,Chapter q1
Question q1
q Type:
MCMA
q
The qnurse qis qteaching qa qpharmacology qclass qto qstudent qnurses. qWhat qdoes qthe qnurse qinclude
qas qkey q events qin q the q history q of q pharmacology?
Note: qCredit qwill qbe qgiven qonly qif qall qcorrect qchoices qand qno qincorrect qchoices qare qselected.
Standard qText: qSelect qall qthat qapply.
1. Initial qdrugs qincluded qmorphine, qcocaine, qand qpenicillin.
2. Early qresearchers qused qthemselves qas qtest qsubjects.
3. The qinitial qintention qof qpharmacology qwas qto qrelieve qhuman qsuffering.
4. Modern qpharmacology qbegan qin qthe qearly q1600s.
5. Pharmacologists qsynthesized qdrugs qin qthe qlaboratory qin qthe qtwentieth qcentury.
Correct qAnswer: q2,3,5
Rationale q1: qInitial qdrugs qisolated qfrom qcomplex qmixtures qincluded qmorphine, qcolchicines,
qcurare, qand qcocaine, q but qnot q penicillin.
Rationale q2: qSome qearly qresearchers, qsuch qas qFriedrich qSerturner, qused qthemselves qas qtest
subjects.
q
Rationale q3: qThe qearly qroots qof qpharmacology qincluded qthe qapplication qof qproducts qto qrelieve
qhuman qsuffering.
Rationale q4: qModern qpharmacology qbegan qin qthe qearly q1800s, qnot qthe q1600s.
Rationale q5: qBy qthe qtwentieth qcentury, qpharmacologists qcould qsynthesize qdrugs qin qthe
qlaboratory.
Global qRationale: qThe qearly qroots qof qpharmacology qincluded qthe qapplication qof qproducts qto
qrelieve q human qsuffering, qand q early qresearchers q used qthemselves qas qtest qsubjects. qInitial
qdrugs qincluded qmorphine, qcolchicines, qcurare, qand qcocaine, qbut qnot qpenicillin. qModern
qpharmacology q began qin qthe q early q1800s, q not qthe q1600s. qBy qthe qtwentieth qcentury,
qpharmacologists qcould qsynthesize qdrugs qin qthe qlaboratory.
,Cognitive qLevel: qApplying
Client qNeed: qPhysiological qIntegrity
Client qNeed qSub: qPharmacological qand qParenteral qTherapies
QSEN qCompetencies: qI.A.1 qIntegrate qunderstanding qof qmultiple qdimensions qof qpatient qcentered
qcare: qpatient/family/community qpreferences, qvalues; qcoordination qand qintegration q of qcare;
qinformation, qcommunication, qand qeducation; qphysical qcomfort qand q emotional qsupport;
qinvolvement qof qfamily qand qfriends; qand qtransition qand qcommunity.
AACN qEssential qCompetencies: qI.7 qIntegrate qthe qknowledge qand qmethods qof qa qvariety qof
qdisciplines qto qinform q decision q making.
NLN qCompetencies: qKnowledge qand qScience: qIntegration qof qknowledge qfrom qnursing qand
qother qdisciplines.
Nursing/Integrated qConcepts: qNursing qProcess: qImplementation
Learning qOutcome: q1-1 qIdentify qkey qevents qin qthe qhistory qof qpharmacology.
MNL qLearning qOutcome: q1.1.1 qApply qbasic qconcepts qrelated qto qpharmacology.
Page qNumber: q3
Question q2
q Type:
qMCSA
The qstudent qnurse qasks qthe qnursing qinstructor qwhy qhe qneeds qto qtake qanatomy qand qphysiology, qas
qwell qas qmicrobiology, qwhen qhe q only qwants q to qlearn qabout qpharmacology. q What qis qthe qbest
qresponse q by qthe qinstructor?
1. "Because qpharmacology qis qan qoutgrowth qof qthose qsubjects."
2. "You qmust qlearn qall, qsince qthose qsubjects, qas qwell qas qpharmacology, qare qpart qof
qthe qcurriculum."
3. "Knowledge qof qall qthose qsubjects qwill qprepare qyou qto qprovide qthe qbest qpatient qcare,
qincluding qthe qadministration qof qmedications."
4. "Because qan qunderstanding qof qthose qsubjects qis qessential qto qunderstanding qpharmacology."
Correct qAnswer: q4
Rationale q1: qPharmacology qis qan qoutgrowth qof qanatomy, qphysiology, qand qmicrobiology, qbut
qthis qis qnot q the q most qcomplete qreason qfor qthe q nurse qto qlearn qthem.
, Rationale q2: qThe qnurse qmust qlearn qanatomy, qphysiology, qand qmicrobiology qto qunderstand
qpharmacology, qnot qbecause qthey qare qpart q of qthe qcurriculum.
Rationale q3: qKnowledge qof qanatomy, qphysiology, qand qmicrobiology qprepares qthe qnurse qto
qunderstand qpharmacology, q not qto q provide qcare qsuch qas qadministration qof q medications.
Rationale q4: qIt qis qessential qfor qthe qnurse qto qhave qa qbroad qknowledge qbase qof qmany qsciences qin
qorder qto qlearn qpharmacology.
Global qRationale: qIt qis qessential qfor qthe qnurse qto qhave qa qbroad qknowledge qbase qof qmany
qsciences qin q order qto qlearn q pharmacology. qThe qnurse q must qlearn qanatomy, qphysiology, qand
qmicrobiology qto q understand qpharmacology, q not qbecause qthey qare qpart qof q the qcurriculum.
qPharmacology qis qan q outgrowth qof qanatomy, qphysiology, qand qmicrobiology, qbut qthis qis qnot qthe
qreason qfor qthe qnurse qto qlearn qthem. qKnowledge qof qanatomy, q physiology, qand q microbiology
qprepares qthe qnurse qto qunderstand q pharmacology, qnot q to qprovide q care qsuch qas qadministration
qof q medications.
Cognitive qLevel: qApplying
Client qNeed: qPhysiological qIntegrity
Client qNeed qSub: qPharmacological qand qParenteral qTherapies
QSEN qCompetencies: qI.A.1 qIntegrate qunderstanding qof qmultiple qdimensions qof qpatient
qcentered qcare: q patient/family/community qpreferences, q values; qcoordination qand qintegration
qof q care; qinformation, qcommunication, qand qeducation; q physical qcomfort qand q emotional
qsupport; qinvolvement q of qfamily qand qfriends; qand qtransition qand qcommunity.
AACN qEssential qCompetencies: qI.7 qIntegrate qthe qknowledge qand qmethods qof qa qvariety qof
qdisciplines qto qinform q decision q making.
NLN qCompetencies: qKnowledge qand qScience: qIntegration qof qknowledge qfrom qnursing qand
qother q disciplines.
Nursing/Integrated qConcepts: qNursing qProcess: qImplementation
Learning qOutcome: q1-2 qExplain qthe qinterdisciplinary qnature qof qpharmacology, qgiving qan
qexample q of q how qknowledge qfrom qdifferent qsciences qimpacts q the q nurse’s qrole qin qdrug
qadministration.
MNL qLearning qOutcome: q1.1.1 qApply qbasic qconcepts qrelated qto qpharmacology.
qPage q Number: q 3
Question q3
q Type:
qMCMA
The qnursing qinstructor qis qteaching qa qpharmacology qclass qto qstudent qnurses. qThe qcurrent qfocus
qis qpharmacology qand qtherapeutics. q The qnursing qinstructor qdetermines qthat qlearning qhas
qoccurred qwhen qthe q students q make qwhich qcomments?
Note: qCredit qwill qbe qgiven qonly qif qall qcorrect qchoices qand qno qincorrect qchoices qare qselected.
Question q1
q Type:
MCMA
q
The qnurse qis qteaching qa qpharmacology qclass qto qstudent qnurses. qWhat qdoes qthe qnurse qinclude
qas qkey q events qin q the q history q of q pharmacology?
Note: qCredit qwill qbe qgiven qonly qif qall qcorrect qchoices qand qno qincorrect qchoices qare qselected.
Standard qText: qSelect qall qthat qapply.
1. Initial qdrugs qincluded qmorphine, qcocaine, qand qpenicillin.
2. Early qresearchers qused qthemselves qas qtest qsubjects.
3. The qinitial qintention qof qpharmacology qwas qto qrelieve qhuman qsuffering.
4. Modern qpharmacology qbegan qin qthe qearly q1600s.
5. Pharmacologists qsynthesized qdrugs qin qthe qlaboratory qin qthe qtwentieth qcentury.
Correct qAnswer: q2,3,5
Rationale q1: qInitial qdrugs qisolated qfrom qcomplex qmixtures qincluded qmorphine, qcolchicines,
qcurare, qand qcocaine, q but qnot q penicillin.
Rationale q2: qSome qearly qresearchers, qsuch qas qFriedrich qSerturner, qused qthemselves qas qtest
subjects.
q
Rationale q3: qThe qearly qroots qof qpharmacology qincluded qthe qapplication qof qproducts qto qrelieve
qhuman qsuffering.
Rationale q4: qModern qpharmacology qbegan qin qthe qearly q1800s, qnot qthe q1600s.
Rationale q5: qBy qthe qtwentieth qcentury, qpharmacologists qcould qsynthesize qdrugs qin qthe
qlaboratory.
Global qRationale: qThe qearly qroots qof qpharmacology qincluded qthe qapplication qof qproducts qto
qrelieve q human qsuffering, qand q early qresearchers q used qthemselves qas qtest qsubjects. qInitial
qdrugs qincluded qmorphine, qcolchicines, qcurare, qand qcocaine, qbut qnot qpenicillin. qModern
qpharmacology q began qin qthe q early q1800s, q not qthe q1600s. qBy qthe qtwentieth qcentury,
qpharmacologists qcould qsynthesize qdrugs qin qthe qlaboratory.
,Cognitive qLevel: qApplying
Client qNeed: qPhysiological qIntegrity
Client qNeed qSub: qPharmacological qand qParenteral qTherapies
QSEN qCompetencies: qI.A.1 qIntegrate qunderstanding qof qmultiple qdimensions qof qpatient qcentered
qcare: qpatient/family/community qpreferences, qvalues; qcoordination qand qintegration q of qcare;
qinformation, qcommunication, qand qeducation; qphysical qcomfort qand q emotional qsupport;
qinvolvement qof qfamily qand qfriends; qand qtransition qand qcommunity.
AACN qEssential qCompetencies: qI.7 qIntegrate qthe qknowledge qand qmethods qof qa qvariety qof
qdisciplines qto qinform q decision q making.
NLN qCompetencies: qKnowledge qand qScience: qIntegration qof qknowledge qfrom qnursing qand
qother qdisciplines.
Nursing/Integrated qConcepts: qNursing qProcess: qImplementation
Learning qOutcome: q1-1 qIdentify qkey qevents qin qthe qhistory qof qpharmacology.
MNL qLearning qOutcome: q1.1.1 qApply qbasic qconcepts qrelated qto qpharmacology.
Page qNumber: q3
Question q2
q Type:
qMCSA
The qstudent qnurse qasks qthe qnursing qinstructor qwhy qhe qneeds qto qtake qanatomy qand qphysiology, qas
qwell qas qmicrobiology, qwhen qhe q only qwants q to qlearn qabout qpharmacology. q What qis qthe qbest
qresponse q by qthe qinstructor?
1. "Because qpharmacology qis qan qoutgrowth qof qthose qsubjects."
2. "You qmust qlearn qall, qsince qthose qsubjects, qas qwell qas qpharmacology, qare qpart qof
qthe qcurriculum."
3. "Knowledge qof qall qthose qsubjects qwill qprepare qyou qto qprovide qthe qbest qpatient qcare,
qincluding qthe qadministration qof qmedications."
4. "Because qan qunderstanding qof qthose qsubjects qis qessential qto qunderstanding qpharmacology."
Correct qAnswer: q4
Rationale q1: qPharmacology qis qan qoutgrowth qof qanatomy, qphysiology, qand qmicrobiology, qbut
qthis qis qnot q the q most qcomplete qreason qfor qthe q nurse qto qlearn qthem.
, Rationale q2: qThe qnurse qmust qlearn qanatomy, qphysiology, qand qmicrobiology qto qunderstand
qpharmacology, qnot qbecause qthey qare qpart q of qthe qcurriculum.
Rationale q3: qKnowledge qof qanatomy, qphysiology, qand qmicrobiology qprepares qthe qnurse qto
qunderstand qpharmacology, q not qto q provide qcare qsuch qas qadministration qof q medications.
Rationale q4: qIt qis qessential qfor qthe qnurse qto qhave qa qbroad qknowledge qbase qof qmany qsciences qin
qorder qto qlearn qpharmacology.
Global qRationale: qIt qis qessential qfor qthe qnurse qto qhave qa qbroad qknowledge qbase qof qmany
qsciences qin q order qto qlearn q pharmacology. qThe qnurse q must qlearn qanatomy, qphysiology, qand
qmicrobiology qto q understand qpharmacology, q not qbecause qthey qare qpart qof q the qcurriculum.
qPharmacology qis qan q outgrowth qof qanatomy, qphysiology, qand qmicrobiology, qbut qthis qis qnot qthe
qreason qfor qthe qnurse qto qlearn qthem. qKnowledge qof qanatomy, q physiology, qand q microbiology
qprepares qthe qnurse qto qunderstand q pharmacology, qnot q to qprovide q care qsuch qas qadministration
qof q medications.
Cognitive qLevel: qApplying
Client qNeed: qPhysiological qIntegrity
Client qNeed qSub: qPharmacological qand qParenteral qTherapies
QSEN qCompetencies: qI.A.1 qIntegrate qunderstanding qof qmultiple qdimensions qof qpatient
qcentered qcare: q patient/family/community qpreferences, q values; qcoordination qand qintegration
qof q care; qinformation, qcommunication, qand qeducation; q physical qcomfort qand q emotional
qsupport; qinvolvement q of qfamily qand qfriends; qand qtransition qand qcommunity.
AACN qEssential qCompetencies: qI.7 qIntegrate qthe qknowledge qand qmethods qof qa qvariety qof
qdisciplines qto qinform q decision q making.
NLN qCompetencies: qKnowledge qand qScience: qIntegration qof qknowledge qfrom qnursing qand
qother q disciplines.
Nursing/Integrated qConcepts: qNursing qProcess: qImplementation
Learning qOutcome: q1-2 qExplain qthe qinterdisciplinary qnature qof qpharmacology, qgiving qan
qexample q of q how qknowledge qfrom qdifferent qsciences qimpacts q the q nurse’s qrole qin qdrug
qadministration.
MNL qLearning qOutcome: q1.1.1 qApply qbasic qconcepts qrelated qto qpharmacology.
qPage q Number: q 3
Question q3
q Type:
qMCMA
The qnursing qinstructor qis qteaching qa qpharmacology qclass qto qstudent qnurses. qThe qcurrent qfocus
qis qpharmacology qand qtherapeutics. q The qnursing qinstructor qdetermines qthat qlearning qhas
qoccurred qwhen qthe q students q make qwhich qcomments?
Note: qCredit qwill qbe qgiven qonly qif qall qcorrect qchoices qand qno qincorrect qchoices qare qselected.
