<?xml version="1.0"?>
<catalog>
	
	<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>

	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Kidneys" video="HUMA_A_KidUreBla_01_Kidneys.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/1.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz1.xml">This statement about the kidneys is most true:</question>
		<answer value="1"><![CDATA[They are paired organs of the urinary system lying to the right and left of the spinal column]]></answer> 
		<answer value="0"><![CDATA[They are paired organs of the excretory system containing a high concentration of peroxisome and islets of Langerhans]]></answer> 
		<answer value="0"><![CDATA[They are paired organs of the urinary system which take in nitrogenous wastes and convert them to uric acid]]></answer> 
		<answer value="0"><![CDATA[They are paired organs of the excretory system that helps cool the body and regulate the concentration of salt]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Kidneys" video="HUMA_A_KidUreBla_01_Kidneys.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/1.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz1.xml">The number of nephrons in the kidneys is approximately:</question>
		<answer value="1"><![CDATA[One million]]></answer> 
		<answer value="0"><![CDATA[Three million]]></answer> 
		<answer value="0"><![CDATA[Ten million]]></answer> 
		<answer value="0"><![CDATA[Twenty million]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Kidneys" video="HUMA_A_KidUreBla_01_Kidneys.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/1.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz1.xml">The muscles between the ribs are called:</question>
		<answer value="1"><![CDATA[Intercostal muscles]]></answer> 
		<answer value="0"><![CDATA[Articular muscles]]></answer> 
		<answer value="0"><![CDATA[Axial muscles]]></answer> 
		<answer value="0"><![CDATA[Pectoral muscles]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Structure and Functions" video="HUMA_A_KidUreBla_02_StrucFunc.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/2.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz2.xml">The inner layer of the kidney is called the:</question>
		<answer value="1"><![CDATA[Renal medulla]]></answer> 
		<answer value="0"><![CDATA[Renal cortex]]></answer> 
		<answer value="0"><![CDATA[Renal papilla]]></answer> 
		<answer value="0"><![CDATA[Renal hilus]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Structure and Functions" video="HUMA_A_KidUreBla_02_StrucFunc.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/2.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz2.xml">The medial tip of the renal pyramid is the:</question>
		<answer value="1"><![CDATA[Renal papilla]]></answer> 
		<answer value="0"><![CDATA[Renal medulla]]></answer> 
		<answer value="0"><![CDATA[Renal cortex]]></answer> 
		<answer value="0"><![CDATA[Renal hilus]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Structure and Functions" video="HUMA_A_KidUreBla_02_StrucFunc.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/2.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz2.xml">The outer layer of the kidney is called the:</question>
		<answer value="1"><![CDATA[Renal cortex]]></answer> 
		<answer value="0"><![CDATA[Renal medulla]]></answer> 
		<answer value="0"><![CDATA[Renal papilla]]></answer> 
		<answer value="0"><![CDATA[Renal hilus]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Nephrons" video="HUMA_A_KidUreBla_03_Nephrons.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/3.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz3.xml">A renal corpuscle is composed of an:</question>
		<answer value="1"><![CDATA[Afferent arteriole]]></answer> 
		<answer value="0"><![CDATA[Efferent nerve]]></answer> 
		<answer value="0"><![CDATA[Afferent impulse]]></answer> 
		<answer value="0"><![CDATA[Efferent impulse]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Nephrons" video="HUMA_A_KidUreBla_03_Nephrons.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/3.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz3.xml">This statement about a nephron is most correct:</question>
		<answer value="1"><![CDATA[It is the major functioning unit of the kidney]]></answer> 
		<answer value="0"><![CDATA[It is twice the size of the efferent arteriole]]></answer> 
		<answer value="0"><![CDATA[It is the entryway for the kidney vessels and ureters]]></answer> 
		<answer value="0"><![CDATA[There are about two million of them in the kidneys]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Nephrons" video="HUMA_A_KidUreBla_03_Nephrons.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/3.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz3.xml">In regard to nephrons, a very tiny arteriole is also called a:</question>
		<answer value="1"><![CDATA[Glomerulus]]></answer> 
		<answer value="0"><![CDATA[Tomentum]]></answer> 
		<answer value="0"><![CDATA[Bowman's capsule]]></answer> 
		<answer value="0"><![CDATA[Hyaloid]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Microscopic Function" video="HUMA_A_KidUreBla_04_GlomerI.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/4.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz4.xml">Blood runs across the Bowman's capsule and into the:</question>
		<answer value="1"><![CDATA[Proximal convoluted tubule]]></answer> 
		<answer value="0"><![CDATA[Distal convoluted tubule (DCT)]]></answer> 
		<answer value="0"><![CDATA[Juxtaglomerular apparatus]]></answer> 
		<answer value="0"><![CDATA[Juxtamedullary nephron]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Microscopic Function" video="HUMA_A_KidUreBla_04_GlomerI.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/4.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz4.xml">The parietal layer of the glomerulus is called the:</question>
		<answer value="1"><![CDATA[Bowman's capsule]]></answer> 
		<answer value="0"><![CDATA[Synovium]]></answer> 
		<answer value="0"><![CDATA[Chorioallantoic membrane]]></answer> 
		<answer value="0"><![CDATA[Basilar membrane]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Microscopic Function" video="HUMA_A_KidUreBla_04_GlomerI.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/4.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz4.xml">A glomerulus is:</question>
		<answer value="1"><![CDATA[A group of capillaries covered in a double layer (visceral and parietal) of epithelium]]></answer> 
		<answer value="0"><![CDATA[A group of capillaries covered in a single layer (visceral) of epithelium]]></answer> 
		<answer value="0"><![CDATA[A group of cells located in the visceral layer of the arterioles]]></answer> 
		<answer value="0"><![CDATA[A group of cells that prevents the passage of medium-sized proteins]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Glomerular Capillaries, Basement Membrane and Podocytes" video="HUMA_A_KidUreBla_05_GlomerII.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/5.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz5.xml">The endothelia of glomerular capillaries are fenestrated to retain:</question>
		<answer value="1"><![CDATA[Red and white blood cells]]></answer> 
		<answer value="0"><![CDATA[Red blood cells and plasma]]></answer> 
		<answer value="0"><![CDATA[Albumin and white blood cells]]></answer> 
		<answer value="0"><![CDATA[Albumin and plasma]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Glomerular Capillaries, Basement Membrane and Podocytes" video="HUMA_A_KidUreBla_05_GlomerII.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/5.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz5.xml">The inner layer of kidney cells is called the:</question>
		<answer value="1"><![CDATA[Endothelial fenestration]]></answer> 
		<answer value="0"><![CDATA[Mesothelium fenestration]]></answer> 
		<answer value="0"><![CDATA[Neuroepithelium fenestration]]></answer> 
		<answer value="0"><![CDATA[Endometrium fenestration]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Glomerular Capillaries, Basement Membrane and Podocytes" video="HUMA_A_KidUreBla_05_GlomerII.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/5.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz5.xml">The inflammation of the glomerulus is called:</question>
		<answer value="1"><![CDATA[Glomerulonephritis]]></answer> 
		<answer value="0"><![CDATA[Nephroangiosclerosis]]></answer> 
		<answer value="0"><![CDATA[Bright's disease]]></answer> 
		<answer value="0"><![CDATA[Glomerusclerosis]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Ureters" video="HUMA_A_KidUreBla_06_Ureters.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/6.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz6.xml">This statement about the ureters is most correct:</question>
		<answer value="1"><![CDATA[They are paired retroperitoneal organs in the urinary system]]></answer> 
		<answer value="0"><![CDATA[They are located in the midline behind the pubis]]></answer> 
		<answer value="0"><![CDATA[They enter the kidneys at the renal hilus]]></answer> 
		<answer value="0"><![CDATA[They exit the kidneys at the trigone]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Ureters" video="HUMA_A_KidUreBla_06_Ureters.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/6.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz6.xml">The reflux of urine back up into the kidney is called:</question>
		<answer value="1"><![CDATA[Hydronephrosis]]></answer> 
		<answer value="0"><![CDATA[Elastosis]]></answer> 
		<answer value="0"><![CDATA[Pseudocyesis]]></answer> 
		<answer value="0"><![CDATA[Anhydrosis]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Ureters" video="HUMA_A_KidUreBla_06_Ureters.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/6.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz6.xml">A bladder distended with urine may cause:</question>
		<answer value="1"><![CDATA[Hydronephrosis]]></answer> 
		<answer value="0"><![CDATA[Agalactosis]]></answer> 
		<answer value="0"><![CDATA[Anhidrosis]]></answer> 
		<answer value="0"><![CDATA[Crytobiosis]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Bladder and Dialysis" video="HUMA_A_KidUreBla_07_Bladder.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/7.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz7.xml">The bladder is most specifically located in the midline behind the:</question>
		<answer value="1"><![CDATA[Pubis]]></answer> 
		<answer value="0"><![CDATA[Stomach]]></answer> 
		<answer value="0"><![CDATA[Liver]]></answer> 
		<answer value="0"><![CDATA[Pancreas]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Bladder and Dialysis" video="HUMA_A_KidUreBla_07_Bladder.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/7.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz7.xml">In females, the bladder is located in front of the:</question>
		<answer value="1"><![CDATA[Uterus]]></answer> 
		<answer value="0"><![CDATA[Rectum]]></answer> 
		<answer value="0"><![CDATA[Stomach]]></answer> 
		<answer value="0"><![CDATA[Ovaries]]></answer> 
	</query>
	<query>
		<question type="1" course="Anatomy Video Series V2" lesson="Urinary System V2 - Anatomy of the Kidneys, Ureters, and Bladder" segment="Bladder and Dialysis" video="HUMA_A_KidUreBla_07_Bladder.wmv" slides="/NURSING2/ANATOMY/10.KidneysUretersandBladder/xml/7.xml" quiz="/NURSING2/ANATOMY/10.KidneysUretersandBladder/quiz/quiz7.xml">Dialysis is usually performed every:</question>
		<answer value="1"><![CDATA[Two to four days]]></answer> 
		<answer value="0"><![CDATA[Seven to ten days]]></answer> 
		<answer value="0"><![CDATA[Ten to fifteen days]]></answer> 
		<answer value="0"><![CDATA[One to three days]]></answer> 
	</query>

	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Hemiparesis" video="NA_NSS_1H.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/1.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz1.xml">All of the following neurological signs and symptoms can signal a serious and possibly life-threatening disorder, except:</question>
		<answer value="1"><![CDATA[Crepitation rale]]></answer> 
		<answer value="0"><![CDATA[Hemiparesis]]></answer> 
		<answer value="0"><![CDATA[Headache]]></answer> 
		<answer value="0"><![CDATA[Decreased level of consciousness]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Hemiparesis" video="NA_NSS_1H.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/1.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz1.xml">A nurse's assessment skills should include all of the following, except:</question>
		<answer value="1"><![CDATA[Prescribing the correct drugs for a particular disorder]]></answer> 
		<answer value="0"><![CDATA[Discovering the most likely cause of a client's signs and symptoms]]></answer> 
		<answer value="0"><![CDATA[Intervening expertly to help prevent complications]]></answer> 
		<answer value="0"><![CDATA[Assessing the client's signs and symptoms expertly]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Hemiparesis" video="NA_NSS_1H.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/1.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz1.xml">To get to the source of a disorder, a nurse should have:</question>
		<answer value="1"><![CDATA[First-rate assessment skills]]></answer> 
		<answer value="0"><![CDATA[Knowledge in drug prescription]]></answer> 
		<answer value="0"><![CDATA[Experience in interventional radiology]]></answer> 
		<answer value="0"><![CDATA[Follow-up care expertise]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Level of Consciousness" video="NA_NSS_2HFALC.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/2.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz2.xml">The client opens his eyes in response to the nurse's voice and answers questions, but quickly falls asleep. The client can be best classified as:</question>
		<answer value="1"><![CDATA[Lethargic]]></answer> 
		<answer value="0"><![CDATA[Alert]]></answer> 
		<answer value="0"><![CDATA[Obtunded]]></answer> 
		<answer value="0"><![CDATA[Stuporous]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Level of Consciousness" video="NA_NSS_2HFALC.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/2.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz2.xml">The client opens his eyes after tactile stimulation and responds slowly before falling back to sleep. The client can be best classified as:</question>
		<answer value="1"><![CDATA[Obtunded]]></answer> 
		<answer value="0"><![CDATA[Lethargic]]></answer> 
		<answer value="0"><![CDATA[Stuporous]]></answer> 
		<answer value="0"><![CDATA[Comatose]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Level of Consciousness" video="NA_NSS_2HFALC.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/2.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz2.xml">This is the normal level of consciousness:</question>
		<answer value="1"><![CDATA[Alert]]></answer> 
		<answer value="0"><![CDATA[Obtunded]]></answer> 
		<answer value="0"><![CDATA[Stuporous]]></answer> 
		<answer value="0"><![CDATA[Lethargic]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Mental Status" video="NA_NSS_3MS.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/3.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz3.xml">In regard to hemiparesis, mental status should be assessed to determine the client's orientation to all of the following, except:</question>
		<answer value="1"><![CDATA[Date]]></answer> 
		<answer value="0"><![CDATA[Place]]></answer> 
		<answer value="0"><![CDATA[Person]]></answer> 
		<answer value="0"><![CDATA[Time]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Mental Status" video="NA_NSS_3MS.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/3.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz3.xml">If a hemiparesis client follows one-step commands, this demonstrates integrated functioning of the:</question>
		<answer value="1"><![CDATA[Central nervous system]]></answer> 
		<answer value="0"><![CDATA[Musculoskeletal system]]></answer> 
		<answer value="0"><![CDATA[Peripheral nervous system]]></answer> 
		<answer value="0"><![CDATA[Sensory system]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Mental Status" video="NA_NSS_3MS.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/3.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz3.xml">When assessing the mental status of a client with hemiparesis, the nurse should note the characteristics of the client's speech, including all of the following, except:</question>
		<answer value="1"><![CDATA[Gesticulation]]></answer> 
		<answer value="0"><![CDATA[Vocabulary]]></answer> 
		<answer value="0"><![CDATA[Sentence structure]]></answer> 
		<answer value="0"><![CDATA[Pace]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Muscle Strength - Face andamp; Shoulders" video="NA_NSS_4MS1.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/3a.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz4.xml">In regard to hemiparesis, left-sided facial weakness suggests that ischemia has affected the functions of:</question>
		<answer value="1"><![CDATA[Cranial nerve VII]]></answer> 
		<answer value="0"><![CDATA[Cranial nerve VI]]></answer> 
		<answer value="0"><![CDATA[Cranial nerve V]]></answer> 
		<answer value="0"><![CDATA[Cranial nerve IV]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Muscle Strength - Face andamp; Shoulders" video="NA_NSS_4MS1.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/3a.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz4.xml">These muscles help humans shrug and move their necks:</question>
		<answer value="1"><![CDATA[Trapezius and sternocleidomastoid muscles]]></answer> 
		<answer value="0"><![CDATA[Trapezius and multifidus muscles]]></answer> 
		<answer value="0"><![CDATA[Deltoid and iliocostalis muscles]]></answer> 
		<answer value="0"><![CDATA[Trapezius and longissimus muscles]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Muscle Strength - Face andamp; Shoulders" video="NA_NSS_4MS1.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/3a.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz4.xml">This is also known as the facial nerve:</question>
		<answer value="1"><![CDATA[Cranial nerve VII]]></answer> 
		<answer value="0"><![CDATA[Cranial nerve VI]]></answer> 
		<answer value="0"><![CDATA[Cranial nerve V]]></answer> 
		<answer value="0"><![CDATA[Cranial nerve IV]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Muscle Strength - Trapezius andamp; Sternocleidomastoid" video="NA_NSS_5MS2.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/3b.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz5.xml">Weakness of the left trapezius and sternocleidomastoid muscles can signal disfunction in:</question>
		<answer value="1"><![CDATA[Cranial nerve XI]]></answer> 
		<answer value="0"><![CDATA[Cranial nerve VII]]></answer> 
		<answer value="0"><![CDATA[Cranial nerve X]]></answer> 
		<answer value="0"><![CDATA[Cranial nerve VI]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Muscle Strength - Trapezius andamp; Sternocleidomastoid" video="NA_NSS_5MS2.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/3b.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz5.xml">This is the spinal accessory nerve on the left:</question>
		<answer value="1"><![CDATA[Cranial nerve XI]]></answer> 
		<answer value="0"><![CDATA[Cranial nerve VII]]></answer> 
		<answer value="0"><![CDATA[Cranial nerve II]]></answer> 
		<answer value="0"><![CDATA[Cranial nerve VI]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Muscle Strength - Trapezius andamp; Sternocleidomastoid" video="NA_NSS_5MS2.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/3b.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz5.xml">On the muscle strength scale, this grade signifies full movement against partial resistance and gravity:</question>
		<answer value="1"><![CDATA[4]]></answer> 
		<answer value="0"><![CDATA[1]]></answer> 
		<answer value="0"><![CDATA[3]]></answer> 
		<answer value="0"><![CDATA[0]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Arm Strength" video="NA_NSS_6AS.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/4.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz6.xml">These spinal nerves control the biceps:</question>
		<answer value="1"><![CDATA[C5 and C6]]></answer> 
		<answer value="0"><![CDATA[T2 and T3]]></answer> 
		<answer value="0"><![CDATA[L4 and L5]]></answer> 
		<answer value="0"><![CDATA[S3 and S4]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Arm Strength" video="NA_NSS_6AS.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/4.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz6.xml">During the arm strength assessment of a hemiparesis client, extending the client's arm against resistance tests:</question>
		<answer value="1"><![CDATA[C6, C7 and C8]]></answer> 
		<answer value="0"><![CDATA[C3, C4 and C5]]></answer> 
		<answer value="0"><![CDATA[C1, C2 and C3]]></answer> 
		<answer value="0"><![CDATA[C1 and C2]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Arm Strength" video="NA_NSS_6AS.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/4.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz6.xml">Reduced hand grip in a hemiparesis client means that hand muscles are not sufficiently stimulated by these nerves:</question>
		<answer value="1"><![CDATA[C7, C8 and T1]]></answer> 
		<answer value="0"><![CDATA[C5, C6 and T1]]></answer> 
		<answer value="0"><![CDATA[C6, C7 and C8]]></answer> 
		<answer value="0"><![CDATA[C8, T1 and T2]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Leg Strength" video="NA_NSS_7LS1.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/4a.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz7.xml">During leg muscle strength assessment for hemiparesis, pressing down on the client's thigh while the client raise his leg off the bed, most specifically measures the function of:</question>
		<answer value="1"><![CDATA[L2, L3 and L4]]></answer> 
		<answer value="0"><![CDATA[L1, L2 and L3]]></answer> 
		<answer value="0"><![CDATA[L3, L4 and L5]]></answer> 
		<answer value="0"><![CDATA[L2, L3 and L5]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Leg Strength" video="NA_NSS_7LS1.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/4a.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz7.xml">During leg muscle strength assessment for hemiparesis, raising the client's thigh off the bed while the client presses it down, most specifically measures the function of:</question>
		<answer value="1"><![CDATA[L2, L3 and L4]]></answer> 
		<answer value="0"><![CDATA[L1, L2 and L3]]></answer> 
		<answer value="0"><![CDATA[L3, L4 and L5]]></answer> 
		<answer value="0"><![CDATA[L2, L3 and L5]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Leg Strength" video="NA_NSS_7LS1.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/4a.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz7.xml">In regard to leg strength assessment for hemiparesis, the functioning of spinal nerves L4, L5, S<sub>1</sub> and S<sub>2</sub> can be best measured by:</question>
		<answer value="1"><![CDATA[Knee extension]]></answer> 
		<answer value="0"><![CDATA[Knee flexion]]></answer> 
		<answer value="0"><![CDATA[Leg adduction]]></answer> 
		<answer value="0"><![CDATA[Leg abduction]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Left Sided Weakness" video="NA_NSS_8LS2.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/4b.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz8.xml">This may have been damaged in a hemiparesis client with left-sided weakness:</question>
		<answer value="1"><![CDATA[Motor cortex]]></answer> 
		<answer value="0"><![CDATA[Visual cortex]]></answer> 
		<answer value="0"><![CDATA[Striate cortex]]></answer> 
		<answer value="0"><![CDATA[Sensorium]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Left Sided Weakness" video="NA_NSS_8LS2.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/4b.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz8.xml">Left-sided weakness in a hemiparesis client may be caused by:</question>
		<answer value="1"><![CDATA[Damaged nerve fibers between the motor cortex and specific cranial or spinal nerves]]></answer> 
		<answer value="0"><![CDATA[The movement of impulses from the motor cortex through the corticospinal tract to the medulla]]></answer> 
		<answer value="0"><![CDATA[The movement of impulses from the motor cortex through the corticobulbar tract to the brain stem]]></answer> 
		<answer value="0"><![CDATA[Damaged nerve fibers between the striate cortex and motor or visual cortex]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Left Sided Weakness" video="NA_NSS_8LS2.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/4b.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz8.xml">Voluntary muscle movement impulses may move from the motor cortex through the:</question>
		<answer value="1"><![CDATA[Corticospinal tract to the medulla or corticobulbar tract to the brain stem]]></answer> 
		<answer value="0"><![CDATA[Pyramidal motor system to the brain stem or pyramidal tract to the medulla]]></answer> 
		<answer value="0"><![CDATA[Ventral horn to the pyramidal motor system or ventral root to the medulla]]></answer> 
		<answer value="0"><![CDATA[Spinothalamic tract to the brain stem or thalamus to the medulla]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Sensory Deficits - Pain andamp; Superficial Touch" video="NA_NSS_9SD1.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/5.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz9.xml">To test sensory deficits in a hemiparesis client, the nurse should assess for all of the following senses, except:</question>
		<answer value="1"><![CDATA[Temperature]]></answer> 
		<answer value="0"><![CDATA[Pain]]></answer> 
		<answer value="0"><![CDATA[Superficial touch]]></answer> 
		<answer value="0"><![CDATA[Position]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Sensory Deficits - Pain andamp; Superficial Touch" video="NA_NSS_9SD1.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/5.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz9.xml">To test superficial touch in a hemiparesis client, the nurse can lightly contact the client's skin with:</question>
		<answer value="1"><![CDATA[A wisp of cotton]]></answer> 
		<answer value="0"><![CDATA[An object with sharp and dull ends]]></answer> 
		<answer value="0"><![CDATA[A blunt object]]></answer> 
		<answer value="0"><![CDATA[An object with soft and hard ends]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Sensory Deficits - Pain andamp; Superficial Touch" video="NA_NSS_9SD1.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/5.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz9.xml">All of the following are usually working normally in a client who feels pain and superficial touch bilaterally, except:</question>
		<answer value="1"><![CDATA[Corticospinal tract]]></answer> 
		<answer value="0"><![CDATA[Thalamus]]></answer> 
		<answer value="0"><![CDATA[Sensory cortex]]></answer> 
		<answer value="0"><![CDATA[Spinothalamic tract]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Sensory Deficits - Position" video="NA_NSS_10SD2.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/5a.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz10.xml">When assessing a hemiparesis client's position sense, the nurse should move the toe of the client:</question>
		<answer value="1"><![CDATA[Up and down]]></answer> 
		<answer value="0"><![CDATA[Left and right]]></answer> 
		<answer value="0"><![CDATA[Clockwise]]></answer> 
		<answer value="0"><![CDATA[Counterclockwise]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Sensory Deficits - Position" video="NA_NSS_10SD2.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/5a.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz10.xml">This toe should be assessed for position sense in a hemiparesis client:</question>
		<answer value="1"><![CDATA[Great toe of each foot]]></answer> 
		<answer value="0"><![CDATA[Index toe of each foot]]></answer> 
		<answer value="0"><![CDATA[Little toe of each foot]]></answer> 
		<answer value="0"><![CDATA[Fourth toe of each foot]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Sensory Deficits - Position" video="NA_NSS_10SD2.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/5a.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz10.xml">This finger should be assessed for position sense in a hemiparesis client:</question>
		<answer value="1"><![CDATA[Index finger of each hand]]></answer> 
		<answer value="0"><![CDATA[Thumb of each hand]]></answer> 
		<answer value="0"><![CDATA[Middle finger of each hand]]></answer> 
		<answer value="0"><![CDATA[Little finger of each hand]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Probable Cause andamp; Nursing Interventions" video="NA_NSS_11PCN.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/6.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz11.xml">Interventions for lacunar CVA include the administration of all of the following, except:</question>
		<answer value="1"><![CDATA[Nootropic drugs]]></answer> 
		<answer value="0"><![CDATA[Antiplatelet drugs]]></answer> 
		<answer value="0"><![CDATA[Antihypertensive drugs]]></answer> 
		<answer value="0"><![CDATA[Lipid-lowering drugs]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Probable Cause andamp; Nursing Interventions" video="NA_NSS_11PCN.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/6.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz11.xml">During immediate treatment for lacunar CVA, the vital signs of the client should be checked at least every:</question>
		<answer value="1"><![CDATA[4 hours]]></answer> 
		<answer value="0"><![CDATA[2 hours]]></answer> 
		<answer value="0"><![CDATA[12 hours]]></answer> 
		<answer value="0"><![CDATA[6 hours]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Probable Cause andamp; Nursing Interventions" video="NA_NSS_11PCN.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/6.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz11.xml">During immediate treatment for lacunar CVA, the nurse should frequently check the client's neurologic status by assessing all of the following, except:</question>
		<answer value="1"><![CDATA[Superficial touch]]></answer> 
		<answer value="0"><![CDATA[Speech characteristics]]></answer> 
		<answer value="0"><![CDATA[Pupils]]></answer> 
		<answer value="0"><![CDATA[Motor function]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Focused Assessment" video="NA_NSS_12AHFA.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/7.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz12.xml">Severe frontal headache may signal a dangerous disorder, such as:</question>
		<answer value="1"><![CDATA[Meningitis or cerebral aneurysm]]></answer> 
		<answer value="0"><![CDATA[Autism or cleft palate]]></answer> 
		<answer value="0"><![CDATA[Aposthia or club foot]]></answer> 
		<answer value="0"><![CDATA[Cystic fibrosis or diphallia]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Focused Assessment" video="NA_NSS_12AHFA.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/7.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz12.xml">When assessing the headache characteristics of a client, the nurse should inquire about all of the following, except:</question>
		<answer value="1"><![CDATA[Possible causes]]></answer> 
		<answer value="0"><![CDATA[Location]]></answer> 
		<answer value="0"><![CDATA[Severity]]></answer> 
		<answer value="0"><![CDATA[Quality]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Focused Assessment" video="NA_NSS_12AHFA.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/7.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz12.xml">When assessing the headache characteristics of a client, the nurse should inquire about all of the following, except:</question>
		<answer value="1"><![CDATA[Effect on the client's vision]]></answer> 
		<answer value="0"><![CDATA[Onset]]></answer> 
		<answer value="0"><![CDATA[Duration]]></answer> 
		<answer value="0"><![CDATA[Aggravating and alleviating factors]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Vital Signs" video="NA_NSS_13VS.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/7a.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz13.xml">A temperature of 102.4 degrees fahrenheit with severe frontal headache may signal an infection, such as:</question>
		<answer value="1"><![CDATA[Meningitis]]></answer> 
		<answer value="0"><![CDATA[Aposthia]]></answer> 
		<answer value="0"><![CDATA[Cerebral aneurysm]]></answer> 
		<answer value="0"><![CDATA[Hemophilia]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Vital Signs" video="NA_NSS_13VS.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/7a.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz13.xml">The brain's temperature control center is the:</question>
		<answer value="1"><![CDATA[Hypothalamus]]></answer> 
		<answer value="0"><![CDATA[Medulla oblongata]]></answer> 
		<answer value="0"><![CDATA[Cerebellar vermis]]></answer> 
		<answer value="0"><![CDATA[Midbrain tectum]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Vital Signs" video="NA_NSS_13VS.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/7a.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz13.xml">This is an early sign of increased ICP:</question>
		<answer value="1"><![CDATA[Elevated systolic pressure]]></answer> 
		<answer value="0"><![CDATA[Decreased heart rate]]></answer> 
		<answer value="0"><![CDATA[Decreased respirations]]></answer> 
		<answer value="0"><![CDATA[Circumoral cyanosis]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Pupil Size andamp; Reaction" video="NA_NSS_14PSR.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/8.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz14.xml">When testing a client's indirect response to light, the nurse should:</question>
		<answer value="1"><![CDATA[Shine the light into each pupil and watch for the opposite pupil to constrict]]></answer> 
		<answer value="0"><![CDATA[Shine the light into one pupil and watch for it to constrict]]></answer> 
		<answer value="0"><![CDATA[Ask the client to cover one eye as you watch for constriction in one pupil]]></answer> 
		<answer value="0"><![CDATA[Hold the pen light slightly above the client's eyebrows]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Pupil Size andamp; Reaction" video="NA_NSS_14PSR.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/8.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz14.xml">The optic nerves or cranial nerve II normally emerge from the back of each eye and form the:</question>
		<answer value="1"><![CDATA[Optic chiasm]]></answer> 
		<answer value="0"><![CDATA[Optic tract]]></answer> 
		<answer value="0"><![CDATA[Optic fibers]]></answer> 
		<answer value="0"><![CDATA[Optic disk]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Pupil Size andamp; Reaction" video="NA_NSS_14PSR.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/8.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz14.xml">The nurse should measure the size of a client's pupil in:</question>
		<answer value="1"><![CDATA[Normal room light]]></answer> 
		<answer value="0"><![CDATA[Normal daylight]]></answer> 
		<answer value="0"><![CDATA[A dark room]]></answer> 
		<answer value="0"><![CDATA[A dim room]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Other Assessments" video="NA_NSS_15OA.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/8a.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz15.xml">When performing an ophthalmoscopic examination to a client, the nurse should examine the client's right eye using the:</question>
		<answer value="1"><![CDATA[Right hand]]></answer> 
		<answer value="0"><![CDATA[Left hand]]></answer> 
		<answer value="0"><![CDATA[Dominant hand]]></answer> 
		<answer value="0"><![CDATA[Non-dominant hand]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Other Assessments" video="NA_NSS_15OA.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/8a.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz15.xml">During the ophthalmoscopic examination of a client suspected of having increased intracranial pressure, the nurse should pay particular attention to the:</question>
		<answer value="1"><![CDATA[Optic disk]]></answer> 
		<answer value="0"><![CDATA[Retinal cone]]></answer> 
		<answer value="0"><![CDATA[Fovea]]></answer> 
		<answer value="0"><![CDATA[Macula]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Other Assessments" video="NA_NSS_15OA.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/8a.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz15.xml">In the eye, a larger than normal optic disk is called:</question>
		<answer value="1"><![CDATA[Papilledema]]></answer> 
		<answer value="0"><![CDATA[Vitreous humour]]></answer> 
		<answer value="0"><![CDATA[Fovea]]></answer> 
		<answer value="0"><![CDATA[Sclera]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Assessment Findings" video="NA_NSS_16AF.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/9.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz16.xml">All of the following assessment findings may indicate meningitis, complicated by cerebral edema, except:</question>
		<answer value="1"><![CDATA[Odynophagia]]></answer> 
		<answer value="0"><![CDATA[Kernig's sign]]></answer> 
		<answer value="0"><![CDATA[Brudzinski's sign]]></answer> 
		<answer value="0"><![CDATA[Hypertension]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Assessment Findings" video="NA_NSS_16AF.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/9.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz16.xml">All of the following assessment findings may indicate meningitis, complicated by cerebral edema, except:</question>
		<answer value="1"><![CDATA[Hematuria]]></answer> 
		<answer value="0"><![CDATA[Photophobia]]></answer> 
		<answer value="0"><![CDATA[Papilledema]]></answer> 
		<answer value="0"><![CDATA[Sluggish pupil reaction to light]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Assessment Findings" video="NA_NSS_16AF.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/9.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz16.xml">In meningitis, blood-born bacteria enter the central nervous system through the:</question>
		<answer value="1"><![CDATA[Choroid plexus]]></answer> 
		<answer value="0"><![CDATA[Meninges]]></answer> 
		<answer value="0"><![CDATA[Somatosensory cortex]]></answer> 
		<answer value="0"><![CDATA[Medulla oblongata]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Nursing Interventions" video="NA_NSS_17NI.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/10.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz17.xml">Neurologic assessment of a meningitis client should include monitoring of all of the following, except:</question>
		<answer value="1"><![CDATA[Vision acuity]]></answer> 
		<answer value="0"><![CDATA[Level of consciousness]]></answer> 
		<answer value="0"><![CDATA[Speech characteristics]]></answer> 
		<answer value="0"><![CDATA[Muscle strength]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Nursing Interventions" video="NA_NSS_17NI.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/10.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz17.xml">This is an antibiotic drug that can be used during immediate treatment for meningitis:</question>
		<answer value="1"><![CDATA[Penicillin]]></answer> 
		<answer value="0"><![CDATA[Mifepristone]]></answer> 
		<answer value="0"><![CDATA[Piperocaine]]></answer> 
		<answer value="0"><![CDATA[Clomiphene]]></answer> 
	</query>
	<query>
		<question type="1" course="Assessments of Serious Signs and Symptoms" lesson="Nurse's Assessment V2 - Neurological Signs and Symptoms" segment="Nursing Interventions" video="NA_NSS_17NI.wmv" slides="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/xml/10.xml" quiz="/NURSING2/NURSESASSESMENT/NeurologicSignsSymptoms/quiz/quiz17.xml">During treatment for meningitis, the nurse should monitor the client's vital signs every:</question>
		<answer value="1"><![CDATA[4 hours]]></answer> 
		<answer value="0"><![CDATA[8 hours]]></answer> 
		<answer value="0"><![CDATA[6 hours]]></answer> 
		<answer value="0"><![CDATA[2 hours]]></answer> 
	</query>
</catalog>