Exam 1 C7 NUR1023C FSCJ possible ques ons
and prac ce ques ons 2026 update
Erikson's Trust vs. Mistrust
Infant begins to TRUST caregivers to take care of their needs, If the caregiver fails to provide
then MISTRUST develops in the infant
Erikson's Autonomy vs. Shame and Doubt
Toddlers begin to do things for themselves which represent AUTONOMY, if the parents yell
at the toddler for doing thing wrong then the toddler begins to feel SHAME and DOUBT their
capabili)es
Erikson's Ini)a)ve Vs. Guilt
Preschooler begins to take INITIATIVE in learning, if the parent has restric)ons or reprimands
the child then they feel GUILTY
Erikson's Industry Vs. Inferiority
School age, this is where the child focuses on the end result of goals and accomplishments, if
the child is mocked by peers or the parents have a different expecta)on then the child feels
INFERIOR
Erikson's Iden)ty Vs. Role Confusion
This is the )me where a child turns Adolescent and they begin to find their IDENTITY, if the
child is unable to find themselves then they have ROLE CONFUSION
Erikson's In)macy Vs. Isola)on
Young adults try to establish INTIMACY, if the young adults are scared of commitments, then
this leads to ISOLATION
Erikson's Genera)vity vs. Stagna)on
Middle adulthood where the adult is worried about the future GENERATIONS, if they do not
hit this stage then they become STAGNAT
Erikson's Ego Integrity vs. Despair
This is in late adulthood where the adult is feeling fulfilled of their life and accomplishments,
if they have regrets and dwell on them then they feel DESPAIR.
Piagets Sensorimotor
,This is the first 3 years of a child's life where the infant/toddler is experiencing things
through senses and gaining mobility
Piagets Preopera)onal
This is ages 2-7 where the child begins to develop magical thinking. Language is developing
more in this )me period.
Piagets Concrete opera)onal
Age ranges from 6-7 and 11-12 where the child begins to develop more logical thinking and
they, they can manipulate tangible or concrete objects and can classify ar)cles by 2 or more
characteris)cs.
Piagets Former Opera)onal
This is ages 11-12 and 14-15 where the adolescent begins to have more advanced thinking/
abstract thinking.
Pharmaceu)cs
- Enternal (PO, rectal, SL, Diges)ve Tract)
- Parenteral (Injec)ons, bypasses GI tract)
- Topical (ointments, absorbed by skin and bypasses GI tract)
- Inhala)on (Inhaled, bypasses GI Tract)
Pharmacokine)cs
What the body does to the drug
Absorp)on
Hepa)c First Pass, the liver filters a majority of the medica)on, rendering a large por)on of
the medica)on useless
Distribu)on
Medica)on a@aches to proteins majority of the )me, if there is a lack of protein in the body
then the drug can't bind to anything so a majority of the drug is roaming free causing drug
toxicity.
Metabolism
Changing this drug from original form. Half-Life is the amount of )me it takes for half the
drug to be eliminated from the body.
Excre)on
How the drug leaves the body. Examples include the kidneys filtering, respira)ons, feces,
and sweat.
,ADME
Absorp)on
Distribu)on
Metabolism
Excre)on
Bioavailability
How much of the medica)on reaches the circulatory system aAer absorp)on.
Pharmacodynamics
What happens to the body aAer absorp)on/drug effects.
Primary effect
Intended effect (therapeu)c effect)
Secondary effect
Something desirable or undesirable. Example: taking a benadryl can make you feel sleepy
which is okay if you have nothing to do, but if you have to study for an exam it is
undesirable.
Side effect
effects that are intended/expected such as cons)pa)on due to pain medica)on. Does not
affect therapeu)c effect.
Adverse effects
HARMFUL, UNINTENDED, UNEXPECTED, that leads to injury and even DEATH.
Toxic effect
Dose of medica)on accumula)ng due to poor liver/kidney func)on or the dose being too
high.
Onset
Time it takes for medica)on to produce a minimal therapeu)c effect.
Peak
Maximum therapeu)c effect
Dura)on
How long a drug is able to provide a therapeu)c effect
Therapeu)c index
, Medica)on safety margin
What labs do you draw for a Narrow therapeu)c index?
Peak and Trough
Peak tells us the maximum amount of drug is working
Trough tells us when the minimalist amount of the drug is working
What should the nurse do if the pa)ent is taking a drug with a narrow therapeu)c index?
DRAW a PEAK and TROUGH
Medical Asepsis
HANDWASHING, disinfec)ng the environment
Surgical Asepsis
Disinfec)ng procedure equipment
Labs a Nurse should get for bacteria infec)on
Culture and Sensi)vity
The culture tells us what type of bacteria the pa)ent contracted and sensi)vity is what the
bacteria is most suscep)ble to.
What should the nurse do if the pa)ent is not geGng be@er with their current an)bio)c
regimen?
CHECK for SENSITIVITY
What is used to treat bacterial infec)ons?
An)bio)cs
What is used to treat viruses?
An)virals
An)bio)cs wont work.
Inflammatory response
You can have inflamma)on without infec)on.
SHRIMP
Swelling
Heat
Redness
IMmobility
Pain
and prac ce ques ons 2026 update
Erikson's Trust vs. Mistrust
Infant begins to TRUST caregivers to take care of their needs, If the caregiver fails to provide
then MISTRUST develops in the infant
Erikson's Autonomy vs. Shame and Doubt
Toddlers begin to do things for themselves which represent AUTONOMY, if the parents yell
at the toddler for doing thing wrong then the toddler begins to feel SHAME and DOUBT their
capabili)es
Erikson's Ini)a)ve Vs. Guilt
Preschooler begins to take INITIATIVE in learning, if the parent has restric)ons or reprimands
the child then they feel GUILTY
Erikson's Industry Vs. Inferiority
School age, this is where the child focuses on the end result of goals and accomplishments, if
the child is mocked by peers or the parents have a different expecta)on then the child feels
INFERIOR
Erikson's Iden)ty Vs. Role Confusion
This is the )me where a child turns Adolescent and they begin to find their IDENTITY, if the
child is unable to find themselves then they have ROLE CONFUSION
Erikson's In)macy Vs. Isola)on
Young adults try to establish INTIMACY, if the young adults are scared of commitments, then
this leads to ISOLATION
Erikson's Genera)vity vs. Stagna)on
Middle adulthood where the adult is worried about the future GENERATIONS, if they do not
hit this stage then they become STAGNAT
Erikson's Ego Integrity vs. Despair
This is in late adulthood where the adult is feeling fulfilled of their life and accomplishments,
if they have regrets and dwell on them then they feel DESPAIR.
Piagets Sensorimotor
,This is the first 3 years of a child's life where the infant/toddler is experiencing things
through senses and gaining mobility
Piagets Preopera)onal
This is ages 2-7 where the child begins to develop magical thinking. Language is developing
more in this )me period.
Piagets Concrete opera)onal
Age ranges from 6-7 and 11-12 where the child begins to develop more logical thinking and
they, they can manipulate tangible or concrete objects and can classify ar)cles by 2 or more
characteris)cs.
Piagets Former Opera)onal
This is ages 11-12 and 14-15 where the adolescent begins to have more advanced thinking/
abstract thinking.
Pharmaceu)cs
- Enternal (PO, rectal, SL, Diges)ve Tract)
- Parenteral (Injec)ons, bypasses GI tract)
- Topical (ointments, absorbed by skin and bypasses GI tract)
- Inhala)on (Inhaled, bypasses GI Tract)
Pharmacokine)cs
What the body does to the drug
Absorp)on
Hepa)c First Pass, the liver filters a majority of the medica)on, rendering a large por)on of
the medica)on useless
Distribu)on
Medica)on a@aches to proteins majority of the )me, if there is a lack of protein in the body
then the drug can't bind to anything so a majority of the drug is roaming free causing drug
toxicity.
Metabolism
Changing this drug from original form. Half-Life is the amount of )me it takes for half the
drug to be eliminated from the body.
Excre)on
How the drug leaves the body. Examples include the kidneys filtering, respira)ons, feces,
and sweat.
,ADME
Absorp)on
Distribu)on
Metabolism
Excre)on
Bioavailability
How much of the medica)on reaches the circulatory system aAer absorp)on.
Pharmacodynamics
What happens to the body aAer absorp)on/drug effects.
Primary effect
Intended effect (therapeu)c effect)
Secondary effect
Something desirable or undesirable. Example: taking a benadryl can make you feel sleepy
which is okay if you have nothing to do, but if you have to study for an exam it is
undesirable.
Side effect
effects that are intended/expected such as cons)pa)on due to pain medica)on. Does not
affect therapeu)c effect.
Adverse effects
HARMFUL, UNINTENDED, UNEXPECTED, that leads to injury and even DEATH.
Toxic effect
Dose of medica)on accumula)ng due to poor liver/kidney func)on or the dose being too
high.
Onset
Time it takes for medica)on to produce a minimal therapeu)c effect.
Peak
Maximum therapeu)c effect
Dura)on
How long a drug is able to provide a therapeu)c effect
Therapeu)c index
, Medica)on safety margin
What labs do you draw for a Narrow therapeu)c index?
Peak and Trough
Peak tells us the maximum amount of drug is working
Trough tells us when the minimalist amount of the drug is working
What should the nurse do if the pa)ent is taking a drug with a narrow therapeu)c index?
DRAW a PEAK and TROUGH
Medical Asepsis
HANDWASHING, disinfec)ng the environment
Surgical Asepsis
Disinfec)ng procedure equipment
Labs a Nurse should get for bacteria infec)on
Culture and Sensi)vity
The culture tells us what type of bacteria the pa)ent contracted and sensi)vity is what the
bacteria is most suscep)ble to.
What should the nurse do if the pa)ent is not geGng be@er with their current an)bio)c
regimen?
CHECK for SENSITIVITY
What is used to treat bacterial infec)ons?
An)bio)cs
What is used to treat viruses?
An)virals
An)bio)cs wont work.
Inflammatory response
You can have inflamma)on without infec)on.
SHRIMP
Swelling
Heat
Redness
IMmobility
Pain
