s@
lOMoARcPSD|
, s@
lOMoARcPSD|
Complete Test Bank LILLEYS Pharmacology for s@ s@ s@ s@ s@
h Care Practice 4th Edition SEALOCK Chapter
s@ s@ s@ s@ s@ s@ s
Chapter 01: Nursing Practice in Canada and Drug Therapy
s@ s@ s@ s@ s@ s@ s@ s@
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 4th Edition
s@ s@ s@ s@ s@ s@ s@ s@ s@
MULTIPLE CHOICE s@
1. Which is a judgement about a particular patient‘s potential need or problem?
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
a. A goal s@
b. An assessment s@
c. Subjective data s@
d. A nursing diagnosis s@ s@
ANS: D s@
Nursing diagnosis is the phase of the nursing process during which a clinical judgement is made about
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
heath conditions and life processes or vulnerability for that response.
@ s@ s@ s@ s@ s@ s@ s@ s@ s@
DIF: Cognitive Level: Knowledge s@ s@
2. The patient is to receive oral furosemide (Lasix) every day; however, because the patient is unable to
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ke medication orally, as ordered. The nurse needs to contact the physician. What type of problem is
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
a. A ―right time‖ problem
s@ s@ s@
b. A ―right dose‖ problem
s@ s@ s@
c. A ―right route‖ problem
s@ s@ s@
d. A ―right medication‖ problem
s@ s@ s@
ANS: C s@
This is a ―right route‖ problem: the nurse cannot assume the route and must clarify the route with th
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ight time‖ problem because the ordered frequency has not changed. This is not a ―right dose‖ proble
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
elated to an inability to swallow. This is not a ―right medication‖ problem because the medication o
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
the route.
s@
DIF: Cognitive Level: Application s@ s@
3. The nurse has been monitoring the patient‘s progress on his new drug regimen since the first dose and
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ns of possible adverse effects. What nursing process phase is the nurse practising?
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
a. Planning
b. Evaluation
c. Implementation
d. Nursing diagnosis s@
ANS: B s@
Monitoring the patient‘s progress is part of the evaluation phase. Planning, implementation, and nursin
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ted by this example.
s@ s@ s@
DIF: Cognitive Level: Application s@ s@
4. The nurse is caring for a patient who has been newly diagnosed with type 1 diabetes mellitus. Which s
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
an outcome criterion for this patient?
s@ s@ s@ s@ s@
a. The patient will follow instructions.
s@ s@ s@ s@
b. The patient will not experience complications.
s@ s@ s@ s@ s@
c. The patient adheres to the new insulin treatment regimen.
s@ s@ s@ s@ s@ s@ s@ s@
d. The patient demonstrates safe insulin self-administration technique.
s@ s@ s@ s@ s@ s@
ANS: D s@
Having the patient demonstrate safe insulin self-
s@ s@ s@ s@ s@ s@
administration technique is a specific and measurable outcome criterion. Following instructions and a
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ot specific criteria. Adherence to the new insulin treatment regimen is not objective and would be di
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
, s@
lOMoARcPSD|
6. The nurse is working during a very busy night shift, and the health care provider has just given the nu
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ver the telephone, but the nurse does not recall the route. What is the best way for the nurse to avoi
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
a. Recopy the order neatly on the order sheet, with the most common route indicated
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
b. Consult with the pharmacist for clarification about the most common route
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
c. Call the health care provider to clarify the route of administration
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
d. Withhold the drug until the health care provider visits the patient
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ANS: C s@
If a medication order does not include the route, the nurse must ask the health care provider to clarify
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
istration.
DIF: Cognitive Level: Application | Cognitive Level: Analysis
s@ s@ s@ s@ s@ s@
7. Which constitutes the traditional Five Rights of medication administration?
s@ s@ s@ s@ s@ s@ s@ s@
a. Right drug, right route, right dose, right time, and right patient
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
b. Right drug, the right effect, the right route, the right time, and the right patient
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
c. Right patient, right strength, right diagnosis, right drug, and right route
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
d. Right patient, right diagnosis, right drug, right route, and right time
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ANS: A s@
The traditional Five Rights of medication administration were considered to be Right drug, Right route
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
d Right patient. Right effect, right strength, and right diagnosis are not part of the traditional Five R
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
DIF: Cognitive Level: Comprehension s@ s@
8. What correctly describes the nursing process?
s@ s@ s@ s@ s@
a. Diagnosing, planning, assessing, implementing, and finally evaluating
s@ s@ s@ s@ s@ s@
b. Assessing, then diagnosing, implementing, and ending with evaluating
s@ s@ s@ s@ s@ s@ s@
c. A linear direction that begins with assessing and continues through diagnosing
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
, planning, and finally implementing
s@ s@ s@ s@
d. An ongoing process that begins with assessing and continues with diagnosing
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
, planning, implementing, and evaluating
s@ s@ s@ s@
ANS: D s@
The nursing process is an ongoing, flexible, adaptable, and adjustable five-
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
step process that begins with assessing and continues through diagnosing, planning, implementing, an
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
h may then lead back to any of the other phases.
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
DIF: Cognitive Level: Application s@ s@
9. When the nurse is considering the timing of a drug dose, which is most important to assess?
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
a. The patient‘s identification s@ s@
b. The patient‘s weight s@ s@
c. The patient‘s last meal s@ s@ s@
d. Any drug or food allergies s@ s@ s@ s@
ANS: C s@
The pharmacokinetic and pharmacodynamic properties of the drug need to be assessed with regard to
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
food interactions or compatibility issues. The patient‘s identification, weight, and drug or food allerg
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ming.
DIF: Cognitive Level: Application s@ s@
10. The nurse is writing nursing diagnoses for a plan of care. Which reflects the correct format for her n
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
a. Anxiety
b. Anxiety related to new drug therapy s@ s@ s@ s@ s@
c. Anxiety related to anxious feelings about drug therapy, as evidenced b
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
y statements such as ―I‘m upset about having to give myself shots‖
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
d. Anxiety related to new drug therapy, as evidenced by statements such as ―I‘
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
m upset about having to give myself shots‖
s@ s@ s@ s@ s@ s@ s@
, s@
lOMoARcPSD|
Chapter 02: Pharmacological Principles
s@ s@ s@
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 4th Edition
s@ s@ s@ s@ s@ s@ s@ s@ s@
MULTIPLE CHOICE s@
1. A patient is receiving two different drugs, which, at their current dose forms and dosages, are both abs
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
@in identical amounts. Which term best denotes that the drugs have the same absorption rates?
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
a. Equivalent
b. Synergistic
c. Compatible
d. Bioequivalent
ANS: D s@
Two drugs absorbed into the circulation at the same amount (in specific dosage forms) have the same
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
are bioequivalent. ―Equivalent‖ is incorrect because the term ―bioavailability‖ is used to express the
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
―Synergistic‖ is incorrect because this term refers to two drugs given together whose resulting effect
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
@the effects of each drug given alone. ―Compatible‖ is incorrect because this term is a general term u
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
bstances do not have a chemical reaction when mixed (or given, in the case of drugs) together.
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
DIF: s @ s @ Cognitive Level: Comprehension s@ s@
2. A patient is receiving medication via intravenous injection. Which information should the nurse prov
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
a. The medication will cause fewer adverse effects when given intravenously.
s@ s@ s@ s@ s@ s@ s@ s@ s@
b. The medication will be absorbed slowly into the tissues over time.
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
c. The medication‘s action will begin faster when given intravenously.
s@ s@ s@ s@ s@ s@ s@ s@
d. Most of the drug is inactivated by the liver before it reaches the target area.
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ANS: C s@
Intravenous injections are the fastest route of absorption. The intravenous route does not affect the nu
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
he intravenous route is not a slow route of absorption, and the intravenous route does not cause inac
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
he liver before it reaches the target area.
s@ s@ s@ s@ s@ s@ s@
DIF: s @ s @ Cognitive Level: Comprehension s@ s@
3. Which is true regarding parenteral drugs?
s@ s@ s@ s@ s@
a. They bypass the first-pass effect. s@ s@ s@ s@
b. They decrease blood flow to the stomach.
s@ s@ s@ s@ s@ s@
c. They are altered by the presence of food in the stomach.
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
d. They exert their effects while circulating in the bloodstream.
s@ s@ s@ s@ s@ s@ s@ s@
ANS: A s@
Drugs given by the parenteral route bypass the first-
s@ s@ s@ s@ s@ s@ s@ s@
pass effect, but they still must be absorbed into cells and tissues before they can exert their effects. En
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ally), not parenteral drugs, decrease blood flow to the stomach and are altered by the presence of fo
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
al drugs must be absorbed into cells and tissues from the circulation before they can exert their effec
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
effects while circulating in the bloodstream.
s@ s@ s@ s@ s@
DIF: s @ s @ Cognitive Level: Analysis s@ s@
4. A drug‘s half-life is best defined as
s@ s@ s@ s@ s@ s@
a. The time it takes for the drug to elicit half its therapeutic response.
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
b. The time it takes one- s@ s@ s@ s@
half of the original amount of a drug to reach the target cells.
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
c. The time it takes one-
s@ s@ s@ s@
half of the original amount of a drug to be removed from the body.
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
d. The time it takes one-
s@ s@ s@ s@
half of the original amount of a drug to be absorbed into the circulation.
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ANS: C s@
lOMoARcPSD|
, s@
lOMoARcPSD|
Complete Test Bank LILLEYS Pharmacology for s@ s@ s@ s@ s@
h Care Practice 4th Edition SEALOCK Chapter
s@ s@ s@ s@ s@ s@ s
Chapter 01: Nursing Practice in Canada and Drug Therapy
s@ s@ s@ s@ s@ s@ s@ s@
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 4th Edition
s@ s@ s@ s@ s@ s@ s@ s@ s@
MULTIPLE CHOICE s@
1. Which is a judgement about a particular patient‘s potential need or problem?
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
a. A goal s@
b. An assessment s@
c. Subjective data s@
d. A nursing diagnosis s@ s@
ANS: D s@
Nursing diagnosis is the phase of the nursing process during which a clinical judgement is made about
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
heath conditions and life processes or vulnerability for that response.
@ s@ s@ s@ s@ s@ s@ s@ s@ s@
DIF: Cognitive Level: Knowledge s@ s@
2. The patient is to receive oral furosemide (Lasix) every day; however, because the patient is unable to
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ke medication orally, as ordered. The nurse needs to contact the physician. What type of problem is
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
a. A ―right time‖ problem
s@ s@ s@
b. A ―right dose‖ problem
s@ s@ s@
c. A ―right route‖ problem
s@ s@ s@
d. A ―right medication‖ problem
s@ s@ s@
ANS: C s@
This is a ―right route‖ problem: the nurse cannot assume the route and must clarify the route with th
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ight time‖ problem because the ordered frequency has not changed. This is not a ―right dose‖ proble
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
elated to an inability to swallow. This is not a ―right medication‖ problem because the medication o
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
the route.
s@
DIF: Cognitive Level: Application s@ s@
3. The nurse has been monitoring the patient‘s progress on his new drug regimen since the first dose and
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ns of possible adverse effects. What nursing process phase is the nurse practising?
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
a. Planning
b. Evaluation
c. Implementation
d. Nursing diagnosis s@
ANS: B s@
Monitoring the patient‘s progress is part of the evaluation phase. Planning, implementation, and nursin
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ted by this example.
s@ s@ s@
DIF: Cognitive Level: Application s@ s@
4. The nurse is caring for a patient who has been newly diagnosed with type 1 diabetes mellitus. Which s
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
an outcome criterion for this patient?
s@ s@ s@ s@ s@
a. The patient will follow instructions.
s@ s@ s@ s@
b. The patient will not experience complications.
s@ s@ s@ s@ s@
c. The patient adheres to the new insulin treatment regimen.
s@ s@ s@ s@ s@ s@ s@ s@
d. The patient demonstrates safe insulin self-administration technique.
s@ s@ s@ s@ s@ s@
ANS: D s@
Having the patient demonstrate safe insulin self-
s@ s@ s@ s@ s@ s@
administration technique is a specific and measurable outcome criterion. Following instructions and a
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ot specific criteria. Adherence to the new insulin treatment regimen is not objective and would be di
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
, s@
lOMoARcPSD|
6. The nurse is working during a very busy night shift, and the health care provider has just given the nu
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ver the telephone, but the nurse does not recall the route. What is the best way for the nurse to avoi
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
a. Recopy the order neatly on the order sheet, with the most common route indicated
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
b. Consult with the pharmacist for clarification about the most common route
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
c. Call the health care provider to clarify the route of administration
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
d. Withhold the drug until the health care provider visits the patient
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ANS: C s@
If a medication order does not include the route, the nurse must ask the health care provider to clarify
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
istration.
DIF: Cognitive Level: Application | Cognitive Level: Analysis
s@ s@ s@ s@ s@ s@
7. Which constitutes the traditional Five Rights of medication administration?
s@ s@ s@ s@ s@ s@ s@ s@
a. Right drug, right route, right dose, right time, and right patient
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
b. Right drug, the right effect, the right route, the right time, and the right patient
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
c. Right patient, right strength, right diagnosis, right drug, and right route
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
d. Right patient, right diagnosis, right drug, right route, and right time
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ANS: A s@
The traditional Five Rights of medication administration were considered to be Right drug, Right route
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
d Right patient. Right effect, right strength, and right diagnosis are not part of the traditional Five R
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
DIF: Cognitive Level: Comprehension s@ s@
8. What correctly describes the nursing process?
s@ s@ s@ s@ s@
a. Diagnosing, planning, assessing, implementing, and finally evaluating
s@ s@ s@ s@ s@ s@
b. Assessing, then diagnosing, implementing, and ending with evaluating
s@ s@ s@ s@ s@ s@ s@
c. A linear direction that begins with assessing and continues through diagnosing
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
, planning, and finally implementing
s@ s@ s@ s@
d. An ongoing process that begins with assessing and continues with diagnosing
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
, planning, implementing, and evaluating
s@ s@ s@ s@
ANS: D s@
The nursing process is an ongoing, flexible, adaptable, and adjustable five-
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
step process that begins with assessing and continues through diagnosing, planning, implementing, an
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
h may then lead back to any of the other phases.
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
DIF: Cognitive Level: Application s@ s@
9. When the nurse is considering the timing of a drug dose, which is most important to assess?
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
a. The patient‘s identification s@ s@
b. The patient‘s weight s@ s@
c. The patient‘s last meal s@ s@ s@
d. Any drug or food allergies s@ s@ s@ s@
ANS: C s@
The pharmacokinetic and pharmacodynamic properties of the drug need to be assessed with regard to
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
food interactions or compatibility issues. The patient‘s identification, weight, and drug or food allerg
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ming.
DIF: Cognitive Level: Application s@ s@
10. The nurse is writing nursing diagnoses for a plan of care. Which reflects the correct format for her n
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
a. Anxiety
b. Anxiety related to new drug therapy s@ s@ s@ s@ s@
c. Anxiety related to anxious feelings about drug therapy, as evidenced b
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
y statements such as ―I‘m upset about having to give myself shots‖
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
d. Anxiety related to new drug therapy, as evidenced by statements such as ―I‘
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
m upset about having to give myself shots‖
s@ s@ s@ s@ s@ s@ s@
, s@
lOMoARcPSD|
Chapter 02: Pharmacological Principles
s@ s@ s@
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 4th Edition
s@ s@ s@ s@ s@ s@ s@ s@ s@
MULTIPLE CHOICE s@
1. A patient is receiving two different drugs, which, at their current dose forms and dosages, are both abs
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
@in identical amounts. Which term best denotes that the drugs have the same absorption rates?
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
a. Equivalent
b. Synergistic
c. Compatible
d. Bioequivalent
ANS: D s@
Two drugs absorbed into the circulation at the same amount (in specific dosage forms) have the same
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
are bioequivalent. ―Equivalent‖ is incorrect because the term ―bioavailability‖ is used to express the
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
―Synergistic‖ is incorrect because this term refers to two drugs given together whose resulting effect
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
@the effects of each drug given alone. ―Compatible‖ is incorrect because this term is a general term u
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
bstances do not have a chemical reaction when mixed (or given, in the case of drugs) together.
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
DIF: s @ s @ Cognitive Level: Comprehension s@ s@
2. A patient is receiving medication via intravenous injection. Which information should the nurse prov
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
a. The medication will cause fewer adverse effects when given intravenously.
s@ s@ s@ s@ s@ s@ s@ s@ s@
b. The medication will be absorbed slowly into the tissues over time.
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
c. The medication‘s action will begin faster when given intravenously.
s@ s@ s@ s@ s@ s@ s@ s@
d. Most of the drug is inactivated by the liver before it reaches the target area.
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
ANS: C s@
Intravenous injections are the fastest route of absorption. The intravenous route does not affect the nu
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
he intravenous route is not a slow route of absorption, and the intravenous route does not cause inac
s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@ s@
he liver before it reaches the target area.
s@ s@ s@ s@ s@ s@ s@
DIF: s @ s @ Cognitive Level: Comprehension s@ s@
3. Which is true regarding parenteral drugs?
s@ s@ s@ s@ s@
a. They bypass the first-pass effect. s@ s@ s@ s@
b. They decrease blood flow to the stomach.
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c. They are altered by the presence of food in the stomach.
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d. They exert their effects while circulating in the bloodstream.
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ANS: A s@
Drugs given by the parenteral route bypass the first-
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pass effect, but they still must be absorbed into cells and tissues before they can exert their effects. En
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ally), not parenteral drugs, decrease blood flow to the stomach and are altered by the presence of fo
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al drugs must be absorbed into cells and tissues from the circulation before they can exert their effec
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effects while circulating in the bloodstream.
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DIF: s @ s @ Cognitive Level: Analysis s@ s@
4. A drug‘s half-life is best defined as
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a. The time it takes for the drug to elicit half its therapeutic response.
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b. The time it takes one- s@ s@ s@ s@
half of the original amount of a drug to reach the target cells.
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c. The time it takes one-
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half of the original amount of a drug to be removed from the body.
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d. The time it takes one-
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half of the original amount of a drug to be absorbed into the circulation.
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ANS: C s@
