lOMoARcPSD| 13728229
lOMoARcPSD| 13728229
,lOMoARcPSD| 13728229
, lOMoARcPSD| 13728229
Chapter 01: Nursing Practice in Canada and Drug Therapy
C+ C+ C+ C+ C+ C+ C+ C+
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 5th Edition
C+ C+ C+ C+ C+ C+ C+ C+ C+
MULTIPLE CHOICE C+
1. Which is a judgement about a particular patient’s potential need or problem?
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
a. A goal C+
b. An assessment C+
c. Subjective data C+
d. A nursing diagnosis
C+ C+
ANS: D C+
Nursing diagnosis is the phase of the nursing process during which a clinical judgement is made about how a patient respo
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
nds to heath conditions and life processes or vulnerability for that response.
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
DIF: Cognitive Level: Knowledge C+ C+
2. The patient is to receive oral furosemide (Lasix) every day; however, because the patient is unable to swallow, he can
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
not take medication orally, as ordered. The nurse needs to contact the physician. What type of problem is this?
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
a. A “right time” problem
C+ C+ C+
b. A “right dose” problem
C+ C+ C+
c. A “right route” problem
C+ C+ C+
d. A “right medication” problem
C+ C+ C+
ANS: C C+
This is a “right route” problem: the nurse cannot assume the route and must clarify the route with the prescriber. This is not
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
a “right time” problem because the ordered frequency has not changed. This is not a “right dose” problem because the dos
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
e is not related to an inability to swallow. This is not a “right medication” problem because the medication ordered will not
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
change, just the route.
C+ C+ C+ C+
DIF: Cognitive Level: Application C+ C+
3. The nurse has been monitoring the patient’s progress on his new drug regimen since the first dose and has been documentin
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
g signs of possible adverse effects. What nursing process phase is the nurse practising?
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
a. Planning
b. Evaluation
c. Implementation
d. Nursing diagnosis C+
ANS: B C+
Monitoring the patient’s progress is part of the evaluation phase. Planning, implementation, and nursing diagnosis are not ill
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
ustrated by this example. C+ C+ C+
DIF: Cognitive Level: Application C+ C+
4. The nurse is caring for a patient who has been newly diagnosed with type 1 diabetes mellitus. Which statement best illust
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
rates an C+ C+ outcome criterion for this patient? C+ C+ C+ C+
a. The patient will follow instructions.
C+ C+ C+ C+
b. The patient will not experience complications.
C+ C+ C+ C+ C+
c. The patient adheres to the new insulin treatment regimen.
C+ C+ C+ C+ C+ C+ C+ C+
d. The patient demonstrates safe insulin self-administration technique.
C+ C+ C+ C+ C+ C+
ANS: D C+
Having the patient demonstrate safe insulin self-
C+ C+ C+ C+ C+ C+
administration technique is a specific and measurable outcome criterion. Following instructions and avoiding complications ar
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
e not specific criteria. Adherence to the new insulin treatment regimen is not objective and would be difficult to measure.
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
DIF: Cognitive Level: Application C+ C+
5. Which activity best reflects the implementation phase of the nursing process for the patient who is newly diagnosed with
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
type 1 diabetes mellitus?
C+ C+ C+ C+
a. Providing education regarding self-injection technique
C+ C+ C+ C+
b. Setting goals and outcome criteria with the patient’s input
C+ C+ C+ C+ C+ C+ C+ C+
c. Recording a history of over-the-counter medications used at home
C+ C+ C+ C+ C+ C+ C+ C+
d. Formulating nursing diagnoses regarding knowledge deficits related to the n
C+ C+ C+ C+ C+ C+ C+ C+ C+
ew treatment regimen C+ C+
ANS: A C+
Education is an intervention that occurs during the implementation phase. Setting goals and outcome criteria reflects the pla
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
nning phase. Recording a drug history reflects the assessment phase. Formulating nursing diagnoses regarding a knowledge
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
deficit reflects analysis of data as part of the planning phase.
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
DIF: Cognitive Level: Analysis C+ C+
1
, lOMoARcPSD| 13728229
6. The nurse is working during a very busy night shift, and the health care provider has just given the nurse a medication or
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
der over the telephone, but the nurse does not recall the route. What is the best way for the nurse to avoid medication er
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
rors?
a. Recopy the order neatly on the order sheet, with the most common route indicated
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
b. Consult with the pharmacist for clarification about the most common route
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
c. Call the health care provider to clarify the route of administration
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
d. Withhold the drug until the health care provider visits the patient
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
ANS: C C+
If a medication order does not include the route, the nurse must ask the health care provider to clarify it. Never assume the rout
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
e of administration.
C+ C+
DIF: Cognitive Level: Application | Cognitive Level: Analysis
C+ C+ C+ C+ C+ C+
7. Which constitutes the traditional Five Rights of medication administration?
C+ C+ C+ C+ C+ C+ C+ C+
a. Right drug, right route, right dose, right time, and right patient
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
b. Right drug, the right effect, the right route, the right time, and the right patient
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
c. Right patient, right strength, right diagnosis, right drug, and right route
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
d. Right patient, right diagnosis, right drug, right route, and right time
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
ANS: A C+
The traditional Five Rights of medication administration were considered to be Right drug, Right route, Right dose, Right time, a
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
nd Right patient. Right effect, right strength, and right diagnosis are not part of the traditional Five Rights.
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
DIF: Cognitive Level: Comprehension C+ C+
8. What correctly describes the nursing process?
C+ C+ C+ C+ C+
a. Diagnosing, planning, assessing, implementing, and finally evaluating
C+ C+ C+ C+ C+ C+
b. Assessing, then diagnosing, implementing, and ending with evaluating
C+ C+ C+ C+ C+ C+ C+
c. A linear direction that begins with assessing and continues through diagnosi
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
ng, planning, and finally implementing
C+ C+ C+ C+
d. An ongoing process that begins with assessing and continues with diagnosi
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
ng, planning, implementing, and evaluating
C+ C+ C+ C+
ANS: D C+
The nursing process is an ongoing, flexible, adaptable, and adjustable five-
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
step process that begins with assessing and continues through diagnosing, planning, implementing, and finally evaluating, w
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
hich may then lead back to any of the other phases.
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
DIF: Cognitive Level: Application C+ C+
9. When the nurse is considering the timing of a drug dose, which is most important to assess?
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
a. The patient’s identification
C+ C+
b. The patient’s weight C+ C+
c. The patient’s last meal C+ C+ C+
d. Any drug or food allergies
C+ C+ C+ C+
ANS: C C+
The pharmacokinetic and pharmacodynamic properties of the drug need to be assessed with regard to any drug–
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
food interactions or compatibility issues. The patient’s identification, weight, and drug or food allergies are not affected by the d
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
rug’s timing. C+
DIF: Cognitive Level: Application C+ C+
10. The nurse is writing nursing diagnoses for a plan of care. Which reflects the correct format for her nursing diagnosis?
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
a. Anxiety
b. Anxiety related to new drug therapy C+ C+ C+ C+ C+
c. Anxiety related to anxious feelings about drug therapy, as evidenced
C+ C+ C+ C+ C+ C+ C+ C+ C+
by statements such as “I’m upset about having to give myself shot
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
s”
d. Anxiety related to new drug therapy, as evidenced by statements such as
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
“I’m upset about having to give myself shots”
C+ C+ C+ C+ C+ C+ C+
ANS: D C+
Formulation of nursing diagnoses is usually a three-
C+ C+ C+ C+ C+ C+ C+
step process. The only complete answer is “Anxiety related to new drug therapy, as evidenced by statements such as ‘I’m u
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
pset about having to give myself shots.’” The answer “Anxiety” is missing the “related to” and “as evidenced by” portions.
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
The answer “Anxiety related to new drug therapy” is missing the “as evidenced by” portion of defining characteristics. The
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
“related to” section in “Anxiety related to anxious feelings about drug therapy, as evidenced by statements such as ‘I’m upse
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
t about having to give myself shots’” is simply a restatement of the problem “anxiety,” not a separate factor related to the r
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
esponse.
DIF: Cognitive Level: Analysis C+ C+
OTHER
1. Place the phases of the nursing process in the correct order, starting with the first phase.
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
a. Planning
b. Evaluation
c. Assessment
d. Implementation
e. Diagnosing
ANS:
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lOMoARcPSD| 13728229
,lOMoARcPSD| 13728229
, lOMoARcPSD| 13728229
Chapter 01: Nursing Practice in Canada and Drug Therapy
C+ C+ C+ C+ C+ C+ C+ C+
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 5th Edition
C+ C+ C+ C+ C+ C+ C+ C+ C+
MULTIPLE CHOICE C+
1. Which is a judgement about a particular patient’s potential need or problem?
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
a. A goal C+
b. An assessment C+
c. Subjective data C+
d. A nursing diagnosis
C+ C+
ANS: D C+
Nursing diagnosis is the phase of the nursing process during which a clinical judgement is made about how a patient respo
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
nds to heath conditions and life processes or vulnerability for that response.
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
DIF: Cognitive Level: Knowledge C+ C+
2. The patient is to receive oral furosemide (Lasix) every day; however, because the patient is unable to swallow, he can
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
not take medication orally, as ordered. The nurse needs to contact the physician. What type of problem is this?
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
a. A “right time” problem
C+ C+ C+
b. A “right dose” problem
C+ C+ C+
c. A “right route” problem
C+ C+ C+
d. A “right medication” problem
C+ C+ C+
ANS: C C+
This is a “right route” problem: the nurse cannot assume the route and must clarify the route with the prescriber. This is not
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
a “right time” problem because the ordered frequency has not changed. This is not a “right dose” problem because the dos
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
e is not related to an inability to swallow. This is not a “right medication” problem because the medication ordered will not
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
change, just the route.
C+ C+ C+ C+
DIF: Cognitive Level: Application C+ C+
3. The nurse has been monitoring the patient’s progress on his new drug regimen since the first dose and has been documentin
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
g signs of possible adverse effects. What nursing process phase is the nurse practising?
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
a. Planning
b. Evaluation
c. Implementation
d. Nursing diagnosis C+
ANS: B C+
Monitoring the patient’s progress is part of the evaluation phase. Planning, implementation, and nursing diagnosis are not ill
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
ustrated by this example. C+ C+ C+
DIF: Cognitive Level: Application C+ C+
4. The nurse is caring for a patient who has been newly diagnosed with type 1 diabetes mellitus. Which statement best illust
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
rates an C+ C+ outcome criterion for this patient? C+ C+ C+ C+
a. The patient will follow instructions.
C+ C+ C+ C+
b. The patient will not experience complications.
C+ C+ C+ C+ C+
c. The patient adheres to the new insulin treatment regimen.
C+ C+ C+ C+ C+ C+ C+ C+
d. The patient demonstrates safe insulin self-administration technique.
C+ C+ C+ C+ C+ C+
ANS: D C+
Having the patient demonstrate safe insulin self-
C+ C+ C+ C+ C+ C+
administration technique is a specific and measurable outcome criterion. Following instructions and avoiding complications ar
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
e not specific criteria. Adherence to the new insulin treatment regimen is not objective and would be difficult to measure.
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
DIF: Cognitive Level: Application C+ C+
5. Which activity best reflects the implementation phase of the nursing process for the patient who is newly diagnosed with
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
type 1 diabetes mellitus?
C+ C+ C+ C+
a. Providing education regarding self-injection technique
C+ C+ C+ C+
b. Setting goals and outcome criteria with the patient’s input
C+ C+ C+ C+ C+ C+ C+ C+
c. Recording a history of over-the-counter medications used at home
C+ C+ C+ C+ C+ C+ C+ C+
d. Formulating nursing diagnoses regarding knowledge deficits related to the n
C+ C+ C+ C+ C+ C+ C+ C+ C+
ew treatment regimen C+ C+
ANS: A C+
Education is an intervention that occurs during the implementation phase. Setting goals and outcome criteria reflects the pla
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
nning phase. Recording a drug history reflects the assessment phase. Formulating nursing diagnoses regarding a knowledge
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
deficit reflects analysis of data as part of the planning phase.
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
DIF: Cognitive Level: Analysis C+ C+
1
, lOMoARcPSD| 13728229
6. The nurse is working during a very busy night shift, and the health care provider has just given the nurse a medication or
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
der over the telephone, but the nurse does not recall the route. What is the best way for the nurse to avoid medication er
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
rors?
a. Recopy the order neatly on the order sheet, with the most common route indicated
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
b. Consult with the pharmacist for clarification about the most common route
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
c. Call the health care provider to clarify the route of administration
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
d. Withhold the drug until the health care provider visits the patient
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
ANS: C C+
If a medication order does not include the route, the nurse must ask the health care provider to clarify it. Never assume the rout
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
e of administration.
C+ C+
DIF: Cognitive Level: Application | Cognitive Level: Analysis
C+ C+ C+ C+ C+ C+
7. Which constitutes the traditional Five Rights of medication administration?
C+ C+ C+ C+ C+ C+ C+ C+
a. Right drug, right route, right dose, right time, and right patient
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
b. Right drug, the right effect, the right route, the right time, and the right patient
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
c. Right patient, right strength, right diagnosis, right drug, and right route
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
d. Right patient, right diagnosis, right drug, right route, and right time
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
ANS: A C+
The traditional Five Rights of medication administration were considered to be Right drug, Right route, Right dose, Right time, a
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
nd Right patient. Right effect, right strength, and right diagnosis are not part of the traditional Five Rights.
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
DIF: Cognitive Level: Comprehension C+ C+
8. What correctly describes the nursing process?
C+ C+ C+ C+ C+
a. Diagnosing, planning, assessing, implementing, and finally evaluating
C+ C+ C+ C+ C+ C+
b. Assessing, then diagnosing, implementing, and ending with evaluating
C+ C+ C+ C+ C+ C+ C+
c. A linear direction that begins with assessing and continues through diagnosi
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
ng, planning, and finally implementing
C+ C+ C+ C+
d. An ongoing process that begins with assessing and continues with diagnosi
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
ng, planning, implementing, and evaluating
C+ C+ C+ C+
ANS: D C+
The nursing process is an ongoing, flexible, adaptable, and adjustable five-
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
step process that begins with assessing and continues through diagnosing, planning, implementing, and finally evaluating, w
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
hich may then lead back to any of the other phases.
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
DIF: Cognitive Level: Application C+ C+
9. When the nurse is considering the timing of a drug dose, which is most important to assess?
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
a. The patient’s identification
C+ C+
b. The patient’s weight C+ C+
c. The patient’s last meal C+ C+ C+
d. Any drug or food allergies
C+ C+ C+ C+
ANS: C C+
The pharmacokinetic and pharmacodynamic properties of the drug need to be assessed with regard to any drug–
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
food interactions or compatibility issues. The patient’s identification, weight, and drug or food allergies are not affected by the d
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
rug’s timing. C+
DIF: Cognitive Level: Application C+ C+
10. The nurse is writing nursing diagnoses for a plan of care. Which reflects the correct format for her nursing diagnosis?
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
a. Anxiety
b. Anxiety related to new drug therapy C+ C+ C+ C+ C+
c. Anxiety related to anxious feelings about drug therapy, as evidenced
C+ C+ C+ C+ C+ C+ C+ C+ C+
by statements such as “I’m upset about having to give myself shot
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
s”
d. Anxiety related to new drug therapy, as evidenced by statements such as
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
“I’m upset about having to give myself shots”
C+ C+ C+ C+ C+ C+ C+
ANS: D C+
Formulation of nursing diagnoses is usually a three-
C+ C+ C+ C+ C+ C+ C+
step process. The only complete answer is “Anxiety related to new drug therapy, as evidenced by statements such as ‘I’m u
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
pset about having to give myself shots.’” The answer “Anxiety” is missing the “related to” and “as evidenced by” portions.
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
The answer “Anxiety related to new drug therapy” is missing the “as evidenced by” portion of defining characteristics. The
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
“related to” section in “Anxiety related to anxious feelings about drug therapy, as evidenced by statements such as ‘I’m upse
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
t about having to give myself shots’” is simply a restatement of the problem “anxiety,” not a separate factor related to the r
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
esponse.
DIF: Cognitive Level: Analysis C+ C+
OTHER
1. Place the phases of the nursing process in the correct order, starting with the first phase.
C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+ C+
a. Planning
b. Evaluation
c. Assessment
d. Implementation
e. Diagnosing
ANS:
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