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Test Bank Pharmacology for Canadian Health Care Practice, 2nd Edition by Shelly Rainforth Collins

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Test Bank Pharmacology for Canadian Health Care Practice, 2nd Edition by Shelly Rainforth Collins

Test Bank Pharmacology for Canadian Health Care Practice, 2nd Edition by Shelly Rainforth Collins

Lilley: Pharmacology for Canadian Health Care Practice, 2nd Canadian Edition

Chapter 01: Nursing Practice in Canada and Drug Therapy

 

Test Bank

 

MULTIPLE CHOICE

 

1.   Which of the following is a judgement about a particular patient’s potential need or problem?

a.

A goal

b.

An assessment

c.

Subjective data

d.

A nursing diagnosis

 

ANS: D

Nursing diagnosis is the phase of the nursing process during which a judgement is made about a particular patient’s potential need or problem.

 

DIF:   Cognitive Level: Knowledge        REF:  pp. 9, 11

 

2.   The patient is to receive oral furosemide (Lasix) every day; however, because the patient is unable to swallow, he cannot take medication orally, as ordered. The nurse needs to contact the physician. What type of problem is this?

a.

A “right time” problem

b.

A “right dose” problem

c.

A “right route” problem

d.

A “right medication” problem

 

ANS: C

This is a “right route” problem; the nurse cannot assume the route and must clarify the route with the prescriber.

 

This is not a “right time” problem because the ordered frequency has not changed. This is not a “right dose” problem because the dose is not related to inability to swallow. This is not a “right medication” problem because the medication ordered will not change, just the route.

 

DIF:   Cognitive Level: Application        REF:  p. 10

 

3.   The nurse has been monitoring the patient’s progress on his new drug regimen since the first dose and documenting signs of possible adverse effects. What nursing process phase is the nurse practising?

a.

Planning

b.

Evaluation

c.

Implementation

d.

Nursing diagnosis

 

ANS: B

Monitoring the patient’s progress is part of the evaluation phase.

 

Planning, evaluation, and nursing diagnosis are not illustrated by this example.

 

DIF:   Cognitive Level: Application        REF:  p. 16

 

4.   The nurse is caring for a patient who has been newly diagnosed with type 1 diabetes mellitus. Which of the following statements best illustrates an outcome criterion for this patient?

a.

The patient will follow instructions.

b.

The patient will not experience complications.

c.

The patient adheres to the new insulin treatment regimen.

d.

The patient demonstrates safe insulin self-administration technique.

 

ANS: D

Having the patient demonstrate safe insulin self-administration technique is a specific and measurable outcome criterion.

 

Following instructions and avoiding complications are not specific criteria. Adherence to the new insulin treatment regimen would be difficult to measure.

 

DIF:   Cognitive Level: Application        REF:  p. 12

 

5.   Which activity best reflects the implementation phase of the nursing process for the patient who is newly diagnosed with type 1 diabetes mellitus?

a.

Providing education regarding self-injection technique

b.

Setting goals and outcome criteria with the patient’s input

c.

Recording a drug history regarding over-the-counter (OTC) medications used at home

d.

Formulating nursing diagnoses regarding knowledge deficit related to new treatment regimen

 

ANS: A

Education is an intervention that occurs during the implementation phase.

 

Setting goals and outcome criteria reflects the planning phase. Recording a drug history reflects the assessment phase. Formulating nursing diagnoses regarding a knowledge deficit reflects analysis of data as part of the planning phase.

 

DIF:   Cognitive Level: Analysis             REF:  p. 12

 

6.   The nurse is working during a very busy evening shift, and the physician has just hurriedly given the nurse a list of orders over the telephone. What is the best way for the nurse to avoid medication errors?

a.

Recopy the orders neatly on the order sheet

b.

Consult with the pharmacist for clarification

c.

Abbreviate dosages and product names to save time

d.

Repeat the verbal orders and spell the drug names aloud

 

ANS: D

Repeating the verbal orders and spelling the drug names aloud will allow the nurse to immediately clarify the orders with the physician.

 

DIF:   Cognitive Level: Application, Analysis                         REF:  p. 10

 

7.   Which of the following statements correctly lists the five traditional rights of medication administration?

a.

The right drug, the right route, the right dose, the right time, and the right patient

b.

The right drug, the right effect, the right route, the right time, and the right patient

c.

The right patient, the right strength, the right diagnosis, the right drug, and the right route

d.

The right patient, the right diagnosis, the right drug, the right route, and the right time

 

ANS: A

The five traditional rights of medication administration must always be the right drug, the right route, the right dose, the right time, and the right patient.

 

Right effect, right strength, and right diagnosis are not part of the five traditional rights.

 

DIF:   Cognitive Level: Comprehension  REF:  p. 13

 

8.   Which of the following lists correctly describes the nursing process?

a.

Diagnosing, planning, assessing, implementing, and, finally, evaluating

b.

Assessing, then diagnosing, implementing, and ending with evaluating

c.

A linear direction that begins with assessing and continues through diagnosing, planning, and, finally, implementing

d.

An ongoing process that begins with assessing and continues with diagnosing, planning, implementing, and evaluating

 

ANS: D

The nursing process, although often presented as a linear process, is an ongoing and essentially circular process that begins with assessing and continues through diagnosing, planning, implementing, and, finally, evaluating, which may then lead back to any of the other phases.

 

DIF:   Cognitive Level: Application        REF:  pp. 8, 9

 

9.   When the nurse is considering the timing of a drug dose, which of the following factors is most important to assess?

a.

The patient’s identification

b.

The patient’s weight

c.

The patient’s last meal

d.

Any drug or food allergies

 

ANS: C

The pharmacokinetic and pharmacodynamic properties of the drug need to be assessed with regard to any drug-food interactions or compatibility issues.

 

The patient’s identification, weight, and drug or food allergies are not affected by the drug’s timing.

 

DIF:   Cognitive Level: Application        REF:  pp. 14, 15

 

10. The nurse is writing nursing diagnoses for a plan of care. Which of the following statements reflects the correct format for a nursing diagnosis?

a.

Anxiety

b.

Anxiety related to new drug therapy

c.

Anxiety related to anxious feelings about drug therapy, as evidenced by statements such as “I’m upset about having to give myself shots”

d.

Anxiety related to new drug therapy, as evidenced by statements such as “I’m upset about having to give myself shots”

 

ANS: D

Formulation of nursing diagnoses is usually a three-step process. The only complete answer is “Anxiety related to new drug therapy, as evidenced by statements such as ‘I’m upset about having to give myself shots.’”

 

The answer “Anxiety” is missing the “related to” and “as evidenced by” portions. The answer “Anxiety related to new drug therapy” is missing the “as evidenced by” portion of defining characteristics. The “related to” section in “Anxiety related to anxious feelings about drug therapy, as evidenced by statements such as ‘I’m upset about having to give myself shots’” is simply a restatement of the problem “anxiety,” not a separate factor related to the response.

 

DIF:   Cognitive Level: Analysis             REF:  p. 11

 

COMPLETION

 

1.   Place the phases of the nursing process in the correct order, using 1 as the first phase and 5 as the last phase.

a. Planning

b. Evaluation

c. Assessment

d. Implementation

e. Diagnosing

 

ANS: C, E, A, D, B

 

DIF:   Cognitive Level: Analysis             REF:  pp. 8, 9