TEST BANK .
INTRODUCTION .TO .CLINICAL .PHARMACOLOGY .10TH
By .Constance .Visovsky, .Cheryl .Zambroski, .Shirley .Hosler
,Chapter .01: .Pharmacology .and .the .Nursing .Process .in .LPN
.Practice .Visovsky: .Introduction .to .Clinical .Pharmacology, .10th
Edition
MULTIPLE
.CHOICE
1. The .LPN .is .collecting .data .for .the .initial .assessment .of .a .patient .upon .admission .to .a .long-term .car
the .patient‘s .prescribed .drugs. .Which .action .should .the .LPN .consider .to .be .the .highest .priority?
.
a. Obtain . any . special . equipment . that . will . be . needed . to . give . the . patient‘s . drug.
b. Monitor .the .patient .for .a .response .to .the .drug .given.
c. Collect . data . about . the . patient . and . the . patient‘s . health . condition.
d. Review .the .nursing .care .plan .to .verify .that .it .is .accurate.
ANS: . C
Collecting .and .documenting .data .about .the .patient .and .the .patient‘s .health .condition .is .a .critical .st
.given. .Information .regarding .the .present .illness, .any .signs .and .symptoms, .review .of .medical .record
.signs .are .needed .before .drugs .are .given. .Deciding .on .special .equipment .that .will .be .needed .to .give
.of .the .planning .phase .of .the .nursing .process. .Monitoring .the .patient .for .his .response .to .given .drug
.stage .of .the .nursing .process. .Reviewing .the .nursing .care .plan .to .verify .that .it .is .being .followed .ac
.implementation .stage .of .the .nursing .process.
DIF: . Cognitive .Level: .Applying REF: .p. .2
2. The .LPN .is .working .with .a .patient .in .the .planning .stage .of .the .nursing .process .related .to .the .patien
Which .action .should .the .LPN .take .during .this .stage?
.
a. Develop .a .nursing .goal .to .plan .the .procedures .needed .to .give .drug.
b. Develop .a .teaching .plan .for .the .patient .regarding .the .drug‘s .actions.
c. Determine . that . the . patient . is . experiencing . the . expected . response . to . his . drug.
d. Determine . how . much . the . patient . understands . about . his . drug.
ANS: .D
Determining .how .much .the .patient .understands .about .his .drug .is .part .of .the .diagnosis .phase .of .the
.Developing .a .nursing .goal .to .plan .the .procedures .needed .to .give .drug .and .developing .a .teaching .p
.patient .regarding .the .drug‘s .actions .are .part .of .the .planning .phase .of .the .nursing .process.
DIF: . Cognitive .Level: .Applying REF: .p. .2
3. You .are .teaching .a .patient .with .depression .about .the .potential .adverse .effects .of .a .prescribed .drug.
nursing .process .related .to .drug .therapy .are .you .engaging .in .at .this .point .of .the .teaching .plan?
.
a. Assessment
b. Implementation
c. Evaluation
d. Diagnosis
ANS: . C
In .the .evaluation .phase .of .the .nursing .process, .the .LPN .understands .and .teaches .to .the .patient .the .d
.expected .side .effects, .and .potential .adverse .effects.
DIF: . Cognitive .Level: .Remembering . REF: . p. .2
4. Which . statement . provides . an . example . of . objective . data?
a. The . wife . states . the . patient . was . confused . last . night.
,6. The .LPN/VN .is .assessing .a .patient .before .giving .a .drug .for .blood .pressure .management. .The .nurs
be .90/50 .mm .Hg. .What .is .the .nurse‘s .best .action?
.
a. Hold .the .drug .and .report .the .blood .pressure .to .the .RN.
b. Give .the .patient .a .full .glass .of .water .before .giving .the .drug.
c. Come .back .in .30 .minutes .and .recheck .the .blood .pressure.
d. Have . the . patient . perform . pursed . lip . breathing . before . giving . the . drug.
ANS: .A
The .best .action .is .to .hold .the .drug .and .contact .the .RN. .The .patient .may .need .an .adjustment .
.pressure .drug .or .switching .to .another .drug. .Giving .water .with .the .drug .is .not .contraindicated .bu
.patient‘s .risk .for .hypotension. .Pursed .lip .breathing .has .no .role .in .this .situation.
DIF: . Cognitive .Level: .Remembering . REF: . p. .4
7. The .LPN .is .collecting .objective .data .for .inclusion .in .the .nursing .assessment. .Which .piece .of .inform
the .LPN .hasa .clear .understanding .of .objective .assessment .data?
.
a. A .patient‘s .rating .of .chest .pain .as .8 .on .a .1 .to .10 .scale.
b. Family . members . report . that . patient . has . been . experiencing . pain . for . 1 . month.
c. Detailed . history . of . the . patient‘s . current . illness . upon . admission.
d. Compilation . of . past . laboratory . results . and . x-ray . reports.
ANS: .D
The .patient‘s .past .laboratory .and .x-ray .results .are .examples .of .objective .data. .A .pain .rating .of .8/10
.descriptionof .the .patient‘s .pain, .and .history .of .current .illness .are .examples .of .subjective .data
DIF: . Cognitive .Level: .Remembering . REF: . p. .3
8. A .patient .recently .began .a .taking .blood .pressure .drug .and .presents .for .a .follow-up .appointment. .T
the .patient‘s .daily .blood .pressure .recordings. .Which .stage .of .the .nursing .process .corresponds .to .th
.
a. Assessment
b. Planning
c. Diagnosis
d. Evaluation
ANS: .D
The .evaluation .phase .involves .examining .the .results .that .occur .when .the .plan .is .implemented. .Re
.blood .pressure .recording .examines .the .patient‘s .response .to .the .drug. .The .assessment .phase .prov
.about .the .patient, .the .problem, .and .anything .that .may .change .the .choice .of .treatment. .The .plannin
.patient .assessment .data .and .diagnoses .to .set .goals .and .write .care .plans. .The .diagnosis .phase .invol
.the .patient‘s .problems, .including .medical .diagnoses .made .by .the .healthcare .provider .and .nursing .d
.the .North .American .Nursing .Diagnosis .Association .(NANDA).
DIF: . Cognitive .Level: .Remembering . REF: .p. .2
9. After .receiving .report, .the .LPN .gives .drugs .to .her .assigned .patients .on .the .evening .shift. .With .whi
nursing .process .does .this .activity .correspond?
.
a. Implementation
b. Assessment
c. Planning
d. Diagnosis
ANS: .A
The .implementation .phase .involves .actively .following .the .plan .of .care .and .accurately .giving .orde
.The .assessment .phase .involves .obtaining .initial .information .about .the .patient, .the .problem, .and .a
.the .choice .of .treatment. .The .planning .phase .involves .using .patient .assessment .data .and .diagnoses .t
, 11. A .patient .is .receiving .an .antibiotic .for .pneumonia. .On .the .third .day .of .the .treatment .regimen, .a .ras
chest, .and .shereports .itching .and .shortness .of .breath. .Which .term .describes .the .effect .that .has
.
a. Therapeutic . effect
b. Adverse . effect
c. Side .effect
d. Overdose . effect
ANS: .B
An .itchy .rash .with .shortness .of .breath .that .develops .in .response .to .drug .is .an .example .of .an .allerg
.effect .to .the .antibiotic. .Therapeutic .effects .occur .when .an .antibiotic .fights .infection .without .causin
.Side . effects .of .drugs .are .known .potential .effects .of .the .antibiotic .that .range .from .mild .to .moderate
.if .a .patient .receives .too .much .of .a .drug.
DIF: . Cognitive .Level: .Understanding . REF: . p. .9
12. An .LPN .enters .a .patient‘s .room .to .give .a .scheduled .drug. .Before .administration, .the .patient .states, .―
that .drug; .I‘m .allergic .to .it.‖ .What .should .the .nurse .do .first?
.
a. Reassure .the .patient .that .the .drug .is .needed .and .observations .regarding
.possibleallergic .symptoms .will .be .made.
b. Review .the .patient .record .and .encourage .the .patient .to .take .the .drug
.if .noallergies .have .been .documented.
c. Assess .the .patient‘s .allergic .history .and .notify .the .healthcare .provider
.to .determine .a .course .of .action.
d. Document .patient .refusal .and .leave .a .note .on .the .patient .chart
.for .thehealthcareprovider.
ANS: . C
The .patient .has .shared .information .that .indicates .the .potential .for .the .ordered .drug .to .cause .adverse
.drug, .the .nurse .should .investigate .further .by .obtaining .a .more .detailed .drug .history .and .notifying .th
.wrote .the .order. .Although .the .order .may .be .accurately .written, .determining .whether .the .drug‘s .be
.is .not .an .action .within .the .legal .scope .of .the .nurse‘s .practice. .The .nurse .should .not .offer .false .reas
.advocate .for .patient .safety, .should .investigate .further .before .giving .the .drug. .The .patient .has .raise
.drug .that .should .promptly .be .brought .to .the .provider‘s .attention. .A .note .on .the .chart .leaves .pot
.be .missed.
DIF: . Cognitive .Level: .Applying REF: . p. .4
13. The .LPN .is .preparing .to .give .the .initial .dose .of .an .antibiotic .to .a .patient .diagnosed .with .an .infectio
―I .broke .outin .a .rash .the .last .time .I .took .that .pill.‖ .What .action .should .the .LPN .take .next?
.
a. Give .the .drug .and .check .the .patient .in .30 .minutes .for .a .rash.
b. Document .that .the .patient .refused .the .drug .per .agency .policy.
c. Leave .the .drug .at .the .bedside .while .checking .the .chart .for .the .patient‘s .allergies.
d. Notify . the . registered . nurse . or . healthcare . provider.
ANS: .D
This .is .a .possible .adverse .reaction, .and .the .RN .or .healthcare .provider .should .be .notified .immediat
.give .the .drug .to .see .if .it .does .cause .a .rash. .Drug .should .never .be .left .at .the .bedside. .The .patient .d
DIF: . Cognitive .Level: .Applying REF: . p. .9
14. Which . priority . assessment . must . you . make . before . giving . any . patient . a . drug . by . mouth?
a. Quiz .the .patient .about .the .action .of .each .drug.
b. Make .sure .the .patient .can .swallow.
c. Find .out .whether .the .patient .prefers .cold .or .room .temperature .liquids.
d. Ask .the .patient .to .repeat .his .or .her .name .and .birthdate.
INTRODUCTION .TO .CLINICAL .PHARMACOLOGY .10TH
By .Constance .Visovsky, .Cheryl .Zambroski, .Shirley .Hosler
,Chapter .01: .Pharmacology .and .the .Nursing .Process .in .LPN
.Practice .Visovsky: .Introduction .to .Clinical .Pharmacology, .10th
Edition
MULTIPLE
.CHOICE
1. The .LPN .is .collecting .data .for .the .initial .assessment .of .a .patient .upon .admission .to .a .long-term .car
the .patient‘s .prescribed .drugs. .Which .action .should .the .LPN .consider .to .be .the .highest .priority?
.
a. Obtain . any . special . equipment . that . will . be . needed . to . give . the . patient‘s . drug.
b. Monitor .the .patient .for .a .response .to .the .drug .given.
c. Collect . data . about . the . patient . and . the . patient‘s . health . condition.
d. Review .the .nursing .care .plan .to .verify .that .it .is .accurate.
ANS: . C
Collecting .and .documenting .data .about .the .patient .and .the .patient‘s .health .condition .is .a .critical .st
.given. .Information .regarding .the .present .illness, .any .signs .and .symptoms, .review .of .medical .record
.signs .are .needed .before .drugs .are .given. .Deciding .on .special .equipment .that .will .be .needed .to .give
.of .the .planning .phase .of .the .nursing .process. .Monitoring .the .patient .for .his .response .to .given .drug
.stage .of .the .nursing .process. .Reviewing .the .nursing .care .plan .to .verify .that .it .is .being .followed .ac
.implementation .stage .of .the .nursing .process.
DIF: . Cognitive .Level: .Applying REF: .p. .2
2. The .LPN .is .working .with .a .patient .in .the .planning .stage .of .the .nursing .process .related .to .the .patien
Which .action .should .the .LPN .take .during .this .stage?
.
a. Develop .a .nursing .goal .to .plan .the .procedures .needed .to .give .drug.
b. Develop .a .teaching .plan .for .the .patient .regarding .the .drug‘s .actions.
c. Determine . that . the . patient . is . experiencing . the . expected . response . to . his . drug.
d. Determine . how . much . the . patient . understands . about . his . drug.
ANS: .D
Determining .how .much .the .patient .understands .about .his .drug .is .part .of .the .diagnosis .phase .of .the
.Developing .a .nursing .goal .to .plan .the .procedures .needed .to .give .drug .and .developing .a .teaching .p
.patient .regarding .the .drug‘s .actions .are .part .of .the .planning .phase .of .the .nursing .process.
DIF: . Cognitive .Level: .Applying REF: .p. .2
3. You .are .teaching .a .patient .with .depression .about .the .potential .adverse .effects .of .a .prescribed .drug.
nursing .process .related .to .drug .therapy .are .you .engaging .in .at .this .point .of .the .teaching .plan?
.
a. Assessment
b. Implementation
c. Evaluation
d. Diagnosis
ANS: . C
In .the .evaluation .phase .of .the .nursing .process, .the .LPN .understands .and .teaches .to .the .patient .the .d
.expected .side .effects, .and .potential .adverse .effects.
DIF: . Cognitive .Level: .Remembering . REF: . p. .2
4. Which . statement . provides . an . example . of . objective . data?
a. The . wife . states . the . patient . was . confused . last . night.
,6. The .LPN/VN .is .assessing .a .patient .before .giving .a .drug .for .blood .pressure .management. .The .nurs
be .90/50 .mm .Hg. .What .is .the .nurse‘s .best .action?
.
a. Hold .the .drug .and .report .the .blood .pressure .to .the .RN.
b. Give .the .patient .a .full .glass .of .water .before .giving .the .drug.
c. Come .back .in .30 .minutes .and .recheck .the .blood .pressure.
d. Have . the . patient . perform . pursed . lip . breathing . before . giving . the . drug.
ANS: .A
The .best .action .is .to .hold .the .drug .and .contact .the .RN. .The .patient .may .need .an .adjustment .
.pressure .drug .or .switching .to .another .drug. .Giving .water .with .the .drug .is .not .contraindicated .bu
.patient‘s .risk .for .hypotension. .Pursed .lip .breathing .has .no .role .in .this .situation.
DIF: . Cognitive .Level: .Remembering . REF: . p. .4
7. The .LPN .is .collecting .objective .data .for .inclusion .in .the .nursing .assessment. .Which .piece .of .inform
the .LPN .hasa .clear .understanding .of .objective .assessment .data?
.
a. A .patient‘s .rating .of .chest .pain .as .8 .on .a .1 .to .10 .scale.
b. Family . members . report . that . patient . has . been . experiencing . pain . for . 1 . month.
c. Detailed . history . of . the . patient‘s . current . illness . upon . admission.
d. Compilation . of . past . laboratory . results . and . x-ray . reports.
ANS: .D
The .patient‘s .past .laboratory .and .x-ray .results .are .examples .of .objective .data. .A .pain .rating .of .8/10
.descriptionof .the .patient‘s .pain, .and .history .of .current .illness .are .examples .of .subjective .data
DIF: . Cognitive .Level: .Remembering . REF: . p. .3
8. A .patient .recently .began .a .taking .blood .pressure .drug .and .presents .for .a .follow-up .appointment. .T
the .patient‘s .daily .blood .pressure .recordings. .Which .stage .of .the .nursing .process .corresponds .to .th
.
a. Assessment
b. Planning
c. Diagnosis
d. Evaluation
ANS: .D
The .evaluation .phase .involves .examining .the .results .that .occur .when .the .plan .is .implemented. .Re
.blood .pressure .recording .examines .the .patient‘s .response .to .the .drug. .The .assessment .phase .prov
.about .the .patient, .the .problem, .and .anything .that .may .change .the .choice .of .treatment. .The .plannin
.patient .assessment .data .and .diagnoses .to .set .goals .and .write .care .plans. .The .diagnosis .phase .invol
.the .patient‘s .problems, .including .medical .diagnoses .made .by .the .healthcare .provider .and .nursing .d
.the .North .American .Nursing .Diagnosis .Association .(NANDA).
DIF: . Cognitive .Level: .Remembering . REF: .p. .2
9. After .receiving .report, .the .LPN .gives .drugs .to .her .assigned .patients .on .the .evening .shift. .With .whi
nursing .process .does .this .activity .correspond?
.
a. Implementation
b. Assessment
c. Planning
d. Diagnosis
ANS: .A
The .implementation .phase .involves .actively .following .the .plan .of .care .and .accurately .giving .orde
.The .assessment .phase .involves .obtaining .initial .information .about .the .patient, .the .problem, .and .a
.the .choice .of .treatment. .The .planning .phase .involves .using .patient .assessment .data .and .diagnoses .t
, 11. A .patient .is .receiving .an .antibiotic .for .pneumonia. .On .the .third .day .of .the .treatment .regimen, .a .ras
chest, .and .shereports .itching .and .shortness .of .breath. .Which .term .describes .the .effect .that .has
.
a. Therapeutic . effect
b. Adverse . effect
c. Side .effect
d. Overdose . effect
ANS: .B
An .itchy .rash .with .shortness .of .breath .that .develops .in .response .to .drug .is .an .example .of .an .allerg
.effect .to .the .antibiotic. .Therapeutic .effects .occur .when .an .antibiotic .fights .infection .without .causin
.Side . effects .of .drugs .are .known .potential .effects .of .the .antibiotic .that .range .from .mild .to .moderate
.if .a .patient .receives .too .much .of .a .drug.
DIF: . Cognitive .Level: .Understanding . REF: . p. .9
12. An .LPN .enters .a .patient‘s .room .to .give .a .scheduled .drug. .Before .administration, .the .patient .states, .―
that .drug; .I‘m .allergic .to .it.‖ .What .should .the .nurse .do .first?
.
a. Reassure .the .patient .that .the .drug .is .needed .and .observations .regarding
.possibleallergic .symptoms .will .be .made.
b. Review .the .patient .record .and .encourage .the .patient .to .take .the .drug
.if .noallergies .have .been .documented.
c. Assess .the .patient‘s .allergic .history .and .notify .the .healthcare .provider
.to .determine .a .course .of .action.
d. Document .patient .refusal .and .leave .a .note .on .the .patient .chart
.for .thehealthcareprovider.
ANS: . C
The .patient .has .shared .information .that .indicates .the .potential .for .the .ordered .drug .to .cause .adverse
.drug, .the .nurse .should .investigate .further .by .obtaining .a .more .detailed .drug .history .and .notifying .th
.wrote .the .order. .Although .the .order .may .be .accurately .written, .determining .whether .the .drug‘s .be
.is .not .an .action .within .the .legal .scope .of .the .nurse‘s .practice. .The .nurse .should .not .offer .false .reas
.advocate .for .patient .safety, .should .investigate .further .before .giving .the .drug. .The .patient .has .raise
.drug .that .should .promptly .be .brought .to .the .provider‘s .attention. .A .note .on .the .chart .leaves .pot
.be .missed.
DIF: . Cognitive .Level: .Applying REF: . p. .4
13. The .LPN .is .preparing .to .give .the .initial .dose .of .an .antibiotic .to .a .patient .diagnosed .with .an .infectio
―I .broke .outin .a .rash .the .last .time .I .took .that .pill.‖ .What .action .should .the .LPN .take .next?
.
a. Give .the .drug .and .check .the .patient .in .30 .minutes .for .a .rash.
b. Document .that .the .patient .refused .the .drug .per .agency .policy.
c. Leave .the .drug .at .the .bedside .while .checking .the .chart .for .the .patient‘s .allergies.
d. Notify . the . registered . nurse . or . healthcare . provider.
ANS: .D
This .is .a .possible .adverse .reaction, .and .the .RN .or .healthcare .provider .should .be .notified .immediat
.give .the .drug .to .see .if .it .does .cause .a .rash. .Drug .should .never .be .left .at .the .bedside. .The .patient .d
DIF: . Cognitive .Level: .Applying REF: . p. .9
14. Which . priority . assessment . must . you . make . before . giving . any . patient . a . drug . by . mouth?
a. Quiz .the .patient .about .the .action .of .each .drug.
b. Make .sure .the .patient .can .swallow.
c. Find .out .whether .the .patient .prefers .cold .or .room .temperature .liquids.
d. Ask .the .patient .to .repeat .his .or .her .name .and .birthdate.
