We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byPreston Bond
Modified about 1 year ago
© 2011 National Safety Council 10-1 SCENE SIZE-UP AND PRIMARY ASSESSMENT LESSON 10
© 2011 National Safety Council 10-2 Introduction Patient assessment involves critical EMR skills Act quickly to ensure scene is safe, assess patient and care for immediate threats to life Care provided is based on patient assessment Assessment begins with the primary assessment
© 2011 National Safety Council 10-3 Scene Size-Up While going to scene, consider factors that may affect safety for you, bystanders and patient Dispatcher’s information may alert you to hazards or special precautions Begin scene size-up before you exit your vehicle and while approaching the patient
© 2011 National Safety Council 10-4 Scene Safety Observe for any hazards As you enter scene While approaching patient
© 2011 National Safety Council 10-5 Hazardous Materials Chemicals Biological agents
© 2011 National Safety Council 10-6 Vehicle Crash Hazards Traffic hazards Downed wires Risk of fire or explosion Unstable vehicles Extrication hazards Hazardous materials
© 2011 National Safety Council 10-7 Potential Violence Crime scenes Potentially violent patient or bystanders Guard dogs, wild animals
© 2011 National Safety Council 10-8 Environmental Dangers Unstable surfaces Water, ice Weather extremes
© 2011 National Safety Council 10-9 Hazards Within Structures Low-oxygen areas Toxic substances, fumes Risk of collapse Risk of fire or explosion
© 2011 National Safety Council 10-10 Principles of Scene Safety Enter scene only if it is safe If unsafe, make it safe or stay away and request specialized resources Protect bystanders and other rescuers from hazards Protect patient from environmental threats
© 2011 National Safety Council 10-11 Scene Management As you approach the patient, begin process of scene management Consider factors related to a medical or trauma patient Address hazards within the scene Consider the need for additional resources Implement standard precautions to prevent infection
© 2011 National Safety Council 10-12 Trauma vs. Medical Patient Dispatch may tell you whether there is a trauma patient or a medical patient This focuses your attention on a mechanism of injury or the nature of the illness
© 2011 National Safety Council 10-13 Mechanism of Injury With trauma patient, scene size-up includes evaluating for clues about mechanism of injury (MOI) MOI may suggest serious injury or presence of internal injuries
© 2011 National Safety Council 10-14 Consider the Mechanism What specifically caused the injury? Was there an impact with a blunt or sharp object? What body area received the impact? What organs may be injured? How much force may have been involved? Might the force have been transferred from one body area to another?
© 2011 National Safety Council 10-15 Examples of Mechanism of Injury Vehicle collision may cause head or spinal injuries Fall from a height may cause extremity fractures Blunt impact to abdomen may cause closed injury and internal bleeding Diving incident may cause spinal injury Gunshot may cause extensive internal damage not apparent from the appearance of the outside wound Fall forward onto a hand may transfer force up arm and cause shoulder dislocation
© 2011 National Safety Council 10-16 Importance of Time Quickly consider MOI during scene size-up Do not delay patient assessment to examine scene in detail Consider MOI more fully while gathering history and performing physical examination
© 2011 National Safety Council 10-17 Consider Nature of Illness Consider nature of illness during scene size-up Don’t stop to talk to family or bystanders until you are sure there is no immediate threat to life Observe patient’s position and demeanor for clues Use all your senses If patient is unresponsive, move immediately to primary assessment If patient is responsive, ask patient, family members or bystanders why EMS was called
© 2011 National Safety Council 10-18 Number of Patients Determine how many patients are involved Observe for clues and ask those present if everyone is accounted for Be certain you know how many patients are involved Call for additional help immediately for multiple patients If more patients than responders, triage patients first
© 2011 National Safety Council 10-19 Addressing Hazards Consider environmental factors as you size up scene Protect yourself and other responders Protect the patient Protect bystanders
© 2011 National Safety Council 10-20 Additional Resources Scene size-up includes consideration of whether additional resources may be needed If resources not already en route, call dispatch immediately Describe injuries in detail, so an ALS ambulance can be sent if needed
© 2011 National Safety Council 10-21 Additional Resources (continued) Consider these factors: -Number of patients and types and seriousness of injuries -Possible need for air transport -Potential for fire or explosion -Potential presence of hazardous materials -Need for extrication -Need for law enforcement or traffic control -Damage to power lines or other utilities
© 2011 National Safety Council 10-22 BSI Precautions Put on medical examination gloves as you approach patient Observe scene and patient to determine whether to use other personal protective equipment: -Protective eyewear -Gown and mask -Turn-out gear Follow standard precautions
© 2011 National Safety Council 10-23 Primary Assessment Performed when you reach patient to identify any immediate threats to life Rapid means to determine patient’s general condition and set initial priorities for care Begin with your initial impression of patient Check patient’s responsiveness, airway, breathing and circulation status Perform primary assessment of all patients after scene size-up If scene is safe, perform primary assessment before moving patient
© 2011 National Safety Council 10-24 General Impression Is the patient ill or injured? Does patient’s appearance give clues about his or her condition? Are there signs of a serious problem? Note patient’s sex and approximate age
© 2011 National Safety Council 10-25 Responsiveness You may notice immediately whether patient is responsive Responsive means a person is conscious and awake
© 2011 National Safety Council 10-26 Responsiveness (continued) Patients who cannot talk may be able to move and thereby signal responsiveness
© 2011 National Safety Council 10-27 Patients who cannot talk or move may be paralyzed but still able to respond with purposeful eye movements or other signs Responsiveness (continued)
© 2011 National Safety Council 10-28 Assessing Responsiveness Begin by speaking to the patient; ask the patient what is wrong If patient isn’t speaking or moving, tap gently and shout, “Are you OK?” Be careful not to move patient in any way Always suspect a spinal injury and take steps to stabilize head and neck
© 2011 National Safety Council 10-29 Unresponsiveness Unresponsiveness may be sign of life-threatening problem or may result from a less urgent problem Continue the primary assessment Unresponsiveness is considered life-threatening emergency In an unresponsive patient lying on the back, the tongue may block the airway
© 2011 National Safety Council 10-30 Degree of Responsiveness Assessed with AVPU scale AVPU scale useful for noting changes in a patient’s responsiveness while providing care and for communicating this information Make mental note of level of responsiveness or write it down along with time A change in level of responsiveness generally indicates a serious condition
© 2011 National Safety Council 10-31 Degree of Responsiveness (continued) AVPU Scale A = Alert V = Responds to Verbal stimuli P = Responds to Pain U = Unresponsive to all stimuli
© 2011 National Safety Council 10-32 Responsiveness in pediatric patients -Infants and young children may respond differently from older children and adults -Look for age-appropriate responses -Assess unresponsive infant by flicking bottom of feet and noting response Degree of Responsiveness (continued)
© 2011 National Safety Council 10-33 Assess Breathing While assessing for responsiveness, look for normal breathing A patient who can speak, cough or make other sounds is breathing and has a heartbeat Reflex gasping (agonal respirations) may be present just after cardiac arrest; do not confuse this with normal breathing Lack of breathing may be caused by cardiac arrest, obstructed airway or other causes If patient is not breathing normally, quickly move to next step and check for a pulse
© 2011 National Safety Council 10-34 Assess Circulation In an unresponsive patient who is not breathing normally, check for circulation If patient’s heart has stopped or patient is bleeding profusely, vital organs are not receiving enough oxygen to sustain life Do not use more than 10 seconds to feel for the pulse unless a pulse is clearly found in that time, start CPR If the patient is responsive or breathing, the heart is beating
© 2011 National Safety Council 10-35 Pulse Check In responsive adult or child, check radial pulse Note rate, rhythm and strength
© 2011 National Safety Council 10-36 In an unresponsive adult, check carotid pulse (no longer than 10 seconds) Pulse Check (continued)
© 2011 National Safety Council 10-37 In an unresponsive child, check either carotid pulse or femoral pulse In an infant, use the brachial pulse in the inside of the upper arm Pulse Check (continued)
© 2011 National Safety Council 10-38 Pulse Check in Primary Assessment Do not take time to count pulse, note whether it is irregular, very slow or very fast signs that patient may not be stable Lack of pulse along with absence of normal breathing signifies heart has stopped or is not beating effectively enough to circulate blood If patient lacks a pulse and is not breathing normally, start CPR and call for an AED
© 2011 National Safety Council 10-39 Inadequate Breathing A patient with a pulse may be breathing inadequately Inadequate breathing is characterized by diminished mental status and any of these: -Difficult or labored breathing -Wheezing or gurgling sounds with breathing -Pale skin (ashen skin in a dark-skinned patient) or a blue (cyanotic) color of the lips and nail beds -A respiratory rate in an adult slower than 10 or greater than 30 breaths a minute Give emergency care for a patient with a pulse who is breathing inadequately
© 2011 National Safety Council 10-40 Check for Serious Bleeding Look for life-threatening bleeding Arterial bleeding usually most serious Bleeding from vein is generally slower
© 2011 National Safety Council 10-41 Check for Serious Bleeding (continued) Don’t remove clothing to check for bleeding, but look for blood-saturated clothing and blood pooling During primary assessment, don’t address minor bleeding or wounds Control serious bleeding immediately with direct pressure
© 2011 National Safety Council 10-42 Assess Circulatory Status Even with a pulse, circulation may be inadequate Inadequate oxygenation of vital organs results in life-threatening shock
© 2011 National Safety Council 10-43 Signs of Inadequate Circulation Heart rate in an adult 100 Irregular pulse may be normal or abnormal Pale skin may indicate blood loss, shock or low body temperature Bluish skin may indicate an airway problem, poor ventilation or respiration, or poor blood flow Cool skin temperature may indicate low body temperature or shock Sweaty or wet skin may indicate shock, severe pain or physical exertion Slow capillary refill (>2 seconds) in children may indicate shock
© 2011 National Safety Council 10-44 Treat Life Threats Found If patient is unresponsive to verbal stimulus, has a fast or slow heart rate, and has skin signs of shock, treat for shock after the primary assessment If patient has any life-threatening condition, treat it as soon as it is discovered If patient has no immediate threat to life, proceed to secondary assessment
© 2011 National Safety Council 10-45 Primary Assessment of an Unresponsive Patient 1.Check for responsiveness and normal breathing. 2.If patient is unresponsive, call for more EMS resources. If unresponsive patient is not breathing normally, also call for an AED. 3.If patient is not breathing, check for a pulse for no longer than 10 seconds. If no pulse, start CPR. If a pulse, start ventilations. 4.If patient is breathing, check for severe bleeding, shock and other threats to life. 5.Care for any life-threatening conditions before continuing to check the patient and provide other care.
© 2011 National Safety Council 10-46 Patient Priority Primary assessment determines whether a critical condition is present and what steps you need to take Unresponsiveness or any problem with the airway, breathing or circulation is a high priority Continue to reassess and treat life-threatening conditions while waiting for additional EMS resources Call EMS unit to update patient’s condition
© 2011 National Safety Council 10-47 Report to EMS After the Primary Assessment Provide this information: -Number of patients -Patient age and gender -Patient’s condition -Patient’s level of responsiveness -Patient’s breathing and circulation status Ask responding unit their estimated time of arrival Continue to care for patient accordingly With stable patient, proceed to secondary assessment
ASSESSMENT I SCENE SIZE - UP 4 main components of scene size – up: 1. Scene safety 2.Mechanism of injury(MOI)or Nature of illness(NOI) 3.Number of victims.
© 2011 National Safety Council 21-1 PEDIATRIC PATIENTS LESSON 21.
© 2011 National Safety Council ASSESSING THE VICTIM LESSON
Chapter 3 Victim Assessment and Urgent Care. Lesson Objectives Explain the importance of performing a detailed and systematic assessment. List what to.
Module 3 Patient Assessment. Scene Size Up Initial Assessment Physical Examination Patient History On-Going Assessment.
PATIENT ASSESSMENT. Patient assessment in emergency medicine as performed by First Responders & EMS providers consists of 7 parts: 1._________________________________________________.
© 2011 National Safety Council 16-1 BLEEDING AND SHOCK LESSON 16.
Chapter 4 Finding Out What’s Wrong. Victim Assessment Overview (1 of 2) Knowing what to do and what not to do is crucial during an emergency. A victim.
Chapter 4 Finding Out What’s Wrong. Checking the Victim Victim assessment Sequence of actions that helps determine what is wrong Ensures safe and appropriate.
361. OBJECTIVES 1.List component of patient assessment. 2.Explain scene safety. 3.Determine mechanism of injury (MOI ) / nature of illness. 4.List BSI.
Emergency Response American Red Cross Instructor: Joel Bass MS ATC 1995 USDOT First Responder Curriculum.
Limmer et al., Emergency Care Update, 10th Edition © 2007 by Pearson Education, Inc. Upper Saddle River, NJ CHAPTER 8 The Initial Assessment.
CHAPTER 7 Scene Size-Up. 2 Overall Assessment Scheme Scene Size-Up Initial Assessment TraumaMedical Physical Exam Vital Signs & SAMPLE History Physical.
Copyright ©2012 by Pearson Education, Inc. All rights reserved. Emergency Care, Twelfth Edition Limmer O’Keefe Dickinson Introduction to Emergency Medical.
Emergency Medical Response You Are the Emergency Medical Responder Your rescue unit arrives at a scene to find a distraught mother who says, “I can’t wake.
Chapter Four When Seconds Count. Objectives 1. Identify five signs and symptoms of respiratory distress. 2. Describe the care for a person experiencing.
Limmer, First Responder: A Skills Approach, 7th ed. © 2007 by Pearson Education, Inc. Upper Saddle River, NJ Chapter 18 Bleeding and Shock.
1 TRAUMA ASSESSMENT Emergency Medical Technician - Basic.
Slide 1 Copyright © 2007, 2004, by Mosby, Inc., an affiliate of Elsevier Inc. All rights reserved. Scene Size-up Chapter 8.
AMERICAN RED CROSS ADULT CPR SECTION I. Recognizing Emergencies Look For –Unusual odors Discuss –Unusual sights Discuss –Unusual sounds Discuss –Unusual.
Emergency Medical Response Shock. Emergency Medical Response You Are the Emergency Medical Responder Your ambulance unit is the first to arrive on an.
First Aid. -Emergency medical care for someone who has been hurt or sick Knowing first aid and acting quickly can save someone’s life.
DESCRIBE HOW TO CHECK FOR LIFE- THREATENING AND NON-LIFE-THREATENING CONDITIONS IN AN ADULT, CHILD AND INFANT. IDENTIFY AND EXPLAIN AT LEAST THREE QUESTIONS.
Chapter 4 First Aid and CPR Health Care Science Technology Copyright © The McGraw-Hill Companies, Inc.
Basic First Aid. basic first aid Definition: –First Aid is the initial response and assistance to an accident/injury situation. –First Aid commonly.
PATIENT ASSESSMENT Scene Size-Up Initial Assessment Focused History.
First Aid Chapter 19 Lesson 6. Giving First Aid Lesson 6.
Copyright (c) The McGraw-Hill Companies, Inc. Permission required for reproduction or display Chapter 32 Shock.
Chapter 5 Baseline Vital Signs and SAMPLE History.
First Aid Chapter 3 Finding Out What ’ s Wrong. Victim Assessment Logical Helps you evaluate 2 parts.
Learning Objective Define CPR State Purpose of CPR List the clinical manifestation of arrest Mention the basic rescue skills Perform CPR for arrested person.
2014 – List component of primary assessment. 2.Explain Initial general impression. 3.List Level of consciousness. 4.Discuss ABCs ( Airway – Breathing.
EMT 100 Patient Assessment. Vital Signs *SIGNS OF LIFE*
Limmer et al., Emergency Care Update, 10th Edition © 2007 by Pearson Education, Inc. Upper Saddle River, NJ CHAPTER 26 Bleeding and Shock.
National Ski Patrol, Outdoor Emergency Care, 5 th Ed. ©2012 by Pearson Education, Inc., Upper Saddle River, NJ BRADY Chapter 7 Patient Assessment.
© 2011 National Safety Council SHOCK LESSON
Slide 1 Copyright © 2007, 2004, by Mosby, Inc., an affiliate of Elsevier Inc. All rights reserved. Initial Assessment Chapter 9.
FIRST AID. Steps to Take in an Emergency If an emergency has occurred, call 911 or the emergency number in your area, or get someone else to do it. Knowing.
Emergency Medical Response Primary Assessment. Emergency Medical Response You Are the Emergency Medical Responder Your rescue unit arrives at a scene.
Get Organized! Organizing Your Initial Assessment Ed Ludwig EMS Education Coordinator Morris Hospital & Healthcare Centers.
Chapter 8 Patient Assessment. National EMS Education Standard Competencies (1 of 5) Assessment Use scene information and simple patient assessment findings.
FIRST AID AND EMERGENCY CARE LECTURE 4 Vital Signs.
Check, Call, Care Taking Action in Emergency Situations.
POLYTRAUMA, RTA, MULTIPLE CASUALTIES University Hospital Brno, December 2013.
EMT 052 – Winter 2004 Assessment Review Scene Size-Up Determine the # of Patients Call for additional help if necessary Can my unit handle this.
1 TRAUMA CASUALTY ASSESSMENT RIFLES LIFESAVERS. 2 Tactical Combat Casualty Care Care Under Fire –“The best medicine on any battlefield is fire superiority”
Baseline Vital Signs & SAMPLE History CHAPTER 5. Baseline Vital Signs.
Chapter Three Checking an Ill or Injured Person. Objectives 1. Describe the age groups used for first aid purposes. 2. List three questions you would.
© 2017 SlidePlayer.com Inc. All rights reserved.