TEST BANK For Lilley's Pharmacology for Canadian Health Care Practice 5th Edition by Kara Sealock, Cydnee Seneviratne ,Verified Chapters 1 - 58 With All questions and answers with Rationals Fully covered Complete Newest Version2025/2026

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Chapter 01: Nursing Practice in Canada and Drug Therapy
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Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 5th Edition
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MULTIPLE CHOICE j@




1. Which is a judgement about a particular patient‘s potential need or problem?
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a. A goal j@


b. An assessment j@


c. Subjective data j@


d. A nursing diagnosis
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ANS: D j@


Rational ;Nursing diagnosis is the phase of the nursing process during which a clinical judgement is made about how
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a patient responds to heath conditions and life processes or vulnerability for that response.
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DIF: Cognitive Level: Knowledge j@ j@




2. The patient is to receive oral furosemide (Lasix) every day; however, because the patient is unable to swallow, he cann
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ot take medication orally, as ordered. The nurse needs to contact the physician. What type of problem is this?
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a. A ―right time‖ problem
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b. A ―right dose‖ problem
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c. A ―right route‖ problem
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d. A ―right medication‖ problem
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ANS: C j@


Rational: This is a ―right route‖ problem: the nurse cannot assume the route and must clarify the route with the prescriber. T
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his is not a ―right time‖ problem because the ordered frequency has not changed. This is not a ―right dose‖ problem because
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@the dose is not related to an inability to swallow. This is not a ―right medication‖ problem because the medication ordered
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will not change, just the route.
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DIF: Cognitive Level: Application j@ j@




3. The nurse has been monitoring the patient‘s progress on his new drug regimen since the first dose and has been documentin
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g signs of possible adverse effects. What nursing process phase is the nurse practising?
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a. Planning
b. Evaluation
c. Implementation
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ANS: B j@


Rational: Monitoring the patient‘s progress is part of the evaluation phase. Planning, implementation, and nursing diagnosis a
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re not illustrated by this example.
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DIF: Cognitive Level: Application j@ j@




4. The nurse is caring for a patient who has been newly diagnosed with type 1 diabetes mellitus. Which statement best illustr
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ates an outcome criterion for this patient?
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a. The patient will follow instructions.
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b. The patient will not experience complications.
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c. The patient adheres to the new insulin treatment regimen.
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d. The patient demonstrates safe insulin self-administration technique.
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ANS: D j@


Rational: Having the patient demonstrate safe insulin self-
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administration technique is a specific and measurable outcome criterion. Following instructions and avoiding complications ar
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e not specific criteria. Adherence to the new insulin treatment regimen is not objective and would be difficult to measure.
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DIF: Cognitive Level: Application j@ j@




5. Which activity best reflects the implementation phase of the nursing process for the patient who is newly diagnosed with
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type 1 diabetes mellitus?
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a. Providing education regarding self-injection technique j@ j@ j@ j@


b. Setting goals and outcome criteria with the patient‘s input
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c. Recording a history of over-the-counter medications used at home
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d. Formulating nursing diagnoses regarding knowledge deficits related to the n
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ew treatment regimen j@ j@




ANS: A j@


Rational: Education is an intervention that occurs during the implementation phase. Setting goals and outcome criteria reflect
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s the planning phase. Recording a drug history reflects the assessment phase. Formulating nursing diagnoses regarding a kn
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owledge deficit reflects analysis of data as part of the planning phase.
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6. The nurse is working during a very busy night shift, and the health care provider has just given the nurse a medication or
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der over the telephone, but the nurse does not recall the route. What is the best way for the nurse to avoid medication err
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ors?
a. Recopy the order neatly on the order sheet, with the most common route indicated
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b. Consult with the pharmacist for clarification about the most common route
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c. Call the health care provider to clarify the route of administration
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d. Withhold the drug until the health care provider visits the patient
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ANS: C j@


Rational: If a medication order does not include the route, the nurse must ask the health care provider to clarify it. N
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ever assume the route of administration.
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DIF: Cognitive Level: Application | Cognitive Level: Analysis
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7. Which constitutes the traditional Five Rights of medication administration?
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a. Right drug, right route, right dose, right time, and right patient
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b. Right drug, the right effect, the right route, the right time, and the right patient
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c. Right patient, right strength, right diagnosis, right drug, and right route
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d. Right patient, right diagnosis, right drug, right route, and right time
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ANS: A j@


Rational : The traditional Five Rights of medication administration were considered to be Right drug, Right route, Right do
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se, Right time, and Right patient. Right effect, right strength, and right diagnosis are not part of the traditional Five Rights.
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DIF: Cognitive Level: Comprehension j@ j@




8. What correctly describes the nursing process?
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a. Diagnosing, planning, assessing, implementing, and finally evaluating
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b. Assessing, then diagnosing, implementing, and ending with evaluating
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c. A linear direction that begins with assessing and continues through diagnosi
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ng, planning, and finally implementing
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d. An ongoing process that begins with assessing and continues with diagnosi
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ng, planning, implementing, and evaluating
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ANS: D j@


Rational: The nursing process is an ongoing, flexible, adaptable, and adjustable five-
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step process that begins with assessing and continues through diagnosing, planning, implementing, and finally evaluating, wh
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ich may then lead back to any of the other phases.
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DIF: Cognitive Level: Application j@ j@




9. When the nurse is considering the timing of a drug dose, which is most important to assess?
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a. The patient‘s identification j@ j@


b. The patient‘s weight j@ j@


c. The patient‘s last meal j@ j@ j@


d. Any drug or food allergies j@ j@ j@ j@




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