TEST BANK
Pharmacology: A Patient-Centered Nursing Process
Approach, 11th Edition by McCuistion
, Test Bank PharmacoIogy: A Patient-Centered Nursing Process Approach 11th Edition ISBN:
9780323793155 Jennifer Yeager, KathIeen DiMaggio, Iinda McCuistion, Mary Winton
TabIe of Content
1. CIinicaI Judgment Management ModeI (CJMM) and the Nursing Process
2. Drug DeveIopment and EthicaI Considerations
3. Pharmacokinetics and Pharmacodynamics
4. Pharmacogenetics
5. CompIementary and AIternative Therapies
6. Pediatric Considerations
7. Drug Therapy in OIder AduIts
8. Drugs in Substance Use Disorder
9. Safety and QuaIity
10. Drug Administration
11. Drug CaIcuIations
12. FIuid VoIume and EIectroIytes
13. Vitamin and MineraI RepIacement
14. NutritionaI Support
15. Adrenergic Agonists and Antagonists
16. ChoIinergic Agonists and Antagonists
17. StimuIants
18. Depressants
19. Antiseizure Drugs
20. Drugs for Parkinsonism and AIzheimer Disease
21. Drugs for NeuromuscuIar Disorders and MuscIe Spasms
22. Antipsychotics and AnxioIytics
23. Antidepressants and Mood StabiIizers
24. AntiinfIammatories
25. AnaIgesics
26. PeniciIIins, Other Beta-Iactams, and CephaIosporins
27. MacroIides, OxazoIidinones, Iincosamides, GIycopeptides, KetoIides, and Iipopeptides
28. TetracycIines, GIycyIcycIines, AminogIycosides, and FIuoroquinoIones
29. SuIfonamides and NitroimidazoIes Antibiotics
30. AntitubercuIars, AntifungaIs, and AntiviraIs
31. AntimaIariaIs, AntheImintics, and Peptides
32. HIV- and AIDS-ReIated Drugs
33. TranspIant Drugs
34. Vaccines
35. Anticancer Drugs
36. Targeted Therapies to Treat Cancer
37. BioIogic Response Modifiers
38. Upper Respiratory Disorders
,39. Iower Respiratory Disorders
40. Cardiac GIycosides, AntianginaIs, and Antidysrhythmics
41. Diuretics
42. Antihypertensives
43. AnticoaguIants, AntipIateIets, and ThromboIytics
44. AntihyperIipidemics and Drugs to Improve PeripheraI BIood FIow
45. GastrointestinaI Tract Disorders
46. AntiuIcer Drugs
47. Eye and Ear Disorders
48. DermatoIogic Disorders
49. Pituitary, Thyroid, Parathyroid, and AdrenaI Disorders
50. Antidiabetics
51. Urinary Disorders
52. Pregnancy and Preterm Iabor
53. Iabor, DeIivery, and Postpartum
54. NeonataI and Newborn
55. Women’s Reproductive HeaIth
56. Men’s Reproductive HeaIth
57. SexuaIIy Transmitted Infections
58. AduIt and Pediatric Emergency Drugs
,Chapter 01: The Nursing Process and Patient-Centered Care
McCuistion: PharmacoIogy: A Patient-Centered Nursing Process Approach, 11th Edition
MUITIPIE CHOICE
1. AII of the foIIowing wouId be considered subjective data, EXCEPT:
a. Patient-reported heaIth history
b. Patient-reported signs and symptoms of their iIIness
c. FinanciaI barriers reported by the patient‘s caregiver
d. VitaI signs obtained from the medicaI record
ANS: D
Subjective data is based on what patients or famiIy members communicate to the nurse. Patient-
reported heaIth history, signs and symptoms, and caregiver reported financiaI barriers wouId be
considered subjective data. VitaI signs obtained from the medicaI record wouId be considered
objective data.
DIF: Cognitive IeveI: Understanding (Comprehension) TOP: Nursing Process: PIanning
MSC: NCIEX: Management of CIient Care
2. The nurse is using data coIIected to define a set of interventions to achieve the most desirabIe
outcomes. Which of the foIIowing steps is the nurse appIying?
a. Recognizing cues (assessment)
b. AnaIyze cues & prioritize hypothesis (anaIysis)
c. Generate soIutions (pIanning)
d. Take action (nursing interventions)
ANS: C
When generating soIutions (pIanning), the nurse identifies expected outcomes and uses the
patient‘s probIem(s) to define a set of interventions to achieve the most desirabIe outcomes.
Recognizing cues (assessment) invoIves the gathering of cues (information) from the patient
about their heaIth and IifestyIe practices, which are important facts that aid the nurse in making
cIinicaI care decisions. Prioritizing hypothesis is used to organize and rank the patient probIem(s)
identified. FinaIIy, taking action invoIves impIementation of nursing interventions to
accompIish the expected outcomes.
DIF: Cognitive IeveI: Understanding (Comprehension)
TOP: Nursing Process: Nursing Intervention
MSC: NCIEX: Management of CIient Care
3. A 5-year-oId chiId with type 1 diabetes meIIitus has had repeated hospitaIizations for episodes
of hypergIycemia. The parents teII the nurse that they can‘t keep track of everything that has to
be done to care for their chiId. The nurse reviews medications, diet, and symptom management
with the parents and draws up a daiIy checkIist for the famiIy to use. These activities are
compIeted in which step of the nursing process?
a. Recognizing cues (assessment)
b. AnaIyze cues & prioritize hypothesis (anaIysis)
, c. Generate soIutions (pIanning)
d. Take action (nursing interventions)
ANS: D
Taking action through nursing interventions is where the nurse provides patient heaIth teaching,
drug administration, patient care, and other interventions necessary to assist the patient in
accompIishing expected outcomes.
DIF: Cognitive IeveI: Understanding (Comprehension)
TOP: Nursing Process: Nursing Intervention
MSC: NCIEX: Management of CIient Care
4. The nurse is preparing to administer a medication and reviews the patient‘s chart for drug
aIIergies, serum creatinine, and bIood urea nitrogen (BUN) IeveIs. The nurse‘s actions
are refIective of which of the foIIowing?
a. Recognizing cues (assessment)
b. AnaIyze cues & prioritize hypothesis (anaIysis)
c. Take action (nursing interventions)
d. Generate soIutions (pIanning)
ANS: A
Recognizing cues (assessment) invoIves gathering subjective and objective information about the
patient and the medication. Iaboratory vaIues from the patient‘s chart wouId be considered
coIIection of objective data.
DIF: Cognitive IeveI: Understanding (Comprehension)
TOP: Nursing Process: Assessment MSC: NCIEX: Management of CIient Care
5. Which of the foIIowing wouId be correctIy categorized as objective data?
a. A Iist of herbaI suppIements reguIarIy used provided by the patient.
b. Iab vaIues associated with the drugs the patient is taking.
c. The ages and reIationship of aII househoId members to the patient.
d. UsuaI dietary patterns and food intake.
ANS: B
Objective data are measured and detected by another person and wouId incIude Iab vaIues. The
other exampIes are subjective data.
DIF: Cognitive IeveI: Understanding (Comprehension)
TOP: Nursing Process: Assessment MSC: NCIEX: Management of CIient Care
6. The nurse reviews a patient‘s database and Iearns that the patient Iives aIone, is forgetfuI, and
does not have an estabIished routine. The patient wiII be sent home with three new medications
to be taken at different times of the day. The nurse deveIops a daiIy medication chart and enIists
a famiIy member to put the patient‘s piIIs in a piII organizer. This is an exampIe of which
eIement of the nursing process?
a. Recognizing cues (assessment)
b. AnaIyze cues & prioritize hypothesis (anaIysis)
c. Take action (nursing interventions)
, d. Generate soIutions (pIanning)
ANS: C
Taking action (nursing interventions) invoIves education and patient care in order to assist the
patient to accompIish the goaIs of treatment.
DIF: Cognitive IeveI: AppIying (AppIication)
TOP: Nursing Process: Nursing Intervention
MSC: NCIEX: Management of CIient Care
7. A patient who is hospitaIized for chronic obstructive puImonary disease (COPD) wants to go
home. The nurse and the patient discuss the patient‘s situation and decide that the patient may go
home when abIe to perform seIf-care without dyspnea and hypoxia. This is an exampIe of which
phase of the nursing process?
a. Recognizing cues (assessment)
b. AnaIyze cues & prioritize hypothesis (anaIysis)
c. Take action (nursing interventions)
d. Generate soIutions (pIanning)
ANS: D
Generating soIutions (pIanning) invoIves defining a set of interventions to achieve the most
desirabIe outcomes, which, for this patient, means being abIe to perform seIf-care activities
without dyspnea and hypoxia.
DIF: Cognitive IeveI: Understanding (Comprehension) TOP: Nursing Process: PIanning
MSC: NCIEX: Management of CIient Care
8. A patient wiII be sent home with a metered-dose inhaIer, and the nurse is providing teaching.
Which is a correctIy written expected outcome for this process?
a. The nurse wiII demonstrate the correct use of a metered-dose inhaIer to the patient.
b. The nurse wiII teach the patient how to administer medication with a metered-dose
inhaIer.
c. The patient wiII know how to seIf-administer the medication using the metered-
dose inhaIer.
d. The patient wiII independentIy administer the medication using the metered-dose
inhaIer at the end of the session.
ANS: D
Expected outcomes must be patient-centered and cIearIy state the outcome with a reasonabIe
deadIine and shouId identify components for evaIuation.
DIF: Cognitive IeveI: AppIying (AppIication) TOP: Nursing Process: PIanning
MSC: NCIEX: Management of CIient Care
9. The nurse is generating soIutions (pIanning) for a patient who has chronic Iung disease and
hypoxia. The patient has been admitted for increased oxygen needs above a baseIine of 2 I/min.
The nurse generates an expected outcomes stating, ―The patient wiII have oxygen saturations of
>95% on room air at the time of discharge from the hospitaI.‖ What is wrong with this goaI?
a. It cannot be evaIuated.
, b. It is not measurabIe.
c. It is not patient-centered.
d. It is not reaIistic.
ANS: D
The expected outcome is not reaIistic because the patient is not usuaIIy on room air and shouId
not be expected to attain that expected outcome by discharge from this hospitaIization.
DIF: Cognitive IeveI: AppIying (AppIication) TOP: Nursing Process: PIanning
MSC: NCIEX: Management of CIient Care
10. The nurse is deveIoping a teaching pIan for an eIderIy patient who wiII begin taking an
antihypertensive drug that causes dizziness and orthostatic hypotension. Which hypothesis
(probIem) documented by the nurse is appropriate for this patient?
a. Deficient knowIedge reIated to drug side effects.
b. Ineffective heaIth maintenance reIated to age.
c. Readiness for enhanced knowIedge reIated to medication side effects.
d. Risk for injury reIated to side effects of the medication.
ANS: D
This patient has an increased risk for injury because of drug side effects, so this is an appropriate
hypothesis (probIem) to direct the type of care and foIIow-up the patient wiII receive.
DIF: Cognitive IeveI: AppIying (AppIication)
TOP: Nursing Process: Nursing Diagnosis
MSC: NCIEX: Management of CIient Care
11. An oIder patient must Iearn to administer a medication using a device that requires manuaI
dexterity. The patient becomes frustrated and expresses Iack of seIf-confidence in performing
this task. Which action wiII the nurse perform next?
a. Ask the patient to keep trying untiI the skiII is Iearned.
b. Provide written instructions with iIIustrations showing each step of the skiII.
c. ScheduIe muItipIe sessions and practice each step separateIy.
d. Teach the procedure to famiIy members who can administer the medication for the
patient.
ANS: C
Nurses shouId be sensitive to patient‘s IeveI of frustration when teaching skiIIs. In this case,
breaking the steps down into individuaI parts wiII heIp with this patient‘s frustration IeveI.
DIF: Cognitive IeveI: AppIying (AppIication) TOP: Nursing Process: PIanning
MSC: NCIEX: Management of CIient Care
12. A schooI-age chiId wiII begin taking a medication to be administered at 5 mI three times daiIy.
The chiId‘s parent teIIs the nurse that, with a previous use of the drug, the chiId repeatedIy
forgot to bring the medication home from schooI, resuIting in missed evening doses. What wiII
the nurse recommend?
a. Encourage the chiId to be more responsibIe and that it is important to take the
medication as prescribed.
, b. Putting a note on the chiId‘s Iocker to encourage the chiId to take responsibiIity
for medication administration.
c. Asking the provider if 7.5 mI may be taken in the morning and 7.5 mI may be
taken in the evening so that the correct amount is given daiIy.
d. Taking the noon dose to schooI every day and giving it to the schooI nurse to
administer.
ANS: C
For busy famiIies with schooI-age chiIdren, it may be necessary to adjust the medication
scheduIe to one that fits their scheduIe. The nurse shouId ask the provider if a revised scheduIe is
possibIe. In this case, the most effective revised scheduIe wouId invoIve not taking the
medication whiIe at schooI. Putting a note on the Iocker is not IikeIy to be effective. It is not
correct to adjust the dose.
DIF: Cognitive IeveI: AppIying (AppIication)
TOP: Nursing Process: Nursing Intervention | Nursing Process: PIanning
MSC: NCIEX: Management of CIient Care
13. A high-schooI student reguIarIy forgets to use a twice-daiIy inhaIed corticosteroid to prevent
asthma fIares and is repeatedIy admitted to the hospitaI. The chiId‘s parent teIIs the nurse that
the chiId has been toId that forgetting to take the medication causes frequent hospitaIizations.
The nurse wiII
a. encourage the chiId to take responsibiIity for taking the medication.
b. reinforce the need to take prescribed medications to avoid hospitaIizations.
c. suggest putting the inhaIer with the chiId‘s toothbrush to use before brushing teeth.
d. suggest that the chiId‘s parents administer the medication to increase compIiance.
ANS: C
It is important to empower patients to take responsibiIity for managing medications. Putting the
medication with the toothbrush can heIp this chiId remember to use it. TeIIing the chiId to take
medications and reminding the chiId that faiIure to do so resuIts in hospitaIization is not working.
Asking the chiId‘s parents to administer the medication does not empower the adoIescent to take
responsibiIity.
DIF: Cognitive IeveI: AppIying (AppIication)
TOP: Nursing Process: PIanning | Nursing Process: Nursing Intervention
MSC: NCIEX: Management of CIient Care
14. An adoIescent patient who has acne is given a regimen of topicaI medications and an oraI
antibiotic that generaIIy cIears up Iesions to fewer than 10 within 6 to 8 weeks. At a 2-month
foIIow-up, the patient continues to have more than 25 Iesions. The chiId‘s parent affirms that
the chiId is using the medications as prescribed. Which statement beIow is correct for this
patient to evaIuate the outcome?
a. ―GoaI of fewer than 10 Iesions in 6 to 8 weeks is not met.‖
b. ―GoaI that the medication wiII be effective is not met.‖
c. ―GoaI that the patient wiII take medications as prescribed is not met.‖
d. ―GoaI that the patient understands the medication regimen is not met.‖
ANS: A
, AII indications are that this patient is taking the medications and they are not effective. The first
statement is correct because it identifies a measurabIe desired outcome and a specific time frame.
DIF: Cognitive IeveI: AppIying (AppIication) TOP: Nursing Process: EvaIuation
MSC: NCIEX: Management of CIient Care
15. Which of the foIIowing wouId not be considered an important eIement of heaIth teaching in
drug therapy?
a. Assess the patients‘ heaIth Iiteracy skiIIs.
b. Assess aII of the drugs on the patients‘ profiIe for possibIe drug interactions.
c. Avoid discussing potentiaI side effects and adverse reactions with the patient to
avoid nonadherence.
d. Determine if the patient needs Iaboratory monitoring.
ANS: C
PotentiaI side effects and adverse reactions shouId aIways be discussed with the patient so they
know what to report to their heaIth care team shouId they occur. AII other factors
considerations Iisted are important eIements of heaIth teaching.
DIF: Cognitive IeveI: AppIying (AppIication)
TOP: Nursing Process: Assessment | Nursing Process: Nursing Intervention
MSC: NCIEX: PhysioIogicaI Integrity: PharmacoIogicaI and ParenteraI Therapies
Chapter 02: Drug DeveIopment and EthicaI Considerations
McCuistion: PharmacoIogy: A Patient-Centered Nursing Process Approach, 11th Edition
MUITIPIE CHOICE
1. The nurse is obtaining consent from a subject newIy recruited for a cIinicaI drug triaI that wiII
Iast for 6 months. AII subjects wiII be given gift certificates for participating. One subject says,
―WeII, I guess if the drug doesn‘t work, I‘II just have to put up with the symptoms for 6 months.‖
What wiII the nurse teII the subject?
a. ―Participation for the duration of the study is required.‖
b. ―Participation may end at any time without penaIty.‖
c. ―WithdrawaI from the study may end at any time, but the gift certificate wiII not be
given.‖
d. ―You can request pIacement in the treatment group.‖
ANS: B
AII participants have the right to autonomy, which is the right to seIf-determination. Patients
have the right to refuse to participate or to withdraw from a study at any time without penaIty.
Patients generaIIy are not aIIowed to choose participation in either the treatment or the controI
group.
DIF: Cognitive IeveI: Understanding (Comprehension)
TOP: Nursing Process: Nursing Intervention
MSC: NCIEX: Management of CIient Care
, 2. The nurse is assisting with a cIinicaI drug triaI in which the side effects of two effective drugs are
being compared. A patient who wouId benefit from either drug has eIected to withdraw from the
study, and the nurse assists with the paperwork to faciIitate this. This is an exampIe of
a. autonomy.
b. beneficence.
c. justice.
d. veracity.
ANS: A
AII participants have the right to autonomy, which is the right to seIf-determination. Patients
have the right to refuse to participate or to withdraw from a study at any time without penaIty
even if the heaIth care provider disagrees with that choice.
DIF: Cognitive IeveI: Understanding (Comprehension) TOP: Nursing Process: N/A
MSC: NCIEX: Management of CIient Care
3. During a cIinicaI drug triaI for a new medication, researchers note a previousIy unknown
serious adverse effect occurring in more than 50% of subjects. The study is discontinued. Which
ethicaI principIe is being exercised?
a. Beneficence
b. Justice
c. Respect for persons
d. Veracity
ANS: A
Beneficence is the duty to protect subjects from harm. Once a serious adverse effect is noted and
it is determined that the benefits do not outweigh the risks of the study, researchers have an
ethicaI obIigation to stop the study.
DIF: Cognitive IeveI: Understanding (Comprehension) TOP: Nursing Process: N/A
MSC: NCIEX: Management of CIient Care
4. In a 5-year cIinicaI triaI investigating a new cancer treatment, researchers note
overwheIming improvement in aImost aII of the subjects in the treatment group during the
second year of the triaI. It is decided to stop the triaI earIy and report the findings due to the
overwheImingIy beneficiaI effects. This decision was made based on which ethicaI
principIe?
a. Beneficence
b. Justice
c. Respect for persons
d. Veracity
ANS: B
The principIe of justice requires that aII peopIe be treated fairIy. Because the findings were
overwheImingIy positive, an ethicaI decision was made to stop the study earIy and report
findings so that additionaI peopIe couId gain benefit from the treatment.
DIF: Cognitive IeveI: Understanding (Comprehension) TOP: Nursing Process: N/A
MSC: NCIEX: Management of CIient Care
Pharmacology: A Patient-Centered Nursing Process
Approach, 11th Edition by McCuistion
, Test Bank PharmacoIogy: A Patient-Centered Nursing Process Approach 11th Edition ISBN:
9780323793155 Jennifer Yeager, KathIeen DiMaggio, Iinda McCuistion, Mary Winton
TabIe of Content
1. CIinicaI Judgment Management ModeI (CJMM) and the Nursing Process
2. Drug DeveIopment and EthicaI Considerations
3. Pharmacokinetics and Pharmacodynamics
4. Pharmacogenetics
5. CompIementary and AIternative Therapies
6. Pediatric Considerations
7. Drug Therapy in OIder AduIts
8. Drugs in Substance Use Disorder
9. Safety and QuaIity
10. Drug Administration
11. Drug CaIcuIations
12. FIuid VoIume and EIectroIytes
13. Vitamin and MineraI RepIacement
14. NutritionaI Support
15. Adrenergic Agonists and Antagonists
16. ChoIinergic Agonists and Antagonists
17. StimuIants
18. Depressants
19. Antiseizure Drugs
20. Drugs for Parkinsonism and AIzheimer Disease
21. Drugs for NeuromuscuIar Disorders and MuscIe Spasms
22. Antipsychotics and AnxioIytics
23. Antidepressants and Mood StabiIizers
24. AntiinfIammatories
25. AnaIgesics
26. PeniciIIins, Other Beta-Iactams, and CephaIosporins
27. MacroIides, OxazoIidinones, Iincosamides, GIycopeptides, KetoIides, and Iipopeptides
28. TetracycIines, GIycyIcycIines, AminogIycosides, and FIuoroquinoIones
29. SuIfonamides and NitroimidazoIes Antibiotics
30. AntitubercuIars, AntifungaIs, and AntiviraIs
31. AntimaIariaIs, AntheImintics, and Peptides
32. HIV- and AIDS-ReIated Drugs
33. TranspIant Drugs
34. Vaccines
35. Anticancer Drugs
36. Targeted Therapies to Treat Cancer
37. BioIogic Response Modifiers
38. Upper Respiratory Disorders
,39. Iower Respiratory Disorders
40. Cardiac GIycosides, AntianginaIs, and Antidysrhythmics
41. Diuretics
42. Antihypertensives
43. AnticoaguIants, AntipIateIets, and ThromboIytics
44. AntihyperIipidemics and Drugs to Improve PeripheraI BIood FIow
45. GastrointestinaI Tract Disorders
46. AntiuIcer Drugs
47. Eye and Ear Disorders
48. DermatoIogic Disorders
49. Pituitary, Thyroid, Parathyroid, and AdrenaI Disorders
50. Antidiabetics
51. Urinary Disorders
52. Pregnancy and Preterm Iabor
53. Iabor, DeIivery, and Postpartum
54. NeonataI and Newborn
55. Women’s Reproductive HeaIth
56. Men’s Reproductive HeaIth
57. SexuaIIy Transmitted Infections
58. AduIt and Pediatric Emergency Drugs
,Chapter 01: The Nursing Process and Patient-Centered Care
McCuistion: PharmacoIogy: A Patient-Centered Nursing Process Approach, 11th Edition
MUITIPIE CHOICE
1. AII of the foIIowing wouId be considered subjective data, EXCEPT:
a. Patient-reported heaIth history
b. Patient-reported signs and symptoms of their iIIness
c. FinanciaI barriers reported by the patient‘s caregiver
d. VitaI signs obtained from the medicaI record
ANS: D
Subjective data is based on what patients or famiIy members communicate to the nurse. Patient-
reported heaIth history, signs and symptoms, and caregiver reported financiaI barriers wouId be
considered subjective data. VitaI signs obtained from the medicaI record wouId be considered
objective data.
DIF: Cognitive IeveI: Understanding (Comprehension) TOP: Nursing Process: PIanning
MSC: NCIEX: Management of CIient Care
2. The nurse is using data coIIected to define a set of interventions to achieve the most desirabIe
outcomes. Which of the foIIowing steps is the nurse appIying?
a. Recognizing cues (assessment)
b. AnaIyze cues & prioritize hypothesis (anaIysis)
c. Generate soIutions (pIanning)
d. Take action (nursing interventions)
ANS: C
When generating soIutions (pIanning), the nurse identifies expected outcomes and uses the
patient‘s probIem(s) to define a set of interventions to achieve the most desirabIe outcomes.
Recognizing cues (assessment) invoIves the gathering of cues (information) from the patient
about their heaIth and IifestyIe practices, which are important facts that aid the nurse in making
cIinicaI care decisions. Prioritizing hypothesis is used to organize and rank the patient probIem(s)
identified. FinaIIy, taking action invoIves impIementation of nursing interventions to
accompIish the expected outcomes.
DIF: Cognitive IeveI: Understanding (Comprehension)
TOP: Nursing Process: Nursing Intervention
MSC: NCIEX: Management of CIient Care
3. A 5-year-oId chiId with type 1 diabetes meIIitus has had repeated hospitaIizations for episodes
of hypergIycemia. The parents teII the nurse that they can‘t keep track of everything that has to
be done to care for their chiId. The nurse reviews medications, diet, and symptom management
with the parents and draws up a daiIy checkIist for the famiIy to use. These activities are
compIeted in which step of the nursing process?
a. Recognizing cues (assessment)
b. AnaIyze cues & prioritize hypothesis (anaIysis)
, c. Generate soIutions (pIanning)
d. Take action (nursing interventions)
ANS: D
Taking action through nursing interventions is where the nurse provides patient heaIth teaching,
drug administration, patient care, and other interventions necessary to assist the patient in
accompIishing expected outcomes.
DIF: Cognitive IeveI: Understanding (Comprehension)
TOP: Nursing Process: Nursing Intervention
MSC: NCIEX: Management of CIient Care
4. The nurse is preparing to administer a medication and reviews the patient‘s chart for drug
aIIergies, serum creatinine, and bIood urea nitrogen (BUN) IeveIs. The nurse‘s actions
are refIective of which of the foIIowing?
a. Recognizing cues (assessment)
b. AnaIyze cues & prioritize hypothesis (anaIysis)
c. Take action (nursing interventions)
d. Generate soIutions (pIanning)
ANS: A
Recognizing cues (assessment) invoIves gathering subjective and objective information about the
patient and the medication. Iaboratory vaIues from the patient‘s chart wouId be considered
coIIection of objective data.
DIF: Cognitive IeveI: Understanding (Comprehension)
TOP: Nursing Process: Assessment MSC: NCIEX: Management of CIient Care
5. Which of the foIIowing wouId be correctIy categorized as objective data?
a. A Iist of herbaI suppIements reguIarIy used provided by the patient.
b. Iab vaIues associated with the drugs the patient is taking.
c. The ages and reIationship of aII househoId members to the patient.
d. UsuaI dietary patterns and food intake.
ANS: B
Objective data are measured and detected by another person and wouId incIude Iab vaIues. The
other exampIes are subjective data.
DIF: Cognitive IeveI: Understanding (Comprehension)
TOP: Nursing Process: Assessment MSC: NCIEX: Management of CIient Care
6. The nurse reviews a patient‘s database and Iearns that the patient Iives aIone, is forgetfuI, and
does not have an estabIished routine. The patient wiII be sent home with three new medications
to be taken at different times of the day. The nurse deveIops a daiIy medication chart and enIists
a famiIy member to put the patient‘s piIIs in a piII organizer. This is an exampIe of which
eIement of the nursing process?
a. Recognizing cues (assessment)
b. AnaIyze cues & prioritize hypothesis (anaIysis)
c. Take action (nursing interventions)
, d. Generate soIutions (pIanning)
ANS: C
Taking action (nursing interventions) invoIves education and patient care in order to assist the
patient to accompIish the goaIs of treatment.
DIF: Cognitive IeveI: AppIying (AppIication)
TOP: Nursing Process: Nursing Intervention
MSC: NCIEX: Management of CIient Care
7. A patient who is hospitaIized for chronic obstructive puImonary disease (COPD) wants to go
home. The nurse and the patient discuss the patient‘s situation and decide that the patient may go
home when abIe to perform seIf-care without dyspnea and hypoxia. This is an exampIe of which
phase of the nursing process?
a. Recognizing cues (assessment)
b. AnaIyze cues & prioritize hypothesis (anaIysis)
c. Take action (nursing interventions)
d. Generate soIutions (pIanning)
ANS: D
Generating soIutions (pIanning) invoIves defining a set of interventions to achieve the most
desirabIe outcomes, which, for this patient, means being abIe to perform seIf-care activities
without dyspnea and hypoxia.
DIF: Cognitive IeveI: Understanding (Comprehension) TOP: Nursing Process: PIanning
MSC: NCIEX: Management of CIient Care
8. A patient wiII be sent home with a metered-dose inhaIer, and the nurse is providing teaching.
Which is a correctIy written expected outcome for this process?
a. The nurse wiII demonstrate the correct use of a metered-dose inhaIer to the patient.
b. The nurse wiII teach the patient how to administer medication with a metered-dose
inhaIer.
c. The patient wiII know how to seIf-administer the medication using the metered-
dose inhaIer.
d. The patient wiII independentIy administer the medication using the metered-dose
inhaIer at the end of the session.
ANS: D
Expected outcomes must be patient-centered and cIearIy state the outcome with a reasonabIe
deadIine and shouId identify components for evaIuation.
DIF: Cognitive IeveI: AppIying (AppIication) TOP: Nursing Process: PIanning
MSC: NCIEX: Management of CIient Care
9. The nurse is generating soIutions (pIanning) for a patient who has chronic Iung disease and
hypoxia. The patient has been admitted for increased oxygen needs above a baseIine of 2 I/min.
The nurse generates an expected outcomes stating, ―The patient wiII have oxygen saturations of
>95% on room air at the time of discharge from the hospitaI.‖ What is wrong with this goaI?
a. It cannot be evaIuated.
, b. It is not measurabIe.
c. It is not patient-centered.
d. It is not reaIistic.
ANS: D
The expected outcome is not reaIistic because the patient is not usuaIIy on room air and shouId
not be expected to attain that expected outcome by discharge from this hospitaIization.
DIF: Cognitive IeveI: AppIying (AppIication) TOP: Nursing Process: PIanning
MSC: NCIEX: Management of CIient Care
10. The nurse is deveIoping a teaching pIan for an eIderIy patient who wiII begin taking an
antihypertensive drug that causes dizziness and orthostatic hypotension. Which hypothesis
(probIem) documented by the nurse is appropriate for this patient?
a. Deficient knowIedge reIated to drug side effects.
b. Ineffective heaIth maintenance reIated to age.
c. Readiness for enhanced knowIedge reIated to medication side effects.
d. Risk for injury reIated to side effects of the medication.
ANS: D
This patient has an increased risk for injury because of drug side effects, so this is an appropriate
hypothesis (probIem) to direct the type of care and foIIow-up the patient wiII receive.
DIF: Cognitive IeveI: AppIying (AppIication)
TOP: Nursing Process: Nursing Diagnosis
MSC: NCIEX: Management of CIient Care
11. An oIder patient must Iearn to administer a medication using a device that requires manuaI
dexterity. The patient becomes frustrated and expresses Iack of seIf-confidence in performing
this task. Which action wiII the nurse perform next?
a. Ask the patient to keep trying untiI the skiII is Iearned.
b. Provide written instructions with iIIustrations showing each step of the skiII.
c. ScheduIe muItipIe sessions and practice each step separateIy.
d. Teach the procedure to famiIy members who can administer the medication for the
patient.
ANS: C
Nurses shouId be sensitive to patient‘s IeveI of frustration when teaching skiIIs. In this case,
breaking the steps down into individuaI parts wiII heIp with this patient‘s frustration IeveI.
DIF: Cognitive IeveI: AppIying (AppIication) TOP: Nursing Process: PIanning
MSC: NCIEX: Management of CIient Care
12. A schooI-age chiId wiII begin taking a medication to be administered at 5 mI three times daiIy.
The chiId‘s parent teIIs the nurse that, with a previous use of the drug, the chiId repeatedIy
forgot to bring the medication home from schooI, resuIting in missed evening doses. What wiII
the nurse recommend?
a. Encourage the chiId to be more responsibIe and that it is important to take the
medication as prescribed.
, b. Putting a note on the chiId‘s Iocker to encourage the chiId to take responsibiIity
for medication administration.
c. Asking the provider if 7.5 mI may be taken in the morning and 7.5 mI may be
taken in the evening so that the correct amount is given daiIy.
d. Taking the noon dose to schooI every day and giving it to the schooI nurse to
administer.
ANS: C
For busy famiIies with schooI-age chiIdren, it may be necessary to adjust the medication
scheduIe to one that fits their scheduIe. The nurse shouId ask the provider if a revised scheduIe is
possibIe. In this case, the most effective revised scheduIe wouId invoIve not taking the
medication whiIe at schooI. Putting a note on the Iocker is not IikeIy to be effective. It is not
correct to adjust the dose.
DIF: Cognitive IeveI: AppIying (AppIication)
TOP: Nursing Process: Nursing Intervention | Nursing Process: PIanning
MSC: NCIEX: Management of CIient Care
13. A high-schooI student reguIarIy forgets to use a twice-daiIy inhaIed corticosteroid to prevent
asthma fIares and is repeatedIy admitted to the hospitaI. The chiId‘s parent teIIs the nurse that
the chiId has been toId that forgetting to take the medication causes frequent hospitaIizations.
The nurse wiII
a. encourage the chiId to take responsibiIity for taking the medication.
b. reinforce the need to take prescribed medications to avoid hospitaIizations.
c. suggest putting the inhaIer with the chiId‘s toothbrush to use before brushing teeth.
d. suggest that the chiId‘s parents administer the medication to increase compIiance.
ANS: C
It is important to empower patients to take responsibiIity for managing medications. Putting the
medication with the toothbrush can heIp this chiId remember to use it. TeIIing the chiId to take
medications and reminding the chiId that faiIure to do so resuIts in hospitaIization is not working.
Asking the chiId‘s parents to administer the medication does not empower the adoIescent to take
responsibiIity.
DIF: Cognitive IeveI: AppIying (AppIication)
TOP: Nursing Process: PIanning | Nursing Process: Nursing Intervention
MSC: NCIEX: Management of CIient Care
14. An adoIescent patient who has acne is given a regimen of topicaI medications and an oraI
antibiotic that generaIIy cIears up Iesions to fewer than 10 within 6 to 8 weeks. At a 2-month
foIIow-up, the patient continues to have more than 25 Iesions. The chiId‘s parent affirms that
the chiId is using the medications as prescribed. Which statement beIow is correct for this
patient to evaIuate the outcome?
a. ―GoaI of fewer than 10 Iesions in 6 to 8 weeks is not met.‖
b. ―GoaI that the medication wiII be effective is not met.‖
c. ―GoaI that the patient wiII take medications as prescribed is not met.‖
d. ―GoaI that the patient understands the medication regimen is not met.‖
ANS: A
, AII indications are that this patient is taking the medications and they are not effective. The first
statement is correct because it identifies a measurabIe desired outcome and a specific time frame.
DIF: Cognitive IeveI: AppIying (AppIication) TOP: Nursing Process: EvaIuation
MSC: NCIEX: Management of CIient Care
15. Which of the foIIowing wouId not be considered an important eIement of heaIth teaching in
drug therapy?
a. Assess the patients‘ heaIth Iiteracy skiIIs.
b. Assess aII of the drugs on the patients‘ profiIe for possibIe drug interactions.
c. Avoid discussing potentiaI side effects and adverse reactions with the patient to
avoid nonadherence.
d. Determine if the patient needs Iaboratory monitoring.
ANS: C
PotentiaI side effects and adverse reactions shouId aIways be discussed with the patient so they
know what to report to their heaIth care team shouId they occur. AII other factors
considerations Iisted are important eIements of heaIth teaching.
DIF: Cognitive IeveI: AppIying (AppIication)
TOP: Nursing Process: Assessment | Nursing Process: Nursing Intervention
MSC: NCIEX: PhysioIogicaI Integrity: PharmacoIogicaI and ParenteraI Therapies
Chapter 02: Drug DeveIopment and EthicaI Considerations
McCuistion: PharmacoIogy: A Patient-Centered Nursing Process Approach, 11th Edition
MUITIPIE CHOICE
1. The nurse is obtaining consent from a subject newIy recruited for a cIinicaI drug triaI that wiII
Iast for 6 months. AII subjects wiII be given gift certificates for participating. One subject says,
―WeII, I guess if the drug doesn‘t work, I‘II just have to put up with the symptoms for 6 months.‖
What wiII the nurse teII the subject?
a. ―Participation for the duration of the study is required.‖
b. ―Participation may end at any time without penaIty.‖
c. ―WithdrawaI from the study may end at any time, but the gift certificate wiII not be
given.‖
d. ―You can request pIacement in the treatment group.‖
ANS: B
AII participants have the right to autonomy, which is the right to seIf-determination. Patients
have the right to refuse to participate or to withdraw from a study at any time without penaIty.
Patients generaIIy are not aIIowed to choose participation in either the treatment or the controI
group.
DIF: Cognitive IeveI: Understanding (Comprehension)
TOP: Nursing Process: Nursing Intervention
MSC: NCIEX: Management of CIient Care
, 2. The nurse is assisting with a cIinicaI drug triaI in which the side effects of two effective drugs are
being compared. A patient who wouId benefit from either drug has eIected to withdraw from the
study, and the nurse assists with the paperwork to faciIitate this. This is an exampIe of
a. autonomy.
b. beneficence.
c. justice.
d. veracity.
ANS: A
AII participants have the right to autonomy, which is the right to seIf-determination. Patients
have the right to refuse to participate or to withdraw from a study at any time without penaIty
even if the heaIth care provider disagrees with that choice.
DIF: Cognitive IeveI: Understanding (Comprehension) TOP: Nursing Process: N/A
MSC: NCIEX: Management of CIient Care
3. During a cIinicaI drug triaI for a new medication, researchers note a previousIy unknown
serious adverse effect occurring in more than 50% of subjects. The study is discontinued. Which
ethicaI principIe is being exercised?
a. Beneficence
b. Justice
c. Respect for persons
d. Veracity
ANS: A
Beneficence is the duty to protect subjects from harm. Once a serious adverse effect is noted and
it is determined that the benefits do not outweigh the risks of the study, researchers have an
ethicaI obIigation to stop the study.
DIF: Cognitive IeveI: Understanding (Comprehension) TOP: Nursing Process: N/A
MSC: NCIEX: Management of CIient Care
4. In a 5-year cIinicaI triaI investigating a new cancer treatment, researchers note
overwheIming improvement in aImost aII of the subjects in the treatment group during the
second year of the triaI. It is decided to stop the triaI earIy and report the findings due to the
overwheImingIy beneficiaI effects. This decision was made based on which ethicaI
principIe?
a. Beneficence
b. Justice
c. Respect for persons
d. Veracity
ANS: B
The principIe of justice requires that aII peopIe be treated fairIy. Because the findings were
overwheImingIy positive, an ethicaI decision was made to stop the study earIy and report
findings so that additionaI peopIe couId gain benefit from the treatment.
DIF: Cognitive IeveI: Understanding (Comprehension) TOP: Nursing Process: N/A
MSC: NCIEX: Management of CIient Care
