Chapter-01:-The-Nursing-Process-and-Drug-Therapy
Lilley:-Pharmacology-and-the-Nursing-Process,-10th-Edition
MULTIPLE-CHOICE
1. The-nurse-is-developing-a-human-needs-statement-for-a-patient-who-has-a-new-diagnosis-of-
heart-failure.-Identification-of-human-needs-statements-occur-with-which-of-these-activities?
a. Collection-of-patient-data
b. Administering-interventions
c. Deciding-on-patient-outcomes
d. Documenting-the-patient‘s-behavior
ANS:- A
Identification-of-human-needs-occurs-with-the-collection-of-patient-data.
DIF: Cognitive-Level:-Understanding-
(Comprehension)-TOP:- Nursing-Process:-Human-Needs-
Statement
MSC:- NCLEX:-Safe-and-Effective-Care-Environment:-Management-of-Care
2. The-patient-is-to-receive-oral-guaifenesin-twice-a-day.-Today,-the-nurse-was-busy-and-gave-the-
medication-2-hours-after-the-scheduled-dose-was-due.-What-type-of-problem-does-this-
represent?
a. ―Right- time‖
b. ―Right- dose‖
c. ―Right- route‖
d. ―Right- medication‖
ANS:- A
―Right-time‖-is-correct-because-the-medication-was-given-more-than-30-minutes-after-the-
scheduled-dose-was-due.-―Dose‖-is-incorrect-because-the-dose-is-not-related-to-the-time-the-
medication-administration-is-scheduled.-―Route‖-is-incorrect-because-the-route-is-not-affected.
―Medication‖-is-incorrect-because-the-medication-ordered-will-not-change.
DIF: Cognitive-Level:-Applying-
(Application)-TOP:- Nursing-Process:-
Implementation
MSC:- NCLEX:-Safe-and-Effective-Care-Environment:-Safety-and-Infection-Control
3. The-nurse-has-been-monitoring-the-patient‘s-progress-on-a-new-drug-regimen-since-the-first-
dose-and-documenting-the-patient‘s-therapeutic-response-to-the-medication.-Which-phase-of-
the-nursing-process-do-these-actions-illustrate?
a. Human-needs-statement
b. Planning
c. Implementation
d. Evaluation
ANS:- D
Monitoring-the-patient‘s-progress,-including-the-patient‘s-response-to-the-medication,-is-part-of-
the-evaluation-phase.-Planning,-implementation,-and-human-needs-statement-are-not-illustrated-
by-this-example.
,DIF:- - Cognitive-Level:-Understanding-(Comprehension) TOP:- Nursing-Process:-Evaluation
, MSC:- NCLEX:-Safe-and-Effective-Care-Environment:-Management-of-Care
4. The-nurse-is-assigned-to-a-patient-who-is-newly-diagnosed-with-type-1-diabetes-mellitus.-
Which-statement-best-illustrates-an-outcome-criterion-for-this-patient?
a. The-patient-will-follow-instructions.
b. The-patient-will-not-experience-complications.
c. The-patient-will-adhere-to-the-new-insulin-treatment-regimen.
d. The-patient-will-demonstrate-correct-blood-glucose-testing-technique.
ANS:- D
―Demonstrating-correct-blood-glucose-testing-technique‖-is-a-specific-and-measurable-
outcome-criterion.-―Following-instructions‖-and-―not-experiencing-complications‖-are-not-
specific-criteria.-―Adhering-to-new-regimen‖-would-be-difficult-to-measure.
DIF: Cognitive-Level:-Applying-(Application) TOP:- Nursing-Process:-
Planning-MSC:- NCLEX:-Safe-and-Effective-Care-Environment:-Management-of-Care
5. Which-activity-best-reflects-the-implementation-phase-of-the-nursing-process-for-the-patient-
who-is-newly-diagnosed-with-hypertension?
a. Providing-education-on-keeping-a-journal-of-blood-pressure-readings
b. Setting-goals-and-outcome-criteria-with-the-patient‘s-input
c. Recording-a-drug-history-regarding-over-the-counter-medications-used-at-home
d. Formulating-human-needs-statements-regarding-deficient-knowledge-related-to-the-
new-treatment-regimen
ANS:- A
Education-is-an-intervention-that-occurs-during-the-implementation-phase.-Setting-goals-and-
outcomes-reflects-the-planning-phase.-Recording-a-drug-history-reflects-the-assessment-phase.-
Formulating-human-needs-statements-reflects-analysis-of-data-as-part-of-planning.
DIF: Cognitive-Level:-Applying-
(Application)-TOP:- Nursing-Process:-
Implementation
MSC:- NCLEX:-Safe-and-Effective-Care-Environment:-Management-of-Care
6. The-medication-order-reads,-―Give-ondansetron-4-mg,-30-minutes-before-beginning-
chemotherapy-to-prevent-nausea.‖-The-nurse-notes-that-the-route-is-missing-from-the-order.-
What-is-the-nurse‘s-best-action?
a. Give-the-medication-intravenously-because-the-patient-might-vomit.
b. Give-the-medication-orally-because-the-tablets-are-available-in-4-mg-doses.
c. Contact-the-prescriber-to-clarify-the-route-of-the-medication-ordered.
d. Hold-the-medication-until-the-prescriber-returns-to-make-rounds.
ANS:- C
A-complete-medication-order-includes-the-route-of-administration.-If-a-medication-order-does-
not-include-the-route,-the-nurse-must-ask-the-prescriber-to-clarify-it.-The-intravenous-and-oral-
routes-are-not-interchangeable.-Holding-the-medication-until-the-prescriber-returns-would-
mean-that-the-patient-would-not-receive-a-needed-medication.
DIF: Cognitive-Level:-Applying-
(Application)-TOP:- Nursing-Process:-
Implementation
MSC:- NCLEX:-Safe-and-Effective-Care-Environment:-Management-of-Care
, 7. When-the-nurse-considers-the-timing-of-a-drug-dose,-which-factor-is-appropriate-to-consider-
when-deciding-when-to-give-a-drug?
a. The-patient‘s-ability-to-swallow
b. The-patient‘s-height
c. The-patient‘s-last-meal
d. The-patient‘s-allergies
ANS:- C
The-nurse-must-consider-specific-pharmacokinetic/pharmacodynamic-drug-properties-that-may-
be-affected-by-the-timing-of-the-last-meal.-The-patient‘s-ability-to-swallow,-height,-and-
allergies-are-not-factors-to-consider-regarding-the-timing-of-the-drug‘s-administration.
DIF: Cognitive-Level:-Understanding-
(Comprehension)-TOP:- Nursing-Process:-Assessment
MSC:- NCLEX:-Safe-and-Effective-Care-Environment:-Management-of-Care
8. The-nurse-is-performing-an-assessment-of-a-newly-admitted-patient.-Which-is-an-example-of-
subjective-data?
a. Weight-155-pounds
b. Pulse-72-beats/minute
c. The-patient-reports-that-he-uses-the-herbal-product-ginkgo
d. The-patient‘s-complete-blood-count-results
ANS:- C
Subjective-data-include-information-shared-through-the-spoken-word-by-any-reliable-source,-
such-as-the-patient.-Objective-data-may-be-defined-as-any-information-gathered-through-the-
senses-or-that-which-is-seen,-heard,-felt,-or-smelled.-A-patient‘s-pulse,-weight,-and-laboratory-
tests-are-all-examples-of-objective-data.
DIF: Cognitive-Level:-Understanding-
(Comprehension)-TOP:- Nursing-Process:-Assessment
MSC:- NCLEX:-Safe-and-Effective-Care-Environment:-Management-of-Care
MULTIPLE-RESPONSE
1. When-giving-medications,-the-nurse-will-follow-the-rights-of-medication-administration.-The-
rights-include-the-right-documentation,-the-right-reason,-the-right-response,-and-the-patient‘s-
right-to-refuse.-Which-of-these-are-additional-rights?-(Select-all-that-apply.)
a. Right-drug
b. Right-route
c. Right-dose
d. Right-diagnosis
e. Right-time
f. Right-patient
ANS:- A,-B,-C,-E,-F
Additional-rights-of-medication-administration-must-always-include-the-right-drug,-right-dose,-
right-time,-right-route,-and-right-patient.-The-right-diagnosis-is-incorrect.
DIF: Cognitive-Level:-Remembering-
(Knowledge)-TOP:- Nursing-Process:-
Implementation
Lilley:-Pharmacology-and-the-Nursing-Process,-10th-Edition
MULTIPLE-CHOICE
1. The-nurse-is-developing-a-human-needs-statement-for-a-patient-who-has-a-new-diagnosis-of-
heart-failure.-Identification-of-human-needs-statements-occur-with-which-of-these-activities?
a. Collection-of-patient-data
b. Administering-interventions
c. Deciding-on-patient-outcomes
d. Documenting-the-patient‘s-behavior
ANS:- A
Identification-of-human-needs-occurs-with-the-collection-of-patient-data.
DIF: Cognitive-Level:-Understanding-
(Comprehension)-TOP:- Nursing-Process:-Human-Needs-
Statement
MSC:- NCLEX:-Safe-and-Effective-Care-Environment:-Management-of-Care
2. The-patient-is-to-receive-oral-guaifenesin-twice-a-day.-Today,-the-nurse-was-busy-and-gave-the-
medication-2-hours-after-the-scheduled-dose-was-due.-What-type-of-problem-does-this-
represent?
a. ―Right- time‖
b. ―Right- dose‖
c. ―Right- route‖
d. ―Right- medication‖
ANS:- A
―Right-time‖-is-correct-because-the-medication-was-given-more-than-30-minutes-after-the-
scheduled-dose-was-due.-―Dose‖-is-incorrect-because-the-dose-is-not-related-to-the-time-the-
medication-administration-is-scheduled.-―Route‖-is-incorrect-because-the-route-is-not-affected.
―Medication‖-is-incorrect-because-the-medication-ordered-will-not-change.
DIF: Cognitive-Level:-Applying-
(Application)-TOP:- Nursing-Process:-
Implementation
MSC:- NCLEX:-Safe-and-Effective-Care-Environment:-Safety-and-Infection-Control
3. The-nurse-has-been-monitoring-the-patient‘s-progress-on-a-new-drug-regimen-since-the-first-
dose-and-documenting-the-patient‘s-therapeutic-response-to-the-medication.-Which-phase-of-
the-nursing-process-do-these-actions-illustrate?
a. Human-needs-statement
b. Planning
c. Implementation
d. Evaluation
ANS:- D
Monitoring-the-patient‘s-progress,-including-the-patient‘s-response-to-the-medication,-is-part-of-
the-evaluation-phase.-Planning,-implementation,-and-human-needs-statement-are-not-illustrated-
by-this-example.
,DIF:- - Cognitive-Level:-Understanding-(Comprehension) TOP:- Nursing-Process:-Evaluation
, MSC:- NCLEX:-Safe-and-Effective-Care-Environment:-Management-of-Care
4. The-nurse-is-assigned-to-a-patient-who-is-newly-diagnosed-with-type-1-diabetes-mellitus.-
Which-statement-best-illustrates-an-outcome-criterion-for-this-patient?
a. The-patient-will-follow-instructions.
b. The-patient-will-not-experience-complications.
c. The-patient-will-adhere-to-the-new-insulin-treatment-regimen.
d. The-patient-will-demonstrate-correct-blood-glucose-testing-technique.
ANS:- D
―Demonstrating-correct-blood-glucose-testing-technique‖-is-a-specific-and-measurable-
outcome-criterion.-―Following-instructions‖-and-―not-experiencing-complications‖-are-not-
specific-criteria.-―Adhering-to-new-regimen‖-would-be-difficult-to-measure.
DIF: Cognitive-Level:-Applying-(Application) TOP:- Nursing-Process:-
Planning-MSC:- NCLEX:-Safe-and-Effective-Care-Environment:-Management-of-Care
5. Which-activity-best-reflects-the-implementation-phase-of-the-nursing-process-for-the-patient-
who-is-newly-diagnosed-with-hypertension?
a. Providing-education-on-keeping-a-journal-of-blood-pressure-readings
b. Setting-goals-and-outcome-criteria-with-the-patient‘s-input
c. Recording-a-drug-history-regarding-over-the-counter-medications-used-at-home
d. Formulating-human-needs-statements-regarding-deficient-knowledge-related-to-the-
new-treatment-regimen
ANS:- A
Education-is-an-intervention-that-occurs-during-the-implementation-phase.-Setting-goals-and-
outcomes-reflects-the-planning-phase.-Recording-a-drug-history-reflects-the-assessment-phase.-
Formulating-human-needs-statements-reflects-analysis-of-data-as-part-of-planning.
DIF: Cognitive-Level:-Applying-
(Application)-TOP:- Nursing-Process:-
Implementation
MSC:- NCLEX:-Safe-and-Effective-Care-Environment:-Management-of-Care
6. The-medication-order-reads,-―Give-ondansetron-4-mg,-30-minutes-before-beginning-
chemotherapy-to-prevent-nausea.‖-The-nurse-notes-that-the-route-is-missing-from-the-order.-
What-is-the-nurse‘s-best-action?
a. Give-the-medication-intravenously-because-the-patient-might-vomit.
b. Give-the-medication-orally-because-the-tablets-are-available-in-4-mg-doses.
c. Contact-the-prescriber-to-clarify-the-route-of-the-medication-ordered.
d. Hold-the-medication-until-the-prescriber-returns-to-make-rounds.
ANS:- C
A-complete-medication-order-includes-the-route-of-administration.-If-a-medication-order-does-
not-include-the-route,-the-nurse-must-ask-the-prescriber-to-clarify-it.-The-intravenous-and-oral-
routes-are-not-interchangeable.-Holding-the-medication-until-the-prescriber-returns-would-
mean-that-the-patient-would-not-receive-a-needed-medication.
DIF: Cognitive-Level:-Applying-
(Application)-TOP:- Nursing-Process:-
Implementation
MSC:- NCLEX:-Safe-and-Effective-Care-Environment:-Management-of-Care
, 7. When-the-nurse-considers-the-timing-of-a-drug-dose,-which-factor-is-appropriate-to-consider-
when-deciding-when-to-give-a-drug?
a. The-patient‘s-ability-to-swallow
b. The-patient‘s-height
c. The-patient‘s-last-meal
d. The-patient‘s-allergies
ANS:- C
The-nurse-must-consider-specific-pharmacokinetic/pharmacodynamic-drug-properties-that-may-
be-affected-by-the-timing-of-the-last-meal.-The-patient‘s-ability-to-swallow,-height,-and-
allergies-are-not-factors-to-consider-regarding-the-timing-of-the-drug‘s-administration.
DIF: Cognitive-Level:-Understanding-
(Comprehension)-TOP:- Nursing-Process:-Assessment
MSC:- NCLEX:-Safe-and-Effective-Care-Environment:-Management-of-Care
8. The-nurse-is-performing-an-assessment-of-a-newly-admitted-patient.-Which-is-an-example-of-
subjective-data?
a. Weight-155-pounds
b. Pulse-72-beats/minute
c. The-patient-reports-that-he-uses-the-herbal-product-ginkgo
d. The-patient‘s-complete-blood-count-results
ANS:- C
Subjective-data-include-information-shared-through-the-spoken-word-by-any-reliable-source,-
such-as-the-patient.-Objective-data-may-be-defined-as-any-information-gathered-through-the-
senses-or-that-which-is-seen,-heard,-felt,-or-smelled.-A-patient‘s-pulse,-weight,-and-laboratory-
tests-are-all-examples-of-objective-data.
DIF: Cognitive-Level:-Understanding-
(Comprehension)-TOP:- Nursing-Process:-Assessment
MSC:- NCLEX:-Safe-and-Effective-Care-Environment:-Management-of-Care
MULTIPLE-RESPONSE
1. When-giving-medications,-the-nurse-will-follow-the-rights-of-medication-administration.-The-
rights-include-the-right-documentation,-the-right-reason,-the-right-response,-and-the-patient‘s-
right-to-refuse.-Which-of-these-are-additional-rights?-(Select-all-that-apply.)
a. Right-drug
b. Right-route
c. Right-dose
d. Right-diagnosis
e. Right-time
f. Right-patient
ANS:- A,-B,-C,-E,-F
Additional-rights-of-medication-administration-must-always-include-the-right-drug,-right-dose,-
right-time,-right-route,-and-right-patient.-The-right-diagnosis-is-incorrect.
DIF: Cognitive-Level:-Remembering-
(Knowledge)-TOP:- Nursing-Process:-
Implementation
