TEST BANK nn
PHARMACOLOGY nnFOR nnCANADIAN nnHEALTH nnCARE nnPRACTICE
LINDA nnLANE nnLILLEY, nnJULIE nnS. nnSNYDER nnAND nnSHELLY nnRAINFORTH nnCOLLINS
3rd Edition
nn
TESTBANK n
,Chapter 01: Nursing Practice in Canada and Drug Therapy
nn nn nn nn nn nn nn nn
Lilley: Pharmacology for Canadian Health Care Practice, 3rd Canadian Edition
nn nn nn nn nn nn nn nn nn
MULTIPLE nnCHOICE
1. Which nnis nna nnjudgement nnabout nna nnparticular nnpatient‘s nnpotential
need nnor nnproblem?
nn
a. A nngoal
b. An nnassessment
c. Subjective nndata
d. A nnnursing nndiagnosis
ANS: nn D
Nursing nndiagnosis nnis nnthe nnphase nnof nnthe nnnursing nnprocess nnduring nnwhich
a nnclinical nnjudgement nnis nnmade nnabout nnhow nna nnpatient nnresponds nnto nnheath nnconditions nnand
nnlife nnprocesses nnor nnvulnerability nnforthat nnresponse.
DIF: Cognitive nnLevel: nnKnowledge REF: nn p. nn11
2. The nnpatient nnis nnto nnreceive nnoral nnfurosemide nn(Lasix) nnevery nnday; nnhowever, nnbecause
nnthe nnpatient nnis nnunable nnto nnswallow, nnhe nncannot nntake nnmedication nnorally, nnas nnordered.
nnThe nnnurse nnneeds nnto nncontact nnthe nnphysician. nnWhat nntype nnof nnproblem nnis nnthis?
a. A nn―right nntime‖ nnproblem
b. A nn ―right nn dose‖ nnproblem
c. A nn―right nnroute‖ nnproblem
d. A nn―right nnmedication‖ nnproblem
ANS: n n C
This nnis nna nn―right nnroute‖ nnproblem: nnthe nnnurse nncannot nnassume nnthe nnroute nnand nnmust nnclarify nnthe
nnroute
with nnthe nnprescriber. nnThis nnis nnnot nna nn―right nntime‖ nnproblem nnbecause nnthe nnordered nnfrequency
nnhas nnnot nnchanged. nnThis nnis nnnot nna nn―right nndose‖ nnproblem nnbecause nnthe nndose nnis nnnot
nnrelated nnto nnan nninability nnto nnswallow. nnThis nnis nnnot nna nn―right nnmedication‖ nnproblem
nnbecause nnthe nnmedication nnordered nnwill nnnot nnchange, nnjust nnthe nnroute.
DIF: Cognitive nnLevel: nnApplication REF: n n p. nn14
3. The nnnurse nnhas nnbeen nnmonitoring nnthe nnpatient‘s nnprogress nnon nnhis nnnew nndrug nnregimen
nnsince nnthe nnfirst nndose nnand nnhas nnbeen nndocumenting nnsigns nnof nnpossible nnadverse nneffects.
nnWhat nnnursing nnprocess nnphase nnis nnthe nnnurse nnpractising?
a. Planning
b. Evaluation
c. Implementation
d. Nursing nndiagnosis
ANS: nn B
Monitoring nnthe nnpatient‘s nnprogress nnis nnpart nnof nnthe nnevaluation nnphase. nnPlanning,
nnimplementation, nnand nnnursing nndiagnosis nnare nnnot nnillustrated nnby nnthis nnexample.
DIF: Cognitive nnLevel: nnApplication REF: nn p. nn19
,4. The nnnurse nnis nncaring nnfor nna nnpatient nnwho nnhas nnbeen nnnewly nndiagnosed nnwith nntype nn1
nndiabetes nnmellitus. nnWhich nnstatement nnbest nnillustrates nnan nnoutcome nncriterion nnfor nnthis
nnpatient?
a. The nnpatient nnwill nnfollow nninstructions.
b. The nnpatient nnwill nnnot nnexperience nncomplications.
c. The nnpatient nnadheres nnto nnthe nnnew nninsulin nntreatment nnregimen.
d. The nnpatient nndemonstrates nnsafe nninsulin nnself-administration nntechnique.
ANS: nn D
Having nnthe nnpatient nndemonstrate nnsafe nninsulin nnself-administration nntechnique nnis nna
nnspecific nnand nnmeasurable nnoutcome nncriterion. nnFollowing nninstructions nnand nnavoiding
nncomplications nnare nnnot nnspecific nncriteria. nnAdherence nnto nnthe nnnew nninsulin nntreatment
nnregimen nnis nnnot nnobjective nnand nnwould nnbe nndifficult nnto nnmeasure.
DIF: Cognitive nnLevel: nnApplication REF: nn p. nn13
5. Which nnactivity nnbest nnreflects nnthe nnimplementation nnphase nnof nnthe nnnursing nnprocess nnfor
the nnpatient nnwho nnis nnnewly nndiagnosed nnwith nntype nn1 nndiabetes nnmellitus?
nn
a. Providing nneducation nnregarding nnself-injection nntechnique
b. Setting nngoals nnand nnoutcome nncriteria nnwith nnthe nnpatient‘s nninput
c. Recording nna nnhistory nnof nnover-the-counter nnmedications nnused nnat nnhome
d. Formulating nnnursing nndiagnoses nnregarding nnknowledge nndeficits nnrelated nnto
nnthe nnnew nntreatment nnregimen
ANS: nn A
Education nnis nnan nnintervention nnthat nnoccurs nnduring nnthe nnimplementation nnphase. nnSetting
nngoals nnand nnoutcome nncriteria nnreflects nnthe nnplanning nnphase. nnRecording nna nndrug nnhistory
nnreflects nnthe nnassessment nnphase. nnFormulating nnnursing nndiagnoses nnregarding nna nnknowledge
nndeficit nnreflects nnanalysis nnof nndata nnas nnpart nnof nnthe nnplanning nnphase.N
DIF: Cognitive nnLevel: nnAnalysis REF: nn p. nn8 nn| nnp. nn13
6. The nnnurse nnis nnworking nnduring nna nnvery nnbusy nnnight nnshift, nnand nnthe nnhealth nncare
nnprovider nnhas nnjust nngiven nnthe nnnurse nna nnmedication nnorder nnover nnthe nntelephone, nnbut nnthe
nnnurse nndoes nnnot nnrecall nnthe nnroute. nnWhat nnis nnthe nnbest nnway nnfor nnthe nnnurse nnto nnavoid
nnmedication nnerrors?
a. Recopy nnthe nnorder nnneatly nnon nnthe nnorder nnsheet, nnwith nnthe nnmost nncommon nnroute nnindicated
b. Consult nnwith nnthe nnpharmacist nnfor nnclarification nnabout nnthe nnmost nncommon nnroute
c. Call nnthe nnhealth nncare nnprovider nnto nnclarify nnthe nnroute nnof nnadministration
d. Withhold nnthe nndrug nnuntil nnthe nnhealth nncare nnprovider nnvisits nnthe nnpatient
ANS: nn C
If nna nnmedication nnorder nndoes nnnot nninclude nnthe nnroute, nnthe nnnurse nnmust nnask nnthe nnhealth
nncare nnprovider nnto nnclarify nnit. nnNever nnassume nnthe nnroute nnof nnadministration.
DIF: Cognitive nnLevel: nnApplication nn| nnCognitive nnLevel: nnAnalysis nn REF: n n p. nn17
7. Which nnconstitutes nnthe nntraditional nnFive nnRights nnof nnmedication nnadministration?
a. Right nndrug, nnright nnroute, nnright nndose, nnright nntime, nnand nnright nnpatient
b. Right nndrug, nnthe nnright nneffect, nnthe nnright nnroute, nnthe nnright nntime, nnand nnthe nnright nnpatient
c. Right nnpatient, nnright nnstrength, nnright nndiagnosis, nnright nndrug, nnand nnright nnroute
d. Right nnpatient, nnright nndiagnosis, nnright nndrug, nnright nnroute, nnand nnright nntime
ANS: nn A
, The nntraditional nnFive nnRights nnof nnmedication nnadministration nnwere nnconsidered nnto nnbe
nnRight nndrug, nnRight nnroute, nnRight nndose, nnRight nntime, nnand nnRight nnpatient. nnRight nneffect,
nnright nnstrength, nnand nnright nndiagnosis nnare nnnot nnpart nnof nnthe nntraditional nnFive nnRights.
DIF: n n n n Cognitive nnLevel: nnComprehension n n n n n n REF: n n p. nn13
8. What nncorrectly nndescribes nn the nnnursing nnprocess?
a. Diagnosing, nnplanning, nnassessing, nnimplementing, nnand nnfinally nnevaluating
b. Assessing, nnthen nndiagnosing, nnimplementing, nnand nnending nnwith nnevaluating
c. A nnlinear nndirection nnthat nnbegins nnwith nnassessing nnand nncontinues nnthrough
nn diagnosing, nnplanning, nnand nnfinally nnimplementing
d. An nnongoing nnprocess nnthat nnbegins nnwith nnassessing nnand nncontinues nnwith
nn diagnosing, nnplanning, nnimplementing, nnand nnevaluating
ANS: nn D
The nnnursing nnprocess nnis nnan nnongoing, nnflexible, nnadaptable, nnand nnadjustable nnfive-step
nnprocess nnthat nnbegins nnwith nnassessing nnand nncontinues nnthrough nndiagnosing, nnplanning,
nnimplementing, nnand nnfinally nnevaluating, nnwhich nnmay nnthen nnlead nnback nnto nnany nnof nnthe
nnother nnphases.
DIF: Cognitive nnLevel: nnApplication REF: nn p. nn8
9. When nnthe nnnurse nnis nnconsidering nnthe nntiming nnof nna nndrug nndose, nnwhich nnis nnmost nnimportant nnto
nn assess?
a. The nnpatient‘s nnidentification
b. The nnpatient‘s nnweight
c. The nnpatient‘s nnlast nnmeal
d. Any nndrug nnor nnfood nnallergies
ANS: n n C
The nnpharmacokinetic nnand nn pharmacodynamic nnproperties nnof nnthe nndrug nnneed nnto nnbe nnassessed
nnwith
regard nnto nnany nndrug–food nninteractions nnor nncompatibility nnissues. nnThe nnpatient‘s
nnidentification, nnweight, nnand nndrug nnor nnfood nnallergies nnare nnnot nnaffected nnby nnthe nndrug‘s
nntiming.
DIF: Cognitive nnLevel: nnApplication REF: nn p. nn17
10. The nnnurse nnis nnwriting nnnursing nndiagnoses nnfor nna nnplan nnof nncare. nnWhich nnreflects nnthe nncorrect
nn format nnfor nnher nnnursing nndiagnosis?
a. Anxiety
b. Anxiety nnrelated nnto nnnew nndrug nntherapy
c. Anxiety nnrelated nnto nnanxious nnfeelings nnabout nndrug nntherapy, nnas nnevidenced nnby
statements nnsuch nnas nn―I‘m nnupset nnabout nnhaving nnto nngive nnmyself nnshots‖
nn
d. Anxiety nnrelated nnto nnnew nndrug nntherapy, nnas nnevidenced nnby nnstatements nnsuch nnas
―I‘m nnupset nnabout nnhaving nnto nngive nnmyself nnshots‖
nn
ANS: nn D
PHARMACOLOGY nnFOR nnCANADIAN nnHEALTH nnCARE nnPRACTICE
LINDA nnLANE nnLILLEY, nnJULIE nnS. nnSNYDER nnAND nnSHELLY nnRAINFORTH nnCOLLINS
3rd Edition
nn
TESTBANK n
,Chapter 01: Nursing Practice in Canada and Drug Therapy
nn nn nn nn nn nn nn nn
Lilley: Pharmacology for Canadian Health Care Practice, 3rd Canadian Edition
nn nn nn nn nn nn nn nn nn
MULTIPLE nnCHOICE
1. Which nnis nna nnjudgement nnabout nna nnparticular nnpatient‘s nnpotential
need nnor nnproblem?
nn
a. A nngoal
b. An nnassessment
c. Subjective nndata
d. A nnnursing nndiagnosis
ANS: nn D
Nursing nndiagnosis nnis nnthe nnphase nnof nnthe nnnursing nnprocess nnduring nnwhich
a nnclinical nnjudgement nnis nnmade nnabout nnhow nna nnpatient nnresponds nnto nnheath nnconditions nnand
nnlife nnprocesses nnor nnvulnerability nnforthat nnresponse.
DIF: Cognitive nnLevel: nnKnowledge REF: nn p. nn11
2. The nnpatient nnis nnto nnreceive nnoral nnfurosemide nn(Lasix) nnevery nnday; nnhowever, nnbecause
nnthe nnpatient nnis nnunable nnto nnswallow, nnhe nncannot nntake nnmedication nnorally, nnas nnordered.
nnThe nnnurse nnneeds nnto nncontact nnthe nnphysician. nnWhat nntype nnof nnproblem nnis nnthis?
a. A nn―right nntime‖ nnproblem
b. A nn ―right nn dose‖ nnproblem
c. A nn―right nnroute‖ nnproblem
d. A nn―right nnmedication‖ nnproblem
ANS: n n C
This nnis nna nn―right nnroute‖ nnproblem: nnthe nnnurse nncannot nnassume nnthe nnroute nnand nnmust nnclarify nnthe
nnroute
with nnthe nnprescriber. nnThis nnis nnnot nna nn―right nntime‖ nnproblem nnbecause nnthe nnordered nnfrequency
nnhas nnnot nnchanged. nnThis nnis nnnot nna nn―right nndose‖ nnproblem nnbecause nnthe nndose nnis nnnot
nnrelated nnto nnan nninability nnto nnswallow. nnThis nnis nnnot nna nn―right nnmedication‖ nnproblem
nnbecause nnthe nnmedication nnordered nnwill nnnot nnchange, nnjust nnthe nnroute.
DIF: Cognitive nnLevel: nnApplication REF: n n p. nn14
3. The nnnurse nnhas nnbeen nnmonitoring nnthe nnpatient‘s nnprogress nnon nnhis nnnew nndrug nnregimen
nnsince nnthe nnfirst nndose nnand nnhas nnbeen nndocumenting nnsigns nnof nnpossible nnadverse nneffects.
nnWhat nnnursing nnprocess nnphase nnis nnthe nnnurse nnpractising?
a. Planning
b. Evaluation
c. Implementation
d. Nursing nndiagnosis
ANS: nn B
Monitoring nnthe nnpatient‘s nnprogress nnis nnpart nnof nnthe nnevaluation nnphase. nnPlanning,
nnimplementation, nnand nnnursing nndiagnosis nnare nnnot nnillustrated nnby nnthis nnexample.
DIF: Cognitive nnLevel: nnApplication REF: nn p. nn19
,4. The nnnurse nnis nncaring nnfor nna nnpatient nnwho nnhas nnbeen nnnewly nndiagnosed nnwith nntype nn1
nndiabetes nnmellitus. nnWhich nnstatement nnbest nnillustrates nnan nnoutcome nncriterion nnfor nnthis
nnpatient?
a. The nnpatient nnwill nnfollow nninstructions.
b. The nnpatient nnwill nnnot nnexperience nncomplications.
c. The nnpatient nnadheres nnto nnthe nnnew nninsulin nntreatment nnregimen.
d. The nnpatient nndemonstrates nnsafe nninsulin nnself-administration nntechnique.
ANS: nn D
Having nnthe nnpatient nndemonstrate nnsafe nninsulin nnself-administration nntechnique nnis nna
nnspecific nnand nnmeasurable nnoutcome nncriterion. nnFollowing nninstructions nnand nnavoiding
nncomplications nnare nnnot nnspecific nncriteria. nnAdherence nnto nnthe nnnew nninsulin nntreatment
nnregimen nnis nnnot nnobjective nnand nnwould nnbe nndifficult nnto nnmeasure.
DIF: Cognitive nnLevel: nnApplication REF: nn p. nn13
5. Which nnactivity nnbest nnreflects nnthe nnimplementation nnphase nnof nnthe nnnursing nnprocess nnfor
the nnpatient nnwho nnis nnnewly nndiagnosed nnwith nntype nn1 nndiabetes nnmellitus?
nn
a. Providing nneducation nnregarding nnself-injection nntechnique
b. Setting nngoals nnand nnoutcome nncriteria nnwith nnthe nnpatient‘s nninput
c. Recording nna nnhistory nnof nnover-the-counter nnmedications nnused nnat nnhome
d. Formulating nnnursing nndiagnoses nnregarding nnknowledge nndeficits nnrelated nnto
nnthe nnnew nntreatment nnregimen
ANS: nn A
Education nnis nnan nnintervention nnthat nnoccurs nnduring nnthe nnimplementation nnphase. nnSetting
nngoals nnand nnoutcome nncriteria nnreflects nnthe nnplanning nnphase. nnRecording nna nndrug nnhistory
nnreflects nnthe nnassessment nnphase. nnFormulating nnnursing nndiagnoses nnregarding nna nnknowledge
nndeficit nnreflects nnanalysis nnof nndata nnas nnpart nnof nnthe nnplanning nnphase.N
DIF: Cognitive nnLevel: nnAnalysis REF: nn p. nn8 nn| nnp. nn13
6. The nnnurse nnis nnworking nnduring nna nnvery nnbusy nnnight nnshift, nnand nnthe nnhealth nncare
nnprovider nnhas nnjust nngiven nnthe nnnurse nna nnmedication nnorder nnover nnthe nntelephone, nnbut nnthe
nnnurse nndoes nnnot nnrecall nnthe nnroute. nnWhat nnis nnthe nnbest nnway nnfor nnthe nnnurse nnto nnavoid
nnmedication nnerrors?
a. Recopy nnthe nnorder nnneatly nnon nnthe nnorder nnsheet, nnwith nnthe nnmost nncommon nnroute nnindicated
b. Consult nnwith nnthe nnpharmacist nnfor nnclarification nnabout nnthe nnmost nncommon nnroute
c. Call nnthe nnhealth nncare nnprovider nnto nnclarify nnthe nnroute nnof nnadministration
d. Withhold nnthe nndrug nnuntil nnthe nnhealth nncare nnprovider nnvisits nnthe nnpatient
ANS: nn C
If nna nnmedication nnorder nndoes nnnot nninclude nnthe nnroute, nnthe nnnurse nnmust nnask nnthe nnhealth
nncare nnprovider nnto nnclarify nnit. nnNever nnassume nnthe nnroute nnof nnadministration.
DIF: Cognitive nnLevel: nnApplication nn| nnCognitive nnLevel: nnAnalysis nn REF: n n p. nn17
7. Which nnconstitutes nnthe nntraditional nnFive nnRights nnof nnmedication nnadministration?
a. Right nndrug, nnright nnroute, nnright nndose, nnright nntime, nnand nnright nnpatient
b. Right nndrug, nnthe nnright nneffect, nnthe nnright nnroute, nnthe nnright nntime, nnand nnthe nnright nnpatient
c. Right nnpatient, nnright nnstrength, nnright nndiagnosis, nnright nndrug, nnand nnright nnroute
d. Right nnpatient, nnright nndiagnosis, nnright nndrug, nnright nnroute, nnand nnright nntime
ANS: nn A
, The nntraditional nnFive nnRights nnof nnmedication nnadministration nnwere nnconsidered nnto nnbe
nnRight nndrug, nnRight nnroute, nnRight nndose, nnRight nntime, nnand nnRight nnpatient. nnRight nneffect,
nnright nnstrength, nnand nnright nndiagnosis nnare nnnot nnpart nnof nnthe nntraditional nnFive nnRights.
DIF: n n n n Cognitive nnLevel: nnComprehension n n n n n n REF: n n p. nn13
8. What nncorrectly nndescribes nn the nnnursing nnprocess?
a. Diagnosing, nnplanning, nnassessing, nnimplementing, nnand nnfinally nnevaluating
b. Assessing, nnthen nndiagnosing, nnimplementing, nnand nnending nnwith nnevaluating
c. A nnlinear nndirection nnthat nnbegins nnwith nnassessing nnand nncontinues nnthrough
nn diagnosing, nnplanning, nnand nnfinally nnimplementing
d. An nnongoing nnprocess nnthat nnbegins nnwith nnassessing nnand nncontinues nnwith
nn diagnosing, nnplanning, nnimplementing, nnand nnevaluating
ANS: nn D
The nnnursing nnprocess nnis nnan nnongoing, nnflexible, nnadaptable, nnand nnadjustable nnfive-step
nnprocess nnthat nnbegins nnwith nnassessing nnand nncontinues nnthrough nndiagnosing, nnplanning,
nnimplementing, nnand nnfinally nnevaluating, nnwhich nnmay nnthen nnlead nnback nnto nnany nnof nnthe
nnother nnphases.
DIF: Cognitive nnLevel: nnApplication REF: nn p. nn8
9. When nnthe nnnurse nnis nnconsidering nnthe nntiming nnof nna nndrug nndose, nnwhich nnis nnmost nnimportant nnto
nn assess?
a. The nnpatient‘s nnidentification
b. The nnpatient‘s nnweight
c. The nnpatient‘s nnlast nnmeal
d. Any nndrug nnor nnfood nnallergies
ANS: n n C
The nnpharmacokinetic nnand nn pharmacodynamic nnproperties nnof nnthe nndrug nnneed nnto nnbe nnassessed
nnwith
regard nnto nnany nndrug–food nninteractions nnor nncompatibility nnissues. nnThe nnpatient‘s
nnidentification, nnweight, nnand nndrug nnor nnfood nnallergies nnare nnnot nnaffected nnby nnthe nndrug‘s
nntiming.
DIF: Cognitive nnLevel: nnApplication REF: nn p. nn17
10. The nnnurse nnis nnwriting nnnursing nndiagnoses nnfor nna nnplan nnof nncare. nnWhich nnreflects nnthe nncorrect
nn format nnfor nnher nnnursing nndiagnosis?
a. Anxiety
b. Anxiety nnrelated nnto nnnew nndrug nntherapy
c. Anxiety nnrelated nnto nnanxious nnfeelings nnabout nndrug nntherapy, nnas nnevidenced nnby
statements nnsuch nnas nn―I‘m nnupset nnabout nnhaving nnto nngive nnmyself nnshots‖
nn
d. Anxiety nnrelated nnto nnnew nndrug nntherapy, nnas nnevidenced nnby nnstatements nnsuch nnas
―I‘m nnupset nnabout nnhaving nnto nngive nnmyself nnshots‖
nn
ANS: nn D
