Modes incorporating some patient-initiated breaths increase work of breathing so that patients showing signs of exhaustion buy lamotrigine 200mg without prescription, or who are tachypnoeic but with low tidal volumes 200 mg lamotrigine free shipping, should be given more artificial support best 200 mg lamotrigine. Implications for practice ■ any machine can be inaccurate or fail; nurses should check all alarms and safety equipment at the start of each shift; ventilator function should be checked through recorded observations (at least hourly) and continuously by visual observation and setting appropriate alarm parameters (often within 10 per cent); remember alarms may also fail ■ check monitor circuits for leaks by assessing air entry ■ most modern ventilators include default settings—know your machine and check these ■ familiarise yourself with all ventilators used on your unit ■ positive pressure ventilation affects all body systems; function of other systems should be continuously and holistically assessed ■ ventilation often increases the need for fundamental aspects of care (e generic lamotrigine 200 mg line. This chapter has discussed the main principles of ventilation design; material on specific models should be available on units where they are used lamotrigine 50 mg online. Despite technological development, artificial ventilation continues to cause many problems for patients, which are identified in this and many later chapters. What nursing strategies can minimise potential complications (suggest changes to ventilator settings)? His family brings in an Advanced Directive signed by Mr Webb stating that he does not wish to be invasively ventilated. Despite the frequency of endotracheal suction, substantive evidence for many aspects is usually lacking or not translated into practice. The lack of substantive evidence makes many recommendations for practice in this chapter necessarily tentative. Intubation Traditionally intubation could be: ■ oral ■ nasal ■ tracheostomy Unless specific surgery or pathophysiology necessitated a specific route, oral tubes were usually used for short-term, nasal tubes for medium-term and tracheostomies for prolonged intubation, practice often being guided by protocols that specified time limits for each method. Tracheostomy avoids many complications of oral and nasal intubation, and reduces dead space by up to half (Pritchard 1994), but necessitates surgery, leaving a residual Intensive care nursing 38 wound. Heffner (1993) suggests tracheostomies should ideally be performed after 21 days, but most intensivists now determine changes by the individual needs of patients rather than by protocols. Mini-tracheostomies, initially developed to facilitate the removal of secretions, can also be used for high frequency ventilation. Non-invasive positive pressure ventilation and laryngeal masks (see below) may avoid the necessity for intubation. The cricoid cartilage (just below the ‘Adam’s apple’) forms a complete ring, so cricoid pressure (pressing the cricoid cartilage down with three fingers towards the patient’s head) compresses the pharynx against cervical vertebra, preventing gastric reflux and aspiration. Accidental single bronchus intubation usually occurs in the right main bronchus, due to its gentler angle from the carina. Endotracheal tubes are manufactured in a single (long) length and so almost invariably require cutting to minimise ventilatory dead space, usually to 21 cm (female) and 23 cm (male). Childrens’ airways differ from those of adults (see Chapter 13) and so, in order to prevent excessive pressure on tracheal tissue, uncuffed endotracheal tubes should be used with children under 8 years old (James 1991); nasal intubation with Tunstall connector fixation can prevent damage from tube movement. Problems Intubation is often a necessary medical solution which creates various nursing problems. Airway sensory nerve stimulation causes a cough reflex, involving vagal afferent pathways, the cough centre and motor nerves of the diaphragm, abdomen, intercostal muscles and larynx. Coughing is a protective mechanism, removing foreign bodies (including respiratory pathogens) from the airway at up to 100 mph. This reflex can be initiated by oral endotracheal tubes and suction catheters, causing discomfort (antitussive drugs, such as codeine phosphate, can suppress gag reflexes). Many critically ill patients have impaired gag reflexes, causing possible aspiration (including past low-pressure endotracheal cuffs). Impaired cough and swallowing reflexes may cause aspiration of saliva and gastric secretions. Seals are usually incomplete; cuffs often develop slow leaks, usually from external valves, but sometimes from cuff permeability to gases or chemicals. If excessive cuff volumes or pressures are needed, the tube probably needs replacing. While cuff pressure should be sufficient to minimise risks from aspiration, excessive pressure on tracheal epithelium may occlude capillary perfusion causing tracheal ulcers; unlike pressure sores on skin, these are not directly visible. Assessing cuff pressures by squeezing the external balloon is unreliable, but commercially available manometers are available and reliable, and so nurses should, as part of their individual accountability, check cuff pressures at least once each shift, and whenever cuff volume is changed. Nasal intubation and tracheostomy prevent hypersalivation, but tracheal secretions may still accumulate. Like cuff pressure sores (above), pressure from tubes can damage any surrounding tissue (lips, gums, nostril). Sympathetic nervous stimulation from intubation and suction initiates stress responses (see Chapter 3); suction-induced stress responses can cause intracranial hypertension (Brucia & Rudy 1996). Direct vagal nerve stimulation (anatomically close to the trachea) can cause bradycardic dysrhythmias and blocks, especially during intubation. Patients’ inability to speak due to intubation through their vocal cords should be explained. Humidification Nasal epithelium has a rich venous supply covering the nasal conchae; air turbulence maximises exposure for heat and moisture exchange, inspired air normally reaching body temperature just below the carina (Jackson 1996); thus the human airway (a) warms, (b) moistens, and (c) filters inspired air. Endotracheal intubation bypasses these normal physiological mechanisms, necessitating artificial replacement.
Part I: Analyzing Angst and Preparing a Plan This part is all about helping you identify your problem and take the ﬁrst small steps toward recovery order 25 mg lamotrigine with mastercard. Chapter 1 helps you discover whether you have a problem with anxiety or depression lamotrigine 50 mg mastercard. The quizzes in this chapter help you see where these problems show up in your world and what they do to your thoughts generic lamotrigine 25mg online, behaviors discount 200mg lamotrigine mastercard, feelings purchase lamotrigine 100 mg with visa, and relationships. In Chapter 2, you go on a journey to the origins of your problems with anxiety and depression because knowing where it all began helps you realize that you’re not to blame. Because change some- times feels overwhelming, Chapter 3 addresses self-sabotage and helps you keep moving forward. Chapter 4 provides you with ways for keeping track of your moods and becoming more aware of your thoughts. In Chapter 5, you ﬁnd out how to examine your thoughts for distortions; then, in Chapter 6, you prosecute those dis- torted thoughts and rehabilitate them. Chapter 7 shows you how certain core beliefs darken and distort your view of yourself, your world, and your future as surely as eyeglasses with the wrong prescription muddle normal sight. Finally, in Chapter 8, you have the opportunity to practice mindfulness and acceptance — more techniques for handling troubling thoughts. In Chapter 10, we get you up and moving by providing workbook-type exercises that encourage physical exercise. When you’re depressed or anx- ious, few activities sound like fun, so Chapter 11 has worksheets for reintroducing pleasure into your life. Finally, Chapter 12 helps you tackle life problems that grow out of your emo- tional distress. Excessive stress associated with anxiety and depression produces hormones that ravage the body by increasing blood pressure and contributing to stomach problems, weight gain, and heart disease. Therefore, relaxation techniques play an important role in alleviating anxiety and depression. Because medication is an additional option for many people who are depressed or anxious, Chapter 14 guides you through the decision of whether or not med- ications are the right choice for you. Anxiety & Depression Workbook For Dummies 4 Part V: Relationship Therapy Depression and anxiety can spill over and contaminate your relationships like sewage dumped into a river. Good relationships offer support in dealing with emotional distress, whereas spoiled relationships just make things worse. Chapter 15 helps you ﬁgure out if your relationships are suffering, and the worksheets and exercises in Chapter 16 guide you in improving the quality of your relationships. Chapter 17 tells you how to prepare for and deal with any setbacks in your condition, and Chapter 18 helps you develop positive habits that lead to a more joyful, meaningful, and connected life. Chapter 19 recommends ten resources for getting help in dealing with your depression and anxiety. If you’re looking for a quick way out of a bad mood, Chapter 20 is for you — it lists ten remedies that don’t take a whole lot of effort. Characters in This Book Throughout this workbook, we use ﬁctional characters to illustrate how you can complete the various worksheets and exercises. Although these characters aren’t real people, they represent composites of various clients and others we’ve known and worked with over the years. Any resemblance to an actual individual, whether alive or deceased, is unintended and coincidental. Nonetheless, we believe you’ll ﬁnd yourself relating to these characters and ﬁnd their experiences useful. Icons Used in This Book Throughout the book, icons in the margins alert you to important types of information: This icon marks particularly noteworthy information that we hope you’ll remember long after you read this workbook. This icon points to speciﬁc examples that show you the way through worksheets or exercises. Introduction 5 This icon appears when you need to take care; you may need professional help or should be on the lookout for possible trouble. Where to Go from Here The Anxiety & Depression Workbook For Dummies can help you deal with your depression and anxiety. As such, this workbook doesn’t devote a lot of text to lengthy explanations or embellishments of basic concepts, so you may wish to ﬁnd out more about speciﬁc types of depression and anxiety, available medications, and alternative treatments. For that purpose, we strongly recommend that you consider reading one or both of the companion books, Depression For Dummies (Wiley) and Overcoming Anxiety For Dummies (Wiley). Anxiety & Depression Workbook For Dummies 6 Par t I Analyzing Angst and Preparing a Plan In this part. You discover how your problems began and work toward accepting that you’re not to blame for having them. In case you feel stuck or unable to move forward, we give you strategies for overcoming obstacles. Finally, you see how to keep track of both your moods and the thoughts that accompany distressing feelings. Chapter 1 Sor ting Ou t Signs of Anxiet y and Depression In This Chapter Figuring out how depression and anxiety affect you Finding your personal starting point Knowing when to get more help veryone feels sad or worried from time to time. And most people have shed a tear or two watching a sad movie or a news story about a poignant tragedy.
If you have difﬁculty with this step cheap lamotrigine 25 mg with mastercard, ﬂip to Chapter 6 for more information about events and thoughts cheap lamotrigine 200mg with visa. Check out the Daily Unpleasant Emotions Checklist in Chapter 4 for a list of feelings discount 200 mg lamotrigine free shipping. Review the Problematic Life-Lenses Questionnaire in Worksheet 7-1 (you did do it cheap lamotrigine 100mg line, didn’t you? Think about which life-lens ﬁts your thoughts and feelings best and write that in the left-hand column buy discount lamotrigine 100mg on-line. Also, include a brief deﬁnition of the life-lens based on the reﬂections you recorded in Worksheet 7-2. In Worksheet 7-7, reﬂect on what this exercise tells you about your problematic emotions and where they come from. Worksheet 7-6 The Inﬂuence of My Life-Lenses Event: ____________________________________________________________________________ Life-Lens & Deﬁnition Thoughts Feelings Event: ____________________________________________________________________________ Life-Lens & Deﬁnition Thoughts Feelings Event: ____________________________________________________________________________ Life-Lens & Deﬁnition Thoughts Feelings For more copies of this form, visit www. The more forms you ﬁll out, the more you’ll understand how life-lenses impact your life. Chapter 7: Correcting Your Life-Lenses: A New Vision 105 Worksheet 7-7 My Reﬂections The origins of life-lenses Usually, the prescription for your life-lenses is established in your childhood. People don’t come into the world seeing themselves as inadequate, undeserving, entitled, or perfectionis- tic. Life-lenses emerge from abuse, abandonment, betrayal, criticism, natural disasters, loss, rejection, and other emo- tionally powerful events. Some life-lenses even develop from well-meaning parents who unwittingly go overboard (probably because of their own life-lenses). For example, some parents worry so much that they overprotect their children, who subsequently feel vulnerable. Other parents overindulge their children in the name of love and caring, and their kids may end up feeling entitled. On the road to understanding and changing your life-lenses, it helps to reﬂect on what caused you to acquire the lenses you look through in the ﬁrst place. When you understand these origins, you can release the notion that you’re crazy, weird, or messed up. Self-forgiveness releases energy that you can use for grinding new lenses for better vision. She takes the Problematic Life-Lenses Questionnaire shown in Worksheet 7-1 and identiﬁes the life-lenses of intimacy-avoidant and entitled. She also realizes that she’s perfectionistic but ﬂips to feeling inadequate when she makes a mistake. She then completes the Childhood Origins of Life-Lenses exercise shown in Worksheet 7-8 and reﬂects on her ﬁndings in Worksheet 7-9. Worksheet 7-8 Hannah’s Childhood Origins of Life-Lenses Lens Opposite Lens Unworthy: Entitled: This life-lens doesn’t My mother always made me feel like our family was apply to me. Abandonment-fearful: Intimacy-avoidant: This life-lens doesn’t Although I was told I was special, I never felt anyone really ﬁt. Whenever I was sad or lonely, my parents told me how lucky I was to have all the toys, clothes, and luxuries I did. Worksheet 7-9 Hannah’s Reﬂections When I look back on my childhood, I realize that my family was pretty cold. It’s no wonder I feel anxious about being perfect and feel depressed when I’m not. There wasn’t a lot of love in my family, so I’ve learned to keep my distance from others. I was taught that possessions and status are more important than people, so I’ve invested too much time and effort on getting the things I want. To uncover the origins of your life-lenses in the same way that Hannah did, follow these instructions and complete Worksheets 7-10 and 7-11. Review each life-lens that you rated as 3 or above on your Problematic Life-lens Questionnaire (see Worksheet 7-1). Feel free to look back at Chapter 2 for help with ways of recalling past feelings and events. Jot down anything from your childhood that you believe may have contributed to each of your problematic life-lenses. After you complete this exercise, take some time to reﬂect on any new insights you’ve discovered and record them in Worksheet 7-11. Worksheet 7-10 Childhood Origins of Life-Lenses Lens Opposite Lens Unworthy: Entitled: Abandonment-fearful: Intimacy-avoidant: Inadequate: Perfectionistic: Guilty and blameworthy: Guiltless: Chapter 7: Correcting Your Life-Lenses: A New Vision 107 Lens Opposite Lens Vulnerable: Invulnerable: Help-seeking: Help-avoidant: Under-control: Over-control: Worksheet 7-11 My Reﬂections Changing the Prescription of Your Life-Lenses After you complete the exercises in the preceding sections, you should know which life- lenses cause you problems. It would be nice if you could toss the old lenses in the trash or throw them on the ground and stomp on them. But these lenses consist of almost shatterproof material — after all, they’re cast from the emotional turmoil of childhood (see “The origins of life- lenses”).
First buy 50mg lamotrigine with visa, they placed some fun felt-tipped markers in the classroom of the children they were studying buy discount lamotrigine 25mg line. Then purchase lamotrigine 50 mg overnight delivery, the markers were taken out of the classroom buy 200mg lamotrigine, and the children were given a chance to play with the markers individually at an experimental session with the researcher lamotrigine 100 mg overnight delivery. At the research session, the children were randomly assigned to one of three experimental groups. One group of children (the expected reward condition) was told that if they played with the markers they would receive a good drawing award. A second group (the unexpected reward condition) also played with the markers, and also got the award—but they were not told ahead of time that they would be receiving the award; it came as a surprise after the session. The third group (the no reward group) played with the markers too, but got no award. Then, the researchers placed the markers back in the classroom and observed how much the children in each of the three groups played with them. The idea is that, when the children had to choose whether or not to play with the markers when the markers reappeared in the classroom, they based their decision on their own prior behavior. The children in the no reward groups and the children in the unexpected reward groups realized that they played with the markers because they liked them. Children in the expected award condition, however, remembered that they were promised a reward for the activity the last time they played with the markers. These children, then, were more likely to draw the inference that they play with the markers only for the external reward, and because they did not expect to get an award for playing with the markers in the classroom, they determined that they didn‘t like them. Expecting to receive the award at the session had undermined their initial interest in the markers. Undermining children’s intrinsic interest with extrinsic reward: A test of the ―overjustification‖ hypothesis. This research suggests that, although giving rewards may in many cases lead us to perform an activity more frequently or with more effort, reward may not always increase our liking for the activity. In some cases reward may actually make us like an activity less than we did before we were rewarded for it. This outcome is particularly likely when the reward is perceived as an obvious attempt on the part of others to get us to do something. When children are given money by their parents to get good grades in school, they may improve their school performance to gain the reward. On the other hand, rewards that are seen as more internal to the activity, such as rewards that praise us, remind us of our achievements in the domain, and make us feel good about ourselves as a result of our accomplishments are more likely to be effective in increasing not only the performance of, but also the liking of, the activity (Hulleman, Durik, Schweigert, & Harackiewicz, 2008; Ryan & Deci,  2002). Other research findings also support the general principle that punishment is generally less effective than  reinforcement in changing behavior. In a recent meta-analysis, Gershoff (2002) found that although children who Attributed to Charles Stangor Saylor. The problem seems to be that children who are punished for bad behavior are likely to change their behavior only to avoid the punishment, rather than by internalizing the norms of being good for its own sake. Moreover, punishment models  the use of aggression and ruptures the important relationship between the teacher and the learner (Kohn, 1993). Reinforcement in Social Dilemmas The basic principles of reinforcement, reward, and punishment have been used to help understand a variety of human behaviors (Rotter, 1945; Bandura, 1977; Miller & Dollard,  1941). The general idea is that, as predicted by principles of operant learning and the law of effect, people act in ways that maximize theiroutcomes, where outcomes are defined as the presence of reinforcers and the absence of punishers. Consider, for example, a situation known as the commons dilemma, as proposed by the ecologist  Garrett Hardin (1968). Hardin noted that in many European towns there was at one time a centrally located pasture, known as the commons, which was shared by the inhabitants of the village to graze their livestock. The problem was that each individual who owned livestock wanted to be able to use the commons to graze his or her own animals. However, when each group member took advantage of the commons by grazing many animals, the commons became overgrazed, the pasture died, and the commons was destroyed. Although Hardin focused on the particular example of the commons, the basic dilemma of individual desires versus the benefit of the group as whole can also be found in many contemporary public goods issues, including the use of limited natural resources, air pollution, and public land. In large cities most people may prefer the convenience of driving their own car to work each day rather than taking public transportation. Yet this behavior uses up public goods (the space on limited roadways, crude oil reserves, and clean air). A social dilemma such as the commons dilemma is a situation in which the behavior that creates the most positive outcomes for the individual may in the long term lead to negative consequences for the group as a whole. The dilemmas are arranged in a way that it is easy to be selfish, because the personally beneficial choice (such as using water during a water shortage or driving to work alone in one‘s own car) produces reinforcements for the individual. The paradox, of course, is that if everyone takes the personally selfish choice in an attempt to maximize his or her own outcomes, the long- term result is poorer outcomes for every individual in the group.