SAMPLE PARAMEDIC CERTIFICATION EXAM (Answer

Total Page:16

File Type:pdf, Size:1020Kb

SAMPLE PARAMEDIC CERTIFICATION EXAM (Answer SAMPLE PARAMEDIC CERTIFICATION EXAM (Answer Sheet Included) 1. ACUTE ABD 001 Solid organs in the abdominal cavity and retroperitoneal space include the: A. Liver, spleen, and pancreas. B. Liver, pancreas, and gallbladder C. Spleen, pancreas, and gallbladder D. Pancreas, intestines, and colon 2. ACUTE ABD 002 Hollow organs in the abdominal cavity and retroperitoneal space include the: A. Stomach, intestines, and gallbladder. B. Pancreas, gallbladder, and intestines. C. Stomach, liver, and intestines. D. Pancreas, gallbladder, and stomach. 3. ACUTE ABD 003 An obese 42-year-old female presents with upper right quadrant abdominal pain which worsens after meals. The most likely assessment should be: A. Cholecystitis. B. Appendicitis. C. Aortic aneurysm. D. Abdominal trauma. 4. ACUTE ABD 004 An elderly patient complaining of acute, severe LLQ pain and nausea, tells you he has never had any abdominal complaints before today. He has a fever of 102o F. Of the following choices, which is the most likely the cause of his problem? A. Gastritis. B. Cholecystitis. C. Diverticulitis. D. Pancreatitis. 5. ACUTE ABD 005 All of the following disease processes are associated with non-hemorrhagic abdominal pain EXCEPT: A. Ovarian cysts. B. Esophageal varices. C. Pelvic inflammatory disease. D. Gastritus. 6. ACUTE ABD 007 The medical history of a 65-year-old male reveals long-term NSAID use for sore joints. He describes his stomach pain as burning or gnawing discomfort in the epigastric region which is improved following meals or by taking antacids. These symptoms and history suggest: A. Stomach cancer. B. Peptic ulcer. C. Colitis. D. Esophageal varices. 7. ACUTE ABD 008 A 58-year-old female patient has a history of hypertension and alcoholic liver cirrhosis. Her chief complaint today includes abdominal pain with nausea and vomiting of bright red blood. You suspect: A. Acute diverticulosis. B. Ruptured abdominal aortic aneurysm. C. Ruptured esophageal varices. D. Exacerbation of a peptic ulcer. 8. ACUTE ABD 010 Which of the following questions is LEAST helpful in assessing abdominal pain? A. Is the pain aggravated while eating? B. Is the pain relieved by drinking milk? C. Is there diarrhea? D. Is there nausea or vomiting? 9. ACUTE ABD 012 A patient complaining of abdominal pain should be asked specific questions regarding his pain before an attempt is made to palpate the abdomen. When a patient can point to the exact site with his finger, a well- localized disease process is in progress, abdominal palpation should begin: A. Farthest from the site indicated by the patient. B. At the site where pain is occurring. C. Superior or inferior to the site of the pain. D. Opposite the site indicated by the patient. 10. ACUTE ABD 013 A patient with peritoneal inflammation often presents with: A. Bradycardia. B. Hematuria. C. Vomiting. D. Hematemesis. 11. ACUTE ABD 014 A patient with generalized inflammation in the abdomen usually presents with all of the following EXCEPT: A. Rigid abdomen. B. Tachycardia. C. Hematemesis. D. Orthostatic hypotension. 12. ACUTE ABD 015 An elderly patient presents with nausea, hematemesis, melena, and hypotension. Your most likely assessment is: A. Diverticulosis. B. Viral gastroenteritis. C. Lower GI bleed. D. Upper GI bleed. 13. ACUTE ABD 016 A 35-year-old female awoke in the night and noticed bright red rectal bleeding. She presents with tachycardia and hypotension. Your most likely assessment is: A. Perforated stomach ulcer. B. Lower GI bleed. C. Hemorrhoids. D. Diverticulitis. 14. ACUTE ABD 017 Your 81-year-old patient complains of a sudden onset of severe, constant pain in his abdomen which radiates to his lower back. Femoral pulses are weak, and you palpate a pulsating mass in his abdomen. If possible, to ensure the best outcome this patient should be taken to the nearest hospital that can provide: A. In-hospital surgeons and anesthesia. B. Chaplain services. C. Ultrasound capability. D. A CT scanner in service. 15. ACUTE ABD 018 A 29-year-old female is complaining of a gradual onset of a cramping type abdominal pain. She describes the pain as localized around the umbilicus initially, and most intense in the lower right quadrant. She tells you she feels a little nauseous and has no appetite. You suspect: A. Gastritis. B. Appendicitis. C. Cholecystitis. D. Diverticulitis. 16. ACUTE ABD 020 All of the following are appropriate management tools for the patient with abdominal pain EXCEPT: A. IV balanced salt solution. B. Morphine sulfate. C. Oxygen administration. D. ECG monitoring. 17. ACUTE ABD 021 Which of the following is LEAST likely to result in acute renal failure? A. Genitourinary infection. B. Severe trauma to the kidneys. C. Abuse of alcohol. D. A high dose of IV vasopressors. 18. ACUTE ABD 022 Chronic renal failure is usually: A. Not reversible. B. Of sudden onset. C. Associated with increased urinary output. D. Hereditary. 19. ACUTE ABD 024 A 21-year-old female presents with fever, dysuria, and lower abdominal pain. Your most likely assessment is: A. Kidney stone. B. Ovarian cyst. C. Severe dehydration. D. Urinary tract infection. 20. ACUTE ABD 025 A 68-year-old female with a history of hypertension complains of vomiting, dizziness, and oliguria. She tells you she is due for dialysis and is thirsty. Your most likely assessment should be: A. Hepatomegaly. B. Renal failure. C. Hypoglycemia. D. Dehydration. 21. ACUTE ABD 026 Initial signs and symptoms of renal failure include: A. Hypokalemia and generalized edema. B. Hypomagnesemia and hypertension. C. Pulmonary edema and signs of heart failure. D. Jaundice and ascites. 22. ACUTE ABD 028 Which of the following is the LEAST appropriate out-of-hospital intervention for a dialysis patient? A. Administration of high flow oxygen.. B. Administration of a fluid challenge C. Transport to an appropriate facility. D. Monitoring of cardiac rhythm. 23. ACUTE ABD 029 Which of the following is the classic presenting symptom for a patient with renal calculi (kidney stone)? A. An acute onset of flank pain radiating to the groin. B. A gradual onset of flank pain. C. An acute onset of abdominal pain radiating to the back. D. A gradual onset of retro-peritoneal pain. 24. ACUTE ABD 030 A 32-year-old male experienced an abrupt onset of severe, colicky flank pain on his right side radiating into the testicle, which woke him up. He says he is nauseous. His skin is cool, pale, and clammy, and he is unable to sit still. He is most likely suffering from: A. Pancreatitis. B. A kidney stone. C. A gall stone. D. Testicular torsion. 25. ACUTE ABD 032 A 49-year-old female who has just completed hemodialysis complains of sudden dyspnea with peripheral cyanosis. She is hypotensive, tachycardic, tachypneic and barely able to tell you she has sharp chest pain. Her skin is cool, pale, and diaphoretic. This patient is most likely suffering from: A. Pneumothorax. B. Congestive heart failure. C. An exacerbation of asthma. D. An air embolus. 26. ACUTE ABD 034 A 46-year-old female dialysis patient has an implanted vascular access device (VAD). Her family called 9-1-1 because it is Sunday, and they noticed her VAD site is swollen, red and draining. The patient presents with fever, generalized weakness and body aches. Before transport to a hospital, your treatment should include: A. IV access using the VAD for fluid administration. B. Flushing the VAD with heparin or saline solution. C. Application of a sterile dressing. D. Dislodging a clot if present. 27. ACUTE ABD 035 Any patient with a history of renal failure who is in cardiac arrest should be suspected of having severe: A. Seizure activity, and should receive Valium and dextrose 50% during resuscitation. B. Uremia, and should receive Ringer's lactate and nasogastric tube placement during resuscitation. C. Hemorrhage, and should receive fluids and pneumatic anti-shock garment during resuscitation. D. Hyperkalemia, and should receive calcium and sodium bicarbonate during resuscitation. 28. AIRWAY 001 A contraindication to endotracheal tube placement is when the: A. Glottic opening cannot be visualized. B. Patient has laryngospasms. C. Patient has had a laryngotracheotomy. D. Patient is conscious and has adequate respirations. 29. AIRWAY 002 All of the following are potential complications of nasotracheal intubation, EXCEPT: A. Epistaxis. B. Fracture of the cribriform plate. C. Vocal cord injury. D. Retropharyngeal laceration. 30. AIRWAY 003 Which statement below is true regarding nasotracheal intubation? A. Suction catheters will encounter an unusual resistance during suctioning. B. It is usually recommended over oral intubation in children. C. It can be a useful technique for the conscious patient. D. The angle of the tube in the nasopharynx prevents passage of suction catheters. 31. AIRWAY 004 All of the following are advantages of using a pocket mask over a bag-valve-mask, EXCEPT: A. With supplemental oxygen 80-90% oxygen can be provided. B. There is increased ease in maintaining a mask-to-face seal. C. A single rescuer can maintain spinal stabilization while ventilations are performed. D. Higher tidal volume can be obtained using a pocket mask. 32. AIRWAY 005 The LEAST invasive way to secure a patient's airway when intubation is unsuccessful is to: A. Perform a needle cricothyrotomy. B. Provide continuous suctioning of the airway. C. Place an pharyngeal esophageal airway device. D. Place a nasogastric tube. 33. AIRWAY 006 Which one of the following statements is FALSE with respect to paramedic continuing education? A. Everyone is subject to decay of knowledge and skills. B. Continuing education prevents occupational burn-out. C. Continuing education contributes to assurance that quality patient care is being delivered. D. As the volume of calls decreases, training should correspondingly increase. 34. AIRWAY 007 Paramedic skills may deteriorate over the course of time because skills learned during the initial course may: A.
Recommended publications
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • First Aid for Miners Study Guide
    VIRGINIA DEPARTMENT OF MINES, MINERALS & ENERGY DIVISION OF MINES FIRST AID FOR MINERS STUDY GUIDE June 4, 2007 Commonwealth of Virginia Department of Mines, Minerals and Energy Division of Mines P.O. Drawer 900 Big Stone Gap, VA 24219 (276) 523-8100 DEPARTMENT OF MINES MINERALS AND ENERGY DIVISION OF MINES DISCLAIMER Article 3 of the Coal Mine Safety Laws of Virginia establishes requirements for certification of coal mine workers. The certification requirements are included in §45.1- 161.24 through §45.1-161.41 in which the Board of Coal Mining Examiners is established for the purpose of administering the certification program. The Board has promulgated certification regulations 4 VAC 25-20, which set the minimum standards and procedures required for Virginia coal miner examinations and certifications. The Virginia Department of Mines Minerals and Energy, Division of Mines developed this study guide to better train coal miners throughout the mining industry. The study guide material should be used to assist with the knowledge necessary for coal mining certifications. The material is not all-inclusive and should be used only as an aide in obtaining knowledge of the mining practices, conditions, laws and regulations. This material is based upon the Coal Mining Safety Laws of Virginia, Safety and Health Regulations for Coal Mines in Virginia, Title 30 Code of Federal Regulations (30 CFR), State and Federal Program Policy Manuals and other available publications. Nothing herein should be construed as recommending any manufacturer’s products. The study guide and materials are available at the Department of Mines, Minerals and Energy. Any questions concerning the study guide should be addressed to the Regulatory Boards Administrator at the Big Stone Gap Office.
    [Show full text]
  • HCDFRS. 60 Mins-Bleeding Control for Community
    Essentials of Bleeding Control for the Injured Presented by The Howard County Department of Fire and Rescue Services Adapted from The National Association of Emergency Medical Technicians Bleeding Control Training WARNING! Some of the images shown during this presentation may be disturbing to some people The Good Samaritan Law Maryland Courts and Judicial Proceedings Code § 5-603 “An individual who is not [licensed in this state to provide medical care] is not civilly liaBle for any act or omission in providing assistance or medical aid to a victim at the scene of an emergency, if: (1) The assistance or aid is provided in a reasonaBly prudent manner; (2) The assistance or aid is provided without fee or other compensation; and (3) The individual relinquishes care of the victim when someone who is licensed or certified By this State to provide medical care or services Becomes available to take responsiBility.” Objectives • Explain how to recognize life-threatening bleeding and to stop it • Demonstrate how to apply direct pressure to a bleeding wound and how to apply a tourniquet to the arm or leg • Demonstrate how to “pack a wound” and apply pressure to control bleeding • Explain the importance of immediate transport to a hospital due to chest/abdomen injuries Why Do I Need This Training? Work-related Mass injuries Shootings Home injuries Motor vehicle Bombings crashes Primary Principles of Trauma Care Response • Ensure your own safety • The ABCs of Bleeding A – Alert – call 9-1-1 B – Bleeding – find the bleeding injury C – Compress – apply pressure to Stop The Bleeding: 1.
    [Show full text]
  • Student First Aid Manual
    12 ProTrainings Student First Aid Course Manual Welcome to your ProTrainings Student First Aid Course. This course can be taken as a classroom, online or blended course. This manual goes with our free student first aid course and gives supporting information to your course. There may be subjects covered in this manual that were not on your course but you may find them interesting. The classroom course must be conducted with a ProTrainings approved instructor. You can find approved instructors near you by searching on www.procourses.co.uk or by contacting us directly on [email protected] or 01206 805359. To register your school or club contact ProTrainings direct. This manual is designed to be used exclusively by students who have completed a ProTrainings First Aid Course or a course that has been certified by ProTrainings Europe Ltd. You can validate your certificate and receive a PDF version online from the bottom of www.studentfirstaid.co.uk or any of our websites. On completion of a classroom course you will receive a certificate and wallet-sized card from your instructor in the post. You can also download from your free ProTrainings login area downloads, reminders and weekly refreshers. If you do not have a login, email [email protected]. Make sure you register online for the latest updates; these are automatic for online students. Your instructor should have registered you already and if you are doing an online course you will have already received your login details if you have this book. For more information on first aid and medical issues register free at www.firstaidshow.com for the latest news and details of how you can view on iTunes, Reku, YouTube and many other formats.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Respiratory System
    Respiratory System Course Rationale Anatomy & To pursue a career in health care, proficiency in anatomy and physiology is Physiology vital. Unit XIII Objectives Respiratory Upon completion of this lesson, the student will be able to: System • Describe biological and chemical processes that maintain homeostasis • Analyze forces and the effects of movement, torque, tension, and Essential elasticity on the human body Question • Define and decipher terms pertaining to the respiratory system How long can • Distinguish between the major organs of the respiratory system the body be • Analyze diseases and disorders of the respiratory system without • Label a diagram of the respiratory system oxygen? Engage TEKS Perform the following in front of the class using a paper towel and a hand 130.206 (c) mirror: 1 (A)(B) • Use the paper towel to clean and dry the mirror. 2(A)(D) • Hold the mirror near, but not touching, your mouth. 3 (A)(B)(E) • Exhale onto the mirror two or three times. 5 (B)(C)(D) • Examine the surface of the mirror. 6 (B) What happens to the mirror? 8 (A)(B)(C) Why does the mirror become fogged? 9 (A)(B) 10 (A)(B)(C) Or Prior Student Of all the substances the body must have to survive, oxygen is by far the most Learning critical. Think about the following: Cardiovascular system – • Without food - live a few weeks Pulmonary • Without water - live a few days Circulation • Without oxygen - live 4 – 6 minutes Estimated time 4 - 6 hours Key Points 1. Introduction – Respiratory System A. General Functions *Teacher note: 1. Brings oxygenated air to the alveoli invite a 2.
    [Show full text]
  • Chest Exam Codes Code Description 1 1800 Tachypnea 2 1801 H
    Jan-07 Fernald Medical Monitoring Program Sort Code Physician Exam - Chest Exam Codes Code Description 1 1800 tachypnea 2 1801 hyperpnea 3 1802 hyperventilation 4 1803 bradypnea 5 1804 Cheyne-Stokes breathing 6 1805 ataxic breathing 7 1806 sighing respiration 8 1807 pursed lip breathing 9 1875 Prolong expiration 10 1808 Dyspneic or dyspnea-short of breath 11 1886 PT on 02 12 1809 chronic cough 13 14 1892 Upper Airway Tightness 15 1889 Respiratory Distress 16 1888 Orthopnea (difficulty breathing while lying down) 17 1885 Chest burning 18 1884 Clavicle deformity/Prominence 19 1882 Rib pain 20 1881 Chest tightness 21 1869 Abnormal Lung exam 22 23 1810 barrel chest 24 1811 funnel chest 25 1855 pectus excavatum 26 1835 Pigeon chest/pectus casrinatum 27 1839 chest wall discomfort/tenderness 28 1812 intercostal retraction 29 1813 tender pectoral muslces 30 1814 tender costal cartilages 31 1848 missing rib 32 1837 slightly protruding xyphoid tip, rib cage 33 1859 Prominent bone, sternum 34 35 1815 (Fatty-like)mass on chest 36 1816 kyphosis 37 1831 scoliosis 38 1872 poor posture 39 1817 increased AP diameter 40 1874 decreased AP diameter 41 pacemaker generator in place/ 1818 defibrillator 42 1819 Hickman catheter in precordium port-a-cath 43 44 1820 Faint/few breath sounds 45 1838 Using accessory muscles to breathe 46 1844 decreased breath sounds 47 1838 small lung volume 48 1821 (fine) rales 49 1822 crackling rales 50 1823 rhonchi 51 1824 wheeze 52 1825 obstructive breathing 53 1826 pleural rub 54 1827 basilar crackles 55 1828 bilateral crackles
    [Show full text]
  • EMT Objectives
    REQUIREMENTS: EMERGENCY MEDICAL TECHNICIAN EDUCATION PROGRAM INITIAL and REFRESHER Emergency Medical Technician programs must be based on this criteria and approved by the Michigan Department of Health & Human Services. Individuals completing non-approved programs shall be ineligible for licensure. 6/85, Revised 7/91, 5/95, 9/01, 9/06, 3/07, 11/12, 04/16, 10/2020 Authority: Act 368, P.A. 1978 as amended Table of Contents Baseline Vital Signs and SAMPLE History .....................................................................................12 MODULE 2 AIRWAY ......................................................................................................................13 Initial Assessment .........................................................................................................................13 MODULE 5 TRAUMA......................................................................................................................15 Injuries to the Head and Spine .....................................................................................................15 MODULE 6 SPECIAL CONSIDERATIONS .........................................................................................15 Pediatrics .......................................................................................................................................15 MODULE 7 OPERATIONS ..............................................................................................................15 Gaining Access ...............................................................................................................................16
    [Show full text]
  • Module 10: Vital Signs
    Module 10: Vital Signs Module 10: Vital Signs Minimum Number of Theory Hours: 3 Recommended Clinical Hours: 6 Statement of Purpose: The purpose of this unit is to prepare students to know how, when and why vital signs are taken and how to report and chart these procedures. Students will learn the correct procedure for measuring temperature, pulse, respirations, and blood pressure. They will learn to recognize and report normal and abnormal findings. Terminology: Temperature: Blood Pressure Pulse Respiration Pain (effects on Vital signs) 1. Afebrile 10. Aneroid manometer 22. Apical 33. Abdominal respirations 46. Acute pain 2. Axilla 11. Bell 23. Arrhythmia 34. Apnea 47. Chronic pain 3. Celsius 12. Diaphragm 24. Bounding 35. Bradypnea 4. Fahrenheit 48. Phantom pain 13. Diastolic 25. Brachial 36. Cheyne-Stokes 5. Febrile 49. Pain scales 6. Metabolism 14. Hypertension 26. Bradycardia 37. Cyanosis 7. Mucosa 15. Hypotension 27. Carotid 38. Diaphragm 8. Pyrexia 16. Orthostatic hypotension 28. Pulse deficit 39. Dyspnea 9. Tympanic 17. Pre-hypertension 29. Radial 40. Labored respiration 18. Pulse pressure 30. Rhythm 41. Orthopnea 19. Sphygmomanometer 31. Thready 42. Shallow respiration 20. Stethoscope 32. Tachycardia 43. Stertorous 21. Systolic 44. Tachypnea 45. Temperature, Pulse, Respiration (TPR) Patient, patient/resident, and client are synonymous terms Californiareferring to Community the person Colleges Chancellor’s Office Nurse Assistant Model Curriculum - Revised December 2018 Page 1 of 46 receiving care Module 10: Vital Signs Patient, resident, and client are synonymous terms referring to the person receiving care Performance Standards (Objectives): Upon completion of three (3) hours of class plus homework assignments and six (6) hours of clinical experience, the student will be able to: 1.
    [Show full text]
  • 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.
    [Show full text]