OSCE Pneumonia Patient Instructions
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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. -
Respiratory Examination Cardiac Examination Is an Essential Part of the Respiratory Assessment and Vice Versa
Respiratory examination Cardiac examination is an essential part of the respiratory assessment and vice versa. # Subject steps Pictures Notes Preparation: Pre-exam Checklist: A Very important. WIPE Be the one. 1 Wash your hands. Wash your hands in Introduce yourself to the patient, confirm front of the examiner or bring a sanitizer with 2 patient’s ID, explain the examination & you. take consent. Positioning of the patient and his/her (Position the patient in a 3 1 2 Privacy. 90 degree sitting position) and uncover Exposure. full exposure of the trunk. his/her upper body. 4 (if you could not, tell the examiner from the beginning). 3 4 Examination: General appearance: B (ABC2DEVs) Appearance: young, middle aged, or old, Begin by observing the and looks generally ill or well. patient's general health from the end of the bed. Observe the patient's general appearance (age, Around the bed I can't state of health, nutritional status and any other see any medications, obvious signs e.g. jaundice, cyanosis, O2 mask, or chest dyspnea). 1 tube(look at the lateral sides of chest wall), metered dose inhalers, and the presence of a sputum mug. 2 Body built: normal, thin, or obese The patient looks comfortable and he doesn't appear short of breath and he doesn't obviously use accessory muscles or any heard Connections: such as nasal cannula wheezes. To determine this, check for: (mention the medications), nasogastric Dyspnea: Assess the rate, depth, and regularity of the patient's 3 tube, oxygen mask, canals or nebulizer, breathing by counting the respiratory rate, range (16–25 breaths Holter monitor, I.V. -
Visual Examination
Visual Examination • Consider the impact of chest shape on the respiratory condition of the patient – Barrel chest – Kyphosis – Scoliosis – Pectus excavatum (funnel chest) – Pectus carinatum Visual Assessment of Thorax • Thoracic scars from previous surgery • Chest symmetry • Use of accessory muscles • Bruising • In drawing of ribs • Flail segment www.nejm.org/doi/full/10.1056/NEJMicm0904437 • Paradoxical breathing /seesaw breathing • Pursed lip breathing • Nasal flaring Palpation • For vibration of secretion • Surgical emphysema • Symmetry of chest movement • Tactile vocal fremitus • Check for a tracheal tug • Palpate Nodes http://www.ncbi.nlm.nih.gov/books/NBK368/ https://m.youtube.com/watch?v=uzgdaJCf0Mk Auscultation • Is there any air entry? • Differentiate – Normal vesicular sounds – Bronchial breathing – Wheeze – Distinguish crackles • Fine • Coarse • During inspiration or expiration • Profuse or scanty – Absent sounds – Vocal resonance http://www.easyauscultation.com/lung-sounds.aspx Percussion • Tapping of the middle phalanx of the left middle finger with the right middle finger • Sounds should be resonant but may be – Hyper resonant – Dull – Stony Dull http://stanfordmedicine25.stanford.edu/the25/pulmonary.html Pathological Expansion Mediastinal Percussion Breath Further Process Displacement Note Sounds Examination Consolidation Reduced on None Dull Bronchial affected side breathing Vocal resonance Whispering pectoriloquy Collapse Reduced on Towards Dull Reduced None affected side affected side Pleural Reduced on Towards Stony dull Reduced/ Occasional rub effusion affected side opposite side Absent Empyema Asthma Reduced None Resonant Normal/ Wheeze throughout Reduced COPD Reduced None Resonant/ Normal/ Wheeze throughout Hyper-resonant Reduced Pulmonary Normal or None Normal Normal Bibasal crepitations Fibrosis reduced throughout Pneumothorax Reduced on Towards Hyper-resonant Reduced/ None affected side opposite side Absent http://www.cram.com/flashcards/test/lung-sounds-886428 sign up and test yourself.. -
THE DUBLIN MEDICAL SCHOOL and ITS INFLUENCE UPON MEDICINE in AMERICA1 by DAVID RIESMAN, M.D
THE DUBLIN MEDICAL SCHOOL AND ITS INFLUENCE UPON MEDICINE IN AMERICA1 By DAVID RIESMAN, M.D. PROFESSOR OF CLINICAL MEDICINE IN THE UNIVERSITY OF PENNSYLVANIA PHILADELPHIA, PA. HE Irish, a mixture of primitive universal genius like Robert Boyle, Ireland pre-Celtic peoples and of Goidelic did not produce a perpetuating body of Celts coming from the European learned men who made their influence felt T continent, developed in the early beyond the confines of the Green Island. Middle Ages, out of their own resources Of the history of Irish medicine in the and untouched in any marked degree by the Middle Ages, little is known and the all-pervading influence of Rome, a remark subject is largely an untilled field. Norman able indigenous culture. In particular they Moore (St. Barth. Hosp. Rep., 1875, it elaborated a native type of Christianity 145) has resuscitated a few of the original which with characteristic energy and manuscripts in the Irish language. Most wandering spirit they carried to Scotland, of them are translations from the works of to Northern England—to Northumbria—to Bernard de Gordon, especially from his France, to Belgium, and to Switzerland. “Lilium Medicinae”; of John of Gaddes- St. Columba, of Iona, and St. Columbanus, den’s “Rosa Anglica”; of the works of of Luxeuil, stand forth as the great militant Avicenna, of A verroes, of Isaac, and of the missionaries of that first flowering period Salernitan School. Much space is given to of Irish civilization. Although they and their the writings of Isidorus. This Isidorus is successors had to succumb to the greater the famous Spanish churchman, bishop might of Latin Christianity,2 they left of Seville, who not only was a master of dotted over Europe a number of large theology but a writer upon every branch of monasteries which became active centers of knowledge of his day. -
(Charity Hospital), As a Pathologic Rarity, One Or Two Dr
of the great deal of gas and distress, crying most ANOMALIES OF TUBERCULOSIS IN THE and six stools a day, passing green, irritating day HIGHLANDS OF COLOMBIA which, under the microscope, were seen to contain con¬ siderable fat. The mother had considerable gas in the A NEW DIAGNOSTIC SIGN IN INCIPIENT CASES bowels. The analysis showed: fat, 1.4 per cent.; lactose, 8 per cent., and protein, 1.07 per cent. JORGE VARGAS S., M.D. Although no single component was excessively high, Professor of the General Pathologic Clinic, National University of the relative proportions of the fat, lactose and protein Colombia were abnormal. In this instance after weaning, the NEW YORK a of cow's baby straightened out on simple formula of the of observed milk. Physicians early part this century a curious evolution of tuberculosis in the Colom- In another instance a was being fed by a wet- great baby bian These have an elevation of nurse who also gave her own baby the breast after Highlands. highlands about 11,800 feet above sea level, and are inhabited the foster-baby received what it needed. It was by noticed that the wetnurse's an Indo-Spanish race which numbers very few Indians although baby gained and descendants of the it was uncomfortable and a good part of the many pure conquerors. rapidly, The an of time had stools. As time went on the highlands have average temperature undigested from 14 to 16 C. 57.2 to 60.8 with an inex- fosterbaby did not receive enough milk and was given (or F.), all of the wetnurse's milk. -
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 -
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. -
Prognosis in Bronchiectasis
Arch Dis Child: first published as 10.1136/adc.6.31.1 on 1 February 1931. Downloaded from PROGNOSIS IN BRONCHIECTASIS BY LEONARD FINDLAY, M.D., D.Sc., M.R.C.P., Physician, East London Hospital for Children, Shadwell, and STANLEY GRAHAM, M.D., Physician, Royal Hospital for Sick Children, Glasgow. In 1927, we published in this journal' a communication embodying the results of our experience of bronchiectasis in childhood. We then expressed doubt regarding the correctness of the view held by some authors that the condition is curable. Nobecourt2, for example, in support of Hutinel3, has stated that recovery not infrequently does take place. This, he thinks, is brought about by the dilatation of the bronchi ceasing to increase, and, as the lung grows, the bronchi ultimately coming to have the normal proportions. Hutinel believed that the younger the age at which the bronchiectasis appeared the more likely was a cure to result. Thursfield and Paterson4 more recently have re-affirmed this favourable prognostic outlook. So far as we could see at the time of our first analysis the condition tended to get worse. From a study of the post-mortem material it was difficult, if not impossible, to understand how recovery could take place. Many of the lungs had the naked-eye appearance of a sponge or a hydatidiform mole. Naturally, of course, the post-mortem examples would be the most severe, though it is only fair to state that in several cases death had resulted from operative inter- ference and not in consequence of advancing pulmonary involvement. -
1 of 10 Normal Breath Sounds (Kozier 613) Type Description Location
1 of 10 Normal Breath Sounds (Kozier 613) Type Description Location Characteristics Vesicular Soft-intensity, low-pitched, Over peripheral lung; Best heard on “gentle sighing” sounds created best heard at base of inspiration, which is by air moving through smaller lungs about 2.5 times longer airways (bronchioles & alveoli) than the expiratory phase (5:2 ration) Broncho-vesicular Moderate-intensity and Between the scapulae Equal inspiratory & moderate-pitched “blowing” and lateral to the expiratory phases (1:1 sounds created by air moving sternum at the first and ratio) through larger airway (bronchi) second intercostal spaces Bronchial High-pitched, loud, “harsh” Anteriorly over the Louder than vesicular (tubular) sounds created by air moving trachea; not normally sounds; have a short through the trachea heard over lung tissue inspiratory phase and long expiratory phase (1:2 ratio) Adventitious Breath sounds (Kozier 613) Name Description Cause Location Crackles (rales or Fine, short, interrupted Air passing through Most commonly heard crepitations) cracking sounds; alveolar rales fluid or mucus in any in the bases of the are high pitched. Sound can be air passage lower lung lobes simulated by rolling a lock of hair near the ear. Best heard on inspiration but can be heard on both inspiration and expiration. May not be cleared by coughing. Gurgles (rhonchi) Continuous, low-pitched, Air passing through Loud sounds can be coarse, gurgling, harsh, louder narrowed air passages heard over most lung sounds with a moaning or as a result of secretions, areas, but predominate snoring quality. Best heard on swelling, tumors. over the trachea and expiration but can be heard on bronchi both inspiration and expiration. -
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: