TEST BANK
Pharmacology for Nurses-A Pathophysiologic Approach,
6th Edition (Adams, 2020), Chapters 1 - 50
,TABLE OF CONTENTS
V V
,
, PharmacologyVforVNurses,V6eV(Adams)VChapterV
1V IntroductionVtoVPharmacology
1) AVnurseVisVreviewingVkeyVeventsVinVtheVhistoryVofVpharmacologyVwithVaVstudentVnurse.VWh
ichVstudentVcommentVindicatesVanVunderstanding?
1. "EarlyVresearchersVusedVthemselvesVasVtestVsubjects."
2. "AVprimaryVgoalVofVpharmacologyVisVtoVpreventVdisease."
3. "PenicillinVisVoneVofVtheVinitialVdrugsVisolatedVfromVaVnaturalVsource."
4. "PharmacologistsVbeganVsynthesizingVdrugsVinVtheVlaboratoryVinVtheVnineteenthVcen
tury."
ANS:V1VExp
lanation:
1. SomeVearlyVresearchers,VlikeVFriedrichVSerturner,VusedVthemselvesVasVtestVsu
bjects.
2. AnVearlyVgoalVofVpharmacologyVwasVtoVrelieveVhumanVsuffering.
3. InitialVdrugsVisolatedVfromVcomplexVmixturesVincludedVmorphine,Vcolchicine,Vcur
are,VandVcocaine,VbutVnotVpenicillin.
4. ByVtheVtwentiethVcentury,VpharmacologistsVcouldVsynthesizeVdrugsVinVtheVlab
oratory.
PageVRef:V3
CognitiveVLevel:V Applying
ClientVNeed/Sub:VPhysiologicalVIntegrity:VPharmacologicalVandVParenteralVTherapiesVStand
ards:V QSENVCompetencies:VI.A.1VIntegrateVunderstandingV ofVmultipleVdimensionsVofVpatient
-
centeredVcare:Vpatient/family/communityVpreferences,Vvalues;VcoordinationVandVintegratio
nVofVcare;Vinformation,Vcommunication,VandVeducation;VphysicalVcomfortVandVemotionalVsupp
ort;VinvolvementVofVfamilyVandVfriends;VandVtransitionVandVcontinuity.
|VAACNVEssentialVCompetencies:VI.7VIntegrateVtheVknowledgeVandVmethodsVofVaVvarietyVofVdi
sciplinesVtoVinformVdecisionVmaking.V|VNLNVCompetencies:VKnowledgeVandVScience:VIntegrati
onVofVknowledgeVfromVnursingVandVotherVdisciplines.V|VNursing/IntegratedVConcepts:VNursin
gVProcess:VEvaluation
LearningVOutcome:V1-
1VIdentifyVkeyVeventsVinVtheVhistoryVofVpharmacology.VMNLVLearningVOutcome:V 1.
1VExamineVtheVrelationshipVbetweenVmedicineVandVpharmacology.
2) AVstudentVnurseVasksVaVnursingVinstructorVwhyVanatomyVandVphysiologyVasVwellVasVmic
robiologyVareVrequiredVcoursesVwhenVtheVstudentVonlyVwantsVtoVlearnVaboutVpharm
acology.VWhatVisVtheVbestVresponseVbyVtheVinstructor?
1. "BecauseVpharmacologyVisVanVoutgrowthVofVthoseVsubjects."
2. "YouVmustVlearnVall,VsinceVallVofVthoseVsubjectsVareVpartVofVtheVcurriculum."
3. "KnowledgeVofVallVthoseVsubjectsVwillVprepareVyouVtoVadministerVmedication."
4. "AnVunderstandingVofVthoseVsubjectsVisVessentialVtoVunderstandVpharmacology."VAN
S:V 4
Explanation:
1. PharmacologyVisVanVoutgrowthVofVanatomy,Vphysiology,VandVmicrobiology,VbutVth
isVisVnotVtheVmostVessentialVreasonVforVtheVnurseVtoVlearnVthem.
2. TheVnurseVmustVlearnVanatomy,Vphysiology,VandVmicrobiologyVtoVunderstandVph
armacology,VnotVbecauseVtheyVareVpartVofVtheVcurriculum.
Pharmacology for Nurses-A Pathophysiologic Approach,
6th Edition (Adams, 2020), Chapters 1 - 50
,TABLE OF CONTENTS
V V
,
, PharmacologyVforVNurses,V6eV(Adams)VChapterV
1V IntroductionVtoVPharmacology
1) AVnurseVisVreviewingVkeyVeventsVinVtheVhistoryVofVpharmacologyVwithVaVstudentVnurse.VWh
ichVstudentVcommentVindicatesVanVunderstanding?
1. "EarlyVresearchersVusedVthemselvesVasVtestVsubjects."
2. "AVprimaryVgoalVofVpharmacologyVisVtoVpreventVdisease."
3. "PenicillinVisVoneVofVtheVinitialVdrugsVisolatedVfromVaVnaturalVsource."
4. "PharmacologistsVbeganVsynthesizingVdrugsVinVtheVlaboratoryVinVtheVnineteenthVcen
tury."
ANS:V1VExp
lanation:
1. SomeVearlyVresearchers,VlikeVFriedrichVSerturner,VusedVthemselvesVasVtestVsu
bjects.
2. AnVearlyVgoalVofVpharmacologyVwasVtoVrelieveVhumanVsuffering.
3. InitialVdrugsVisolatedVfromVcomplexVmixturesVincludedVmorphine,Vcolchicine,Vcur
are,VandVcocaine,VbutVnotVpenicillin.
4. ByVtheVtwentiethVcentury,VpharmacologistsVcouldVsynthesizeVdrugsVinVtheVlab
oratory.
PageVRef:V3
CognitiveVLevel:V Applying
ClientVNeed/Sub:VPhysiologicalVIntegrity:VPharmacologicalVandVParenteralVTherapiesVStand
ards:V QSENVCompetencies:VI.A.1VIntegrateVunderstandingV ofVmultipleVdimensionsVofVpatient
-
centeredVcare:Vpatient/family/communityVpreferences,Vvalues;VcoordinationVandVintegratio
nVofVcare;Vinformation,Vcommunication,VandVeducation;VphysicalVcomfortVandVemotionalVsupp
ort;VinvolvementVofVfamilyVandVfriends;VandVtransitionVandVcontinuity.
|VAACNVEssentialVCompetencies:VI.7VIntegrateVtheVknowledgeVandVmethodsVofVaVvarietyVofVdi
sciplinesVtoVinformVdecisionVmaking.V|VNLNVCompetencies:VKnowledgeVandVScience:VIntegrati
onVofVknowledgeVfromVnursingVandVotherVdisciplines.V|VNursing/IntegratedVConcepts:VNursin
gVProcess:VEvaluation
LearningVOutcome:V1-
1VIdentifyVkeyVeventsVinVtheVhistoryVofVpharmacology.VMNLVLearningVOutcome:V 1.
1VExamineVtheVrelationshipVbetweenVmedicineVandVpharmacology.
2) AVstudentVnurseVasksVaVnursingVinstructorVwhyVanatomyVandVphysiologyVasVwellVasVmic
robiologyVareVrequiredVcoursesVwhenVtheVstudentVonlyVwantsVtoVlearnVaboutVpharm
acology.VWhatVisVtheVbestVresponseVbyVtheVinstructor?
1. "BecauseVpharmacologyVisVanVoutgrowthVofVthoseVsubjects."
2. "YouVmustVlearnVall,VsinceVallVofVthoseVsubjectsVareVpartVofVtheVcurriculum."
3. "KnowledgeVofVallVthoseVsubjectsVwillVprepareVyouVtoVadministerVmedication."
4. "AnVunderstandingVofVthoseVsubjectsVisVessentialVtoVunderstandVpharmacology."VAN
S:V 4
Explanation:
1. PharmacologyVisVanVoutgrowthVofVanatomy,Vphysiology,VandVmicrobiology,VbutVth
isVisVnotVtheVmostVessentialVreasonVforVtheVnurseVtoVlearnVthem.
2. TheVnurseVmustVlearnVanatomy,Vphysiology,VandVmicrobiologyVtoVunderstandVph
armacology,VnotVbecauseVtheyVareVpartVofVtheVcurriculum.
