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  • Pharmacology for Nurses: A Pathophysiologic Approach 7th Edition, |All Chapters| Verified| Origina| Rated A+|By Michael Adams| Norman Holland| Shanti Chang (2024)
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Pharmacology2for2Nurses,27e2(Adams)2Chapter2
12 Introduction2to2Pharmacology

1) A2nurse2is2reviewing2key2events2in2the2history2of2pharmacology2with2a2student2nurse.2Which2stud
ent2comment2indicates2an2understanding?
1. "Early2researchers2used2themselves2as2test2subjects."
2. "A2primary2goal2of2pharmacology2is2to2prevent2disease."
3. "Penicillin2is2one2of2the2initial2drugs2isolated2from2a2natural2source."
4. "Pharmacologists2began2synthesizing2drugs2in2the2laboratory2in2the2nineteenth2century."
ANS;212Expla
nation:
1. Some2early2researchers,2like2Friedrich2Serturner,2used2themselves2as2test2subjects.
2. An2early2goal2of2pharmacology2was2to2relieve2human2suffering.
3. Initial2drugs2isolated2from2complex2mixtures2included2morphine,2colchicine,2curare,2a
nd2cocaine,2but2not2penicillin.
4. By2the2twentieth2century,2pharmacologists2could2synthesize2drugs2in2the2laboratory
.
Page2Ref:23
Cognitive2Level:2 Applying
Client2Need/Sub:2Physiological2Integrity:2Pharmacological2and2Parenteral2Therapies2Standards:2 QS
EN2Competencies:2I.A.12Integrate2understanding2 of2multiple2dimensions2of2patient-
centered2care:2patient/family/community2preferences,2values;2coordination2and2integration2of2care;
2information,2communication,2and2education;2physical2comfort2and2emotional2support;2involvement2

of2family2and2friends;2and2transition2and2continuity.
|2AACN2Essential2Competencies:2I.72Integrate2the2knowledge2and2methods2of2a2variety2of2disciplines2t
o2inform2decision2making.2|2NLN2Competencies:2Knowledge2and2Science:2Integration2of2knowledge2
from2nursing2and2other2disciplines.2|2Nursing/Integrated2Concepts:2Nursing2Process:2Evaluation
Learning2Outcome:21-
12Identify2key2events2in2the2history2of2pharmacology.2MNL2Learning2Outcome:2 1.12Exam
ine2the2relationship2between2medicine2and2pharmacology.
2) A2student2nurse2asks2a2nursing2instructor2why2anatomy2and2physiology2as2well2as2microbiolog
y2are2required2courses2when2the2student2only2wants2to2learn2about2pharmacology.2What2is2t
he2best2response2by2the2instructor?
1. "Because2pharmacology2is2an2outgrowth2of2those2subjects."
2. "You2must2learn2all,2since2all2of2those2subjects2are2part2of2the2curriculum."
3. "Knowledge2of2all2those2subjects2will2prepare2you2to2administer2medication."
4. "An2understanding2of2those2subjects2is2essential2to2understand2pharmacology."2ANS;2 4
Explanation:
1. Pharmacology2is2an2outgrowth2of2anatomy,2physiology,2and2microbiology,2but2this2is2not2
the2most2essential2reason2for2the2nurse2to2learn2them.
2. The2nurse2must2learn2anatomy,2physiology,2and2microbiology2to2understand2pharmacol
ogy,2not2because2they2are2part2of2the2curriculum.

, 3. Knowledge2of2anatomy,2physiology,2and2microbiology2prepares2the2nurse2to2understan
d2pharmacology,2not2to2provide2care2such2as2administration2of2medications.
4. It2is2essential2for2the2nurse2to2have2a2broad2knowledge2base2of2many2sciences2in2order2to2lear
n2pharmacology.
Page2Ref:23
Cognitive2Level:2 Applying
Client2Need/Sub:2Physiological2Integrity:2Pharmacological2and2Parenteral2Therapies2Standards:2 QS
EN2Competencies:2I.A.12Integrate2understanding2 of2multiple2dimensions2of2patient-
centered2care:2patient/family/community2preferences,2values;2coordination2and2integration2of2care;
2information,2communication,2and2education;2physical2comfort2and2emotional2support;2involvement2

of2family2and2friends;2and2transition2and2continuity.
|2AACN2Essential2Competencies:2I.72Integrate2the2knowledge2and2methods2of2a2variety2of2disciplines2t
o2inform2decision2making.2|2NLN2Competencies:2Knowledge2and2Science:2Integration2of2knowledge2
from2nursing2and2other2disciplines.2|2Nursing/Integrated2Concepts:2Nursing2Process:2Implementatio
n
Learning2Outcome:2 1-
22Explain2the2interdisciplinary2nature2of2pharmacology,2giving2an2example2of2how2knowledge2from2dif
ferent2sciences2impacts2the2nurse's2role2in2drug2administration.
MNL2Learning2Outcome:2 1.12Examine2the2relationship2between2medicine2and2pharmacology.
3) A2nurse2is2teaching2a2group2of2nurses2about2the2differences2between2pharmacology2and2therapeu
tics.2The2nurse2determines2that2learning2has2occurred2when2which2statements2are2made?
Note:2Credit2will2be2given2only2if2all2correct2choices2and2no2incorrect2choices2are2selected.
Select2all2that2apply.
1. "Pharmacology2is2the2development2of2medicines."
2. "Pharmacology2is2the2study2of2medicines."
3. "Therapeutics2relates2to2drug2use2to2treat2suffering."
4. "Therapeutics2is2the2study2of2drug2interactions."
5. "Pharmacology2is2the2study2of2drugs2to2prevent2disease."2ANS;2 2
,23,25
Explanation:
1. Pharmacology2is2not2the2development2of2medicines.
2. Pharmacology2is2the2study2of2medicines.
3. Therapeutics2is2the2use2of2drugs2in2the2treatment2of2suffering.
4. Therapeutics2is2not2related2to2study2of2drug2interactions.
5. Pharmacotherapy2is2the2application2of2drugs2for2the2purpose2of2disease2prevention
.
Page2Ref:24
Cognitive2Level:2 Applying
Client2Need/Sub:2Physiological2Integrity:2Pharmacological2and2Parenteral2Therapies2Standards:2 QS
EN2Competencies:2I.A.12Integrate2 understanding2 of2multiple2dimensions2of2patient-
centered2care:2patient/family/community2preferences,2values;2coordination2and2integration2of2care;
2information,2communication,2and2education;2physical2comfort2and2emotional2support;2involvement2

of2family2and2friends;2and2transition2and2continuity.

,|2AACN2Essential2Competencies:2I.72Integrate2the2knowledge2and2methods2of2a2variety2of2disciplines2t
o2inform2decision2making.2|2NLN2Competencies:2Knowledge2and2Science:2Integration2of2knowledge2
from2nursing2and2other2disciplines.2|2Nursing/Integrated2Concepts:2Nursing2Process:2Evaluation
Learning2Outcome:2 1-
32Compare2and2contrast2therapeutics2and2pharmacology.2MNL2Learning2Outcome:21.12Exam
ine2the2relationship2between2medicine2and2pharmacology.
4) A2nurse2administers2a2vaccine2to2a2client.2What2is2the2nurse's2best2understanding2as2it2relates2to2t
he2manufacture2of2a2vaccine?
1. The2vaccine2is2produced2by2natural2plant2extracts2in2the2laboratory.
2. The2vaccine2is2naturally2produced2in2animal2cells2or2microorganisms.
3. The2vaccine2is2produced2by2a2combination2of2animal2and2plant2products.
4. The2vaccine2is2most2commonly2synthesized2in2a2laboratory.2ANS;2 2
Explanation:
1. Vaccines2are2not2produced2by2natural2plant2extracts.
2. Vaccines2are2naturally2produced2in2animal2cells,2microorganisms,2or2by2the2body2itself.
3. Vaccines2are2not2produced2by2a2combination2of2animal2and2plant2products.
4. Vaccines2are2not2synthesized2in2a2laboratory.2Page2
Ref:24
Cognitive2Level:2 Applying
Client2Need/Sub:2Physiological2Integrity:2Pharmacological2and2Parenteral2Therapies2Standards:2Q
SEN2Competencies:2III.A.12Demonstrate2knowledge2of2basic2scientific2methods2and2processes.2|2
AACN2Essential2Competencies:2IX.32Implement2holistic,2patient-
centered2care2that2reflects2an2understanding2of2human2growth2and2development,2pathophysiology,2
pharmacology,2medical2management,2and2nursing2management2across2the2health-
illness2continuum,2across2lifespan,2and2in2all2healthcare2settings.2|2NLN2Competencies:2Knowledge2
and2Science:2Integration2of2knowledge2from2nursing2and2other2disciplines.2|2Nursing/Integrated2C
oncepts:2Nursing2Process:2Evaluation
Learning2Outcome:2 1-
42Compare2and2contrast2traditional2drugs,2biologics,2and2complementary2and2alternative2medicine2the
rapies.
MNL2Learning2Outcome:2 1.12Examine2the2relationship2between2medicine2and2pharmacology.

5) An2older2client2is2admitted2with2gastrointestinal2bleeding.2The2client2says2to2the2nurse,2"I2don't2
understand2this.2All2I2did2was2take2ibuprofen2(Advil)2for2my2arthritis."2What2is2the2nurse's2best2r
esponse?
1. Review2nonpharmacologic2methods2to2relieve2joint2pain.
2. Encourage2the2client2to2substitute2safer2drugs,2such2as2acetaminophen2(Tylenol).
3. Remind2the2client2to2contact2their2healthcare2provider2before2taking2any2over-2the-
counter2(OTC)2medications.
4. Teach2the2client2about2the2side2effects2of2ibuprofen2(Advil).2ANS;2 4
Explanation:

, 1. Reviewing2nonpharmacologic2methods2to2relieve2joint2pain2is2appropriate2for2this2client,2but2i
t's2not2the2highest2priority.2It2doesn't2address2the2client's2current2concern2about2how2ibuprof
en2may2have2increased2the2risk2of2having2a2GI2bleed.
2. Substitution2of2other2drugs2may2be2beneficial,2but2this2cannot2be2done2in2all2situations.2In2ad
dition,2it2doesn't2address2the2client's2current2concern2about2how2ibuprofen2may2have2increas
ed2the2risk2of2having2a2GI2bleed.
3. It2is2not2a2realistic2plan2to2expect2clients2to2contact2their2physician2prior2to2taking2any2over-
the-
counter2(OTC)2medication.2In2addition,2it2doesn't2address2the2client's2current2concern2abo
ut2how2ibuprofen2may2have2increased2the2risk2of2having2a2GI2bleed.
4. It2is2essential2for2the2nurse2to2teach2clients2about2the2advantages,2and2the2disadvantages2(i
ncluding2side2effects),2of2all2medications2and2supplements2the2client2is2taking.
Page2Ref:26
Cognitive2Level:2 Applying
Client2Need/Sub:2Physiological2Integrity:2Pharmacological2and2Parenteral2Therapies2Standards:2QS
EN2Competencies:2III.A.12Demonstrate2knowledge2of2basic2scientific2methods2and2processes.2|2AA
CN2Essential2Competencies:2II.72Promote2factors2that2create2a2culture2of2safety2and2caring.2|2NLN2
Competencies:2Context2and2Environment:2Health2promotion/disease2prevention.2|2Nursing/Integ
rated2Concepts:2Nursing2Process:2Planning
Learning2Outcome:21-92Outline2the2major2differences2between2prescription2and2over-2the-
counter2drugs.
MNL2Learning2Outcome:2 1.42Examine2the2nurse's2role2and2responsibilities2in2drug2administration.

6) A2nurse2teaches2a2student2nurse2about2the2pharmacological2classification2of2drugs.2The2nurse2ev
aluates2that2learning2has2occurred2when2the2student2makes2which2response?
1. "An2anti-anginal2treats2angina."
2. "A2calcium2channel2blocker2blocks2heart2calcium2channels."
3. "An2antihypertensive2lowers2blood2pressure."
4. "An2anticoagulant2influences2blood2clotting."2ANS;
2 2


Explanation:
1. To2say2that2a2drug2treats2angina2addresses2the2therapeutic2usefulness2of2the2drug,2not2the
2pharmacological2classification.


2. The2pharmacological2classification2addresses2a2drug's2mechanism2of2action,2or2how2a2drug2
produces2its2effect2in2the2body.
3. To2say2that2a2drug2lowers2blood2pressure2addresses2the2therapeutic2usefulness2of2the2drug,2not
2the2pharmacological2classification.


4. To2say2that2a2drug2influences2blood2clotting2addresses2the2therapeutic2usefulness2of2the2drug,2
not2the2pharmacological2classification.
Page2Ref:25
Cognitive2Level:2 Applying
Client2Need/Sub:2 Physiological2Integrity:2Pharmacological2and2Parenteral2Therapies

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