Shortness of Breath. History of the Present Illness
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...& more SELF-TEST Respiratory system challenge Test your knowledge with this quick quiz. 1. Gas exchange takes place in the 8. Which continuous breath sounds are 14. Wheezes most commonly suggest a. pharynx. c. alveoli. relatively high pitched with a hissing a. secretions in large airways. b. larynx. d. trachea. or shrill quality? b. abnormal lung tissue. a. coarse crackles c. wheezes c. airless lung areas. 2. The area between the lungs is b. rhonchi d. fine crackles d. narrowed airways. known as the a. thoracic cage. c. pleura. 9. Normal breath sounds heard over 15. Which of the following indicates a b. mediastinum. d. hilum. most of both lungs are described as partial obstruction of the larynx or being trachea and demands immediate 3. Involuntary breathing is controlled by a. loud. c. very loud. attention? a. the pulmonary arterioles. b. intermediate. d. soft. a. rhonchi c. pleural rub b. the bronchioles. b. stridor d. mediastinal crunch c. the alveolar capillary network. 10. Bronchial breath sounds are d. neurons located in the medulla and normally heard 16. Which of the following would you pons. a. over most of both lungs. expect to find over the involved area b. between the scapulae. in a patient with lobar pneumonia? 4. The sternal angle is also known as c. over the manubrium. a. vesicular breath sounds the d. over the trachea in the neck. b. egophony a. suprasternal notch. c. scapula. c. decreased tactile fremitus b. xiphoid process. d. angle of Louis. 11. Which is correct about vesicular d. muffled and indistinct transmitted voice breath sounds? sounds 5. -
Hemoptysis in Children
R E V I E W A R T I C L E Hemoptysis in Children G S GAUDE From Department of Pulmonary Medicine, JN Medical College, Belgaum, Karnataka, India. Correspondence to: Dr G S Gaude, Professor and Head, Department of Pulmonary Medicine, J N Medical College, Belgaum 590 010, Karnataka, India. [email protected] Received: November, 11, 2008; Initial review: May, 8, 2009; Accepted: July 27, 2009. Context: Pulmonary hemorrhage and hemoptysis are uncommon in childhood, and the frequency with which they are encountered by the pediatrician depends largely on the special interests of the center to which the child is referred. Diagnosis and management of hemoptysis in this age group requires knowledge and skill in the causes and management of this infrequently occurring potentially life-threatening condition. Evidence acquisition: We reviewed the causes and treatment options for hemoptysis in the pediatric patient using Medline and Pubmed. Results: A focused physical examination can lead to the diagnosis of hemoptysis in most of the cases. In children, lower respiratory tract infection and foreign body aspiration are common causes. Chest radiographs often aid in diagnosis and assist in using two complementary diagnostic procedures, fiberoptic bronchoscopy and high-resolution computed tomography. The goals of management are threefold: bleeding cessation, aspiration prevention, and treatment of the underlying cause. Mild hemoptysis often is caused by an infection that can be managed on an outpatient basis with close monitoring. Massive hemoptysis may require additional therapeutic options such as therapeutic bronchoscopy, angiography with embolization, and surgical intervention such as resection or revascularization. Conclusions: Hemoptysis in the pediatric patient requires prompt and thorough evaluation and treatment. -
Problems in Family Practice
problems in Family Practice Coughing in Childhood Hyman Sh ran d , M D Cambridge, M assachusetts Coughing in childhood is a common complaint involving a wide spectrum of underlying causes which require a thorough and rational approach by the physician. Most children who cough have relatively simple self-limiting viral infections, but some may have serious disease. A dry environment, allergic factors, cystic fibrosis, and other major illnesses must always be excluded. A simple clinical approach, and the sensible use of appropriate investigations, is most likely to succeed in finding the cause, which can allow precise management. The cough reflex as part of the defense mechanism of the respiratory tract is initiated by mucosal changes, secretions or foreign material in the pharynx, larynx, tracheobronchial Table 1. Persistent Cough — Causes in Childhood* tree, pleura, or ear. Acting as the “watchdog of the lungs,” the “good” cough prevents harmful agents from Common Uncommon Rare entering the respiratory tract; it also helps bring up irritant material from Environmental Overheating with low humidity the airway. The “bad” cough, on the Allergens other hand, serves no useful purpose Pollution Tobacco smoke and, if persistent, causes fatigue, keeps Upper Respiratory Tract the child (and parents) awake, inter Recurrent viral URI Pertussis Laryngeal stridor feres with feeding, and induces vomit Rhinitis, Pharyngitis Echo 12 Vocal cord palsy Allergic rhinitis Nasal polyp Vascular ring ing. It is best suppressed. Coughs and Prolonged use of nose drops Wax in ear colds constitute almost three quarters Sinusitis of all illness in young children. The Lower Respiratory Tract Asthma Cystic fibrosis Rt. -
Chest Pain/Angina Humanresearchwiki Chest Pain/Angina
6/14/2016 Chest Pain/Angina HumanResearchWiki Chest Pain/Angina From HumanResearchWiki Contents 1 Introduction 2 Clinical Priority and Clinical Priority Rationale by Design Reference Mission 3 Initial Treatment Steps During Space Flight 4 Capabilities Needed for Diagnosis 5 Capabilities Needed for Treatment 6 Associated Gap Reports 7 Other Pertinent Documents 8 List of Acronyms 9 References 10 Last Update Introduction Cardiac chest pain, also known as angina, usually occurs secondary to deprivation of oxygen from an area of the heart, often resulting from an inability of the coronary arteries to supply adequate amounts of oxygen during a time of increased demand. The most common cause is atheromatous plaque which obstructs the coronary arteries.[1] NASA crewmembers are extensively screened to rule out coronary artery disease, but progression of previously subclinical and undetectable coronary artery disease may occur during a long duration mission. The initial care of cardiac chest pain is available on the International Space Station (ISS) and the crew is trained to evaluate and treat as needed (ISS Medical Checklist).[2] Clinical Priority and Clinical Priority Rationale by Design Reference Mission One of the inherent properties of space flight is a limitation in available mass, power, and volume within the space craft. These limitations mandate prioritization of what medical equipment and consumables are manifested for the flight, and which medical conditions would be addressed. Therefore, clinical priorities have been assigned to describe which medical conditions will be allocated resources for diagnosis and treatment. “Shall” conditions are those for which diagnostic and treatment capability must be provided, due to a high likelihood of their occurrence and severe consequence if the condition were to occur and no treatment was available. -
Auscultation 4
Post-Acute COVID-19 Exercise & Rehabilitation (PACER) Project Cardiovascular and Pulmonary Examination By: Morgan Johanson, PT, MSPT, Board Certified Cardiovascular and Pulmonary Specialist Disclaimer • This course is intended for educational purposes and does not replace mentorship or consultation with more experienced cardiopulmonary colleagues. • This content is current at time of dissemination, however, realize that evidence and science on COVID19 is revolving rapidly and information is subject to change. Introduction and Disclosures • Morgan Johanson has no conflicts of interest or financial gains to disclose for this continuing education course • Course faculty: Morgan Johanson, PT, MSPT, Board Certified Cardiovascular and Pulmonary Specialist – President of Good Heart Education, a continuing education company providing live and online Cardiovascular and Pulmonary Therapy and Rehabilitation training and mentoring services for Physical Therapist studying for the ABPTS Cardiovascular and Pulmonary Specialty (CCS) Examination. – Adjunct Faculty Member, University of Toledo, Ohio – Practicing at Grand Traverse Pavilions SNF in Traverse City, MI – Professional Development Chair, CVP Section of the APTA Disclosures • Any pictures contained in the course that are not owned by Morgan Johanson were obtained via Google internet search engine and are references on the corresponding slide. Morgan Johanson does not claim ownership or rights to this material, it is being used for education purposes only and will not be reprinted or copied (so -
Johns Hopkins School of Nursing BURPS List
1 Welcome to the School of Nursing at the Johns Hopkins University! As a faculty who coordinates one of your first semester courses I am making available to you some helpful and useful information. I have included it below for your reading pleasure! There are two documents: the “B.U.R.P.S.” list (Building and Understanding Roots, Prefixes and Suffixes) and Talk like a Nurse. This document lists many (not all) of the medical terms used in your first semester classes and I believe will ease your transition into a new way of speaking. THE B.U.R.P.S LIST Purpose: To become proficient in Building and Understanding Roots, Prefixes and Suffixes Rationale: Building and understanding medical terminology is simpler when the words are broken down into roots, prefixes and suffixes. Steps: Review the B.U.R.P.S. tables and try to determine the definitions of the examples Notice the overlap among the three groups of roots, prefixes and suffixes Make new words by changing one part of the word. For example, if an appendectomy is the removal of the appendix, then a nephrectomy is the removal of a kidney. Tachycardia is a fast heart rate and tachypnea is a fast respiration rate. Helpful Note: R/T means “related to” TALK LIKE A NURSE Purpose: To become familiar with acronyms commonly used by health care providers Rationale: Different professions have unique languages; medicine and nursing are no exceptions. The acronyms below are used in verbal and written communication in health care settings. Steps: Review the attached list of acronyms (then you can start to critique shows like “House” and “Gray’s Anatomy” for accuracy!) Notice that some acronyms have two different meanings; e.g., ROM stands for “range of motion” and “rupture of membranes” - be careful when using abbreviations Take the Self Assessment after reading the approved terms, found in Blackboard NOTE: All institutions have a list of accepted and “do not use” abbreviations. -
Gas Exchange and Respiratory Function
LWBK330-4183G-c21_p484-516.qxd 23/07/2009 02:09 PM Page 484 Aptara Gas Exchange and 5 Respiratory Function Applying Concepts From NANDA, NIC, • Case Study and NOC A Patient With Impaired Cough Reflex Mrs. Lewis, age 77 years, is admitted to the hospital for left lower lobe pneumonia. Her vital signs are: Temp 100.6°F; HR 90 and regular; B/P: 142/74; Resp. 28. She has a weak cough, diminished breath sounds over the lower left lung field, and coarse rhonchi over the midtracheal area. She can expectorate some sputum, which is thick and grayish green. She has a history of stroke. Secondary to the stroke she has impaired gag and cough reflexes and mild weakness of her left side. She is allowed food and fluids because she can swallow safely if she uses the chin-tuck maneuver. Visit thePoint to view a concept map that illustrates the relationships that exist between the nursing diagnoses, interventions, and outcomes for the patient’s clinical problems. LWBK330-4183G-c21_p484-516.qxd 23/07/2009 02:09 PM Page 485 Aptara Nursing Classifications and Languages NANDA NIC NOC NURSING DIAGNOSES NURSING INTERVENTIONS NURSING OUTCOMES INEFFECTIVE AIRWAY CLEARANCE— RESPIRATORY MONITORING— Return to functional baseline sta- Inability to clear secretions or ob- Collection and analysis of patient tus, stabilization of, or structions from the respiratory data to ensure airway patency improvement in: tract to maintain a clear airway and adequate gas exchange RESPIRATORY STATUS: AIRWAY PATENCY—Extent to which the tracheobronchial passages remain open IMPAIRED GAS -
Subset of Alphabetical Index to Diseases and Nature of Injury for Use with Perinatal Conditions (P00-P96)
Subset of alphabetical index to diseases and nature of injury for use with perinatal conditions (P00-P96) SUBSET OF ALPHABETICAL INDEX TO DISEASES AND NATURE OF INJURY FOR USE WITH PERINATAL CONDITIONS (P00-P96) Conditions arising in the perinatal period Conditions arising—continued - abnormal, abnormality—continued Note - Conditions arising in the perinatal - - fetus, fetal period, even though death or morbidity - - - causing disproportion occurs later, should, as far as possible, be - - - - affecting fetus or newborn P03.1 coded to chapter XVI, which takes - - forces of labor precedence over chapters containing codes - - - affecting fetus or newborn P03.6 for diseases by their anatomical site. - - labor NEC - - - affecting fetus or newborn P03.6 These exclude: - - membranes (fetal) Congenital malformations, deformations - - - affecting fetus or newborn P02.9 and chromosomal abnormalities - - - specified type NEC, affecting fetus or (Q00-Q99) newborn P02.8 Endocrine, nutritional and metabolic - - organs or tissues of maternal pelvis diseases (E00-E99) - - - in pregnancy or childbirth Injury, poisoning and certain other - - - - affecting fetus or newborn P03.8 consequences of external causes (S00-T99) - - - - causing obstructed labor Neoplasms (C00-D48) - - - - - affecting fetus or newborn P03.1 Tetanus neonatorum (A33) - - parturition - - - affecting fetus or newborn P03.9 - ablatio, ablation - - presentation (fetus) (see also Presentation, - - placentae (see also Abruptio placentae) fetal, abnormal) - - - affecting fetus or newborn -
Chest Auscultation: Presence/Absence and Equality of Normal/Abnormal and Adventitious Breath Sounds and Heart Sounds A
Northwest Community EMS System Continuing Education: January 2012 RESPIRATORY ASSESSMENT Independent Study Materials Connie J. Mattera, M.S., R.N., EMT-P COGNITIVE OBJECTIVES Upon completion of the class, independent study materials and post-test question bank, each participant will independently do the following with a degree of accuracy that meets or exceeds the standards established for their scope of practice: 1. Integrate complex knowledge of pulmonary anatomy, physiology, & pathophysiology to sequence the steps of an organized physical exam using four maneuvers of assessment (inspection, palpation, percussion, and auscultation) and appropriate technique for patients of all ages. (National EMS Education Standards) 2. Integrate assessment findings in pts who present w/ respiratory distress to form an accurate field impression. This includes developing a list of differential diagnoses using higher order thinking and critical reasoning. (National EMS Education Standards) 3. Describe the signs and symptoms of compromised ventilations/inadequate gas exchange. 4. Recognize the three immediate life-threatening thoracic injuries that must be detected and resuscitated during the “B” portion of the primary assessment. 5. Explain the difference between pulse oximetry and capnography monitoring and the type of information that can be obtained from each of them. 6. Compare and contrast those patients who need supplemental oxygen and those that would be harmed by hyperoxia, giving an explanation of the risks associated with each. 7. Select the correct oxygen delivery device and liter flow to support ventilations and oxygenation in a patient with ventilatory distress, impaired gas exchange or ineffective breathing patterns including those patients who benefit from CPAP. 8. Explain the components to obtain when assessing a patient history using SAMPLE and OPQRST. -
Community-Acquired Pneumonia in Adults: Diagnostic Reliability of Physical Examination Techniques and Their Teaching in Academia
James Madison University JMU Scholarly Commons Physician Assistant Capstones The Graduate School Fall 12-14-2018 Community-acquired pneumonia in adults: Diagnostic reliability of physical examination techniques and their teaching in academia Amber Tordoff James Madison University Lauren A. Williams James Madison University Follow this and additional works at: https://commons.lib.jmu.edu/pacapstones Part of the Bacteria Commons, Bacterial Infections and Mycoses Commons, Diagnosis Commons, Investigative Techniques Commons, Medical Pathology Commons, Respiratory Tract Diseases Commons, Virus Diseases Commons, and the Viruses Commons Recommended Citation Tordoff AL, Williams LA. Community-Acquired Pneumonia in Adults: Diagnostic Reliability of Physical Examination Techniques and their Teaching in Academia. JMU Scholarly Commons Physician Assistant Capstones. https://commons.lib.jmu.edu/pacapstones/44/. Published December 12, 2018. This Presentation is brought to you for free and open access by the The Graduate School at JMU Scholarly Commons. It has been accepted for inclusion in Physician Assistant Capstones by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. Community-Acquired Pneumonia in Adults: Diagnostic Reliability of Physical Examination Techniques and their Teaching in Academia Amber Tordoff, PA-S and Lauren Williams, PA-S, James Madison University, Harrisonburg, Virginia _____________________________________________________________________________________ ABSTRACT Background: -
Chest and Lung Examination
Chest and Lung Examination Statement of Goals Understand and perform a complete examination of the normal chest and lungs. Learning Objectives A. Locate the bony landmarks of the normal chest: • Ribs and costal margin, numbering ribs and interspaces • Clavicle • Sternum, sternal angle and suprasternal notch • Scapula B. Define the vertical "lines" used to designate chest wall locations. Use the bony landmarks and conventional vertical "lines" when describing a specific area of the chest wall. • Midsternal line • Midclavicular line • Anterior, mid and posterior axillary lines • Scapular line • Vertebral line C. Describe the location of the trachea, mainstem bronchi, lobes of the lungs and pleurae with respect to the surface anatomy of the chest. D. Prepare for an effective and comfortable examination of the chest and lungs by positioning and draping the patient. Communicate with the patient during the exam to enlist the patient’s cooperation. E. Describe and perform inspection of the chest including the following: • Rate, rhythm, depth, and effort of breathing • Shape and movement of the chest F. Describe and perform palpation of the chest including the following: • Identify tender areas • Chest expansion • Tactile fremitus G. Describe and perform percussion of the chest, distinguishing a dull sound (below the diaphragm) from a resonant sound (over normal lung.) Use percussion to demonstrate symmetric resonance of the lung fields and to measure diaphragmatic excursion. H. Describe and perform auscultation of the lungs including the following: • Symmetric examination of the lung fields, posterior and anterior. • Normal breath sounds (vesicular, bronchovesicular, bronchial and tracheal), their usual locations and their characteristics. I. Define terms for three common adventitious lung sounds: • Wheezes are high pitched, continuous hissing or whistling sounds. -
KNOW the FACTS ABOUT Heart Disease
KNOW THE FACTS ABOUT Heart Disease What is heart disease? Having high cholesterol, high blood pressure, or diabetes also can increase Heart disease is the leading cause of your risk for heart disease. Ask your death in the United States. More than doctor about preventing or treating these 600,000 Americans die of heart disease medical conditions. each year. That’s one in every four deaths in this country.1 What are the signs and symptoms? The term “heart disease” refers to several The symptoms vary depending on the types of heart conditions. The most type of heart disease. For many people, common type is coronary artery disease, chest discomfort or a heart attack is the which can cause heart attack. Other first sign. kinds of heart disease may involve the Someone having a heart attack may valves in the heart, or the heart may not experience several symptoms, including: pump well and cause heart failure. Some people are born with heart disease. l Chest pain or discomfort that doesn’t go away after a few minutes. l Pain or discomfort in the jaw, neck, Are you at risk? or back. Anyone, including children, can l Weakness, light-headedness, nausea develop heart disease. It occurs when (feeling sick to your stomach), or a substance called plaque builds up in a cold sweat. your arteries. When this happens, your arteries can narrow over time, reducing l Pain or discomfort in the arms blood flow to the heart. or shoulder. Smoking, eating an unhealthy diet, and l Shortness of breath. not getting enough exercise all increase If you think that you or someone you your risk for having heart disease.