The document provides guidance on first aid planning and emergency situations in school settings. It discusses recognizing emergencies, deciding to act, the four basic steps of the emergency medical system, common injuries and medical conditions seen in schools, legal responsibilities to provide student accommodations, and strategies for safety including universal precautions and good Samaritan laws. The goal is to define staff roles in emergency response and discuss best practices for handling first aid situations.
This document discusses caring for dying patients. It outlines that junior doctors are often required to care for dying patients. Proper care involves early recognition that a patient is dying, continuous assessment of their needs, anticipating and promptly managing symptoms, and ensuring the patient's and family's wishes are addressed. Key goals are keeping the patient free from pain, respiratory secretions, nausea and breathlessness and providing psychological and spiritual support for the patient and family.
This document discusses Munchausen Syndrome and Munchausen Syndrome by Proxy (MSBP). It defines these conditions as psychiatric disorders involving the fabrication or inducement of illness in oneself or another. The document summarizes key points about MSBP, including that it most often involves mothers harming young children, common methods of harm like suffocation or poisoning, and the importance of a multidisciplinary team approach including covert video surveillance to investigate suspected cases.
This document describes two scenarios involving cases of potential Munchausen syndrome by proxy (MSBP). Scenario 1 describes a mother bringing her daughter to the emergency room twice for blood in her diaper, becoming agitated and insisting on a second opinion before taking the daughter home against medical advice. Scenario 2 describes a mother whose son experienced repeated life-threatening apnea episodes that only she witnessed and that persisted despite medical interventions, until video surveillance caught her smothering her son to induce the episodes. The document then provides facts about MSBP, including that it usually involves mothers harming their own children for attention from medical professionals. Diagnosis is difficult as the child's symptoms are inconsistent or undetectable, and the caring
Munchausen Syndrome and Munchausen by Proxy are psychiatric disorders where individuals fake or induce illness in themselves (in the case of MS) or another person such as a child (in the case of MBP). Victims of MS seek attention from medical professionals by exaggerating or fabricating symptoms, while those with MBP induce or fabricate symptoms in another person, often a child, to gain attention from the medical community. Both conditions are difficult to diagnose and treat as victims are unwilling to admit they are faking illness.
Agnesian HealthCare, an integrated health system in the southern part of the Fox Vally in Wisconsin, shares provider updates, patient stories, health tips and much more in its Spring 2015 edition.
This document discusses child abuse in India. It defines the different types of child abuse according to WHO and Nelson's textbook of pediatrics. It provides statistics on issues affecting Indian children like malnutrition, anemia, low school enrollment and retention rates. It then describes the different types of child abuse in more detail like physical abuse, sexual abuse, neglect, emotional abuse and their physical and behavioral indicators. It outlines guidelines for reporting abuse, evaluating abused children, treating victims and involving child protection services. It also lists some acts and schemes in India related to child protection.
This document provides information and guidance for law enforcement on how to appropriately detect and respond to situations involving individuals with autism spectrum disorders or other developmental disabilities. It notes that such individuals are more likely to encounter law enforcement due to behaviors related to their conditions. The document outlines key facts about autism and developmental disabilities, relevant Illinois laws requiring police training, and approaches that can help reduce risks when interacting with these individuals, such as using a calm clinical approach instead of confrontation. It emphasizes that the highest risk period is initial uninformed contact.
This document discusses various types of child abuse and neglect, including physical abuse, emotional abuse, sexual abuse, neglect, dental neglect, shaken baby syndrome, and Munchausen syndrome by proxy. It provides details on the typical signs and symptoms of each type of abuse. For physical abuse, it describes common injury sites for bruises and other marks, like grab marks, slap marks, and burns. It also discusses how to diagnose physical abuse based on the history provided, witness accounts, implausible stories, and delays in medical care.
This document discusses caring for dying patients. It outlines that junior doctors are often required to care for dying patients. Proper care involves early recognition that a patient is dying, continuous assessment of their needs, anticipating and promptly managing symptoms, and ensuring the patient's and family's wishes are addressed. Key goals are keeping the patient free from pain, respiratory secretions, nausea and breathlessness and providing psychological and spiritual support for the patient and family.
This document discusses Munchausen Syndrome and Munchausen Syndrome by Proxy (MSBP). It defines these conditions as psychiatric disorders involving the fabrication or inducement of illness in oneself or another. The document summarizes key points about MSBP, including that it most often involves mothers harming young children, common methods of harm like suffocation or poisoning, and the importance of a multidisciplinary team approach including covert video surveillance to investigate suspected cases.
This document describes two scenarios involving cases of potential Munchausen syndrome by proxy (MSBP). Scenario 1 describes a mother bringing her daughter to the emergency room twice for blood in her diaper, becoming agitated and insisting on a second opinion before taking the daughter home against medical advice. Scenario 2 describes a mother whose son experienced repeated life-threatening apnea episodes that only she witnessed and that persisted despite medical interventions, until video surveillance caught her smothering her son to induce the episodes. The document then provides facts about MSBP, including that it usually involves mothers harming their own children for attention from medical professionals. Diagnosis is difficult as the child's symptoms are inconsistent or undetectable, and the caring
Munchausen Syndrome and Munchausen by Proxy are psychiatric disorders where individuals fake or induce illness in themselves (in the case of MS) or another person such as a child (in the case of MBP). Victims of MS seek attention from medical professionals by exaggerating or fabricating symptoms, while those with MBP induce or fabricate symptoms in another person, often a child, to gain attention from the medical community. Both conditions are difficult to diagnose and treat as victims are unwilling to admit they are faking illness.
Agnesian HealthCare, an integrated health system in the southern part of the Fox Vally in Wisconsin, shares provider updates, patient stories, health tips and much more in its Spring 2015 edition.
This document discusses child abuse in India. It defines the different types of child abuse according to WHO and Nelson's textbook of pediatrics. It provides statistics on issues affecting Indian children like malnutrition, anemia, low school enrollment and retention rates. It then describes the different types of child abuse in more detail like physical abuse, sexual abuse, neglect, emotional abuse and their physical and behavioral indicators. It outlines guidelines for reporting abuse, evaluating abused children, treating victims and involving child protection services. It also lists some acts and schemes in India related to child protection.
This document provides information and guidance for law enforcement on how to appropriately detect and respond to situations involving individuals with autism spectrum disorders or other developmental disabilities. It notes that such individuals are more likely to encounter law enforcement due to behaviors related to their conditions. The document outlines key facts about autism and developmental disabilities, relevant Illinois laws requiring police training, and approaches that can help reduce risks when interacting with these individuals, such as using a calm clinical approach instead of confrontation. It emphasizes that the highest risk period is initial uninformed contact.
This document discusses various types of child abuse and neglect, including physical abuse, emotional abuse, sexual abuse, neglect, dental neglect, shaken baby syndrome, and Munchausen syndrome by proxy. It provides details on the typical signs and symptoms of each type of abuse. For physical abuse, it describes common injury sites for bruises and other marks, like grab marks, slap marks, and burns. It also discusses how to diagnose physical abuse based on the history provided, witness accounts, implausible stories, and delays in medical care.
Child abuse is the physical, sexual or emotional maltreatment or neglect of a child or children.[1] In the United States, the Centers for Disease Control and Prevention (CDC) and the Department for Children And Families (DCF) define child maltreatment as any act or series of acts of commission or omission by a parent or other caregiver that results in harm, potential for harm, or threat of harm to a child.[2] Child abuse can occur in a child's home, or in the organizations, schools or communities the child interacts with. There are four major categories of child abuse: neglect, physical abuse, psychological or emotional abuse, and sexual abuse.
In Western countries, preventing child abuse is considered a high priority, and detailed laws and policies exist to address this issue. Different jurisdictions have developed their own definitions of what constitutes child abuse for the purposes of removing a child from his/her family and/or prosecuting a criminal charge. According to the Journal of Child Abuse and Neglect, child abuse is "any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse or exploitation, an act or failure to act which presents an imminent risk of serious harm".[3]
However, Douglas J. Besharov, the first Director of the U.S. Center on Child Abuse and Neglect, states "the existing laws are often vague and overly broad"[4] and there is a "lack of consensus among professionals and Child Protective Services (CPS) personnel about what the terms abuse and neglect mean".[5] Susan Orr, former head of the United States Children's Bureau U.S. Department of Health and Services Administration for Children and Families, 2001–2007, states that "much that is now defined as child abuse and neglect does not merit governmental interference".
Presentation on various parameters in patient profile form.....manik chhabra.
The document provides information on various parameters that should be included in a patient's medical history and physical examination. It discusses the importance of gathering information on the patient's present illness, past medical history, family history, social history, allergies, and performing a physical examination. A provisional diagnosis may be made based on the information collected, but more information is needed to determine the actual diagnosis. The examination involves observing the patient and evaluating various body systems such as cardiovascular, respiratory, and neurological. Specific things to note include edema, pallor, koilonychia, cyanosis, clubbing, and jaundice.
This document discusses non-accidental child injury. It begins by defining non-accidental child injury as injuries sustained by children due to mistreatment or abuse by their caregivers. It then outlines various types of child abuse including physical, sexual, emotional abuse and neglect. For each type, it provides examples of common injuries and signs. It also discusses myths around child abuse and steps that should be taken if abuse is suspected, such as listening without judgment, seeking explanations, documenting findings, and treating injuries. Lastly, it recommends some ways to prevent child abuse like public awareness, early support for vulnerable families, and establishing child protection laws.
The document provides information about health and hygiene. It discusses the importance of exercise, diet, sleep and avoiding bad habits for good health. It also discusses personal hygiene practices like clean hands, dental care, bathing and clean environment. The document then discusses different types of human diseases like viral diseases caused by viruses, bacterial diseases and diseases caused by bacteria and fungi. It also provides information about bird flu including its symptoms, transmission, prevention and testing. Finally, the document discusses chickenpox and its symptoms and dengue fever including its stages, symptoms, transmission, prevention and testing.
Physical abuse can be identified by bruises, bites, lacerations, burns, fractures, or intracranial injuries in locations not typical for accidental injury in children. Neglect can present as poor hygiene, malnutrition, or untreated medical issues. Sexual abuse may involve anogenital injuries, sexually transmitted infections, or pregnancy in young girls. Proper documentation and reporting to authorities is important for suspected cases of child abuse and neglect. A multidisciplinary approach is needed to manage cases and ensure children's safety and well-being.
This document provides an overview of bloodborne pathogens and universal precautions for Whitnall School District employees. It discusses OSHA regulations regarding bloodborne pathogens in schools and the district's exposure control plan. Key information covered includes common bloodborne diseases (HIV, hepatitis B, hepatitis C), modes of transmission, steps to reduce risk like wearing gloves and handwashing, and treating all bodily fluids as potentially infectious.
This document discusses children's illnesses around the world. It focuses on three topics: terminally ill diseases, obesity in children, and illnesses connected to malnutrition. Terminally ill diseases cannot be cured and will lead to death, though palliative care can manage symptoms. Obesity is caused by genetic and environmental factors like diet, inactivity, and media use, and increases risks of health issues. Malnutrition in children is most prevalent and damaging, affecting growth and development. The document aims to educate about these illnesses and their impacts on children and families.
Health Implications of Disasters in the PhilippinesJofred Martinez
This document summarizes the health implications of disasters in the Philippines. It begins by outlining the country's high risk of various natural disasters such as earthquakes, typhoons, and volcanic eruptions. It then discusses the direct and indirect effects of disasters on health, including deaths, injuries, illness, infrastructure damage, and psychosocial impacts. The document also examines the health response required in emergencies such as mass casualty management and disease control. Finally, it outlines the many roles of nurses in disaster management, from planning and assessment to providing acute care, recovery support, and training.
INFORMATIONAL INTERVIEWThe purpose of an informational interview.docxdirkrplav
INFORMATIONAL INTERVIEW
The purpose of an informational interview is to learn more about the industry or the role you are seeking. The goal is NOT to ask for a job, but to gather information and network.
Specifics:
The Interviewee should have a min of 5 years industry experience
Presentation must be done in PowerPoint
Presentation must be between 8-10 mins
Concluding slide must answer the question: What was your biggest take-away or lesson learned from this experience and why?
Prior to Scheduling the Informational Interview:
• Do your homework! (Know their title, role, etc)
• Send an request explaining the purpose of the meeting/call asking for an hour of their time.
• Know yourself!
• Be prepared to clearly articulate your intentions/goals
• If you don’t know, how can they know??
• Have the elevator pitch together as to WHY….
• Why are you seeking this info?
• Why are you interested in this career path?
About the Individual
What would you say is the best path to this career?
What attracted you to this industry, the company, and your job?
What aspects of your career have you found most and least rewarding and why? Any regrets?
What are your educational and career backgrounds? What would you do differently if you were starting over?
What do you see as possible next steps for you? What career expectations do you have in the short and long term?
What are you most excited or concerned about for this industry/career path in the future?
About their Job
What are your primary responsibilities? How do you spend your time?
How do you value/measure your results and effectiveness?
What do you do in a typical day or week? How much time are you in meetings, on the phone, on the road, and working in teams versus working independently?
About Skills
What skills are most critical to your success?
What weaknesses in a person’s skill set would make him or her ineffective in this business?
What are the most valuable skills in your job? Which experiences enabled you to develop these skills?
How do you keep skills current? What do you read? What professional associations do you belong to? What seminars or continuing education do you consider useful?
About You
What strengths and weaknesses do you see in my current background?
Is there anything else you think would be helpful as I consider this field?
Looking at my résumé, what advice would you have for me on next steps if I were interested in this career?
Who else would you recommend I go and talk to?
Who else would you recommend I go and talk to?
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Promoting Person Centred Approaches Support Workers 2014Jonathan Broad
This document discusses promoting patient-centered care and perspectives. It emphasizes treating patients as people first by developing relationships, understanding their responsibilities beyond just their disease, and communicating clearly. It also stresses the importance of involving patients in their own care by providing clear facts, decisions, and pathways. Finally, it recommends getting to know the individual patient's history and needs in order to improve their care experience.
FMC12449_Paediatrics RB FINAL FOR PRINTSandra Ryan
This document summarizes a journal on paediatrics. It includes introductions to articles on common orthopaedic injuries in children, thyroid dysfunction in children with Down syndrome, nutrition issues seen by GPs, guidelines for managing headaches and sore throats in children. The journal aims to support learning and collaboration among pediatricians. It welcomes readers to its fourth edition and provides information on registering for the journal free of charge on its website.
1. Excessive crying in infants is a common reason for pediatric visits. It can be caused by various medical issues or may be due to colic in some cases.
2. A thorough history and physical examination are important to rule out any serious underlying conditions and make a diagnosis. Common causes found include colic, ear infections, and constipation.
3. While crying is normal infant behavior, it is important for pediatricians to determine if there is an underlying treatable cause to avoid missing potential serious issues and to advise parents on next steps.
June 1, 2018
Historically and across societies people with disabilities have been stigmatized and excluded from social opportunities on a variety of culturally specific grounds. These justifications include assertions that people with disabilities are biologically defective, less than capable, costly, suffering, or fundamentally inappropriate for social inclusion. Rethinking the idea of disability so as to detach being disabled from inescapable disadvantage has been considered a key to twenty-first century reconstruction of how disablement is best understood.
Such ‘destigmatizing’ has prompted hot contestation about disability. Bioethicists in the ‘destigmatizing’ camp have lined up to present non-normative accounts, ranging from modest to audacious, that characterize disablement as “mere difference” or in other neutral terms. The arguments for their approach range from applications of standards for epistemic justice to insights provided by evolutionary biology. Conversely, other bioethicists vehemently reject such non-normative or “mere difference” accounts, arguing instead for a “bad difference” stance. “Bad difference” proponents contend that our strongest intuitions make us weigh disability negatively. Furthermore, they warn, destigmatizing disability could be dangerous because social support for medical programs that prevent or cure disability is predicated on disability’s being a condition that it is rational to avoid. Construing disability as normatively neutral thus could undermine the premises for resource support, access priorities, and cultural mores on which the practice of medicine depends.
The “mere difference” vs. “bad difference” debate can have serious implications for legal and policy treatment of disability, and shape strategies for allocating and accessing health care. For example, the framing of disability impacts the implementation of the Americans with Disabilities Act, Section 1557 of the Affordable Care Act, and other legal tools designed to address discrimination. The characterization of disability also has health care allocation and accessibility ramifications, such as the treatment of preexisting condition preclusions in health insurance. The aim of this conference was to construct a twenty-first century conception of disablement that resolves the tension about whether being disabled is merely neutral or must be bad, examines and articulates the clinical, philosophical, and practical implications of that determination, and attempts to integrate these conclusions into medical and legal practices.
Learn more: http://petrieflom.law.harvard.edu/events/details/2018-petrie-flom-center-annual-conference
This document discusses non-accidental injury (NAI) or child abuse. It defines NAI as any injury inflicted on a child that is not consistent with the account of how it occurred. The document provides statistics on reported child abuse cases in Malaysia and discusses risk factors, signs of abuse, examination findings, differential diagnoses, investigations, management and reporting requirements for suspected NAI. Key points include performing a skeletal survey for children under 2 with suspicious injuries and ensuring the safety of the child.
This document discusses an apparent life threatening event (ALTE) in a 2 month old infant who turned blue and stopped breathing before waking up after 1-2 minutes of stimulation. It defines ALTE and notes that it is not a specific diagnosis but describes a symptom that brings an infant for medical attention. The document outlines the extensive differential diagnosis for ALTE and discusses the important diagnostic evaluation, history taking, physical exam and initial management based on likely etiology. It also discusses common causes, risk factors, and strategies to communicate with parents to reduce risks of SIDS.
The document discusses various topics related to health behavior and illness behavior. It defines health behavior as activities that maintain or improve health as well as potentially harm health. It also discusses types of health behaviors such as preventive, illness, and sick-role behaviors. Models of behavior change like the cognitive dissonance model and Maslow's hierarchy of needs are summarized. The health belief model and its key concepts are explained. Stages of illness behavior and emotional responses to illness are outlined. Finally, the impact of illness on individuals and families is discussed.
Paediatrics is the branch of medicine that deals with the care and treatment of children from birth through adolescence. The document discusses several aspects of paediatrics including the role of doctors in caring for children's physical, mental, and emotional health. It also outlines differences in common diseases between developing and developed countries, with developing countries facing greater issues with malnutrition, malaria, diarrhea and pneumonia. Overall health and nutrition of children are influenced by factors such as poverty, lack of resources, and cultural practices in developing areas.
This document provides information on a case study of a 10-year-old female diagnosed with acute appendicitis. It includes details on her history, symptoms, family history, tests, treatment, and nursing care both before and during her hospitalization. The objectives are to develop a case study using Orem's Self Care Deficit Nursing Theory and provide holistic nursing care to help the patient recover from her appendicitis.
Dying for a meal: Fatal and non-fatal choking on food across populationsBronwyn Hemsley
This document summarizes three studies on choking incidents:
1. A systematic review of 52 studies on fatal and non-fatal choking incidents across populations found that older adults, those with neurological or developmental disabilities, and those with dysphagia are most at risk. Common foods involved are meats and sticky/doughy foods. Signs of choking include sudden inability to breathe and struggling.
2. A case study of a man with cerebral palsy named Aiden described two non-fatal choking incidents he experienced in his group home. Factors identified that helped in responding to the incidents were staff training, printed guides, and knowledge of Aiden's needs and behaviors.
3. Focus groups with
This document discusses falls prevention for seniors living independently. It notes that falls are the leading cause of injury for older adults and can lead to loss of independence. The document identifies various risk factors for falls, including mobility issues, chronic health conditions, medication side effects, and home hazards. It recommends exercises like tai chi, strength training, and walking to improve balance and strength. Other tips include reviewing medications, getting vision exams, making home modifications, wearing shoes inside, and keeping phones accessible in case of a fall. Contact information is provided for fall prevention coordinators to address any questions or concerns.
Physiotherapy plays an important role in both antenatal and postnatal care. During antenatal care, physiotherapists provide exercises to prevent or treat musculoskeletal issues, educate on proper posture and lifestyle, and prepare women for labor through relaxation techniques. Postnatally, physiotherapists focus on restoring muscle strength through an exercise program, treating issues like perineal pain, and educating on proper posture while caring for a newborn.
This document outlines the goals and procedures of antenatal care (ANC). ANC involves regular checkups during pregnancy to monitor the health of the mother and baby. It aims to screen for high-risk cases, prevent or treat any complications, ensure ongoing risk assessment, and educate mothers. Checkups include medical history, physical exam measuring vitals and fetal growth, and lab tests. Women are advised to attend 4 ANC visits - at 16, 24-28, 32 and 36 weeks - where the above procedures and health education are provided to monitor pregnancy and ensure normal delivery of a healthy baby.
Child abuse is the physical, sexual or emotional maltreatment or neglect of a child or children.[1] In the United States, the Centers for Disease Control and Prevention (CDC) and the Department for Children And Families (DCF) define child maltreatment as any act or series of acts of commission or omission by a parent or other caregiver that results in harm, potential for harm, or threat of harm to a child.[2] Child abuse can occur in a child's home, or in the organizations, schools or communities the child interacts with. There are four major categories of child abuse: neglect, physical abuse, psychological or emotional abuse, and sexual abuse.
In Western countries, preventing child abuse is considered a high priority, and detailed laws and policies exist to address this issue. Different jurisdictions have developed their own definitions of what constitutes child abuse for the purposes of removing a child from his/her family and/or prosecuting a criminal charge. According to the Journal of Child Abuse and Neglect, child abuse is "any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse or exploitation, an act or failure to act which presents an imminent risk of serious harm".[3]
However, Douglas J. Besharov, the first Director of the U.S. Center on Child Abuse and Neglect, states "the existing laws are often vague and overly broad"[4] and there is a "lack of consensus among professionals and Child Protective Services (CPS) personnel about what the terms abuse and neglect mean".[5] Susan Orr, former head of the United States Children's Bureau U.S. Department of Health and Services Administration for Children and Families, 2001–2007, states that "much that is now defined as child abuse and neglect does not merit governmental interference".
Presentation on various parameters in patient profile form.....manik chhabra.
The document provides information on various parameters that should be included in a patient's medical history and physical examination. It discusses the importance of gathering information on the patient's present illness, past medical history, family history, social history, allergies, and performing a physical examination. A provisional diagnosis may be made based on the information collected, but more information is needed to determine the actual diagnosis. The examination involves observing the patient and evaluating various body systems such as cardiovascular, respiratory, and neurological. Specific things to note include edema, pallor, koilonychia, cyanosis, clubbing, and jaundice.
This document discusses non-accidental child injury. It begins by defining non-accidental child injury as injuries sustained by children due to mistreatment or abuse by their caregivers. It then outlines various types of child abuse including physical, sexual, emotional abuse and neglect. For each type, it provides examples of common injuries and signs. It also discusses myths around child abuse and steps that should be taken if abuse is suspected, such as listening without judgment, seeking explanations, documenting findings, and treating injuries. Lastly, it recommends some ways to prevent child abuse like public awareness, early support for vulnerable families, and establishing child protection laws.
The document provides information about health and hygiene. It discusses the importance of exercise, diet, sleep and avoiding bad habits for good health. It also discusses personal hygiene practices like clean hands, dental care, bathing and clean environment. The document then discusses different types of human diseases like viral diseases caused by viruses, bacterial diseases and diseases caused by bacteria and fungi. It also provides information about bird flu including its symptoms, transmission, prevention and testing. Finally, the document discusses chickenpox and its symptoms and dengue fever including its stages, symptoms, transmission, prevention and testing.
Physical abuse can be identified by bruises, bites, lacerations, burns, fractures, or intracranial injuries in locations not typical for accidental injury in children. Neglect can present as poor hygiene, malnutrition, or untreated medical issues. Sexual abuse may involve anogenital injuries, sexually transmitted infections, or pregnancy in young girls. Proper documentation and reporting to authorities is important for suspected cases of child abuse and neglect. A multidisciplinary approach is needed to manage cases and ensure children's safety and well-being.
This document provides an overview of bloodborne pathogens and universal precautions for Whitnall School District employees. It discusses OSHA regulations regarding bloodborne pathogens in schools and the district's exposure control plan. Key information covered includes common bloodborne diseases (HIV, hepatitis B, hepatitis C), modes of transmission, steps to reduce risk like wearing gloves and handwashing, and treating all bodily fluids as potentially infectious.
This document discusses children's illnesses around the world. It focuses on three topics: terminally ill diseases, obesity in children, and illnesses connected to malnutrition. Terminally ill diseases cannot be cured and will lead to death, though palliative care can manage symptoms. Obesity is caused by genetic and environmental factors like diet, inactivity, and media use, and increases risks of health issues. Malnutrition in children is most prevalent and damaging, affecting growth and development. The document aims to educate about these illnesses and their impacts on children and families.
Health Implications of Disasters in the PhilippinesJofred Martinez
This document summarizes the health implications of disasters in the Philippines. It begins by outlining the country's high risk of various natural disasters such as earthquakes, typhoons, and volcanic eruptions. It then discusses the direct and indirect effects of disasters on health, including deaths, injuries, illness, infrastructure damage, and psychosocial impacts. The document also examines the health response required in emergencies such as mass casualty management and disease control. Finally, it outlines the many roles of nurses in disaster management, from planning and assessment to providing acute care, recovery support, and training.
INFORMATIONAL INTERVIEWThe purpose of an informational interview.docxdirkrplav
INFORMATIONAL INTERVIEW
The purpose of an informational interview is to learn more about the industry or the role you are seeking. The goal is NOT to ask for a job, but to gather information and network.
Specifics:
The Interviewee should have a min of 5 years industry experience
Presentation must be done in PowerPoint
Presentation must be between 8-10 mins
Concluding slide must answer the question: What was your biggest take-away or lesson learned from this experience and why?
Prior to Scheduling the Informational Interview:
• Do your homework! (Know their title, role, etc)
• Send an request explaining the purpose of the meeting/call asking for an hour of their time.
• Know yourself!
• Be prepared to clearly articulate your intentions/goals
• If you don’t know, how can they know??
• Have the elevator pitch together as to WHY….
• Why are you seeking this info?
• Why are you interested in this career path?
About the Individual
What would you say is the best path to this career?
What attracted you to this industry, the company, and your job?
What aspects of your career have you found most and least rewarding and why? Any regrets?
What are your educational and career backgrounds? What would you do differently if you were starting over?
What do you see as possible next steps for you? What career expectations do you have in the short and long term?
What are you most excited or concerned about for this industry/career path in the future?
About their Job
What are your primary responsibilities? How do you spend your time?
How do you value/measure your results and effectiveness?
What do you do in a typical day or week? How much time are you in meetings, on the phone, on the road, and working in teams versus working independently?
About Skills
What skills are most critical to your success?
What weaknesses in a person’s skill set would make him or her ineffective in this business?
What are the most valuable skills in your job? Which experiences enabled you to develop these skills?
How do you keep skills current? What do you read? What professional associations do you belong to? What seminars or continuing education do you consider useful?
About You
What strengths and weaknesses do you see in my current background?
Is there anything else you think would be helpful as I consider this field?
Looking at my résumé, what advice would you have for me on next steps if I were interested in this career?
Who else would you recommend I go and talk to?
Who else would you recommend I go and talk to?
Skip directly to searchSkip directly to A to Z listSkip directly to navigationSkip directly to page optionsSkip directly to site contentStart of Search Controls
Search Form Controls
Search The CDC
Cancel
Submit
Search The CDC
CDC A-Z Index MENUCDC A-ZSEARCHABCDEFGHIJKLMNOPQRS.
Promoting Person Centred Approaches Support Workers 2014Jonathan Broad
This document discusses promoting patient-centered care and perspectives. It emphasizes treating patients as people first by developing relationships, understanding their responsibilities beyond just their disease, and communicating clearly. It also stresses the importance of involving patients in their own care by providing clear facts, decisions, and pathways. Finally, it recommends getting to know the individual patient's history and needs in order to improve their care experience.
FMC12449_Paediatrics RB FINAL FOR PRINTSandra Ryan
This document summarizes a journal on paediatrics. It includes introductions to articles on common orthopaedic injuries in children, thyroid dysfunction in children with Down syndrome, nutrition issues seen by GPs, guidelines for managing headaches and sore throats in children. The journal aims to support learning and collaboration among pediatricians. It welcomes readers to its fourth edition and provides information on registering for the journal free of charge on its website.
1. Excessive crying in infants is a common reason for pediatric visits. It can be caused by various medical issues or may be due to colic in some cases.
2. A thorough history and physical examination are important to rule out any serious underlying conditions and make a diagnosis. Common causes found include colic, ear infections, and constipation.
3. While crying is normal infant behavior, it is important for pediatricians to determine if there is an underlying treatable cause to avoid missing potential serious issues and to advise parents on next steps.
June 1, 2018
Historically and across societies people with disabilities have been stigmatized and excluded from social opportunities on a variety of culturally specific grounds. These justifications include assertions that people with disabilities are biologically defective, less than capable, costly, suffering, or fundamentally inappropriate for social inclusion. Rethinking the idea of disability so as to detach being disabled from inescapable disadvantage has been considered a key to twenty-first century reconstruction of how disablement is best understood.
Such ‘destigmatizing’ has prompted hot contestation about disability. Bioethicists in the ‘destigmatizing’ camp have lined up to present non-normative accounts, ranging from modest to audacious, that characterize disablement as “mere difference” or in other neutral terms. The arguments for their approach range from applications of standards for epistemic justice to insights provided by evolutionary biology. Conversely, other bioethicists vehemently reject such non-normative or “mere difference” accounts, arguing instead for a “bad difference” stance. “Bad difference” proponents contend that our strongest intuitions make us weigh disability negatively. Furthermore, they warn, destigmatizing disability could be dangerous because social support for medical programs that prevent or cure disability is predicated on disability’s being a condition that it is rational to avoid. Construing disability as normatively neutral thus could undermine the premises for resource support, access priorities, and cultural mores on which the practice of medicine depends.
The “mere difference” vs. “bad difference” debate can have serious implications for legal and policy treatment of disability, and shape strategies for allocating and accessing health care. For example, the framing of disability impacts the implementation of the Americans with Disabilities Act, Section 1557 of the Affordable Care Act, and other legal tools designed to address discrimination. The characterization of disability also has health care allocation and accessibility ramifications, such as the treatment of preexisting condition preclusions in health insurance. The aim of this conference was to construct a twenty-first century conception of disablement that resolves the tension about whether being disabled is merely neutral or must be bad, examines and articulates the clinical, philosophical, and practical implications of that determination, and attempts to integrate these conclusions into medical and legal practices.
Learn more: http://petrieflom.law.harvard.edu/events/details/2018-petrie-flom-center-annual-conference
This document discusses non-accidental injury (NAI) or child abuse. It defines NAI as any injury inflicted on a child that is not consistent with the account of how it occurred. The document provides statistics on reported child abuse cases in Malaysia and discusses risk factors, signs of abuse, examination findings, differential diagnoses, investigations, management and reporting requirements for suspected NAI. Key points include performing a skeletal survey for children under 2 with suspicious injuries and ensuring the safety of the child.
This document discusses an apparent life threatening event (ALTE) in a 2 month old infant who turned blue and stopped breathing before waking up after 1-2 minutes of stimulation. It defines ALTE and notes that it is not a specific diagnosis but describes a symptom that brings an infant for medical attention. The document outlines the extensive differential diagnosis for ALTE and discusses the important diagnostic evaluation, history taking, physical exam and initial management based on likely etiology. It also discusses common causes, risk factors, and strategies to communicate with parents to reduce risks of SIDS.
The document discusses various topics related to health behavior and illness behavior. It defines health behavior as activities that maintain or improve health as well as potentially harm health. It also discusses types of health behaviors such as preventive, illness, and sick-role behaviors. Models of behavior change like the cognitive dissonance model and Maslow's hierarchy of needs are summarized. The health belief model and its key concepts are explained. Stages of illness behavior and emotional responses to illness are outlined. Finally, the impact of illness on individuals and families is discussed.
Paediatrics is the branch of medicine that deals with the care and treatment of children from birth through adolescence. The document discusses several aspects of paediatrics including the role of doctors in caring for children's physical, mental, and emotional health. It also outlines differences in common diseases between developing and developed countries, with developing countries facing greater issues with malnutrition, malaria, diarrhea and pneumonia. Overall health and nutrition of children are influenced by factors such as poverty, lack of resources, and cultural practices in developing areas.
This document provides information on a case study of a 10-year-old female diagnosed with acute appendicitis. It includes details on her history, symptoms, family history, tests, treatment, and nursing care both before and during her hospitalization. The objectives are to develop a case study using Orem's Self Care Deficit Nursing Theory and provide holistic nursing care to help the patient recover from her appendicitis.
Dying for a meal: Fatal and non-fatal choking on food across populationsBronwyn Hemsley
This document summarizes three studies on choking incidents:
1. A systematic review of 52 studies on fatal and non-fatal choking incidents across populations found that older adults, those with neurological or developmental disabilities, and those with dysphagia are most at risk. Common foods involved are meats and sticky/doughy foods. Signs of choking include sudden inability to breathe and struggling.
2. A case study of a man with cerebral palsy named Aiden described two non-fatal choking incidents he experienced in his group home. Factors identified that helped in responding to the incidents were staff training, printed guides, and knowledge of Aiden's needs and behaviors.
3. Focus groups with
This document discusses falls prevention for seniors living independently. It notes that falls are the leading cause of injury for older adults and can lead to loss of independence. The document identifies various risk factors for falls, including mobility issues, chronic health conditions, medication side effects, and home hazards. It recommends exercises like tai chi, strength training, and walking to improve balance and strength. Other tips include reviewing medications, getting vision exams, making home modifications, wearing shoes inside, and keeping phones accessible in case of a fall. Contact information is provided for fall prevention coordinators to address any questions or concerns.
Physiotherapy plays an important role in both antenatal and postnatal care. During antenatal care, physiotherapists provide exercises to prevent or treat musculoskeletal issues, educate on proper posture and lifestyle, and prepare women for labor through relaxation techniques. Postnatally, physiotherapists focus on restoring muscle strength through an exercise program, treating issues like perineal pain, and educating on proper posture while caring for a newborn.
This document outlines the goals and procedures of antenatal care (ANC). ANC involves regular checkups during pregnancy to monitor the health of the mother and baby. It aims to screen for high-risk cases, prevent or treat any complications, ensure ongoing risk assessment, and educate mothers. Checkups include medical history, physical exam measuring vitals and fetal growth, and lab tests. Women are advised to attend 4 ANC visits - at 16, 24-28, 32 and 36 weeks - where the above procedures and health education are provided to monitor pregnancy and ensure normal delivery of a healthy baby.
Physiotherapy plays an important role in both antenatal and postnatal care. During pregnancy, physiotherapists provide education on posture, exercise, and injury prevention. They also teach relaxation techniques to prepare women for labor. Postnatally, physiotherapists help mothers recover physically through an exercise program and treat any musculoskeletal issues. The overall goal is to help women maintain a healthy pregnancy and support their physical recovery after giving birth.
This document discusses the role of physiotherapy in antenatal and postnatal care. It covers maternal physiology changes during pregnancy, objectives of antenatal care including screening for abnormalities and educating on nutrition, and the roles of various healthcare professionals on the antenatal care team. It describes physiotherapy's role in preventing and treating musculoskeletal issues during pregnancy, promoting healthy lifestyle, providing postural advice, preparing for labor, and teaching relaxation techniques. Guidelines are provided for safe exercise during pregnancy and contraindications. Postnatal physiotherapy aids with problems like pelvic floor dysfunction.
1) The document discusses the role of physiotherapy in antenatal and postnatal care. It covers maternal physiology changes during pregnancy, objectives of antenatal care including a multidisciplinary team, and the physiotherapist's role in addressing musculoskeletal issues and promoting healthy lifestyle.
2) During postnatal care, the physiotherapist focuses on exercises and education to aid the mother's physical recovery, treat any issues, and provide guidance on proper posture and ergonomics for childcare activities.
3) Advice is also given for special needs, including exercise guidelines tailored to each trimester of pregnancy and considerations for conditions like gestational diabetes.
This document provides information on first aid planning and emergency situations in school settings. It discusses (1) recognizing emergencies through unusual sights, behaviors, odors or noises; (2) deciding to act by overcoming fears of doing something wrong or being sued, which Good Samaritan laws protect against; (3) activating emergency services by calling 9-1-1 when signs of airway, breathing or circulation problems are present; and (4) providing first aid like CPR until help arrives. Key steps include evaluating school resources, common injuries, ensuring confidentiality, and properly stocking first aid kits.
This document provides information on first aid and emergency situations in school settings. It discusses the importance of first aid planning in schools and evaluating available resources. Common injuries, medical conditions, and scenarios seen in schools are outlined. Detailed information is provided on diabetes, including the different types, symptoms of high and low blood sugar, and how staff can support students with diabetes. The roles and responsibilities of staff in emergency situations and when to call 911 are also reviewed.
This case study describes a 74-year-old man, JS, who presents with shortness of breath and fever. JS has a history of COPD, heart failure, hypertension, and a 30 pack-year smoking history. On examination, he is wheezing and hypoxic. Chest x-ray shows pneumonia and hyperinflation. JS is treated with antibiotics, steroids, oxygen, and bronchodilators. His complex medication regimen is simplified prior to discharge to improve compliance.
Mr. Cohen, a 75-year-old male with COPD and emphysema, was admitted to the hospital for an exacerbation of his COPD. He requires oxygen and respiratory treatments. He complains of lower back pain from keeping his bed elevated and is prescribed Percocet. After receiving Percocet, his pain decreases but his oxygen levels drop when walking. Respiratory therapy is called to administer an albuterol treatment, after which his breathing improves. As his nurse, you must monitor his respiratory status, pain levels, and implement interventions to improve his breathing and mobility.
Physiotherapy plays an important role in both antenatal and postnatal care. During antenatal care, physiotherapists provide exercises to prevent or treat musculoskeletal issues, educate on proper posture and lifestyle, and prepare women for labor through relaxation techniques. Postnatally, physiotherapists focus on restoring muscle strength through an exercise program, treating issues like perineal pain, and educating on proper posture while caring for a baby.
This document outlines the goals and procedures of antenatal care (ANC). ANC involves regular checkups during pregnancy to monitor the health of the mother and baby. It aims to screen for high-risk cases, prevent or treat any complications, ensure ongoing risk assessment, and educate mothers. Checkups include medical history, physical exam measuring vitals and fetal growth, and lab tests. Women are advised to attend 4 ANC visits - at 16, 24-28, 32 and 36 weeks - where the above procedures and health education are provided to monitor pregnancy and promote wellbeing.
1. Physiotherapy plays an important role in both antenatal and postnatal care by addressing musculoskeletal issues, promoting healthy lifestyles, providing education on posture, exercise and preparing for labor.
2. During antenatal care, physiotherapists help prevent and treat back pain and pelvic girdle pain, teach exercises to strengthen the pelvic floor, and provide relaxation techniques and advice for maintaining mobility.
3. Postnatal care involves addressing common issues like diastasis recti, urinary incontinence, muscle cramps and back pain through techniques like exercises, electrical stimulation and manual therapy.
This document discusses the role of physiotherapy in antenatal and postnatal care. It covers maternal physiology changes during pregnancy, objectives of antenatal care including screening for abnormalities and educating on nutrition, and the roles of various healthcare professionals on the antenatal care team. It describes physiotherapy's role in preventing and treating musculoskeletal issues during pregnancy, promoting healthy lifestyle, providing postural advice, preparing for labor, and teaching relaxation techniques. Guidelines are provided for safe exercise during pregnancy and contraindications. Postnatal physiotherapy aids with problems like pelvic floor dysfunction.
This document discusses the role of physiotherapy in antenatal and postnatal care. It covers maternal physiology changes during pregnancy, objectives of antenatal care including screening for abnormalities and preparing mothers for labor. It also discusses postnatal physiotherapy focusing on treating musculoskeletal issues like perineal pain and preventing problems like varicose veins. Exercises are outlined for each trimester and postpartum recovery.
This document provides information on first aid planning and emergency situations in school settings. It discusses (1) recognizing emergencies through unusual sights, behaviors, odors or noises; (2) deciding to act by overcoming fears of doing something wrong or being sued, which Good Samaritan laws protect against; (3) activating emergency services by calling 9-1-1 when signs of airway, breathing or circulation problems are present; and (4) providing first aid like CPR until help arrives. Key aspects of first aid planning include evaluating school resources, legal responsibilities to students, and common medical conditions and injuries seen in schools.
This document provides information on first aid and emergency situations in school settings. It discusses the importance of first aid planning in schools and evaluating available resources. Common injuries, medical conditions, and scenarios seen in schools are outlined. Detailed information is provided on diabetes, including the different types, symptoms of high and low blood sugar, and how staff can support students with diabetes. The roles and responsibilities of staff in emergency situations and calling 911 are also reviewed.
Physiotherapy plays an important role in both antenatal and postnatal care. During antenatal care, physiotherapists provide exercises to prevent or treat musculoskeletal issues, educate on proper posture and lifestyle, and prepare women for labor through relaxation techniques. Postnatally, physiotherapists focus on restoring muscle strength through an exercise program, treating issues like perineal pain, and educating on proper posture while caring for a newborn.
This case study describes a 74-year-old man, JS, who presents with shortness of breath and fever. JS has a history of COPD, heart failure, hypertension, and a 30 pack-year smoking history. On examination, he is wheezing and hypoxic. Chest x-ray shows pneumonia and hyperinflation. JS is treated with antibiotics, steroids, oxygen, and bronchodilators. His complex medication regimen is simplified prior to discharge to improve compliance.
This document outlines the goals and procedures of antenatal care (ANC). ANC involves regular checkups during pregnancy to monitor the health of the mother and baby. It aims to screen for high-risk cases, prevent or treat any complications, ensure ongoing risk assessment, and educate mothers. Checkups include medical history, physical exam measuring vitals and fetal growth, and lab tests. Women are advised to attend 4 ANC visits - at 16, 24-28, 32 and 36 weeks. The physical exam evaluates for issues like anemia, hypertension, fetal positioning and more. Lifestyle advice addresses diet, hygiene, exercise and rest.
Mr. Cohen, a 75-year-old male with COPD and emphysema, was admitted to the hospital for an exacerbation of his COPD. He requires oxygen and respiratory treatments. He complains of lower back pain from keeping his bed elevated and is prescribed Percocet. After receiving Percocet, his oxygen levels decline with activity and he receives an albuterol treatment. His breathing improves but oxygen levels remain low-normal for a COPD patient. Non-pharmacological interventions and monitoring are needed to manage his pain, breathing difficulties, and oxygen levels.
This presentation gives information on the pharmacology of Prostaglandins, Thromboxanes and Leukotrienes i.e. Eicosanoids. Eicosanoids are signaling molecules derived from polyunsaturated fatty acids like arachidonic acid. They are involved in complex control over inflammation, immunity, and the central nervous system. Eicosanoids are synthesized through the enzymatic oxidation of fatty acids by cyclooxygenase and lipoxygenase enzymes. They have short half-lives and act locally through autocrine and paracrine signaling.
Gene therapy can be broadly defined as the transfer of genetic material to cure a disease or at least to improve the clinical status of a patient.
One of the basic concepts of gene therapy is to transform viruses into genetic shuttles, which will deliver the gene of interest into the target cells.
Safe methods have been devised to do this, using several viral and non-viral vectors.
In the future, this technique may allow doctors to treat a disorder by inserting a gene into a patient's cells instead of using drugs or surgery.
The biggest hurdle faced by medical research in gene therapy is the availability of effective gene-carrying vectors that meet all of the following criteria:
Protection of transgene or genetic cargo from degradative action of systemic and endonucleases,
Delivery of genetic material to the target site, i.e., either cell cytoplasm or nucleus,
Low potential of triggering unwanted immune responses or genotoxicity,
Economical and feasible availability for patients .
Viruses are naturally evolved vehicles that efficiently transfer their genes into host cells.
Choice of viral vector is dependent on gene transfer efficiency, capacity to carry foreign genes, toxicity, stability, immune responses towards viral antigens and potential viral recombination.
There are a wide variety of vectors used to deliver DNA or oligo nucleotides into mammalian cells, either in vitro or in vivo.
The most common vector system based on retroviruses, adenoviruses, herpes simplex viruses, adeno associated viruses.
Dr. Tan's Balance Method.pdf (From Academy of Oriental Medicine at Austin)GeorgeKieling1
Home
Organization
Academy of Oriental Medicine at Austin
Academy of Oriental Medicine at Austin
Academy of Oriental Medicine at Austin
About AOMA: The Academy of Oriental Medicine at Austin offers a masters-level graduate program in acupuncture and Oriental medicine, preparing its students for careers as skilled, professional practitioners. AOMA is known for its internationally recognized faculty, award-winning student clinical internship program, and herbal medicine program. Since its founding in 1993, AOMA has grown rapidly in size and reputation, drawing students from around the nation and faculty from around the world. AOMA also conducts more than 20,000 patient visits annually in its student and professional clinics. AOMA collaborates with Western healthcare institutions including the Seton Family of Hospitals, and gives back to the community through partnerships with nonprofit organizations and by providing free and reduced price treatments to people who cannot afford them. The Academy of Oriental Medicine at Austin is located at 2700 West Anderson Lane. AOMA also serves patients and retail customers at its south Austin location, 4701 West Gate Blvd. For more information see www.aoma.edu or call 512-492-303434.
Spontaneous Bacterial Peritonitis - Pathogenesis , Clinical Features & Manage...Jim Jacob Roy
In this presentation , SBP ( spontaneous bacterial peritonitis ) , which is a common complication in patients with cirrhosis and ascites is described in detail.
The reference for this presentation is Sleisenger and Fordtran's Gastrointestinal and Liver Disease Textbook ( 11th edition ).
- Video recording of this lecture in English language: https://youtu.be/Pt1nA32sdHQ
- Video recording of this lecture in Arabic language: https://youtu.be/uFdc9F0rlP0
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Nano-gold for Cancer Therapy chemistry investigatory projectSIVAVINAYAKPK
chemistry investigatory project
The development of nanogold-based cancer therapy could revolutionize oncology by providing a more targeted, less invasive treatment option. This project contributes to the growing body of research aimed at harnessing nanotechnology for medical applications, paving the way for future clinical trials and potential commercial applications.
Cancer remains one of the leading causes of death worldwide, prompting the need for innovative treatment methods. Nanotechnology offers promising new approaches, including the use of gold nanoparticles (nanogold) for targeted cancer therapy. Nanogold particles possess unique physical and chemical properties that make them suitable for drug delivery, imaging, and photothermal therapy.
5-hydroxytryptamine or 5-HT or Serotonin is a neurotransmitter that serves a range of roles in the human body. It is sometimes referred to as the happy chemical since it promotes overall well-being and happiness.
It is mostly found in the brain, intestines, and blood platelets.
5-HT is utilised to transport messages between nerve cells, is known to be involved in smooth muscle contraction, and adds to overall well-being and pleasure, among other benefits. 5-HT regulates the body's sleep-wake cycles and internal clock by acting as a precursor to melatonin.
It is hypothesised to regulate hunger, emotions, motor, cognitive, and autonomic processes.
Travel Clinic Cardiff: Health Advice for International TravelersNX Healthcare
Travel Clinic Cardiff offers comprehensive travel health services, including vaccinations, travel advice, and preventive care for international travelers. Our expert team ensures you are well-prepared and protected for your journey, providing personalized consultations tailored to your destination. Conveniently located in Cardiff, we help you travel with confidence and peace of mind. Visit us: www.nxhealthcare.co.uk
The biomechanics of running involves the study of the mechanical principles underlying running movements. It includes the analysis of the running gait cycle, which consists of the stance phase (foot contact to push-off) and the swing phase (foot lift-off to next contact). Key aspects include kinematics (joint angles and movements, stride length and frequency) and kinetics (forces involved in running, including ground reaction and muscle forces). Understanding these factors helps in improving running performance, optimizing technique, and preventing injuries.
Discover the benefits of homeopathic medicine for irregular periods with our guide on 5 common remedies. Learn how these natural treatments can help regulate menstrual cycles and improve overall menstrual health.
Visit Us: https://drdeepikashomeopathy.com/service/irregular-periods-treatment/
5 Effective Homeopathic Medicines for Irregular Periods
261630781 first-aid-presentation
1. FIRST AIDFIRST AIDFIRST AIDFIRST AID
ANDANDANDAND
EMERGENCYEMERGENCYEMERGENCYEMERGENCY
SITUATIONSSITUATIONSSITUATIONSSITUATIONS
Ch i B th l RN MS NBCSNChris Bartholomew, RN, MS, NBCSN
Head Nurse, LCSD1
February, 2010
bartholomewc@laramie1.org
2. OBJECTIVESOBJECTIVESJJ
Define attendees role in the Emergency Medical
System (EMS)
Li h f b i i h EMSList the four basic steps in the EMS system as
applied to the school setting
Discuss basic first aid in the school settingg
List most common injuries requiring first aid
List the most common medical conditions seen in
the schoolsthe schools
Discuss basic first aid interventions for students
with:
◦ Diabetes
◦ Asthma
◦ SeizuresSeizures
4. WHY IS PLANNING FOR FIRSTWHY IS PLANNING FOR FIRST
AID IMPORTANT?AID IMPORTANT?
Unique aspects of Wyoming
5. FIRST AID PLANNING IN THEFIRST AID PLANNING IN THE
SCHOOL SETTINGSCHOOL SETTING
School populations change
◦ Mobility of population◦ Mobility of population
◦ Long term vs. short term needs
K di l i f i dKeep medical information up to date
Legal implications of keeping students safe
at school
6. LEGAL RESPONSIBILITIESLEGAL RESPONSIBILITIES
TO PROVIDE STUDENTTO PROVIDE STUDENTTO PROVIDE STUDENTTO PROVIDE STUDENT
ACCOMMODATIONSACCOMMODATIONS
Federal laws that protect children with disabilities include:
◦ the Rehabilitation Act of 1973, Section 504
◦ the Individuals with Disabilities Education Act of 1991
◦ the Americans with Disabilities Act of 1992.
Any school that receives federal funding or any facility considered
open to the public must reasonably accommodate the specialopen to the public must reasonably accommodate the special
needs of children with disabilities.
The required accommodations should be provided within the
child's usual school setting with as little disruptions to the school's
and the child's routine as possible and allowing the child fulland the child s routine as possible and allowing the child full
participation in all school activities. Federal law requires an
individualized assessment of any child with disabilities.
Under these laws, diabetes has been determined to be a disability,
and it is illegal for schools and/or day care centers to discriminateg y
against children with diabetes.
7. FIRST AID PLANNING IN THEFIRST AID PLANNING IN THE
SCHOOL SETTINGSCHOOL SETTING
Evaluate the Resources in the building:
◦ School nurseSchool nurse
◦ CPR
◦ First Aid◦ First Aid
◦ Parents
◦ Staff◦ Staff
8. FIRST AID PLANNING IN THEFIRST AID PLANNING IN THE
SCHOOL SETTINGSCHOOL SETTING
Evaluate the Resources in the Communityy
Who are the “First Responders”?p
◦ Emergency Medical services:
volunteer vs. paid ambulance
Firemen
• Healthcare providers
H i l li i• Hospital vs. clinics
9. SCENARIOS IN SCHOOLSSCENARIOS IN SCHOOLSSCENARIOS IN SCHOOLSSCENARIOS IN SCHOOLS
Injuries
◦ Broken bone
◦ Concussion
◦ Playground injury
Accidents
Choking
PoisoningPoisoning
Sudden death
10. COMMON MEDICALCOMMON MEDICAL
CONDITIONS IN SCHOOLSCONDITIONS IN SCHOOLS
Diabetes
ADHDADHD
Asthma
SeizuresSeizures
Life threatening allergies
Psychiatric emergenciesPsychiatric emergencies
Cardiac
Migrainesg
Neurologic diseases
Disabilities: Cerebral palsy, genetic
di iconditions
11. STAFF AND THE EMERGENCYSTAFF AND THE EMERGENCY
MEDICAL SYSTEMMEDICAL SYSTEM
S h l ff l lSchool staff play a major role in
making the emergency medicalg g y
service (EMS) work effectively.
The EMS system is a network ofThe EMS system is a network of
police, fire, and medical
personnel as well as otherpersonnel, as well as other
community resources.
12. FOUR BASIC STEPSFOUR BASIC STEPSFOUR BASIC STEPSFOUR BASIC STEPS
Step 1Step 1
Recognize that ang
Emergency Exists
13. RECOGNIZING EMERGENCIESRECOGNIZING EMERGENCIESRECOGNIZING EMERGENCIESRECOGNIZING EMERGENCIES
Your senses – hearing sight andYour senses hearing, sight and
smell – may help you
recognize an emergency.
Emergencies are oftenEmergencies are often
signaled by something unusual
that catches your attention.
14. UNUSUAL SIGHTSUNUSUAL SIGHTSUNUSUAL SIGHTSUNUSUAL SIGHTS
Stopped vehicle on the roadsidepp
Broken glass
Overturned pot in the kitchenOverturned pot in the kitchen
Spilled Medicine container
D d l i l iDowned electrical wires
Sparks, smoke or fire
15. UNUSUAL APPEARANCE ORUNUSUAL APPEARANCE OR
BEHAVIORSBEHAVIORS
Unconsciousness
Confused or unusual behavior
Trouble breathingg
Clutching chest or throat
Slurred, confused or hesitant speech, p
Unexplainable confusion or drowsiness
Sweating for no apparent reasonSweating for no apparent reason
Uncharacteristic skin color
Inability to move a body partInability to move a body part
16. UNUSUAL ODORSUNUSUAL ODORSUNUSUAL ODORSUNUSUAL ODORS
Odors that are stronger than usualg
Unrecognizable odors
Inappropriate odorsInappropriate odors
17. UNUSUAL NOISESUNUSUAL NOISESUNUSUAL NOISESUNUSUAL NOISES
Screaming, yelling, moaning or calling forg y g g g
help
Breaking glass, crashing metal orea g g ass, c as g eta o
screeching tires
Sudden loud or unidentifiable soundsSudden loud or unidentifiable sounds
Unusual silence
18. FOUR BASIC STEPSFOUR BASIC STEPSFOUR BASIC STEPSFOUR BASIC STEPS
Step 2Step 2
Decide to ActDecide to Act
19. DECIDE TO ACTDECIDE TO ACTDECIDE TO ACTDECIDE TO ACT
You MUST decideYou MUST decide
whether to help andwhether to help and
h t t dwhat to do
20. THINGS THAT KEEP PEOPLETHINGS THAT KEEP PEOPLE
FROM ACTINGFROM ACTING
The presence of other peoplep p p
Being unsure of the ill or injured person’s
conditionco t o
The type of injury or illness
Fear of doing something wrongFear of doing something wrong
Fear of being sued
Being unsure of when to call 9-1-1
21. THINGS THAT KEEP PEOPLETHINGS THAT KEEP PEOPLE
FROM ACTING:FROM ACTING:FROM ACTING:FROM ACTING:
THE PRESENCE OF OTHERTHE PRESENCE OF OTHER
OOPEOPLEPEOPLE
Do NOT assume someone is alreadyDo NOT assume someone is already
assisting
Always ask if you can helpAlways ask if you can help
Embarrassment to say you can help
22. THINGS THAT KEEP PEOPLETHINGS THAT KEEP PEOPLE
FROM ACTING:FROM ACTING:
BEING UNSURE OF THE ILL ORBEING UNSURE OF THE ILL OR
INJURED PERSON’SINJURED PERSON’S
CONDITIONCONDITIONCONDITIONCONDITION
23. THINGS THAT KEEP PEOPLETHINGS THAT KEEP PEOPLE
FROM ACTINGFROM ACTINGFROM ACTING:FROM ACTING:
THETYPE OF INJURY ORTHETYPE OF INJURY OR
ILLNESSILLNESS
An injury or illness may beAn injury or illness may be
unpleasant
24. THINGS THAT KEEP PEOPLETHINGS THAT KEEP PEOPLE
FROM ACTING:FROM ACTING:
FEAR OF CATCHING A DISEASEFEAR OF CATCHING A DISEASEFEAR OF CATCHING A DISEASEFEAR OF CATCHING A DISEASE
25. FEAR OF CATCHING A DISEASEFEAR OF CATCHING A DISEASEFEAR OF CATCHING A DISEASEFEAR OF CATCHING A DISEASE
Universal Precautions
Definition:
A concept of bloodborne disease controlA concept of bloodborne disease control,
which requires that all human blood and
certain body fluids be treated as if knowncertain body fluids be treated as if known
to be infectious for HIV, HBV and other
bloodborne pathogensbloodborne pathogens
26. PERSONAL PROTECTIVEPERSONAL PROTECTIVE
EQUIPMENT (PPE)EQUIPMENT (PPE)
Defined as gloves, masks, eye protection,g y p
aprons or any other safety equipment
Does not permit blood or OPIM to passoes ot pe t b oo o O to pass
through or to reach employee’s work
clothes, street clothes, undergarments, skin,, , g , ,
eyes, mouth or other mucous membranes
under normal working conditionsg
Provided at no cost to employee
Notify supervisor if PPE’s are neededNotify supervisor if PPEs are needed
27. PERSONAL PROTECTIVEPERSONAL PROTECTIVE
EQUIPMENT (PPE)EQUIPMENT (PPE)
Disposable gloves must never be re-usedp g
Hypo-allergic gloves are available
Utility gloves may be appropriately de-Utility gloves may be appropriately de-
contaminated per procedure
LaundryLaundry
If laundry is contaminated with blood or
OPIM l d t b l b l dOPIM, laundry must be labeled
appropriately.
28. CONFIDENTIALITY ISSUESCONFIDENTIALITY ISSUESCONFIDENTIALITY ISSUESCONFIDENTIALITY ISSUES
Confidentiality laws state thatConfidentiality laws state that
employees or students are not
required to reveal medical
conditions including infectionconditions including infection
with BBP.
30. WHAT DOESTHISWHAT DOESTHIS
MEAN?MEAN?
Inappropriate sharing of healthInappropriate sharing of health
information without written permission
reveals information about the child whichreveals information about the child which
is the private domain of the family.
A breach of confidentiality the sharing ofA breach of confidentiality, the sharing of
information without written permission,
can result in serious consequences.Thisq
can lead to lawsuits for the school or
facility.
(Legal Issues in School Nursing)
31. HELPFUL HINTS FOR SAFETYHELPFUL HINTS FOR SAFETY
1:10 solution of bleach and water is
standard recommendation in the absence
of commercial supplies
(field trips, sports events, etc.)
Must be changed every day!
If victim is alert and able to follow
directions, have victim apply pressure to
wound until you can get gloves
on and you protect yourself
from a BBP exposure
Wash your hands!!!!
32. THINGS THAT KEEP PEOPLETHINGS THAT KEEP PEOPLE
FROM ACTING:FROM ACTING:
FEAR OF DOING SOMETHINGFEAR OF DOING SOMETHING
WRONGWRONG
33. THINGS THAT KEEP PEOPLETHINGS THAT KEEP PEOPLE
FROM ACTING:FROM ACTING:
FEAR OF BEING SUEDFEAR OF BEING SUEDFEAR OF BEING SUEDFEAR OF BEING SUED
Good Samaritan Laws
All 50 states have enacted Good Samaritan
laws, which give legal protection to peoplelaws, which give legal protection to people
who willingly provide emergency care to
ill or injured persons without acceptingill or injured persons without accepting
anything in return.
34. GOOD SAMARITAN LAWSGOOD SAMARITAN LAWSGOOD SAMARITAN LAWSGOOD SAMARITAN LAWS
Good Samaritan laws were developed to
l h l hencourage people to help others in
emergency situations.
They require the “Good Samaritan” to use
common sense and a reasonable level of
skill, and to provide only the type of
emergency first aid for which he or she is
trained.They assume each person would
do his or her best to save a life or prevent
further injury.
35. THINGS THAT KEEP PEOPLETHINGS THAT KEEP PEOPLE
FROM ACTING:FROM ACTING:
BEING UNSURE OF WHEN TOBEING UNSURE OF WHEN TOBEING UNSURE OF WHEN TOBEING UNSURE OF WHEN TO
CALL 9CALL 9--11--11
36. WHEN TO CALL 9WHEN TO CALL 9--11--11WHEN TO CALL 9WHEN TO CALL 9 11 11
Absence of:
Airway, Breathing or Circulation
Loss of consciousnessLoss of consciousness
Severe trauma
Severe bleeding or blood loss
Chest discomfort, pain or pressure that persists for
more than 3-5 minutes or that goes away and comes back
Severe burn
Vomiting or passing blood
Pressure of pain in the abdomen that doesn’t go awayPressure of pain in the abdomen that doesn t go away
Has a seizure that lasts more than 5 minutes or has multiple seizures
Has a seizure and is pregnant
Has a seizure and is diabetic
F il i i f iFails to regain consciousness after a seizure
Has a sudden severe headache, slurred speech or loss of
movement on one side of the body
Appears to have been poisoned
Has injuries to the head, neck or back
Has possible broken bones
37. GETTING PERMISSIONGETTING PERMISSION
TO GIVE CARETO GIVE CARE
Before giving first aid to an adult, you MUST
have the person’s permission or CONSENTp p
To get permission, you must tell the person
who you are, how much training you have,
what you think is wrong and what you plan towhat you think is wrong and what you plan to
do.
Do NOT give care to a conscious adult whog
refuses it.
Permission is implied when you come upon a
person who is unconsciousperson who is unconscious.
38. GETTING PERMISSIONGETTING PERMISSION
TO GIVE CARETO GIVE CARE
Under age 18:
If th i i i f t hildIf the conscious person is an infant or child,
permission to give care should be obtained
from a parent or guardian when one isp g
available.
If the condition is life threatening, permission
is implied if a parent or guardian is notis implied if a parent or guardian is not
present.
If the parent or guardian is present but doesp g p
not give consent, do not give care. Instead call
9-1-1 or the local emergency number.
39. FOUR BASIC STEPSFOUR BASIC STEPSFOUR BASIC STEPSFOUR BASIC STEPS
Step 3Step 3
Activate the EMSActivate the EMS
SystemSystem
40. WHAT HAPPENS WHENYOUWHAT HAPPENS WHENYOU
CALL 9CALL 9--11--11
Call taker will ask your phone number and
dd d h i d i ifaddress and other questions to determine if you
need police, fire, or medical assistance
Focus on remaining calm so you can give clearFocus on remaining calm so you can give clear
answers
Call taker may stay on the line and continue to
talk with you. Many call takers are also trained to
give first aid instructions so they can assist you
with life-saving instructions until EMS arriveswith life saving instructions until EMS arrives
Have someone meet EMS at the building entrance
to take them to the site of the emergency
41. FOUR BASIC STEPSFOUR BASIC STEPSFOUR BASIC STEPSFOUR BASIC STEPS
Step 4Step 4
Give Care Until HelpGive Care Until Help
Arrives
44. FIRST AID CARE UNTILFIRST AID CARE UNTIL
EMS ARRIVESEMS ARRIVES
Do no further harm
Monitor the person’s breathing and
consciousness
Help the person rest in the most
comfortable position
Keep the person from getting chilled or
overheated
Reassure the person
Give any specific care needed
45. CONTENT OF A FIRST AID KITCONTENT OF A FIRST AID KIT
Red Cross RecommendationsRed Cross Recommendations
2 absorbent compress dressings (5x9 inches)
25 adhesive bandages (assorted sizes)
1adhesive cloth tape (10 yards X 1 inch)
5 antibiotic ointment packets
5 antiseptic wipe packets
2 packets of aspirin (81 mg each)
1 bl k t1 space blanket
1 CPR mask with one way flow valve
1 instant cold compress
2 pair non-latex gloves (size large)
2 hydrocortisone ointment packets2 hydrocortisone ointment packets
Scissors
1 roller bandage (3 inches wide)
1 roller bandage (4 inches wide)
5 sterile gauze pads (3 X 3 inches)5 sterile gauze pads (3 X 3 inches)
5 sterile gauze pads (4 X 4 inches)
Oral thermometer (non-mercury/non-glass)
2 triangular bandages
Tweezers
First aid instruction booklet
46. OTHER ITEMSOTHER ITEMSOTHER ITEMSOTHER ITEMS
Saline eyewash
FlashlightFlashlight
Blood pressure cuff and stethoscope
Biohazard bags
Ski lSkin cleanser
Hand sanitizer
Eye protection
S l fSplints of various sizes
In case of a school evacuation:
◦ Emergency supplies for students with diabetes (testing materials,
k l t )snack, glucometer)
◦ Student medications and care plans:
Inhalers
Epi-pensp p
Diastat
47. WHERE SHOULDYOU HAVEWHERE SHOULDYOU HAVE
FIRST AID KITSFIRST AID KITS
Gym
Kit hKitchen
Shop class
Auto mechanics class
Family and consumer science class
Science lab
School buses and bus garageSchool buses and bus garage
During field trips and sports trips
Nurse’s office
“To Go” box for emergency evacuation
Custodial office
Maintenance officeMaintenance office
48. FIRST AID FOR CLOSED WOUNDSFIRST AID FOR CLOSED WOUNDS
E l b iExample: bruise
Treatment: Ice with barrier
for 20 minutes, remove 20
minutes and repeat; elevatep ;
DO NOT assume that all closed wounds
are minor injuries. Call 9-1-1 if:are minor injuries. Call 9 1 1 if:
◦ A person complains of severe pain or cannot
move a body part without painy p p
◦ You think the force that caused the injury was
great enough to cause serious damageg g g
◦ An injured extremity is blue or extremely pale.
49. FIRST AID FOR OPEN WOUNDSFIRST AID FOR OPEN WOUNDS
Examples:
◦ Abrasions
◦ Cuts/lacerations
◦ Punctures
TTreatment:
◦ Dressing
◦ Consider cleanliness of wound
◦ Avoid infection
◦ Stitches
Pr tect rself d rin care◦ Protect yourself during care
Combination of open & closed
e.g. Fightse.g. Fights
50. FIRST AID FOR OPEN WOUNDSFIRST AID FOR OPEN WOUNDS
Burns
Classified by sources: heat, chemicals, electricity and
radiation
The deeper the burn, the more severe it is
Call 9-1-1, if the person:
H t bl b thi◦ Has trouble breathing
◦ Has burns covering >one body part or a large surface area
◦ Has suspected burns to the airway
H b h h d k h d f l◦ Has burns to the head, neck, hands, feet or genitals
◦ Has a full thickness burn and is <age 5 or older than 60
◦ Has a burn resulting from chemicals, explosions or electricity
Levels:
◦ Superficial (first degree)
◦ Partial thickness (second degree)( g )
◦ Full thickness (third degree)
51. FIRST AID FOR OPEN WOUNDSFIRST AID FOR OPEN WOUNDS
BurnsBurns
Treatment for heat burns:
Remove person from the source of the burn
Check for life threatening conditionsCheck for life-threatening conditions
Cool the burn with large amounts of cold running water
Cover the burn loosely with a sterile dressing
Minimize shock by keeping person from getting chilled orMinimize shock by keeping person from getting chilled or
overheated
DO NOT:
• Apply ice
• Break blisters
• Apply any ointment
• Remove pieces of burned clothing
T l b• Try to clean burn
Treatment for chemical burns:
Goal: to remove chemical from body ASAP by flushing body part or eyes
for at least 20 minutes
Treatment for electrical burns:
Call 9-1-1 and do not approach victim until power is shut off
52. FIRST AIDFIRST AID
Bloody Noses
Causes:
Blow to from a blunt object
High blood pressure
Change in altitude
To control a nosebleed, have the person lean
f d d i h h il h ilforward and pinch the nostrils together until
bleeding stops.
Other methods of controlling bleeding includeOther methods of controlling bleeding include
ice to the bridge of the nose or putting
pressure on the upper lip just beneath thep pp p j
nose.
53. FIRST AIDFIRST AID
Signals of serious muscle, bone or joint injuries:
Significant deformityg y
Bruising and swelling
Inability to use the affected apart normallyy p y
Bone fragments sticking out of a wound
Person feels bones gratingPerson feels bones grating
person felt or heard a snap or pop at the
time of injurytime of injury
The injured area is cold and numb
Cause of the injury suggests that the injuryCause of the injury suggests that the injury
may be severe
54. TREATMENT FOR BROKENTREATMENT FOR BROKEN
BONESBONES
Basic concepts to evaluate:p
Location of the injury
Ability to immobilize or splint: let nurseAbility to immobilize or splint: let nurse,
EMS or someone who is trained splint the
personperson
Ice can control swelling and pain
H f i di l ?How far is medical care?
55. NECK INJURIESNECK INJURIESNECK INJURIESNECK INJURIES
Although head neck and back injuries makeAlthough head, neck and back injuries make
up only a small fraction of all injuries,
these injuries may cause unintentionalthese injuries may cause unintentional
death or lifelong neurological damage
Injuries to the head neck or back can causeInjuries to the head, neck or back can cause
paralysis, speech or memory problems or
other disabling conditionsother disabling conditions.
56. CONCUSSIONSCONCUSSIONSCONCUSSIONSCONCUSSIONS
An injury to the brain can cause bleedingj y g
inside the skull.The blood can build up
and cause pressure, resulting in morep g
damage.
The first and most important signal of brainp g
injury is a change in the level o the
person’s consciousness. He or she may bep y
dizzy or confused or may become
unconscious.
57. DIABETESDIABETES
What is diabetes?
◦ Diabetes is a chronic illness in which the body does not
produce insulin (type 1) or does not produce enough
i li l it (t 2)insulin or properly use it (type 2).
◦ Insulin is vital for everyday life because it converts sugar,
starches or other food into energy.
◦ Diabetes is the sixth deadliest diseasesixth deadliest disease in the U.S.Diabetes is the sixth deadliest diseasesixth deadliest disease in the U.S.
Diabetes has no cure.
58. DIABETES INCIDENCEDIABETES INCIDENCE
Nearly 21 million adults and children in the U.S. have diabetes.
Each year, more than 13,000 young people are diagnosed with
type 1 diabetes.
Children and adolescents diagnosed with type 2 diabetes are
generally between 10 and 19 years old, obese, have a strong
family history for type 2 diabetes, and have insulin resistance.
Generally, children and adolescents with type 2 diabetes have
poor glycemic control (A1C = 10% - 12%).
Those affected with type 2 diabetes belong to all ethnic groups, but it is more
commonly seen in non-white groups.American Indian youths have the highest
prevalence of type 2 diabetes. In the 15-to-19-year age group, the currentprevalence of type 2 diabetes. In the 15 to 19 year age group, the current
prevalences were 50.9 per 1000 for Pima Indians from Arizona
4.5 per 1000 for all U.S.American Indian populations (reported cases from the
U.S. Indian Health Service outpatient clinics)
2.3 per 1000 for Canadian First Nation people from Manitoba (reported cases
from outpatient clinics).
In comparison, the prevalence per 1000 of type 1 diabetes for U.S. residents
d 0 19 1 7 1000
p , p p yp
aged 0-19 years is 1.7 per 1000.
59. TYPE 1 DIABETESTYPE 1 DIABETESTYPE 1 DIABETESTYPE 1 DIABETES
◦ Occurs when the pancreas does not produce insulin
◦ Requires multiple doses of insulin every day – via shots
or an insulin pump
◦ Accounts for 5 to 10% of all cases of diabetes and is
the most prevalent type of diabetes among childrenthe most prevalent type of diabetes among children
and adolescents
Type 1 diabetes cannot be prevented.
60. TYPE 1 DIABETESTYPE 1 DIABETESTYPE 1 DIABETESTYPE 1 DIABETES
Symptoms:
◦ Frequent urination
◦ Excessive thirst
E h◦ Extreme hunger
◦ Dramatic weight loss
◦ Irritability◦ Irritability
◦ Weakness and fatigue
◦ Nausea and vomitingNausea and vomiting
These symptoms usually occur suddenly and can be
deadly if left untreated.deadly if left untreated.
61. TYPE 2 DIABETESTYPE 2 DIABETESTYPE 2 DIABETESTYPE 2 DIABETES
◦ Occurs when the pancreas does not produce enough◦ Occurs when the pancreas does not produce enough
insulin or use insulin properly
◦ Increased type 2 diagnoses among children and
adolescents in the U.S.
◦ African Americans and Hispanic/Latino Americans are
at higher riskat higher risk
◦ Managed with insulin shots, oral medication, diet and
other healthy living choices
Type 2 diabetes may be prevented.
62. POSSIBLE LONGPOSSIBLE LONG--TERMTERMPOSSIBLE LONGPOSSIBLE LONG TERMTERM
COMPLICATIONSCOMPLICATIONS
– Heart disease
– Stroke
Kidney disease– Kidney disease
– Blindness
– Nerve disease
– Amputations
– Impotence
These chronic complications may occur
over time, especially if blood sugar levels
are not controlled.
63. DIABETES MANAGEMENTDIABETES MANAGEMENT
IS 24/7…IS 24/7…
• Every student with diabetes will be differenty
• Diabetes requires constant juggling of
insulin/medication with physical activity and foodp y y
• It’s important to recognize the behaviors and signs of
“high” and “low” blood sugar levels
• A student with a diabetes emergency will
need help from school staff (ex. low blood sugar)
• Students with diabetes can do the same every
day activities as students without diabetes
64. MOST IMMEDIATE CONCERNSMOST IMMEDIATE CONCERNS
IN MANAGING TYPE 1 DIABETESIN MANAGING TYPE 1 DIABETES
• Hypoglycemia = low blood glucose
• Hyperglycemia = high blood glucose
• Ketoacidosis (key-toe-ass-i-DOE-sis) =
ketone (acid) build up in the blood
because there is not enough insulin in the
b dbody
65. CAUSES OF HYPOGLYCEMIACAUSES OF HYPOGLYCEMIA
(LOW BLOOD SUGAR)(LOW BLOOD SUGAR)
◦ Administering too much insulin◦ Administering too much insulin
◦ Skipping or delaying meals/snacks
◦ Too much insulin for the amount of food eaten◦ Too much insulin for the amount of food eaten
◦ Exercising longer or harder than planned
M lik l b f l h d f h l d◦ More likely to occur before lunch, at end of school day or
during/after PE
◦ Combination of the above factors
Never leave a student alone or send them
away when experiencing hypoglycemia.
Treat on the spot.p
66. SYMPTOMS OF MILDSYMPTOMS OF MILD
HYPOGLYCEMIAHYPOGLYCEMIA
◦ Sudden change in behavior (lethargic confused◦ Sudden change in behavior (lethargic, confused,
uncoordinated, irritable, nervous)
S dd h i ( h k l◦ Sudden change in appearance (shaky, sweaty, pale or
sleepy)
◦ Complaints of headache or weakness
67. RESPONSE TO HYPOGLYCEMIARESPONSE TO HYPOGLYCEMIARESPONSE TO HYPOGLYCEMIARESPONSE TO HYPOGLYCEMIA
Check blood glucose (BG) level
Give the student a quick-acting sugar equivalent to 15
grams of carbohydrate:grams of carbohydrate:
• Examples: 4 oz. of juice, ½ a can of regular soda, or
3-4 glucose tablets
• Ask parents to provide you with• Ask parents to provide you with
what works best for their child
Ch k bl d l (BG) l l 10 15 i lCheck blood glucose (BG) level 10 to 15 minutes later
Repeat treatment if BG is below student’s target rangeRepeat treatment if BG is below students target range
68. SYMPTOMS OF SEVERESYMPTOMS OF SEVERE
HYPOGLYCEMIAHYPOGLYCEMIA
◦ Inability to swallowInability to swallow
◦ Seizure or convulsion
◦ Unconsciousness
This is the
most immediate
danger to kids with
diabetesdiabetes
69. RESPONSE TORESPONSE TO
SEVERE HYPOGLYCEMIASEVERE HYPOGLYCEMIA
◦ Position student on sideos t o stu e t o s e
◦ Contact school nurse or trained diabetes staff
◦ Administer prescribed glucagon
◦ Call 911
◦ Call student’s parents
70. GLUCAGONGLUCAGONGLUCAGONGLUCAGON
Is a hormoneIs a hormone
Raises blood glucose levelsRaises blood glucose levels.
It is only administered when hypoglycemicy yp g y
symptoms are severe.
Glucagon may cause nausea or vomiting butGlucagon may cause nausea or vomiting, but...
Gl i lif i t t t th tGlucagon is a life-saving treatment that
cannot harm a student!
71. HYPERGLYCEMIAHYPERGLYCEMIA
(high blood sugar)(high blood sugar)
Causes:
◦ Too little insulin
◦ Illness, infection or injury
◦ Stress or emotional upset◦ Stress or emotional upset
◦ Decreased exercise or activity
◦ Combination of the above factors
73. RESPONSE TORESPONSE TO
HYPERGLYCEMIAHYPERGLYCEMIA
All f d i d• Allow free and unrestricted access to
liquids and restrooms
• Allow student to administer insulin or
seek a trained staff person to administerseek a trained staff person to administer
• Encourage student to test blood
glucose levels more frequently
74. NOTES ON HYPERGLYCEMIANOTES ON HYPERGLYCEMIANOTES ON HYPERGLYCEMIANOTES ON HYPERGLYCEMIA
In the short term, hyperglycemiayp g y
can impair cognitive abilities and
adversely affect academicy
performance.
In the long-term, high blood glucose
levels can be very dangerousy g
75. AS A STAFF MEMBER,AS A STAFF MEMBER,
YOU CAN SUPPORT THEYOU CAN SUPPORT THE
STUDENT WITH DIABETESSTUDENT WITH DIABETES
Supporting self-care by capable students
P d d b lProviding easy-access to diabetes supplies
Ensuring students eat snacks at a scheduled time and
k k il bl t t t l bl dmake sure snacks are available to treat low blood sugar
Allowing students reasonable time to make up missed
homework or testshomework or tests
Learning about diabetes and complying with the individual
student’s 504 and health care plansstudents 504 and health care plans
76. OTHER CLASSROOM TIPSOTHER CLASSROOM TIPSOTHER CLASSROOM TIPSOTHER CLASSROOM TIPS
Keep a contact sheet of trained diabetes staff at your desk for emergencies
Create a diabetes info sheet for substitute teachers
Learn signs and responses to low/high blood sugar levels
Allow blood glucose monitoring and free access to bathrooms/water during classAllow blood glucose monitoring and free access to bathrooms/water during class
Educate your class about diabetes (parent permission necessary to identify child in
class)
Let parents know in advance changes to the class schedule (field trips special eventsLet parents know, in advance, changes to the class schedule (field trips, special events,
etc.)
-Field trip considerations
Test taking during episodes of high or low blood sugarsTest taking during episodes of high or low blood sugars
Physical Education Class
Snacks in classSnacks in class
77. REMEMBERREMEMBER
E hild ith di b t i diff t1. Every child with diabetes is different.
2. Don’t draw unnecessary attention to your student’s condition.
3 Provide inconspicuous and gentle reminders3. Provide inconspicuous and gentle reminders.
4. Do not put a “label” on the student with diabetes.
5. Do not sympathize: empathize.5. Do not sympathize: empathize.
6. Always be prepared.
7. Use the buddy system.y y
8. Allow unrestricted bathroom breaks.
9. Be patient.
10. Keep the lines of communications open.
11. Knowledge is power.
78. FOR MORE INFORMATIONFOR MORE INFORMATIONFOR MORE INFORMATIONFOR MORE INFORMATION
Visit www.diabetes.org/schools
Visit www.diabetes.org/safeatschool
Download the following free tools:
– NDEP’s Helping the Student with Diabetes Succeed:A
Guide for School Personnel
ADA’ Di b C T k S h l Wh K– ADA’s Diabetes CareTasks at School:What Key
Personnel Need to Know
Visit www.diabetes.org/schoolwalk
for free lesson plans about diabetes
79. ASTHMAASTHMAASTHMAASTHMA
Definition
Asthma occurs when the airways in the
lungs (bronchial tubes) become inflamedu gs (b o c a tubes) beco e a e
and constricted.The muscles of the
bronchial walls tighten, and airwaysg , y
produce extra mucus that blocks the
airways. Signs and symptoms of asthmay g y p
range from minor wheezing to life-
threatening asthma attacks.g
81. ASTHMAASTHMA
A th 't b d b t it t bAsthma can't be cured, but its symptoms can be
controlled.
Management includes avoiding asthma triggers
and tracking symptoms.
Regularly take long-term control medications to
prevent flare-upsprevent flare ups
Short-term "rescue" medications to control
symptoms once they start.
A th th t i 't d t l i dAsthma that isn't under control can cause missed
school and work or reduced productivity due to
symptoms.
Work closely with doctor to track signs and
symptoms and adjust treatment as needed
82. ASTHMAASTHMA
WHAT TO WATCH FORWHAT TO WATCH FOR
Look at the student:
◦ Posture
◦ Color
◦ How fast is student breathing
◦ Agitatedg
◦ Uncomfortable
◦ Is student able to talkIs student able to talk
◦ What do you hear?
Wheezes, high pitched noises, g p
83. ASTHMAASTHMA
WHAT TO WATCH FORWHAT TO WATCH FOR
Listen to student:
◦ What he/she is saying?
W t t l d◦ Wants to lay down
◦ Crying, can’t console
◦ Pain in chest or back
◦ “I can’t run today” or◦ I can t run today or
“I can’t keep up”
84. MANAGEMENT OF ASTHMA EXACERBATIONS:MANAGEMENT OF ASTHMA EXACERBATIONS:
SCHOOLTREATMENTSCHOOLTREATMENTSCHOOLTREATMENTSCHOOLTREATMENT
Be prepared. Know which students have asthma and where their medicine is kept. If a
student has asthma symptoms or complaints and needs your help, take these steps.
Stop the student’s activity.p y
Quickly evaluate the situation.
Help the student locate and take his/her prescribed quick-relief inhaler medicine.
Observe for at least 10 minutes if in distress
If no response to inhaler, call the nurse and keep the student and watch him/herIf no response to inhaler, call the nurse and keep the student and watch him/her
NEVER LEAVE A STUDENT ALONE.
Other supportive measures:
◦ Sips of warm water
◦ Quiet area◦ Quiet area
◦ Practice slow, regular breathing with student
Call 9-1-1 if any of the following occur:
-If the student is struggling to breathe, talk, stay awake, has blue lips, or asks for an
ambulanceambulance.
-If the student doesn’t improve after administration of quick-relief medicine,
and nurse/designee or parent/guardian is not available.
-If no quick-relief medicine is available, the student’s symptoms have not improved
spontaneously, and nurse/designee or parent/guardian is not available.p y g p g
-If you are unsure what to do.
• Contact the parent/guardian.
85. Wyoming Emergency Medication LawWyoming Emergency Medication Law
Self Administration of Emergency MedicationSelf Administration of Emergency MedicationSelf Administration of Emergency MedicationSelf Administration of Emergency Medication
Effective July 1, 2005,W.S. 21-4-310 requiresWyoming
school districts to permit a student to possess and
self administer asthma medicati n ithin an sch lself-administer asthma medication within any school
of the district if form is submitted to the district
containing:
1. Parental/guardian verification that the studentg
is responsible for and capable of self-administration
and parental authorization for self-administration of
asthma medication;
2 Healthcare provider identification of the2. Healthcare provider identification of the
prescribed or authorized asthma medication and
verification of the appropriateness of the student’s
possession and self-administration of the asthma
medicationmedication.
Revised in 2007 to include other emergency meds
Sample form based on recommendations from the
WY Dept. of Education
87. TWO MAJOR TYPES OFTWO MAJOR TYPES OF
SEIZURESSEIZURESSEIZURESSEIZURES
1 Partial (focal local) seizures1. Partial (focal, local) seizures
2 G li d S i ( l i2. Generalized Seizures (convulsive or
nonconvulsive)
89. FIRST AIDFIRST AIDFIRST AIDFIRST AID
Safety
1. Move objects that might injure student
2. Prevent harm to student
3. Provide privacy for student
4. Stay with student
90. POSITIONINGPOSITIONINGPOSITIONINGPOSITIONING
1. If student is on floor, position on sidep
with mouth toward floor so oral
secretions or vomitus can flow out.
2 If in chair with assistance lower2. If in chair, with assistance, lower
student to floor and position as in #1.
91. SEND FOR HELPSEND FOR HELPSEND FOR HELPSEND FOR HELP
Send someone to call or send for
nurse!
***state room numberstate room number
Assign someone to get help if you’reAssign someone to get help if you re
the only adult
92. COMFORT MEASURESCOMFORT MEASURESCOMFORT MEASURESCOMFORT MEASURES
Loosen tight fitting clothing aroundg g g
neck
Place protective barrier for head on
floor if possiblefloor, if possible
2/4/2010
95. DO NOT:DO NOT:
Try to force open mouthy p
Insert any padded object
into mouth
2/4/2010
96. GENERAL INFORMATIONGENERAL INFORMATIONGENERAL INFORMATIONGENERAL INFORMATION
Most seizures are self limitingg
And will resolve without intervention
ANDAND
Most seizures do not require any
interventions except theinterventions except the
aforementioned first aid.
2/4/2010