Test Bank for Pharmacology for Nurses A Pathophysiologic Approach 7th Edition by Michael P. Adams, Norman Holland & Carol Urban
PharmacologyKforKnurses, 7e (Adams) Chapter 1 Introduction to Pharmacology 1) A nurse is reviewing keyKevents inKthe historyKofKpharmacology with
aKstudent nurse.Which2stu dKentKcomment indicates anKunderstanding? 1. "Early researchers used themselves as test subjects." 2. "A primary goal ofKpharmacology is2to prevent disease." 3. "Penicillin is one ofKthe initial drugs isolated from aKnatural source." 4. "Pharmacologists began synthesizing drugs inKthe laboratory in the nineteenthcentury." ANS; 1 Explanation: 1. Some early researchers, like Friedrich Serturner, used themselves as testsubjects. 2. An earlyKgoal ofKpharmacologyKwas to relieve humanKsuffering. 3. Initial drugs isolated from complex mixtures included morphine, colchicine,curare, a ndKcocaine, but notKpenicillin. 4. By the twentieth century, pharmacologists couldKsynthesize drugs inKthelaboratory . Page Ref: 3 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: QS EN Competencies: I.A.1 Integrate understanding ofKmultiple dimensions ofKpatientcentered care: patient/family/community preferences, values; coordination and integration ofKcare; information, communication, and education; physical comfort and emotional support; involveme nt ofKfamilyKand friends; and transition and continuity. | AACN Essential Competencies: I.7 Integrate the knowledge and methods ofKaKvariety ofdisciplines t o inform decision making. | NLN Competencies: Knowledge andKScience: Integration ofKknowle dge from nursing andKother disciplines. | Nursing/Integrated Concepts: Nursing Process: Evaluatio n Learning Outcome: 11 Identify key events in the history ofKpharmacology. MNL Learning Outcome: 1.1 Exa m ine the relationship between medicine andpharmacology. 2) AKstudent nurse asks a nursing instructorKwhy anatomy andKphysiology as wellKasmicrobiolog y are required courses whenKthe2studentKonlyKwants to learn about pharmacology. What i s tKheKbest response by the instructor? 1. "Because pharmacologyKis an outgrowthKofKthose subjects." 2. "You must learn all, since all ofKthose subjects are part ofKthe curriculum." 3. "Knowledge ofKall those subjects will prepare you to administerKmedication." 4. "An understandingKofKthose subjects is essential to understandKpharmacology."ANS; 4 Explanation: 1. Pharmacology is an outgrowth ofK anatomy, physiology, and microbiology,
Test Bank for Pharmacology for Nurses A Pathophysiologic Approach 7th Edition by Michael P. Adams, Norman Holland & Carol Urban
butthis is2not theKmostKessential reason forKthe nurse to learnKthem. 2. The nurse must learn anatomy, physiology, and microbiologyKto understandpharmac ol ogy, not because theyKare part ofKtheKcurriculum.
Knowledge ofKanatomy, physiology, and microbiologyKprepares the nurse toundersta n dKpharmacology, not to provide care such as administration ofKmedications. 3. It isKessential for the2nurse to haveKaKbroadKknowledge base ofKmanyKsciences inorderKto le arKn pharmacology. Page Ref: 3 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: QS EN Competencies: I.A.1 Integrate understanding ofKmultiple dimensions ofKpatientcentered care: patient/family/community preferences, values; coordination and integration ofKcare; information, communication, and education; physical comfort and emotional support; involveme nt ofKfamilyKand friends; and transition and continuity. | AACN Essential Competencies: I.7 Integrate the knowledge andKmethods ofKa variety ofdiscipline s t o informKdecisionKmaking. | NLN Competencies: Knowledge andKScience: IntegrationKofKknowl edge from nursingKandKother disciplines. | Nursing/Integrated Concepts: Nursing Process: Impleme ntatio n Learning Outcome: 12 ExplainKthe interdisciplinary nature ofKpharmacology, giving anexample ofKhow knowledge from difKf erent sciences impacts the nurse's role in drug administration. MNL LearningKOutcome: 1.1 Examine the relationship between medicine andpharmacology. 3) A nurse is2teachingKaKgroup ofKnurses aboutKthe differences between pharmacologyandKtherape uKtics. The nurse determines that learning has occurred when whichKstatements are made? Note: Credit will be given only ifKall correct choicesKand no incorrectKchoices are2selected. Select all that apply. 1. "Pharmacology is the development ofKmedicines." 2. "Pharmacology is the studyKofKmedicines." 3. "Therapeutics relates to drug use to treatKsuffering." 4. "Therapeutics is the studyK ofKdrug interactions." 5. "Pharmacology is the study ofKdrugs to prevent disease."ANS; 2 , 3, 5 Explanation: 1. Pharmacology is not the development ofKmedicines. 2. Pharmacology is the study ofKmedicines. 3. Therapeutics is the use ofKdrugs in the treatment ofKsuffering. 4. Therapeutics is notKrelatedKto studyKofKdrug interactions. 5. PharmacotherapyK is the application ofKdrugs for the purpose ofKdiseaseprevention
Test Bank for Pharmacology for Nurses A Pathophysiologic Approach 7th Edition by Michael P. Adams, Norman Holland & Carol Urban
. Page Ref: 4 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: Q S EN Competencies: I.A.1 Integrate understanding ofKmultiple dimensions ofKpatientcentered care: patient/family/community preferences, values; coordination and integration ofKcare; information, communication, and education; physical comfort and emotional support; involveme nt ofKfamilyKand friends; and transition and continuity.
Test Bank for Pharmacology for Nurses A Pathophysiologic Approach 7th Edition by Michael P. Adams, Norman Holland & Carol Urban
| AACN Essential Competencies: I.7 Integrate the knowledge and methods ofKaKvariety ofdisciplines t o inform decision making. | NLN Competencies: Knowledge andKScience: Integration ofKknowle dge from nursing andKother disciplines. | Nursing/Integrated Concepts: Nursing Process: Evaluatio n Learning Outcome: 13 Compare and contrast therapeutics and pharmacology.MNL Learning Outcome: 1.1 Exa m ine the relationship between medicine and pharmacology. 4) A nurseKadministers a vaccine to a client. WhatKis the nurse's best understanding as itKrelates t oKtKhe manufacture ofKa vaccine? 1. The vaccine is producedKby natural plantKextracts inKthe laboratory. 2. The vaccine is naturallyKproduced in animal cells or microorganisms. 3. The vaccine is produced by aKcombination ofKanimal and plant products. 4. The vaccine isKmost commonly synthesized in aKlaboratory.ANS; 2 Explanation: 1. Vaccines are not produced by natural plant extracts. 2. Vaccines are naturally produced in animal cells, microorganisms, orKbyKthe bodyitself. 3. Vaccines are not producedKbyKa combination ofKanimal andKplantKproducts. 4. Vaccines are not synthesized in aKlaboratory.Page Ref: 4 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: PharmacologicalKand ParenteralKTherapies Standards: Q S EN Competencies: III.A.1 Demonstrate knowledge ofKbasic scientific methods2andKprocesses. | A ACN Essential Competencies: IX.3 ImplementKholistic, patientcentered care that reflects anKunderstandingKofKhuman growthKand development, pathophysiology, pharmacology, medical management, and nursing management across the healthillness continuum, across lifespan, andKinKall healthcaresettings. | NLN Competencies: Knowledge and Science: Integration ofKknowledge fromnursing andKother disciplines. | Nursing/Integrated C oncepts: NursingKProcess: Evaluation Learning Outcome: 14 Compare and contrast traditionalKdrugs, biologics, andcomplementary andKalternative medicine th e rapies. MNL LearningKOutcome: 1.1 Examine the relationship between medicine andpharmacology. 5) AnKolderKclientKis admitted with gastrointestinal bleeding. The clientKsays
to the nurse, "I do n'tKunderstand this. All I did was2take ibuprofenK(Advil) forKmyKarthritis."WhatKis the nurse's b est rKesponse? 1. Review nonpharmacologic methods to relieve joint pain. 2. Encourage the client to substitute safer drugs, such as acetaminophen (Tylenol). 3. RemindKthe clientKto contactKtheir healthcare providerKbefore takingKany over-the- counter (OTC) medications.
Test Bank for Pharmacology for Nurses A Pathophysiologic Approach 7th Edition by Michael P. Adams, Norman Holland & Carol Urban
4. Teach the client aboutKthe side effects
ofKibuprofenK(Advil).ANS; 4KExplanation:
Test Bank for Pharmacology for Nurses A Pathophysiologic Approach 7th Edition by Michael P. Adams, Norman Holland & Carol Urban
1. Reviewing nonpharmacologic methods to relieve jointKpain is appropriate
forKthisclient, but i t's notKthe highestKpriority. ItKdoesn't address the client's current concernKabout howKibupr ofKen may have increased the riskKofKhavingKa GI bleed. 2. SubstitutionKofKother drugs mayKbe beneficial, but this cannot be done inKall situations. In ad dition, it doesn't address the client's current concern about howibuprofen may have increa s edKthe risk ofKhaving aKGI bleed. 3. ItKis notKa realistic plan to expect clients to contact their physician priorKto takingany over-thecounter (OTC) medication. In addition, it doesn'tKaddress the client's currentKconcern ab o utKhow ibuprofenKmay have increased the risk ofKhaving a2GI bleed. 4. ItKis essential forKthe nurse to teach clients about the advantages, andKthe disadvantages (i ncluding side effects), ofKallKmedications andKsupplements theclient is taking. Page Ref: 6 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: PharmacologicalKand ParenteralKTherapies Standards: Q S EN Competencies: III.A.1 Demonstrate knowledge ofKbasic scientific methods and processes. | AA CN Essential Competencies: II.7 Promote factors that create a culture ofKsafetyKandKcaring. | NLNKCompetencies: Context and Environment: HealthKpromotion/disease prevention. | Nursing/I nteg ratedKConcepts: NursingKProcess:Planning Learning Outcome: 1-9 Outline the2major differences between prescription and over-the-counterKdrugs. MNL Learning Outcome: 1.4 Examine the nurse's role andKresponsibilities in drugadministration. 6) AKnurse teaches aKstudent nurse about the pharmacological classification
ofKdrugs.The nurse evK aluates that learning has occurred whenKthe studentKmakes whichKresponse? 1. "An anti-anginal treats angina." 2. "A calcium channel blocker2blocks heartKcalcium channels." 3. "An antihypertensive lowers bloodKpressure." 4. "An anticoagulant influences bloodK clotting."ANS; 2 Explanation: 1. To say that aKdrug treats angina addresses the therapeutic usefulness ofKthedrug, not2t he pharmacological classification. 2. The pharmacological classification addresses a2drug's mechanism ofKaction, orhow aKdrug produces its effect in the body. 3. To say that aKdrug lowers bloodKpressure addresses the therapeutic usefulness ofthe drug, n ot the pharmacological classification. 4. To say that aKdrug influences blood clotting addresses the therapeutic
Test Bank for Pharmacology for Nurses A Pathophysiologic Approach 7th Edition by Michael P. Adams, Norman Holland & Carol Urban
usefulnessofKtheKdru g, not the pharmacological classification. Page Ref: 5 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: PharmacologicalKand ParenteralKTherapies
Test Bank for Pharmacology for Nurses A Pathophysiologic Approach 7th Edition by Michael P. Adams, Norman Holland & Carol Urban
Standards: QSEN Competencies: III.A.1 Demonstrate knowledge ofKbasic scientific2methods andKprKoc esses. | AACNKEssential Competencies: I.7 Integrate the knowledge and methods ofKa variety ofKdi scipl ines to informKdecision making. | NLN Competencies:Knowledge and Science: Integration ofKk nowled ge from nursing and otherKdisciplines. | Nursing/IntegratedKConcepts: NursingKProcess: Eval uation Learning Outcome: 15 ExplainKthe basis forKplacing drugs into therapeutic andpharmacologic classes. MNL LearningKOutcome: 1.2 IdentifyKhow drugs are named and classified.
Test Bank for Pharmacology for Nurses A Pathophysiologic Approach 7th Edition by Michael P. Adams, Norman Holland & Carol Urban
7) A nurse is providing medication education to a2client with hypertension. The
nurseteaches th e client that the healthcare providerKordered a diuretic to decrease the amountKofKfluid in the cli ent's body. Which statement bestKdescribes the nurse's instruction? 1. The nurse providedKappropriate medication education. 2. The nurse explained the drug's mechanism ofKaction. 3. The nurse taughtKthe client about a prototype drug. 4. The nurse explained the consequences ofKnotKusingKthe drug.ANS; 2 Explanation: 1. The education was mostKlikely appropriate, but this response is too vague. 2. A drug's mechanism ofKactionKexplains how a drug produces its effect in thebody. 3. There is no drugKname present, so it is notKknownKwhetherKthis is a prototypedrug. 4. The nurse did not explain the consequences ofKnotKusing the drug.Page Ref: 5 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: QS EN Competencies: III.A.1 Demonstrate knowledge ofKbasic scientific methods andKprocesses. | A A CN Essential Competencies: I.7 Integrate the knowledge andKmethods ofKaKvariety ofKdisciplines2to inKformKdecision making. | NLN Competencies:Knowledge and Science: Integration ofKknowledge fro m nursing andKother2disciplines. | Nursing/Integrated Concepts: Nursing Process: EvaluationKL earning Outcome: 17 Describe whatKis meantKby a drug's mechanism ofKaction.MNL Learning Outcome: 1.2 Id e ntify howKdrugs are named and classified. 8) A student nurse asks a nursing instructor how to remember all ofKthe antibiotic
drugs since th er e are so many. WhatKis the best response by the nursing instructor? 1. "Mnemonics will help youKtell the difference between drugs." 2. "A flow chart will help enhance your memory." 3. "Categorize the individual drugs by therapeutic effect." 4. "Focus on a representative drug2from eachK class."ANS; 4 Explanation: 1. Using mnemonics is not the bestKway to learn about drugs. 2. Flow charts are not the best wayKto learn aboutKdrugs. 3. Categorizing individual drugs is not the best way to learnKabout drugs. 4. A prototype, or representative, drug is the wellunderstoodKdrug model fromwhich other drugs in a pharmacological class are compared . Page Ref: 5 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: Q S EN Competencies: III.A.1 Demonstrate knowledge ofKbasic scientific
Test Bank for Pharmacology for Nurses A Pathophysiologic Approach 7th Edition by Michael P. Adams, Norman Holland & Carol Urban
methods andKprocesses. | AA CN Essential Competencies: I.7 Integrate the knowledge and methods ofKa variety ofKdisciplines to in form decision making. | NLN Competencies:
Test Bank for Pharmacology for Nurses A Pathophysiologic Approach 7th Edition by Michael P. Adams, Norman Holland & Carol Urban
Knowledge andKScience: Integration ofKknowledge fromKnursing and other disciplines. |Nursing/Int e gratedKConcepts: Nursing Process: Implementation Learning Outcome: 16 Discuss the prototype approachKto drugKclassification.MNL Learning Outcome: 1.2 Id e ntify howKdrugs are named and classified. 9) A client has been takingKparoxetine (Paxil) for2a year and tells aKnurse itKis no
longerworkin g. What is the bestKresponse byKtheKnurse? 1. "This sounds like your2medication2needs changing." 2. "Let's look forKinteractions with otherKmedications youKare taking." 3. "Are you taking name brand Paxil or the generic version paroxetine?" 4. "ItKis time forKus to do the Beck Depression assessment again."ANS; 3 Explanation: 1. Considering a2change in medicationKis appropriate, butK anotherK assessment takespriority. 2. AssessingKfor interactions with other drugs is appropriate, but anotherassessme n t takes priority. 3. The bioavailability ofKa generic drug may not be the same as the bioavailability ofa brandKna mK e drug. 4. AssessingKfor worsening ofKdepressionKis appropriate, but anotherKassessmenttakes prior i ty. Page Ref: 7 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: QS EN Competencies: III.A.1 Demonstrate knowledge ofKbasic scientific methods andKprocesses. | A A CN Essential Competencies: I.7 Integrate the knowledge andKmethods ofKaKvariety ofKdisciplinesKt oKinKformKdecision making. | NLN Competencies:Knowledge and Science: Integration ofKknowledg e fro mKnursing and otherKdisciplines. | Nursing/IntegratedKConcepts: Nursing Process: Assessment Learning Outcome: 110 ExplainKthe differences betweenKtrade name drugs and theirgeneric equivalents. MNL2L earning Outcome: 1.3 Recognize features ofKgeneric and tradename equivalentdrugs, and biosimilar drugs.
Test Bank for Pharmacology for Nurses A Pathophysiologic Approach 7th Edition by Michael P. Adams, Norman Holland & Carol Urban
10) A studentKnurse has completed an initial pharmacology course and tells a nurse thatit was
difficul t. What is theKbest response by the nurse? 1. "ItKmay be over, but now you must applyKwhat you have learnedKto patientKcare." 2. "Learning is gradualKand continuous; we never completelyKmaster all areas ofpharmac olKogy." 3. "Learning is always painful, but we mustKcontinue anyway." 4. "ItKreallyKisn't over; youKshould take a graduate course next."ANS; 2 Explanation: 1. It is true thatKthe student mustKapply what has beenKlearned to patientKcare, butthis respon se implies that learningKis over. 2. Learning pharmacology is aKgradual, continuous process that does not endKwithgraduation. 3. Learning is not always painful. 4. ThereKis no reason for the student nurse to take a graduate level pharmacologycourse at t hi s time. Page Ref: 4 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: Q S EN Competencies: I.A.1 Integrate understanding ofKmultiple dimensions ofKpatientcentered care: patient/family/community preferences, values; coordination and integration ofKcare; information, communication, and education; physical comfort and emotional support; involveme nt ofKfamilyKand friends; and transition and continuity. | AACN Essential Competencies: I.7 Integrate the knowledge andKmethods ofKa variety ofdiscipline s t o informKdecisionKmaking. | NLN Competencies: Knowledge andKScience: IntegrationKofKknowl edge from nursingKandKother disciplines. | Nursing/Integrated Concepts: Nursing Process: Impleme ntatio n Learning Outcome: 17 Describe what is meant byKa drug's mechanismKofKaction. MNL2Learning Outcome: 1.4 E x amine the nurse's role andKresponsibilities inKdrugadministration.
Test Bank for Pharmacology for Nurses A Pathophysiologic Approach 7th Edition by Michael P. Adams, Norman Holland & Carol Urban
11) A client says to the nurse, "MyKwife andKI take the same drug, butKwe have
differentside effect s. Are we doing something wrong?" What is the bestKresponse by the nurse? 1. "Differences suchKas2your sexKcanKresult in differentKside effects." 2. "I'll have to check. What is the name ofKthe drug you were using?" 3. "Possibly. This couldKhappen ifKone uses generic or brand name drugs." 4. "I'm not sure. Maybe the drugKis not the same; youKshould check it."ANS; 1 Explanation: 1. Drugs may elicitKdifferent responses depending onKindividual client factors suchas age, sex, body mass, health status, and genetics. 2. The nurse should notKhave to check the drug; basic knowledge shouldKincludeknowingKt h atKthe sex ofKclients can result inKdifferent side effects. 3. ThereKare differences between some generic and brandKname drugs, but this isnot the be stKanswer. 4. Asking the clientKto checkKa medication is fine, but this does notKanswerKtheclient's q ue stion. Page Ref: 7 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: Q S EN Competencies: I.A.1 Integrate understanding ofKmultiple dimensions ofKpatientcentered care: patient/family/community preferences, values; coordination and integration ofKcare; information, communication, and education; physical comfort and emotional support; involveme nt ofKfamilyKand friends; and transition and continuity. | AACN Essential Competencies: II.7 Promote factors thatKcreate a culture ofKsafety andcaring. | N L NKCompetencies: RelationshipCenteredKCare, Knowledge, Effective Communication. | Nursing/IntegratedKConcepts: Nursing Pr ocess: ImplementationKLearningKOutcome: 110 ExplainKthe differences between trade name drugs andKtheir generic equivalent s. MNL Learning Outcome: 1.3 Recognize features ofKgeneric2and trade-name equivalentdrugs, and biosimilar drugs.
Test Bank for Pharmacology for Nurses A Pathophysiologic Approach 7th Edition by Michael P. Adams, Norman Holland & Carol Urban
12) A client comes to the emergency departmentKwith a myocardial infarction. The client's
husban d tells the nurse that his wife has beenKtaking calcium carbonate (Tums) for years for whatKsh e tho ught was indigestion. WhatKis the best response bythe nurse? 1. "YourKwife should notKhave self-diagnosed herself. I hope she will be okay." 2. "WhyKdid youKletKher do that? She should have seen a physician." 3. "Well, I am glad she is here, as it certainly wasn't indigestion." 4. "YourKwife was selfdiagnosing, whichKis generally notKa goodKidea."ANS; 4 Explanation: 1. Telling the husbandK"I hope she will be okay" is aKvery frightening response2thatimplies she might die, and this is nontherapeutic. 2. Asking the husband why he let his wife take Tums is nontherapeutic andKtooaccusatory; do not ask "why" questions. 3. Telling the husband that "it certainly wasn'tKindigestion" is judgmental andKwillalienateKt h e client and husband. 4. Clients take over-the-counter (OTC) drugs for many reasons. SelftreatmentKis sometimes2ineffective, and the potential forKharmKmayKincrease ifKthe diseaseKiKsallo wedKto progress. Page Ref: 6 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological andKParenteral Therapies Standards: QSE N Competencies: I.C.1 Value seeing healthcare situations "throughKpatients' eyes." | AACN Essent ia l Competencies: IX.4 Communicate effectively with allmembers ofKthe healthcare team, includin g th eKpatient andKthe patient's support network. | NLNKCompetencies: RelationshipCenteredKCare, Knowledge, Effective Communication. | Nursing/IntegratedKConcepts: Nursing Pr ocess: Caring Learning Outcome: 1-9 Outline the2major differences between prescription and over-the-counterKdrugs. MNL Learning Outcome: 1.4 Examine the nurse's roleKand responsibilities in drugadministration.
Test Bank for Pharmacology for Nurses A Pathophysiologic Approach 7th Edition by Michael P. Adams, Norman Holland & Carol Urban
13) A nurse is teaching a class for clients aboutKover-the-
counter (OTC) medications. Thenurse determines that education has been effective when the cl ients make which ofthe below statements? 1. "I willKcheckKwith my provider firstKbefore I take any over-the- counter (OTC)medicine." 2. "A pharmacist canKtell me how to take the over-the-counter2(OTC) medicine." 3. "After reading all the directions on the label, I will call the healthcare provider'soffice ifKt h ey are not clear." 4. "Medicines that are available over-thecounter (OTC) are reallyKsafe, or2theywouldKbeKprescription medicines." ANS; 3 ExplaKnati on: 1. It is not realistic to expect clients to call the doctor's office before taking anyover-the- counterK(OTC) medicine. 2. AskingKthe pharmacistKis a good idea, but does notKreplace reading the labeldirection s. Also, the pharmacist might not always be in the store when the medicine is purcha sed. 3. In most cases, clients mayKtreat themselves safelyKifKthey carefully followinstruction s included withKthe medication. 4. Most OTC medicines have a high2margin ofKsafety, but none isKconsideredcomplete l yKsafe. Page Ref: 6 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological andKParenteral Therapies Standards: QSE N Competencies: I.A.4 Examine howKthe safety, quality, andKcost effectiveness ofKhealthcare canKb e i mprovedKthrough the active involvement ofKpatientsand families. | AACN Essential Competenci es: I X.7 Provide appropriate patient teachingthat reflects developmental stage, age, culture, spirituality , patientKpreferences, and health literacy considerations to foster patient engagement in their care. | NLN Competencies: Quality andKSafety: Commit to a generative safety culture. | Nursing/Integra te dKConcepts: Nursing Process: Teaching/Learning Learning Outcome: 1-9 Outline the2major differences between prescription and over-the-counterKdrugs. MNL Learning Outcome: 1.4 Examine the nurse's role andKresponsibilities inKdrugadministration.
Test Bank for Pharmacology for Nurses A Pathophysiologic Approach 7th Edition by Michael P. Adams, Norman Holland & Carol Urban
14) AKclientKasks aKnurse why a prescribedKmedication is very expensive. What is
the bestresponse by the nurse? 1. Help the client receive free medicine through aK"patientKassistance" program. 2. Ask the healthcare providerKifKa cheaper brand name drug mayKbe substituted. 3. Contact the healthcare providerKto askKifKa generic drug mayKbe substituted. 4. Maintain the client on samples ofKthe brand name drug fromKthe physician's office. ANS; 3 ExplaKnati on: 1. A patientKassistance program is aKgood idea, butKsince the client mayKnotKqualifyfor this, it is2 notKthe bestKplan. 2. Another brand name drugKmay notKbe what the client needs forKthe illness. 3. Generic drugs are much2less costly than brand name drugs. 4. Providing samples is anKoption, butKthe office may temporarily runKout ofsamplesK a nd theKclientKwill not receiveKthe medication. Page Ref: 6 Cognitive Level: Applying Client Need/Sub: Physiological Integrity: Pharmacological and Parenteral Therapies Standards: QS EN Competencies: III.A.1 Demonstrate knowledge ofKbasic scientific methods2andKprocesses. | A A CN Essential Competencies: I.7 Integrate the knowledge andKmethods ofKaKvariety ofKdisciplinesKt oKin form decision making. | NLN Competencies:Knowledge and Science: Integration ofKknowledg e fro mKnursing and otherKdisciplines. | Nursing/IntegratedKConcepts: Nursing Process: Implementa tion LearningKOutcome: 110 ExplainKthe differences betweenKtrade2name drugs and theirgeneric equivalents. MNL2L earning Outcome: 1.3 Recognize features ofKgeneric and tradename equivalentdrugs, and biosimilar drugs.