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PREHOSPITALPREHOSPITAL
EMERGENCY CAREEMERGENCY CARE
CHAPTER
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Prehospital Emergency Care, 10th
edition
Mistovich | Karren
TENTH EDITION
Altered Mental
Status, Stroke, and
Headache
18
Prehospital Emergency Care, 10th
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Mistovich | Karren
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Learning ReadinessLearning Readiness
• EMS Education Standards, text p. 524
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Learning ReadinessLearning Readiness
ObjectivesObjectives
• Please refer to page 524 of your text to
view the objectives for this chapter.
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Learning ReadinessLearning Readiness
Key TermsKey Terms
• Please refer to page 524 of your text to
view the key terms for this chapter.
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Setting the StageSetting the Stage
• Overview of Lesson Topics
 Altered mental status
 Stroke
 Headache
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Case Study IntroductionCase Study Introduction
"Hurry, he's back here," Mrs. Hewlett
calls to EMTs Fred Archuleta and Reese
Kemp. "I think he's having a stroke!"
The EMTs find John Hewlett, a 69-year-
old male, sitting in a chair, looking
anxious. Mr. Hewlett begins to speak, but
his speech is slurred, and there is a
noticeable droop on the right side of his
face.
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Case StudyCase Study
• What would make the EMTs suspect the
patient might be having a stroke?
• What other conditions could explain the
patient's presentation?
• How should the EMTs go about
determining what the problem is?
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IntroductionIntroduction
• Altered mental status has many causes,
and can place the patient's airway at
risk.
• Early recognition of stroke is critical for
proper care.
• Headache should be considered a
serious symptom that could be caused
by an underlying condition.
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Altered Mental StatusAltered Mental Status
• Dysfunction of the reticular activating
system or cerebral hemispheres
interferes with consciousness.
• Altered mental status (AMS) is an
indication of significant illness or injury.
• Causes of AMS may be structural or
toxic-metabolic.
continued on next slide
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Altered Mental StatusAltered Mental Status
• Structural causes of AMS
 Brain tumor
 Intracranial hemorrhage
 Brain hemorrhage
 Direct brain tissue injury
 Degenerative disease
 Brain abscess or infection
continued on next slide
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Altered Mental StatusAltered Mental Status
• Toxic-metabolic causes of AMS
 Hypoxia
 Abnormal blood glucose level
 Liver failure
 Kidney failure
 Poisoning
continued on next slide
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Altered Mental StatusAltered Mental Status
• Other causes of AMS
 Shock
 Drugs that depress the CNS
 Post-seizure state
 Infection
 Cardiac rhythm disturbance
 Stroke
continued on next slide
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Altered Mental StatusAltered Mental Status
• Assessment-based approach
 Scene size-up
• Causes of AMS can be medical or
traumatic.
• Look for the mechanism of injury or clues
to the nature of the illness.
• Collect the patient's medications.
• Remove the patient from a hazardous
environment.
continued on next slide
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Altered Mental StatusAltered Mental Status
• Assessment-based approach
 Primary assessment
• Stabilize the spine, if indicated.
• Assess for airway patency.
• Assess for breathing adequacy.
• Assess the need for supplemental
oxygen.
continued on next slide
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Altered Mental StatusAltered Mental Status
• Assessment-based approach
 Secondary assessment
• Baseline vital signs
• History
• Physical exam
continued on next slide
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Altered Mental StatusAltered Mental Status
• Ask the following:
 What were the signs and symptoms
prior to the altered mental status?
 Did the signs and symptoms get
progressively better or worse?
 Does the patient have any allergies?
continued on next slide
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Altered Mental StatusAltered Mental Status
• Ask the following:
 What medications is the patient taking?
 What is the past medical history?
 When did the patient last have anything
to eat or drink?
 What was the patient doing?
continued on next slide
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Altered Mental StatusAltered Mental Status
• Assess the following:
 Head, for evidence of trauma
 Pupils
 Mouth and oral mucosa, for cyanosis or
pallor
 Chest, for indications of trauma
 Breath sounds
continued on next slide
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Altered Mental StatusAltered Mental Status
• Assess the following:
 Abdomen, for evidence of bleeding
 Extremities, for motor and sensory
function, and pulses
 Lower extremities, for edema
 Posterior body, for edema
continued on next slide
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Altered Mental StatusAltered Mental Status
• Assess the following:
 Vital signs
 Blood glucose level
continued on next slide
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Altered Mental StatusAltered Mental Status
• Possible findings in trauma
 Obvious signs of trauma
 Abnormal respiratory pattern
 Increased or decreased heart rate
 Unequal pupils
 High or low blood pressure
continued on next slide
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Altered Mental StatusAltered Mental Status
• Possible findings in trauma
 Discoloration around the eyes
 Discoloration behind the ears
 Pale, cool, moist skin
 Abnormal flexion or extension
continued on next slide
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Altered Mental StatusAltered Mental Status
• Possible findings in medical
emergencies
 Abnormal respiratory pattern
 Dry or moist skin
 Cool or hot skin
 Pinpoint, midsize, or unequal pupils
 Stiff neck
continued on next slide
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Altered Mental StatusAltered Mental Status
• Possible findings in medical
emergencies
 Lacerations to the tongue (seizure)
 High systolic blood pressure with low
heart rate
 Loss of bladder or bowel control
 High or low blood glucose reading
continued on next slide
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Altered Mental StatusAltered Mental Status
• Emergency care
 Spinal stabilization, if indicated
 Maintain the airway.
 Suction, as needed.
 Maintain SpO2 at or above 94%.
 Ventilate, if needed.
 Position the patient.
 Transport.
continued on next slide
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Altered Mental StatusAltered Mental Status
• Reassessment
 Reassess every 5 minutes.
 Look for changes in mental status,
airway, breathing, and circulation.
 Record vital signs.
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StrokeStroke
• A deficiency in nervous system function
is called a neurological deficit.
• A neurological deficit is an indication of
a problem affecting the central nervous
system.
continued on next slide
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StrokeStroke
• Stroke is the third leading cause of
death in adults.
• Time is a critical factor in stroke
management.
• EMTs can make a significant difference
through early recognition and transport
of stroke patients.
continued on next slide
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StrokeStroke
• Stroke is caused by obstruction of
blood flow to an area of the brain.
• Atherosclerosis is a contributing factor.
• Strokes can be ischemic or
hemorrhagic.
continued on next slide
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Causes of Stroke Blood is carried from the heart to the brain via the carotid and vertebral arteries, which form a
ring and branches within the brain. A hemorrhagic stroke occurs when a cerebral artery ruptures and bleeds into
the brain (examples shown: subarachnoid bleeding on the surface of the brain; intracerebral bleeding within the
brain). An ischemic stroke occurs when a thrombus is formed on the wall of an artery or when an embolus travels
from another area until it lodges in and blocks an arterial branch.
continued on next slide
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Ischemia, Infarction, and Collateral Flow Brain tissues distal to a rupture, thrombus, or embolus receive little
or no perfusion and become ischemic (starved of oxygen) and eventually infarcted (dead). When a thrombus
grows slowly enough, collateral arteries may form parallel to the blocked artery to perfuse or partially perfuse the
oxygen-starved area of the brain.
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Click on the statement that best describes aClick on the statement that best describes a
thrombotic stroke.thrombotic stroke.
A. An artery in the brain ruptures, causing bleeding
within the brain tissue.
C. An artery on the surface of the brain ruptures,
causing bleeding between the brain and the skull.
B. A blood clot forms in the left side of the heart and
travels through the arterial system into the brain,
causing an obstruction to blood flow.
D. A blood clot forms at the site of a damaged artery
within the brain, causing an obstruction to blood flow.
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StrokeStroke
• It is difficult to distinguish between
types of stroke in the prehospital
setting.
• Collect an accurate history to assist
hospital personnel in determining the
continuing care .
• Patients with an ischemic stroke may
be eligible to receive fibrinolytic drugs.
continued on next slide
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StrokeStroke
• Signs and symptoms of stroke depend
on the area of the brain affected.
• Common signs include problems with
speech, sensation, and muscle function.
• Paralysis is usually one-sided.
continued on next slide
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The stroke patient will often suffer paralysis affecting the face and extremities on one side of the body.
continued on next slide
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StrokeStroke
• Transient ischemic attack (TIA)
 Same signs and symptoms as stroke
 Symptoms disappear, usually within 1
hour.
 The emergency care for TIA is the same
as for stroke.
continued on next slide
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StrokeStroke
• Scene size-up
 Determine the nature of the problem.
 Note where the patient is found.
continued on next slide
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StrokeStroke
• Primary assessment
 Muscle paralysis or altered mental
status can impair the airway and gag
reflex.
 Assess the airway and suction as
needed.
 Position the patient.
 Use an airway adjunct, as needed.
continued on next slide
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StrokeStroke
• Primary assessment
 Assess for inadequate breathing and
abnormal breathing patterns.
 Apply oxygen if the SpO2 is <94%.
continued on next slide
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StrokeStroke
• Secondary assessment
 Findings suspicious for stroke include:
• Sudden weakness of face or extremities
• Trouble speaking
• Difficulty seeing
• Problems walking or loss of balance or
coordination
• Sudden, severe headache
continued on next slide
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StrokeStroke
• Secondary assessment
 Reassure the patient.
 Obtain a history.
 Perform a physical exam.
 Obtain baseline vital signs.
continued on next slide
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StrokeStroke
• Secondary assessment
 Perform a rapid head-to-toe assessment
to look for injuries.
 Inspect the face.
 Assess the ability to follow commands.
 Check for motor function and sensation
in the extremities.
continued on next slide
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(a) The face of a nonstroke patient has normal symmetry. (b) The face of a stroke patient often has an abnormal,
drooped appearance on one side. (© Michal Heron)
continued on next slide
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(a) A patient who has not suffered a stroke can generally hold arms in an extended position with eyes closed. (b)
A stroke patient will often display “arm drift” or “pronator drift”; that is, one arm will remain extended, when held
outward with eyes closed, but the other arm will drift or drop downward and pronate (turn palm downward).
continued on next slide
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StrokeStroke
• Secondary assessment
 Use one of the validated stroke
assessment scales,
• Cincinnati Prehospital Stroke Scale
(CPSS)
• Los Angeles Prehospital Stroke Screen
(LAPSS)
 A single abnormal stroke scale finding is
highly suggestive of stroke.
continued on next slide
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The Cincinnati Prehospital Stroke Scale.
continued on next slide
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The Los Angeles Prehospital Stroke Screen (LAPSS).
continued on next slide
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StrokeStroke
• Secondary assessment
 Reassess, repeating the stroke scale
every 5 minutes.
 Check the blood glucose level, according
to protocol.
continued on next slide
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StrokeStroke
• Ask the following:
 When did the symptoms begin?
 Is there a history of recent head
trauma?
 Is there a history of previous stroke?
 Was there any seizure activity?
 What was the patient doing when signs
and symptoms began?
continued on next slide
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StrokeStroke
• Ask the following:
 Is there a history of diabetes?
 Is there a complaint of headache or stiff
neck?
 Is there a complaint of dizziness,
nausea, vomiting, or weakness?
 Has there been slurred speech?
continued on next slide
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StrokeStroke
• Ask the following:
 Does the patient take anticoagulants?
 Is there a history of hypertension?
 Has the patient taken stimulant drugs?
 Was the onset sudden or gradual?
continued on next slide
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StrokeStroke
• Ask the following:
 Did the signs and symptoms get
progressively worse or better?
 Did weakness or paralysis first affect
one part and then progress to other
parts?
 Is there a history of atrial fibrillation or
irregular heartbeat?
continued on next slide
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Stroke and transient ischemic attack (TIA) are conditions that may result from nontraumatic brain injury. Loss of
speech, sensory, or motor function and altered mental status are among the possible signs and symptoms. Facial
asymmetry is a common sign.
continued on next slide
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StrokeStroke
• Emergency medical care
 Do not give more oxygen than the
patient needs to maintain an SpO2 of
94%.
 Excess oxygen increases free radical
production, which damages brain cells.
continued on next slide
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StrokeStroke
• Emergency medical care
 Maintain a patient airway.
 Suction as needed.
 Assist ventilation as needed.
 Maintain adequate oxygenation.
 Position the patient.
continued on next slide
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Place the unresponsive patient in a left lateral recumbent position if spinal injury is not suspected.
continued on next slide
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Place the responsive patient in a supine position with the head and chest elevated if spinal injury is not
suspected.
continued on next slide
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StrokeStroke
• Emergency medical care
 Check the blood glucose level.
 Protect paralyzed extremities.
 Rapid transport
 Reassess every 5 minutes.
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HeadacheHeadache
• Headache may be a condition in itself,
or can be a symptom of another
condition.
continued on next slide
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HeadacheHeadache
• Types of headaches
 Vascular headaches
• Migraine
• Hypertension
 Cluster headaches
 Tension headache
 Organic, traction, or inflammatory
headaches
continued on next slide
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Table 18-1 Serious Causes of Headache
continued on next slide
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HeadacheHeadache
• Suspect a serious underlying condition
with any of the following findings:
 Altered mental status
 Motor or sensory deficit
 Behavior change
 Seizure
continued on next slide
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HeadacheHeadache
• Suspect a serious underlying condition
with any of the following findings:
 First experience of this type of headache
with abrupt onset
 Worsening of pain with coughing,
sneezing, or bending over
 Fever or stiff neck
 Change in the quality of a chronic
headache
continued on next slide
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HeadacheHeadache
• Emergency medical care
 Establish and maintain an airway.
 Be prepared to suction.
 Assess and maintain adequate
ventilation.
 Administer oxygen for an SpO2 >94%.
continued on next slide
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HeadacheHeadache
• Emergency medical care
 Place the patient in a position of
comfort.
 Be prepared for seizures.
 Transport
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Case Study ConclusionCase Study Conclusion
Because of Mr. Hewlett's slurred speech, both
EMTs are immediately aware of the potential for
airway compromise. Fred carefully assesses the
airway and breathing as Reese asks Mrs.
Hewlett what happened.
Mr. Hewlett is alert, and appears frustrated at
his difficulty in making himself understood. Fred
assures him that they will quickly do what they
need to do and then will get him to the hospital
for further assessment and care.
continued on next slide
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Case Study ConclusionCase Study Conclusion
Fred's stroke scale assessment confirms the
facial droop and difficulty speaking, and reveals
a slight weakness of Mr. Hewlett's left hand. Mr.
Hewlett is able to maintain a sitting position, so
the EMTs position him in semi-Fowler's position
on the stretcher.
continued on next slide
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Case Study ConclusionCase Study Conclusion
Meanwhile, Reese was able to obtain
information from Mrs. Hewlett, including the
time of onset of signs and symptoms, which the
EMTs know will be important in determining Mr.
Hewlett's ongoing treatment in the hospital.
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Lesson SummaryLesson Summary
• Causes of AMS include structural and
metabolic-toxic causes.
• Strokes may be ischemic or
hemorrhagic.
• Time is of the essence in the
management of stroke.
continued on next slide
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Lesson SummaryLesson Summary
• Use a validated stroke scale to assess
patients with suspected stroke.
• Headache may be a condition itself, or
a symptom of an underlying condition.

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DMACC EMT Chapter 18

  • 1. PREHOSPITALPREHOSPITAL EMERGENCY CAREEMERGENCY CARE CHAPTER Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Prehospital Emergency Care, 10th edition Mistovich | Karren TENTH EDITION Altered Mental Status, Stroke, and Headache 18
  • 2. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Learning ReadinessLearning Readiness • EMS Education Standards, text p. 524
  • 3. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Learning ReadinessLearning Readiness ObjectivesObjectives • Please refer to page 524 of your text to view the objectives for this chapter.
  • 4. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Learning ReadinessLearning Readiness Key TermsKey Terms • Please refer to page 524 of your text to view the key terms for this chapter.
  • 5. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Setting the StageSetting the Stage • Overview of Lesson Topics  Altered mental status  Stroke  Headache
  • 6. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Case Study IntroductionCase Study Introduction "Hurry, he's back here," Mrs. Hewlett calls to EMTs Fred Archuleta and Reese Kemp. "I think he's having a stroke!" The EMTs find John Hewlett, a 69-year- old male, sitting in a chair, looking anxious. Mr. Hewlett begins to speak, but his speech is slurred, and there is a noticeable droop on the right side of his face.
  • 7. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Case StudyCase Study • What would make the EMTs suspect the patient might be having a stroke? • What other conditions could explain the patient's presentation? • How should the EMTs go about determining what the problem is?
  • 8. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved IntroductionIntroduction • Altered mental status has many causes, and can place the patient's airway at risk. • Early recognition of stroke is critical for proper care. • Headache should be considered a serious symptom that could be caused by an underlying condition.
  • 9. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Dysfunction of the reticular activating system or cerebral hemispheres interferes with consciousness. • Altered mental status (AMS) is an indication of significant illness or injury. • Causes of AMS may be structural or toxic-metabolic. continued on next slide
  • 10. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Structural causes of AMS  Brain tumor  Intracranial hemorrhage  Brain hemorrhage  Direct brain tissue injury  Degenerative disease  Brain abscess or infection continued on next slide
  • 11. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Toxic-metabolic causes of AMS  Hypoxia  Abnormal blood glucose level  Liver failure  Kidney failure  Poisoning continued on next slide
  • 12. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Other causes of AMS  Shock  Drugs that depress the CNS  Post-seizure state  Infection  Cardiac rhythm disturbance  Stroke continued on next slide
  • 13. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Assessment-based approach  Scene size-up • Causes of AMS can be medical or traumatic. • Look for the mechanism of injury or clues to the nature of the illness. • Collect the patient's medications. • Remove the patient from a hazardous environment. continued on next slide
  • 14. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Assessment-based approach  Primary assessment • Stabilize the spine, if indicated. • Assess for airway patency. • Assess for breathing adequacy. • Assess the need for supplemental oxygen. continued on next slide
  • 15. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Assessment-based approach  Secondary assessment • Baseline vital signs • History • Physical exam continued on next slide
  • 16. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Ask the following:  What were the signs and symptoms prior to the altered mental status?  Did the signs and symptoms get progressively better or worse?  Does the patient have any allergies? continued on next slide
  • 17. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Ask the following:  What medications is the patient taking?  What is the past medical history?  When did the patient last have anything to eat or drink?  What was the patient doing? continued on next slide
  • 18. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Assess the following:  Head, for evidence of trauma  Pupils  Mouth and oral mucosa, for cyanosis or pallor  Chest, for indications of trauma  Breath sounds continued on next slide
  • 19. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Assess the following:  Abdomen, for evidence of bleeding  Extremities, for motor and sensory function, and pulses  Lower extremities, for edema  Posterior body, for edema continued on next slide
  • 20. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Assess the following:  Vital signs  Blood glucose level continued on next slide
  • 21. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Possible findings in trauma  Obvious signs of trauma  Abnormal respiratory pattern  Increased or decreased heart rate  Unequal pupils  High or low blood pressure continued on next slide
  • 22. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Possible findings in trauma  Discoloration around the eyes  Discoloration behind the ears  Pale, cool, moist skin  Abnormal flexion or extension continued on next slide
  • 23. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Possible findings in medical emergencies  Abnormal respiratory pattern  Dry or moist skin  Cool or hot skin  Pinpoint, midsize, or unequal pupils  Stiff neck continued on next slide
  • 24. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Possible findings in medical emergencies  Lacerations to the tongue (seizure)  High systolic blood pressure with low heart rate  Loss of bladder or bowel control  High or low blood glucose reading continued on next slide
  • 25. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Emergency care  Spinal stabilization, if indicated  Maintain the airway.  Suction, as needed.  Maintain SpO2 at or above 94%.  Ventilate, if needed.  Position the patient.  Transport. continued on next slide
  • 26. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Altered Mental StatusAltered Mental Status • Reassessment  Reassess every 5 minutes.  Look for changes in mental status, airway, breathing, and circulation.  Record vital signs.
  • 27. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • A deficiency in nervous system function is called a neurological deficit. • A neurological deficit is an indication of a problem affecting the central nervous system. continued on next slide
  • 28. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Stroke is the third leading cause of death in adults. • Time is a critical factor in stroke management. • EMTs can make a significant difference through early recognition and transport of stroke patients. continued on next slide
  • 29. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Stroke is caused by obstruction of blood flow to an area of the brain. • Atherosclerosis is a contributing factor. • Strokes can be ischemic or hemorrhagic. continued on next slide
  • 30. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Causes of Stroke Blood is carried from the heart to the brain via the carotid and vertebral arteries, which form a ring and branches within the brain. A hemorrhagic stroke occurs when a cerebral artery ruptures and bleeds into the brain (examples shown: subarachnoid bleeding on the surface of the brain; intracerebral bleeding within the brain). An ischemic stroke occurs when a thrombus is formed on the wall of an artery or when an embolus travels from another area until it lodges in and blocks an arterial branch. continued on next slide
  • 31. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Ischemia, Infarction, and Collateral Flow Brain tissues distal to a rupture, thrombus, or embolus receive little or no perfusion and become ischemic (starved of oxygen) and eventually infarcted (dead). When a thrombus grows slowly enough, collateral arteries may form parallel to the blocked artery to perfuse or partially perfuse the oxygen-starved area of the brain.
  • 32. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Click on the statement that best describes aClick on the statement that best describes a thrombotic stroke.thrombotic stroke. A. An artery in the brain ruptures, causing bleeding within the brain tissue. C. An artery on the surface of the brain ruptures, causing bleeding between the brain and the skull. B. A blood clot forms in the left side of the heart and travels through the arterial system into the brain, causing an obstruction to blood flow. D. A blood clot forms at the site of a damaged artery within the brain, causing an obstruction to blood flow.
  • 33. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • It is difficult to distinguish between types of stroke in the prehospital setting. • Collect an accurate history to assist hospital personnel in determining the continuing care . • Patients with an ischemic stroke may be eligible to receive fibrinolytic drugs. continued on next slide
  • 34. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Signs and symptoms of stroke depend on the area of the brain affected. • Common signs include problems with speech, sensation, and muscle function. • Paralysis is usually one-sided. continued on next slide
  • 35. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved The stroke patient will often suffer paralysis affecting the face and extremities on one side of the body. continued on next slide
  • 36. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Transient ischemic attack (TIA)  Same signs and symptoms as stroke  Symptoms disappear, usually within 1 hour.  The emergency care for TIA is the same as for stroke. continued on next slide
  • 37. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Scene size-up  Determine the nature of the problem.  Note where the patient is found. continued on next slide
  • 38. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Primary assessment  Muscle paralysis or altered mental status can impair the airway and gag reflex.  Assess the airway and suction as needed.  Position the patient.  Use an airway adjunct, as needed. continued on next slide
  • 39. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Primary assessment  Assess for inadequate breathing and abnormal breathing patterns.  Apply oxygen if the SpO2 is <94%. continued on next slide
  • 40. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Secondary assessment  Findings suspicious for stroke include: • Sudden weakness of face or extremities • Trouble speaking • Difficulty seeing • Problems walking or loss of balance or coordination • Sudden, severe headache continued on next slide
  • 41. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Secondary assessment  Reassure the patient.  Obtain a history.  Perform a physical exam.  Obtain baseline vital signs. continued on next slide
  • 42. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Secondary assessment  Perform a rapid head-to-toe assessment to look for injuries.  Inspect the face.  Assess the ability to follow commands.  Check for motor function and sensation in the extremities. continued on next slide
  • 43. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved (a) The face of a nonstroke patient has normal symmetry. (b) The face of a stroke patient often has an abnormal, drooped appearance on one side. (© Michal Heron) continued on next slide
  • 44. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved (a) A patient who has not suffered a stroke can generally hold arms in an extended position with eyes closed. (b) A stroke patient will often display “arm drift” or “pronator drift”; that is, one arm will remain extended, when held outward with eyes closed, but the other arm will drift or drop downward and pronate (turn palm downward). continued on next slide
  • 45. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Secondary assessment  Use one of the validated stroke assessment scales, • Cincinnati Prehospital Stroke Scale (CPSS) • Los Angeles Prehospital Stroke Screen (LAPSS)  A single abnormal stroke scale finding is highly suggestive of stroke. continued on next slide
  • 46. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved The Cincinnati Prehospital Stroke Scale. continued on next slide
  • 47. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved The Los Angeles Prehospital Stroke Screen (LAPSS). continued on next slide
  • 48. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Secondary assessment  Reassess, repeating the stroke scale every 5 minutes.  Check the blood glucose level, according to protocol. continued on next slide
  • 49. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Ask the following:  When did the symptoms begin?  Is there a history of recent head trauma?  Is there a history of previous stroke?  Was there any seizure activity?  What was the patient doing when signs and symptoms began? continued on next slide
  • 50. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Ask the following:  Is there a history of diabetes?  Is there a complaint of headache or stiff neck?  Is there a complaint of dizziness, nausea, vomiting, or weakness?  Has there been slurred speech? continued on next slide
  • 51. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Ask the following:  Does the patient take anticoagulants?  Is there a history of hypertension?  Has the patient taken stimulant drugs?  Was the onset sudden or gradual? continued on next slide
  • 52. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Ask the following:  Did the signs and symptoms get progressively worse or better?  Did weakness or paralysis first affect one part and then progress to other parts?  Is there a history of atrial fibrillation or irregular heartbeat? continued on next slide
  • 53. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Stroke and transient ischemic attack (TIA) are conditions that may result from nontraumatic brain injury. Loss of speech, sensory, or motor function and altered mental status are among the possible signs and symptoms. Facial asymmetry is a common sign. continued on next slide
  • 54. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Emergency medical care  Do not give more oxygen than the patient needs to maintain an SpO2 of 94%.  Excess oxygen increases free radical production, which damages brain cells. continued on next slide
  • 55. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Emergency medical care  Maintain a patient airway.  Suction as needed.  Assist ventilation as needed.  Maintain adequate oxygenation.  Position the patient. continued on next slide
  • 56. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Place the unresponsive patient in a left lateral recumbent position if spinal injury is not suspected. continued on next slide
  • 57. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Place the responsive patient in a supine position with the head and chest elevated if spinal injury is not suspected. continued on next slide
  • 58. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved StrokeStroke • Emergency medical care  Check the blood glucose level.  Protect paralyzed extremities.  Rapid transport  Reassess every 5 minutes.
  • 59. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved HeadacheHeadache • Headache may be a condition in itself, or can be a symptom of another condition. continued on next slide
  • 60. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved HeadacheHeadache • Types of headaches  Vascular headaches • Migraine • Hypertension  Cluster headaches  Tension headache  Organic, traction, or inflammatory headaches continued on next slide
  • 61. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Table 18-1 Serious Causes of Headache continued on next slide
  • 62. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved HeadacheHeadache • Suspect a serious underlying condition with any of the following findings:  Altered mental status  Motor or sensory deficit  Behavior change  Seizure continued on next slide
  • 63. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved HeadacheHeadache • Suspect a serious underlying condition with any of the following findings:  First experience of this type of headache with abrupt onset  Worsening of pain with coughing, sneezing, or bending over  Fever or stiff neck  Change in the quality of a chronic headache continued on next slide
  • 64. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved HeadacheHeadache • Emergency medical care  Establish and maintain an airway.  Be prepared to suction.  Assess and maintain adequate ventilation.  Administer oxygen for an SpO2 >94%. continued on next slide
  • 65. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved HeadacheHeadache • Emergency medical care  Place the patient in a position of comfort.  Be prepared for seizures.  Transport
  • 66. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Case Study ConclusionCase Study Conclusion Because of Mr. Hewlett's slurred speech, both EMTs are immediately aware of the potential for airway compromise. Fred carefully assesses the airway and breathing as Reese asks Mrs. Hewlett what happened. Mr. Hewlett is alert, and appears frustrated at his difficulty in making himself understood. Fred assures him that they will quickly do what they need to do and then will get him to the hospital for further assessment and care. continued on next slide
  • 67. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Case Study ConclusionCase Study Conclusion Fred's stroke scale assessment confirms the facial droop and difficulty speaking, and reveals a slight weakness of Mr. Hewlett's left hand. Mr. Hewlett is able to maintain a sitting position, so the EMTs position him in semi-Fowler's position on the stretcher. continued on next slide
  • 68. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Case Study ConclusionCase Study Conclusion Meanwhile, Reese was able to obtain information from Mrs. Hewlett, including the time of onset of signs and symptoms, which the EMTs know will be important in determining Mr. Hewlett's ongoing treatment in the hospital.
  • 69. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Lesson SummaryLesson Summary • Causes of AMS include structural and metabolic-toxic causes. • Strokes may be ischemic or hemorrhagic. • Time is of the essence in the management of stroke. continued on next slide
  • 70. Prehospital Emergency Care, 10th edition Mistovich | Karren Copyright © 2014, 2010, 2008 by Pearson Education, Inc. All Rights Reserved Lesson SummaryLesson Summary • Use a validated stroke scale to assess patients with suspected stroke. • Headache may be a condition itself, or a symptom of an underlying condition.

Editor's Notes

  1. During this lesson, students will learn about the roles and responsibilities of an EMT. Advance Preparation Student Readiness Assign the associated section of MyBRADYLab and review student scores. Review the chapter material in the Instructor Resources, which includes Student Handouts, PowerPoint slides, and the MyTest Program. Prepare Make copies of course policies and procedures, the syllabus, handouts from the Instructor Resources, and other materials for distribution or post them in your learning management system. Preview the media resources and Master Teaching Notes in this lesson. Preview the case study presented in the PowerPoint slides. Invite the medical director to the first class session. Make arrangements to tour an emergency department or local PSAP. Obtain 911 recordings to play for the class. Arrange to have an ambulance present at the class location. Bring in a couple of current EMS research articles from a peer-reviewed publication. Ask a health department representative to speak on public health. Plan 100 to 120 minutes for this class as follows: The Emergency Medical Services System: 30 minutes Provides a brief history of EMS system development Describes the current state of EMS and where EMS should be in the future The EMT: 30 minutes Students learn about the characteristics of EMTs, the roles they will play, and the responsibilities of being a health care provider. Research and EMS Care: 20 minutes Describes the concept of evidence-based medicine and the use of research data to improve patient outcomes Public health: 20 minutes Public health is a recent focus for EMS. EMTs can make a difference in public health by participating in health education and illness and injury prevention activities in their communities. The total teaching time recommended is only a guideline. Take into consideration factors such as the pace at which students learn, the size of the class, breaks, and classroom activities. The actual time devoted to teaching objectives is the responsibility of the instructor.
  2. Explain to students what the National EMS Education Standards are. The National EMS Education Standards communicate the expectations of entry-level EMS providers. As EMTs, students will be expected to be competent in these areas. Acknowledge that the Standards are broad, general statements. Although this lesson addresses the listed competencies, the competencies are often complex and require completion of more than one lesson to accomplish.
  3. Objectives are more specific statements of what students should be able to do after completing all reading and activities related to a specific chapter. Remind students they are responsible for the learning objectives and key terms for this chapter.
  4. Assess and reinforce the objectives and key terms using quizzes, handouts from the electronic instructor resources, and workbook pages.
  5. Case Study Present the Case Study Introduction provided in the PowerPoint slide set. Lead a discussion using the case study questions provided on the subsequent slide(s). The Case Study with discussion questions continues throughout the PowerPoint presentation. Case Study Discussion Use the case study content and questions to foreshadow the upcoming lesson content
  6. During this lesson, students will learn about assessment and emergency care for a patient suffering from an altered mental status, stroke, or headache.
  7. Discussion Questions What is altered mental status? What are some causes of AMS? What are some causes of AMS that EMTs can treat?   Teaching Tips Emphasize detecting and correcting causes of AMS, such as hypoxia and hypoglycemia.  
  8. Discussion Question Why is the scene size-up especially useful in assessing the patient with AMS?   Critical Thinking Discussion What are some clues at the scene of a patient with AMS that you would specifically search for?   Knowledge Application Given a scenario involving a patient with AMS, students should be able to develop a relevant line of questioning about the problem.
  9. Discussion Question What are common signs and symptoms of stroke?  
  10. Teaching Tips Role play the assessment of a patient complaining of stroke symptoms.   Knowledge Application Given several different scenarios, students should be able use either the Cincinnati Prehospital Stroke Scale or the Los Angeles Prehospital Stroke Screen. Discussion Question What are key components of the history in a patient who may be having a stroke?   Class Activity Have pairs of students assist each other in immobilizing their dominant arm and have them try to take notes in class and go on break with their upper extremity immobilized to help students appreciate the frustration of a stroke patient with impaired motor function.   Critical Thinking Discussion What do you think is the experience of a stroke patient, both immediately and over time? Discussion Question What are important considerations in the management of a patient who may be having a stroke?
  11. Teaching Tips Ask students who are willing to share their experience of headaches, particularly if a student in class has a history of migraine headaches. It is difficult for a person who has not experienced a migraine to appreciate the discomfort associated with the condition.   Discussion Question What are some of the causes of headaches?  
  12. Discussion Question What are some important questions to ask of the patient experiencing a headache?   Class Activity Have pairs of students role play obtaining the history from a patient with a complaint of headache.   Knowledge Application Given several patient descriptions of patients with a complaint of headache, students should be able to develop a relevant line of questioning.
  13. Critical Thinking Discussion Why is it important to reassess the patient complaining of a headache?
  14. Follow-Up Answer student questions. Follow-Up Assignments Review Chapter 18 Summary. Complete Chapter 18 In Review questions. Complete Chapter 18 Critical Thinking questions. Assessments Handouts Chapter 18 quiz
  15. Class Activity As an alternative to assigning the follow-up exercises in the lesson plan as homework, assign each question to a small group of students for in-class discussion.   Teaching Tips Answers to In Review questions are in the appendix of the text. Advise students to review the questions again as they study the chapter.