TEST BANK \
Pharmacology for Nurses-A
\ \ \
Pathophysiologic Approach, 7th
\ \ \
Edition (Adams, 2025), Chapters 1
\ \ \ \ \
- 50
\ \
,TABLE OF COnTEnT/
\ \
,
, Pharmacology \for \nurses, \7e \(Adams) \Chapter
\1 \ Introduction \to \Pharmacology
1) A \nurse \is\reviewing \key \events \in \the \history\of\pharmacology \with\a \student
\nurse.Which2stud \ent \comment \indicates \an \understanding?
1. "Early \researchers \used \themselves \as \test \subjects."
2. "A \primary \goal \of \pharmacology \is2to \prevent \disease."
3. "Penicillin \is \one \of\the \initial \drugs \isolated\from \a\natural \source."
4. "Pharmacologists \began \synthesizing \drugs2in \the \laboratory \ in \the \nineteenthcentury."
ANS; \1 \Expla
\nation:
1. Some \early \researchers, \like \Friedrich \Serturner, \used \themselves \as \testsubjects.
2. An \early \goal\of \pharmacology \was \to\relieve \human \suffering.
3. Initial \drugs \isolated\from\complex \mixtures \included\morphine,\colchicine,curare,
\a \nd \cocaine, \but \not \penicillin.
4. By \the \twentieth \century, \pharmacologists \could\synthesize \drugs \in\thelaboratory
.
Page \Ref: \3
Cognitive \Level: \ Applying
Client \Need/Sub: \Physiological \Integrity: \Pharmacological \and \Parenteral \Therapies \Standards:
\ QS \EN \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 \ofdisciplines
\t \o \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 \events2in \the \history \of \pharmacology. \MNL\Learning \Outcome: \ 1.1
\Exam \ine \the \relationship \between \medicine \andpharmacology.
2) A \student \nurse \asks \a \nursing \instructor \why \anatomy \and \physiology \as \well
\asmicrobiolog \y \are \required \courses \when \the2student \only \wants \to \learn \about
\pharmacology. \What \is \t \he \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."ANS;
\ 4 \Explanation:
1. Pharmacology \is \an \outgrowth\of \anatomy, \physiology, \and \microbiology, \butthis \is2not
the \most \essential \reason \for \the \nurse \to \learn \them.
2. The \nurse \must \learn \anatomy,\physiology, \and \microbiology \to
\understandpharmacol \ogy, \not \because \they \are \part \of \the \curriculum.
Pharmacology for Nurses-A
\ \ \
Pathophysiologic Approach, 7th
\ \ \
Edition (Adams, 2025), Chapters 1
\ \ \ \ \
- 50
\ \
,TABLE OF COnTEnT/
\ \
,
, Pharmacology \for \nurses, \7e \(Adams) \Chapter
\1 \ Introduction \to \Pharmacology
1) A \nurse \is\reviewing \key \events \in \the \history\of\pharmacology \with\a \student
\nurse.Which2stud \ent \comment \indicates \an \understanding?
1. "Early \researchers \used \themselves \as \test \subjects."
2. "A \primary \goal \of \pharmacology \is2to \prevent \disease."
3. "Penicillin \is \one \of\the \initial \drugs \isolated\from \a\natural \source."
4. "Pharmacologists \began \synthesizing \drugs2in \the \laboratory \ in \the \nineteenthcentury."
ANS; \1 \Expla
\nation:
1. Some \early \researchers, \like \Friedrich \Serturner, \used \themselves \as \testsubjects.
2. An \early \goal\of \pharmacology \was \to\relieve \human \suffering.
3. Initial \drugs \isolated\from\complex \mixtures \included\morphine,\colchicine,curare,
\a \nd \cocaine, \but \not \penicillin.
4. By \the \twentieth \century, \pharmacologists \could\synthesize \drugs \in\thelaboratory
.
Page \Ref: \3
Cognitive \Level: \ Applying
Client \Need/Sub: \Physiological \Integrity: \Pharmacological \and \Parenteral \Therapies \Standards:
\ QS \EN \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 \ofdisciplines
\t \o \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 \events2in \the \history \of \pharmacology. \MNL\Learning \Outcome: \ 1.1
\Exam \ine \the \relationship \between \medicine \andpharmacology.
2) A \student \nurse \asks \a \nursing \instructor \why \anatomy \and \physiology \as \well
\asmicrobiolog \y \are \required \courses \when \the2student \only \wants \to \learn \about
\pharmacology. \What \is \t \he \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."ANS;
\ 4 \Explanation:
1. Pharmacology \is \an \outgrowth\of \anatomy, \physiology, \and \microbiology, \butthis \is2not
the \most \essential \reason \for \the \nurse \to \learn \them.
2. The \nurse \must \learn \anatomy,\physiology, \and \microbiology \to
\understandpharmacol \ogy, \not \because \they \are \part \of \the \curriculum.
