Emergency Medical Responder Manual General 0000 Version: 01/18
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Diagnostic Significance of Apgar Score in Perinatal Asphyxia
wjpmr, 2020,6(11), 178-182 SJIF Impact Factor: 5.922 WORLD JOURNAL OF PHARMACEUTICAL Research Article Manoj et al. World Journal of Pharmaceutical and Medical Research AND MEDICAL RESEARCH ISSN 2455-3301 www.wjpmr.com Wjpmr DIAGNOSTIC SIGNIFICANCE OF APGAR SCORE IN PERINATAL ASPHYXIA A. Manoj*1, B. Vishnu Bhat2, C. Venkatesh2 and Z. Bobby3 Department of Anatomy1, Paediatrics2 and Biochemistry3 Jawaharlal Institute of Post Graduate Medical Education and Research (An Institution of National Importance -Govt. of India Ministry of Health and Family Welfare), Pondicherry, India. *Corresponding Author: A. Manoj Department of Anatomy, Government Medical College Thrissur-680596, under Directorate of Medical Education, Health and Family welfare of Government of Kerala; India. Article Received on 02/09/2020 Article Revised on 23/09/2020 Article Accepted on 13/10/2020 ABSTRACT This case control study was conducted to evaluate the clinical status of infant for recruitment of babies with Perinatal asphyxia and without Asphyxia. 80 cases and 60 healthy controls were participated. Apgar score of cases at 1minutes, 5 minutes and 10 minutes of cases were <3 in 60, 11, and 6 babies, 4-6 in 20, 55 and 30 babies and 6-7 in 0,14 and 11 babies respectively. Whereas, in controls Apgar score >7 at 1 and 5 minutes were seen in 56 and 60 babies respectively which indicated that they are healthy new born. The mean and SD of Apgar score in cases was significantly lower (4.9±1.624) against (8.633 ±0.6040) among controls. Male babies 52(65%) were more affected than female 28 (34.9%). -
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. -
Common Abbreviations Units of Measure Weight Gm Gram Kg
Common Abbreviations Units of Measure Weight gm gram kg kilogram L liter lbs pounds mcg microgram mEq milliequivalent Airway adjuncts/Oxygen delivery mg milligram BVM bag-valve mask mL millilter LPM liters per minute U unit NC nasal cannula NPA nasopharyngeal airway Medication routes of entry NRB non-rebreather IM intramuscular OPA oropharyngeal airway IN intranasal IO intraosseous Medications IV intravenous ASA aspirin po per os (by mouth) NTG nitroglycerin SL sublingual ODT orally disintegrating tablet IV Terms gtt drops LR lactated Ringer's NS normal saline KVO keep vein open TKO to keep open Commonly used abbreviations ACS acute coronary syndrome LMP last menstrual period AMA against medical advice MI myocardial infarction AMI acute myocardial infarction NIDDM non-insulin dependent diabetes mellitus AMS altered mental status NKA no known allergies BSA body surface area NKDA no known drug allergies CABG coronary artery bypass graft OB obstetrics CAD coronary artery disease PEA pulseless electrical activity CHF congestive heart failure PEARL pupils equal & reactivity to light CSF cerebrospinal fluid PERL pupils equal, reactivity to light CVA cerebrovascular accident PERRL pupils equal, round & reactivity to light DVT deep vein thrombosis PEEP positive end-expiratory pressure ECG electrocardiogram PID pelvic inflammatory disease GI gastrointestinal PVD peripheral vascular disease GSW gun-shot wound SIDS sudden infant death syndrome GU genitourinary SBO small bowel obstruction HTN hypertension SOB short of breath ICP intra-cranial pressure -
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) -
Effect of Maternal Anaemia on APGAR Score of Newborn
Journal of Rawalpindi Medical College (JRMC); 2015;19(3):239-242 Original Article Effect of Maternal Anaemia on APGAR Score of Newborn Muhammad Owais Ahmad1, Umay Kalsoom 2 1.Department of Physiology, HBS Medical & Dental College Islamabad;2.Department of Community Medicine, Foundation University Medical College Rawalpindi, Abstract probability of low APGAR score at one and five minutes. Background: To study the effect of maternal anaemia on APGAR score of newborn and to Key Words: Maternal Anaemia, Apgar score, compare it with that of non-anaemic mothers. Pregnancy. Methods: In this cross sectional study 100 subjects were divided into two groups; each containing 50 Introduction subjects on the basis of consecutive non probability Anaemia is a common medical problem in pregnancy sampling . Group A included 50 anaemic pregnant and maternal anaemia is commonly considered a risk women (haemoglobin < 11.0 g/dl) and group B 50 factor for poor pregnancy outcome. Fetal morbidity non-anaemic(haemoglobin >11.0 g/dl) pregnant and mortality is also increased by maternal anaemia women. In APGAR scoring five factors (which by increasing the chances of preterm delivery and low Apgar stands for) were used to calculate the baby’s birth weight of the babies. Infants are so compromised condition and each scored on a scale of 0 to 2, with 2 that they are born with low APGAR score at both 1 being the best score.A baby who scored 8 or above and 5 minutes after delivery. Though in some studies was considered in good health and a score of less an association between maternal anaemia and lower than 8 was considered low. -
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 . -
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. -
The Apgar Score AMERICAN ACADEMY of PEDIATRICS COMMITTEE on FETUS and NEWBORN, AMERICAN COLLEGE of OBSTETRICIANS and GYNECOLOGISTS COMMITTEE on OBSTETRIC PRACTICE
POLICY STATEMENT Organizational Principles to Guide and Define the Child Health Care System and/or Improve the Health of all Children The Apgar Score AMERICAN ACADEMY OF PEDIATRICS COMMITTEE ON FETUS AND NEWBORN, AMERICAN COLLEGE OF OBSTETRICIANS AND GYNECOLOGISTS COMMITTEE ON OBSTETRIC PRACTICE The Apgar score provides an accepted and convenient method for reporting abstract the status of the newborn infant immediately after birth and the response to resuscitation if needed. The Apgar score alone cannot be considered as evidence of, or a consequence of, asphyxia; does not predict individual neonatal mortality or neurologic outcome; and should not be used for that purpose. An Apgar score assigned during resuscitation is not equivalent to a score assigned to a spontaneously breathing infant. The American Academy of Pediatrics and the American College of Obstetricians and Gynecologists encourage use of an expanded Apgar score reporting form that accounts for concurrent resuscitative interventions. This document is copyrighted and is the property of the American Academy of Pediatrics and its Board of Directors. All authors have filed conflict of interest statements with the American Academy of INTRODUCTION Pediatrics. Any conflicts have been resolved through a process approved by the Board of Directors. The American Academy of In 1952, Dr Virginia Apgar devised a scoring system that was a rapid Pediatrics has neither solicited nor accepted any commercial method of assessing the clinical status of the newborn infant at 1 minute involvement in the development of the content of this publication. of age and the need for prompt intervention to establish breathing.1 Policy statements from the American Academy of Pediatrics benefit Dr Apgar subsequently published a second report that included a larger from expertise and resources of liaisons and internal (AAP) and external reviewers. -
Relation Between Immediate Postpartum APGAR Score with Umblical Cord Blood Ph and Fetal Distress
International Journal of Reproduction, Contraception, Obstetrics and Gynecology Pathak V et al. Int J Reprod Contracept Obstet Gynecol. 2019 Dec;8(12):4690-4694 www.ijrcog.org pISSN 2320-1770 | eISSN 2320-1789 DOI: http://dx.doi.org/10.18203/2320-1770.ijrcog20195185 Original Research Article Relation between immediate postpartum APGAR score with umblical cord blood pH and fetal distress Varuna Pathak1, Deep Shikha Sahu2* 1Department of Obstetrics and Gynecology, Gandhi Medical College, Bhopal, Madhya Pradesh, India 2Department of Obstetrics and Gynecology, Bundelkhand Medical College, Sagar, Madhya Pradesh, India Received: 24 October 2019 Revised: 30 October 2019 Accepted: 04 November 2019 *Correspondence: Dr. Deep Shikha Sahu, E-mail: [email protected] Copyright: © the author(s), publisher and licensee Medip Academy. This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. ABSTRACT Background: The one-minute Apgar score, proven useful for rapid assessment of the neonate, is often poorly correlated with other indicators of intrauterine well-being. Fetal asphyxia is directly associated with neonatal acidosis. Umbilical cord pH is best indicator of fetal hypoxemia and hypoxemia leads to neonatal acidosis. In today scenario, fetal distress is the leading indication of emergency cesarean section. Methods: A observational cross-sectional study conducted of one year between march 2017 to February 2018; of full-term obstetric patients undergoing emergency cesarean section for fetal distress as an indication. All patients included are term gestation with low risk pregnancy excluding medical disorders and other complications of pregnancy. -
Patient Assessment in the Field
Patient Assessment in the Field Glenn R. Henry, MA, PMDC Recommendation 3 Appropriate EAP activation begins with appropriate assessment and management of the injured athlete. After completion of the Primary Survey, determine if the athlete-patient is unstable and must be transported immediately or is stable and can be assessed further If spinal injury is suspected, ensure respiratory effort is adequate since high cervical spinal cord injuries will impact the phrenic nerve and may necessitate positive pressure ventilation Patient assessment means conducting a problem-oriented evaluation of your patient and establishing priorities of care based on existing and potential threats to human life. Scene Assessment Scene Safety Is the scene safe? Starts with dispatch information Scene safety simply means doing MOI / NOI everything possible to ensure a safe environment for yourself, Routes of extrication for crew your crew, other responding and patient personnel, your patient, and any Number of patients bystanders— Need for additional resources in that order. Extrication equipment Additional transport units Additional manpower Fire. Police, Power Company, Hax Mat Use of all of your senses. Evaluate the scene to determine the mechanism of injury. Mechanism of Injury Mechanism of injury is the combined strength, direction, and nature of forces that injured your patient. Look for potential hazards during scene size-up. Nature of Illness To determine the nature of illness: Use bystanders, family members, or the patient. Use the scene to give clues to the patient’s condition. Oxygen equipment in the home Medicine containers General appearance of environment Remember that the patient’s illness may be very different from the chief complaint. -
Commitiees for the 10Th International Congress
“Commitiees for the 10th International Congress on Adolescent Health, June 11-13 2013, Istanbul” “Theme: Bridging clinical and public health perspectives to promote adolescent health” Congress Co-Chairs Prof. Russell Viner, UK Dr. JC Suris, Switzerland IAAH Linda Bearinger, USA, President Turkish Pediatric Association Fugen Cullu Cokugras, President Mehmet Vural, Secretary Scientific Committee Abstract Review Comittee Müjgan Alikasifoglu, Turkey Christina Akré, Switzerland Robert Brown, USA Richard Bélanger, Canada Oya Ercan, Turkey Kirsten Boisen, Denmark Adesegun Fatusi, Nigeria Robert Brown, USA Helena Fonseca, Portugal Veronica Gaete, Chile Verónica Gaete, Chile Gustavo Girard, Argentina Gustavo Girard, Argentina Dagmar Haller-Hester, Switzerland Elizabeth Ozer, USA Daniel Hardoff, Israel Ellen Rome, USA Ellen Rome, USA Sergey Sargsyans, Armenia Sergey Sargsyans, Armenia Susan Sawyer, Australia Susan Sawyer, Australia Kim Scott, Jamaica Kate Steinbeck, Australia Kate Steinbeck, Australia JC Surís, Switzerland Suriyadeo Tripathi, Thailand Suriyadeo Tripathi, Thailand Russell Viner, United Kingdom WORKSHOPS 1 PHW-1 Addressing Health Disparities and Improving Health and Education Outcomes Using Peer Education Smita Shah, Nihaya Al Sheyab* University of Sydney, Australia *Jordan University of Science and Technology, Jordan OBJECTIVES: 1- Develop an understanding of why peer health education is an effective way to address health disparities amongst disadvantaged adolescents. 2- Gain practical skills required for implementing and facilitating -
OPQRST-AAA One Tool That Some Clinicians Find Helpful Is Using the Mnemonic OPQRST-AAA to Elicit the Details of a Pain Complaint
#1 Take a history related to diarrhea Diarrhea is subjective and can be defined as an increase in the volume, frequency or fluidity of stool relative to normal conditions. First introduce yourself to the patient and start: Personal and Social History: name, age, gender, occupation – Use as your own (Single, living with parents. No tobacco use). Present complaint: “ What brought you here”? 1-When these complaints started? It started early in the morning. 2-How many times do you go to the toilet today? 6 times. 3-How many times did you use to go to the toilet before this problem? Once daily. 4-Can you describe your stool: a. Is it watery, or bulky? Yes, watery. b.What color? Light yellow. c. Is there any blood or mucous in stool? No. d.Does it have foul smell? A little bit. 5-Do you have any additional symptoms - any nausea or vomiting? I vomited twice. 6-Do you have fever? No 7- Is there any pain on passing stools? No, but I have abdominal discomfort. 8-Can you describe what do you mean by abdominal discomfort? Is it located in certain part of the abdomen? When it comes I urgently go to the toilet. It is all around, I can’t specify any location. 9-Recent dietary history, consumption of meats (cooked, uncooked) eggs, seafood, or unusual foods? I ate fast food last night in the restaurant. 10-Anyone around you have the same symptoms? No 11-Does anything make it better or worse? I did not recognize anything specific.