Test Bank for II! II!
Introduction to Clinical
II! II! II! II!
Pharmacology 10th II!
Edition
II! II!
By Constance Visovsky, II! II! II!
Cheryl Zambroski, II!
Shirley
II! II!
Hosler Chapter 1-20 II! II! II!
Complete Guide A+
II!
II!
II!
II! II! II!
II!
II!
II!
II!
II!
II!
II!
II!
Visovsky: Introduction to Clinical Pharmacology, 10th Edition
II! II! II! II! II! II! II! II!
II!
Chapter 01: Pharmacology and the Nursing Process in LPN Practice
II! II! II! II! II! II! II! II! II! I I!
Visovsky:Introduction to Clinical Pharmacology, 10th Edition II! II! I I! II! II! II!
II!
II!
II!
MULTIPLE CHOICE I I! II!
II!
1. II! The LPN is collecting data for the initial assessment of a patient upon admission to a
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
Long-term care facility before giving the patient’s prescribed drugs. Which action should the LPN
II! II! II! II! II! II! II! II! II! II! II! II! II!
II! consider to be the highest priority?
II! II! II! II! II! II!
a. Obtain any special equipment that will be needed to give the patient’s drug.
II! II! II! II! II! II! II! II! II! II! II! II! II!
II!
b. Monitor the patient for a response to the drug given.
II! II! II! II! II! II! II! II! II! II!
, II!
c. Collect data about the patient and the patient’s health condition.
II! II! II! II! II! II! II! II! II! II!
II!
d. Review the nursing care plan to verify that it is accurate. ANS: C
II! II! II! II! II! II! II! II! II! II! II! II! II!
Collecting and documenting data about the patient and the patient’s health condition is a critical
II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! step before any drugs are given. Information regarding the present illness, any signs and
II! II! II! II! II! II! II! II! II! II! II! II! II!
II! symptoms, review of medical records, drug history, and vital signs are needed before drugs are
II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! given. Deciding on special equipment that will be needed to give the patient’s drug is part of the
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! planning phase of the nursing process. Monitoring the patient for his response to given drug is part
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! of the evaluation stage of the nursing process. Reviewing the nursing care plan to verify that it is
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! being followed accurately is part of the implementation stage of the nursing process.
II! II! II! II! II! II! II! II! II! II! II! II! II!
II!
II!
II!
DIF: II! Cognitive Level: Applying II! II! II! REF: p. 2 II! II! II!
II!
II!
II!
2. II! The LPN is working with a patient in the planning stage of the nursing process related to
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! the patient’s prescribed drugs. Which action should the LPN take during this stage?
II! II! II! II! II! II! II! II! II! II! II! II! II!
a. Develop a nursing goal to plan the procedures needed to give drug.
II! II! II! II! II! II! II! II! II! II! II! II!
II!
b. Develop a teaching plan for the patient regarding the drug’s actions. II! II! II! II! II! II! II! II! II! II! II!
Visovsky: Introduction to Clinical Pharmacology, 10th Edition II! II! II! II! II! II! II! 3 II!
II!
c. Determine that the patient is experiencing the expected response to his drug. II! II! II! II! II! II! II! II! II! II! II! II!
II!
d. Determine how much the patient understands about his drug. ANS: D II! II! II! II! II! II! II! II! II! II! II!
II!
Determining how much the patient understands about his drug is part of the diagnosis phase of the
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! nursing process. Developing a nursing goal to plan the procedures needed to give drug and
II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! developing a teaching plan for the patient regarding the drug’s actions are part of the planning
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! phase of the nursing process. II! II! II! II! II!
II!
DIF: Cognitive Level: Applying REF: p. 2
II! II! II! II! II! II! II! II! II! II! II!
II!
II!
3. II! You are teaching a patient with depression about the potential adverse effects of a prescribed
II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! drug. What part of the nursing process related to drug therapy are you engaging in at this point of
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! the teaching plan? II! II! II!
a. Assessment II!
II!
b. Implementation II!
II!
c. Evaluation II!
II!
d. Diagnosis II!
ANS: C II! II!
In the evaluation phase of the nursing process, the LPN understands and teaches to the patient the
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! drug’s therapeutic effects, expected side effects, and potential adverse effects.
II! II! II! II! II! II! II! II! II! II!
II!
II!
II!
DIF: II! Cognitive Level: Remembering II! II! II! REF: p. 2 II! II! II!
II!
II!
4. II! Which of the following is an example of subjective data?
II! II! II! II! II! II! II! II! II! II!
II!
Introduction to Clinical
II! II! II! II!
Pharmacology 10th II!
Edition
II! II!
By Constance Visovsky, II! II! II!
Cheryl Zambroski, II!
Shirley
II! II!
Hosler Chapter 1-20 II! II! II!
Complete Guide A+
II!
II!
II!
II! II! II!
II!
II!
II!
II!
II!
II!
II!
II!
Visovsky: Introduction to Clinical Pharmacology, 10th Edition
II! II! II! II! II! II! II! II!
II!
Chapter 01: Pharmacology and the Nursing Process in LPN Practice
II! II! II! II! II! II! II! II! II! I I!
Visovsky:Introduction to Clinical Pharmacology, 10th Edition II! II! I I! II! II! II!
II!
II!
II!
MULTIPLE CHOICE I I! II!
II!
1. II! The LPN is collecting data for the initial assessment of a patient upon admission to a
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
Long-term care facility before giving the patient’s prescribed drugs. Which action should the LPN
II! II! II! II! II! II! II! II! II! II! II! II! II!
II! consider to be the highest priority?
II! II! II! II! II! II!
a. Obtain any special equipment that will be needed to give the patient’s drug.
II! II! II! II! II! II! II! II! II! II! II! II! II!
II!
b. Monitor the patient for a response to the drug given.
II! II! II! II! II! II! II! II! II! II!
, II!
c. Collect data about the patient and the patient’s health condition.
II! II! II! II! II! II! II! II! II! II!
II!
d. Review the nursing care plan to verify that it is accurate. ANS: C
II! II! II! II! II! II! II! II! II! II! II! II! II!
Collecting and documenting data about the patient and the patient’s health condition is a critical
II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! step before any drugs are given. Information regarding the present illness, any signs and
II! II! II! II! II! II! II! II! II! II! II! II! II!
II! symptoms, review of medical records, drug history, and vital signs are needed before drugs are
II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! given. Deciding on special equipment that will be needed to give the patient’s drug is part of the
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! planning phase of the nursing process. Monitoring the patient for his response to given drug is part
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! of the evaluation stage of the nursing process. Reviewing the nursing care plan to verify that it is
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! being followed accurately is part of the implementation stage of the nursing process.
II! II! II! II! II! II! II! II! II! II! II! II! II!
II!
II!
II!
DIF: II! Cognitive Level: Applying II! II! II! REF: p. 2 II! II! II!
II!
II!
II!
2. II! The LPN is working with a patient in the planning stage of the nursing process related to
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! the patient’s prescribed drugs. Which action should the LPN take during this stage?
II! II! II! II! II! II! II! II! II! II! II! II! II!
a. Develop a nursing goal to plan the procedures needed to give drug.
II! II! II! II! II! II! II! II! II! II! II! II!
II!
b. Develop a teaching plan for the patient regarding the drug’s actions. II! II! II! II! II! II! II! II! II! II! II!
Visovsky: Introduction to Clinical Pharmacology, 10th Edition II! II! II! II! II! II! II! 3 II!
II!
c. Determine that the patient is experiencing the expected response to his drug. II! II! II! II! II! II! II! II! II! II! II! II!
II!
d. Determine how much the patient understands about his drug. ANS: D II! II! II! II! II! II! II! II! II! II! II!
II!
Determining how much the patient understands about his drug is part of the diagnosis phase of the
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! nursing process. Developing a nursing goal to plan the procedures needed to give drug and
II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! developing a teaching plan for the patient regarding the drug’s actions are part of the planning
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! phase of the nursing process. II! II! II! II! II!
II!
DIF: Cognitive Level: Applying REF: p. 2
II! II! II! II! II! II! II! II! II! II! II!
II!
II!
3. II! You are teaching a patient with depression about the potential adverse effects of a prescribed
II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! drug. What part of the nursing process related to drug therapy are you engaging in at this point of
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! the teaching plan? II! II! II!
a. Assessment II!
II!
b. Implementation II!
II!
c. Evaluation II!
II!
d. Diagnosis II!
ANS: C II! II!
In the evaluation phase of the nursing process, the LPN understands and teaches to the patient the
II! II! II! II! II! II! II! II! II! II! II! II! II! II! II! II!
II! drug’s therapeutic effects, expected side effects, and potential adverse effects.
II! II! II! II! II! II! II! II! II! II!
II!
II!
II!
DIF: II! Cognitive Level: Remembering II! II! II! REF: p. 2 II! II! II!
II!
II!
4. II! Which of the following is an example of subjective data?
II! II! II! II! II! II! II! II! II! II!
II!
