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    1. B - Sitting upright. Rationale: The client who is short of breath will experience greatest comfort sitting in an upright position. This position will also allow for comprehensive auscultation of all lung fields. Fluid or mucus A - Assess the pulse oximeter probe site to ensure an accurate reading. Rationale: If the client's clinical presentation does not align with collected metrics, it is important to confirm the metric before implementing additional action.

      Kellea or Angela - I think these answers and how they are "numbered" is very confusing and don't seem necessary to me. There is only 1 Learning Activity in Ch. 10, and the answers are self-contained. Meaning it's all multiple choice or fill in the blank. There are 12 questions to the activity. The way this is numbered and lettered doesn't sync with the actual Activity. Can we remove this? Or if we want to keep it, I'll try to figure out a better way to identify this into to the activities. Thank you.

    2. Chapter 11: Oxygen Therapy Answer Key to Chapter 11 Learning Activities

      Kellea & Angela - Chap 11 doesn't have any open-ended questions that would require an answer/explanation here in the Answer Key. Can we remove all of this? Thank you.

    3. Answer Key to Chapter 6 Learning Activities D - Remove obstacles when ambulating. Rationale: Cranial nerve II is the optic nerve, which governs vision. The nurse can provide safety for the visually impaired client by clearing the path of obstacles when ambulating. A - Cerebral function. Rationale: The mental status examination assesses functions governed by the cerebrum. Some of these are orientation, attention span, judgment, and abstract reasoning.

      Kellea or Angela - Chapter 6 doesn't have any "open-ended" questions currently. Perhaps this is left over from an earlier version of the book. Can we remove all of this? (We don't need the heading either.) Thank you.

    4. D - Client is experiencing increased difficulty breathing.

      Kellea or Angela - this answer doesn't sync with any of the Learning Activities in Chap. 1. Please review and adjust as needed. Thank you.

    1. Coarse crackles are low-pitched, gurgling sounds generated by large airways popping open.

      Kellea or Angela - This is where the "Velcro" statement was. It read: ... large airways popping open. Some compare the sound of coarse crackles to Velcro being pulled apart. Fine crackles ...

      We can use "Velcro" in that way ... We'll need to use something else. Or write it as ... to Velcro(R) Brand tape being pulled apart.

      Please advise. Thank you.

    1. Balance, Eyes, Face, Arm, Speech, and Time

      Dalton, Same issue with bolding here as in Section 6.2 ... these first letters are bold in Edit mode, but not here. I even tried copy & paste with the capped/bolded letters from the list below, and that didn't work either. Please help as you can. Thank you.

    1. On Old Olympus Towering Tops A Finn And German Viewed Some Hops,”

      Dalton - When I'm in "Edit" mode, these initial/capped letters are bold. But they don't appear bold here. (Same is true for the "Oh Once One ..." statement below.) Yet, the bolded letters in the list below are fine. Can you please help? Thank you.

    1. Select

      Kellea or Angela - I'm afraid I don't see how this works ... There is no "image" to see. When I click on the large "?", I just get the descriptive term. Please review and confirm this will work for the students. Thank you

    1. The following video provides a quick overview of how to navigate the digital version of the textbook:

      Vince, Kellea, or Angela - can we point readers to another video? Or perhaps include written directions? Thanks.