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Testbank Pharmacology for Nurses: A Pathophysiologic Approach Sixth Edition Michael Adams Norman Holland Carol Urban Updated 2025 $21.49
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Testbank Pharmacology for Nurses: A Pathophysiologic Approach Sixth Edition Michael Adams Norman Holland Carol Urban Updated 2025
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Pharmacology for Nurses: A Pathophysiologic Approach Sixth Edition Michael Adams Norman Holland Carol Urban Pharmacology for Nurses: A Pathophysiologic Approach Sixth Edition Michael Adams Norman Holland Carol Urban Pharmacology for Nurses: A Pathophysiologic Approach Sixth Edition ...

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  • January 29, 2025
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Pharmacology for Nurses, 6e (Adams)
Test Bank Test Gen for Chapter 1 Introduction to Pharmacology


Pharmacology for Nurses, 6e 1) A nurse is reviewing key events in the history of pharmacology with a student nurse.
Which student comment indicates an understanding?
1. "Early researchers used themselves as test subjects."
Revised by: Janine Eagon 2. "A primary goal of pharmacology is to prevent disease."
3. "Penicillin is one of the initial drugs isolated from a natural source."
4. "Pharmacologists began synthesizing drugs in the laboratory in the nineteenth
century."
Answer: 1
Explanation:
1. Some early researchers, like Friedrich Serturner, used themselves as test
subjects.
Pharmacology for Nurses: 2. An early goal of pharmacology was to relieve human suffering.
3. Initial drugs isolated from complex mixtures included morphine, colchicine,

A Pathophysiologic Approach curare, and cocaine, but not penicillin.
4. By the twentieth century, pharmacologists could synthesize drugs in the
laboratory.
Sixth Edition Page Ref: 3
Cognitive Level: Applying
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
Standards: 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 continuity.
Michael Adams | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a variety of
disciplines to inform decision making. | NLN Competencies: Knowledge and Science:

Norman Holland Integration of knowledge from nursing and other disciplines. | Nursing/Integrated
Concepts: Nursing Process: Evaluation
Learning Outcome: 1-1 Identify key events in the history of pharmacology.
Carol Urban MNL Learning Outcome: 1.1 Examine the relationship between medicine and
pharmacology.
2) A student nurse asks a nursing instructor why anatomy and physiology as well as
microbiology are required courses when the student 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 all of those subjects are part of the curriculum."
3. "Knowledge of all those subjects will prepare you to administer medication."
4. "An understanding of those subjects is essential to understand pharmacology."
Answer: 4
Explanation:
1. Pharmacology is an outgrowth of anatomy, physiology, and microbiology, but
this is not the most essential reason for the nurse to learn them.
2. The nurse must learn anatomy, physiology, and microbiology to understand
pharmacology, not because they are part of the curriculum.

, 3. Knowledge of anatomy, physiology, and microbiology prepares the nurse to | AACN Essential Competencies: I.7 Integrate the knowledge and methods of a variety of
understand pharmacology, not to provide care such as administration of disciplines to inform decision making. | NLN Competencies: Knowledge and Science:
medications. Integration of knowledge from nursing and other disciplines. | Nursing/Integrated
4. It is essential for the nurse to have a broad knowledge base of many sciences in Concepts: Nursing Process: Evaluation
order to learn pharmacology. Learning Outcome: 1-3 Compare and contrast therapeutics and pharmacology.
Page Ref: 3 MNL Learning Outcome: 1.1 Examine the relationship between medicine and
Cognitive Level: Applying pharmacology.
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies 4) A nurse administers a vaccine to a client. What is the nurse's best understanding as
Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions it relates to the manufacture of a vaccine?
of patient-centered care: patient/family/community preferences, values; coordination 1. The vaccine is produced by natural plant extracts in the laboratory.
and integration of care; information, communication, and education; physical comfort 2. The vaccine is naturally produced in animal cells or microorganisms.
and emotional support; involvement of family and friends; and transition and continuity. 3. The vaccine is produced by a combination of animal and plant products.
| AACN Essential Competencies: I.7 Integrate the knowledge and methods of a variety of 4. The vaccine is most commonly synthesized in a laboratory.
disciplines to inform decision making. | NLN Competencies: Knowledge and Science: Answer: 2
Integration of knowledge from nursing and other disciplines. | Nursing/Integrated Explanation:
Concepts: Nursing Process: Implementation 1. Vaccines are not produced by natural plant extracts.
Learning Outcome: 1-2 Explain the interdisciplinary nature of pharmacology, giving an 2. Vaccines are naturally produced in animal cells, microorganisms, or by the body
example of how knowledge from different sciences impacts the nurse's role in drug itself.
administration. 3. Vaccines are not produced by a combination of animal and plant products.
MNL Learning Outcome: 1.1 Examine the relationship between medicine and 4. Vaccines are not synthesized in a laboratory.
pharmacology. Page Ref: 4
3) A nurse is teaching a group of nurses about the differences between pharmacology Cognitive Level: Applying
and therapeutics. The nurse determines that learning has occurred when which Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
statements are made? Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific
Note: Credit will be given only if all correct choices and no incorrect choices are selected. methods and processes. | AACN Essential Competencies: IX.3 Implement holistic,
Select all that apply. patient-centered care that reflects an understanding of human growth and
1. "Pharmacology is the development of medicines." development, pathophysiology, pharmacology, medical management, and nursing
2. "Pharmacology is the study of medicines." management across the health-illness continuum, across lifespan, and in all healthcare
3. "Therapeutics relates to drug use to treat suffering." settings. | NLN Competencies: Knowledge and Science: Integration of knowledge from
4. "Therapeutics is the study of drug interactions." nursing and other disciplines. | Nursing/Integrated Concepts: Nursing Process:
5. "Pharmacology is the study of drugs to prevent disease." Evaluation
Answer: 2, 3, 5 Learning Outcome: 1-4 Compare and contrast traditional drugs, biologics, and
Explanation: complementary and alternative medicine therapies.
1. Pharmacology is not the development of medicines. MNL Learning Outcome: 1.1 Examine the relationship between medicine and
2. Pharmacology is the study of medicines. pharmacology.
3. Therapeutics is the use of drugs in the treatment of suffering.
4. Therapeutics is not related to study of drug interactions. 5) An older client is admitted with gastrointestinal bleeding. The client says to the
5. Pharmacotherapy is the application of drugs for the purpose of disease nurse, "I don't understand this. All I did was take ibuprofen (Advil) for my arthritis."
prevention. What is the nurse's best response?
Page Ref: 4 1. Review nonpharmacologic methods to relieve joint pain.
Cognitive Level: Applying 2. Encourage the client to substitute safer drugs, such as acetaminophen (Tylenol).
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies 3. Remind the client to contact their healthcare provider before taking any over-
Standards: QSEN Competencies: I.A.1 Integrate understanding of multiple dimensions the-counter (OTC) medications.
of patient-centered care: patient/family/community preferences, values; coordination 4. Teach the client about the side effects of ibuprofen (Advil).
and integration of care; information, communication, and education; physical comfort Answer: 4
and emotional support; involvement of family and friends; and transition and continuity. Explanation:

, 1. Reviewing nonpharmacologic methods to relieve joint pain is appropriate for this Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific
client, but it's not the highest priority. It doesn't address the client's current methods and processes. | AACN Essential Competencies: I.7 Integrate the knowledge
concern about how ibuprofen may have increased the risk of having a GI bleed. and methods of a variety of disciplines to inform decision making. | NLN Competencies:
2. Substitution of other drugs may be beneficial, but this cannot be done in all Knowledge and Science: Integration of knowledge from nursing and other disciplines. |
situations. In addition, it doesn't address the client's current concern about how Nursing/Integrated Concepts: Nursing Process: Evaluation
ibuprofen may have increased the risk of having a GI bleed. Learning Outcome: 1-5 Explain the basis for placing drugs into therapeutic and
3. It is not a realistic plan to expect clients to contact their physician prior to taking pharmacologic classes.
any over-the-counter (OTC) medication. In addition, it doesn't address the MNL Learning Outcome: 1.2 Identify how drugs are named and classified.
client's current concern about how ibuprofen may have increased the risk of
having a GI bleed.
4. It is essential for the nurse to teach clients about the advantages, and the
disadvantages (including side effects), of all medications and supplements the
client is taking.
Page Ref: 6
Cognitive Level: Applying
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
Standards: 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-
the-counter drugs.
MNL Learning Outcome: 1.4 Examine the nurse's role and responsibilities in drug
administration.

6) A nurse teaches a student nurse about the pharmacological classification of drugs.
The nurse evaluates that learning has occurred when the student makes 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."
Answer: 2
Explanation:
1. To say that a drug treats angina addresses the therapeutic usefulness of the
drug, not the pharmacological classification.
2. The pharmacological classification addresses a drug's mechanism of action, or
how a drug produces its effect in the body.
3. To say that a drug lowers blood pressure addresses the therapeutic usefulness of
the drug, not the pharmacological classification.
4. To say that a drug influences blood clotting addresses the therapeutic usefulness
of the drug, not the pharmacological classification.
Page Ref: 5
Cognitive Level: Applying
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies

, 7) A nurse is providing medication education to a client with hypertension. The nurse Knowledge and Science: Integration of knowledge from nursing and other disciplines. |
teaches the client that the healthcare provider ordered a diuretic to decrease the Nursing/Integrated Concepts: Nursing Process: Implementation
amount of fluid in the client's body. Which statement best describes the nurse's Learning Outcome: 1-6 Discuss the prototype approach to drug classification.
instruction? MNL Learning Outcome: 1.2 Identify how drugs are named and classified.
1. The nurse provided appropriate medication education.
2. The nurse explained the drug's mechanism of action. 9) A client has been taking paroxetine (Paxil) for a year and tells a nurse it is no longer
3. The nurse taught the client about a prototype drug. working. What is the best response by the nurse?
4. The nurse explained the consequences of not using the drug. 1. "This sounds like your medication needs changing."
Answer: 2 2. "Let's look for interactions with other medications you are taking."
Explanation: 3. "Are you taking name brand Paxil or the generic version paroxetine?"
1. The education was most likely appropriate, but this response is too vague. 4. "It is time for us to do the Beck Depression assessment again."
2. A drug's mechanism of action explains how a drug produces its effect in the Answer: 3
body. Explanation:
3. There is no drug name present, so it is not known whether this is a prototype 1. Considering a change in medication is appropriate, but another assessment takes
drug. priority.
4. The nurse did not explain the consequences of not using the drug. 2. Assessing for interactions with other drugs is appropriate, but another
Page Ref: 5 assessment takes priority.
Cognitive Level: Applying 3. The bioavailability of a generic drug may not be the same as the bioavailability of
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies a brand name drug.
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific 4. Assessing for worsening of depression is appropriate, but another assessment
methods and processes. | AACN Essential Competencies: I.7 Integrate the knowledge takes priority.
and methods of a variety of disciplines to inform decision making. | NLN Competencies: Page Ref: 7
Knowledge and Science: Integration of knowledge from nursing and other disciplines. | Cognitive Level: Applying
Nursing/Integrated Concepts: Nursing Process: Evaluation Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
Learning Outcome: 1-7 Describe what is meant by a drug's mechanism of action. Standards: QSEN Competencies: III.A.1 Demonstrate knowledge of basic scientific
MNL Learning Outcome: 1.2 Identify how drugs are named and classified. methods and processes. | AACN Essential Competencies: I.7 Integrate the knowledge
and methods of a variety of disciplines to inform decision making. | NLN Competencies:
8) A student nurse asks a nursing instructor how to remember all of the antibiotic Knowledge and Science: Integration of knowledge from nursing and other disciplines. |
drugs since there are so many. What is the best response by the nursing instructor? Nursing/Integrated Concepts: Nursing Process: Assessment
1. "Mnemonics will help you tell the difference between drugs." Learning Outcome: 1-10 Explain the differences between trade name drugs and their
2. "A flow chart will help enhance your memory." generic equivalents.
3. "Categorize the individual drugs by therapeutic effect." MNL Learning Outcome: 1.3 Recognize features of generic and trade-name equivalent
4. "Focus on a representative drug from each class." drugs, and biosimilar drugs.
Answer: 4
Explanation:
1. Using mnemonics is not the best way to learn about drugs.
2. Flow charts are not the best way to learn about drugs.
3. Categorizing individual drugs is not the best way to learn about drugs.
4. A prototype, or representative, drug is the well-understood drug model from
which other drugs in a pharmacological class are compared.
Page Ref: 5
Cognitive Level: Applying
Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies
Standards: 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:

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