Test Bank For Pharmacology for Nurses , A Pathophysiologic Approach 5th Edition by Michael

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.

Answer: 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

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.

Answer: 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

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.\"

Answer: 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

The nurse is providing medication education to a client with hypertension. The nurse teaches the a 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

Answer: 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 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

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.

Answer: 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 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