Breath Sounds Study Guide
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The Stethoscope: Some Preliminary Investigations
695 ORIGINAL ARTICLE The stethoscope: some preliminary investigations P D Welsby, G Parry, D Smith Postgrad Med J: first published as on 5 January 2004. Downloaded from ............................................................................................................................... See end of article for Postgrad Med J 2003;79:695–698 authors’ affiliations ....................... Correspondence to: Dr Philip D Welsby, Western General Hospital, Edinburgh EH4 2XU, UK; [email protected] Submitted 21 April 2003 Textbooks, clinicians, and medical teachers differ as to whether the stethoscope bell or diaphragm should Accepted 30 June 2003 be used for auscultating respiratory sounds at the chest wall. Logic and our results suggest that stethoscope ....................... diaphragms are more appropriate. HISTORICAL ASPECTS note is increased as the amplitude of the sound rises, Hippocrates advised ‘‘immediate auscultation’’ (the applica- resulting in masking of higher frequency components by tion of the ear to the patient’s chest) to hear ‘‘transmitted lower frequencies—‘‘turning up the volume accentuates the sounds from within’’. However, in 1816 a French doctor, base’’ as anyone with teenage children will have noted. Rene´The´ophile Hyacinth Laennec invented the stethoscope,1 Breath sounds are generated by turbulent air flow in the which thereafter became the identity symbol of the physician. trachea and proximal bronchi. Airflow in the small airways Laennec apparently had observed two children sending and alveoli is of lower velocity and laminar in type and is 6 signals to each other by scraping one end of a long piece of therefore silent. What is heard at the chest wall depends on solid wood with a pin, and listening with an ear pressed to the conductive and filtering effect of lung tissue and the the other end.2 Later, in 1816, Laennec was called to a young characteristics of the chest wall. -
Monitoring Anesthetic Depth
ANESTHETIC MONITORING Lyon Lee DVM PhD DACVA MONITORING ANESTHETIC DEPTH • The central nervous system is progressively depressed under general anesthesia. • Different stages of anesthesia will accompany different physiological reflexes and responses (see table below, Guedel’s signs and stages). Table 1. Guedel’s (1937) Signs and Stages of Anesthesia based on ‘Ether’ anesthesia in cats. Stages Description 1 Inducement, excitement, pupils constricted, voluntary struggling Obtunded reflexes, pupil diameters start to dilate, still excited, 2 involuntary struggling 3 Planes There are three planes- light, medium, and deep More decreased reflexes, pupils constricted, brisk palpebral reflex, Light corneal reflex, absence of swallowing reflex, lacrimation still present, no involuntary muscle movement. Ideal plane for most invasive procedures, pupils dilated, loss of pain, Medium loss of palpebral reflex, corneal reflexes present. Respiratory depression, severe muscle relaxation, bradycardia, no Deep (early overdose) reflexes (palpebral, corneal), pupils dilated Very deep anesthesia. Respiration ceases, cardiovascular function 4 depresses and death ensues immediately. • Due to arrival of newer inhalation anesthetics and concurrent use of injectable anesthetics and neuromuscular blockers the above classic signs do not fit well in most circumstances. • Modern concept has two stages simply dividing it into ‘awake’ and ‘unconscious’. • One should recognize and familiarize the reflexes with different physiologic signs to avoid any untoward side effects and complications • The system must be continuously monitored, and not neglected in favor of other signs of anesthesia. • Take all the information into account, not just one sign of anesthetic depth. • A major problem faced by all anesthetists is to avoid both ‘too light’ anesthesia with the risk of sudden violent movement and the dangerous ‘too deep’ anesthesia stage. -
BTS Guideline for Oxygen Use in Adults in Healthcare and Emergency
BTS guideline BTS guideline for oxygen use in adults in healthcare Thorax: first published as 10.1136/thoraxjnl-2016-209729 on 15 May 2017. Downloaded from and emergency settings BRO’Driscoll,1,2 L S Howard,3 J Earis,4 V Mak,5 on behalf of the British Thoracic Society Emergency Oxygen Guideline Group ▸ Additional material is EXECUTIVE SUMMARY OF THE GUIDELINE appropriate oxygen therapy can be started in the published online only. To view Philosophy of the guideline event of unexpected clinical deterioration with please visit the journal online ▸ (http://dx.doi.org/10.1136/ Oxygen is a treatment for hypoxaemia, not hypoxaemia and also to ensure that the oxim- thoraxjnl-2016-209729). breathlessness. Oxygen has not been proven to etry section of the early warning score (EWS) 1 have any consistent effect on the sensation of can be scored appropriately. Respiratory Medicine, Salford ▸ Royal Foundation NHS Trust, breathlessness in non-hypoxaemic patients. The target saturation should be written (or Salford, UK ▸ The essence of this guideline can be summarised ringed) on the drug chart or entered in an elec- 2Manchester Academic Health simply as a requirement for oxygen to be prescribed tronic prescribing system (guidance on figure 1 Sciences Centre (MAHSC), according to a target saturation range and for those (chart 1)). Manchester, UK 3Hammersmith Hospital, who administer oxygen therapy to monitor the Imperial College Healthcare patient and keep within the target saturation range. 3 Oxygen administration NHS Trust, London, UK ▸ The guideline recommends aiming to achieve ▸ Oxygen should be administered by staff who are 4 University of Liverpool, normal or near-normal oxygen saturation for all trained in oxygen administration. -
Physician Examination Procedures Manual
Physician Examination Procedures Manual September 2011 TABLE OF CONTENTS Chapter Page 1 OVERVIEW OF PHYSICIAN EXAMINATION .......................................... 1-1 1.1 The Role of the Physician in NHANES .............................................. 1-1 1.2 Medical Policy Regarding the Examination ....................................... 1-2 1.2.1 Presence in MEC during MEC Examinations ..................... 1-2 1.2.2 Response to Medical Emergencies ...................................... 1-3 1.2.3 Maintenance of Emergency Equipment and Supplies ......... 1-3 1.3 Physician Examination ....................................................................... 1-3 1.4 Maintenance of Physician’s Examination Room ................................ 1-4 2 EQUIPMENT AND SUPPLIES ...................................................................... 2-1 2.1 Description of Equipment & Supplies ................................................ 2-1 2.2 Inventory ............................................................................................. 2-1 2.3 Blood Pressure .................................................................................... 2-1 2.3.1 Blood Pressure Equipment .................................................. 2-2 2.3.2 Blood Pressure Supplies ...................................................... 2-3 2.3.3 Description of Blood Pressure Equipment and Supplies .... 2-3 2.3.4 Blood Pressure Supplies – Description ............................... 2-5 2.3 HPV Supplies ..................................................................................... -
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. -
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: -
How I Live with Heart Valve Disease Sarah Howell ABOUT the BRITISH HEART FOUNDATION CONTENTS
How I live with Heart Valve Disease Sarah Howell ABOUT THE BRITISH HEART FOUNDATION CONTENTS As the nation’s heart charity, we’ve been funding About this booklet 02 cutting-edge research that has made a big di erence What are the heart valves? 03 to people’s lives. What is heart valve disease? 06 What are the symptoms of heart valve disease? 10 But the landscape of heart and circulatory disease What causes heart valve disease? 12 is changing. More people survive a heart attack than How is heart valve disease diagnosed? 18 ever before, and that means more people are now What happens after my diagnosis? 24 living with heart and circulatory disease and need What are the treatments for heart valve disease? 26 our help. Heart valve surgery 30 What sort of replacement valves are used? 34 Our research is powered by your support. Every What are the bene ts and risks of valve surgery? 38 pound raised, every minute of your time, and every Other techniques for valve replacement or repair 43 donation to our shops will help make a di erence to Heart valve disease and pregnancy 46 people’s lives. Anticoagulants 48 If you would like to make a donation, please: What is endocarditis? 54 Living with heart valve disease 59 • call our donation hotline on 0300 330 3322 Heart attack? The symptoms… and what to do 64 • visit bhf.org.uk/donate or Cardiac arrest? The symptoms… and what to do 66 For more information 73 • post it to us at BHF Customer Services, Lyndon Place, Index 78 2096 Coventry Road, Birmingham B26 3YU. -
Postgradmedj-2020-138137.Full.Pdf
Postgrad Med J: first published as 10.1136/postgradmedj-2020-138137 on 7 September 2020. Downloaded from Review Lung ultrasound in the COVID-19 pandemic Karl Jackson, Robert Butler, Avinash Aujayeb Respiratory and Acute Medicine ABSTRACT In 1816, a French physician, René Laennec, Department, Northumbria Lung ultrasound has been described for over a decade invented the stethoscope and was also the first to HealthCare NHS Foundation Trust, Newcastle NE23 6NZ, and international protocols exist for its application. It is describe the terms rales, rhonchi, crepitance, and United Kingdom a controversial area among pulmonologists and has had egophony which are associated with specific more uptake with emergency as well as intensive care respiratory conditions.7 Acquiring and wearing Correspondence to physicians. We discuss the basics and evidence behind the a stethoscope has become a rite of passage for doc- Avinash Aujayeb, Respiratory use of lung ultrasound in respiratory failure, and what role tors and has formed an integral part of the diagnos- Department, Northumbria we see it playing in the current 2019 novel coronavirus tic pathway.89The respiratory examination HealthCare NHS Trust, Rake Lane, North Shields NE29 pandemic. comprises four basic tenets: inspection, palpation, 8NH, UK; avinash. percussion and auscultation. Auscultation requires [email protected] the stethoscope to be applied to the front and back of chest, as well as under the axillae.89However, Received 9 May 2020 COVID-19 ERA the signs are neither specific nor sensitive. The main Accepted 6 June 2020 The 2019 novel coronavirus (SARS-Cov-2), the sign in respiratory failure syndromes is crackles. Revised 3 June 2020 pathogen responsible for the new disease 2019 Crackles on auscultation have a sensitivity of novel coronavirus (COVID-19) has resulted in 19–67% and a specificity of 36–96%, a positive a worldwide pandemic. -
Rocky Mountain Spotted Fever
Customer Name, Street Address, City, State, Zip code Phone number, Alt. phone number, Fax number, e-mail address, web site Rocky Mountain Spotted Fever Basics OVERVIEW • A tick-borne rickettsial disease, caused by Rickettsia rickettsii , that affects dogs and is considered the most important rickettsial disease in people • Antibodies to Rickettsia akari (causative agent of rickettsial pox in people) have been found in dogs from New York, NY; unknown if this Rickettsia causes disease in dogs • Other as yet undefined rickettsial organisms may cause clinical signs in dogs SIGNALMENT/DESCRIPTION OF PET Species • Dogs Breed Predilections • Purebred dogs seem more prone to developing clinical illness than do mixed-breed dogs • German shepherd dogs—more common Mean Age and Range • Any age SIGNS/OBSERVED CHANGES IN THE PET • Fever—within 2–3 days of attachment of a tick carrying Rickettsia rickettsii • Sluggishness (lethargy) • Depression • Lack of appetite (known as “anorexia”) • Swelling and fluid buildup in the tissues (known as “edema”)—face, lips, scrotum, prepuce, ears, legs • Stiff gait • Spontaneous bleeding—sneezing; bleeding in the nose and nasal passages (known as “epistaxis” or a “nosebleed”); black, tarry stools due to the presence of digested blood (known as “melena”); blood in the urine (known as “hematuria”) • Nervous system signs—wobbly, incoordinated or “drunken” appearing gait or movement (known as “ataxia”); head tilt; altered mental status; seizures • Eye pain • Ticks may be present on the dog • May have death of tissues -
Foundations of Physical Examination and History Taking
UNIT I Foundations of Physical Examination and History Taking CHAPTER 1 Overview of Physical Examination and History Taking CHAPTER 2 Interviewing and The Health History CHAPTER 3 Clinical Reasoning, Assessment, and Plan CHAPTER Overview of 1 Physical Examination and History Taking The techniques of physical examination and history taking that you are about to learn embody time-honored skills of healing and patient care. Your ability to gather a sensitive and nuanced history and to perform a thorough and accurate examination deepens your relationships with patients, focuses your assessment, and sets the direction of your clinical thinking. The qual- ity of your history and physical examination governs your next steps with the patient and guides your choices from among the initially bewildering array of secondary testing and technology. Over the course of becoming an ac- complished clinician, you will polish these important relational and clinical skills for a lifetime. As you enter the realm of patient assessment, you begin integrating the es- sential elements of clinical care: empathic listening; the ability to interview patients of all ages, moods, and backgrounds; the techniques for examining the different body systems; and, finally, the process of clinical reasoning. Your experience with history taking and physical examination will grow and ex- pand, and will trigger the steps of clinical reasoning from the first moments of the patient encounter: identifying problem symptoms and abnormal find- ings; linking findings to an underlying process of pathophysiology or psycho- pathology; and establishing and testing a set of explanatory hypotheses. Working through these steps will reveal the multifaceted profile of the patient before you. -
Understanding Lung Sounds, Third Edi- Structive Pulmonary Disease to Oxygen Ther- Fectious Processes, and the List of Infectious Tion
BOOKS,FILMS,TAPES,&SOFTWARE tion in the text. The editors used art spar- material. I found that the book is supportive style of a traditional textbook. The reader ingly and wisely, where needed; for of the current National Institutes of Health can pause and formulate his or her own an- example, flow volume tracings and other recommendations for treating acute respira- swers before proceeding to the text’s an- graphics to illustrate pulmonary functions. tory distress syndrome. I was also encour- swers. In practice it is easy to disseminate The illustrations will greatly enhance the aged to see a discussion on multiple-organ the required information, which adds to this reader’s understanding, and there are excel- dysfunction syndrome, as well as informa- text’s utility as a reference. The design of lent illustrations in many chapters, such as tion on risk factors, morbidity, and mortal- the text stimulates the evaluation of a prob- the chapters “Mediastinoscopy” and “Gen- ity. Another nice facet of this book is its lem and the formulation of creative, effec- eral Approaches to Interstitial Lung Dis- discussions of current controversies in acute tive solutions for patient care. Teaching crit- ease.” The radiographs and computed to- respiratory distress syndrome management. ical thinking in this way creates better mography images, though not abundant, In the section on mechanical ventilation clinicians, which benefits our patients. adequately demonstrate specific and impor- there is an informative discussion on the Overall, Pulmonary/Respiratory Ther- tant clinical findings. Image quality is im- basics of mechanical ventilation, as well as apy Secrets is informative, enlightening, portant to illustrate points effectively, and I an interesting discussion on the mechanisms and interesting.