A group of nurses are discussing the difference of an agonist verses an antagonist. Which of the following medications may the nurse select as an agonist?
Medications that limit the receptor activity
Medications that block the receptor activity
Medications that change the receptor activity
Medications that activate the receptor activity and are synergistic
The Correct Answer is D
A. Medications that limit the receptor activity: This describes an antagonist, which reduces or limits receptor activity.
B. Medications that block the receptor activity: This also describes an antagonist, which prevents receptor activation.
C. Medications that change the receptor activity: This statement is vague and does not clearly define an agonist.
D. Medications that activate the receptor activity and are synergistic: An agonist binds to a receptor and stimulates a response, often enhancing normal physiological functions.
Nursing Test Bank
Naxlex Comprehensive Predictor Exams
Related Questions
Correct Answer is A
Explanation
A. Dosage: The prescription states "metformin 500" but does not specify milligrams (mg), making it incomplete. It should be "metformin 500 mg PO BID" to avoid errors.
B. Time/frequency: BID (twice a day) is included, so the frequency is already specified.
C. Route: PO (by mouth) is clearly stated.
D. Medication: The drug name "metformin" is provided, so it is not missing.
Correct Answer is D
Explanation
A. Having no currently accepted medical use and high potential for abuse: Describes Schedule I drugs (e.g., heroin, LSD, ecstasy).
B. Having a high potential for psychological or physical dependence: Describes Schedule II drugs (e.g., morphine, oxycodone).
C. Having a moderate potential for psychological or physical dependence: Describes Schedule III drugs (e.g., codeine-containing medications).
D. Having a low potential for psychological or physical dependence: Schedule IV drugs (e.g., benzodiazepines like diazepam and tramadol) have a low potential for abuse and dependence compared to Schedule I-III substances.
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