Mrsa In Schools Final Version
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MRSA (methicillin-resistant Staphylococcus aureus) is a type of staph bacteria that is resistant to certain antibiotics. It can cause mild skin infections but in rare cases can cause serious infections like pneumonia. MRSA spreads through direct contact with infected skin or surfaces touched by infected skin. Schools do not typically need to close due to MRSA infections, but reducing spread involves hand washing, not sharing personal items, cleaning surfaces and covering wounds until healed.
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Staphylococcus aureus, commonly known as staph, is a bacteria that can cause minor skin infections but also serious infections like pneumonia. Methicillin-resistant Staphylococcus aureus (MRSA) is a type of staph that is resistant to antibiotics like methicillin. MRSA infections are transmitted through direct contact with infected skin or surfaces and can occur in healthcare settings or among the general community. Signs of MRSA infection include pimple-like or boil-like skin lesions that may be painful or draining. To prevent spreading MRSA in the workplace, proper hand hygiene and cleaning/disinfecting of shared surfaces and equipment is important.
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This document discusses infection control in healthcare settings. It identifies the causes of infection as microbes like viruses, bacteria, protozoa, and fungi. These pathogens must find a portal of entry into the body, interfere with normal processes, and find an exit to spread. Risk of infection depends on factors like health status, immunizations, age, and behaviors. Infection control seeks to break the chain of infection by preventing exposure or transmission at reservoirs, portals of exit/entry, or transmission routes. Key methods include aseptic techniques like hand hygiene and PPE, as well as standard precautions applied to all patients. Sterile techniques are more rigorous and required for invasive procedures.
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MRSA is a type of staph bacteria that is resistant to certain antibiotics and can cause potentially dangerous skin and other infections. It spreads through direct contact with infected individuals or surfaces contaminated with infected drainage. Symptoms of MRSA skin infections include red, swollen, painful bumps or areas of skin that may be warm, pus-filled, and accompanied by fever. Anyone experiencing these symptoms should see a healthcare professional, who may drain the infection and prescribe antibiotics, without attempting to drain it oneself. To prevent spreading MRSA, keep cuts clean and covered and discourage sharing personal items.
Lecture: Chapter 5 - Preventing Infection.
This document discusses infection control and prevention. It defines key terms like microorganisms, infections, and nosocomial infections. It explains the chain of infection and who is most at risk. Standard precautions to prevent the spread of infections are outlined, including handwashing, personal protective equipment (PPE), and the proper order for putting on and taking off PPE. Different types of transmission-based precautions are described for containing certain contagions like MRSA, C. difficile, and bloodborne pathogens.
Standard Precautions
This document provides information about standard precautions and preventing the transmission of bloodborne diseases for school staff. It discusses examples of bloodborne diseases like hepatitis B, hepatitis C, and HIV/AIDS. These diseases can be transmitted through contact with infected blood and other body fluids that enter the body through openings in the skin, mucous membranes, or needlesticks. The document recommends vaccinations, use of personal protective equipment like gloves, and proper hygiene to prevent transmission. It provides guidance for what to do if exposed to potentially infectious fluids or involved in an incident at school.
child ok.pdf
1) The document provides guidelines for infection control for early learning and child care providers, including educating children about basic infection control concepts in simple terms.
2) It defines key terms like microorganisms, bacteria, viruses, and cleaning vs. sanitizing.
3) The guidelines recommend proper hand washing procedures, cleaning surfaces and toys regularly, and educating children and providers about practices like covering coughs and sneezes to prevent the spread of communicable diseases.
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Andrea mallar's presentation on infection prevention
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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
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Hemodialysis: Chapter 4, Dialysate Circuit - Dr.Gawad
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
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The Electrocardiogram - Physiologic Principles
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the 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 lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
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. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Integrating Ayurveda into Parkinson’s Management: A Holistic Approach
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Physiology of Special Chemical Sensation of Taste
Title: Sense of Taste
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 structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
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Mrsa In Schools Final Version
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