,Chapter 1 fn Introduction to Pharmacology fn fn f n
The nurse is reviewing key events in the history of pharmacology with a student nurse. Which stu
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dent comment indicates an understanding?
fn fn fn fn
"Early researchers used themselves as test subjects."
fn fn fn fn fn fn
"A primary goal of pharmacology is to prevent disease."
fn fn fn fn fn fn fn fn
"Penicillin is one of the initial drugs isolated from a natural source."fn fn fn fn fn fn fn fn fn fn fn
"Pharmacologists began synthesizing drugs in the laboratory in the nineteenth century." Answer: fn fn fn fn fn fn fn fn fn fn fn f
n1
Explanation:
Some early researchers, like Friedrich Serturner, used themselves as test subjects. An
fn fn fn fn fn fn fn fn fn fn fn f
early goal of pharmacology was to relieve human suffering.
n fn fn fn fn fn fn fn fn
Initial drugs isolated from complex mixtures included morphine, colchicine, curare, and cocaine,
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but not penicillin.
fn fn
By the twentieth century, pharmacologists could synthesize drugs in the laboratory. P
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age Ref: 3 fn fn
Cognitive Level: Analyzing fn f n f n
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standar
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ds: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of
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patient-
centered care: patient/family/community preferences, values; coordination and integration of care; i
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nformation, communication, and education; physical comfort and emotional support; involvement
fn fn fn fn fn fn fn fn fn
of family and friends; and transition and continuity. | AACN Domains and Competencies: 1.1 De
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monstrate an understanding of the discipline of nursing's distinct perspective and where shared persp
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ectives exist with other disciplines. | NLN Competencies: Knowledge and Science: Integration of k
fn fn fn fn fn fn fn fn fn fn fn fn fn
nowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process: Ev
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aluation
Learning Outcome: 1-1 Identify key events in the history of pharmacology.
fn f n f n fn fn fn fn fn fn fn fn
MNL Learning Outcome: Examine the relationship between medicine and pharmacology. Th
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e nursing student asks why anatomy and physiology as well as microbiology are required courses
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when learning about pharmacology. Which response will the instructor make? "Because pharm
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acology is an outgrowth of those subjects." fn fn fn fn fn fn
"You must learn all, since all of those subjects are part of the curriculum." "Kn
fn fn fn fn fn fn fn fn fn fn fn fn fn fn
owledge of all those subjects will prepare you to administer medication." "An
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understanding of those subjects is essential to understand pharmacology." Answ fn fn fn fn fn fn fn fn fn
er: 4 f n
Explanation:
Pharmacology is an outgrowth of anatomy, physiology, and microbiology, but this is not the mos fn fn fn fn fn fn fn fn fn fn fn fn fn fn
t essential reason for the nurse to learn them.
fn fn fn fn fn fn fn fn
The nurse must learn anatomy, physiology, and microbiology to understand pharmacology, not because
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they are part of the curriculum.
fn fn fn fn fn
Knowledge of anatomy, physiology, and microbiology prepares the nurse to understand
fn fn fn fn fn fn fn fn fn fn
,pharmacology, not to provide care such as administration of medications. fn fn fn fn fn fn fn fn fn
It is essential for the nurse to have a broad knowledge base of many sciences in order to learn pharm
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
acology.
Page Ref: 4 fn fn
Cognitive Level: Applying fn f n f n
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standar
fn f n fn fn fn fn fn fn
ds: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of
f n fn fn fn fn fn fn fn fn
patient-
centered care: patient/family/community preferences, values; coordination and integration of care; i
fn fn fn fn fn fn fn fn fn fn
nformation, communication, and education; physical comfort and emotional support; involvement
fn fn fn fn fn fn fn fn fn
of family and friends; and transition and continuity. | AACN Domains and Competencies: 1.1 De
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
monstrate an understanding of the discipline of nursing's distinct perspective and where shared persp
fn fn fn fn fn fn fn fn fn fn fn fn fn
ectives exist with other disciplines. | NLN Competencies: Knowledge and Science: Integration of k
fn fn fn fn fn fn fn fn fn fn fn fn fn
nowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process: Im
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plementation
Learning Outcome: 1- fn f n
2 Explain the interdisciplinary nature of pharmacology, giving an example of how knowledge from
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different sciences impacts the nurse's role in drug administration.
fn fn fn fn fn fn fn fn
MNL Learning Outcome: Identify how drugs are named and classified.
fn fn f n f n fn fn fn fn fn fn
The nurse is teaching about the differences between pharmacology and therapeutics. Which state
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ment indicates that teaching was effective?
fn fn fn fn fn
Note: Credit will be given only if all correct choices and no incorrect choices are selected. Select all
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that apply. fn
"Pharmacology is the development of medicines." " fn fn fn fn fn fn
Pharmacology is the study of medicines." "Therape fn fn fn fn fn fn
utics relates to drug use to treat suffering." "Therapeu
fn fn fn fn fn fn fn fn
tics is the study of drug interactions."
fn fn fn fn fn fn
"Pharmacology is the study of drugs to prevent disease and alleviate suffering." Answ fn fn fn fn fn fn fn fn fn fn fn fn
er: 2, 3, 5 f n fn fn
Explanation:
Pharmacology is not the development of medicines. P fn fn fn fn fn fn fn
harmacology is the study of medicines. fn fn fn fn fn
Therapeutics is the use of drugs in the treatment of suffering. Therapeutic fn fn fn fn fn fn fn fn fn fn fn
s is not related to the study of drug interactions.
fn fn fn fn fn fn fn fn fn
Pharmacology is the study of drugs for the purpose of disease prevention and to alleviate sufferin fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
g.
Page Ref: 4 fn fn
Cognitive Level: Analyzing fn f n f n
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standar
fn f n fn fn fn fn fn fn
ds: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of
f n fn fn fn fn fn fn fn fn
patient-
centered care: patient/family/community preferences, values; coordination and integration of care; i
fn fn fn fn fn fn fn fn fn fn
nformation, communication, and education; physical comfort and emotional support; involvement
fn fn fn fn fn fn fn fn fn
of family and friends; and transition and continuity. | AACN Domains and Competencies: 1.1 De
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
monstrate an understanding of the discipline of nursing's distinct perspective and where shared persp
fn fn fn fn fn fn fn fn fn fn fn fn fn
ectives exist with other disciplines. | NLN Competencies: Knowledge and Science: Integration of k
fn fn fn fn fn fn fn fn fn fn fn fn fn
nowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process: Ev
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aluation
Learning Outcome: 1- fn f n
3 Compare and contrast therapeutics and pharmacology. MNL Learning Outcome:
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Identify how drugs are named and classified. fn fn fn fn fn fn
, The nurse is preparing to administer a vaccine to a client. Which information about the ma
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nufacture of vaccines should the nurse recall when administering this medication? The v
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accine is produced by natural plant extracts in the laboratory.
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The vaccine is naturally produced in animal cells or microorganisms. Th
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e vaccine is produced by a combination of animal and plant products. The
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vaccine is most commonly synthesized in a laboratory. fn fn fn fn fn fn fn
Answer: 2 Explanati f n fn
on:
Vaccines are not produced by natural plant extracts. fn fn fn fn fn fn fn
Vaccines are naturally produced in animal cells, microorganisms, or by the body itself. Vaccines
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are not produced by a combination of animal and plant products.
fn fn fn fn fn fn fn fn fn fn
Vaccines are not synthesized in a laboratory. P fn fn fn fn fn fn fn
age Ref: 4 fn fn
Cognitive Level: Applying fn f n f n
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
fn f n f n fn fn fn fn fn
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and p
f n fn fn fn fn fn fn fn fn fn fn
rocesses. | AACN Domains and Competencies: 5.2 Contribute to a culture of patient safety. | NLN
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Competencies: Knowledge and Science: Integration of knowledge from nursing and other discipli
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nes. | Nursing/Integrated Concepts: Nursing Process: Evaluation
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Learning Outcome: 1- fn f n
4 Compare and contrast traditional drugs, biologics including biosimilars, and complementary and
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alternative medicine therapies. fn fn
MNL Learning Outcome: Identify how drugs are named and classified.
fn fn f n f n fn fn fn fn fn fn
An older client with gastrointestinal bleeding asks why the condition developed when only ibupr
fn fn fn fn fn fn fn fn fn fn fn fn fn
ofen was used to self-treat arthritis. Which response should the nurse make?
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"There are nonpharmacologic methods to relieve joint pain." "M
fn fn fn fn fn fn fn fn
aybe you should take acetaminophen because it is safer."
fn fn fn fn fn fn fn fn
"Ask your healthcare provider before taking over-the-
fn fn fn fn fn fn
counter medications." "I'm going to review the side effects of ibuprofen with y
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ou."
Answer: 4 Explanati f n fn
on:
Reviewing nonpharmacologic methods to relieve joint pain is appropriate for this client, but it's n
fn fn fn fn fn fn fn fn fn fn fn fn fn fn
ot the highest priority. It doesn't address the client's current concern about how ibuprofen may ha
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
ve increased the risk of having a GI bleed.
fn fn fn fn fn fn fn fn
Substitution of other drugs maybe beneficial; however, it is beyond the nurse's scope of practice to suggest
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
or prescribe medications.
fn fn
It is not a realistic plan to expect clients to contact the healthcare provider prior to taking any over-
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
the-
counter medication. In addition, it doesn't address the client's current concern about how ibuprofen
fn fn fn fn fn fn fn fn fn fn fn fn fn fn
may have increased the risk of having a GI bleed.
fn fn fn fn fn fn fn fn fn
It is essential for the nurse to teach clients about the advantages, and the disadvantages (including
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn f
side effects), of all medications and supplements the client is taking.
n fn fn fn fn fn fn fn fn fn fn
Page Ref: 6 fn fn
Cognitive Level: Applying fn f n f n
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
fn f n f n fn fn fn fn fn
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and p
f n fn fn fn fn fn fn fn fn fn fn
rocesses. | AACN Domains and Competencies: 2.2 Communicate effectively with individuals. | N
fn fn fn fn fn fn fn fn fn fn fn fn
LN Competencies: Context and Environment: Health promotion/disease prevention. |
fn fn fn fn fn fn fn fn
The nurse is reviewing key events in the history of pharmacology with a student nurse. Which stu
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
dent comment indicates an understanding?
fn fn fn fn
"Early researchers used themselves as test subjects."
fn fn fn fn fn fn
"A primary goal of pharmacology is to prevent disease."
fn fn fn fn fn fn fn fn
"Penicillin is one of the initial drugs isolated from a natural source."fn fn fn fn fn fn fn fn fn fn fn
"Pharmacologists began synthesizing drugs in the laboratory in the nineteenth century." Answer: fn fn fn fn fn fn fn fn fn fn fn f
n1
Explanation:
Some early researchers, like Friedrich Serturner, used themselves as test subjects. An
fn fn fn fn fn fn fn fn fn fn fn f
early goal of pharmacology was to relieve human suffering.
n fn fn fn fn fn fn fn fn
Initial drugs isolated from complex mixtures included morphine, colchicine, curare, and cocaine,
fn fn fn fn fn fn fn fn fn fn fn fn
but not penicillin.
fn fn
By the twentieth century, pharmacologists could synthesize drugs in the laboratory. P
fn fn fn fn fn fn fn fn fn fn fn
age Ref: 3 fn fn
Cognitive Level: Analyzing fn f n f n
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standar
fn f n fn fn fn fn fn fn
ds: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of
f n fn fn fn fn fn fn fn fn
patient-
centered care: patient/family/community preferences, values; coordination and integration of care; i
fn fn fn fn fn fn fn fn fn fn
nformation, communication, and education; physical comfort and emotional support; involvement
fn fn fn fn fn fn fn fn fn
of family and friends; and transition and continuity. | AACN Domains and Competencies: 1.1 De
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
monstrate an understanding of the discipline of nursing's distinct perspective and where shared persp
fn fn fn fn fn fn fn fn fn fn fn fn fn
ectives exist with other disciplines. | NLN Competencies: Knowledge and Science: Integration of k
fn fn fn fn fn fn fn fn fn fn fn fn fn
nowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process: Ev
fn fn fn fn fn fn fn fn fn fn fn
aluation
Learning Outcome: 1-1 Identify key events in the history of pharmacology.
fn f n f n fn fn fn fn fn fn fn fn
MNL Learning Outcome: Examine the relationship between medicine and pharmacology. Th
fn fn f n fn fn fn fn fn fn fn
e nursing student asks why anatomy and physiology as well as microbiology are required courses
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
when learning about pharmacology. Which response will the instructor make? "Because pharm
fn fn fn fn fn fn fn fn fn fn fn
acology is an outgrowth of those subjects." fn fn fn fn fn fn
"You must learn all, since all of those subjects are part of the curriculum." "Kn
fn fn fn fn fn fn fn fn fn fn fn fn fn fn
owledge of all those subjects will prepare you to administer medication." "An
fn fn fn fn fn fn fn fn fn fn fn fn
understanding of those subjects is essential to understand pharmacology." Answ fn fn fn fn fn fn fn fn fn
er: 4 f n
Explanation:
Pharmacology is an outgrowth of anatomy, physiology, and microbiology, but this is not the mos fn fn fn fn fn fn fn fn fn fn fn fn fn fn
t essential reason for the nurse to learn them.
fn fn fn fn fn fn fn fn
The nurse must learn anatomy, physiology, and microbiology to understand pharmacology, not because
fn fn fn fn fn fn fn fn fn fn fn fn fn
they are part of the curriculum.
fn fn fn fn fn
Knowledge of anatomy, physiology, and microbiology prepares the nurse to understand
fn fn fn fn fn fn fn fn fn fn
,pharmacology, not to provide care such as administration of medications. fn fn fn fn fn fn fn fn fn
It is essential for the nurse to have a broad knowledge base of many sciences in order to learn pharm
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
acology.
Page Ref: 4 fn fn
Cognitive Level: Applying fn f n f n
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standar
fn f n fn fn fn fn fn fn
ds: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of
f n fn fn fn fn fn fn fn fn
patient-
centered care: patient/family/community preferences, values; coordination and integration of care; i
fn fn fn fn fn fn fn fn fn fn
nformation, communication, and education; physical comfort and emotional support; involvement
fn fn fn fn fn fn fn fn fn
of family and friends; and transition and continuity. | AACN Domains and Competencies: 1.1 De
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
monstrate an understanding of the discipline of nursing's distinct perspective and where shared persp
fn fn fn fn fn fn fn fn fn fn fn fn fn
ectives exist with other disciplines. | NLN Competencies: Knowledge and Science: Integration of k
fn fn fn fn fn fn fn fn fn fn fn fn fn
nowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process: Im
fn fn fn fn fn fn fn fn fn fn fn
plementation
Learning Outcome: 1- fn f n
2 Explain the interdisciplinary nature of pharmacology, giving an example of how knowledge from
fn fn fn fn fn fn fn fn fn fn fn fn fn fn
different sciences impacts the nurse's role in drug administration.
fn fn fn fn fn fn fn fn
MNL Learning Outcome: Identify how drugs are named and classified.
fn fn f n f n fn fn fn fn fn fn
The nurse is teaching about the differences between pharmacology and therapeutics. Which state
fn fn fn fn fn fn fn fn fn fn fn fn
ment indicates that teaching was effective?
fn fn fn fn fn
Note: Credit will be given only if all correct choices and no incorrect choices are selected. Select all
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
that apply. fn
"Pharmacology is the development of medicines." " fn fn fn fn fn fn
Pharmacology is the study of medicines." "Therape fn fn fn fn fn fn
utics relates to drug use to treat suffering." "Therapeu
fn fn fn fn fn fn fn fn
tics is the study of drug interactions."
fn fn fn fn fn fn
"Pharmacology is the study of drugs to prevent disease and alleviate suffering." Answ fn fn fn fn fn fn fn fn fn fn fn fn
er: 2, 3, 5 f n fn fn
Explanation:
Pharmacology is not the development of medicines. P fn fn fn fn fn fn fn
harmacology is the study of medicines. fn fn fn fn fn
Therapeutics is the use of drugs in the treatment of suffering. Therapeutic fn fn fn fn fn fn fn fn fn fn fn
s is not related to the study of drug interactions.
fn fn fn fn fn fn fn fn fn
Pharmacology is the study of drugs for the purpose of disease prevention and to alleviate sufferin fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
g.
Page Ref: 4 fn fn
Cognitive Level: Analyzing fn f n f n
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standar
fn f n fn fn fn fn fn fn
ds: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of
f n fn fn fn fn fn fn fn fn
patient-
centered care: patient/family/community preferences, values; coordination and integration of care; i
fn fn fn fn fn fn fn fn fn fn
nformation, communication, and education; physical comfort and emotional support; involvement
fn fn fn fn fn fn fn fn fn
of family and friends; and transition and continuity. | AACN Domains and Competencies: 1.1 De
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
monstrate an understanding of the discipline of nursing's distinct perspective and where shared persp
fn fn fn fn fn fn fn fn fn fn fn fn fn
ectives exist with other disciplines. | NLN Competencies: Knowledge and Science: Integration of k
fn fn fn fn fn fn fn fn fn fn fn fn fn
nowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process: Ev
fn fn fn fn fn fn fn fn fn fn fn
aluation
Learning Outcome: 1- fn f n
3 Compare and contrast therapeutics and pharmacology. MNL Learning Outcome:
fn fn fn fn fn fn fn fn fn f n
Identify how drugs are named and classified. fn fn fn fn fn fn
, The nurse is preparing to administer a vaccine to a client. Which information about the ma
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
nufacture of vaccines should the nurse recall when administering this medication? The v
fn fn fn fn fn fn fn fn fn fn fn fn
accine is produced by natural plant extracts in the laboratory.
fn fn fn fn fn fn fn fn fn
The vaccine is naturally produced in animal cells or microorganisms. Th
fn fn fn fn fn fn fn fn fn fn
e vaccine is produced by a combination of animal and plant products. The
fn fn fn fn fn fn fn fn fn fn fn fn fn
vaccine is most commonly synthesized in a laboratory. fn fn fn fn fn fn fn
Answer: 2 Explanati f n fn
on:
Vaccines are not produced by natural plant extracts. fn fn fn fn fn fn fn
Vaccines are naturally produced in animal cells, microorganisms, or by the body itself. Vaccines
fn fn fn fn fn fn fn fn fn fn fn fn fn fn
are not produced by a combination of animal and plant products.
fn fn fn fn fn fn fn fn fn fn
Vaccines are not synthesized in a laboratory. P fn fn fn fn fn fn fn
age Ref: 4 fn fn
Cognitive Level: Applying fn f n f n
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
fn f n f n fn fn fn fn fn
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and p
f n fn fn fn fn fn fn fn fn fn fn
rocesses. | AACN Domains and Competencies: 5.2 Contribute to a culture of patient safety. | NLN
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn f
Competencies: Knowledge and Science: Integration of knowledge from nursing and other discipli
n fn fn fn fn fn fn fn fn fn fn fn
nes. | Nursing/Integrated Concepts: Nursing Process: Evaluation
fn fn fn fn fn fn
Learning Outcome: 1- fn f n
4 Compare and contrast traditional drugs, biologics including biosimilars, and complementary and
fn fn fn fn fn fn fn fn fn fn fn fn
alternative medicine therapies. fn fn
MNL Learning Outcome: Identify how drugs are named and classified.
fn fn f n f n fn fn fn fn fn fn
An older client with gastrointestinal bleeding asks why the condition developed when only ibupr
fn fn fn fn fn fn fn fn fn fn fn fn fn
ofen was used to self-treat arthritis. Which response should the nurse make?
fn fn fn fn fn fn fn fn fn fn fn
"There are nonpharmacologic methods to relieve joint pain." "M
fn fn fn fn fn fn fn fn
aybe you should take acetaminophen because it is safer."
fn fn fn fn fn fn fn fn
"Ask your healthcare provider before taking over-the-
fn fn fn fn fn fn
counter medications." "I'm going to review the side effects of ibuprofen with y
fn fn fn fn fn fn fn fn fn fn fn fn
ou."
Answer: 4 Explanati f n fn
on:
Reviewing nonpharmacologic methods to relieve joint pain is appropriate for this client, but it's n
fn fn fn fn fn fn fn fn fn fn fn fn fn fn
ot the highest priority. It doesn't address the client's current concern about how ibuprofen may ha
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
ve increased the risk of having a GI bleed.
fn fn fn fn fn fn fn fn
Substitution of other drugs maybe beneficial; however, it is beyond the nurse's scope of practice to suggest
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
or prescribe medications.
fn fn
It is not a realistic plan to expect clients to contact the healthcare provider prior to taking any over-
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn
the-
counter medication. In addition, it doesn't address the client's current concern about how ibuprofen
fn fn fn fn fn fn fn fn fn fn fn fn fn fn
may have increased the risk of having a GI bleed.
fn fn fn fn fn fn fn fn fn
It is essential for the nurse to teach clients about the advantages, and the disadvantages (including
fn fn fn fn fn fn fn fn fn fn fn fn fn fn fn f
side effects), of all medications and supplements the client is taking.
n fn fn fn fn fn fn fn fn fn fn
Page Ref: 6 fn fn
Cognitive Level: Applying fn f n f n
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
fn f n f n fn fn fn fn fn
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and p
f n fn fn fn fn fn fn fn fn fn fn
rocesses. | AACN Domains and Competencies: 2.2 Communicate effectively with individuals. | N
fn fn fn fn fn fn fn fn fn fn fn fn
LN Competencies: Context and Environment: Health promotion/disease prevention. |
fn fn fn fn fn fn fn fn
