This presentation is about Iv injection which is used by all health professionals to the patients. This presentation includes definition, purpose, types, equipment with procedure and role of nurse all are included.. this is very helpful demonstration for health care settings.
Nursing Care of patient while giving enema. Enemas are injections of fluids used to cleanse or stimulate the emptying of your bowel. This procedure has been used for years to treat constipation and similar issues. Constipation is a severe condition that slows down the movement of your stool. It also makes the stool hard and difficult to excrete. # Study Purpose # For nursing students
This presentation will give an overview of what NG tube is, types of NG tube, indications and contraindications, how to insert NG tube and potential complications of NG tube
This presentation is about Iv injection which is used by all health professionals to the patients. This presentation includes definition, purpose, types, equipment with procedure and role of nurse all are included.. this is very helpful demonstration for health care settings.
Nursing Care of patient while giving enema. Enemas are injections of fluids used to cleanse or stimulate the emptying of your bowel. This procedure has been used for years to treat constipation and similar issues. Constipation is a severe condition that slows down the movement of your stool. It also makes the stool hard and difficult to excrete. # Study Purpose # For nursing students
This presentation will give an overview of what NG tube is, types of NG tube, indications and contraindications, how to insert NG tube and potential complications of NG tube
Enteral feeding is a narrow feeding tube is place through nose down it to stomach. This tube is used to give fluid, medication and liquid food complete with nutrients directly in to stomach.
#ppt on Enteral Feeding, #Enteral Feeding
Jyoti`s INDIRA GANDHI SCHOOL AND COLLEGE OF NURSING MUNSHIGANJ, AMETHI, UTTAR PARDESH, 227812. TOPIC NAME - NASOGASTRIC TUBE FEEDING AND INSERTION , SUBTOPIC INCLUDE - INTRODUCTION, DEFENITION, TYPE , PURPOSE, PROCEDURES, ETC.
A brief awareness and knowledge about the insertion of NGT nasogastric Tube and feeding through it.
It contains an introduction, procedure, equipment needed, method of feeding etc
It is commonly called stomach pumping or gastric irrigation, it is the process of cleaning out the contents of the stomach. It has been used for over 200 years as a means of eliminating poisons from the stomach. Such devices are normally used on a person who has ingested a poison or overdosed on a drugs.
Fluids and Electrolytes Imbalance and ManagementNUMED SCIENCE
www.numedscience.blogspot.com
Electrolytes are minerals in your body that have an electric charge. They are in your blood, urine, tissues, and other body fluids. Electrolytes are important because they help
Balance the amount of water in your body
Balance your body's acid/base (pH) level
Move nutrients into your cells
Move wastes out of your cells
Make sure that your nerves, muscles, the heart, and the brain work the way they should
Sodium, calcium, potassium, chloride, phosphate, and magnesium are all electrolytes. You get them from the foods you eat and the fluids you drink.
The anatomy and physiology of nervous with quick overview
OBJECTIVES
1. I can describe the functions of the nervous system
2. I can describe the parts of a neuron cell and identify how they transmit electrochemical impulses.
3. I can compare and contrast the central and peripheral nervous systems
4. I can identify and explain different areas of the brain and their functions.
5. I can explain how the nervous system passes information between the external environment and the many parts of the body.
WWW.NUMEDSCIENCE.BLOGSPOT.COM
authentic medical material
www.numedscience.com
This website provide authentic material for medical and nursing students.
This presentation helps other students which are in nursing and prepare for presentation.
Nursing care plan bronchial asthma part 3NUMED SCIENCE
PART 1 LINK:https://www.slideshare.net/SmitChauhan14/nursing-care-plan-bronchial-asthma-part-1?ref=https://www.slideshare.net/SmitChauhan14/slideshelf
PART 2 LINK :https://www.slideshare.net/SmitChauhan14/ncp-bronchial-asthma-part-2?ref=https://www.slideshare.net/SmitChauhan14/slideshelf
OUR WEB SITE:https://numedscience.blogspot.com/
Nursing care plan bronchial asthma part 2NUMED SCIENCE
part 1 link
https://www.slideshare.net/SmitChauhan14/nursing-care-plan-bronchial-asthma-part-1?ref=https://www.slideshare.net/SmitChauhan14/slideshelf
part 3 link:
our website:https://numedscience.blogspot.com/
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
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Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
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.
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
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
Basavarajeeyam is an important text for ayurvedic physician belonging to andhra pradehs. It is a popular compendium in various parts of our country as well as in andhra pradesh. The content of the text was presented in sanskrit and telugu language (Bilingual). One of the most famous book in ayurvedic pharmaceutics and therapeutics. This book contains 25 chapters called as prakaranas. Many rasaoushadis were explained, pioneer of dhatu druti, nadi pareeksha, mutra pareeksha etc. Belongs to the period of 15-16 century. New diseases like upadamsha, phiranga rogas are explained.
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
4. TYPES OF NG TUBE
LEVIN TUBE/ RYLES TUBE SALEM SUMP TUBE
5. SIZE OF TUBE
• Adult :- 16 - 22 French
• Child :- 10 - 14 French
• Infant:- 4 - 10 French
6. PURPOSES
• Decompression of stomach (to remove fluids and gas).
• To give gastric lavage (to irrigate the stomach in case of active
bleeding or poisoning).
• To obtain specimen (gastric contents) for laboratory studies.
• To give gastric gavage (feed directly into the stomach).
7. PURPOSES
• To prevent or relieve nausea and vomiting after surgery or
traumatic events by decompressing the stomach.
• To determine the amount of pressure and activity of GI tract
(diagnostic studies).
• To administer medication.
12. Preliminary Assessment
Check
1. Doctors order.
2. Identify the patient.
3. General condition of patient.
4. Articles available in the unit.
13. Preparation of the Patient and Unit
1. Wash hands
2. Explain the sequence of procedure.
3. Arrange the articles at bed side.
4. Provide privacy.
5. Provide comfortable position.
6. Place the Mackintosh and towel across the chest.
7. Clean the nostrils.
8. Give mouth wash and clean the teeth.
14. Procedure
Nursing action
• Wash hands
• Measure the length of tube, i.e.
from tip of nose to tip of the ear
lobe and to the tip of xiphoid
process and mark with tape.
(NEX)
• For orogastric intubation, the
tube is measured from the lips to
xiphoid process of sternum.
Rationales
• The measured length approx. the
distance from the nose to
stomach
(For duodenal or jejunal place
ment, additional 20 cm to 30 cm
is required).
(NEX + 20 cm to 30 cm)
16. • Cut the adhesive tape 10 cm long
and keep ready to fix the tube
• Put on clean gloves.
• Lubricate the tip of the tube
about 6-8 inches with water
soluble lubricant, using a gauze
piece.
• Insert the tube through the left
nostril to the back of the throat,
aiming back and down toward the
ear.
• Prevents contamination.
• Lubrication reduces friction
between mucous membrane and
the tube.
• Natural contours facilitate the
passage of the tube.
17.
18. • Flex the patient’s head toward the
chest after the tube has passed the
nasopharynx.
• Encourage patient to swallow by
giving sips of water when possible.
• Advance tube 3-4 inches each time
patient swallows until desired
length has been passed.
• Do not force tube. When resistance
is met or patient starts to gag,
cough, choke or become cyanosed,
stop advancing tube and pull tube
back.
• Reduce the risk of tube entering
the trachea.
• Swallowing closes the epiglottis
over the trachea and facilitates
passage of tube into esophagus.
• Reduce discomfort and trauma.
Tube may be coiled or kinked in
oropharynx or trachea.
19. • If there are signs of distress such
as gasping, coughing or cyanosis,
pull back the tube for some
length and check if patient’s
distress is relieved. If it is
relieved, reinsert after few
seconds. If patient develops
respiratory distress again,
immediately remove the tube.
• The tube may have entered the
trachea.
20. • Perform one of the following
measures to check for the
placement of the tube:
a. Aspirate gastric contents and
check pH using litmus paper.
b. Place the end of the tube in a
bowl of water to check for
continuous air bubbles in water.
c. Ask the patient to speak.
d. X-ray may be done.
a. Aspirated contents indicate that
the tube is in the stomach.
b. Continuous air bubbles indicate
that tube is in the respiratory
tract.
c. Patient will not be able to speak
if tube is in the trachea.
21.
22. • AUSCULTATE:-
Attach syringe to
free end of NG tube, place
diaphragm of stethoscope over
left hypochondrium. Inject 10 ml
of air and auscultate abdomen for
gushing sound.
23. • Secure tube with tape and avoid pressure on nares. Use a 10 cm piece of
tape spilt at one end.
24. After procedure
• Make patient comfortable in bed and provide oral hygiene every 4-6
hours.
• Discard waste clean and replace reusable articles.
• remove gloves and wash hands.
• record the procedure.
27. DEFINATION OF NG TUBE FEEDING
Administration of feeding directly into the stomach
through a tube passed into the stomach through the nose or
mouth
28. PURPOSES
• To provide adequate nourishment to patients who cannot
feed themselves , e.g. surgery in oral cavity , unconscious or
comatose state.
• To administer medication
29. INDICATIONS
• Head and neck injury.
• Coma
• Obstruction of esophagus or oropharynx.
• Severe anorexia nervosa.
• Recurrent episodes of aspiration.
• Increased metabolic needs – burns , cancer, etc.
• Poor oral intake.
30. ARTICLES
• Formula feed
• Graduated container
• Large syringe ( 30-60 ml)
• Water in a container.
• Stethoscope
• Kidney tray
• Towel
• Clean gloves
31. Procedure
• Nursing action
• Before procedure
• Identify patient and explain
procedure to patient and that
feeding will take around 10-20 min
to complete. Also explain that
patient will experience a feeling of
fullness after feeding.
• Assess for food allergies, time of
last feed, bowel sounds, and
laboratory values.
• Rationales
• Proper explanation allays anxiety
and ensures cooperation.
Explanation to be given to patients
who are comatosed or unconscious
as they may hear and perceived the
instructions.
• Proper assessment prevents risk of
complications.
32. • Place the container with
feed in warm water.
• Assist patient to Fowler’s
position (30Ÿ-45Ÿ).
• Warms the fluid to be fed.
• Fowler’s position enhances
gravitational flow of feed
through tube and prevents
risk of aspiration.
34. • Wash hands.
• Spread towel and mackintosh
over patient’s chest.
• Don gloves and attach syringe to
NG tube.
• Aspirate stomach contents. If
there is doubt about tube
placement inform physician and
obtain an order for X-ray.
• Reduces risk of trasmission of
microbes.
• Protects the patient and bed
linen from soiling.
• If residual gastric contents exceed
100ml for intermittent tube
feeding or greater than 1.5 times
the hourly rate for continuous
feeding, withhold feed and notify
physician.
35. • If the residual contents are within
normal limits and placement of
the tube has been confirmed,
return gastric contents to
stomach through syringe using
gravity to regulate flow.
• If the tube placement is
confirmed in stomach, pinch the
feeding tube and attach barrel of
feeding syringe to tube.
• Fill syringe barrel with water and
allow fluid to flow in by gravity, by
raising barrel above level of
patient’s head
• Returning gastric contents to
stomach prevents fluid and
electrolyte imbalance.
• Pinching of feeding tube prevents
air from entering the stomach
and causing distention.
• Water clears the tube and the
rate of flow is regulated by raising
or lowering the syringe.
36. • Pour feed into syringe barrel and
allow it to flow by gravity. Keep on
pouring feeding /formula tobarrel
when it is three quarters empty.
Pinch tube whenever necessary to
stop when pouring.
• After feeding is completed , flush
tube with at least 30cc of plain
water.
• After tube is cleared, close end of
feeding tube.
• Rinse equipment with warm water
and dry.
• Keep head of bed elevated for 30-
60 min after feeding
• Prevents air from entering tube.
• Prevents clogging of feeding tube.
• Prevents leakage.
• prevents bacterial growth.
• Prevents aspiration.
37. AFTER PROCEDURE
• Wash hands.
• Document type and amount of
water given , and tolerance of feed.
• Monitor for breath sounds , bowel
sounds , gastric distention ,
diarrhea , constipation, and intake
and output.
• Instruct patient to notify nurse if he
experiences sensation of fullness,
nausea or vomiting.
• Reduces risk of transmission of
microbes
• Evaluates for aspiration effects on
gastrointestinal system and
therapeutic effect of feeding.
• May indicate intolerance of
feeding.