HESI-P HESI Pharmacology - Set 2 - Part 1

Test your knowledge of technical writing concepts with these practice questions. Each question includes detailed explanations to help you understand the correct answers.

Question 1: A client with asthma is prescribed both an inhaled bronchodilator and an inhaled corticosteroid to use twice daily. The nurse is teaching the client which order to use the inhalers in the morning. Which sequence does the chapter direct the nurse to teach for these two prescriptions?

Question 2: A nurse is reviewing a serum theophylline level for a client receiving long-term therapy for chronic obstructive pulmonary disease. She is checking whether the level sits within the therapeutic window the chapter cites. Which range identifies a therapeutic theophylline level for safe ongoing dosing?

Question 3: A nurse is preparing to administer ipratropium via nebulizer to a client with chronic obstructive pulmonary disease. The client mentions a known peanut allergy during the routine pre-administration check. The nurse pauses to consider one specific contraindication tied to this medication's formulation. Which action should she take next?

Question 4: A client using a metered-dose inhaler asks the nurse how long she should wait between two puffs of the same albuterol prescription during a morning treatment. The chapter sets a specific minimum interval between doses of the same inhaled medication for proper deposition. What does the nurse teach the client?

Question 5: A nurse is monitoring a client who recently started a beta-adrenergic bronchodilator for asthma. The chapter describes a cluster of expected side effects of this drug class that the nurse should anticipate and teach the client to recognize. Which group of findings reflects the typical bronchodilator side-effect profile?

Question 6: A nurse is teaching a client newly prescribed cromolyn sodium for asthma about the drug's purpose. The client asks if the inhaler can be used during an acute attack. The chapter draws a sharp distinction between preventive and rescue therapy. Which teaching point reflects the correct use of cromolyn?

Question 7: A nurse is initiating leukotriene modifier therapy for a client with persistent asthma. Before the first dose, she orders a baseline laboratory panel as the chapter directs for this drug class. Which laboratory baseline does the chapter require before starting a leukotriene modifier such as zafirlukast or zileuton?

Question 8: A nurse is preparing the first dose of omalizumab for a client with severe persistent asthma. Beyond standard monitoring, the chapter requires specific bedside readiness because of a particular adverse reaction risk associated with the first administration of this monoclonal antibody product. Which readiness step does the chapter specify?

Question 9: A client has been using an over-the-counter nasal decongestant spray several times daily for the past week to relieve sinus congestion. He now reports worsening nasal stuffiness despite continued use. The nurse recognizes a classic phenomenon associated with prolonged use of this drug class. What has occurred for this client?

Question 10: A nurse is teaching a client about a newly prescribed expectorant for productive cough. The chapter specifies a key administration instruction that supports the drug's mechanism of loosening respiratory secretions for easier clearance. Which instruction should the nurse emphasize during the teaching session about taking guaifenesin at home?

Question 11: A client newly prescribed isoniazid for tuberculosis is being taught about adjunct vitamin supplementation. The chapter cites a specific peripheral nervous system adverse effect of this medication that is prevented with a particular vitamin. Which supplement should the nurse expect to be ordered alongside isoniazid for this client?

Question 12: A client started on rifampin for tuberculosis reports that her urine and tears have turned a strange reddish-orange color a few days into therapy. She is alarmed and calls the clinic. The nurse offers reassurance based on a well-known and harmless adverse effect of this drug. Which response is correct?

Question 13: A client on long-term ethambutol therapy for tuberculosis has come to the clinic for routine monitoring. The chapter requires periodic surveillance of a specific organ system because of a particular adverse effect of this medication. Which assessment should the nurse arrange at baseline and at regular intervals during therapy?

Question 14: A client newly diagnosed with active pulmonary tuberculosis asks the nurse how long he can expect to be on his medication regimen. The chapter cites a minimum course length for tuberculosis treatment that is much longer than most antibiotic courses for other infections. Which range reflects the standard duration?

Question 15: A nurse is reviewing orders for a postoperative neurosurgical client who has a productive cough. She notices an order for a centrally acting antitussive. The chapter cites a specific contraindication that should prompt the nurse to question this order before any dose is administered. Which condition is the relevant contraindication?

Question 16: A client receiving an intravenous heparin infusion develops dark urine and a slow oozing nosebleed on the second day of therapy. The nurse stops the infusion and notifies the prescriber, anticipating a reversal agent. Which medication does the chapter identify as the specific antidote for unfractionated heparin overdose with bleeding?

Question 17: A client on long-term warfarin presents with bruising and a markedly elevated international normalized ratio. The prescriber orders the appropriate antidote. The chapter identifies a specific vitamin as the reversal agent for warfarin overdose. Which agent does the nurse prepare to administer for this client?

Question 18: A nurse is teaching new nursing students about the priority concern when caring for any client on anticoagulant, antiplatelet, or thrombolytic therapy. The chapter is emphatic about one overarching clinical risk that drives every assessment and every teaching point with these drug classes. Which concern is the priority?

Question 19: A nurse is reviewing laboratory values for a client receiving intravenous heparin. The chapter specifies a therapeutic activated partial thromboplastin time as a multiple of the normal value to guide ongoing infusion adjustments. Which value range matches the therapeutic target the chapter cites for heparin monitoring?

Question 20: A nurse is providing dietary teaching to a client newly stabilized on warfarin who will soon be discharged home. The chapter highlights a specific food category whose intake must remain consistent to maintain a stable international normalized ratio. Which dietary instruction reflects the chapter's teaching for this client?


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