TEST BANK FOR Pharmacology for Nurses A Pharmacologic Approach 5th Edition By Adams

Adams, Pharmacology for Nurses: A Pathophysiologic Approach, 5/E
Chapter 1
Question 1
Type: MCMA
The nurse is teaching a pharmacology class to student nurses. What does the nurse include as key
events in the history of pharmacology?
Note: Credit will be given only if all correct choices and no incorrect choices are selected.
Standard Text: Select all that apply.
1. Initial drugs included morphine, cocaine, and penicillin.
2. Early researchers used themselves as test subjects.
3. The initial intention of pharmacology was to relieve human suffering.
4. Modern pharmacology began in the early 1600s.
5. Pharmacologists synthesized drugs in the laboratory in the twentieth century.
Correct Answer: 2,3,5
Rationale 1: Initial drugs isolated from complex mixtures included morphine, colchicines,
curare, and cocaine, but not penicillin.
Rationale 2: Some early researchers, such as Friedrich Serturner, used themselves as test
subjects.
Rationale 3: The early roots of pharmacology included the application of products to relieve
human suffering.
Rationale 4: Modern pharmacology began in the early 1800s, not the 1600s.
Rationale 5: By the twentieth century, pharmacologists could synthesize drugs in the laboratory.
Global Rationale: The early roots of pharmacology included the application of products to
relieve human suffering, and early researchers used themselves as test subjects. Initial drugs
included morphine, colchicines, curare, and cocaine, but not penicillin. Modern pharmacology
began in the early 1800s, not the 1600s. By the twentieth century, pharmacologists could
synthesize drugs in the laboratory.
Cognitive Level: Applying
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
Client Need: Physiological Integrity
Client Need Sub: Pharmacological and Parenteral Therapies
QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of patient centered
care: patient/family/community preferences, values; coordination and integration of care;
information, communication, and education; physical comfort and emotional support;
involvement of family and friends; and transition and community.
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: Implementation
Learning Outcome: 1-1 Identify key events in the history of pharmacology.
MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology.
Page Number: 3
Question 2
Type: MCSA
The student nurse asks the nursing instructor why he needs to take anatomy and physiology, as
well as microbiology, when he only wants to learn about pharmacology. What is the best
response by the instructor?
1. "Because pharmacology is an outgrowth of those subjects."
2. "You must learn all, since those subjects, as well as pharmacology, are part of the curriculum."
3. "Knowledge of all those subjects will prepare you to provide the best patient care, including
the administration of medications."
4. "Because an understanding of those subjects is essential to understanding pharmacology."
Correct Answer: 4
Rationale 1: Pharmacology is an outgrowth of anatomy, physiology, and microbiology, but this
is not the most complete reason for the nurse to learn them.
Rationale 2: The nurse must learn anatomy, physiology, and microbiology to understand
pharmacology, not because they are part of the curriculum.
Rationale 3: Knowledge of anatomy, physiology, and microbiology prepares the nurse to
understand pharmacology, not to provide care such as administration of medications.
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
Rationale 4: It is essential for the nurse to have a broad knowledge base of many sciences in
order to learn pharmacology.
Global Rationale: It is essential for the nurse to have a broad knowledge base of many sciences
in order to learn pharmacology. The nurse must learn anatomy, physiology, and microbiology to
understand pharmacology, not because they are part of the curriculum. Pharmacology is an
outgrowth of anatomy, physiology, and microbiology, but this is not the reason for the nurse to
learn them. Knowledge of anatomy, physiology, and microbiology prepares the nurse to
understand pharmacology, not to provide care such as administration of medications.
Cognitive Level: Applying
Client Need: Physiological Integrity
Client Need Sub: Pharmacological and Parenteral Therapies
QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of patient centered
care: patient/family/community preferences, values; coordination and integration of care;
information, communication, and education; physical comfort and emotional support;
involvement of family and friends; and transition and community.
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: Implementation
Learning Outcome: 1-2 Explain the interdisciplinary nature of pharmacology, giving an
example of how knowledge from different sciences impacts the nurse’s role in drug
administration.
MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology.
Page Number: 3
Question 3
Type: MCMA
The nursing instructor is teaching a pharmacology class to student nurses. The current focus is
pharmacology and therapeutics. The nursing instructor determines that learning has occurred
when the students make which comments?
Note: Credit will be given only if all correct choices and no incorrect choices are selected.
Standard Text: Select all that apply.
1. "Pharmacology is the development of medicines."
2. "Pharmacology is the study of medicines."
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
3. "Therapeutics relates to drug use to treat suffering."
4. "Therapeutics is the study of drug interactions."
5. "Pharmacology is the study of drugs to prevent disease."
Correct Answer: 2,3,5
Rationale 1: Pharmacology is not the development of medicines
Rationale 2: Pharmacology is the study of medicines.
Rationale 3: Therapeutics is the use of drugs in the treatment of suffering.
Rationale 4: Therapeutics is not related to study of drug interactions.
Rationale 5: Pharmacotherapy is the application of drugs for the purpose of disease prevention.
Global Rationale: Pharmacology is the study of medicines and the use of drugs to relieve
suffering. Therapeutics is the study of disease prevention and treatment of suffering.
Pharmacotherapy is the application of drugs for the purpose of disease prevention.
Cognitive Level: Applying
Client Need: Physiological Integrity
Client Need Sub: Pharmacological and Parenteral Therapies
QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of patient centered
care: patient/family/community preferences, values; coordination and integration of care;
information, communication, and education; physical comfort and emotional support;
involvement of family and friends; and transition and community.
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: 1-3 Compare and contrast therapeutics and pharmacology.
MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology.
Page Number: 4
Question 4
Type: MCSA
The nurse administers a vaccine to a child. What is the best understanding of the nurse as it
relates to the manufacture of this vaccine?
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
1. The vaccine is produced by natural plant extracts in the laboratory.
2. The vaccine is naturally produced in animal cells or microorganisms.
3. The vaccine is produced by a combination of animal and plant products.
4. The vaccine is most commonly synthesized in a laboratory.
Correct Answer: 2
Rationale 1: Vaccines are not produced by natural plant extracts.
Rationale 2: Vaccines are naturally produced in animal cells, microorganisms, or by the body
itself.
Rationale 3: Vaccines are not produced by a combination of animal and plant products.
Rationale 4: Vaccines are not synthesized in a laboratory.
Global Rationale: Vaccines are naturally produced in animal cells, microorganisms, or by the
body itself. Vaccines are not synthesized in a laboratory. Vaccines are not produced by natural
plant extracts. Vaccines are not produced by a combination of animal and plant products.
Cognitive Level: Applying
Client Need: Physiological Integrity
Client Need Sub: Pharmacological and Parenteral Therapies
QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
processes.
AACN Essential Competencies: IX.3 Implement holistic, patient-centered care that reflects an
understanding of human growth and development, pathophysiology, pharmacology, medical
management and nursing management across the health-illness continuum, across lifespan, and
in all healthcare settings.
NLN Competencies: Knowledge and Science: Integration of knowledge from nursing and other
disciplines.
Nursing/Integrated Concepts: Nursing Process: Evaluation
Learning Outcome: 1-4 Compare and contrast traditional drugs, biologics, and complementary
and alternative medicine therapies.
MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology.
Page Number: 4
Question 5
Type: MCSA
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
The older adult client has gastrointestinal bleeding. The client says to the nurse, "I don't
understand this. All I did was take ibuprofen (Advil) for my arthritis." Which plan would be best
as it relates to the nurse's education of this client?
1. A plan to teach the client to use drugs that bypass the gastrointestinal system, like topical
drugs
2. A plan to teach the client to substitute safer drugs like acetaminophen (Tylenol)
3. A plan to teach the client to obtain physician approval prior to the use of over-the-counter
(OTC) medications
4. A plan to teach the advantages and disadvantages of ibuprofen (Advil)
Correct Answer: 4
Rationale 1: The use of topical drugs may be an option, but the drug a client needs may not be
available in this form.
Rationale 2: Substitution of other drugs may be beneficial, but this cannot be done in all
situations.
Rationale 3: It is not a realistic plan to expect clients to contact their physician prior to taking
any over-the-counter (OTC) medication.
Rationale 4: Since elderly clients account for the use of about 40% of all over-the-counter
(OTC) medications, it is essential for the nurse to teach clients about the advantages, and the
disadvantages, of these medications.
Global Rationale: Since older adult clients account for the use of about 40% of all over-thecounter
(OTC) medications, it is essential for the nurse to teach clients about the advantages, and
the disadvantages, of these medications. Substitution of other drugs may be beneficial, but this
cannot be done in all situations. The use of topical drugs may be an option, but the drug a client
needs may not be available in this form. It is not a realistic plan to expect clients to contact their
physician prior to taking any over-the-counter (OTC) medication.
Cognitive Level: Applying
Client Need: Physiological Integrity
Client Need Sub: Pharmacological and Parenteral Therapies
QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
processes.
AACN Essential Competencies: II.7 Promote factors that create a culture of safety and caring.
NLN Competencies: Context and Environment: Health promotion/disease prevention.
Nursing/Integrated Concepts: Nursing Process: Planning
Learning Outcome: 1-9 Outline the major differences between prescription and over-thecounter
drugs.
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology.
Page Number: 6
Question 6
Type: MCSA
The nursing instructor teaches the student nurses about the pharmacological classification of
drugs. The instructor evaluates that learning has occurred when the students make which
response?
1. "An anti-anginal treats angina."
2. "A calcium channel blocker blocks heart calcium channels."
3. "An antihypertensive lowers blood pressure."
4. "An anticoagulant influences blood clotting."
Correct Answer: 2
Rationale 1: To say that a drug treats angina addresses the therapeutic usefulness of the drug, not
the pharmacological classification.
Rationale 2: The pharmacological classification addresses a drug's mechanism of action, or how
a drug produces its effect in the body.
Rationale 3: To say that a drug lowers blood pressure addresses the therapeutic usefulness of the
drug, not the pharmacological classification.
Rationale 4: To say that a drug influences blood clotting addresses the therapeutic usefulness of
the drug, not the pharmacological classification.
Global Rationale: The pharmacological classification addresses a drug's mechanism of action,
or how a drug produces its effect in the body. To say that a drug influences blood clotting
addresses the therapeutic usefulness of the drug, not the pharmacological classification. To say
that a drug treats angina addresses the therapeutic usefulness of the drug, not the
pharmacological classification. To say that a drug lowers blood pressure addresses the
therapeutic usefulness of the drug, not the pharmacological classification.
Cognitive Level: Applying
Client Need: Physiological Integrity
Client Need Sub: Pharmacological and Parenteral Therapies
QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific methods and
processes.
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
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: 1-5 Explain the basis for placing drugs into therapeutic and pharmacologic
class.
MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology.
Page Number: 5
Question 7
Type: MCSA
The nurse is providing medication education to a client with hypertension. The nurse teaches the
client that the physician ordered a diuretic to decrease the amount of fluid in the client’s body.
Which statement best describes the nurse's instruction?
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.
Correct Answer: 2
Rationale 1: The education was most likely appropriate, but this response is too vague.
Rationale 2: A drug's mechanism of action explains how a drug produces its effect in the body.
Rationale 3: There is no drug name present, so it is not known whether this is a prototype drug.
Rationale 4: The nurse did not explain the consequences of not using the drug.
Global Rationale: A drug's mechanism of action explains how a drug produces its effect in the
body. The nurse did not explain the consequences of not using the drug. There is no drug name
present, so it is not known whether this is a prototype drug. The education was most likely
appropriate, but this response is too vague.
Cognitive Level: Applying
Client Need: Physiological Integrity
Client Need Sub: Pharmacological and Parenteral Therapies
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
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: 1.1.1 Apply basic concepts related to pharmacology.
Page Number: 5
Question 8
Type: MCSA
During pharmacology class, the student nurse asks the nursing instructor how students will ever
learn about the individual antibiotic drugs since there are so many. What is the best response by
the nursing instructor?
1. "You will learn a little trick called mnemonics."
2. "You will learn how to do a flow chart to enhance memory."
3. "You will learn how to categorize the individual drugs."
4. "You will learn a representative drug from each class."
Correct Answer: 4
Rationale 1: Using mnemonics is not the best way to learn about drugs.
Rationale 2: Flow charts are not the best way to learn about drugs.
Rationale 3: Categorizing individual drugs is not the best way to learn about drugs.
Rationale 4: A prototype, or representative, drug is the well-understood drug model from which
other drugs in a pharmacological class are compared.
Global Rationale: A prototype, or representative, drug is the well-understood drug model from
which other drugs in a pharmacological class are compared. Categorizing individual drugs is not
the best way to learn about drugs. Using mnemonics is not the best way to learn about drugs.
Flow charts are not the best way to learn about drugs.
Cognitive Level: Applying
Client Need: Physiological Integrity
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
Client Need Sub: Pharmacological and Parenteral Therapies
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: Implementation
Learning Outcome: 1-6 Discuss the prototype approach to drug classification.
MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology.
Page Number: 5
Question 9
Type: MCSA
The physician ordered a brand name drug for the client, paroxetine (Paxil). After taking this
medication for a year, the client tells the nurse that it is no longer working. What is the best
assessment of the nurse at this time?
1. "This sounds like your medication needs changing."
2. "Let's look for interactions with other medications you are taking."
3. "Are you taking Paxil or paroxetine?"
4. "It is time for us to do the Beck Depression assessment again."
Correct Answer: 3
Rationale 1: Considering a change in medication is appropriate, but another assessment takes
priority.
Rationale 2: Assessing for interactions with other drugs is appropriate, but another assessment
takes priority.
Rationale 3: The bioavailability of a generic drug may not be the same as the bioavailability of a
brand name drug.
Rationale 4: Assessing for worsening of depression is appropriate, but another assessment takes
priority.
Global Rationale: The bioavailability of a generic drug may not be the same as the
bioavailability of a brand name drug. Assessing for worsening of depression is appropriate, but
the nurse should first assess if the client has changed to a generic form of the drug. Assessing for
interactions with other drugs is appropriate, but the nurse should first assess if the client has
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
changed to a generic form of the drug. Considering a change in medication is appropriate, but the
nurse should first assess if the client has changed to a generic form of the drug.
Cognitive Level: Applying
Client Need: Physiological Integrity
Client Need Sub: Pharmacological and Parenteral Therapies
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: Assessment
Learning Outcome: 1-10 Explain the differences between trade-name drugs and their generic
equivalents.
MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology.
Page Number: 7
Question 10
Type: MCSA
The student nurse has completed an initial pharmacology course and tells the nursing instructor
that it was difficult and she is glad it is over. What is the best response by the nursing instructor?
1. "It may be over, but now you must apply what you have learned to patient care."
2. "Learning is gradual and continuous; we never completely master all areas of pharmacology."
3. "Learning is always painful, but we must continue anyway."
4. "It really isn't over; you should take a graduate course next."
Correct Answer: 2
Rationale 1: It is true that the student must apply what has been learned to patient care, but this
response implies that learning is over.
Rationale 2: Learning pharmacology is a gradual, continuous process that does not end with
graduation.
Rationale 3: Learning is not always painful.
Rationale 4: There is no reason for the student nurse to take a graduate level pharmacology
course at this time.
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
Global Rationale: Learning pharmacology is a gradual, continuous process that does not end
with graduation. Never does one completely master every facet of drug action and application.
There is no reason for the student nurse to take a graduate level pharmacology course at this
time. It is true that the student must apply what has been learned to patient care, but this response
implies that learning is over. Learning is not always painful.
Cognitive Level: Applying
Client Need: Physiological Integrity
Client Need Sub: Pharmacological and Parenteral Therapies
QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of patient centered
care: patient/family/community preferences, values; coordination and integration of care;
information, communication, and education; physical comfort and emotional support;
involvement of family and friends; and transition and community.
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: Implementation
Learning Outcome: 1-2 Explain the interdisciplinary nature of pharmacology, giving an
example of how knowledge from different sciences impacts the nurse’s role in drug
administration.
MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology.
Page Number: 4
Question 11
Type: MCSA
The client says to the nurse, "My wife and I take the same drug, but we have different side
effects. Are we doing something wrong?" What is the best response by the nurse?
1. "No. Differences such as your sex can result in different side effects."
2. "I'll have to check. What is the name of the drug you were using?"
3. "Possibly. This could happen if one uses generic or brand name drugs."
4. "I'm not sure. Maybe the drug is not the same; you should check it."
Correct Answer: 1
Rationale 1: Drugs may elicit different responses depending on individual client factors such as
age, sex, body mass, health status, and genetics.
Rationale 2: The nurse should not have to check the drug; basic knowledge should include
knowing that the sex of clients can result in different side effects.
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
Rationale 3: There are differences between some generic and brand name drugs, but this is not
the best answer.
Rationale 4: Asking the client to check a medication is fine, but this does not answer the client's
question.
Global Rationale: Drugs may elicit different responses depending on individual client factors
such as age, sex, body mass, health status, and genetics. Asking the client to check a medication
is fine, but this does not answer the client's question. There are differences between some generic
and brand name drugs, but this is not the best answer. The nurse should not have to check the
drug; basic knowledge should include knowing that the sex of clients can result in different side
effects.
Cognitive Level: Applying
Client Need: Physiological Integrity
Client Need Sub: Pharmacological and Parenteral Therapies
QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of patient centered
care: patient/family/community preferences, values; coordination and integration of care;
information, communication, and education; physical comfort and emotional support;
involvement of family and friends; and transition and community.
AACN Essential Competencies: II.7 Promote factors that create a culture of safety and caring.
NLN Competencies: Relationship Centered Care: Knowledge: Effective communication.
Nursing/Integrated Concepts: Nursing Process: Implementation
Learning Outcome: 1-2 Explain the interdisciplinary nature of pharmacology, giving an
example of how knowledge from different sciences impacts the nurse’s role in drug
administration.
MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology.
Page Number: 4
Question 12
Type: MCSA
The client comes to the emergency department with a myocardial infarction. The client's husband
tells the nurse that his wife has been taking calcium carbonate (Tums) for years for what she
thought was indigestion. What is the best response by the nurse?
1. "Your wife should not have self-diagnosed herself. I hope she will be okay."
2. "Why did you let her do that? She should have seen a doctor."
3. "Well, I am glad she is here, as it certainly wasn't indigestion."
4. "Your wife was self-diagnosing, which is generally not a good idea."
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
Correct Answer: 4
Rationale 1: Telling the husband "I hope she will be okay" is a very frightening response that
implies she might die, and this is non-therapeutic.
Rationale 2: Asking the husband why he let his wife take Tums is non-therapeutic and too
accusatory; do not ask "why" questions.
Rationale 3: Telling the husband that "it certainly wasn't indigestion" is judgmental and will
alienate the client and husband.
Rationale 4: Clients take over-the-counter (OTC) drugs for many reasons. Self-treatment is
sometimes ineffective, and the potential for harm may increase if the disease is allowed to
progress.
Global Rationale: Clients take over-the-counter (OTC) drugs for many reasons. Self-treatment
is sometimes ineffective, and the potential for harm may increase if the disease is allowed to
progress. Asking the husband why he let his wife take Tums is non-therapeutic and too
accusatory; do not ask "why" questions. Telling the husband that "it certainly wasn't indigestion"
is judgmental and will alienate the client and husband. Telling the husband "I hope she will be
okay" is a very frightening response that implies she might die, and this is non-therapeutic.
Cognitive Level: Applying
Client Need: Physiological Integrity
Client Need Sub: Pharmacological and Parenteral Therapies
QSEN Competencies: I.C.1 Value seeing health care situations “through patient’s eyes.”
AACN Essential Competencies: IX.4 Communicate effectively with all members of the
healthcare team, including the patient and the patient’s support network.
NLN Competencies: Relationship Centered Care: Knowledge: Effective communication.
Nursing/Integrated Concepts: Nursing Process: Implementation
Learning Outcome: 1-9 Outline the major differences between prescription and over-thecounter
drugs.
MNL Learning Outcome: 1.1.4 Examine adverse effects of medication administration and risk
reduction.
Page Number: 6
Question 13
Type: MCSA
The nurse is teaching a class for clients about over-the-counter (OTC) medications. The nurse
determines that education has been effective when the clients make which statement?
1. "We should not take any over-the-counter (OTC) medicine without first calling and checking
with the doctor's office."
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
2. "We should always ask the pharmacist about how to take the over-the-counter (OTC)
medicine."
3. "We must read all the directions on the label and call the doctor's office if they are not clear."
4. "Medicines that are available over-the-counter (OTC) are really safe, or they would be
prescription medicines."
Correct Answer: 3
Rationale 1: It is not realistic to expect clients to call the doctor's office before taking any overthe-
counter (OTC) medicine.
Rationale 2: Asking the pharmacist is a good idea, but does not replace reading the label
directions. Also, the pharmacist might not always be in the store when the medicine is purchased.
Rationale 3: In most cases, clients may treat themselves safely if they carefully follow
instructions included with the medication.
Rationale 4: Most OTC medicines have a high margin of safety, but none is considered
completely safe.
Global Rationale: In most cases, clients may treat themselves safely if they carefully follow
instructions included with the medication. It is not realistic to expect clients to call the doctor's
office before taking any over-the-counter (OTC) medicine. Most OTC medicines have a high
margin of safety, but none is considered completely safe. Asking the pharmacist is a good idea,
but does not replace reading the label directions. Also, the pharmacist might not always be in the
store when the medicine is purchased.
Cognitive Level: Applying
Client Need: Physiological Integrity
Client Need Sub: Pharmacological and Parenteral Therapies
QSEN Competencies: I.A.4 Examine how the safety, quality, and cost effectiveness of health
care can be improved through the active involvement of patients and families.
AACN Essential Competencies: IX.7 Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient preferences, and health literacy
considerations to foster patient engagement in their care.
NLN Competencies: Quality and Safety: Commit to a generative safety culture.
Nursing/Integrated Concepts: Nursing Process: Evaluation
Learning Outcome: 1-9 Outline the major differences between prescription and over-thecounter
drugs.
MNL Learning Outcome: 1.1.4 Examine adverse effects of medication administration and risk
reduction.
Page Number: 6
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
Question 14
Type: MCSA
The physician has prescribed a brand name drug for the client. The client tells the nurse that the
medication is too expensive. What is the best plan by the nurse?
1. Help the client receive free medicine through a "patient assistance" program.
2. Ask the physician if a cheaper brand name drug may be substituted.
3. Ask the physician if a generic drug may be substituted.
4. Maintain the client on samples of the brand name drug from the physician's office.
Correct Answer: 3
Rationale 1: A patient assistance program is a good idea, but since the client may not qualify for
this, it is not the best plan.
Rationale 2: Another brand name drug may not be what the client needs for the illness.
Rationale 3: Generic drugs are much less costly than brand name drugs.
Rationale 4: Providing samples is an option, but the office may temporarily run out of samples
and the client will not receive the medication.
Global Rationale: Generic drugs are much less costly than brand name drugs. A patient
assistance program is a good idea, but since the client may not qualify for this, it is not the best
plan. Another brand name drug may not be what the client needs for the illness. Providing
samples is an option, but the office may temporarily run out of samples and the client will not
receive the medication.
Cognitive Level: Applying
Client Need: Physiological Integrity
Client Need Sub: Pharmacological and Parenteral Therapies
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: Planning
Learning Outcome: 1-10 Explain the differences between trade-name drugs and their generic
equivalents.
MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology.
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
Page Number: 7
Question 15
Type: MCSA
The client is receiving a very expensive medication. The client asks the nurse why the medicine
is so expensive. What is the best response by the nurse?
1. "It is expensive, but your insurance covers it and you have a low co-pay."
2. "Drug companies are allowed to advertise medications and this adds to the cost."
3. "Drug companies must recoup the cost of developing and producing the drug."
4. "I think the drug companies should be more accountable for lowering costs."
Correct Answer: 3
Rationale 1: Telling the client that insurance covers the drug doesn't answer the client’s question.
Rationale 2: Advertising costs are expensive, but this answer implies the drug company is
raising costs unnecessarily.
Rationale 3: If the cost of developing a new drug is not recouped by the drug company, there is
no impetus for the company to continue drug development.
Rationale 4: It is non-therapeutic for the nurse to introduce her own beliefs, such as
accountability of drug companies, into a conversation with the client.
Global Rationale: Telling the client that insurance covers the drug doesn't answer the client’s
question. It is non-therapeutic for the nurse to introduce her own beliefs, such as accountability
of drug companies, into a conversation with the client.
Cognitive Level: Applying
Client Need: Physiological Integrity
Client Need Sub: Pharmacological and Parenteral Therapies
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: Implementation
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
Learning Outcome: 1-8 Distinguish among a drug’s chemical name, generic name, and trade
name.
MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology.
Page Number: 6
Question 16
Type: MCSA
Modern pharmacology was introduced to the United States by the opening of the first department
of pharmacology at the University of Michigan in which year?
1. 1805
2. 1890
3. 1847
4. 1908
Correct Answer: 2
Rationale 1: This event occurred after 1805.
Rationale 2: John Jacob Abel, who is considered the father of American pharmacology owing to
his many contributions to the field, founded the first pharmacology department in the United
States at the University of Michigan in 1890.
Rationale 3: This event did not occur in 1847.
Rationale 4: This event occurred earlier than 1908.
Global Rationale: John Jacob Abel, who is considered the father of American pharmacology
owing to his many contributions to the field, founded the first pharmacology department in the
United States at the University of Michigan in 1890.
Cognitive Level: Remembering
Client Need: Health Promotion and Maintenance
Client Need Sub:
QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions of patient centered
care: patient/family/community preferences, values; coordination and integration of care;
information, communication, and education; physical comfort and emotional support;
involvement of family and friends; and transition and community.
Exam 1
CHPT 1, 2, 3, 4, 5, 12, 13, 20, 21
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: Assessment
Learning Outcome: 1-1 Identify key events in the history of pharmacology.
MNL Learning Outcome: 1.1.1 Apply basic concepts related to pharmacology.
Page Number: 3
Question 17
Type: MCSA
The application