A patient asks why they need to know the brand name of their medication if the generic name is what really matters. According to the text, what is one correct response?
Explanation
This question rephrases the information in Point 1 into a common patient scenario, testing the ability to apply the provided rationale about preventing sound-alike errors in a practical conversation.
Other questions
According to the principles of safe medication use education, what is a primary goal achieved through providing patients with information about their regimen?
Before beginning any teaching about a new medication, what is the first step a nurse should always take?
What are the two reasons cited for why patients should know both the generic and brand names of their medications?
Which example of a sound-alike confusion error is provided in the section on generic and brand names?
To enhance patient adherence, what should be explained about the purpose of a medication, in addition to its therapeutic benefit?
When referring to a medication's dosage during patient education, what format should be used?
What is the primary risk associated with a patient taking a double dose of their medication after missing a previous dose?
What advice should be given to a patient who is on a short-term course of medication, such as an antibiotic, but starts to feel better before the prescription is finished?
Why is it important to inform patients about common minor side effects and how to manage them?
If a patient experiences symptoms of a serious side effect, what should they be instructed to do?
In addition to prescription drugs, what other types of medications should patients be taught to avoid or discuss with their provider due to potential drug-drug interactions?
What is the specific example of an environmental-drug interaction mentioned in the text?
Why should most medications not be stored in a bathroom medicine cabinet?
What is the purpose of ongoing follow-up care for a patient taking medication?
What should patients be told regarding expired medications?
According to the text, what is the recommended reading level for most health care information provided to patients in written format?
What should a patient be advised to do if a medication affects their alertness or coordination?
What does the text suggest as a 'thoughtful storage practice' to prevent medication mix-ups and inadvertent access?
What should a patient who is on a lifelong therapy be reminded of if they feel well and cannot perceive a benefit from their medication?
What is the key advice for patients regarding self-medicating with older, no-longer-used prescriptions?
To ensure accurate communication, how should a nurse respond if a patient gives a verbal order for a medication?
Why is it important to help a patient fit their medication schedule into their own personal schedule?
What must patients be warned about before abruptly discontinuing some medications?
According to the text, what is a potential life-threatening adverse event that can be caused by drug-drug interactions?
Ongoing medical evaluation as part of follow-up care may result in which of the following outcomes for the patient's medication regimen?
What is the final step suggested in the teaching process to reinforce learning and identify areas needing more explanation?
What important record are patients advised to keep current?
In addition to teaching the patient, who else is identified as a recipient of medication education?
What is the suggested action for a patient who needs to refill a prescription, especially if they are planning to travel?
When considering cultural context in patient education, what is one example of an adjustment that might be needed?
What is the potential negative consequence of not explaining the purpose of a blood pressure medication beyond just 'it will lower blood pressure'?
If a patient taking a medication needs to avoid certain foods, in which section of patient education would this information be covered?
What should a patient NOT assume if they experience a symptom while on a new medication?
Besides taking someone else's or expired medication, what other behavior is listed under the teaching point 'What not to take'?
What is the primary reason the text advises stressing the importance of concurrent therapies to patients?
A patient taking a medication for a chronic condition tells the nurse they often stop taking it for a few weeks when they 'feel good'. Based on the text, what is the most appropriate educational reminder?
Which of the following is NOT listed as a factor to consider when assessing a patient before medication teaching?
A patient reports that they missed a dose of their once-daily medication. It is now almost time for their next scheduled dose. What should the nurse advise, based on the principles in the text?
Why is it important for a patient to inform their healthcare professional about their medication regimen before surgery?
What is the consequence of many patients reading at a 5th grade level while most health information is written at a 10th grade level?
A patient should be advised to keep a current medication record and ask providers what question when a new medication is prescribed?
The text states that a well-informed patient and/or family can help prevent medication errors by whom?
When is it NOT uncommon for patients to stop taking a medication, according to the text?
What is the correct way to refer to a dose of 500 milligrams when educating a patient?
If a patient experiences a minor, avoidable side effect from a medication, what is a likely outcome if they have not been properly educated about it?
What is NOT one of the 12 numbered teaching points listed in the chapter?
The text recommends that after teaching, the nurse should 'ask patients to repeat what you have said'. What is the purpose of this action?
What is one of the potential consequences of drug-drug interactions mentioned in point 8?
When should written instructions be provided to a patient?