TEST BANK
LILLEY'S PHARMACOLOGY FOR CANADIAN HEALTH CARE PRACTICE
KARA SEALOCK
4th Edition
TEST BANK
, lOMoAR cPSD| 3013804
lOMoAR cPSD| 3013804
Chapter 01: Nursing Practice in Canada and Drug Therapy
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 4th Edition
MULTIPLE CHOICE
1. Which is a judgement about a particular patient’s potential need or problem?
a. A goal
b. An assessment
c. Subjective data
d. A nursing diagnosis
ANS: D
Nursing diagnosis is the phase of the nursing process during which a clinical judgement is made about how a patient responds to
heath conditions and life processes or vulnerability for that response.
DIF: Cognitive Level: Knowledge
2. The patient is to receive oral furosemide (Lasix) every day; however, because the patient is unable to swallow, he cannot take
medication orally, as ordered. The nurse needs to contact the physician. What type of problem is this?
a. A “right time” problem
b. A “right dose” problem
c. A “right route” problem
d. A “right medication” problem
ANS: C
This is a “right route” problem: the nurse cannot assume the route and must clarify the route with the prescriber. This is not a “right
time” problem because the ordered frequency has not changed. This is not a “right dose” problem because the dose is not related to
an inability to swallow. This is not a “right medication” problem because the medication ordered will not change, just the route.
DIF: Cognitive Level: Application
3. The nurse has been monitoring the patient’s progress on his new drug regimen since the first dose and has been documenting signs
of possible adverse effects. What nursing process phase is the nurse practising?
a. Planning
b. Evaluation
c. Implementation
d. Nursing diagnosis
ANS: B
Monitoring the patient’s progress is part of the evaluation phase. Planning, implementation, and nursing diagnosis are not
illustrated by this example.
DIF: Cognitive Level: Application
4. The nurse is caring for a patient who has been newly diagnosed with type 1 diabetes mellitus. Which statement best illustrates an
outcome criterion for this patient?
a. The patient will follow instructions.
b. The patient will not experience complications.
c. The patient adheres to the new insulin treatment regimen.
d. The patient demonstrates safe insulin self-administration technique.
ANS: D
Having the patient demonstrate safe insulin self-administration technique is a specific and measurable outcome criterion. Following
instructions and avoiding complications are not specific criteria. Adherence to the new insulin treatment regimen is not objective
and would be difficult to measure.
DIF: Cognitive Level: Application
5. Which activity best reflects the implementation phase of the nursing process for the patient who is newly diagnosed with type 1
diabetes mellitus?
a. Providing education regarding self-injection technique
b. Setting goals and outcome criteria with the patient’s input
c. Recording a history of over-the-counter medications used at home
d. Formulating nursing diagnoses regarding knowledge deficits related to the new
treatment regimen
ANS: A
Education is an intervention that occurs during the implementation phase. Setting goals and outcome criteria reflects the planning
phase. Recording a drug history reflects the assessment phase. Formulating nursing diagnoses regarding a knowledge deficit
reflects analysis of data as part of the planning phase.
DIF: Cognitive Level: Analysis
Copyright © 2021, Elsevier Inc. All rights reserved. 1
, lOMoAR v cPSD|
v 3013804
6. The nurse is working during a very busy night shift, and the health care provider has just given the nurse a medication order over
the telephone, but the nurse does not recall the route. What is the best way for the nurse to avoid medication errors?
a. Recopy the order neatly on the order sheet, with the most common route indicated
b. Consult with the pharmacist for clarification about the most common route
c. Call the health care provider to clarify the route of administration
d. Withhold the drug until the health care provider visits the patient
ANS: C
If a medication order does not include the route, the nurse must ask the health care provider to clarify it. Never assume the route of
administration.
DIF: Cognitive Level: Application | Cognitive Level: Analysis
7. Which constitutes the traditional Five Rights of medication administration?
a. Right drug, right route, right dose, right time, and right patient
b. Right drug, the right effect, the right route, the right time, and the right patient
c. Right patient, right strength, right diagnosis, right drug, and right route
d. Right patient, right diagnosis, right drug, right route, and right time
ANS: A
The traditional Five Rights of medication administration were considered to be Right drug, Right route, Right dose, Right time, and
Right patient. Right effect, right strength, and right diagnosis are not part of the traditional Five Rights.
DIF: Cognitive Level: Comprehension
8. What correctly describes the nursing process?
a. Diagnosing, planning, assessing, implementing, and finally evaluating
b. Assessing, then diagnosing, implementing, and ending with evaluating
c. A linear direction that begins with assessing and continues through diagnosing,
planning, and finally implementing
d. An ongoing process that begins with assessing and continues with diagnosing,
planning, implementing, and evaluating
ANS: D
The nursing process is an ongoing, flexible, adaptable, and adjustable five-step process that begins with assessing and continues
through diagnosing, planning, implementing, and finally evaluating, which may then lead back to any of the other phases.
DIF: Cognitive Level: Application
9. When the nurse is considering the timing of a drug dose, which is most important to assess?
a. The patient’s identification
b. The patient’s weight
c. The patient’s last meal
d. Any drug or food allergies
ANS: C
The pharmacokinetic and pharmacodynamic properties of the drug need to be assessed with regard to any drug–food interactions or
compatibility issues. The patient’s identification, weight, and drug or food allergies are not affected by the drug’s timing.
DIF: Cognitive Level: Application
10. The nurse is writing nursing diagnoses for a plan of care. Which reflects the correct format for her nursing diagnosis?
a. Anxiety
b. Anxiety related to new drug therapy
c. Anxiety related to anxious feelings about drug therapy, as evidenced by
statements such as “I’m upset about having to give myself shots”
d. Anxiety related to new drug therapy, as evidenced by statements such as “I’m
upset about having to give myself shots”
ANS: D
Formulation of nursing diagnoses is usually a three-step process. The only complete answer is “Anxiety related to new drug
therapy, as evidenced by statements such as ‘I’m upset about having to give myself shots.’” The answer “Anxiety” is missing the
“related to” and “as evidenced by” portions. The answer “Anxiety related to new drug therapy” is missing the “as evidenced by”
portion of defining characteristics. The “related to” section in “Anxiety related to anxious feelings about drug therapy, as evidenced
by statements such as ‘I’m upset about having to give myself shots’” is simply a restatement of the problem “anxiety,” not a
separate factor related to the response.
DIF: Cognitive Level: Analysis
OTHER
1. Place the phases of the nursing process in the correct order, starting with the first phase.
a. Planning
b. Evaluation
c. Assessment
d. Implementation
e. Diagnosing
ANS:
C, E, A, D, B
DIF: Cognitive Level: Analysis
, lOMoAR v cPSD|
v 3013804
Chapter 02: Pharmacological Principles
v v v
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 4th Edition
v v v v v v v v v
MULTIPLE vCHOICE
1. A vpatient vis vreceiving vtwo vdifferent vdrugs, vwhich, vat vtheir vcurrent vdose vforms vand vdosages, vare vboth vabsorbed vinto vthe vcirculation
in videntical vamounts. vWhich vterm vbest vdenotes vthat vthe vdrugs vhave vthe vsame vabsorption vrates?
v
a. Equivalent
b. Synergistic
c. Compatible
d. Bioequivalent
ANS: v D
Two vdrugs vabsorbed vinto vthe vcirculation vat vthe vsame vamount v(in vspecific vdosage vforms) vhave vthe vsame vbioavailability; vthus, vthey
vare vbioequivalent. v“Equivalent” vis vincorrect vbecause vthe vterm v“bioavailability” vis vused vto vexpress vthe vextent vof vdrug vabsorption.
“Synergistic” vis vincorrect vbecause vthis vterm vrefers vto vtwo vdrugs vgiven vtogether vwhose vresulting veffect vis vgreater vthan vthe vsum vof
vthe veffects vof veach vdrug vgiven valone. v“Compatible” vis vincorrect vbecause vthis vterm vis va vgeneral vterm vused vto vindicate vthat vtwo
vsubstances vdo vnot vhave va vchemical vreaction vwhen vmixed v(or vgiven, vin vthe vcase vof vdrugs) vtogether.
DIF: Cognitive vLevel: vComprehension
2. A vpatient vis vreceiving vmedication vvia vintravenous vinjection. vWhich vinformation vshould vthe vnurse vprovide vfor vpatient v education?
a. The vmedication vwill vcause vfewer vadverse veffects vwhen vgiven vintravenously.
b. The vmedication vwill vbe vabsorbed vslowly vinto vthe vtissues vover vtime.
c. The vmedication’s vaction vwill vbegin vfaster vwhen vgiven vintravenously.
d. Most vof vthe vdrug vis vinactivated vby vthe vliver vbefore vit vreaches vthe vtarget varea.
ANS: v C
Intravenous vinjections vare vthe vfastest vroute vof vabsorption. vThe vintravenous vroute vdoes vnot vaffect vthe vnumber vof vadverse veffects,
vthe vintravenous vroute vis vnot va vslow vroute vof vabsorption, vand vthe vintravenous vroute vdoes vnot vcause vinactivation vof vthe vdrug vby
vthe vliver vbefore vit vreaches vthe vtarget varea.
DIF: Cognitive vLevel: vComprehension
3. Which vis vtrue vregarding vparenteral vdrugs?
a. They vbypass vthe vfirst-pass veffect.
b. They vdecrease vblood vflow vto vthe vstomach.
c. They vare valtered vby vthe vpresence vof vfood vin vthe vstomach.
d. They vexert vtheir veffects vwhile vcirculating vin vthe vbloodstream.
ANS: v A
Drugs vgiven vby vthe vparenteral vroute vbypass vthe vfirst-pass veffect, vbut vthey vstill vmust vbe vabsorbed vinto vcells vand vtissues vbefore vthey
vcan vexert vtheir veffects. vEnteral vdrugs v(drugs vtaken vorally), vnot vparenteral vdrugs, vdecrease vblood vflow vto vthe vstomach vand vare
v altered vby vthe vpresence vof vfood vin vthe vstomach. vParenteral vdrugs vmust vbe vabsorbed vinto vcells vand vtissues vfrom vthe vcirculation
vbefore vthey vcan vexert vtheir veffects; vthey vdo vnot vexert vtheir veffects vwhile vcirculating vin vthe vbloodstream.
DIF: Cognitive vLevel: vAnalysis
4. A vdrug’s vhalf-life vis vbest vdefined vas
a. The vtime vit vtakes vfor vthe vdrug vto velicit vhalf vits vtherapeutic vresponse.
b. The vtime vit vtakes vone-half vof vthe voriginal vamount vof va vdrug vto vreach vthe
vtarget vcells.
c. The vtime vit vtakes vone-half vof vthe voriginal vamount vof va vdrug vto vbe vremoved vfrom
vthe vbody.
d. The vtime vit vtakes vone-half vof vthe voriginal vamount vof va vdrug vto vbe vabsorbed vinto
vthe vcirculation.
ANS: v C
A vdrug’s vhalf-life vis vthe vtime vit vtakes vfor vone-half vof vthe voriginal vamount vof va vdrug vto vbe vremoved vfrom vthe vbody. vIt vis va vmeasure
vof vthe vrate vat vwhich vdrugs vare vremoved vfrom vthe vbody. vAnswers vA, vB, vand vD vare vnot vcorrect vdefinitions vof va vdrug’s vhalf-life.
DIF: Cognitive vLevel: vComprehension
5. The vterm v“duration vof vaction” vis vbest vdefined vas
a. The vtime vit vtakes vfor vthe vdrug vto velicit va vtherapeutic vresponse.
b. The vtime vit vtakes va vdrug vto vreach vits vmaximum vtherapeutic vresponse.
c. The vlength vof vtime vit vtakes vto vremove va vdrug vfrom vcirculation.
d. The vtime vduring vwhich vdrug vconcentration vis vsufficient vto velicit va
therapeutic vresponse.
v
ANS: v D
Duration vof vaction vis vthe vtime vduring vwhich vdrug vconcentration vis vsufficient vto velicit va vtherapeutic vresponse. vThe vtime vit vtakes
vfor va vdrug vto velicit va vtherapeutic vresponse vis vthe vdrug’s v“onset vof vaction.” vThe vtime vit vtakes va vdrug vto vreach vits vmaximum
vtherapeutic vresponse vis va vdrug’s v“peak veffect.” v“The vlength vof vtime vit vtakes vto vremove va vdrug vfrom vcirculation” vdefines va vdrug’s
velimination vand vdoes vnot vcorrectly vdefine va vdrug’s vduration vof vaction.
DIF: Cognitive vLevel: vComprehension
LILLEY'S PHARMACOLOGY FOR CANADIAN HEALTH CARE PRACTICE
KARA SEALOCK
4th Edition
TEST BANK
, lOMoAR cPSD| 3013804
lOMoAR cPSD| 3013804
Chapter 01: Nursing Practice in Canada and Drug Therapy
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 4th Edition
MULTIPLE CHOICE
1. Which is a judgement about a particular patient’s potential need or problem?
a. A goal
b. An assessment
c. Subjective data
d. A nursing diagnosis
ANS: D
Nursing diagnosis is the phase of the nursing process during which a clinical judgement is made about how a patient responds to
heath conditions and life processes or vulnerability for that response.
DIF: Cognitive Level: Knowledge
2. The patient is to receive oral furosemide (Lasix) every day; however, because the patient is unable to swallow, he cannot take
medication orally, as ordered. The nurse needs to contact the physician. What type of problem is this?
a. A “right time” problem
b. A “right dose” problem
c. A “right route” problem
d. A “right medication” problem
ANS: C
This is a “right route” problem: the nurse cannot assume the route and must clarify the route with the prescriber. This is not a “right
time” problem because the ordered frequency has not changed. This is not a “right dose” problem because the dose is not related to
an inability to swallow. This is not a “right medication” problem because the medication ordered will not change, just the route.
DIF: Cognitive Level: Application
3. The nurse has been monitoring the patient’s progress on his new drug regimen since the first dose and has been documenting signs
of possible adverse effects. What nursing process phase is the nurse practising?
a. Planning
b. Evaluation
c. Implementation
d. Nursing diagnosis
ANS: B
Monitoring the patient’s progress is part of the evaluation phase. Planning, implementation, and nursing diagnosis are not
illustrated by this example.
DIF: Cognitive Level: Application
4. The nurse is caring for a patient who has been newly diagnosed with type 1 diabetes mellitus. Which statement best illustrates an
outcome criterion for this patient?
a. The patient will follow instructions.
b. The patient will not experience complications.
c. The patient adheres to the new insulin treatment regimen.
d. The patient demonstrates safe insulin self-administration technique.
ANS: D
Having the patient demonstrate safe insulin self-administration technique is a specific and measurable outcome criterion. Following
instructions and avoiding complications are not specific criteria. Adherence to the new insulin treatment regimen is not objective
and would be difficult to measure.
DIF: Cognitive Level: Application
5. Which activity best reflects the implementation phase of the nursing process for the patient who is newly diagnosed with type 1
diabetes mellitus?
a. Providing education regarding self-injection technique
b. Setting goals and outcome criteria with the patient’s input
c. Recording a history of over-the-counter medications used at home
d. Formulating nursing diagnoses regarding knowledge deficits related to the new
treatment regimen
ANS: A
Education is an intervention that occurs during the implementation phase. Setting goals and outcome criteria reflects the planning
phase. Recording a drug history reflects the assessment phase. Formulating nursing diagnoses regarding a knowledge deficit
reflects analysis of data as part of the planning phase.
DIF: Cognitive Level: Analysis
Copyright © 2021, Elsevier Inc. All rights reserved. 1
, lOMoAR v cPSD|
v 3013804
6. The nurse is working during a very busy night shift, and the health care provider has just given the nurse a medication order over
the telephone, but the nurse does not recall the route. What is the best way for the nurse to avoid medication errors?
a. Recopy the order neatly on the order sheet, with the most common route indicated
b. Consult with the pharmacist for clarification about the most common route
c. Call the health care provider to clarify the route of administration
d. Withhold the drug until the health care provider visits the patient
ANS: C
If a medication order does not include the route, the nurse must ask the health care provider to clarify it. Never assume the route of
administration.
DIF: Cognitive Level: Application | Cognitive Level: Analysis
7. Which constitutes the traditional Five Rights of medication administration?
a. Right drug, right route, right dose, right time, and right patient
b. Right drug, the right effect, the right route, the right time, and the right patient
c. Right patient, right strength, right diagnosis, right drug, and right route
d. Right patient, right diagnosis, right drug, right route, and right time
ANS: A
The traditional Five Rights of medication administration were considered to be Right drug, Right route, Right dose, Right time, and
Right patient. Right effect, right strength, and right diagnosis are not part of the traditional Five Rights.
DIF: Cognitive Level: Comprehension
8. What correctly describes the nursing process?
a. Diagnosing, planning, assessing, implementing, and finally evaluating
b. Assessing, then diagnosing, implementing, and ending with evaluating
c. A linear direction that begins with assessing and continues through diagnosing,
planning, and finally implementing
d. An ongoing process that begins with assessing and continues with diagnosing,
planning, implementing, and evaluating
ANS: D
The nursing process is an ongoing, flexible, adaptable, and adjustable five-step process that begins with assessing and continues
through diagnosing, planning, implementing, and finally evaluating, which may then lead back to any of the other phases.
DIF: Cognitive Level: Application
9. When the nurse is considering the timing of a drug dose, which is most important to assess?
a. The patient’s identification
b. The patient’s weight
c. The patient’s last meal
d. Any drug or food allergies
ANS: C
The pharmacokinetic and pharmacodynamic properties of the drug need to be assessed with regard to any drug–food interactions or
compatibility issues. The patient’s identification, weight, and drug or food allergies are not affected by the drug’s timing.
DIF: Cognitive Level: Application
10. The nurse is writing nursing diagnoses for a plan of care. Which reflects the correct format for her nursing diagnosis?
a. Anxiety
b. Anxiety related to new drug therapy
c. Anxiety related to anxious feelings about drug therapy, as evidenced by
statements such as “I’m upset about having to give myself shots”
d. Anxiety related to new drug therapy, as evidenced by statements such as “I’m
upset about having to give myself shots”
ANS: D
Formulation of nursing diagnoses is usually a three-step process. The only complete answer is “Anxiety related to new drug
therapy, as evidenced by statements such as ‘I’m upset about having to give myself shots.’” The answer “Anxiety” is missing the
“related to” and “as evidenced by” portions. The answer “Anxiety related to new drug therapy” is missing the “as evidenced by”
portion of defining characteristics. The “related to” section in “Anxiety related to anxious feelings about drug therapy, as evidenced
by statements such as ‘I’m upset about having to give myself shots’” is simply a restatement of the problem “anxiety,” not a
separate factor related to the response.
DIF: Cognitive Level: Analysis
OTHER
1. Place the phases of the nursing process in the correct order, starting with the first phase.
a. Planning
b. Evaluation
c. Assessment
d. Implementation
e. Diagnosing
ANS:
C, E, A, D, B
DIF: Cognitive Level: Analysis
, lOMoAR v cPSD|
v 3013804
Chapter 02: Pharmacological Principles
v v v
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 4th Edition
v v v v v v v v v
MULTIPLE vCHOICE
1. A vpatient vis vreceiving vtwo vdifferent vdrugs, vwhich, vat vtheir vcurrent vdose vforms vand vdosages, vare vboth vabsorbed vinto vthe vcirculation
in videntical vamounts. vWhich vterm vbest vdenotes vthat vthe vdrugs vhave vthe vsame vabsorption vrates?
v
a. Equivalent
b. Synergistic
c. Compatible
d. Bioequivalent
ANS: v D
Two vdrugs vabsorbed vinto vthe vcirculation vat vthe vsame vamount v(in vspecific vdosage vforms) vhave vthe vsame vbioavailability; vthus, vthey
vare vbioequivalent. v“Equivalent” vis vincorrect vbecause vthe vterm v“bioavailability” vis vused vto vexpress vthe vextent vof vdrug vabsorption.
“Synergistic” vis vincorrect vbecause vthis vterm vrefers vto vtwo vdrugs vgiven vtogether vwhose vresulting veffect vis vgreater vthan vthe vsum vof
vthe veffects vof veach vdrug vgiven valone. v“Compatible” vis vincorrect vbecause vthis vterm vis va vgeneral vterm vused vto vindicate vthat vtwo
vsubstances vdo vnot vhave va vchemical vreaction vwhen vmixed v(or vgiven, vin vthe vcase vof vdrugs) vtogether.
DIF: Cognitive vLevel: vComprehension
2. A vpatient vis vreceiving vmedication vvia vintravenous vinjection. vWhich vinformation vshould vthe vnurse vprovide vfor vpatient v education?
a. The vmedication vwill vcause vfewer vadverse veffects vwhen vgiven vintravenously.
b. The vmedication vwill vbe vabsorbed vslowly vinto vthe vtissues vover vtime.
c. The vmedication’s vaction vwill vbegin vfaster vwhen vgiven vintravenously.
d. Most vof vthe vdrug vis vinactivated vby vthe vliver vbefore vit vreaches vthe vtarget varea.
ANS: v C
Intravenous vinjections vare vthe vfastest vroute vof vabsorption. vThe vintravenous vroute vdoes vnot vaffect vthe vnumber vof vadverse veffects,
vthe vintravenous vroute vis vnot va vslow vroute vof vabsorption, vand vthe vintravenous vroute vdoes vnot vcause vinactivation vof vthe vdrug vby
vthe vliver vbefore vit vreaches vthe vtarget varea.
DIF: Cognitive vLevel: vComprehension
3. Which vis vtrue vregarding vparenteral vdrugs?
a. They vbypass vthe vfirst-pass veffect.
b. They vdecrease vblood vflow vto vthe vstomach.
c. They vare valtered vby vthe vpresence vof vfood vin vthe vstomach.
d. They vexert vtheir veffects vwhile vcirculating vin vthe vbloodstream.
ANS: v A
Drugs vgiven vby vthe vparenteral vroute vbypass vthe vfirst-pass veffect, vbut vthey vstill vmust vbe vabsorbed vinto vcells vand vtissues vbefore vthey
vcan vexert vtheir veffects. vEnteral vdrugs v(drugs vtaken vorally), vnot vparenteral vdrugs, vdecrease vblood vflow vto vthe vstomach vand vare
v altered vby vthe vpresence vof vfood vin vthe vstomach. vParenteral vdrugs vmust vbe vabsorbed vinto vcells vand vtissues vfrom vthe vcirculation
vbefore vthey vcan vexert vtheir veffects; vthey vdo vnot vexert vtheir veffects vwhile vcirculating vin vthe vbloodstream.
DIF: Cognitive vLevel: vAnalysis
4. A vdrug’s vhalf-life vis vbest vdefined vas
a. The vtime vit vtakes vfor vthe vdrug vto velicit vhalf vits vtherapeutic vresponse.
b. The vtime vit vtakes vone-half vof vthe voriginal vamount vof va vdrug vto vreach vthe
vtarget vcells.
c. The vtime vit vtakes vone-half vof vthe voriginal vamount vof va vdrug vto vbe vremoved vfrom
vthe vbody.
d. The vtime vit vtakes vone-half vof vthe voriginal vamount vof va vdrug vto vbe vabsorbed vinto
vthe vcirculation.
ANS: v C
A vdrug’s vhalf-life vis vthe vtime vit vtakes vfor vone-half vof vthe voriginal vamount vof va vdrug vto vbe vremoved vfrom vthe vbody. vIt vis va vmeasure
vof vthe vrate vat vwhich vdrugs vare vremoved vfrom vthe vbody. vAnswers vA, vB, vand vD vare vnot vcorrect vdefinitions vof va vdrug’s vhalf-life.
DIF: Cognitive vLevel: vComprehension
5. The vterm v“duration vof vaction” vis vbest vdefined vas
a. The vtime vit vtakes vfor vthe vdrug vto velicit va vtherapeutic vresponse.
b. The vtime vit vtakes va vdrug vto vreach vits vmaximum vtherapeutic vresponse.
c. The vlength vof vtime vit vtakes vto vremove va vdrug vfrom vcirculation.
d. The vtime vduring vwhich vdrug vconcentration vis vsufficient vto velicit va
therapeutic vresponse.
v
ANS: v D
Duration vof vaction vis vthe vtime vduring vwhich vdrug vconcentration vis vsufficient vto velicit va vtherapeutic vresponse. vThe vtime vit vtakes
vfor va vdrug vto velicit va vtherapeutic vresponse vis vthe vdrug’s v“onset vof vaction.” vThe vtime vit vtakes va vdrug vto vreach vits vmaximum
vtherapeutic vresponse vis va vdrug’s v“peak veffect.” v“The vlength vof vtime vit vtakes vto vremove va vdrug vfrom vcirculation” vdefines va vdrug’s
velimination vand vdoes vnot vcorrectly vdefine va vdrug’s vduration vof vaction.
DIF: Cognitive vLevel: vComprehension
