TEST BANK N
INTRODUCTION TO CLINICAL PHARMACOLOGY 10TH
N N N N N
By Constance Visovsky, Cheryl Zambroski, Shirley Hosler
N N N N N N N
,Chapter 01: Pharmacology and the Nursing Process in LPN Practic
N N N N N N N N N
e Visovsky: Introduction to Clinical Pharmacology, 10th Edition
N N N N N N N
MULTIPLE CHOIC N
E
1. TheN LPNN isN collectingN dataN forNtheNinitialNassessmentN ofN aNpatientN uponNadmissionN toN aNlong-termNca
patient’s prescribed drugs. Which action should the LPN consider to be the highest priority?
N N N N N N N N N N N N N
a. Obtain any special equipment that will be needed to give the patient’s drug.
N N N N N N N N N N N N
b. Monitor the patient for a response to the drug given.
N N N N N N N N N
c. Collect data about the patient and the patient’s health condition.
N N N N N N N N N
d. Review the nursing care plan to verify that it is accurate.
N N N N N N N N N N
ANS: C N
Collecting and documenting data about the patient and the patient’s health condition is a critical st
N N N N N N N N N N N N N N N
given. Information regarding the present illness, any signs and symptoms, review of medical record
N N N N N N N N N N N N N
Nsigns are needed before drugs are given. Deciding on special equipment that will be needed to giv
N N N N N N N N N N N N N N N N
rt of the planning phase of the nursing process. Monitoring the patient for his response to given dr
N N N N N N N N N N N N N N N N N
on stage of the nursing process. Reviewing the nursing care plan to verify that it is being followed
N N N N N N N N N N N N N N N N N
implementation stage of the nursing process. N N N N N
DIF: Cognitive Level: Applying N N REF: p. 2 N N
2. TheNLPNN isNworkingN withN aNpatientNinNtheN planningNstageN ofNtheN nursingNprocessN relatedNtoN theNpatie
action should the LPN take during this stage?
N N N N N N N
a. Develop a nursing goal to plan the procedures needed to give drug.
N N N N N N N N N N N
b. Develop a teaching plan for the patient regarding the drug’s actions.
N N N N N N N N N N
c. Determine that the patient is experiencing the expected response to his drug.
N N N N N N N N N N N
d. Determine how much the patient understands about his drug.
N N N N N N N N
ANS: D N
Determining how much the patient understands about his drug is part of the diagnosis phase of the
N N N N N N N N N N N N N N N N
ping a nursing goal to plan the procedures needed to give drug and developing a teaching plan for
N N N N N N N N N N N N N N N N N
Ndrug’s actions are part of the planning phase of the nursing process.
N N N N N N N N N N N
DIF: Cognitive Level: Applying N N REF: p. 2 N N
3. YouN areNteachingNaN patientN withN depressionN aboutNtheN potentialN adverseNeffectsN ofNaN prescribedN drug
process related to drug therapy are you engaging in at this point of the teaching plan?
N N N N N N N N N N N N N N N
a. Assessment
b. Implementation
c. Evaluation
d. Diagnosis
ANS: C N
In the evaluation phase of the nursing process, the LPN understands and teaches to the patient the
N N N N N N N N N N N N N N N N N
, expected side effects, and potential adverse effects.
N N N N N N N
DIF: Cognitive Level: Remembering REF: p. 2 N N N N
4. WhichNofNtheNfollowingN isNanN exampleNofNsubjectiveNdata?
a. TheNpatientN statesNsheNhasN painNinNherNleftNarm.
, TEST BANK FOR INRODUCTION TO CLINICAL PHARMACOLOGY 10TH EDITION B
N N N N N N N
N
N
6. TheN LPN/VNNisN assessingNaN patientN beforeN givingN aN drugN forN bloodN pressureNmanagement.N TheNnurs
be
90/50 mm Hg. What is the nurse’s best action?
N N N N N N N N
a. Hold the drug and report the blood pressure to the RN.
N N N N N N N N N N
b. Give the patient a full glass of water before giving the drug.
N N N N N N N N N N N
c. Come back in 30 minutes and recheck the blood pressure.
N N N N N N N N N
d. Have the patient perform pursed lip breathing before giving the drug.
N N N N N N N N N N
ANS: A N
The best action is to hold the drug and contact the RN. The patient may need an adjustment to the
N N N N N N N N N N N N N N N N N N N N
re drug or switching to another drug. Giving water with the drug is not contraindicated but does no
N N N N N N N N N N N N N N N N N
risk for hypotension. Pursed lip breathing has no role in this situation.
N N N N N N N N N N N
DIF: Cognitive Level: Remembering REF: p. 4 N N NN N
7. TheN LPNNisN collectingN objectiveN dataN forN inclusionN inN theN nursingN assessment.N WhichN pieceN ofNinfor
LPN hasa clear understanding of objective assessment data?
N N N N N N N
a. A patient’s rating of chest pain as 8 on a 1 to 10 scale.
N N N N N N N N N N N N N
b. Family members report that patient has been experiencing pain for 1 month.
N N N N N N N N N N N
c. Detailed history of the patient’s current illness upon admission.
N N N N N N N N
d. Compilation of past laboratory results and x-ray reports. N N N N N N N
ANS: D N
The patient’s past laboratory and x-
N N N N N
ray results are examples of objective data. A pain rating of 8/10, a family member’s descriptionof
N N N N N N N N N N N N N N N N
ory of current illness are examples of subjective data.
N N N N N N N N
DIF: Cognitive Level: Remembering REF: p. 3 N N N N
8. AN patientN recentlyN beganNaN takingN bloodN pressureNdrugN andN presentsN forN aN follow-upN appointment.N T
patient’s daily blood pressure recordings. Which stage of the nursing process corresponds to this re
N N N N N N N N N N N N N N
a. Assessment
b. Planning
c. Diagnosis
d. Evaluation
ANS: D N
The evaluation phase involves examining the results that occur when the plan is implemented. Rev
N N N N N N N N N N N N N N
lood pressure recording examines the patient’s response to the drug. The assessment phase provide
N N N N N N N N N N N N N
he patient, the problem, and anything that may change the choice of treatment. The planning phase
N N N N N N N N N N N N N N N
ssment data and diagnoses to set goals and write care plans. The diagnosis phase involves decision
N N N N N N N N N N N N N N N
making about the patient’s problems, including medical diagnoses made by the healthcare provide
N N N N N N N N N N N N
veloped through the North American Nursing Diagnosis Association (NANDA).
N N N N N N N N
DIF: Cognitive Level: Remembering REF: p. 2 N N N N
9. AfterN receivingN report,NtheN LPNN givesN drugsN toN herNassignedNpatientsN onNtheNeveningN shift.N WithN whi
g process does this activity correspond?
N N N N N
a. Implementation
b. Assessment
c. Planning
d. Diagnosis
ANS: A N
The implementation phase involves actively following the plan of care and accurately giving order
N N N N N N N N N N N N N
, TEST BANK FOR INRODUCTION TO CLINICAL PHARMACOLOGY 10TH EDITION B
N N N N N N N
N
N
11. AN patientN isNreceivingN anN antibioticN forN pneumonia.N OnN theNthirdN dayN ofNtheNtreatmentN regimen,N aNras
and she reports itching and shortness of breath. Which term describes the effect that has occurre
N N N N N N N N N N N N N N N
a. Therapeutic effect N
b. Adverse effect N
c. Side effect N
d. Overdose effect N
ANS: B N
An itchy rash with shortness of breath that develops in response to drug is an example of an allerg
N N N N N N N N N N N N N N N N N N
ffect to the antibiotic. Therapeutic effects occur when an antibiotic fights infection without causing
N N N N N N N N N N N N N
ide effects of drugs are known potential effects of the antibiotic that range from mild to moderate.
N N N N N N N N N N N N N N N N
a patient receives too much of a drug.
N N N N N N N N
DIF: Cognitive Level: Understanding REF: p. 9 N N N N
12. AnNLPNNentersNaNpatient’sNroomNtoNgiveNaNscheduledNdrug.NBeforeNadministration,NtheNpatientNstates,
rug; I’m allergic to it.” What should the nurse do first?
N N N N N N N N N N
a. Reassure the patient that the drug is needed and observations regarding poss
N N N N N N N N N N N
ible allergic symptoms will be made.
N N N N N
b. Review the patient record and encourage the patient to take the drug i
N N N N N N N N N N N N
f no allergies have been documented.
N N N N N
c. Assess the patient’s allergic history and notify the healthcare provider to
N N N N N N N N N N
determine a course of action. N N N N
d. Document patient refusal and leave a note on the patient chart for
N N N N N N N N N N N
the healthcareprovider.
N N
ANS: C N
The patient has shared information that indicates the potential for the ordered drug to cause advers
N N N N N N N N N N N N N N N
e drug, the nurse should investigate further by obtaining a more detailed drug history and notifying
N N N N N N N N N N N N N N N
ho wrote the order. Although the order may be accurately written, determining whether the drug’s
N N N N N N N N N N N N N N N
s is not an action within the legal scope of the nurse’s practice. The nurse should not offer false re
N N N N N N N N N N N N N N N N N N N
ate for patient safety, should investigate further before giving the drug. The patient has raised conc
N N N N N N N N N N N N N N N
at should promptly be brought to the provider’s attention. A note on the chart leaves potential fo
N N N N N N N N N N N N N N N N
ed.
DIF: Cognitive Level: Applying N N REF: p. 4 NN N
13. TheNLPNNisNpreparingNtoNgiveNtheNinitialNdoseNofNanNantibioticNtoNaN patientNdiagnosedNwithNanNinfectio
ke outin a rash the last time I took that pill.” What action should the LPN take next?
N N N N N N N N N N N N N N N N N
a. Give the drug and check the patient in 30 minutes for a rash.
N N N N N N N N N N N N
b. Document that the patient refused the drug per agency policy. N N N N N N N N N
c. Leave the drug at the bedside while checking the chart for the patient’s allergies.
N N N N N N N N N N N N N
d. Notify the registered nurse or healthcare provider.
N N N N N N
ANS: D N
This is a possible adverse reaction, and the RN or healthcare provider should be notified immediat
N N N N N N N N N N N N N N N
give the drug to see if it does cause a rash. Drug should never be left at the bedside. The patient
N N N N N N N N N N N N N N N N N N N N
g.
DIF: Cognitive Level: Applying N N REF: p. 9 N N
14. WhichNpriorityN assessmentN mustNyouNmakeNbeforeNgivingN anyNpatientNaNdrugNbyN mouth?
a. QuizNtheNpatientN aboutNtheNactionN ofNeachNdrug.
b. MakeNsureNtheNpatientNcanN swallow.
c. FindN outN whetherN theNpatientN prefersN coldN orN roomNtemperatureNliquids.
INTRODUCTION TO CLINICAL PHARMACOLOGY 10TH
N N N N N
By Constance Visovsky, Cheryl Zambroski, Shirley Hosler
N N N N N N N
,Chapter 01: Pharmacology and the Nursing Process in LPN Practic
N N N N N N N N N
e Visovsky: Introduction to Clinical Pharmacology, 10th Edition
N N N N N N N
MULTIPLE CHOIC N
E
1. TheN LPNN isN collectingN dataN forNtheNinitialNassessmentN ofN aNpatientN uponNadmissionN toN aNlong-termNca
patient’s prescribed drugs. Which action should the LPN consider to be the highest priority?
N N N N N N N N N N N N N
a. Obtain any special equipment that will be needed to give the patient’s drug.
N N N N N N N N N N N N
b. Monitor the patient for a response to the drug given.
N N N N N N N N N
c. Collect data about the patient and the patient’s health condition.
N N N N N N N N N
d. Review the nursing care plan to verify that it is accurate.
N N N N N N N N N N
ANS: C N
Collecting and documenting data about the patient and the patient’s health condition is a critical st
N N N N N N N N N N N N N N N
given. Information regarding the present illness, any signs and symptoms, review of medical record
N N N N N N N N N N N N N
Nsigns are needed before drugs are given. Deciding on special equipment that will be needed to giv
N N N N N N N N N N N N N N N N
rt of the planning phase of the nursing process. Monitoring the patient for his response to given dr
N N N N N N N N N N N N N N N N N
on stage of the nursing process. Reviewing the nursing care plan to verify that it is being followed
N N N N N N N N N N N N N N N N N
implementation stage of the nursing process. N N N N N
DIF: Cognitive Level: Applying N N REF: p. 2 N N
2. TheNLPNN isNworkingN withN aNpatientNinNtheN planningNstageN ofNtheN nursingNprocessN relatedNtoN theNpatie
action should the LPN take during this stage?
N N N N N N N
a. Develop a nursing goal to plan the procedures needed to give drug.
N N N N N N N N N N N
b. Develop a teaching plan for the patient regarding the drug’s actions.
N N N N N N N N N N
c. Determine that the patient is experiencing the expected response to his drug.
N N N N N N N N N N N
d. Determine how much the patient understands about his drug.
N N N N N N N N
ANS: D N
Determining how much the patient understands about his drug is part of the diagnosis phase of the
N N N N N N N N N N N N N N N N
ping a nursing goal to plan the procedures needed to give drug and developing a teaching plan for
N N N N N N N N N N N N N N N N N
Ndrug’s actions are part of the planning phase of the nursing process.
N N N N N N N N N N N
DIF: Cognitive Level: Applying N N REF: p. 2 N N
3. YouN areNteachingNaN patientN withN depressionN aboutNtheN potentialN adverseNeffectsN ofNaN prescribedN drug
process related to drug therapy are you engaging in at this point of the teaching plan?
N N N N N N N N N N N N N N N
a. Assessment
b. Implementation
c. Evaluation
d. Diagnosis
ANS: C N
In the evaluation phase of the nursing process, the LPN understands and teaches to the patient the
N N N N N N N N N N N N N N N N N
, expected side effects, and potential adverse effects.
N N N N N N N
DIF: Cognitive Level: Remembering REF: p. 2 N N N N
4. WhichNofNtheNfollowingN isNanN exampleNofNsubjectiveNdata?
a. TheNpatientN statesNsheNhasN painNinNherNleftNarm.
, TEST BANK FOR INRODUCTION TO CLINICAL PHARMACOLOGY 10TH EDITION B
N N N N N N N
N
N
6. TheN LPN/VNNisN assessingNaN patientN beforeN givingN aN drugN forN bloodN pressureNmanagement.N TheNnurs
be
90/50 mm Hg. What is the nurse’s best action?
N N N N N N N N
a. Hold the drug and report the blood pressure to the RN.
N N N N N N N N N N
b. Give the patient a full glass of water before giving the drug.
N N N N N N N N N N N
c. Come back in 30 minutes and recheck the blood pressure.
N N N N N N N N N
d. Have the patient perform pursed lip breathing before giving the drug.
N N N N N N N N N N
ANS: A N
The best action is to hold the drug and contact the RN. The patient may need an adjustment to the
N N N N N N N N N N N N N N N N N N N N
re drug or switching to another drug. Giving water with the drug is not contraindicated but does no
N N N N N N N N N N N N N N N N N
risk for hypotension. Pursed lip breathing has no role in this situation.
N N N N N N N N N N N
DIF: Cognitive Level: Remembering REF: p. 4 N N NN N
7. TheN LPNNisN collectingN objectiveN dataN forN inclusionN inN theN nursingN assessment.N WhichN pieceN ofNinfor
LPN hasa clear understanding of objective assessment data?
N N N N N N N
a. A patient’s rating of chest pain as 8 on a 1 to 10 scale.
N N N N N N N N N N N N N
b. Family members report that patient has been experiencing pain for 1 month.
N N N N N N N N N N N
c. Detailed history of the patient’s current illness upon admission.
N N N N N N N N
d. Compilation of past laboratory results and x-ray reports. N N N N N N N
ANS: D N
The patient’s past laboratory and x-
N N N N N
ray results are examples of objective data. A pain rating of 8/10, a family member’s descriptionof
N N N N N N N N N N N N N N N N
ory of current illness are examples of subjective data.
N N N N N N N N
DIF: Cognitive Level: Remembering REF: p. 3 N N N N
8. AN patientN recentlyN beganNaN takingN bloodN pressureNdrugN andN presentsN forN aN follow-upN appointment.N T
patient’s daily blood pressure recordings. Which stage of the nursing process corresponds to this re
N N N N N N N N N N N N N N
a. Assessment
b. Planning
c. Diagnosis
d. Evaluation
ANS: D N
The evaluation phase involves examining the results that occur when the plan is implemented. Rev
N N N N N N N N N N N N N N
lood pressure recording examines the patient’s response to the drug. The assessment phase provide
N N N N N N N N N N N N N
he patient, the problem, and anything that may change the choice of treatment. The planning phase
N N N N N N N N N N N N N N N
ssment data and diagnoses to set goals and write care plans. The diagnosis phase involves decision
N N N N N N N N N N N N N N N
making about the patient’s problems, including medical diagnoses made by the healthcare provide
N N N N N N N N N N N N
veloped through the North American Nursing Diagnosis Association (NANDA).
N N N N N N N N
DIF: Cognitive Level: Remembering REF: p. 2 N N N N
9. AfterN receivingN report,NtheN LPNN givesN drugsN toN herNassignedNpatientsN onNtheNeveningN shift.N WithN whi
g process does this activity correspond?
N N N N N
a. Implementation
b. Assessment
c. Planning
d. Diagnosis
ANS: A N
The implementation phase involves actively following the plan of care and accurately giving order
N N N N N N N N N N N N N
, TEST BANK FOR INRODUCTION TO CLINICAL PHARMACOLOGY 10TH EDITION B
N N N N N N N
N
N
11. AN patientN isNreceivingN anN antibioticN forN pneumonia.N OnN theNthirdN dayN ofNtheNtreatmentN regimen,N aNras
and she reports itching and shortness of breath. Which term describes the effect that has occurre
N N N N N N N N N N N N N N N
a. Therapeutic effect N
b. Adverse effect N
c. Side effect N
d. Overdose effect N
ANS: B N
An itchy rash with shortness of breath that develops in response to drug is an example of an allerg
N N N N N N N N N N N N N N N N N N
ffect to the antibiotic. Therapeutic effects occur when an antibiotic fights infection without causing
N N N N N N N N N N N N N
ide effects of drugs are known potential effects of the antibiotic that range from mild to moderate.
N N N N N N N N N N N N N N N N
a patient receives too much of a drug.
N N N N N N N N
DIF: Cognitive Level: Understanding REF: p. 9 N N N N
12. AnNLPNNentersNaNpatient’sNroomNtoNgiveNaNscheduledNdrug.NBeforeNadministration,NtheNpatientNstates,
rug; I’m allergic to it.” What should the nurse do first?
N N N N N N N N N N
a. Reassure the patient that the drug is needed and observations regarding poss
N N N N N N N N N N N
ible allergic symptoms will be made.
N N N N N
b. Review the patient record and encourage the patient to take the drug i
N N N N N N N N N N N N
f no allergies have been documented.
N N N N N
c. Assess the patient’s allergic history and notify the healthcare provider to
N N N N N N N N N N
determine a course of action. N N N N
d. Document patient refusal and leave a note on the patient chart for
N N N N N N N N N N N
the healthcareprovider.
N N
ANS: C N
The patient has shared information that indicates the potential for the ordered drug to cause advers
N N N N N N N N N N N N N N N
e drug, the nurse should investigate further by obtaining a more detailed drug history and notifying
N N N N N N N N N N N N N N N
ho wrote the order. Although the order may be accurately written, determining whether the drug’s
N N N N N N N N N N N N N N N
s is not an action within the legal scope of the nurse’s practice. The nurse should not offer false re
N N N N N N N N N N N N N N N N N N N
ate for patient safety, should investigate further before giving the drug. The patient has raised conc
N N N N N N N N N N N N N N N
at should promptly be brought to the provider’s attention. A note on the chart leaves potential fo
N N N N N N N N N N N N N N N N
ed.
DIF: Cognitive Level: Applying N N REF: p. 4 NN N
13. TheNLPNNisNpreparingNtoNgiveNtheNinitialNdoseNofNanNantibioticNtoNaN patientNdiagnosedNwithNanNinfectio
ke outin a rash the last time I took that pill.” What action should the LPN take next?
N N N N N N N N N N N N N N N N N
a. Give the drug and check the patient in 30 minutes for a rash.
N N N N N N N N N N N N
b. Document that the patient refused the drug per agency policy. N N N N N N N N N
c. Leave the drug at the bedside while checking the chart for the patient’s allergies.
N N N N N N N N N N N N N
d. Notify the registered nurse or healthcare provider.
N N N N N N
ANS: D N
This is a possible adverse reaction, and the RN or healthcare provider should be notified immediat
N N N N N N N N N N N N N N N
give the drug to see if it does cause a rash. Drug should never be left at the bedside. The patient
N N N N N N N N N N N N N N N N N N N N
g.
DIF: Cognitive Level: Applying N N REF: p. 9 N N
14. WhichNpriorityN assessmentN mustNyouNmakeNbeforeNgivingN anyNpatientNaNdrugNbyN mouth?
a. QuizNtheNpatientN aboutNtheNactionN ofNeachNdrug.
b. MakeNsureNtheNpatientNcanN swallow.
c. FindN outN whetherN theNpatientN prefersN coldN orN roomNtemperatureNliquids.
