This document discusses principles of fractures, including definitions, causes, classification, clinical features, imaging, and treatment approaches. It covers the key points of fractures including:
- Definitions of closed vs open (compound) fractures and classifications systems for open fractures.
- Causes of fractures including trauma, stress, and pathological fractures.
- Clinical exam including history, signs, and imaging features.
- Treatment approaches for closed fractures including reduction, immobilization methods, and exercise/rehab.
- Additional discussion of open fractures including goals of treatment, stages of care, and considerations for fracture stabilization and soft tissue management.
fracture is the breakdown in the continutity of the bone alignment this has many types as the fracure this topic include its definition , etiology, pathophysiology, clinical menisfestation, diagnosis and its treatment which can be used by nursing students for taking care of the patient suffering from fracture and for learning for their examination and knowledge purpose
Define
Define related concepts nursing care of patients with musculoskeletal disorders.
Recognize
Recognize different types of musculoskeletal disorders.
Identify
Identify the clinical manifestations of musculoskeletal disorders.
Recognize
Recognize the medical management of musculoskeletal disorders.
Recognize
Recognize the nursing management
patients with musculoskeletal disorders.
Fracture of shaft and distal part of Femoral bone by Dr. Ammar AlsabaeAmmar Alsbae
This ppt show the fracture of shaft and distal part ( condylar and supracondylar ) of femuarl bone which include anatomy , classification , clinical picture , diagnosis , treatment and complications .
This PPT prepared by Ammar Alsabae , A medical student , faculity of medicine , Taiz university . Yemen .
fracture is the breakdown in the continutity of the bone alignment this has many types as the fracure this topic include its definition , etiology, pathophysiology, clinical menisfestation, diagnosis and its treatment which can be used by nursing students for taking care of the patient suffering from fracture and for learning for their examination and knowledge purpose
Define
Define related concepts nursing care of patients with musculoskeletal disorders.
Recognize
Recognize different types of musculoskeletal disorders.
Identify
Identify the clinical manifestations of musculoskeletal disorders.
Recognize
Recognize the medical management of musculoskeletal disorders.
Recognize
Recognize the nursing management
patients with musculoskeletal disorders.
Fracture of shaft and distal part of Femoral bone by Dr. Ammar AlsabaeAmmar Alsbae
This ppt show the fracture of shaft and distal part ( condylar and supracondylar ) of femuarl bone which include anatomy , classification , clinical picture , diagnosis , treatment and complications .
This PPT prepared by Ammar Alsabae , A medical student , faculity of medicine , Taiz university . Yemen .
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. A fracture is a break in the structural continuity
of bone.
It may be closed if the skin is intact or
compound if the fracture haematoma
connected to the surface of the skin or one of
the body cavities.
3. How fracture happed
trauma (direct or indirect)
repetitive stress.
abnormal weakening of the bone (pathological).
Green stick fracture.
Physeal injuries.
4. Types of fractures:
1. Fractures due to
trauma: Types of
fractures in trauma
depend on the force
applied:
5.
6.
7. 2. Fatigue or stress fractures:
• Is the one occurring in the normal bone of a healthy patient due to
repetitive stress rather than single traumatic evidence.
• Most common sites affected pubic rami , femoral neck , tibial shaft
especially in trainee and athletes , distal fibula , metatarsals
especially the second.
8.
9. 3. Pathological fractures:
• When abnormal bone gives way. The causes are numerous but the
diagnosis not made till biopsy taken.
10. Causes:
• General bone disease
1. osteogenesis imperfecta
2. postmenopausal osteoporosis
3. metabolic bone disease
4. multiple myeloma
5. paget disease
11. Local benign conditions
1. chronic infection
2. solitary bone cyst
3. fibrous cortical defect
4. aneurysmal bone cyst
5. chondroma
13. 4. Incomplete fractures (Greenstick
fractures)
• In which instead of complete fracture of the bone cortex the bone is
buckled or bent {like snapping a green twig} this usually seen in children.
14. 5. Injuries to the physis:
In children over 10 % of fractures involve the physis.
Classification:
Salter and Harris classification
• Type 1 a transverse fracture across the physis the prognosis is good.
• Type 2 like type 1 but on one end there is a triangular piece of the
metaphysis the prognosis is good .
• Type 3 the fracture split the physis than pass transversely across one
side through the physis.
• Type 4 like type 3 but the splitting cross the physis towards the
metaphysis the prognosis is bad.
• Type 5 a longitudinal compression injury to the physis the fracture is
not seen at the time of injury but detected retrospectively when its
disturbance to the growth is seen.
15. • XR: may need compression to the other side to be detected.
• Treatment: if undisplaced treated by splinting the limb , for 2 – 4 wks.
If displaced gentle manipulation is important than immobilization for
3 – 6 wks. If type 3 or 4 can not reduced accurately open reduction
and internal fixation by smooth k – wire is important .
16. Compound fractures
Is when the fracture hematoma connects to the skin or one of the body
cavities.
It usually classified according to Gustillo classification.
17. Gastillo classification:
G. 1 :penetrating wound from within(by
spike of bone) less than 1 cm.
G.2: Wound >1cm but Less than 10 cm.
G.3 A: adequate soft tissue coverage.
G.3 B: inadequate soft tissue covering.
G.3 C:neurovascular injuries regardless the
soft tissue covering.
18.
19. How fractures are displaced:
• After complete fracture the bones may displaced by the effect of
gravity or the pull of the muscles attached.
• translation (shift)
• alignment (angulation)
• rotation (twist)
20.
21. How fracture heal
• Fractures heal even if not splinted but we splint it for:
1. Alleviate pain
2. To ensure that union takes place in good position
3. To permit early movement and return of function.
22. Five stages of healing:
1. tissue distraction and haematoma formation.
2. inflammation and cellular proliferation {within 8 hours of
fracture} which bridged the fracture and haematoma slowly
absorbed.
3. callus formation {the thick cellular mass with its island of
immature bone and cartilage forms the callus or splint on the
periosteal and endosteal surfaces.
4. consolidation {osteoblastic and osteoclastic activity the
woven bone transformed to lamellar bone. It may take
several months.
5. remodeling thicker lamellae are laid down where stresses
are high unwanted buttresses are carved away, the
medullary cavity is reformed. The bone especially in children
reassume something like its normal shape.
23.
24. the upper limbs in children in general 3Wks
The lower limbs in children Double the time i.e. 6 wks
The upper limbs in adults Double the time needed in children i.e. 6 wks
The lower limbs in adults Double the time needed in children i.e. 12
wks
Fracture healing calendar:
25. Clinical features:
History:
usually history of injury , followed by inability to use the
injured limb.
The fracture may be away form the site of injury: a blow to
the knee may fracture the patella , the femoral condyles ,
the shaft or even the acetabulum.
The patient age and mechanism of injury is important .
If the fracture follow a trivial trauma suspect a pathological
fracture.
Pain , swelling , bruising are common symptoms. Deformity
is more suggestive.
Ask about associated injuries.
General medical and surgical histories are important.
26. Examination:
General signs:
A,B,C . cervical spines injuries should be excluded.
And general survey.
Local signs:
Crepitus or abnormal movement may be noted.
Examine the most obvious injured part.
Test for artery and nerve damage.
Look for associated injuries in the region.
Look for associated injuries in distal parts.
27. Look : swelling , bruising and deformity , is the skin intact is it broken and
the wound communicate with fracture the injury is then open or compound.
Feel : the injured part is gently palpated for localized tenderness. Check for
distal pulse and nerve function.
Move : crepitus and abnormal movement is tested.
28. X – Ray
The rule of two:
Two views the fracture may not be seen in single view (anteroposterior
and lateral views are important)
Two joints in the leg or forearm the bone may be fractured and
angulated, angulation may associated with fracture of the other bone or
dislocation so the joint above and below should be taken.
Two limbs as in children where comparism of the shape of the
immature epiphysis on each side is important.
Two injuries sever injury cause injuries in more than one level. So in
fracture of the calcanium or femur it is important to XR the pelvis and
spine.
Two occasions some fractures not seen at the time of injury but only
one or two weeks later as in fracture scaphoid or stress fractures.
29. Special imaging
Some times the fracture not seen in usual XR so do:
Tomography as in spine.
CT
MRI may be the only way to show whether the fractured vertebra
compress the spinal cord.
Radioisotope scan is helpful in stress fractures.
30. Treatment of closed fractures:
Three important rules:
Reduce
Hold
exercise
.
31. Reduce:
•Reduction should aim for adequate apposition and
normal alignment of the bone fragments. The
greater the contact surface area between the
fragments the more likely the healing to occur.
•There are two methods of reduction:
32. closed reduction: under proper anesthesia and
muscle relaxation the fracture reduced by 1. the
distal part of the bone is pulled in line of the
bone 2. as the fragments disengaged ,they are
repositioned
open reduction: by operation
indications:
1. failure of closed reduction
2. displaced articular fractures which need accurate
reduction.
3. for traction fractures where the fragments are
hold apart.
34. Hold
Immobilization is performed by:
1. continuous traction
2. cast splintage
3. functional brace
4. internal fixation
5. external fixation
35. continious traction
the problem with traction that it does not maintain
accurate reduction and the patient remain in bed for
long period. Two types of traction:
1. skin traction: for pull not more than 5 kg using
adhesive straps
2. skeletal traction: by pin inserted in the bone distal to
the fracture , this when high weight is needed.
Complication of traction:
1. circulatory embarrasement. Especially in children.
2. nerve injury . in older people, drop foot may happen
3. pin-site infection.
37. Cast splintage:
• Plaster of Paris (POP) is a common method of fixation of fractures
after reduction rotation of the fracture shaft can be prevented by
including the joint above and the joint below
• The patient can leave the bed early in LL fractures using of crutches
allow ambulation.
40. Functional bracing
Using POP or plastic materials, it prevents joint stiffness, segments of
cast are applied over the shaft of the bones leaving the joints free
Since the brace is not rigid, it applied only when the fracture is
beginning to unite.
42. Internal fixation
Bone fragments can be fixed by screws, transfixing pins , or nails , plate
and screws , intramedullary nail, circumferential bands or
combination.
Advantages:
1. hold fractures securely so allow early movement and prevent
stiffness, and edema.
2. allow early leaving of hospital.
3. accurate reduction as in intraarticular fractures.
44. Indications:
1. failure of closed method.
2. unstable fractures which are likely to displaced, as
in ankle fractures , or those liable to muscle pull as
in transverse patellar fracture or olecranon.
3. fractures that unite poorly or slowly as in fracture
neck femur.
4. pathological fractures.
5. multiple fractures.
6. in patient with nursing difficulties as in paraplegics ,
and multiple injuries.
46. External fixation:
The bone is transfixed below and above the fracture by screws
or pins or tensioned wires and these connected to each
other by rigid bars.
Indications:
1. Fractures associated with sever soft tissue damage. So it
makes dressing easier.
2. Fractures associated with sever nerve or vessels damage.
3. Severely comminuted and unstable fractures.
4. Ununited fractures which can be excised and compressed
, and some times combined with bone elongation.
5. Pelvic fractures if cannot controlled by other methods.
6. Infected fractures.
7. Sever multiple injuries.
48. Complications
1. Damage to soft – tissue structures if the transfixing pins injure
the nerves or vessels. Or may tether ligaments or muscles.
2. Over distraction
3. Pin – tract infection.
49. Exercise
This important after any fracture because:
1. prevention of oedema. This by muscle exercises and elevation.
2. active exercises which pumps the edema away prevents adhesion
of soft tissues, and help fracture healing, and prevent muscle
atrophy.
3. assisted movement this by special machines.
54. Open fracture classification
• Allows comparison of results
• Provides guidelines on prognosis and treatment
• Fracture healing, infection and amputation rate correlate with the degree of
soft tissue injury
• Gustilo upgraded to Gustilo and Anderson
• AO open fracture classification
• Host classification of open fractures
55. Type 1 Open Fractures
• Wound less than 1 cm,
• Inside-out injury
• Clean wound
• Minimal soft tissue damage
• No significant periosteal
stripping
56. Type 2 Open Fractures
• Moderate soft tissue damage
• Outside-in
• Higher energy
• Some necrotic muscle
• Some periosteal stripping
57. Type 3a Open Fractures
• High energy
• Outside-in
• Extensive muscle devitalization
• Bone coverage with existing soft
tissue
58. Type 3b Open Fractures
• High energy
• Outside in
• Extensive muscle
devitalization
•Requires a flap for
bone coverage and
soft tissue closure
• Periosteal stripping
59. Type 3c Open Fractures
• High energy
• Increased risk of amputation
and infection
• Any grade 3 with
major vascular injury requiring
repair
60. Why use this classification?
•Grades of soft tissue injury correlates with infection and
fracture healing
Grade 1 2 3A 3B 3C
Infection
Rates
0-2% 2-7% 10-25% 10-50% 25-50%
Fracture
Healing
(weeks)
21-28 28-28 30-35 30-35
Amputation
Rate
50%
61. Radiological Examination
• Usually, only AP and lateral radiographs are required
• They should include adjacent joints and any associated injuries.
• There are a number of features that the surgeon should look for
when examining the radiographs
http://www.lww.com/static/docs/product/samplechapters/978-0-7817-5096-7_Chapter%204.pdf
62. Radiological Examination
• MRI and CT scans are rarely required in the acute situation but may
be helpful in open pelvic, intra-articular, carpal, and tarsal fractures.
• Angiography may be required in Gustilo IIIb or IIIc fractures.
• In the polytraumatized patient, the surgeon must decide if a delay for
further imaging is appropriate.
http://www.lww.com/static/docs/product/samplechapters/978-0-7817-5096-7_Chapter%204.pdf
63. Goals of treatment
• 1. preserve life
• 2. preserve limb
• 3. preserve function
• Also….
• Prevent infection
• Fracture stabilization
• Soft tissue coverage
65. Types of fracture stabilization
• Splint
• Good option if operative fixation not
required
• Internal fixation
• Wound is clean and soft tissue coverage
available
• External fixation
• Dirty wounds or extensive soft tissue injury
66. Fracture stabilization
• Gustilo type 1 injury can be treated the same way as a comparable
closed fracture
• Most cases involve surgical fixation
• Outcome is similar to closed counterparts
67. Fracture stabilization
•Gustilo type 2&3 usually displaced and unstable
• dictate surgical fixation
•Restore length, alignment, rotation and provide
stability
• ideal environment for soft tissue healing and reduces
wound infection
• reduces dead space and hematoma volume
• Inflammatory response dampened
• Exudates and edema is reduced
• Tissue revascularization is encouraged
68. When to use plates?
• Open diaphyseal fractures of arm & forearm
• Open diaphyseal fractures lower extremity
• NOT recommended
• Open tibial shaft plating assoc high infection rate*
• Open periarticular fractures
• Treatment of choice in both upper and lower extremities
69. When to use IM nails?
•Treatment of choice for most
diaphyseal fractures of the
lower extremity
•Inserted without disrupting
the already injured soft tissue
envelope
•Preserves the remaining extra
osseous blood supply to
cortical bone
•Malunion is uncommon
70. When to use external fixation?
• Diaphyseal fractures not
amenable to IM nails
• Ring fixators for
periarticular fractures
• Temporary joint spanning
ex fix is popular for knee,
ankle, elbow and wrist
• If temporary, plan for
conversion to IM nail
within 3 weeks
71. Ex-fix: Weigh the pros and cons!
•Historically was definitive treatment
•Now, more commonly as temporary fixation
•Can be applied almost always and everywhere
•Severe soft tissue damage and contamination
74. Skin cover and soft tissue
reconstruction
• Do these early!
• 1994 Osterman et al.*
• Retrospective 1085 fractures, 115 G2 and 239 G3
• All treated with appropriate IV Abx and I&D
• No infection if wounds closed at 7.6 days
• Yes infection if wounds closed at 17.9 days
Infection risk
increases if wound
open > 7 days
76. Type 3c, a bad injury!
• Devastating damage to
bone and soft tissue
• Major arterial injuries that
require repair
• Poor functional outcome
• Consensus btwn ortho,
vascular and plastics
• Salvage is technically
possible in most cases
• However it is not always
the correct choice esp type
3c tibia fractures
77. How to decide, salvage or amputate?
• Important factors in decision making:*
• General condition of the patient (shock)
• Warm ischemia time (>6hours)
• Age (>30 years)
• Cut to crush ratio (blunt injuries has a large zone of crush)