This document discusses bleeding and shock. It begins by describing the components of the circulatory system, including the heart, blood vessels, blood, arteries, capillaries, and veins. It then covers topics such as bleeding, both external and internal, and the signs and symptoms of shock. The document provides guidance on assessing and controlling external bleeding through direct pressure, elevation, hemostatic agents, splinting, and tourniquets. It also discusses special situations involving bleeding from the head, nose, or internally from blunt or penetrating trauma. Throughout, it emphasizes the importance of maintaining ABCs (airway, breathing, circulation) and rapid transport to a medical facility.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
These videos appear later in the presentation; you may want to preview them prior to class to ensure they load and play properly. Click on the links above in slideshow view to go directly to the slides.
Planning Your Time: Plan 105 minutes for this chapter.
The Circulatory System (20 minutes)
Bleeding (40 minutes)
Shock (Hypoperfusion) (45 minutes)
Note: The total teaching time recommended is only a guideline.
Core Concepts:
How to recognize arterial, venous, and capillary bleeding
How to evaluate the severity of external bleeding
How to control external bleeding
Signs, symptoms, and care of a patient with internal bleeding
Signs, symptoms, and care of a patient with shock
Teaching Time: 20 minutes
Teaching Tips: Relate this lesson to the metabolism discussion in Chapter 7. Consider the basic requirements of cells when reviewing the function of the circulatory system. Use anatomical models and multimedia graphics to illustrate the circulatory system. Spend time clarifying the need for perfusion. Other lessons depend on a fundamental understanding of this concept.
Covers Objective: 25.2
Discussion Topics: Describe the role of the circulatory system. What functions does it provide to the body? Describe the components of the circulatory system. What role does each component play within the system?
Knowledge Applications: Have students label the components of the circulatory system on a blank illustration. List the components of the circulatory system. Ask students to describe the basic function of each component.
Covers Objective: 25.2
Covers Objective: 25.2
Covers Objective: 25.2
Covers Objective: 25.2
Covers Objective: 25.2
Covers Objective: 25.3
Talking Points: Perfusion is the adequate filling of the body's capillaries, supplying cells and tissues with oxygen and nutrients. Hypoperfusion results in some cells and organs not receiving adequate oxygen and causes a dangerous build up of waste in the cells.
Discussion Topic: Define hypoperfusion. What are the implications of inadequate perfusion?
Class Activity: Role-play the circulatory system. Assign specific roles and have students act out the normal function of a circulatory system.
Critical Thinking: What role does the pulmonary system play with regard to the normal function of the circulatory system? Describe how the two are linked.
Teaching Time: 40 minutes
Teaching Tips: Use multimedia graphics to illustrate the different types of bleeding. Have personal protective equipment (PPE) on hand. Demand appropriate protective equipment, even when practicing. Have bleeding control equipment on hand for practice. Unless it is exsanguinating, bleeding likely will be a lower priority than airway and breathing. However, bleeding is often distracting. Emphasize an appropriate progression through the primary assessment. Instill a fear of internal bleeding. Make sure students know that it is impossible to estimate and is potentially deadly.
Covers Objective: 25.5
Covers Objective: 25.4
Point to Emphasize: External bleeding, or hemorrhage, is bleeding that occurs outside the body. It is typically visible on the surface of the skin.
Covers Objective: 25.4
Point to Emphasize: The three types of external hemorrhage are directly related to the amount of pressure within the ruptured vessel.
Talking Points: Arterial circulation is a high-pressure system inside thick, muscular walls making it most difficult to control. Venous circulation is a low-pressure system that is often lower than atmospheric pressure, which may suck in debris or air bubbles through an open wound.
Discussion Topic: Compare and contrast the three types of bleeding. Include assessment findings.
Covers Objective: 25.4
Point to Emphasize: The three types of external hemorrhage are directly related to the amount of pressure within the ruptured vessel.
Talking Points: Arterial circulation is a high-pressure system inside thick, muscular walls making it most difficult to control. Venous circulation is a low-pressure system that is often lower than atmospheric pressure, which may suck in debris or air bubbles through an open wound.
Discussion Topic: Compare and contrast the three types of bleeding. Include assessment findings.
Covers Objective: 25.4
Covers Objective: 25.4
Covers Objective: 25.4
Covers Objective: 25.4
Talking Points: Exsanguinating hemorrhage is rapidly life threatening, so it must be the first priority.
Covers Objective: 25.5
Talking Points: Bleeding control comes after airway and breathing assessment in the patient assessment as shown here. Standard precautions are still the first and most important step in every assessment.
Covers Objective: 25.5
Talking Points: Bleeding control comes after airway and breathing assessment in the patient assessment as shown here. Standard precautions are still the first and most important step in every assessment.
Covers Objective: 25.6
Covers Objective: 25.6
Covers Objective: 25.6
Covers Objective: 25.6
Covers Objective: 25.6
Covers Objective: 25.7
Discussion Topic: Describe the steps used to control external hemorrhage.
Covers Objective: 25.6
Talking Points: Battlefield testing has shown that tourniquets are useful in bleeding not otherwise controllable and that the average transport time of less than one hour does not pose a severe risk to the long-term outcome. Removing a tourniquet can dislodge clots that have formed, resulting in further blood loss.
Covers Objective: 25.6
Talking Points: Battlefield testing has shown that tourniquets are useful in bleeding not otherwise controllable and that the average transport time of less than one hour does not pose a severe risk to the long-term outcome. Removing a tourniquet can dislodge clots that have formed, resulting in further blood loss.
Covers Objective: 25.6
Covers Objective: 25.6
Talking Points: EMTs must evaluate the efficacy of the current treatment before escalating.
Covers Objective: 25.6
Covers Objective: 25.7
Discussion Topic: Describe the steps used to control external hemorrhage.
Covers Objective: 25.6
Covers Objective: 25.6
Talking Points: If the patient leans back, the patient can swallow blood causing stomach irritation and eventually nausea and vomiting.
Discussion Topic: Describe the procedure for treating a nosebleed.
Knowledge Applications: Have students work in small groups. Assign each group a method of bleeding control. Have the group research and present the correct procedure for using its particular method. Include benefits and costs. Use programmed patients to practice bleeding control. Use all the methods discussed.
Critical Thinking: How might blood-thinning medications change your strategy for bleeding control?
Covers Objective: 25.8
Point to Emphasize: Internal bleeding is bleeding that occurs inside the body. This type of bleeding is difficult to assess and can be massive.
Talking Points: Sharp bone ends from a fractured extremity can tear surrounding vessels and tissue, resulting in severe bleeding.
Discussion Topic: Describe the signs that indicate internal bleeding.
Covers Objective: 25.8
Class Activity: Describe signs and symptoms of a trauma patient. Ask the class if there are signs of internal hemorrhage. Discuss decision making.
Covers Objective: 25.8
Talking Points: Penetrating trauma is also a leading cause of internal bleeding. The amount of internal injury and bleeding is often difficult to judge.
Covers Objective: 25.5
Covers Objective: 25.5
Covers Objective: 25.5
Covers Objective: 25.6
Point to Emphasize: Care for internal bleeding must include rapid transport to an appropriate facility.
Covers Objective: 25.7
Video Clip
Some Ways to Control Bleeding
What happens when the body loses too much blood?
What are the signs and symptoms of shock?
What materials can an EMT use to control bleeding?
Explain how to control external bleeding.
Teaching Time: 45 minutes
Teaching Tips: Review anatomy and physiology of the cardiovascular system. Shock becomes much clearer when it is framed against normal perfusion. Teach compensation. If students understand how the body compensates, they can relate signs and symptoms. This also works the other way: If students see signs and symptoms, they can predict the level of compensation. Shock is about supply and demand. Cells need oxygen. In shock, there is more demand than supply. Use specific examples to discuss how the cardiovascular system fails and how hypoperfusion begins. Relating signs to real life is often helpful in explaining these points. Early recognition is essential. Teach students to beware blood pressure as an indicator of shock.
Covers Objective: 25.9
Point to Emphasize: Shock is defined as inadequate tissue perfusion.
Talking Points: The result of the joining of these two conditions is death.
Covers Objective: 25.11
Discussion Topic: Discuss the main causes of shock. How are they different? How are they similar?
Covers Objective: 25.12
Discussion Topic: Explain how the body compensates for hypoperfusion. What steps does it take, and how will these steps be noticeable in your patient?
Knowledge Application: Ask small groups to discuss the long-term effects of compensation. Why does it eventually lead to decompensation? Are there lasting effects?
Knowledge Application: Assign small groups a component of the cardiovascular system. Ask them to discuss how that component is affected by shock and subsequent compensation. What changes occur?
Covers Objective: 25.11
Discussion Topic: Discuss the main causes of shock. How are they different? How are they similar?
Covers Objective: 25.11
Knowledge Application: Assign small groups examples of anaphylactic and obstructive shock. Have groups research the pathophysiology, signs and symptoms, and appropriate treatments. Discuss.
Covers Objective: 25.11
Knowledge Application: Assign small groups examples of anaphylactic and obstructive shock. Have groups research the pathophysiology, signs and symptoms, and appropriate treatments. Discuss.
Covers Objective: 25.11
Knowledge Application: Assign small groups examples of anaphylactic and obstructive shock. Have groups research the pathophysiology, signs and symptoms, and appropriate treatments. Discuss.
Covers Objective: 25.10
Covers Objective: 25.10
Discussion Topics: Define shock. What effect does shock have on the body? Describe the signs and symptoms of shock.
Class Activities: Describe the signs and symptoms of a shock patient. Have students tell you what stage of shock the patient is experiencing. Discuss cell hypoperfusion. Ask the class what steps the body might take to compensate for this problem. How will the body save itself?
Covers Objective: 25.13
Covers Objective: 25.13
Covers Objective: 25.13
Covers Objective: 25.13
Knowledge Application: Use programmed patients to create shock scenarios. Have teams practice assessment and treatment.
Critical Thinking: What can be done to assist compensation and prevent decompensation in a shock patient?
Covers Objective: 25.9
Video Clip
Shock
What are some of the most common causes of shock?
Discuss the role of the EMT in the assessment and management of a patient in shock.
What types of shock usually result from blood vessel dilation?
Talking Points: When students are discussing these questions, make sure to insert real-life details that will help them understand that the situations they find themselves in as EMTs will not necessarily follow the clear-cut order the find in their textbooks.
Talking Points: Have one student suggest a course of assessment and care. When that student has finished, ask other students to critique the process.