,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
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.
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."
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?
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
,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.
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.
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
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.
