This document discusses cardiac emergencies, poisons and antidotes, and emergency procedures. It covers CODE Blue emergencies to communicate life-threatening situations where a patient's heart or breathing has stopped. It lists agents for cardiac emergencies like amiodarone, digoxin, and epinephrine. Common poisoning agents include iron sulfate, TCAs, and opiates. Supportive care for poisonings includes gastric lavage, activated charcoal, and selected antidotes tailored to the poison ingested.
Diagnostic agents-used to detect impaired function of the body organs OR to detect abnormalities in tissue structure
a) Water soluble contrast media
eg. phosphate or citrate buffer
b) Water insoluble contrast media
eg. Propyliodone, Iopanoic acid.
To test kidney function eg. Indigotindisulphonate (Indigo carmine)
b) To test liver function eg. Sulphobromophthalein Sodium.
c) Miscellaneous eg. Florescein Sodium, Evens blue, Congo red.
Diagnostic agents-used to detect impaired function of the body organs OR to detect abnormalities in tissue structure
a) Water soluble contrast media
eg. phosphate or citrate buffer
b) Water insoluble contrast media
eg. Propyliodone, Iopanoic acid.
To test kidney function eg. Indigotindisulphonate (Indigo carmine)
b) To test liver function eg. Sulphobromophthalein Sodium.
c) Miscellaneous eg. Florescein Sodium, Evens blue, Congo red.
Physiology and integrative disciplines behind learning patterns. Instructors may freely conduct students to cooperate, interrelate, and create fresh thought network links by writing directly in the work-text. Learning opportunities and reading strategies are incorporated to capture the process. Interactive Keywords, Think-Aloud, Think-Pair-Share, Talking to the Text, Questions, and Mapping in pairs, groups, and individually create a unique relationship with the material and work-text.
Pharmacology: Professor Diana Rangaves, Santa Rosa Junior College PHARM 255 and PHARMM 256.1
Pharmacology is a branch of medicine that deals with the study of how drugs affect the body and brain. Studying drugs and their effects, side effects, and how they work, we are able to learn how to treat, manage and prevent disease and illness.
In the study of these chemicals we look at the biological systems affected. This micro neural network of dendrites, neurons, receptors, chemical signaling all involved in the transmission of cellular communication. The field of pharmacology has substantially changed the way we view medications, disease and healing.
Viewed as a Dance Party it has become possible to design chemicals that act on specific cellular signaling or metabolic pathways which control cell function and dysfunction. Knowing how drugs work is all the more important when it comes to serious conditions, life-threatening diseases and suffering. In these cases, knowing the specific actions of each drug before they are administered to patients leads to the highest possible outcome and patient medication safety.
The primary neurotransmitters, Dopamine, Acetylcholine, GABA and Serotonin govern a broad range of clinical pharmacology, neuropharmacology, psychopharmacology, pharmacogenetics, pharmacogenomics, toxicology, posology, and behavioral and environmental pharmacology. These disciplines continue to grow and evolve.
The field encompasses the best pathway to treat illness, disease and prevention; with an emphasis on pharmacokinetics and dynamics, mechanisms of action, clinical use, adverse reactions, drug interactions, contraindications, patient education and compliance.
The courses are organized by modules. Each module has reading, videos, discussion posts and interactive case work to make it real. As facilitator, I curate the discussion, pulling out lines of inquiry and insights as they emerge.
These interactions that occur between a living organism and chemicals are at the foundation of our human care and outcomes.
Continuing education
drangaves@santarosa.edu
http://online.santarosa.edu/homepage/drangaves
This is an educational training designed for organizations, executives and employees who desire Excellence. In doing so, gaining awareness of the bigger picture.
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
3. CODE Blue Emergencies
• System to communicated a life threatening
situation
• Patient’s heart and/or breathing has
stopped
• Etiology
– Sudden death, sudden arrhythmia, myocardial
failure
4. Emergency Procedures
• Goal to stabilize patient
• Basic Life Support
– To prevent circulatory & respiratory arrest
• Advanced Cardiac Life Support
– Ventilation, give IV fluids, administer drugs,
provide cardiac monitoring, defibrillation,
arrhythmic control, postresuscitation care
7. Poisonings
• Children account for
2/3rds of accidental
poisonings
• Involves under 6 yrs
old and household
chemicals
• Once taken:
– Eliminate it from
patient’s GIT
– Diminish the effects of
the dose absorbed
10. Supportive Care
• Gastric Lavage
• Step 1
– Specific antidote
• Step 2
– Forced diuresis
• Step 3
– Dialysis and exchange
transfusion
• Syrup of Ipecac
– Special issues
• Apomorphine
• Activated Charcoal
11. Selected Antidotes
• Atropine
– Cholinergics
• Cyanide antidote kit
• Mucomyst
– APAP
• Methylene blue
– Nitrates
• Narcan (naloxone)
– Narcotics
• Vitamin K
– Warfarin
• EDTA
– Lead
• BAL
– Heavy metals
• Deferoxamine
– Iron
• Cuprimine (penicillamine)
– Copper, zinc, mercury, lead
12. Anti-venoms Support Drugs
• Benztropine
• Diphenhydramine
• Lidocaine
• Phenytoin
• Physostigmine
• Propranolol
• Where have you seen
these before? For what
conditions?
13. Summary Slide
• CODE Blue Emergencies
• Agents for Cardiac Emergencies
• Common Poisoning Agents
• Supportive Care
• Selected Antidotes