, Test Bank Pharmacology: A Patient-
B! B! B! B!
Centered Nursing Process Approach 12th Edition ISBN: 9780323793155 Jennifer Yeager, Kat
B! B! B! B! B! B! B! B! B! B!
hleen DiMaggio, Linda McCuistion, Mary Winton
B! B! B! B! B!
Table of Content
B! B!
1. Clinical Judgment Management Model (CJMM) and the Nursing Process
B! B! B! B! B! B! B! B! B!
2. Drug Development and Ethical Considerations
B! B! B! B! B!
3. Pharmacokinetics and Pharmacodynamics
B! B! B!
4. Pharmacogenetics
B!
5. Complementary and Alternative Therapies
B! B! B! B!
6. Pediatric Considerations
B! B!
7. Drug Therapy in Older Adults
B! B! B! B! B!
8. Drugs in Substance Use Disorder
B! B! B! B! B!
9. Safety and Quality
B! B! B!
10. Drug Administration
B! B!
11. Drug Calculations
B! B!
12. Fluid Volume and Electrolytes
B! B! B! B!
13. Vitamin and Mineral Replacement
B! B! B! B!
14. Nutritional Support
B! B!
15. Adrenergic Agonists and Antagonists
B! B! B! B!
16. Cholinergic Agonists and Antagonists
B! B! B! B!
17. Stimulants
B!
18. Depressants
B!
19. Antiseizure Drugs
B! B!
20. Drugs for Parkinsonism and Alzheimer Disease
B! B! B! B! B! B!
21. Drugs for Neuromuscular Disorders and Muscle Spasms
B! B! B! B! B! B! B!
22. Antipsychotics and Anxiolytics
B! B! B!
23. Antidepressants and Mood Stabilizers
B! B! B! B!
24. Antiinflammatories
B!
25. Analgesics
B!
26. Penicillins, Other Beta-Lactams, and Cephalosporins
B! B! B! B! B!
27. Macrolides, Oxazolidinones, Lincosamides, Glycopeptides, Ketolides, and Lipopeptides
B! B! B! B! B! B! B!
28. Tetracyclines, Glycylcyclines, Aminoglycosides, and Fluoroquinolones
B! B! B! B! B!
29. Sulfonamides and Nitroimidazoles Antibiotics
B! B! B! B!
30. Antituberculars, Antifungals, and Antivirals
B! B! B! B!
31. Antimalarials, Anthelmintics, and Peptides
B! B! B! B!
32. HIV- and AIDS-Related Drugs
B! B! B! B!
33. Transplant Drugs
B! B!
34. Vaccines
B!
35. Anticancer Drugs
B! B!
36. Targeted Therapies to Treat Cancer
B! B! B! B! B!
37. Biologic Response Modifiers
B! B! B!
,38. Upper Respiratory Disorders
B! B! B!
39. Lower Respiratory Disorders
B! B! B!
40. Cardiac Glycosides, Antianginals, and Antidysrhythmics
B! B! B! B! B!
41. Diuretics
B!
42. Antihypertensives
B!
43. Anticoagulants, Antiplatelets, and Thrombolytics
B! B! B! B!
44. Antihyperlipidemics and Drugs to Improve Peripheral Blood Flow
B! B! B! B! B! B! B! B!
45. Gastrointestinal Tract Disorders
B! B! B!
46. Antiulcer Drugs
B! B!
47. Eye and Ear Disorders
B! B! B! B!
48. Dermatologic Disorders
B! B!
49. Pituitary, Thyroid, Parathyroid, and Adrenal Disorders
B! B! B! B! B! B!
50. Antidiabetics
B!
51. Urinary Disorders
B! B!
52. Pregnancy and Preterm Labor
B! B! B! B!
53. Labor, Delivery, and Postpartum
B! B! B! B!
54. Neonatal and Newborn
B! B! B!
55. Women’s Reproductive Health
B! B! B!
56. Men’s Reproductive Health
B! B! B!
57. Sexually Transmitted Infections
B! B! B!
58. Adult and Pediatric Emergency Drugs
B! B! B! B! B!
, Chapter 01: The Nursing Process and Patient-Centered Care
B! B! B! B! B! B! B!
McCuistion: Pharmacology: A Patient-Centered Nursing Process Approach, 12th Edition
B! B! B! B! B! B! B! B!
MULTIPLE CHOICE B!
1. All of the following would be considered subjective data, EXCEPT:
B! B! B! B! B! B! B! B! B!
a. Patient-reported health history B! B!
b. Patient-reported signs and symptoms of their illness B! B! B! B! B! B!
c. Financial barriers reported by the patient’s caregiver B! B! B! B! B! B!
d. Vital signs obtained from the medical record
B! B! B! B! B! B!
ANS: D B!
Subjective data is based on what patients or family members communicate to the nurse. Patient-
B! B! B! B! B! B! B! B! B! B! B! B! B! B!
reported health history, signs and symptoms, and caregiver reported financial barriers would b
B! B! B! B! B! B! B! B! B! B! B! B! B!
e considered subjective data. Vital signs obtained from the medical record would be considere
B! B! B! B! B! B! B! B! B! B! B! B! B!
d objective data.
B! B!
DIF: Cognitive Level: Understanding (Comprehension)
B! B! B!
TOP: Nursing Process: Planning MSC: NCLEX: Management of Client Care
B! B! B! B! B ! B! B! B! B!
2. The nurse is using data collected to define a set of interventions to achieve the most desira
B! B! B! B! B! B! B! B! B! B! B! B! B! B! B! B!
ble outcomes. Which of the following steps is the nurse applying?
B! B! B! B! B! B! B! B! B! B!
a. Recognizing cues (assessment) B! B!
b. Analyze cues & prioritize hypothesis (analysis) B! B! B! B! B!
c. Generate solutions (planning) B! B!
d. Take action (nursing interventions)B! B! B!
ANS: C B!
When generating solutions (planning), the nurse identifies expected outcomes and uses the pa
B! B! B! B! B! B! B! B! B! B! B! B!
tient’s problem(s) to define a set of interventions to achieve the most desirable outcomes. Rec
B! B! B! B! B! B! B! B! B! B! B! B! B! B!
ognizing cues (assessment) involves the gathering of cues (information) from the patient abou
B! B! B! B! B! B! B! B! B! B! B! B!
t their health and lifestyle practices, which are important facts that aid the nurse in making cli
B! B! B! B! B! B! B! B! B! B! B! B! B! B! B! B!
nical care decisions. Prioritizing hypothesis is used to organize and rank the patient problem(s)
B! B! B! B! B! B! B! B! B! B! B! B! B! B!
identified. Finally, taking action involves implementation of nursing interventions to accompli
B! B! B! B! B! B! B! B! B! B!
sh the expected outcomes.
B! B! B!
DIF:
Cognitive Level: Understanding (Comprehension) B! B! B! B
TOP: Nursing Process: Nursing Intervention
! B ! B! B! B!
MSC: NCLEX: Management of Client Care
B ! B! B! B! B!
3. A 5-year-B!
old child with type 1 diabetes mellitus has had repeated hospitalizations for episodes of hyperg
B! B! B! B! B! B! B! B! B! B! B! B! B! B!
lycemia. The parents tell the nurse that they can’t keep track of everything that has to be don
B! B! B! B! B! B! B! B! B! B! B! B! B! B! B! B! B!
e to care for their child. The nurse reviews medications, diet, and symptom management with t
B! B! B! B! B! B! B! B! B! B! B! B! B! B! B!
he parents and draws up a daily checklist for the family to use. These activities are completed
B! B! B! B! B! B! B! B! B! B! B! B! B! B! B! B! B!
in which step of the nursing process?
B! B! B! B! B! B!
a. Recognizing cues (assessment) B! B!
b. Analyze cues & prioritize hypothesis (analysis) B! B! B! B! B!
B! B! B! B!
Centered Nursing Process Approach 12th Edition ISBN: 9780323793155 Jennifer Yeager, Kat
B! B! B! B! B! B! B! B! B! B!
hleen DiMaggio, Linda McCuistion, Mary Winton
B! B! B! B! B!
Table of Content
B! B!
1. Clinical Judgment Management Model (CJMM) and the Nursing Process
B! B! B! B! B! B! B! B! B!
2. Drug Development and Ethical Considerations
B! B! B! B! B!
3. Pharmacokinetics and Pharmacodynamics
B! B! B!
4. Pharmacogenetics
B!
5. Complementary and Alternative Therapies
B! B! B! B!
6. Pediatric Considerations
B! B!
7. Drug Therapy in Older Adults
B! B! B! B! B!
8. Drugs in Substance Use Disorder
B! B! B! B! B!
9. Safety and Quality
B! B! B!
10. Drug Administration
B! B!
11. Drug Calculations
B! B!
12. Fluid Volume and Electrolytes
B! B! B! B!
13. Vitamin and Mineral Replacement
B! B! B! B!
14. Nutritional Support
B! B!
15. Adrenergic Agonists and Antagonists
B! B! B! B!
16. Cholinergic Agonists and Antagonists
B! B! B! B!
17. Stimulants
B!
18. Depressants
B!
19. Antiseizure Drugs
B! B!
20. Drugs for Parkinsonism and Alzheimer Disease
B! B! B! B! B! B!
21. Drugs for Neuromuscular Disorders and Muscle Spasms
B! B! B! B! B! B! B!
22. Antipsychotics and Anxiolytics
B! B! B!
23. Antidepressants and Mood Stabilizers
B! B! B! B!
24. Antiinflammatories
B!
25. Analgesics
B!
26. Penicillins, Other Beta-Lactams, and Cephalosporins
B! B! B! B! B!
27. Macrolides, Oxazolidinones, Lincosamides, Glycopeptides, Ketolides, and Lipopeptides
B! B! B! B! B! B! B!
28. Tetracyclines, Glycylcyclines, Aminoglycosides, and Fluoroquinolones
B! B! B! B! B!
29. Sulfonamides and Nitroimidazoles Antibiotics
B! B! B! B!
30. Antituberculars, Antifungals, and Antivirals
B! B! B! B!
31. Antimalarials, Anthelmintics, and Peptides
B! B! B! B!
32. HIV- and AIDS-Related Drugs
B! B! B! B!
33. Transplant Drugs
B! B!
34. Vaccines
B!
35. Anticancer Drugs
B! B!
36. Targeted Therapies to Treat Cancer
B! B! B! B! B!
37. Biologic Response Modifiers
B! B! B!
,38. Upper Respiratory Disorders
B! B! B!
39. Lower Respiratory Disorders
B! B! B!
40. Cardiac Glycosides, Antianginals, and Antidysrhythmics
B! B! B! B! B!
41. Diuretics
B!
42. Antihypertensives
B!
43. Anticoagulants, Antiplatelets, and Thrombolytics
B! B! B! B!
44. Antihyperlipidemics and Drugs to Improve Peripheral Blood Flow
B! B! B! B! B! B! B! B!
45. Gastrointestinal Tract Disorders
B! B! B!
46. Antiulcer Drugs
B! B!
47. Eye and Ear Disorders
B! B! B! B!
48. Dermatologic Disorders
B! B!
49. Pituitary, Thyroid, Parathyroid, and Adrenal Disorders
B! B! B! B! B! B!
50. Antidiabetics
B!
51. Urinary Disorders
B! B!
52. Pregnancy and Preterm Labor
B! B! B! B!
53. Labor, Delivery, and Postpartum
B! B! B! B!
54. Neonatal and Newborn
B! B! B!
55. Women’s Reproductive Health
B! B! B!
56. Men’s Reproductive Health
B! B! B!
57. Sexually Transmitted Infections
B! B! B!
58. Adult and Pediatric Emergency Drugs
B! B! B! B! B!
, Chapter 01: The Nursing Process and Patient-Centered Care
B! B! B! B! B! B! B!
McCuistion: Pharmacology: A Patient-Centered Nursing Process Approach, 12th Edition
B! B! B! B! B! B! B! B!
MULTIPLE CHOICE B!
1. All of the following would be considered subjective data, EXCEPT:
B! B! B! B! B! B! B! B! B!
a. Patient-reported health history B! B!
b. Patient-reported signs and symptoms of their illness B! B! B! B! B! B!
c. Financial barriers reported by the patient’s caregiver B! B! B! B! B! B!
d. Vital signs obtained from the medical record
B! B! B! B! B! B!
ANS: D B!
Subjective data is based on what patients or family members communicate to the nurse. Patient-
B! B! B! B! B! B! B! B! B! B! B! B! B! B!
reported health history, signs and symptoms, and caregiver reported financial barriers would b
B! B! B! B! B! B! B! B! B! B! B! B! B!
e considered subjective data. Vital signs obtained from the medical record would be considere
B! B! B! B! B! B! B! B! B! B! B! B! B!
d objective data.
B! B!
DIF: Cognitive Level: Understanding (Comprehension)
B! B! B!
TOP: Nursing Process: Planning MSC: NCLEX: Management of Client Care
B! B! B! B! B ! B! B! B! B!
2. The nurse is using data collected to define a set of interventions to achieve the most desira
B! B! B! B! B! B! B! B! B! B! B! B! B! B! B! B!
ble outcomes. Which of the following steps is the nurse applying?
B! B! B! B! B! B! B! B! B! B!
a. Recognizing cues (assessment) B! B!
b. Analyze cues & prioritize hypothesis (analysis) B! B! B! B! B!
c. Generate solutions (planning) B! B!
d. Take action (nursing interventions)B! B! B!
ANS: C B!
When generating solutions (planning), the nurse identifies expected outcomes and uses the pa
B! B! B! B! B! B! B! B! B! B! B! B!
tient’s problem(s) to define a set of interventions to achieve the most desirable outcomes. Rec
B! B! B! B! B! B! B! B! B! B! B! B! B! B!
ognizing cues (assessment) involves the gathering of cues (information) from the patient abou
B! B! B! B! B! B! B! B! B! B! B! B!
t their health and lifestyle practices, which are important facts that aid the nurse in making cli
B! B! B! B! B! B! B! B! B! B! B! B! B! B! B! B!
nical care decisions. Prioritizing hypothesis is used to organize and rank the patient problem(s)
B! B! B! B! B! B! B! B! B! B! B! B! B! B!
identified. Finally, taking action involves implementation of nursing interventions to accompli
B! B! B! B! B! B! B! B! B! B!
sh the expected outcomes.
B! B! B!
DIF:
Cognitive Level: Understanding (Comprehension) B! B! B! B
TOP: Nursing Process: Nursing Intervention
! B ! B! B! B!
MSC: NCLEX: Management of Client Care
B ! B! B! B! B!
3. A 5-year-B!
old child with type 1 diabetes mellitus has had repeated hospitalizations for episodes of hyperg
B! B! B! B! B! B! B! B! B! B! B! B! B! B!
lycemia. The parents tell the nurse that they can’t keep track of everything that has to be don
B! B! B! B! B! B! B! B! B! B! B! B! B! B! B! B! B!
e to care for their child. The nurse reviews medications, diet, and symptom management with t
B! B! B! B! B! B! B! B! B! B! B! B! B! B! B!
he parents and draws up a daily checklist for the family to use. These activities are completed
B! B! B! B! B! B! B! B! B! B! B! B! B! B! B! B! B!
in which step of the nursing process?
B! B! B! B! B! B!
a. Recognizing cues (assessment) B! B!
b. Analyze cues & prioritize hypothesis (analysis) B! B! B! B! B!
