Test Bank Pharmacology A Patient-Centered
qq qq qq qq
Nursing Process Approach, 11th Edition by
qq qq qq qq qq qq qq
Linda E. McCuistion Chapter 1-58
qq qq qq qq qq
,Chapter 01: The Nursing Process and Patient-Centered Care
qq qq qq qq qq qq qq
McCuistion: Pharmacology: A Patient-Centered Nursing Process Approach, 11th Edition
qq qq qq qq qq qq qq qq
MULTIPLE CHOICE qq
1. All of the following would be considered subjective data, EXCEPT:
qq qq qq qq qq qq qq qq qq
a. Patient-reported health history qq qq
b. Patient-reported signs and symptoms of their illness qq qq qq qq qq qq
c. Financial barriers reported by the patient’s caregiver qq qq qq qq qq qq
d. Vital signs obtained from the medical record qq qq qq qq qq qq
ANS: D qq
Subjective data is based on what patients or family members communicate to the nurse. Patient-
qq qq qq qq qq qq qq qq qq qq qq qq qq qq
reported health history, signs and symptoms, and caregiver reported financial barriers would be
qq qq qq qq qq qq qq qq qq qq qq qq qq
considered subjective data. Vital signs obtained from the medical record would be considered
qq qq qq qq qq qq qq qq qq qq qq qq qq
objective data.
qq qq
DIF: Cognitive Level: Understanding (Comprehension) qq qq qq TOP: Nursing Process: Planningqq q qq
MSC: NCLEX: Management of Client Care
qq q q qq qq qq qq
2. The nurse is using data collected to define a set of interventions to achieve the most desirable
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
outcomes. Which of the following steps is the nurse applying?
qq qq qq qq qq qq qq qq qq qq
a. Recognizingcues (assessment) q qq
b. Analyze cues & prioritize hypothesis (analysis) qq qq qq qq qq
c. Generate solutions (planning) q qq
d. Takeaction (nursing interventions) qq qq qq
ANS: C qq
When generating solutions (planning), the nurse identifies expected outcomes and uses the
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patient’s problem(s) to define a set of interventions to achieve the most desirable outcomes.
qq qq qq qq qq qq qq qq qq qq qq qq qq qq
Recognizing cues (assessment) involves the gathering of cues (information) from the patient
qq qq qq qq qq qq qq qq qq qq qq qq
about their health and lifestyle practices, which are important facts that aid the nurse in making
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
clinical care decisions. Prioritizing hypothesis is used to organize and rank the patient problem(s)
qq qq qq qq qq qq qq qq qq qq qq qq qq qq
identified. Finally, taking action involves implementation of nursing interventions to accomplish
qq qq qq qq qq qq qq qq qq qq qq
the expected outcomes.
qq qq qq
DIF: Cognitive Level: Understanding (Comprehension) qq qq qq
TOP: Nursing Process: Nursing Intervention
qq q q qq qq qq
MSC: NCLEX: Management of Client Care
q q qq qq qq qq
3. A 5-year-old child with type 1 diabetes mellitus has had repeated hospitalizations for episodes of
qq qq qq qq qq qq qq qq qq qq qq qq qq qq
hyperglycemia. The parents tell the nurse that they can’t keep track of everything that has to be
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
done to care for their child. The nurse reviews medications, diet, and symptom management with
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
the parents and draws up a daily checklist for the family to use. These activities are completed in
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
which step of the nursing process?
qq qq qq qq qq qq
a. Recognizingcues (assessment) q qq
b. Analyze cues & prioritize hypothesis (analysis) qq qq qq qq qq
, c. Generate solutions (planning) q qq
d. Takeaction (nursing interventions) qq qq qq
ANS: D qq
Taking action through nursing interventions is where the nurse provides patient health teaching, drug
qq qq qq qq qq qq qq qq qq qq qq qq qq
administration, patient care, and other interventions necessary to assist the patient in
qq qq qq qq qq qq qq qq qq qq qq qq
accomplishing expected outcomes.
qq qq qq
DIF: Cognitive Level: Understanding (Comprehension) qq qq qq
TOP: Nursing Process: Nursing Intervention
qq q q qq qq qq
MSC: NCLEX: Management of Client Care
q q qq qq qq qq
4. The nurse is preparing to administer a medication and reviews the patient’s chart for drug
qq qq qq qq qq qq qq qq qq qq qq qq qq qq
allergies, serum creatinine, and blood urea nitrogen (BUN) levels. The nurse’s actions are
qq qq qq qq qq qq qq qq qq qq qq qq qq
reflective of which of the following?
qq qq qq qq qq qq
a. Recognizingcues (assessment) q qq
b. Analyze cues & prioritize hypothesis (analysis) qq qq qq qq qq
c. Takeaction (nursing interventions) qq qq qq
d. Generate solutions (planning) q qq
ANS: A qq
Recognizing cues (assessment) involves gathering subjective and objective information about the
qq qq qq qq qq qq qq qq qq qq
patient and the medication. Laboratory values from the patient’s chart would be considered
qq qq qq qq qq qq qq qq qq qq qq qq qq
collection of objective data.
qq qq qq qq
DIF: Cognitive Level: Understanding (Comprehension) qq qq qq
TOP: Nursing Process: Assessment
q q MSC: NCLEX: Management of Client Care q qq q q qq qq qq qq
5. Which of the following would be correctly categorized as objective data?
qq qq qq qq qq qq qq qq qq qq
a. A list of herbal supplements regularly used provided by the patient.
qq qq qq qq qq qq qq qq qq qq
b. Lab values associated with the drugs the patient is taking.
qq qq qq qq qq qq qq qq qq
c. Theages and relationship of all household members to the patient.
qq qq qq qq qq qq qq qq qq qq
d. Usual dietary patterns and food intake. qq qq qq qq qq
ANS: B qq
Objective data are measured and detected by another person and would include lab values. The other
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
examples are subjective data.
qq qq qq qq
DIF: Cognitive Level: Understanding (Comprehension) qq qq qq
TOP: Nursing Process: Assessment
q q MSC: NCLEX: Management of Client Care q qq q q qq qq qq qq
6. The nurse reviews a patient’s database and learns that the patient lives alone, is forgetful, and
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
does not have an established routine. The patient will be sent home with three new medications
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
to be taken at different times of the day. The nurse develops a daily medication chart and enlists a
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
family member to put the patient’s pills in a pill organizer. This is an example of which element
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
of the nursing process?
qq qq qq qq
a. Recognizingcues (assessment) q qq
b. Analyze cues & prioritize hypothesis (analysis) qq qq qq qq qq
c. Takeaction (nursing interventions) qq qq qq
, d. Generate solutions (planning) q qq
ANS: C qq
Taking action (nursing interventions) involves education and patient care in order to assist the
qq qq qq qq qq qq qq qq qq qq qq qq qq
patient to accomplish the goals of treatment.
qq qq qq qq qq qq qq
DIF: Cognitive Level: Applying (Application) qq qq qq
TOP: Nursing Process: Nursing Intervention
qq qq qq qq qq
MSC: NCLEX: Management of Client Care
qq q q qq qq qq qq
7. A patient who is hospitalized for chronic obstructive pulmonary disease (COPD) wants to go
qq qq qq qq qq qq qq qq qq qq qq qq qq
home. The nurse and the patient discuss the patient’s situation and decide that the patient may go
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
home when able to perform self-care without dyspnea and hypoxia. This is an example of which
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
phase of the nursing process?
qq qq qq qq qq
a. Recognizingcues (assessment) q qq
b. Analyze cues & prioritize hypothesis (analysis) qq qq qq qq qq
c. Takeaction (nursing interventions) qq qq qq
d. Generate solutions (planning) q qq
ANS: D qq
Generating solutions (planning) involves defining a set of interventions to achieve the most
qq qq qq qq qq qq qq qq qq qq qq qq
desirable outcomes, which, for this patient, means being able to perform self-care activities
qq qq qq qq qq qq qq qq qq qq qq qq qq
without dyspnea and hypoxia.
qq qq qq qq
DIF: Cognitive Level: Understanding (Comprehension)
q q qq qq qq TOP: Nursing Process: Planning qq qq qq
MSC: NCLEX: Management of Client Care
qq q q qq qq qq qq
8. A patient will be sent home with a metered-dose inhaler, and the nurse is providing teaching.
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
qq Which is a correctly written expected outcome for this process?
qq qq qq qq qq qq qq qq qq
a. The nurse will demonstrate the correct use of a metered-dose inhaler to the patient.
qq qq qq qq qq qq qq qq qq qq qq qq qq
b. The nurse will teach the patient how to administer medication with a metered-dose
qq qq qq qq qq qq qq qq qq qq qq qq
qqinhaler.
c. The patient will know how to self-administer the medication using the metered-
qq qq qq qq qq qq qq qq qq qq qq
qqdose inhaler. qq
d. The patient will independently administer the medication using the metered-dose
qq qq qq qq qq qq qq qq qq
qqinhaler at the end of the session. qq qq qq qq qq qq
ANS: D qq
Expected outcomes must be patient-centered and clearly state the outcome with a reasonable
qq qq qq qq qq qq qq qq qq qq qq qq
deadline and should identify components for evaluation.
qq qq qq qq qq qq qq
DIF: Cognitive Level: Applying (Application)
q q qq qq qq TOP: Nursing Process: Planning qq qq qq
MSC: NCLEX: Management of Client Care
qq q q qq qq qq qq
9. The nurse is generating solutions (planning) for a patient who has chronic lung disease and
qq qq qq qq qq qq qq qq qq qq qq qq qq qq
hypoxia. The patient has been admitted for increased oxygen needs above a baseline of 2 L/min.
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
The nurse generates an expected outcomes stating, “The patient will have oxygen saturations of
qq qq qq qq qq qq qq qq qq qq qq qq qq qq
>95% on room air at the time of discharge from the hospital.” What is wrong with this goal?
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
a. It cannot be evaluated.
qq qq qq
qq qq qq qq
Nursing Process Approach, 11th Edition by
qq qq qq qq qq qq qq
Linda E. McCuistion Chapter 1-58
qq qq qq qq qq
,Chapter 01: The Nursing Process and Patient-Centered Care
qq qq qq qq qq qq qq
McCuistion: Pharmacology: A Patient-Centered Nursing Process Approach, 11th Edition
qq qq qq qq qq qq qq qq
MULTIPLE CHOICE qq
1. All of the following would be considered subjective data, EXCEPT:
qq qq qq qq qq qq qq qq qq
a. Patient-reported health history qq qq
b. Patient-reported signs and symptoms of their illness qq qq qq qq qq qq
c. Financial barriers reported by the patient’s caregiver qq qq qq qq qq qq
d. Vital signs obtained from the medical record qq qq qq qq qq qq
ANS: D qq
Subjective data is based on what patients or family members communicate to the nurse. Patient-
qq qq qq qq qq qq qq qq qq qq qq qq qq qq
reported health history, signs and symptoms, and caregiver reported financial barriers would be
qq qq qq qq qq qq qq qq qq qq qq qq qq
considered subjective data. Vital signs obtained from the medical record would be considered
qq qq qq qq qq qq qq qq qq qq qq qq qq
objective data.
qq qq
DIF: Cognitive Level: Understanding (Comprehension) qq qq qq TOP: Nursing Process: Planningqq q qq
MSC: NCLEX: Management of Client Care
qq q q qq qq qq qq
2. The nurse is using data collected to define a set of interventions to achieve the most desirable
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
outcomes. Which of the following steps is the nurse applying?
qq qq qq qq qq qq qq qq qq qq
a. Recognizingcues (assessment) q qq
b. Analyze cues & prioritize hypothesis (analysis) qq qq qq qq qq
c. Generate solutions (planning) q qq
d. Takeaction (nursing interventions) qq qq qq
ANS: C qq
When generating solutions (planning), the nurse identifies expected outcomes and uses the
qq qq qq qq qq qq qq qq qq qq qq
patient’s problem(s) to define a set of interventions to achieve the most desirable outcomes.
qq qq qq qq qq qq qq qq qq qq qq qq qq qq
Recognizing cues (assessment) involves the gathering of cues (information) from the patient
qq qq qq qq qq qq qq qq qq qq qq qq
about their health and lifestyle practices, which are important facts that aid the nurse in making
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
clinical care decisions. Prioritizing hypothesis is used to organize and rank the patient problem(s)
qq qq qq qq qq qq qq qq qq qq qq qq qq qq
identified. Finally, taking action involves implementation of nursing interventions to accomplish
qq qq qq qq qq qq qq qq qq qq qq
the expected outcomes.
qq qq qq
DIF: Cognitive Level: Understanding (Comprehension) qq qq qq
TOP: Nursing Process: Nursing Intervention
qq q q qq qq qq
MSC: NCLEX: Management of Client Care
q q qq qq qq qq
3. A 5-year-old child with type 1 diabetes mellitus has had repeated hospitalizations for episodes of
qq qq qq qq qq qq qq qq qq qq qq qq qq qq
hyperglycemia. The parents tell the nurse that they can’t keep track of everything that has to be
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
done to care for their child. The nurse reviews medications, diet, and symptom management with
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
the parents and draws up a daily checklist for the family to use. These activities are completed in
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
which step of the nursing process?
qq qq qq qq qq qq
a. Recognizingcues (assessment) q qq
b. Analyze cues & prioritize hypothesis (analysis) qq qq qq qq qq
, c. Generate solutions (planning) q qq
d. Takeaction (nursing interventions) qq qq qq
ANS: D qq
Taking action through nursing interventions is where the nurse provides patient health teaching, drug
qq qq qq qq qq qq qq qq qq qq qq qq qq
administration, patient care, and other interventions necessary to assist the patient in
qq qq qq qq qq qq qq qq qq qq qq qq
accomplishing expected outcomes.
qq qq qq
DIF: Cognitive Level: Understanding (Comprehension) qq qq qq
TOP: Nursing Process: Nursing Intervention
qq q q qq qq qq
MSC: NCLEX: Management of Client Care
q q qq qq qq qq
4. The nurse is preparing to administer a medication and reviews the patient’s chart for drug
qq qq qq qq qq qq qq qq qq qq qq qq qq qq
allergies, serum creatinine, and blood urea nitrogen (BUN) levels. The nurse’s actions are
qq qq qq qq qq qq qq qq qq qq qq qq qq
reflective of which of the following?
qq qq qq qq qq qq
a. Recognizingcues (assessment) q qq
b. Analyze cues & prioritize hypothesis (analysis) qq qq qq qq qq
c. Takeaction (nursing interventions) qq qq qq
d. Generate solutions (planning) q qq
ANS: A qq
Recognizing cues (assessment) involves gathering subjective and objective information about the
qq qq qq qq qq qq qq qq qq qq
patient and the medication. Laboratory values from the patient’s chart would be considered
qq qq qq qq qq qq qq qq qq qq qq qq qq
collection of objective data.
qq qq qq qq
DIF: Cognitive Level: Understanding (Comprehension) qq qq qq
TOP: Nursing Process: Assessment
q q MSC: NCLEX: Management of Client Care q qq q q qq qq qq qq
5. Which of the following would be correctly categorized as objective data?
qq qq qq qq qq qq qq qq qq qq
a. A list of herbal supplements regularly used provided by the patient.
qq qq qq qq qq qq qq qq qq qq
b. Lab values associated with the drugs the patient is taking.
qq qq qq qq qq qq qq qq qq
c. Theages and relationship of all household members to the patient.
qq qq qq qq qq qq qq qq qq qq
d. Usual dietary patterns and food intake. qq qq qq qq qq
ANS: B qq
Objective data are measured and detected by another person and would include lab values. The other
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
examples are subjective data.
qq qq qq qq
DIF: Cognitive Level: Understanding (Comprehension) qq qq qq
TOP: Nursing Process: Assessment
q q MSC: NCLEX: Management of Client Care q qq q q qq qq qq qq
6. The nurse reviews a patient’s database and learns that the patient lives alone, is forgetful, and
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
does not have an established routine. The patient will be sent home with three new medications
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
to be taken at different times of the day. The nurse develops a daily medication chart and enlists a
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
family member to put the patient’s pills in a pill organizer. This is an example of which element
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
of the nursing process?
qq qq qq qq
a. Recognizingcues (assessment) q qq
b. Analyze cues & prioritize hypothesis (analysis) qq qq qq qq qq
c. Takeaction (nursing interventions) qq qq qq
, d. Generate solutions (planning) q qq
ANS: C qq
Taking action (nursing interventions) involves education and patient care in order to assist the
qq qq qq qq qq qq qq qq qq qq qq qq qq
patient to accomplish the goals of treatment.
qq qq qq qq qq qq qq
DIF: Cognitive Level: Applying (Application) qq qq qq
TOP: Nursing Process: Nursing Intervention
qq qq qq qq qq
MSC: NCLEX: Management of Client Care
qq q q qq qq qq qq
7. A patient who is hospitalized for chronic obstructive pulmonary disease (COPD) wants to go
qq qq qq qq qq qq qq qq qq qq qq qq qq
home. The nurse and the patient discuss the patient’s situation and decide that the patient may go
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
home when able to perform self-care without dyspnea and hypoxia. This is an example of which
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
phase of the nursing process?
qq qq qq qq qq
a. Recognizingcues (assessment) q qq
b. Analyze cues & prioritize hypothesis (analysis) qq qq qq qq qq
c. Takeaction (nursing interventions) qq qq qq
d. Generate solutions (planning) q qq
ANS: D qq
Generating solutions (planning) involves defining a set of interventions to achieve the most
qq qq qq qq qq qq qq qq qq qq qq qq
desirable outcomes, which, for this patient, means being able to perform self-care activities
qq qq qq qq qq qq qq qq qq qq qq qq qq
without dyspnea and hypoxia.
qq qq qq qq
DIF: Cognitive Level: Understanding (Comprehension)
q q qq qq qq TOP: Nursing Process: Planning qq qq qq
MSC: NCLEX: Management of Client Care
qq q q qq qq qq qq
8. A patient will be sent home with a metered-dose inhaler, and the nurse is providing teaching.
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
qq Which is a correctly written expected outcome for this process?
qq qq qq qq qq qq qq qq qq
a. The nurse will demonstrate the correct use of a metered-dose inhaler to the patient.
qq qq qq qq qq qq qq qq qq qq qq qq qq
b. The nurse will teach the patient how to administer medication with a metered-dose
qq qq qq qq qq qq qq qq qq qq qq qq
qqinhaler.
c. The patient will know how to self-administer the medication using the metered-
qq qq qq qq qq qq qq qq qq qq qq
qqdose inhaler. qq
d. The patient will independently administer the medication using the metered-dose
qq qq qq qq qq qq qq qq qq
qqinhaler at the end of the session. qq qq qq qq qq qq
ANS: D qq
Expected outcomes must be patient-centered and clearly state the outcome with a reasonable
qq qq qq qq qq qq qq qq qq qq qq qq
deadline and should identify components for evaluation.
qq qq qq qq qq qq qq
DIF: Cognitive Level: Applying (Application)
q q qq qq qq TOP: Nursing Process: Planning qq qq qq
MSC: NCLEX: Management of Client Care
qq q q qq qq qq qq
9. The nurse is generating solutions (planning) for a patient who has chronic lung disease and
qq qq qq qq qq qq qq qq qq qq qq qq qq qq
hypoxia. The patient has been admitted for increased oxygen needs above a baseline of 2 L/min.
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
The nurse generates an expected outcomes stating, “The patient will have oxygen saturations of
qq qq qq qq qq qq qq qq qq qq qq qq qq qq
>95% on room air at the time of discharge from the hospital.” What is wrong with this goal?
qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq qq
a. It cannot be evaluated.
qq qq qq
