TEST BANK
f# f#
LILLEY'S PHARMACOLOGY FOR CANADIAN
f# f# f#
HEALTH CARE PRACTICE
f# f# f# f#
f#
KARA SEALOCK
f# f#
f#
4TH EDITION
f#
,f#
f#
f# f#
TEST BANK
,h
lOMoAR f# cPSD| f# 301380 4 f#
f#
f#
f# lOMoAR f# cPSD| f# 3013804 f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
Chapter 01: Nursing Practice in Canada and Drug Therapy Sealock: Lilley’s Pharmaco
f# f# f# f# f# f# f# f# f# f# f#
Health Care Practice, 4th Edition
f# f# f# f# f# f# f#
f#
MULTIPLE f#CHOICE f#
f#
1. Which f#is f#a f#judgement f#about f#a f#particular f#patient’s f#potential f#need f#or f#problem? f#a. f# A f#goal f#
b. An f#assessment f#
c. Subjective f#data f#
d. A f#nursing f#diagnosis f#
ANS: f#D f#
Nursing f#diagnosis f#is f#the f#phase f#of f#the f#nursing f#process f#during f#which f#a f#clinical f#judgement f#is f#m
f#responds f#to f#heath f#conditions f#and f#life f#processes f#or f#vulnerability f#for f#that f#response. f#
DIF: f#Cognitive f#Level: f#Knowledge f#
f#
2. The f#patient f#is f#to f#receive f#oral f#furosemide f#(Lasix) f#every f#day; f#however, f#because f#the f#patient f#is f
he f#cannot f#take f#medication f#orally, f#as f#ordered. f#The f#nurse f#needs f#to f#contact f#the f#physician. f#Wha
f#
is f#this? f#a. f# A f#“right f#time” f#problem f#
f#
b. A f#“right f#dose” f#problem f#
c. A f#“right f#route” f#problem f#
d. A f#“right f#medication” f#problem f#
ANS: f#C f#
This f#is f#a f#“right f#route” f#problem: f#the f#nurse f#cannot f#assume f#the f#route f#and f#must f#clarify f#the f#rou
f#is f#not f#a f#“right f#time” f#problem f#because f#the f#ordered f#frequency f#has f#not f#changed. f#This f#is f#not f#a
f#because f#the f#dose f#is f#not f#related f#to f#an f#inability f#to f#swallow. f#This f#is f#not f#a f#“right f#medication”
f#medication f#ordered f#will f#not f#change, f#just f#the f#route. f#
DIF: f#Cognitive f#Level: f#Application f#
f#
3. The f#nurse f#has f#been f#monitoring f#the f#patient’s f#progress f#on f#his f#new f#drug f#regimen f#since f#the f#firs
been f#documenting f#signs f#of f#possible f#adverse f#effects. f#What f#nursing f#process f#phase f#is f#the f#nurse
f#
a. f# Planning f#
b. f# Evaluation f#
c. f# Implementation f#
d. f# Nursing f#diagnosis f#
ANS: f#B f#
Monitoring f#the f#patient’s f#progress f#is f#part f#of f#the f#evaluation f#phase. f#Planning, f#implementation, f#an
f#not f#illustrated f#by f#this f#example. f#
DIF: f#Cognitive f#Level: f#Application f#
f#
4. The f#nurse f#is f#caring f#for f#a f#patient f#who f#has f#been f#newly f#diagnosed f#with f#type f#1 f#diabetes f#mellit
f# illustrates f#an f#outcome f#criterion f#for f#this f#patient? f#
a. The f#patient f#will f#follow f#instructions. f#
, lOMoAR f# cPSD| f# 301380 4 f#
Chapter f# f#
Sealock: f# Health Care Practice, 4th Edition
f# f# f# f# f#
f#
MULTIPLE
f#
1. f#
Copyright f# f#© f#2021, f#Elsevier f#Inc. f#All f#rights f#reserved. f#
The f#nurse f#is f#working f#during f#a f#very f#busy f#night f#shift, f#and f#the f#health f#care f#provider f#has f#just f#g
f#medication f#order f#over f#the f#telephone, f#but f#the f#nurse f#does f#not f#recall f#the f#route. f#What f#is f#the f#b
f#to f#avoid f#medication f#errors? f#a. f# Recopy f#the f#order f#neatly f#on f#the f#order f#sheet, f#with f#the f#mos
f#indicated f#
b. Consult f#with f#the f#pharmacist f#for f#clarification f#about f#the f#most f#common f#route f#
c. Call f#the f#health f#care f#provider f#to f#clarify f#the f#route f#of f#administration f#
d. Withhold f#the f#drug f#until f#the f#health f#care f#provider f#visits f#the f#patient f#
ANS: f#C f#
If f#a f#medication f#order f#does f#not f#include f#the f#route, f#the f#nurse f#must f#ask f#the f#health f#care f#provide
f#assume f#the f#route f#of f#administration. f#
DIF: f#Cognitive f#Level: f#Application f#| f#Cognitive f#Level: f#Analysis f#
f#
7. Which f#constitutes f#the f#traditional f#Five f#Rights f#of f#medication f#administration? f#
a. Right f#drug, f#right f#route, f#right f#dose, f#right f#time, f#and f#right f#patient f#
b. Right f#drug, f#the f#right f#effect, f#the f#right f#route, f#the f#right f#time, f#and f#the f#right f#patient f#
c. Right f#patient, f#right f#strength, f#right f#diagnosis, f#right f#drug, f#and f#right f#route f#
d. Right f#patient, f#right f#diagnosis, f#right f#drug, f#right f#route, f#and f#right f#time f#
ANS: f#A f#
The f#traditional f#Five f#Rights f#of f#medication f#administration f#were f#considered f#to f#be f#Right f#drug, f#R
f#Right f#time, f#and f#Right f#patient. f#Right f#effect, f#right f#strength, f#and f#right f#diagnosis f#are f#not f#part f#o
f#Rights. f#
DIF: f#Cognitive f#Level: f#Comprehension f#
f#
8. What f#correctly f#describes f#the f#nursing f#process? f#
a. Diagnosing, f#planning, f#assessing, f#implementing, f#and f#finally f#evaluating f#
b. Assessing, f#then f#diagnosing, f#implementing, f#and f#ending f#with f#evaluating f#
c. A f#linear f#direction f#that f#begins f#with f#assessing f#and f#continues f#through f#diagnosing, f#planning, f
d. An f#ongoing f#process f#that f#begins f#with f#assessing f#and f#continues f#with f#diagnosing, f#planning, f#i
f#
ANS: f#D f#
The f#nursing f#process f#is f#an f#ongoing, f#flexible, f#adaptable, f#and f#adjustable f#five-step f#process f#that f#b
f#continues f#through f#diagnosing, f#planning, f#implementing, f#and f#finally f#evaluating, f#which f#may f#then
f#other f#phases. f#
DIF: f#Cognitive f#Level: f#Application f#
f#
9. When f#the f#nurse f#is f#considering f#the f#timing f#of f#a f#drug f#dose, f#which f#is f#most f#important f#to f#asses
f#identification f#
b. The f#patient’s f#weight f#
c. The f#patient’s f#last f#meal f#
d. Any f#drug f#or f#food f#allergies f#
ANS: f#C f#
The f#pharmacokinetic f#and f#pharmacodynamic f#properties f#of f#the f#drug f#need f#to f#be f#assessed f#with f#r
f# f#
LILLEY'S PHARMACOLOGY FOR CANADIAN
f# f# f#
HEALTH CARE PRACTICE
f# f# f# f#
f#
KARA SEALOCK
f# f#
f#
4TH EDITION
f#
,f#
f#
f# f#
TEST BANK
,h
lOMoAR f# cPSD| f# 301380 4 f#
f#
f#
f# lOMoAR f# cPSD| f# 3013804 f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
f#
Chapter 01: Nursing Practice in Canada and Drug Therapy Sealock: Lilley’s Pharmaco
f# f# f# f# f# f# f# f# f# f# f#
Health Care Practice, 4th Edition
f# f# f# f# f# f# f#
f#
MULTIPLE f#CHOICE f#
f#
1. Which f#is f#a f#judgement f#about f#a f#particular f#patient’s f#potential f#need f#or f#problem? f#a. f# A f#goal f#
b. An f#assessment f#
c. Subjective f#data f#
d. A f#nursing f#diagnosis f#
ANS: f#D f#
Nursing f#diagnosis f#is f#the f#phase f#of f#the f#nursing f#process f#during f#which f#a f#clinical f#judgement f#is f#m
f#responds f#to f#heath f#conditions f#and f#life f#processes f#or f#vulnerability f#for f#that f#response. f#
DIF: f#Cognitive f#Level: f#Knowledge f#
f#
2. The f#patient f#is f#to f#receive f#oral f#furosemide f#(Lasix) f#every f#day; f#however, f#because f#the f#patient f#is f
he f#cannot f#take f#medication f#orally, f#as f#ordered. f#The f#nurse f#needs f#to f#contact f#the f#physician. f#Wha
f#
is f#this? f#a. f# A f#“right f#time” f#problem f#
f#
b. A f#“right f#dose” f#problem f#
c. A f#“right f#route” f#problem f#
d. A f#“right f#medication” f#problem f#
ANS: f#C f#
This f#is f#a f#“right f#route” f#problem: f#the f#nurse f#cannot f#assume f#the f#route f#and f#must f#clarify f#the f#rou
f#is f#not f#a f#“right f#time” f#problem f#because f#the f#ordered f#frequency f#has f#not f#changed. f#This f#is f#not f#a
f#because f#the f#dose f#is f#not f#related f#to f#an f#inability f#to f#swallow. f#This f#is f#not f#a f#“right f#medication”
f#medication f#ordered f#will f#not f#change, f#just f#the f#route. f#
DIF: f#Cognitive f#Level: f#Application f#
f#
3. The f#nurse f#has f#been f#monitoring f#the f#patient’s f#progress f#on f#his f#new f#drug f#regimen f#since f#the f#firs
been f#documenting f#signs f#of f#possible f#adverse f#effects. f#What f#nursing f#process f#phase f#is f#the f#nurse
f#
a. f# Planning f#
b. f# Evaluation f#
c. f# Implementation f#
d. f# Nursing f#diagnosis f#
ANS: f#B f#
Monitoring f#the f#patient’s f#progress f#is f#part f#of f#the f#evaluation f#phase. f#Planning, f#implementation, f#an
f#not f#illustrated f#by f#this f#example. f#
DIF: f#Cognitive f#Level: f#Application f#
f#
4. The f#nurse f#is f#caring f#for f#a f#patient f#who f#has f#been f#newly f#diagnosed f#with f#type f#1 f#diabetes f#mellit
f# illustrates f#an f#outcome f#criterion f#for f#this f#patient? f#
a. The f#patient f#will f#follow f#instructions. f#
, lOMoAR f# cPSD| f# 301380 4 f#
Chapter f# f#
Sealock: f# Health Care Practice, 4th Edition
f# f# f# f# f#
f#
MULTIPLE
f#
1. f#
Copyright f# f#© f#2021, f#Elsevier f#Inc. f#All f#rights f#reserved. f#
The f#nurse f#is f#working f#during f#a f#very f#busy f#night f#shift, f#and f#the f#health f#care f#provider f#has f#just f#g
f#medication f#order f#over f#the f#telephone, f#but f#the f#nurse f#does f#not f#recall f#the f#route. f#What f#is f#the f#b
f#to f#avoid f#medication f#errors? f#a. f# Recopy f#the f#order f#neatly f#on f#the f#order f#sheet, f#with f#the f#mos
f#indicated f#
b. Consult f#with f#the f#pharmacist f#for f#clarification f#about f#the f#most f#common f#route f#
c. Call f#the f#health f#care f#provider f#to f#clarify f#the f#route f#of f#administration f#
d. Withhold f#the f#drug f#until f#the f#health f#care f#provider f#visits f#the f#patient f#
ANS: f#C f#
If f#a f#medication f#order f#does f#not f#include f#the f#route, f#the f#nurse f#must f#ask f#the f#health f#care f#provide
f#assume f#the f#route f#of f#administration. f#
DIF: f#Cognitive f#Level: f#Application f#| f#Cognitive f#Level: f#Analysis f#
f#
7. Which f#constitutes f#the f#traditional f#Five f#Rights f#of f#medication f#administration? f#
a. Right f#drug, f#right f#route, f#right f#dose, f#right f#time, f#and f#right f#patient f#
b. Right f#drug, f#the f#right f#effect, f#the f#right f#route, f#the f#right f#time, f#and f#the f#right f#patient f#
c. Right f#patient, f#right f#strength, f#right f#diagnosis, f#right f#drug, f#and f#right f#route f#
d. Right f#patient, f#right f#diagnosis, f#right f#drug, f#right f#route, f#and f#right f#time f#
ANS: f#A f#
The f#traditional f#Five f#Rights f#of f#medication f#administration f#were f#considered f#to f#be f#Right f#drug, f#R
f#Right f#time, f#and f#Right f#patient. f#Right f#effect, f#right f#strength, f#and f#right f#diagnosis f#are f#not f#part f#o
f#Rights. f#
DIF: f#Cognitive f#Level: f#Comprehension f#
f#
8. What f#correctly f#describes f#the f#nursing f#process? f#
a. Diagnosing, f#planning, f#assessing, f#implementing, f#and f#finally f#evaluating f#
b. Assessing, f#then f#diagnosing, f#implementing, f#and f#ending f#with f#evaluating f#
c. A f#linear f#direction f#that f#begins f#with f#assessing f#and f#continues f#through f#diagnosing, f#planning, f
d. An f#ongoing f#process f#that f#begins f#with f#assessing f#and f#continues f#with f#diagnosing, f#planning, f#i
f#
ANS: f#D f#
The f#nursing f#process f#is f#an f#ongoing, f#flexible, f#adaptable, f#and f#adjustable f#five-step f#process f#that f#b
f#continues f#through f#diagnosing, f#planning, f#implementing, f#and f#finally f#evaluating, f#which f#may f#then
f#other f#phases. f#
DIF: f#Cognitive f#Level: f#Application f#
f#
9. When f#the f#nurse f#is f#considering f#the f#timing f#of f#a f#drug f#dose, f#which f#is f#most f#important f#to f#asses
f#identification f#
b. The f#patient’s f#weight f#
c. The f#patient’s f#last f#meal f#
d. Any f#drug f#or f#food f#allergies f#
ANS: f#C f#
The f#pharmacokinetic f#and f#pharmacodynamic f#properties f#of f#the f#drug f#need f#to f#be f#assessed f#with f#r
