This is a lecture by Katherine A Perry from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
Immunization, or immunisation, is the process by which an individual's immune system becomes fortified against an infectious agent (known as the immunogen).
Immunization, or immunisation, is the process by which an individual's immune system becomes fortified against an infectious agent (known as the immunogen).
a simple ppt on management of fever for nursing student.
these ppt are mostly require for the assignment in hospital for presentation. i hope its is useful for all.
Oncology Nursing:-An oncology nurse is a specialized nurse who cares for cancer patients. These nurses require advanced certifications and clinical experiences in oncology further than the typical baccalaureate nursing program provides. Oncology nursing care can be defined as meeting the various needs of oncology patients during the time of their disease including appropriate screenings and other preventive practices, symptom management, care to retain as much normal functioning as possible, and supportive measures upon the end of life.
What is oncology?
Oncology is the branch of medicine that researches, identifies, and treats cancer. A physician who works in the field of oncology is an oncologist.
Oncologists must first diagnose cancer, which is usually carried out via biopsy, endoscopy, X-ray, CT scanning, MRI, PET scanning, ultrasound, or other radiological methods. Nuclear medicine can also be used to diagnose cancer, as can blood tests or tumor markers. Oncology is often linked with hematology, which is the branch of medicine that deals with blood and blood-related disorders.
Treatment
Once a diagnosis is made, the oncologist discusses the disease stage with the patient. Staging will dictate the treatment of cancer. Chemotherapy — which is defined as the destruction of cancer cells — may be used, as well as radiation therapy. Surgery is used to remove tumors. Hormone therapy is used to treat certain types of cancers, and monoclonal antibody treatments are gaining popularity. Research into cancer vaccines and immunotherapies is ongoing. Palliative care in oncology treats pain and other symptoms of cancer.
Treatment team
Cancer is often treated in a team effort, with at least two or three types of oncologists, including medical, surgical, or radiation. The oncology treatment team may also include a pathologist, a diagnostic radiologist, or an oncology nurse. In the event of a new or a difficult-to-treat case of cancer, the oncology care team may consult a tumor board, made up of various medical experts from all relevant disciplines. The tumor board reviews the case and recommends the best course of cancer treatment for the patient.
Oncology nurse
The oncology nurse has many roles, from helping with cancer screening, detection, and prevention, to the intensive care focus of bone marrow transplantation. Work settings for oncology nurses also vary and include acute care hospitals, ambulatory care clinics, private offices, radiation therapy facilities, and home care agencies. Oncology nurses work with adult and pediatric patients with cancer.
Pediatric Oncology
Pediatric oncology is a medical specialty that focuses on cancer care for children.
The National Cancer Institute estimates that 10,270 new cases of cancer will be diagnosed in children in 2017. Of these, 1,190 children will die from the disease.
Pediatric oncology is an important medical field that treats all pediatric cancer types, including acute lymphocytic leukemia,
medical surgical nursing , nursing management of burn patients, it includes definition, classification of burn injury, clinical manifestaion, assessment of burn injury , management of patient with burn, care given to the patient.
a simple ppt on management of fever for nursing student.
these ppt are mostly require for the assignment in hospital for presentation. i hope its is useful for all.
Oncology Nursing:-An oncology nurse is a specialized nurse who cares for cancer patients. These nurses require advanced certifications and clinical experiences in oncology further than the typical baccalaureate nursing program provides. Oncology nursing care can be defined as meeting the various needs of oncology patients during the time of their disease including appropriate screenings and other preventive practices, symptom management, care to retain as much normal functioning as possible, and supportive measures upon the end of life.
What is oncology?
Oncology is the branch of medicine that researches, identifies, and treats cancer. A physician who works in the field of oncology is an oncologist.
Oncologists must first diagnose cancer, which is usually carried out via biopsy, endoscopy, X-ray, CT scanning, MRI, PET scanning, ultrasound, or other radiological methods. Nuclear medicine can also be used to diagnose cancer, as can blood tests or tumor markers. Oncology is often linked with hematology, which is the branch of medicine that deals with blood and blood-related disorders.
Treatment
Once a diagnosis is made, the oncologist discusses the disease stage with the patient. Staging will dictate the treatment of cancer. Chemotherapy — which is defined as the destruction of cancer cells — may be used, as well as radiation therapy. Surgery is used to remove tumors. Hormone therapy is used to treat certain types of cancers, and monoclonal antibody treatments are gaining popularity. Research into cancer vaccines and immunotherapies is ongoing. Palliative care in oncology treats pain and other symptoms of cancer.
Treatment team
Cancer is often treated in a team effort, with at least two or three types of oncologists, including medical, surgical, or radiation. The oncology treatment team may also include a pathologist, a diagnostic radiologist, or an oncology nurse. In the event of a new or a difficult-to-treat case of cancer, the oncology care team may consult a tumor board, made up of various medical experts from all relevant disciplines. The tumor board reviews the case and recommends the best course of cancer treatment for the patient.
Oncology nurse
The oncology nurse has many roles, from helping with cancer screening, detection, and prevention, to the intensive care focus of bone marrow transplantation. Work settings for oncology nurses also vary and include acute care hospitals, ambulatory care clinics, private offices, radiation therapy facilities, and home care agencies. Oncology nurses work with adult and pediatric patients with cancer.
Pediatric Oncology
Pediatric oncology is a medical specialty that focuses on cancer care for children.
The National Cancer Institute estimates that 10,270 new cases of cancer will be diagnosed in children in 2017. Of these, 1,190 children will die from the disease.
Pediatric oncology is an important medical field that treats all pediatric cancer types, including acute lymphocytic leukemia,
medical surgical nursing , nursing management of burn patients, it includes definition, classification of burn injury, clinical manifestaion, assessment of burn injury , management of patient with burn, care given to the patient.
HIV infection
Mode of transmission, pathogenesis, clinical manifestations, laboratory diagnosis, treatment, prevention, prognosis, scope of AIDS vaccine.
This is an informative, illustrated presentation about the causes, symptoms, treatment and prevention of HIV AIDS. Gives relevant data, facts and statistics about the disease updated to the most recent 2010 data.
GEMC - Communicable and Infectious Disease Emergencies - for NursesOpen.Michigan
This is a lecture by Katherine A Perry from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC - Infectious Disease Overview - for NursesOpen.Michigan
This is a lecture by Katherine A Perry from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC: Central Nervous System InfectionsOpen.Michigan
This is a lecture from the Ghana Emergency Medicine Collaborative (GEMC). To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC- Typhoid Fever, Infectious Diarrhea, Diphtheria, and Pertussis- for NursesOpen.Michigan
This is a lecture by [[[AUTHOR]]] from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC- Fever in the Emergency Department: Special Considerations in Pediatrics...Open.Michigan
This is a lecture by Hannah Smith, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Katherine A Perry from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Dr. Pamela Fry from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC - Trauma Patient Care in the Emergency Department : Pitfalls to AvoidOpen.Michigan
This is a lecture from the Ghana Emergency Medicine Collaborative (GEMC). To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
Global Medical Cures™ | HIV TESTING IN USA
DISCLAIMER-
Global Medical Cures™ does not offer any medical advice, diagnosis, treatment or recommendations. Only your healthcare provider/physician can offer you information and recommendations for you to decide about your healthcare choices.
COUNSELLING IN HIV/AIDS
Qurrot Ulain Taher
P.G Diploma in Nutrition & Dietetics
Dietetic Techniques & Patient Counseling
HIV/AIDS
HIV stands for Human Immunodeficiency Virus. AIDS stands for Acquired Immune Deficiency Syndrome. AIDS is a result of the development of the HIV virus into a more serious condition. AIDS was first recognised by the U.S. Centers for Disease Control and Prevention in 1981 and its cause, HIV, identified in the early 1980s.
Understanding HIV
HIV is a contagious infection which attacks the immune system, reducing its effectiveness and leaving the body susceptible to infections. The HIV infection damages the cells the body needs to fight illnesses. AIDS can be diagnosed when the number of immune system cells (CD4 cells) in the blood of a person with HIV drops below a certain level.
There is no cure for HIV or AIDS, but there are treatments that can slow down the disease, and help prevent the onset of AIDS. It takes around ten years for someone with HIV to develop AIDS, but it can be prevented with early detection and treatment of the HIV
PREVENTION OF Mother to child transmission
Treatment for HIV and AIDS
HAART
TYPES OF HIV TESTS
Why Is Counseling Necessary
Objectives
Whom to counsel
Characteristics of a Counselor
Skills Required in Counseling
Stages of Counseling
Risk assessment counseling
Pre test counseling
Post test counseling
Follow up counseling
Role of Counselor
Advocacy role
Health education
Referral
Clinical and therapeutic role
Special Situations in HIV Counseling
Pregnant women
Childless couples
Breast feeding positive mothers
Spouse and family members of HIV infected persons
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Jim Holliman, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC- Alterations in Body Temperature: The Adult Patient with a Fever- Reside...Open.Michigan
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC- Rapid Sequence Intubation & Emergency Airway Support in the Pediatric E...Open.Michigan
This is a lecture by Michele Nypaver, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC- Disorders of the Pleura, Mediastinum, and Chest Wall- Resident TrainingOpen.Michigan
This is a lecture by Andrew Barnosky, DO from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC- Dental Emergencies and Common Dental Blocks- Resident TrainingOpen.Michigan
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC- Arthritis and Arthrocentesis- Resident TrainingOpen.Michigan
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC- Bursitis, Tendonitis, Fibromyalgia, and RSD- Resident TrainingOpen.Michigan
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC- Right Upper Quadrant Ultrasound- Resident TrainingOpen.Michigan
This is a lecture by Jeff Holmes from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Joe Lex, MD from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC: Nursing Process and Linkage between Theory and PracticeOpen.Michigan
This is a lecture by Jeremy Lapham from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
2014 gemc-nursing-lapham-general survey and patient care managementOpen.Michigan
This is a lecture by Dr. Jeremy Lapham from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Dr. Jessica Holly from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
GEMC: The Role of Radiography in the Initial Evaluation of C-Spine TraumaOpen.Michigan
This is a lecture by Dr. Stephen Hartsell from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
This is a lecture by Dr. Jim Holliman from the Ghana Emergency Medicine Collaborative. To download the editable version (in PPT), to access additional learning modules, or to learn more about the project, see http://openmi.ch/em-gemc. Unless otherwise noted, this material is made available under the terms of the Creative Commons Attribution Share Alike-3.0 License: http://creativecommons.org/licenses/by-sa/3.0/.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Azure Interview Questions and Answers PDF By ScholarHat
GEMC - HIV/AIDS - for Nurses
1. Project: Ghana Emergency Medicine Collaborative
Document Title: HIV/AIDS
Author(s): Katherine A. Perry (University of Michigan), RN, BSN 2012
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3. HIV/AIDS
or human acquired deficiency virus
damages a person’s body by destroying
specific blood cells, called CD4+ T cells,
which are crucial to helping the body
fight diseases
• HIV
or acquired immune deficiency
syndrome is the final stage of HIV
infection, where CD4 cells drop to a very
low level & a person's ability to fight
infection is lost
• AIDS
3
6. Transmission Of HIV
• Most commonly, HIV infection is spread by
having sex with an infected partner
• HIV frequently spreads among injection-drug
users who share needles
• Women can transmit HIV to their babies during
pregnancy, birth & breastfeeding
• Accidental needle sticks
• Blood products
6
7. Development of HIV Infection
– Symptoms usually disappear on their own
within a few weeks & then the person has no
symptoms & feels normal
• this asymptomatic phase can last for years
• During the asymptomatic phase the virus
continues to multiply and destroy the
infection fighting CD4 cells
• 1 in 5 people don’t know they are infected
with HIV and therefore continue to spread
the disease (http://www.cdc.gov/vitalsigns/HIVTesting/)
7
8. Symptoms of HIV
• Some develop flu like symptoms days-weeks after
exposure
• HIV progresses in stages
• Early HIV symptoms
–
–
–
–
–
–
–
Fever
Headache
Fatigue
Enlarged lymph nodes
Abdominal cramping
Skin rash
Weight loss
•
http://www.webmd.com/hiv-aids/tc/human-immunodeficiency-virus-hiv-infectionsymptoms
8
9. Chronic Stage
Diarrhea
Loss of appetite, weight loss
Nail changes
Night sweats
Confusion, difficulty
concentrating, or personality
changes
• Repeated outbreaks of cold sores
or genital herpes
• Mouth sores
•
•
•
•
•
–
http://www.webmd.com/hiv-aids/tc/human-immunodeficiency-virushiv-infection-symptoms
9
10. HIV
AIDS
– In the final stages of HIV the immune
system and CD4 levels drop so low (< 200
cells/mm3) the immune system loses its
ability to fight infection
• Opportunistic infections occur when
one develops aids
• You cannot die from HIV or AIDS but
you can die from AIDS related
illnesses such as cancer
10
11. Most Common AIDS
related Infections
• Cancer of the soft tissues called Kaposi’s sarcoma, which
causes brown, reddish, or purple spots that develop on
the skin or mouth
• Candidiasis (Thrush) - fungal infection
• Cytomegalovirus (CMV) – viral infection that occurs
when CD4 range becomes lower than 50
• Herpes Simplex Virus
• Malaria
• Pneumonia
• Tuberculosis – bacterial infection that attacks the lungs
• Toxoplasmosis – protozoal infections of the brain, T-cell
range under 100
11
12. Diagnosis
• HIV antibody tests
– Enzyme-linked immunosorbent assay
(ELISA)
– Western blot assay is used to confirm the
positive ELISA test
• It can take 2 weeks to 6
months from the time one
becomes infected with HIV
for the antibodies to be
detected in your blood
12
13. As a Nurse, what lab work
would you expect?
13
14. • CBC – to detect the number & type of cells in your body
• Complete metabolic panel (CMP) – gives
info on the status of your kidneys, liver, electrolyte and acid/
base balance, and blood proteins
• Blood cultures
• Syphilis testing
• Hep A, B, C
– Tuberculosis testing
– CD4 cell count (500
to
1500
cells/cubic
millimeter
of
blood)
– Viral load - measures the amount of HIV in the blood
14
15. • Neurological studies: electroencephalogram
(EEG), magnetic resonance imaging (MRI),
computed tomography (CT) scans of the brain;
electromyography (EMG)/nerve conduction
studies:
– For changes in mentation, fever of undetermined
origin, changes in sensory/motor function to
determine effects of HIV infection
• Chest x-ray: May initially be normal or may
reveal progressive interstitial infiltrates
secondary to advancing Pneumocystis
pneumonia (most common opportunistic disease) disease
processes such as TB
15
16. Treatment of HIV/AIDS
• Highly Active Anti-Retroviral Treatment (HAART) is
most successful because it prevents the virus from
replicating so that fewer T cells are destroyed
• Testing for resistance is important to begin
treatment
– Two blood tests are available
1)
2)
Genotyping assays detect mutations in the viral genes
Phenotyping assays measure the ability of the virus to grow in cells
with antiretroviral medicines
h5p://www.webmd.com/hiv-‐aids/tc/human-‐immunodeficiency-‐virus-‐hiv-‐infec@on-‐exams-‐and-‐tests?page=2
16
17. Treatment Continued
• HAART medicines that are most often
used to treat HIV infection include:
– NRTIs (nucleoside and nucleotide reverse
transcriptase inhibitors) Block a crucial enzyme
required for viral replication (tenofovir, abavavir)
– Entry and Fusion Inhibitors Block HIV from ever
entering or attaching to T cells (enfuvirtide, maraviroc)
– Fusion Inhibitors Block HIV from inserting its genetic
information into T cells (raltegravir)
– Protease Inhibitors Prevent new viruses from
functioning properly, slower progression (atazanavir,
ritonavir)
17
18. Two Key Goals of HIV Treatment
• LOW Viral Load
• HIGH CD4 Cell Count
18
19. Nursing Roles in Acute Care of HIV/AIDS
• Assess & manage symptoms
– non
pharmacological/nursing interventions and medications
• Provide patient education for all
medications-prophylaxis, antibiotics, narcotics, etc.
– reason for taking drug/drug action – dose – schedule – food
restrictions
– possible side effects: those to report to the health facility and
interventions for those that can be managed at home
– adherence counseling
– Teach health promotion
- promoting healthy
practices that prolong the asymptomatic stage, reduce HIV/
STD risk and avoid behaviors that can transmit HIV
19
20. Stigma in Nursing Care
• The stigma associated with AIDS has silenced
open discussion, both of its causes and of
appropriate responses
• Stigmatization associated with AIDS includes
lack of understanding of the illness,
misconceptions about how HIV is transmitted,
lack of access to treatment, irresponsible media
reporting on the epidemic, the incurability of
AIDS, and prejudice and fears relating to a
number of socially sensitive issues including
sexuality, disease and death, and drug use
20
21. Stigma in Nursing Care
• Global consensus on the importance of tackling
AIDS-related stigma and discrimination is
highlighted by the Declaration of Commitment
adopted by the United Nations General
Assembly Special Session on HIV/AIDS in June
20011
• The Declaration states that confronting stigma
and discrimination is a prerequisite for effective
prevention and care, and reaffirms that
discrimination on the grounds of one’s HIV
status is a violation of human rights
http://www.un.org/ga/aids/coverage/
21
22. HIV/AIDS in Children
• At the end of 2010, there were 3.4
million children living with HIV around
the world (WHO/UNAIDS/UNICEF 2011)
• Of the 1.8 million people who died of
AIDS during 2010, one in seven were
children (
UNAIDS (2011, November) ‘Worlds AIDS Day Report 2011
• Most children living with HIV/AIDS– almost 9 in
10 live in sub-Saharan Africa (WHO/UNAIDS/UNICEF
2011)
22
23. Diagnosis in Children
• Important HIV infected children are
diagnosed as quickly as possible for
treatment
• Testing children for HIV can be
complicated, especially for those recently
born to HIV-positive mothers
• Antibody tests, which are used to diagnose
HIV in adults, are ineffective in children
below the age of 18 months
• Requires expensive laboratory equipment
trained staff - generally unobtainable in the
resource-poor areas
23
24. Treatment of HIV in Children
• HIV treatment for children slows the
progress of HIV infection
• Children ideally need to be given drugs
in the form of syrups or powders, due to
difficulties in swallowing
– Major problem for children living with HIV is
opportunistic infections such as
tuberculosis, mumps and chickenpox
24
25. Nursing Role in Documenting care
• Complete and
accurate
documentation of the
nursing care provided
during each patient
visit contributes to
quality care delivery
• Recording assessment
findings and
interventions over
time is required for
managing HIV/AIDS
as a chronic disease.
Abu badali, Wikimedia Commons
25
26. Standard Precautions/
Infection Control
• Protect yourself & the patient!
• All patients should be considered
infectious and susceptible to infection
• Standard precautions apply to pt with
HIV/AIDS:
–
–
–
–
–
Hand washing before and after pt exposure
Always where gloves when handling bodily fluids
Safe handling and disposal of sharps
Safe disposal of hazardous waste.
Proper disinfection and sterilization of reusable
equipment
26
27. Discharge Instructions
Follow up with your primary healthcare provider or
infectious disease specialist as directed:
– Write down your questions so you
remember to ask them during your visits
– People with weakened immune systems
get infections more easily than others
– Let your primary healthcare provider
know right away if you have been
exposed to a person with an infectious
disease
– Keep all appointments, even if they are
only to get test results
27
28. Discharge Instructions
Prevent the spread of HIV and AIDS:
• Tell all caregivers, such as your doctor and dentist, that you are HIVpositive.
• Tell your sex or needle-sharing partners that you are HIV-positive.
• Use a latex condom correctly each time you have vaginal, anal, or oral
sex. Latex condoms do not stop you from spreading HIV but may
decrease the risk. Ask your caregiver for more information about how to
use condoms the right way.
• Do not donate (give) sperm, organs, or body tissue
• Do not get your body fluids in the mouth, eyes, anus, or open skin cuts
of others.
• Do not donate blood or blood products.
• Do not share needles or other equipment if you use injectable drugs.
• Do not share razors, toothbrushes, tweezers, or other objects. They may
cut the skin and cause others to come into contact with blood.
• Do not pierce your ears, navel, or any other place on your body.
Piercing can cause bleeding, which may spread HIV.
28
29. Discharge Instructions
Practice good health habits:
• Brush your teeth twice a day with a soft-bristled brush. Floss your teeth
once a day. See your dentist every 6 months for a checkup.
•
Wash your hands often. Use soap and rub them for at least 20 seconds.
Rinse them with warm water. Dry your hands well with a clean towel,
paper towel, or warm air blower.
•
Bathe or shower every day.
•
Stay away from people who have colds or the flu. Stay away from large
groups of people. This will decrease your chance of getting sick. The
medicines and treatments that you receive to treat HIV and AIDS may
decrease your ability to fight off illness.
•
Stop smoking, drinking, and using street drugs of any kind
29
30. Discharge Instructions
Monitor what you eat and drink:
• Do not drink untreated water or swallow water while you are
swimming.
• Eat enough food to keep your weight from decreasing. Germs
may be on certain foods. These foods may cause a stomach or
bowel infection. Avoid raw or undercooked eggs, poultry, meat,
seafood, and cold cuts. Do not eat soft cheeses or
unpasteurized dairy products or juices.
• Prepare foods safely. Do not let cooked food touch uncooked
food or cutting boards or dishes used for uncooked food. Wash
all fruits and vegetables well before eating them.
• Keep your refrigerator and shower clean to decrease the risk of
mold.
30
31. Contact your caregiver if:
• You have a fever, chills or night sweats
• You have sore or large lymph nodes in your neck, jaw, armpit, or
groin
• You feel tired, and it does not go away
• You have diarrhea that does not get better
• You have lost more than 10 pounds in a short period of time
• Your skin is bleeding or bruising
• You have white spots or sores in your mouth, throat, vagina, or
rectum
• You have a cough, shortness of breath, or chest tightness
• You notice changes in your menstrual cycle or flow
• Your skin is itchy, swollen, or has a rash. Your medicine may be
causing these symptoms. This may mean you are allergic to your
medicine
• You have other body changes that worry you
• You have questions or concerns about your illness, medicine, or
treatment.
31
32. Seek care immediately or call 911 if:
•
•
•
•
•
•
•
•
•
•
•
You cannot think clearly
You have a severe headache
You have a stiff neck
You have problems seeing
You have problems with balance, walking,
or speech
You have weakness in an arm or leg
You are too short of breath to move
You have chest pain
You are so weak that you cannot stand up
You are unable to drink liquids
You are so depressed you feel you cannot
cope any longer
32
33. Questions #1
A nurse has been instructed to place
an IV line in a patient that has active
TB and HIV. The nurse should where
which of the following safety
equipment?
A. Sterile gloves, mask, and goggle
B. Surgical cap, gloves, mask, and proper
shoe wear
C. Double gloves, gown, and mask
D. Goggles, mask, gloves, and gown
33
34. Rationale
• D. Goggles, mask, gloves, and gown
All protective measures should be worn,
however it is not necessary to double glove.
34
35. Question #2
A patient who is HIV-positive and has a
CD4+ count of 15 has just been admitted
with a fever and abdominal pain. Which of
these physician orders should the nurse
implement first?
A. Obtain a 12-lead ECG
B. Call for a portable chest x-ray
C. Obtain blood cultures from two sites
D. Give cefazolin (Kefzol) 500 mg IV
35
36. Rationale
• C) Obtain blood cultures from two
sites and then start antibiotic
therapy as rapidly as possible in
immunocompromised patients,
but cultures must be obtained
first so that culture results will
not be affected by the antibiotic.
The chest x-ray and 12-lead ECG
can be done after the culture is
drawn
36
37. Question #3
• A client with newly diagnosed HIV is
admitted to the medical unit with a
diagnosis of AIDS. The nurse would
most expect the client's history to
include:
A. Sleeping 6 to 8 hours
B. Feelings of fatigue in the evening
C. Steady weight loss over the past several
months
D. Feelings of prolonged helplessness and
hopelessness
37
38. Rationale
• C. Steady weight loss for the last couple of
months is a symptom in both HIV to AIDS
38
39. The goals of nursing care related to
HIV/AIDS is to reducing morbidity
and mortality and increase the
quality of life of people at risk for
HIV and those affected by the
disease
Mass Communication Specialist Seaman Chad R. Erdmann, Wikimedia Commons
39