By Traci L. Thoureen, Sara B. Scott
Clinical simulation education includes simulated human sufferers, academic records or computing device types with distinctive simulated animations and/or interactive functionality. This ebook is written and designed to supply scientific educators in emergency medication with source for integrating clinical simulation into their educating practices and comprises circumstances drawn from a various workforce of school authors throughout quite a lot of clinical instructing centers. Valuable “tips or methods” accompany case photos and different sufferer info and a better half web site contains imaging and laboratory effects pertinent to every case study.Content:
Chapter 1 advent: the way to Use This e-book (pages 1–2): Traci L. Thoureen and Sara B. Scott
Chapter 2 Vascular Emergencies (pages 3–27): Sarah B. Dubbs and Traci L. Thoureen
Chapter three Resuscitation Emergencies (pages 28–52): Albert T. Nguyen, Dustin D. Smith, T. Kent Denmark, Andrew Bard and James W. Rhee
Chapter four Gastrointestinal Emergencies (pages 53–84): Corey R. Heitz and Raymond P. Ten Eyck
Chapter five Renal/Electrolyte Emergencies (pages 85–106): Sara B. Scott and Catherine Pettit
Chapter 6 Endocrine Emergencies (pages 107–128): Sarah Farris
Chapter 7 Environmental Emergencies (pages 129–153): Moira Davenport
Chapter eight Obstetric Emergencies (pages 154–177): Torrey A. Laack
Chapter nine Pulmonary/Critical Care Emergencies (pages 178–202): Heather Mahoney and Ani Aydin
Chapter 10 Toxicologic Emergencies (pages 203–225): Rodney Omron, Harry E. Herverling and Andrew I. Stolbach
Chapter eleven Pediatric Emergencies (pages 226–252): Jacqueline Nemer and Sandrijn van Schaik
Chapter 12 clinical Error/Interpersonal verbal exchange (pages 253–279): T. Kent Denmark, Andrew Bard, Albert Nguyen, James W. Rhee and Dustin D. Smith
Chapter thirteen Trauma Emergencies (pages 280–308): Traci L. Thoureen and Sara B. Scott
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Additional resources for Emergency Medicine Simulation Workbook: A Tool for Bringing the Curriculum to Life
Heart: Tachycardia with rate of 170. Lungs: Clear to auscultation bilaterally. Pulses: Present, equal, and rapid in all extremities. Extremities: No peripheral edema. g. if your mannequin does not have reactive pupils you can verbally report the pupillary examination when it is requested. 1 for further scenario changes described below. Case narrative, continued The learner should order cardiac monitoring as well as an ECG. In addition, the learner may be required to order that an IV be established.
For students/ junior learners, the case can end here. For senior learners, the patient decompensates to VF while awaiting transfer to the cardiac cath. lab. VF should be quickly recognized and deﬁbrillated. If deﬁbrillation is not performed within 3 min, the case ends and proceeds to debrieﬁng. Following successful deﬁbrillation, the learner should recognize the need for advanced airway placement, intubate immediately, and give appropriate ventilator settings. If the patient is not intubated, the respirations should trend towards zero and O2 saturation should trend towards 70%.
Connective tissue diseases: Ehlers–Danlos and Marfan syndrome. Clinical features r Classic triad of ruptured AAA: ❝ Pain. ❝ Hypotension. ❝ Pulsatile abdominal mass. ❝ Patients rarely present with all three. r Syncope, weakness, altered mental status, or other vague symptoms. r Rarely, patients present primarily with scrotal, buttock, or hip pain. r Physical examination: ❝ Aortic pulsation to right of midline. ❝ Left lower quadrant mass with tenderness and distension. ❝ Absent or diminished lower extremity pulses.