TESTBANK |
PHARMACOLOGY |FOR |CANADIAN |HEALTH |CARE |PRACTICE
LINDA |LANE |LILLEY, |JULIE |S. |SNYDER |AND |SHELLY |RAINFORTH |COLLINS
3rd Edition
|
TESTBANK |
,Chapter 01: Nursing Practice in Canada and Drug Therapy
| | | | | | | |
Lilley: Pharmacology for Canadian Health Care Practice, 3rd Canadian Edition
| | | | | | | | |
MULTIPLE |CHOICE
1. Which |is |a |judgement |about |a |particular |patient‘s |potential |need |or
problem?
|
a. A |goal
b. An |assessment
c. Subjective |data
d. A |nursing |diagnosis
ANS: | D
Nursing |diagnosis |is |the |phase |of |the |nursing |process |during |which
a |clinical |judgement |is |made |about |how |a |patient |responds |to |heath |conditions |and |life |processes
|or |vulnerability |forthat |response.
DIF: Cognitive |Level: |Knowledge REF: |p. |11
2. The |patient |is |to |receive |oral |furosemide |(Lasix) |every |day; |however, |because |the |patient |is
|unable |to |swallow, |he |cannot |take |medication |orally, |as |ordered. |The |nurse |needs |to |contact
|the |physician. |What |type |of |problem |is |this?
a. A |―right |time‖ |problem
b. A |―right |dose‖ |problem
c. A |―right |route‖ |problem
d. A |―right |medication‖ |problem
ANS: | C
This |is |a |―right |route‖ |problem: |the |nurse |cannot |assume |the |route |and |must |clarify |the |route
with |the |prescriber. |This |is |not |a |―right |time‖ |problem |because |the |ordered |frequency|has |not
|changed. |This |is |not |a |―right |dose‖ |problem |because |the |dose |is |not |related |to |an |inability |to
|swallow. |This |is |not |a |―right |medication‖ |problem |because |the |medication |ordered |will |not
|change, |just |the |route.
DIF: Cognitive |Level: |Application REF: | p. |14
3. The |nurse |has |been |monitoring |the |patient‘s |progress |on |his |new |drug |regimen |since |the |first
|dose |and |has |been |documenting |signs |of |possible |adverse |effects. |What |nursing |process |phase |is
|the |nurse |practising?
a. Planning
b. Evaluation
c. Implementation
d. Nursing |diagnosis
ANS: | B
Monitoring |the |patient‘s |progress |is |part |of |the |evaluation |phase. |Planning, |implementation, |and
|nursing |diagnosis |are |not |illustrated |by |this |example.
DIF: Cognitive |Level: |Application REF: |p. |19
,4. The |nurse |is |caring |for |a |patient |who |has |been |newly |diagnosed |with |type |1 |diabetes |mellitus.
Which |statement |best |illustrates |an |outcome |criterion |for |this |patient?
|
a. The |patient |will |follow |instructions.
b. The |patient |will |not |experience |complications.
c. The |patient |adheres |to |the |new |insulin |treatment |regimen.
d. The |patient |demonstrates |safe |insulin |self-administration |technique.
ANS: | D
Having |the |patient |demonstrate |safe |insulin |self-administration |technique |is |a |specific |and
|measurable |outcome |criterion. |Following |instructions |and |avoiding |complications |are |not
|specific |criteria. |Adherence |to |the |new |insulin |treatment |regimen |is |not |objective |and |would |be
|difficult |to |measure.
DIF: Cognitive |Level: |Application REF: |p. |13
5. Which |activity |best |reflects |the |implementation |phase |of |the |nursing |process |for |the |patient
who |is |newly |diagnosed |with |type |1 |diabetes |mellitus?
|
a.Providing |education |regarding |self-injection |technique
b.Setting |goals |and |outcome |criteria |with |the |patient‘s |input
c.Recording |a |history |of |over-the-counter |medications |used |at |home
d.Formulating |nursing |diagnoses |regarding |knowledge |deficits |related |to |the |new
|treatment |regimen
ANS: | A
Education |is |an |intervention |that |occurs |during |the |implementation |phase. |Setting |goals |and
|outcome |criteria |reflects |the |planning |phase. |Recording |a |drug |history |reflects |the |assessment
|phase. |Formulating |nursing |diagnoses |regarding |a |knowledge |deficit |reflects |analysis |of |data |as
|part |of |the |planning |phase.N
DIF: Cognitive |Level: |Analysis REF: |p. |8 || |p. |13
6. The |nurse |is |working |during |a |very |busy |night |shift, |and |the |health |care |provider |has |just |given
the |nurse |a |medication |order |over |the |telephone, |but |the |nurse |does |not |recall |the |route. |What |is
|
the |best |way |for |the |nurse |to |avoid |medication |errors?
|
a. Recopy |the |order |neatly |on |the |order |sheet, |with |the |most |common |route |indicated
b. Consult |with |the |pharmacist |for |clarification |about |the |most |common |route
c. Call |the |health |care |provider |to |clarify |the |route |of |administration
d. Withhold |the |drug |until |the |health |care |provider |visits |the |patient
ANS: | C
If |a |medication |order |does |not |include |the |route, |the |nurse |must |ask |the |health |care |provider |to
|clarify |it. |Never |assume |the |route |of |administration.
DIF: Cognitive |Level: |Application || |Cognitive |Level: |Analysis | REF: | p. |17
7. Which |constitutes |the |traditional |Five |Rights |of |medication |administration?
a. Right |drug, |right |route, |right |dose, |right |time, |and |right |patient
b. Right |drug, |the |right |effect, |the |right |route, |the |right |time, |and |the |right |patient
c. Right |patient, |right |strength, |right |diagnosis, |right |drug, |and |right |route
d. Right |patient, |right |diagnosis, |right |drug, |right |route, |and |right |time
ANS: | A
, The |traditional |Five |Rights |of |medication |administration |were |considered |to |be |Right |drug,
|Right |route, |Right |dose, |Right |time, |and |Right |patient. |Right |effect, |right |strength, |and |right
|diagnosis |are |not |part |of |the |traditional |Five |Rights.
DIF: | | Cognitive |Level: |Comprehension | | | REF: | p. |13
8. What |correctly |describes |the |nursing |process?
a. Diagnosing, |planning, |assessing, |implementing, |and |finally |evaluating
b. Assessing, |then |diagnosing, |implementing, |and |ending |with |evaluating
c. A |linear |direction |that |begins |with |assessing |and |continues |through |diagnosing,
planning, |and |finally |implementing
|
d. An |ongoing |process |that |begins |with |assessing |and |continues |with |diagnosing,
|planning, |implementing, |and |evaluating
ANS: | D
The |nursing |process |is |an |ongoing, |flexible, |adaptable, |and |adjustable |five-step |process |that
|begins |with |assessing |and |continues |through |diagnosing, |planning, |implementing, |and |finally
|evaluating, |which |may |then |lead |back |to |any |of |the |other |phases.
DIF: Cognitive |Level: |Application REF: |p. |8
9. When |the |nurse |is |considering |the |timing |of |a |drug |dose, |which |is |most |important |to |assess?
a. The |patient‘s |identification
b. The |patient‘s |weight
c. The |patient‘s |last |meal
d. Any |drug |or |food |allergies
ANS: | C
The |pharmacokinetic |and |pharmacodynamic |properties |of |the |drug |need |to |be |assessed |with
regard |to |any |drug–food |interactions |or |compatibility |issues. |The |patient‘s |identification,
|weight, |and |drug |or |food |allergies |are |not |affected |by |the |drug‘s |timing.
DIF: Cognitive |Level: |Application REF: |p. |17
10. The |nurse |is |writing |nursing |diagnoses |for |a |plan |of |care. |Which |reflects |the |correct |format |for
|her |nursing |diagnosis?
a. Anxiety
b. Anxiety |related |to |new |drug |therapy
c. Anxiety|related |to |anxious |feelings |about |drug |therapy, |as |evidenced |by |statements
such |as |―I‘m |upset |about |having |to |give |myself |shots‖
|
d. Anxiety|related |to |new |drug |therapy, |as |evidenced |by|statements |such |as |―I‘m
|upset |about |having |to |give |myself |shots‖
ANS: | D
PHARMACOLOGY |FOR |CANADIAN |HEALTH |CARE |PRACTICE
LINDA |LANE |LILLEY, |JULIE |S. |SNYDER |AND |SHELLY |RAINFORTH |COLLINS
3rd Edition
|
TESTBANK |
,Chapter 01: Nursing Practice in Canada and Drug Therapy
| | | | | | | |
Lilley: Pharmacology for Canadian Health Care Practice, 3rd Canadian Edition
| | | | | | | | |
MULTIPLE |CHOICE
1. Which |is |a |judgement |about |a |particular |patient‘s |potential |need |or
problem?
|
a. A |goal
b. An |assessment
c. Subjective |data
d. A |nursing |diagnosis
ANS: | D
Nursing |diagnosis |is |the |phase |of |the |nursing |process |during |which
a |clinical |judgement |is |made |about |how |a |patient |responds |to |heath |conditions |and |life |processes
|or |vulnerability |forthat |response.
DIF: Cognitive |Level: |Knowledge REF: |p. |11
2. The |patient |is |to |receive |oral |furosemide |(Lasix) |every |day; |however, |because |the |patient |is
|unable |to |swallow, |he |cannot |take |medication |orally, |as |ordered. |The |nurse |needs |to |contact
|the |physician. |What |type |of |problem |is |this?
a. A |―right |time‖ |problem
b. A |―right |dose‖ |problem
c. A |―right |route‖ |problem
d. A |―right |medication‖ |problem
ANS: | C
This |is |a |―right |route‖ |problem: |the |nurse |cannot |assume |the |route |and |must |clarify |the |route
with |the |prescriber. |This |is |not |a |―right |time‖ |problem |because |the |ordered |frequency|has |not
|changed. |This |is |not |a |―right |dose‖ |problem |because |the |dose |is |not |related |to |an |inability |to
|swallow. |This |is |not |a |―right |medication‖ |problem |because |the |medication |ordered |will |not
|change, |just |the |route.
DIF: Cognitive |Level: |Application REF: | p. |14
3. The |nurse |has |been |monitoring |the |patient‘s |progress |on |his |new |drug |regimen |since |the |first
|dose |and |has |been |documenting |signs |of |possible |adverse |effects. |What |nursing |process |phase |is
|the |nurse |practising?
a. Planning
b. Evaluation
c. Implementation
d. Nursing |diagnosis
ANS: | B
Monitoring |the |patient‘s |progress |is |part |of |the |evaluation |phase. |Planning, |implementation, |and
|nursing |diagnosis |are |not |illustrated |by |this |example.
DIF: Cognitive |Level: |Application REF: |p. |19
,4. The |nurse |is |caring |for |a |patient |who |has |been |newly |diagnosed |with |type |1 |diabetes |mellitus.
Which |statement |best |illustrates |an |outcome |criterion |for |this |patient?
|
a. The |patient |will |follow |instructions.
b. The |patient |will |not |experience |complications.
c. The |patient |adheres |to |the |new |insulin |treatment |regimen.
d. The |patient |demonstrates |safe |insulin |self-administration |technique.
ANS: | D
Having |the |patient |demonstrate |safe |insulin |self-administration |technique |is |a |specific |and
|measurable |outcome |criterion. |Following |instructions |and |avoiding |complications |are |not
|specific |criteria. |Adherence |to |the |new |insulin |treatment |regimen |is |not |objective |and |would |be
|difficult |to |measure.
DIF: Cognitive |Level: |Application REF: |p. |13
5. Which |activity |best |reflects |the |implementation |phase |of |the |nursing |process |for |the |patient
who |is |newly |diagnosed |with |type |1 |diabetes |mellitus?
|
a.Providing |education |regarding |self-injection |technique
b.Setting |goals |and |outcome |criteria |with |the |patient‘s |input
c.Recording |a |history |of |over-the-counter |medications |used |at |home
d.Formulating |nursing |diagnoses |regarding |knowledge |deficits |related |to |the |new
|treatment |regimen
ANS: | A
Education |is |an |intervention |that |occurs |during |the |implementation |phase. |Setting |goals |and
|outcome |criteria |reflects |the |planning |phase. |Recording |a |drug |history |reflects |the |assessment
|phase. |Formulating |nursing |diagnoses |regarding |a |knowledge |deficit |reflects |analysis |of |data |as
|part |of |the |planning |phase.N
DIF: Cognitive |Level: |Analysis REF: |p. |8 || |p. |13
6. The |nurse |is |working |during |a |very |busy |night |shift, |and |the |health |care |provider |has |just |given
the |nurse |a |medication |order |over |the |telephone, |but |the |nurse |does |not |recall |the |route. |What |is
|
the |best |way |for |the |nurse |to |avoid |medication |errors?
|
a. Recopy |the |order |neatly |on |the |order |sheet, |with |the |most |common |route |indicated
b. Consult |with |the |pharmacist |for |clarification |about |the |most |common |route
c. Call |the |health |care |provider |to |clarify |the |route |of |administration
d. Withhold |the |drug |until |the |health |care |provider |visits |the |patient
ANS: | C
If |a |medication |order |does |not |include |the |route, |the |nurse |must |ask |the |health |care |provider |to
|clarify |it. |Never |assume |the |route |of |administration.
DIF: Cognitive |Level: |Application || |Cognitive |Level: |Analysis | REF: | p. |17
7. Which |constitutes |the |traditional |Five |Rights |of |medication |administration?
a. Right |drug, |right |route, |right |dose, |right |time, |and |right |patient
b. Right |drug, |the |right |effect, |the |right |route, |the |right |time, |and |the |right |patient
c. Right |patient, |right |strength, |right |diagnosis, |right |drug, |and |right |route
d. Right |patient, |right |diagnosis, |right |drug, |right |route, |and |right |time
ANS: | A
, The |traditional |Five |Rights |of |medication |administration |were |considered |to |be |Right |drug,
|Right |route, |Right |dose, |Right |time, |and |Right |patient. |Right |effect, |right |strength, |and |right
|diagnosis |are |not |part |of |the |traditional |Five |Rights.
DIF: | | Cognitive |Level: |Comprehension | | | REF: | p. |13
8. What |correctly |describes |the |nursing |process?
a. Diagnosing, |planning, |assessing, |implementing, |and |finally |evaluating
b. Assessing, |then |diagnosing, |implementing, |and |ending |with |evaluating
c. A |linear |direction |that |begins |with |assessing |and |continues |through |diagnosing,
planning, |and |finally |implementing
|
d. An |ongoing |process |that |begins |with |assessing |and |continues |with |diagnosing,
|planning, |implementing, |and |evaluating
ANS: | D
The |nursing |process |is |an |ongoing, |flexible, |adaptable, |and |adjustable |five-step |process |that
|begins |with |assessing |and |continues |through |diagnosing, |planning, |implementing, |and |finally
|evaluating, |which |may |then |lead |back |to |any |of |the |other |phases.
DIF: Cognitive |Level: |Application REF: |p. |8
9. When |the |nurse |is |considering |the |timing |of |a |drug |dose, |which |is |most |important |to |assess?
a. The |patient‘s |identification
b. The |patient‘s |weight
c. The |patient‘s |last |meal
d. Any |drug |or |food |allergies
ANS: | C
The |pharmacokinetic |and |pharmacodynamic |properties |of |the |drug |need |to |be |assessed |with
regard |to |any |drug–food |interactions |or |compatibility |issues. |The |patient‘s |identification,
|weight, |and |drug |or |food |allergies |are |not |affected |by |the |drug‘s |timing.
DIF: Cognitive |Level: |Application REF: |p. |17
10. The |nurse |is |writing |nursing |diagnoses |for |a |plan |of |care. |Which |reflects |the |correct |format |for
|her |nursing |diagnosis?
a. Anxiety
b. Anxiety |related |to |new |drug |therapy
c. Anxiety|related |to |anxious |feelings |about |drug |therapy, |as |evidenced |by |statements
such |as |―I‘m |upset |about |having |to |give |myself |shots‖
|
d. Anxiety|related |to |new |drug |therapy, |as |evidenced |by|statements |such |as |―I‘m
|upset |about |having |to |give |myself |shots‖
ANS: | D
