,The Nursing Process and Patient-Centered Care
McCuistion: Pharmacology: A Patient-Centered Nursing Process Approach, 10th
Edition
MULTIPLE .CHOICE
1. The .nursing .process .is .a .five-step .decision-making .approach .that .includes .all .of .the
.following .steps, .EXCEPT:
a. Assessment
b. Patient .problem
c. Planning
d. Right .Drug
ANS: . D
The .nursing .process .is .a .five-step .decision-making .approach .that .includes: .1) .assessment,
.2) .patient .problem, .3) .planning, .4) .implementation, .and .5) .evaluation. .―Right .drug‖ .is .one
.of .the .―Six .Rights‖ .of .medication .administration.
DIF: Cognitive .Level: .Understanding .(Comprehension) TOP: . Nursing .Process:
.Planning .MSC: . NCLEX: .Management .of .Care
2. The .nurse .is .using .data .collected .to .set .goals .or .expected .outcomes .and .interventions
.that .address .the .patient‘s .problems. .Which .step .of .the .nursing .process .is .the .nurse
.applying?
a. Assessment
b. Patient .problem
c. Planning
d. Evaluation
ANS: . C
During .the .planning .phase, .the .nurse .uses .the .data .collected .to .set .goals .or .expected
.outcomes .and .interventions .which .address .the .patient‘s .problems. .The .data .was .collected
.during .the .―Assessment‖ .and .―Patient .problem‖ .steps. .During .the .―Evaluation‖ .phase .the
.nurse .would .determine .whether .the .goals .and .objectives .set .during .the .planning .phase
.were .met.
DIF: Cognitive .Level: .Understanding
.(Comprehension) .TOP: . Nursing .Process: .Nursing
.Intervention
MSC: . NCLEX: .Management .of .Care
3. A .5-year-old .child .with .type .1 .diabetes .mellitus .has .had .repeated .hospitalizations .for
.episodes .of .hyperglycemia. .The .parents .tell .the .nurse .that .they .can‘t .keep .track .of
.everything .that .has .to .be .done .to .care .for .their .child. .The .nurse .reviews .medications, .diet,
.and .symptom .management .with .the .parents .and .draws .up .a .daily .checklist .for .the .family
.to .use. .These
activities .are .completed .in .which .step .of .the .nursing .process?
a. Assessment
b. Planning
c. Implementation
d. Evaluation
, ANS: . C
The .implementation .phase .is .the .part .of .the .nursing .process .in .which .the .nurse .provides
.education, .drug .administration, .patient .care, .and .other .interventions .necessary .to .assist .the
.patient .in .accomplishing .established .medication .goals.
DIF: Cognitive .Level: .Understanding
.(Comprehension) .TOP: . Nursing .Process: .Nursing
.Intervention
MSC: . NCLEX: .Management .of .Care
4. The .nurse .is .preparing .to .administer .a .medication .and .reviews .the .patient‘s .chart .for
.drug .allergies, .serum .creatinine, .and .blood .urea .nitrogen .(BUN) .levels. .The .nurse‘s
.actions .are .reflective .of .which .phase .of .the .nursing .process?
a. Assessment
b. Evaluation
c. Implementation
d. Planning
ANS: . A
Assessment .involves .gathering .information .about .the .patient .and .the .drug, .including .any
.previous .use .of .the .drug.
DIF: Cognitive .Level: . Understanding .(Comprehension)
TOP: . Nursing .Process: .Assessment MSC: . NCLEX: .Management .of .Care
5. Which .assessment .is .categorized .as .objective .data?
a. A .list .of .herbal .supplements .regularly .used
b. Lab .values .associated .with .the .drugs .the .patient .is .taking
c. The .ages .and .relationship .to .the .patient .of .all .household .members
d. Usual .dietary .patterns .and .fNo o d .intake
ANS: . B
Objective .data .are .measured .and .detected .by .another .person .and .would .include .lab
.values. .The .other .examples .are .subjective .data.
DIF: Cognitive .Level: . Understanding .(Comprehension)
TOP: . Nursing .Process: .Assessment MSC: . NCLEX: .Management .of .Care
6. The .nurse .reviews .a .patient‘s .database .and .learns .that .the .patient .lives .alone, .is .forgetful,
.and .does .not .have .an .established .routine. .The .patient .will .be .sent .home .with .three .new
.medications .to .be .taken .at .different .times .of .the .day. .The .nurse .develops .a .daily
.medication .chart .and .enlists .a .family .member .to .put .the .patient‘s .pills .in .a .pill .organizer.
.This .is .an .example .of .which .phase .of .the .nursing .process?
a. Assessment
b. Evaluation
c. Implementation
d. Planning
ANS: . C
The .implementation .phase .involves .education .and .patient .care .in .order .to .assist .the .patient .to
accomplish .the .goals .of .treatment.
DIF: Cognitive .Level: .Applying .(Application)
.TOP: . Nursing .Process: .Nursing .Intervention
, MSC: . NCLEX: .Management .of .Care
7. A .patient .who .is .hospitalized .for .chronic .obstructive .pulmonary .disease .(COPD) .wants .to
.go .home. .The .nurse .and .the .patient .discuss .the .patient‘s .situation .and .decide .that .the
.patient .may .go .home .when .able .to .perform .self-care .without .dyspnea .and .hypoxia. .This .is
.an .example .of .which .phase .of .the .nursing .process?
a. Assessment
b. Evaluation
c. Implementation
d. Planning
ANS: . D
Planning .involves .goal .setting, .which, .for .this .patient, .means .being .able .to .perform .self-care
.activities .without .dyspnea .and .hypoxia.
DIF: Cognitive .Level: .Understanding .(Comprehension) TOP: . Nursing .Process:
.Planning .MSC: . NCLEX: .Management .of .Care
8. A .patient .will .be .sent .home .with .a .metered-dose .inhaler, .and .the .nurse .is .providing
.teaching. .Which .is .a .correctly .written .goal .for .this .process?
a. The .nurse .will .demonstrate .the .correct .use .of .a .metered-dose .inhaler .to .the .patient.
b. The .nurse .will .teach .the .patient .how .to .administer .medication .with .a .metered-
dose .inhaler.
c. The .patient .will .know .how .to .self-administer .the .medication .using
.the .metered-dose .inhaler.
d. The .patient .will .independently .administer .the .medication .using .the .metered-
dose .inhaler .at .the .end .of .the .session.
ANS: . D
Goals .must .be .patient-centered .and .clearly .state .the .outcome .with .a .reasonable .deadline .and
.should .identify .components .for .evaluation.
DIF: Cognitive .Level: .Applying .(Application) TOP: . Nursing .Process:
.Planning .MSC: . NCLEX: .Management .of .Care
9. The .nurse .is .developing .a .plan .of .care .for .a .patient .who .has .chronic .lung .disease .and
.hypoxia. .The .patient .has .been .admitted .for .increased .oxygen .needs .above .a .baseline .of .2
.L/min. .The .nurse .develops .a .goal .stating, .―The .patient .will .have .oxygen .saturations .of
.>95% .on .room .air .at .the .time .of .discharge .from .the .hospital.‖ .What .is .wrong .with .this
.goal?
a. It .cannot .be .evaluated.
b. It .is .not .measurable.
c. It .is .not .patient-centered.
d. It .is .not .realistic.
ANS: . D
This .goal .is .not .realistic .because .the .patient .is .not .usually .on .room .air .and .should .not .be
.expected .to .attain .that .goal .by .discharge .from .this .hospitalization.
DIF: Cognitive .Level: .Applying .(Application) TOP: . Nursing .Process:
.Planning .MSC: . NCLEX: .Management .of .Care
10. The .nurse .is .developing .a .teaching .plan .for .an .elderly .patient .who .will .begin .taking
.an .antihypertensive .drug .that .causes .dizziness .and .orthostatic .hypotension. .Which
McCuistion: Pharmacology: A Patient-Centered Nursing Process Approach, 10th
Edition
MULTIPLE .CHOICE
1. The .nursing .process .is .a .five-step .decision-making .approach .that .includes .all .of .the
.following .steps, .EXCEPT:
a. Assessment
b. Patient .problem
c. Planning
d. Right .Drug
ANS: . D
The .nursing .process .is .a .five-step .decision-making .approach .that .includes: .1) .assessment,
.2) .patient .problem, .3) .planning, .4) .implementation, .and .5) .evaluation. .―Right .drug‖ .is .one
.of .the .―Six .Rights‖ .of .medication .administration.
DIF: Cognitive .Level: .Understanding .(Comprehension) TOP: . Nursing .Process:
.Planning .MSC: . NCLEX: .Management .of .Care
2. The .nurse .is .using .data .collected .to .set .goals .or .expected .outcomes .and .interventions
.that .address .the .patient‘s .problems. .Which .step .of .the .nursing .process .is .the .nurse
.applying?
a. Assessment
b. Patient .problem
c. Planning
d. Evaluation
ANS: . C
During .the .planning .phase, .the .nurse .uses .the .data .collected .to .set .goals .or .expected
.outcomes .and .interventions .which .address .the .patient‘s .problems. .The .data .was .collected
.during .the .―Assessment‖ .and .―Patient .problem‖ .steps. .During .the .―Evaluation‖ .phase .the
.nurse .would .determine .whether .the .goals .and .objectives .set .during .the .planning .phase
.were .met.
DIF: Cognitive .Level: .Understanding
.(Comprehension) .TOP: . Nursing .Process: .Nursing
.Intervention
MSC: . NCLEX: .Management .of .Care
3. A .5-year-old .child .with .type .1 .diabetes .mellitus .has .had .repeated .hospitalizations .for
.episodes .of .hyperglycemia. .The .parents .tell .the .nurse .that .they .can‘t .keep .track .of
.everything .that .has .to .be .done .to .care .for .their .child. .The .nurse .reviews .medications, .diet,
.and .symptom .management .with .the .parents .and .draws .up .a .daily .checklist .for .the .family
.to .use. .These
activities .are .completed .in .which .step .of .the .nursing .process?
a. Assessment
b. Planning
c. Implementation
d. Evaluation
, ANS: . C
The .implementation .phase .is .the .part .of .the .nursing .process .in .which .the .nurse .provides
.education, .drug .administration, .patient .care, .and .other .interventions .necessary .to .assist .the
.patient .in .accomplishing .established .medication .goals.
DIF: Cognitive .Level: .Understanding
.(Comprehension) .TOP: . Nursing .Process: .Nursing
.Intervention
MSC: . NCLEX: .Management .of .Care
4. The .nurse .is .preparing .to .administer .a .medication .and .reviews .the .patient‘s .chart .for
.drug .allergies, .serum .creatinine, .and .blood .urea .nitrogen .(BUN) .levels. .The .nurse‘s
.actions .are .reflective .of .which .phase .of .the .nursing .process?
a. Assessment
b. Evaluation
c. Implementation
d. Planning
ANS: . A
Assessment .involves .gathering .information .about .the .patient .and .the .drug, .including .any
.previous .use .of .the .drug.
DIF: Cognitive .Level: . Understanding .(Comprehension)
TOP: . Nursing .Process: .Assessment MSC: . NCLEX: .Management .of .Care
5. Which .assessment .is .categorized .as .objective .data?
a. A .list .of .herbal .supplements .regularly .used
b. Lab .values .associated .with .the .drugs .the .patient .is .taking
c. The .ages .and .relationship .to .the .patient .of .all .household .members
d. Usual .dietary .patterns .and .fNo o d .intake
ANS: . B
Objective .data .are .measured .and .detected .by .another .person .and .would .include .lab
.values. .The .other .examples .are .subjective .data.
DIF: Cognitive .Level: . Understanding .(Comprehension)
TOP: . Nursing .Process: .Assessment MSC: . NCLEX: .Management .of .Care
6. The .nurse .reviews .a .patient‘s .database .and .learns .that .the .patient .lives .alone, .is .forgetful,
.and .does .not .have .an .established .routine. .The .patient .will .be .sent .home .with .three .new
.medications .to .be .taken .at .different .times .of .the .day. .The .nurse .develops .a .daily
.medication .chart .and .enlists .a .family .member .to .put .the .patient‘s .pills .in .a .pill .organizer.
.This .is .an .example .of .which .phase .of .the .nursing .process?
a. Assessment
b. Evaluation
c. Implementation
d. Planning
ANS: . C
The .implementation .phase .involves .education .and .patient .care .in .order .to .assist .the .patient .to
accomplish .the .goals .of .treatment.
DIF: Cognitive .Level: .Applying .(Application)
.TOP: . Nursing .Process: .Nursing .Intervention
, MSC: . NCLEX: .Management .of .Care
7. A .patient .who .is .hospitalized .for .chronic .obstructive .pulmonary .disease .(COPD) .wants .to
.go .home. .The .nurse .and .the .patient .discuss .the .patient‘s .situation .and .decide .that .the
.patient .may .go .home .when .able .to .perform .self-care .without .dyspnea .and .hypoxia. .This .is
.an .example .of .which .phase .of .the .nursing .process?
a. Assessment
b. Evaluation
c. Implementation
d. Planning
ANS: . D
Planning .involves .goal .setting, .which, .for .this .patient, .means .being .able .to .perform .self-care
.activities .without .dyspnea .and .hypoxia.
DIF: Cognitive .Level: .Understanding .(Comprehension) TOP: . Nursing .Process:
.Planning .MSC: . NCLEX: .Management .of .Care
8. A .patient .will .be .sent .home .with .a .metered-dose .inhaler, .and .the .nurse .is .providing
.teaching. .Which .is .a .correctly .written .goal .for .this .process?
a. The .nurse .will .demonstrate .the .correct .use .of .a .metered-dose .inhaler .to .the .patient.
b. The .nurse .will .teach .the .patient .how .to .administer .medication .with .a .metered-
dose .inhaler.
c. The .patient .will .know .how .to .self-administer .the .medication .using
.the .metered-dose .inhaler.
d. The .patient .will .independently .administer .the .medication .using .the .metered-
dose .inhaler .at .the .end .of .the .session.
ANS: . D
Goals .must .be .patient-centered .and .clearly .state .the .outcome .with .a .reasonable .deadline .and
.should .identify .components .for .evaluation.
DIF: Cognitive .Level: .Applying .(Application) TOP: . Nursing .Process:
.Planning .MSC: . NCLEX: .Management .of .Care
9. The .nurse .is .developing .a .plan .of .care .for .a .patient .who .has .chronic .lung .disease .and
.hypoxia. .The .patient .has .been .admitted .for .increased .oxygen .needs .above .a .baseline .of .2
.L/min. .The .nurse .develops .a .goal .stating, .―The .patient .will .have .oxygen .saturations .of
.>95% .on .room .air .at .the .time .of .discharge .from .the .hospital.‖ .What .is .wrong .with .this
.goal?
a. It .cannot .be .evaluated.
b. It .is .not .measurable.
c. It .is .not .patient-centered.
d. It .is .not .realistic.
ANS: . D
This .goal .is .not .realistic .because .the .patient .is .not .usually .on .room .air .and .should .not .be
.expected .to .attain .that .goal .by .discharge .from .this .hospitalization.
DIF: Cognitive .Level: .Applying .(Application) TOP: . Nursing .Process:
.Planning .MSC: . NCLEX: .Management .of .Care
10. The .nurse .is .developing .a .teaching .plan .for .an .elderly .patient .who .will .begin .taking
.an .antihypertensive .drug .that .causes .dizziness .and .orthostatic .hypotension. .Which
