Downloaded@iby@iAliah@iHerrera@i(
,Chapter 01: Nursing Practice in Canada and Drug Therapy
@i @i @i @i @i @i @i @i
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 5th Edition
@i @i @i @i @i @i @i @i @i
MULTIPLE CHOICE @i
1. Which is a judgement about a particular patient‘s potential need or problem?
@i @i @i @i @i @i @i @i @i @i @i
a. A goal @i
b. An assessment @i
c. Subjective data @i
d. A nursing diagnosis
@i @i
ANS: @ i D
Nursing diagnosis is the phase of the nursing process during which a clinical judgement is made about how a patient respon
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
ds to heath conditions and life processes or vulnerability for that response.
@i @i @i @i @i @i @i @i @i @i @i
DIF: Cognitive Level: Knowledge @i @i
2. The patient is to receive oral furosemide (Lasix) every day; however, because the patient is unable to swallow, he cann
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
ot take medication orally, as ordered. The nurse needs to contact the physician. What type of problem is this?
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
a. A ―right time‖ problem
@i @i @i
b. A ―right dose‖ problem
@i @i @i
c. A ―right route‖ problem
@i @i @i
d. A ―right medication‖ problem
@i @i @i
ANS: @ i C
This is a ―right route‖ problem: the nurse cannot assume the route and must clarify the route with the prescriber. This is not
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
a ―right time‖ problem because the ordered frequency has not changed. This is not a ―right dose‖ problem because the dose
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
is not related to an inability to swallow. This is not a ―right medication‖ problem because the medication ordered will not c
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
hange, just the route. @i @i @i
DIF: Cognitive Level: Application @i @i
3. The nurse has been monitoring the patient‘s progress on his new drug regimen since the first dose and has been documentin
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
g signs of possible adverse effects. What nursing process phase is the nurse practising?
@i @i @i @i @i @i @i @i @i @i @i @i @i
a. Planning
b. Evaluation
c. Implementation
d. Nursing diagnosis @i
ANS: @ i B
Monitoring the patient‘s progress is part of the evaluation phase. Planning, implementation, and nursing diagnosis are not ill
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
ustrated by this example. @i @i @i
DIF: Cognitive Level: Application @i @i
4. The nurse is caring for a patient who has been newly diagnosed with type 1 diabetes mellitus. Which statement best illustr
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
ates an outcome criterion for this patient?
@i @i @i @i @i @i
a. The patient will follow instructions.
@i @i @i @i
b. The patient will not experience complications.
@i @i @i @i @i
c. The patient adheres to the new insulin treatment regimen.
@i @i @i @i @i @i @i @i
d. The patient demonstrates safe insulin self-administration technique.
@i @i @i @i @i @i
ANS: @ i D
Having the patient demonstrate safe insulin self-
@i @i @i @i @i @i
administration technique is a specific and measurable outcome criterion. Following instructions and avoiding complications ar
@i @i @i @i @i @i @i @i @i @i @i @i @i @i
e not specific criteria. Adherence to the new insulin treatment regimen is not objective and would be difficult to measure.
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
DIF: Cognitive Level: Application @i @i
5. Which activity best reflects the implementation phase of the nursing process for the patient who is newly diagnosed with
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @
type 1 diabetes mellitus?
i @i @i @i
a. Providing education regarding self-injection technique
@i @i @i @i
b. Setting goals and outcome criteria with the patient‘s input
@i @i @i @i @i @i @i @i
c. Recording a history of over-the-counter medications used at home
@i @i @i @i @i @i @i @i
d. Formulating nursing diagnoses regarding knowledge deficits related to the n
@i @i @i @i @i @i @i @i @i
ew treatment regimen @i @i
ANS: @ i A
Education is an intervention that occurs during the implementation phase. Setting goals and outcome criteria reflects the plan
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
ning phase. Recording a drug history reflects the assessment phase. Formulating nursing diagnoses regarding a knowledge d
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
eficit reflects analysis of data as part of the planning phase.
@i @i @i @i @i @i @i @i @i @i
DIF: Cognitive Level: Analysis @i @i
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, 1
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, 6. The nurse is working during a very busy night shift, and the health care provider has just given the nurse a medication or
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
der over the telephone, but the nurse does not recall the route. What is the best way for the nurse to avoid medication err
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
ors?
a. Recopy the order neatly on the order sheet, with the most common route indicated
@i @i @i @i @i @i @i @i @i @i @i @i @i
b. Consult with the pharmacist for clarification about the most common route
@i @i @i @i @i @i @i @i @i @i
c. Call the health care provider to clarify the route of administration
@i @i @i @i @i @i @i @i @i @i
d. Withhold the drug until the health care provider visits the patient
@i @i @i @i @i @i @i @i @i @i
ANS: @ i C
If a medication order does not include the route, the nurse must ask the health care provider to clarify it. Never assume the rou
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
te of administration.
@i @i
DIF: Cognitive Level: Application | Cognitive Level: Analysis
@i @i @i @i @i @i
7. Which constitutes the traditional Five Rights of medication administration?
@i @i @i @i @i @i @i @i
a. Right drug, right route, right dose, right time, and right patient
@i @i @i @i @i @i @i @i @i @i
b. Right drug, the right effect, the right route, the right time, and the right patient
@i @i @i @i @i @i @i @i @i @i @i @i @i @i
c. Right patient, right strength, right diagnosis, right drug, and right route
@i @i @i @i @i @i @i @i @i @i
d. Right patient, right diagnosis, right drug, right route, and right time
@i @i @i @i @i @i @i @i @i @i
ANS: @ i A
The traditional Five Rights of medication administration were considered to be Right drug, Right route, Right dose, Right time,
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
and Right patient. Right effect, right strength, and right diagnosis are not part of the traditional Five Rights.
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
DIF: Cognitive Level: Comprehension @i @i
8. What correctly describes the nursing process?
@i @i @i @i @i
a. Diagnosing, planning, assessing, implementing, and finally evaluating
@i @i @i @i @i @i
b. Assessing, then diagnosing, implementing, and ending with evaluating
@i @i @i @i @i @i @i
c. A linear direction that begins with assessing and continues through diagnosi
@i @i @i @i @i @i @i @i @i @i
ng, planning, and finally implementing
@i @i @i @i
d. An ongoing process that begins with assessing and continues with diagnosi
@i @i @i @i @i @i @i @i @i @i
ng, planning, implementing, and evaluating
@i @i @i @i
ANS: @ i D
The nursing process is an ongoing, flexible, adaptable, and adjustable five-
@i @i @i @i @i @i @i @i @i @i
step process that begins with assessing and continues through diagnosing, planning, implementing, and finally evaluating, which
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
may then lead back to any of the other phases.
@i @i @i @i @i @i @i @i @i @i
DIF: Cognitive Level: Application @i @i
9. When the nurse is considering the timing of a drug dose, which is most important to assess?
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
a. The patient‘s identification@i @i
b. The patient‘s weight @i @i
c. The patient‘s last meal @i @i @i
d. Any drug or food allergies @i @i @i @i
ANS: @ i C
The pharmacokinetic and pharmacodynamic properties of the drug need to be assessed with regard to any drug–
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
food interactions or compatibility issues. The patient‘s identification, weight, and drug or food allergies are not affected by the
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
drug‘s timing. @i
DIF: Cognitive Level: Application @i @i
10. The nurse is writing nursing diagnoses for a plan of care. Which reflects the correct format for her nursing diagnosis?
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
a. Anxiety
b. Anxiety related to new drug therapy @i @i @i @i @i
c. Anxiety related to anxious feelings about drug therapy, as evidenced
@i @i @i @i @i @i @i @i @i
by statements such as ―I‘m upset about having to give myself shot
@i @i @i @i @i @i @i @i @i @i @i @i
s‖
d. Anxiety related to new drug therapy, as evidenced by statements such as
@i @i @i @i @i @i @i @i @i @i @i @i
―I‘m upset about having to give myself shots‖
@i @i @i @i @i @i @i
ANS: @ i D
Formulation of nursing diagnoses is usually a three-
@i @i @i @i @i @i @i
step process. The only complete answer is ―Anxiety related to new drug therapy, as evidenced by statements such as ‗I‘m u
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
pset about having to give myself shots.‘‖ The answer ―Anxiety‖ is missing the ―related to‖ and ―as evidenced by‖ portions.
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
The answer ―Anxiety related to new drug therapy‖ is missing the ―as evidenced by‖ portion of defining characteristics. The
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
―related to‖ section in ―Anxiety related to anxious feelings about drug therapy, as evidenced by statements such as ‗I‘m upse
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
t about having to give myself shots‘‖ is simply a restatement of the problem ―anxiety,‖ not a separate factor related to the re
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
sponse.
DIF: Cognitive Level: Analysis @i @i
OTHER
1. Place the phases of the nursing process in the correct order, starting with the first phase.
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
a. Planning
b. Evaluation
c. Assessment
d. Implementation
e. Diagnosing
ANS:
C, E, A, D, B
@i @i @i @i
DIF: Cognitive Level: Analysis @i @i
Downloaded@iby@iAliah@iHerrera@i(
,Chapter 01: Nursing Practice in Canada and Drug Therapy
@i @i @i @i @i @i @i @i
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 5th Edition
@i @i @i @i @i @i @i @i @i
MULTIPLE CHOICE @i
1. Which is a judgement about a particular patient‘s potential need or problem?
@i @i @i @i @i @i @i @i @i @i @i
a. A goal @i
b. An assessment @i
c. Subjective data @i
d. A nursing diagnosis
@i @i
ANS: @ i D
Nursing diagnosis is the phase of the nursing process during which a clinical judgement is made about how a patient respon
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
ds to heath conditions and life processes or vulnerability for that response.
@i @i @i @i @i @i @i @i @i @i @i
DIF: Cognitive Level: Knowledge @i @i
2. The patient is to receive oral furosemide (Lasix) every day; however, because the patient is unable to swallow, he cann
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
ot take medication orally, as ordered. The nurse needs to contact the physician. What type of problem is this?
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
a. A ―right time‖ problem
@i @i @i
b. A ―right dose‖ problem
@i @i @i
c. A ―right route‖ problem
@i @i @i
d. A ―right medication‖ problem
@i @i @i
ANS: @ i C
This is a ―right route‖ problem: the nurse cannot assume the route and must clarify the route with the prescriber. This is not
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
a ―right time‖ problem because the ordered frequency has not changed. This is not a ―right dose‖ problem because the dose
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
is not related to an inability to swallow. This is not a ―right medication‖ problem because the medication ordered will not c
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
hange, just the route. @i @i @i
DIF: Cognitive Level: Application @i @i
3. The nurse has been monitoring the patient‘s progress on his new drug regimen since the first dose and has been documentin
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
g signs of possible adverse effects. What nursing process phase is the nurse practising?
@i @i @i @i @i @i @i @i @i @i @i @i @i
a. Planning
b. Evaluation
c. Implementation
d. Nursing diagnosis @i
ANS: @ i B
Monitoring the patient‘s progress is part of the evaluation phase. Planning, implementation, and nursing diagnosis are not ill
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
ustrated by this example. @i @i @i
DIF: Cognitive Level: Application @i @i
4. The nurse is caring for a patient who has been newly diagnosed with type 1 diabetes mellitus. Which statement best illustr
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
ates an outcome criterion for this patient?
@i @i @i @i @i @i
a. The patient will follow instructions.
@i @i @i @i
b. The patient will not experience complications.
@i @i @i @i @i
c. The patient adheres to the new insulin treatment regimen.
@i @i @i @i @i @i @i @i
d. The patient demonstrates safe insulin self-administration technique.
@i @i @i @i @i @i
ANS: @ i D
Having the patient demonstrate safe insulin self-
@i @i @i @i @i @i
administration technique is a specific and measurable outcome criterion. Following instructions and avoiding complications ar
@i @i @i @i @i @i @i @i @i @i @i @i @i @i
e not specific criteria. Adherence to the new insulin treatment regimen is not objective and would be difficult to measure.
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
DIF: Cognitive Level: Application @i @i
5. Which activity best reflects the implementation phase of the nursing process for the patient who is newly diagnosed with
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @
type 1 diabetes mellitus?
i @i @i @i
a. Providing education regarding self-injection technique
@i @i @i @i
b. Setting goals and outcome criteria with the patient‘s input
@i @i @i @i @i @i @i @i
c. Recording a history of over-the-counter medications used at home
@i @i @i @i @i @i @i @i
d. Formulating nursing diagnoses regarding knowledge deficits related to the n
@i @i @i @i @i @i @i @i @i
ew treatment regimen @i @i
ANS: @ i A
Education is an intervention that occurs during the implementation phase. Setting goals and outcome criteria reflects the plan
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
ning phase. Recording a drug history reflects the assessment phase. Formulating nursing diagnoses regarding a knowledge d
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
eficit reflects analysis of data as part of the planning phase.
@i @i @i @i @i @i @i @i @i @i
DIF: Cognitive Level: Analysis @i @i
Downloaded@iby@iAliah@iHerrera@i(
, 1
Downloaded@iby@iAliah@iHerrera@i(
, 6. The nurse is working during a very busy night shift, and the health care provider has just given the nurse a medication or
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
der over the telephone, but the nurse does not recall the route. What is the best way for the nurse to avoid medication err
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
ors?
a. Recopy the order neatly on the order sheet, with the most common route indicated
@i @i @i @i @i @i @i @i @i @i @i @i @i
b. Consult with the pharmacist for clarification about the most common route
@i @i @i @i @i @i @i @i @i @i
c. Call the health care provider to clarify the route of administration
@i @i @i @i @i @i @i @i @i @i
d. Withhold the drug until the health care provider visits the patient
@i @i @i @i @i @i @i @i @i @i
ANS: @ i C
If a medication order does not include the route, the nurse must ask the health care provider to clarify it. Never assume the rou
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
te of administration.
@i @i
DIF: Cognitive Level: Application | Cognitive Level: Analysis
@i @i @i @i @i @i
7. Which constitutes the traditional Five Rights of medication administration?
@i @i @i @i @i @i @i @i
a. Right drug, right route, right dose, right time, and right patient
@i @i @i @i @i @i @i @i @i @i
b. Right drug, the right effect, the right route, the right time, and the right patient
@i @i @i @i @i @i @i @i @i @i @i @i @i @i
c. Right patient, right strength, right diagnosis, right drug, and right route
@i @i @i @i @i @i @i @i @i @i
d. Right patient, right diagnosis, right drug, right route, and right time
@i @i @i @i @i @i @i @i @i @i
ANS: @ i A
The traditional Five Rights of medication administration were considered to be Right drug, Right route, Right dose, Right time,
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
and Right patient. Right effect, right strength, and right diagnosis are not part of the traditional Five Rights.
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
DIF: Cognitive Level: Comprehension @i @i
8. What correctly describes the nursing process?
@i @i @i @i @i
a. Diagnosing, planning, assessing, implementing, and finally evaluating
@i @i @i @i @i @i
b. Assessing, then diagnosing, implementing, and ending with evaluating
@i @i @i @i @i @i @i
c. A linear direction that begins with assessing and continues through diagnosi
@i @i @i @i @i @i @i @i @i @i
ng, planning, and finally implementing
@i @i @i @i
d. An ongoing process that begins with assessing and continues with diagnosi
@i @i @i @i @i @i @i @i @i @i
ng, planning, implementing, and evaluating
@i @i @i @i
ANS: @ i D
The nursing process is an ongoing, flexible, adaptable, and adjustable five-
@i @i @i @i @i @i @i @i @i @i
step process that begins with assessing and continues through diagnosing, planning, implementing, and finally evaluating, which
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
may then lead back to any of the other phases.
@i @i @i @i @i @i @i @i @i @i
DIF: Cognitive Level: Application @i @i
9. When the nurse is considering the timing of a drug dose, which is most important to assess?
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
a. The patient‘s identification@i @i
b. The patient‘s weight @i @i
c. The patient‘s last meal @i @i @i
d. Any drug or food allergies @i @i @i @i
ANS: @ i C
The pharmacokinetic and pharmacodynamic properties of the drug need to be assessed with regard to any drug–
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
food interactions or compatibility issues. The patient‘s identification, weight, and drug or food allergies are not affected by the
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
drug‘s timing. @i
DIF: Cognitive Level: Application @i @i
10. The nurse is writing nursing diagnoses for a plan of care. Which reflects the correct format for her nursing diagnosis?
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
a. Anxiety
b. Anxiety related to new drug therapy @i @i @i @i @i
c. Anxiety related to anxious feelings about drug therapy, as evidenced
@i @i @i @i @i @i @i @i @i
by statements such as ―I‘m upset about having to give myself shot
@i @i @i @i @i @i @i @i @i @i @i @i
s‖
d. Anxiety related to new drug therapy, as evidenced by statements such as
@i @i @i @i @i @i @i @i @i @i @i @i
―I‘m upset about having to give myself shots‖
@i @i @i @i @i @i @i
ANS: @ i D
Formulation of nursing diagnoses is usually a three-
@i @i @i @i @i @i @i
step process. The only complete answer is ―Anxiety related to new drug therapy, as evidenced by statements such as ‗I‘m u
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
pset about having to give myself shots.‘‖ The answer ―Anxiety‖ is missing the ―related to‖ and ―as evidenced by‖ portions.
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
The answer ―Anxiety related to new drug therapy‖ is missing the ―as evidenced by‖ portion of defining characteristics. The
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
―related to‖ section in ―Anxiety related to anxious feelings about drug therapy, as evidenced by statements such as ‗I‘m upse
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
t about having to give myself shots‘‖ is simply a restatement of the problem ―anxiety,‖ not a separate factor related to the re
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
sponse.
DIF: Cognitive Level: Analysis @i @i
OTHER
1. Place the phases of the nursing process in the correct order, starting with the first phase.
@i @i @i @i @i @i @i @i @i @i @i @i @i @i @i
a. Planning
b. Evaluation
c. Assessment
d. Implementation
e. Diagnosing
ANS:
C, E, A, D, B
@i @i @i @i
DIF: Cognitive Level: Analysis @i @i
Downloaded@iby@iAliah@iHerrera@i(
