PHARMACOLOGY fFOR fNURSES fA fPATHOPHYSIOLOGICAL fAPPROACH f6TH fEDITION fADAMS fTEST fBANK
,PHARMACOLOGY fFOR fNURSES fA fPATHOPHYSIOLOGICAL fAPPROACH f6TH fEDITION fADAMS fTEST fBANK
Pharmacology For Nurses A Pathophysiological
f f f f
Approach 6th Edition Adams Test Bank
f f f f f f
Pharmacology ffor fNurses, f6e f(Adams)
fChapter f1 f Introduction fto fPharmacology
1) A fnurse fis freviewing fkey fevents fin fthe fhistory fof fpharmacology fwith fa fstudent fnurse. fWhich
fstudent fcomment findicates fan funderstanding?
1. "Early fresearchers fused fthemselves fas ftest fsubjects."
2. "A fprimary fgoal fof fpharmacology fis fto fprevent fdisease."
3. "Penicillin fis fone fof fthe finitial fdrugs fisolated ffrom fa fnatural fsource."
4. "Pharmacologists fbegan fsynthesizing fdrugs fin fthe flaboratory fin fthe fnineteenth fcentury."
fAnswer: f 1
Explanation:
1. Some fearly fresearchers, flike fFriedrich fSerturner, fused fthemselves fas ftest fsubjects.
2. An fearly fgoal fof fpharmacology fwas fto frelieve fhuman fsuffering.
3. Initial fdrugs fisolated ffrom fcomplex fmixtures fincluded fmorphine, fcolchicine, fcurare, fand
fcocaine, fbut fnot fpenicillin.
4. By fthe ftwentieth fcentury, fpharmacologists fcould fsynthesize fdrugs fin fthe flaboratory.
fPage fRef: f3
Cognitive fLevel: f Applying
Client fNeed/Sub: f Physiological fIntegrity: fPharmacological fand fParenteral fTherapies
fStandards: f QSEN fCompetencies: fI.A.1 fIntegrate funderstanding fof fmultiple fdimensions fof
fpatient-centered fcare: fpatient/family/community fpreferences, fvalues; fcoordination fand
fintegrationfoffcare;finformation,fcommu n ifc a t i o fn , a n d
N U R S I N G T B .fC Oe Md fucation; f physicalfcomfortfand
femotional fsupport; finvolvement fof ffamily fand ffriends; fand ftransition fand fcontinuity. f| fAACN
fEssential fCompetencies: fI.7 fIntegrate fthe fknowledge fand fmethods fof fa fvariety fof fdisciplines fto
finform fdecision fmaking. f| fNLN fCompetencies: fKnowledge fand fScience: fIntegration fof
knowledge ffrom fnursing fand fother fdisciplines. f| fNursing/Integrated fConcepts: fNursing fProcess:
fEvaluation
Learning fOutcome: f 1-1 fIdentify fkey fevents fin fthe fhistory fof fpharmacology.
MNL fLearning fOutcome: f 1.1 fExamine fthe frelationship fbetween fmedicine fand fpharmacology.
,PHARMACOLOGY fFOR fNURSES fA fPATHOPHYSIOLOGICAL fAPPROACH f6TH fEDITION fADAMS fTEST fBANK
2) A fstudent fnurse fasks fa fnursing finstructor fwhy fanatomy fand fphysiology fas fwell fas
fmicrobiology fare frequired fcourses fwhen fthe fstudent fonly fwants fto flearn fabout
fpharmacology. fWhat fis fthe fbest fresponse fby fthe finstructor?
1. "Because fpharmacology fis fan foutgrowth fof fthose fsubjects."
2. "You fmust flearn fall, fsince fall fof fthose fsubjects fare fpart fof fthe fcurriculum."
3. "Knowledge fof fall fthose fsubjects fwill fprepare fyou fto fadminister fmedication."
4. "An funderstanding fof fthose fsubjects fis fessential fto funderstand fpharmacology."
fAnswer: f 4
Explanation:
1. Pharmacology fis fan foutgrowth fof fanatomy, fphysiology, fand fmicrobiology, fbut fthis fis fnot
fthe fmost fessential freason ffor fthe fnurse fto flearn fthem.
2. The fnurse fmust flearn fanatomy, fphysiology, fand fmicrobiology fto funderstand
fpharmacology, fnot fbecause fthey fare fpart fof fthe fcurriculum.
3. Knowledge fof fanatomy, fphysiology, fand fmicrobiology fprepares fthe fnurse fto funderstand
fpharmacology, fnot fto fprovide fcare fsuch fas fadministration fof fmedications.
4. It fis fessential ffor fthe fnurse fto fhave fa fbroad fknowledge fbase fof fmany fsciences fin forder fto
flearn fpharmacology.
Page fRef: f3
Cognitive fLevel: f Applying
Client fNeed/Sub: f Physiological fIntegrity: fPharmacological fand fParenteral fTherapies
fStandards: f QSEN fCompetencies: fI.A.1 fIntegrate funderstanding fof fmultiple fdimensions fof
fpatient-centered f care: fpatient/family/co m m u ni ty p r e fe rences, f values; f coordination
N U RS IN G TB . C O M
fand
integration fof fcare; finformation, fcommunication, fand feducation; fphysical fcomfort fand
emotional fsupport; finvolvement fof ffamily fand ffriends; fand ftransition fand fcontinuity. f| fAACN
fEssential fCompetencies: fI.7 fIntegrate fthe fknowledge fand fmethods fof fa fvariety fof fdisciplines fto
finform fdecision fmaking. f| fNLN fCompetencies: fKnowledge fand fScience: fIntegration fof
fknowledge ffrom fnursing fand fother fdisciplines. f| fNursing/Integrated fConcepts: fNursing fProcess:
fImplementation
Learning fOutcome: f 1-2 fExplain fthe finterdisciplinary fnature fof fpharmacology, fgiving fan fexample
fof fhow fknowledge ffrom fdifferent fsciences fimpacts fthe fnurse's frole fin fdrug fadministration.
MNL fLearning fOutcome: f 1.1 fExamine fthe frelationship fbetween fmedicine fand fpharmacology.
2
Copyright f© f2020 fPearson fEducation, fInc.
, PHARMACOLOGY fFOR fNURSES fA fPATHOPHYSIOLOGICAL fAPPROACH f6TH fEDITION fADAMS fTEST fBANK
3) A fnurse fis fteaching fa fgroup fof fnurses fabout fthe fdifferences fbetween fpharmacology fand
ftherapeutics. fThe fnurse fdetermines fthat flearning fhas foccurred fwhen fwhich fstatements fare
fmade?
Note: fCredit fwill fbe fgiven fonly fif fall fcorrect fchoices fand fno fincorrect fchoices fare fselected. fSelect fall
fthat fapply.
1. "Pharmacology fis fthe fdevelopment fof fmedicines."
2. "Pharmacology fis fthe fstudy fof fmedicines."
3. "Therapeutics frelates fto fdrug fuse fto ftreat fsuffering."
4. "Therapeutics fis fthe fstudy fof fdrug finteractions."
5. "Pharmacology fis fthe fstudy fof fdrugs fto fprevent fdisease."
fAnswer: f 2, f3, f5
Explanation:
1. Pharmacology fis fnot fthe fdevelopment fof fmedicines.
2. Pharmacology fis fthe fstudy fof fmedicines.
3. Therapeutics fis fthe fuse fof fdrugs fin fthe ftreatment fof fsuffering.
4. Therapeutics fis fnot frelated fto fstudy fof fdrug finteractions.
5. Pharmacotherapy fis fthe fapplication fof fdrugs ffor fthe fpurpose fof fdisease fprevention.
fPage fRef: f4
Cognitive fLevel: f Applying
Client fNeed/Sub: f Physiological fIntegrity: fPharmacological fand fParenteral fTherapies
fStandards: f QSEN fCompetencies: fI.A.1 fIntegrate funderstanding fof fmultiple fdimensions fof
fpatient-centered f care: fpatient/family/co m m u ni ty p r e fe rences, f values; f coordination
N U RS IN G TB . C O M
fand
integration fof fcare; finformation, fcommunication, fand feducation; fphysical fcomfort fand
emotional fsupport; finvolvement fof ffamily fand ffriends; fand ftransition fand fcontinuity. f| fAACN
fEssential fCompetencies: fI.7 fIntegrate fthe fknowledge fand fmethods fof fa fvariety fof fdisciplines fto
finform fdecision fmaking. f| fNLN fCompetencies: fKnowledge fand fScience: fIntegration fof
fknowledge ffrom fnursing fand fother fdisciplines. f| fNursing/Integrated fConcepts: fNursing fProcess:
fEvaluation
Learning fOutcome: f 1-3 fCompare fand fcontrast ftherapeutics fand fpharmacology.
MNL fLearning fOutcome: f 1.1 fExamine fthe frelationship fbetween fmedicine fand fpharmacology.
3
Copyright f© f2020 fPearson fEducation, fInc.
,PHARMACOLOGY fFOR fNURSES fA fPATHOPHYSIOLOGICAL fAPPROACH f6TH fEDITION fADAMS fTEST fBANK
Pharmacology For Nurses A Pathophysiological
f f f f
Approach 6th Edition Adams Test Bank
f f f f f f
Pharmacology ffor fNurses, f6e f(Adams)
fChapter f1 f Introduction fto fPharmacology
1) A fnurse fis freviewing fkey fevents fin fthe fhistory fof fpharmacology fwith fa fstudent fnurse. fWhich
fstudent fcomment findicates fan funderstanding?
1. "Early fresearchers fused fthemselves fas ftest fsubjects."
2. "A fprimary fgoal fof fpharmacology fis fto fprevent fdisease."
3. "Penicillin fis fone fof fthe finitial fdrugs fisolated ffrom fa fnatural fsource."
4. "Pharmacologists fbegan fsynthesizing fdrugs fin fthe flaboratory fin fthe fnineteenth fcentury."
fAnswer: f 1
Explanation:
1. Some fearly fresearchers, flike fFriedrich fSerturner, fused fthemselves fas ftest fsubjects.
2. An fearly fgoal fof fpharmacology fwas fto frelieve fhuman fsuffering.
3. Initial fdrugs fisolated ffrom fcomplex fmixtures fincluded fmorphine, fcolchicine, fcurare, fand
fcocaine, fbut fnot fpenicillin.
4. By fthe ftwentieth fcentury, fpharmacologists fcould fsynthesize fdrugs fin fthe flaboratory.
fPage fRef: f3
Cognitive fLevel: f Applying
Client fNeed/Sub: f Physiological fIntegrity: fPharmacological fand fParenteral fTherapies
fStandards: f QSEN fCompetencies: fI.A.1 fIntegrate funderstanding fof fmultiple fdimensions fof
fpatient-centered fcare: fpatient/family/community fpreferences, fvalues; fcoordination fand
fintegrationfoffcare;finformation,fcommu n ifc a t i o fn , a n d
N U R S I N G T B .fC Oe Md fucation; f physicalfcomfortfand
femotional fsupport; finvolvement fof ffamily fand ffriends; fand ftransition fand fcontinuity. f| fAACN
fEssential fCompetencies: fI.7 fIntegrate fthe fknowledge fand fmethods fof fa fvariety fof fdisciplines fto
finform fdecision fmaking. f| fNLN fCompetencies: fKnowledge fand fScience: fIntegration fof
knowledge ffrom fnursing fand fother fdisciplines. f| fNursing/Integrated fConcepts: fNursing fProcess:
fEvaluation
Learning fOutcome: f 1-1 fIdentify fkey fevents fin fthe fhistory fof fpharmacology.
MNL fLearning fOutcome: f 1.1 fExamine fthe frelationship fbetween fmedicine fand fpharmacology.
,PHARMACOLOGY fFOR fNURSES fA fPATHOPHYSIOLOGICAL fAPPROACH f6TH fEDITION fADAMS fTEST fBANK
2) A fstudent fnurse fasks fa fnursing finstructor fwhy fanatomy fand fphysiology fas fwell fas
fmicrobiology fare frequired fcourses fwhen fthe fstudent fonly fwants fto flearn fabout
fpharmacology. fWhat fis fthe fbest fresponse fby fthe finstructor?
1. "Because fpharmacology fis fan foutgrowth fof fthose fsubjects."
2. "You fmust flearn fall, fsince fall fof fthose fsubjects fare fpart fof fthe fcurriculum."
3. "Knowledge fof fall fthose fsubjects fwill fprepare fyou fto fadminister fmedication."
4. "An funderstanding fof fthose fsubjects fis fessential fto funderstand fpharmacology."
fAnswer: f 4
Explanation:
1. Pharmacology fis fan foutgrowth fof fanatomy, fphysiology, fand fmicrobiology, fbut fthis fis fnot
fthe fmost fessential freason ffor fthe fnurse fto flearn fthem.
2. The fnurse fmust flearn fanatomy, fphysiology, fand fmicrobiology fto funderstand
fpharmacology, fnot fbecause fthey fare fpart fof fthe fcurriculum.
3. Knowledge fof fanatomy, fphysiology, fand fmicrobiology fprepares fthe fnurse fto funderstand
fpharmacology, fnot fto fprovide fcare fsuch fas fadministration fof fmedications.
4. It fis fessential ffor fthe fnurse fto fhave fa fbroad fknowledge fbase fof fmany fsciences fin forder fto
flearn fpharmacology.
Page fRef: f3
Cognitive fLevel: f Applying
Client fNeed/Sub: f Physiological fIntegrity: fPharmacological fand fParenteral fTherapies
fStandards: f QSEN fCompetencies: fI.A.1 fIntegrate funderstanding fof fmultiple fdimensions fof
fpatient-centered f care: fpatient/family/co m m u ni ty p r e fe rences, f values; f coordination
N U RS IN G TB . C O M
fand
integration fof fcare; finformation, fcommunication, fand feducation; fphysical fcomfort fand
emotional fsupport; finvolvement fof ffamily fand ffriends; fand ftransition fand fcontinuity. f| fAACN
fEssential fCompetencies: fI.7 fIntegrate fthe fknowledge fand fmethods fof fa fvariety fof fdisciplines fto
finform fdecision fmaking. f| fNLN fCompetencies: fKnowledge fand fScience: fIntegration fof
fknowledge ffrom fnursing fand fother fdisciplines. f| fNursing/Integrated fConcepts: fNursing fProcess:
fImplementation
Learning fOutcome: f 1-2 fExplain fthe finterdisciplinary fnature fof fpharmacology, fgiving fan fexample
fof fhow fknowledge ffrom fdifferent fsciences fimpacts fthe fnurse's frole fin fdrug fadministration.
MNL fLearning fOutcome: f 1.1 fExamine fthe frelationship fbetween fmedicine fand fpharmacology.
2
Copyright f© f2020 fPearson fEducation, fInc.
, PHARMACOLOGY fFOR fNURSES fA fPATHOPHYSIOLOGICAL fAPPROACH f6TH fEDITION fADAMS fTEST fBANK
3) A fnurse fis fteaching fa fgroup fof fnurses fabout fthe fdifferences fbetween fpharmacology fand
ftherapeutics. fThe fnurse fdetermines fthat flearning fhas foccurred fwhen fwhich fstatements fare
fmade?
Note: fCredit fwill fbe fgiven fonly fif fall fcorrect fchoices fand fno fincorrect fchoices fare fselected. fSelect fall
fthat fapply.
1. "Pharmacology fis fthe fdevelopment fof fmedicines."
2. "Pharmacology fis fthe fstudy fof fmedicines."
3. "Therapeutics frelates fto fdrug fuse fto ftreat fsuffering."
4. "Therapeutics fis fthe fstudy fof fdrug finteractions."
5. "Pharmacology fis fthe fstudy fof fdrugs fto fprevent fdisease."
fAnswer: f 2, f3, f5
Explanation:
1. Pharmacology fis fnot fthe fdevelopment fof fmedicines.
2. Pharmacology fis fthe fstudy fof fmedicines.
3. Therapeutics fis fthe fuse fof fdrugs fin fthe ftreatment fof fsuffering.
4. Therapeutics fis fnot frelated fto fstudy fof fdrug finteractions.
5. Pharmacotherapy fis fthe fapplication fof fdrugs ffor fthe fpurpose fof fdisease fprevention.
fPage fRef: f4
Cognitive fLevel: f Applying
Client fNeed/Sub: f Physiological fIntegrity: fPharmacological fand fParenteral fTherapies
fStandards: f QSEN fCompetencies: fI.A.1 fIntegrate funderstanding fof fmultiple fdimensions fof
fpatient-centered f care: fpatient/family/co m m u ni ty p r e fe rences, f values; f coordination
N U RS IN G TB . C O M
fand
integration fof fcare; finformation, fcommunication, fand feducation; fphysical fcomfort fand
emotional fsupport; finvolvement fof ffamily fand ffriends; fand ftransition fand fcontinuity. f| fAACN
fEssential fCompetencies: fI.7 fIntegrate fthe fknowledge fand fmethods fof fa fvariety fof fdisciplines fto
finform fdecision fmaking. f| fNLN fCompetencies: fKnowledge fand fScience: fIntegration fof
fknowledge ffrom fnursing fand fother fdisciplines. f| fNursing/Integrated fConcepts: fNursing fProcess:
fEvaluation
Learning fOutcome: f 1-3 fCompare fand fcontrast ftherapeutics fand fpharmacology.
MNL fLearning fOutcome: f 1.1 fExamine fthe frelationship fbetween fmedicine fand fpharmacology.
3
Copyright f© f2020 fPearson fEducation, fInc.
