AM 213 FINAL1 V1 00 for COVID-19 Toolkit
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ABCDE Approach
The ABCDE and SAMPLE History Approach Basic Emergency Care Course Objectives • List the hazards that must be considered when approaching an ill or injured person • List the elements to approaching an ill or injured person safely • List the components of the systematic ABCDE approach to emergency patients • Assess an airway • Explain when to use airway devices • Explain when advanced airway management is needed • Assess breathing • Explain when to assist breathing • Assess fluid status (circulation) • Provide appropriate fluid resuscitation • Describe the critical ABCDE actions • List the elements of a SAMPLE history • Perform a relevant SAMPLE history. Essential skills • Assessing ABCDE • Needle-decompression for tension • Cervical spine immobilization pneumothorax • • Full spine immobilization Three-sided dressing for chest wound • • Head-tilt and chin-life/jaw thrust Intravenous (IV) line placement • • Airway suctioning IV fluid resuscitation • • Management of choking Direct pressure/ deep wound packing for haemorrhage control • Recovery position • Tourniquet for haemorrhage control • Nasopharyngeal (NPA) and oropharyngeal • airway (OPA) placement Pelvic binding • • Bag-valve-mask ventilation Wound management • • Skin pinch test Fracture immobilization • • AVPU (alert, voice, pain, unresponsive) Snake bite management assessment • Glucose administration Why the ABCDE approach? • Approach every patient in a systematic way • Recognize life-threatening conditions early • DO most critical interventions first - fix problems before moving on -
Emergency Nursing Program Foreword
RESOURCE MANUAL NSW HEALTH 2011 Transition to Practice Emergency Nursing Program Foreword The role of emergency nurses requires a broad level of skill and ability to meet the care needs of patients and their families. The Transition to Emergency Nursing Program is designed to support registered nurses new to the practice of emergency nursing. The Emergency Department is a fast-moving environment within which nurses can find themselves faced with a variety of challenges across a day. This program will assist them as they develop their knowledge and skills to meet these often changing care needs within the emergency setting. The program also supports a more consistent approach to transition to emergency nursing and it is anticipated will become the standard for initial entry to practice as an emergency nurse across NSW. This Resource Manual is the core document for the program and is complemented by both the Participant Workbook and the Facilitator’s Manual. Within the Emergency Department participants will be supported by staff to meet the relevant learning objectives during the 3-6 months over which this program extends. The development of the Transition to Emergency Nursing Program has been a lengthy process which reflects the commitment of emergency nurses to their area of practice and I acknowledge and thank them for their enthusiasm and work in enabling the Program to be developed. I am sure that it will have a positive impact for those nurses new to emergency nursing and to the care of patients. 1 Adjunct Professor Debra Thoms Chief Nursing and Midwifery Officer NSW Health NSW Department of Health 73 Miller Street NORTH SYDNEY NSW 2060 Tel. -
Slipping Rib Syndrome
Slipping Rib Syndrome Jackie Dozier, BS Edited by Lisa E McMahon, MD FACS FAAP David M Notrica, MD FACS FAAP Case Presentation AA is a 12 year old female who presented with a 7 month history of right-sided chest/rib pain. She states that the pain was not preceded by trauma and she had never experienced pain like this before. She has been seen in the past by her pediatrician, chiropractor, and sports medicine physician for her pain. In May 2012, she was seen in the ER after having manipulations done on her ribs by a sports medicine physician. Pain at that time was constant throughout the day and kept her from sleeping. However, it was relieved with hydrocodone/acetaminophen in the ER. Case Presentation Over the following months, the pain became progressively worse and then constant. She also developed shortness of breath. She is a swimmer and says she has had difficulty practicing due to the pain and SOB. AA was seen by a pediatric surgeon and scheduled for an interventional pain management service consult for a test injection. Following good temporary relief by local injection, she was scheduled costal cartilage removal to treat her pain. What is Slipping Rib Syndrome? •Slipping Rib Syndrome (SRS) is caused by hypermobility of the anterior ends of the false rib costal cartilages, which leads to slipping of the affected rib under the superior adjacent rib. •SRS an lead to irritation of the intercostal nerve or strain of the muscles surrounding the rib. •SRS is often misdiagnosed and can lead to months or years of unresolved abdominal and/or thoracic pain. -
Signs and Symptoms of COPD
American Thoracic Society PATIENT EDUCATION | INFORMATION SERIES Signs and Symptoms of COPD Chronic obstructive pulmonary disease (COPD) can cause shortness of breath, tiredness, Short ness of Breath production of mucus, and cough. Many people with COPD develop most if not all, of these signs Avo iding Activities and symptoms. Sho rtness wit of Breath h Man s Why is shortness of breath a symptom of COPD? y Activitie Shortness of breath (or breathlessness) is a common Avoiding symptom of COPD because the obstruction in the A breathing tubes makes it difficult to move air in and ny Activity out of your lungs. This produces a feeling of difficulty breathing (See ATS Patient Information Series fact sheet Shor f B tness o on Breathlessness). Unfortunately, people try to avoid this reath Sitting feeling by becoming less and less active. This plan may or Standing work at first, but in time it leads to a downward spiral of: avoiding activities which leads to getting out of shape or becoming deconditioned, and this can result in even more Is tiredness a symptom of COPD? shortness of breath with activity (see diagram). Tiredness (or fatigue) is a common symptom in COPD. What can I do to treat shortness of breath? Tiredness may discourage you from keeping active, which leads to greater loss of energy, which then leads to more If your shortness of breath is from COPD, you can do several tiredness. When this cycle begins it is sometimes hard to things to control it: break. CLIP AND COPY AND CLIP ■■ Take your medications regularly. -
Lesson 1 ELECTROMYOGRAPHY 1 Motor Unit Recruitment
Physiology Lessons for use with the Biopac Science Lab MP40 Lesson 12 Respiration 1 Apnea PC running Windows® XP or Mac® OS X 10.3-10.4 Lesson Revision 3.15.2006 BIOPAC Systems, Inc. 42 Aero Camino, Goleta, CA 93117 (805) 685-0066, Fax (805) 685-0067 [email protected] www.biopac.com © BIOPAC Systems, Inc. 2006 Page 2 Biopac Science Lab Lesson 12 The Respiratory Cycle I. SCIENTIFIC PRINCIPLES All body cells require oxygen for metabolism and produce carbon dioxide as a metabolic waste product. The respiratory system supplies oxygen to the blood for delivery to cells, and removes carbon dioxide added to the blood by the cells. Cyclically breathing in and out while simultaneously circulating blood between the lungs and other body tissues facilitates the exchange of oxygen and carbon dioxide between the body and the external environment. This process serves cells by maintaining rates of oxygen delivery and carbon dioxide removal adequate to meet the cells’ metabolic needs. The breathing cycle, or respiratory cycle, consists of inspiration during which new air containing oxygen is inhaled, followed by expiration during which old air containing carbon dioxide is exhaled. Average adult people at rest breathe at a frequency of 12 to 15 breaths per minute (BPM), and with each cycle, move an equal volume of air, called tidal volume (TV), into and back out of the lungs. The actual value of tidal volume varies in direct proportion to the depth of inspiration. During normal, quiet, unlabored breathing (eupnea) at rest, adult tidal volume is about 450 ml to 500 ml. -
The Effects of Inhaled Albuterol in Transient Tachypnea of the Newborn Myo-Jing Kim,1 Jae-Ho Yoo,1 Jin-A Jung,1 Shin-Yun Byun2*
Original Article Allergy Asthma Immunol Res. 2014 March;6(2):126-130. http://dx.doi.org/10.4168/aair.2014.6.2.126 pISSN 2092-7355 • eISSN 2092-7363 The Effects of Inhaled Albuterol in Transient Tachypnea of the Newborn Myo-Jing Kim,1 Jae-Ho Yoo,1 Jin-A Jung,1 Shin-Yun Byun2* 1Department of Pediatrics, Dong-A University, College of Medicine, Busan, Korea 2Department of Pediatrics, Pusan National University School of Medicine, Yangsan, Korea This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. Purpose: Transient tachypnea of the newborn (TTN) is a disorder caused by the delayed clearance of fetal alveolar fluid.ß -adrenergic agonists such as albuterol (salbutamol) are known to catalyze lung fluid absorption. This study examined whether inhalational salbutamol therapy could improve clinical symptoms in TTN. Additional endpoints included the diagnostic and therapeutic efficacy of salbutamol as well as its overall safety. Methods: From January 2010 through December 2010, we conducted a prospective study of 40 newborns hospitalized with TTN in the neonatal intensive care unit. Patients were given either inhalational salbutamol (28 patients) or placebo (12 patients), and clinical indices were compared. Results: The dura- tion of tachypnea was shorter in patients receiving inhalational salbutamol therapy, although this difference was not statistically significant. The dura- tion of supplemental oxygen therapy and the duration of empiric antibiotic treatment were significantly shorter in the salbutamol-treated group. -
Design of Respiration Rate Meter Using Flexible Sensor
JEEMI, Vol. 2, No. 1, January 2020, pp: 13-18 DOI: 10.35882/jeeemi.v2i1.3 ISSN:2656-8632 Design of Respiration Rate Meter Using Flexible Sensor Sarah Aghnia Miyagi#,1, Muhammad Ridha Mak’ruf1, Endang Dian Setyoningsih1, Tarak Das2 1Department of Electromedical Engineering Poltekkes Kemenkes, Surabaya Jl. Pucang Jajar Timur No. 10, Surabaya, 60245, Indonesia 2Department of Biomedical Engineering Netaji Subhash, Engineering College Kolkata, India #[email protected], [email protected], [email protected], [email protected] Abstract— Respiration rate is an important physiological parameter that helps to provide important information about the patient's health status, especially from the human respiratory system. So it is necessary to measure the human respiratory rate by calculating the number of respiratory frequencies within 1 minute. The respiratory rate meter is a tool used to calculate the respiratory rate by counting the number of breaths for 1 minute. The author makes a tool to detect human respiratory rate by using a sensor that detects the ascend and descend of the chest cavity based on a microcontroller so that the operator can measure the breathing rate more practically and accurately. Component tool contains analog signal conditioning circuit and microcontroller circuit accompanied by display in the form of LCD TFT. The results of measurement data on 10 respondents obtained an average error value, namely the position of the right chest cavity 6.6%, middle chest cavity 7.92%, and left chest cavity 6.85%. This value is still below the error tolerance limit of 10%. It can be concluded that to obtain the best measurement results, the sensor is placed in the position of the right chest cavity. -
Chapter 22 *Lecture Powerpoint
Chapter 22 *Lecture PowerPoint The Respiratory System *See separate FlexArt PowerPoint slides for all figures and tables preinserted into PowerPoint without notes. Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display. Introduction • Breathing represents life! – First breath of a newborn baby – Last gasp of a dying person • All body processes directly or indirectly require ATP – ATP synthesis requires oxygen and produces carbon dioxide – Drives the need to breathe to take in oxygen, and eliminate carbon dioxide 22-2 Anatomy of the Respiratory System • Expected Learning Outcomes – State the functions of the respiratory system – Name and describe the organs of this system – Trace the flow of air from the nose to the pulmonary alveoli – Relate the function of any portion of the respiratory tract to its gross and microscopic anatomy 22-3 Anatomy of the Respiratory System • The respiratory system consists of a system of tubes that delivers air to the lung – Oxygen diffuses into the blood, and carbon dioxide diffuses out • Respiratory and cardiovascular systems work together to deliver oxygen to the tissues and remove carbon dioxide – Considered jointly as cardiopulmonary system – Disorders of lungs directly effect the heart and vice versa • Respiratory system and the urinary system collaborate to regulate the body’s acid–base balance 22-4 Anatomy of the Respiratory System • Respiration has three meanings – Ventilation of the lungs (breathing) – The exchange of gases between the air and blood, and between blood and the tissue fluid – The use of oxygen in cellular metabolism 22-5 Anatomy of the Respiratory System • Functions – Provides O2 and CO2 exchange between blood and air – Serves for speech and other vocalizations – Provides the sense of smell – Affects pH of body fluids by eliminating CO2 22-6 Anatomy of the Respiratory System Cont. -
CT Children's CLASP Guideline
CT Children’s CLASP Guideline Chest Pain INTRODUCTION . Chest pain is a frequent complaint in children and adolescents, which may lead to school absences and restriction of activities, often causing significant anxiety in the patient and family. The etiology of chest pain in children is not typically due to a serious organic cause without positive history and physical exam findings in the cardiac or respiratory systems. Good history taking skills and a thorough physical exam can point you in the direction of non-cardiac causes including GI, psychogenic, and other rare causes (see Appendix A). A study performed by the New England Congenital Cardiology Association (NECCA) identified 1016 ambulatory patients, ages 7 to 21 years, who were referred to a cardiologist for chest pain. Only two patients (< 0.2%) had chest pain due to an underlying cardiac condition, 1 with pericarditis and 1 with an anomalous coronary artery origin. Therefore, the vast majority of patients presenting to primary care setting with chest pain have a benign etiology and with careful screening, the patients at highest risk can be accurately identified and referred for evaluation by a Pediatric Cardiologist. INITIAL INITIAL EVALUATION: Focused on excluding rare, but serious abnormalities associated with sudden cardiac death EVALUATION or cardiac anomalies by obtaining the targeted clinical history and exam below (red flags): . Concerning Pain Characteristics, See Appendix B AND . Concerning Past Medical History, See Appendix B MANAGEMENT . Alarming Family History, See Appendix B . Physical exam: - Blood pressure abnormalities (obtain with manual cuff, in sitting position, right arm) - Non-innocent murmurs . Obtain ECG, unless confident pain is musculoskeletal in origin: - ECG’s can be obtained at CT Children’s main campus and satellites locations daily (Hartford, Danbury, Glastonbury, Shelton). -
Vitals & Assessment Bingo
Vitals & Assessment Bingo myfreebingocards.com Safety First! Before you print all your bingo cards, please print a test page to check they come out the right size and color. Your bingo cards start on Page 3 of this PDF. If your bingo cards have words then please check the spelling carefully. If you need to make any changes go to mfbc.us/e/dtfgtk Play Once you've checked they are printing correctly, print off your bingo cards and start playing! On the next page you will find the "Bingo Caller's Card" - this is used to call the bingo and keep track of which words have been called. Your bingo cards start on Page 3. Virtual Bingo Please do not try to split this PDF into individual bingo cards to send out to players. We have tools on our site to send out links to individual bingo cards. For help go to myfreebingocards.com/virtual-bingo. Help If you're having trouble printing your bingo cards or using the bingo card generator then please go to https://myfreebingocards.com/faq where you will find solutions to most common problems. Share Pin these bingo cards on Pinterest, share on Facebook, or post this link: mfbc.us/s/dtfgtk Edit and Create To add more words or make changes to this set of bingo cards go to mfbc.us/e/dtfgtk Go to myfreebingocards.com/bingo-card-generator to create a new set of bingo cards. Legal The terms of use for these printable bingo cards can be found at myfreebingocards.com/terms. -
Respiratory Failure
Respiratory Failure Phuong Vo, MD,* Virginia S. Kharasch, MD† *Division of Pediatric Pulmonary and Allergy, Boston Medical Center, Boston, MA †Division of Respiratory Diseases, Boston Children’s Hospital, Boston, MA Practice Gap The primary cause of cardiopulmonary arrest in children is unrecognized respiratory failure. Clinicians must recognize respiratory failure in its early stage of presentation and know the appropriate clinical interventions. Objectives After completing this article, readers should be able to: 1. Recognize the clinical parameters of respiratory failure. 2. Describe the respiratory developmental differences between children and adults. 3. List the clinical causes of respiratory failure. 4. Review the pathophysiologic mechanisms of respiratory failure. 5. Evaluate and diagnose respiratory failure. 6. Discuss the various clinical interventions for respiratory failure. WHAT IS RESPIRATORY FAILURE? Respiratory failure is a condition in which the respiratory system fails in oxy- genation or carbon dioxide elimination or both. There are 2 types of impaired gas exchange: (1) hypoxemic respiratory failure, which is a result of lung failure, and (2) hypercapnic respiratory failure, which is a result of respiratory pump failure (Figure 1). (1)(2) In hypoxemic respiratory failure, ventilation-perfusion (V_ =Q)_ mismatch results in the decrease of PaO2) to below 60 mm Hg with normal or low PaCO2. _ = _ (1) In hypercapnic respiratory failure, V Q mismatch results in the increase of AUTHOR DISCLOSURE Drs Vo and Kharasch fi PaCO2 to above 50 mm Hg. Either hypoxemic or hypercapnic respiratory failure have disclosed no nancial relationships can be acute or chronic. Acute respiratory failure develops in minutes to hours, relevant to this article. -
Chapter 17 Dyspnea Sabina Braithwaite and Debra Perina
Chapter 17 Dyspnea Sabina Braithwaite and Debra Perina ■ PERSPECTIVE Pathophysiology Dyspnea is the term applied to the sensation of breathlessness The actual mechanisms responsible for dyspnea are unknown. and the patient’s reaction to that sensation. It is an uncomfort- Normal breathing is controlled both centrally by the respira- able awareness of breathing difficulties that in the extreme tory control center in the medulla oblongata, as well as periph- manifests as “air hunger.” Dyspnea is often ill defined by erally by chemoreceptors located near the carotid bodies, and patients, who may describe the feeling as shortness of breath, mechanoreceptors in the diaphragm and skeletal muscles.3 chest tightness, or difficulty breathing. Dyspnea results Any imbalance between these sites is perceived as dyspnea. from a variety of conditions, ranging from nonurgent to life- This imbalance generally results from ventilatory demand threatening. Neither the clinical severity nor the patient’s per- being greater than capacity.4 ception correlates well with the seriousness of underlying The perception and sensation of dyspnea are believed to pathology and may be affected by emotions, behavioral and occur by one or more of the following mechanisms: increased cultural influences, and external stimuli.1,2 work of breathing, such as the increased lung resistance or The following terms may be used in the assessment of the decreased compliance that occurs with asthma or chronic dyspneic patient: obstructive pulmonary disease (COPD), or increased respira- tory drive, such as results from severe hypoxemia, acidosis, or Tachypnea: A respiratory rate greater than normal. Normal rates centrally acting stimuli (toxins, central nervous system events).