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D1 Spring > ICD Final > Flashcards

ICD Final Flashcards

1
Q

How to assess HR

A

Palpate radial pulse

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2
Q

Normal resting pulse range

A

60-100 bpm

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3
Q

Bradycardia

A

< 60 bpm

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4
Q

Tachycardia

A

> 100 bpm

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5
Q

Measurement of the pressure of the blood in the circulatory system (arteries).

A

Blood pressure

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6
Q

Closely related to the force and rate of the heartbeat and the diameter and elasticity of the arterial walls

A

Blood pressure

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7
Q

Measurement of pressure in the arteries when the heart CONTRACTS and blood is forced from chambers into the arteries

A

Systolic BP

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8
Q

Measurement of pressure in the arteries when the heart is AT REST, between contractions

A

Diastolic BP

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9
Q

“Constant pressure” in the arteries

A

Diastolic BP

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10
Q

Difference between systolic BP and diastolic BP

A

Pulse pressure

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11
Q

Normal BP

A

120/80

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12
Q

Normal pulse pressure

A

40 mmHg

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13
Q

BP recording

A

Indicate position, which arm, and size of cuff.

RAS (right arm sitting), LAS (left arm sitting)

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14
Q

What do you palpate when you take BP manually?

A

Brachial artery

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15
Q

BP variations

A

Anxiety
Pain
Position
Time of day
Physical activity
Full bladder
Age
Chemical substances (nicotine, caffeine)
Disease states (cardiovascular, kidney disease)

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16
Q

How to take respiratory rate

A

Observe the rise and fall of a patient’s chest

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17
Q

Normal respiratory rate

A

10-14 breaths/min

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18
Q

Bradypnea

A

< 10 RR

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19
Q

Tachypnea

A

> 20 RR

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20
Q

Dyspnea

A

Shortness of breath

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21
Q

Orthopnea

A

Shortness of breath related to recumbent position

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22
Q

Normal temp

A

98.6

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23
Q

Fever

A

> 100

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24
Q

Hypothermia

A

< 94.0

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25
Q

Alterations in normal body temperature

A

Disease process
Physical activity
Environmental temp

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26
Q

What do we use to take temp?

A

Tempadot (blue dot)
NexTemp (black dot)

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27
Q

What does the last dot indicate on Tempadot and NexTemp?

A

The temperature

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28
Q

How to use Tempadot and NexTemp

A

Place under the tongue, as far back as possible, into one of the heat pockets.

Wait 60 seconds, but less than 2 min to remove from pt and wait 10 more sec to read temp.

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29
Q

Normal O2 saturation/pulse ox

A

95-100

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30
Q

Types of cardiac rhythms

A

Regular
Regularly irregular
Irregularly irregular

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31
Q

Hypertension

A

Systolic BP > or = to 140 OR
Diastolic BP > or = to 90

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32
Q

To diagnose someone with hypertension, it must be recorded in ____ or more readings on ____ or more occasions

A

2; 2

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33
Q

Treatment for hypertension

A

Diuretics
ACE/ARB
B blockers
CCBs
Vasodilators
Centrally acting agents

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34
Q

Hypotension

A

Decrease in systolic & diastolic BP below normal with accompanying symptoms (dizziness)

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35
Q

Causes of hypotension

A

Cardiac insufficiency
Decrease blood volume (dehydration, hemorrhage)
Burns
Shock
Severe infection

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36
Q

Medical emergency station locations in basement

A

Vending machine

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37
Q

Medical emergency station locations in 1st floor

A

Oral surgery
Radiology
South hall
Emergency clinic

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38
Q

Medical emergency station locations in 2nd floor

A

Between Alpha and Bravo
Between Echo and Foxtrot

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39
Q

Medical emergency station locations in 3rd floor

A

Perio/Endo
Ortho/Pedo

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40
Q

One cycle of CPR

A

30 chest compressions
2 breaths

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41
Q

How long does it take to do 5 cycles of CPR if they are given at the rate of 100/min?

A

2 mins

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42
Q

CPR steps

A

CAB (compression, airway, breathing)

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43
Q

What do you do if there is a pulse but no breath?

A

Give 1 breath every 5 seconds

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44
Q

What must you do before starting CPR

A

Check your surroundings

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45
Q

When to use Nasal Cannula (O2 tank bag) and flow

A

Pt. can breath through nose, good for those who hate tight spaces

Flow = 1-6 LPM

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46
Q

When to use Ambu Bag (O2 tank bag) and flow

A

Pt not breathing - CPR necessary

Flow = 25 LPM (MAX)

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47
Q

When to use Quick Connect (Green/Black) Positive Pressure Mask (O2 tank bag) and flow

A

Pt is not breathing - CPR necessary

Flow = 0

*never have flow control valve running!!!!

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48
Q

Which O2 delivery system is ULSD’s 1st choice?

A

Quick Connect (Green/Black) Positive Pressure Mask (O2 tank bag)

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49
Q

When to use CPR Facemask and flow

A

Pts who can’t breathe well through nose, higher O2 content, covers mouth and nose

Flow = 6-15

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50
Q

In emergency kit and used for manual glucose monitoring

A

Glucometer

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51
Q

In emergency kit and used for bleeding control

A

Tourniquet

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52
Q

In emergency kit and used for reversing effects of opioid overdose; last 30 - 90 minutes

A

Narcan nasal spray (4mg)

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53
Q

In emergency kit and used for anaphylaxis/severe immediate hypersensitivity rxns; hold for 10 seconds

A

EpiPen 1 adult single dose (0.3mg)

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54
Q

In emergency kit and used for

A
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55
Q

In emergency kit and used for anaphylaxis or severe immediate hypersensitivity rxns

A

Epinephrine 1:1000 1mg/1ml (inject SQ/IM)

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56
Q

In emergency kit and used for symptomatic relief of allergic symptoms caused by histamine release (nasal allergies and allergic dermatosis); adjunct to epinephrine in anaphylaxis tx

A

Benadryl 50 mg/ml (inject 1ml IM)
Benadryl tabs (25mg)

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57
Q

In emergency bag and used for tx or prevention of angina pectoris

A

Nitroglycerin sublingual tabs (0.4mg)

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58
Q

In emergency bag and used for tx of hypoglycemia

A

Instaglucose gel
Glucose tabs (dextrose)

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59
Q

In emergency bag and used for prevention/tx of fainting

A

Ammonia inhalants

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60
Q

In emergency bag and used for tx or prevention of bronchospasm in patients with asthma or exercise-induced bronchospasm

A

Ventolin/Albuterol Inhaler

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61
Q

In emergency bag and used for ischemic stroke/attack and acute coronary syndromes

A

Aspirin tabs

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62
Q

Limp body, pale/clammy face, blue fingernails or lips, vomiting, slow breathing/heartbeat, constricted/pinpoint pupils

A

Opioid OD

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63
Q

How to treat opioid OD

A

Narcan, put pt in recovery position, give second dose if necessary

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64
Q

Passed out, loss of consciousness, BP/HR slow and weak

A

Syncope

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65
Q

How to treat syncope

A

Ammonia, Oxygen, supine position, loosen clothing and cool towel, monitor HR and RR, give CPR if needed

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66
Q

Due to anxiety or panic attack, increased RR/HR, rapid and deep breathing

A

Hyperventilation

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67
Q

How to treat hyperventilation

A

Make pt comfortable, calm them down, make pt breathe into a paper bag, call 911 if LOC and use Ammonia

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68
Q

Tightness in chest, feel constricted, dyspepsia (indigestion), pain can radiate to neck, jaw or left arm

A

Chest pain/angina pectoris

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69
Q

How to treat chronic stable angina vs an acute attack

A

Chronic stable angina Tx: Nitroglycerin and Oxygen if trouble breathing/pale

Acute attack Tx: call 911, Oxygen, Nitroglycerin, Aspirin

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70
Q

Rapid pulse, hangry, confused, normal/decreased BP, pale, dizzy, weak

A

Hypoglycemia

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71
Q

How to treat hypoglycemia

A

Take BS (blood sugar) (normal is 80-120), have pt eat and give Glucose gel/tabs if low

if BS> 200 is NOT hypoglycemia DO NOT give sugar they need insulin

72
Q

Mild (itching, rash, nasal congestion, sneezing)

Moderate (slight face swelling, itching, no trouble breathing)

Severe (severe face swelling, hives, respiratory wheezing or trouble breathing, cardiac arrest/anaphylaxis, severe decreased BP, rapid weak pulse)

A

Allergic rxn

73
Q

How to treat allergic rxn

A

Benadryl tabs/injection
Epipen (inject SQ in leg, hold for 10 secs)
Epinephrine

74
Q

LOC, oozing of saliva, grand mal-tonic/clonic convulsions, eye flickering, mouth twitching

75
Q

How to treat seizures

A

Oxygen, CPR as needed, call 911, get pt safe and to the floor if needed, roll them to the side

76
Q

Wheezing, BP is normal or slightly elevated, cyanosis, trouble breathing

A

Asthma attack

77
Q

How to treat asthma attack

A

Albuterol inhaler, calm pt, if inhaler doesn’t help inject epinephrine

78
Q

Facial drooping, slurred/abnormal speech, can’t hold one arm up, squeeze of hands different

79
Q

How to treat a stroke

A

Hospital immediately - 911, careful with Aspirin 325mg, Oxygen

80
Q

T/F The flow control should NOT be adjusted when using resuscitator valve for quick connect mask, O2 is flowing directly from the tank

81
Q

An imaginary line that is drawn across the soft palate and marks the beginning of the movement in the soft palate when the individual says “ah”

A

Vibrating line

82
Q

Line that indicates the division between the movable and immovable portion of the soft palate

A

Vibrating line

83
Q

Extending from one hamular notch to the other

A

Vibrating line

84
Q

Primary sensory nerve to the face

85
Q

Maxillary teeth and gingiva, palate

A

CN V2 (maxillary division)

86
Q

Mandibular teeth and gingiva, tongue and floor of the mouth

A

CN V3 (mandibular divison)

87
Q

Primary artery to the face

A

Branches of external carotid artery

88
Q

Depression between the anterior border of the ramus and the temporal crest (internal oblique crest)

A

Retromandibular fossa/triangle

89
Q

Soft tissue overlying the retromolar fossa

A

Retromolar pad

90
Q

Depression on medial aspect of mandible

-Path of nerve to mylohyoid
-Begins near lingula
-Will travel below attachment of the mylohyoid muscle

A

Mylohyoid fossa (groove)

91
Q

Separates the nasal cavity above from the oral cavity below; oral surface covered with oral mucosa tightly bound to underlying bone.

A

Hard palate

92
Q

Rounded elevation distal to last maxillary molar

A

Maxillary tuberosity

93
Q

Pterygomaxillary notch

Where maxilla meets the medial pterygoid plate of the sphenoid bone; medial pterygoid plate ends inferiorly as the hamulus

A

Hamular notch

94
Q

Small depression between hard and soft palate; openings of common collecting ducts of minor palatine gland; inconsistent

A

Palatine fovea

95
Q

Convergence of several muscles at the corner of the mouth

96
Q

Arises from medial maxilla and mandible; inserts into mucous membrane of lips; surrounds mouth and closes mouth

A

Orbicularis oris

97
Q

Contracts the skin of chin and raises lower labial sulcus

98
Q

Attaches to lateral aspects of mandibular and maxillary alveolar processes and to the pterygomandibular raphe; compresses cheek against teeth

A

Buccinator

100
Q

Elevates and protrudes the mandible

101
Q

Creates boundary between floor of the mouth structures and superficial neck structures; courses from internal mandible to hyoid bone; pulls on muscle for bone growth

102
Q

Powder material, irreversible hydrocolloid

103
Q

Regular set alginate

A

Working time = 2-3 minutes
Setting time = 2-3 minutes

104
Q

Fast set alginate

A

Working time = 1-2 minutes
Setting time = 1 minute

105
Q

Alginate particles are comprised of:

A

Salts of alginic acid (a product of marine kelp)
Activator (ex: calcium sulfate)
Retarder (ex: sodium phosphate)
Inert filler
Flavoring

106
Q

Syneresis

A

Lose water/dry out

107
Q

Imbibition

A

Absorb water

108
Q

What can affect the dimensional stability of an alginate impression after it sets?

A

Surrounding atmospheric conditions
Immersing the impression in water
Leaving it dry on the counter with no wet paper towel.

109
Q

What temperature of water will slow down the reaction time of the impression, causing the need to leave the impression in the patient’s mouth longer?

110
Q

NEVER pour or place the following into a drain without a trap:

A

-Stone powder
-Stone mixture
-Stone slurry
-Stone dust
-Stone pieces

111
Q

The key to a good impression is the

A

fit of the tray

112
Q

Purpose of Impression

A

accurately record the oral tissues and their spatial relationships.

113
Q

Steps for making an impression

A
  1. Try in impression tray
  2. Always use wax on the tray! `
  3. Insert by retraction & rotation
  4. Center over the arch (R/L; Ant/Post)
  5. Center handle on midline (philtrum/nose)
  6. Seat the posterior portion of the tray first, then seat the anterior
  7. Adjust the lips so they are outside the flanges (on the mandible, ask them to stick their tongue gently up and out then relax)
  8. Disinfect the spatula & scoop prior to placing it back in the alginate
  9. Removing maxillary impressions: UP, then DOWN
  10. Removing mandibular impressions: DOWN, the UP
  11. Bleach only first then wrap the impression in wet paper towels and place within a bag
  12. Pour up the impression within 15 minutes after taking it
  13. Make sure the sink is cleaned out and the floor is swept

Remember: Never leave an impression in the mouth without your fingers.

114
Q

What should you never ask before taking an impression?

A

Are you a gagger?
Do you have a bad gag reflex?

115
Q

How to distract every patient when taking impression

A

Instruct the patient to wiggle their toes, lean forward, do random things like rotate their left wrist

Can also place salt on the tongue

116
Q

What 2 other things could you do for a bad gagger?

A

Nitrous Oxide sedation
Topical anesthetic (last resort)

117
Q

Anatomical Barriers of Good Impressions

A

High-Vaulted Palate “High-Arched” “Gothic Palate”
Mandibular Tori
Maxillary Torus
Buccal Exostoses

118
Q

Creating the cast

A

Powder to water ratio = 1 pouch of quick stone + 40 ml of water

Surfactant reduces bubbles

Silly putty for tongue space

119
Q

Never leave a cast in __________ overnight

120
Q

If not trimming immediately, soak cast in water for ___________ prior to trimming. Why?

A

5-10 mins

Fast, smoother, lengthens lifespan of cutting wheel

121
Q

Always do what before trimming casts?

A

TURN THE WATER ON

122
Q

Why fluff the alginate before opening?

A

For proper air/particle content

123
Q

T/F When measuring alginate powder, you should firmly compress the alginate into the scoop using the spatula?

124
Q

You notice your patient becoming nervous and breathing heavily. You record their respiratory rate as 25. What is the patient currently experiencing in reference to respiration?

125
Q

T/F D1 students can access any patient they want in the axiUm EHR system

126
Q

T/F According to the pre-class assignment, axiUm contains patient records including their medical history and dental history

127
Q

T/F The ULSD axiUm mail system (Amail) is HIPPA compliant and safe to transfer patient information from one Amail address to another Amail address

128
Q

Use _______ ________ for Dr. Schroeder’s sanity

A

spell check

129
Q

Where is the PARTS note found?

A

Under treatment history tab

130
Q

P

A

Plan - what you are doing today

131
Q

A

A

Assessment - mhx, vitals, dx data, thoughts, dx

132
Q

R

A

Rx - what prescription did you write/give pt

133
Q

T

A

Treatment - specific step by step of what tx you provided

134
Q

Strategy

A

Next visit/plans for pt

135
Q

How to input codes

A

Tx Plans -> Planned Tx -> click on “tooth P” to add code

136
Q

How to add a note

A

Tx Hx -> Notes -> click on “notebook with plus sign” to add note (general note, clinical coursework, no covid issue)

137
Q

Paul-Elder Critical Thinking Framework

A

Intellectual standards→Elements of reasoning→Intellectual traits→Intellectual standards

138
Q

Accuracy, precision, clarity, depth, significance, relevance, logic, fairness

A

Intellectual standards

139
Q

Humility, perseverance, autonomy, empathy, fair-minded, integrity, courage

A

Intellectual traits

140
Q

Intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating info gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action

A

Critical thinking

141
Q

You should always document any medical/dental history on _____ (diagnostic images) and receive/send out referrals in ________

A

chart; writing

142
Q

What should you get from pt. before a procedure?

A

Written consent

143
Q

What should you give the pt. before a procedure?

A

Info to make the best choice

144
Q

Informed consent only protects against what?

A

Non-negligent treatment

145
Q

Guidelines for online reviews (3)

A

Monitor online reputation
Be professional when replying to online reviews
Always maintain pt privacy/HIPAA

146
Q

A disorder of mental and adaptive functioning

A

Neurodevelopmental/ Intellectual Developmental disorders.

147
Q

Characteristics of Neurodevelopmental/ Intellectual Developmental disorders

A

Challenged by the skills they use in everyday life
Is not a disease or mental illness
Developmental disability that varies in severity
Usually associated with physical problems

148
Q

It is a medical disorder affecting the neurological system (generally the brain) during the period of a person’s life in which they are experiencing rapid neurological development – from the point of conception to early adulthood

A

Neurodevelopmental/ Intellectual Developmental disorders.

149
Q

4 categories of Neurodevelopmental/ Intellectual Developmental disorders.

A

Medical
Brain damage
Genetic
Psychiatric

150
Q

Common disorders of Neurodevelopmental/ Intellectual Developmental disorders.

A

Autism (psychiatric)
Down Syndrome(genetic)
Fragile X Syndrome (genetic)
Fetal Alcohol Syndrome (medical)***preventable!!
Cerebral Palsy (brain damage)

151
Q

Access to Health Care issues

A

Live in nursing homes, group homes, adult day programs, intermediate care facilities

Difficult to get to a dentist office

152
Q

Typical oral health issues

A

Periodontal Disease
Dental Caries
Malocclusion
Missing Permanent Teeth and Delayed Eruption
Teeth with developmental defects (Enamel Hypoplasia)
Damaging Oral Habits
Trauma and Injury

153
Q

Mental Strategies for care

A

Reduce distractions
Communication with Caregiver
Communication with Patient
Consistency
Active Listening

154
Q

Behavior Strategies for care

A

Communication with Caregiver
Scheduling
Reward/Compliments

155
Q

Physical Strategies for care

A

Maintain clear path
Wheelchair transfer

156
Q

Cardiovascular Anomalies

A

Mitral valve prolapse

157
Q

Seizures

A

Frequency, med control, triggers

158
Q

Visual Impairments strategy for care

A

Pt. may use other senses to connect with

159
Q

Hearing Loss and Deafness strategy for care

A

Adjust or turn off hearing aid, dental equipment may cause auditory discomfort

If pt. reads lips, speak in normal cadence and tone

160
Q

Caregiver oral health techniques

A

Give oral health instruction to caregiver
Create oral hygiene education community programs

161
Q

Oral Hygiene positioning when treating patients with Neurodevelopmental/ Intellectual Developmental disorders

A

Stand behind person with patient seated or lying down
Stabilize patient’s head

162
Q

Modifications when treating patients with Neurodevelopmental/ Intellectual Developmental disorders

A

Inability to reach mouth: extended handle

Difficulty holding brush: use a wider handle, strap, or tennis ball

163
Q

Armamentrarium for treating patients with Neurodevelopmental/ Intellectual Developmental disorders

A

Surround toothbrush
Collis curve brush
Suction toothbrush
Mouth props
Papoose (kid burrito)
Fluoride treatment

164
Q

Appropriate communication principles for pediatric patients

A

Tell show do
Voice control
Positive reinforcements
Distractions
Modeling

165
Q

Controlled modulation of voice to direct the patient’s behaviors; should only be done with parents permission; should never be done in anger

A

Voice control pediatric technique

166
Q

Reward positive behavior
Social rewards (voice tone, praise)
Nonsocial rewards (tokens, prizes)

A

Positive reinforcement pediatric technique

167
Q

Divert the child’s attention from what might be perceived as unpleasant
Visual (TV, tablet)
Auditory (story telling, music)

A

Distractions pediatric technique

168
Q

Dentist demonstrates while sibling watches

A

Modeling pediatric technique

169
Q

Treatment options for children

A

Encourage child to drink water and reduce exposure to sugary drinks
Fillings/crowns/extractions
Nonoperative treatment
Medical immobilization
Sedation
General anesthesia
Diet modification
3 month recall
Establish dental home
Establish aggressive caries prevention plan

170
Q

Defined by impairments in the following areas:

Physical
developmental
Mental
Sensory
Behavioral
Cognitive
Emotional

A

Special needs

171
Q

Child with special needs requires

A

Medical management
Health care intervention
Use of specialized services or programs

172
Q

Behavior and behavior guidance

A

Ask parent questions about the child’s behavior to help determine how child may behave

Frankl behavior rating: – (1: refusal), - (2: reluctant), + (3: cautious but accepting), ++ (4: definitely positive)

173
Q

What do the following describe?

Gingival recession
bone loss
root surface caries
Leukoplakia (precancerous white patch)
oral/pharyngeal cancer
periodontitis
staining
halitosis
reduction in wound healing
mouth sores
hairy tongue
altered sense of taste

A

Oral health effects of Tobacco use

174
Q

Children exposed to secondhand smoke have greater risk of

A

decreased lung function
Asthma
SIDS
respiratory infection (Pneumonia, bronchitis)
ear infection

175
Q

T/F Ecigs are NOT regulated by FDA; less harmful but not harmless, have fewer toxins and no tar but risk for cancer; pt used should be discouraged

D1 Spring (47 decks)

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