Respi 2


Published on

Published in: Education, Technology
1 Comment
  • thanks
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Respi 2

  1. 1. Assessment of the Respiratory System Nelia B. Perez RN, MSN Northeastern College March 2009
  2. 2. History * Biographical Data * Current Health * Chief Complaint * Clinical Manifestations <ul><li>non-cardiac chest pain </li></ul><ul><li>Dyspnea </li></ul><ul><li>Cough </li></ul><ul><li>hemoptysis </li></ul><ul><li>Wheezing </li></ul><ul><li>Stridor </li></ul><ul><li>Complaints re- nose and sinuses </li></ul>
  3. 3. Non-Cardiac Chest Pain <ul><li>Pleuritic Chest Pain </li></ul><ul><li>Angina Pectoris </li></ul><ul><li>Determine the location, duration and intensity of the chest pain to provide early clues to the cause. </li></ul><ul><li>Ask the client what instigates the pain and what relieves the pain. </li></ul>
  4. 4. Dyspnea <ul><li>It is a client’s subjective assessment of the degree of work of breathing, exerted for a given task or effort. </li></ul><ul><li>May define dyspnea as shortness of breath, suffocation, tightness, being winded, or being breathless. </li></ul>
  5. 5. Cough <ul><li>Note when and how the cough began and how long it has been present. </li></ul><ul><li>Determine the frequency of the cough and the time of day when the cough is better or worse. </li></ul><ul><li>May be characterized as hacking, dry, hoarse, congested, barking, wheezy or bubbling. </li></ul>
  6. 6. Cough: Sputum <ul><li>Sputum Color </li></ul><ul><li>Odor </li></ul><ul><li>Quality </li></ul><ul><li>quantity </li></ul><ul><li>Document changes </li></ul>
  7. 7. HEMOPTYSIS <ul><li>Blood expectorated from the mouth in the form of gross blood, frankly bloody sputum, or blood-tinged sputum. </li></ul><ul><li>Attempt to identify the source of the blood – the lungs, a nosebleed, or stomach. </li></ul><ul><li>Estimate the amount of blood expectorated . </li></ul>
  8. 8. Wheezing <ul><li>Produced when air passes through partially obstructed or narrowed airways on inspiration or expiration. </li></ul><ul><li>Wheezing may be audible, or it may be heard only with a stethoscope. </li></ul><ul><li>Ask the client to identify when the wheezing occurs and whether it resolves spontaneously or medication is required for relief. </li></ul><ul><li>Wheezing is not all caused by Asthma. </li></ul>
  9. 9. Stridor Given to high-pitched sounds produced when air passes through a partially obstructed or narrowed upper airway on inspiration. Inquire about changes in voice character, hoarseness, difficulty swallowing, sleep-related disorders, degree of snoring, hypersomnolence in the morning, early morning headaches, weight gain, fluid retention, apnea and restlessness.
  10. 10. Nasal and Sinus Complaints Nosebleeds (epistaxis) Sinus infection Hay fever Postnasal drips Rhinitis Nasal, facial, or referred ear pain
  11. 11. Review of Systems Past Medical History Surgical History Allergies Medications Dietary Habits Social History Family Health History
  12. 12. Physical Examination <ul><li>Inspection </li></ul><ul><li>Palpation </li></ul><ul><li>Percussion </li></ul><ul><li>Auscultation </li></ul>
  13. 18. DIAGNOSTIC TESTING : Noninvasive tests <ul><li>Pulse oximetry </li></ul><ul><li>Pulmonary function testing </li></ul><ul><li>Chest x-ray </li></ul><ul><li>Ventilation – perfusion scan </li></ul><ul><li>CT and Magnetic Resonance Imaging </li></ul>
  14. 19. Diagnostic Testing: Invasive Tests <ul><li>Laryngoscopy </li></ul><ul><li>Bronchosopy </li></ul><ul><li>Thoracentesis and Pleural Fluid Analysis </li></ul><ul><li>Biopsy </li></ul>
  15. 22. Laboratory Test <ul><li>Sputum Culture </li></ul><ul><li>Nose and throat culture </li></ul><ul><li>Arterial Blood Gases </li></ul>
  16. 23. Management of Clients with Upper Airway Disorders
  17. 24. Methods of Controlling the Airway <ul><li>Tracheostomy </li></ul>
  18. 25. Definition <ul><li>A surgical incision into the trachea through overlying skin and muscles for airway management. </li></ul>
  19. 26. Indications <ul><li>Relief of acute or Chronic upper airway obstruction such as obstructive sleep apnea, trauma, bleeding, tumors, tissue swelling, infections, or burns. </li></ul><ul><li>Access for continuous mechanical ventilation, with the inability to wean. </li></ul><ul><li>Promotion of pulmonary hygiene by accessing airway for secretion removal. </li></ul>
  20. 27. Indications (cont) <ul><li>Bilateral vocal cord paralysis </li></ul><ul><li>Inability to protect own airway. </li></ul>
  21. 29. Single Cannula Tracheostomy tube <ul><li>Traditionally, a single lumen tube is passed into the trachea The tube is supplied with an obturator in the lumen which aids insertion and is removed before use. A tracheal cuff allows separation of the lungs from pharyngeal secretions, although it is recognized that some leakage of secretions past the cuff may still occur. Uncuffed tubes are available for patients requiring long-term tracheostomy who have reasonable bulbar function but are unable to clear their secretions. </li></ul>
  22. 31. Double Cannula Tracheostomy Tubes <ul><li>Double cannula tubes are supplied with an inner tube, which can be removed independently of the outer tube In the event of tube obstruction, this inner tube can be removed and cleaned, thus reducing the incidence of potentially life-threatening complications. This means that this is often the tube of choice especially for ward-based weaning. However, it should be noted that the work of breathing through a double cannula tracheostomy is increased due to the reduction in ID of the tube. In addition, some designs need the inner tube to be in situ to allow connection to the 15 mm ventilator tubing. Double cannula tubes may be fenestrated or unfenestrated </li></ul>
  23. 33. Fenestrated Tracheostomy Tube <ul><li>Fenestrated tubes have an opening in the posterior part of the outer tube. If the tube is cuffed, the fenestration lies above the cuff. Deflation of the cuff during spontaneous respiration (with the fenestrated inner tube in place) allows air to pass caudally through the tracheostomy lumen and fenestration, as well as around the tracheostomy tube, and up through the larynx. This encourages maximal airflow through the upper airways during speech and also allows assessment of the normal route of air passage during preparation for decannulation. If positive pressure ventilation is required, the unfenestrated inner tube should be inserted, to prevent air leak above the cuff. There are different designs of fenestrations; single and multiple fenestrated tubes are available. </li></ul>
  24. 37. Potential Problems Associated with Tracheostomy Tubes and Cuffs <ul><li>Airway Obstruction </li></ul><ul><li>Infection </li></ul><ul><li>Changing Tracheostomy Tubes </li></ul><ul><li>Accidental Decannulation </li></ul><ul><li>Tracheal Wall Necrosis </li></ul>
  25. 38. Potential Problems Associated with Tracheostomy Tubes and Cuffs (Cont) <ul><li>Tracheal Dilation </li></ul><ul><li>Tracheal Stenosis </li></ul><ul><li>Tracheomalacia </li></ul><ul><li>Subcutaneous Emphysema </li></ul>
  26. 39. Weaning, Removal and Rescue Breathing : Weaning from a Tracheostomy Tube <ul><li>Patients can be weaned from mechanical ventilation if they can clear their secretions by mouth with an adequate cough, maintain oxygenation and have a functional upper airways without obstruction. </li></ul>
  27. 40. <ul><li>Tracheostomy tube is usually plugged by inserting a tracheostomy plug (decannulation stopper) into the opening of the outer cannula if the tube has a “tight to shaft” cuff, fenestration, or no cuff. This closes off the tracheostomy , allowing air flow and respiration to occur normally through the nose and mouth. </li></ul>
  28. 41. <ul><li>Air-cuffed tubes without fenestration may not be safety capped. </li></ul><ul><li>Explain the process to the patient and to the family. </li></ul><ul><li>Use diagnostic tests such as ABG analysis and measurement of spontaneous respiratory mechanics. </li></ul>
  29. 42. … Inability to clear mucus <ul><li>Remove the tracheostomy plug immediately if any manifestation of respiratory distress or ventilation impairment appear. </li></ul><ul><li>Also assess the client’s quality of phonation and ability to deep breathe and cough effectively. </li></ul><ul><li>If oxygen has been administered via the tracheostomy, administer it at a prescribed rate flow using nasal prongs. </li></ul><ul><li>Prepare for possible return to mechanical ventilation and have a manual resuscitation bag available at the bedside. </li></ul>
  30. 43. Removing a Tracheostomy Tube <ul><li>A tracheostomy tube is removed after resumption of normal respiration as indicated by the clients ability to breathe comfortably with the tracheostomy plugged, to plugged, to cough and expectorate secretions and to maintain normally ABG values or oxygen saturation. </li></ul>
  31. 44. <ul><li>Gradually increase the length of the plugging session until the client is comfortable and confident with the tube plugged continuously for at least 24 hours. </li></ul><ul><li>Place a petroleum gauze pad covered by sterile dressing over the stoma after it is removed. </li></ul>
  32. 45. <ul><li>Every 8 hours, clean the skin around the stoma </li></ul><ul><li>Remove mucus with hydrogen peroxide </li></ul><ul><li>Rinse area with normal saline and apply a fresh, dry dressing over the healing stoma. </li></ul><ul><li>Document. </li></ul><ul><li>Continue monitoring . </li></ul>
  33. 46. Performing Rescue Breathing <ul><li>Bag-to-neck mode </li></ul>
  34. 47. Nursing Management of the Client with Tracheostomy <ul><li>Explain procedure to patient. </li></ul><ul><li>If tracheostomy tube has been suctioned, remove soiled dressing from around tube and discard with gloves on removal. </li></ul><ul><li>Perform hand hygiene and open necessary supplies </li></ul>
  35. 48. <ul><li>Cleaning A Nondisposable Inner Cannula </li></ul><ul><li>Prepare supplies before cleaning inner cannula.  </li></ul><ul><ul><li>Open tracheostomy care kit and separate basins, touching only the edges. If kit is not available, open two sterile basins. </li></ul></ul><ul><ul><li>Fill one basin fraction ½-inch (1.25 cm) deep with hydrogen peroxide . </li></ul></ul><ul><ul><li>Fill other basin fraction ½-inch (1.25 cm) deep with saline. </li></ul></ul><ul><ul><li>Open sterile brush or pipe cleaners if they are not already in cleaning kit. Open additional sterile gauze pad </li></ul></ul>
  36. 49. <ul><li>Don disposable gloves. </li></ul><ul><li>Remove oxygen source if one is present. Rotate lock on inner cannula in a counterclockwise motion to release it. </li></ul><ul><li>Gently remove inner cannula and carefully drop it in basin with hydrogen peroxide. Remove gloves and discard. </li></ul><ul><li>Clean inner cannula. </li></ul><ul><ul><li>Don sterile gloves. </li></ul></ul><ul><ul><li>Remove inner cannula from soaking solution. Moisten brush or pipe cleaners in saline and insert into tube, using back-and-forth motion. </li></ul></ul><ul><ul><li>Agitate cannula in saline solution. Remove and tap against inner surface of basin. </li></ul></ul><ul><ul><li>Place on sterile gauze pad.  </li></ul></ul>
  37. 50. <ul><li>Suction outer cannula using sterile technique. </li></ul><ul><li>Replace inner cannula into outer cannula. Turn lock clockwise and make sure that inner cannula is secure. Reapply oxygen source if needed. </li></ul>
  38. 51. Replacing Disposable Inner Cannula <ul><li>Release lock. Gently remove inner cannula and place in disposable bag. Discard gloves and don sterile ones to insert new cannula. Replace with appropriately sized new cannula. Engage lock on inner cannula. </li></ul>
  39. 52. Applying Clean Dressing and Tape <ul><li>Dip cotton-tipped applicator in saline and clean stoma under faceplate. Use each applicator only once, moving from stoma site outward. </li></ul><ul><li>Apply hydrogen peroxide to area around stoma, faceplate, and outer cannula if secretions prove difficult to remove. Rinse area with saline. </li></ul><ul><li>Pat skin gently with dry 4 x 4 gauze. </li></ul><ul><li>Slide commercially prepared tracheostomy dressing or prefolded non-cotton-filled 4 x 4 dressing under faceplate. </li></ul>
  40. 53. <ul><li>Change tracheostomy tape. </li></ul><ul><ul><li>Leave soiled tape in place until new one is applied. </li></ul></ul><ul><ul><li>Cut piece of tape that is twice the neck circumference plus 4 inches (10 cm). Trim ends on the diagonal. </li></ul></ul><ul><ul><li>Insert one end of tape through faceplate opening alongside old tape. Pull through until both ends are even. </li></ul></ul><ul><ul><li>Slide both tapes under patient’s neck and insert one end through remaining opening on other side of faceplate. Pull snugly and tie ends in double square knot. Check that patient can flex neck comfortably. </li></ul></ul><ul><ul><li>Carefully remove old tape. Reapply oxygen source if necessary.  </li></ul></ul><ul><li>Remove gloves and discard. Perform hand hygiene. Assess patient’s respirations. Document assessments and completion of procedure. </li></ul>
  41. 54. Postoperative Care <ul><li>Ineffective Airway Clearance </li></ul><ul><li>1. change position frequently </li></ul><ul><li>2. provide humidification and hydration </li></ul><ul><li>3. perform frequent hyperinflation and suctioning </li></ul><ul><li>4. controlled coughing </li></ul><ul><li>5. Perform Suctioning </li></ul>
  42. 55. <ul><li>Provide tracheostomy </li></ul><ul><li>Provide adequate hydration </li></ul><ul><li>Prevent tube movement </li></ul>
  43. 56. Risk for impaired gas exchange <ul><li>ABG analysis </li></ul><ul><li>Continuous monitoring trhough pulse oximetry </li></ul><ul><li>Do not allow smoking, aeresol spray </li></ul><ul><li>Do not shake beddings or create dust clouds </li></ul><ul><li>Be careful when tending to patients hair or shaving </li></ul>
  44. 57. Risk for infection <ul><li>Use aseptic technique </li></ul><ul><li>Always inspect the site </li></ul><ul><li>Perform dressings, care of tracheostomy aseptically. </li></ul>
  45. 58. Risk for Aspiration <ul><li>Give intravenous fluids for the 1 st 24 hours post tracheostomy </li></ul><ul><li>Oral intake may be attempted once patient is conscious. </li></ul><ul><li>Consult with the speech therapist. </li></ul><ul><li>Assess for the presence of tracheosophageal fistula before permitting oral feedings. </li></ul>
  46. 59. <ul><li>Position in upright position when feeding. </li></ul><ul><li>If oral intake is limited, continue IV fluids or enteral feedings. </li></ul>
  47. 60. Risk for constipation <ul><li>Assess for recent BM </li></ul><ul><li>Use prescribed stool softener, laxatives and even enemas or suppositories as a necessary. </li></ul>
  48. 61. Anxiety and Fear <ul><li>Frequent Observation </li></ul><ul><li>Allow patient enough time to communicate </li></ul><ul><li>Assist family in reassuring the patient </li></ul>
  49. 62. Risk for Ineffective Therapeutic Regimen Management and Risk for ineffective Family Therapeutic Management <ul><li>Teach self care </li></ul><ul><li>Involve the SO </li></ul><ul><li>Educate the patient and family regarding care. </li></ul>
  50. 66. Managing for Stability <ul><li>Desired features </li></ul><ul><li>Valued attributes </li></ul><ul><li>Core values </li></ul>Managing for Change <ul><li>Adaptability </li></ul><ul><li>External Forces </li></ul><ul><li>Continued relevance </li></ul>
  51. 67. Discussion Questions #2 What are the most significant changes affecting your unit ? Has the unit been able to effectively respond to these changes ?
  52. 68. The Strategic Plan – A Tool for Managing Change Part Three: Review
  53. 69. Situation Audit <ul><li>Profile of Existing Services </li></ul><ul><li>Historical Changes in Services </li></ul>“ Where Are We Now?”
  54. 70. Environmental Scan <ul><li>SWOT </li></ul><ul><li>Trends and Best Practices </li></ul><ul><li>Local Factors Affecting Changes </li></ul>How Did We Get in This Situation?” “ What Will Likely Happen if We Continue As We Are?”
  55. 71. ORGANIZATION strengths weaknesses opportunities threats
  56. 72. The Components of the Strategic Plan Strategic Plan Operational Plans Monitoring and Evaluation Action Plan Action Plan Action Plan Action Plan Action Plan Action Plan Vision and Values for Library Services Goals for Unit Service Strategic Directions The Mission
  57. 73. Definitions <ul><li>The Vision describes a preferred future that is realistic and attainable but also optimistic. The Vision retains all that is positive about the library today but also enhances and improves the library to create a better future. </li></ul><ul><li>Values describe core beliefs that are the foundation of the organization and affect day to day operations. </li></ul>
  58. 74. <ul><li>Mission describes the reason for being by answering three questions: (1) What is the unit’s function? (2) Who does the unit serve? (3) How does the unit fulfill its function? </li></ul>Definitions
  59. 75. <ul><li>Goals are broad statements that define attainable accomplishments that will allow the library to realize its Vision. Goals bridge the gap between the present and the preferred future of the library. </li></ul>Definitions
  60. 76. <ul><li>Strategic Directions describe the broad initiatives necessary to achieve each goal. </li></ul>Definitions
  61. 77. <ul><li>Action Plans are the tasks necessary to pursue each Strategic Direction. Action Plans are specific, measurable, tied to a schedule and often assigned to departments for implementation. </li></ul>Definitions
  62. 78. Vision Goals Position the College of Nursing as an institution that is continually relevant and vital to the success of Santiago’s future, providing essential services for vibrant, healthy, sustainable and diverse communities. The Northeastern College – Nursing Department, rooted in Santiago’s vibrant and healthy community, are meeting places and destinations that enliven their neighborhoods, enhance understanding of cultural diversities, and link people to one another, to a sense of Santiago’s past, and to their shared future. Strategic Directions Community & Civic Role Information Gateway: Develop Community Facilities Marketing & Communication
  63. 79. Discussion Questions #3 How current are your UNIT’s Vision, Mission and Goals? Do you have an effective plan for dealing with your UNIT’s future?
  64. 80. Why Plans Fail Part Four:
  65. 81. Why We Fail # 1 Ineffective Vision
  66. 82. An Effective Vision for Strategic Planning <ul><li>Embraces Change As Opportunity </li></ul><ul><li>Reasonable and Rewarding </li></ul><ul><li>Relevant to the Community and the Specific Challenges to be Addressed </li></ul><ul><li>Directly Tied to Goals / Strategic Directions and Ultimately Recommendations </li></ul>
  67. 83. Why We Fail # 2 No Follow-Through – Poor Implementation
  68. 84. Effective Implementation and Evaluation Local Strategic Plan Unit Strategic Plan Action Plans Performance Measures Capital / Operating Budget Implementation Strategies <ul><li>staffing </li></ul><ul><li>programs/services </li></ul><ul><li>marketing </li></ul><ul><li>budget </li></ul><ul><li>schedules </li></ul><ul><li>accountability </li></ul>
  69. 85. Why We Fail # 3 Poor Leadership
  70. 86. <ul><li>Clear Vision </li></ul><ul><li>Willingness to Embrace Change </li></ul><ul><li>Desire to Reposition the College of Nursing in the Community </li></ul><ul><li>An Effective Communicator </li></ul>Leadership Qualities
  71. 87. Why We Fail # 4 Poor Communication
  72. 88. <ul><li>A Statement of Purpose </li></ul><ul><li>An Opportunity to Speak to the Community Leaders, Parents, Students and Staff </li></ul><ul><li>A Means to Reposition the College of Nursing as a Key Player in the Community’s Development </li></ul>Your Strategic Plan
  73. 89. Discussion Questions #4 If your group has done a strategic plan, was it successful? Why / why not? If your group has not done a strategic plan, what are the barriers to doing the plan?
  74. 90. Part Five Doing A Plan – What’s Involved
  75. 91. Creating a Plan: Who is Involved <ul><li>The Authors of the Plan </li></ul><ul><li>Advisors and Observers </li></ul><ul><li>Review and Comment </li></ul><ul><li>The Board </li></ul><ul><li>Senior Management Staff </li></ul><ul><li>External Organizations </li></ul><ul><li>Faculty and Staff </li></ul><ul><li>Parents </li></ul><ul><li>Students </li></ul><ul><li>The General Public </li></ul>
  76. 92. Creating a Plan : Roles & Responsibilities <ul><li>Facilitator </li></ul><ul><li>Writer </li></ul><ul><li>Researcher </li></ul><ul><li>Design the process and facilitate Board/senior staff discussions </li></ul><ul><li>Document discussion and prepare report </li></ul><ul><li>Prepare the Environmental Scan </li></ul>
  77. 93. Creating a Plan : Other Considerations <ul><li>Outside Assistance </li></ul><ul><li>Timing </li></ul><ul><li>Monitoring and Updating </li></ul><ul><li>Resources </li></ul>
  78. 94. Discussion Question #5 What are the options for your unit to prepare a strategic plan?
  79. 95. Thank You!