Pharmacology for Nurse
TH TH
s: A Pathophysiologic Appro
TH TH TH
ach
Sixth Edition TH
Michael Adam TH
s Norman Holla
TH TH
nd Carol Urban
TH TH
,TEST BANK Pharmacology for Nurses A
m m m m m
Pathophysiologic Approach, 6th Edition Michael P.
m m m m m m
Adams| LATEST VERSION A+ RATED
m m m m m
Pharmacology for Nurses, 6e (Adams) TH TH TH TH TH
Chapter 1 Introduction to Pharmacol
TH T H TH TH
ogy
1) A nurse is reviewing key events in the history of pharmacology with a stud
TH TH TH TH TH TH TH TH TH TH TH TH TH
ent nurse. Which student comment indicates an understanding?
TH TH TH TH TH TH TH
1. "Early researchers used themselves as test subjects."
TH TH TH TH TH TH
2. "A primary goal of pharmacology is to prevent disease."
TH TH TH TH TH TH TH TH
3. "Penicillin is one of the initial drugs isolated from a natural source."
TH TH TH TH TH TH TH TH TH TH TH
4. "Pharmacologists began synthesizing drugs in the laboratory in the nin TH TH TH TH TH TH TH TH TH
eteenth century." TH
Answer: 1 Explanat T H TH
ion:
1. Some early researchers, like Friedrich Serturner, used themselves
TH TH TH TH TH TH TH T
as test subjects.
H TH TH
2. An early goal of pharmacology was to relieve human suffering.
TH TH TH TH TH TH TH TH TH
3. Initial drugs isolated from complex mixtures included morphine, col
TH TH TH TH TH TH TH TH
chicine, curare, and cocaine, but not penicillin.
TH TH TH TH TH TH
4. By the twentieth century, pharmacologists could synthesize drugs
TH TH TH TH TH TH TH
in the laboratory.
TH TH TH
Page Ref: 3 TH TH
Cognitive Level: Applying TH T H
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Thera
TH T H TH TH TH TH TH
pies Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple
TH T H TH TH TH TH TH TH TH
dimensions of patient- T H TH
centered care: patient/family/community preferences, values; coordination and
TH TH TH TH TH TH TH
integration of care; information, communication, and education; physical comfo
TH TH TH TH TH TH TH TH
rt and emotional support; involvement of family and friends; and transition and
TH TH TH TH TH TH TH TH TH TH TH
continuity.
TH
| AACN Essential Competencies: I.7 Integrate the knowledge and methods of a v
TH TH TH TH TH TH TH TH TH TH TH TH
ariety of disciplines to inform decision making. | NLN Competencies: Knowledg
TH TH TH TH TH TH TH TH TH TH
e and Science: Integration of knowledge from nursing and other disciplines. |
TH TH TH TH TH TH TH TH TH TH TH TH
Nursing/Integrated Concepts: Nursing Process: Evaluation TH TH TH TH
Learning Outcome: 1- TH T H
1 Identify key events in the history of pharmacology. MNL Learning O
TH TH TH TH TH TH TH TH TH TH TH
utcome: 1.1 Examine the relationship between medicine and pharmaco
T H TH TH TH TH TH TH TH
logy.
2) A student nurse asks a nursing instructor why anatomy and physiology
TH TH TH TH TH TH TH TH TH TH TH
, as well as microbiology are required courses when the student only wa
TH TH TH TH TH TH TH TH TH TH TH
nts to learn about pharmacology. What is the best response by the inst
TH TH TH TH TH TH TH TH TH TH TH TH
ructor?
1. "Because pharmacology is an outgrowth of those subjects."
TH TH TH TH TH TH TH
2. "You must learn all, since all of those subjects are part of the curriculum."
TH TH TH TH TH TH TH TH TH TH TH TH TH
3. "Knowledge of all those subjects will prepare you to administer medication."
TH TH TH TH TH TH TH TH TH TH
4. "An understanding of those subjects is essential to understand pharmac
TH TH TH TH TH TH TH TH TH
ology." Answer: 4
TH T H
Explanation:
1. Pharmacology is an outgrowth of anatomy, physiology, and microbiolo
TH TH TH TH TH TH TH TH
gy, but this is not the most essential reason for the nurse to learn t
TH TH TH TH TH TH TH TH TH TH TH TH TH TH
hem.
2. The nurse must learn anatomy, physiology, and microbiology to und
TH TH TH TH TH TH TH TH TH
erstand pharmacology, not because they are part of the curriculum.
TH TH TH TH TH TH TH TH TH
, 3. Knowledge of anatomy, physiology, and microbiology prepares the n
TH TH TH TH TH TH TH TH
urse to understand pharmacology, not to provide care such as admi
TH TH TH TH TH TH TH TH TH TH
nistration of medications. TH TH
4. It is essential for the nurse to have a broad knowledge base of many s
TH TH TH TH TH TH TH TH TH TH TH TH TH TH
ciences in order to learn pharmacology. TH TH TH TH TH
Page Ref: 3 TH TH
Cognitive Level: Applying TH T H
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Thera
TH T H TH TH TH TH TH
pies Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple
TH T H TH TH TH TH TH TH TH
dimensions of patient- T H TH
centered care: patient/family/community preferences, values; coordination and
TH TH TH TH TH TH TH
integration of care; information, communication, and education; physical comfo
TH TH TH TH TH TH TH TH
rt and emotional support; involvement of family and friends; and transition and
TH TH TH TH TH TH TH TH TH TH TH
continuity.
TH
| AACN Essential Competencies: I.7 Integrate the knowledge and methods of a v
TH TH TH TH TH TH TH TH TH TH TH TH
ariety of disciplines to inform decision making. | NLN Competencies: Knowledg
TH TH TH TH TH TH TH TH TH TH
e and Science: Integration of knowledge from nursing and other disciplines. |
TH TH TH TH TH TH TH TH TH TH TH TH
Nursing/Integrated Concepts: Nursing Process: Implementation TH TH TH TH
Learning Outcome: 1- TH T H
2 Explain the interdisciplinary nature of pharmacology, giving an example of ho
TH TH TH TH TH TH TH TH TH TH TH
w knowledge from different sciences impacts the nurse's role in drug administr
TH TH TH TH TH TH TH TH TH TH TH
ation.
MNL Learning Outcome: 1.1 Examine the relationship between medicine and p
TH TH T H TH TH TH TH TH TH TH
harmacology.
3) A nurse is teaching a group of nurses about the differences between phar
TH TH TH TH TH TH TH TH TH TH TH TH
macology and therapeutics. The nurse determines that learning has occurr
TH TH TH TH TH TH TH TH TH
ed when which statements are made?
TH TH TH TH TH
Note: Credit will be given only if all correct choices and no incorrect choices are sele
TH TH TH TH TH TH TH TH TH TH TH TH TH TH TH
cted.
Select all that apply.
TH TH TH
1. "Pharmacology is the development of medicines." TH TH TH TH TH
2. "Pharmacology is the study of medicines." TH TH TH TH TH
3. "Therapeutics relates to drug use to treat suffering." TH TH TH TH TH TH TH
4. "Therapeutics is the study of drug interactions." TH TH TH TH TH TH
5. "Pharmacology is the study of drugs to prevent dis TH TH TH TH TH TH TH TH
ease." Answer: 2, 3, 5
TH T H TH TH
Explanation:
1. Pharmacology is not the development of medicines. TH TH TH TH TH TH
2. Pharmacology is the study of medicines. TH TH TH TH TH
3. Therapeutics is the use of drugs in the treatment of suffering. TH TH TH TH TH TH TH TH TH TH
4. Therapeutics is not related to study of drug interactions. TH TH TH TH TH TH TH TH
5. Pharmacotherapy is the application of drugs for the purpose of TH TH TH TH TH TH TH TH TH TH
disease prevention. TH
Page Ref: 4 TH TH
Cognitive Level: Applying TH T H
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Thera
TH T H TH TH TH TH TH
pies Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple
TH T H TH TH TH TH TH TH TH
dimensions of patient- T H TH
centered care: patient/family/community preferences, values; coordination and
TH TH TH TH TH TH TH
TH TH
s: A Pathophysiologic Appro
TH TH TH
ach
Sixth Edition TH
Michael Adam TH
s Norman Holla
TH TH
nd Carol Urban
TH TH
,TEST BANK Pharmacology for Nurses A
m m m m m
Pathophysiologic Approach, 6th Edition Michael P.
m m m m m m
Adams| LATEST VERSION A+ RATED
m m m m m
Pharmacology for Nurses, 6e (Adams) TH TH TH TH TH
Chapter 1 Introduction to Pharmacol
TH T H TH TH
ogy
1) A nurse is reviewing key events in the history of pharmacology with a stud
TH TH TH TH TH TH TH TH TH TH TH TH TH
ent nurse. Which student comment indicates an understanding?
TH TH TH TH TH TH TH
1. "Early researchers used themselves as test subjects."
TH TH TH TH TH TH
2. "A primary goal of pharmacology is to prevent disease."
TH TH TH TH TH TH TH TH
3. "Penicillin is one of the initial drugs isolated from a natural source."
TH TH TH TH TH TH TH TH TH TH TH
4. "Pharmacologists began synthesizing drugs in the laboratory in the nin TH TH TH TH TH TH TH TH TH
eteenth century." TH
Answer: 1 Explanat T H TH
ion:
1. Some early researchers, like Friedrich Serturner, used themselves
TH TH TH TH TH TH TH T
as test subjects.
H TH TH
2. An early goal of pharmacology was to relieve human suffering.
TH TH TH TH TH TH TH TH TH
3. Initial drugs isolated from complex mixtures included morphine, col
TH TH TH TH TH TH TH TH
chicine, curare, and cocaine, but not penicillin.
TH TH TH TH TH TH
4. By the twentieth century, pharmacologists could synthesize drugs
TH TH TH TH TH TH TH
in the laboratory.
TH TH TH
Page Ref: 3 TH TH
Cognitive Level: Applying TH T H
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Thera
TH T H TH TH TH TH TH
pies Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple
TH T H TH TH TH TH TH TH TH
dimensions of patient- T H TH
centered care: patient/family/community preferences, values; coordination and
TH TH TH TH TH TH TH
integration of care; information, communication, and education; physical comfo
TH TH TH TH TH TH TH TH
rt and emotional support; involvement of family and friends; and transition and
TH TH TH TH TH TH TH TH TH TH TH
continuity.
TH
| AACN Essential Competencies: I.7 Integrate the knowledge and methods of a v
TH TH TH TH TH TH TH TH TH TH TH TH
ariety of disciplines to inform decision making. | NLN Competencies: Knowledg
TH TH TH TH TH TH TH TH TH TH
e and Science: Integration of knowledge from nursing and other disciplines. |
TH TH TH TH TH TH TH TH TH TH TH TH
Nursing/Integrated Concepts: Nursing Process: Evaluation TH TH TH TH
Learning Outcome: 1- TH T H
1 Identify key events in the history of pharmacology. MNL Learning O
TH TH TH TH TH TH TH TH TH TH TH
utcome: 1.1 Examine the relationship between medicine and pharmaco
T H TH TH TH TH TH TH TH
logy.
2) A student nurse asks a nursing instructor why anatomy and physiology
TH TH TH TH TH TH TH TH TH TH TH
, as well as microbiology are required courses when the student only wa
TH TH TH TH TH TH TH TH TH TH TH
nts to learn about pharmacology. What is the best response by the inst
TH TH TH TH TH TH TH TH TH TH TH TH
ructor?
1. "Because pharmacology is an outgrowth of those subjects."
TH TH TH TH TH TH TH
2. "You must learn all, since all of those subjects are part of the curriculum."
TH TH TH TH TH TH TH TH TH TH TH TH TH
3. "Knowledge of all those subjects will prepare you to administer medication."
TH TH TH TH TH TH TH TH TH TH
4. "An understanding of those subjects is essential to understand pharmac
TH TH TH TH TH TH TH TH TH
ology." Answer: 4
TH T H
Explanation:
1. Pharmacology is an outgrowth of anatomy, physiology, and microbiolo
TH TH TH TH TH TH TH TH
gy, but this is not the most essential reason for the nurse to learn t
TH TH TH TH TH TH TH TH TH TH TH TH TH TH
hem.
2. The nurse must learn anatomy, physiology, and microbiology to und
TH TH TH TH TH TH TH TH TH
erstand pharmacology, not because they are part of the curriculum.
TH TH TH TH TH TH TH TH TH
, 3. Knowledge of anatomy, physiology, and microbiology prepares the n
TH TH TH TH TH TH TH TH
urse to understand pharmacology, not to provide care such as admi
TH TH TH TH TH TH TH TH TH TH
nistration of medications. TH TH
4. It is essential for the nurse to have a broad knowledge base of many s
TH TH TH TH TH TH TH TH TH TH TH TH TH TH
ciences in order to learn pharmacology. TH TH TH TH TH
Page Ref: 3 TH TH
Cognitive Level: Applying TH T H
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Thera
TH T H TH TH TH TH TH
pies Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple
TH T H TH TH TH TH TH TH TH
dimensions of patient- T H TH
centered care: patient/family/community preferences, values; coordination and
TH TH TH TH TH TH TH
integration of care; information, communication, and education; physical comfo
TH TH TH TH TH TH TH TH
rt and emotional support; involvement of family and friends; and transition and
TH TH TH TH TH TH TH TH TH TH TH
continuity.
TH
| AACN Essential Competencies: I.7 Integrate the knowledge and methods of a v
TH TH TH TH TH TH TH TH TH TH TH TH
ariety of disciplines to inform decision making. | NLN Competencies: Knowledg
TH TH TH TH TH TH TH TH TH TH
e and Science: Integration of knowledge from nursing and other disciplines. |
TH TH TH TH TH TH TH TH TH TH TH TH
Nursing/Integrated Concepts: Nursing Process: Implementation TH TH TH TH
Learning Outcome: 1- TH T H
2 Explain the interdisciplinary nature of pharmacology, giving an example of ho
TH TH TH TH TH TH TH TH TH TH TH
w knowledge from different sciences impacts the nurse's role in drug administr
TH TH TH TH TH TH TH TH TH TH TH
ation.
MNL Learning Outcome: 1.1 Examine the relationship between medicine and p
TH TH T H TH TH TH TH TH TH TH
harmacology.
3) A nurse is teaching a group of nurses about the differences between phar
TH TH TH TH TH TH TH TH TH TH TH TH
macology and therapeutics. The nurse determines that learning has occurr
TH TH TH TH TH TH TH TH TH
ed when which statements are made?
TH TH TH TH TH
Note: Credit will be given only if all correct choices and no incorrect choices are sele
TH TH TH TH TH TH TH TH TH TH TH TH TH TH TH
cted.
Select all that apply.
TH TH TH
1. "Pharmacology is the development of medicines." TH TH TH TH TH
2. "Pharmacology is the study of medicines." TH TH TH TH TH
3. "Therapeutics relates to drug use to treat suffering." TH TH TH TH TH TH TH
4. "Therapeutics is the study of drug interactions." TH TH TH TH TH TH
5. "Pharmacology is the study of drugs to prevent dis TH TH TH TH TH TH TH TH
ease." Answer: 2, 3, 5
TH T H TH TH
Explanation:
1. Pharmacology is not the development of medicines. TH TH TH TH TH TH
2. Pharmacology is the study of medicines. TH TH TH TH TH
3. Therapeutics is the use of drugs in the treatment of suffering. TH TH TH TH TH TH TH TH TH TH
4. Therapeutics is not related to study of drug interactions. TH TH TH TH TH TH TH TH
5. Pharmacotherapy is the application of drugs for the purpose of TH TH TH TH TH TH TH TH TH TH
disease prevention. TH
Page Ref: 4 TH TH
Cognitive Level: Applying TH T H
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Thera
TH T H TH TH TH TH TH
pies Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple
TH T H TH TH TH TH TH TH TH
dimensions of patient- T H TH
centered care: patient/family/community preferences, values; coordination and
TH TH TH TH TH TH TH
