lOMoARcPSD|13728229
TEST BANK
LILLEYS PHARMACOLOGY FOR CANADIAN HEALTH CARE PRACTICE
4TH EDITION SEALOCK
ALL CHAPTERS 1-58 COVERED
, lOMoARcPSD|13728229
TABLE OF CONTENT
Part One: Pharmacology Basics
1. Nursing Practice in Canada and Drug Therapy
2. Pharmacological Principles
3. Legal and Ethical Considerations
4. Patient Focused Considerations
5. Gene Therapy and Pharmacogenomics
6. Medication Errors: Preventing and Responding
7. Patient Education and Drug Therapy
8. Over-the-Counter Drugs and Natural Health Products
9. Vitamins and Minerals
10. Principles of Drug Administration
Part Two: Drugs Affecting the Central Nervous System
11. Analgesic Drugs
12. General and Local Anaesthetics
13. Central Nervous System Depressants and Muscle Relaxants
14. Central Nervous System Stimulants and Related Drugs
15. Antiepileptic Drugs
16. Antiparkinsonian Drugs
17. Psychotherapeutic Drugs
18. Substance Misuse
Part Three: Drugs Affecting the Autonomic Nervous System
19. Adrenergic Drugs
20. Adrenergic-Blocking Drugs
21. Cholinergic Drugs
22. Cholinergic Blocking Drugs
Part Four: Drugs Affecting the Cardiovascular and Renal Systems
23. Antihypertensive Drugs
24. Antianginal Drugs
25. Heart Failure Drugs
26. Antidysrhythmic Drugs
27. Coagulation Modifier Drugs
28. Antilipemic Drugs
29. Diuretic Drugs
30. Fluids and Electrolytes
Part Five: Drugs Affecting the Endocrine System
31. Pituitary Drugs
32. Thyroid and Antithyroid Drugs
33. Antidiabetic Drugs
34. Adrenal Drugs
35. Women's Health Drugs
36. Men's Health Drugs
Part Six: Drugs Affecting the Respiratory System
37. Antihistamines, Decongestants, Antitussives, and Expectorants
38. Respiratory Drugs
Part Seven: Drugs Affecting the Gastrointestinal System and Nutrition
39. Acid-Controlling Drugs
40. Antidiarrheal Drugs and Laxatives
41. Antiemetic and Antinausea Drugs
42. Nutritional Supplements
Part Eight: Anti-Infective and Anti-Inflammatory Drugs
43. Antibiotics Part 1: Sulfonamides, Penicillins, Cephalosporins, Macrolides, and Tetracyclines
44. Antibiotics Part 2: Aminoglycosides, Fluoroquinalones, and Other Drugs
45. Antiviral Drugs
46. Antitubercular Drugs
47. Antifungal Drugs
48. Antimalarial, Antiprotozoal, and Anthelmintic Drugs
49. Anti-Inflammatory and Antigout Drugs
Part Nine: Immune and Biological Modifiers and Chemotherapeutic Drugs
50. Immunosuppressant Drugs
51. Immunizing Drugs and Pandemic Preparedness
52. Antineoplastic Drugs Part 1: Cancer Overview and Cell Cycle - Specific Drugs
53. Antineoplastic Drugs Part 2: Cell Cycle - Nonspecific and Miscellaneous Drugs
54. Biological Response - Modifying Drugs and Antirheumatic Drugs
Part Ten: Miscellaneous Therapeutics: Hematological, Dermatological, Ophthalmic, and Otic Drugs
55. Anemia Drugs
56. Dermatological Drugs
57. Ophthalmic Drugs
58. Otic Drugs
, lOMoARcPSD|13728229
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.
ANS: 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
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
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
2
TEST BANK
LILLEYS PHARMACOLOGY FOR CANADIAN HEALTH CARE PRACTICE
4TH EDITION SEALOCK
ALL CHAPTERS 1-58 COVERED
, lOMoARcPSD|13728229
TABLE OF CONTENT
Part One: Pharmacology Basics
1. Nursing Practice in Canada and Drug Therapy
2. Pharmacological Principles
3. Legal and Ethical Considerations
4. Patient Focused Considerations
5. Gene Therapy and Pharmacogenomics
6. Medication Errors: Preventing and Responding
7. Patient Education and Drug Therapy
8. Over-the-Counter Drugs and Natural Health Products
9. Vitamins and Minerals
10. Principles of Drug Administration
Part Two: Drugs Affecting the Central Nervous System
11. Analgesic Drugs
12. General and Local Anaesthetics
13. Central Nervous System Depressants and Muscle Relaxants
14. Central Nervous System Stimulants and Related Drugs
15. Antiepileptic Drugs
16. Antiparkinsonian Drugs
17. Psychotherapeutic Drugs
18. Substance Misuse
Part Three: Drugs Affecting the Autonomic Nervous System
19. Adrenergic Drugs
20. Adrenergic-Blocking Drugs
21. Cholinergic Drugs
22. Cholinergic Blocking Drugs
Part Four: Drugs Affecting the Cardiovascular and Renal Systems
23. Antihypertensive Drugs
24. Antianginal Drugs
25. Heart Failure Drugs
26. Antidysrhythmic Drugs
27. Coagulation Modifier Drugs
28. Antilipemic Drugs
29. Diuretic Drugs
30. Fluids and Electrolytes
Part Five: Drugs Affecting the Endocrine System
31. Pituitary Drugs
32. Thyroid and Antithyroid Drugs
33. Antidiabetic Drugs
34. Adrenal Drugs
35. Women's Health Drugs
36. Men's Health Drugs
Part Six: Drugs Affecting the Respiratory System
37. Antihistamines, Decongestants, Antitussives, and Expectorants
38. Respiratory Drugs
Part Seven: Drugs Affecting the Gastrointestinal System and Nutrition
39. Acid-Controlling Drugs
40. Antidiarrheal Drugs and Laxatives
41. Antiemetic and Antinausea Drugs
42. Nutritional Supplements
Part Eight: Anti-Infective and Anti-Inflammatory Drugs
43. Antibiotics Part 1: Sulfonamides, Penicillins, Cephalosporins, Macrolides, and Tetracyclines
44. Antibiotics Part 2: Aminoglycosides, Fluoroquinalones, and Other Drugs
45. Antiviral Drugs
46. Antitubercular Drugs
47. Antifungal Drugs
48. Antimalarial, Antiprotozoal, and Anthelmintic Drugs
49. Anti-Inflammatory and Antigout Drugs
Part Nine: Immune and Biological Modifiers and Chemotherapeutic Drugs
50. Immunosuppressant Drugs
51. Immunizing Drugs and Pandemic Preparedness
52. Antineoplastic Drugs Part 1: Cancer Overview and Cell Cycle - Specific Drugs
53. Antineoplastic Drugs Part 2: Cell Cycle - Nonspecific and Miscellaneous Drugs
54. Biological Response - Modifying Drugs and Antirheumatic Drugs
Part Ten: Miscellaneous Therapeutics: Hematological, Dermatological, Ophthalmic, and Otic Drugs
55. Anemia Drugs
56. Dermatological Drugs
57. Ophthalmic Drugs
58. Otic Drugs
, lOMoARcPSD|13728229
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.
ANS: 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
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
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
2
