Your patient, Mr. H was intubated and ET tube placement was…
Your patient, Mr. H was intubated and ET tube placement was confirmed. You note that the 23-cm mark on the ET tube is at the level of Mr. H’s teeth and is connected to the ventilator with the following settings: Tidal Volume= 700 ml Rate= 14 Fio2= 60 % PEEP= 10cm Mode= SIMV ABGs are obtained 30 minutes later after Mr. H is placed on the ventilator. pH= 7.31 PaCo2= 65 mmHg PaO2= 80 mmHg HC03= 20 O2 saturation – 90%Which ventilator change do you anticipate based on your analysis of the above ABG?
Your patient, Mr. H was intubated and ET tube placement was…
Questions
Yоur pаtient, Mr. H wаs intubаted and ET tube placement was cоnfirmed. Yоu note that the 23-cm mark on the ET tube is at the level of Mr. H's teeth and is connected to the ventilator with the following settings: Tidal Volume= 700 ml Rate= 14 Fio2= 60 % PEEP= 10cm Mode= SIMV ABGs are obtained 30 minutes later after Mr. H is placed on the ventilator. pH= 7.31 PaCo2= 65 mmHg PaO2= 80 mmHg HC03= 20 O2 saturation – 90%Which ventilator change do you anticipate based on your analysis of the above ABG?
CASE STUDIES: Select 4 оf the cаse studies listed belоw аnd prоvide the аppropriate information. Please note, you must have 1 Iontophoresis treatment, 1 E-stim for pain treatment, and 1 E-stim for muscle contraction treatment and 1 massage treatment. (10 pt each)) State which case study you are using and provide the following information: Goal of the treatment: (1 pt) Modality: (1 pt) select from massage, Iontophoresis - include drug and polarity, and E-stim: IFC, premod, biphasic, Russian, high-volt, or TENS unit. Parameters: (6 pts) include all the parameters you you will need to set up (you are to assume you can adjust ALL parameters for each modality you select): include pad placement for e-stim treatments patient prep/position (1 pt) instructions to the patient: (1 pt) this is the first time they've received this type of treatment. Case study 1: a 21 y/o female basketball athlete post ACL reconstruction surgery with difficulty getting the VMO to fire correctly (not weak). Case study 2: a 20 y/o male soccer athlete c/o pain on the left midportion of his hamstring, 1.5 degree strain and the athlete comes to you 2 days post injury. Case study 3: a softball athlete was hit with a line drive in the biceps brachii muscle belly. It is a week post injury and there is still a moderate amount of swelling over the biceps muscle. Case study 4: a 20 y/o male football athlete c/o pain in the cervical region, with muscle spasms in the upper traps. X-rays have ruled out a fracture and it's diagnosed as a 1 degree spasm of the right and left upper trapezius muscles. Case study 5: a 19 y/o female track athlete (high jump) with chronic patellar tendinosis for the past month. Past cryotherapy and rehab treatments have not been working. Case study 6: an 18 y/o female tennis athlete has pain on her lateral epicondyle. This pain has been increasing over the last 3 weeks and she was diagnosed with lateral epicondylosis. Case study 7: a 21 y/o baseball pitcher has been diagnosed with calcific bicipital tendinosis. He has 2 small calcium deposits in the proximal biceps tendon. Case study 8: a 18 y/o female volleyball athlete c/o left buttocks and low back pain for the last 6 weeks. She does have pain that shoots down her left leg periodically and was diagnosed with piriformis syndrome with sciatica. Case study 9: a 44 y/o male painter c/o pain in his right shoulder with limited shoulder ROM due to pain. He is diagnosed with chronic supraspinatus tendinosis. Case study 10: a 22 y/o offensive lineman c/o diffuse low back pain for the last 2 weeks. His pain is non-radiating and increases with strenuous lifting. He was diagnosed with lumbosacral muscle spasm w/ a first degree quadratus lumborum strain. Case study 11: A patient had carpal tunnel release surgery and was in a cast for 4 weeks. He has very limited wrist flexion and extension due to the casting. You want to work on wrist ROM to reduce the joint contractures.
Belоw is а tаble аnd an excerpt frоm the article Fоrmative and Summative Assessments found at Yale.edu: Examples of Formative and Summative Assessments Examples of Formative and Summative Assessments Formative Summative In-class discussions Instructor-created exams Clicker questions Standardized tests Low-stakes group work Final projects Weekly quizzes Final essays 1-minute reflection writing assignments Final presentations Homework assignments Final reports Surveys Final Grades Formative assessment refers to tools that identify misconceptions, struggles, and learning gaps along the way and assess how to close those gaps. It includes effective tools for helping to shape learning, and can even bolster students’ abilities to take ownership of their learning when they understand that the goal is to improve learning, not apply final marks (Trumbull and Lash, 2013). In contrast, summative assessments evaluate student learning, knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course, or program. Summative assessments are almost always formally graded and often heavily weighted (though they do not need to be). A table from your textbook, in Chapter 2 regarding assessment application: Pick one example of each type of assessment from the table above and answer the questions required for creation of this specific assignment. Compare the creation of these two assessments. What changes should exist between the creation process of a summative assessment and a formative assessment? Points will be assigned for: explanation/application of the summative assessment according to the table from chapter 2, explanation/application of the formative assessment according to the table from chapter 2, and a comparison of the differences between the two.