2. PART ONE

3. What this is:  A quick guide for how to react to some common medical emergencies that arise in classrooms. What this isn’t:  Training for treating medical issues. (We encourage everyone to get CPR/AED or First Aid training.)

4. The most common medical emergencies in a classroom are: * Seizures * Anxiety attacks * Respiratory difficulties Loss of consciousness Diabetic reactions Heart Attacks

5. Emergency Phones: When unsure of how to handle an emergency, security should be notified. ext777 or 593-0777 - cell 911 is always an option. LOCATIONS of Emergency Phones: - Moore Building 3 rd & 4 th floors have 3 phones each located in the hallway center, North and South - Stafford Building has 3 phones; 1 per floor located opposite the elevator doors. - Forrence Building has 2 phones; 1 per floor located in the Hallways

6. Seizures What to do: Protect the student from injury:  The main focus is to protect from falls and from head injury.  If a student tells you that a seizure is going to occur, help him lie down in an open area of the floor away from obstacles.  If he is sitting at a desk or at a table when the seizure occurs, assist him to the floor while protecting his head and clear the area. You may need someone else to help you.  Remove eyeglasses and loosen ties or anything around their neck that may hinder breathing.

7. What to do: Position for safety:  Leave the student laying on the floor on his side. Laying on his side will allow for drainage of secretions/emesis and prevent choking.  Protect the head: Clear the area of chair legs, table legs or other sharp objects.  If something soft is available such as a small folded blanket or jacket, you may place it under the head. Do not use anything with sharp objects such as zippers or large snaps.  Clear the room of unnecessary people. Seizures

8. What NOT to do: NEVER:  attempt to restrain the person in any way  put anything in the person’s mouth They will not swallow their tongue.  attempt CPR, except if the individual does not start breathing again after the seizure Seizures

9. What to do: Protect the student’s privacy:  The individual may feel embarrassed after the event.  Incontinence is possible. This is why it may be best to clear the classroom except for essential people. Seizures

10. What to do: Monitor the student:  Breathing may stop during a seizure, but it will usually resume. Keeping student on her side will help keep the airway clear.  If breathing does not continue, follow the general rules for CPR.  The student may be ‘groggy’ and not alert. Stay with her, speak calmly to her, and monitor her breathing until help arrives.  If it’s possible, time the seizure(s) Seizures

11. Call 911 if:  The seizure lasts longer than five minutes without signs of slowing down or if a person has trouble breathing afterwards, appears to be in pain, or recovery is unusual in some way.  The person has another seizure soon after the first one.  The person becomes injured during the seizure.  The person becomes aggressive.  The seizure occurs in water.  You have knowledge that the person has a health condition like diabetes, heart disease or is pregnant; or if you know that this is the first time the person has had a seizure. Seizures

12. Anxiety is often related to a disability. Students who disclose that they have problems with anxiety or appear to be exhibiting the following symptoms should be referred to the Accommodative Services Office (Rm. 420M) or the Counseling and Advising Office (Rm. 147M). Panic Attack Symptoms:  Pounding heart  Chest pains  Lightheadedness or dizziness  Nausea or stomach problems  Flushes or chills  Shortness of breath or a feeling of smothering or choking  Tingling or numbness  Shaking or trembling  Feelings of unreality  Terror Most often, the student will only need to be allowed to leave the room. If you have immediate concerns, you should contact security. You could also follow up with the student. Anxiety Attacks

13. What to do if the student remains in the classroom: Talk to her firmly, calmly, and loudly enough to be heard. Encourage her to breathe more slowly and deeply. You may need to talk her through the steps over and over, possibly demonstrating the breathing to help her focus. Tell her:  Breathe slowly through your nose to the count of 4  Exhale through your mouth to the count of 4.  Repeat over and over, always breathing through your nose slowly, until your breathing returns to normal. Change her focus: Help her to focus on things outside of herself. Attempt to have her:  Focus on objects in the room  Count backwards from 100 by 3  Engage in conversation with you  Imagine themselves in some pleasant place Anxiety Attacks

14. If you are unsure that someone is indeed experiencing a panic attack and their symptoms warrant CALL FOR HELP: 911 & Security  You cannot know for sure that the person isn’t having a heart attack, so EMS needs to be activated.  ASSESS: are they breathing? - CPR  Place them in position of comfort:  Typically sitting on the floor back against a wall.  Whatever is comfortable for them  Privacy Anxiety Attacks

15. The most likely problem to occur is an asthma attack. Many variables can affect people with respiratory sensitivities and stress is definitely one of them. A student who is anxious about an exam or impending oral presentation may be more easily triggered into an asthmatic episode. If not controlled immediately, asthma attacks can lead to serious complications and even death. Symptoms of an asthma attack:  Difficulty in breathing.  Rapid shallow and noisy breaths.  Coughing and wheezing.  Chest tightness.  Distress.  Difficulty in speaking.  Blue lips / skin. If this is a first attack, or if the person does not have an inhaler, call 911 immediately. Respiratory Difficulties

16. What to do: Assess  How severe is the student’s breathing difficulty? How is his color? Is he pale, white, or blue around the mouth? This is the first place you will notice a change in color if a person is not getting enough oxygen. Place student in a position of comfort  He will be most comfortable sitting up, possibly leaning slightly forward. Never force a person having difficulty breathing to lie down. The pressure of internal organs on the diaphragm make breathing more difficult in this position. Respiratory Difficulties

17. What to do after positioning the student:  If she is alert and you need to leave them to call 911, place her on the floor in the modified H.A.IN.E.S. recovery position.* This helps with drainage of fluids.  If she is not alert and you do not need to leave her, stabilize her head in the position you found it and continue to monitor breathing until: o EMS arrives. o She becomes conscious. o Or, she stops breathing. * video on next slide Respiratory Difficulties

18. http://www.australianfirstaid.com.au/h-a-i-n- e-s-position/ http://www.australianfirstaid.com.au/h-a-i-n- e-s-position/ Respiratory Difficulties

19. Sources http://www.4faculty.org/includes/digdeeper/L esson3/medemergency.htm http://www.4faculty.org/includes/digdeeper/L esson3/medemergency.htm http://www.cdc.gov/epilepsy/basics/first_aid. htm http://www.cdc.gov/epilepsy/basics/first_aid. htm http://www.australianfirstaid.com.au/