lO Mo A RcP S D|1 37282 29 1 Chapter 01: Nursing Practice in Canada and Drug Therapy Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 4th 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 SOLUTION: 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. DIFFERENCE: Cognitive Level: Knowledge 2. The patient is to receive oral furosemide (Lasix) every day; however, because the patient is unable to swallow, he cannot take 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” probl em SOLUTION: 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 “right time” problem because the ordered frequency has not changed. This is not a “right dose” problem because the do se is not related to an inability to swallow. This is not a “right medication” problem because the medication ordered will not change, just the route. DIFFERENCE: Cognitive Level: Application 3. TheNURSE has been monitoring the Patient’s progress on his new drug regimen since the first dose and has been documenting signs of possible adverse effects. What Nursing process phase is the NURSE practising? a. Planning b. Evaluation c. Implementation d. Nursing diagnosis SOLUTION: B Monitoring the Patient’s progress is part of the evaluation phase. Planning, implementation, and Nursing diagnosis are not illustrated by this example. DIFFERENCE: Cognitive Level: Application 4. TheNURSE 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. SOLUTION: D Having the patient demonstrate safe insulin self -administration technique is a specific and measurable outcome criterion. Following instructions and avoiding complications are not specific criteria. Adherence to the new insulin treatment regimen is not objective and would be difficult to measure. DIFFERENCE: 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. Provi ding 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 new treatment regimen SOLUTION: 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 reflects analysis of data as part of the planning phase. DIF: Cognitive Level: Analysis