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Tuberculosis

Tuberculosis

Tuberculosis

Tuberculosis, commonly known as TB (short for tubercle bacillus), is a widespread and often deadly infectious disease caused by various strains of mycobacteria.

While primarily affecting the lungs, it can also impact other parts of the body. Around one-third of the world\’s population (1 in 3 or 3 out of 10 people) is affected by this condition. Individuals with HIV/AIDS have a higher risk of contracting tuberculosis.

Aetiology:

The disease is caused by mycobacterium tuberculosis, which is a small, aerobic, non-motile bacillus.

Mode of Spread

TB spreads through the air when individuals with an active infection cough, sneeze, or transmit respiratory fluids. Additionally, it can spread through the blood (haematogenous spread).

\"Types

Types of Tuberculosis

  • Pulmonary tuberculosis.
  • Extra-pulmonary tuberculosis.
  • Primary and Secondary tuberculosis.

Clinical Features:

Pulmonary TB:

  • Fever and chills
  • Night sweats
  • Loss of appetite
  • Weight loss
  • Easy fatigability
  • Persistent cough lasting more than 3 weeks, with or without haemoptysis (coughing up blood)
  • Significant finger clubbing (abnormal swelling of the fingertips)
  • Chest pain
  • Productive cough or non-productive cough in smear-negative TB
  • Lymphadenopathy (swollen lymph nodes)

Extrapulmonary TB:

In approximately 15-20% of active TB cases, the infection spreads beyond the lungs, resulting in various forms of extrapulmonary tuberculosis. This type is more common in individuals with weakened immune systems and young children. In people with HIV, extrapulmonary TB occurs in more than 50% of cases.

Notable sites of extrapulmonary infection include:

  • The pleura, leading to tuberculous pleurisy.
  • The central nervous system, causing tuberculous meningitis.
  • The lymphatic system, resulting in TB lymph nodes.
  • The genitourinary system, causing urogenital tuberculosis.
  • The bones and joints, leading to Pott\’s disease of the spine. When it affects the bones, it is known as \”osseous tuberculosis,\” a form of osteomyelitis.
  • Sometimes, a tubercular abscess may burst through the skin, resulting in a tuberculous ulcer. Ulcers originating from infected lymph nodes nearby are typically painless.
  • A potentially severe and widespread form of TB is \”disseminated\” TB, commonly known as miliary tuberculosis. Miliary TB accounts for about 10% of extrapulmonary cases.

Risk factors

Several factors increase the susceptibility of individuals to TB infections:

  • HIV infection is a significant global risk factor, contributing to 13% of all TB cases.
  • Tuberculosis is closely associated with overcrowding and malnutrition, making it a prevalent disease in impoverished communities.
  • Inhabitants and employees of places where vulnerable individuals gather, such as prisons and homeless shelters, face higher risks.
  • Medically underserved and resource-poor communities, as well as high-risk ethnic minorities, are more susceptible.
  • Children in close contact with high-risk patients are at increased risk.
  • Health care providers serving TB patients are also at higher risk.
  • Chronic lung disease is another significant risk factor.
  • Smokers have nearly double the risk of TB compared to nonsmokers.
  • Other conditions like alcoholism and diabetes mellitus can also elevate the risk of developing tuberculosis.

Epidemiology:

  • Approximately one-third of the world\’s population is infected with tuberculosis.
  • TB causes 25% of preventable adult deaths, and three-fourths of these affected individuals are in their productive age.
  • South Eastern Asia has the highest number of TB cases.
  • Africa has the world\’s highest incidence rate, with an annual incidence rate of 345 cases per 100,000 people.
  • The infection rate is higher in men than in women.
Primary Tuberculosis:
  • It occurs in individuals who have never been exposed to tubercle bacilli before.
  • Tubercle bacilli are inhaled and reach the lungs, where they multiply and can spread to the hilar lymph nodes through the lymphatic system and blood.
  • Approximately six weeks after the primary infection, the body\’s immune response kicks in, preventing further multiplication of the tubercle bacilli.
  • Some bacilli may die, and the remaining ones are walled off by immune cells called epithelioid cells, forming a ghon focus. This ghon focus can persist for years in primary tuberculosis.
  • The ghon focus and hilar lymphadenopathy together form a primary complex in primary tuberculosis.
  • Only about 10% of those with primary infection progress to develop tuberculosis disease.
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Secondary Tuberculosis:
  • This type of tuberculosis can result from either the reactivation of tubercle bacilli acquired during primary infection or reinfection by tubercle bacilli in a person previously exposed to the organisms.

Pathogenesis:

  • TB infection starts when mycobacteria reach the pulmonary alveoli and invade and replicate there.
  • In addition to the lungs, tuberculosis can spread through the bloodstream, leading to infection in distant sites like peripheral lymph nodes, kidneys, brain, and bones.
  • The infection triggers an inflammatory response, resulting in the formation of granulomas. Granulomas are collections of activated macrophages, T lymphocytes, B lymphocytes, and fibroblasts.
  • The tubercle bacilli are surrounded by lymphocytes, forming a peripheral rim and creating a Ghon focus. (see image below)
  • Inside the granulomas, the bacteria can become dormant, causing latent infection. Caseation, a type of abnormal cell death, occurs in the center of the tubercles.
  • In severe cases, where TB bacteria enter the bloodstream from damaged tissue, multiple foci of infection can develop throughout the body, appearing as tiny white tubercles in the tissues. This condition is known as miliary tuberculosis and is more common in young children and individuals with HIV.
  • Tissue destruction and necrosis are balanced by healing and fibrosis. Scarring and cavities filled with caseous necrotic material replace affected tissue.

Diagnosis (Investigations):

When tuberculosis is suspected, the following investigations can aid in confirming the diagnosis:

  1. Signs of lung disease or constitutional symptoms lasting longer than two weeks.
  2. Chest X-ray: Imaging the chest can reveal characteristic abnormalities, such as infiltrates, cavities, or nodules, which can indicate tuberculosis.
  3. Multiple sputum cultures for acid-fast bacilli (AFB): Sputum samples are collected at different times, typically spot samples and early morning samples, to increase the chances of detecting the tuberculosis bacteria.
  4. Tuberculin skin tests: Also known as the Mantoux or Heaf test, it is commonly used to assess TB infection in children and identify individuals at risk of developing tuberculosis.
  5. Haematological tests:
    • Full blood cell count (FBC): This test helps evaluate any abnormalities in blood cell counts that may be indicative of an infection or inflammation.
    • Erythrocyte Sedimentation Rate (ESR): An elevated ESR can raise suspicion of tuberculosis, as it indicates inflammation in the body.
  6. Tissue biopsy: In cases where tuberculosis affects extrapulmonary sites or when other tests are inconclusive, a biopsy of the affected tissue may be performed to examine the presence of tubercle bacilli.

Relationship between HIV and TB:

Effects of HIV on TB:
  1. Development of active TB: Individuals infected with HIV have a higher risk of developing active tuberculosis once exposed to the TB bacteria.
  2. High risk of re-infection: HIV-positive individuals are more susceptible to being infected with a second strain of TB after already having the infection.
  3. Increased incidence of TB: The overall incidence of tuberculosis increases due to the higher prevalence of HIV, which weakens the immune system and makes individuals more susceptible to TB.
  4. Changes in TB presentation: TB in HIV-positive individuals may present with clinical and bacteriological changes, such as a non-productive cough, absence of hemoptysis (coughing up blood), and a miliary pattern on imaging instead of cavitations.
  5. Quicker development of TB complications: HIV accelerates the progression of TB and its associated complications.
Effects of TB on HIV:
  1. Increased HIV replication: TB infection can enhance the replication of HIV, leading to a higher viral load and faster progression to AIDS.
  2. Common opportunistic infection: TB is one of the most common opportunistic infections in individuals living with HIV and is a leading cause of death in this population.
  3. Interference with ARV treatment: Some anti-TB medications, such as Rifampicin, can interfere with certain antiretroviral drugs (ARVs), like Nevirapine and protease inhibitors, necessitating adjustments in treatment.

Consequences of dual infection with HIV and TB:

  • Increased morbidity and mortality.
  • Higher recurrence rate of TB after completing treatment.
  • Drug resistance leading to multidrug-resistant TB (MDR-TB) and extensively drug-resistant TB (XDR-TB).
  • Higher rates of treatment non-adherence due to overlapping medication regimens.
  • Increased risk of drug toxicity from the combined treatment.

Management of HIV and TB co-infection:

  • Prioritize TB treatment before starting ARVs.
  • Start ARVs if CD4 count is below 350 cells/mm³, either after finishing TB treatment or during the intensive phase, depending on the clinical situation.
  • Consider drug interactions between TB and HIV regimens when selecting medications.
  • Use directly observed therapy (DOTs) for TB treatment and closely monitor patients for toxicity and adherence.
  • Administer prophylaxis for opportunistic infections as indicated.

Complications of TB:

  • Pleural effusion: Accumulation of fluid in the pleural space of the lungs.
  • Pericardial effusion: Accumulation of fluid around the heart.
  • Empyema: Pus-filled cavity in the pleural space.
  • Pneumothorax: Presence of air or gas in the pleural cavity, causing lung collapse.
  • Lung fibrosis: Scarring of lung tissue, leading to impaired lung function.
  • Lung collapse: Collapse of a lung or part of a lung due to blockage or compression.
  • Extra-pulmonary TB: TB affecting organs other than the lungs, such as TB meningitis.

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Treatment of TB:

Aims of TB Treatment:

  • To cure the patient of tuberculosis.
  • To prevent complications and death from TB.
  • To reduce the transmission of TB to others.

Case Definitions:

  1. New Case: A person who has never received TB treatment or has taken TB treatment for four weeks or less.
  2. Relapse: A patient who was previously diagnosed with TB, completed the course of anti-TB drugs, was declared cured, but has now become smear positive again.
  3. Failure: A person who continues to be smear positive at five months, despite adequately taking anti-TB drugs, or who was smear negative and becomes smear positive at two months.
  4. Defaulter: A patient who starts taking anti-TB drugs for more than four weeks but interrupts treatment (stops taking the drugs) for four weeks or more.
Drugs Used in TB Treatment:
  1. Rifampicin (R)
  2. Isoniazid (H or INH)
  3. Ethambutol (E)
  4. Pyrazinamide (Z)
  5. Streptomycin (S)
Standard TB Treatment Regimen: 

The World Health Organization (WHO) recommends a standard six-month treatment regimen for drug-sensitive TB cases, which typically includes the following four drugs for the first two months:

  1. Rifampicin (R)
  2. Isoniazid (H)
  3. Pyrazinamide (Z)
  4. Ethambutol (E)

This initial phase is followed by a continuation phase for the next four months, during which the drugs used may vary depending on the patient\’s response to treatment and drug sensitivity testing.

It\’s important to note that TB treatment should be administered under direct observation (DOTs) whenever possible to ensure proper adherence and to prevent the development of drug-resistant TB strains. Check DOT below in details.

Treatment regimen 

 Short course TB treatment regimen

Patient category (type of TB) 

Initial phase 

Continuation phase

1. New smear positive 

2. New smear negative 

3. Severe extra-pulmonary

2EHRZ 

6EH

4. Previously treated smear  POSITIVE: 

– Relapse 

– Failure to respond 

– Return after interruption

2SEHRZ/1EHRZ 

5EHR

5. Any form of TB in children

6. Adult non-severe extra pulmonary

2HRZ 

4HR

Non-anti-TB Drugs Used in TB:
  1. Pyridoxine (Vitamin B₆): Administered to prevent or treat peripheral neuropathy, a side effect of Isoniazid (H) used in TB treatment. Pyridoxine supplementation helps prevent nerve damage caused by Isoniazid.

  2. Steroids: Used as adjunct therapy in specific forms of TB to reduce inflammation and improve outcomes. Steroids are commonly used in the treatment of:

    • TB Meningitis
    • TB Pericarditis
    • TB of Adrenals
DOTS (Directly Observed Therapy Short course):

How it works:

  • DOTS is a community-based TB care approach adopted by countries to improve TB treatment outcomes.
  • Trained workers or treatment supporters ensure that patients take their daily treatment doses and record the administration on the TB card.
  • DOTS is the standard of care for all TB cases and suspects.
  • It helps decrease relapse, defaulter rates, and the development of acquired drug resistance.
  • When combined with other measures, DOTS promotes treatment adherence.
  • After diagnosing TB and initiating treatment, the diagnostic center records the information in the health unit\’s TB register.
  • The sub-county health worker transfers this information to the sub-county health worker register and identifies a treatment supporter in the patient\’s village.
  • The treatment supporter is trained to observe the patient taking their treatment, record it on the TB card, keep the drugs, and remind the patient of follow-up assessments at the health unit at 2 months, 5 months, and 8 months.
  • The sub-county health worker collects medication from the health unit and delivers it to the treatment supporter.

Prevention of TB:

  • Early detection and proper management of TB cases.
  • Early case findings to identify and treat TB cases promptly.
  • Health education to raise awareness about TB transmission and prevention.
  • Training of all health workers to recognize early signs of TB.
  • Vaccination of children with the Bacille Calmette-Guérin (BCG) vaccine to protect against severe forms of TB in childhood.
  • Prophylaxis with Isoniazid for individuals at high risk of developing TB, such as those with latent TB infection or individuals with HIV.
  • Prevention and management of medical conditions like HIV, which increase the risk of TB.
  • Implementation of the DOTS program to improve treatment adherence and outcomes.

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Test Questions

Question: Which bacterium is responsible for causing tuberculosis?

a) Streptococcus pneumoniae
b) Mycobacterium tuberculosis
c) Escherichia coli
d) Staphylococcus aureus

Answer: b) Mycobacterium tuberculosis
Explanation: Mycobacterium tuberculosis is the specific bacterium that causes tuberculosis.

Question: What is the most common site of TB infection in the human body?
a) Liver
b) Lungs
c) Heart
d) Kidneys

Answer: b) Lungs
Explanation: Pulmonary tuberculosis is the most common form of TB, affecting the lungs.

Question: In HIV-positive individuals, the risk of developing active tuberculosis:
a) Decreases
b) Stays the same
c) Increases
d) Remains unaffected

Answer: c) Increases
Explanation: HIV weakens the immune system, making individuals more susceptible to developing active tuberculosis once infected with Mycobacterium tuberculosis.

Question: Which of the following is NOT a clinical feature of pulmonary tuberculosis?
a) Fever and chills
b) Night sweats
c) Loss of appetite
d) Severe abdominal pain

Answer: d) Severe abdominal pain
Explanation: Severe abdominal pain is not a typical clinical feature of pulmonary tuberculosis.

Question: What is the standard duration of treatment for drug-sensitive tuberculosis?
a) 3 months
b) 6 months
c) 9 months
d) 12 months

Answer: b) 6 months
Explanation: The standard treatment regimen for drug-sensitive TB lasts for 6 months.

Question: In which form of TB, patients may present with a non-productive cough and a miliary pattern on imaging?
a) Drug-resistant TB
b) Extrapulmonary TB
c) Latent TB
d) Multidrug-resistant TB

Answer: b) Extrapulmonary TB
Explanation: Extrapulmonary TB can present with atypical symptoms like a non-productive cough and a miliary pattern on imaging.

Question: What is the main purpose of the DOTS program in TB management?
a) To prevent TB transmission
b) To promote TB vaccination
c) To monitor drug resistance
d) To improve treatment adherence

Answer: d) To improve treatment adherence
Explanation: The main aim of the DOTS program is to ensure that patients adhere to their TB treatment, which leads to better outcomes and reduced relapse rates.

Question: Which non-anti-TB drug is used to prevent or treat peripheral neuropathy, a side effect of Isoniazid?
a) Vitamin C
b) Vitamin D
c) Pyridoxine (Vitamin B₆)
d) Folic acid

Answer: c) Pyridoxine (Vitamin B₆)
Explanation: Pyridoxine is used to prevent or treat peripheral neuropathy caused by Isoniazid.

Question: TB Meningitis is best managed with the addition of which adjunct therapy?
a) Antibiotics
b) Antifungals
c) Antivirals
d) Steroids

Answer: d) Steroids
Explanation: TB Meningitis is often treated with the addition of steroids to reduce inflammation and improve outcomes.

Question: What is the primary aim of TB prevention?
a) Eradicate Mycobacterium tuberculosis from the environment
b) Reduce the incidence of drug-resistant TB
c) Prevent the transmission of TB from person to person
d) Increase vaccination coverage in high-risk populations

Answer: c) Prevent the transmission of TB from person to person
Explanation: The primary aim of TB prevention is to break the chain of transmission by preventing the spread of Mycobacterium tuberculosis from infected individuals to others.

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Measles

Measles

Measles

Measles, also known as Morbilli, is a highly contagious acute infection of the respiratory system caused by the morbillivirus. 

It is characterized by a widespread skin rash, fever, and inflammation of the mucous membranes.

The transmission of measles occurs through respiration, mainly by coming into contact with fluids from the nose and mouth of an infected person. Due to its high contagion, it can easily spread among individuals.

The incubation period for measles typically lasts from 9 to 12 days.

 Risk Factors

Several risk factors increase the likelihood of contracting measles, including:

  1. Immunodeficiency in children.
  2. Traveling to regions where measles is common or having contact with individuals who have visited these areas.
  3. Malnutrition, which can weaken the immune system.
  4. Pregnancy, as it may increase susceptibility to the virus.
  5. Vitamin A deficiency, which can compromise the body\’s ability to fight infections.

\"Signs

Signs and symptoms of measles/Stages

Measles, an acute and highly communicable infection caused by the morbillivirus, presents a clinical picture that can be divided into three distinct stages: prodromal, eruptive, and convalescent. Suspecting measles becomes crucial when patients exhibit the classic triad of the three \”Cs\”: cough, conjunctivitis, and coryza.

Stage 1: Prodromal Stage

  • The incubation period lasts approximately 10-14 days.
  • Patients may not show any signs or symptoms during this stage.
  • Abrupt onset of mild to moderate symptoms, characterized by:
    • Fever
    • Headache
    • General malaise
    • Loss of appetite (anorexia)
    • Enlarged neck lymph nodes
    • Abdominal pain
    • Diarrhea
    • Vomiting

Stage 2: Eruptive Stage

  • Abrupt onset with severe symptoms, including:
    • Very high fever
    • Cough
    • Photophobia (sensitivity to light)
    • Red eyes and conjunctivitis
    • Hoarseness of the voice
    • Distinctive Koplik spots on the mucous membrane of the mouth, next to the molar teeth. These spots may disappear once the rash appears.
  • Temperature rises on the first day (37.8-39.4 degrees Celsius), may slightly fall on the third day, then rise again on the fourth day with the onset of the rash.
  • The rash appears around the fourth day and starts on the forehead, behind the ears, neck, and then spreads over the face and entire body. The rash is a red maculo-papular eruption, giving the face a bloated, swollen appearance.

Stage 3: Convalescent Stage

  • Improvement and disappearance of signs and symptoms begin.
  • Key features include:
    • Desquamation of the skin (shedding of the rash)
    • A decline in body temperature
    • Resolution of hoarseness of the voice
    • Weight gain as the patient\’s condition improves.

Nursing Care/Management for a Patient within 72 Hours of Measles:

Aims of Care/Management:

  1. To reduce body temperature.
  2. To correct dehydration.
  3. To prevent further complications.

Admission:

  1. Admit the child to a well-ventilated room in an isolation unit in the children\’s ward.
  2. Record the patient\’s particulars, including name, age, next of kin, and full address on the admission forms.
  3. Reassure the mother/caregiver about the child\’s condition.

Observations:

  1. Monitor vital signs (Temperature, pulse, respiration, blood pressure, and weight) and record them in an observation chart for baseline monitoring.
  2. Conduct a comprehensive head-to-toe assessment to identify any abnormalities such as jaundice, edema, dehydration, cyanosis, anemia, and lymphadenopathy. Document findings in the patient file.
  3. Inform the doctor about the patient\’s condition and prepare for any required investigations and medical treatments.
  4. Carry out procedures, such as tepid sponging, based on the patient\’s findings (e.g., in case of high fever).
Investigations:
  1. Conduct necessary investigations to rule out other diseases, such as:
    • Blood slide for malaria parasites
    • Full blood count (FBC) to rule out other infections
    • Urinalysis
    • Salivary measles-specific IgA testing (rarely done).
Medical Treatments:
  1. There is no specific treatment for measles; it is managed symptomatically.
  2. Prescribe the following drugs based on symptoms:
    • Antibiotics to treat underlying infections (e.g., Cephalexin or Amoxyl syrup).
    • Intravenous Ceftriaxone for severe cases.
    • Analgesics to reduce pain and fever (e.g., Syrup Cetamol).
    • Antihistamines to reduce itching (e.g., Calamine lotion).
    • Vitamins A capsules for children below 1 year to prevent eye complications.
    • Grovit drops or syrup multivitamin to improve appetite.

Fluids and Diet:

  1. Provide plenty of oral fluids to replace lost fluids due to vomiting and diarrhea.
  2. Offer easily digestible foods rich in vitamins and proteins for quick recovery.
  3. Encourage the child to take frequent small meals.
  4. Use a nasogastric tube for feeding if the child cannot eat or drink.
  5. Administer intravenous fluids in cases of severe dehydration.

Skin Care:

  1. Pad the fingers to prevent excessive scratching of the skin.
  2. Apply prescribed calamine lotion to relieve itching.

Mouth and Eye Care:

  1. Emphasize oral hygiene with frequent mouth care using warm saline.
  2. Keep the nostrils clean and maintain cleanliness around the nasogastric tube.
  3. Apply gentian violet 1% for mouth ulcers.
  4. Use glycerin borax to lubricate the lips and prevent cracking.
  5. Clean the eyes with warm saline and avoid rubbing them.
  6. Apply TEO ointment if necessary.
  7. If one eye is affected, encourage the child to lie on the affected side to prevent infecting the other eye.
  8. Avoid direct sunlight on the eyes.

Hygiene and Bed Rest:

  1. Give the patient a daily bath and change bedding frequently.
  2. Use appropriate precautions for discharging ears and administer antibiotics as needed.
  3. Disinfect used soiled linen and utensils.
  4. Properly dispose of used swabs, discharges, or secretions.

Visitor and Ward Management:

  1. Restrict visitors and maintain visiting hours.
  2. Keep radio and TV volumes low to allow for patient rest.
  3. Encourage dim lighting due to photophobia.
  4. Encourage adequate sleep by switching off lights and minimizing noise.

Observations:

  1. Continue monitoring the patient\’s general condition and vital signs regularly.
  2. Take note of any deviations from the normal and act accordingly.
  3. Perform tepid sponging, give cold drinks, and apply cold compress on the forehead if the temperature is very high.

Bowel and Bladder Care:

  1. Observe and treat diarrhea or constipation as needed.
  2. Monitor and address any issues with the child\’s urine output.

Exercises and Health Education:

  1. Encourage the patient to do active and passive exercises, including deep breathing exercises.
  2. Stimulate the child\’s mind with play objects like toys.
  3. Educate the mother/caregiver about the mode of spread, signs, symptoms, and prevention of measles.

Complications of Measles:

  • Pneumonia
  • Acute Laryngo-Tracheo-Bronchitis (LTB)
  • Otitis media leading to deafness
  • Conjunctivitis
  • Encephalitis
  • Acute gastroenteritis
  • Malnutrition (PEM) – Kwashiorkor and marasmus
  • Subacute sclerosing panencephalitis.

Test Questions

MCQ: Which virus causes measles?
a) Influenza virus
b) Morbillivirus
c) Respiratory syncytial virus
d) Rotavirus
Answer: b) Morbillivirus
Explanation: Measles is caused by the morbillivirus, a member of the Paramyxoviridae family.

MCQ: During which stage of measles does the characteristic red maculo-papular rash appear?
a) Incubation stage
b) Prodromal stage
c) Catarrhal stage
d) Convalescence stage
Answer: c) Catarrhal stage
Explanation: The characteristic red maculo-papular rash appears during the catarrhal or eruptive stage of measles.

MCQ: What is the primary aim of nursing care in managing measles?
a) To reduce the risk of bacterial infection
b) To relieve itching and rash discomfort
c) To prevent complications and dehydration
d) To administer specific antiviral medication
Answer: c) To prevent complications and dehydration
Explanation: The primary aim of nursing care in managing measles is to prevent complications and dehydration, as there is no specific antiviral medication for measles.

MCQ: Which symptom is part of the classic triad used for suspecting measles?
a) Fever
b) Cough
c) Diarrhea
d) Jaundice
Answer: b) Cough
Explanation: The classic triad for suspecting measles includes cough, conjunctivitis, and coryza (common cold).

MCQ: What is the incubation period for measles?
a) 2-5 days
b) 7-10 days
c) 10-14 days
d) 21-28 days
Answer: c) 10-14 days
Explanation: The incubation period for measles typically lasts from 10 to 14 days.

MCQ: Which vitamin is administered to prevent eye complications related to measles in children below one year?
a) Vitamin B
b) Vitamin C
c) Vitamin D
d) Vitamin A
Answer: d) Vitamin A
Explanation: Vitamin A capsules are administered to children below one year to prevent eye complications associated with measles.

MCQ: Which stage of measles is characterized by an abrupt onset of severe symptoms, including very high fever and photophobia?
a) Incubation stage
b) Prodromal stage
c) Catarrhal stage
d) Convalescence stage
Answer: c) Catarrhal stage
Explanation: The catarrhal or eruptive stage of measles is characterized by an abrupt onset of severe symptoms, including very high fever and photophobia.

MCQ: What is the primary mode of measles transmission?
a) Contact with contaminated food
b) Direct skin-to-skin contact with an infected person
c) Airborne droplets from an infected person\’s respiratory secretions
d) Ingestion of contaminated water
Answer: c) Airborne droplets from an infected person\’s respiratory secretions
Explanation: Measles is primarily transmitted through airborne droplets when an infected person coughs or sneezes.

MCQ: Which of the following is NOT a risk factor for measles?
a) Immunodeficiency in children
b) Travel to areas where measles is endemic
c) Malnutrition
d) Taking vitamin supplements
Answer: d) Taking vitamin supplements
Explanation: Immunodeficiency, travel to endemic areas, and malnutrition are risk factors for measles, but taking vitamin supplements is not directly associated with measles risk.

MCQ: Which stage of measles marks the beginning of improvement, characterized by skin desquamation and a decline in body temperature?
a) Incubation stage
b) Prodromal stage
c) Catarrhal stage
d) Convalescence stage
Answer: d) Convalescence stage
Explanation: The convalescence or recovery stage of measles marks the beginning of improvement, characterized by skin desquamation, a decline in body temperature, and the resolution of symptoms.

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Malaria

Malaria

Malaria

Malaria is an infectious disease caused by a parasite belonging to the Plasmodium genus. It is primarily transmitted from one person to another through female mosquitoes of the Anopheles genus. The illness presents with acute febrile symptoms, including cycles of chills, fever, pain, and sweating.

Historical records indicate that malaria has been afflicting humans since ancient times. There are four main species of malaria parasites that affect humans, namely:

  1. Plasmodium falciparum
  2. Plasmodium vivax
  3. Plasmodium malariae
  4. Plasmodium ovale
  5. Plasmodium knowlesi

Among these, Plasmodium falciparum stands out as the most virulent malaria parasite worldwide and also happens to be the most prevalent one in Uganda.

Signs and Symptoms of Malaria

Malaria manifests through a variety of signs and symptoms, with fever being the most prominent and characteristic feature. The fever in malaria follows an intermittent pattern, coming and going repeatedly. A typical malaria attack can be categorized into three phases:

  1. The Cold Stage: During this stage, the patient experiences a sensation of coldness and shivers.

  2. The Hot Stage: In this stage, the patient feels intense heat and feverish.

  3. The Sweating Stage: This stage is accompanied by profuse sweating and a sense of relief from symptoms.

Apart from fever, other common symptoms of malaria include:

  • Loss of appetite
  • Weakness and lethargy
  • Nausea and vomiting
  • Headache
  • Joint and muscle pains
  • Diarrhea
  • Dehydration
  • Enlarged spleen (spleenomegaly)

In severe and complicated cases of malaria, the following symptoms may arise:

  • Changes in behavior, confusion, or drowsiness
  • Altered level of consciousness or coma
  • Convulsions
  • Hypoglycemia (low blood sugar levels)
  • Acidosis (excess acid in the body)
  • Difficulty in breathing, often due to pulmonary edema or respiratory distress syndrome
  • Acute renal failure
  • Severe anemia
  • Shock
  • Presence of hemoglobin in urine (haemoglobinuria)
  • Oliguria with very dark urine (similar to the color of coca-cola or coffee)
  • Jaundice (yellowing of the skin and eyes)
  • Bleeding tendency
  • Prostration (extreme weakness)
  • High levels of malaria parasites in the blood (hyperparasitaemia)
  • Extremely high body temperature (hyperpyrexia)
  • Severe vomiting

Transmission of Malaria

Malaria is transmitted to humans through the bite of an infected female Anopheles mosquito, which injects malaria parasites (sporozoites) into the bloodstream. The life cycle of the malaria parasite (Plasmodium) is complex and involves two hosts: humans and Anopheles mosquitoes.

\"Illustration

Illustration of the Malaria Parasite Life Cycle:

  1. Infection begins when an infected female Anopheles mosquito bites a person, introducing Plasmodium sporozoites into the bloodstream.
  2. The sporozoites swiftly move into the human liver.
  3. Over the next 7 to 10 days, the sporozoites multiply asexually in liver cells, causing no noticeable symptoms.
  4. The parasites, now in the form of merozoites, are released from liver cells and travel through the heart to the lungs, where they settle within lung capillaries. The vesicles eventually disintegrate, releasing merozoites into the blood phase of their development.
  5. In the bloodstream, the merozoites invade red blood cells (erythrocytes) and undergo further multiplication until the cells burst. They then invade more erythrocytes, repeating this cycle and causing fever each time they break free and infect new blood cells.
  6. Some of the infected blood cells deviate from the asexual multiplication cycle and instead develop into sexual forms of the parasite known as gametocytes, which circulate in the bloodstream.
  7. When an infected mosquito bites a human, it ingests these gametocytes, which further mature into sexually active gametes within the mosquito.
  8. The fertilized female gametes transform into mobile ookinetes that penetrate the mosquito\’s midgut wall, forming oocysts on its exterior surface.
  9. Inside the oocyst, numerous active sporozoites develop. Eventually, the oocyst bursts, releasing sporozoites into the mosquito\’s body cavity, which then migrate to its salivary glands.
  10. The cycle of human infection begins anew when the mosquito bites another person.
Incubation Period:

The period between the mosquito bite and the onset of malarial illness typically ranges from one to three weeks (7 to 21 days). 

However, certain types of malaria, such as P. vivax and P. ovale, may take much longer, up to eight to 10 months, to cause symptoms. These parasites remain dormant (inactive or hibernating) in the liver cells during this extended period. 

Unfortunately, some dormant parasites may persist even after a patient recovers from malaria, leading to the possibility of relapsing malaria, wherein the patient may fall ill again.

Diagnosis of Malaria

Diagnosing malaria involves considering the patient\’s clinical signs and symptoms, which can be challenging due to the similarity of malaria symptoms with other diseases, including yellow fever, typhoid fever, respiratory tract infections, meningitis, otitis media, tonsillitis, skin sepsis, and measles.

The following investigations are crucial in accurately confirming a malaria diagnosis:

  1. Blood Smear Examination (Malaria Parasite Smear – MPS): The classic and widely used diagnostic test for malaria involves examining a blood smear under a microscope. A small amount of the patient\’s blood is placed on a microscope slide, stained, and then observed for the presence of malaria parasites inside red blood cells. This test helps identify the Plasmodium species.

  2. Rapid Diagnostic Tests (RDTs): Rapid diagnostic tests detect specific malaria antigens or proteins in the patient\’s blood. RDTs are especially useful in areas with limited access to microscopy facilities and can provide rapid results for immediate management.

  3. Complete Blood Count (CBC): A CBC is essential for evaluating the overall health of the patient and can reveal valuable information about the levels of different blood components, including red blood cells and white blood cells. In malaria, a decrease in red blood cells (anemia) is often observed.

  4. Hemoglobin Estimation: Hemoglobin estimation provides information about the patient\’s hemoglobin levels, which can be significantly affected in malaria due to the destruction of red blood cells.

  5. Liver Function Tests (LFTs): In certain cases, liver function tests may be conducted to assess liver health, as the malaria parasites initially multiply in the liver.

  6. Blood Chemistry Panel: A blood chemistry panel may be performed to evaluate various parameters, including electrolyte levels, kidney function, and liver enzymes, providing a comprehensive picture of the patient\’s overall health status.

  7. Polymerase Chain Reaction (PCR): PCR is a highly sensitive molecular technique that can detect the genetic material of malaria parasites in the blood. It is particularly useful for detecting low levels of parasites and differentiating between various Plasmodium species.

  8. Serological Tests: Serological tests detect specific antibodies produced by the body in response to malaria infection. These tests may not be suitable for early diagnosis but can be valuable for determining past exposure to malaria.

Treatment of Malaria

  1. Treatment of Uncomplicated Malaria:
  • The recommended first-line medication for uncomplicated malaria is Artemether/Lumefantrine (Coartem).
  • In case Artemether/Lumefantrine is unavailable, the first-line alternative treatment is Atesunate + Amodiaquine.
  • The recommended second-line medication is Dihydroartemisinin + Piperaquine (Duocotecxin).
  1. Treatment of Severe and Complicated Malaria:
  • Parenteral Artesunate is the recommended treatment for managing severe malaria in all patients.
  • In the absence of Artesunate, Parenteral Quinine or Artemether can be used as alternatives.
  1. Treatment of Malaria in Pregnancy:
  • Uncomplicated malaria:
    • First trimester: Quinine tablets.
    • Second and third trimesters: Artemether/Lumefantrine or Quinine tablets.
  • Severe malaria in pregnancy should be treated with intravenous Artesunate.
Additional Treatment Measures:
  1. Antipyretic to Reduce Body Temperature:
  • Paracetamol: 10mg/kg body weight every six hours in children, 1g 6-8 hourly in adults.
  • Tepid sponging or fanning can also be used to reduce fever.
  1. Anticonvulsants:
  • Diazepam: 0.2mg/kg body weight intravenously or intramuscularly in adults.
  1. Treat Detectable Causes of Convulsions:
  • For example, hypoglycemia can be managed with Dextrose administration.
  1. Nursing Care:
  • Provide supportive care and symptomatic treatment, such as tepid sponging for fever.
  • Regularly observe temperature, pulse, respiration rate, and blood pressure. Record all observations.
  • Educate patients on personal protection, malaria prevention, and the importance of adhering to treatment.
  • Administer antiemetic medicine 30 minutes to 1 hour before antimalarial drugs if vomiting occurs.
  • Advise patients to rest for 1-2 hours after taking the medicine to avoid dizziness, vomiting, and hypotension.
  • Offer psychological support and comfort to patients.
  • Encourage a nourishing diet with plenty of oral fluids. In cases of difficulty in eating or drinking, consider passing a naso-gastric tube.
  • Monitor fluid intake and output and maintain a fluid balance chart.
  • Ensure proper patient and environmental hygiene.

Complications of Malaria:

  • Impaired consciousness/coma
  • Severe anemia
  • Renal failure
  • Pulmonary edema
  • Acute respiratory distress syndrome
  • Shock
  • Spontaneous bleeding
  • Acidosis
  • Hemoglobinuria (hemoglobin in urine)
  • Jaundice
  • Repeated generalized convulsions.

\"Prevention

Prevention and Control of Malaria

  1. Implement Effective Treatment and Prophylaxis:
  • Early diagnosis and prompt treatment are essential to eliminate parasites from the human population. Timely treatment helps prevent the spread of malaria.
  • Vulnerable groups, such as pregnant women, should receive chemoprophylaxis (preventive medication). The following drugs are used for this purpose: Chloroquine, Doxycycline, Mefloquine, and Primaquine.
  • All pregnant women should be provided with Intermittent Preventive Treatment (IPT) to protect both the mother and the unborn child from malaria.
  1. Reduce Human-Mosquito Contact:
  • Encourage the use of insecticide-treated nets (ITNs) while sleeping to create a physical barrier between individuals and malaria-carrying mosquitoes.
  • Implement indoor residual spraying of dwellings with insecticides or use knockdown sprays to control adult mosquitoes within households.
  • Advise individuals to wear clothing that covers the arms and legs, and to use mosquito repellent coils and creams when sitting outdoors at night to prevent mosquito bites.
  1. Control Breeding Sites:
  • Eliminate stagnant water collection sites where mosquitoes breed, such as empty cans/containers, potholes, old car tires, and plastic bags. This can be achieved through proper disposal, draining, or covering with soil.
  • Use insecticides to treat stagnant water bodies to destroy mosquito larvae, or employ biological methods such as introducing larvae-eating fish to these water sources.
  1. Provide Public Health Education:
  • Conduct public health education campaigns to raise awareness about malaria prevention measures, including the use of mosquito nets, personal protection measures, and the importance of seeking early diagnosis and treatment.
  • Educate communities about the significance of eliminating breeding sites and promoting good environmental hygiene to reduce mosquito populations.

Test Questions.

What is the primary mode of transmission of malaria to humans?
a) Contaminated food and water
b) Contact with infected animals
c) Bites from female Anopheles mosquitoes
d) Airborne droplets from infected individuals
Answer: c) Bites from female Anopheles mosquitoes
Explanation: Female Anopheles mosquitoes transmit malaria by injecting malaria parasites (sporozoites) into the bloodstream during their bite.
Which diagnostic test is considered the gold standard for confirming malaria infection?

a) Rapid Diagnostic Test (RDT)
b) Polymerase Chain Reaction (PCR)
c) Complete Blood Count (CBC)
d) Blood smear examination
Answer: d) Blood smear examination

Explanation: The blood smear examination under a microscope is the classic and most widely used diagnostic test for malaria. It allows visualization of malaria parasites inside red blood cells, helping to identify the Plasmodium species and guide appropriate treatment.

What is the recommended first-line treatment for uncomplicated malaria?
a) Artemether/Lumefantrine (Coartem)
b) Dihydroartemisinin + Piperaquine (Duocotecxin)
c) Quinine tablets
d) Doxycycline
Answer: a) Artemether/Lumefantrine (Coartem)

Explanation: Artemether/Lumefantrine is the recommended first-line medicine for treating uncomplicated malaria cases.

Which antimalarial drug is used as chemoprophylaxis to protect vulnerable groups from malaria?
a) Paracetamol
b) Chloroquine
c) Artemether
d) Diazepam
Answer: b) Chloroquine

Explanation: Chloroquine is one of the drugs used for chemoprophylaxis to protect vulnerable groups, such as pregnant women, from contracting malaria.

What intervention can help reduce human-mosquito contact and prevent malaria transmission?
a) Wearing clothes that cover the arms and legs
b) Spraying dwellings with insecticides
c) Drinking boiled water
d) Applying sunscreen
Answer: a) Wearing clothes that cover the arms and legs

Explanation: Wearing clothes that cover the arms and legs can help reduce mosquito bites and lower the risk of malaria transmission.

In severe malaria cases, what is the recommended first-line treatment for all patients?
a) Parenteral Quinine
b) Parenteral Artesunate
c) Intramuscular Artemether
d) Parenteral Mefloquine
Answer: b) Parenteral Artesunate

Explanation: Parenteral Artesunate is the recommended first-line treatment for severe malaria in all patients.

How long is the incubation period for malaria?
a) 1-3 days
b) 1-3 weeks
c) 1-3 months
d) 1-3 years
Answer: b) 1-3 weeks

Explanation: The incubation period for malaria is usually 1-3 weeks (7 to 21 days) after the mosquito bite.

Which complication of malaria is characterized by the presence of hemoglobin in urine?
a) Severe anemia
b) Jaundice
c) Acidosis
d) Hemoglobinuria
Answer: d) Hemoglobinuria

Explanation: Hemoglobinuria is the presence of hemoglobin in urine, which can occur as a complication of malaria.

What method is used to control mosquito breeding sites and prevent malaria transmission?
a) Introducing larvae-eating fish
b) Using insect repellent coils
c) Administering antimalarial drugs
d) Fumigating dwellings with pesticides
Answer: a) Introducing larvae-eating fish

Explanation: Introducing larvae-eating fish to stagnant water bodies is a biological method used to control mosquito larvae and prevent malaria transmission.

How can midwifery students contribute to malaria prevention in pregnant women?
a) Administering chemoprophylaxis during pregnancy
b) Providing insecticide-treated nets to pregnant women
c) Educating pregnant women about personal protection measures
d) All of the above
Answer: d) All of the above

Explanation: Midwifery students can play a vital role in malaria prevention for pregnant women by administering chemoprophylaxis, distributing insecticide-treated nets, and educating them about personal protection measures against malaria.

Malaria Read More »

Typhoid Fever (Enteric Fever)

Typhoid Fever (Enteric Fever)

Typhoid Fever (Enteric Fever)

Typhoid fever is an acute bacterial infection characterized by fever and is primarily spread through contaminated food and water.

Causes

Typhoid fever is caused by Salmonella typhi and Salmonella paratyphi A and B.

Transmission:

  • Typhoid fever is contracted by the ingestion of the bacteria in contaminated food or water.
  • Patients with acute illness can contaminate the surrounding water supply through stool, which contains a high concentration of the bacteria.
  • About 3-5% of patients become carriers of the bacteria after the acute illness. Some patients suffer a very mild illness that goes unrecognized, and these patients can become long-term carriers of the bacteria.
  • The bacteria multiply in the gallbladder, bile ducts, or liver and pass into the bowel.
  • The bacteria can survive for weeks in water or dried sewage.
  • The chronic carriers may have no symptoms and can be the source of new outbreaks of typhoid fever for many years.

\"Signs

Signs and Symptoms of Typhoid Fever

Classically, the course of untreated typhoid fever is divided into four stages, each lasting approximately one week.

First week:

  • In the first week, there is a gradual rise in temperature (step-ladder fashion) accompanied by bradycardia, malaise, headache, generalized body aching, restlessness, and cough.
  • Epistaxis (nosebleeds) is observed in about a quarter of cases.
  • Abdominal pain may also be present.
  • Leukopenia, eosinopenia, and relative lymphocytosis are evident in blood tests.
  • The classic Widal test, used to detect antibodies against Salmonella, is negative in the first week, but blood culture reveals the presence of Salmonella typhi.
  • The payer patches of the distal end of the ileum are invaded by the bacillus and become inflamed, resulting in various manifestations such as slow pulse rate, severe persistent frontal headache, general malaise, anorexia, nausea, vomiting, intestinal upset (diarrhea and constipation), and depression of bone marrow.

Second week:

  • The payer patches form a slough (a layer of dead skin).
  • In the second week of the infection, the patient becomes severely ill with high fever, often reaching around 40°C (104°F), and bradycardia.
  • Delirium is common, characterized by a state of calmness or, at times, agitation.
\"Rose
  • Rose spots, which are pink spots, appear on the lower chest and abdomen in about one-third of patients.
  • The abdomen becomes distended and painful, especially in the right lower quadrant.
  • Diarrhea may occur, with stool appearing green and having a characteristic smell resembling pea soup. However, constipation can also be frequent.
  • The spleen and liver enlarge (hepatosplenomegaly) and become tender.
  • The Widal reaction shows strong positivity with anti-O and anti-H antibodies, while blood cultures may still be positive at this stage.
  • The tongue is coated with a brownish fur, and sordes indicate severe toxemia.
  • Dehydration becomes evident.

Third week:

  • In the third week of typhoid fever, several complications may arise:
    • The slough separates, leaving deep ulcers in the intestines.
    • Ulcers may erode blood vessels, leading to hemorrhage, or perforate the ileum, causing leakage of intestinal contents into the peritoneal cavity.
    • The patient becomes extremely ill and toxic.
    • Temperature remains very high and intermittent.
    • Pulse becomes feeble.
    • The patient lapses into a typhoid state, experiencing delirium and confusion.
    • Twitching of limbs may occur due to loss of calcium in the diarrhea state.
    • Carforragic picking may lead to clotting issues and blood-stained clothes.
    • Tough dries and flurried lips are observed due to severe dehydration from profuse diarrhea.
    • Signs of congestive cardiac failure (CCF) due to weakened myocardium may be present.
    • The patient may experience coma every eight hours.
    • Peritonitis, inflammation of the peritoneum, may occur.
  • By the end of the third week, the patient becomes emaciated, fever starts to subside, abdominal symptoms become more pronounced, and mental disturbances become prominent.

Fourth week:

  • The ulcers begin to heal through granulation.
  • At the beginning of the fourth week, the fever begins to decline, and the other symptoms gradually reduce as the patient\’s temperature returns to normal.
  • Recovery is slow during this stage, and relapses are common.
  • If left untreated, typhoid fever can prove fatal in up to 25% of all cases.

Investigations for Typhoid Fever:

  1. Stool Culture: Stool culture involves collecting a sample of the patient\’s stool and incubating it under specific conditions to identify and isolate the causative bacteria, usually Salmonella typhi or Salmonella paratyphi. The presence of these bacteria in the stool confirms the diagnosis of typhoid fever. 

  2. Blood Culture:  Blood sample is collected and cultured in a suitable medium to identify and isolate the bacteria causing typhoid fever. A blood culture is an effective method to confirm the diagnosis, especially in the early stages of the disease when stool cultures might be negative.

  3. Widal Test: The Widal test is a serological test used to detect antibodies produced by the body in response to the infection by Salmonella typhi. The test measures the presence of specific antibodies, including anti-O and anti-H antibodies, in the patient\’s blood. A positive Widal test suggests a recent or past infection with typhoid fever. However, it is important to note that the Widal test results should be interpreted cautiously, as false-positive results can occur due to cross-reactivity with other infections or previous vaccinations.

Additional Investigations (optional):

  1. Polymerase Chain Reaction (PCR) Test: PCR is a molecular diagnostic test that can detect the genetic material (DNA or RNA) of the Salmonella bacteria directly from clinical samples, such as blood or stool. PCR is a highly sensitive and specific method, and it can provide rapid results, aiding in early detection and timely treatment of typhoid fever.

  2. Typhoid Serology: Typhoid serology involves analyzing the patient\’s blood for specific antibodies against Salmonella typhi. This test, similar to the Widal test, helps in confirming a recent or past infection, but it may have limitations in terms of sensitivity and specificity.

  3. Complete Blood Count (CBC): A CBC is a routine blood test that provides information about the number and types of blood cells. In typhoid fever, the CBC may show leucopenia (low white blood cell count), eosinopenia (low eosinophil count), and relative lymphocytosis (increased lymphocyte percentage). These abnormalities can help in supporting the diagnosis of typhoid fever.

  4. Liver Function Tests (LFTs): Liver function tests assess the health of the liver and its ability to function properly. In typhoid fever, liver involvement is common, and LFTs can reveal elevated liver enzymes and other liver-related abnormalities.

  5. Urinalysis: Urinalysis may be performed to check for the presence of white blood cells or other indicators of kidney involvement, which can occur in severe cases of typhoid fever.

Complications of Typhoid Fever:

I. Gastrointestinal Complications:
A. Perforation: The ulcerated areas in the intestines can lead to perforation, causing leakage of intestinal contents into the abdominal cavity. This can result in severe abdominal pain and peritonitis.
B. Hemorrhage: The erosion of blood vessels by ulcers can cause gastrointestinal bleeding, leading to blood loss and anemia.
C. Peritonitis: Perforation of the intestine can lead to peritonitis, an inflammation of the peritoneum (the lining of the abdominal cavity), causing severe abdominal pain and tenderness.

II. Gallbladder Complications:
A. Cholecystitis: The infection can spread to the gallbladder, causing inflammation known as cholecystitis, which leads to abdominal pain, fever, and tenderness in the right upper abdomen.

III. Respiratory Complications:
A. Pneumonia: In severe cases, typhoid fever can lead to pneumonia, a lung infection characterized by fever, cough, and difficulty breathing.

IV. Cardiovascular Complications:
A. Heart Failure: Severe and untreated typhoid fever can put a strain on the heart, leading to congestive heart failure, a condition where the heart fails to pump blood effectively, resulting in fluid accumulation in the body.

V. Musculoskeletal Complications:
A. Osteomyelitis: In rare cases, typhoid fever bacteria can spread to the bones, causing osteomyelitis, which is an infection of the bone and bone marrow.

VI. Neurological Complications:
A. Encephalitis: Typhoid fever can lead to encephalitis, which is inflammation of the brain. This can cause symptoms such as headache, confusion, and altered mental state.

B. Meningitis: In some instances, the infection may also spread to the meninges, the protective membranes covering the brain and spinal cord, leading to meningitis. 

C. Mental Confusion: During the advanced stages of the disease, mental confusion and delirium may occur due to the systemic effects of the infection on the central nervous system.

Management of Typhoid Fever

  1. Hospital Admission:
  • In severe cases of typhoid fever, hospital admission is necessary to provide close monitoring and appropriate medical care.
  1. Isolation or Barrier Nursing:
  • Patients with typhoid fever should be isolated or barrier nursed to prevent the spread of the infection to others.
  1. Investigations:
  • Blood for Culture and Sensitivity (C/S) should be performed during the first week to identify the causative bacteria and determine its sensitivity to antibiotics.
  • Full Blood Sample (FBS) analysis will reveal low Hemoglobin (Hb) levels, low White Blood Cell (WBC) count, and an increased Erythrocyte Sedimentation Rate (ESR).
  • The Widal test can be done around 10/7 days after the onset of symptoms to detect antibodies against typhoid bacilli.
  • Blood Smear (B/S) examination should be conducted to rule out malaria.
  • Stool analysis and urinalysis are important to assess gastrointestinal and urinary involvement in typhoid fever.
  1. Drug Therapy:
  • Antibiotic therapy is a cornerstone of typhoid fever management:
    • Ciprofloxacin at a dose of 500-750 mg twice daily for 10/7 (10 days).
    • Azithromycin at a dose of 10 mg/kg daily.
    • Cotrimoxazole at a dose of 960 mg twice daily for 3/7 (3 days) or as per a weight-based calculation for 10/7 (10 days).
  1. Long-Term Carriers:
  • After signs have passed, stool tests should be conducted to check if Salmonella typhi bacilli are still present. Patients may become potential long-term carriers of the bacteria, requiring a 28-day course of antibiotics to eliminate the bacteria until they are free from it.
  1. Fluid and Electrolyte Management:
  • Monitor intravenous (IV) fluid administration for rehydration.
  • Correct fluid and electrolyte imbalances with Normal Saline (N/S), Dextrose 5% (D5%) solutions, and oral fluids.
  1. Nutrition:
  • Ensure adequate nutrition and provide a soft, easily digestible diet, unless the patient has abdominal complications or ileus.
  1. Antipyretics:
  • Administer antipyretics like Paracetamol (PCM) to manage fever.
  1. Hygiene and Infection Control:
  • Pay close attention to handwashing and limit close contact with individuals during the acute phase of the infection to prevent its spread.
  • Encourage proper waste disposal, covering of food, and proper food preparation to reduce contamination risks.
  • Encourage early screening and management to prevent the worsening of the disease.
  1. Proper Water Treatment and Storage:
  • Educate patients on the proper treatment and storage of water to avoid waterborne transmission of the bacteria.
  1. Regular Follow-Up and Monitoring:
  • Ensure regular follow-up and monitor for complications and clinical relapses.
  1. Management of Delirium:
  • Encourage the use of Phenobarbital at a dose of 30-60 mg in case of delirium.

Prevention:

  • Maintain cleanliness in the premises and ensure proper disposal of rubbish.
  • Keep hands clean and maintain trimmed fingernails.
  • Wash hands thoroughly with soap and water before eating or handling food and after using the toilet or changing diapers.
  • Drinking water should be free from microorganisms; it is preferable to boil water before consumption.
  • Avoid high-risk foods, such as raw or semi-cooked food.
  • During food preparation, wear clean, washable aprons, and caps.
  • Clean and wash food thoroughly, including scrubbing and rinsing fruits in clean water.
  • Store perishable food in the refrigerator, covering it properly.
  • Cook food thoroughly before consumption.
  • Consume food as soon as it is prepared.
  • If necessary, refrigerate cooked leftover food and consume it promptly. Reheat it thoroughly before consumption.
  • Exclude infected individuals and asymptomatic carriers from handling food and providing care to children.
  • Consider immunization, especially for those traveling to high-risk areas, where vaccines are available in oral and injectable forms.

Test MCQ Questions

Question 1:
What is the primary mode of transmission for typhoid fever?
A) Mosquito bites
B) Contaminated food and water
C) Airborne droplets
D) Direct physical contact

Question 2:
Which bacterium is responsible for causing typhoid fever?
A) Escherichia coli
B) Salmonella typhi
C) Streptococcus pneumoniae
D) Staphylococcus aureus

Question 3:
Which of the following complications can occur in severe cases of typhoid fever?
A) Fractures
B) Renal failure
C) Dental caries
D) Cholecystitis

Question 4:
Which diagnostic test is used to identify the presence of Salmonella typhi in the blood?
A) Blood smear examination
B) Stool culture
C) Urinalysis
D) Blood culture

Question 5:
What is the recommended antibiotic therapy for treating typhoid fever?
A) Penicillin
B) Amoxicillin
C) Ciprofloxacin
D) Erythromycin

Question 6:
Why is hospital admission often recommended in severe cases of typhoid fever?
A) To provide psychological support to the patient
B) To administer vaccines for long-term immunity
C) To ensure isolation and prevent disease transmission
D) To allow close monitoring and provide appropriate medical care

Question 7:
What is the primary preventive measure to avoid typhoid fever transmission in the community?
A) Proper handwashing with soap and water
B) Mosquito net usage
C) Wearing masks in public places
D) Vaccination against other bacterial infections

Question 8:
Which gastrointestinal complication can occur due to typhoid fever?
A) Pneumonia
B) Peritonitis
C) Otitis media
D) Conjunctivitis

Question 9:
Which of the following is NOT a recommended step to prevent typhoid fever?
A) Drinking untreated water from natural sources
B) Cooking food thoroughly
C) Washing hands properly before eating
D) Proper waste disposal

Question 10:
Who should be excluded from handling food and providing care to children during a typhoid fever outbreak?
A) Asymptomatic carriers and infected individuals
B) Healthcare professionals only
C) Pregnant women
D) Children under 5 years of age

Answers:

  1. B – Contaminated food and water
  2. B – Salmonella typhi
  3. D – Cholecystitis
  4. D – Blood culture
  5. C – Ciprofloxacin
  6. D – To allow close monitoring and provide appropriate medical care
  7. A – Proper handwashing with soap and water
  8. B – Peritonitis
  9. A – Drinking untreated water from natural sources
  10. A – Asymptomatic carriers and infected individuals

Explanation:

  1. Typhoid fever is primarily spread through contaminated food and water, making option B the correct answer.
  2. Salmonella typhi is the bacterium responsible for causing typhoid fever, making option B the correct answer.
  3. Cholecystitis is one of the gastrointestinal complications associated with typhoid fever, making option D the correct answer.
  4. Blood culture is used to identify the presence of Salmonella typhi in the blood, making option D the correct answer.
  5. Ciprofloxacin is one of the recommended antibiotics for treating typhoid fever, making option C the correct answer.
  6. Hospital admission is recommended in severe cases of typhoid fever for close monitoring and appropriate medical care, making option D the correct answer.
  7. Proper handwashing with soap and water is the primary preventive measure to avoid typhoid fever transmission, making option A the correct answer.
  8. Peritonitis is a gastrointestinal complication that can occur due to typhoid fever, making option B the correct answer.
  9. Drinking untreated water from natural sources is NOT a recommended step to prevent typhoid fever, making option A the correct answer.
  10. Asymptomatic carriers and infected individuals should be excluded from handling food and providing care to children during a typhoid fever outbreak, making option A the correct answer.

Typhoid Fever (Enteric Fever) Read More »

Dysentery

Dysentery

Bacillary Dysentery (Shigellosis):

Bacillary dysentery is an acute bacterial disease that primarily affects the large and small intestine, leading to symptoms such as bloody mucoid diarrhea.

 It is important not to confuse bacillary dysentery with diarrhea caused by other bacterial infections, as one of the distinguishing characteristics of bacillary dysentery is the presence of blood in the stool, resulting from the invasion of the pathogen into the mucosa.

Cause:

    • Bacillary dysentery is caused by different types of Shigella bacteria, including Shigella sonnei, Shigella flexneri, and Shigella dysenteriae.

Mode of Transmission:

    • Bacillary dysentery can be transmitted directly through fecal material of a patient or carrier.
    • It can also be transmitted indirectly through contaminated food and water.
    • Infection can occur even after consuming a small number of bacteria, making household spread and transmission in institutions highly likely.
    • Young children are particularly susceptible to this infection.

Clinical Features:

    • Incubation period: 1-3 days (can extend up to 7 days).
    • Common symptoms include:
      • Sudden onset of mucoid bloody diarrhea.
      • Fever.
      • Nausea and vomiting.
      • Abdominal cramps.
      • Tenesmus (sensation of desire to defecate without producing significant amounts of feces).
      • Flatulence.
      • Headache and fatigue.
      • Dehydration.

Diagnosis:

    • Fresh stool samples are collected for culture and sensitivity testing, as well as microscopy to identify the causative bacteria.

Management:

    • Admission to a medical ward in isolation.
    • Strict personal hygiene (barrier nursing) to prevent infecting others.
    • Disinfection of the patient\’s bed and other items used.
    • Proper disposal of fecal matter and vomit into a pit latrine.
    • Regular monitoring of temperature, pulse, respiration, blood pressure, hydration levels, and level of consciousness.
    • Providing reassurance and support to the patient and relatives.
    • Fluid intake maintenance using Oral Rehydration Solution (ORS) or intravenous fluids in severe cases.
    • Antibiotic treatment with drugs like nalidixic acid or ciprofloxacin.
    • Implementing a BRAT diet (bananas, rice, applesauce, toast) to aid in recovery.
    • Use of a nasogastric tube for feeding and medication administration if oral intake is not possible.
    • Medications for managing nausea and vomiting, such as metoclopramide (plasil).
    • Close monitoring of hydration levels and maintenance of a fluid balance chart.

Prevention:

    • Maintain cleanliness in premises and kitchen utensils.
    • Proper disposal of rubbish.
    • Practice proper hand hygiene before eating or handling food, and after using the toilet or changing diapers.
    • Boil or treat drinking water.
    • Avoid high-risk foods like shellfish, raw or semi-cooked food.
    • Use clean washable aprons and caps during food preparation.
    • Thoroughly clean and wash food items, including fruits, in clean water.
    • Store perishable food in a well-covered refrigerator.
    • Ensure thorough cooking of food before consumption.
    • Consume food promptly or refrigerate leftovers and reheat thoroughly before eating.
    • Exclude infected individuals and asymptomatic carriers from handling food or providing care to children.

Amoebic Dysentery (Amoebiasis)

Amoebic dysentery is a parasitic infection of the gastrointestinal system that is caused by the parasite Entamoeba histolytica

The infection is most commonly acquired through oral-fecal contamination, which can occur by consuming contaminated food or water, or by coming into contact with contaminated feces and not washing your hands properly.

Symptoms of amoebic dysentery 

  • Violent diarrhea, often with blood and/or mucus in the stools
  • Severe colitis
  • Frequent flatulence
  • Dehydration
  • Abdominal cramps and tenderness
  • Slight weight loss
  • Moderate anemia
  • Moderate fever
  • Mild fatigue
  • Unrelated symptoms such as liver abscess, lung involvement, amoeboma swelling, and anal ulceration

Diagnosis

The diagnosis of amoebic dysentery is usually made by examining a stool sample under a microscope to look for cysts or motile organisms. Ultrasound scans may also be performed.

Treatment

The treatment of amoebic dysentery involves several steps:

  1. Correcting any dehydration
  2. Initiating a 10-day course of the antimicrobial drug metronidazole (Flagyl) or tinidazole to eliminate the infection
  3. Administering amoebicidal (lumenal) drugs such as diloxanide furoate, paromomycin, or iodoquinol to eradicate any remaining parasites
  4. Isolating infected individuals to prevent further spread of the infection
  5. Emphasizing personal hygiene practices

Prevention

To prevent the occurrence and transmission of amoebic dysentery, the following preventive measures should be followed:

  • Educate the public about proper handwashing before eating and appropriate fecal disposal practices.
  • Ensure the proper management of carriers of the infection.
  • Promote the use of clean drinking water and safe food handling practices.

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Cholera

Cholera

Cholera

Cholera is an infection of the small intestine caused by the bacterium Vibrio cholerae.

The infection is characterized by profuse watery stools, vomiting, dehydration, and collapse. 

Cause

  • Cholera is specifically caused by the bacterium Vibrio cholerae.

This bacterium is Gram stain negative and possesses a flagellum, a long projecting part that enables it to move, and pili, hair-like structures that it uses to attach to the intestinal tissue.

Transmission

  • The primary mode of transmission for cholera is through the fecal contamination of food and water, often resulting from poor sanitation practices. When individuals infected with cholera have untreated diarrheal discharge, the bacteria can enter waterways or drinking water supplies, contaminating them.
  • Consuming food that has been washed in contaminated water can also lead to transmission. It is important to note that cholera is rarely spread directly from person to person.

Susceptibility: Several factors influence the susceptibility to cholera:

  1. Ingestion of bacteria: In a normal, healthy adult, approximately 100 million bacteria must typically be ingested to cause cholera. This highlights the importance of a significant bacterial load for infection to occur.

  2. Age: Children, particularly those between the ages of two and four, are more susceptible to cholera infection. This could be attributed to their underdeveloped immune systems and increased likelihood of exposure due to their behavior and hygiene practices.

  3. Lowered immunity: Individuals with weakened immune systems, such as those with AIDS or malnourished children, are at higher risk of experiencing severe cases if they become infected with cholera. Their compromised immune function makes it more difficult for their bodies to fight off the infection effectively.

Pathophysiology of Cholera

Cholera is a gastrointestinal illness caused by the bacterium Vibrio cholerae. The bacteria produce a toxin that causes the body to lose water and electrolytes, leading to severe diarrhea.

How the Bacteria Enter the Body

Most Vibrio cholerae bacteria are killed by the acidic environment of the stomach. However, a small number of bacteria can survive and travel to the small intestine. The bacteria attach to the intestinal wall and produce a toxin that causes the body to lose water and electrolytes.

The Toxin

The toxin produced by Vibrio cholerae is called cholera enterotoxin. The toxin binds to cells in the small intestine and activates an enzyme that causes the cells to pump water and electrolytes into the intestine. This results in the production of large amounts of watery diarrhea.

More Detailed Pathophysiology:
Upon consumption, most Vibrio cholerae bacteria do not survive the acidic conditions of the human stomach. However, a small number of bacteria manage to survive. As they exit the stomach and reach the small intestine, they need to navigate through the thick mucus lining in order to reach the intestinal walls, where they can establish themselves and multiply. Vibrio cholerae bacteria possess flagella for mobility and pili to attach to the intestinal tissue.

Vibrio cholerae bacteria produce a toxin that is responsible for causing the most severe symptoms of cholera. This toxin, known as an enterotoxin, acts on human cells, prompting them to extract water and electrolytes from the body, primarily from the upper gastrointestinal tract. The extracted fluid and electrolytes are then pumped into the intestinal lumen, resulting in the excretion of diarrheal fluid.

Signs and Symptoms

The incubation period for cholera is typically 2-3 days. The first signs and symptoms of cholera are watery diarrhea and vomiting. The diarrhea can be so profuse that it can lead to dehydration and shock.

In a typical case of severe cholera, the disease progresses through three stages:

Stage I:

  • Profuse watery stools are expelled by the patient. Over time, fecal matter becomes nearly clear fluid with mucous flakes, giving it the characteristic \”rice-water\” appearance.
  • Vomiting occurs, initially expelling food and later becoming restricted to rice-water-like fluid.
  • Severe cramps develop in the abdomen and limbs due to salt loss.

Stage II:

  • Dehydration and collapse occur during this stage.
  • The body becomes cold, and the skin appears dry and inelastic.
  • Blood pressure drops, sometimes becoming unrecordable.
  • The pulse becomes rapid and weak.
  • Urine production stops, and the patient may be at risk of shock.

Stage III:

  • This stage marks the recovery phase, which can happen spontaneously or with treatment.
  • Diarrhea decreases, allowing the patient to tolerate fluids.
  • The general condition of the patient rapidly improves.

Diagnosis of Cholera

The diagnosis of cholera is based on the following:

  • History: The patient may have a history of travel to an area where cholera is common, or they may have been in contact with someone who has cholera.
  • Symptoms: The patient will typically have watery diarrhea and vomiting. The diarrhea may be so profuse that it can lead to dehydration and shock.
  • Physical examination: The doctor will examine the patient for signs of dehydration, such as dry skin, sunken eyes, and decreased urination.
  • Laboratory tests: The following laboratory tests may be performed to diagnose cholera:
    • Stool culture: This test is used to grow the bacteria in the laboratory.
    • Polymerase chain reaction (PCR): This test is used to detect the genetic material of the bacteria.
    • Rapid diagnostic test (RDT): This test is a rapid way to detect the bacteria.

\"Prevention

Prevention of Cholera

Cholera is a serious disease that can be fatal, but it is preventable. The best way to prevent cholera is to follow proper sanitation practices.

Here are some specific steps you can take to prevent cholera:

  1. Hand hygiene: Always wash hands with water and soap before preparing, serving, or consuming food. Additionally, it is important to wash hands with soap and water after using a latrine.

  2. Safe drinking water: Boil all drinking water or treat it with chlorine. Store the treated water in a clean container to prevent recontamination.

  3. Food safety: Consume food when it is still hot. If consuming raw foods such as fruits and vegetables, ensure they are properly washed, and when possible, peeled before eating.

  4. Food storage: Cover all foods to prevent contamination by dust, house flies, and cockroaches.

  5. Reporting and burial practices: In the unfortunate event of a cholera-related death, report it immediately to health authorities. Burial should take place promptly, and it is crucial to avoid serving food during this time.

  6. Surveillance and reporting: Active surveillance and prompt reporting of suspected cases allow for the rapid containment of cholera epidemics.

  7. Disinfection: Kill the germs by sprinkling germ-killing solutions, such as JIK, on stool or vomitus, as well as on any other materials used by the person suffering from cholera.

  8. Water and sanitation improvement: Enhance water and sanitation infrastructure to reduce the transmission of infection, such as by improving access to clean water sources and implementing proper waste management systems.

  9. Outbreak investigations: Conduct thorough investigations of diarrheal outbreaks to identify the source of contamination and implement appropriate control measures.

  10. Cholera vaccination: Consider immunization with cholera vaccines in areas prone to outbreaks or for individuals at high risk of exposure.

  11. Treatment of malnutrition: Address malnutrition, as individuals with weakened immune systems are more susceptible to severe cholera. Providing adequate nutrition can help improve their overall resilience.

\"Management

Management and Treatment

  1. Patient admission: The patient can be admitted to temporary hospitals, schools, or churches. Cholera beds with a central hole are used, allowing continuous stools to pass into a calibrated bucket containing a disinfectant.

  2. Oral Rehydration Solution (ORS): ORS is the primary treatment for cholera. It is recommended for rehydrating patients and replenishing electrolytes lost through diarrhea. In cases of severe dehydration, intravenous Ringer\’s lactate or normal saline, along with ORS, may be administered. The patient should be reassessed every one to two hours, and hydration should be continued. If there is no improvement in hydration, the intravenous drip rate may be increased. During the first 24 hours of treatment, the patient may require 200ml/kg or more of fluid. If hydration improves and the patient is able to drink, switching to ORS solution is recommended.

  3. Nasogastric tube: In young children, a nasogastric tube can be used to administer fluids if necessary, ensuring adequate hydration.

  4. Antibiotics: In certain cases, antibiotics may be prescribed. Doxycycline 300mg or ciprofloxacin as a single dose can be given, but they are contraindicated in pregnancy. For pregnant women, septrin can be used. In children, cotrimoxazole, doxycycline, ciprofloxacin, or erythromycin may be considered based on the specific circumstances.

  5. Hypoglycemia management: If hypoglycemia is present, intravenous dextrose should be administered to correct low blood sugar levels.

  6. Zinc supplementation: Zinc supplementation is effective in treating and preventing diarrhea, especially among children. It can be provided to aid in recovery.

  7. Isolation and infection control: Patients should be isolated to prevent the spread of infection, as stools and vomit are highly infectious. Proper disposal of stools and vomit should be carried out, preferably into a pit latrine.

  8. Equipment and instrument disinfection: Hospital equipment should be cleaned with a disinfectant such as JIK. Instruments can be cleaned with JIK or sterilized to prevent the transmission of the infection.

  9. Fluid balance chart: A fluid balance chart should be instituted to monitor the patient\’s hydration status closely.

Complications

  • Shock
  • Electrolyte imbalance
  • Acute renal failure
  • Convulsions/Fits
  • Anaemia
  • Coma
Related Question

a) List 5 cardinal signs and symptoms of cholera.

b) Outline 10 specific nursing care in an outbreak of cholera.

Solutions

a) Five cardinal signs and symptoms of cholera include:

  1. Watery diarrhea, sometimes in large volumes.
  2. Nausea and vomiting.
  3. Dehydration.
  4. Rice-water stools.
  5. Loss of skin elasticity.

b) Ten specific nursing care measures in an outbreak of cholera:

  1. Wash hands with soap and running water frequently, especially after using the toilet and before handling food.
  2. Advise people to drink only safe water, such as bottled water or water that has been boiled.
  3. Encourage individuals to consume food that is fully cooked and hot, and to avoid street vendor food whenever possible.
  4. Discourage the consumption of sushi, as well as raw or improperly cooked fish and seafood.
  5. Monitor intake and output, taking note of the number, character, and amount of stools.
  6. Promote the use of latrines or proper disposal of feces, emphasizing not to defecate in any body of water.
  7. Ensure that any articles used are properly disinfected or sterilized before use.
  8. Maintain strict asepsis during dressing changes, wound care, intravenous therapy, and catheter handling.
  9. Practice hand hygiene by washing hands or using hand sanitizer before and after having contact with the patient.
  10. Implement proper waste management procedures, particularly for human excreta.

Cholera Read More »

Gastroenteritis (GE)

Gastroenteritis (GE)

Gastroenteritis (GE)

Gastroenteritis is a medical condition characterized by inflammation of the gastrointestinal tract that involves both the stomach (\”gastro\”-) and the small intestine (\”entero\”-), resulting in some  combination of diarrhea, vomiting, and abdominal pain and cramping.  

The severity of infectious gastroenteritis depends on the immune system’s ability to resist the  infection.  

Electrolytes (mainly sodium and potassium) may be lost as the infected individual vomits and  experiences diarrhea.  

\"different-types-of-gastroenteritis\"

Causes of Gastroenteritis

  1. Viruses 
  •  Rotavirus, norovirus, adenovirus, and astrovirus are known to cause viral gastroenteritis. 
  •  Rotavirus is the most common cause of gastroenteritis in children. 
  •  Norovirus  is the leading cause of gastroenteritis among adults, causing greater than 90%  of outbreaks.
  1. Bacteria 
  • In the developed world Campylobacter jejuni is the primary cause of bacterial GE. 
  • Escherichia coli 
  •  Salmonella, Shigella, and Campylobacter species. 
  • Salmonella is contracted by ingesting the bacteria in contaminated food or water and by  handling poultry. 
  • Campylobacter occurs by the consumption of raw or undercooked poultry meat and other  foods. It is also associated with unpasteurized milk or contaminated water.  
  • Clostridium difficile is an important cause of diarrhea that occurs more often in the elderly. It is a common cause of diarrhea in those who are hospitalized and is frequently  associated with antibiotic use. 
  •  Staphylococcus aureus infectious diarrhea may also occur in those who have used  antibiotics. 
  1. Parasites 

A number of protozoans can cause gastroenteritis – most commonly: – Giardia lamblia 

  • Entamoeba histolytica 
  • Cryptosporidium 
  1. Non-infectious causes 
  • – Medications like NSAIDs 
  • – Certain foods such as lactose (in those who are intolerant). 
  • – Crohn\’s disease.

\"transmission

Transmission:

The transmission of germs occurs through the feces or vomit of individuals infected with the illness. Gastroenteritis can be spread through the following means:

  • Consuming untreated or unboiled water from rivers, streams, lakes, ponds, or unprotected springs.
  • Eating cold food that has been exposed to dust, flies, or cockroaches.
  • Neglecting to wash hands with soap and water after using a latrine.
  • Eating unwashed fruits and vegetables.
  • Serving food and drinks in dirty containers.
  • Storing drinking water in unclean containers.
  • Improper disposal of feces.
  • Presence of open rubbish in areas that attract flies and cockroaches.

Signs and Symptoms:

The primary symptom is diarrhea, often accompanied by vomiting. Infected individuals may notice the presence of blood or mucus in their stools. Crampy abdominal pain is a common occurrence, which may temporarily ease after passing stool. There may be a low-grade fever, headache, and body aches. Symptoms of dehydration may include:

  • Muscular cramps, sunken eyes, decreased urine output, dry mouth and tongue, weakness, and irritability. In severe cases, adults may experience symptoms such as fatigue, dizziness or lightheadedness, headache, weakness, confusion, rapid heart rate, coma, and significantly reduced urine production.

Diagnosis:

  • Gastroenteritis is diagnosed clinically, based on a person\’s signs and symptoms.
  • Stool cultures should be performed especially in those with blood in the stool.

Management:

  • Gastroenteritis is usually an acute and self-limiting disease that does not require medication.
  • The preferred treatment in those with mild to moderate dehydration is oral rehydration therapy (ORT).
  • Intravenous delivery may be required if there is a decreased level of consciousness or if dehydration is severe.
  • Plain water may be used if more specific and effective ORT preparations are unavailable or not palatable.
  • A nasogastric tube can be used in young children to administer fluids if necessary.
  • Institute a fluid balance chart.
  • Metoclopramide may be helpful in some children, and butylscopolamine is useful in treating abdominal pain.
  • Fermented milk products (such as yogurt) are similarly beneficial.
  • Zinc supplementation is effective in both treating and preventing diarrhea among children.
  • Antibiotics are not usually used for gastroenteritis, although they are sometimes recommended if symptoms are particularly severe or if a susceptible bacterial cause is isolated or suspected.
    • If antibiotics are to be employed, a macrolide (such as azithromycin) is preferred. Metronidazole or Tinidazole is used if the cause is protozoa.
  • Isolation of the patient to prevent cross-infection.
  • Proper disinfection and disposal of stool and vomit.

\"Prevention

Prevention and Control:

  • Always wash hands with water and soap before preparing, serving, or eating food.
  • Always wash hands with soap and water after using a latrine.
  • Boil all drinking water or treat it with chlorine. Store it in a clean container.
  • Consume food while it is still hot.
  • Ensure that raw foods such as fruits and vegetables are properly washed and, whenever possible, peeled before eating.
  • Cover all foods to prevent contamination by dust, house flies, and cockroaches.
  • In the event of a person\’s death due to diarrhea, report it immediately to the health authorities.
  • Kill germs by using germ-killing solutions like JIK (bleach) on stool or vomit and on all other materials used by the person suffering from diarrhea.
  • Improve water and sanitation to reduce the transmission of infection.
  • Conduct investigations of diarrheal outbreaks.
  • Treat other infections such as typhoid, dysentery, etc.
  • Address and treat malnutrition.
  • Consider immunization with Rota vaccine, which provides protection against rotavirus, a common cause of gastroenteritis.

Gastroenteritis (GE) Read More »

Introduction to communicable diseases

Introduction to communicable diseases

Introduction to communicable diseases

Communicable diseases, also known as infectious diseases or transmissible diseases are diseases  that spreads from one person or animal to another or from a surface to a person

Communicable diseases occur at all age groups outmost serious in childhood due to intensive exposure and poorly developed immunity. These diseases are to a great extent preventable

In countries where the disease have been largely prevented, other conditions like accidents, and degenerative and malignant diseases that occur at an old age have become the commonest, the process known as epidemiological transmission

Tropical countries, Uganda, inclusive have continued to struggle with poverty related diseases that occur at an old age which include: diarrhea, parasite infestations, respiratory infections, immunizable childhood infections, eye infections and malnutrition. These countries are at the same time facing steady increase of diabetes, CVA, rheumatic conditions and cancer

Communicable’ diseases are divided into 

  • Contact contagious diseases
  • STDs and HIV/AIDs
  • Vector borne diseases
  • Diseases related to contaminated water and food
  • Airborne diseases
  • Blood borne diseases
  • Diseases from the animals and their products
  • Helminthic diseases

Some Communicable diseases and there causative agents.

Causative Organism Disease/Infection
Rabies virus Rabies
Influenza A virus Avian influenza (Bird flu)
Vibrio cholerae Cholera
Plasmodium species Malaria
Severe acute respiratory syndrome coronavirus (SARS-CoV) Severe acute respiratory syndrome (SARS)
Trypanosoma species Trypanosomiasis
Tsetse fly Sleeping sickness (African trypanosomiasis)
Wuchereria bancrofti Elephantiasis
Dracunculus medinensis Guinea worm disease
Rotavirus Diarrhea (caused by rotavirus)
Mumps virus Mumps
Human immunodeficiency virus (HIV) HIV/AIDS
Varicella-zoster virus Chickenpox
Measles virus Measles
Yellow fever virus Yellow fever
Arboviruses Arboviral diseases
African swine fever virus African swine fever
Brucella species Brucellosis
Salmonella enterica serovar Typhi Typhoid fever
Schistosoma species Schistosomiasis
Poliovirus Poliomyelitis
Shigella species Dysentery
Bacillus anthracis Anthrax

Why are communicable diseases important in Africa?  

  1. Many of them are very common 
  2. Some of them are very serious and cause death and disability 
  3. Some of them cause widespread outbreaks of the disease- epidemics 4. Many of them are preventable by fairly simple means 
  4. Many are particularly serious and more common in infants and children. 

Organisms and agents of disease 

The living organisms that cause communicable diseases are of different sizes and sorts. The largest, like tape or filarial worms are visible to the eyes. They are made of many cells and  are called metazoa.  

Complicated but single celled organisms like malaria parasites and amoeba are called protozoa.  They are smaller and can only be seen when magnified with a microscope. Smaller still are bacteria which are simple, single cell, best seen under a microscope after they  have been stained with dyes. 

Rickettsiae and chlamydiae are smaller and can only multiply within cells. Smallest of all are the viruses. These cannot be seen with an ordinary microscope.

Epidemiological Triad

Patterns of communicable diseases 

Different diseases are common in different places and different times. To understand why this  happens we need to consider the living organisms of disease- the agent; the people they infect the host and the surrounding in which they live- the environment

The agents need a suitable environment in which to grow and multiply and must be able to  spread and infect other hosts. If they do not succeed in doing this, they die out.

There is therefore a balance between the agent, the host and the environment which can change  and be made to change in different ways.

\"epidemiological

Hosts (people) are affected by environment, for example, they may live in a hot climate in which  there many mosquitoes. But people can also change this environment by draining swamps,  changing the vegetation and adding competing hosts such as animals. 

Similarly, the environment can affect the agent, for example, the altitude and the temperature  for malaria. 

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Terminology 

Infectious disease 

An infectious disease is an illness due to a specific infectious agent or its toxic products that arise  through a transmission of that agent or its products from an infected person, animal or reservoir  to a susceptible host, either directly through an intermediate plant or animal host, vector or inanimate environment. 

Infection 

Infection is the entry and development of an infectious agent in the body accompanied by an  immune response. 

Disease 

Manifestation of infection through symptoms and signs 

Exposed 

Someone who has met with an infectious agent in a way that is known to cause disease 

Colonization 

Colonization is the presence of a replicating microorganism without clinical or subclinical  infection or disease. No immune response. 

Carrier 

Carrier is a person that harbours a specific infectious agent in the absence of clinical disease and  serves as a potential source of infection.

Reservoir 

The reservoir of infection is the animal or place in which a particular organism usually lives and  multiplies. Most of the important communicable diseases humans are the main reservoirs. 

Route of transmission 

The route of transmission is the way in which an organism leaves the infected host or source and  travels to a new susceptible person. 

Source  

The source of infection is the animal or place from which the particular organism spreads to its  new host. 

Incubation period 

The incubation period is the time between infection and the appearance of signs and symptoms  of illness. 

Epidemiology 

Epidemiology is the study of the distribution and patterns of health events, health characteristics  and their causes or influences in a well defined population. Or 

It is a branch of medicine that deals with the study of the causes, distribution and control of  diseases in the population. 

Endemic 

It means the disease is present in the community at all times but in a relatively low frequency Something that is endemic is typically restricted or peculiar to a locality or region. For example  malaria is endemic in some areas of Africa. 

Epidemic 

An epidemic is a sudden severe outbreak of an infectious disease that spreads rapidly within a  region or group, affecting a large proportion of people. 

Pandemic 

A pandemic occurs when an epidemic becomes widespread and affects a whole region, a  continent or the entire world. 

Clinical disease 

A clinical disease is a disease which has physical manifestations (clinical signs and symptoms). 

Susceptible host 

A susceptible is someone that is exposed to an infectious disease. 

Vector 

A vector is an animal, usually an insect that transmits parasitic microorganisms from person to  person or from infected animals to human beings. 

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Transmission cycle 

The transmission cycle describes how organisms grow, multiply and spread. In some cases humans may be the only host, in which case the infection spreads directly from  person to person, e.g. measles. In other cases, humans are the final hosts from whom the  organism has no chance to pass further, e.g. tetanus. 

\"COMMUNICABLE\"

There are three parts of a transmission cycle for an agent or organism: 

Source —-> Transmission  —-> Susceptible Host 

Source 

The source of an infection can be an infected person or animal, or soil. People and animals may  have clinical disease, subclinical disease or be carriers. 

Transmission 

The main routes of transmission are: 

  • ❖ Direct contact (skin, mucous membrane, sexual intercourse) 
  • ❖ Vector transmission 
  • ❖ Fecal contamination of soil, food and water which are ingested. 
  • ❖ Contact with animals or their products (e.g. biting) 
  • ❖ Airborne transmission (inhalation) 
  • ❖ Transplacental (mother to child) transmission 
  • ❖ Blood contact (injections, surgery, blood transfusion) 

Susceptible Host 

A susceptible host is one with low resistance to a particular infection. Low resistance may be due  to: 

  •  Not having met the organism before and therefore not having any immunity to it. For  example, at the age of 6-12 months, a child loses the passive immunity against measles  which was acquired from the mother during pregnancy. When in contact with another child who has measles, the child will develop the disease because of no immunity against  measles 
  •  Having another serious illness like AIDS at the same time. Such people have a higher risk  of developing tuberculosis. 
  •  Malnutrition which can make the infection worse. 

Principles of communicable disease control and prevention 

The aim of control is to tip the balance against the agent. This may be done by: 

  1. Attacking the source 
  2.  Interrupting route of transmission 
  3.  Protecting the host 

Attacking the Source 

Interrupting Transmission 

Protecting the Host

Treatment 

Environmental sanitation 

Immunization

Isolation 

Personal hygiene 

Chemoprophylaxis

Reservoir control 

Vector control 

Personal protection

Notification 

Disinfection and sterilization 

Better nutrition 

Introduction to communicable diseases Read More »

Teaching Aids and Technology

Teaching Aids and Technology

Teaching Aids and Technology

Teaching technology refers to all teaching or instructional tools/aids/equipment that make learning more successful and interesting.

Examples of teaching Aids/Technology

CategoryExamples
Visual AidsCharts
 Posters
 Graphs
 Diagrams
 Maps
 Infographics
 Illustrations
 Visual organizers
Digital ToolsComputers
 Laptops
 Tablets
 Smartphones
 Interactive whiteboards
 Projectors
 Educational software
 Online learning platforms
 Multimedia presentations
Audio AidsRadios
 MP3 players
 Speakers
 Audio recordings
 Podcasts
 Music
 Language learning apps
Print MaterialsTextbooks
 Worksheets
 Handouts
 Study guides
 Reference books
 Journals
 Newspapers
 Magazines
 Flashcards
 Manipulatives
 Postcards
 Storybooks
 Graphic novels
 Brochures
OtherModels
 Globes
 Science kits
 Educational games
 Virtual reality tools
 Augmented reality apps
 Microscopes
 Telescopes
 Calculators
 Interactive quizzes
 Simulations
 Robots
 Dictionaries

Learners remember 10% of what they read, 20% of what they hear, 30% of  what they see and 40% of what they do.

Therefore, the teaching tools or technology should be designed and  prepared in a way that learners are given an opportunity to have hands-on  or practice what they are learning. 

TYPES (FORMS) OF TEACHING AIDS/TECHNOLOGY

There are various types or forms of teaching aids/technology that can enhance the learning experience. They can be broadly classified into the following categories:

  1. Visual Aids: Visual aids are teaching tools that can be seen or read by the learners. They help in presenting information in a visual format, making it easier for learners to understand and remember. Examples of visual aids include charts, whiteboards, maps, models, diagrams, graphs, illustrations, infographics, and visual organizers. These aids facilitate better comprehension and retention of information.

  2. Audio Aids: Audio aids are teaching tools that produce sound, which is beneficial for learning. They engage the sense of hearing and can be used to deliver audio-based content or support verbal instructions. Examples of audio aids include headsets, radios, microphones, speakers, audio recordings, podcasts, music, and language learning apps. These aids enable auditory learning and enhance the understanding of concepts through sound.

  3. Audio-Visual Aids: Audio-visual aids are tools that combine both visual and audio elements. They provide a multisensory learning experience by integrating visual presentations with accompanying sound. Examples of audio-visual aids include PowerPoint projectors, videos, smart devices (such as smartphones and tablets), multimedia presentations, and interactive whiteboards. These aids offer a dynamic and engaging approach to teaching, incorporating both sight and sound to reinforce learning.

In addition to these three primary categories, it’s important to note that teachers themselves can be effective teaching tools. They possess the ability to speak, act, dance, and demonstrate various concepts, employing diverse instructional techniques to help learners understand. Their presence and interactive teaching methods contribute significantly to the learning process.

Characteristics of a Good Teaching Aid

A good teaching aid possesses several characteristics that contribute to its effectiveness in enhancing the learning process. Some key characteristics of a good teaching aid are:

  1. Visibility: The teaching aid should be large enough for learners to see clearly. It should be appropriately sized to ensure that all learners can view the content without difficulty, enabling them to grasp the information being presented.

  2. Audibility: The teaching aid should provide clear and audible sound, especially in the case of audio aids. Whether it is a microphone, headset, or audio recording, the sound should be easily heard by all learners, ensuring that they can follow along with the auditory content.

  3. Relevance: The teaching aid should be relevant and appropriate to the content or topic being taught. It should align with the learning objectives and curriculum, reinforcing the concepts being discussed and supporting the overall instructional goals.

  4. Up-to-date and Reliable: A good teaching aid should be up-to-date and modern, incorporating the latest advancements in technology and knowledge. It should be free from technical faults or inaccuracies, ensuring that learners receive accurate and reliable information.

  5. Accuracy: The teaching aid must provide accurate content and information. Whether it is the text on charts, slides, or visuals presented, the information should be factually correct, promoting a solid understanding of the subject matter.

  6. Simplicity and Clarity: A good teaching aid should be simple and easily understood. It should present information in a clear and concise manner, avoiding complexity that may confuse learners. The visual elements, language used, and overall design should be student-friendly and facilitate learning.

  7. Accessibility and Affordability: The teaching aid should be easily accessible by the teacher, without requiring significant financial resources. It should be affordable and readily available, allowing educators to incorporate it into their teaching practices conveniently.

  8. Suitability to Learners’ Mental Ability: The teaching aid should be appropriate to the mental ability and developmental stage of the learners. It should consider the cognitive capacities and age group of the students to ensure that the content and presentation align with their understanding levels.

  9. Reusability: A good teaching aid should be reusable. It should be durable and capable of being used multiple times without significant wear or deterioration. This allows teachers to utilize the aid repeatedly, making it a cost-effective and sustainable educational resource.

  10. Cleanliness: The teaching aid must be kept clean and well-maintained. Regular cleaning and upkeep ensure that the aid remains visually appealing and free from any distractions or obstructions that may hinder the learning experience.

  11. Portability: A good teaching aid should be portable and easy to carry. This enables teachers to use the aid in different teaching environments and facilitates its mobility between classrooms or educational settings.

  12. Motivational and Engaging: The teaching aid should be motivational and interesting to capture learners’ attention and foster their engagement. It should stimulate curiosity, creativity, and active participation, promoting a positive learning atmosphere.

Application of Information Technology in Teaching

Information technology has revolutionized the field of education, offering a lot of  opportunities to enhance teaching and learning processes. Here are some key applications of information technology in teaching:

  1. PowerPoint: PowerPoint projectors enable teachers to create visually appealing presentations that can incorporate text, images, and multimedia elements. These presentations make the content more engaging and facilitate better understanding among students.

  2. Zoom Meetings: Zoom is a video conferencing platform that allows teachers and students to connect remotely. It enables virtual classrooms, online discussions, and real-time interactions, making distance learning possible and convenient.

  3. YouTube: YouTube offers a vast repository of educational videos on various topics. Teachers can utilize these videos as supplementary resources to explain complex concepts, provide visual demonstrations, or engage students through interactive content.

  4. WhatsApp: WhatsApp, a popular messaging application, can be utilized as a communication tool in education. Teachers can create groups to share announcements, assignments, and resources, fostering effective communication and collaboration among students.

  5. e-Learning Management System/Moodle: e-Learning management systems like Moodle provide a comprehensive platform for online course delivery and management. Teachers can organize learning materials, create assessments, track student progress, and facilitate interactive discussions within a virtual learning environment.

  6. Online Collaboration Tools: Information technology enables the use of various online collaboration tools such as Google Docs, Microsoft Teams. These tools promote collaborative learning by allowing students to work together on projects, share ideas, and provide feedback in real-time.

  7. Virtual Simulations and Skills Laboratories: Information technology facilitates the use of virtual simulations and skills laboratories, providing students with hands-on learning experiences in subjects such as science, engineering, and medicine. Virtual simulations allow students to conduct experiments and practice skills in a safe and controlled environment.

  8. Online Assessment Tools: With the help of information technology, teachers can utilize online assessment tools to create quizzes, tests, and assignments. These tools streamline the assessment process, provide immediate feedback, and enable teachers to track and analyze students’ performance efficiently.

  9. Educational Apps and Software: There is a wide range of educational apps and software available for different subjects and grade levels. These interactive applications provide personalized learning experiences, adaptive assessments, and interactive tutorials, catering to individual student needs.

  10. Online Resources and Digital Libraries: Information technology provides access to vast online resources and digital libraries. Students can explore e-books, research articles, educational websites, and online databases to gather information and conduct research, expanding their learning beyond traditional textbooks.

Teaching Aids and Technology Read More »

dresssings

Dressings

DRESSINGS

Addressing is any protective cover for the wound. It is usually a cotton material.

Uses of dressings

  1. It helps to control bleeding.
  2. To prevent infections.
  3. To absorb any discharge.
  4. Prevents further injury to the wound.

Points to note:

  • All dressings should be at least 2.5cm (inch) bigger than the wound. 
  • Dressings should, if possible be sterile so as not to put pathogenic micro-organisms onto the wound.
  • Dressings should be absorbent so that sweat does not make the skin around the wound to get moistened or to absorb any discharge. 
  • Dressings should be airative to allow fresh air to the wound.

TYPES OF DRESSINGS 

  1. Adhesive dressing (plasters): These are cloth materials which are embedded with gum or glue to assist in strapping onto the skin around the wound is dry and clean. Does not touch on to the wound with dirty hands after. Cleaning it or any part which is to be in direct contact with the wound.
  2. Sterile dressings: These are the best first aid dressing for large wounds. They are sealed in protective wrappers and should not be used if the wrapping has been torn or broken.

HOW TO USE STERILE DRESSINGS

  • Remove both the outer and inner wrapping.
  • Hold the folded dressing and its special bandage.
  • Hold the bandage with the dressing over the wound and open out the folded dressing. Make sure you do not touch the wound inside which goes to the wound then place it on the wound.  
  • Wind the short piece of bandage once round the limb and then bandage firmly but gently with a long piece like a normal roller bandage.

           3. Gauze dressings: these are used where you need a light covering e.g. gun shot. If there is no sterile dressing then you should use gauze dressing. It can be used together with pad of cotton wool. Secure it with a bandage or adhesive dressing. If there is no actual dressing available, then use any clean soft absorbent material which must be held  in place firmly.

GENERAL RULES OF APPLYING DRESSINGS.

  • If possible wash your hands thoroughly before applying dressing and thereafter.
  • If the wound is not too large and bleeding is under control, clean it and surrounding skin before applying dressing.
  • Avoid touching the wound or any part of the dressing which will be in contact with the wound. 
  • Never talk or cough over a wound or dressings.
  • If necessary cover non adhesive dressings with cotton wool pads and bandage to control bleeding and absorb discharge.
  • When cleaning the wound a swab soaked  in antiseptic or disinfectant should be used once.
  • If the dressing slips over a wound before you fix it in place, discard it and use a fresh one because the first one may have picked up germs from surrounding skin.
  • Always place dressings directly onto the wound. Never slide it from the side. 

BANDAGING

A bandaging is a piece of gauze or cloth material used for any of the purposes to support, hold or to immobilize any part of the body. Bandaging is a technique of application of specific roller bandages to different parts of the body.

PURPOSES OF BANDAGING 

  1. To control bleeding
  2. To immobilize sprained or fractured limbs.
  3. To secure splints incase of fractures.
  4. To protect open wounds from contaminants.
  5. To provide support and aid in case of varicose veins or impaired circulation.
  6. To reduce swelling.

TYPES OF BANDAGING

There are three types of bandages;

  1. Triangular bandages.
  2. Roller bandages.
  3. Tubular bandages.
  1. TRIANGULAR BANDAGES
  • They are made of cloth.
  • They are usually used as slings
  • They are used to secure dressings and immobilize injured limbs.
  • When open, they can be used as scalp bandages.

Triangular bandages can be modified into;

  • Broad fold bandage.
  • Narrow fold bandages are used to immobilize the feet and ankles.
  • They can also secure dressings on wounds (limbs)
  • ROLLER BANDAGES

They are made of cotton gauze or linen. These are secured by pins, clips, tapes or tying knots

USES

  • To secure dressing in position 
  • To apply pressure so as to control bleeding.
  • To give support to sprain and strains in order to reduce pain.

THERE ARE THREE TYPES OF ROLLER BANDAGES

  1. CREPE BANDAGES
  • These give firm support to injured joints.
  • They give firm support to dressings applied over a wound.
  • They provide good ventilation.

          2. OPEN WEAVE BANDAGES

  • They are used to hold light dressings in place 
  • They also allow ventilation because of their loose weave.

However they can not apply pressure on wounds or support to joints

         3. COMFORTING BANDAGE

  • These also secure dressings used to secure dressings on digits.
  • They provide support to joints of digits
  • Tubular bandage:

These bandages are rolls of seamless, tubular fabric. Elasticized bandages are used to support joints such as elbow or ankle. Tubular gauze bandage is used with a special applicator that is supplied with the bandage. It is suitable for holding dressings in a finger or toe, but not to control bleeding. 

Method 

    1. Cut a piece of tubular gauze about two-and-a-half times the length of the casualty’s injured finger. Push the all length of the tubular gauze on to the applicator, and then gently slide the applicator over the finger and dressing.
    2. Holding the end of the gauze on the finger, pull the applicator slightly beyond the finger tip, leaving a layer of gauze bandage on the finger. Twist the applicator twice to seal the bandage over the end of the finger.
    3. While still holding the gauze at the base of the finger, gently push the applicator back over the finger to apply a second layer of gauze. Once the gauze has been applied, remove the applicator from the finger.
    4. Secure the gauze at the base of the finger with adhesive tape that does not encircle the finger. Check the circulation to the finger then again every ten minutes. Ask the casualty if the finger feels cold or tingly. If necessary, remove the gauze and apply it more loosely.                                           

   CHARACTERISTICS OF AN IDEAL BANDAGE

  1. It should be elastic (but not too elastic).
  2. It should be well perforated to ensure adequate ventilation of the wound.
  3. It should be cotton made for easy absorption. 
  4. It should be long enough to enable adequate support of the dressing or immobilization of the limbs.
  5. It should be non – adhesive in nature.

NOTE: Bandages are not for application on a wound but for application over a dressing on a wound.

GENERAL PRINCIPLES OF BANDAGING

  1. Use a tightly rolled bandage of suitable with and maintain one.
  2. Face the patient when bandaging an arm or leg except when bandaging the head.
  3. Hold the head of the bandage upper most
  4. Hold the bandage in the right hand when bandaging the left limb and vice versa.
  5. Bandage the limb from inside out wards and from bellow upwards keeping the even through out
  6. Begin the bandage with a secure turn and allow each turn to cover 2/3 of the proceeding one.
  7. Ensure that the bandage is neither too tight nor to lose.
  8. Finish off the bandage with a straight turn, fold in the end and secure a voiding joints and the site of injury.
  9. Fasten with safety pins or with the fasters provided with some bandages.
  10. A tape is always used in mentally handicapped or pediatric patients instead of pins or other sharp appliances.

GENERAL RULES OF BANDAGING

Before applying a bandage

  1. a) Keep reassuring and explain the procedure to the patient or casualty.
  2. b) Make the patient comfortably for example by lying or sitting him on the floor and the position should be convenient for the nurse or first aider.
  3. c) Keep the injured part well supported and elevated if necessary.

When applying a bandage

  1. a) Always stand in front of the casualty while bandaging except in scalp or head bandaging.
  2. b) If the casualty is lying down, pass bandages under the body\’s natural hollows. For example the ankles, knees, neck etc.
  3. c)  Apply bandages firmly enough to control any bleeding and hold dressings in place but not so tightly as to impair blood circulation.
  4. d) Leave fingers and toes on a bandage limb exposed to check for circulation 
  5. e) Use reef knots to tie a bandage but do not tie on the injured part or over bony areas

When bandaging to immobilize a limb:

  1. a) Strictly pad between the limbs and the body or between the legs with cloth or folded cotton or towels
  2. b) Tie knots in front of the body and to the injured site or the middle of the body if the sites are injured.

After bandaging:

  1. a) Check the circulation of the injured part after every 10 minutes to ensure that blood flow is not impaired.
  2. b) Ask the casualty if there is any serious discomfort caused by bandaging.

NOTE: Always ensure infection prevention and control as much as possible.

SIGNS OF IMPAIRED CIRCULATION

  1. The extremities look pale, cold and later bluish appearance to the skin.
  2. Tingling and numbness of the part.
  3. Inability to move the affected limb.
  4. Swelling 

HOW DO YOU CHECK FOR CIRCULATION.

Press one of the finger or toe nails or the skin on the foot or hand until its pale. Release the pressure. A pink color should return quickly if it remains pale, the bandage is too tight therefore loosen it by unrolling enough turns until the pink color is retuned and the warmth is felt.

BANDAGING TECHNIQUES/ PATTERNS USED IN BANDAGING

  1. CIRCULAR METHOD:

 The bandage is applied in such a way that each turn encircles the previous one completely covering it. This technique is used to ankle bandaging or dressings.

  1. SPIRAL METHOD:

Each turn particularly overlaps the previous one. It is applied along straight body parts or parts with increasing circumferences. It can also be used to bandage the ear.

  1. SPIRAL REVERSE:

The bandaging is anchored and then applied in reverse direction half way through each spiral turn.  This method is used to accommodate increasing circumferences of the body parts. Used for upper arm and upper leg.

  1. FIGURE OF EIGHT (8): 

The bandage is anchored below the joint and then alternating in ascending and descending turns to form a figure of eight (8). This technique is used around joints.

  1. RECURRENT METHOD:

This technique includes a combination of recurrent and circular turns. Hold the bandage as you make each recurrent turn and then use circular turns as the final anchor. This technique is used for bandaging the scalp and a stump.

  1. TRIANGULAR BANDAGING:

Triangular bandage is used on the shoulder when it is injured and to give support to a fractured clavicle. It can be used as arm sling but in emergencies, the bandage can be used at all body parts.

a) ARM SLING

An arm sling holds the fore arm in a slightly raised or horizontal position. It provides support for injured upper arm, wrist or fore arm on a casualty whose elbow can be bent. Or:  to immobilize the arm for a rib fracture.

PROCEDURE:

  1. Ensure that the injured arm is supported with the hand slightly higher than the elbow.
  2. Fold the base of the bandage under to form ahem (enclose).
  3. Place the bandage with the base parallel to the casualty\’s body. 
  4. Slide the upper end under the injured arm and pull it around the neck to the opposite shoulder.
  5. Fold the lower end of the bandage over the fore arm and bring it to meet the upper end at the shoulder.
  6. Tie a reef knot on the injured site at the hollow above the casualty\’s collar bone and tuck both free ends of the bandaging under the knot to pad it.
  7. Hold the paint of bandage beyond the elbow and twist it until the fabric fits the elbow, then tuck it in. Alternatively, if you have a safety pin, fold the fabric and fasten it to the front.
  8. Check the circulation in the fingers as soon as you have finished. Re – check every 10 minutes.

b) ELEVATION SLING

This form of sling supports the fore arm and hand in raised position with the finger tips touching the casualty\’s shoulders. It helps to control bleeding from wounds on the fore arm and also minimize swelling. It can also be used to support the arm in case of injured hand.

MANAGEMENT

  • Ask the casualty to put his hand across his chest with the fingers resting on the opposite shoulder.
  • Place the bandage over his body with one end over the shoulder on the injured side.
  • Hold the point just beyond his elbow.
  • Ask the casualty to extend off the injured arm from the chest while you took the bandage up diagonally across his back to meet the other end at his shoulder.
  • Tie the ends to make a reef knot at the hollow above the casualty\’s collar bone and took the ends under the knot pad it.
  • Twist the point until the bandage fits closely around the casualty\’s elbow. Tuck the point in just above his elbow and secure it.
  • Check circulation, loosen and re – apply if necessary.

HAEMORRHAGE

This is loss of a blood from vessel. It can be internal or external. It can be mild or severe.

  • Mild hemorrhage comes from injured capillaries. This bleeding flows in a stream.
  • Severe hemorrhage comes from an artery or vein. And this blood tends to come with great force. This is because most large arteries transport blood at high pressure.

CLASSIFICATIONS:

It can be classified in 3 ways;

  • Time of occurrence.
  • Vessel injured (source)
  • Site of the injury.
  • CLASSIFICATION BY SITE

It can be external or internal. 

External is visible or can be seen while internal means the bleeding is hidden or concealed.  If bleeding is hidden in the abdomen, peritoneal, this is very dangerous because it’s hard to stop this kind of bleeding sometimes. It becomes visible, for instance if blood is in the lungs the casualty will cough it up, which is known as haemoptysis. In case bleeding is in the stomach, the patient or casualty vomits the blood, which is known as haematemesis.   

The color of the vomits depends on the time; it also depends on the site which has been affected. It is dark red like coffee ground; it is an indication of a bleeding stomach ulcer.

People who have peptic ulcers as they progress they start bleeding such. Sometimes kidneys are injured or bladder and here blood is passed in urine which is called haematuria. In this case urine is smoky, blood stained. 

Sometimes blood is passed on the stools, a condition known melaena. This makes the stools to be dark in appearance. This means the bleeding is from the upper intestine. Sometimes blood passed with the stools in fresh and bright red colored. It means bleeding is in the lower part of the bowel. 

Bleeding from the vagina is normally due to miscarriage, menstruation or injury to those parts.  

As a first aider always suspect internal bleeding after a severe injury or if the patient has signs of shock without obvious blood loss you must suspect that the patient may have sustained internal bleeding.

There are special sites of hemorrhage;

  • Hemorrhage from the nose.
  • Hemorrhage from the lungs
  • Hemorrhage from the urinary bladder. 
  1. b) Haemorrhage classification according to vessel (source)
  1. Arterial hemorrhage: Arteries are vessels which carry blood from heart to the rest of the body. This blood is fully oxygenated; it is bright red in color. Because it’s coming from the heart, it comes with pressure. It spurts out blood.
  2. Venous haemorrhage: This blood contains less oxygen and its color purplish red because it does not contain much oxygen. 
  3. Capillary bleeding: Capillaries are the smallest vessels. In this case blood just oozes all over the wound. Its color is dark red and is the most common color.

c). Haemorrhage classification according to time. 

  1. Primary haemorrhage: This occurs at the time of injury.
  2. Reactionary haemorrhage: This may occur any time within 24 hours of injury. It occurs due to recovery from shock which means the casualty is improving.
  3. Secondary haemorrhage: This occurs after 48 hours and is usually due to infection or sepsis.

CLOTTING MECHANISM

The human body has certain mechanisms which help to stop bleeding naturally.

When bleeding occurs, platelets collect together at the site of the injury and help to plug the wound, clotting factors are released, and there is a protein present in blood known as fibrinogen is converted to fibrin. The fibrin forms a mesh across the cut skin vessel. It traps the platelets and the blood cells from escaping. Then the mesh shrinks as serum oozes out leaving a solid clot which covers the wound. 

GENERAL MANAGEMENT OF HAMORRHAGE

The aim of this management is to stop bleeding immediately and get medical aid as quick as possible.

  1. Put the patient in a suitable position. Preferably sitting or lying according to the type /site of injury.
  2. Elevate the bleeding part and support if not fractured.
  3. Expose the wound but removing small clothing as possible.
  4. Do not disturb any formed clot.
  5. Remove any foreign body which is visible and easy to remove.
  6. Apply and maintain pressure
  7. Apply a dressing or bandage.
  8. Immobilize the injured part.
  9. Transfer to hospital as soon as possible.

CONTROLLING HAEMORRHAGE

The principle of controlling blood loss is to restrict blood flow to the wound and encourage clotting. This is done in two ways that is by applying pressure and elevation of injured part.

DIRECT AND INDIRECT PRESSURE

  • Direct pressure
  1. Direct pressure is put directly on the wound while indirect pressure is put on the vessel supplying blood to the wound. 
  2. We always start with direct pressure 
  3. In order to stop bleeding without interfering with the rest of the circulation by applying direct pressure on the wound.
  4. In case there is a foreign body or projecting bone, put the pressure around it and then maintain for 5 – 15 minutes.
  5. In case the wound is getting, cover the wound with a clean cloth.
  6. Put the casualty in a suitable comfortable position. If the bleeding continues, add on more clothing/ dressing/ padding without removing the first one. 
  7. Secure the dressing with a bandage not firmly but able to cut off hemorrhage.
  8. Immobilize the injured part.
  • Indirect pressure
  • If bleeding cannot be controlled by direct pressure or if not possible, you apply indirect pressure at an appropriate pressure point between the heart and wound. For instance it can be used to control arterial bleeding within the limb. 
  • But as you compress this for a long time, then the limb will die off because of oxygen cut off.

The two pressure points for controlling severe bleeding are;

  • Bronchial artery in the upper limb (arm).
  • Femoral artery in lower limb.

                      INTERNAL BLEEDING

This may occur after an injury such as a fracture 

  • It could be a crash injury such as car injury.
  • It can also occur due to a periodical condition 
  • It can also occur due to penetrating injury.
  • The spleen can get ruptured.
  • Internal bleeding is more severe/ dangerous than external bleeding.
  • Much as this blood is not from the body but lost from circulation and hence not reaching vital organs.
  • When this blood collects in different arteries, it may cause pressure on vital structures. For instance, if bleeding is within the skull and the person may become unconscious.
  • If bleeding is inside the chest, it may prevent expansion of the lungs hence causing difficulty in breathing.

           SIGNS AND SYMPTOMS

They vary according to the amount of hemorrhage and the rate of flow.

  • There is always history of sufficient injury sometimes the history of the medical condition.
  • There is pain and tenderness on the affected site and sometimes actual swelling.
  • Patients may also have signs of shock. One of the signs of shock is pallor or paleness of the mucous membrane.
  • The pulse rate is weak and rapid.
  • Breathing also becomes shallow.
  • The casualty becomes restless. 
  • If he/she is conscious, he/she will complain of the thirst.
  • The temperature is below normal.
  • Sometimes there is vomiting.
  • Cold extremities.
  • Blood may appear either from the mouth and eventually the patient may become un conscious

          THE AIM OF  TREATMENT

Is to arrange urgent remove to the hospital.

  • Mean while lay the casualty down with the head lower than the rest of the body.
  • Also ensure complete rest.
  • Loosen any tight clothing around the neck, chest and waist for better circulation
  • Re assure the patient to rest.
  • Protect the patient from cold.
  • Check for any other injury and manage accordingly.
  • Carefully watch the breathing and pulse rate and record.
  • Save and specimen be it of urine, vomitus for examination.
  • If the casualty becomes unconscious, make sure the air way is clear and this is done by positioning the patient.
  • Arrange transport to hospital as quickly as possible, quietly and knowledgeably.
  • Do not give any thing by mouth because you are not sure if the patient is going to the theatre.

ARRESTING HAMMORRHAGE FROM SPECIALITIES 

          SCALP WOUND

  • These usually occur due to accidents or falling down or during fighting. These wounds tend to bleed profusely.
  • This is because of the reach blood supply and the skin on the scalp is straight.
  • Sometimes these wounds are associated with a fracture.

SIGNS AND SYMPTOMS

  • There is pain, tenderness and bleeding.
  • There is swelling around the wound.
  • There might be signs of fracture on the skull and that is bleeding from the nose.
  • The casualty may become unconscious.

  THE AIM OF TREATMENT

Is to control bleeding as soon as possible and transport to  hospital for the director to rule out head injury.

  • Control bleeding using direct pressure.
  • Cover the wound with a sterile or clean piece of cloth and put a bandage to make sure bleeding stops.
  • If the patient is unconscious, lay him down with the head slightly raised.
  • Check breathing, check the pulse, level of response.
  • If the casualty becomes unconscious, secure a clear air way by positioning.
  • Arrange urgent removal to hospital as you maintain the treatment position 

EPISTAXIS (NOSE BLEEDING)

It is a condition where there is bleeding from the blood vessels of the nostrils. It may be due to a blow, sneezing, it may be a sign of a fractured skull.

  • Nose bleeding can cause considerable blood loss.
  • The casualty may swallow the blood or inhale.
  • If inhaled it is going to cause breathing problems.
  • This patient presents with flow of blood.

In case there is a skull fracture, blood may be mixed with a clear, watery cerebral spinal fluid.

        THE AIM OF TREATMENT 

  • Is to safe guard breathing by preventing inhalation of blood.
  • Make the casualty to sit with the head slightly forward.
  • Loosen any tightening around neck.
  • Advise him to breathe through mouth.
  • Pinch the soft part of his nose.
  • Patient should not speak, swallow, and cough.
  • Allow blood to come out (dribble) do not plug control wool.
  • Casualty should not raise the head.
  • Clean around the nose using lukewarm water with a soaked clean cloth.
  • When bleeding goes beyond 30 minutes or stop and comes back then seek medical advice.

       

 BLEEDING FROM THE MOUTH

Cuts in the mouth or on the tongue vary from mild to severe. They may be caused by the casualties’ teeth.

  • It can also occur after tooth extraction
  • Laceration can also occur and are quite often associated with the fracture of the jaw.

     SIGNS AND SYMPTOMS

  • Patients can complain of bleeding around or in the mouth.
  • Pain at the bleeding area.

AIMS OF TREATMENT

To safe guard the airway by preventing the inhalation of the blood and to control bleeding.

WHAT TO DO

  • Ask the patient to sit down with the head tilted slightly to the affected side.
  • Place a clean dressing over the wound and tell the casualty to apply direct pressure on it.
  • If it is a tooth socket, get a thick pad of gauze and place it across the socket and tell the casualty to bite on it.
  • This pressure should be maintained for 10 – 20 minutes to allow any blood to dribble out from the mouth because if swallowed can cause vomiting.
  • If bleeding persists after a period of 10 – 20 minutes carefully remove the pad without disturbing the clot that might have formed and replace with a new one and continue with pressure for more ten minutes.
  • The casualty should not wash or rinse the mouth because it may disturb the clot.
  • He should not take anything hot (drinks) for 12 hours.
  • If bleeding persists or if it re- occurs, then refer for medical aid or dentist.

CAUSES OF HAEMORRHAGE

  • Trauma/ injury

>  It may be direct injury to the blood vessel involving neighboring tissues could be due to accident, surgical operation resulting into wounds.
>  It may be indirect injury e.g. fractures of the skull may cause injuries to the vessels.

  • Labour

>  Ruptured fallopian tube incase of ectopic pregnancy.
>  An obstetric is where the fetus separates from the placenta bringing out excess bleeding.

  • Abnormalities in blood vessels for example.
  1. Neoplasm. These are new growth or tumors. They are actually concern cells which have the ability to destroy blood vessels
  2. Hemorrhoids. They are found in the digestive system (alimentary tract) especially at the rectum.
  3. Atheroma. Is the thickening of the walls of the arteries which bring about their rapture.
  4. Aneurysm. Arterial dilatation due to blood pressure on the weak tissues leading to their rapture.
  • Diseases of blood for example hemophilia. Hemophilia is a blood coagulation disorder which is genetically determined and characterized by repeated hemorrhage. This could be nasal bleeding which is (epistaxis), rectal bleeding, hamaturia (blood in urine).
  • Menstruation: Is a monthly loss (discharge) of blood through the birth canal of the females between 12 – 45 years.
  • Diseases of intestinal tracts e.g. peptic ulcers, typhoid fever, dysentery, ulcerative colitis, may lead to loss of blood.
  • Hypertension. Blood pressure refers to the force exerted on the walls of the blood vessels once the blood pressure is high than normal, then we talk of hypertension. And this can easily be due to cerebral vascular accidents.

           GENERAL SIGNS AND SYMPTOMS OF HAEMORRHAGE.

  1. The face and lips are pale.
  2. Skin is cold and clammy.
  3. There is dizziness and fainting.
  4. The pulse is rapid and weak.
  5. Breathing is shallow and accompanied by yawning.
  6. Blood pressure is also decreased
  7. Temperature is low    
  8.  There is blurred vision.
  9. Casualty feels thirsty and will always ask for water.
  10. Low blood volume.
  11. Sighing and yawning.
  12. Oliguria – low output of urine.
  13. Casualty complaints of not feeling well and is anxious. 

SIGNS AND SYMPTOMS OF INTERNAL HAMORRHAGE

 Bleeding from orifices

  SITE APPEARANCE CAUSE
1. MOUTH 
  • Bright frothy coughed up blood (haemoptysis)
  • Vomited blood (haematemosis) possibly dark reddish brown.
  • Bleed in the lungs
  • Bleeding with in digestive system.
2. EAR
  • Fresh bright red blood.
  • Thin watery blood
  • Injury to the inner ear, perforated ear drum
  • Leakage of cerebral spinal fluid following head injury.
3. ANUS
  • Fresh bright red blood.
  • Black offensive smelling stool (melena)
  • Injury to anus or low bowel.
  • Injury to the upper bowel.
4. NOSE
  • Fresh bright red blood 
  • Thin watery blood
  • Raptured blood vessels in nostrils.
  • Leakage of cerebral spinal fluid following head injury.
5. URETHRA
  • Urine with a red or smoky appearance (hamaturia)
  • Bleeding from the bladder or kidneys.
6. VAGINA
  • Either fresh or dark
  • Menstruation, miscourage, disease of or injury to vagina or wound.

NATURAL MECHANISM OF ARRESTING HAEMORRHAGE:

There are three ways through which bleeding can be arrested and these are:

  1. Constriction of blood vessel ( peripheral)
  2. Lowering of blood pressure.
  3. Clotting mechanism.

      CLOTTING MECHANISM

    In the clotting mechanism, the damaged platelets and tissues release a substance called thrombokinase (thromboplastin) which is an enzyme. This enzyme activates the prothrombin to the thrombin. The thrombin combines with fibrinogen to form fibrin. The fibrin forms a mesh to arrest the bleeding by trapping the blood cells to form a clot.

       COMPLICATIONS OF HAMORRHAGE:

  1. Paralysis may occur due to damage or disturbance of the nerves.
  2. Hypovolaemic.
  3. Anaemia.
  4. Asphyxia.
  5. Hypothermia.
  6. Unconsciousness. 

DIABETES MELLITUS

This is a condition which can lead for 2 types of coma.

  1. Diabetic coma (hyperglycemia).
  2. Insulin coma (hypoglycemia)
  • HYPERGLYCAEMIA (DIABETIC COMA)

It occurs when there is excessive increase of glucose and a cetone.

SIGNS AND SYMPTOMS

Sometimes, he/she may be known diabetic.

  • The onset is gradual – with headache, restlessness and the patient feels drowsy.
  • Abdominal pain.
  • Respirations are deep and sighing.
  • The skin is dry.
  • The breath smells acetone.

TREATMENT

  • If the patient is unconscious, treat accordingly. 
  • If she/he is a known diabetic, the only treatment would be insulin which may not be available but if available measure it appropriately and give it.
  • Quickly make arrangements and sent patient to hospital. 
  • Continue monitoring the vital signs.
  • Reassure the patient always.
  • HYPOGLYCAEMIA (INSULIN COMA)

Insulin is a drug used for treatment of diabetics. It occurs if a patient takes insulin without eating or eating late, or having done excessive exercises than planned.

SIGNS AND SYMPTOMS

  • Sudden onset/ where the patient feels dizzy, fainting, irritability and confusion.
  • Respirations are shallow
  • Headache 
  • The skin is moist.
  • The patient is sweating.
  •  The hands and legs are shaking or tremors
  • He appears like drunkard.
  • The breath has no particular smell.
  • Eventually the patient becomes unconscious.

TREATMENT

  • Check the patient’s pockets – checking for card indicating whether he/she is a diabetic.
  • Check if he/she has a lamb of sugar.
  • Check if the   patient has marks of previous injections
  • If it’s recognized early, give two spoonful of sugar in a juice or fruity drink.
  • Once patient is not cooperative at first, but you have to act quickly.
  • The sugar can be repeated after 10 minutes and this patient will begin coming up.
  • Patient should be advised to always carry something sweet such that if he feels signs of hypoglycaemia he/she can take it.
  • If the patient is unconscious, send the patient to hospital.

COMPLICATIONS OF DIABETES MELLITUS

  • Neuropathy: no motor or sensory sensation.
  • Erectile dysfunction and frigidity in women 
  • Cataracts 
  • Hypertension 
  • Retinopathy 
  • Diabetic foot 
  • Still birth, abortions, delivering big babies. 

PREVENTIVE MEASURES

  • Early identification/ screening for diabetes mellitus
  • Adequate exercise to burn out excessive fats and glucose
  • Avoid prolonged use of steroid therapy
  • Excessive consumption of alcohol should be avoided
  • Early detection and treatment of infections that can pause danger to the pancreas

FITS AND CONVULSIONS (SEIZURES)

A seizure consists of involuntary contraction of body muscles.  It’s due to disturbance in the electrical activity of the brain. This convulsion result in loss or impairment of consciousness. The commonest cause is epilepsy. But there are also other causes including;

  • Head injury
  • Brain damaging diseases
  • Shortage of oxygen or glucose
  • Certain poison

There are two main types of epilepsy;

  • Petitmal (minor)
  • Grandmal (major)
  1. Petitmal epilepsy: is characterized by a short period of unconsciousness which may not be noticed. The person appears pale for a short time with a blank expression.
  2. Grandma epilepsy: Its described into type i.e. – idiopathic, Symptomatic 
  • Idiopathic has no evidence of a serious disease. The fit start in child hood and adolescence.
  • Symptomatic represents with recognizable pathological condition which may be held to be directly responsible or indirectly responsible. They include anything that compresses the brain (tumor), head injury.

SIGNS AND SYMPTOMS

They occur in phases.

Phase1

  • Aura ( warning stage)
  • This stage, it precedes loss of consciousness 
  • The person experiences a funny feeling in the stomach, funny taste, in the mouth, a funny smell which is not real its brief.
  • Tonic stage.
  • There is sudden loss of consciousness.
  • The person falls to the ground and may get injured. 
  • Muscles become rigid and back is arched very stiff.
  • The teeth are clenched.
  • Breathing becomes very difficulty, it may be noisy and it may stop temporarily.
  • The patient may make a funny cry.
  • The face is cyanosed and puffy.
  • The neck veins are engorged.
  • This lasts for around 30 seconds.
  • CLONIC STAGE
  • In this stage, muscles relax and then start contracting very rapidly.
  • The whole body goes into those contractions.
  • The tongue may be badly bitten.
  • Frothing at the mouth.
  • Patient may have incontinence of urine and faces.
  • The convulsions and twitching gradually become less violent and eventually stop.
  • This stage last for 1 minute.
  • COMA STAGE
  • When the twitching stops, the patient goes into coma and eventually sleeps.
  • During this period, muscles relax.
  • Color of face returns to normal.
  • Breathing becomes normal and quiet.
  • This lasts for 30 minutes.
  1. On waking up;
  • The patient may have a slight/ brief of mental confusion.
  • The patient may vomit.
  • The patient may complain of headache
  • And he/she may be disoriented
  • He/she may act in a strange way. And this is called post epileptic automatism  

MANAGEMENT

  • During the tonic stage.
  • Create space around the patient.
  • Remove any dangerous item.
  • Protect him from injury.
  • Position the casualty by laying him down on the back with head turned to one side.
  • Put a soft pillow under the neck.
  • Place a well padded article; put it between the teeth if possible. This helps to prevent biting the tongue. Do not force the article.
  • Loosen any tight clothing around the neck.
  • Note the time and duration of falling.
  1. During clonic stage.
  • Don’t restrain the patient.
  • Watch and prevent him from injury.
  • Try to support and protect the head by providing a pillow until the fit is over.
  • During coma stage
  • Make the patient comfortable by putting in recovery position.
  • Don’t wake the patient if sleeping 
  • Allow consciousness to return gradually.
  • Let the patient quit after consciousness has turned.
  • Give appropriate advice.
  • OBSERVATION
  • Observe the parts of the body which have been affected.
  • Duration and frequency of the fits.
  • Note presence of incontinence.
  • Vital signs. 

All these must be recorded and reported to the doctor.    

  CONVULSIONS IN CHILDREN

Convulsions commonly occur in young children, they are sometimes referred to as infantile convulsions. The symptoms are similar to those of epileptic fits but in children are more severe. They often occur as a result of high temperature; as it’s associated with infection of the throat, ear.

MANAGEMENT 

  • The child should be placed in bed and a pillow or something soft placed around the child so that the violent movements do not cause injury.
  • Do not restrain the child when is convulsing
  • Cool the child by removing extra clothing, ensure fresh air supply but do not expose to extreme coldness.
  • Once the convulsions stop, maintain a clear air way by placing the child in recovery/ prone position
  • Re – assure the parent of the child.
  • Monitor the vital observation.
  • Arrange transfer to hospital.

COMPLICATIONS OF EPILEPSY

  • Status epileptic us
  • Brain damage due to prolonged anoxia (lack of oxygen to the brain)
  • Burns due to falling into fire
  • Suicide as a result of stigmatization
  • Unprovoked episodes of violence, anger
  • Memory disturbance
  • Isolation 
  • Lack of employment
  • Sexual exploitation
  • Low self-esteem
  • Fear 
  • Depression 
  • Contractures- fibrosis causing permanent contractions.
  • Psychotic behaviors e.g. hallucinations, delusions.
  • Committing crimes in the state of post ictal phase 

UNCONSCIOUSNESS (INSENSIBILITY)

Consciousness: is the state of awareness or alertness

It is due to interruption of the brain due to some interference with the nervous system. It’s an indication of injury or disease onto the brain but it can also be to other body parts. It’s a stage of unawareness.

LEVELS OR STAGES OF UNCONSCIOUSNESS STATE

  1. One can be fully awake or fully conscious.
  2. Disoriented but able to answer simple question.
  3. When the person is not able to answer questions but can obey orders.
  4. The person does not respond to any words but can respond to painful stimuli.
  5. Completely unresponsive.

TERMS USED TO DESCRIBE UNCONSCIOUSNESS

  1. Stupor (partial unconsciousness)
  2. Coma (stage of complete unconsciousness)

The degree of unconsciousness may be determined by the following.

  • Speaking to the casualty.
  • In the stupor state, the patient can be roused with difficulty in response. But in coma, there is no response at all.
  • In stupor, the pt objects touching his/her eye lids and in coma, there’s no response at all.
  • Reaction to light, in stupor, pupils of the eye react to light i.e. the pupils become smaller and in deam light or darkness to pupils becomes dilated. While in coma, there’s no reaction to light.

CAUSES OF UNCONSCIOUSNESS

  1. Shock 
  2. Asphyxia
  3. Poisoning
  4. Head injury especially when associated with brain injury causing a condition known as concussion or compression.
  5. Epilepsy
  6. Hysteria
  7. Infantile convulsions
  8. Excessive heat
  9. Diabetes
  10. Fainting can also lead to unconsciousness.
  11. Heart attack
  12. Electric shock
  13. Brain attack
  14. Eclampsia
  15. Cerebral vascular accident (CVA) (Sroke)

SIGNS AND SYMPTOMS OF UNCONSCIOUSNESS

  • Shallow breathing
  • Face turns pale
  • Skin cold and clammy
  • Pulse is rapid and weak
  • Dilated pupils and unequal
  • No reflexes 
  • Restless in case of head injury
  • Nausea and vomiting on recovery
  • Loss of memory of event before and after accidents

FIRST AID MANAGEMENT OF UNCONSCIOUSNESS

  • Remove the casualty from danger
  • Ensure plenty of fresh air and if the casualty is near smoky area remove him or her from that place.
  • Ensure an adequate supply of fresh air and check on the following:
  • Look for any signs of injury like wounds, bleeding from any side of the body.
  • Check the pulse rate.
  • Respirations; check respiratory rate, chest movements and any noise.
  • Check the skin, is it cyanosed, sweating, cold, dry, pale
  • The pupils of the eye; are they dilated, constricted equal or unequal.
  • Smell of the breath, could it be alcohol, disinfectant, acetone.
  • Give artificial respiration or resuscitation.
  • If there is any bleeding, control it, dress wound and immobilize fracture.
  • Position the casualty in semi-prone (recovery) position with the head slightly lower than the level of legs.
  • Establish the level of unconsciousness and record any changes in reaction to pupil.
  • Reassure the casualty after gaining consciousness.
  • Moisten her / his lips but nothing by mouth.
  • If the casualty is restless, prevent him from hurting himself.
  • Transport the casualty to the hospital.
  • Reaching the hospital handover the casualty to in charge and report.

GENERAL RX

  1. Position the casualty appropriately.
  2. Ensure a clear airway.
  3. Remove dentures.
  4. Remove tight clothing around the neck, chest etc 
  5. Keep away crowds.
  6. Give nothing by mouth.
  7. Keep the patient warm but do not over heat.
  8. If breathing has stopped, position the patient and start CPR (cardio pulmonary resuscitation).
  9. If breathing is quiet, lay the patient on the back with the head turned to one side.
  10. Elevate the lower part to encourage drainage of secretion from the lungs.
  11. Treat the cause of the unconsciousness. 
  12.  Remain with the casualty until she is handed over to a responsible person.
  13. Continuously watch carefully for any change in the casualty condition.
  14. Move the casualty to shelter.
  15. When the casualty gains consciousness, moisten the lips
  16. If there is no suspected to abdominal injury, sips of water can be given to drink.

COMPLICATIONS OF UNCONSCOUSNESS

  • Respiratory tract infections: person may develop aspirated pneumonia due to mucus secretions 
  • Respiratory tract obstruction: the tongue may fall backwards and obstruct the airway
  • Heart failure may result especially if the causes of the unconsciousness was cardiac arrest 
  • Renal or kidney failure may develop
  • Damage to the brain cells due to lack of oxygen to the brain.

DIRECT INJURY TO THE BRAIN

  • CONCUSSION

This is shaking of the brain. It occurs when there is wide spread disturbance of the brain as a result of injury to the head and sometimes the spine. It may be caused by a blow on the head or falling. It may not be associated with any change in the brain substance.

SIGNS ANND SYMPTOMS

  • Brief period of impaired consciousness.
  • Patient may have temporally confusion.
  • There is dizziness, nausea and vomiting.
  • Temporary loss of memory.
  • Mild generalized headache.
  •  

TREATMENT

  • Manage as unconscious patient.
  • Monitor vital signs.
  • Even after recovery, continue monitoring these patients for possible deterioration in the level of consciousness.
  • Advice him to go to hospital if he/she develops any of the following.
  • Headache
  • Confusion
  • Vomiting
  • A patient who has been unconscious even for 1 minute or less shouldn’t be allowed to do anything before she/he has been checked by the doctor
  • CEREBRAL COMPRESSION

This is a condition due to pressure on same part of the brain with the skull. It may be a blood clot, apiece of a bone in case of skull fracture it may be a tumor. Cerebral compression may lead to unconsciousness when is irreversible. Compression is a very serious condition. As so serious with in most cases it requires surgery.

SIGNS AND SYMPTOMS

  • In the early stages, pt is irritable.
  • He may have twitching of the limbs.
  • Shouting.
  • May get convulsion.
  • When a patient is having an attack of convulsion, he should not be restrained, just protect him from getting injured.
  • With unconsciousness, coma may be present.
  • Breathing is noisy.
  • Face is flushed.
  • The pulse is slow but strong.
  • Temperature may be raised.
  • The pupils of the eye may be unequal in size or they may be dilated.
  • The patient may get paralysis.
  • The patient usually complains of severe headache.

TREATMENT

Apply the general rules of unconsciousness send the patient for medical treatment.

 FOREIGN BODIES

A foreign body is an object that enters the body through different areas. It can enter through around in the skin like penetrating objects. It can enter through one of the natural openings of the body i.e. through mouth, nose, ears eyes, etc. 

A penetrating foreign body can be only thing from a big or tiny object. It can be loose, whereby it can be removed without causing pain or injury. But sometimes it’s deeply embedded in which can lead it act as a plug to prevent blood loss.

A large embedded object may produce a deep wound. But a small one will cause minor lacerations. 

The problem with penetrating foreign objects is that in most cases there not clean and if not clean there’s a risk of infection.

SPLINTERS

  • These are small pieces of wood, glass, metal which may enter the skin.
  • They are the commonest type of foreign bodies
  • They can successfully be removed without any problem.
  • If it is deep and difficult to remove, don’t interfere refer the patient to hospital.

TREATMENT

  • Gently clean the area with soap and Ho2 
  • Get the pair of tweezers which should be sterile or as clean as possible and dry to handle of the object and pull it out.
  • After pulling it out, squeeze around the wound such that same little fluid comes out.
  • As it comes out, it may washout some of the remaining pieces remaining.
  • Clean and cover the wound with a clean dressing. If the splinter does not come out easily, treat, it as an embedded body and refer the patient to hospital.

FOREIGN BODY IN THE EYE.

  • Dust, grit (sand, small piece of stone), insects etc. can get into the eye
  • These cause discomfort and if not removed quickly, they can cause serious trouble.
  • You must not attempt to remove anything that sticks to the eyeball.
  • Make sure you send the casualty to hospital quickly.

TREATMENT

  • Make the patient sit.
  • Gently separate the eye leads.
  • Examine every part of the eye.
  • You can ask the patient to blink the eyes rapidly. This may dislodge the foreign body
  • If the foreign body is visible and loose, pour water from the inner corner such that it can drain up.
  • Alternatively you can flood the eye in water 
  • If you think it is in the upper lid, try to pull it outwards and push it over the lower lid, this could also help to dislodge it.
  • You can also use a corner of a handkerchief to remove it out.
  • If all this fail, apply an antibiotic eye ointment, cover the eye and refer to hospital.

FOREIGN BODY IN THE EAR

  • Children often push things like beans, tablets, etc into the ear.
  • Insects can also enter the ear.
  • When a foreign body gets lodged in the ear, it may cause temporally deafness by blocking the ear canal.
  • It may also damage the ear drum.

TREATMENT

  • If you’re sure that it’s an insect in the ear, floats and comes out with the fluid as you turn.
  • For other foreign objects, just refer the patient to hospital as soon as possible.

FOREIGN BODY IN THE NOSE

Again children may push small objects in their noses. They can block the nose that can cause infection. If it’s sharp, it can cause damage to tissues in the nose and it can cause a sore.

TREATMENT OR MANAGEMENT

  • Take quick history
  • Calm down the patient by reassuring him/her. 
  • Examine the nose to see how deep the foreign body is.
  • If it’s not very far, try to touch in the unaffected nostril which may induce the casualty to sneeze.
  • If this fails, block the ears and try to tell the casualty to blow very hard. This may help to dislodge the foreign body.
  • If all these fails, refer, meanwhile tell him to breathe through the mouth.
  • Make sure, there is no disturbance with the nostril.
  • If it’s a child, you tie the hands/ arms.

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