Section: Unit 2 - FOUNDATIONAL PRINCIPLES IN THE MANAGEMENT OF NURSING PRACTICE | Fundamentals of Nursing | NextGenU.org

  • Unit Objectives:
    • Explore critical thinking as the foundation for nursing education and nursing practice.
    • Discuss the significance of evidence-based practice and research in nursing.
    • Understand the ethical and legal responsibilities of the nurse.
    • Identify the nurse's role in supervision.
    • Unit 2.1 - Critical Thinking and Clinical Judgment
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Define the terms "critical thinking," "clinical reasoning," and "clinical judgment."
      • Identify the components of critical thinking.
      • Explain the relationship between critical thinking, clinical reasoning, and clinical judgment.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 1 hour and 54 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Definition Critical Thinking and Clinical Reasoning URL
      Students must
      Mark as done

      Read contents of pages 18-23. (13 minutes)

      The Praxis of Critical Thinking by Nancy Liebold

    • url icon
      Defining Problems, Situations, Issues, and Dilemmas URL
      Students must
      Mark as done

      Read the contents found on pages 39-44. (14 minutes)

      The Praxis of Critical Thinking by Nancy Liebold

    • url icon
      Determining Assumptions URL
      Students must
      Mark as done

      Read the contents found on pages 54-58. (11 minutes)

      The Praxis of Critical Thinking by Nancy Liebold

    • url icon
      Exploring Alternatives and Independently Analyzing URL
      Students must
      Mark as done

      Read the contents of pages 83-87. (11 minutes)

      The Praxis of Critical Thinking by Nancy Liebold

    • url icon
      Rationales and Evidence URL
      Students must
      Mark as done

      Read the contents of pages 97-105. (22 minutes)

      The Praxis of Critical Thinking by Nancy Liebold

    • url icon
      Conclusions URL
      Students must
      Mark as done

      Read the contents of pages 114-118. (11 minutes)

      The Praxis of Critical Thinking by Nancy Liebold

    • url icon
      Clinical Reasoning, Clinical Judgment, Decision Making, Problem Solving URL
      Students must
      Mark as done

      Read the contents of pages 25-30. (13 minutes)

      The Praxis of Critical Thinking by Nancy Liebold

    • url icon
      Critical Thinking and Clinical Judgment URL
      Students must
      Mark as done

      Read contents of pages 201-214. (19 minutes)

      Open RN Nursing Fundamentals by Chippewa Valley Technical College

    • Slide Deck Presentation
    • url icon
      Topic: Critical Thinking and Clinical Judgement URL
      Students must
      View

    • Quiz Unit

    • quiz icon
      Quiz: Unit 2.1

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Unit 1 Exam is complete and passed
    • Unit 2.2 - The Nursing Process
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Define the nursing process.
      • Explain the relationship between the nursing process and clinical judgment.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 1 hour and 38 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Open RN Nursing Fundamentals by Chippewa Valley Technical College URL
      Students must
      View

      Read the entire unit under "The Nursing Process." (1 hour and 30 minutes)

    • url icon
      Nursing Interventions and Their Role in Patient Care URL
      Students must
      View

      Read the entire page “Nursing Interventions and Their Role in Patient Care.” (8 minutes)

      University of St. Augustine, 2021

    • Slide Deck Presentation
    • url icon
      Topic: The Nursing Process URL
      Students must
      View
    • Clinical Skills
    • url icon
      Brief Bedside Assessment Procedure Checklist URL
      Students must
      Mark as done
    • url icon
      Head to Toe Physical Assessment (Older Adult) Procedure Checklist URL
      Students must
      Mark as done
    • url icon
      Older Adult Physical Assessment (Video) URL
      Students must
      Mark as done
    • url icon
      Extremities/Musculoskeletal Assessment Procedure Checklist URL
      Students must
      Mark as done
    • url icon
      Musculoskeletal Assessment- Harper College Nursing (Video) URL
      Students must
      Mark as done
    • url icon
      Extremities/Musculoskeletal Assessment Procedure Checklist URL
      Students must
      Mark as done
    • url icon
      Glasgow Coma Scale Procedure Checklist URL
      Students must
      Mark as done

    • Quiz Unit

    • quiz icon
      Quiz: Unit 2.2

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Unit 2.1 is complete and passed
    • 2.3 - Evidence-Based Practice 
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Define the term "Evidence-Based Practice" (EBP).
      • Discuss the significance of EBP to positive client outcomes.
      • Describe the components and process of EBP.
      • Explain the role of nursing research in client care.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 1 hour and 42 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Evidence-Based Practice: Step by Step: The Seven Steps of Evidence-Based Practice URL
      Students must
      Mark as done

      Read the entire article. (11 minutes)

      American Journal of Nursing

    • url icon
      Benefits of Evidence Based Practice URL
      Students must
      Mark as done

      Read "Benefits of EBP" from pages 8-12. (15 minutes)

      World Health Organization

    • url icon
      Understanding Clinical Expertise: Nurse Education, Experience, and the Hospital Context URL
      Students must
      Mark as done

      Read the contents under the section "Expertise" in the literature review of this article. (2 minutes)

      Research in Nursing and Health

    • url icon
      Igniting a Spirit of Inquiry URL
      Students must
      Mark as done

      Read the entire article. (12 minutes)

      American Journal of Nursing

    • url icon
      Asking the Clinical Question URL
      Students must
      Mark as done

      Read the entire article. (12 minutes)

      American Journal of Nursing

    • url icon
      Searching for the Evidence URL
      Students must
      Mark as done

      Read the entire article. (19 minutes)

      American Journal of Nursing

    • url icon
      Rapid Critical Appraisal URL
      Students must
      Mark as done

      Read the contents from "Rapid Critical Appraisal." (16 minutes)

      American Journal of Nursing

    • url icon
      Implementing an Evidence-Based Practice Change URL
      Students must
      Mark as done

      Read the contents starting from "Engaging the Stakeholders." (15 minutes)

      American Journal of Nursing

    • Slide Deck Presentation
    • url icon
      Topic: Evidence Based Practice URL
      Students must
      View

    • Quiz Unit

    • quiz icon
      Quiz: Unit 2.3

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Unit 2.2 is complete and passed
    • Unit 2.4 - Ethical Concepts in Client Care  
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Define the basic principles of ethics.
      • Explain the ethical principles of client care.
      • Apply ethical decision-making to ethical dilemmas.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 1 hour and 23 minutes.

       
      Required Learning Resources and Activities
    • url icon
      "Ethical Principles" URL
      Students must
      Mark as done

      Read the contents under the section "Ethical Principles" from pages 67-80. (15 minutes)

      "Introduction to Professional Nursing and Ethics" by Addis Ababa University

    • url icon
      ICN Code of Ethics for Nurses URL
      Students must
      Mark as done

      Read the entire article. (13 minutes)
      International Council of Nurses

    • url icon
      Nursing Ethical Considerations URL
      Students must
      Mark as done

      Read the entire article. (13 minutes)
      StatPearls [Internet]

    • url icon
      Ethical Issue: Do Not Resuscitate URL
      Students must
      Mark as done

      Read the entire article. (13 minutes)
      Department of Bioethics and Humanities, University of Washington

    • url icon
      Ethical Issues: When A Patient Refuses Assistance URL
      Students must
      Mark as done

      Read the contents under the sections "ETHICAL PRINCIPLES AND REAL LIFE" and "DISCUSSION."  (6 minutes)

      American Journal of Nursing

    • url icon
      Risk and Responsibility of Providing Nursing Care URL
      Students must
      Mark as done

      Read the contents under the sections "Purpose" and "Recommendations." (1 minute)
      American Nurses Association

    • url icon
      Refusal to Treat URL
      Students must
      Mark as done

      Read the contents under the sections "Withdrawing care," "Infectious disease" and "Patients who refuse your care." (5 minutes)

      Royal College of Midwives

    • url icon
      Ethical Dilemma and Ethical Decision Making in Nursing URL
      Students must
      Mark as done

      Read the contents under the section "Ethical Dilemma and Ethical Decision Making in Nursing" from pages 81-86. (6 minutes)
      "Introduction to Professional Nursing and Ethics" by Addis Ababa University

    • url icon
      Ethical Decision Making in Nursing URL
      Students must
      Mark as done

      Read the contents under the section "Working Through Ethical Situations in Nursing Practice" from pages 14-18. (11 minutes)
      College of Nurses of Ontario

    • Slide Deck Presentation
    • url icon
      Topic: Ethical Concepts in Client Care URL
      Students must
      View

    • Quiz Unit

    • quiz icon
      Quiz: Unit 2.4

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Unit 2.3 is complete and passed
    • Unit 2.5 - The Nurse’s Role in Supervision
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Explain the difference between supervision and delegation.
      • Discuss the guidelines used in supervision and delegation.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 1 hour and 15 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Supervision Guidelines for Nursing and Midwifery URL
      Students must
      View

      Read the entire article "Supervision Guidelines for Nursing and Midwifery." (35 minutes)

      Nursing and Midwifery Board of Ahpra (MNBA) (2021)

    • url icon
      Clinical Supervision Toolkit URL
      Students must
      View

      Read the contents under the section "Function of Clinical Supervision." (3 minutes)

      Helen and Douglas House (2014)

    • url icon
      Principles of Delegation URL
      Students must
      View

      Read the section “Principles and practice strategies.” (7 minutes)

      American Nurses Association (2005).

    • url icon
      National Guidelines for Nursing Delegation URL
      Students must
      View

      Read the entire article. (22 minutes)

      NCSBN-ANA. (2019)

    • url icon
      Five Rights of Nursing Delegation URL
      Students must
      View

      Read the entire page. (8 minutes)

      NCBI

    • Slide Deck Presentation
    • url icon
      Topic: The Nurse's Role in Supervision URL
      Students must
      View

    • Quiz Unit

    • quiz icon
      Quiz: Unit 2.5

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Unit 2.4 is complete and passed
    • Unit 2.6 - Legal Concepts in Client Care
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Discuss the concepts of client rights and client responsibilities.
      • Describe the nurse’s role in client rights.
      • Explain the relationship between law and nursing practice.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 59 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Patient Rights And Ethics URL
      Students must
      Mark as done

      Read the contents under the section "Patient Rights in Modern Medicine" to the section "Patient Declaration or Bill of Rights at Private Institutions." (14 minutes)

      StatPearls [Internet]

    • url icon
      Consent URL
      Students must
      Mark as done

      Read the entire page. (4 minutes)
      Legal Services Commission of South Australia

    • url icon
      Types of Advance Directives URL
      Students must
      Mark as done

      Read the entire article. (10 minutes)

      American Cancer Society

    • url icon
      Do I Have the Right to Refuse Treatment? URL
      Students must
      Mark as done

      Read the entire article. (4 minutes)
      NHS UK

    • url icon
      Patient’s Bill of Rights URL
      Students must
      Mark as done

      Read the entire article. (4 minutes)
      Ministry of Health, State of Israel

    • url icon
      WMA Declaration of Lisbon on the Rights of the Patient URL
      Students must
      Mark as done

      Read the entire article. (8 minutes)
      World Medical Association

    • url icon
      Patient Rights and Responsibilities URL
      Students must
      Mark as done

      Read the entire article. (2 minutes)
      Western Cape Government

    • url icon
      Legal Rights and Responsibilities URL
      Students must
      Mark as done

      Read the contents up to the section "Compliance With and Adherence to Other Laws." (13 minutes)
      RegisteredNurse.org

    • Slide Deck Presentation
    • url icon
      Topic: Legal Concepts in Client Care URL
      Students must
      View

    • Quiz Unit

    • quiz icon
      Quiz: Unit 2.6

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Unit 2.5 is complete and passed
    • Unit 2.7 - Effective and Therapeutic Communication
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Define the differences between communication, effective communication, and therapeutic communication.
      • Explain the importance of effective and therapeutic communication in professional settings.
      • Describe effective communication techniques.
      • Outline the technique of having clear, concise, and understandable communication techniques.
      • List the various tactics of communicating with the different age groups, and the verbally, visually, and auditory impaired populations.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 41 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Ernstmeyer, K., & Christman, E. (Eds.) (2021). Open RN Nursing Fundamentals by Chippewa Valley Technical College, Licensed under CC BY 4.0. URL
      Students must
      View

      Read the entire section. (16 minutes)

    • url icon
      Ernstmeyer, K., & Christman, E. (Eds.) (2021). Open RN Nursing Fundamentals by Chippewa Valley Technical College, Licensed under CC BY 4.0. URL
      Students must
      View

      Read the entire section. (25 minutes)

    • Slide Deck Presentation
    • url icon
      Topic: Effective and Therapeutic Communication URL
      Students must
      View

    • Quiz Unit

    • quiz icon
      Quiz: Unit 2.7

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Unit 2.6 is complete and passed
    • Unit 2.8 - Learning Agility
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Define the term "learning agility".
      • Describe the importance of learning agility in nursing.
      • Describe the dimensions of learning agility and the practices for assessing learning.
      • Identify the capabilities needed to perform in a new situation.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 23 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Learning Agility: What Is It? URL
      Students must
      Mark as done

      Read the contents under the section "Learning Agility: What Is It?" (1 minute)
      Consulting Psychology Journal Practice and Research

    • url icon
      High Potentials as High Learners URL
      Students must
      Mark as done

      Read the sections "People Agility," "Results Agility," "Mental Agility," "Change Agility" and "Summary of the characteristics of the learning agile." (2 minutes)
      Human Resource Management Journal

    • url icon
      Workforce Agility: An Answer to Turbulence in Acute Care Nursing Environments? URL
      Students must
      Mark as done

      Read the entire article. (10 minutes)
      Nursing Management (Springhouse)

    • url icon
      Tips for Improving Your Learning Agility URL
      Students must
      Mark as done

      Read the entire article. (10 minutes)
      Center for Creative Leadership

    • Slide Deck Presentation
    • url icon
      Topic: Learning Agility URL
      Students must
      View

    • Quiz Unit

    • quiz icon
      Quiz: Unit 2.8

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Unit 2.7 is complete and passed
    • Unit 2.9 - Unconscious Bias and Conscious Inclusion
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Define the terms "implicit bias" and "explicit bias".
      • Describe the concept of implicit bias on the judgment and behavior of health practices.
      • Recognize nursing's best practices to avoid and address implicit biases.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 1 hour and 25 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Module 3: Bias and Well-Meaning People URL
      Students must
      Mark as done
      Read the sections on "Introduction," "Two Types of Bias," "How is it Possible," "It's How we are Wired" and "The Neuroscience." Videos are optional. (9 minutes)
      National Center for Cultural Competence, Georgetown University
    • url icon
      The Impact of Unconscious Bias in Healthcare: How to Recognize and Mitigate It URL
      Students must
      Mark as done

      Read the entire article. (36 minutes) 
      The Journal of Infectious Disease

    • url icon
      Implicit Racial/Ethnic Bias Among Health Care Professionals URL
      Students must
      Mark as done

      Read sections on "PLAIN-LANGUAGE SUMMARY." (3 minutes)
      American Journal of Public Health

    • url icon
      Implicit Bias in Healthcare Professionals: A Systematic Review URL
      Students must
      Mark as done

      Read from the section on "Existence of implicit biases/stereotypes in healthcare professionals and influence on quality of care" up to "Determinants of bias." (6 minutes)
      BioMed Central Medical Ethics Journal

    • url icon
      Implicit Bias Training Participant Guide URL
      Students must
      Mark as done

      Read the content of pages 8-16. (22 minutes)
      American Academy of Family Physicians

    • url icon
      Long-term Reduction in Implicit Race Bias: A Prejudice Habit-Breaking Intervention URL
      Students must
      Mark as done

      Read the contents under the section "Strategies for reducing implicit race bias." (4 minutes)
      Journal of Experimental Social Psychology

    • url icon
      Five Strategies to Combat Unconscious Bias URL
      Students must
      Mark as done

      Read the contents under the sections "Tapping five strategies" and "Positive changes." (5 minutes)
      Nursing2021

    • Slide Deck Presentation
    • url icon
      Topic: Unconscious Bias and Conscious Inclusion URL
      Students must
      View

    • Quiz Unit

    • quiz icon
      Quiz: Unit 2.9

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Unit 2.8 is complete and passed
    • Unit 2.10 - Teamwork and Collaboration 
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Describe the characteristics of a successful team.
      • Describe the importance of collaboration to the client, health professionals, and organization.
      • Describe the teamwork and collaborative principles for client care.
      • State the barrier for effective teamwork in nursing.
      • Describe the strategies to promote teamwork in nursing.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 46 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Being an Effective Team Player URL
      Students must
      View

      Read the contents from “What is team" to "Assessing team performance." (23 minutes)

      WHO

    • url icon
      Top 5 Benefits of Teamwork in Nursing URL
      Students must
      View

      Read the entire article. (6 minutes)

      Maryville University

    • url icon
      Continuing Medical Education: Collaboration in Health Care URL
      Students must
      View

      Read the sections "Defining collaboration to Potential benefits of collaborative practice" and "Structural determinants to educational determinants." (12 minutes)

      Journal of Medical Imaging and Radiation Sciences

    • url icon
      Principles for Collaborative Relationships Between Clinical Nurses and Nurse Managers URL
      Students must
      View

      Read the section “The principle of collaborative principle." (3 minutes)

      American Nurses Association

    • url icon
      How to Promote Teamwork in Nursing URL
      Students must
      View

      Read the section "How FNPs Promote Teamwork in Nursing." (2 minutes)

      Texas Women University

    • Slide Deck Presentation
    • url icon
      Topic: Teamwork and Collaboration URL
      Students must
      View

    • Quiz Unit

    • quiz icon
      Quiz: Unit 2.10

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Unit 2.9 is complete and passed
    • Unit 2.11 - Self-Care of the Nurse 
       
      Student Learning Outcomes:

      Upon completion of this lesson, you will be able to:

      • Describe the concept of compassion fatigue and its triggers, signs, and symptoms, and treatment.
      • Compare and contrast self-care practices that promote psychological and physical well-being.
      • Describe stress management techniques such as yoga, meditation, mindfulness, and journaling.

      Approximate time required to complete the readings (at 144 words/minute) and assignments for this module: 40 minutes.

       
      Required Learning Resources and Activities
    • url icon
      Compassion Fatigue in Oncological Nursing URL
      Students must
      Mark as done

      Read the entire article. (3 minutes)

      New Jersey City University

    • url icon
      Self-Care for Nurses URL
      Students must
      Mark as done

      Read the entire article. (3 minutes)

      Australian Government: Cancer Australia

    • url icon
      Preventing Compassion Fatigue: Caring for Yourself URL
      Students must
      Mark as done

      Read the contents under the section "Self care strategies." (8 minutes)

      Young Children, 2020

    • url icon
      Compassion Fatigue in Nursing: A Concept Analysis URL
      Students must
      Mark as done

      Read the contents under the sections "Causes of the compassion fatigue" and "Symptoms of the compassion fatigue." (7 minutes)

      Nursing Forum

    • url icon
      Compassion Fatigue in Oncology Nursing: A Witness to Suffering URL
      Students must
      Mark as done

      Read the contents under the sections "Introduction," "Who is at risk?" "Symptoms of compassion fatigue" and "Prevention of compassion fatigue." (10 minutes)

      Oncology Nurse Advisor

    • url icon
      Compassion Fatigue: Are You at Risk? URL
      Students must
      Mark as done

      Read the contents under the section "Reducing compassion fatigue." (4 minutes)

      American Nurse Today

    • Additional Learning Options
    • url icon
      What is Compassion Fatigue? The Signs, Treatment and Prevention URL

      Read the entire article. (8 minutes)

      Open Colleges

    • Students must
      Mark as done
      Slide Deck Presentation
    • url icon
      Topic: Self Care of the Nurse URL
      Students must
      Mark as done

    • Quiz Unit

    • quiz icon
      Quiz: Unit 2.11

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.

      TO PASS THIS QUIZ YOU MUST OBTAIN A SCORE OF 80%.

      Not available unless: The activity Quiz: Unit 2.10 is complete and passed
    • quiz icon
      Unit 2 Exam Quiz

      To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

      Not available unless: The activity Quiz: Unit 2.11 is complete and passed