PHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK PHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK
2) A student nurse asks a nursing instructor why anatomy and physiology as well as
Pharmacology For Nurses A Pathophysiological microbiology are required courses when the student only wants to learn about
Approach 6th Edition Adams Test Bank pharmacology. What is the best response by the instructor?
1. "Because pharmacology is an outgrowth of those subjects."
2. "You must learn all, since all of those subjects are part of the curriculum."
Pharmacology for Nurses, 6e (Adams) 3. "Knowledge of all those subjects will prepare you to administer medication."
Chapter 1 Introduction to Pharmacology 4. "An understanding of those subjects is essential to understand pharmacology."
Answer: 4
1) A nurse is reviewing key events in the history of pharmacology with a student nurse. Which Explanation:
student comment indicates an understanding? 1. Pharmacology is an outgrowth of anatomy, physiology, and microbiology, but this is not
1. "Early researchers used themselves as test subjects." the most essential reason for the nurse to learn them.
2. "A primary goal of pharmacology is to prevent disease." 2. The nurse must learn anatomy, physiology, and microbiology to understand
3. "Penicillin is one of the initial drugs isolated from a natural source." pharmacology, not because they are part of the curriculum.
4. "Pharmacologists began synthesizing drugs in the laboratory in the nineteenth century." 3. Knowledge of anatomy, physiology, and microbiology prepares the nurse to understand
Answer: 1 pharmacology, not to provide care such as administration of medications.
Explanation: 4. It is essential for the nurse to have a broad knowledge base of many sciences in order to
1. Some early researchers, like Friedrich Serturner, used themselves as test subjects. learn pharmacology.
2. An early goal of pharmacology was to relieve human suffering. Page Ref: 3
3. Initial drugs isolated from complex mixtures included morphine, colchicine, curare, and Cognitive Level: Applying
cocaine, but not penicillin. Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
4. By the twentieth century, pharmacologists could synthesize drugs in the laboratory. Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of
Page Ref: 3 patient-centered care: patient/family/community preferences, values; coordination and
Cognitive Level: Applying integration of care; information, communication, and education; physical comfort and
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies emotional support; involvement of family and friends; and transition and continuity. | AACN
Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of Essential Competencies: I.7 Integrate the knowledge and methods of a variety of disciplines to
patient-centered care: patient/family/community preferences, values; coordination and inform decision making. | NLN Competencies: Knowledge and Science: Integration of
integration of care; information, co m mu n i c a t i on , a n d e du cat ion ; physical comfort and knowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process:
emotional support; involvement of family and friends; and transition and continuity. | AACN Implementation
Essential Competencies: I.7 Integrate the knowledge and methods of a variety of disciplines to Learning Outcome: 1-2 Explain the interdisciplinary nature of pharmacology, giving an example
inform decision making. | NLN Competencies: Knowledge and Science: Integration of of how knowledge from different sciences impacts the nurse's role in drug administration.
knowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process: MNL Learning Outcome: 1.1 Examine the relationship between medicine and pharmacology.
Evaluation
Learning Outcome: 1-1 Identify key events in the history of pharmacology.
MNL Learning Outcome: 1.1 Examine the relationship between medicine and pharmacology.
2
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,PHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK PHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK
3) A nurse is teaching a group of nurses about the differences between pharmacology and 4) A nurse administers a vaccine to a client. What is the nurse's best understanding as it
therapeutics. The nurse determines that learning has occurred when which statements are relates to the manufacture of a vaccine?
made? 1. The vaccine is produced by natural plant extracts in the laboratory.
Note: Credit will be given only if all correct choices and no incorrect choices are selected. Select 2. The vaccine is naturally produced in animal cells or microorganisms.
all that apply. 3. The vaccine is produced by a combination of animal and plant products.
1. "Pharmacology is the development of medicines." 4. The vaccine is most commonly synthesized in a laboratory.
2. "Pharmacology is the study of medicines." Answer: 2
3. "Therapeutics relates to drug use to treat suffering."
Explanation:
4. "Therapeutics is the study of drug interactions."
1. Vaccines are not produced by natural plant extracts.
5. "Pharmacology is the study of drugs to prevent disease."
2. Vaccines are naturally produced in animal cells, microorganisms, or by the body itself.
Answer: 2, 3, 5
3. Vaccines are not produced by a combination of animal and plant products.
Explanation:
4. Vaccines are not synthesized in a laboratory.
1. Pharmacology is not the development of medicines.
Page Ref: 4
2. Pharmacology is the study of medicines.
Cognitive Level: Applying
3. Therapeutics is the use of drugs in the treatment of suffering.
4. Therapeutics is not related to study of drug interactions. Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
5. Pharmacotherapy is the application of drugs for the purpose of disease prevention. Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
Page Ref: 4 processes. | AACN Essential Competencies: IX.3 Implement holistic, patient-centered care that
Cognitive Level: Applying reflects an understanding of human growth and development, pathophysiology, pharmacology,
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies medical management, and nursing management across the health-illness continuum, across
Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of lifespan, and in all healthcare settings. | NLN Competencies: Knowledge and Science:
patient-centered care: patient/family/community preferences, values; coordination and Integration of knowledge from nursing and other disciplines. | Nursing/Integrated Concepts:
integration of care; information, communication, and education; physical comfort and Nursing Process: Evaluation
emotional support; involvement of family and friends; and transition and continuity. | AACN Learning Outcome: 1-4 Compare and contrast traditional drugs, biologics, and complementary
Essential Competencies: I.7 Integrate the knowledge and methods of a variety of disciplines to and alternative medicine therapies.
inform decision making. | NLN Competencies: Knowledge and Science: Integration of MNL Learning Outcome: 1.1 Examine the relationship between medicine and pharmacology.
knowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process:
Evaluation
Learning Outcome: 1-3 Compare and contrast therapeutics and pharmacology.
MNL Learning Outcome: 1.1 Examine the relationship between medicine and pharmacology.
3 4
Copyright © 2020 Pearson Education, Inc. Copyright © 2020 Pearson Education, Inc.
,PHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK PHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK
5) An older client is admitted with gastrointestinal bleeding. The client says to the nurse, "I 6) A nurse teaches a student nurse about the pharmacological classification of drugs. The
don't understand this. All I did was take ibuprofen (Advil) for my arthritis." What is the nurse evaluates that learning has occurred when the student makes which response?
nurse's best response? 1. "An anti-anginal treats angina."
1. Review nonpharmacologic methods to relieve joint pain. 2. "A calcium channel blocker blocks heart calcium channels."
2. Encourage the client to substitute safer drugs, such as acetaminophen (Tylenol). 3. "An antihypertensive lowers blood pressure."
3. Remind the client to contact their healthcare provider before taking any over-the- 4. "An anticoagulant influences blood clotting."
counter (OTC) medications. Answer: 2
4. Teach the client about the side effects of ibuprofen (Advil). Explanation:
Answer: 4 1. To say that a drug treats angina addresses the therapeutic usefulness of the drug, not
Explanation: the pharmacological classification.
1. Reviewing nonpharmacologic methods to relieve joint pain is appropriate for this client, 2. The pharmacological classification addresses a drug's mechanism of action, or how a
but it's not the highest priority. It doesn't address the client's current concern about drug produces its effect in the body.
how ibuprofen may have increased the risk of having a GI bleed. 3. To say that a drug lowers blood pressure addresses the therapeutic usefulness of the
2. Substitution of other drugs may be beneficial, but this cannot be done in all situations. drug, not the pharmacological classification.
In addition, it doesn't address the client's current concern about how ibuprofen may 4. To say that a drug influences blood clotting addresses the therapeutic usefulness of the
have increased the risk of having a GI bleed. drug, not the pharmacological classification.
3. It is not a realistic plan to expect clients to contact their physician prior to taking any Page Ref: 5
over-the-counter (OTC) medication. In addition, it doesn't address the client's current Cognitive Level: Applying
concern about how ibuprofen may have increased the risk of having a GI bleed. Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
4. It is essential for the nurse to teach clients about the advantages, and the disadvantages Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
(including side effects), of all medications and supplements the client is taking. processes. | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a
Page Ref: 6 variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science:
Cognitive Level: Applying Integration of knowledge from nursing and other disciplines. | Nursing/Integrated Concepts:
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Nursing Process: Evaluation
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and Learning Outcome: 1-5 Explain the basis for placing drugs into therapeutic and pharmacologic
processes. | AACN Essential Competencies: II.7 Promote factors that create a culture of safety classes.
and caring. | NLN Competencies: Context and Environment: Health promotion/disease MNL Learning Outcome: 1.2 Identify how drugs are named and classified.
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.
5 6
Copyright © 2020 Pearson Education, Inc. Copyright © 2020 Pearson Education, Inc.
, PHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK PHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK
7) A nurse is providing medication education to a client with hypertension. The nurse teaches Nursing Process: Implementation
the client that the healthcare provider ordered a diuretic to decrease the amount of fluid in Learning Outcome: 1-6 Discuss the prototype approach to drug classification.
the client's body. Which statement best describes the nurse's instruction? MNL Learning Outcome: 1.2 Identify how drugs are named and classified.
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 Identify how drugs are named and 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:
8
7 Copyright © 2020 Pearson Education, Inc.
Copyright © 2020 Pearson Education, Inc.
2) A student nurse asks a nursing instructor why anatomy and physiology as well as
Pharmacology For Nurses A Pathophysiological microbiology are required courses when the student only wants to learn about
Approach 6th Edition Adams Test Bank pharmacology. What is the best response by the instructor?
1. "Because pharmacology is an outgrowth of those subjects."
2. "You must learn all, since all of those subjects are part of the curriculum."
Pharmacology for Nurses, 6e (Adams) 3. "Knowledge of all those subjects will prepare you to administer medication."
Chapter 1 Introduction to Pharmacology 4. "An understanding of those subjects is essential to understand pharmacology."
Answer: 4
1) A nurse is reviewing key events in the history of pharmacology with a student nurse. Which Explanation:
student comment indicates an understanding? 1. Pharmacology is an outgrowth of anatomy, physiology, and microbiology, but this is not
1. "Early researchers used themselves as test subjects." the most essential reason for the nurse to learn them.
2. "A primary goal of pharmacology is to prevent disease." 2. The nurse must learn anatomy, physiology, and microbiology to understand
3. "Penicillin is one of the initial drugs isolated from a natural source." pharmacology, not because they are part of the curriculum.
4. "Pharmacologists began synthesizing drugs in the laboratory in the nineteenth century." 3. Knowledge of anatomy, physiology, and microbiology prepares the nurse to understand
Answer: 1 pharmacology, not to provide care such as administration of medications.
Explanation: 4. It is essential for the nurse to have a broad knowledge base of many sciences in order to
1. Some early researchers, like Friedrich Serturner, used themselves as test subjects. learn pharmacology.
2. An early goal of pharmacology was to relieve human suffering. Page Ref: 3
3. Initial drugs isolated from complex mixtures included morphine, colchicine, curare, and Cognitive Level: Applying
cocaine, but not penicillin. Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
4. By the twentieth century, pharmacologists could synthesize drugs in the laboratory. Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of
Page Ref: 3 patient-centered care: patient/family/community preferences, values; coordination and
Cognitive Level: Applying integration of care; information, communication, and education; physical comfort and
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies emotional support; involvement of family and friends; and transition and continuity. | AACN
Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of Essential Competencies: I.7 Integrate the knowledge and methods of a variety of disciplines to
patient-centered care: patient/family/community preferences, values; coordination and inform decision making. | NLN Competencies: Knowledge and Science: Integration of
integration of care; information, co m mu n i c a t i on , a n d e du cat ion ; physical comfort and knowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process:
emotional support; involvement of family and friends; and transition and continuity. | AACN Implementation
Essential Competencies: I.7 Integrate the knowledge and methods of a variety of disciplines to Learning Outcome: 1-2 Explain the interdisciplinary nature of pharmacology, giving an example
inform decision making. | NLN Competencies: Knowledge and Science: Integration of of how knowledge from different sciences impacts the nurse's role in drug administration.
knowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process: MNL Learning Outcome: 1.1 Examine the relationship between medicine and pharmacology.
Evaluation
Learning Outcome: 1-1 Identify key events in the history of pharmacology.
MNL Learning Outcome: 1.1 Examine the relationship between medicine and pharmacology.
2
Copyright © 2020 Pearson Education, Inc.
,PHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK PHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK
3) A nurse is teaching a group of nurses about the differences between pharmacology and 4) A nurse administers a vaccine to a client. What is the nurse's best understanding as it
therapeutics. The nurse determines that learning has occurred when which statements are relates to the manufacture of a vaccine?
made? 1. The vaccine is produced by natural plant extracts in the laboratory.
Note: Credit will be given only if all correct choices and no incorrect choices are selected. Select 2. The vaccine is naturally produced in animal cells or microorganisms.
all that apply. 3. The vaccine is produced by a combination of animal and plant products.
1. "Pharmacology is the development of medicines." 4. The vaccine is most commonly synthesized in a laboratory.
2. "Pharmacology is the study of medicines." Answer: 2
3. "Therapeutics relates to drug use to treat suffering."
Explanation:
4. "Therapeutics is the study of drug interactions."
1. Vaccines are not produced by natural plant extracts.
5. "Pharmacology is the study of drugs to prevent disease."
2. Vaccines are naturally produced in animal cells, microorganisms, or by the body itself.
Answer: 2, 3, 5
3. Vaccines are not produced by a combination of animal and plant products.
Explanation:
4. Vaccines are not synthesized in a laboratory.
1. Pharmacology is not the development of medicines.
Page Ref: 4
2. Pharmacology is the study of medicines.
Cognitive Level: Applying
3. Therapeutics is the use of drugs in the treatment of suffering.
4. Therapeutics is not related to study of drug interactions. Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
5. Pharmacotherapy is the application of drugs for the purpose of disease prevention. Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
Page Ref: 4 processes. | AACN Essential Competencies: IX.3 Implement holistic, patient-centered care that
Cognitive Level: Applying reflects an understanding of human growth and development, pathophysiology, pharmacology,
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies medical management, and nursing management across the health-illness continuum, across
Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of lifespan, and in all healthcare settings. | NLN Competencies: Knowledge and Science:
patient-centered care: patient/family/community preferences, values; coordination and Integration of knowledge from nursing and other disciplines. | Nursing/Integrated Concepts:
integration of care; information, communication, and education; physical comfort and Nursing Process: Evaluation
emotional support; involvement of family and friends; and transition and continuity. | AACN Learning Outcome: 1-4 Compare and contrast traditional drugs, biologics, and complementary
Essential Competencies: I.7 Integrate the knowledge and methods of a variety of disciplines to and alternative medicine therapies.
inform decision making. | NLN Competencies: Knowledge and Science: Integration of MNL Learning Outcome: 1.1 Examine the relationship between medicine and pharmacology.
knowledge from nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process:
Evaluation
Learning Outcome: 1-3 Compare and contrast therapeutics and pharmacology.
MNL Learning Outcome: 1.1 Examine the relationship between medicine and pharmacology.
3 4
Copyright © 2020 Pearson Education, Inc. Copyright © 2020 Pearson Education, Inc.
,PHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK PHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK
5) An older client is admitted with gastrointestinal bleeding. The client says to the nurse, "I 6) A nurse teaches a student nurse about the pharmacological classification of drugs. The
don't understand this. All I did was take ibuprofen (Advil) for my arthritis." What is the nurse evaluates that learning has occurred when the student makes which response?
nurse's best response? 1. "An anti-anginal treats angina."
1. Review nonpharmacologic methods to relieve joint pain. 2. "A calcium channel blocker blocks heart calcium channels."
2. Encourage the client to substitute safer drugs, such as acetaminophen (Tylenol). 3. "An antihypertensive lowers blood pressure."
3. Remind the client to contact their healthcare provider before taking any over-the- 4. "An anticoagulant influences blood clotting."
counter (OTC) medications. Answer: 2
4. Teach the client about the side effects of ibuprofen (Advil). Explanation:
Answer: 4 1. To say that a drug treats angina addresses the therapeutic usefulness of the drug, not
Explanation: the pharmacological classification.
1. Reviewing nonpharmacologic methods to relieve joint pain is appropriate for this client, 2. The pharmacological classification addresses a drug's mechanism of action, or how a
but it's not the highest priority. It doesn't address the client's current concern about drug produces its effect in the body.
how ibuprofen may have increased the risk of having a GI bleed. 3. To say that a drug lowers blood pressure addresses the therapeutic usefulness of the
2. Substitution of other drugs may be beneficial, but this cannot be done in all situations. drug, not the pharmacological classification.
In addition, it doesn't address the client's current concern about how ibuprofen may 4. To say that a drug influences blood clotting addresses the therapeutic usefulness of the
have increased the risk of having a GI bleed. drug, not the pharmacological classification.
3. It is not a realistic plan to expect clients to contact their physician prior to taking any Page Ref: 5
over-the-counter (OTC) medication. In addition, it doesn't address the client's current Cognitive Level: Applying
concern about how ibuprofen may have increased the risk of having a GI bleed. Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
4. It is essential for the nurse to teach clients about the advantages, and the disadvantages Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
(including side effects), of all medications and supplements the client is taking. processes. | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a
Page Ref: 6 variety of disciplines to inform decision making. | NLN Competencies: Knowledge and Science:
Cognitive Level: Applying Integration of knowledge from nursing and other disciplines. | Nursing/Integrated Concepts:
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Nursing Process: Evaluation
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and Learning Outcome: 1-5 Explain the basis for placing drugs into therapeutic and pharmacologic
processes. | AACN Essential Competencies: II.7 Promote factors that create a culture of safety classes.
and caring. | NLN Competencies: Context and Environment: Health promotion/disease MNL Learning Outcome: 1.2 Identify how drugs are named and classified.
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.
5 6
Copyright © 2020 Pearson Education, Inc. Copyright © 2020 Pearson Education, Inc.
, PHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK PHARMACOLOGY FOR NURSES A PATHOPHYSIOLOGICAL APPROACH 6TH EDITION ADAMS TEST BANK
7) A nurse is providing medication education to a client with hypertension. The nurse teaches Nursing Process: Implementation
the client that the healthcare provider ordered a diuretic to decrease the amount of fluid in Learning Outcome: 1-6 Discuss the prototype approach to drug classification.
the client's body. Which statement best describes the nurse's instruction? MNL Learning Outcome: 1.2 Identify how drugs are named and classified.
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 Identify how drugs are named and 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:
8
7 Copyright © 2020 Pearson Education, Inc.
Copyright © 2020 Pearson Education, Inc.
