Test Bank For Pharmacology for Nurses A
w w w w w w
Pathophysiological Approach, 6th Edition by Michael P.
w w w w w w w
Adams; Norman Holland, All Chapters 1 - 50, Verified
w w w w w w w w w
Newest Version
w w
,Pharmacology wfor wNurses, w6e w(Adams)
Chapter w1 w wIntroduction wto wPharmacology
1. A wnurse wis wreviewing wkey wevents win wthe whistory wof wpharmacology wwith wa wstudent
wnurse. wWhich wstudent wcomment windicates wan wunderstanding?
"Early wresearchers wused wthemselves was wtest wsubjects."
"A wprimary wgoal wof wpharmacology wis wto wprevent wdisease."
"Penicillin wis wone wof wthe winitial wdrugs wisolated wfrom wa wnatural wsource."
"Pharmacologists wbegan wsynthesizing wdrugs win wthe wlaboratory win wthe wnineteenth
century."
Answer: w1
Explanation:
Some wearly wresearchers, wlike wFriedrich wSerturner, wused wthemselves was
wtest wsubjects.
An wearly wgoal wof wpharmacology wwas wto wrelieve whuman wsuffering.
Initial wdrugs wisolated wfrom wcomplex wmixtures wincluded wmorphine,
wcolchicine, wcurare, wand wcocaine, wbut wnot wpenicillin.
By wthe wtwentieth wcentury, wpharmacologists wcould wsynthesize wdrugs win wthe
laboratory.
Page wRef: w3
Cognitive wLevel: wApplying
Client wNeed/Sub: wPhysiological wIntegrity: wPharmacological wand wParenteral wTherapies
Standards: wQSEN wCompetencies: wI.A.1 wIntegrate wunderstanding wof wmultiple
wdimensions wof wpatient-centered wcare: wpatient/family/community wpreferences, wvalues;
wcoordination wand wintegration wof wcare; winformation, wcommunication, wand weducation;
wphysical wcomfort wand wemotional wsupport; winvolvement wof wfamily wand wfriends; wand
wtransition wand wcontinuity. w| wAACN wEssential wCompetencies: wI.7 wIntegrate wthe
wknowledge wand wmethods wof wa wvariety wof wdisciplines wto winform wdecision wmaking. w|
wNLN wCompetencies: wKnowledge wand wScience: wIntegration wof wknowledge wfrom wnursing
wand wother wdisciplines. w| wNursing/Integrated wConcepts: wNursing wProcess: wEvaluation
Learning wOutcome: w1-1 wIdentify wkey wevents win wthe whistory wof
wpharmacology. wMNL wLearning wOutcome: w1.1 wExamine wthe wrelationship
wbetween wmedicine wand wpharmacology.
2. A wstudent wnurse wasks wa wnursing winstructor wwhy wanatomy wand wphysiology was
wwell was wmicrobiology ware wrequired wcourses wwhen wthe wstudent wonly wwants wto
wlearn wabout wpharmacology. wWhat wis wthe wbest wresponse wby wthe winstructor?
"Because wpharmacology wis wan woutgrowth wof wthose wsubjects."
"You wmust wlearn wall, wsince wall wof wthose wsubjects ware wpart wof wthe wcurriculum."
"Knowledge wof wall wthose wsubjects wwill wprepare wyou wto wadminister wmedication."
"An wunderstanding wof wthose wsubjects wis wessential wto wunderstand
wpharmacology." wAnswer: w4
Explanation:
Pharmacology wis wan woutgrowth wof wanatomy, wphysiology, wand wmicrobiology,
wbut wthis wis wnot wthe wmost wessential wreason wfor wthe wnurse wto wlearn wthem.
The wnurse wmust wlearn wanatomy, wphysiology, wand wmicrobiology wto
wunderstand wpharmacology, wnot wbecause wthey ware wpart wof wthe
wcurriculum.
, Knowledge wof wanatomy, wphysiology, wand wmicrobiology wprepares wthe
wnurse wto wunderstand wpharmacology, wnot wto wprovide wcare wsuch was
wadministration wof wmedications.
It wis wessential wfor wthe wnurse wto whave wa wbroad wknowledge wbase wof wmany
wsciences win worder wto wlearn wpharmacology.
Page wRef: w3
Cognitive wLevel: wApplying
Client wNeed/Sub: wPhysiological wIntegrity: wPharmacological wand wParenteral wTherapies
Standards: wQSEN wCompetencies: wI.A.1 wIntegrate wunderstanding wof wmultiple
wdimensions wof wpatient-centered wcare: wpatient/family/community wpreferences, wvalues;
wcoordination wand wintegration wof wcare; winformation, wcommunication, wand weducation;
wphysical wcomfort wand wemotional wsupport; winvolvement wof wfamily wand wfriends; wand
wtransition wand wcontinuity. w| wAACN wEssential wCompetencies: wI.7 wIntegrate wthe
wknowledge wand wmethods wof wa wvariety wof wdisciplines wto winform wdecision wmaking. w|
wNLN wCompetencies: wKnowledge wand wScience: wIntegration wof wknowledge wfrom wnursing
wand wother wdisciplines. w| wNursing/Integrated wConcepts: wNursing wProcess:
wImplementation
Learning wOutcome: w1-2 wExplain wthe winterdisciplinary wnature wof wpharmacology,
wgiving wan wexample wof whow wknowledge wfrom wdifferent wsciences wimpacts wthe wnurse's
wrole win wdrug wadministration.
MNL wLearning wOutcome: w1.1 wExamine wthe wrelationship wbetween wmedicine
wand wpharmacology.
3. A wnurse wis wteaching wa wgroup wof wnurses wabout wthe wdifferences wbetween
wpharmacology wand wtherapeutics. wThe wnurse wdetermines wthat wlearning whas
woccurred wwhen wwhich
statements ware wmade?
Note: wCredit wwill wbe wgiven wonly wif wall wcorrect wchoices wand wno wincorrect wchoices ware
wselected.
Select wall wthat wapply.
"Pharmacology wis wthe wdevelopment wof wmedicines."
"Pharmacology wis wthe wstudy wof wmedicines."
"Therapeutics wrelates wto wdrug wuse wto wtreat wsuffering."
"Therapeutics wis wthe wstudy wof wdrug winteractions."
"Pharmacology wis wthe wstudy wof wdrugs wto wprevent
wdisease." wAnswer: w2, w3, w5
Explanation:
Pharmacology wis wnot wthe wdevelopment wof wmedicines.
Pharmacology wis wthe wstudy wof wmedicines.
Therapeutics wis wthe wuse wof wdrugs win wthe wtreatment wof wsuffering.
Therapeutics wis wnot wrelated wto wstudy wof wdrug winteractions.
Pharmacotherapy wis wthe wapplication wof wdrugs wfor wthe wpurpose wof
wdisease wprevention.
Page wRef: w4
Cognitive wLevel: wApplying
Client wNeed/Sub: wPhysiological wIntegrity: wPharmacological wand wParenteral wTherapies
Standards: wQSEN wCompetencies: wI.A.1 wIntegrate wunderstanding wof wmultiple wdimensions
, of wpatient-centered wcare: wpatient/family/community wpreferences, wvalues; wcoordination
wand wintegration wof wcare; winformation, wcommunication, wand weducation; wphysical wcomfort
wand wemotional wsupport; winvolvement wof wfamily wand wfriends; wand wtransition wand
wcontinuity.
w w w w w w
Pathophysiological Approach, 6th Edition by Michael P.
w w w w w w w
Adams; Norman Holland, All Chapters 1 - 50, Verified
w w w w w w w w w
Newest Version
w w
,Pharmacology wfor wNurses, w6e w(Adams)
Chapter w1 w wIntroduction wto wPharmacology
1. A wnurse wis wreviewing wkey wevents win wthe whistory wof wpharmacology wwith wa wstudent
wnurse. wWhich wstudent wcomment windicates wan wunderstanding?
"Early wresearchers wused wthemselves was wtest wsubjects."
"A wprimary wgoal wof wpharmacology wis wto wprevent wdisease."
"Penicillin wis wone wof wthe winitial wdrugs wisolated wfrom wa wnatural wsource."
"Pharmacologists wbegan wsynthesizing wdrugs win wthe wlaboratory win wthe wnineteenth
century."
Answer: w1
Explanation:
Some wearly wresearchers, wlike wFriedrich wSerturner, wused wthemselves was
wtest wsubjects.
An wearly wgoal wof wpharmacology wwas wto wrelieve whuman wsuffering.
Initial wdrugs wisolated wfrom wcomplex wmixtures wincluded wmorphine,
wcolchicine, wcurare, wand wcocaine, wbut wnot wpenicillin.
By wthe wtwentieth wcentury, wpharmacologists wcould wsynthesize wdrugs win wthe
laboratory.
Page wRef: w3
Cognitive wLevel: wApplying
Client wNeed/Sub: wPhysiological wIntegrity: wPharmacological wand wParenteral wTherapies
Standards: wQSEN wCompetencies: wI.A.1 wIntegrate wunderstanding wof wmultiple
wdimensions wof wpatient-centered wcare: wpatient/family/community wpreferences, wvalues;
wcoordination wand wintegration wof wcare; winformation, wcommunication, wand weducation;
wphysical wcomfort wand wemotional wsupport; winvolvement wof wfamily wand wfriends; wand
wtransition wand wcontinuity. w| wAACN wEssential wCompetencies: wI.7 wIntegrate wthe
wknowledge wand wmethods wof wa wvariety wof wdisciplines wto winform wdecision wmaking. w|
wNLN wCompetencies: wKnowledge wand wScience: wIntegration wof wknowledge wfrom wnursing
wand wother wdisciplines. w| wNursing/Integrated wConcepts: wNursing wProcess: wEvaluation
Learning wOutcome: w1-1 wIdentify wkey wevents win wthe whistory wof
wpharmacology. wMNL wLearning wOutcome: w1.1 wExamine wthe wrelationship
wbetween wmedicine wand wpharmacology.
2. A wstudent wnurse wasks wa wnursing winstructor wwhy wanatomy wand wphysiology was
wwell was wmicrobiology ware wrequired wcourses wwhen wthe wstudent wonly wwants wto
wlearn wabout wpharmacology. wWhat wis wthe wbest wresponse wby wthe winstructor?
"Because wpharmacology wis wan woutgrowth wof wthose wsubjects."
"You wmust wlearn wall, wsince wall wof wthose wsubjects ware wpart wof wthe wcurriculum."
"Knowledge wof wall wthose wsubjects wwill wprepare wyou wto wadminister wmedication."
"An wunderstanding wof wthose wsubjects wis wessential wto wunderstand
wpharmacology." wAnswer: w4
Explanation:
Pharmacology wis wan woutgrowth wof wanatomy, wphysiology, wand wmicrobiology,
wbut wthis wis wnot wthe wmost wessential wreason wfor wthe wnurse wto wlearn wthem.
The wnurse wmust wlearn wanatomy, wphysiology, wand wmicrobiology wto
wunderstand wpharmacology, wnot wbecause wthey ware wpart wof wthe
wcurriculum.
, Knowledge wof wanatomy, wphysiology, wand wmicrobiology wprepares wthe
wnurse wto wunderstand wpharmacology, wnot wto wprovide wcare wsuch was
wadministration wof wmedications.
It wis wessential wfor wthe wnurse wto whave wa wbroad wknowledge wbase wof wmany
wsciences win worder wto wlearn wpharmacology.
Page wRef: w3
Cognitive wLevel: wApplying
Client wNeed/Sub: wPhysiological wIntegrity: wPharmacological wand wParenteral wTherapies
Standards: wQSEN wCompetencies: wI.A.1 wIntegrate wunderstanding wof wmultiple
wdimensions wof wpatient-centered wcare: wpatient/family/community wpreferences, wvalues;
wcoordination wand wintegration wof wcare; winformation, wcommunication, wand weducation;
wphysical wcomfort wand wemotional wsupport; winvolvement wof wfamily wand wfriends; wand
wtransition wand wcontinuity. w| wAACN wEssential wCompetencies: wI.7 wIntegrate wthe
wknowledge wand wmethods wof wa wvariety wof wdisciplines wto winform wdecision wmaking. w|
wNLN wCompetencies: wKnowledge wand wScience: wIntegration wof wknowledge wfrom wnursing
wand wother wdisciplines. w| wNursing/Integrated wConcepts: wNursing wProcess:
wImplementation
Learning wOutcome: w1-2 wExplain wthe winterdisciplinary wnature wof wpharmacology,
wgiving wan wexample wof whow wknowledge wfrom wdifferent wsciences wimpacts wthe wnurse's
wrole win wdrug wadministration.
MNL wLearning wOutcome: w1.1 wExamine wthe wrelationship wbetween wmedicine
wand wpharmacology.
3. A wnurse wis wteaching wa wgroup wof wnurses wabout wthe wdifferences wbetween
wpharmacology wand wtherapeutics. wThe wnurse wdetermines wthat wlearning whas
woccurred wwhen wwhich
statements ware wmade?
Note: wCredit wwill wbe wgiven wonly wif wall wcorrect wchoices wand wno wincorrect wchoices ware
wselected.
Select wall wthat wapply.
"Pharmacology wis wthe wdevelopment wof wmedicines."
"Pharmacology wis wthe wstudy wof wmedicines."
"Therapeutics wrelates wto wdrug wuse wto wtreat wsuffering."
"Therapeutics wis wthe wstudy wof wdrug winteractions."
"Pharmacology wis wthe wstudy wof wdrugs wto wprevent
wdisease." wAnswer: w2, w3, w5
Explanation:
Pharmacology wis wnot wthe wdevelopment wof wmedicines.
Pharmacology wis wthe wstudy wof wmedicines.
Therapeutics wis wthe wuse wof wdrugs win wthe wtreatment wof wsuffering.
Therapeutics wis wnot wrelated wto wstudy wof wdrug winteractions.
Pharmacotherapy wis wthe wapplication wof wdrugs wfor wthe wpurpose wof
wdisease wprevention.
Page wRef: w4
Cognitive wLevel: wApplying
Client wNeed/Sub: wPhysiological wIntegrity: wPharmacological wand wParenteral wTherapies
Standards: wQSEN wCompetencies: wI.A.1 wIntegrate wunderstanding wof wmultiple wdimensions
, of wpatient-centered wcare: wpatient/family/community wpreferences, wvalues; wcoordination
wand wintegration wof wcare; winformation, wcommunication, wand weducation; wphysical wcomfort
wand wemotional wsupport; winvolvement wof wfamily wand wfriends; wand wtransition wand
wcontinuity.
