Nervous System
You are driving down the freeway, and a horn blares on your right. You swerve to your left. Charlie leaves a note on the kitchen table: "See you later-have the stuff ready at 6." You know that the "stuff" is chili with taco chips. You are dozing, and your infant son makes a soft cry. Instantly, you awaken. What do all these events have in common? They are all everyday examples of the functioning of your nervous system, which has your body cells humming with activity nearly all the time.
The nervous system is the master controlling and communicating system of the body. Every thought, action, and emotion reflects its activity. Its signaling device, or means of communicating with body cells, is electrical impulses, which are rapid and specific and cause almost immediate responses.
Objective Checklist
Organization of the Nervous System
- List the general functions of the nervous system.
- Explain the structural and functional classifications of the nervous system.
- Define central nervous system and peripheral nervous system and list the major parts of each.
Nervous Tissue: Structure and Function
- State the function of neurons and neuroglia.
- Describe the general structure of a neuron and name its important anatomical regions.
- Describe the composition of gray matter and white matter.
- List the two major functional properties of neurons.
- Classify neurons according to structure and function.
- List the types of general sensory receptors and describe their functions.
- Describe the events that lead to the generation of a nerve impulse and its conduction from one neuron to another.
- Define reflex arc and list its elements.
Central Nervous System
- Identify and indicate the functions of the major regions of the cerebral hemispheres, diencephalon, brain stem, and cerebellum on a human brain model or diagram.
- Name the three meningeal layers and state their functions.
- Discuss the formation and function of cerebrospinal fluid and the blood-brain barrier.
- Compare the signs of a CVA with those of Alzheimer's disease; of a contusion with those of a concussion.
- Define EEG and explain how it evaluates neural functioning.
- List two important functions of the spinal cord.
- Describe spinal cord structure.
Peripheral Nervous System
- Describe the general structure of a nerve.
- Identify the cranial nerves by number and by name, and list the major functions of each.
- Describe the origin and fiber composition of (a) ventral and dorsal roots, (b) the spinal nerve proper, and (c) ventral and dorsal rami.
- Discuss the distribution of the dorsal and ventral rami of spinal nerves.
- Name the four major nerve plexuses, give the major nerves of each, and describe their distribution.
- Identify the site of origin and explain the function of the sympathetic and parasympathetic divisions of the autonomic nervous system.
- Contrast the effect of the parasympathetic and sympathetic divisions on the following organs: heart, lungs, digestive system, blood vessels.
Developmental Aspects of the Nervous System
- List several factors that may have harmful effects on brain development.
- Briefly describe the cause, signs, and consequences of the following congenital disorders: spina bifida, anencephaly, cerebral palsy.
- Explain the decline in brain size and weight that occurs with age.
- Define senility and list some possible causes.
Muscular System
Because flexing muscles look like mice scurrying beneath the skin, some scientist long ago dubbed them muscles, from the Latin word mus meaning "little mouse." Indeed, the rippling muscles of professional boxers or weight lifters is often the first thing that comes to mind when one hears the word muscle. But muscle is also the dominant tissue in the heart and in the walls of other hollow organs of the body. In all its forms, it makes up nearly half the body's mass.
The essential function of muscle is contraction, or shortening-a unique characteristic that sets it apart from any other body tissue. As a result of this ability, muscles are responsible for essentially all body movement and can be viewed as the "machines" of the body.
Objective Checklist
Overview of Muscle Tissues
- Describe similarities and differences in the structure and function of the three types of muscle tissue and indicate where they are found in the body.
- Define muscular system.
- Define and explain the role of the following: endomysium, perimysium, epimysium, tendon, and aponeurosis.
Microscopic Anatomy of Skeletal Muscle
- Describe the microscopic structure of skeletal muscle and explain the role of actin- and myosin-containing myofilaments.
Skeletal Muscle Activity
- Describe how an action potential is initiated in a muscle cell.
- Describe the events of muscle cell contraction.
- Define graded response, tetanus, isotonic and isometric contractions, and muscle tone as these terms apply to a skeletal muscle.
- Describe three ways in which ATP is regenerated during muscle activity.
- Define oxygen debt and muscle fatigue and list possible causes of muscle fatigue.
- Describe the effects of aerobic and resistance exercise on skeletal muscles and other body organs.
Muscle Movements, Types, and Names
- Define origin, insertion, prime mover, antagonist, synergist, and fixator as they relate to muscles.
- Demonstrate or identify the different types of body movements.
- List some criteria used in naming muscles.
Gross Anatomy of Skeletal Muscles
- Name and locate the major muscles of the human body (on a torso model, muscle chart, or diagram) and state the action of each.
Developmental Aspects of the Muscular System
- Explain the importance of a nerve supply and exercise in keeping muscles healthy.
- Describe the changes that occur in aging muscles.
Human Anatomy and Physiology Index
I’ll be teaching Human Anatomy and Physiology again at the University of Pangasinan this semester. Human Anatomy and Physiology is one of the core and fundamental subjects of the AHSE curriculum which will lead to a B.S. Nursing degree.
I’ll be using the university’s NEC LCD Projector for my lectures. I got hold of two CD-ROM based teaching materials to aid me in accomplishing the set learning objectives:
1. The expanded Essentials of InterActive Physiology CD-ROM which features activities specifically selected for short Anatomy and Physiology course, including animations, tutorials, and quizzes.
2. The enhanced Instructor Art and Lecture Presentation CD-ROM which gives me quick and convenient access to PowerPoint lecture outlines and all the figures and tables from text in both labeled and unlabelled formats.
As a learning resource, will be using the textbook Essentials of Human Anatomy & Physiology Eight Edition by Elaine N. Marieb.
Note: For Instructors and Students: You could access an online Companion Website for Essentials of Human Anatomy & Physiology. Click here.
This is a Do-It-Yourself Nursing Care Plan on Chest Pain.
All you have to do is put a check in the blank for the appropriate conditions/ situation for the nursing care plan. Customize and add details. Presto! An instant NCP!
ASSESSMENT: CHEST PAIN
NURSING DIAGNOSIS:
Related To:
___Myocardial Infarction
___Unstable Angina
___Coronary Artery Disease
___Chest Trauma
___Stress Anxiety
___Musculoskeletal Disorders
___Pulmonary, Myocardial contusion
___Other:_____________________________
As evidenced by:
Major: (Must be present)
___Person reports or demonstrates a discomfort.
Minor: (May be present)
___Increased BP
___Diaphoresis
___Dilated pupils
___Restlessness
___Facial mask of pain
___Crying/moaning
___Short of breath
___Anxiety
NURSING ANALYSIS: Analyze the probable cause of the problem
______________________________
DESIRED GOAL/ PLAN AND OUTCOME:
The patient will:
___Verbalize relief/control of pain.
___Verbalize causative factors associated with chest pain.
___Other: _____________________________
NURSING INTERVENTIONS:
___Assess for causative factors associated:
* Activity
* Stress
* Eating
* Bowel elimination
* Previous angina attack
* Other: ____________________________
___Assess characterizing of chest pain.
* Location
* Intensity (Scale 1-10)
* Duration
* Quality
* Radiation
___Review history of previous pain experienced by patient and compare to current experience.
___Instruct patient to report pain immediately.
___Continuous EKG monitoring; note and record pattern during pain. Obtain STAT 12-lead EKG per policy for acute changes noted on continuous monitor.
___Provide a quiet, restful environment.
___As per physician order, administer IV analgesics in small increments until pain is relieved or maximum dose is achieved. Monitor BP during administration of pain meds. Assess pt. response to pain medication and notify physician if pain is not controlled or pt. experiences adverse reaction (decreased BP, HA, distress).
___Administer nitroglycerine as ordered by physician. Monitor as stated above.
___Titrate IV Nitro to achieve pain relief as ordered by physician. Monitor hemodynamic response to medication (BP, urine output).
___Administer supplemental oxygen as ordered by physician.
___Assist with ADL's to reduce cardiac stressors.
___Assist in eliminating causative factors as identified by patient assessment.
___Other:______________________________
RATIONALE explains in detail why such nursing intervention is needed
______________________________________
EVALUATION:
___Goal met: __________________________
___Goal partially met: ___________________
Filed under Learning, Health, Medicine, Education by Simon Francis Blaise.
You know what I think is the real universal language? English? Chinese? Wrong. Its motherese. Why? I believe everyone could speak this way since time immemorial.
What is motherese? It is the distinctive speech that human adults across the globe instinctively use when addressing babies. It is the Goo Goos and the Da Das that adults tend to speak when they see an infant. Vowels are lingered over, phrases are repeated in high-pitched voices, and questions carry exaggerated inflections. In short, it is Baby Talk.
Luke Simon Wilhelm, my almost 8 kilograms 5-month-old son chuckles a lot when being cooed. That is as if he understands and responds to the babbling of adults - with the goofy make face and all. I guess all infants do this.
According to a new theory as published in Scientific American. Com, motherese holds a key to the emergence of language. Read the article here.
Filed under Health, Reactions, Science by Simon Francis Blaise.
As promised in my previous post, here is a sample NCP in Ortho.
Assessment
Subjective – "Hindi ako masyado makagalaw dahil dito sa ikinabit sa paa ko," as verbalized by the patient.
Objective – limited ROM
Nursing Diagnosis
Impaired physical mobility r/t restrictive therapy amb inability to move purposefully and limited ROM
Analysis
Restrictive therapies such as application of tractions, casts, and braces are used to immobilize the fractured bones to facilitate bone union. However, these devices pose a limitation to the mobility of the individual.
Objective
At the end of the shift, the patient will be able to regain mobility in an allowable level.
1. The patient will be able to increase strength of affected and compensatory body parts within 2 days.
2. The patient will be able to demonstrate Active ROM exercises after sample demonstrations of the said exercises.
3. The patient will be able to do self-care activities immediately after the intervention
Nursing Intervention
1. Assess degree of immobility produced by treatment and note patient’s perception of immobility.
2. Instruct patient with active ROM exercises of affected and unaffected extremities such as flexion and dorsiflexion of the toes of the affected leg, and flexion and extension of the unaffected leg.
3. Instruct in use of the overhead trapeze.
4. Encourage self-care activities such as bathing and oral care.
Rationale
> Patient may be restricted by self- perception out of proportion with actual physical limitations.
> Increases blood flow to muscles and bone to improve muscle tone, maintain joint mobility, and prevent contractures or atrophy.
> Facilitates movement during hygiene/skin care and linen changes.
> Improves muscle strength and circulation, enhances patient control in situation, and promotes self-directed wellness
Evaluation
Goal met: The patient was able to regain mobility that her condition allowed.
Goal met: The patient showed increased strength in her affected and unaffected legs as showed by her independence in performing active ROM exercises.
Goal met: The patient was able to do a return demonstration of the active ROM exercises taught to her.
Goal met: The patient was able to resume with her self-care activities.
I will feature sample Case Studies and Drug Studies in the future so watch out for it.
Filed under Learning, Health, Medicine, Education by Simon Francis Blaise.
I am currently teaching some science subjects in the College of Nursing (Anatomy and Physiology, Health Ethics and Science Technology and Society). This exposed me to some of the reports and projects of the student nurses. One particular paper requirement that I am taking interest in is the Nursing Care Plan.
Why? The nursing care plan is often seen (and misunderstood) by most student nurses and registered nurses as too cumbersome and often a waste of time. Also because of its name (nursing care plan), it is often thought to be relevant only to nursing. We have to remember that caring for the patient is an essential part of healthcare. Therefore planning for such care is equally important and very much essential to the effective delivery. The nursing care plan or more popularly known to students as NCP, is a “map” or written guideline to ensure that all issues of the plan of care are not neglected. This provides a comprehensive plan not just for the nurse but also for other people involved in the care of the patient. This includes the family members, other nurses, and even the patient himself/herself.
The NCP has 7 steps/ parts namely assessment, nursing diagnosis, analysis, objective, nursing intervention, rationale, and evaluation.
Assessment as an initial step should be accurate and comprehensive otherwise the plan will be useless. Assessment includes a restatement of the verbalization of the patient to determine the patient's exact status and complaints.
After completing the initial assessment, a problem list should be prepared. This could be as simple as a list of nursing/ medical diagnoses.
Once the problem list is completed, look at each problem, analyze and ask the question, “What could be the probable cause of the problem?”, "Will this problem get better?" (Or, "Can we make this problem better?") If the answer is yes, then your goal will be for the problem to resolve or show signs of improvement within the review period. In the acute setting, the review period may be as short as next shift, next day or next week. In the long-term or home health setting, the review period will likely be longer.
In any case, the goal should be specific, measurable and attainable. Do not write a goal that a stroke patient’s heart muscle strength "will be improved by next week." This is not specific or measurable, and most likely not attainable. A better goal statement would be for "stroke patient” to improve and recover by exhibiting increased activity in the next 90 days." The approaches (or interventions) should also be measurable and realistic, and should be documented elsewhere in the record when performed.
The rationale explains in detail why such nursing intervention is needed. The evaluation phase includes the accomplishment of the goals that were set.
The nursing care planning process is never truly completed until the patient/resident is discharged from the current care setting or is deceased. The care plan needs to be fluid and changeable, as patient/resident status changes. Periodic scheduled reevaluation must take place, with changes being made as needed. Unscheduled updates should also be made as condition warrants. When a problem has resolved, that problem can be completed. If the person has had a major change in a problem area that results in changes in goals and approaches, it may be easiest to resolve the problem and enter an entirely new problem, goal(s) and approaches, rather than making many changes to the existing problem.
Remember that the ultimate purpose of the nursing care plan is to guide all who are involved in the care of this person to provide the appropriate treatment in order to ensure the optimal outcome during his/her stay in our healthcare setting. A caregiver unfamiliar with the patient/resident should be able to find all the information needed to care for this person in the nursing care plan.
Watch out for my next post: Sample NCPs
Filed under Learning, Health, Medicine, Education by Simon Francis Blaise.
I am a big basketball fan and this is the best basketball success story I came to hear of in years, if not in my whole lifetime:
J-Mac is Basketball’s new hero.
 J-Mac’s exploit is like a story from an inspiring basketball movie. But this is not an ordinary story. This is real life. It is more than just a single person’s or a team’s triumph. All it took was four minutes. Four measly minutes for J-Mac to transform from a high school basketball varsity’s team manager into a worldwide inspiration.
What is so special with that? and Who is this J-Mac?
Jason McElwain or J-Mac is no Kobe Bryant (the L.A. Lakers cager who scored 81 points this year). Jason is a high school senior from Greece Athena High School in New York State. Until that fateful game when he scored 20 points and tied a school record with six 3-pointers, the 5-foot-6 kid was Greece Athena’s do it all guy for the varsity team- on the bench. He kept the stats, ran the clock, and handed out water bottles. He was Greece Athena High’s assistant coach and spirit leader.
He was added to the roster by coach Jim Johnson so he could be given a jersey and get to sit on the bench in the team's last game of the year. J-Mac got the chance when his team was by double-digits with four minutes go to. Jason McElwain missed his first two shots, but then sank six three-pointers and another shot, for a total of 20 points in 240 seconds.
Seems like an ordinary feat?
By the way, Jason is autistic. Yes, you read it right. He is a child with autism. His accomplishment though not extraordinary for most of us, have brought hope and inspiration to all autistic children and their families.
Dr. Catherine Lord, a professor of psychiatry and the director for the University of Michigan's Autism and Communications Disorders Center said; "There are thousands of Jasons out there, carrying the net for the soccer team, keeping statistics for the baseball team, playing the drum for the school band. This serves as a reminder to give these kids a chance whenever possible."
It was not the 3 point shots he made that had impact but the circumstances beyond it. He was a success because the team, the school and the community accepted him for who he was.
This could spearhead researches and educational interventions around the world that would help children with autism.
After the game of his life, Jason's next goal: to graduate.
Go J-Mac!
Filed under Sports, Health, Reactions, Personal by Simon Francis Blaise.
Two hydrogen atoms bumped into each other recently.
One said: "Why do you look so sad?"
The other responded: "I lost an electron."
Concerned, One asked "Are you sure?"
The other replied "I'm positive."
-Chemistry Joke
Wow! I hope we could all be like that atom. To lose something and still become positive. There are a lot of things to be positive and happy for.
Here’s my top ten for the day:
10. Budget deficit stays below target limit
9. Peso rallies, nears 51 to $1
8. Filipinos’ knowledge on liberal arts favor Philippines as choice outsourcing destination
7. Its not an Oscar but 2 Fil-Ams win top int'l award for indie film
6. 111,548 more schoolchildren benefit from ‘Food for School Program’
5. NRCP-DOST honors 11 Outstanding Filipino Scientists
4. Pangasinan towns gear up for summer festivals
3. Just being alive is reason enough for being positive.
2. I am Simon.
1. Looking at Luke Simon Wilhelm, my always smiling, 7.2 kgs, 4 month old son- who guzzles a lot of Similac Advance milk and chuckles a lot.
Interesting Positive Reads:
The Power of Being Positive
The Basics of Being Positive
Being Positive?
Filed under Health, Personal by Simon Francis Blaise.
In my Science and Technology and Society class at the University of Pangasinan, we had an enthusing discussion of scientific developments in the field of health science particularly the breakthroughs in food and drugs. One interesting topic that came up was the virgin coconut oil.
What makes it a virgin coconut oil? Is it true that it is a cure for AIDS? Is it true that it has anti-cancer properties? Is it true that it is non-fattening (and good for reducing obesity)? Is it a good antibacterial and antiviral agent? These were the common queries that came up during the discussion. Some students even said: I heard VCO could do this, VCO could do that…
If all these claims are true then the “tree of life” is the source of the “cure-all” for life. This could be even be the Philippines’ ticket to economic growth (The Philippines used to be the world's top coconut oil exporter). Does VCO deserve the monicker, "the health food of the 21st century"?
Read more
Filed under Health, Technology, Medicine, Lecture, Science by Simon Francis Blaise.
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