,
,
,
,A 5-star review⭐⭐⭐⭐⭐would
mean the world to us!
It helps more students find our
resources and keeps our study
support going strong
Thanks in advance 😁😁
,5) An older client is admitted with gastrointestinal bleeding. The client says to the nurse, "I
don't understand this. All I did was take ibuprofen (Advil) for my arthritis." What is the
nurse's best response?
1. Review nonpharmacologic methods to relieve joint pain.
2. Encourage the client to substitute safer drugs, such as acetaminophen (Tylenol).
3. Remind the client to contact their healthcare provider before taking any over−the−
counter (OTC) medications.
4. Teach the client about the side effects of ibuprofen (Advil).
Answer: 4
Explanation:
1. Reviewing nonpharmacologic methods to relieve joint pain is appropriate for this client,
but it's not the highest priority. It doesn't address the client's current concern about
how ibuprofen may have increased the risk of having a GI bleed.
2. Substitution of other drugs may be beneficial, but this cannot be done in all situations.
In addition, it doesn't address the client's current concern about how ibuprofen may
have increased the risk of having a GI bleed.
3. It is not a realistic plan to expect clients to contact their physician prior to taking any
over−the−counter (OTC) medication. In addition, it doesn't address the client's current
concern about how ibuprofen may have increased the risk of having a GI bleed.
4. It is essential for the nurse to teach clients about the advantages, and the disadvantages
(including side effects), of all medications and supplements the client is taking.
Page Ref: 6
Cognitive Level: Applying
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
processes. | AACN Essential Competencies: II.7 Promote factors that create a culture of safety
and caring. | NLN Competencies: Context and Environment: Health promotion/disease
prevention. | Nursing/Integrated Concepts: Nursing Process: Planning
Learning Outcome: 1−9 Outline the major differences between prescription and over−the−
counter drugs.
MNL Learning Outcome: 1.4 Examine the nurse's role and responsibilities in drug
administration.
,6) A nurse teaches a student nurse about the pharmacological classification of drugs. The
nurse evaluates that learning has occurred when the student makes which response?
1. "An anti−anginal treats angina."
2. "A calcium channel blocker blocks heart calcium channels."
3. "An antihypertensive lowers blood pressure."
4. "An anticoagulant influences blood clotting."
Answer: 2
Explanation:
1. To say that a drug treats angina addresses the therapeutic usefulness of the drug, not
the pharmacological classification.
2. The pharmacological classification addresses a drug's mechanism of action, or how a
drug produces its effect in the body.
3. To say that a drug lowers blood pressure addresses the therapeutic usefulness of the
drug, not the pharmacological classification.
4. To say that a drug influences blood clotting addresses the therapeutic usefulness of the
drug, not the pharmacological classification.
Page Ref: 5
Cognitive Level: Applying
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
processes. | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a
variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science:
Integration of knowledge from nursiG
ngRaAnDdEoS
thMeO
r dRisEc.
ipC
linOeMs. | Nursing/Integrated Concepts:
Nursing Process: Evaluation
Learning Outcome: 1−5 Explain the basis for placing drugs into therapeutic and pharmacologic
classes.
MNL Learning Outcome: 1.2 Identify how drugs are named and classified.
,7) A nurse is providing medication education to a client with hypertension. The nurse teaches
the client that the healthcare provider ordered a diuretic to decrease the amount of fluid in
the client's body. Which statement best describes the nurse's instruction?
1. The nurse provided appropriate medication education.
2. The nurse explained the drug's mechanism of action.
3. The nurse taught the client about a prototype drug.
4. The nurse explained the consequences of not using the drug.
Answer: 2
Explanation:
1. The education was most likely appropriate, but this response is too vague.
2. A drug's mechanism of action explains how a drug produces its effect in the body.
3. There is no drug name present, so it is not known whether this is a prototype drug.
4. The nurse did not explain the consequences of not using the drug.
Page Ref: 5
Cognitive Level: Applying
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
processes. | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a
variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science:
Integration of knowledge from nursing and other disciplines. | Nursing/Integrated Concepts:
Nursing Process: Evaluation
Learning Outcome: 1−7 Describe what is meant by a drug's mechanism of action.
MNL Learning Outcome: 1.2 IdentifyGhRoAwDdEruSgMs O
arReEn.CO
amedMand classified.
8) A student nurse asks a nursing instructor how to remember all of the antibiotic drugs since
there are so many. What is the best response by the nursing instructor?
1. "Mnemonics will help you tell the difference between drugs."
2. "A flow chart will help enhance your memory."
3. "Categorize the individual drugs by therapeutic effect."
4. "Focus on a representative drug from each class."
Answer: 4
Explanation:
1. Using mnemonics is not the best way to learn about drugs.
2. Flow charts are not the best way to learn about drugs.
3. Categorizing individual drugs is not the best way to learn about drugs.
4. A prototype, or representative, drug is the well−understood drug model from which
other drugs in a pharmacological class are compared.
Page Ref: 5
Cognitive Level: Applying
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
processes. | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a
variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science:
Integration of knowledge from nursing and other disciplines. | Nursing/Integrated Concepts:
,Nursing Process: Implementation
Learning Outcome: 1−6 Discuss the prototype approach to drug classification.
MNL Learning Outcome: 1.2 Identify how drugs are named and classified.
, 9) A client has been taking paroxetine (Paxil) for a year and tells a nurse it is no longer working.
What is the best response by the nurse?
1. "This sounds like your medication needs changing."
2. "Let's look for interactions with other medications you are taking."
3. "Are you taking name brand Paxil or the generic version paroxetine?"
4. "It is time for us to do the Beck Depression assessment again."
Answer: 3
Explanation:
1. Considering a change in medication is appropriate, but another assessment takes
priority.
2. Assessing for interactions with other drugs is appropriate, but another assessment takes
priority.
3. The bioavailability of a generic drug may not be the same as the bioavailability of a
brand name drug.
4. Assessing for worsening of depression is appropriate, but another assessment takes
priority.
Page Ref: 7
Cognitive Level: Applying
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
processes. | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a
variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science:
Integration of knowledge from nursiG
ngRaAnDdEoS
thMeO
r dRisEc.
ipC
linOeMs. | Nursing/Integrated Concepts:
Nursing Process: Assessment
Learning Outcome: 1−10 Explain the differences between trade name drugs and their generic
equivalents.
MNL Learning Outcome: 1.3 Recognize features of generic and trade−name equivalent drugs,
and biosimilar drugs.
,
,
,A 5-star review⭐⭐⭐⭐⭐would
mean the world to us!
It helps more students find our
resources and keeps our study
support going strong
Thanks in advance 😁😁
,5) An older client is admitted with gastrointestinal bleeding. The client says to the nurse, "I
don't understand this. All I did was take ibuprofen (Advil) for my arthritis." What is the
nurse's best response?
1. Review nonpharmacologic methods to relieve joint pain.
2. Encourage the client to substitute safer drugs, such as acetaminophen (Tylenol).
3. Remind the client to contact their healthcare provider before taking any over−the−
counter (OTC) medications.
4. Teach the client about the side effects of ibuprofen (Advil).
Answer: 4
Explanation:
1. Reviewing nonpharmacologic methods to relieve joint pain is appropriate for this client,
but it's not the highest priority. It doesn't address the client's current concern about
how ibuprofen may have increased the risk of having a GI bleed.
2. Substitution of other drugs may be beneficial, but this cannot be done in all situations.
In addition, it doesn't address the client's current concern about how ibuprofen may
have increased the risk of having a GI bleed.
3. It is not a realistic plan to expect clients to contact their physician prior to taking any
over−the−counter (OTC) medication. In addition, it doesn't address the client's current
concern about how ibuprofen may have increased the risk of having a GI bleed.
4. It is essential for the nurse to teach clients about the advantages, and the disadvantages
(including side effects), of all medications and supplements the client is taking.
Page Ref: 6
Cognitive Level: Applying
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
processes. | AACN Essential Competencies: II.7 Promote factors that create a culture of safety
and caring. | NLN Competencies: Context and Environment: Health promotion/disease
prevention. | Nursing/Integrated Concepts: Nursing Process: Planning
Learning Outcome: 1−9 Outline the major differences between prescription and over−the−
counter drugs.
MNL Learning Outcome: 1.4 Examine the nurse's role and responsibilities in drug
administration.
,6) A nurse teaches a student nurse about the pharmacological classification of drugs. The
nurse evaluates that learning has occurred when the student makes which response?
1. "An anti−anginal treats angina."
2. "A calcium channel blocker blocks heart calcium channels."
3. "An antihypertensive lowers blood pressure."
4. "An anticoagulant influences blood clotting."
Answer: 2
Explanation:
1. To say that a drug treats angina addresses the therapeutic usefulness of the drug, not
the pharmacological classification.
2. The pharmacological classification addresses a drug's mechanism of action, or how a
drug produces its effect in the body.
3. To say that a drug lowers blood pressure addresses the therapeutic usefulness of the
drug, not the pharmacological classification.
4. To say that a drug influences blood clotting addresses the therapeutic usefulness of the
drug, not the pharmacological classification.
Page Ref: 5
Cognitive Level: Applying
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
processes. | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a
variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science:
Integration of knowledge from nursiG
ngRaAnDdEoS
thMeO
r dRisEc.
ipC
linOeMs. | Nursing/Integrated Concepts:
Nursing Process: Evaluation
Learning Outcome: 1−5 Explain the basis for placing drugs into therapeutic and pharmacologic
classes.
MNL Learning Outcome: 1.2 Identify how drugs are named and classified.
,7) A nurse is providing medication education to a client with hypertension. The nurse teaches
the client that the healthcare provider ordered a diuretic to decrease the amount of fluid in
the client's body. Which statement best describes the nurse's instruction?
1. The nurse provided appropriate medication education.
2. The nurse explained the drug's mechanism of action.
3. The nurse taught the client about a prototype drug.
4. The nurse explained the consequences of not using the drug.
Answer: 2
Explanation:
1. The education was most likely appropriate, but this response is too vague.
2. A drug's mechanism of action explains how a drug produces its effect in the body.
3. There is no drug name present, so it is not known whether this is a prototype drug.
4. The nurse did not explain the consequences of not using the drug.
Page Ref: 5
Cognitive Level: Applying
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
processes. | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a
variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science:
Integration of knowledge from nursing and other disciplines. | Nursing/Integrated Concepts:
Nursing Process: Evaluation
Learning Outcome: 1−7 Describe what is meant by a drug's mechanism of action.
MNL Learning Outcome: 1.2 IdentifyGhRoAwDdEruSgMs O
arReEn.CO
amedMand classified.
8) A student nurse asks a nursing instructor how to remember all of the antibiotic drugs since
there are so many. What is the best response by the nursing instructor?
1. "Mnemonics will help you tell the difference between drugs."
2. "A flow chart will help enhance your memory."
3. "Categorize the individual drugs by therapeutic effect."
4. "Focus on a representative drug from each class."
Answer: 4
Explanation:
1. Using mnemonics is not the best way to learn about drugs.
2. Flow charts are not the best way to learn about drugs.
3. Categorizing individual drugs is not the best way to learn about drugs.
4. A prototype, or representative, drug is the well−understood drug model from which
other drugs in a pharmacological class are compared.
Page Ref: 5
Cognitive Level: Applying
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
processes. | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a
variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science:
Integration of knowledge from nursing and other disciplines. | Nursing/Integrated Concepts:
,Nursing Process: Implementation
Learning Outcome: 1−6 Discuss the prototype approach to drug classification.
MNL Learning Outcome: 1.2 Identify how drugs are named and classified.
, 9) A client has been taking paroxetine (Paxil) for a year and tells a nurse it is no longer working.
What is the best response by the nurse?
1. "This sounds like your medication needs changing."
2. "Let's look for interactions with other medications you are taking."
3. "Are you taking name brand Paxil or the generic version paroxetine?"
4. "It is time for us to do the Beck Depression assessment again."
Answer: 3
Explanation:
1. Considering a change in medication is appropriate, but another assessment takes
priority.
2. Assessing for interactions with other drugs is appropriate, but another assessment takes
priority.
3. The bioavailability of a generic drug may not be the same as the bioavailability of a
brand name drug.
4. Assessing for worsening of depression is appropriate, but another assessment takes
priority.
Page Ref: 7
Cognitive Level: Applying
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
processes. | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a
variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science:
Integration of knowledge from nursiG
ngRaAnDdEoS
thMeO
r dRisEc.
ipC
linOeMs. | Nursing/Integrated Concepts:
Nursing Process: Assessment
Learning Outcome: 1−10 Explain the differences between trade name drugs and their generic
equivalents.
MNL Learning Outcome: 1.3 Recognize features of generic and trade−name equivalent drugs,
and biosimilar drugs.
