This chapter discusses diabetic emergencies and altered mental status. It describes how diabetes affects glucose levels in the body and how hypoglycemia and hyperglycemia can cause altered mental status. It provides guidelines for assessing and treating patients with possible diabetic emergencies, including checking blood glucose levels if protocols allow and administering oral glucose or other treatment depending on the results and patient's condition. The chapter emphasizes performing a thorough primary and secondary assessment to identify potential causes of altered mental status.
Planning Your Time: Plan 140 minutes for this chapter.
Pathophysiology (15 minutes)
Assessing the Patient With Altered Mental Status (20 minutes)
Diabetes (45 minutes)
Other Causes of Altered Mental Status (60 minutes)
Note: The total teaching time recommended is only a guideline.
Core Concepts:
General approaches to assessing the patient with an altered mental status
Understanding the causes, assessment, and care of diabetes and various diabetic emergencies
Understanding the causes, assessment, and care of sepsis
Understanding the causes, assessment, and care of seizure disorders
Understanding the causes, assessment, and care of stroke
Understanding the causes, assessment, and care of dizziness and syncope
Teaching Time: 15 minutes
Teaching Tips: Put the general requirements of brain tissue in the context of metabolism. Use real-life examples to enhance an otherwise technical discussion. Relate the requirements of the brain to disorders that occur when the requirements are not met.
Covers Objective: 19.3
Point to Emphasize: The reticular activating system (RAS) is responsible for the functions of staying awake, paying attention, and sleeping.
Discussion Topic: Discuss the role of the reticular activating system in the brain. What functions does it serve?
Covers Objective: 19.3
Point to Emphasize: Brain tissue requires a constant supply of oxygen, glucose, and water to perform its required functions.
Discussion Topic: Describe the basic requirements of brain cells. Specifically, what is required of brain cells to accomplish basic functions?
Knowledge Application: Ask students to research how the brain uses its specific requirements. Ask them to report on the use of water, glucose, and oxygen.
Covers Objective: 19.3
Point to Emphasize: A lack of any of the brain's requirements can lead to altered mental status.
Class Activity: Have a class discussion about how the reticular activating system can be disturbed. Brainstorm various disorders that affect mental status.
Knowledge Application: Have students work in small groups. Assign each group a specific brain requirement (water, glucose, oxygen). Have each group research and discuss the results of a deficit of its particular requirement.
Critical Thinking: Alcohol abuse can cause altered mental status. How might a patient's alcohol intoxication affect your ability to conduct a thorough assessment?
Teaching Time: 20 minutes
Teaching Tips: Relate this lesson to previous discussions about primary and secondary assessments. Mental status is a finding that can indicate a priority patient. Altered mental status can be a challenge to patient assessment. Practice makes perfect. Be sure to allow sufficient time to practice this skill. Altered mental status can be subtle. Use both obvious examples and subtle examples during simulation.
Covers Objective: 19.4
Point to Emphasize: Safety is always the most important concern when assessing a patient with altered mental status.
Discussion Topic: Discuss the safety threats that can be present when assessing a patient with altered mental status.
Class Activity: Have the class brainstorm potential safety hazards associated with altered mental status patients. Discuss.
Critical Thinking: How might your scene assessment enhance your ability to assess a patient with an altered mental status?
Covers Objective: 19.4
Covers Objective: 19.4
Point to Emphasize: A thorough primary assessment will rapidly identify altered mental status caused by hypoxia.
Talking Points: EMTs should complete a thorough primary assessment on every patient, but be especially attentive in the event of altered mental status.
Discussion Topic: Discuss how the primary survey can rapidly identify hypoxia as a cause of altered mental status.
Covers Objective: 19.4
Covers Objective: 19.4
Covers Objective: 19.4
Covers Objective: 19.4
Point to Emphasize: A secondary assessment will continue the search for a cause of altered mental status. It often can identify life threats not found in the initial assessment.
Discussion Topic: Describe findings in the secondary assessment that can help identify the cause of altered mental status. How might the assessment of mental status in a child differ from that in an adult?
Knowledge Application: Use programmed patients and practice assessing the mental status of pediatric patients. Simulate involving the parents in the assessment.
Covers Objective: 19.4
Class Activity: Divide the class into two groups: primary and secondary. Ask each group to list causes of altered mental status that could be found in their assessment. Which list will be longer?
Knowledge Application: Have students work in small groups. Use a programmed patient and have students practice assessment scenarios for patients with altered mental status. Be sure to include the following: safety concerns, hypoxia, subtle altered mental status.
Critical Thinking: Consider how you might assess the mental status of a dementia patient. How is this assessment similar to the assessment of a pediatric patient?
Covers Objective: 19.4
Talking Points: The scene might reveal drug paraphernalia or other medications. Evidence of trauma or of other medical conditions such as diabetes might also help identify the cause. Bystanders might be able to describe the onset or have information regarding the patient's past medical history.
Teaching Time: 45 minutes
Teaching Tips: Remind students that they need to know the body's systems. Blood glucose testing, if allowed, will be an important component in assessing a diabetic patient. Spend time on hyperglycemia/hypoglycemia pathophysiology. Although it is complex, it will help the assessment findings make sense. Tell students that, without the ability to monitor glucose, they should err on the side of hypoglycemia. Treating this deficit might be lifesaving.
Covers Objective: 19.5
Point to Emphasize: Glucose is a form of sugar and is the body's basic source of energy.
Covers Objective: 19.5
Knowledge Application: Trace the path of a sugar molecule (similar to the way in which you traced a drop of blood or an oxygen molecule in previous chapters). Discuss how the sugar molecule moves through the bloodstream and into the cells.
Covers Objective: 19.5
Knowledge Application: Trace the path of a sugar molecule (similar to the way in which you traced a drop of blood or an oxygen molecule in previous chapters). Discuss how the sugar molecule moves through the bloodstream and into the cells.
Covers Objective: 19.5
Point to Emphasize: Insulin transports glucose molecules into the cells.
Discussion Topic: What is the role of insulin with regard to glucose distribution in the body?
Covers Objective: 19.5
Discussion Topic: Define diabetes. How does the production of insulin in a diabetic patient differ from that in a nondiabetic patient?
Covers Objective: 19.5
Discussion Topic: Define diabetes. How does the production of insulin in a diabetic patient differ from that in a nondiabetic patient?
Covers Objective: 19.5
Point to Emphasize: Hypoglycemia occurs when the bloodstream does not have enough sugar; hyperglycemia occurs when the bloodstream has too much sugar.
Knowledge Application: Have students work in small groups. Assign each group a type of diabetic dysfunction. Have the groups research the pathophysiology and present their findings.
Covers Objective: 19.5
Point to Emphasize: Hypoglycemia occurs when the bloodstream does not have enough sugar; hyperglycemia occurs when the bloodstream has too much sugar.
Knowledge Application: Have students work in small groups. Assign each group a type of diabetic dysfunction. Have the groups research the pathophysiology and present their findings.
Covers Objective: 19.5
Point to Emphasize: Hypoglycemia occurs when the bloodstream does not have enough sugar; hyperglycemia occurs when the bloodstream has too much sugar.
Knowledge Application: Have students work in small groups. Assign each group a type of diabetic dysfunction. Have the groups research the pathophysiology and present their findings.
Covers Objective: 19.5
Covers Objective: 19.5
Covers Objective: 19.5
Covers Objective: 19.5
Covers Objective: 19.7
Point to Emphasize: The basic elements in the assessment of a diabetic patient are safety, primary assessment, patient history and physical exam, assessment of the patient's ability to swallow, and vital signs.
Covers Objective: 19.7
Covers Objective: 19.7
Covers Objective: 19.7
Covers Objective: 19.7
Covers Objective: 19.7
Covers Objective: 19.7
Covers Objective: 19.6
Knowledge Application: Have students work in small groups to practice the assessment of diabetic patients. Have them assess both hypoglycemia and hyperglycemia.
Critical Thinking: Without blood glucose monitoring capabilities, it can be difficult to differentiate hyperglycemia from hypoglycemia. If the diagnosis is unclear, should you administer oral glucose? Why or why not?
Covers Objective: 19.6
Knowledge Application: Have students work in small groups to practice the assessment of diabetic patients. Have them assess both hypoglycemia and hyperglycemia.
Critical Thinking: Without blood glucose monitoring capabilities, it can be difficult to differentiate hyperglycemia from hypoglycemia. If the diagnosis is unclear, should you administer oral glucose? Why or why not?
Covers Objective: 19.7
Covers Objective: 19.7
Point to Emphasize: Hypoglycemic patients can be treated with oral glucose if they are able to swallow safely.
Covers Objective: 19.7
Class Activity: Have the class taste oral glucose. Give them an idea of what their patients will have to endure.
Knowledge Application: Demonstrate the administration of oral glucose.
Covers Objective: 19.7
Class Activity: Have the class taste oral glucose. Give them an idea of what their patients will have to endure.
Knowledge Application: Demonstrate the administration of oral glucose.
Covers Objective: 19.7
Covers Objective: 19.5
Video Clip
Diabetes—Etiology and Pathophysiology
What is diabetes mellitus?
What are the different types of diabetes?
Discuss how insulin works in the body.
What is pre-diabetes?
About how many people have Type 1 diabetes?
Teaching Time: 60 minutes
Teaching Tips: A seizure is a dramatic event to witness. If possible, use video graphics to demonstrate tonic-clonic seizures. Discuss the need to identify the causes of seizure. Oftentimes the underlying problem is more dangerous than the seizure itself. Stroke care is a hot-button issue in health care. Many resources exist. Reach out to your local stroke center or the American Stroke Association for lesson enhancements.
Covers Objective: 19.8
Covers Objective: 19.8
Covers Objective: 19.8
Point to Emphasize: Seizures result from the disorganized firing of neurons in the brain. A seizure is not a disease in itself but rather a sign of some underlying defect, injury, or disease.
Covers Objective: 19.8
Covers Objective: 19.8
Covers Objective: 19.8
Covers Objective: 19.9
Covers Objective: 19.9
Discussion Topic: List and discuss the causes of seizures.
Knowledge Application: Have students work in small groups. Assign each group a specific cause of seizure. Have the group research the cause and discuss the pathophysiology behind the seizure.
Covers Objective: 19.9
Covers Objective: 19.10
Point to Emphasize: Assessment of seizures must include looking for the underlying cause.
Covers Objective: 19.10
Talking Points: Never place anything in the mouth of a seizing patient. Many objects can be broken and obstruct the patient's airway.
Knowledge Application: Ask students to research the local stroke care protocol. Discuss local procedures for caring for a stroke patient.
Covers Objective: 19.10
Covers Objective: 19.10
Covers Objective: 19.10
Covers Objective: 19.8
Covers Objective: 19.8
Covers Objective: 19.11
Point to Emphasize: Stroke refers to the death or injury of brain tissue as a result of a lack of oxygen. This can be caused by an arterial blockage or from bleeding from a ruptured blood vessel.
Discussion Topic: Describe the pathophysiology of stroke. How is brain tissue affected?
Covers Objective: 19.11
Covers Objective: 19.12
Covers Objective: 19.12
Covers Objective: 19.12
Covers Objective: 19.12
Covers Objective: 19.12
Covers Objective: 19.12
Covers Objective: 19.12
Covers Objective: 19.12
Covers Objective: 19.12
Covers Objective: 19.12
Point to Emphasize: A patient who demonstrates any one of the three findings of the Cincinnati Prehospital Stroke Scale has a 70 percent chance of having an acute stroke.
Covers Objective: 19.12
Point to Emphasize: Assessment and care of stroke patients includes identification of when symptoms began and rapid transport to an appropriate facility.
Covers Objective: 19.12
Covers Objective: 19.12
Covers Objective: 19.12
Discussion Topic: Describe the treatment of a patient having an identified stroke. What are the critical elements of appropriate care?
Covers Objective: 19.13
Point to Emphasize: Altered mental status also can result from syncope, hypovolemia, and other metabolic causes.
Covers Objective: 19.13
Covers Objective: 19.13
Covers Objective: 19.13
Covers Objective: 19.13
Covers Objective: 19.13
Covers Objective: 19.14
Covers Objective: 19.14
Covers Objective: 19.14
Knowledge Application: Have students work in small groups. Using a programmed patient, have groups practice assessing patients with altered mental status. Include scenarios on stroke, seizures, and other causes of altered mental status.
Covers Objective: 19.14
Discussion Topic: Discuss causes of altered mental status beyond stroke and seizure. What other disorders can affect the reticular activating system?
Class Activity: Have students complete group research projects. Assign a cause of altered mental status and have groups research pathophysiology, care, and current advancements in treatment.
Covers Objective: 19.13
Talking Points: Often seizures and syncope point to a larger problem. Although they may be the patient's chief complaint, always look for a larger problem that may be causing these issues. Problems such as cardiac dysrhythmias, stroke and sepsis can all cause seizures and syncope and may be far worse problems than the symptoms they cause.
Covers Objective: 19.11
Video Clip
Transient Ischemic Attacks
Differentiate between a stroke and a transient ischemic attack.
What are some causes of a transient ischemic attack?
Does a patient with a history of transient ischemic attacks have an increased risk for having a stroke? Explain.
What emergency care should be provided to a patient suspected of having a TIA?
Why should a patient who appears to have fully recovered from a transient ischemic attack on an EMT's arrival still be examined by an emergency room physician?
Talking Points: Symptoms of a diabetic emergency include altered mental status, pale sweaty skin, and tachycardia. These symptoms can vary depending on whether the emergency is caused by hyper- or hypoglycemia. A history of diabetes can be obtained by the patient or family. Insulin and other anti-diabetic medications can indicate diabetes as well. Medic alert jewelry can also point to the disease. Treatment for a diabetic emergency includes transport, allowing the patient to eat if appropriate, and administration of oral glucose.
Talking Points: Stroke patients should receive airway management when necessary. High flow oxygen and rapid transport are also important. Syncope and dizziness often point to a more significant underlying problem. Always complete a thorough patient assessment. Transport the patient lying flat and administer high concentration oxygen.
Talking Points: Cyanotic skin demonstrates the need for immediate airway management and high concentration oxygen. Once the airway has been secured, the primary assessment must be completed. Rule out life-threatening causes of the seizure like hypoxia, hypoglycemia, and stroke.