RLE 16

• Common or concerning symptoms of the respiratory system include chest pain or discomfort, pain or discomfort radiating to the neck, left shoulder or arm, and back.
• Changing pressures within the left ventricle are a common occurrence.
• The rationalization activity involves the instructor explaining the answers to the students and encouraging them to ask questions and discuss among their classmates.
• Arrhythmias, such as skipped beats or palpitations, are also common symptoms of the respiratory system.
• Dyspnea, cough, edema, nocturia, fatigue, and cyanosis or pallor are other symptoms of the respiratory system.
• The instructor should discuss the assessment of the respiratory system in the main lesson.
• The review of anatomy is identified and the structures are discussed with detailed illustrations.
• The nurse should learn how to assess cardiac symptoms and differentiate from non-cardiac involvement such as respiratory, gastrointestinal, or musculoskeletal etiologies.
• Chest pain is one of the most serious and important symptoms and often signals coronary heart disease.
• The oscillations in the internal jugular veins reflect changing pressures within the right atrium.
• The components of S1 include an earlier aortic sound, an earlier mitral sound, a later pulmonic sound, a later tricuspid sound, and an earlier tricuspid sound.
• The small P wave on a patient's ECG indicates atrial depolarization.
• The term used to describe the degree of vascular resistance to ventricular contraction is afterload.
• Variations in blood pressure levels over a 24-hour period can be caused by factors such as time of day, sugar ingestion, size of meals, noise, and environmental temperature.
• A pathologic change in ventricular compliance can be indicated by a split S2, an S3 gallop, a delayed S3, or a weak S4.
• Blood pressure peaks during systole.
• 120 mm Hg is the normal systolic blood pressure for a 78-year-old male Filipino patient.
• At the end of the session, students are asked to use index cards or half-sheets of paper to provide written feedback to the following questions: a
• What question(s) do you have as we end this session?
• Collect the responses as or before the students leave.
• One way to collect the responses is to station yourself at the door and collecting “minute papers” as students file out.
• Teacher directs the student to mark (encircle) their place in the work tracker which is a visual to help students track how much work they have accomplished and how much work there is left to do.
• Respond to students’ feedback during the next class meeting or as soon as possible.
• The work tracker will be part of the student activity sheet.
• Palpitations involve an unpleasant awareness of the heartbeat.
• What was the most useful or the most meaningful thing you have learned this session?
• The document and the information thereon is the property of PHINMA Education (Department of Nursing).
• Shortness of breath is a common patient concern and may represent dyspnea, orthopnea, or paroxysmal nocturnal dyspnea.
• Cough can result from fluid leaking into the lungs.
• Edema refers to the accumulation of excessive fluid in the extravascular interstitial space.
• Nocturia is urination at night, which is dependent edema that is mobilized at night and return to the kidneys for excretion during the night when the patient is reclining.
• Fatigue is an overwhelming sustained sense of exhaustion.
• Cyanosis or pallor indicates poor oxygenation of the body.
• Chest pain can be a symptom of various conditions, and gathering information about the onset, location, duration, characteristics, associated manifestations, relieving/exacerbating factors, and treatment is essential in health assessment.
• Focus on the right internal jugular vein and look for the undulations in the suprasternal notch, between the attachments of the sternocleidomastoid muscles on the sternum and clavicle, or just posterior to the sternocleidomastoid.
• If necessary, raise or lower the head of the bed until you can see the undulations of the internal jugular vein in the lower half of the neck.
• To identify the internal jugular vein, start by identifying the external jugular vein on each side, then find the internal jugular venous pulsations.
• Examination of the face includes inspecting the colour of the face for pallor or cyanosis, checking for the presence of orbital edema, and noting signs of anxiety.
• Examination of jugular venous pressure involves raising the head slightly on a pillow to relax the sternocleidomastoid muscles, raising the head of the bed or examining table to about 30 degrees, turning the patient's head slightly away from the side you are inspecting, using tangential lighting, and examining both sides of the neck.
• Identify the highest point of undulation in the right internal jugular vein.