PS_FREL_11_TraumaShockPowerPoint.ppt
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Shock is a condition caused by the circulatory system failing to provide enough blood to vital organs. It can develop due to issues with the heart, blood vessels, or blood volume. There are several types of shock including hypovolemic from blood loss, cardiogenic from heart failure, neurogenic from nervous system damage, anaphylactic from allergic reaction, psychogenic from fainting, metabolic from fluid loss, and septic from infection. Signs of shock include weakness, thirst, rapid pulse, pale skin, altered mental status, shallow breathing, and dilated pupils. Treatment focuses on controlling bleeding, keeping the patient warm and still, monitoring vitals, and providing oxygen while waiting for emergency help to arrive.
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This document defines and describes shock, including its basic causes, contributing factors, dangers, signs and symptoms, and types. Shock is a depressed condition where not enough blood circulates due to injury or illness. The basic causes are pump failure from heart damage, hypovolemia from blood or fluid loss, and relative hypovolemia where blood vessels dilate too much. Signs include pale or cold skin, irregular breathing and pulse. First aid aims to improve circulation and oxygen supply while maintaining normal body temperature.
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This document discusses ethical issues in nursing research. It outlines the objectives of summarizing the development of ethical codes and guidelines, describing the role of institutional review boards, citing examples of informed consent elements, discussing how integrity in research is promoted, and analyzing issues that threaten integrity among nurse researchers. It also explains the role of nurse researchers as patient advocates.
نظريات عرض محاضره 3.pptx
This document outlines the objectives and content for a student presentation on developing nursing knowledge. It will:
1. Define knowing and knowledge and discuss three key phases in the philosophy of knowledge - rationalism, empiricism, and historicism.
2. Discuss the differences between three types of knowledge - "know how", "know that", and "know why" - giving nursing examples.
3. Examine Carper's (1978) "ways of knowing" in nursing and Kerlinger's (1986) "categories of knowledge", providing practice examples.
4. Identify two main strategies to develop nursing knowledge: inductive and deductive reasoning.
Nursing theories lec. 1.pptx
The document discusses nursing theory, including its definition, purpose, and construction. It begins by asking what nursing theories are and why they are important. Nursing theories are then defined as conceptual frameworks that describe, explain, or predict phenomena in nursing. Theories are made up of concepts linked by propositions. Several influential nursing theorists such as Florence Nightingale and Hildegard Peplau developed theories by directly observing phenomena in clinical practice. The construction of theory involves identifying concepts and linking them with propositions to form a framework for understanding nursing phenomena.
Lecture 02 - Nursing Research (1).ppt
This document discusses nursing research and its importance. Nursing research is a scientific process that generates new knowledge to directly influence nursing practice. It aims to develop an evidence-based practice that improves outcomes for patients, nurses, and the healthcare system. The document defines different types of nursing research, including quantitative, qualitative, descriptive, correlational, experimental, and historical research. It also outlines the steps of the nursing research process and discusses the importance of ethics and avoiding scientific misconduct in nursing research.
2_5201981186808742788.pptx
This document outlines the steps in quantitative and qualitative research. It begins by differentiating between the two methods, noting that quantitative research uses numeric and measurable data while qualitative focuses on personal perceptions.
For quantitative research, the steps include identifying a problem, developing a hypothesis, collecting numeric data, analyzing results, and interpreting findings. For qualitative research, the process involves identifying a problem, selecting a design, collecting subjective data through interviews or observations, analyzing themes in the data, and interpreting results.
Finally, the document discusses using both methods together in a single study to gain a more comprehensive understanding of a problem. It provides examples of nursing issues that could be addressed through these research approaches.
lecture_4_3.ppt
The document outlines the key steps in the scientific research process, including identifying a research question, forming a hypothesis, conducting research, analyzing results, and drawing conclusions. It discusses 12 specific steps that guide research, including identifying the research question, reviewing literature, formulating a hypothesis, collecting and analyzing data. The research question is the foundation, and can be descriptive, examine relationships, or test for differences. Variables, including independent, dependent, and extraneous variables, are also defined.
عرض تقديمي بلا عنوان914148697071446156.pptx
This document discusses hypotheses in research studies. It defines a hypothesis and explains their purposes, including guiding research design and statistical analysis. Hypotheses can be classified in various ways, such as simple vs complex, directional vs nondirectional, and causal vs associative. The null hypothesis predicts no relationship while the research hypothesis states an expected relationship. Guidelines are provided for developing testable hypotheses and critiquing them in research reports.
coma-160807185638.pdf
This document discusses the evaluation and management of comatose patients. It emphasizes performing ABCs (airway, breathing, circulation) initially and evaluating for life-threatening issues. It describes assessing pupils, blood pressure, glucose, and using the Glasgow Coma Scale to evaluate level of consciousness. Causes of coma like head injuries, liver failure, diabetes, and renal failure are reviewed. Treatment focuses on addressing the underlying cause and supporting vital functions.
coma-160120004419.pdf
This document discusses the neural basis of consciousness and provides definitions for different levels of altered mental status including coma. It describes the anatomy related to mental status including the ascending reticular activating system, cerebral hemispheres, and their interaction. Coma is defined as a state of unconsciousness with absent sleep-wake cycles. The Glasgow Coma Scale is used to assess the severity of impaired consciousness. Various approaches for differential diagnosis of an unresponsive patient are outlined. Causes of coma including cerebrovascular disease, subarachnoid hemorrhage, brain tumors, hypotension, and raised intracranial pressure are described. A detailed neurological examination of a comatose patient is also discussed.
coma-141120124411-conversion-gate02.pdf
This document discusses the approach to patients presenting in a coma. It defines coma as a state of unresponsiveness where patients cannot be aroused even with vigorous stimulation. It describes various stages between alertness and coma. Coma is caused by dysfunction of the brainstem or both hemispheres of the brain. A thorough assessment is needed to determine the cause and guide management, including a neurological exam to identify any focal signs. Key aspects of the exam include vital signs, pupil response, eye movements, motor response and reflexes. Different patterns on exam can localize the lesion causing the coma. Immediate life-saving interventions are also often needed.
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- 1. C R E A T E D B Y : Trauma - Shock
- 2. Shock Definition-reaction of body to failure of circulatory system to provide enough blood to all vital organs of body. Failure of perfusion or hypoperfusion. (ITP) Inadequate Tissue Perfusion Chances of survival are greatly increased if patient is treated within first hour of injury ("golden hour"). The Body develops shock through: 1. Heart-if heart fails to pump required blood volume efficiently, shock will develop. 2.Vessels-circulatory system must operate as a closed system. If vessels are cut, blood is lost and shock will develop. 3.Blood volume-there must be enough blood to fill vessels. If there is loss of volume or vessels enlarge so system is not filled, shock will develop.
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