Anesthesia Monitoring: What the Values Really Mean
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Patient-Monitoring Systems
17 Patient-Monitoring Systems REED M. GARDNER AND M. MICHAEL SHABOT After reading this chapter,1 you should know the answers to these questions: ● What is patient monitoring, and why is it done? ● What are the primary applications of computerized patient-monitoring systems in the intensive-care unit? ● How do computer-based patient monitors aid health professionals in collecting, analyzing, and displaying data? ● What are the advantages of using microprocessors in bedside monitors? ● What are the important issues for collecting high-quality data either automatically or manually in the intensive-care unit? ● Why is integration of data from many sources in the hospital necessary if a computer is to assist in critical-care-management decisions? 17.1 What Is Patient Monitoring? Continuous measurement of patient parameters such as heart rate and rhythm, respira- tory rate, blood pressure, blood-oxygen saturation, and many other parameters have become a common feature of the care of critically ill patients. When accurate and imme- diate decision-making is crucial for effective patient care, electronic monitors frequently are used to collect and display physiological data. Increasingly, such data are collected using non-invasive sensors from less seriously ill patients in a hospital’s medical-surgical units, labor and delivery suites, nursing homes, or patients’ own homes to detect unex- pected life-threatening conditions or to record routine but required data efficiently. We usually think of a patient monitor as something that watches for—and warns against—serious or life-threatening events in patients, critically ill or otherwise. Patient monitoring can be rigorously defined as “repeated or continuous observations or meas- urements of the patient, his or her physiological function, and the function of life sup- port equipment, for the purpose of guiding management decisions, including when to make therapeutic interventions, and assessment of those interventions” (Hudson, 1985, p. -
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 -
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. -
Capnography 101 Oxygenation and Ventilation
It’s Time to Start Using it! Capnography 101 Oxygenation and Ventilation What is the difference? Oxygenation and Ventilation Ventilation O Oxygenation (capnography) 2 (oximetry) CO Cellular 2 Metabolism Capnographic Waveform • Capnograph detects only CO2 from ventilation • No CO2 present during inspiration – Baseline is normally zero CD AB E Baseline Capnogram Phase I Dead Space Ventilation • Beginning of exhalation • No CO2 present • Air from trachea, posterior pharynx, mouth and nose – No gas exchange occurs there – Called “dead space” Capnogram Phase I Baseline A B I Baseline Beginning of exhalation Capnogram Phase II Ascending Phase • CO2 from the alveoli begins to reach the upper airway and mix with the dead space air – Causes a rapid rise in the amount of CO2 • CO2 now present and detected in exhaled air Alveoli Capnogram Phase II Ascending Phase C Ascending II Phase Early A B Exhalation CO2 present and increasing in exhaled air Capnogram Phase III Alveolar Plateau • CO2 rich alveolar gas now constitutes the majority of the exhaled air • Uniform concentration of CO2 from alveoli to nose/mouth Capnogram Phase III Alveolar Plateau Alveolar Plateau CD III AB CO2 exhalation wave plateaus Capnogram Phase III End-Tidal • End of exhalation contains the highest concentration of CO2 – The “end-tidal CO2” – The number seen on your monitor • Normal EtCO2 is 35-45mmHg Capnogram Phase III End-Tidal End-tidal C D AB End of the the wave of exhalation Capnogram Phase IV Descending Phase • Inhalation begins • Oxygen fills airway • CO2 level quickly -
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. -
The Effects of Inhaled Albuterol in Transient Tachypnea of the Newborn Myo-Jing Kim,1 Jae-Ho Yoo,1 Jin-A Jung,1 Shin-Yun Byun2*
Original Article Allergy Asthma Immunol Res. 2014 March;6(2):126-130. http://dx.doi.org/10.4168/aair.2014.6.2.126 pISSN 2092-7355 • eISSN 2092-7363 The Effects of Inhaled Albuterol in Transient Tachypnea of the Newborn Myo-Jing Kim,1 Jae-Ho Yoo,1 Jin-A Jung,1 Shin-Yun Byun2* 1Department of Pediatrics, Dong-A University, College of Medicine, Busan, Korea 2Department of Pediatrics, Pusan National University School of Medicine, Yangsan, Korea This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. Purpose: Transient tachypnea of the newborn (TTN) is a disorder caused by the delayed clearance of fetal alveolar fluid.ß -adrenergic agonists such as albuterol (salbutamol) are known to catalyze lung fluid absorption. This study examined whether inhalational salbutamol therapy could improve clinical symptoms in TTN. Additional endpoints included the diagnostic and therapeutic efficacy of salbutamol as well as its overall safety. Methods: From January 2010 through December 2010, we conducted a prospective study of 40 newborns hospitalized with TTN in the neonatal intensive care unit. Patients were given either inhalational salbutamol (28 patients) or placebo (12 patients), and clinical indices were compared. Results: The dura- tion of tachypnea was shorter in patients receiving inhalational salbutamol therapy, although this difference was not statistically significant. The dura- tion of supplemental oxygen therapy and the duration of empiric antibiotic treatment were significantly shorter in the salbutamol-treated group. -
Air & Surface Transport Nurses Association Position Statement
Air & Surface Transport Nurses Association Position Statement Advanced Airway Management Background In the early 1970s, civilian flight nursing became a recognized nursing specialty and an integral element in the care of critically ill and injured patients. Advanced airway management is an essential procedure in meeting those patient care goals. The procedure can be performed safely and effectively by properly trained transport teams; however, it is not without risks and complications. Individual state Boards of Nursing regulate registered nursing licensure. ASTNA believes transport providers and teams must work collegially and collaboratively with these regulatory bodies. Registered nurses who perform advanced airway management provide care under the direction and protocols of their medical directors. In addition, Registered Nurses who perform advanced airway management skills must have comprehensive initial and ongoing education to optimize clinical knowledge, skill, and decision-making ability. Education programs teaching these advanced airway management skills should include at least the following components: • Comprehensive review of airway/respiratory anatomy and physiology • Basic airway skills and techniques • Clinical assessment skills to evaluate the need for escalated intervention • Extraglottic airway devices • Tracheal intubation using a variety of devices • Surgical airway techniques • Pharmacology and clinical application of sedative, analgesic, hypnotic, and neuromuscular blocking agents used in advanced airway management • Patient safety monitoring equipment, including continuous pulse oximetry, continuous heart rate, and continuous monitoring of waveform capnography • Teamwork and crisis resource management, as applied to the clinical environment both as team leaders and team members Clinical best practices evolve continuously.1 Transport programs performing advanced airway should adopt policies that ensure clinical education and practice components remain current. -
CT Children's CLASP Guideline
CT Children’s CLASP Guideline Chest Pain INTRODUCTION . Chest pain is a frequent complaint in children and adolescents, which may lead to school absences and restriction of activities, often causing significant anxiety in the patient and family. The etiology of chest pain in children is not typically due to a serious organic cause without positive history and physical exam findings in the cardiac or respiratory systems. Good history taking skills and a thorough physical exam can point you in the direction of non-cardiac causes including GI, psychogenic, and other rare causes (see Appendix A). A study performed by the New England Congenital Cardiology Association (NECCA) identified 1016 ambulatory patients, ages 7 to 21 years, who were referred to a cardiologist for chest pain. Only two patients (< 0.2%) had chest pain due to an underlying cardiac condition, 1 with pericarditis and 1 with an anomalous coronary artery origin. Therefore, the vast majority of patients presenting to primary care setting with chest pain have a benign etiology and with careful screening, the patients at highest risk can be accurately identified and referred for evaluation by a Pediatric Cardiologist. INITIAL INITIAL EVALUATION: Focused on excluding rare, but serious abnormalities associated with sudden cardiac death EVALUATION or cardiac anomalies by obtaining the targeted clinical history and exam below (red flags): . Concerning Pain Characteristics, See Appendix B AND . Concerning Past Medical History, See Appendix B MANAGEMENT . Alarming Family History, See Appendix B . Physical exam: - Blood pressure abnormalities (obtain with manual cuff, in sitting position, right arm) - Non-innocent murmurs . Obtain ECG, unless confident pain is musculoskeletal in origin: - ECG’s can be obtained at CT Children’s main campus and satellites locations daily (Hartford, Danbury, Glastonbury, Shelton). -
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. -
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. -
An Introduction to Anaesthesia
What You Need to KNoW about An introduction to anaesthesia Introduction divided into three stages: induction, main- n Central neuraxial block, e.g. spinal or Anaesthetic experience in the undergradu- tenance and emergence. epidural (Figure 1 and Table 1). ate timetable is often very limited so it can In regional anaesthesia, nerve transmis- remain somewhat of a mysterious practice sion is blocked, and the patient may stay Components of a general well into specialist training. This introduc- awake or be sedated or anaesthetized dur- anaesthetic tion to the components of an anaesthetic ing a procedure. Techniques used include: A general anaesthetic always involves an will help readers to get more from clinical n Local anaesthetic field block hypnotic agent, usually an analgesic and attachments in surgery and anaesthetics or n Peripheral nerve block may also include muscle relaxation. The serve as an introduction to the topic for n Nerve plexus block combination is referred to as the ‘triad of novice or non-anaesthetists. anaesthesia’. Figure 1. Schematic vertical longitudinal section The relative importance of each com- Types and sites of anaesthesia of vertebral column and structures encountered ponent depends on surgical and patient The term anaesthesia comes from the when performing central neuraxial blocks. * factors: the intervention planned, site, Greek meaning loss of sensation. negative pressure space filled with fat and surgical access requirement and the Anaesthetic practice has evolved from a venous plexi. † extends to S2, containing degree of pain or stimulation anticipated. need for pain relief and altered conscious- arachnoid mater, CSF, pia mater, spinal cord The technique is tailored to the individu- ness to allow surgery. -
Inpatient Sepsis Management
Inpatient Sepsis Management - Adult Page 1 of 6 Disclaimer: This algorithm has been developed for MD Anderson using a multidisciplinary approach considering circumstances particular to MD Anderson’s specific patient population, services and structure, and clinical information. This is not intended to replace the independent medical or professional judgment of physicians or other health care providers in the context of individual clinical circumstances to determine a patient's care. This algorithm should not be used to treat pregnant women. PRESENTATION EVALUATION TREATMENT Call Code Blue Team1 Patient exhibits at least two of the Yes following modified SIRS criteria: ● Temperature < 36 or > 38.4°C Is patient ● MERIT team1 to evaluate and notify Primary MD/APP STAT ● Heart rate > 110 bpm unresponsive? ● Prepare transfer to ICU See Page 2: Sepsis ● Respiratory rate > 24 bpm ● Assess for presence of infection (see Appendix A) Management ● WBC count < 3 or > 15 K/microliter ● Assess for organ dysfunction (see Appendix B) No Yes ● Primary team to consider goals of care discussion if appropriate Is 1,2 the patient ● Sepsis APP to notify unstable? Primary MD/APP 1,2 ● Sepsis APP to evaluate ● See Page 2: Sepsis No ● Assess for presence of infection (see Yes Management Appendix A) Sepsis? ● Assess for organ dysfunction (see ● For further work up, Appendix B) No initiate Early Sepsis Order Set ● Follow up evaluation by SIRS = systemic inflammatory response syndrome Primary Team APP = advanced practice provider 1 For patients in the Acute Cancer