Piecing It All Together: Keeping Our Kids Safe at School

Transcription

1 Piecing It All Together: Keeping Our Kids Safe at School

2 Blood Borne Pathogens HIV/AIDS Asthma Diabetes Allergy

3 ASTHMA

4 What is Asthma? A reversible, obstructive lung disease caused by an excessive reaction of the airways to certain stimuli or triggers One of the Reactive Airway Diseases (RAD) that is treatable A life-threatening disease if not properly managed

5 3 Components of an Asthma Attack 1. Bronchospasm The smooth muscles that wrap around the windpipe (bronchi) tighten, reducing the size of the airway.

6

7

8 2. Inflammation The mucosal lining of the windpipe becomes inflamed and swells, thereby reducing the size of the airway even further 3. Mucus Increased mucus production takes up more space; now the airway is very constricted.

9 ASTHMA IS NOT: Contagious Usually genetic Infectious It is a chronic disease A Good Excuse to lead a sedentary life or become a couch potato!

10 SIGNS AND SYMPTOMS OF AN ASTHMA ATTACK Ø Wheezing, coughing Ø Shortness of breath Ø Chest feels tight Ø Dry mouth Ø Fatigue Ø Itchy chin or clipped speech Ø Headache Ø I don t feel well

11 HOW CAN YOU HELP? ü Recognize the early signs and ü symptoms of an asthma attack ü Relax, don t panic ü Reassure the student and ü try to calm them ü Refer to the student s health care plan

12 HOW TO ASSIST THE STUDENT Call or have someone call for help; DO NOT LEAVE STUDENT ALONE Ask student if they have an inhaler Suggest Deep coughing to bring up mucus Belly breathe to relax and calm student

13 WHEN DO YOU CALL 911 Wheezing or coughing increases after taking medications Difficulty breathing -retractions seen -hunched over position Child has trouble walking or talking, or stops playing and cannot start again Lips or fingernails appear blue

14 PREVENTION: KNOW THE ASTHMA ATTACK TRIGGERS! Pets Exercise Weather Changes Pollens Smoke Dust

15 How to Use the Student s Health Care Plan Ø Read the health care plan developed by the school nurse Ø Know your student s asthma attack triggers Ø Be familiar with emergency action plans Ø Contact school nurse with questions

16 Allergies/ Anaphylaxis

17 ANAPHYLAXIS Life-Threatening Allergies

18 Allergic Reactions Types of life-threatening allergies usually seen in students: Insects, Bees Peanuts and Tree Nuts Latex or Rubber Foods

19 Latex Allergies Some special needs students, such as those with spina bifida, have latex precautions or allergies. Items that may contain latex (rubber) in the classroom include: Gloves Toys Pencil Erasers Balloons Be sure to use non-latex gloves and avoid these items in the classroom.

20 Nut and Peanut Allergies Students can be allergic to only tree nuts (almonds, walnuts, etc) and OK to eat peanuts. Some students can be allergic to only peanuts and OK to eat tree nuts. Items that contain nuts are not always obvious. If there is any question, substitute the questionable food item with a known safe replacement. The student s specific allergies will be identified in the health care plan.

21 Anaphylaxis When the allergic reaction is life-threatening, it is called ANAPHYLAXIS. Students with Anaphylaxis should have a health care plan prepared by the school nurse. Teachers who have students with Anaphylaxis should be familiar with the care plan and emergency actions necessary.

22 Anaphylaxis Symptoms Throat closing off Rapid onset Sweating Weakness Feelings of apprehension Tingling in mouth, face, or throat Itching Wheezing Shallow respirations Loss of consciousness Vomiting Stomach cramps Diarrhea

23 What is an Epi-pen? Many people with Anaphylaxis carry an Epi-pen with them at all times. An Epi-pen contains a single dose of epinephrine (adrenalin) that when given, will open the airways for approximately 15 minutes and allow them to breathe. This is only temporary relief. You must also call 911 when a student has an Anaphylaxic reaction.

24 How To Use An Epi-pen Remove safety cap when ready to use. Place black tip on thigh at right angle to leg. You do not need to remove the clothing. Press hard, through the clothing, into the thigh until you hear a click. Hold for 10 seconds against thigh.

25 Epi-pen Use Massage injection area for 10 seconds. Call 911 immediately Put Epi-pen back into its yellow tubing to send with the student when EMS arrives. Note the time you used the Epi-pen. Be prepared to initiate CPR if breathing stops.

26 Be Prepared Know your student s specific health concerns. Review and be familiar with the health care plan. Call your school nurse with questions. Know where the Epi-pen is to be stored: carried by student or kept with other medications in the school office.

27 This is only basic Epi-pen information You MUST receive one-on-one training from a school nurse prior to administering an Epi-pen

28 Seizures

29 SEIZURES Brief episodes of disorderly electrical activity in the brain which affects its normal functions and produces changes in a person s movements, behavior, or consciousness.

30 DID YOU KNOW? 2,000,000 people in the U.S. have some form of Epilepsy. 300,000 of those are under age ,000 new cases are reported eachyear. In 70% of cases, the cause is unknown.

31 TYPES OF SEIZURES *Generalized tonic-clonic (grand mal) *Myoclonic *Atonic *Infantile spasms *Simple partial *Complex partial *Absence

32 ABSENCE SEIZURES Very brief, last only a few seconds, and look like a blank stare, or daydreaming. The person is completely unaware of his surroundings. They begin and end suddenly.

33 TONIC-CLONIC SEIZURES Person blanks out, falls, stiffens, then jerks uncontrollably for a minute or two.

34 FIRST AID FOR SEIZURES " Call 911 if the student does NOT have a history of seizures, OR if the seizure lasts more than 5 minutes OR if the student stops breathing " Cushion the head " Loosen tight neckwear " Turn student on their side if possible; do not force.

35 HOW TO HELP Ø Move large objects away from student Ø Place nothing in the mouth Ø Look for ID Ø Don t hold student down Ø As seizure ends, offer help and assurance Ø Notify parents

36 In The Classroom o Be familiar with the needs of your students with chronic illnesses. o Review their health care plans to be prepared to assist in an emergency. o Document seizure activity (duration, characteristics) in the student s log attached to the health care plan. o Be sure substitutes are aware of student s health concerns o Call your school nurse with specific questions

37

38 What Is Diabetes? v A disorder of the pancreas -The pancreas stops making insulin, an essential hormone in the body. v Insulin is the key that allows glucose to enter the cells. v Glucose is used by every cell in the body for energy

39 INSULIN Without insulin, glucose cannot enter the cell. Glucose stays in the bloodstream, creating high levels of blood sugar. INSULIN

40 v NOT contagious v NOT caused by eating too much sugar v Is caused by the body s inability to make insulin v Results in high blood sugar levels v Can be treated only with a combination of insulin, diet and exercise

41 Hypoglycemia LOW BLOOD SUGAR Most likely to occur: q When meals or snacks are missed or delayed q When strenuous activity occurs just before lunch q During a lengthy field trip or field day activity.

42 SYMPTOMS OF LOW BLOOD Weakness or tiredness SUGAR Shaking Headache Anxious, Pale

43 Student s with Hypoglycemia will: v Have a blood sugar level below 80mg v Need treatment depending on type of reaction. Three levels of reactions: 1. Conscious and able to swallow 2. Conscious but uncooperative or disoriented 3. Unconscious or having a seizure

44 Treatment of Hypoglycemia 1.Conscious and able to swallow: Glucose tablets--start with 2 Juice Regular soda pop (not diet) Milk» Symptoms should improve within minutes. If not, repeat.» If longer than 1 hour until next meal or snack, give small snack containing protein (cheese crackers or milk)

45 Treatment of Hypoglycemia 2.Conscious, but uncooperative, or disoriented Give glucose gel, tube of clear frosting or packet of honey Lay student on side and squeeze into pocket of the cheek

46 Treatment of Hypoglycemia 3.Unconscious or having a seizure Call 911 immediately Give nothing by mouth Notify parents

47 HIGH BLOOD SUGAR Hyperglycemia (High Blood Sugar Is NOT A Medical Emergency) May occur if student: Is becoming ill Eats too much Misses insulin dose Is under a lot of stress

48 Symptoms of Hyperglycemia Extreme thirst Frequent urination Drowsiness Nausea Blurred vision Dry skin Hunger

49 Treatment of Hyperglycemia Test blood sugar Check Health Care Plan. Notify parents if over 250mg/dL Exercise Drink water Insulin

50 HEALTH CARE PLAN Be familiar with specific emergency plan for each diabetic student Contact school nurse with questions Know where student s supplies and snacks are stored Have easy access to emergency contact phone numbers Notify substitute teacher of location of health care plan

51 IN CONCLUSION, REMEMBER THAT YOU ARE ALL VITAL PARTS OF THE PUZZLE. YOU ARE PART OF THE WHOLE AND THE PICTURE IS INCOMPLETE WITHOUT EACH ONE OF YOU. TRULY, MAYBE WE CAN LEARN SOME THINGS FROM THE CHALLENGE OF DOING A JIGSAW PUZZLE!! CONSIDER THESE THOUGHTS:

52 Everything I Need To Know About Life I Learned From a Jigsaw Puzzle Don't force a fit if something is meant to be, it will come together naturally. When things aren't going so well, take a break. Everything will look different when you return. Be sure to look at the big picture. Getting hung up on the little pieces only leads to frustration. Perseverance pays off. Every important puzzle went together bit by bit, piece by piece. When one spot stops working, move to another. But be sure to come back later (see #4). The creator of the puzzle gave you the picture as a guidebook. Refer to the Creator's guidebook often. Variety is the spice of life. It's the different colors and patterns that make the puzzle interesting. Working together with friends and family makes any task fun. Establish the border first. Boundaries give a sense of security and order. Don't be afraid to try different combinations. Some matches are surprising. Take time often to celebrate your successes (even little ones). Anything worth doing takes time and effort. A great puzzle can't be rushed. When you finally reach the last piece, don't be sad. Rejoice in the masterpiece you've made and enjoy a well-deserved rest. Written by Jacquie Sewell/used with permission

53 HAVE A WONDERFUL AND PIECE -FUL YEAR!!!