Advance Preparation
Student Readiness
Assign the associated section of MyBRADYLab and review student scores.
Review the chapter material in the Instructor Resources, which includes Student Handouts, PowerPoint slides, and the MyTest Program.
This chapter focuses on disturbances that interrupt the continuous delivery of oxygen and nutrients necessary for cell metabolism and the removal of wastes produced from cell metabolism.
Prepare
Consider asking a respiratory therapist to guest speak on this topic.
Bring a box of drinking straws to class to demonstrate the concept of dead air space.
Plan 165 to 180 minutes for this class as follows:
Cellular Metabolism: 45 minutes
Describes the process by which cells produce energy, the role of oxygen in the process, and the consequences to cellular metabolism of hypoxia
Components Necessary for Adequate Perfusion: 120 minutes
Explains how the respiratory and circulatory systems work together to maintain a constant supply of oxygen and glucose to the body's cells
Discusses mechanisms by which perfusion can be impaired
The total teaching time recommended is only a guideline. Take into consideration factors such as the pace at which students learn, the size of the class, breaks, and classroom activities. The actual time devoted to teaching objectives is the responsibility of the instructor.
Explain to students what the National EMS Education Standards are. The National EMS Education Standards communicate the expectations of entry-level EMS providers. As EMTs, students will be expected to be competent in these areas. Acknowledge that the Standards are broad, general statements. Although this lesson addresses the listed competencies, the competencies are often complex and require completion of more than one lesson to accomplish.
Objectives are more specific statements of what students should be able to do after completing all reading and activities related to a specific chapter. Remind students they are responsible for the learning objectives and key terms for this chapter.
Assess and reinforce the objectives and key terms using quizzes, handouts from the electronic instructor resources, and workbook pages.
Case Study
Present the Case Study Introduction provided in the PowerPoint slide set.
Lead a discussion using the case study questions provided on the subsequent slide(s).
The Case Study with discussion questions continues throughout the PowerPoint presentation.
Case Study Discussion
Use the case study content and questions to foreshadow the upcoming lesson content
Introduction
During this lesson, students will learn about processes that occur in the human body.
Points to Emphasize
Cells must engage in metabolism to produce the energy needed by the cell to carry out its functions.
When there is an adequate amount of oxygen available to the cell, it produces a greater amount of energy, and the body is able to convert waste products to forms that the body can then eliminate.
Discussion Question
Why do all cells of the body need oxygen?
Points to Emphasize
Without adequate oxygen, much less energy is produced and waste products accumulate.
The by-product of anaerobic metabolism is lactic acid. When lactic acid accumulates it disrupts the functions of the cell, leading to cell damage or death.
The sodium-potassium pump of cells requires energy to keep the right amount of potassium inside the cell, and the right amount of sodium outside the cell.
When too much sodium enters the cell, water follows the sodium through the cell membrane and causes the cell to swell, rupture, and die.
Critical Thinking Discussion
What are some reasons that cells might not receive the glucose they need for metabolism?
Discussion Questions
What are the consequences of inadequate oxygenation of the body's tissues?
What causes cells to swell and burst if hypoxia continues?
Points to Emphasize
Perfusion is the delivery of oxygen, glucose, and other substances to the cells and the elimination of waste products from the cells.
Adequate perfusion requires oxygen from the atmosphere, an open airway, movement of air into and out of the lungs, adequate circulation to the lungs, transport of gases in the blood, and adequate circulation to the cellular level.
Any condition that interferes with any of the components needed for adequate perfusion can result in anaerobic metabolism.
The decreased energy available and the accumulation of lactic acid in the absence of oxygen will lead to cell death, organ death, and death of the patient if adequate perfusion is not quickly restored.
A decrease in the amount of oxygen available in the patient's environment results in hypoxia. Providing supplemental oxygen can increase the amount of oxygen reaching the cells.
Critical Thinking Discussion
What are some reasons that cells might not receive an adequate amount of oxygen?
Points to Emphasize
The thoracic cavity must be intact to produce the changes in pressure needed for air to move in and out of the lungs.
Air moves from areas of higher pressure to areas of lower pressure. As the size of the thorax increases, the pressure within it decreases, causing air to flow into the lungs. When the thorax relaxes and decreases in volume, the pressure within it becomes higher and air flows out of the lungs.
An increase in airway resistance or decrease in lung compliance can interfere with ventilation.
Minute volume (ventilation) is the respiratory rate multiplied by the volume of air moved in and out of the lungs with each breath.
An average tidal volume 0f 500 mL and a respiratory rate of 12 per minute produces a minute volume of 6 L/minute.
Any change in tidal volume or respiratory rate will change the minute volume.
We refer to the volume of the airway above the alveoli as dead air space. With a tidal volume of 500 mL, only about 350 mL are available to the alveoli.
Discussion Questions
How do patients compensate for a condition that decreases tidal volume?
If a patient's tidal volume is 300 mL and his respiratory rate is 20, what is the alveolar ventilation? Is this adequate or not?
Critical Thinking Discussion
Will applying oxygen by nonrebreather mask improve tidal volume? Why or why not?
Teaching Tips
Give several examples of how changing the tidal volume and respiratory rate change the minute volume.
Knowledge Application
Given several scenarios including a patient's respiratory rate and tidal volume, determine if the patient's alveolar ventilation is likely to be adequate or inadequate.
Teaching Tips
Ask students to breathe normally through a drinking straw to demonstrate the effect of dead air space on alveolar ventilation.
Points to Emphasize
Chemoreceptors detect pH and the levels of oxygen and carbon dioxide in the blood and cerebral spinal fluid and stimulate the respiratory center to adjust ventilation to maintain normal levels.
There is a direct relationship between the level of carbon dioxide in the blood and the amount of acids present as measured by pH.
The primary stimulus to breathe is an increased level of carbion dioxide in the blood.
Three groups of neurons in the brainstem (dorsal respiratory group, ventral respiratory group, and the pontine respiratory (pneumotaxic) center) control the depth and pattern of respiration.
Discussion Question
How can an injury to the brain interfere with perfusion?
Points to Emphasize
Ventilation/perfusion ratio is the match between the amount of air entering the alveoli and amount of blood circulating to the alveoli for gas exchange. A ventilation/perfusion mismatch leads to decreased gas exchange between the alveoli and alveolar capillaries.
Respiratory gases move from areas of high concentration to areas of low concentration.
Discussion Question
What is the concept of the ventilation/perfusion ratio?
Critical Thinking Discussion
A patient takes a drug that prevents the heart rate from increasing. What are the consequences if the patient loses a large quantity of blood?
Critical Thinking Discussion
A blood clot obstructs blood flow through the pulmonary artery. Explain how this affects perfusion.
Class Activity
Perfusion biographies
Assign students to play the role of various components of perfusion (red blood cells, right ventricle, and so on). Encourage students to select a name for their component, such as Larry the Left Ventricle. Students will spend five to ten minutes writing the biography of their component and will then present it to the class.
Points to Emphasize
Blood pressure must be adequate to deliver blood to the capillaries, where gases are exchanged between the blood and the cells.
The movement of fluid between the capillaries and the interstitial spaces is affected by hydrostatic pressure and plasma oncotic pressure.
Cardiac output depends on the amount of blood pumped from the left ventricle with each contraction and the number of times the ventricle contracts each minute.
Hormones and the nervous system influence heart rate.
Preload is the amount of blood in the left ventricle at the end of diastole.
Afterload is the resistance to the aorta that the left ventricle must overcome to move blood forward.
Baroreceptors are sensitive to the amount of stretch placed on them by the pressure of blood moving through the aorta and carotid sinuses.
Blood pressure is determined by cardiac output and systemic vascular resistance.
Discussion Question
What is meant by cardiac output?
Teaching Tips
Explain the similarities in the concepts of minute ventilation and cardiac output.
Critical Thinking Discussion
You've just been scared by a near collision as you are driving to class. Explain how your perfusion will be affected.
Discussion Questions
What are the effects of the sympathetic and parasympathetic nervous systems on cardiac output?
How do changes in preload and afterload affect cardiac output?
Knowledge Application
Given several scenarios including a patient's stroke volume and heart rate, calculate the cardiac output.
Knowledge Application
Given several blood pressure values, determine the pulse pressure.
Discussion Question
What is the significance of a narrow pulse pressure?
Critical Thinking Discussion
How do the nervous, respiratory, and circulatory systems all have to work together to maintain adequate perfusion?
Follow-Up
Answer student questions.
Case Study Follow-Up
Review the case study from the beginning of the chapter.
Remind students of some of the answers that were given to the discussion questions.
Ask students if they would respond the same way after discussing the chapter material. Follow up with questions to determine why students would or would not change their answers.
Follow-Up Assignments
Review Chapter 8 Summary.
Complete Chapter 8 In Review questions.
Complete Chapter 8 Critical Thinking.
Assessments
Handouts
Chapter 8 quiz
Class Activity
As an alternative to assigning the follow-up exercises in the lesson plan as homework, assign each question to a small group of students for in-class discussion.
Teaching Tips
Answers to In Review questions are in the appendix of the text. Advise students to review the questions again as they study the chapter.