TEST BANK FORADAMS,
PHARMACOLOGY FOR NURSES:
A PATHOPHYSIOLOGIC
APPROACH,5TH EDITION
PATRICKS PHAMACOLOGY
,Exam DA1
CHPT DA1, DA2, DA3, DA4, DA5, DA12, DA13, DA20, DA21
Adams, Pharmacology for Nurses: A Pathophysiologic Approach, 5/E
DA DA DA DA DA DA DA
Chapter 1
DA DA
Question DA1
DAType:
DAMCMA
The DAnurse DAis DAteaching DAa DApharmacology DAclass DAto DAstudent DAnurses. DAWhat DAdoes DAthe DAnurse
DAinclude DAas DAkey DAevents DAin DAthe DAhistory DAof DApharmacology?
Note: DACredit DAwill DAbe DAgiven DAonly DAif DAall DAcorrect DAchoices DAand DAno DAincorrect DAchoices DAare DAselected.
Standard DAText: DASelect DAall DAthat DAapply.
1. Initial DAdrugs DAincluded DAmorphine, DAcocaine, DAand DApenicillin.
2. Early DAresearchers DAused DAthemselves DAas DAtest DAsubjects.
3. The DAinitial DAintention DAof DApharmacology DAwas DAto DArelieve DAhuman DAsuffering.
4. Modern DApharmacology DAbegan DAin DAthe DAearly DA1600s.
5. Pharmacologists DAsynthesized DAdrugs DAin DAthe DAlaboratory DAin DAthe DAtwentieth DAcentury.
Correct DAAnswer: DA2,3,5
Rationale DA1: DAInitial DAdrugs DAisolated DAfrom DAcomplex DAmixtures DAincluded DAmorphine,
DAcolchicines, DAcurare, DAand DAcocaine, DAbut DAnot DApenicillin.
Rationale DA2: DASome DAearly DAresearchers, DAsuch DAas DAFriedrich DASerturner, DAused DAthemselves DAas
DAtest DAsubjects.
Rationale DA3: DAThe DAearly DAroots DAof DApharmacology DAincluded DAthe DAapplication DAof DAproducts
DAto DArelieve DAhuman DAsuffering.
Rationale DA4: DAModern DApharmacology DAbegan DAin DAthe DAearly DA1800s, DAnot DAthe DA1600s.
Rationale DA5: DABy DAthe DAtwentieth DAcentury, DApharmacologists DAcould DAsynthesize DAdrugs DAin DAthe
DAlaboratory.
Global DARationale: DAThe DAearly DAroots DAof DApharmacology DAincluded DAthe DAapplication DAof
DAproducts DAto DArelieve DAhuman DAsuffering, DAand DAearly DAresearchers DAused DAthemselves DAas DAtest
DAsubjects. DAInitial DAdrugs DAincluded DAmorphine, DAcolchicines, DAcurare, DAand DAcocaine, DAbut DAnot
DApenicillin. DAModern DApharmacology DAbegan DAin DAthe DAearly DA1800s, DAnot DAthe DA1600s. DABy DAthe
DAtwentieth DAcentury, DApharmacologists DAcould DAsynthesize DAdrugs DAin DAthe DAlaboratory.
Cognitive DALevel: DAApplying
,https://www.stuvia.com/
Exam DA1
CHPT DA1, DA2, DA3, DA4, DA5, DA12,
13, 20, 21
Client DANeed: DAPhysiological DAIntegrity
Client DANeed DASub: DAPharmacological DAand DAParenteral DATherapies
QSEN DACompetencies: DAI.A.1 DAIntegrate DAunderstanding DAof DAmultiple DAdimensions DAof DApatient
DAcentered DAcare: DApatient/family/community DApreferences, DAvalues; DAcoordination DAand
DAintegration DAof DAcare; DAinformation, DAcommunication, DAand DAeducation; DAphysical DAcomfort
DAand DAemotional DAsupport; DAinvolvement DAof DAfamily DAand DAfriends; DAand DAtransition DAand
DAcommunity.
AACN DAEssential DACompetencies: DAI.7 DAIntegrate DAthe DAknowledge DAand DAmethods DAof DAa
DAvariety DAof DAdisciplines DAto DAinform DAdecision DAmaking.
NLN DACompetencies: DAKnowledge DAand DAScience: DAIntegration DAof DAknowledge DAfrom DAnursing DAand
DAother DAdisciplines.
Nursing/Integrated DAConcepts: DANursing DAProcess: DAImplementation
Learning DAOutcome: DA1-1 DAIdentify DAkey DAevents DAin DAthe DAhistory DAof
DApharmacology. DAMNL DALearning DAOutcome: DA1.1.1 DAApply DAbasic DAconcepts
DArelated DAto DApharmacology. DAPage DANumber: DA3
2 DAType: DAMCSA
The DAstudent DAnurse DAasks DAthe DAnursing DAinstructor DAwhy DAhe DAneeds DAto DAtake DAanatomy DAand
DAphysiology, DAas DAwell DAas DAmicrobiology, DAwhen DAhe DAonly DAwants DAto DAlearn DAabout
DApharmacology. DAWhat DAis DAthe DAbest DAresponse DAby DAthe DAinstructor?
1. "Because DApharmacology DAis DAan DAoutgrowth DAof DAthose DAsubjects."
2. "You DAmust DAlearn DAall, DAsince DAthose DAsubjects, DAas DAwell DAas DApharmacology, DAare DApart DAof DAthe
DAcurriculum."
3. "Knowledge DAof DAall DAthose DAsubjects DAwill DAprepare DAyou DAto DAprovide DAthe DAbest DApatient
DAcare, DAincluding DAthe DAadministration DAof DAmedications."
4. "Because DAan DAunderstanding DAof DAthose DAsubjects DAis DAessential DAto DAunderstanding DApharmacology."
Correct DAAnswer: DA4
Rationale DA1: DAPharmacology DAis DAan DAoutgrowth DAof DAanatomy, DAphysiology, DAand
DAmicrobiology, DAbut DAthis DAis DAnot DAthe DAmost DAcomplete DAreason DAfor DAthe DAnurse DAto DAlearn
DAthem.
Rationale DA2: DAThe DAnurse DAmust DAlearn DAanatomy, DAphysiology, DAand DAmicrobiology DAto
DAunderstand DApharmacology, DAnot DAbecause DAthey DAare DApart DAof DAthe DAcurriculum.
Rationale DA3: DAKnowledge DAof DAanatomy, DAphysiology, DAand DAmicrobiology DAprepares DAthe DAnurse
DAto DAunderstand DApharmacology, DAnot DAto DAprovide DAcare DAsuch DAas DAadministration DAof
DAmedications.
,https://www.stuvia.com/
Exam DA1
CHPT DA1, DA2, DA3, DA4, DA5, DA12,
13, 20, 21
Rationale DA4: DAIt DAis DAessential DAfor DAthe DAnurse DAto DAhave DAa DAbroad DAknowledge DAbase DAof
DAmany DAsciences DAin DAorder DAto DAlearn DApharmacology.
Global DARationale: DAIt DAis DAessential DAfor DAthe DAnurse DAto DAhave DAa DAbroad DAknowledge DAbase DAof
DAmany DAsciences DAin DAorder DAto DAlearn DApharmacology. DAThe DAnurse DAmust DAlearn DAanatomy,
DAphysiology, DAand DAmicrobiology DAto DAunderstand DApharmacology, DAnot DAbecause DAthey DAare
DApart DAof DAthe DAcurriculum. DAPharmacology DAis DAan DAoutgrowth DAof DAanatomy, DAphysiology, DAand
DAmicrobiology, DAbut DAthis DAis DAnot DAthe DAreason DAfor DAthe DAnurse DAto DAlearn DAthem. DAKnowledge
DAof DAanatomy, DAphysiology, DAand DAmicrobiology DAprepares DAthe DAnurse DAto DAunderstand
DApharmacology, DAnot DAto DAprovide DAcare DAsuch DAas DAadministration DAof DAmedications.
Cognitive DALevel: DAApplying
Client DANeed: DAPhysiological DAIntegrity
Client DANeed DASub: DAPharmacological DAand DAParenteral DATherapies
QSEN DACompetencies: DAI.A.1 DAIntegrate DAunderstanding DAof DAmultiple DAdimensions DAof DApatient
DAcentered DAcare: DApatient/family/community DApreferences, DAvalues; DAcoordination DAand
DAintegration DAof DAcare; DAinformation, DAcommunication, DAand DAeducation; DAphysical DAcomfort
DAand DAemotional DAsupport; DAinvolvement DAof DAfamily DAand DAfriends; DAand DAtransition DAand
DAcommunity.
AACN DAEssential DACompetencies: DAI.7 DAIntegrate DAthe DAknowledge DAand DAmethods DAof DAa
DAvariety DAof DAdisciplines DAto DAinform DAdecision DAmaking.
NLN DACompetencies: DAKnowledge DAand DAScience: DAIntegration DAof DAknowledge DAfrom DAnursing DAand
DAother DAdisciplines.
Nursing/Integrated DAConcepts: DANursing DAProcess: DAImplementation
Learning DAOutcome: DA1-2 DAExplain DAthe DAinterdisciplinary DAnature DAof DApharmacology, DAgiving
DAan DAexample DAof DAhow DAknowledge DAfrom DAdifferent DAsciences DAimpacts DAthe DAnurse‘s DArole
DAin DAdrug DAadministration.
MNL DALearning DAOutcome: DA1.1.1 DAApply DAbasic DAconcepts DArelated DAto DApharmacology.
Page DANumber: DA3
Question DA3
DAType:
DAMCMA
The DAnursing DAinstructor DAis DAteaching DAa DApharmacology DAclass DAto DAstudent DAnurses. DAThe
DAcurrent DAfocus DAis DApharmacology DAand DAtherapeutics. DAThe DAnursing DAinstructor DAdetermines
DAthat DAlearning DAhas DAoccurred DAwhen DAthe DAstudents DAmake DAwhich DAcomments?
Note: DACredit DAwill DAbe DAgiven DAonly DAif DAall DAcorrect DAchoices DAand DAno DAincorrect DAchoices DAare DAselected.
Standard DAText: DASelect DAall DAthat DAapply.
1. "Pharmacology DAis DAthe DAdevelopment DAof DAmedicines."
2. "Pharmacology DAis DAthe DAstudy DAof DAmedicines."
PHARMACOLOGY FOR NURSES:
A PATHOPHYSIOLOGIC
APPROACH,5TH EDITION
PATRICKS PHAMACOLOGY
,Exam DA1
CHPT DA1, DA2, DA3, DA4, DA5, DA12, DA13, DA20, DA21
Adams, Pharmacology for Nurses: A Pathophysiologic Approach, 5/E
DA DA DA DA DA DA DA
Chapter 1
DA DA
Question DA1
DAType:
DAMCMA
The DAnurse DAis DAteaching DAa DApharmacology DAclass DAto DAstudent DAnurses. DAWhat DAdoes DAthe DAnurse
DAinclude DAas DAkey DAevents DAin DAthe DAhistory DAof DApharmacology?
Note: DACredit DAwill DAbe DAgiven DAonly DAif DAall DAcorrect DAchoices DAand DAno DAincorrect DAchoices DAare DAselected.
Standard DAText: DASelect DAall DAthat DAapply.
1. Initial DAdrugs DAincluded DAmorphine, DAcocaine, DAand DApenicillin.
2. Early DAresearchers DAused DAthemselves DAas DAtest DAsubjects.
3. The DAinitial DAintention DAof DApharmacology DAwas DAto DArelieve DAhuman DAsuffering.
4. Modern DApharmacology DAbegan DAin DAthe DAearly DA1600s.
5. Pharmacologists DAsynthesized DAdrugs DAin DAthe DAlaboratory DAin DAthe DAtwentieth DAcentury.
Correct DAAnswer: DA2,3,5
Rationale DA1: DAInitial DAdrugs DAisolated DAfrom DAcomplex DAmixtures DAincluded DAmorphine,
DAcolchicines, DAcurare, DAand DAcocaine, DAbut DAnot DApenicillin.
Rationale DA2: DASome DAearly DAresearchers, DAsuch DAas DAFriedrich DASerturner, DAused DAthemselves DAas
DAtest DAsubjects.
Rationale DA3: DAThe DAearly DAroots DAof DApharmacology DAincluded DAthe DAapplication DAof DAproducts
DAto DArelieve DAhuman DAsuffering.
Rationale DA4: DAModern DApharmacology DAbegan DAin DAthe DAearly DA1800s, DAnot DAthe DA1600s.
Rationale DA5: DABy DAthe DAtwentieth DAcentury, DApharmacologists DAcould DAsynthesize DAdrugs DAin DAthe
DAlaboratory.
Global DARationale: DAThe DAearly DAroots DAof DApharmacology DAincluded DAthe DAapplication DAof
DAproducts DAto DArelieve DAhuman DAsuffering, DAand DAearly DAresearchers DAused DAthemselves DAas DAtest
DAsubjects. DAInitial DAdrugs DAincluded DAmorphine, DAcolchicines, DAcurare, DAand DAcocaine, DAbut DAnot
DApenicillin. DAModern DApharmacology DAbegan DAin DAthe DAearly DA1800s, DAnot DAthe DA1600s. DABy DAthe
DAtwentieth DAcentury, DApharmacologists DAcould DAsynthesize DAdrugs DAin DAthe DAlaboratory.
Cognitive DALevel: DAApplying
,https://www.stuvia.com/
Exam DA1
CHPT DA1, DA2, DA3, DA4, DA5, DA12,
13, 20, 21
Client DANeed: DAPhysiological DAIntegrity
Client DANeed DASub: DAPharmacological DAand DAParenteral DATherapies
QSEN DACompetencies: DAI.A.1 DAIntegrate DAunderstanding DAof DAmultiple DAdimensions DAof DApatient
DAcentered DAcare: DApatient/family/community DApreferences, DAvalues; DAcoordination DAand
DAintegration DAof DAcare; DAinformation, DAcommunication, DAand DAeducation; DAphysical DAcomfort
DAand DAemotional DAsupport; DAinvolvement DAof DAfamily DAand DAfriends; DAand DAtransition DAand
DAcommunity.
AACN DAEssential DACompetencies: DAI.7 DAIntegrate DAthe DAknowledge DAand DAmethods DAof DAa
DAvariety DAof DAdisciplines DAto DAinform DAdecision DAmaking.
NLN DACompetencies: DAKnowledge DAand DAScience: DAIntegration DAof DAknowledge DAfrom DAnursing DAand
DAother DAdisciplines.
Nursing/Integrated DAConcepts: DANursing DAProcess: DAImplementation
Learning DAOutcome: DA1-1 DAIdentify DAkey DAevents DAin DAthe DAhistory DAof
DApharmacology. DAMNL DALearning DAOutcome: DA1.1.1 DAApply DAbasic DAconcepts
DArelated DAto DApharmacology. DAPage DANumber: DA3
2 DAType: DAMCSA
The DAstudent DAnurse DAasks DAthe DAnursing DAinstructor DAwhy DAhe DAneeds DAto DAtake DAanatomy DAand
DAphysiology, DAas DAwell DAas DAmicrobiology, DAwhen DAhe DAonly DAwants DAto DAlearn DAabout
DApharmacology. DAWhat DAis DAthe DAbest DAresponse DAby DAthe DAinstructor?
1. "Because DApharmacology DAis DAan DAoutgrowth DAof DAthose DAsubjects."
2. "You DAmust DAlearn DAall, DAsince DAthose DAsubjects, DAas DAwell DAas DApharmacology, DAare DApart DAof DAthe
DAcurriculum."
3. "Knowledge DAof DAall DAthose DAsubjects DAwill DAprepare DAyou DAto DAprovide DAthe DAbest DApatient
DAcare, DAincluding DAthe DAadministration DAof DAmedications."
4. "Because DAan DAunderstanding DAof DAthose DAsubjects DAis DAessential DAto DAunderstanding DApharmacology."
Correct DAAnswer: DA4
Rationale DA1: DAPharmacology DAis DAan DAoutgrowth DAof DAanatomy, DAphysiology, DAand
DAmicrobiology, DAbut DAthis DAis DAnot DAthe DAmost DAcomplete DAreason DAfor DAthe DAnurse DAto DAlearn
DAthem.
Rationale DA2: DAThe DAnurse DAmust DAlearn DAanatomy, DAphysiology, DAand DAmicrobiology DAto
DAunderstand DApharmacology, DAnot DAbecause DAthey DAare DApart DAof DAthe DAcurriculum.
Rationale DA3: DAKnowledge DAof DAanatomy, DAphysiology, DAand DAmicrobiology DAprepares DAthe DAnurse
DAto DAunderstand DApharmacology, DAnot DAto DAprovide DAcare DAsuch DAas DAadministration DAof
DAmedications.
,https://www.stuvia.com/
Exam DA1
CHPT DA1, DA2, DA3, DA4, DA5, DA12,
13, 20, 21
Rationale DA4: DAIt DAis DAessential DAfor DAthe DAnurse DAto DAhave DAa DAbroad DAknowledge DAbase DAof
DAmany DAsciences DAin DAorder DAto DAlearn DApharmacology.
Global DARationale: DAIt DAis DAessential DAfor DAthe DAnurse DAto DAhave DAa DAbroad DAknowledge DAbase DAof
DAmany DAsciences DAin DAorder DAto DAlearn DApharmacology. DAThe DAnurse DAmust DAlearn DAanatomy,
DAphysiology, DAand DAmicrobiology DAto DAunderstand DApharmacology, DAnot DAbecause DAthey DAare
DApart DAof DAthe DAcurriculum. DAPharmacology DAis DAan DAoutgrowth DAof DAanatomy, DAphysiology, DAand
DAmicrobiology, DAbut DAthis DAis DAnot DAthe DAreason DAfor DAthe DAnurse DAto DAlearn DAthem. DAKnowledge
DAof DAanatomy, DAphysiology, DAand DAmicrobiology DAprepares DAthe DAnurse DAto DAunderstand
DApharmacology, DAnot DAto DAprovide DAcare DAsuch DAas DAadministration DAof DAmedications.
Cognitive DALevel: DAApplying
Client DANeed: DAPhysiological DAIntegrity
Client DANeed DASub: DAPharmacological DAand DAParenteral DATherapies
QSEN DACompetencies: DAI.A.1 DAIntegrate DAunderstanding DAof DAmultiple DAdimensions DAof DApatient
DAcentered DAcare: DApatient/family/community DApreferences, DAvalues; DAcoordination DAand
DAintegration DAof DAcare; DAinformation, DAcommunication, DAand DAeducation; DAphysical DAcomfort
DAand DAemotional DAsupport; DAinvolvement DAof DAfamily DAand DAfriends; DAand DAtransition DAand
DAcommunity.
AACN DAEssential DACompetencies: DAI.7 DAIntegrate DAthe DAknowledge DAand DAmethods DAof DAa
DAvariety DAof DAdisciplines DAto DAinform DAdecision DAmaking.
NLN DACompetencies: DAKnowledge DAand DAScience: DAIntegration DAof DAknowledge DAfrom DAnursing DAand
DAother DAdisciplines.
Nursing/Integrated DAConcepts: DANursing DAProcess: DAImplementation
Learning DAOutcome: DA1-2 DAExplain DAthe DAinterdisciplinary DAnature DAof DApharmacology, DAgiving
DAan DAexample DAof DAhow DAknowledge DAfrom DAdifferent DAsciences DAimpacts DAthe DAnurse‘s DArole
DAin DAdrug DAadministration.
MNL DALearning DAOutcome: DA1.1.1 DAApply DAbasic DAconcepts DArelated DAto DApharmacology.
Page DANumber: DA3
Question DA3
DAType:
DAMCMA
The DAnursing DAinstructor DAis DAteaching DAa DApharmacology DAclass DAto DAstudent DAnurses. DAThe
DAcurrent DAfocus DAis DApharmacology DAand DAtherapeutics. DAThe DAnursing DAinstructor DAdetermines
DAthat DAlearning DAhas DAoccurred DAwhen DAthe DAstudents DAmake DAwhich DAcomments?
Note: DACredit DAwill DAbe DAgiven DAonly DAif DAall DAcorrect DAchoices DAand DAno DAincorrect DAchoices DAare DAselected.
Standard DAText: DASelect DAall DAthat DAapply.
1. "Pharmacology DAis DAthe DAdevelopment DAof DAmedicines."
2. "Pharmacology DAis DAthe DAstudy DAof DAmedicines."
