Recognizing and Treating Shock in the Prehospital Setting
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Musculoskeletal Diagnosis Utilizing History and Physical Examination: Focus on Spine
NYU Long Island School of Medicine MUSCULOSKELETAL DIAGNOSIS UTILIZING HISTORY AND PHYSICAL EXAMINATION: FOCUS ON SPINE Ralph K. Della Ratta, MD, FACP Kevin J. Curley, MD, FACP Division of General Internal Medicine, NYU Winthrop Hospital NYU Long Island School of Medicine, SUNY Stony Brook School of Medicine Board Certified in IM and Primary Care Sports Medicine Learning Objectives 1. Identify components of the focused history and physical examination that will guide musculoskeletal diagnosis 2. Utilize musculoskeletal examination provocative maneuvers to aide differential diagnosis 3. Review the evidence base (likelihood ratios etc.) that is known about musculoskeletal physical examination 2 NYU Long Island School of Medicine * ¾ of medical diagnoses are still made on history and exam despite technological Musculoskeletal Physical Exam advances of modern medicine • Physical examination is key to musculoskeletal diagnosis • Unlike many other organ systems, the diagnostic standard for many musculoskeletal disorders is the exam finding (e.g. diagnosis of epicondylitis, see below) • “You may think you have not seen it, but it has seen you!” Lateral Epicondylitis confirmed on exam by reproducing pain at lateral epicondyle with resisted dorsiflexion at wrist **not diagnosed with imaging** 3 NYU Long Island School of Medicine Musculoskeletal Physical Exam 1. Inspection – symmetry, swelling, redness, deformity 2. Palpation – warmth, tenderness, crepitus, swelling 3. Range of motion *most sensitive for joint disease Bates Pocket Guide to Physical -
EPA Quick Reference Guide
EPA Quick Reference Guide EPAs 1 & 2 – Professionalism Unacceptable • Unreliable • Dishonest • Avoids responsibility • Commitment uncertain • Dresses inappropriately • Unexplained absences • Verbal and non-verbal disrespect towards preceptor • Does not recognize own limitations and the need to seek assistance • Unable to comprehend the point of view and emotional state of other people • Judgmental of others • Fails to recognize and respect cross-cultural and gender differences Minimally Competent • Sometimes late • Not consistently able to complete assignments or tasks • Not consistently considerate of the feelings and emotional needs of others • Sometimes judgmental Competent • Punctual • Dependable • Accepts responsibilities • Demonstrates a willingness to accept feedback regarding necessary change(s) • Appropriately shows concern for others’ feelings and interacts accordingly • Recognizes and respects cross-cultural and gender differences Office of Medical Education 306 Liberty View Lane, Lynchburg, Va. 24502 [email protected] EPAs 3 & 4 – Data Gathering / Interviewing & Physical Examination Skills Unacceptable • Inefficient, disorganized • Weak prioritization skills • Misses major findings • Fails to appreciate physical findings and pertinent information • History and/or physical exam incomplete or inaccurate • Insufficient attention to psychosocial issues • Needs to work on establishing rapport with patients • Needs to work on awareness of appropriate boundaries with patients • Needs to improve demonstration of compassion • -
Clinical Reasoning - the Process of Thinking and Decision Making, Consciously & Unconsciously Guide Practice Actions
Diagnostic Reasoning “DR” Toolbox for Hospitalist Faculty Heather Hofmann, MD Department of Medicine 2017-18 2 Goal Increase faculty familiarity with diagnostic reasoning principles and tools so as to improve its teaching. Three Parts: I: Introduction to Diagnostic Reasoning II: DR Toolbox III: Structured Reflection Exercise (SRE) 4 Part I: Introduction to Diagnostic Reasoning Learning Objectives - Understand the “what” and “why” of Diagnostic Reasoning - Recognize dual-process theory’s role in “how” we reason 6 What is Diagnostic Reasoning? - Clinical reasoning - The process of thinking and decision making, consciously & unconsciously guide practice actions 25yo female G1P0, 2m gestation returns from Rio. - Diagnostic reasoning: - The process of collecting & analyzing information establish a diagnosis chest pain STEMI in proximal LAD abdominal pain acute appendicitis 7 Why teach diagnostic reasoning? - Incorrect diagnoses are often at the root of medical errors - DR is a means to apply basic science to clinical problems - Central to being a physician 8 Patient’s perspective What’s wrong with me? Is it bad? What can we do about it? 9 Why now? Never too early for practice 10 From Novice to Expert 11 How do we reason? Information processing theory 12 How do we reason? Information processing theory: Dual process theory. Analytical Non-analytical Conscious Unconscious Type/System 2 Type/System 1 Slow Fast Effortful Automatic Deliberative Involuntary Logical Emotional Requires attention, Executes skilled self-control, time. response and -
Fluid Resuscitation Therapy for Hemorrhagic Shock
CLINICAL CARE Fluid Resuscitation Therapy for Hemorrhagic Shock Joseph R. Spaniol vides a review of the 4 types of shock, the 4 classes of Amanda R. Knight, BA hemorrhagic shock, and the latest research on resuscita- tive fluid. The 4 types of shock are categorized into dis- Jessica L. Zebley, MS, RN tributive, obstructive, cardiogenic, and hemorrhagic Dawn Anderson, MS, RN shock. Hemorrhagic shock has been categorized into 4 Janet D. Pierce, DSN, ARNP, CCRN classes, and based on these classes, appropriate treatment can be planned. Crystalloids, colloids, dopamine, and blood products are all considered resuscitative fluid treat- ment options. Each individual case requires various resus- ■ ABSTRACT citative actions with different fluids. Healthcare Hemorrhagic shock is a severe life-threatening emergency professionals who are knowledgeable of the information affecting all organ systems of the body by depriving tissue in this review would be better prepared for patients who of sufficient oxygen and nutrients by decreasing cardiac are admitted with hemorrhagic shock, thus providing output. This article is a short review of the different types optimal care. of shock, followed by information specifically referring to hemorrhagic shock. The American College of Surgeons ■ DISTRIBUTIVE SHOCK categorized shock into 4 classes: (1) distributive; (2) Distributive shock is composed of 3 separate categories obstructive; (3) cardiogenic; and (4) hemorrhagic. based on their clinical outcome. Distributive shock can be Similarly, the classes of hemorrhagic shock are grouped categorized into (1) septic; (2) anaphylactic; and (3) neu- by signs and symptoms, amount of blood loss, and the rogenic shock. type of fluid replacement. This updated review is helpful to trauma nurses in understanding the various clinical Septic shock aspects of shock and the current recommendations for In accordance with the American College of Chest fluid resuscitation therapy following hemorrhagic shock. -
National Cardiogenic Shock Initiative
EXCLUSION CRITERIA NATIONAL CARDIOGENIC SHOCK INITIATIVE Evidence of Anoxic Brain Injury Unwitnessed out of hospital cardiac arrest or any cardiac arrest in which ROSC is not ALGORITHM achieved in 30 minutes IABP placed prior to Impella Septic, anaphylactic, hemorrhagic, and neurologic causes of shock Non-ischemic causes of shock/hypotension (Pulmonary Embolism, Pneumothorax, INCLUSION CRITERIA Myocarditis, Tamponade, etc.) Active Bleeding Acute Myocardial Infarction: STEMI or NSTEMI Recent major surgery Ischemic Symptoms Mechanical Complications of AMI EKG and/or biomarker evidence of AMI (STEMI or NSTEMI) Cardiogenic Shock Known left ventricular thrombus Hypotension (<90/60) or the need for vasopressors or inotropes to maintain systolic Patient who did not receive revascularization blood pressure >90 Contraindication to intravenous systemic anticoagulation Evidence of end organ hypoperfusion (cool extremities, oliguria, lactic acidosis) Mechanical aortic valve ACCESS & HEMODYNAMIC SUPPORT Obtain femoral arterial access (via direct visualization with use of ultrasound and fluoro) Obtain venous access (Femoral or Internal Jugular) ACTIVATE CATH LAB Obtain either Fick calculated cardiac index or LVEDP IF LVEDP >15 or Cardiac Index < 2.2 AND anatomy suitable, place IMPELLA Coronary Angiography & PCI Attempt to provide TIMI III flow in all major epicardial vessels other than CTO If unable to obtain TIMI III flow, consider administration of intra-coronary ** QUALITY MEASURES ** vasodilators Impella Pre-PCI Door to Support Time Perform Post-PCI Hemodynamic Calculations < 90 minutes 1. Cardiac Power Output (CPO): MAP x CO Establish TIMI III Flow 451 Right Heart Cath 2. Pulmonary Artery Pulsatility Index (PAPI): sPAP – dPAP Wean off Vasopressors & RA Inotropes Maintain CPO >0.6 Watts Wean OFF Vasopressors and Inotropes Improve survival to If CPO is >0.6 and PAPI >0.9, operators should wean vasopressors and inotropes and determine if Impella can be weaned and removed in the Cath Lab or left in place with transfer to ICU. -
Wilderness First Aid Reference Cards
Pulse/Pressure Points Wilderness First Aid Reference Cards Carotid Brachial Prepared by: Andrea Andraschko, W-EMT Radial October 2006 Femoral Posterior Dorsalis Tibial Pedis Abdominal Quadrants Airway Anatomy (Looking at Patient) RIGHT UPPER: LEFT UPPER: ANTERIOR: ANTERIOR: GALL BLADDER STOMACH LIVER SPLEEN POSTERIOR: POSTERIOR: R. KIDNEY PANCREAS L. KIDNEY RIGHT LOWER: ANTERIOR: APPENDIX CENTRAL AORTA BLADDER Tenderness in a quadrant suggests potential injury to the organ indicated in the chart. Patient Assessment System SOAP Note Information (Focused Exam) Scene Size-up BLS Pt. Information Physical (head to toe) exam: DCAP-BTLS, MOI Respiratory MOI OPQRST • Major trauma • Air in and out Environmental conditions • Environmental • Adequate Position pt. found Normal Vitals • Medical Nervous Initial Px: ABCs, AVPU Pulse: 60-90 Safety/Danger • AVPU Initial Tx Respiration: 12-20, easy Skin: Pink, warm, dry • Move/rescue patient • Protect spine/C-collar SAMPLE LOC: alert and oriented • Body substance isolation Circulatory Symptoms • Remove from heat/cold exposure • Pulse Allergies Possible Px: Trauma, Environmental, Medical • Consider safety of rescuers • Check for and Stop Severe Bleeding Current Px Medications Resources Anticipated Px → Past/pertinent Hx • # Patients STOP THINK: Field Tx ast oral intake • # Trained rescuers A – Continue with detailed exam L S/Sx to monitor VPU EVAC NOW Event leading to incident • Available equipment (incl. Pt’s) – Evac level Patient Level of Consciousness (LOC) Shock Assessment Reliable Pt: AVPU Hypovolemic – Low fluid (Tank) Calm A+ Awake and Cooperative Cardiogenic – heart problem (Pump) Comment: Cooperative A- Awake and lethargic or combative Vascular – vessel problem (Hose) If a pulse drops but does not return Sober V+ Responds with sound to verbal to ‘normal’ (60-90 bpm) within 5-25 Alert stimuli Volume Shock (VS) early/compensated minutes, an elevated pulse is likely caused by VS and not ASR. -
What Is Sepsis?
What is sepsis? Sepsis is a serious medical condition resulting from an infection. As part of the body’s inflammatory response to fight infection, chemicals are released into the bloodstream. These chemicals can cause blood vessels to leak and clot, meaning organs like the kidneys, lung, and heart will not get enough oxygen. The blood clots can also decrease blood flow to the legs and arms leading to gangrene. There are three stages of sepsis: sepsis, severe sepsis, and ultimately septic shock. In the United States, there are more than one million cases with more than 258,000 deaths per year. More people die from sepsis each year than the combined deaths from prostate cancer, breast cancer, and HIV. More than 50 percent of people who develop the most severe form—septic shock—die. Septic shock is a life-threatening condition that happens when your blood pressure drops to a dangerously low level after an infection. Who is at risk? Anyone can get sepsis, but the elderly, infants, and people with weakened immune systems or chronic illnesses are most at risk. People in healthcare settings after surgery or with invasive central intravenous lines and urinary catheters are also at risk. Any type of infection can lead to sepsis, but sepsis is most often associated with pneumonia, abdominal infections, or kidney infections. What are signs and symptoms of sepsis? The initial symptoms of the first stage of sepsis are: A temperature greater than 101°F or less than 96.8°F A rapid heart rate faster than 90 beats per minute A rapid respiratory rate faster than 20 breaths per minute A change in mental status Additional symptoms may include: • Shivering, paleness, or shortness of breath • Confusion or difficulty waking up • Extreme pain (described as “worst pain ever”) Two or more of the symptoms suggest that someone is becoming septic and needs immediate medical attention. -
Diagnosis and Management of Chlamydia: a Guide for Gps
■ PRESCRIBING IN PRACTICE Diagnosis and management of chlamydia: a guide for GPs ELEANOR DRAEGER SPL Chlamydia is a common sexually- transmitted infection caused by Chlamydia trachomatis bacteria. This article discusses its diagnosis and treatment, and considers the GP’s role in management. hlamydia is the most common sexually-transmitted infection C(STI) in the UK, with 203,116 new diagnoses in England in 2017, of which 126,828 (62%) were in young people aged 15–24 years.1 Chlamydia is transmitted primarily through penetrative sex and infects the urethra and endocervix. It can also infect the throat and the rectum, and in some cases the conjunctiva. It is very infectious, with a concordance of up to 75% between sexual partners. There are many risk factors for chlamydia infection, including being under the age of 25 years, having a new sexual partner and inconsistent use of condoms. If a woman contracts chlamydia during pregnancy it can be transmitted to the baby at delivery, causing conjunctivitis or pneumonia. Classification of chlamydia infections There are three species of chlamydia bacteria that can cause disease in humans: • Chlamydia psittaci – the natural host is birds, especially par- rots, but it can be transmitted to humans, causing psittacosis • Chlamydia pneumoniae – causes respiratory disease in humans • Chlamydia trachomatis – several different serovars can cause disease (including STIs) in humans, as detailed in Figure 1. Symptoms The majority of genital chlamydia infections are asymptomatic, but they can cause significant symptoms. In women, chlamydia can cause vaginal discharge, dysuria, abdominal and pelvic pain, post-coital and intermenstrual bleeding, and deep dys- pareunia. -
Update on Volume Resuscitation Hypovolemia and Hemorrhage Distribution of Body Fluids Hemorrhage and Hypovolemia
11/7/2015 HYPOVOLEMIA AND HEMORRHAGE • HUMAN CIRCULATORY SYSTEM OPERATES UPDATE ON VOLUME WITH A SMALL VOLUME AND A VERY EFFICIENT VOLUME RESPONSIVE PUMP. RESUSCITATION • HOWEVER THIS PUMP FAILS QUICKLY WITH VOLUME LOSS AND IT CAN BE FATAL WITH JUST 35 TO 40% LOSS OF BLOOD VOLUME. HEMORRHAGE AND DISTRIBUTION OF BODY FLUIDS HYPOVOLEMIA • TOTAL BODY FLUID ACCOUNTS FOR 60% OF LEAN BODY WT IN MALES AND 50% IN FEMALES. • BLOOD REPRESENTS ONLY 11-12 % OF TOTAL BODY FLUID. CLINICAL MANIFESTATIONS OF HYPOVOLEMIA • SUPINE TACHYCARDIA PR >100 BPM • SUPINE HYPOTENSION <95 MMHG • POSTURAL PULSE INCREMENT: INCREASE IN PR >30 BPM • POSTURAL HYPOTENSION: DECREASE IN SBP >20 MMHG • POSTURAL CHANGES ARE UNCOMMON WHEN BLOOD LOSS IS <630 ML. 1 11/7/2015 INFLUENCE OF ACUTE HEMORRHAGE AND FLUID RESUSCITATION ON BLOOD VOLUME AND HCT • COMPARED TO OTHERS, POSTURAL PULSE INCREMENT IS A SENSITIVE AND SPECIFIC MARKER OF ACUTE BLOOD LOSS. • CHANGES IN HEMATOCRIT SHOWS POOR CORRELATION WITH BLOOD VOL DEFICITS AS WITH ACUTE BLOOD LOSS THERE IS A PROPORTIONAL LOSS OF PLASMA AND ERYTHROCYTES. MARKERS FOR VOLUME CHEMICAL MARKERS OF RESUSCITATION HYPOVOLEMIA • CVP AND PCWP USED BUT EXPERIMENTAL STUDIES HAVE SHOWN A POOR CORRELATION BETWEEN CARDIAC FILLING PRESSURES AND VENTRICULAR EDV OR CIRCULATING BLOOD VOLUME. Classification System for Acute Blood Loss • MORTALITY RATE IN CRITICALLY ILL PATIENTS Class I: Loss of <15% Blood volume IS NOT ONLY RELATED TO THE INITIAL Compensated by transcapillary refill volume LACTATE LEVEL BUT ALSO THE RATE OF Resuscitation not necessary DECLINE IN LACTATE LEVELS AFTER THE TREATMENT IS INITIATED ( LACTATE CLEARANCE ). Class II: Loss of 15-30% blood volume Compensated by systemic vasoconstriction 2 11/7/2015 Classification System for Acute Blood FLUID CHALLENGES Loss Cont. -
New Patient Form
New Patient Form Today’s Date:_______________ __ ______________ __________( / / )_______ ________________________________ Name Date of Birth Street Address Unit City State Zip __________________________________________________________________________________________________ Cell Phone Carrier (for appt reminder texts) Home Phone Email If you prefer not to reCeive text message appointment reminders, please check here: Opt-out of Text Message Reminders Gender Male Female Employer & OcCupation ___________________________________________________ How did you find us and who Can we thank for referring you? ______________________________________________ Have you ever seen a Chiropractor? □ Yes □ No Acupuncturist? □ Yes □ No Nutritionist? □ Yes □ No Would you like to learn aBout Acupuncture? □ Yes □ No Functional Medicine & Clinical Nutrition? □ Yes □ No What are your treatment goals? (anything important to you, eg “I want to be pain free“ or “I want to run a faster raCe”) __________________________________________________________________________________________________ __________________________________________________________________________________________________ Patient Symptoms Is the reason for your visit related to: □Auto Accident □Work Injury □Neither Briefly describe your symptoms: _________________________________________________________________________ ______________________________________________________________________________________________________ When did your symptoms begin? ________________________ (estimated date or event) -
Approach to Shock.” These Podcasts Are Designed to Give Medical Students an Overview of Key Topics in Pediatrics
PedsCases Podcast Scripts This is a text version of a podcast from Pedscases.com on “Approach to Shock.” These podcasts are designed to give medical students an overview of key topics in pediatrics. The audio versions are accessible on iTunes or at www.pedcases.com/podcasts. Approach to Shock Developed by Dr. Dustin Jacobson and Dr Suzanne Beno for PedsCases.com. December 20, 2016 My name is Dustin Jacobson, a 3rd year pediatrics resident from the University of Toronto. This podcast was supervised by Dr. Suzanne Beno, a staff physician in the division of Pediatric Emergency Medicine at the University of Toronto. Today, we’ll discuss an approach to shock in children. First, we’ll define shock and understand it’s pathophysiology. Next, we’ll examine the subclassifications of shock. Last, we’ll review some basic and more advanced treatment for shock But first, let’s start with a case. Jonny is a 6-year-old male who presents with lethargy that is preceded by 2 days of a diarrheal illness. He has not urinated over the previous 24 hours. On assessment, he is tachycardic and hypotensive. He is febrile at 40 degrees Celsius, and is moaning on assessment, but spontaneously breathing. We’ll revisit this case including evaluation and management near the end of this podcast. The term “shock” is essentially a ‘catch-all’ phrase that refers to a state of inadequate oxygen or nutrient delivery for tissue metabolic demand. This broad definition incorporates many causes that eventually lead to this end-stage state. Basic oxygen delivery is determined by cardiac output and content of oxygen in the blood. -
Emergency Care
Emergency Care THIRTEENTH EDITION CHAPTER 14 The Secondary Assessment Emergency Care, 13e Copyright © 2016, 2012, 2009 by Pearson Education, Inc. Daniel Limmer | Michael F. O'Keefe All Rights Reserved Multimedia Directory Slide 58 Physical Examination Techniques Video Slide 101 Trauma Patient Assessment Video Slide 148 Decision-Making Information Video Slide 152 Leadership Video Slide 153 Delegating Authority Video Emergency Care, 13e Copyright © 2016, 2012, 2009 by Pearson Education, Inc. Daniel Limmer | Michael F. O'Keefe All Rights Reserved Topics • The Secondary Assessment • Body System Examinations • Secondary Assessment of the Medical Patient • Secondary Assessment of the Trauma Patient • Detailed Physical Exam continued on next slide Emergency Care, 13e Copyright © 2016, 2012, 2009 by Pearson Education, Inc. Daniel Limmer | Michael F. O'Keefe All Rights Reserved Topics • Reassessment • Critical Thinking and Decision Making Emergency Care, 13e Copyright © 2016, 2012, 2009 by Pearson Education, Inc. Daniel Limmer | Michael F. O'Keefe All Rights Reserved The Secondary Assessment Emergency Care, 13e Copyright © 2016, 2012, 2009 by Pearson Education, Inc. Daniel Limmer | Michael F. O'Keefe All Rights Reserved Components of the Secondary Assessment • Physical examination • Patient history . History of the present illness (HPI) . Past medical history (PMH) • Vital signs continued on next slide Emergency Care, 13e Copyright © 2016, 2012, 2009 by Pearson Education, Inc. Daniel Limmer | Michael F. O'Keefe All Rights Reserved Components of the Secondary Assessment • Sign . Something you can see • Symptom . Something the patient tell you • Reassessment is a continual process. Emergency Care, 13e Copyright © 2016, 2012, 2009 by Pearson Education, Inc. Daniel Limmer | Michael F. O'Keefe All Rights Reserved Techniques of Assessment • History-taking techniques .