<?xml version="1.0"?>
<catalog>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Preparation" video="PARS_CSA_01_Preparation.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz1.xml">When preparing the client for a cardiac system examination, the nurse should ask the client to:</question>
		<answer value="1"><![CDATA[Undress and put on a gown]]></answer> 
		<answer value="0"><![CDATA[Empty his/her bladder]]></answer> 
		<answer value="0"><![CDATA[Drink plenty of water]]></answer> 
		<answer value="0"><![CDATA[Rest for at least 5 minutes before the examination]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Preparation" video="PARS_CSA_01_Preparation.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz1.xml">For client comfort during cardiac system assessment, if needed, the nurse may elevate the head of the examination table to:</question>
		<answer value="1"><![CDATA[30 degrees]]></answer> 
		<answer value="0"><![CDATA[45 degrees]]></answer> 
		<answer value="0"><![CDATA[80 degrees]]></answer> 
		<answer value="0"><![CDATA[60 degrees]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Preparation" video="PARS_CSA_01_Preparation.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz1.xml">Prior to cardiac system assessment, the nurse should do all of the following, except:</question>
		<answer value="1"><![CDATA[Position herself at the client's left side]]></answer> 
		<answer value="0"><![CDATA[Ensure that the room has good overhead lighting]]></answer> 
		<answer value="0"><![CDATA[Make sure that the room is as quiet as possible ]]></answer> 
		<answer value="0"><![CDATA[Ensure that the client is feeling warm ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Apical Impulse" video="PARS_CSA_02_Ins_Apical.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz2.xml">The mitral area is also known as the: </question>
		<answer value="1"><![CDATA[Cardiac apex ]]></answer> 
		<answer value="0"><![CDATA[Aortic valve ]]></answer> 
		<answer value="0"><![CDATA[Pulmonary valve ]]></answer> 
		<answer value="0"><![CDATA[Pulmonary veins ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Apical Impulse" video="PARS_CSA_02_Ins_Apical.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz2.xml">The diameter of the apical impulse is usually: </question>
		<answer value="1"><![CDATA[Less than 2.5 cm ]]></answer> 
		<answer value="0"><![CDATA[More than 2.5 cm ]]></answer> 
		<answer value="0"><![CDATA[Less than 2.5 inches ]]></answer> 
		<answer value="0"><![CDATA[More than 2.5 inches ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Apical Impulse" video="PARS_CSA_02_Ins_Apical.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz2.xml">In regard to the apical pulse, heave is defined as: </question>
		<answer value="1"><![CDATA[A sustained, diffuse thrust during systole ]]></answer> 
		<answer value="0"><![CDATA[A sustained, diffuse thrust after systole ]]></answer> 
		<answer value="0"><![CDATA[A sustained, diffuse thrust during diastole ]]></answer> 
		<answer value="0"><![CDATA[A sustained, diffuse thrust after diastole ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Other Pulsations" video="PARS_CSA_03_Ins_OtherPulsations.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz3.xml">Epigastric area pulsations in an average-sized adult may indicate: </question>
		<answer value="1"><![CDATA[An aortic aneurysm ]]></answer> 
		<answer value="0"><![CDATA[An intracranial aneurysm ]]></answer> 
		<answer value="0"><![CDATA[An atrial aneurysm ]]></answer> 
		<answer value="0"><![CDATA[A ventricular aneurysm ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Other Pulsations" video="PARS_CSA_03_Ins_OtherPulsations.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz3.xml">A permanent pulsation in the left 2nd intercostal space may indicate: </question>
		<answer value="1"><![CDATA[Increased pulmonary artery blood flow ]]></answer> 
		<answer value="0"><![CDATA[Decreased pulmonary artery blood flow ]]></answer> 
		<answer value="0"><![CDATA[Atrial hypertrophy ]]></answer> 
		<answer value="0"><![CDATA[Ventricular hypertrophy ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Other Pulsations" video="PARS_CSA_03_Ins_OtherPulsations.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz3.xml">To inspect for pulsations within the pulmonic area, the nurse should ask the client to:</question>
		<answer value="1"><![CDATA[Breathe out and hold expiration]]></answer> 
		<answer value="0"><![CDATA[Breathe in and hold inspiration]]></answer> 
		<answer value="0"><![CDATA[Breathe out and hold inspiration ]]></answer> 
		<answer value="0"><![CDATA[Breathe in and hold expiration ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Apical Impulse" video="PARS_CSA_04_Pal_Apical.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz4.xml">If the apical impulse is undetectable, the nurse should have the client do all of the following, except: </question>
		<answer value="1"><![CDATA[Expand the chest wall ]]></answer> 
		<answer value="0"><![CDATA[Roll on his left side ]]></answer> 
		<answer value="0"><![CDATA[Exhale fully ]]></answer> 
		<answer value="0"><![CDATA[Hold expiration ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Apical Impulse" video="PARS_CSA_04_Pal_Apical.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz4.xml">When palpating an apical impulse at the cardiac apex or within the left ventricular area, the nurse should use:</question>
		<answer value="1"><![CDATA[Light pressure]]></answer> 
		<answer value="0"><![CDATA[Hard pressure]]></answer> 
		<answer value="0"><![CDATA[A clockwise motion]]></answer> 
		<answer value="0"><![CDATA[A counterclockwise motion]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Apical Impulse" video="PARS_CSA_04_Pal_Apical.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz4.xml">A loud heart murmur which is palpable as a fine vibration is known as a/an:</question>
		<answer value="1"><![CDATA[Thrill]]></answer> 
		<answer value="0"><![CDATA[Ejection click]]></answer> 
		<answer value="0"><![CDATA[Pericardial friction rub]]></answer> 
		<answer value="0"><![CDATA[S<sub>4</sub> ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Other Pulsations" video="PARS_CSA_05_Pal_OtherPulsations.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz5.xml">The pulmonic area is located at the:</question>
		<answer value="1"><![CDATA[Left 2nd intercostal space]]></answer> 
		<answer value="0"><![CDATA[Right 2nd intercostal space]]></answer> 
		<answer value="0"><![CDATA[Left 4th intercostal area]]></answer> 
		<answer value="0"><![CDATA[Right 4th intercostal area]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Other Pulsations" video="PARS_CSA_05_Pal_OtherPulsations.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz5.xml">The aortic area is located at the:</question>
		<answer value="1"><![CDATA[Right 2nd intercostal space]]></answer> 
		<answer value="0"><![CDATA[Left 2nd intercostal space]]></answer> 
		<answer value="0"><![CDATA[Left 4th intercostal area]]></answer> 
		<answer value="0"><![CDATA[Right 4th intercostal area]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Other Pulsations" video="PARS_CSA_05_Pal_OtherPulsations.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz5.xml">The right ventricular area is located along the:</question>
		<answer value="1"><![CDATA[Left sternal border at the 3rd, 4th, and 5th intercostal spaces]]></answer> 
		<answer value="0"><![CDATA[Right sternal border at the 3rd, 4th, and 5th intercostal spaces]]></answer> 
		<answer value="0"><![CDATA[Left sternal border at the 2nd, 3rd, and 4th intercostal spaces]]></answer> 
		<answer value="0"><![CDATA[Right sternal border at the 2nd, 3rd, and 4th intercostal spaces]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Percussion" video="PARS_CSA_06_Percussion.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz6.xml">Normally, the heart's left border lies at the midclavicular line in the: </question>
		<answer value="1"><![CDATA[5th intercostal space ]]></answer> 
		<answer value="0"><![CDATA[6th intercostal space ]]></answer> 
		<answer value="0"><![CDATA[4th intercostal space ]]></answer> 
		<answer value="0"><![CDATA[7th intercostal space ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Percussion" video="PARS_CSA_06_Percussion.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz6.xml">If the heart's left border extends to the left of the midclavicular line, it may suggest that: </question>
		<answer value="1"><![CDATA[The heart may be enlarged or displaced ]]></answer> 
		<answer value="0"><![CDATA[A left ventricular hypertrophy ]]></answer> 
		<answer value="0"><![CDATA[A left ventricular aneurysm ]]></answer> 
		<answer value="0"><![CDATA[There is a decrease in pulmonary artery blood flow ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Percussion" video="PARS_CSA_06_Percussion.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz6.xml">To percuss the anterior chest of the client during cardiac system assessment, the nurse should begin at the:</question>
		<answer value="1"><![CDATA[Left anterior axillary line]]></answer> 
		<answer value="0"><![CDATA[Right anterior axillary line]]></answer> 
		<answer value="0"><![CDATA[Left anterior mid-axillary line]]></answer> 
		<answer value="0"><![CDATA[Right anterior mid-axillary line]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Normal Heart Sounds" video="PARS_CSA_07_NormHeartSounds.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz7.xml">S<sub>1</sub> indicates the: </question>
		<answer value="1"><![CDATA[Beginning of ventricular systole ]]></answer> 
		<answer value="0"><![CDATA[Ending of ventricular systole ]]></answer> 
		<answer value="0"><![CDATA[Beginning of ventricular diastole ]]></answer> 
		<answer value="0"><![CDATA[Ending of ventricular diastole ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Normal Heart Sounds" video="PARS_CSA_07_NormHeartSounds.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz7.xml">S<sub>1</sub> is associated with: </question>
		<answer value="1"><![CDATA[Mitral and tricuspid valve closure ]]></answer> 
		<answer value="0"><![CDATA[Mitral and tricuspid valve opening ]]></answer> 
		<answer value="0"><![CDATA[Aortic and pulmonary valve closure ]]></answer> 
		<answer value="0"><![CDATA[Aortic and pulmonary valve opening ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Normal Heart Sounds" video="PARS_CSA_07_NormHeartSounds.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz7.xml">S<sub>2</sub> indicates the: </question>
		<answer value="1"><![CDATA[Beginning of ventricular diastole ]]></answer> 
		<answer value="0"><![CDATA[Ending of ventricular diastole ]]></answer> 
		<answer value="0"><![CDATA[Beginning of ventricular systole ]]></answer> 
		<answer value="0"><![CDATA[Ending of ventricular systole ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Extra Heart Sounds" video="PARS_CSA_08_ExtraHeartSounds.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz8.xml">S<sub>3</sub> develops from: </question>
		<answer value="1"><![CDATA[Vibrations that resolve when blood flows into a dilated ventricle ]]></answer> 
		<answer value="0"><![CDATA[Vibrations that resolve when blood flows into a constricted ventricle ]]></answer> 
		<answer value="0"><![CDATA[Vibrations that resolve when blood flows into a dilated atrium ]]></answer> 
		<answer value="0"><![CDATA[Vibrations that resolve when blood flows into a constricted atrium ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Extra Heart Sounds" video="PARS_CSA_08_ExtraHeartSounds.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz8.xml">S<sub>4</sub> develops from: </question>
		<answer value="1"><![CDATA[Vibrations produced in late diastole ]]></answer> 
		<answer value="0"><![CDATA[Vibrations produced in early diastole ]]></answer> 
		<answer value="0"><![CDATA[Vibrations produced in late systole ]]></answer> 
		<answer value="0"><![CDATA[Vibrations produced in early systole ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Extra Heart Sounds" video="PARS_CSA_08_ExtraHeartSounds.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz8.xml">S<sub>3</sub> is also known as:</question>
		<answer value="1"><![CDATA[Ventricular gallop]]></answer> 
		<answer value="0"><![CDATA[Atrial gallop]]></answer> 
		<answer value="0"><![CDATA[Opening snap]]></answer> 
		<answer value="0"><![CDATA[Ejection click]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Other Extra Sounds" video="PARS_CSA_09_OtherExtraSounds.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz9.xml">Opening snap results when: </question>
		<answer value="1"><![CDATA[Stenotic mitral or tricuspid valve leaflets recoil abruptly during ventricular diastole ]]></answer> 
		<answer value="0"><![CDATA[Stenotic mitral or tricuspid valve leaflets recoil abruptly during ventricular systole ]]></answer> 
		<answer value="0"><![CDATA[Stenotic mitral or tricuspid valve leaflets recoil abruptly during atrial diastole ]]></answer> 
		<answer value="0"><![CDATA[Stenotic mitral or tricuspid valve leaflets recoil abruptly during atrial systole ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Other Extra Sounds" video="PARS_CSA_09_OtherExtraSounds.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz9.xml">Pericardial friction rub occurs when: </question>
		<answer value="1"><![CDATA[Inflammation forces the pericardial visceral and parietal surfaces to rub together ]]></answer> 
		<answer value="0"><![CDATA[Inflammation forces the pericardial visceral and pectoral surfaces to rub together ]]></answer> 
		<answer value="0"><![CDATA[Inflammation forces the pericardial frontal and parietal surfaces to rub together ]]></answer> 
		<answer value="0"><![CDATA[Inflammation forces the pericardial frontal and pectoral surfaces to rub together ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Other Extra Sounds" video="PARS_CSA_09_OtherExtraSounds.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz9.xml">Pericardial friction rub is heard best at the: </question>
		<answer value="1"><![CDATA[3rd intercostal space along the lower left sternal border ]]></answer> 
		<answer value="0"><![CDATA[4rd intercostal space along the lower left sternal border ]]></answer> 
		<answer value="0"><![CDATA[3rd intercostal space along the higher left sternal border ]]></answer> 
		<answer value="0"><![CDATA[4rd intercostal space along the higher left sternal border ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Heart Murmurs - Timing and Configuration" video="PARS_CSA_10_HeartMurmursI.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz10.xml">A murmur is systolic if it occurs: </question>
		<answer value="1"><![CDATA[Between S<sub>1</sub> and S<sub>2</sub> ]]></answer> 
		<answer value="0"><![CDATA[Early S<sub>1</sub> ]]></answer> 
		<answer value="0"><![CDATA[Late S<sub>2</sub> ]]></answer> 
		<answer value="0"><![CDATA[Between S<sub>2</sub> and the next S<sub>1</sub> ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Heart Murmurs - Timing and Configuration" video="PARS_CSA_10_HeartMurmursI.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz10.xml">A murmur is diastolic if it occurs: </question>
		<answer value="1"><![CDATA[Between S<sub>2</sub> and the next S<sub>1</sub> ]]></answer> 
		<answer value="0"><![CDATA[Between S<sub>1</sub> and S<sub>2</sub> ]]></answer> 
		<answer value="0"><![CDATA[In early S<sub>1</sub> ]]></answer> 
		<answer value="0"><![CDATA[In late S<sub>2</sub> ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Heart Murmurs - Timing and Configuration" video="PARS_CSA_10_HeartMurmursI.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz10.xml">A decrescendo murmur starts: </question>
		<answer value="1"><![CDATA[Loudly then gradually diminishes ]]></answer> 
		<answer value="0"><![CDATA[Softly, peaks sharply then fades ]]></answer> 
		<answer value="0"><![CDATA[Softly and builds gradually ]]></answer> 
		<answer value="0"><![CDATA[Loudly then becomes softer then builds to its original volume ]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Heart Murmurs - Grade and Location" video="PARS_CSA_11_HeartMurmursII.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz11.xml">A grade 1 murmur is best described as:</question>
		<answer value="1"><![CDATA[Very faint and may not be heard in all positions]]></answer> 
		<answer value="0"><![CDATA[Soft and heard immediately upon placing the stethoscope on the client's chest]]></answer> 
		<answer value="0"><![CDATA[Very faint but heard immediately upon placing the stethoscope on the client's chest]]></answer> 
		<answer value="0"><![CDATA[Loud but may not be heard in all positions]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Heart Murmurs - Grade and Location" video="PARS_CSA_11_HeartMurmursII.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz11.xml">A low-pitched murmur is best heard:</question>
		<answer value="1"><![CDATA[With the bell of the stethoscope]]></answer> 
		<answer value="0"><![CDATA[With the stethoscope's diaphragm]]></answer> 
		<answer value="0"><![CDATA[With the stethoscope partly off the chest]]></answer> 
		<answer value="0"><![CDATA[With the stethoscope entirely off the chest]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Heart Murmurs - Grade and Location" video="PARS_CSA_11_HeartMurmursII.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz11.xml">A high-pitched murmur is best heard with:</question>
		<answer value="1"><![CDATA[The stethoscope's diaphragm]]></answer> 
		<answer value="0"><![CDATA[The bell of the stethoscope]]></answer> 
		<answer value="0"><![CDATA[The stethoscope partly off the chest]]></answer> 
		<answer value="0"><![CDATA[The stethoscope entirely off the chest]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Heart Sounds" video="PARS_CSA_12_HeartSounds.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz12.xml">Prior to auscultation, the nurse should warm the diaphragm of the stethoscope by:</question>
		<answer value="1"><![CDATA[Rubbing it into her palm]]></answer> 
		<answer value="0"><![CDATA[Applying alcohol swabs to it]]></answer> 
		<answer value="0"><![CDATA[Breathing on it for 10 seconds]]></answer> 
		<answer value="0"><![CDATA[Rubbing it into the client's chest]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Heart Sounds" video="PARS_CSA_12_HeartSounds.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz12.xml">When listening for high-pitched heart sounds, the nurse should:</question>
		<answer value="1"><![CDATA[Place the diaphragm of the stethoscope firmly on the client's chest in the right 2nd intercostal space close to the sternum]]></answer> 
		<answer value="0"><![CDATA[Place the diaphragm of the stethoscope firmly on the client's chest in the left 2nd intercostal space close to the sternum]]></answer> 
		<answer value="0"><![CDATA[Place the bell of the stethoscope lightly on the client's chest using just enough pressure to produce an air seal with the bell's rim]]></answer> 
		<answer value="0"><![CDATA[Place the diaphragm of the stethoscope firmly on the client's chest in the left 2nd intercostal space away from the sternum]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Heart Sounds" video="PARS_CSA_12_HeartSounds.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz12.xml">When listening for low-pitched heart sounds, the nurse should:</question>
		<answer value="1"><![CDATA[Place the bell of the stethoscope lightly on the client's chest, using just enough pressure to produce an air seal with the bell's rim]]></answer> 
		<answer value="0"><![CDATA[Place the diaphragm of the stethoscope firmly on the client's chest in the right 2nd intercostal space close to the sternum]]></answer> 
		<answer value="0"><![CDATA[Place the diaphragm of the stethoscope firmly on the client's chest in the left 2nd intercostal space away from the sternum]]></answer> 
		<answer value="0"><![CDATA[Place the diaphragm of the stethoscope firmly on the client's chest in the left 2nd intercostal space close to the sternum]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Heart Murmurs" video="PARS_CSA_13_HeartMurmurs.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz13.xml">Heart sounds originating in the mitral valve are usually best heard:</question>
		<answer value="1"><![CDATA[At or around the cardiac apex]]></answer> 
		<answer value="0"><![CDATA[At or near the lower left sternal border]]></answer> 
		<answer value="0"><![CDATA[In the 2nd and 3rd left intercostal spaces close to the sternum]]></answer> 
		<answer value="0"><![CDATA[Anywhere from the right 2nd intercostal space to the cardiac apex]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Heart Murmurs" video="PARS_CSA_13_HeartMurmurs.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz13.xml">Heart sounds originating in the tricuspid valve are usually best heard:</question>
		<answer value="1"><![CDATA[At or near the lower left sternal border]]></answer> 
		<answer value="0"><![CDATA[At or around the cardiac apex]]></answer> 
		<answer value="0"><![CDATA[In the 2nd and 3rd left intercostal spaces close to the sternum]]></answer> 
		<answer value="0"><![CDATA[Anywhere from the right 2nd intercostal space to the cardiac apex]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Heart Murmurs" video="PARS_CSA_13_HeartMurmurs.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz13.xml">Heart sounds originating in the pulmonic valve are usually best heard:</question>
		<answer value="1"><![CDATA[In the 2nd and 3rd left intercostal spaces close to the sternum]]></answer> 
		<answer value="0"><![CDATA[At or around the cardiac apex]]></answer> 
		<answer value="0"><![CDATA[At or near the lower left sternal border]]></answer> 
		<answer value="0"><![CDATA[Anywhere from the right 2nd intercostal space to the cardiac apex]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Review" video="PARS_CSA_14_Review.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz14.xml">To examine the apical impulse, the nurse should inspect the client's:</question>
		<answer value="1"><![CDATA[Cardiac apex ]]></answer> 
		<answer value="0"><![CDATA[Left sternum]]></answer> 
		<answer value="0"><![CDATA[Right sternum]]></answer> 
		<answer value="0"><![CDATA[Aortic valve]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Review" video="PARS_CSA_14_Review.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz14.xml">To estimate the heart size during cardiac assessment, the nurse should percuss the:</question>
		<answer value="1"><![CDATA[Heart's left border]]></answer> 
		<answer value="0"><![CDATA[Heart's right border]]></answer> 
		<answer value="0"><![CDATA[Cardiac apex]]></answer> 
		<answer value="0"><![CDATA[3rd intercostal space]]></answer> 
	</query>
	<query>
		<question type="1" course="Physical Assessment Review Series V2" lesson="Physical Assessment Review Series V2 - Cardiac Assessment" segment="Review" video="PARS_CSA_14_Review.wmv" slides="" quiz="/NURSING2/PHYSICALASSESSMENTREVIEWSERIES/CardiacAssessment/quiz/quiz14.xml">Achieving a successful cardiac system assessment requires all of the following, except:</question>
		<answer value="1"><![CDATA[An understanding of the client's family history]]></answer> 
		<answer value="0"><![CDATA[A thorough understanding of the client's body systems]]></answer> 
		<answer value="0"><![CDATA[Knowledge of necessary techniques]]></answer> 
		<answer value="0"><![CDATA[Practice in performing the necessary techniques skillfully]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Introduction" video="P_HFAPE_01I.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/1.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz1.xml">All of the following are signs of heart failure, except:</question>
		<answer value="1"><![CDATA[High blood pressure]]></answer> 
		<answer value="0"><![CDATA[Chest pain ]]></answer> 
		<answer value="0"><![CDATA[Dyspnea]]></answer> 
		<answer value="0"><![CDATA[Rapid pulse rate]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Introduction" video="P_HFAPE_01I.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/1.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz1.xml">A heart failure client most significantly exhibits:</question>
		<answer value="1"><![CDATA[Low blood pressure]]></answer> 
		<answer value="0"><![CDATA[High blood pressure]]></answer> 
		<answer value="0"><![CDATA[Slow pulse rate]]></answer> 
		<answer value="0"><![CDATA[Amenia]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Introduction" video="P_HFAPE_01I.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/1.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz1.xml">A client recovering from an MI is at risk for:</question>
		<answer value="1"><![CDATA[Acute heart failure and pulmonary edema]]></answer> 
		<answer value="0"><![CDATA[Cardiac tamponade and pulmonary edema]]></answer> 
		<answer value="0"><![CDATA[Acute heart failure and pulmonary emphysema]]></answer> 
		<answer value="0"><![CDATA[Cardiac tamponade and pulmonary emphysema]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Pathophysiology" video="P_HFAPE_02HFP.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/2.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz2.xml">Heart failure commonly results from:</question>
		<answer value="1"><![CDATA[Myocardial infarction]]></answer> 
		<answer value="0"><![CDATA[Angina pectoris]]></answer> 
		<answer value="0"><![CDATA[Pulmonary stenosis]]></answer> 
		<answer value="0"><![CDATA[Aneurysm]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Pathophysiology" video="P_HFAPE_02HFP.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/2.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz2.xml">Heart failure occurs when:</question>
		<answer value="1"><![CDATA[The heart can not pump enough blood to meet the body's metabolic needs]]></answer> 
		<answer value="0"><![CDATA[The right side of the heart collects de-oxygenated blood in the right auricle]]></answer> 
		<answer value="0"><![CDATA[The left side of heart collects oxygenated blood from the lungs into the left auricle]]></answer> 
		<answer value="0"><![CDATA[The muscle wall surrounding the left ventricle is thicker than the wall surrounding the right ventricle]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Pathophysiology" video="P_HFAPE_02HFP.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/2.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz2.xml">This is the amount of blood the heart ejects with each beat:</question>
		<answer value="1"><![CDATA[Stroke volume]]></answer> 
		<answer value="0"><![CDATA[Cardiac output]]></answer> 
		<answer value="0"><![CDATA[Blood pressure]]></answer> 
		<answer value="0"><![CDATA[Myocardial contractility]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Skin" video="P_HFAPE_03HFAS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/3.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz3.xml">The skin of a heart failure client typically feels cold and clammy because of:</question>
		<answer value="1"><![CDATA[Reduced blood flow to the peripheral tissues]]></answer> 
		<answer value="0"><![CDATA[Increased blood flow to the peripheral tissues]]></answer> 
		<answer value="0"><![CDATA[Increased amount of blood ejected from the heart each minute]]></answer> 
		<answer value="0"><![CDATA[Increased amount of blood ejected from the heart each beat]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Skin" video="P_HFAPE_03HFAS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/3.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz3.xml">Normally, ventricular contractions are strong enough to fully overcome:</question>
		<answer value="1"><![CDATA[Afterload]]></answer> 
		<answer value="0"><![CDATA[Preload]]></answer> 
		<answer value="0"><![CDATA[Stroke volume]]></answer> 
		<answer value="0"><![CDATA[Cardiac output]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Skin" video="P_HFAPE_03HFAS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/3.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz3.xml">After an MI, the necrotic myocardium is characterized by reduced:</question>
		<answer value="1"><![CDATA[Contractility]]></answer> 
		<answer value="0"><![CDATA[Preload]]></answer> 
		<answer value="0"><![CDATA[Conduction velocity]]></answer> 
		<answer value="0"><![CDATA[Afterload]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Pulse and Blood Pressure" video="P_HFAPE_04HFAPBP.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/4.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz4.xml">Normal heart rate is between:</question>
		<answer value="1"><![CDATA[60 and 100 beats per minute]]></answer> 
		<answer value="0"><![CDATA[70 and 100 beats per minute]]></answer> 
		<answer value="0"><![CDATA[60 and 90 beats per minute]]></answer> 
		<answer value="0"><![CDATA[70 and 90 beats per minute]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Pulse and Blood Pressure" video="P_HFAPE_04HFAPBP.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/4.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz4.xml">In heart failure, this releases norepinephrine and stimulates the heart's beta-adrenergic receptors to compensate for the reduced cardiac output:</question>
		<answer value="1"><![CDATA[Sympathetic nervous system]]></answer> 
		<answer value="0"><![CDATA[Parasympathetic nervous system]]></answer> 
		<answer value="0"><![CDATA[Enteric nervous system]]></answer> 
		<answer value="0"><![CDATA[Autonomic nervous system]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Pulse and Blood Pressure" video="P_HFAPE_04HFAPBP.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/4.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz4.xml">Normal stroke volume is:</question>
		<answer value="1"><![CDATA[70 ml]]></answer> 
		<answer value="0"><![CDATA[80 ml]]></answer> 
		<answer value="0"><![CDATA[60 ml]]></answer> 
		<answer value="0"><![CDATA[90 ml]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Heart Sounds" video="P_HFAPE_05HFAHS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/5.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz5.xml">These close when the pressure in the ventricles rises rapidly during diastole:</question>
		<answer value="1"><![CDATA[Atrioventricular valves]]></answer> 
		<answer value="0"><![CDATA[Aortic valves]]></answer> 
		<answer value="0"><![CDATA[Pulmonary valves]]></answer> 
		<answer value="0"><![CDATA[Semilunar valves]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Heart Sounds" video="P_HFAPE_05HFAHS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/5.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz5.xml">The closure of these heart valves creates the S<sub>1</sub> heart sound:</question>
		<answer value="1"><![CDATA[AV valves]]></answer> 
		<answer value="0"><![CDATA[Semilunar valves]]></answer> 
		<answer value="0"><![CDATA[Valves of the inferior vena cava]]></answer> 
		<answer value="0"><![CDATA[Valves of the coronary sinus]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Heart Sounds" video="P_HFAPE_05HFAHS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/5.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz5.xml">Systolic murmur may occur in a client with heart failure when:</question>
		<answer value="1"><![CDATA[Enlarged ventricles prevent AV valves from closing properly]]></answer> 
		<answer value="0"><![CDATA[Enlarged ventricles prevent AV valves from opening properly]]></answer> 
		<answer value="0"><![CDATA[Enlarged ventricles prevent semilunar valves from closing properly]]></answer> 
		<answer value="0"><![CDATA[Enlarged ventricles prevent semilunar valves from opening properly]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Ischemia &amp;amp; Distention" video="P_HFAPE_06HFAID.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/6.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz6.xml">This is the pressure the blood exerts on the left ventricle walls to create tension:</question>
		<answer value="1"><![CDATA[Preload]]></answer> 
		<answer value="0"><![CDATA[Afterload]]></answer> 
		<answer value="0"><![CDATA[Arterial pressure]]></answer> 
		<answer value="0"><![CDATA[End-diastolic pressure]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Ischemia &amp;amp; Distention" video="P_HFAPE_06HFAID.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/6.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz6.xml">Ischemia, in a heart failure client, allows:</question>
		<answer value="1"><![CDATA[Less oxygen-rich blood to reach the myocardium]]></answer> 
		<answer value="0"><![CDATA[More oxygen-rich blood to reach the myocardium]]></answer> 
		<answer value="0"><![CDATA[Less oxygen-rich blood to reach the lungs]]></answer> 
		<answer value="0"><![CDATA[More oxygen-rich blood to reach the lungs]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Ischemia &amp;amp; Distention" video="P_HFAPE_06HFAID.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/6.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz6.xml">High pressure on the right side of the heart commonly causes:</question>
		<answer value="1"><![CDATA[Jugular vein distention]]></answer> 
		<answer value="0"><![CDATA[Carotid artery distention]]></answer> 
		<answer value="0"><![CDATA[Cervical artery distention]]></answer> 
		<answer value="0"><![CDATA[Axillary vein distension]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Peripheral Edema" video="P_HFAPE_07HFAPE.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/7.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz7.xml">Increased blood volume in a client with peripheral edema is most specifically caused by:</question>
		<answer value="1"><![CDATA[The renin-angiotensin-aldosterone system]]></answer> 
		<answer value="0"><![CDATA[Angiotensin-converting enzyme]]></answer> 
		<answer value="0"><![CDATA[Plasminogen activators]]></answer> 
		<answer value="0"><![CDATA[Adenosine deaminase]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Peripheral Edema" video="P_HFAPE_07HFAPE.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/7.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz7.xml">In a client with heart failure, this compensatory mechanism is triggered when the kidneys sense a decrease in blood flow:</question>
		<answer value="1"><![CDATA[The renin-angiotensin-aldosterone system]]></answer> 
		<answer value="0"><![CDATA[Angiotensin-converting enzyme production]]></answer> 
		<answer value="0"><![CDATA[Plasminogen activators]]></answer> 
		<answer value="0"><![CDATA[Adenosine deaminase production]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Peripheral Edema" video="P_HFAPE_07HFAPE.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/7.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz7.xml">Aldosterone promotes:</question>
		<answer value="1"><![CDATA[Sodium and water retention and increases blood volume]]></answer> 
		<answer value="0"><![CDATA[Sodium and water excretion and increases blood volume]]></answer> 
		<answer value="0"><![CDATA[Sodium and water retention and decreases blood volume]]></answer> 
		<answer value="0"><![CDATA[Sodium and water excretion and decreases blood volume]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Respiratory System" video="P_HFAPE_08HFARS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/8.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz8.xml">In a client with heart failure, dyspnea on exertion, orthopnea and cough can occur when increased blood volume and intravascular pressure lead to:</question>
		<answer value="1"><![CDATA[Lung congestion and hypoxemia]]></answer> 
		<answer value="0"><![CDATA[Lung congestion and hypoxia]]></answer> 
		<answer value="0"><![CDATA[Asthma and hypoxemia]]></answer> 
		<answer value="0"><![CDATA[Asthma and hypoxia]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Respiratory System" video="P_HFAPE_08HFARS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/8.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz8.xml">In regard to the complications of heart failure, increased pressure in the pulmonary vessels and fluid trapped in the alveoli can most specifically cause:</question>
		<answer value="1"><![CDATA[Shortness of breath]]></answer> 
		<answer value="0"><![CDATA[Seizures]]></answer> 
		<answer value="0"><![CDATA[Chest pain]]></answer> 
		<answer value="0"><![CDATA[Cyanosis]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Respiratory System" video="P_HFAPE_08HFARS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/8.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz8.xml">This adventitious breath sound may occur in a heart failure client when fluid congests pulmonary vessels and alveoli:</question>
		<answer value="1"><![CDATA[Crackles]]></answer> 
		<answer value="0"><![CDATA[Wheezes]]></answer> 
		<answer value="0"><![CDATA[Rhonchi]]></answer> 
		<answer value="0"><![CDATA[Friction rub]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="GI System &amp;amp; Neurologic Signs" video="P_HFAPE_09HFAGSNS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/9.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz9.xml">When assessing the GI system of a client with heart failure, the nurse should ask if the client is experiencing all of the following symptoms, except:</question>
		<answer value="1"><![CDATA[Bulimia]]></answer> 
		<answer value="0"><![CDATA[Nausea]]></answer> 
		<answer value="0"><![CDATA[Vomiting ]]></answer> 
		<answer value="0"><![CDATA[Constipation or diarrhea]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="GI System &amp;amp; Neurologic Signs" video="P_HFAPE_09HFAGSNS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/9.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz9.xml">Acute tubular necrosis in a client with heart failure can cause:</question>
		<answer value="1"><![CDATA[Oliguria]]></answer> 
		<answer value="0"><![CDATA[Nocturia]]></answer> 
		<answer value="0"><![CDATA[Acetonuria]]></answer> 
		<answer value="0"><![CDATA[Hematuria]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="GI System &amp;amp; Neurologic Signs" video="P_HFAPE_09HFAGSNS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/9.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz9.xml">In a client with heart failure, chronically low cardiac output and reduced renal perfusion can most specifically lead to:</question>
		<answer value="1"><![CDATA[Acute tubular necrosis]]></answer> 
		<answer value="0"><![CDATA[Acute renal failure]]></answer> 
		<answer value="0"><![CDATA[Shock]]></answer> 
		<answer value="0"><![CDATA[Renal artery stenosis]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Signs &amp;amp; Symptoms" video="P_HFAPE_10HFSS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/10.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz10.xml">In left-sided heart failure, the accumulation of blood in the left ventricle, left atrium and pulmonary circulation is most specifically caused by:</question>
		<answer value="1"><![CDATA[Reduced stroke volume]]></answer> 
		<answer value="0"><![CDATA[Increased cardiac output]]></answer> 
		<answer value="0"><![CDATA[Decreased pulmonary venous pressure]]></answer> 
		<answer value="0"><![CDATA[Increased blood volume]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Signs &amp;amp; Symptoms" video="P_HFAPE_10HFSS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/10.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz10.xml">Most specifically, biventricular failure produces signs of:</question>
		<answer value="1"><![CDATA[Left-sided and right-sided heart failure]]></answer> 
		<answer value="0"><![CDATA[Increased pulmonary venous pressure]]></answer> 
		<answer value="0"><![CDATA[Shortness of breath and cough]]></answer> 
		<answer value="0"><![CDATA[Decreased organ perfusion]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Signs &amp;amp; Symptoms" video="P_HFAPE_10HFSS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/10.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz10.xml">In a client with backward heart failure, the accumulation of blood in the ventricles and atria can result in:</question>
		<answer value="1"><![CDATA[Pulmonary and peripheral congestion]]></answer> 
		<answer value="0"><![CDATA[Acute tubular necrosis and cerebral hypoperfusion]]></answer> 
		<answer value="0"><![CDATA[Venous congestion throughout the body]]></answer> 
		<answer value="0"><![CDATA[Increased pulmonary venous pressure and reduced cardiac output]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Diagnostic Tests" video="P_HFAPE_11HFDT.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/11.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz11.xml">In regard to diagnostic tests for a client with heart failure, cardiac catheterization of the left side of the heart may reveal:</question>
		<answer value="1"><![CDATA[Coronary artery blockage or abnormal pumping of the left ventricle]]></answer> 
		<answer value="0"><![CDATA[Pulmonary congestion or enlarged heart]]></answer> 
		<answer value="0"><![CDATA[An ejection fraction that�s below 60 percent.]]></answer> 
		<answer value="0"><![CDATA[High intracardiac pressure]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Diagnostic Tests" video="P_HFAPE_11HFDT.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/11.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz11.xml">The normal pressure rate of the right ventricle is:</question>
		<answer value="1"><![CDATA[25/0]]></answer> 
		<answer value="0"><![CDATA[20/10]]></answer> 
		<answer value="0"><![CDATA[0.5]]></answer> 
		<answer value="0"><![CDATA[15/0]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Diagnostic Tests" video="P_HFAPE_11HFDT.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/11.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz11.xml">In regard to diagnostic tests for a client with heart failure, cardiac catheterization of the right side of the heart may reveal a low:</question>
		<answer value="1"><![CDATA[Cardiac output and cardiac index]]></answer> 
		<answer value="0"><![CDATA[Cardiac output and stroke volume]]></answer> 
		<answer value="0"><![CDATA[Blood volume and cardiac index]]></answer> 
		<answer value="0"><![CDATA[Stroke volume and blood volume]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Medical Treatment" video="P_HFAPE_12HFTMT.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/12.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz12.xml">In regard to treatment for heart failure, angiotensin-converting inhibitor primarily works by:</question>
		<answer value="1"><![CDATA[Blocking the enzyme that converts angiotensin I to angiotensin II in the lungs]]></answer> 
		<answer value="0"><![CDATA[Decreasing total peripheral resistance]]></answer> 
		<answer value="0"><![CDATA[Increasing contractility which enhances stroke volume and cardiac output]]></answer> 
		<answer value="0"><![CDATA[Increasing the excretion of sodium chloride and water]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Medical Treatment" video="P_HFAPE_12HFTMT.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/12.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz12.xml">In a heart failure client, vasodilators work most specifically by:</question>
		<answer value="1"><![CDATA[Decreasing the total peripheral resistance]]></answer> 
		<answer value="0"><![CDATA[Blocking the enzyme that converts angiotensin I to angiotensin II in the lungs]]></answer> 
		<answer value="0"><![CDATA[Increasing contractility which enhances stroke volume and cardiac output]]></answer> 
		<answer value="0"><![CDATA[Increasing the excretion of sodium chloride and water]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Medical Treatment" video="P_HFAPE_12HFTMT.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/12.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz12.xml">In regard to treatment for heart failure, inotropic agents include all of the following, except:</question>
		<answer value="1"><![CDATA[Deuterium oxide]]></answer> 
		<answer value="0"><![CDATA[Digoxin]]></answer> 
		<answer value="0"><![CDATA[Dobutamine]]></answer> 
		<answer value="0"><![CDATA[Phosphodiesterase inhibitors]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Surgical Treatment" video="P_HFAPE_13HFTST.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/13.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz13.xml">An intra-aortic balloon pump is:</question>
		<answer value="1"><![CDATA[A temporary counterpulsation device that is inserted into the aorta to treat acute heart failure]]></answer> 
		<answer value="0"><![CDATA[Used to bypass blocked coronary arteries]]></answer> 
		<answer value="0"><![CDATA[Used to take over the pumping action of the left ventricle]]></answer> 
		<answer value="0"><![CDATA[Used in a procedure that replaces a client's diseased heart with a healthy heart from a compatible donor]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Surgical Treatment" video="P_HFAPE_13HFTST.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/13.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz13.xml">As the intra-aortic balloon pump in a heart failure client deflates, negative pressure in the aorta most specifically reduces:</question>
		<answer value="1"><![CDATA[Afterload]]></answer> 
		<answer value="0"><![CDATA[Preload]]></answer> 
		<answer value="0"><![CDATA[Cardiac output]]></answer> 
		<answer value="0"><![CDATA[Stroke volume]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Surgical Treatment" video="P_HFAPE_13HFTST.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/13.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz13.xml">A ventricular assist device may be used in a heart failure client to:</question>
		<answer value="1"><![CDATA[Take over the pumping action of the left ventricle]]></answer> 
		<answer value="0"><![CDATA[Bypass blocked coronary arteries]]></answer> 
		<answer value="0"><![CDATA[Replace the client's diseased heart]]></answer> 
		<answer value="0"><![CDATA[Serve as a temporary counterpulsation device]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Pathophysiology" video="P_HFAPE_14PEP.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/14.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz14.xml">Pulmonary edema most specifically results from:</question>
		<answer value="1"><![CDATA[Fluid accumulation in the lungs]]></answer> 
		<answer value="0"><![CDATA[Blockage of the pulmonary artery by foreign matter or by a blood clot]]></answer> 
		<answer value="0"><![CDATA[An abnormal condition of the lungs marked by decreased respiratory function]]></answer> 
		<answer value="0"><![CDATA[An abnormal narrowing of the opening into the pulmonary artery from the right ventricle]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Pathophysiology" video="P_HFAPE_14PEP.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/14.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz14.xml">In a heart failure client, all of the following signs and symptoms may indicate pulmonary edema, except:</question>
		<answer value="1"><![CDATA[Tachycardia]]></answer> 
		<answer value="0"><![CDATA[Severe distress]]></answer> 
		<answer value="0"><![CDATA[Cough that produces blood-tinged sputum]]></answer> 
		<answer value="0"><![CDATA[Confusion]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Pathophysiology" video="P_HFAPE_14PEP.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/14.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz14.xml">Without treatment, pulmonary edema can lead to all of the following, except:</question>
		<answer value="1"><![CDATA[Paraplegia]]></answer> 
		<answer value="0"><![CDATA[Severe tissue hypoxia]]></answer> 
		<answer value="0"><![CDATA[Organ failure]]></answer> 
		<answer value="0"><![CDATA[Death]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Respiratory System" video="P_HFAPE_15PEARS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/15.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz15.xml">All of the following are signs of acute respiratory distress in a heart failure client with pulmonary edema, except:</question>
		<answer value="1"><![CDATA[Tachycardia]]></answer> 
		<answer value="0"><![CDATA[Tachypnea]]></answer> 
		<answer value="0"><![CDATA[Severe dyspnea]]></answer> 
		<answer value="0"><![CDATA[Pink or red frothy sputum]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Respiratory System" video="P_HFAPE_15PEARS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/15.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz15.xml">As stated in the lesson, if a heart failure client is suspected to be suffering from pulmonary edema, the nurse should first assess for signs of:</question>
		<answer value="1"><![CDATA[Acute respiratory distress]]></answer> 
		<answer value="0"><![CDATA[Uremic frost]]></answer> 
		<answer value="0"><![CDATA[Hyperhydrosis]]></answer> 
		<answer value="0"><![CDATA[Hypoxemia]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Respiratory System" video="P_HFAPE_15PEARS.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/15.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz15.xml">In a heart failure client with pulmonary edema, water and sodium movement into the interstitial space can cause:</question>
		<answer value="1"><![CDATA[Interstitial edema and increased interstitial hydrostatic pressure]]></answer> 
		<answer value="0"><![CDATA[Transcellular edema and increased transcellular hydrostatic pressure]]></answer> 
		<answer value="0"><![CDATA[Interstitial edema and decreased interstitial hydrostatic pressure]]></answer> 
		<answer value="0"><![CDATA[Transcellular edema and decreased transcellular hydrostatic pressure]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Vital Signs &amp;amp; Neurologic Symptoms" video="P_HFAPE_16PEA.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/16.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz16.xml">When assessing the vital signs of a heart failure client with pulmonary edema, the nurse should expect to find:</question>
		<answer value="1"><![CDATA[A rapid pulse rate]]></answer> 
		<answer value="0"><![CDATA[A high temperature]]></answer> 
		<answer value="0"><![CDATA[A low blood pressure]]></answer> 
		<answer value="0"><![CDATA[A higher than normal arterial oxygen saturation]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Vital Signs &amp;amp; Neurologic Symptoms" video="P_HFAPE_16PEA.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/16.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz16.xml">High blood pressure in a client with pulmonary edema is most specifically triggered by:</question>
		<answer value="1"><![CDATA[The release of catecholamines]]></answer> 
		<answer value="0"><![CDATA[The fight-or-flight response of the heart]]></answer> 
		<answer value="0"><![CDATA[The stimulation of the central nervous system]]></answer> 
		<answer value="0"><![CDATA[Impaired gas exchange across the alveolar-capillary membrane]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Vital Signs &amp;amp; Neurologic Symptoms" video="P_HFAPE_16PEA.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/16.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz16.xml">All of the following are stated neurologic signs and symptoms of pulmonary edema, except:</question>
		<answer value="1"><![CDATA[Fatigue]]></answer> 
		<answer value="0"><![CDATA[Restlessness]]></answer> 
		<answer value="0"><![CDATA[Confusion]]></answer> 
		<answer value="0"><![CDATA[Combativeness]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Diagnostic Tests' Findings" video="P_HFAPE_17PEDTF.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/17.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz17.xml">In a pulmonary edema client, a pH below 7.35 most specifically reflects:</question>
		<answer value="1"><![CDATA[Respiratory acidosis]]></answer> 
		<answer value="0"><![CDATA[Hypoxemia]]></answer> 
		<answer value="0"><![CDATA[Hypercapnia]]></answer> 
		<answer value="0"><![CDATA[Hypoxia]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Diagnostic Tests' Findings" video="P_HFAPE_17PEDTF.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/17.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz17.xml">This diagnostic test result of a pulmonary edema client most specifically indicates hypercapnia:</question>
		<answer value="1"><![CDATA[PC0<sub>2</sub> above 45 millimeters of mercury]]></answer> 
		<answer value="0"><![CDATA[P0<sub>2</sub> below 80 millimeters of mercury]]></answer> 
		<answer value="0"><![CDATA[pH below 7.35]]></answer> 
		<answer value="0"><![CDATA[Bicarbonate level above 28 milliequivalents per liter]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Diagnostic Tests' Findings" video="P_HFAPE_17PEDTF.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/17.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz17.xml">The diagnostic tests of a pulmonary edema client may reveal all of the following, except:</question>
		<answer value="1"><![CDATA[PC0<sub>2</sub> below 45 millimeters of mercury]]></answer> 
		<answer value="0"><![CDATA[PH below 7.35]]></answer> 
		<answer value="0"><![CDATA[P0<sub>2</sub> below 80 millimeters of mercury]]></answer> 
		<answer value="0"><![CDATA[Bicarbonate level above 28 milliequivalents per liter]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Treatment" video="P_HFAPE_18PET.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/18.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz18.xml">IV diuretics are usually given to clients with pulmonary edema to rapidly reduce all of the following, except:</question>
		<answer value="1"><![CDATA[Afterload]]></answer> 
		<answer value="0"><![CDATA[Pulmonary congestion]]></answer> 
		<answer value="0"><![CDATA[Fluid retention]]></answer> 
		<answer value="0"><![CDATA[Preload]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Treatment" video="P_HFAPE_18PET.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/18.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz18.xml">These may be administered to a client if his/her pulmonary edema is caused by heart failure:</question>
		<answer value="1"><![CDATA[Inotropic agents and vasodilators]]></answer> 
		<answer value="0"><![CDATA[Vasoconstrictors and inotropic agents]]></answer> 
		<answer value="0"><![CDATA[Antiarrhythmic agents and vasodilators]]></answer> 
		<answer value="0"><![CDATA[Vasoconstrictors and antiarrhythmic agents]]></answer> 
	</query>
	<query>
		<question type="1" course="Pathophysiology for Nurses V2" lesson="Pathophysiology for Nurses V2 - Heart Failure and Pulmonary Edema" segment="Treatment" video="P_HFAPE_18PET.wmv" slides="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/xml/18.xml" quiz="/NURSING2/PATHOPHYSIOLOGYFORNURSES/HeartFailurePulmonaryEdema/quiz/quiz18.xml">When a client who had suffered from pulmonary edema or heart failure is ready for discharge, the nurse should reinforce instructions about all of the following, except:</question>
		<answer value="1"><![CDATA[Increased fluid intake]]></answer> 
		<answer value="0"><![CDATA[Low-sodium diet]]></answer> 
		<answer value="0"><![CDATA[Daily weight measurements]]></answer> 
		<answer value="0"><![CDATA[Follow-up care]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part I" video="PED2_COMM_INFANTS_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/1.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz1.xml">During the monthly checkup of an infant, the nurse should measure all of the following, except:</question>
		<answer value="1"><![CDATA[Primitive reflexes]]></answer> 
		<answer value="0"><![CDATA[Head circumference]]></answer> 
		<answer value="0"><![CDATA[Weight]]></answer> 
		<answer value="0"><![CDATA[Height]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part I" video="PED2_COMM_INFANTS_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/1.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz1.xml">During the monthly checkup of an infant, the nurse should do all of the following, except:</question>
		<answer value="1"><![CDATA[Play with the child prior to assessment]]></answer> 
		<answer value="0"><![CDATA[Explain each step of the assessment process to the parent]]></answer> 
		<answer value="0"><![CDATA[Talk to the infant in a very calm manner]]></answer> 
		<answer value="0"><![CDATA[Make the infant feel safe and comfortable]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part I" video="PED2_COMM_INFANTS_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/1.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz1.xml">This is a device used for measuring an infant's height:</question>
		<answer value="1"><![CDATA[Stadiometer]]></answer> 
		<answer value="0"><![CDATA[Ruler]]></answer> 
		<answer value="0"><![CDATA[Keratometer]]></answer> 
		<answer value="0"><![CDATA[Opthalmometer]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part II" video="PED2_COMM_INFANTS_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/1.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz2.xml">To get the most accurate information about the infant during a checkup, the nurse should:</question>
		<answer value="1"><![CDATA[Ask the caregiver and check if the answers match what the infant presents]]></answer> 
		<answer value="0"><![CDATA[Observe how the caregiver interacts with the infant]]></answer> 
		<answer value="0"><![CDATA[Assess the infant's growth and development]]></answer> 
		<answer value="0"><![CDATA[Review the infant's medical history and perform any necessary measurements]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part II" video="PED2_COMM_INFANTS_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/1.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz2.xml">An infant with a history of aortic coarctation may have this secondary condition:</question>
		<answer value="1"><![CDATA[Poor muscle tone]]></answer> 
		<answer value="0"><![CDATA[Increased reflex action]]></answer> 
		<answer value="0"><![CDATA[Abnormal growth of blood vessels]]></answer> 
		<answer value="0"><![CDATA[Abdominal distention]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part II" video="PED2_COMM_INFANTS_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/1.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz2.xml">Aortic coarctation is a:</question>
		<answer value="1"><![CDATA[Cardiac problem]]></answer> 
		<answer value="0"><![CDATA[Respiratory problem]]></answer> 
		<answer value="0"><![CDATA[Digestive problem]]></answer> 
		<answer value="0"><![CDATA[Neurologic problem]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part III" video="PED2_COMM_INFANTS_03.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/1.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz3.xml">All of the following are developmental milestones of a 6-month old infant, except:</question>
		<answer value="1"><![CDATA[Picks things up with a pincer grasp]]></answer> 
		<answer value="0"><![CDATA[Stands with support]]></answer> 
		<answer value="0"><![CDATA[Sits with minimal support]]></answer> 
		<answer value="0"><![CDATA[Puts objects in mouth]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part III" video="PED2_COMM_INFANTS_03.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/1.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz3.xml">The first set of teeth of an infant usually erupts at the age of:</question>
		<answer value="1"><![CDATA[7 to 8 months]]></answer> 
		<answer value="0"><![CDATA[4 to 5 months]]></answer> 
		<answer value="0"><![CDATA[9 to 10 months]]></answer> 
		<answer value="0"><![CDATA[3 to 4 months]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part III" video="PED2_COMM_INFANTS_03.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/1.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz3.xml">The best source of information about an infant is the:</question>
		<answer value="1"><![CDATA[Parent]]></answer> 
		<answer value="0"><![CDATA[Physician]]></answer> 
		<answer value="0"><![CDATA[Grandparent]]></answer> 
		<answer value="0"><![CDATA[Infant's medical history]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part I" video="PED2_COMM_TODDLERS_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/2.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz4.xml">All of the following statements about toddlers are generally true, except:</question>
		<answer value="1"><![CDATA[They are responsible]]></answer> 
		<answer value="0"><![CDATA[They are active]]></answer> 
		<answer value="0"><![CDATA[They are clingy]]></answer> 
		<answer value="0"><![CDATA[They have stranger anxiety]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part I" video="PED2_COMM_TODDLERS_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/2.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz4.xml">The attention span of a toddler is usually:</question>
		<answer value="1"><![CDATA[Very limited]]></answer> 
		<answer value="0"><![CDATA[Very long]]></answer> 
		<answer value="0"><![CDATA[Sustained]]></answer> 
		<answer value="0"><![CDATA[Focused]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part I" video="PED2_COMM_TODDLERS_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/2.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz4.xml">All of the following are common non-verbal cues of toddlers, except:</question>
		<answer value="1"><![CDATA[Yelling]]></answer> 
		<answer value="0"><![CDATA[Crying]]></answer> 
		<answer value="0"><![CDATA[Pushing away]]></answer> 
		<answer value="0"><![CDATA[Temper tantrums]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part II" video="PED2_COMM_TODDLERS_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/2.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz5.xml">All of the following are ways to reassure toddlers during sick visits, except:</question>
		<answer value="1"><![CDATA[Carry them]]></answer> 
		<answer value="0"><![CDATA[Bring out a toy]]></answer> 
		<answer value="0"><![CDATA[Smile at them]]></answer> 
		<answer value="0"><![CDATA[Have them sit on their parent's lap]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part II" video="PED2_COMM_TODDLERS_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/2.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz5.xml">The nurse should do all of the following when communicating with toddlers, except:</question>
		<answer value="1"><![CDATA[Be gentle but logical]]></answer> 
		<answer value="0"><![CDATA[Listen to what they are saying]]></answer> 
		<answer value="0"><![CDATA[Observe what they are not saying]]></answer> 
		<answer value="0"><![CDATA[Give them some control]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part II" video="PED2_COMM_TODDLERS_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/2.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz5.xml">Toddlers are generally most interested in:</question>
		<answer value="1"><![CDATA[Exploring]]></answer> 
		<answer value="0"><![CDATA[Eating]]></answer> 
		<answer value="0"><![CDATA[Sleeping]]></answer> 
		<answer value="0"><![CDATA[Talking]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part I" video="PED2_COMM_PRESCHOOLERS_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/3.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz6.xml">Usually, the best source of information about a preschooler is:</question>
		<answer value="1"><![CDATA[A parent]]></answer> 
		<answer value="0"><![CDATA[A sibling]]></answer> 
		<answer value="0"><![CDATA[A physician]]></answer> 
		<answer value="0"><![CDATA[A teacher]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part I" video="PED2_COMM_PRESCHOOLERS_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/3.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz6.xml">When communicating with a preschooler, the nurse should do all of the following, except:</question>
		<answer value="1"><![CDATA[Avoid touching them]]></answer> 
		<answer value="0"><![CDATA[Speak very calmly]]></answer> 
		<answer value="0"><![CDATA[Reassure them that they are doing great]]></answer> 
		<answer value="0"><![CDATA[Make them comfortable]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part II" video="PED2_COMM_PRESCHOOLERS_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/3.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz7.xml">When administering medications to preschoolers, the nurse should:</question>
		<answer value="1"><![CDATA[Provide them a semblance of choice]]></answer> 
		<answer value="0"><![CDATA[Let them administer the medication to themselves]]></answer> 
		<answer value="0"><![CDATA[Inform them about the side effects of the medication]]></answer> 
		<answer value="0"><![CDATA[Ask their parents to administer the medication]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part II" video="PED2_COMM_PRESCHOOLERS_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/3.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz7.xml">When communicating with preschoolers, it is important to remember that:</question>
		<answer value="1"><![CDATA[They often use their imaginations]]></answer> 
		<answer value="0"><![CDATA[They don't like to talk]]></answer> 
		<answer value="0"><![CDATA[They are too shy to express their feelings and ideas]]></answer> 
		<answer value="0"><![CDATA[They commonly lie to get attention]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part I" video="PED2_COMM_SCHOOLAGERS_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/4.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz8.xml">School-age children are between:</question>
		<answer value="1"><![CDATA[6 and 10 years old]]></answer> 
		<answer value="0"><![CDATA[5 and 9 years old]]></answer> 
		<answer value="0"><![CDATA[4 and 8 years old]]></answer> 
		<answer value="0"><![CDATA[6 and 12 years old]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part I" video="PED2_COMM_SCHOOLAGERS_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/4.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz8.xml">School-age children are easier to teach for all of the following reasons, except:</question>
		<answer value="1"><![CDATA[They are very active and aggressive]]></answer> 
		<answer value="0"><![CDATA[They want to be involved]]></answer> 
		<answer value="0"><![CDATA[They are interested in new ideas and experiences]]></answer> 
		<answer value="0"><![CDATA[They ask a lot of questions]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part I" video="PED2_COMM_SCHOOLAGERS_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/4.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz8.xml">Prior to taking an inhaler, a school-age child should first:</question>
		<answer value="1"><![CDATA[Shake it]]></answer> 
		<answer value="0"><![CDATA[Squirt, then inhale]]></answer> 
		<answer value="0"><![CDATA[Inhale, then squirt]]></answer> 
		<answer value="0"><![CDATA[Attach the inhaler to a spacer]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part II" video="PED2_COMM_SCHOOLAGERS_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/4.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz9.xml">When communicating with school-age children, it is important to keep in mind all of the following, except:</question>
		<answer value="1"><![CDATA[That they usually have acquired long attention spans]]></answer> 
		<answer value="0"><![CDATA[That you should answer their questions]]></answer> 
		<answer value="0"><![CDATA[That they can reason]]></answer> 
		<answer value="0"><![CDATA[That they  can understand things well]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part II" video="PED2_COMM_SCHOOLAGERS_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/4.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz9.xml">To make a school-age child cooperate in his/her care, the nurse should:</question>
		<answer value="1"><![CDATA[Set up scenarios that the child can relate to]]></answer> 
		<answer value="0"><![CDATA[Explain the advantages of compliance]]></answer> 
		<answer value="0"><![CDATA[Have the caregiver/parent teach the child]]></answer> 
		<answer value="0"><![CDATA[Distract the child by using toys and other rewards]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part I" video="PED2_COMM_ADOLESCENTS_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/5.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz10.xml">Communicating with adolescents can be challenging for all of the following reasons, except:</question>
		<answer value="1"><![CDATA[They are emotionally dependent on their parents]]></answer> 
		<answer value="0"><![CDATA[They may experience periods of role confusion]]></answer> 
		<answer value="0"><![CDATA[They are not very confident yet]]></answer> 
		<answer value="0"><![CDATA[They are in a period of experimentation]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part I" video="PED2_COMM_ADOLESCENTS_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/5.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz10.xml">Adolescents are trying to gain:</question>
		<answer value="1"><![CDATA[Identity, confidence, and security]]></answer> 
		<answer value="0"><![CDATA[Trust, autonomy, and initiative]]></answer> 
		<answer value="0"><![CDATA[Generativity, ego integrity, and security]]></answer> 
		<answer value="0"><![CDATA[Intimacy, confidence, and generativity]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part I" video="PED2_COMM_ADOLESCENTS_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/5.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz10.xml">When communicating with adolescents, it may be appropriate for the nurse to inquire about all of the following, except:</question>
		<answer value="1"><![CDATA[How they perceive their accomplishments and failures]]></answer> 
		<answer value="0"><![CDATA[Their future goals]]></answer> 
		<answer value="0"><![CDATA[Their peers and cliques]]></answer> 
		<answer value="0"><![CDATA[How they are coping in school]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part II" video="PED2_COMM_ADOLESCENTS_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/5.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz11.xml">When communicating with adolescents, it is important for the nurse to remember all of the following, except:</question>
		<answer value="1"><![CDATA[They need immediate solutions to their problems]]></answer> 
		<answer value="0"><![CDATA[They are individuals]]></answer> 
		<answer value="0"><![CDATA[They can decide for themselves]]></answer> 
		<answer value="0"><![CDATA[They need a resource for expert advice]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Communicating with Children and Families" segment="Part II" video="PED2_COMM_ADOLESCENTS_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/xml/5.xml" quiz="/NURSING2/PEDIATRICNURSING/CommunicatingwithChildrenandFamilies/quiz/quiz11.xml">When communicating with adolescents, it is most important to:</question>
		<answer value="1"><![CDATA[Listen to them in a non-judgmental manner]]></answer> 
		<answer value="0"><![CDATA[Provide immediate solutions to their problems]]></answer> 
		<answer value="0"><![CDATA[Avoid questions about sex, dating and alcohol use]]></answer> 
		<answer value="0"><![CDATA[Ask questions that require syncretic thinking]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part I" video="PED2_CARE_PARFAM_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/1.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz1.xml">Because the hospital is not a familiar place, children may feel:</question>
		<answer value="1"><![CDATA[Anxious]]></answer> 
		<answer value="0"><![CDATA[Comfortable]]></answer> 
		<answer value="0"><![CDATA[Restless]]></answer> 
		<answer value="0"><![CDATA[Secure]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part I" video="PED2_CARE_PARFAM_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/1.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz1.xml">The best way to make the family of a hospitalized child feel at home is by:</question>
		<answer value="1"><![CDATA[Giving them an initial tour of the pediatric unit]]></answer> 
		<answer value="0"><![CDATA[Having them administer medications to the child]]></answer> 
		<answer value="0"><![CDATA[Informing them about the progress of the child]]></answer> 
		<answer value="0"><![CDATA[Giving them emotional support]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part I" video="PED2_CARE_PARFAM_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/1.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz1.xml">To make a child more comfortable when in the hospital, it is important to:</question>
		<answer value="1"><![CDATA[Allow familiar people to visit]]></answer> 
		<answer value="0"><![CDATA[Let the child play alone in the play room]]></answer> 
		<answer value="0"><![CDATA[Give them independence by allowing them to decide some things on their own]]></answer> 
		<answer value="0"><![CDATA[Talk with them more often]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part II" video="PED2_CARE_PARFAM_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/1.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz2.xml">When caring for a hospitalized child, the nurse should do all of the following, except:</question>
		<answer value="1"><![CDATA[Encourage the family and other relatives to always stay with the child]]></answer> 
		<answer value="0"><![CDATA[Encourage the parent of the child to rest and take a break]]></answer> 
		<answer value="0"><![CDATA[Give the parent or caregiver some control over the child's care]]></answer> 
		<answer value="0"><![CDATA[Encourage the parent to have the child's siblings visit]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part II" video="PED2_CARE_PARFAM_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/1.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz2.xml">All of the following are benefits of parent participation in the treatment of a child, except:</question>
		<answer value="1"><![CDATA[They promote a faster recovery of the child]]></answer> 
		<answer value="0"><![CDATA[They serve as a safety net for the child]]></answer> 
		<answer value="0"><![CDATA[They take away the fear of the child]]></answer> 
		<answer value="0"><![CDATA[They are a familiar faces to the child]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part I" video="PED2_CARE_PROMSAFETY_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/2.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz3.xml">The primary concern when caring for toddlers is:</question>
		<answer value="1"><![CDATA[Safety]]></answer> 
		<answer value="0"><![CDATA[Hygiene]]></answer> 
		<answer value="0"><![CDATA[Appearance]]></answer> 
		<answer value="0"><![CDATA[Play]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part I" video="PED2_CARE_PROMSAFETY_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/2.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz3.xml">The bed of hospitalized children should be kept:</question>
		<answer value="1"><![CDATA[Low]]></answer> 
		<answer value="0"><![CDATA[High]]></answer> 
		<answer value="0"><![CDATA[At a level where care providers can have an easy access]]></answer> 
		<answer value="0"><![CDATA[At the level the parents wish it to be]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part I" video="PED2_CARE_PROMSAFETY_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/2.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz3.xml">The advantages of a cage-top crib include all of the following, except:</question>
		<answer value="1"><![CDATA[It makes medication administration easier]]></answer> 
		<answer value="0"><![CDATA[It serves as the child's own private play pen]]></answer> 
		<answer value="0"><![CDATA[It keeps the child from falling]]></answer> 
		<answer value="0"><![CDATA[It allows the mother to leave the child for a while]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part II" video="PED2_CARE_PROMSAFETY_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/2.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz4.xml">When placing a child in a high chair, the parent or nurse should:</question>
		<answer value="1"><![CDATA[Fasten the seatbelt and set the tray in place]]></answer> 
		<answer value="0"><![CDATA[Allow the child to climb up with assistance]]></answer> 
		<answer value="0"><![CDATA[Have the child grab the side rails of the chair]]></answer> 
		<answer value="0"><![CDATA[Support the front and back of the child]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part II" video="PED2_CARE_PROMSAFETY_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/2.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz4.xml">Feeding a toddler any of the following foods may increase the risk of choking, except:</question>
		<answer value="1"><![CDATA[Soup]]></answer> 
		<answer value="0"><![CDATA[Peanuts]]></answer> 
		<answer value="0"><![CDATA[Popcorn]]></answer> 
		<answer value="0"><![CDATA[Hard candy]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Medication Administration" video="PED2_CARE_MEDADMIN.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/3.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz5.xml">When administering a medication, all of the following are responsibilities of the nurse, except:</question>
		<answer value="1"><![CDATA[Make sure to reward the child after he/she receives the medication]]></answer> 
		<answer value="0"><![CDATA[Make sure that the dose is accurate]]></answer> 
		<answer value="0"><![CDATA[Make sure the client is not allergic to the medication]]></answer> 
		<answer value="0"><![CDATA[Make sure that it is the right medication]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Medication Administration" video="PED2_CARE_MEDADMIN.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/3.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz5.xml">A hospitalized child who cannot take a tablet was prescribed a medication that is available only in tablet form. The best nursing action in this situation is to:</question>
		<answer value="1"><![CDATA[Ask the pharmacist if the medication can be crushed]]></answer> 
		<answer value="0"><![CDATA[Dissolve the medication in a glass of water]]></answer> 
		<answer value="0"><![CDATA[Try to convince the child to take the medication]]></answer> 
		<answer value="0"><![CDATA[Change the prescribed medication]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Medication Administration" video="PED2_CARE_MEDADMIN.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/3.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz5.xml">Prior to administering medication to a hospitalized child, the nurse should do all of the following, except:</question>
		<answer value="1"><![CDATA[Weigh the child]]></answer> 
		<answer value="0"><![CDATA[Explain why the medication is given]]></answer> 
		<answer value="0"><![CDATA[Make sure the child's ID band matches the medication order]]></answer> 
		<answer value="0"><![CDATA[Tell the child how the medication tastes if asked]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part I" video="PED2_CARE_PLAY_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/4.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz6.xml">Playing with a hospitalized child is a good way to:</question>
		<answer value="1"><![CDATA[Observe the child and gain pertinent information]]></answer> 
		<answer value="0"><![CDATA[Make the child take her medications]]></answer> 
		<answer value="0"><![CDATA[Treat certain diseases]]></answer> 
		<answer value="0"><![CDATA[Provide a sense of responsibility and trust]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part I" video="PED2_CARE_PLAY_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/4.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz6.xml">In regard to play for hospitalized children, all of the following statements are true, except:</question>
		<answer value="1"><![CDATA[Play is too dangerous for seriously ill children]]></answer> 
		<answer value="0"><![CDATA[Play helps decrease their fears]]></answer> 
		<answer value="0"><![CDATA[Play allows for self-expression]]></answer> 
		<answer value="0"><![CDATA[Play can be utilized to facilitate a goal]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part II" video="PED2_CARE_PLAY_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/4.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz7.xml">Medical play is usually directed by:</question>
		<answer value="1"><![CDATA[A child specialist]]></answer> 
		<answer value="0"><![CDATA[A physician]]></answer> 
		<answer value="0"><![CDATA[A nurse]]></answer> 
		<answer value="0"><![CDATA[A physical therapist]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part II" video="PED2_CARE_PLAY_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/4.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz7.xml">All of the following statements about medical play are true, except:</question>
		<answer value="1"><![CDATA[It helps children understand the importance of social contracts and rules]]></answer> 
		<answer value="0"><![CDATA[It is a way for children to gain a sense of control over their conditions]]></answer> 
		<answer value="0"><![CDATA[It helps children adjust to hospitalization]]></answer> 
		<answer value="0"><![CDATA[It can be used to teach children about their treatment]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part I" video="PED2_CARE_PAINMNGT_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/5.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz8.xml">When assessing for pain, the first thing that the nurse should do is to:</question>
		<answer value="1"><![CDATA[Check the child's vital signs]]></answer> 
		<answer value="0"><![CDATA[Weigh the child]]></answer> 
		<answer value="0"><![CDATA[Inspect the child for signs of infection]]></answer> 
		<answer value="0"><![CDATA[Obtain the child's hemodynamic values]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part I" video="PED2_CARE_PAINMNGT_01.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/5.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz8.xml">All of the following are signs that a child is in pain, except:</question>
		<answer value="1"><![CDATA[Decreased capillary refill]]></answer> 
		<answer value="0"><![CDATA[Sweaty palms]]></answer> 
		<answer value="0"><![CDATA[Irritability]]></answer> 
		<answer value="0"><![CDATA[Elevated heart rate and blood pressure]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part II" video="PED2_CARE_PAINMNGT_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/5.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz9.xml">Non-pharmacological pain management for children includes all of the following, except:</question>
		<answer value="1"><![CDATA[Hot baths]]></answer> 
		<answer value="0"><![CDATA[Touch therapy, such as back rubs]]></answer> 
		<answer value="0"><![CDATA[Distraction techniques, such as playing games]]></answer> 
		<answer value="0"><![CDATA[Changing position and moving around]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part II" video="PED2_CARE_PAINMNGT_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/5.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz9.xml">The therapeutic effect of pain medication in children is faster when administered:</question>
		<answer value="1"><![CDATA[Intravenously]]></answer> 
		<answer value="0"><![CDATA[Orally]]></answer> 
		<answer value="0"><![CDATA[Topically]]></answer> 
		<answer value="0"><![CDATA[Intramuscularly]]></answer> 
	</query>
	<query>
		<question type="1" course="Pediatric Nursing" lesson="PN - Care of the Hospitalized Child" segment="Part II" video="PED2_CARE_PAINMNGT_02.wmv" slides="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/xml/5.xml" quiz="/NURSING2/PEDIATRICNURSING/CareoftheHospitalizedChild/quiz/quiz9.xml">Oral analgesics in children usually take effect after about:</question>
		<answer value="1"><![CDATA[30 minutes]]></answer> 
		<answer value="0"><![CDATA[1 hour]]></answer> 
		<answer value="0"><![CDATA[5 minutes]]></answer> 
		<answer value="0"><![CDATA[2 hours]]></answer> 
	</query>
</catalog>