If information about Inspection was provided, complete the chart with information about Palpation and the results of the test mentioned in the text.

Could also be removed and left to the cardiac section where it is formally presented.

Has been referred to in previous sections, should be removed.

Doesn't add much to the context of learning. Could be removed for an image of the actual form used or no image at all.

I feel this section needs a bit of expansion in comparison to the previous sections. "The occipital lobe is primarily responsible for visual processing. It is associated with visuospatial processing, distance and depth perception, color determination, object and face recognition, and memory formation. The primary visual cortex transmits information through two pathways: the dorsal and ventral stream. The dorsal stream is associated with object location and carries visual information to the parietal lobe. The ventral stream has associations with object recognition and transmits visual information to the temporal lobe." Rehman A, Al Khalili Y. Neuroanatomy, Occipital Lobe. [Updated 2023 Jul 24]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2026 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK544320/

Great section but would like to see this as one of the first sections in this content area. Placing this towards the end may give the student the impression this is not an important aspect of the process of medication administration

If aspiration is not EBP, this video should not be used a new video should be identified for providing this injection.

all IM injections sites. This may give the reader an impression that Z track can be used in other methods of injections

Is this still an acceptable practice that is used currently or have we moved away from this altogether? I want to make sure that as we update this textbook, we also update outdated processes. If this is not accepted as EBP, then I believe it's time to remove this and remove this from teaching.

Is there a good image that could be placed next to this syringe that shows the Leur slip since it is being mentioned in the text? Having this image can help students understand that when they encountered that type of syringe; connection is somewhat in a similar fashion.

Is there a way to remove the larger image of the syringe top? Upon initial view of the image, I had trouble figuring out what that was in relation to the rest of the image. I believe it is distracting and it is not necessary

Should be a short sentence indicating the correct general order of the examination and may want to indicate that this is different when performing an abdominal assessment.

Should be moved to the communication section so students get a deeper understanding of this concept. Rapport may need a definition in the glossary.

Since in the paragraph there was an expanded explanation of auscultation, an image of this maybe better than showing the example of taking a pulse.

This should move to the end of the paragraph right before the "Example". Students should first understand what subjective data is before understanding how to document it.

There should be a figure showing the female model to demonstrate similarity between the two. Or it can be more specific with providing exact positioning in the body.

Here is a reference for exact positioning information: Shermadou ES, Rahman S, Leslie SW. Anatomy, Abdomen and Pelvis: Bladder. [Updated 2023 Jul 24]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2026 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK531465/

Is there thoughts on adding a "voice" button to the glossary next to each vocabulary word. This would greatly assist all students in their pronunciation and possible spelling of these terms. Very helpful for Multilingual students.

does not link to correct answer key

in this activity it notes wait 1 minute after acquiring the estimated BP, while the text checklist indicates 30 sec. It is best that either: one number is decided on and used consistently throughout the book OR provide a range 30-60 sec.

I believe this video is redundant from the previous video. Although they both show similar processes, having one video helps with students and instructors feel that the one video is the correct video to watch and follow steps when practicing.

Adding this combined with where Orthostatic Hypotension will help students immediately associate both as the same term/concept.

Does not link to answer key. Directs to Pharmacology answer key

Does not link to activity

Does not link

Does not link to appropriate location in textbook

This was covered in Section 1.0. don't know that the redundancy is necessary. If so, consider what is new that is discussed here and add it to the 1.0 section.

Great activity! Is there a way for the user to have a button within the activity that will take them back to this page after completing the exercise? I know students will find that they had to close the ADAPT link then reopen the book. how about each link forcing the opening of a new tab while keeping this tab open.

Not the most important topic in this section. Should consider another activity such as identifying expected vs unexpected findings during vitals, general assessment, etc.

"Components of a General Survey". You can then have another header for "General Appearance". This helps create a similar flow with the next section headers

There are elements here that could be put together with 1.1 or have 1.1 be before this section. Students can get the impression that what was present in 1.1 is different from 1.4.

Can this section be expanded similarly to the Pulse section? it does help the student understand what characteristics of each they should be aware of to document findings and potentially act at this stage with an appropriate intervention.

An axillary (armpit)

Not a range just a number. Better to omit since each route has a different range. Maybe a link to the chart of ranges?

Table is not necessary here if the reader is being reference to a link (above) to gain further insight into this topic.

Weblink cannot be accessed. Check for possible routing issues with link.

If presenting in logic flow, I believe this section should be 1.1 then General survey should be 1.2.