, Test Bank Pharmacology: A Patient-
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Centered Nursing Process Approach 12th Edition ISBN: 9780323793155 Jennifer Yeager, K
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
athleen DiMaggio, Linda McCuistion, Mary Winton
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Table of Content
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1. Clinical Judgment Management Model (CJMM) and the Nursing Process
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2. Drug Development and Ethical Considerations
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3. Pharmacokinetics and Pharmacodynamics
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4. Pharmacogenetics
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5. Complementary and Alternative Therapies
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6. Pediatric Considerations
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7. Drug Therapy in Older Adults
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8. Drugs in Substance Use Disorder
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9. Safety and Quality
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10. Drug Administration
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11. Drug Calculations
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12. Fluid Volume and Electrolytes
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13. Vitamin and Mineral Replacement
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14. Nutritional Support
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15. Adrenergic Agonists and Antagonists
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16. Cholinergic Agonists and Antagonists
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17. Stimulants
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18. Depressants
U/
19. Antiseizure Drugs
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20. Drugs for Parkinsonism and Alzheimer Disease
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21. Drugs for Neuromuscular Disorders and Muscle Spasms
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22. Antipsychotics and Anxiolytics
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23. Antidepressants and Mood Stabilizers
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24. Antiinflammatories
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25. Analgesics
U/
26. Penicillins, Other Beta-Lactams, and Cephalosporins
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27. Macrolides, Oxazolidinones, Lincosamides, Glycopeptides, Ketolides, and Lipopeptides
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28. Tetracyclines, Glycylcyclines, Aminoglycosides, and Fluoroquinolones
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29. Sulfonamides and Nitroimidazoles Antibiotics
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30. Antituberculars, Antifungals, and Antivirals
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31. Antimalarials, Anthelmintics, and Peptides
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32. HIV- and AIDS-Related Drugs
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33. Transplant Drugs
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34. Vaccines
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35. Anticancer Drugs
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36. Targeted Therapies to Treat Cancer
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37. Biologic Response Modifiers
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,38. Upper Respiratory Disorders
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39. Lower Respiratory Disorders
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40. Cardiac Glycosides, Antianginals, and Antidysrhythmics
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41. Diuretics
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42. Antihypertensives
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43. Anticoagulants, Antiplatelets, and Thrombolytics
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44. Antihyperlipidemics and Drugs to Improve Peripheral Blood Flow
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45. Gastrointestinal Tract Disorders
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46. Antiulcer Drugs
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47. Eye and Ear Disorders
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48. Dermatologic Disorders
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49. Pituitary, Thyroid, Parathyroid, and Adrenal Disorders
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50. Antidiabetics
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51. Urinary Disorders
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52. Pregnancy and Preterm Labor
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53. Labor, Delivery, and Postpartum
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54. Neonatal and Newborn
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55. Women’s Reproductive Health
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56. Men’s Reproductive Health
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57. Sexually Transmitted Infections
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58. Adult and Pediatric Emergency Drugs
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, Chapter 01: The Nursing Process and Patient-Centered Care
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McCuistion: Pharmacology: A Patient-Centered Nursing Process Approach, 12th Edition
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MULTIPLE CHOICE U/
1. All of the following would be considered subjective data, EXCEPT:
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a. Patient-reported health history U/ U/
b. Patient-reported signs and symptoms of their illness U/ U/ U/ U/ U/ U/
c. Financial barriers reported by the patient’s caregiver U/ U/ U/ U/ U/ U/
d. Vital signs obtained from the medical record
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ANS: D U/
Subjective data is based on what patients or family members communicate to the nurse. Patient-
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reported health history, signs and symptoms, and caregiver reported financial barriers would b
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
e considered subjective data. Vital signs obtained from the medical record would be considere
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d objective data.
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DIF: Cognitive Level: Understanding (Comprehension)
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TOP: Nursing Process: Planning MSC: NCLEX: Management of Client Care
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2. The nurse is using data collected to define a set of interventions to achieve the most desira
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ble outcomes. Which of the following steps is the nurse applying?
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a. Recognizing cues (assessment) U/ U/
b. Analyze cues & prioritize hypothesis (analysis) U/ U/ U/ U/ U/
c. Generate solutions (planning) U/ U/
d. Take action (nursing interventions)
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ANS: C U/
When generating solutions (planning), the nurse identifies expected outcomes and uses the pa
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tient’s problem(s) to define a set of interventions to achieve the most desirable outcomes. Rec
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ognizing cues (assessment) involves the gathering of cues (information) from the patient abou
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t their health and lifestyle practices, which are important facts that aid the nurse in making cli
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nical care decisions. Prioritizing hypothesis is used to organize and rank the patient problem(s)
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identified. Finally, taking action involves implementation of nursing interventions to accompli
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sh the expected outcomes.
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DIF:
Cognitive Level: Understanding (Comprehension) U/ U/ U/
TOP: Nursing Process: Nursing Intervention
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MSC: NCLEX: Management of Client Care
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3. A 5-year-
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old child with type 1 diabetes mellitus has had repeated hospitalizations for episodes of hyperg
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lycemia. The parents tell the nurse that they can’t keep track of everything that has to be don
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
e to care for their child. The nurse reviews medications, diet, and symptom management with t
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
he parents and draws up a daily checklist for the family to use. These activities are completed
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
in which step of the nursing process?
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a. Recognizing cues (assessment) U/ U/
b. Analyze cues & prioritize hypothesis (analysis) U/ U/ U/ U/ U/
U/ U/ U/ U/
Centered Nursing Process Approach 12th Edition ISBN: 9780323793155 Jennifer Yeager, K
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
athleen DiMaggio, Linda McCuistion, Mary Winton
U/ U/ U/ U/ U/
Table of Content
U/ U/
1. Clinical Judgment Management Model (CJMM) and the Nursing Process
U/ U/ U/ U/ U/ U/ U/ U/ U/
2. Drug Development and Ethical Considerations
U/ U/ U/ U/ U/
3. Pharmacokinetics and Pharmacodynamics
U/ U/ U/
4. Pharmacogenetics
U/
5. Complementary and Alternative Therapies
U/ U/ U/ U/
6. Pediatric Considerations
U/ U/
7. Drug Therapy in Older Adults
U/ U/ U/ U/ U/
8. Drugs in Substance Use Disorder
U/ U/ U/ U/ U/
9. Safety and Quality
U/ U/ U/
10. Drug Administration
U/ U/
11. Drug Calculations
U/ U/
12. Fluid Volume and Electrolytes
U/ U/ U/ U/
13. Vitamin and Mineral Replacement
U/ U/ U/ U/
14. Nutritional Support
U/ U/
15. Adrenergic Agonists and Antagonists
U/ U/ U/ U/
16. Cholinergic Agonists and Antagonists
U/ U/ U/ U/
17. Stimulants
U/
18. Depressants
U/
19. Antiseizure Drugs
U/ U/
20. Drugs for Parkinsonism and Alzheimer Disease
U/ U/ U/ U/ U/ U/
21. Drugs for Neuromuscular Disorders and Muscle Spasms
U/ U/ U/ U/ U/ U/ U/
22. Antipsychotics and Anxiolytics
U/ U/ U/
23. Antidepressants and Mood Stabilizers
U/ U/ U/ U/
24. Antiinflammatories
U/
25. Analgesics
U/
26. Penicillins, Other Beta-Lactams, and Cephalosporins
U/ U/ U/ U/ U/
27. Macrolides, Oxazolidinones, Lincosamides, Glycopeptides, Ketolides, and Lipopeptides
U/ U/ U/ U/ U/ U/ U/
28. Tetracyclines, Glycylcyclines, Aminoglycosides, and Fluoroquinolones
U/ U/ U/ U/ U/
29. Sulfonamides and Nitroimidazoles Antibiotics
U/ U/ U/ U/
30. Antituberculars, Antifungals, and Antivirals
U/ U/ U/ U/
31. Antimalarials, Anthelmintics, and Peptides
U/ U/ U/ U/
32. HIV- and AIDS-Related Drugs
U/ U/ U/ U/
33. Transplant Drugs
U/ U/
34. Vaccines
U/
35. Anticancer Drugs
U/ U/
36. Targeted Therapies to Treat Cancer
U/ U/ U/ U/ U/
37. Biologic Response Modifiers
U/ U/ U/
,38. Upper Respiratory Disorders
U/ U/ U/
39. Lower Respiratory Disorders
U/ U/ U/
40. Cardiac Glycosides, Antianginals, and Antidysrhythmics
U/ U/ U/ U/ U/
41. Diuretics
U/
42. Antihypertensives
U/
43. Anticoagulants, Antiplatelets, and Thrombolytics
U/ U/ U/ U/
44. Antihyperlipidemics and Drugs to Improve Peripheral Blood Flow
U/ U/ U/ U/ U/ U/ U/ U/
45. Gastrointestinal Tract Disorders
U/ U/ U/
46. Antiulcer Drugs
U/ U/
47. Eye and Ear Disorders
U/ U/ U/ U/
48. Dermatologic Disorders
U/ U/
49. Pituitary, Thyroid, Parathyroid, and Adrenal Disorders
U/ U/ U/ U/ U/ U/
50. Antidiabetics
U/
51. Urinary Disorders
U/ U/
52. Pregnancy and Preterm Labor
U/ U/ U/ U/
53. Labor, Delivery, and Postpartum
U/ U/ U/ U/
54. Neonatal and Newborn
U/ U/ U/
55. Women’s Reproductive Health
U/ U/ U/
56. Men’s Reproductive Health
U/ U/ U/
57. Sexually Transmitted Infections
U/ U/ U/
58. Adult and Pediatric Emergency Drugs
U/ U/ U/ U/ U/
, Chapter 01: The Nursing Process and Patient-Centered Care
U/ U/ U/ U/ U/ U/ U/
McCuistion: Pharmacology: A Patient-Centered Nursing Process Approach, 12th Edition
U/ U/ U/ U/ U/ U/ U/ U/
MULTIPLE CHOICE U/
1. All of the following would be considered subjective data, EXCEPT:
U/ U/ U/ U/ U/ U/ U/ U/ U/
a. Patient-reported health history U/ U/
b. Patient-reported signs and symptoms of their illness U/ U/ U/ U/ U/ U/
c. Financial barriers reported by the patient’s caregiver U/ U/ U/ U/ U/ U/
d. Vital signs obtained from the medical record
U/ U/ U/ U/ U/ U/
ANS: D U/
Subjective data is based on what patients or family members communicate to the nurse. Patient-
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
reported health history, signs and symptoms, and caregiver reported financial barriers would b
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
e considered subjective data. Vital signs obtained from the medical record would be considere
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
d objective data.
U/ U/
DIF: Cognitive Level: Understanding (Comprehension)
U/ U/ U/
TOP: Nursing Process: Planning MSC: NCLEX: Management of Client Care
U/ U/ U/ U/ U / U/ U/ U/ U/
2. The nurse is using data collected to define a set of interventions to achieve the most desira
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
ble outcomes. Which of the following steps is the nurse applying?
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
a. Recognizing cues (assessment) U/ U/
b. Analyze cues & prioritize hypothesis (analysis) U/ U/ U/ U/ U/
c. Generate solutions (planning) U/ U/
d. Take action (nursing interventions)
U/ U/ U/
ANS: C U/
When generating solutions (planning), the nurse identifies expected outcomes and uses the pa
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
tient’s problem(s) to define a set of interventions to achieve the most desirable outcomes. Rec
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
ognizing cues (assessment) involves the gathering of cues (information) from the patient abou
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
t their health and lifestyle practices, which are important facts that aid the nurse in making cli
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
nical care decisions. Prioritizing hypothesis is used to organize and rank the patient problem(s)
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
identified. Finally, taking action involves implementation of nursing interventions to accompli
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
sh the expected outcomes.
U/ U/ U/
DIF:
Cognitive Level: Understanding (Comprehension) U/ U/ U/
TOP: Nursing Process: Nursing Intervention
U/ U / U/ U/ U/
MSC: NCLEX: Management of Client Care
U / U/ U/ U/ U/
3. A 5-year-
U/
old child with type 1 diabetes mellitus has had repeated hospitalizations for episodes of hyperg
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
lycemia. The parents tell the nurse that they can’t keep track of everything that has to be don
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
e to care for their child. The nurse reviews medications, diet, and symptom management with t
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
he parents and draws up a daily checklist for the family to use. These activities are completed
U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/ U/
in which step of the nursing process?
U/ U/ U/ U/ U/ U/
a. Recognizing cues (assessment) U/ U/
b. Analyze cues & prioritize hypothesis (analysis) U/ U/ U/ U/ U/
