The document provides an overview and guidance for teaching the American Heart Association's Basic Life Support (BLS) Instructor Essentials Course. It outlines the course content, format, materials, and steps to become a BLS instructor. Key aspects include:
- The course prepares candidates to teach BLS instructor-led and blended learning courses through online and hands-on sessions.
- Candidates must complete the online portion, pass the BLS Provider course, and successfully complete the hands-on session conducted by Faculty using provided lesson plans and materials.
- The hands-on session covers BLS provider course content, testing, HeartCode BLS, Heartsaver courses, instructor resources, and concludes with an
This document discusses shock, including its definition, stages, types, signs and symptoms, and diagnostic evaluation. Shock is defined as inadequate tissue perfusion resulting from low blood pressure and cardiac output. It discusses the initial, compensatory, progressive and irreversible stages of shock. The main types covered are hypovolemic, septic, cardiogenic, neurogenic and anaphylactic shock. For each type the causes, pathophysiology, clinical manifestations are outlined. The diagnostic evaluation of shock involves medical history, physical exam, lab tests and imaging to identify the underlying cause and guide treatment.
The document discusses intensive/critical care nursing. It describes intensive care as providing immediate care to patients with life-threatening health issues. Over 5 million patients are admitted annually to intensive care units in the US for issues like brain injuries, heart/lung problems, childbirth complications, infections, and surgery. The aging population is leading to more chronic illnesses and greater need for critical care. Critical care nursing requires specialized skills and knowledge to holistically care for critically ill patients and their families during crisis situations.
Diabetic ketoacidosis is a life-threatening complication of diabetes that occurs when there is not enough insulin in the body. It is characterized by high blood sugars, high ketones, and metabolic acidosis. The main treatment involves fluid replacement, insulin therapy to lower blood sugars and ketones, correcting electrolyte imbalances like potassium, and treating any underlying infections. Complications can include hypokalemia, hypoglycemia, cerebral edema, and pulmonary edema. Patient education focuses on medication adherence, sick-day management, and seeking medical care if symptoms worsen.
This document discusses fluid and electrolyte balance in the body. It covers several key points:
1) Water makes up 55-60% of adult body weight and is essential for life. Loss of 10% body fluid leads to an 8% weight loss and is serious, while a 20% loss is fatal.
2) Body fluids have several important functions including transport, metabolism, temperature regulation, and lubrication. Fluids move between intracellular and extracellular spaces through mechanisms like osmosis and filtration.
3) The body tightly regulates fluid balance through systems like thirst, vasopressin release, the renin-angiotensin system, and aldosterone. Disruptions can cause fluid volume
Cerebrovascular accident refers to a stroke, which occurs when blood flow to the brain is interrupted. The document discusses the causes, types, symptoms, risk factors, and diagnostic evaluation of strokes. It also summarizes hypertension, myocardial infarction, and coronary artery disease - all of which can increase the risk of strokes if not properly managed.
The document discusses nutritional considerations for three clinical scenarios involving critically ill patients, including guidelines for determining nutritional needs, initiating enteral or parenteral nutrition, monitoring patients on nutrition support, and potential complications. It also addresses factors such as appropriate tube feeding routes and formulas based on patient conditions.
This document discusses communication in palliative care. It defines communication and outlines types of verbal and non-verbal communication. It discusses skills for effective communication like listening, checking understanding, asking questions and answering questions. It also covers qualities needed for effective communication, barriers to communication, and considerations for communication with children and those with HIV/AIDS. Effective communication is important for providing quality palliative care.
Cardiogenic shock is the failure of the heart to pump enough blood to meet the body's needs due to loss of contractile function. It most commonly occurs after a myocardial infarction which damages a significant portion of the left ventricle. Symptoms include low blood pressure, rapid breathing, decreased urine output, and confusion. Treatment involves oxygen, medications to improve contractility and reduce workload, and mechanical devices like IABP if needed. Nursing care focuses on monitoring circulation and tissue perfusion, managing devices, and addressing patient anxiety.
This document discusses shock, including its definition, stages, types, signs and symptoms, and diagnostic evaluation. Shock is defined as inadequate tissue perfusion resulting from low blood pressure and cardiac output. It discusses the initial, compensatory, progressive and irreversible stages of shock. The main types covered are hypovolemic, septic, cardiogenic, neurogenic and anaphylactic shock. For each type the causes, pathophysiology, clinical manifestations are outlined. The diagnostic evaluation of shock involves medical history, physical exam, lab tests and imaging to identify the underlying cause and guide treatment.
The document discusses intensive/critical care nursing. It describes intensive care as providing immediate care to patients with life-threatening health issues. Over 5 million patients are admitted annually to intensive care units in the US for issues like brain injuries, heart/lung problems, childbirth complications, infections, and surgery. The aging population is leading to more chronic illnesses and greater need for critical care. Critical care nursing requires specialized skills and knowledge to holistically care for critically ill patients and their families during crisis situations.
Diabetic ketoacidosis is a life-threatening complication of diabetes that occurs when there is not enough insulin in the body. It is characterized by high blood sugars, high ketones, and metabolic acidosis. The main treatment involves fluid replacement, insulin therapy to lower blood sugars and ketones, correcting electrolyte imbalances like potassium, and treating any underlying infections. Complications can include hypokalemia, hypoglycemia, cerebral edema, and pulmonary edema. Patient education focuses on medication adherence, sick-day management, and seeking medical care if symptoms worsen.
This document discusses fluid and electrolyte balance in the body. It covers several key points:
1) Water makes up 55-60% of adult body weight and is essential for life. Loss of 10% body fluid leads to an 8% weight loss and is serious, while a 20% loss is fatal.
2) Body fluids have several important functions including transport, metabolism, temperature regulation, and lubrication. Fluids move between intracellular and extracellular spaces through mechanisms like osmosis and filtration.
3) The body tightly regulates fluid balance through systems like thirst, vasopressin release, the renin-angiotensin system, and aldosterone. Disruptions can cause fluid volume
Cerebrovascular accident refers to a stroke, which occurs when blood flow to the brain is interrupted. The document discusses the causes, types, symptoms, risk factors, and diagnostic evaluation of strokes. It also summarizes hypertension, myocardial infarction, and coronary artery disease - all of which can increase the risk of strokes if not properly managed.
The document discusses nutritional considerations for three clinical scenarios involving critically ill patients, including guidelines for determining nutritional needs, initiating enteral or parenteral nutrition, monitoring patients on nutrition support, and potential complications. It also addresses factors such as appropriate tube feeding routes and formulas based on patient conditions.
This document discusses communication in palliative care. It defines communication and outlines types of verbal and non-verbal communication. It discusses skills for effective communication like listening, checking understanding, asking questions and answering questions. It also covers qualities needed for effective communication, barriers to communication, and considerations for communication with children and those with HIV/AIDS. Effective communication is important for providing quality palliative care.
Cardiogenic shock is the failure of the heart to pump enough blood to meet the body's needs due to loss of contractile function. It most commonly occurs after a myocardial infarction which damages a significant portion of the left ventricle. Symptoms include low blood pressure, rapid breathing, decreased urine output, and confusion. Treatment involves oxygen, medications to improve contractility and reduce workload, and mechanical devices like IABP if needed. Nursing care focuses on monitoring circulation and tissue perfusion, managing devices, and addressing patient anxiety.
The document discusses concepts related to sepsis, severe sepsis, and septic shock. It provides statistics on the incidence and mortality of these conditions. It also describes the pathophysiology of sepsis, including the roles of inflammation, coagulation abnormalities, and hemodynamic changes. Potential mediators such as cytokines, nitric oxide, and endotoxin are examined in the development of septic shock.
Neuro-rehabilitation is a complex medical process that aims to aid recovery from nervous system injuries and minimize functional alterations. It involves a multidisciplinary team addressing issues like activities of daily living, speech, counseling, bladder/bowel control, exercise, cognition, education, and goal setting to promote the highest level of independence possible after brain or spinal cord damage and encourage rebuilding self-esteem.
This document discusses the concepts of fluids and electrolytes. It describes how fluids are distributed in the body between intracellular and extracellular spaces, and how electrolytes maintain balance. Key electrolytes like sodium, potassium, calcium and chloride are explained in terms of their normal levels and functions in regulating fluids, acid-base balance, muscle and nerve function. The document also covers how fluids and electrolytes are regulated through mechanisms like osmosis, diffusion, and the roles of the kidneys, hormones and other physiological processes.
This document provides an overview of syncope (fainting), including definitions, causes, diagnostic approaches, and management. The main points are:
1. Syncope is defined as a brief loss of consciousness due to reduced blood flow to the brain. It has many potential causes including cardiac arrhythmias, orthostatic hypotension, vasovagal reactions, and structural heart issues.
2. The diagnostic approach involves taking a medical history, physical exam, ECG, and sometimes additional tests like tilt table testing, Holter monitoring, or insertable cardiac monitors.
3. The two broad categories of syncope are cardiogenic (heart-related) and reflex-mediated. Cardiogenic
Palliative care aims to provide coordinated care for terminally ill patients to relieve suffering and improve quality of life. Physiotherapy in palliative care is oriented towards maximizing quality of life as perceived by the patient using a holistic approach. Treatment goals include determining functional loss and potential, implementing a plan to improve function, and achieving the best quality of life possible for patients and their families. Treatment differs from traditional physiotherapy by being brief, with frequent rests, to accommodate patients' changing needs and rapid declines in condition.
The document provides information on traumatic brain injury (TBI) and medical nutrition therapy. It begins with an outline and overview of TBI, describing it as a disruption of normal brain function caused by external forces. It then discusses leading causes of TBI like falls and motor vehicle accidents. The document details the pathophysiology of primary and secondary brain damage following TBI. It also outlines the hypermetabolic consequences of TBI and current evidenced-based nutrition recommendations, including early enteral nutrition. Finally, it introduces a 94-year-old female patient admitted with a right-sided subdural hematoma following a ground level fall and provides her medical history, physical exam findings, labs, and vital signs.
1) Coma results from disordered arousal of the brain and can be caused by issues with the reticular activating system or bilateral brain damage.
2) Levels of consciousness between fully awake and comatose include stupor, obtundation, and drowsiness. The Glasgow Coma Scale is used to assess level of consciousness.
3) Causes of coma include issues like ischemia, toxins, metabolic disturbances, infections, trauma, and structural brain lesions. Proper assessment involves stabilizing the patient, considering potential causes, performing a neurological exam including the Glasgow Coma Scale, and considering further testing if needed.
The document discusses parenteral and enteral nutrition for critically ill patients. It recommends early enteral nutrition within 48 hours for critically ill patients without contraindications to reduce infections and mortality. For patients who cannot tolerate enteral nutrition, initiating parenteral nutrition within the first few days may be considered for malnourished patients, though the effects are unknown. The complications, formulations, administration methods, and monitoring of both enteral and parenteral nutrition are also covered.
This document provides an overview of traumatic brain injury (TBI) from a neurological perspective. It discusses the types, classification, morphology, pathophysiology, imaging, biomarkers, management, and sequelae of mild, moderate and severe TBI. Key points include: TBI is a leading cause of disability; classification includes mild (GCS 13-15), moderate (GCS 9-12) and severe (GCS 3-8); common morphologies seen on imaging include skull fractures, contusions, epidural hematomas, subdural hematomas, subarachnoid hemorrhage, and diffuse axonal injury; secondary brain injury can be prevented by avoiding hypotension, hypoxia and other insults;
3. Complications of parenteral nutritionChartwellPA
The document discusses various complications that can arise from total parenteral nutrition (TPN). It begins by stating the goals of nutritional support and notes complications are more common early in TPN initiation due to multiple organ dysfunction in patients. Potential complications are divided into metabolic issues, catheter-related problems, and sepsis. Specific metabolic issues covered in detail include hyperglycemia, hepatic dysfunction, refeeding syndrome, metabolic bone disease, and fluid/electrolyte imbalances. Prevention and monitoring strategies are provided for each complication.
1) Neurogenic shock describes the sudden loss of autonomic tone due to spinal cord injury, which results in decreased systemic vascular resistance and vasodilation, causing hypotension.
2) It occurs most commonly with injuries above T6 due to loss of sympathetic tone. Aggressive management is needed to treat hypotension and avoid further spinal cord injury.
3) Treatment involves fluid resuscitation as well as vasoactive drugs like phenylephrine, norepinephrine, or vasopressin to increase blood pressure. Bradycardia may also occur and is treated with atropine, chronotropic drugs, or pacing in severe cases.
Hydrocephalus
introduction
Hydrocephalus, also known years ago as “water on the brain”, is a condition where the circulation system of the body’s cerebrospinal fluid (CSF) is not functioning properly. The CSF accumulates in the brain and causes intracranial pressure. A shunt is usually placed to equalize the flow of CSF, which requires surgery. The diagnosis and surgery can be very frightening for the parents as well as the child
definition
Hydrocephalus is a condition characterized by an excess of cerebrospinal fluid (CSF) within the ventricular and subarachnoid spaces of the cranial cavity
INCIDENCE
It is found in 1-3 of every 1000 born children in world wide
Classification
Non communicating. In the non communicating type of congenital hydrocephalus, an obstruction occurs in the free circulation of CSF.
Communicating. In the communicating type of hydrocephalus, no obstruction of the free flow of the CSF exists between the ventricles and the spinal theca; rather, the condition is caused by defective absorption of CSF, thus causing increased pressure on the brain or spinal cord.
CAUSES
Obstruction. The most common problem is a partial obstruction of the normal flow of CSF, either from one ventricle to another or from the ventricles to other spaces around the brain.
Poor absorption. Less common is a problem with the mechanisms that enable the blood vessels to absorb CSF; this is often related to inflammation of brain tissues from disease or injury.
Overproduction. Rarely, the mechanisms for producing CSF create more than normal and more quickly than it can be absorbed.
PATHOPHYSIOLOGY
CLINICAL MANIFESTATION
Poor feeding. The infant with hydrocephalus has trouble in feeding due to the difficulty of his condition.
Large head. An excessively large head at birth is suggestive of hydrocephalus.
Bulging of the anterior fontanelles. The anterior fontanelle becomes tense and bulging, the skull enlarges in all diameters, and the scalp becomes shiny and its veins dilate.
Setting sun sign. If pressure continues to increase without intervention, the eyes appear to be pushed downward slightly with the sclera visible above the iris- the so-called setting sun sign.
High-pitched cry. The intracranial pressure may increase and the infant’s cry could become high-pitched.
Irritability. Irritability is also caused by an increase in the intracranial pressure.
Projectile vomiting. An increase in the intracranial pressure can cause projectile vomiting
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conclusions
The document provides guidance on approaching and managing a comatose patient. It outlines that the primary objectives are to stabilize, evaluate, and treat the patient by taking an organized sequential approach that prioritizes the airway, breathing, circulation, treating metabolic causes of coma like hypoglycemia, and evaluating for increased intracranial pressure or mass lesions. Secondary objectives include understanding the signs and symptoms of different causes of coma and developing a differential diagnosis. The document then provides detailed information on assessing different aspects of the comatose patient including their level of consciousness, neurological exam findings, breathing patterns, eye movements, motor response, and appropriate investigations.
This document discusses the management of hemorrhagic shock. It defines 4 classes of hemorrhagic shock based on percentage of blood volume lost and associated signs. It emphasizes that hypoperfusion, not hypotension, causes shock. It recommends replacing lost blood volume with 3 times as much crystalloid. Early surgical intervention is important. Goals of resuscitation are restoration of end-organ perfusion rather than normalization of vital signs alone. Complications can include multiple organ failure and coagulopathy.
This slide is for the Community Integration After TBI training for the WV TBI program at the Center for Excellence in Disabilities at West Virginia University.
This document provides an overview of cerebrovascular accidents (CVAs, also known as strokes) presented by a nursing tutor. The objectives are to define CVAs, explain their causes and pathophysiology, identify clinical manifestations, describe management, and recognize complications. CVAs occur when blood flow to the brain is interrupted, depriving brain cells of oxygen. Common causes are transient ischemic attacks, blood clots within arteries or from other parts of the body, and bleeding in the brain. Signs and symptoms depend on the affected brain region but may include paralysis, weakness, sensory loss, and communication problems. Management involves medical treatments like anticoagulants and surgery, while nursing focuses on monitoring, rehabilitation, and education to prevent
This document discusses the management of septic shock in children. It defines septic shock and describes the pathophysiology involving the immune response and cytokine release. It outlines the criteria for systemic inflammatory response syndrome (SIRS), sepsis, severe sepsis, and septic shock. The stages of warm and cold shock are described. Early recognition of septic shock through clinical signs is emphasized. Primary resuscitation involves oxygen, antibiotics, IV access, fluids and inotropes to achieve therapeutic goals within 3-6 hours. Intubation, ventilation, transfusions and steroids may be needed in refractory cases. Catecholamines act on different receptor types to increase blood pressure and cardiac output.
119457 Interpret and use information from texts dudu zwane
Learners at this level read and view a range of texts. People credited with this unit standard are able to read and view a variety of text types with understanding and to justify their views and responses by reference to detailed evidence from texts. They are also able to evaluate the effectiveness of different texts for different audiences and purposes by using a set of criteria for analysis.
Learners credited with this unit standard are able to:
• Use a range of reading and viewing strategies to understand the literal meaning of specific texts
• Use strategies for extracting implicit messages in texts
• Respond to selected texts in a manner appropriate to the context
• Explore and explain how language structures and features may influence a reader/viewer
This document provides guidance on competency-based learning materials for the module on handling and sharpening knives for slaughtering operations. It outlines the learning outcomes, assessment criteria, reference materials, and activities needed to demonstrate competency in sharpening knives, working safely with knives, and maintaining knives and equipment. The document also discusses recognition of prior learning and provides assessment methods for evaluating if learners have achieved the required competencies.
The document discusses concepts related to sepsis, severe sepsis, and septic shock. It provides statistics on the incidence and mortality of these conditions. It also describes the pathophysiology of sepsis, including the roles of inflammation, coagulation abnormalities, and hemodynamic changes. Potential mediators such as cytokines, nitric oxide, and endotoxin are examined in the development of septic shock.
Neuro-rehabilitation is a complex medical process that aims to aid recovery from nervous system injuries and minimize functional alterations. It involves a multidisciplinary team addressing issues like activities of daily living, speech, counseling, bladder/bowel control, exercise, cognition, education, and goal setting to promote the highest level of independence possible after brain or spinal cord damage and encourage rebuilding self-esteem.
This document discusses the concepts of fluids and electrolytes. It describes how fluids are distributed in the body between intracellular and extracellular spaces, and how electrolytes maintain balance. Key electrolytes like sodium, potassium, calcium and chloride are explained in terms of their normal levels and functions in regulating fluids, acid-base balance, muscle and nerve function. The document also covers how fluids and electrolytes are regulated through mechanisms like osmosis, diffusion, and the roles of the kidneys, hormones and other physiological processes.
This document provides an overview of syncope (fainting), including definitions, causes, diagnostic approaches, and management. The main points are:
1. Syncope is defined as a brief loss of consciousness due to reduced blood flow to the brain. It has many potential causes including cardiac arrhythmias, orthostatic hypotension, vasovagal reactions, and structural heart issues.
2. The diagnostic approach involves taking a medical history, physical exam, ECG, and sometimes additional tests like tilt table testing, Holter monitoring, or insertable cardiac monitors.
3. The two broad categories of syncope are cardiogenic (heart-related) and reflex-mediated. Cardiogenic
Palliative care aims to provide coordinated care for terminally ill patients to relieve suffering and improve quality of life. Physiotherapy in palliative care is oriented towards maximizing quality of life as perceived by the patient using a holistic approach. Treatment goals include determining functional loss and potential, implementing a plan to improve function, and achieving the best quality of life possible for patients and their families. Treatment differs from traditional physiotherapy by being brief, with frequent rests, to accommodate patients' changing needs and rapid declines in condition.
The document provides information on traumatic brain injury (TBI) and medical nutrition therapy. It begins with an outline and overview of TBI, describing it as a disruption of normal brain function caused by external forces. It then discusses leading causes of TBI like falls and motor vehicle accidents. The document details the pathophysiology of primary and secondary brain damage following TBI. It also outlines the hypermetabolic consequences of TBI and current evidenced-based nutrition recommendations, including early enteral nutrition. Finally, it introduces a 94-year-old female patient admitted with a right-sided subdural hematoma following a ground level fall and provides her medical history, physical exam findings, labs, and vital signs.
1) Coma results from disordered arousal of the brain and can be caused by issues with the reticular activating system or bilateral brain damage.
2) Levels of consciousness between fully awake and comatose include stupor, obtundation, and drowsiness. The Glasgow Coma Scale is used to assess level of consciousness.
3) Causes of coma include issues like ischemia, toxins, metabolic disturbances, infections, trauma, and structural brain lesions. Proper assessment involves stabilizing the patient, considering potential causes, performing a neurological exam including the Glasgow Coma Scale, and considering further testing if needed.
The document discusses parenteral and enteral nutrition for critically ill patients. It recommends early enteral nutrition within 48 hours for critically ill patients without contraindications to reduce infections and mortality. For patients who cannot tolerate enteral nutrition, initiating parenteral nutrition within the first few days may be considered for malnourished patients, though the effects are unknown. The complications, formulations, administration methods, and monitoring of both enteral and parenteral nutrition are also covered.
This document provides an overview of traumatic brain injury (TBI) from a neurological perspective. It discusses the types, classification, morphology, pathophysiology, imaging, biomarkers, management, and sequelae of mild, moderate and severe TBI. Key points include: TBI is a leading cause of disability; classification includes mild (GCS 13-15), moderate (GCS 9-12) and severe (GCS 3-8); common morphologies seen on imaging include skull fractures, contusions, epidural hematomas, subdural hematomas, subarachnoid hemorrhage, and diffuse axonal injury; secondary brain injury can be prevented by avoiding hypotension, hypoxia and other insults;
3. Complications of parenteral nutritionChartwellPA
The document discusses various complications that can arise from total parenteral nutrition (TPN). It begins by stating the goals of nutritional support and notes complications are more common early in TPN initiation due to multiple organ dysfunction in patients. Potential complications are divided into metabolic issues, catheter-related problems, and sepsis. Specific metabolic issues covered in detail include hyperglycemia, hepatic dysfunction, refeeding syndrome, metabolic bone disease, and fluid/electrolyte imbalances. Prevention and monitoring strategies are provided for each complication.
1) Neurogenic shock describes the sudden loss of autonomic tone due to spinal cord injury, which results in decreased systemic vascular resistance and vasodilation, causing hypotension.
2) It occurs most commonly with injuries above T6 due to loss of sympathetic tone. Aggressive management is needed to treat hypotension and avoid further spinal cord injury.
3) Treatment involves fluid resuscitation as well as vasoactive drugs like phenylephrine, norepinephrine, or vasopressin to increase blood pressure. Bradycardia may also occur and is treated with atropine, chronotropic drugs, or pacing in severe cases.
Hydrocephalus
introduction
Hydrocephalus, also known years ago as “water on the brain”, is a condition where the circulation system of the body’s cerebrospinal fluid (CSF) is not functioning properly. The CSF accumulates in the brain and causes intracranial pressure. A shunt is usually placed to equalize the flow of CSF, which requires surgery. The diagnosis and surgery can be very frightening for the parents as well as the child
definition
Hydrocephalus is a condition characterized by an excess of cerebrospinal fluid (CSF) within the ventricular and subarachnoid spaces of the cranial cavity
INCIDENCE
It is found in 1-3 of every 1000 born children in world wide
Classification
Non communicating. In the non communicating type of congenital hydrocephalus, an obstruction occurs in the free circulation of CSF.
Communicating. In the communicating type of hydrocephalus, no obstruction of the free flow of the CSF exists between the ventricles and the spinal theca; rather, the condition is caused by defective absorption of CSF, thus causing increased pressure on the brain or spinal cord.
CAUSES
Obstruction. The most common problem is a partial obstruction of the normal flow of CSF, either from one ventricle to another or from the ventricles to other spaces around the brain.
Poor absorption. Less common is a problem with the mechanisms that enable the blood vessels to absorb CSF; this is often related to inflammation of brain tissues from disease or injury.
Overproduction. Rarely, the mechanisms for producing CSF create more than normal and more quickly than it can be absorbed.
PATHOPHYSIOLOGY
CLINICAL MANIFESTATION
Poor feeding. The infant with hydrocephalus has trouble in feeding due to the difficulty of his condition.
Large head. An excessively large head at birth is suggestive of hydrocephalus.
Bulging of the anterior fontanelles. The anterior fontanelle becomes tense and bulging, the skull enlarges in all diameters, and the scalp becomes shiny and its veins dilate.
Setting sun sign. If pressure continues to increase without intervention, the eyes appear to be pushed downward slightly with the sclera visible above the iris- the so-called setting sun sign.
High-pitched cry. The intracranial pressure may increase and the infant’s cry could become high-pitched.
Irritability. Irritability is also caused by an increase in the intracranial pressure.
Projectile vomiting. An increase in the intracranial pressure can cause projectile vomiting
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,
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conclusions
The document provides guidance on approaching and managing a comatose patient. It outlines that the primary objectives are to stabilize, evaluate, and treat the patient by taking an organized sequential approach that prioritizes the airway, breathing, circulation, treating metabolic causes of coma like hypoglycemia, and evaluating for increased intracranial pressure or mass lesions. Secondary objectives include understanding the signs and symptoms of different causes of coma and developing a differential diagnosis. The document then provides detailed information on assessing different aspects of the comatose patient including their level of consciousness, neurological exam findings, breathing patterns, eye movements, motor response, and appropriate investigations.
This document discusses the management of hemorrhagic shock. It defines 4 classes of hemorrhagic shock based on percentage of blood volume lost and associated signs. It emphasizes that hypoperfusion, not hypotension, causes shock. It recommends replacing lost blood volume with 3 times as much crystalloid. Early surgical intervention is important. Goals of resuscitation are restoration of end-organ perfusion rather than normalization of vital signs alone. Complications can include multiple organ failure and coagulopathy.
This slide is for the Community Integration After TBI training for the WV TBI program at the Center for Excellence in Disabilities at West Virginia University.
This document provides an overview of cerebrovascular accidents (CVAs, also known as strokes) presented by a nursing tutor. The objectives are to define CVAs, explain their causes and pathophysiology, identify clinical manifestations, describe management, and recognize complications. CVAs occur when blood flow to the brain is interrupted, depriving brain cells of oxygen. Common causes are transient ischemic attacks, blood clots within arteries or from other parts of the body, and bleeding in the brain. Signs and symptoms depend on the affected brain region but may include paralysis, weakness, sensory loss, and communication problems. Management involves medical treatments like anticoagulants and surgery, while nursing focuses on monitoring, rehabilitation, and education to prevent
This document discusses the management of septic shock in children. It defines septic shock and describes the pathophysiology involving the immune response and cytokine release. It outlines the criteria for systemic inflammatory response syndrome (SIRS), sepsis, severe sepsis, and septic shock. The stages of warm and cold shock are described. Early recognition of septic shock through clinical signs is emphasized. Primary resuscitation involves oxygen, antibiotics, IV access, fluids and inotropes to achieve therapeutic goals within 3-6 hours. Intubation, ventilation, transfusions and steroids may be needed in refractory cases. Catecholamines act on different receptor types to increase blood pressure and cardiac output.
119457 Interpret and use information from texts dudu zwane
Learners at this level read and view a range of texts. People credited with this unit standard are able to read and view a variety of text types with understanding and to justify their views and responses by reference to detailed evidence from texts. They are also able to evaluate the effectiveness of different texts for different audiences and purposes by using a set of criteria for analysis.
Learners credited with this unit standard are able to:
• Use a range of reading and viewing strategies to understand the literal meaning of specific texts
• Use strategies for extracting implicit messages in texts
• Respond to selected texts in a manner appropriate to the context
• Explore and explain how language structures and features may influence a reader/viewer
This document provides guidance on competency-based learning materials for the module on handling and sharpening knives for slaughtering operations. It outlines the learning outcomes, assessment criteria, reference materials, and activities needed to demonstrate competency in sharpening knives, working safely with knives, and maintaining knives and equipment. The document also discusses recognition of prior learning and provides assessment methods for evaluating if learners have achieved the required competencies.
This document provides guidance on preparing teaching and learning materials (TTLM) for technical and vocational education and training (TVET) programs. It discusses that TTLM should include a teachers' guide, learning guide, and assessment packet. The teachers' guide outlines the competencies, session plans, assessments and reference materials. The learning guide tells trainees what to learn, activities, and the teachers' expectations. It can be self-contained or resource-based. The assessment packet includes demonstration checklists, formative and summative evaluations to check trainees' mastery of the competencies. Trainers should have relevant qualifications and experience to effectively impart the required skills and knowledge to trainees.
This document discusses using the Desire2Learn learning management system and other tools to design competency-based courses. It outlines goals of creating course templates, instructor training, and customized design. It also discusses using tools like release conditions, assessments, and an intelligent agent to accommodate competency-based education. The document provides background on competency-based education and compares it to traditional models. It evaluates using Desire2Learn to structure courses and discusses potential enhancements using additional tools.
The document outlines a 60-day, 480-hour training program for Aquaculture NCII. It includes an orientation on June 6 and covers key topics like Introduction to Competency-Based Training, the roles of trainers and trainees, Competency-Based Learning Materials, the units of competency, facilities and resources, and Recognition of Prior Learning. Trainees are divided into groups to work through the four core competencies of the Aquaculture NCII qualification.
The document provides an orientation on competency-based training for Food and Beverage Services NC II. It discusses the Dipolog School of Fisheries, which established the training. Competency-based training focuses on developing skills based on industry standards through a self-paced, modular approach. Learners demonstrate competency in areas like food and beverage service, room service, and customer concerns. Trainers facilitate learning while trainees progress at their own individual pace. Competency-based learning materials and monitoring tools like accomplishment charts and progress charts are used to track trainees' mastery of learning outcomes.
This document discusses competency-based training (CBT) delivery and the roles of trainers and trainees in CBT. It provides 10 principles of CBT delivery, including that learning is self-paced, competency-based, and assessed based on industry standards rather than comparisons to other trainees. The roles of the trainer include facilitating learning, developing curriculum and materials, and assessing performance, while trainees take responsibility for their own learning pace and request credits for prior knowledge. The document then provides an example CBT program for Events Management.
The document discusses competency-based training (CBT) for the Driving NC II qualification. It outlines the 10 principles of CBT including having competency-based curriculums and assessments based on collecting work performance evidence. The roles of the trainer and trainee are described as well as the CBT process which involves trainees selecting competencies, receiving instruction, practicing skills, and undergoing assessment. Facility components like practical work and learning resource areas are also mentioned.
This document provides an overview and instructions for training poll workers on how to use the Verity voting system. The objectives of the training are to teach poll workers how to operate the voting equipment, instruct voters, set up the polling place, assist voters, suspend and reopen or close the polls, and pack up the equipment. The benefits of the Verity system include usability, adaptability, and transparency. The role of the Verity training specialist is to acquire knowledge of the system, create a positive training environment, use time efficiently, respect trainees, be thorough, assess skills, and use evaluations. The available resources for trainers include documentation, customer support, and file transfer systems.
This document provides guidance on competency-based learning materials for supervising room cleaning and maintenance requirements. It outlines the objectives of monitoring housekeeping procedures and resources, which includes ensuring personal protective equipment is used correctly, complying with regulations, and controlling tools and equipment. It also describes responding to accidents and maintaining incident reports. The document provides references and information sheets on monitoring housekeeping requirements and resources, including the roles and responsibilities of housekeeping staff. It emphasizes the importance of quality control, communication, and effective management of the housekeeping department.
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4. Instructor Essentials
Overview
Welcome to the American Heart Association (AHA) Basic Life Support (BLS)
Instructor Essentials Course. The Instructor Essentials Course is designed to prepare
instructor candidates to teach AHA instructor-led and blended-learning course formats.
The course educates participants on how to adequately use instructor teaching materi-
als, ensure that students meet learning objectives, offer student coaching skills, provide
an objective skills performance evaluation, and follow AHA Instructor and course poli-
cies. The course covers core content and discipline-specific content required to teach
AHA courses.
Educational Design The BLS Instructor Essentials Course is taught in a blended-learning format. To
become an AHA BLS Instructor, candidates must complete the online portion, followed
by the hands-on session, which is classroom based. The online portion of the course
contains both core content and discipline-specific modules to prepare the instructor
candidates for the hands-on session. In the classroom, Faculty will continue prepar-
ing instructor candidates to become AHA Instructors by focusing on in-depth material
about the Heartsaver®
and BLS disciplines that candidates will be teaching. The hands-
on session includes instruction, practice, and an exam, allowing instructor candidates
to successfully use their instructor materials and skills. As a BLS Instructor, candidates
will also be able to teach any course within the Heartsaver portfolio.
Steps to Become
an Instructor
There are 4 steps to become a BLS Instructor. For successful completion, instructor
candidates must
1. Be accepted by an AHA Training Center (TC) before enrolling in an Instructor
Essentials Course and have a completed Instructor Candidate Application on file
with that TC
2. Have current AHA Provider status in the discipline for that Instructor Essentials
Course and be proficient in all the skills of that discipline
• Even though instructor candidates will be able to teach both BLS Provider and
Heartsaver courses after completing the BLS Instructor Essentials Course, they
need only a BLS Provider card to take BLS Instructor Essentials.
3. Successfully complete the Instructor Essentials Course, including both the online
and hands-on session
4. Successfully be monitored teaching within 6 months of completing the hands-on
session of the Instructor Essentials Course (Training Center Coordinators [TCCs]
may require additional monitoring, if needed)
Role of Faculty This guide, including the Lesson Plans, is for BLS Faculty—Regional or TC—who will
be teaching the hands-on session of the BLS Instructor Essentials Course. The purpose
of this Faculty Guide and the Lesson Plans is to provide Faculty with materials that
contain new information and educational practices that are incorporated into the 2015
product development cycle. These materials are to be used as a guide for teaching and
preparing instructor candidates to become AHA Instructors. We thank you for your con-
tinuous efforts in conducting the hands-on session of Instructor Essentials.
Preparing for
the Course
1
5. As Faculty, your role is critical to successful instructor candidate outcomes. During the
course, the Faculty should
• Facilitate discussions with a focus on desired outcome
• Listen to students’ responses and provide feedback to ensure understanding of
learning concepts
• Observe students’ actions and coach as needed
• Give positive and corrective feedback
• Keep discussions and activities on track for optimal learning and use of time in the
classroom
Find or List a Course Use the AHA’s My Courses online tool on the Instructor Network to list your
TC profile, the courses your TC offers, and your scheduled Instructor Essentials
Courses. Instructor candidates will then be able to access this information through
the AHA’s online Find a Course tool (www.heart.org/findacourse) or by phone at
1-877-AHA-4CPR (1-877-242-4277). This tool is for US TCs only.
TC profile information is entered in the Instructor Network by the TCC. The AHA
encourages TCs to post scheduled courses on the Instructor Network. With permission
from the TCC, TC Faculty may also post scheduled courses.
Many TCs also have websites where they post information about AHA courses.
AHA Instructor Network
www.ahainstructornetwork.org
Faculty-to-Instructor
Candidate Ratio
Keep track of how many people are enrolled in the course. Determine how many
Faculty members are needed to teach and who will be Lead Faculty. The size for each
BLS Instructor Essentials Course is flexible, but it is ideal that 1 Faculty member con-
duct an Instructor Essentials Course with up to 7 instructor candidates, so as not to
exceed a 1:7 ratio. This ratio is ideal because throughout the course, there are group
activities where 1 instructor candidate would play the role of instructor and the other
candidates would play the role of students. Two manikin stations would be needed for
an instructor course of 7 candidates.
Room Requirements When selecting a location for the BLS Instructor Essentials Course, make sure the
room has
• Good acoustics
• A clean and well-maintained environment
• Bright lighting that can be adjusted for video presentations
• An instructor-controlled video player and a monitor or screen large enough to be
viewed by all instructor candidates
• A chair for each instructor candidate
• Ideally, a firm surface with adequate padding or protection for skills practice (eg,
carpeted floors, sturdy table top, padded mats)
• A table for completing the exam
2
6. Course Equipment
and Materials
Once the course has been scheduled, contact your TCC for all equipment needed for
this course. Make sure you have any additional support materials needed, such as
posters, pocket reference cards, or emergency crash cart cards.
Equipment required for each class held is listed in the table below. All equipment used
must be in proper working order and good repair.
Quantity
Materials
and Equipment
1 per Faculty BLS Instructor Essentials Faculty Guide with Lesson
Plans
Program Administration Manual
BLS Provider Course materials: BLS Instructor Manual,
Lesson Plans, and course video (or course DVD)
Heartsaver student course materials: Heartsaver First
Aid CPR AED Instructor Manual, Lesson Plans, and
course video (or course DVD)
BLS and Heartsaver Instructor Essentials Course
videos (or course DVD)
1 per instructor
candidate
1-way valve and pocket mask
Course agenda
BLS Adult CPR and AED Skills Testing Checklist
Infant CPR Skills Testing Checklist
(have at least 2 copies of each)
Heartsaver Adult CPR and AED Skills Testing Checklist
Heartsaver Child CPR Skills Testing Checklist
Heartsaver Infant CPR Skills Testing Checklist
Heartsaver First Aid Skills Testing Checklist
(have at least 2 copies of each)
BLS Instructor Essentials Exam
BLS Instructor Essentials Instructor Candidate
Workbook
BLS Instructor Manual and BLS Provider Manual
BLS Accelerated Competency Agenda
New Lesson 9: Special Considerations for both
instructor-led and blended courses (optional), found on
the Instructor Network
BLS Provider Course Exam
Heartsaver First Aid CPR AED or Pediatric First Aid
CPR AED Instructor Manual and Student Workbook*
Heartsaver First Aid CPR AED or Pediatric First Aid
CPR AED Course Exam*
(continued)
Preparing for the Course
3
7. Ordering Materials If you need to order manikins or support materials, check with your TCC or contact
an AHA distributor. The distributors are listed on the Instructor Network. The TCC is
responsible for ordering all course completion cards.
Who Can
Take the Course
The BLS Instructor Essentials Course is an intensive course for instructor candidates
who have already successfully completed the BLS Provider Course. The role and scope
of practice of healthcare providers can vary greatly, so there are no profession-specific
guidelines for becoming an AHA Instructor in a specific discipline. Instructor candidates
should exemplify integrity, demonstrate strong ethics, communicate clearly, and model
a dedication to quality of training.
BLS instructor candidates must meet certain requirements before taking the Instructor
Essentials Course. Before attending the hands-on session (facilitated by Faculty), all
instructor candidates must
• Be at least 18 years of age
• Be aligned with an AHA TC
– Instructor candidates must have a TC that has agreed to accept them as an
instructor once they have completed Instructor Essentials and their monitoring is
completed.
• Have a current AHA BLS Provider course completion card
• Be proficient in the skills of BLS
– To measure the proficiency of the skills of BLS, be sure to observe instruc-
tor candidates during the course. If you feel that instructor candidates need to
be retested in their skills of BLS, you can include this as part of the Instructor
Essentials Course.
• Complete an Instructor Candidate
If you have any questions about prerequisites, please consult your TCC and/or refer to
the Program Administration Manual.
Quantity
Materials
and Equipment
1 per set of 3 instructor
candidates
(3:1 ratio)
AED trainer with adult pads
Manikins with shirts
• Adult
• Child (optional)
• Infant
Pocket mask (if not enough for 1 per instructor
candidate)
Stopwatch
Adult bag-mask device and infant bag-mask device
1 per course TV with DVD player or computer with video player and
projection screen
Course roster
Manikin cleaning supplies
*Instructor candidates can use either the Heartsaver First Aid CPR AED or Pediatric First
Aid CPR AED Course materials for the BLS Instructor Essentials Course, depending on
the course they will be teaching.
(continued)
4
8. Sample Precourse
Letter to Instructor
Candidates
The letter below is a sample you may modify and send to instructor candidates attend-
ing the hands-on session of the BLS Instructor Essentials Course.
(Date)
Dear Instructor Candidate:
Welcome to the hands-on session of the ___________ Instructor Essentials Course.
Enclosed are the agenda and your copy of the ___________ Instructor Manual(s) and
Instructor Essentials Instructor Candidate Workbook. Please bring your Instructor
Manual(s) to class to use during the course. Review both the agenda and the
Instructor Manual(s) before coming to class so that you learn more and are more
comfortable with the course.
The class is scheduled for
Date:
Time:
Location:
Please wear loose, comfortable clothing. You will be practicing skills that require
working on your hands and knees, bending, standing, and lifting. If you have
physical conditions that might prevent you from participating in the course, please
tell one of the instructors when you arrive for the course. The instructor will work to
accommodate your needs within the stated course completion requirements. In the
event that you are ill, please notify your instructor to reschedule your training.
We look forward to welcoming you on (day and date of class). If you have any
questions about the course, please call (name) at (telephone number).
Sincerely,
(Name), Faculty
Preparing for the Course
5
9.
10. Understanding
Icons
The icons used in the Lesson Plans are there to remind you to take certain actions
during the course. The Lesson Plans contain the following icons:
Icon Action
Discussion
Play video
Pause video
Instructor candidate practice
Instructor candidate practices while watching
Instructor candidate materials
Exam
7
Teaching
the Course
11. Using Lesson Plans Use Lesson Plans before and during the course.
When How to Use
Before the course Review the Lesson Plans to understand
• Objectives for each lesson
• Your role for each lesson
• Resources that you need for each lesson
Make notes of things you want to remember or add, and
consider preparing a list of questions and answers to use
during a debrief of the lessons.
During the course • Follow each Lesson Plan as you conduct the course.
• Make sure you have all the resources, equipment, and
supplies ready for each lesson.
• Help the instructor candidates achieve the objectives
identified for each lesson.
8
12. BLS Instructor Essentials Course Outline
Approximate course duration without breaks: 5 hours
(Instructor candidate–Faculty ratio 7:1; instructor candidate–manikin ratio 3:1)
Lesson times below are estimates and can vary from course to course.
Lesson Course Event
Lesson Plan Actions and
Time Estimate (in Minutes)
1 Course Introduction
5
2 AHA Introduction
Part I: American Heart Association Mission
Part II: Instructor Core Competencies
15
3 BLS Provider Course Preparation
Part I: Course Paperwork
Part II: Course Preparation
15
4 BLS Provider Course Overview
(Instructor-Led)
Part I: Course Formats
Part II: Instructor Materials
Part III: Learning Objectives and Course
Completion Requirements
15
5 Life Is Why™ Activity
5
6 BLS Provider Course: Lessons 2-4
Part I: Lesson 2: 1-Rescuer Adult BLS
Part II: Lesson 3: AED and Bag-Mask Device
Part III: Lesson 4: 2-Rescuer Adult BLS
20
7 BLS Provider Course: Lessons 5-6A
Part I: Lesson 5: Team Dynamics
Part II: Lesson 6: High-Performance Teams
Activity
Part III: Lesson 6A: Local Protocols
Discussion
40
8 BLS Provider Course: Lessons 7-11
Part I: Lesson 7: Child BLS
Part II: Lesson 8: Infant BLS
Part III: Lesson 9: Special Considerations
Part IV: Lesson 10: Adult and Child Choking
Part V: Lesson 11: Infant Choking
15
Teaching the Course
9
13. Lesson Course Event
Lesson Plan Actions and
Time Estimate (in Minutes)
9 BLS Testing and Remediation
Part I: BLS Skills Testing
Part II: BLS Exam
Part III: Remediation
40
10 HeartCode®
BLS
Part I: HeartCode BLS Overview
Part II: HeartCode BLS Online Portion
Part III: HeartCode BLS Hands-on Session
15
11 BLS Conclusion
5
12 Heartsaver Course Overview
(Instructor-Led)
Part I: Course Formats
Part II: Instructor Materials
Part III: Learning Objectives and Course
Completion Requirements
15
13 Heartsaver Portfolio
Part I: Adult CPR AED
Part II: Child CPR AED
Part III: Infant CPR
Part IV: First Aid
20
14 Heartsaver Testing
Part I: Heartsaver Skills Testing
Part II: Heartsaver Exam
15
15 Heartsaver Blended Course
Part I: Heartsaver Blended Course Overview
Part II: Heartsaver Online Portion
Part III: Heartsaver Hands-on Session 10
16 AHA Instructor Resources
Part I: Program Administration Manual
Part II: Instructor Network
Part III: Training Center–Specific Policies 20
17 Course Conclusion and Exam
Part I: Course Conclusion
Part II: BLS Instructor Essentials Exam
30
10
14. Sample BLS Instructor Essentials Course Agenda
7 Students, 1 Faculty
Instructor candidate–Faculty ratio 7:1; instructor candidate–manikin ratio 3 or 4:1
Total time: Approximately 6 hours
8:00-8:05 Lesson 1: Course Introduction
8:05-8:20 Lesson 2: AHA Introduction
Part I: American Heart Association Mission
Part II: Instructor Core Competencies
8:20-8:35 Lesson 3: BLS Provider Course Preparation
Part I: Course Paperwork
Part II: Course Preparation
8:35-8:50 Lesson 4: BLS Provider Course Overview (Instructor-Led)
Part I: Course Format
Part II: Instructor Materials
Part III: Learning Objectives and Course Completion Requirements
8:50-8:55 Lesson 5: Life Is Why™ Activity
8:55-9:15 Lesson 6: BLS Provider Course: Lessons 2-4
Part I: Lesson 2: 1-Rescuer Adult BLS
Part II: Lesson 3: AED and Bag-Mask Device
Part III: Lesson 4: 2-Rescuer Adult BLS
9:15-9:25 Break
9:25-10:05 Lesson 7: BLS Provider Course: Lessons 5-6A
Part I: Lesson 5: Team Dynamics
Part II: Lesson 6: High-Performance Teams Activity
Part III: Lesson 6A: Local Protocols Discussion
10:05-10:20 Lesson 8: BLS Provider Course: Lessons 7-11
Part I: Lesson 7: Child BLS
Part II: Lesson 8: Infant BLS
Part III: Lesson 9: Special Considerations
Part IV: Lesson 10: Adult and Child Choking
Part V: Lesson 11: Infant Choking
10:20-11:00 Lesson 9: BLS Testing and Remediation
Part I: BLS Skills Testing
Part II: BLS Exam
Part III: Remediation
11:00-11:30 Lunch
11:30-11:45 Lesson 10: HeartCode BLS
Part I: HeartCode BLS Overview
Part II: HeartCode BLS Online Portion
Part III: HeartCode BLS Hands-on Session
11:45-11:50 Lesson 11: BLS Conclusion
Teaching the Course
11
15. 11:50-12:05 Lesson 12: Heartsaver Course Overview (Instructor-Led)
Part I: Course Formats
Part II: Instructor Materials
Part III: Learning Objectives and Course Completion Requirements
12:05-12:25 Lesson 13: Heartsaver Portfolio
Part I: Adult CPR AED
Part II: Child CPR AED
Part III: Infant CPR
Part IV: First Aid
12:25-12:35 Break
12:35-12:50 Lesson 14: Heartsaver Testing
Part I: Heartsaver Skills Testing
Part II: Heartsaver Exam
12:50-1:00 Lesson 15: Heartsaver Blended Course
Part I: Heartsaver Blended Course Overview
Part II: Heartsaver Online Portion
Part III: Heartsaver Hands-on Session
1:00-1:20 Lesson 16: AHA Instructor Resources
Part I: Program Administration Manual
Part II: Instructor Network
Part III: Training Center–Specific Policies
1:20-1:50 Lesson 17: Course Conclusion and Exam
Part I: Course Conclusion
Part II: BLS Instructor Essentials Exam
12