This document provides an overview of caring for patients with special challenges in emergency situations. It discusses considerations for patients with disabilities, terminal illnesses, obesity, and poverty. It also reviews diseases like autism and conditions requiring advanced medical devices, such as ventilators, tracheostomy tubes, pacemakers, defibrillators, and left ventricular assist devices. The document emphasizes communicating with patients and caregivers, explaining procedures, and following protocols when treating patients with complex needs or advanced medical technology.
Returning to School After Traumatic Brain Injury (TBI)Bonnie Landau
Information for Counselors and parents on how to help students who have TBI (traumatic brain injury) when they return to school after being home or hospitalized. Many supports are needed for students and they may require an IEP or 504 to put accommodations or modifications into place. A special education advocate might be helpful if the school is difficult about providing support. Find out more information at https://www.specialmomadvocate.com/returning-school-tbi/
Returning to School After Traumatic Brain Injury (TBI)Bonnie Landau
Information for Counselors and parents on how to help students who have TBI (traumatic brain injury) when they return to school after being home or hospitalized. Many supports are needed for students and they may require an IEP or 504 to put accommodations or modifications into place. A special education advocate might be helpful if the school is difficult about providing support. Find out more information at https://www.specialmomadvocate.com/returning-school-tbi/
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Planning Your Time: Plan 100 minutes for this chapter.
Patients With Special Challenges (30 Minutes)
General Considerations in Responding to Patients With Special Challenges (20 minutes)
Diseases and Conditions (10 minutes)
Advanced Medical Devices (30 minutes)
Abuse and Neglect (10 minutes)
Note: The total teaching time recommended is only a guideline.
Core Concepts
The variety of challenges that may be faced by patients with special needs
Types of disabilities and challenges patients may have
Special aspects of prehospital care for a patient with special challenges
Congenital and acquired diseases and conditions
Types of advanced medical devices patients may rely on
How to recognize and deal with cases of abuse and neglect
Teaching Time: 30 minutes
Teaching Tips: Teach that a disability can be the primary reason that EMS was contacted or that it can complicate other illnesses or injuries. Teach flexibility. This chapter presents many situations that do not fit into the normal expectations of the EMT. Remind students that atypical is often typical. Use specific examples and "war stories" to add realism to the discussion.
Covers Objective: 35.2
Point to Emphasize: Many patients with disabilities can live independently, often with some type of assistive equipment or accommodations.
Discussion Topic: Define disability and give an example of a disability.
Class Activity: Have a discussion about disabilities that EMTs may encounter. Create a list and discuss how each disability might impact care and assessment.
Covers Objective: 35.2
Point to Emphasize: Many patients with disabilities can live independently, often with some type of assistive equipment or accommodations.
Discussion Topic: Define disability and give an example of a disability.
Class Activity: Have a discussion about disabilities that EMTs may encounter. Create a list and discuss how each disability might impact care and assessment.
Covers Objective: 35.3
Talking Points: Always explain what you are doing, especially with patients who are blind or have other communication impairments.
Knowledge Application: Using a programmed patient, create scenarios that address special health care challenges. Have students practice assessments.
Covers Objective: 35.2
Point to Emphasize: Terminal illness and extreme obesity present specific health challenges to the patient.
Discussion Topic: Describe the challenges of treating a terminally ill patient.
Critical Thinking: You are called for a patient with a known terminal illness. He is in cardiac arrest. What considerations might you have before starting CPR?
Covers Objective: 35.2
Point to Emphasize: Terminal illness and extreme obesity present specific health challenges to the patient.
Discussion Topic: Describe the challenges of treating a terminally ill patient.
Critical Thinking: You are called for a patient with a known terminal illness. He is in cardiac arrest. What considerations might you have before starting CPR?
Covers Objective: 35.2
Discussion Topic: Discuss the special measures that may be necessary to assess and treat an extremely obese patient.
Knowledge Application: Have students work in small groups. Assign each group a specific disability. Have that group present the challenges that its disability poses to traditional prehospital care.
Covers Objective: 35.2
Point to Emphasize: Homelessness can present both medical and psychosocial challenges to the well-being of the patient.
Discussion Topic: How might being homeless impact the physical well-being of a patient?
Covers Objective: 35.2
Point to Emphasize: Patients with an autism spectrum disorder will not behave or react in the same manner as most patients do. They are best cared for by avoiding sensory, emotional, or cognitive overstimulation.
Knowledge Application: Use a programmed patient to simulate autism scenarios. Practice assessment and treatment strategies.
Covers Objective: 35.2
Covers Objective: 35.2
Covers Objective: 35.2
Talking Points: The patient with autism may not offer typical complaints, may have very high pain thresholds, and may choose to engage in a pleasurable activity rather than deal with an obvious injury or medical condition, despite the discomfort.
Covers Objective: 35.2
Covers Objective: 35.2
Discussion Topic: Describe the key elements of approaching and treating a patient with an autism spectrum disorder.
Covers Objective: 35.2
Talking Points: With the autistic child, you must keep calm and take your time.
Teaching Time: 20 minutes
Teaching Tips: Consider inviting a patient with special health care challenges to class, along with his family members. Discuss specific challenges and potential issues regarding assessment and treatment. Use specific examples of special health care challenges to describe congenital and acquired disorders. Reach out to your local hospice agency for teaching resources. Consider inviting a hospice nurse for assistance in discussing palliative and end-of-life care.
Covers Objective: 35.3
Discussion Topic: Describe the specific challenges of treating a patient with specialized home medical equipment.
Knowledge Application: Present examples of home care devices. Ask students to examine them and discuss the specific challenges that they might pose.
Covers Objective: 35.3
Discussion Topic: Describe the specific challenges of treating a patient with specialized home medical equipment.
Knowledge Application: Present examples of home care devices. Ask students to examine them and discuss the specific challenges that they might pose.
Covers Objective: 35.3
Covers Objective: 35.3
Point to Emphasize: The caregivers of patients with special challenges often are a valuable resource for assessment and treatment information.
Knowledge Application: Role-play in small groups. Create assessment scenarios, using students as family members. Have groups use family as a resource and conduct assessments.
Covers Objective: 35.3
Covers Objective: 35.3
Point to Emphasize: The patient also may be an excellent resource on his specific challenge.
Talking Points: Ask the patient about the device and any problems with it. Always explain what you are doing.
Discussion Topic: Discuss how the patient's caregiver or the patient can assist in the assessment.
Covers Objective: 35.3
Critical Thinking: Besides the patient and caregivers, what other resources regarding special health challenges might be available? How would you access them?
Covers Objective: 35.3
Talking Points: The most important question when a medical device fails is, "Is this life-threatening?"
Teaching Time: 10 minutes
Teaching Tip: Use specific examples of diseases and illustrate how they may be either a primary problem or a secondary problem.
Covers Objective: 35.3
Point to Emphasize: A congenital disease or condition is one that is present at birth. An acquired disease or condition is one that occurs after birth; it may be the result of exposure to a virus or bacteria, or it may be the result of another medical condition or trauma.
Discussion Topic: Explain how a congenital disease is different from an acquired disease.
Class Activity: Ask the class to discuss congenital and acquired diseases they know of. Differentiate between the two types and discuss.
Knowledge Application: Have students work in small groups. Assign each group a specific disease. Have the group research and present on the specific challenges that the disease might pose.
Covers Objective: 35.3
Discussion Topic: Discuss how an underlying disease might complicate another illness or injury. Give specific examples.
Critical Thinking: Consider a patient with a chronic disease. What challenges might the treatments of that disease pose to the patient?
Teaching Time: 30 minutes
Teaching Tips: Have examples of medical devices on hand to review. Demonstrate these devices as you discuss them. Use video clips or media graphics to illustrate a tracheostomy. Invite a special health care patient to discuss his medical device. Nursing schools often have anatomic models that help teach the care of medical devices. Consider contacting a nursing school for special teaching resources. Point out the need for continuing education. Note that no amount of education can fully prepare the EMT for all possible medical devices. Providers should value future educational opportunities to familiarize themselves with new medical devices.
Covers Objective: 35.4
Point to Emphasize: When encountering an advanced medical device, the EMT must take into consideration what the device is doing for the patient and how important the device is to the patient's survival.
Covers Objective: 35.4
Talking Points: CPAP is noninvasive positive pressure ventilation (NPPV) provided by a device that blows oxygen or air under constant low pressure through a tube and mask to prevent alveoli in the lungs from collapsing at the end of a breath. It is often prescribed to patients who have sleep apnea.
Covers Objective: 35.4
Covers Objective: 35.4
Discussion Topic: Describe a tracheostomy. What complications might commonly be associated with this procedure?
Critical Thinking: Consider how the presence of a medical device might compound another illness or injury. For example, how might a tracheostomy make administering supplemental oxygen more difficult?
Covers Objective: 35.4
Covers Objective: 35.4
Point to Emphasize: A ventilator is a device that artificially breathes for a patient. Common problems include mucus plugs and mechanical failures.
Covers Objective: 35.4
Point to Emphasize: A ventilator is a device that artificially breathes for a patient. Common problems include mucus plugs and mechanical failures.
Covers Objective: 35.4
Discussion Topic: Describe common complications associated with a ventilator. Discuss treatment options.
Covers Objective: 35.4
Talking Points: Modern pacemakers are rate-responsive, meaning that they detect what the patient is doing and modify the heart rate accordingly. Pacemakers emit a low energy pulse that is not felt by the patient and cannot be detected on the skin or felt by providers.
Covers Objective: 35.4
Talking Points: Modern pacemakers are rate-responsive, meaning that they detect what the patient is doing and modify the heart rate accordingly. Pacemakers emit a low energy pulse that is not felt by the patient and cannot be detected on the skin or felt by providers.
Covers Objective: 35.4
Talking Points: Modern pacemakers are rate-responsive, meaning that they detect what the patient is doing and modify the heart rate accordingly. Pacemakers emit a low energy pulse that is not felt by the patient and cannot be detected on the skin or felt by providers.
Covers Objective: 35.4
Knowledge Application: Provide to small groups an example of a medical device. Have the groups present on the device's function and possible complications.
Covers Objective: 35.4
Talking Points: While the patient is waiting for a suitable donor, the LVAD serves as a "bridge to transplant." It moves blood from the damaged left ventricle through an inserted tube to a pump implanted in the abdomen where the blood is pressurized and sent to the aorta for transport to the body.
Covers Objective: 35.4
Class Activity: Interview a patient with special health care challenges. Discuss the specific challenges of any home medical device utilized.
Covers Objective: 35.4
Class Activity: Interview a patient with special health care challenges. Discuss the specific challenges of any home medical device utilized.
Covers Objective: 35.4
Talking Points: Feeding tubes are used in patients who cannot feed themselves or who cannot swallow. They may be used short-term during recovery from surgery or for chronic conditions. A nasogastric (NG-tube) is long tube inserted through the nose into the stomach that can be used to deliver nutrients. A gastrostomy tube (G-tube) is feeding tube surgically implanted through the abdominal wall into the stomach. Common problems include dislodgement, infection at the site of insertion, and clog that prevents nutrients from being provided to the patient.
Covers Objective: 35.4
Talking Points: Feeding tubes are used in patients who cannot feed themselves or who cannot swallow. They may be used short-term during recovery from surgery or for chronic conditions. A nasogastric (NG-tube) is long tube inserted through the nose into the stomach that can be used to deliver nutrients. A gastrostomy tube (G-tube) is feeding tube surgically implanted through the abdominal wall into the stomach. Common problems include dislodgement, infection at the site of insertion, and clog that prevents nutrients from being provided to the patient.
Covers Objective: 35.4
Talking Points: Feeding tubes are used in patients who cannot feed themselves or who cannot swallow. They may be used short-term during recovery from surgery or for chronic conditions. A nasogastric (NG-tube) is long tube inserted through the nose into the stomach that can be used to deliver nutrients. A gastrostomy tube (G-tube) is feeding tube surgically implanted through the abdominal wall into the stomach. Common problems include dislodgement, infection at the site of insertion, and clog that prevents nutrients from being provided to the patient.
Covers Objective: 35.4
Class Activity: Teach flexibility. Create a made-up device. Describe its function and then create a failure. Have students use flexibility and all their resources to develop a treatment plan.
Covers Objective: 35.4
Class Activity: Teach flexibility. Create a made-up device. Describe its function and then create a failure. Have students use flexibility and all their resources to develop a treatment plan.
Covers Objective: 35.4
Talking Points: Urinary catheters are used for a patient who has lost the ability to urinate or to control when he or she urinates. The most commonly seen catheters are in-dwelling Foley catheters. Others include condom-type catheters. The external tube is connected to a collection bag. The bag may be strapped to the patient's leg, or a large drainage bag may hang on the side of the patient's bed. Common problems are infection, blockages, discoloration of urine, and dislodgement of the catheter.
Covers Objective: 35.4
Covers Objective: 35.4
Discussion Topic: Describe the function of common medical devices including AICDs, LVADs, indwelling catheters, feeding tubes, insulin pumps, urinary catheters, and ostomy pouches.
Covers Objective: 35.4
Covers Objective: 35.4
Covers Objective: 35.4
Covers Objective: 35.4
Covers Objective: 35.4
Covers Objective: 35.4
Covers Objective: 35.4
Covers Objective: 35.4
Covers Objective: 35.4
Teaching Time: 10 minutes
Teaching Tips: Relate this discussion to prior discussions about child abuse and elder abuse. This is a good opportunity to reinforce previous points. Look for media examples of abuse. Describe real-life situations.
Covers Objective: 35.5
Point to Emphasize: Patients with special challenges can be more vulnerable to physical or sexual abuse, exploitation, and neglect because of their dependence on others.
Discussion Topic: Discuss how a special health challenge might increase the risk of abuse and neglect.
Covers Objective: 35.5
Point to Emphasize: EMTs should be alert for the possibility of abuse during scene size-up, history taking, and assessment.
Covers Objective: 35.5
Discussion Topic: Describe the role of the EMT if abuse or neglect is suspected.
Class Activity: Review local protocols for reporting abuse of patients with special challenges.
Knowledge Application: Create a mock abuse reporting scenario. Have students report and document a suspected abuse situation.
Critical Thinking: You have responded to a call and suspect abuse. However, the circumstances are very unclear, and you truly are unsure. It would be a mandated reporting scenario if you were sure. Should you report your findings? What if your suspicions are wrong?
Covers Objective: 35.5
Talking Points: Depending on the challenge the patient faces, you may have to adjust your methods of communication and history gathering as well as assessment. The best thing is to get the patient and yourself out of the environment.
Talking Points: Awareness, Basic, Calm and Safe. CPAP keeps the airway from collapsing. No, a responder cannot be injured by a discharging AICD.
Talking Points: Ensure that the ventilator tube does not have any mucus buildup and then suction as needed. During transport, it may be easier to use a BVM while moving the patient to the ambulance, depending on the location of the ventilator and the situation. If the ventilator is left attached to the patient, make sure it is firmly affixed to the stretcher to prevent movement in the ambulance during transport.
