TEST BANK 3
LILLEY'S3PHARMACOLOGY3FOR3CANADIAN3HEALTH3CARE3PRACTICE
KARA3SEALOCK
4th3Edition
TESTBANK 3
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3 301
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Chapter301:3Nursing3Practice3in3Canada3and3Drug3Therapy
Sealock:3Lilley’s3Pharmacology3for3Canadian3Health3Care3Practice,34th3Edition
MULTIPLE3CHOICE
1. Which3is3a3judgement3about3a3particular3patient’s3potential3need3or3problem?
a. A3goal
b. An3assessment
c. Subjective3data
d. A3nursing3diagnosis
ANS:3 D
Nursing3diagnosis3is3the3phase3of3the3nursing3process3during3which3a3clinical3judgement3is3made3about3how3a3patient3responds3to
3heath3conditions3and3life 3processes3or3vulnerability3for3that3response.
DIF: Cognitive3Level:3Knowledge
2. The3patient3is3to3receive3oral3furosemide3(Lasix)3every3day;3however,3because3the3patient3is3unable3to3swallow,3he3cannot3ta
ke3medication3orally,3as3ordered.3The3nurse3needs3to3contact3the3physician.3What3type3of3problem3is3this?
a. A3“right3time”3problem
b. A3“right3dose”3problem
c. A3“right3route”3problem
d. A3“right3medication”3problem
ANS:3 C
This3is3a3“right3route”3problem:3the3nurse3cannot3assume3the3route3and3must3clarify3the3route3with3the3prescriber.3This3is3not3a3“rig
ht3time”3problem3because3the3ordered3frequency3has3not3changed.3This3is3not3a3“right3dose”3problem3because3the3dose3is3not3relat
ed3to3an3inability3to3swallow.3This3is3not3a3“right3medication”3problem3because3the3medication3ordered3will3not3change,3just3the3r
oute.
DIF: Cognitive3Level:3Application
3. The3nurse3has3been3monitoring3the3patient’s3progress3on3his3new3drug3regimen3since3the3first3dose3and3has3been3documenting3sig
ns3of3possible3adverse3effects.3What3nursing3process3phase3is3the3nurse3practising?
a. Planning
b. Evaluation
c. Implementation
d. Nursing3diagnosis
ANS:3 B
Monitoring3the3patient’s3progress3is3part3of3the3evaluation3phase.3Planning,3implementation,3and3nursing3diagnosis3are3not3illustra
ted3by3this3example.
DIF: Cognitive3Level:3Application
4. The3nurse3is3caring3for3a3patient3who3has3been3newly3diagnosed3with3type313diabetes3mellitus.3Which3statement3best3illustrates3
an3outcome3criterion3for3this3patient?
a. The3patient3will3follow3instructions.
b. The3patient3will3not3experience3complications.
c. The3patient3adheres3to3the3new3insulin3treatment3regimen.
d. The3patient3demonstrates3safe3insulin3self-administration3technique.
ANS:3 D
Having3the3patient3demonstrate3safe3insulin3self-
administration3technique3is3a3specific3and3measurable3outcome3criterion.3Following3instructions3and3avoiding3complications3are3n
ot3specific3criteria.3Adherence3to3the3new3insulin3treatment3regimen3is3not3objective3and3would3be3difficult3to3measure.
DIF: Cognitive3Level:3Application
5. Which3activity3best3reflects3the3implementation3phase3of3the3nursing3process3for3the3patient3who3is3newly3diagnosed3with3type
1 diabetes3mellitus?
3 3
a. Providing3education3regarding3self-injection3technique
b. Setting3goals3and3outcome3criteria3with3the3patient’s3input
c. Recording3a3history3of3over-the-counter3medications3used3at3home
d. Formulating3nursing3diagnoses3regarding3knowledge3deficits3related3to3the3ne
w3treatment3regimen
ANS:3 A
Education3is3an3intervention3that3occurs3during3the3implementation3phase.3Setting3goals3and3outcome3criteria3reflects3the3plannin
g3phase.3Recording3a3drug3history3reflects3the3assessment3phase.3Formulating3nursing3diagnoses3regarding3a3knowledge3deficit3r
eflects3analysis3of3data3as3part3of3the3planning3phase.
DIF: Cognitive3Level:3Analysis
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lOM oAR cPSD
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Copyright3©32021,3Elsevier3Inc.3All3rights3reserved. 1
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lOM oAR cPSD
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3 301
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6. The3nurse3is3working3during3a3very3busy3night3shift,3and3the3health3care3provider3has3just3given3the3nurse3a3medication3order3ov
er3the3telephone,3but3the3nurse3does3not3recall3the3route.3What3is3the3best3way3for3the3nurse3to3avoid3medication3 errors?
a. Recopy3the3order3neatly3on3the3order3sheet,3with3the3most3common3route3indicated
b. Consult3with3the3pharmacist3for3clarification3about3the3most3common3route
c. Call3the3health3care3provider3to3clarify3the3route3of3administration
d. Withhold3the3drug3until3the3health3care3provider3visits3the3patient
ANS:3C
If3a3medication3order3does3not3include3the3route,3the3nurse3must3ask3the3health3care3provider3to3clarify3it.3Never3assume3the3route3of3ad
ministration.
DIF: Cognitive3Level:3Application3|3Cognitive3Level:3Analysis
7. Which3constitutes3the3traditional3Five3Rights3of3medication3administration?
a. Right3drug,3right3route,3right3dose,3right3time,3and3right3patient
b. Right3drug,3the3right3effect,3the3right3route,3the3right3time,3and3the3right3patient
c. Right3patient,3right3strength,3right3diagnosis,3right3drug,3and3right3route
d. Right3patient,3right3diagnosis,3right3drug,3right3route,3and3right3time
ANS:3A
The3traditional3Five3Rights3of3medication3administration3were3considered3to3be3Right3drug,3Right3route,3Right3dose,3Right3time,3an
d3Right3patient.3Right3effect,3right3strength,3and3right3diagnosis3are3not3part3of3the3traditional3Five3Rights.
DIF: Cognitive3Level:3Comprehension
8. What3correctly3describes3the3nursing3process?
a. Diagnosing,3planning,3assessing,3implementing,3and3finally3evaluating
b. Assessing,3then3diagnosing,3implementing,3and3ending3with3evaluating
c. A3linear3direction3that3begins3with3assessing3and3continues3through3diagnosing
,3planning,3and3finally3implementing
d. An3ongoing3process3that3begins3with3assessing3and3continues3with3diagnosing
,3planning,3implementing,3and3evaluating
ANS:3D
The3nursing3process3is3an3ongoing,3flexible,3adaptable,3and3adjustable3five-
step3process3that3begins3with3assessing3and3continues3through3diagnosing,3planning,3implementing,3and3finally3evaluating,3which
3may3then3lead3back3to3any3of3the3other3phases.
DIF: Cognitive3Level:3Application
9. When3the3nurse3is3considering3the3timing3of3a3drug3dose,3which3is3most3important3to3assess?
a. The3patient’s3identification
b. The3patient’s3weight
c. The3patient’s3last3meal
d. Any3drug3or3food3allergies
ANS:3C
The3pharmacokinetic3and3pharmacodynamic3properties3of3the3drug3need3to3be3assessed3with3regard3to3any3drug–
food3interactions3or3compatibility3issues.3The3patient’s3identification,3weight,3and3drug3or3food3allergies3are3not3affected3by3the3drug’s
3timing.
DIF: Cognitive3Level:3Application
10. The3nurse3is3writing3nursing3diagnoses3for3a3plan3of3care.3Which3reflects3the3correct3format3for3her3nursing3diagnosis?
a. Anxiety
b. Anxiety3related3to3new3drug3therapy
c. Anxiety3related3to3anxious3feelings3about3drug3therapy,3as3evidenced3b
y3statements3such3as3“I’m3upset3about3having3to3give3myself3shots”
d. Anxiety3related3to3new3drug3therapy,3as3evidenced3by3statements3such3as3“I’
m3upset3about3having3to3give3myself3shots”
ANS:3D
Formulation3of3nursing3diagnoses3is3usually3a3three-
step3process.3The3only3complete3answer3is3“Anxiety3related3to3new3drug3therapy,3as3evidenced3by3statements3such3as3‘I’m3upset3a
bout3having3to3give3myself3shots.’”3The3answer3“Anxiety”3is3missing3the3“related3to”3and3“as3evidenced3by”3portions.3The3answe
r3“Anxiety3related3to3new3drug3therapy”3is3missing3the3“as3evidenced3by”3portion3of3defining3characteristics.3The3“related3to”3sect
ion3in3“Anxiety3related3to3anxious3feelings3about3drug3therapy,3as3evidenced3by3statements3such3as3‘I’m3upset3about3having3to3giv
e3myself3shots’”3is3simply3a3restatement3of3the3problem3“anxiety,”3not3a3separate3factor3related3to3the3response.
DIF: Cognitive3Level:3Analysis
OTHER
1. Place3the3phases3of3the3nursing3process3in3the3correct3order,3starting3with3the3first3phase.
a. Planning
b. Evaluation
c. Assessment
d. Implementation
e. Diagnosing
ANS:
C,3E,3A,3D,3B
DIF: Cognitive3Level:3Analysis
LILLEY'S3PHARMACOLOGY3FOR3CANADIAN3HEALTH3CARE3PRACTICE
KARA3SEALOCK
4th3Edition
TESTBANK 3
, 3
lOM oAR cPSD
|
3 301
3804
33
lOM oAR cPSD
| 30
1380
4
Chapter301:3Nursing3Practice3in3Canada3and3Drug3Therapy
Sealock:3Lilley’s3Pharmacology3for3Canadian3Health3Care3Practice,34th3Edition
MULTIPLE3CHOICE
1. Which3is3a3judgement3about3a3particular3patient’s3potential3need3or3problem?
a. A3goal
b. An3assessment
c. Subjective3data
d. A3nursing3diagnosis
ANS:3 D
Nursing3diagnosis3is3the3phase3of3the3nursing3process3during3which3a3clinical3judgement3is3made3about3how3a3patient3responds3to
3heath3conditions3and3life 3processes3or3vulnerability3for3that3response.
DIF: Cognitive3Level:3Knowledge
2. The3patient3is3to3receive3oral3furosemide3(Lasix)3every3day;3however,3because3the3patient3is3unable3to3swallow,3he3cannot3ta
ke3medication3orally,3as3ordered.3The3nurse3needs3to3contact3the3physician.3What3type3of3problem3is3this?
a. A3“right3time”3problem
b. A3“right3dose”3problem
c. A3“right3route”3problem
d. A3“right3medication”3problem
ANS:3 C
This3is3a3“right3route”3problem:3the3nurse3cannot3assume3the3route3and3must3clarify3the3route3with3the3prescriber.3This3is3not3a3“rig
ht3time”3problem3because3the3ordered3frequency3has3not3changed.3This3is3not3a3“right3dose”3problem3because3the3dose3is3not3relat
ed3to3an3inability3to3swallow.3This3is3not3a3“right3medication”3problem3because3the3medication3ordered3will3not3change,3just3the3r
oute.
DIF: Cognitive3Level:3Application
3. The3nurse3has3been3monitoring3the3patient’s3progress3on3his3new3drug3regimen3since3the3first3dose3and3has3been3documenting3sig
ns3of3possible3adverse3effects.3What3nursing3process3phase3is3the3nurse3practising?
a. Planning
b. Evaluation
c. Implementation
d. Nursing3diagnosis
ANS:3 B
Monitoring3the3patient’s3progress3is3part3of3the3evaluation3phase.3Planning,3implementation,3and3nursing3diagnosis3are3not3illustra
ted3by3this3example.
DIF: Cognitive3Level:3Application
4. The3nurse3is3caring3for3a3patient3who3has3been3newly3diagnosed3with3type313diabetes3mellitus.3Which3statement3best3illustrates3
an3outcome3criterion3for3this3patient?
a. The3patient3will3follow3instructions.
b. The3patient3will3not3experience3complications.
c. The3patient3adheres3to3the3new3insulin3treatment3regimen.
d. The3patient3demonstrates3safe3insulin3self-administration3technique.
ANS:3 D
Having3the3patient3demonstrate3safe3insulin3self-
administration3technique3is3a3specific3and3measurable3outcome3criterion.3Following3instructions3and3avoiding3complications3are3n
ot3specific3criteria.3Adherence3to3the3new3insulin3treatment3regimen3is3not3objective3and3would3be3difficult3to3measure.
DIF: Cognitive3Level:3Application
5. Which3activity3best3reflects3the3implementation3phase3of3the3nursing3process3for3the3patient3who3is3newly3diagnosed3with3type
1 diabetes3mellitus?
3 3
a. Providing3education3regarding3self-injection3technique
b. Setting3goals3and3outcome3criteria3with3the3patient’s3input
c. Recording3a3history3of3over-the-counter3medications3used3at3home
d. Formulating3nursing3diagnoses3regarding3knowledge3deficits3related3to3the3ne
w3treatment3regimen
ANS:3 A
Education3is3an3intervention3that3occurs3during3the3implementation3phase.3Setting3goals3and3outcome3criteria3reflects3the3plannin
g3phase.3Recording3a3drug3history3reflects3the3assessment3phase.3Formulating3nursing3diagnoses3regarding3a3knowledge3deficit3r
eflects3analysis3of3data3as3part3of3the3planning3phase.
DIF: Cognitive3Level:3Analysis
, 3
lOM oAR cPSD
|
3 301
3804
Copyright3©32021,3Elsevier3Inc.3All3rights3reserved. 1
, 3
lOM oAR cPSD
|
3 301
3804
6. The3nurse3is3working3during3a3very3busy3night3shift,3and3the3health3care3provider3has3just3given3the3nurse3a3medication3order3ov
er3the3telephone,3but3the3nurse3does3not3recall3the3route.3What3is3the3best3way3for3the3nurse3to3avoid3medication3 errors?
a. Recopy3the3order3neatly3on3the3order3sheet,3with3the3most3common3route3indicated
b. Consult3with3the3pharmacist3for3clarification3about3the3most3common3route
c. Call3the3health3care3provider3to3clarify3the3route3of3administration
d. Withhold3the3drug3until3the3health3care3provider3visits3the3patient
ANS:3C
If3a3medication3order3does3not3include3the3route,3the3nurse3must3ask3the3health3care3provider3to3clarify3it.3Never3assume3the3route3of3ad
ministration.
DIF: Cognitive3Level:3Application3|3Cognitive3Level:3Analysis
7. Which3constitutes3the3traditional3Five3Rights3of3medication3administration?
a. Right3drug,3right3route,3right3dose,3right3time,3and3right3patient
b. Right3drug,3the3right3effect,3the3right3route,3the3right3time,3and3the3right3patient
c. Right3patient,3right3strength,3right3diagnosis,3right3drug,3and3right3route
d. Right3patient,3right3diagnosis,3right3drug,3right3route,3and3right3time
ANS:3A
The3traditional3Five3Rights3of3medication3administration3were3considered3to3be3Right3drug,3Right3route,3Right3dose,3Right3time,3an
d3Right3patient.3Right3effect,3right3strength,3and3right3diagnosis3are3not3part3of3the3traditional3Five3Rights.
DIF: Cognitive3Level:3Comprehension
8. What3correctly3describes3the3nursing3process?
a. Diagnosing,3planning,3assessing,3implementing,3and3finally3evaluating
b. Assessing,3then3diagnosing,3implementing,3and3ending3with3evaluating
c. A3linear3direction3that3begins3with3assessing3and3continues3through3diagnosing
,3planning,3and3finally3implementing
d. An3ongoing3process3that3begins3with3assessing3and3continues3with3diagnosing
,3planning,3implementing,3and3evaluating
ANS:3D
The3nursing3process3is3an3ongoing,3flexible,3adaptable,3and3adjustable3five-
step3process3that3begins3with3assessing3and3continues3through3diagnosing,3planning,3implementing,3and3finally3evaluating,3which
3may3then3lead3back3to3any3of3the3other3phases.
DIF: Cognitive3Level:3Application
9. When3the3nurse3is3considering3the3timing3of3a3drug3dose,3which3is3most3important3to3assess?
a. The3patient’s3identification
b. The3patient’s3weight
c. The3patient’s3last3meal
d. Any3drug3or3food3allergies
ANS:3C
The3pharmacokinetic3and3pharmacodynamic3properties3of3the3drug3need3to3be3assessed3with3regard3to3any3drug–
food3interactions3or3compatibility3issues.3The3patient’s3identification,3weight,3and3drug3or3food3allergies3are3not3affected3by3the3drug’s
3timing.
DIF: Cognitive3Level:3Application
10. The3nurse3is3writing3nursing3diagnoses3for3a3plan3of3care.3Which3reflects3the3correct3format3for3her3nursing3diagnosis?
a. Anxiety
b. Anxiety3related3to3new3drug3therapy
c. Anxiety3related3to3anxious3feelings3about3drug3therapy,3as3evidenced3b
y3statements3such3as3“I’m3upset3about3having3to3give3myself3shots”
d. Anxiety3related3to3new3drug3therapy,3as3evidenced3by3statements3such3as3“I’
m3upset3about3having3to3give3myself3shots”
ANS:3D
Formulation3of3nursing3diagnoses3is3usually3a3three-
step3process.3The3only3complete3answer3is3“Anxiety3related3to3new3drug3therapy,3as3evidenced3by3statements3such3as3‘I’m3upset3a
bout3having3to3give3myself3shots.’”3The3answer3“Anxiety”3is3missing3the3“related3to”3and3“as3evidenced3by”3portions.3The3answe
r3“Anxiety3related3to3new3drug3therapy”3is3missing3the3“as3evidenced3by”3portion3of3defining3characteristics.3The3“related3to”3sect
ion3in3“Anxiety3related3to3anxious3feelings3about3drug3therapy,3as3evidenced3by3statements3such3as3‘I’m3upset3about3having3to3giv
e3myself3shots’”3is3simply3a3restatement3of3the3problem3“anxiety,”3not3a3separate3factor3related3to3the3response.
DIF: Cognitive3Level:3Analysis
OTHER
1. Place3the3phases3of3the3nursing3process3in3the3correct3order,3starting3with3the3first3phase.
a. Planning
b. Evaluation
c. Assessment
d. Implementation
e. Diagnosing
ANS:
C,3E,3A,3D,3B
DIF: Cognitive3Level:3Analysis
