## Description

# Skills in Clinical Nursing 6th Edition Berman Snyder Jackson Test Bank

ISBN:

## 0135128374

ISBN-13:

## 9780135128374

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# Below you will find some free nursing test bank questions from this test bank:

Exam

Name___________________________________

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

1)

The grain, the minim, and the dram are basic units of which system?

1)

A)

The metric system

B)

The apothecary system

C)

The household system

D)

The North American system

Answer:

B

Explanation:

A)

The apothecary system uses grains, minims, and drams. The metric system uses

liters, meters, and grams. The household system uses pounds, quarts, and feet or

miles. All of these systems are used, in various degrees, in North America.

Cognitive Level: Knowledge

Client Need: Physiological Integrity

Nursing Process: Implementation

B)

The apothecary system uses grains, minims, and drams. The metric system uses

liters, meters, and grams. The household system uses pounds, quarts, and feet or

miles. All of these systems are used, in various degrees, in North America.

Cognitive Level: Knowledge

Client Need: Physiological Integrity

Nursing Process: Implementation

C)

The apothecary system uses grains, minims, and drams. The metric system uses

liters, meters, and grams. The household system uses pounds, quarts, and feet or

miles. All of these systems are used, in various degrees, in North America.

Cognitive Level: Knowledge

Client Need: Physiological Integrity

Nursing Process: Implementation

D)

The apothecary system uses grains, minims, and drams. The metric system uses

liters, meters, and grams. The household system uses pounds, quarts, and feet or

miles. All of these systems are used, in various degrees, in North America.

Cognitive Level: Knowledge

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

1: Define the key terms used in the calculation of drug dosages.

1

2)

The nurse is caring for an infant requiring administration of intravenous solutions. What

2)

equipment would the nurse use to administer the fluid safely?

A)

Macrodrip infusion set

B)

Microdrip infusion set

C)

Macrodrip infusion set and IV pump

D)

Microdrip infusion set and IV pump

Answer:

D

Explanation:

A)

The safest way to infuse IV solution to an infant is using the microdrip infusion set

on an infusion pump to control flow rate and prevent fluid overload. Macrodrip

tubing would not be used on infants.

Cognitive Level: Application

Client Need: Safe, Effective Care Environment

Nursing Process: Planning

B)

The safest way to infuse IV solution to an infant is using the microdrip infusion set

on an infusion pump to control flow rate and prevent fluid overload. Macrodrip

tubing would not be used on infants.

Cognitive Level: Application

Client Need: Safe, Effective Care Environment

Nursing Process: Planning

C)

The safest way to infuse IV solution to an infant is using the microdrip infusion set

on an infusion pump to control flow rate and prevent fluid overload. Macrodrip

tubing would not be used on infants.

Cognitive Level: Application

Client Need: Safe, Effective Care Environment

Nursing Process: Planning

D)

The safest way to infuse IV solution to an infant is using the microdrip infusion set

on an infusion pump to control flow rate and prevent fluid overload. Macrodrip

tubing would not be used on infants.

Cognitive Level: Application

Client Need: Safe, Effective Care Environment

Nursing Process: Planning

Objective:

Learning Outcome 14

–

1: Define the key terms used in the calculation of drug dosages.

2

3)

The nurse administers six grams of medication. This nurse is using which system of measurement?

3)

A)

Metric

B)

Apothecaries’

C)

Household

D)

Metric or apothecaries’

Answer:

A

Explanation:

A)

The metric system uses grams, liters, and meters, while the apothecaries’ system

uses drams, grains, and minims. The household system uses measures such as

teaspoons, cups, ounces, pounds, and inches.

Cognitive Level: Knowledge

Client Need: Physiological Integrity

Nursing Process: Implementation

B)

The metric system uses grams, liters, and meters, while the apothecaries’ system

uses drams, grains, and minims. The household system uses measures such as

teaspoons, cups, ounces, pounds, and inches.

Cognitive Level: Knowledge

Client Need: Physiological Integrity

Nursing Process: Implementation

C)

The metric system uses grams, liters, and meters, while the apothecaries’ system

uses drams, grains, and minims. The household system uses measures such as

teaspoons, cups, ounces, pounds, and inches.

Cognitive Level: Knowledge

Client Need: Physiological Integrity

Nursing Process: Implementation

D)

The metric system uses grams, liters, and meters, while the apothecaries’ system

uses drams, grains, and minims. The household system uses measures such as

teaspoons, cups, ounces, pounds, and inches.

Cognitive Level: Knowledge

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

2: State the basic units of measurement in the following systems:

A.

Metric

B.

Apothecaries’

C.

Household

4)

The physician orders 1 teaspoon of medication. The nurse converts the dosage to 5 milliliters of

4)

medication. The nurse has converted:

A)

From the household system to the metric system.

B)

From apothecaries’ system to the metric system.

C)

From the metric system to the household system.

D)

From the household system to the apothecaries’ system.

Answer:

A

Explanation:

A)

Teaspoons are part of the household system. The nurse converts teaspoons to

milliliters, which is part of the metric system. The metric system uses grams, liters,

and meters, while the apothecaries’ system uses drams, grains, and minims. The

household system uses measures such as teaspoons, cups, ounces, pounds, and

inches.

Cognitive Level: Knowledge

Client Need: Physiological Integrity

Nursing Process: Implementation

3

B)

Teaspoons are part of the household system. The nurse converts teaspoons to

milliliters, which is part of the metric system. The metric system uses grams, liters,

and meters, while the apothecaries’ system uses drams, grains, and minims. The

household system uses measures such as teaspoons, cups, ounces, pounds, and

inches.

Cognitive Level: Knowledge

Client Need: Physiological Integrity

Nursing Process: Implementation

C)

Teaspoons are part of the household system. The nurse converts teaspoons to

milliliters, which is part of the metric system. The metric system uses grams, liters,

and meters, while the apothecaries’ system uses drams, grains, and minims. The

household system uses measures such as teaspoons, cups, ounces, pounds, and

inches.

Cognitive Level: Knowledge

Client Need: Physiological Integrity

Nursing Process: Implementation

D)

Teaspoons are part of the household system. The nurse converts teaspoons to

milliliters, which is part of the metric system. The metric system uses grams, liters,

and meters, while the apothecaries’ system uses drams, grains, and minims. The

household system uses measures such as teaspoons, cups, ounces, pounds, and

inches.

Cognitive Level: Knowledge

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

2: State the basic units of measurement in the following systems:

A.

Metric

B.

Apothecaries’

C.

Household

SHORT ANSWER. Write the word or phrase that best completes each statement or answers the question.

5)

The physician orders 1,500 milligrams of medication. The nurse finds tablets in the client’s

5)

drawer that are 1 gram each. How many tablets would the nurse administer?

________ tablets

Answer:

1 1/2 Tablets

Explanation:

=

1,500 mg

1.5 grams. This conversion is made moving the decimal point

three places to the left. When converting from a smaller measurement

(milligrams) to a larger measurement (grams), the decimal point moves to the

left; when converting from larger to smaller, the decimal point moves to the

right.

Cognitive Level: Application

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

3: Convert weights within the metric system.

4

6)

The nurse weighs the newborn infant and determines the baweighs 3.2 kilograms.

6)

Convert this weight into grams.

________ grams

Answer:

3200

Explanation:

When converting from kilograms to grams, the decimal point is moved three

points to the right, or 3,200 grams. When converting from a smaller

measurement (milligrams) to a larger measurement (grams), the decimal point

moves to the left; when converting from larger to smaller, the decimal point

moves to the right.

Cognitive Level: Analysis

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

3: Convert weights within the metric system.

7)

The nurse working in a pediatrician’s office admits a child who weighs 14 pounds, 8

7)

ounces. The physician orders medications based on kilograms. Convert this child’s weight

to kilograms.

________ kg

Answer:

6.6

Explanation:

There are 2.2 kilograms per pound. If 2.2 kg

=

1 pound, the child’s weight in

pounds will be divided 2.2. A general rule of thumb when converting

pounds to kilograms is the result will be slightly less than half of the pound

=

weight. 8 ounces

0.5 pounds. 14.5 divided 2.2

=

6.59 or 6.6 kilograms.

Cognitive Level: Analysis

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

4: Convert weights and measures between systems.

8)

The physician orders 10 milliliters of medication to be administered to the child every

8)

eight hours. The mother calls the doctor’s office later in the day and asks how to measure 5

milliliters. The nurse would instruct the mother to administer how many teaspoons of the

medication?

________ teaspoons

Answer:

2

Explanation:

=

1 teaspoon

5 milliliters 10 milliliters divided 5

=

2 teaspoons. This problem

can be set up with what you have on one side and what you need on the other

side of the equation. What you have is 1 tsp:5 milliliters, what you want to know

is x teaspoons:10 mL. The equation would be 1:5

=

x:10. Multiply the two

numbers on either end of the equation (1 X 10) and then make that equal to the

multiplication of the 2 inside figures (5 X x), resulting in the equation 10

=

5x.

Divide both sides 5 to leave only the x on one side of the equation (10 ÷ 5

=

5x

=

÷ 5) resulting in 2

x.

Cognitive Level: Analysis

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

4: Convert weights and measures between systems.

5

9)

The nurse is assisting with collecting dinner trays from the client’s room. The client is on

9)

intake and output, recorded in milliliters. The client drank 8 ounces of milk, 6 ounces of

coffee, and 4 ounces of juice. How many milliliters will the nurse record for input?

________ mL

Answer:

540

Explanation:

There are 30 milliliters in each ounce. The client drank 8

+

+

=

6

4 ounces

18

=

ounces. 18 X 30

540 milliliters.

Cognitive Level: Analysis

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

5: Convert units of volume.

10)

The nurse is administering medications, and has an order to give 2 tablespoons of

10)

medication. The med cups used the nurse have measurements in milliliters. How many

milliliters of medication would the nurse administer to equal 2 tablespoons?

________ tablespoons

Answer:

30

Explanation:

There are 15 milliliters in 1 tablespoon. If the nurse needs to give 2 tablespoons,

=

15 X 2

30 milliliters.

Cognitive Level: Analysis

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

5: Convert units of volume.

11)

The doctor orders 10 grains of medication. If the medication is calculated in milligrams,

11)

how many milligrams would the nurse administer to equal 10 grains?

________ mg

Answer:

600

Explanation:

There are 60 mg in 1 grain. To administer 10 grains, the nurse calculates 60 mg X

=

10 grains

600 mg.

Cognitive Level: Analysis

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

6: Convert units of weight.

12)

The nurse is weighing a pediatric client while the mother looks on. The child weighs 8.3

12)

kilograms. The mother asks what that is in pounds and ounces. The nurse would tell the

mother the child’s weight in pound is: ________ pounds.

Answer:

18 pounds, 4.16 ounces, or 18.26 pounds or 18.3

Explanation:

In order to calculate the child’s weight in pounds, the nurse must know that

there are 2.2 kg in 1 pound. 8.3 X 2.2

=

18.26 lb. 0.26 lb can be converted to

ounces multiplying 0.26 16

=

4.16 ounces.

Cognitive Level: Analysis

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

6: Convert units of weight.

6

13)

The physician orders Ampicillin 850 mg p.o. The medication is supplied as 1,000 mg per 5

13)

mL. How many mL of medication would the nurse administer using the basic formula?

________ mL

Answer:

4.25

Explanation:

The desired dose is 850 mg. The dose on hand is 1,000 mg, and the vehicle is 5

mL. The formula is D X V ÷ H, or 850 X 5 ÷ 1,000. 850 X 5

=

=

4250 ÷ 1,000

4.25

Cognitive Level: Analysis

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

7: Calculate drug dosage using the following formulas:

A.

Basic

B.

Ratio and proportion

C.

Fractional equation

D.

Dimensional analysis

14)

The physician orders Solu

–

Medrol 100 mg. The medication is supplied as 125 mg in 2 mL.

14)

The nurse calculates the dosage using the ratio and proportion method. How many mL of

medication would the nurse administer to equal 100 mg?

________ mL

Answer:

1.6

Explanation:

Using the ratio and proportion method, the amount on hand is placed on one

side of the equation while the dosage desired is placed on the other side of the

equation. The dose on hand is 125 mg in 5 mL. In ratio format, this would be

125:5. The dosage desired is 100 mg, but the amount of medication required for

this dosage is unknown, so it would be put in ratio format as 100:x. It is essential

when setting up the ratio that weight is on the same side of the ratio on both

sides of the equation and the volume is on the same side as well. The equation

=

would be 125:5

100:x. The values on the outsides of the equation are

multiplied (125 X x) and the values on the inside are multiplied (5 X 100),

resulting in the following equation: 125 X x

=

=

5 X 100. 125 x

500. Dividing both

sides 125 to leave the x standing alone on one side results in x

=

500 ÷ 125, or

=

x

1.6 mL.

Cognitive Level: Analysis

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

7: Calculate drug dosage using the following formulas:

A.

Basic

B.

Ratio and proportion

C.

Fractional equation

D.

Dimensional analysis

7

15)

The physician orders Digoxin 0.25 mg to be administered. When the nurse takes the

15)

medication from the client’s supply, each tablet is 125 mcg. Using the fractional equation

method, how many tablets would the nurse administer?

________ tablets

Answer:

2

=

Explanation:

=

=

H

125 mcg V

1 D

0.25 mg. The first action should be to either convert

micrograms into milligrams or convert milligrams into micrograms. It is

essential that both sides of the equation use the same unit of measurement in

order to get an accurate result. 125 mcg

=

=

0.125 mg or 0.25 mg

250 mcg. The

equation would be set up:

125 mcg

250 mcg

=

1 tab

X

–

Cross

=

multiply 125 X x

250 X 1, which results in 125x

=

250. Divide both sides

125 in order to allow x to stand alone, resulting in x

=

=

250 ÷ 125, so x

2

tablets.

Cognitive Level: Analysis

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

7: Calculate drug dosage using the following formulas:

A.

Basic

B.

Ratio and proportion

C.

Fractional equation

D.

Dimensional analysis

16)

The physician orders Keflex 1 gram. The nurse finds Keflex is available in 250 mg per

16)

capsule. Using the dimensional analysis system, calculate the number of capsules the nurse

would administer.

________ capsules

Answer:

4

Explanation:

The conversion factor for grams to milligrams is 1,000 so the formula would be:

1 capsule X 1,000 mg X 1

=

4

1 mg X 250 mg

Cognitive Level: Analysis

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

7: Calculate drug dosage using the following formulas:

A.

Basic

B.

Ratio and proportion

C.

Fractional equation

D.

Dimensional analysis

8

17)

The pediatrician orders 0.2 mg/Kg every four hours for the pediatric client who weighs 35

17)

pounds. The medication is mixed 10 mg per 1 mL. How many mL of medication would

the nurse administer for each dose?

________ mL

Answer:

0.32

Explanation:

This is a multistep problem. First, the nurse calculates the child’s weight in

kilograms dividing 35 pounds 2.2 because 2.2 Kg

=

1 pound. The child’s

weight in K is 15.91. 0.2 mg is to be given for every Kg of body weight, so to

determine the proper dosage, multiply 0.2 X 15.91

=

3.182 mg or 3.2 mg. The

medication is supplied with 10 mg in every 1 mL. Using the ratio method 10

=

mg:1 mL.

=

3.2 mg: x. 10 X x

1 X 3.2. Divide both sides 10: 10 x ÷ 10

=

3.2 ÷

=

10 or x

0.32.

Cognitive Level: Analysis

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

8: Calculate individualized drug dosages using the following

methods:

A.

Body weight

B.

Body surface area

18)

Calculate the proper dosage based on body surface area for the pediatric child if the child’s

18)

2

body surface area is 1.1 m

and the normal dosage of the medication is 80 mg for a body

2

surface area of 1.7 m

.

________ mg

Answer:

51.8

Explanation:

Divide the child’s body surface area 1.7 m

2

(the average surface area for the

normal adult) and multiply the normal adult dosage. The formula would be:

2

1.1 m

=

X 80

51.8 mg

2

1.7 m

Cognitive Level: Analysis

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

8: Calculate individualized drug dosages using the following

methods:

A.

Body weight

B.

Body surface area

9

19)

The physician orders 3,000 mL of fluid to infuse daily. How many milliliters per hour

19)

would the nurse infuse for this client?

________ mL per hour

Answer:

125

Explanation:

3,000 mL is to infuse over 24 hours. Calculate mL/hr dividing 3,000 24

resulting in the answer of 125 mL/hour.

Cognitive Level: Analysis

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

9: Calculate IV flow rates by:

A.

Calculating milliliters per hour.

B.

Calculating drops per minute.

C.

Calculating flow rates based on time or on body weight and time.

20)

The nurse is using a 20

–

–

–

drop

per

mL IV solution set. In order to deliver 1,280 mL over 16

20)

hours, how many drops per minute would the nurse set the IV to run?

________ drops per minute

Answer:

27

Explanation:

Set up the formula as:

total infusion volume X drop factor

=

drops per minute

Number of hours X 60 minutes

Plugging in the numbers from the problem given:

1,280 X 20

=

drops per minute

16 X 60 minutes

=

25,600 ÷ 960

26.66 rounded to 27 drops per minute

Cognitive Level: Analysis

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

9: Calculate IV flow rates by:

A.

Calculating milliliters per hour.

B.

Calculating drops per minute.

C.

Calculating flow rates based on time or on body weight and time.

10

21)

The doctor orders dopamine 5 micrograms per kilogram per minute. Dopamine is

21)

supplied as an IV solution of 400 mg in 500 mL of 5% dextrose. The client weighs 130

pounds. How fast would the nurse infuse the Dopamine solution per hour to administer

the proper dosage?

________ mL per hour

Answer:

22.2

Explanation:

Calculate the client’s weight in kilograms dividing 130 2.2 because there

are 2.2 kg per pound. The client’s weight is 59.1 kg. Next, set up the formula as:

Ordered mcg/kg/min. X client’s weight in kg X 60 min/hr

=

mL/hr

Medication concentration (mcg/mL)

Ordered 5 mcg/kg/min. X 59.1. X 60 min/hr

=

mL/hr.

Medication concentration (400,000 mcg/500 mL)

5 X 59.1 X 60

17,730

=

=

22.1625 mL/hr or 22.2 mL/hr

800 mcg/mL

800

Because of the complexity of the calculation, the nurse should always have

another nurse double

–

check the calculation prior to beginning a dopamine

infusion.

Cognitive Level: Analysis

Client Need: Physiological Integrity

Nursing Process: Implementation

Objective:

Learning Outcome 14

–

9: Calculate IV flow rates by:

A.

Calculating milliliters per hour.

B.

Calculating drops per minute.

C.

Calculating flow rates based on time or on body weight and time.

11