The nurse is caring for a client with migraine headaches. The client asks why she has been prescribed a medication for seizures
Which legislation allows drug companies to share off-label drug use information with health care practitioners to allow such a prescription to occur?
1. Therapeutic Products Programme
2. Food and Drugs Act
3. Prescription Drug User Fee Act
4. Health Products and Food Branch
Correct Answer: 3
Rationale 1: The Therapeutic Products Programme is a piece of Canadian legislation to ensure safety of that country's medications and drugs.
Rationale 2: The Food and Drugs Act is a piece of Canadian legislation to ensure safety of that country's medications and drugs.
Rationale 3: The FDA Modernization Act reauthorized the Prescription Drug User Fee Act, which allows drug companies to give health care practitioners information about non-FDA-approved tests of certain drugs. When a drug provides benefits for treatment of a different problem than that for which it was originally prescribed, the drug company is allowed to share accurate information with other physicians about the drug's "unapproved" but effective use in treating that other condition.
Rationale 4: The Health Products and Food Branch is a piece of Canadian legislation to ensure safety of that country's medications and drugs.
Global Rationale: The FDA Modernization Act reauthorized the Prescription Drug User Fee Act, which allows drug companies to give health care practitioners information about non—FDA-approved tests of certain drugs. When a drug provides benefits for treatment of a different problem than that for which it was originally prescribed, the drug company is allowed to share accurate information with other physicians about the drug's "unapproved" but effective use in treating that other condition. The Therapeutic Products Programme is a piece of Canadian legislation to ensure safety of that country's medications and drugs. The Food and Drugs Act is a piece of Canadian legislation to ensure safety of that country's medications and drugs. The Health Products and Food Branch is a piece of Canadian legislation to ensure safety of that country's medications and drugs.
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A patient has been prescribed an acetic acid for rheumatoid arthritis. The patient tells the nurse that this medication costs too much and she wants to take aspirin
The nurse will explain to the patient that the advantage of taking an acetic acid is A) its twice-a-day dosing schedule. B) its easy availability. C) its lesser risk of adverse effects. D) its greater potential for therapeutic effects .
The nurse is working on a surgical unit, and overhears another nurse say, "That client is asking for pain medication again. He is constantly on the call bell, always reporting how severe his pain is, and I think he's just drug-seeking
I'm going to make him wait the full 4 hours before I give this medication again." Which action by the nurse is the most appropriate in this situation? 1. Ignoring the situation because the client in question is not this nurse's responsibility 2. Entering the nurses' station, reprimanding the nurse, and completing an incident or variance report 3. Pulling the second nurse aside and providing a reminder that the sensation of pain is subjective, and that professionals have a duty to believe clients' reports of their symptoms 4. Informing the charge nurse of what was overheard
A client diagnosed with mania is pacing back and forth. To ensure adequate nutrition for this client, which of the following would be most appropriate?
A) Foods of client's choice B) Finger foods C) Large meals D) Liquid meals
A university professor meeting with the mental health nurse for his weekly therapy session says, "I have a very intelligent student who keeps disrupting my classroom by bragging, and all I want to do is say, 'OK, you're great and you know it all! Now shut up!' But I just don't want to be rude." Which statement by the nurse is therapeutic?
A. "Sounds like you feel pretty helpless, yet you are the professor here." B. "Just say, 'Gee where did you earn your doctorate?' and move on with your lecture." C. "Just smile and say nothing. Go on with your lecture and then talk with the student after class." D. "You're having a pretty strong reaction to this student, aren't you? Why not ask the student to leave the room and use the time to write down his or her thoughts so you can give the others your complete attention?"