SlideShare a Scribd company logo
1 of 6
Download to read offline
Skills workshop:
                                                  Oxygen therapy




                                                  The flow of gas is measured in litres per
 Objectives                                       minute and can be adjusted by turning an
                                                  adjusting wheel. A flow rate of 5 litres per
                                                  minute is usually used into a head box. A high
 When you have completed this skills              flow rate wastes gas and cools the infant while
 workshop you should be able to:                  a low flow rate may allow carbon dioxide to
 • Use a flow meter with humidifier.              accumulate in the head box.
 • Use an air/oxygen blender.
 • Use a venturi.                                 11-b The humidifier
 • Use an oxygen monitor.                         It is also important to use a humidifier
 • Use a pulse oximeter (saturation monitor).     together with the flow meter so that water
 • Provide cannula oxygen.                        vapour can be added to the dry gas (oxygen,
                                                  medical air or a mixture). If a humidifier is not
 • Provide nasal prong CPAP.
                                                  used the infant will breathe very dry gas which
                                                  may damage the airways.
                                                  A simple humidifier (‘water bubbler’ at room
USING A FLOW METER                                temperature) is usually used to add water
                                                  vapour to the dry gas if a head box or nasal
WITH HUMIDIFIER                                   cannulas are used. Sterile or boiled water
                                                  (which has been allowed to cool) is added
                                                  to the humidifier bottle until the water level
11-a The flow meter
                                                  reaches the full mark. When the water level
It is important to measure the flow rate of gas   approaches the empty mark more water must
given to an infant with a flow meter. The flow    be added. The water must be changed and the
meter is usually plugged into an oxygen/air       humidifier must be cleaned every day or when
blender. However, the flow meter can also be      the humidifier is to be used for another infant.
plugged directly into an oxygen wall plug or      Dangerous bacteria such as Pseudomonas
the reducing value of an oxygen cylinder.         can grow well in water and, therefore, the
                                                  humidifier should only be filled with water
218   NEWBORN CARE



when it is being used. The humidifier should           air is too low. The dial which controls the
be cleaned with detergent or soap and water,           mixture of oxygen and air can be set at
and be allowed to drip dry. The switch on the          any combination from 21% oxygen (i.e.
humidifier must be kept on ‘bubbles’ and not           pure medical air) to 100% oxygen (pure
‘jet’. The humidifier must be dry during storage.      oxygen).
                                                    3. The flow meter with humidifier (either
Some humidifiers both warm and humidify
                                                       room temperature or warmed).
the gas. These are expensive and are usually
used with a blender. When infants are
given nasal prong CPAP or are ventilated            11-d Using a venturi
via an endotracheal tube (except during             If a blender is not available, a venturi can be
resuscitation), warmed, humidified gas must         used with a head box. A venturi is cheaper
be used as the high flow rates can cool and         than a blender but not as accurate. The
dry out the mucosa.                                 venturi is a short plastic tube to which a pipe
                                                    supplying oxygen is attached. The oxygen
                                                    passing through the venturi sucks in room air
USING A BLENDER OR                                  and, thereby, mixes the 2 gases. The venturi is
VENTURI                                             usually attached to a head box (oxygen hood).
                                                    Some venturis provide a fixed concentration
                                                    of oxygen while others can be used to give
Except during an emergency resuscitation,           the concentration required. The latter are
100% oxygen from a cylinder or piped source         preferred. When using a venturi attached to a
should not be used as pure oxygen is toxic to       head box, an oxygen flow rate of 5 litres must
many tissues, especially the retina of the eye.     be used. If possible the percentage of oxygen
Whenever possible oxygen should be mixed            in the head box should still be accurately
(blended) with medical air using a blender or       measured with an oxygen monitor.
with room air using a venturi.

11-c The components of an oxygen/air                USING AN OXYGEN
blender
                                                    MONITOR
1. The plastic gas pipes: The pipe for oxygen
   is usually white while the pipe for medical
                                                    Whenever an infant is given oxygen into a
   air is usually black. Each pipe ends in a
                                                    head box the FiO2 (fraction of inspired oxygen)
   steel connector that must be plugged into
                                                    must be measured with an oxygen monitor as
   a wall gas fitting or a reduction valve on a
                                                    too high or too low a concentration of oxygen
   gas cylinder. The shape of the 2 connectors
                                                    may be dangerous for that infant if it results
   differs to prevent the pipe being connected
                                                    in too much or too little oxygen in the blood.
   to the incorrect source. The oxygen
                                                    The FiO2 cannot be controlled accurately with
   connector is 6 sided while the medical air
                                                    a flow meter alone. If an oxygen monitor is
   connector has 2 flat sides and 2 curved
                                                    not available then a blender or venturi should
   sides. The wall fitting for oxygen is white
                                                    be used to determine the approximate FiO2,
   and the wall fitting for medical air is grey.
                                                    provided a flow of 5 litres or more is used.
2. The blender unit: This, with the gas pipes,
   is usually attached to a supporting rail on
   the wall. The blender also has emergency         11-e The components of an oxygen monitor
   escape valves which operate if the gas           1. The monitoring unit: This is usually
   pressure gets too high. An alarm will               attached to a rail or stands on a shelf. On
   sound if one of the pipes is not plugged            the front of the unit is an on/off switch, a
   in properly, or the pressure of oxygen or           display of the FiO2, high and low settings,
SK ILLS WORKSHOP : OXYGEN THERAPY     219


   a calibration knob and an alarm light. The      A SaO2 above 92% is safe only if the infant is
   monitor is powered by batteries that have       breathing room air.
   to be replaced at intervals. Most models
                                                   A saturation below this range may be
   have a ‘low battery’ display to warn that the
                                                   dangerous to the infant. The measurement
   battery is getting flat.
                                                   is made by shining a bright light through
2. The oxygen sensor: This is attached to
                                                   the skin and then determining the colour of
   the monitoring unit by a thin cable. The
                                                   the transmitted light on the other side with
   sensor is placed in the head box next to the
                                                   a sensor. If the blood is red (well saturated)
   infant’s head.
                                                   the SaO2 reading will be normal or high. A
                                                   low reading will be obtained if the blood is
11-f Calibrating the oxygen monitor                cyanosed. The monitor also measures the
Place the sensor in room air and switch on the     pulse rate by detecting the arterial pulsations
monitor. The display should read 21%. If not,      in the small vessels in the skin.
adjust the calibration knob until the display
reads 21%. The monitor should always be            11-h Components of a pulse oximeter
calibrated before it is used. It should also be
                                                   The monitor is attached to a skin sensor
calibrated at least daily while in use.
                                                   by a thin cable. The monitor is powered by
                                                   electricity (via a power cable which plugs
11-g Using the oxygen monitor                      into a wall fitting) or battery and displays a
First calibrate the monitor with room air. Then    pattern of the pulse wave together with the
place the sensor into the head box. The display    percentage saturation and pulse rate. A number
should now give the FiO2 in the head box. Set      of different designs of sensor are available.
the high and the low alarm limits to 5% above      One type looks like a clothes peg and can be
and 5% below the required FiO2. If the display     clipped onto the infant’s hand, foot or ear lobe.
falls outside these limits, the red alarm light    Another type can be strapped onto a hand or
will come on and the alarm buzzer will sound.      foot with tape, while an adult finger sensor can,
Silence the alarm by correcting the air/oxygen     with difficulty, be slipped over the infant’s foot.
mixture to the required FiO2. The display          A regular pulse wave indicates that the skin
should be read and recorded on the observation     sensor is correctly positioned. The pulse wave
chart at regular intervals while the infant is     may be displayed as a moving line on a screen
receiving extra oxygen. Remember that the          or a digital display of vertically arranged lights.
monitor measures the FiO2 but does not control
the FiO2. The FiO2 cannot be changed by simply     11-i Using a pulse oximeter
adjusting the oxygen monitor!
                                                   1. Attach the sensor to the infant’s hand, foot
                                                      or ear and then switch on the monitor. It
                                                      may take a short while before it displays
USING A PULSE OXIMETER                                the pulse wave on the screen.
(OXYGEN SATURATION                                 2. A good, regular pulse wave should be
                                                      displayed. If not, adjust the position of
MONITOR)                                              the sensor slightly or move the sensor to
                                                      another part of the body.
A pulse oximeter (also called an oxygen            3. Set the upper and lower limits for the
saturation monitor) measures the saturation           SaO2 and pulse rate. This is usually done
(amount) of oxygen in the red cells of small          by simply pressing the limit buttons. The
arteries under the skin. The result is expressed      SaO2 limits are usually set at 86% and 92%
as a percentage and the normal saturation of          while the pulse rate limits are usually set to
oxygen (SaO2) in a newborn infant is 86–92%.          120–160 beats per minute.
220   NEWBORN CARE



4. You should now be able to read both the             PROVIDING NASAL
   SaO2 and the pulse rate on the display
   panel. If the pulse wave is poor or the SaO2        CANNULA OXYGEN
   or pulse rate is abnormal the alarm will
   sound. Press the alarm button to switch off         This is the best way of providing an infant
   the alarm and take the necessary action.            with extra oxygen if CPAP or ventilation is not
                                                       required.
11-j Problems with a pulse oximeter
                                                       11-k Setting up the equipment needed
1. If the infant moves a lot it may not be poss-
   ible to obtain a good pulse wave reading            1. Source of oxygen and medical air which
   and the monitor will alarm repeatedly.                 is mixed in a blender. If a blender is not
2. If the infant’s perfusion is poor it is best to        available, 100% oxygen can be used.
   attach the sensor to the hand or ear rather         2. A flow meter. The flow rate is set between
   than the foot.                                         0.5 and 1 litre per minute. Do not use high
3. If the infant is receiving phototherapy or is          flow rates.
   under a bright light, it is preferable to cover     3. A humidifier (bubbler) at room temperature
   the sensor with a nappy or piece of cloth as        4. Connecting tubing
   the light may interfere with the function of        5. A nasal cannula set. This consists of a loop
   the sensor.                                            of tubing with two short nasal cannulas at
                                                          the centre of the loop. The nasal cannula
The pulse oximeter should be used when the
                                                          set is plugged into the connecting tubing
measurement of SaO2 is needed on a sick
                                                          from the blender or oxygen source.
infant. The sensor can be left attached for
                                                       6. It is very useful to have a pulse oximeter
continuous monitoring or the sensor can
                                                          to make sure that the correct percentage
be attached at regular intervals for a single
                                                          oxygen is being given.
reading. The monitor should not be used
simply to obtain the pulse rate. If the pulse
rate recorded by the monitor differs from the          11-l Attaching nasal cannulas
correct heart rate, then the monitor is not            The nasal cannula set is slipped over the
functioning properly and, as a result, the SaO2        infant’s head so that both short cannulas sit
displayed may be incorrect. When moving the            comfortably in the nostrils. The two tubes
sensor from one infant to another, the sensor          are then gently pulled together at the back of
should first be wiped with an alcohol swab to          the head. Usually the tubing is taped to the
prevent the spread of infection.                       infant’s face on either side of the nose. This
  NOTE A red and infrared light is used in a pulse     will keep the nasal cannulas in place and
  oximeter to measure the colour of red cells. Well-   prevent them pulling out.
  oxygenated haemoglobin absorbs more infrared
  light while poorly oxygenated haemoglobin
  absorbs more red light. The barr graph indicates     PROVIDING NASAL CPAP
  when the pulse of arterial blood enters the
  capillaries. The oximeter reading is taken at the
  height of the pulse and, therefore, reflects the     It is important not to attempt to provide nasal
  oxygen saturation of arterial blood. A good pulse    CPAP unless the medical and nursing staff
  is needed to get an accurate reading.                have been trained in the correct method to
                                                       apply this management.

                                                       11-m CPAP apparatus
                                                       CPAP is given to the infant with a CPAP
                                                       apparatus. This may be made up of individual
SK ILLS WORKSHOP : OXYGEN THERAPY      221


parts or bought as a Flow Driver, which is         4. A well-fitting cotton or woollen cap should
a commercial device designed specially for             be put in place so that it fits snugly over the
providing CPAP.                                        back of the infant’s head.
                                                   5. Choose the correct size nasal prongs which
The components of a CPAP apparatus are:
                                                       fit comfortably into the infant’s nostrils. It
1. A blender with air and oxygen pipes to              is very important to choose the correct size
   connect to the gas source (wall plugs or            of nasal prongs which are not too tight as
   cylinders). This will allow a choice of FiO2        this can cause damage to the infant’s nose.
   between 0.21 and 1.0. An oximeter is very       6. Connect the nasal prongs to the nosepiece.
   useful as it accurately measures the FiO2       7. The CPAP nose piece is put into position
   being provided.                                     and firmly attached.
2. A flow meter to control the flow of mixed       8. The temperature of the humidifier must be
   air and oxygen in litres per minute. Setting        set at 37 °C.
   the flow rate controls the amount of CPAP       9. The required FiO2 is set and the flow
   provided.                                           adjusted to provide CPAP of 5 cm water.
3. A warmed humidifier                             10. Monitor the infant carefully with regular
4. A pressure gauge. This allows the pressure          observation. This is very important as
   (CPAP) to be measured.                              the nasal prongs can easily be dislodged.
5. Tubing (pipes for the circuit) to connect the       Routine suctioning is not needed. If
   humidifier to the nose piece. The single tube       possible the infant should be monitored
   from the humidifier divides into 2 smaller          with a pulse oximeter.
   tubes, one going to each nasal prong.
6. A special nose piece with interchangeable       11-o Attaching the nose piece
   nasal prongs. Three sizes of prongs are
   needed. Two small tubes carry the blended       A cotton or woollen cap is placed on the infant’s
   and humidified air and oxygen mixture to        head. Tapes attached to the cap are then tied to
   the nose piece while a single larger tube       the nose piece so that the nose piece is held in
   allows the infant to exhale through the nose    place. Tape the ties between the cap and nose
   piece. The temperature probe from the           piece to the sides of the infant’s face. It helps if
   humidifier plugs into the tubing at the point   a piece of Stomadhesive, about 1 by 2 cm, is cut
   where the single tube divides into 2 tubes.     and stuck over the infants cheekbones in front
                                                   of the ears on both sides of the face. The tubing
A cotton or woollen cap with tapes to hold the     can now be taped to the Stomadhesive pieces.
nose piece in position, as well as strapping to    This protects the infant’s skin.
attach the tubing, is needed.
                                                   The 2 inflow tubes should rest on a roll of
                                                   cotton stocking placed on top of the infant’s
11-n Setting up the CPAP apparatus
                                                   head. The cotton roll is taped to the top of
1. Place the infant supine (back lying on the      the cotton cap. The small tubes can now be
   bed) under an overhead radiant heater or        strapped to the cap to help keep the nose piece
   in a close incubator.                           in place if the infant moves her head.
2. It is useful to place a small rolled-up nappy
   under the infant’s shoulders to get the head    11-p Managing an infant on nasal CPAP
   and neck in the correct position.
3. The infant should not be fed and an             1. Record the infant’s respiratory rate,
   orogastric tube should be passed and kept          heart rate, colour, presence or absence
   on open drainage to prevent abdominal              of recession or apnoea. Record the pulse
   distension. An intravenous infusion is             oximeter reading if available.
   needed.
222   NEWBORN CARE



2. Check that the nasal prongs are in position   5. Only suction if needed.
   and make sure the nasal prongs are not too    6. If necessary the CPAP pressure can be
   tight.                                           increased to 8 cm water.
3. Check the temperature and water level         7. Wean both the CPAP pressure and FiO2 as
   of the humidifier and remove any excess          the infant improves clinically.
   water from the tubing.
                                                 Do not provide nasal CPAP unless the staff
4. Adjust the FiO2 if needed.
                                                 have received appropriate training.

More Related Content

What's hot

Airway adjuncts and Oxygen therapy
Airway adjuncts and Oxygen therapyAirway adjuncts and Oxygen therapy
Airway adjuncts and Oxygen therapyDr-Gagan Singh
 
O2 therapy presentation
O2 therapy presentationO2 therapy presentation
O2 therapy presentationLonlOoN
 
oxygen therapy and toxicity
oxygen therapy and toxicityoxygen therapy and toxicity
oxygen therapy and toxicityRaghavendra Babu
 
Na Ii Ppt Module 2
Na Ii Ppt Module 2Na Ii Ppt Module 2
Na Ii Ppt Module 2natrainer
 
Oxygen Therapy Transport Delivery Copd Hypoxic Drive
Oxygen Therapy Transport Delivery Copd Hypoxic DriveOxygen Therapy Transport Delivery Copd Hypoxic Drive
Oxygen Therapy Transport Delivery Copd Hypoxic Driveguestfb2334
 
Oxygen therapy new (2) version 2010
Oxygen therapy new (2) version 2010Oxygen therapy new (2) version 2010
Oxygen therapy new (2) version 2010mohammed indanan
 
Oxygen therapy equipment
Oxygen therapy equipment Oxygen therapy equipment
Oxygen therapy equipment Moh Basyouni
 
Basic of oxygen therapy
Basic of oxygen therapyBasic of oxygen therapy
Basic of oxygen therapyMohd Nazrim
 
Oxygentherapyinacutelyillpatients 140116134216-phpapp01
Oxygentherapyinacutelyillpatients 140116134216-phpapp01Oxygentherapyinacutelyillpatients 140116134216-phpapp01
Oxygentherapyinacutelyillpatients 140116134216-phpapp01Abdullhakeem Hussein
 
Oxygen Therapy - Dr. Satish Deopujari
Oxygen Therapy - Dr. Satish DeopujariOxygen Therapy - Dr. Satish Deopujari
Oxygen Therapy - Dr. Satish DeopujariCreativity Please
 

What's hot (20)

Oxygen therapy
Oxygen therapyOxygen therapy
Oxygen therapy
 
Oxygen therapy
Oxygen therapyOxygen therapy
Oxygen therapy
 
CNA oxygen therapy
CNA oxygen therapyCNA oxygen therapy
CNA oxygen therapy
 
Airway adjuncts and Oxygen therapy
Airway adjuncts and Oxygen therapyAirway adjuncts and Oxygen therapy
Airway adjuncts and Oxygen therapy
 
Oxygen Therapy
Oxygen TherapyOxygen Therapy
Oxygen Therapy
 
O2 therapy presentation
O2 therapy presentationO2 therapy presentation
O2 therapy presentation
 
oxygen therapy and toxicity
oxygen therapy and toxicityoxygen therapy and toxicity
oxygen therapy and toxicity
 
Edited ppt
Edited pptEdited ppt
Edited ppt
 
Na Ii Ppt Module 2
Na Ii Ppt Module 2Na Ii Ppt Module 2
Na Ii Ppt Module 2
 
Oxygen Therapy Transport Delivery Copd Hypoxic Drive
Oxygen Therapy Transport Delivery Copd Hypoxic DriveOxygen Therapy Transport Delivery Copd Hypoxic Drive
Oxygen Therapy Transport Delivery Copd Hypoxic Drive
 
Oxygenation
OxygenationOxygenation
Oxygenation
 
Oxygen therapy new (2) version 2010
Oxygen therapy new (2) version 2010Oxygen therapy new (2) version 2010
Oxygen therapy new (2) version 2010
 
Oxygen therapy
Oxygen therapyOxygen therapy
Oxygen therapy
 
Oxygen therapy equipment
Oxygen therapy equipment Oxygen therapy equipment
Oxygen therapy equipment
 
Basic of oxygen therapy
Basic of oxygen therapyBasic of oxygen therapy
Basic of oxygen therapy
 
O2 Therapy
O2 TherapyO2 Therapy
O2 Therapy
 
Oxygen Therapy
Oxygen TherapyOxygen Therapy
Oxygen Therapy
 
Oxygentherapyinacutelyillpatients 140116134216-phpapp01
Oxygentherapyinacutelyillpatients 140116134216-phpapp01Oxygentherapyinacutelyillpatients 140116134216-phpapp01
Oxygentherapyinacutelyillpatients 140116134216-phpapp01
 
Oxygen delivery devices
Oxygen delivery devicesOxygen delivery devices
Oxygen delivery devices
 
Oxygen Therapy - Dr. Satish Deopujari
Oxygen Therapy - Dr. Satish DeopujariOxygen Therapy - Dr. Satish Deopujari
Oxygen Therapy - Dr. Satish Deopujari
 

Viewers also liked

Newborn Care: Communication
Newborn Care: CommunicationNewborn Care: Communication
Newborn Care: CommunicationSaide OER Africa
 
Portefolio - Lise Daronnat - Version française
Portefolio - Lise Daronnat - Version française Portefolio - Lise Daronnat - Version française
Portefolio - Lise Daronnat - Version française Freelance
 
Modification N°1 PLU de Saint-Jeannet
Modification N°1 PLU de Saint-JeannetModification N°1 PLU de Saint-Jeannet
Modification N°1 PLU de Saint-JeannetJean-Pierre Marcé
 
Guide d'utilisation du panneau lumineux de Saint-Jeannet
Guide d'utilisation du panneau lumineux de Saint-JeannetGuide d'utilisation du panneau lumineux de Saint-Jeannet
Guide d'utilisation du panneau lumineux de Saint-JeannetJean-Pierre Marcé
 
Newborn Care: Skills workshop Glucose control and hypoglycaemia
Newborn Care: Skills workshop Glucose control and hypoglycaemiaNewborn Care: Skills workshop Glucose control and hypoglycaemia
Newborn Care: Skills workshop Glucose control and hypoglycaemiaSaide OER Africa
 
Newborn Care: Birth defects
Newborn Care: Birth defectsNewborn Care: Birth defects
Newborn Care: Birth defectsSaide OER Africa
 
Being a teacher readings section two reading 6
Being a teacher readings section two reading 6Being a teacher readings section two reading 6
Being a teacher readings section two reading 6Saide OER Africa
 
Supporting Collaboration and Harnessing of OER Within the Policy Framework of...
Supporting Collaboration and Harnessing of OER Within the Policy Framework of...Supporting Collaboration and Harnessing of OER Within the Policy Framework of...
Supporting Collaboration and Harnessing of OER Within the Policy Framework of...Saide OER Africa
 
Assessing Algebra in the Senior Phase: A Practical Guide
Assessing Algebra in the Senior Phase: A Practical GuideAssessing Algebra in the Senior Phase: A Practical Guide
Assessing Algebra in the Senior Phase: A Practical GuideSaide OER Africa
 
Ace Maths: Solutions Unit Two - Developing Understanding in Mathematics (pdf)
Ace Maths: Solutions Unit Two - Developing Understanding in Mathematics (pdf)Ace Maths: Solutions Unit Two - Developing Understanding in Mathematics (pdf)
Ace Maths: Solutions Unit Two - Developing Understanding in Mathematics (pdf)Saide OER Africa
 
Learning Guide: Unit 3 - Care for vulnerable learners
Learning Guide: Unit 3 - Care for vulnerable learnersLearning Guide: Unit 3 - Care for vulnerable learners
Learning Guide: Unit 3 - Care for vulnerable learnersSaide OER Africa
 
Creating a Caring School: Toolkit Introduction
Creating a Caring School: Toolkit IntroductionCreating a Caring School: Toolkit Introduction
Creating a Caring School: Toolkit IntroductionSaide OER Africa
 
Primary Maternal Care: Skills workshop Virginal examination in pregnancy
Primary Maternal Care: Skills workshop Virginal examination in pregnancyPrimary Maternal Care: Skills workshop Virginal examination in pregnancy
Primary Maternal Care: Skills workshop Virginal examination in pregnancySaide OER Africa
 
Policy for development and use of Open Educational Resources (OER) - KNUST
Policy for development and use of Open Educational Resources (OER) - KNUSTPolicy for development and use of Open Educational Resources (OER) - KNUST
Policy for development and use of Open Educational Resources (OER) - KNUSTSaide OER Africa
 
Learning Guide: Unit 6 - School-based aftercare.
Learning Guide: Unit 6 - School-based aftercare.Learning Guide: Unit 6 - School-based aftercare.
Learning Guide: Unit 6 - School-based aftercare.Saide OER Africa
 
Learners and Learning: Section One: About this module
Learners and Learning: Section One: About this moduleLearners and Learning: Section One: About this module
Learners and Learning: Section One: About this moduleSaide OER Africa
 
Learners and Learning: Section Three: School learning
Learners and Learning: Section Three: School learningLearners and Learning: Section Three: School learning
Learners and Learning: Section Three: School learningSaide OER Africa
 
Operar Fistulas Vesico-Vaginais (FFV)
Operar Fistulas Vesico-Vaginais (FFV)Operar Fistulas Vesico-Vaginais (FFV)
Operar Fistulas Vesico-Vaginais (FFV)Saide OER Africa
 

Viewers also liked (20)

Newborn Care: Communication
Newborn Care: CommunicationNewborn Care: Communication
Newborn Care: Communication
 
Portefolio - Lise Daronnat - Version française
Portefolio - Lise Daronnat - Version française Portefolio - Lise Daronnat - Version française
Portefolio - Lise Daronnat - Version française
 
Modification N°1 PLU de Saint-Jeannet
Modification N°1 PLU de Saint-JeannetModification N°1 PLU de Saint-Jeannet
Modification N°1 PLU de Saint-Jeannet
 
Guide d'utilisation du panneau lumineux de Saint-Jeannet
Guide d'utilisation du panneau lumineux de Saint-JeannetGuide d'utilisation du panneau lumineux de Saint-Jeannet
Guide d'utilisation du panneau lumineux de Saint-Jeannet
 
Reglementation bruit 18-03-02
Reglementation bruit 18-03-02Reglementation bruit 18-03-02
Reglementation bruit 18-03-02
 
Newborn Care: Skills workshop Glucose control and hypoglycaemia
Newborn Care: Skills workshop Glucose control and hypoglycaemiaNewborn Care: Skills workshop Glucose control and hypoglycaemia
Newborn Care: Skills workshop Glucose control and hypoglycaemia
 
Newborn Care: Birth defects
Newborn Care: Birth defectsNewborn Care: Birth defects
Newborn Care: Birth defects
 
Portfolio matrix
Portfolio matrixPortfolio matrix
Portfolio matrix
 
Being a teacher readings section two reading 6
Being a teacher readings section two reading 6Being a teacher readings section two reading 6
Being a teacher readings section two reading 6
 
Supporting Collaboration and Harnessing of OER Within the Policy Framework of...
Supporting Collaboration and Harnessing of OER Within the Policy Framework of...Supporting Collaboration and Harnessing of OER Within the Policy Framework of...
Supporting Collaboration and Harnessing of OER Within the Policy Framework of...
 
Assessing Algebra in the Senior Phase: A Practical Guide
Assessing Algebra in the Senior Phase: A Practical GuideAssessing Algebra in the Senior Phase: A Practical Guide
Assessing Algebra in the Senior Phase: A Practical Guide
 
Ace Maths: Solutions Unit Two - Developing Understanding in Mathematics (pdf)
Ace Maths: Solutions Unit Two - Developing Understanding in Mathematics (pdf)Ace Maths: Solutions Unit Two - Developing Understanding in Mathematics (pdf)
Ace Maths: Solutions Unit Two - Developing Understanding in Mathematics (pdf)
 
Learning Guide: Unit 3 - Care for vulnerable learners
Learning Guide: Unit 3 - Care for vulnerable learnersLearning Guide: Unit 3 - Care for vulnerable learners
Learning Guide: Unit 3 - Care for vulnerable learners
 
Creating a Caring School: Toolkit Introduction
Creating a Caring School: Toolkit IntroductionCreating a Caring School: Toolkit Introduction
Creating a Caring School: Toolkit Introduction
 
Primary Maternal Care: Skills workshop Virginal examination in pregnancy
Primary Maternal Care: Skills workshop Virginal examination in pregnancyPrimary Maternal Care: Skills workshop Virginal examination in pregnancy
Primary Maternal Care: Skills workshop Virginal examination in pregnancy
 
Policy for development and use of Open Educational Resources (OER) - KNUST
Policy for development and use of Open Educational Resources (OER) - KNUSTPolicy for development and use of Open Educational Resources (OER) - KNUST
Policy for development and use of Open Educational Resources (OER) - KNUST
 
Learning Guide: Unit 6 - School-based aftercare.
Learning Guide: Unit 6 - School-based aftercare.Learning Guide: Unit 6 - School-based aftercare.
Learning Guide: Unit 6 - School-based aftercare.
 
Learners and Learning: Section One: About this module
Learners and Learning: Section One: About this moduleLearners and Learning: Section One: About this module
Learners and Learning: Section One: About this module
 
Learners and Learning: Section Three: School learning
Learners and Learning: Section Three: School learningLearners and Learning: Section Three: School learning
Learners and Learning: Section Three: School learning
 
Operar Fistulas Vesico-Vaginais (FFV)
Operar Fistulas Vesico-Vaginais (FFV)Operar Fistulas Vesico-Vaginais (FFV)
Operar Fistulas Vesico-Vaginais (FFV)
 

Similar to Newborn Care: Skills workshop Oxygen therapy

Oxygen therapy
Oxygen therapyOxygen therapy
Oxygen therapyJoel PD
 
Oxygen therapy in pediatrics
Oxygen therapy in pediatricsOxygen therapy in pediatrics
Oxygen therapy in pediatricsSabah Salim
 
Breathing systems open circuit- shoeib
Breathing systems  open circuit- shoeibBreathing systems  open circuit- shoeib
Breathing systems open circuit- shoeibhavalprit
 
Anesthesia machine
Anesthesia machine Anesthesia machine
Anesthesia machine dtgvyukj
 
Optimisation of oxygen dissipation system.pptx
Optimisation of oxygen dissipation system.pptxOptimisation of oxygen dissipation system.pptx
Optimisation of oxygen dissipation system.pptxKumariSneha13
 
Seminar Presentation on Oxygen Administration.pptx
Seminar Presentation on Oxygen Administration.pptxSeminar Presentation on Oxygen Administration.pptx
Seminar Presentation on Oxygen Administration.pptxRebiraWorkineh
 
Education - The Science of HMEs
Education - The Science of HMEsEducation - The Science of HMEs
Education - The Science of HMEsSteve Koontz
 
The Science of HMEs
The Science of HMEsThe Science of HMEs
The Science of HMEsSteve Koontz
 
Spotters , exam purposes, instruments for critical care medicine , pulmonary ...
Spotters , exam purposes, instruments for critical care medicine , pulmonary ...Spotters , exam purposes, instruments for critical care medicine , pulmonary ...
Spotters , exam purposes, instruments for critical care medicine , pulmonary ...DrAmbikaGupta
 
Oxygen therapy principles_and_practice shahna ali
Oxygen therapy principles_and_practice shahna ali Oxygen therapy principles_and_practice shahna ali
Oxygen therapy principles_and_practice shahna ali Shahnaali
 
Oxygen Inhalation.pptx
Oxygen Inhalation.pptxOxygen Inhalation.pptx
Oxygen Inhalation.pptxbhavanibb
 
Oxygen therapy
Oxygen therapyOxygen therapy
Oxygen therapySapan Jena
 
O2 therapy procedure
O2 therapy procedureO2 therapy procedure
O2 therapy procedureKHUSHBU PATEL
 

Similar to Newborn Care: Skills workshop Oxygen therapy (20)

0xygen therapy
0xygen therapy0xygen therapy
0xygen therapy
 
Oxygen therapy
Oxygen therapyOxygen therapy
Oxygen therapy
 
Oxygen therapy in pediatrics
Oxygen therapy in pediatricsOxygen therapy in pediatrics
Oxygen therapy in pediatrics
 
Breathing systems open circuit- shoeib
Breathing systems  open circuit- shoeibBreathing systems  open circuit- shoeib
Breathing systems open circuit- shoeib
 
Anesthesia machine
Anesthesia machine Anesthesia machine
Anesthesia machine
 
Optimisation of oxygen dissipation system.pptx
Optimisation of oxygen dissipation system.pptxOptimisation of oxygen dissipation system.pptx
Optimisation of oxygen dissipation system.pptx
 
Seminar Presentation on Oxygen Administration.pptx
Seminar Presentation on Oxygen Administration.pptxSeminar Presentation on Oxygen Administration.pptx
Seminar Presentation on Oxygen Administration.pptx
 
Oxygen therapy
Oxygen therapyOxygen therapy
Oxygen therapy
 
Unit 18-2.pptx
Unit 18-2.pptxUnit 18-2.pptx
Unit 18-2.pptx
 
Lfa
LfaLfa
Lfa
 
Education - The Science of HMEs
Education - The Science of HMEsEducation - The Science of HMEs
Education - The Science of HMEs
 
The Science of HMEs
The Science of HMEsThe Science of HMEs
The Science of HMEs
 
lfa-161006111615.pptx
lfa-161006111615.pptxlfa-161006111615.pptx
lfa-161006111615.pptx
 
Humidification
Humidification Humidification
Humidification
 
Spotters , exam purposes, instruments for critical care medicine , pulmonary ...
Spotters , exam purposes, instruments for critical care medicine , pulmonary ...Spotters , exam purposes, instruments for critical care medicine , pulmonary ...
Spotters , exam purposes, instruments for critical care medicine , pulmonary ...
 
Oxygen therapy principles_and_practice shahna ali
Oxygen therapy principles_and_practice shahna ali Oxygen therapy principles_and_practice shahna ali
Oxygen therapy principles_and_practice shahna ali
 
Oxygen therapy
Oxygen therapy Oxygen therapy
Oxygen therapy
 
Oxygen Inhalation.pptx
Oxygen Inhalation.pptxOxygen Inhalation.pptx
Oxygen Inhalation.pptx
 
Oxygen therapy
Oxygen therapyOxygen therapy
Oxygen therapy
 
O2 therapy procedure
O2 therapy procedureO2 therapy procedure
O2 therapy procedure
 

More from Saide OER Africa

Asp openly licensed stories for early reading in africa mar 2015 slideshare
Asp openly licensed stories for early reading in africa mar 2015 slideshareAsp openly licensed stories for early reading in africa mar 2015 slideshare
Asp openly licensed stories for early reading in africa mar 2015 slideshareSaide OER Africa
 
Quality Considerations in eLearning
Quality Considerations in eLearningQuality Considerations in eLearning
Quality Considerations in eLearningSaide OER Africa
 
African Storybook: The First 18 Months of the Project
African Storybook: The First 18 Months of the ProjectAfrican Storybook: The First 18 Months of the Project
African Storybook: The First 18 Months of the ProjectSaide OER Africa
 
Digital Storytelling for Multilingual Literacy Development: Implications for ...
Digital Storytelling for Multilingual Literacy Development: Implications for ...Digital Storytelling for Multilingual Literacy Development: Implications for ...
Digital Storytelling for Multilingual Literacy Development: Implications for ...Saide OER Africa
 
Integrating ICT in TVET for Effective Technology Enabled Learning
Integrating ICT in TVET for Effective Technology Enabled LearningIntegrating ICT in TVET for Effective Technology Enabled Learning
Integrating ICT in TVET for Effective Technology Enabled LearningSaide OER Africa
 
Higher Education Technology Outlook in Africa
Higher Education Technology Outlook in AfricaHigher Education Technology Outlook in Africa
Higher Education Technology Outlook in AfricaSaide OER Africa
 
eLearning or eKnowledge - What are we offering students?
eLearning or eKnowledge - What are we offering students?eLearning or eKnowledge - What are we offering students?
eLearning or eKnowledge - What are we offering students?Saide OER Africa
 
Understand school leadership and governance in the South African context (PDF)
Understand school leadership and governance in the South African context (PDF)Understand school leadership and governance in the South African context (PDF)
Understand school leadership and governance in the South African context (PDF)Saide OER Africa
 
Toolkit: Unit 8 - Developing a school-based care and support plan.
Toolkit: Unit 8 - Developing a school-based care and support plan.Toolkit: Unit 8 - Developing a school-based care and support plan.
Toolkit: Unit 8 - Developing a school-based care and support plan.Saide OER Africa
 
Toolkit: Unit 7 - Counselling support for vulnerable learners.
Toolkit: Unit 7 - Counselling support for vulnerable learners.Toolkit: Unit 7 - Counselling support for vulnerable learners.
Toolkit: Unit 7 - Counselling support for vulnerable learners.Saide OER Africa
 
Toolkit: Unit 6 - School-based aftercare.
Toolkit: Unit 6 - School-based aftercare.Toolkit: Unit 6 - School-based aftercare.
Toolkit: Unit 6 - School-based aftercare.Saide OER Africa
 
Toolkit: Unit 5 - Good nutrition for learning.
Toolkit: Unit 5 - Good nutrition for learning.Toolkit: Unit 5 - Good nutrition for learning.
Toolkit: Unit 5 - Good nutrition for learning.Saide OER Africa
 
Toolkit: Unit 3 - Care for vulnerable learners
Toolkit: Unit 3 - Care for vulnerable learnersToolkit: Unit 3 - Care for vulnerable learners
Toolkit: Unit 3 - Care for vulnerable learnersSaide OER Africa
 
Toolkit: Unit 2 - Schools as centres of care.
Toolkit: Unit 2 - Schools as centres of care.Toolkit: Unit 2 - Schools as centres of care.
Toolkit: Unit 2 - Schools as centres of care.Saide OER Africa
 
Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...
Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...
Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...Saide OER Africa
 
Reading: Understanding Intrapersonal Characteristics (Word)
Reading: Understanding Intrapersonal Characteristics (Word)Reading: Understanding Intrapersonal Characteristics (Word)
Reading: Understanding Intrapersonal Characteristics (Word)Saide OER Africa
 
Reading: Understanding Intrapersonal Characteristics (pdf)
Reading: Understanding Intrapersonal Characteristics (pdf)Reading: Understanding Intrapersonal Characteristics (pdf)
Reading: Understanding Intrapersonal Characteristics (pdf)Saide OER Africa
 
Reading: Guidelines for Inclusive Learning Programmes (word)
Reading: Guidelines for Inclusive Learning Programmes (word)Reading: Guidelines for Inclusive Learning Programmes (word)
Reading: Guidelines for Inclusive Learning Programmes (word)Saide OER Africa
 
Reading: Guidelines for Inclusive Learning Programmes (pdf)
Reading: Guidelines for Inclusive Learning Programmes (pdf)Reading: Guidelines for Inclusive Learning Programmes (pdf)
Reading: Guidelines for Inclusive Learning Programmes (pdf)Saide OER Africa
 

More from Saide OER Africa (20)

Asp openly licensed stories for early reading in africa mar 2015 slideshare
Asp openly licensed stories for early reading in africa mar 2015 slideshareAsp openly licensed stories for early reading in africa mar 2015 slideshare
Asp openly licensed stories for early reading in africa mar 2015 slideshare
 
Quality Considerations in eLearning
Quality Considerations in eLearningQuality Considerations in eLearning
Quality Considerations in eLearning
 
African Storybook: The First 18 Months of the Project
African Storybook: The First 18 Months of the ProjectAfrican Storybook: The First 18 Months of the Project
African Storybook: The First 18 Months of the Project
 
Digital Storytelling for Multilingual Literacy Development: Implications for ...
Digital Storytelling for Multilingual Literacy Development: Implications for ...Digital Storytelling for Multilingual Literacy Development: Implications for ...
Digital Storytelling for Multilingual Literacy Development: Implications for ...
 
Integrating ICT in TVET for Effective Technology Enabled Learning
Integrating ICT in TVET for Effective Technology Enabled LearningIntegrating ICT in TVET for Effective Technology Enabled Learning
Integrating ICT in TVET for Effective Technology Enabled Learning
 
Higher Education Technology Outlook in Africa
Higher Education Technology Outlook in AfricaHigher Education Technology Outlook in Africa
Higher Education Technology Outlook in Africa
 
eLearning or eKnowledge - What are we offering students?
eLearning or eKnowledge - What are we offering students?eLearning or eKnowledge - What are we offering students?
eLearning or eKnowledge - What are we offering students?
 
The Rise of MOOCs
The Rise of MOOCsThe Rise of MOOCs
The Rise of MOOCs
 
Understand school leadership and governance in the South African context (PDF)
Understand school leadership and governance in the South African context (PDF)Understand school leadership and governance in the South African context (PDF)
Understand school leadership and governance in the South African context (PDF)
 
Toolkit: Unit 8 - Developing a school-based care and support plan.
Toolkit: Unit 8 - Developing a school-based care and support plan.Toolkit: Unit 8 - Developing a school-based care and support plan.
Toolkit: Unit 8 - Developing a school-based care and support plan.
 
Toolkit: Unit 7 - Counselling support for vulnerable learners.
Toolkit: Unit 7 - Counselling support for vulnerable learners.Toolkit: Unit 7 - Counselling support for vulnerable learners.
Toolkit: Unit 7 - Counselling support for vulnerable learners.
 
Toolkit: Unit 6 - School-based aftercare.
Toolkit: Unit 6 - School-based aftercare.Toolkit: Unit 6 - School-based aftercare.
Toolkit: Unit 6 - School-based aftercare.
 
Toolkit: Unit 5 - Good nutrition for learning.
Toolkit: Unit 5 - Good nutrition for learning.Toolkit: Unit 5 - Good nutrition for learning.
Toolkit: Unit 5 - Good nutrition for learning.
 
Toolkit: Unit 3 - Care for vulnerable learners
Toolkit: Unit 3 - Care for vulnerable learnersToolkit: Unit 3 - Care for vulnerable learners
Toolkit: Unit 3 - Care for vulnerable learners
 
Toolkit: Unit 2 - Schools as centres of care.
Toolkit: Unit 2 - Schools as centres of care.Toolkit: Unit 2 - Schools as centres of care.
Toolkit: Unit 2 - Schools as centres of care.
 
Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...
Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...
Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...
 
Reading: Understanding Intrapersonal Characteristics (Word)
Reading: Understanding Intrapersonal Characteristics (Word)Reading: Understanding Intrapersonal Characteristics (Word)
Reading: Understanding Intrapersonal Characteristics (Word)
 
Reading: Understanding Intrapersonal Characteristics (pdf)
Reading: Understanding Intrapersonal Characteristics (pdf)Reading: Understanding Intrapersonal Characteristics (pdf)
Reading: Understanding Intrapersonal Characteristics (pdf)
 
Reading: Guidelines for Inclusive Learning Programmes (word)
Reading: Guidelines for Inclusive Learning Programmes (word)Reading: Guidelines for Inclusive Learning Programmes (word)
Reading: Guidelines for Inclusive Learning Programmes (word)
 
Reading: Guidelines for Inclusive Learning Programmes (pdf)
Reading: Guidelines for Inclusive Learning Programmes (pdf)Reading: Guidelines for Inclusive Learning Programmes (pdf)
Reading: Guidelines for Inclusive Learning Programmes (pdf)
 

Recently uploaded

THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONHumphrey A Beña
 
ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...
ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...
ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...JhezDiaz1
 
Barangay Council for the Protection of Children (BCPC) Orientation.pptx
Barangay Council for the Protection of Children (BCPC) Orientation.pptxBarangay Council for the Protection of Children (BCPC) Orientation.pptx
Barangay Council for the Protection of Children (BCPC) Orientation.pptxCarlos105
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parentsnavabharathschool99
 
4.18.24 Movement Legacies, Reflection, and Review.pptx
4.18.24 Movement Legacies, Reflection, and Review.pptx4.18.24 Movement Legacies, Reflection, and Review.pptx
4.18.24 Movement Legacies, Reflection, and Review.pptxmary850239
 
Earth Day Presentation wow hello nice great
Earth Day Presentation wow hello nice greatEarth Day Presentation wow hello nice great
Earth Day Presentation wow hello nice greatYousafMalik24
 
ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4MiaBumagat1
 
Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4JOYLYNSAMANIEGO
 
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdfGrade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdfJemuel Francisco
 
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...JojoEDelaCruz
 
Active Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfActive Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfPatidar M
 
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...Postal Advocate Inc.
 
Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...Seán Kennedy
 
Difference Between Search & Browse Methods in Odoo 17
Difference Between Search & Browse Methods in Odoo 17Difference Between Search & Browse Methods in Odoo 17
Difference Between Search & Browse Methods in Odoo 17Celine George
 
Concurrency Control in Database Management system
Concurrency Control in Database Management systemConcurrency Control in Database Management system
Concurrency Control in Database Management systemChristalin Nelson
 
Activity 2-unit 2-update 2024. English translation
Activity 2-unit 2-update 2024. English translationActivity 2-unit 2-update 2024. English translation
Activity 2-unit 2-update 2024. English translationRosabel UA
 
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)lakshayb543
 

Recently uploaded (20)

THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATIONTHEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
THEORIES OF ORGANIZATION-PUBLIC ADMINISTRATION
 
ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...
ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...
ENGLISH 7_Q4_LESSON 2_ Employing a Variety of Strategies for Effective Interp...
 
Barangay Council for the Protection of Children (BCPC) Orientation.pptx
Barangay Council for the Protection of Children (BCPC) Orientation.pptxBarangay Council for the Protection of Children (BCPC) Orientation.pptx
Barangay Council for the Protection of Children (BCPC) Orientation.pptx
 
Choosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for ParentsChoosing the Right CBSE School A Comprehensive Guide for Parents
Choosing the Right CBSE School A Comprehensive Guide for Parents
 
4.18.24 Movement Legacies, Reflection, and Review.pptx
4.18.24 Movement Legacies, Reflection, and Review.pptx4.18.24 Movement Legacies, Reflection, and Review.pptx
4.18.24 Movement Legacies, Reflection, and Review.pptx
 
Earth Day Presentation wow hello nice great
Earth Day Presentation wow hello nice greatEarth Day Presentation wow hello nice great
Earth Day Presentation wow hello nice great
 
ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4ANG SEKTOR NG agrikultura.pptx QUARTER 4
ANG SEKTOR NG agrikultura.pptx QUARTER 4
 
Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4Daily Lesson Plan in Mathematics Quarter 4
Daily Lesson Plan in Mathematics Quarter 4
 
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdfGrade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
Grade 9 Quarter 4 Dll Grade 9 Quarter 4 DLL.pdf
 
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
ENG 5 Q4 WEEk 1 DAY 1 Restate sentences heard in one’s own words. Use appropr...
 
Active Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfActive Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdf
 
YOUVE GOT EMAIL_FINALS_EL_DORADO_2024.pptx
YOUVE GOT EMAIL_FINALS_EL_DORADO_2024.pptxYOUVE GOT EMAIL_FINALS_EL_DORADO_2024.pptx
YOUVE GOT EMAIL_FINALS_EL_DORADO_2024.pptx
 
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
USPS® Forced Meter Migration - How to Know if Your Postage Meter Will Soon be...
 
Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...Student Profile Sample - We help schools to connect the data they have, with ...
Student Profile Sample - We help schools to connect the data they have, with ...
 
Raw materials used in Herbal Cosmetics.pptx
Raw materials used in Herbal Cosmetics.pptxRaw materials used in Herbal Cosmetics.pptx
Raw materials used in Herbal Cosmetics.pptx
 
Difference Between Search & Browse Methods in Odoo 17
Difference Between Search & Browse Methods in Odoo 17Difference Between Search & Browse Methods in Odoo 17
Difference Between Search & Browse Methods in Odoo 17
 
Concurrency Control in Database Management system
Concurrency Control in Database Management systemConcurrency Control in Database Management system
Concurrency Control in Database Management system
 
Activity 2-unit 2-update 2024. English translation
Activity 2-unit 2-update 2024. English translationActivity 2-unit 2-update 2024. English translation
Activity 2-unit 2-update 2024. English translation
 
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
Visit to a blind student's school🧑‍🦯🧑‍🦯(community medicine)
 
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptxFINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
FINALS_OF_LEFT_ON_C'N_EL_DORADO_2024.pptx
 

Newborn Care: Skills workshop Oxygen therapy

  • 1. Skills workshop: Oxygen therapy The flow of gas is measured in litres per Objectives minute and can be adjusted by turning an adjusting wheel. A flow rate of 5 litres per minute is usually used into a head box. A high When you have completed this skills flow rate wastes gas and cools the infant while workshop you should be able to: a low flow rate may allow carbon dioxide to • Use a flow meter with humidifier. accumulate in the head box. • Use an air/oxygen blender. • Use a venturi. 11-b The humidifier • Use an oxygen monitor. It is also important to use a humidifier • Use a pulse oximeter (saturation monitor). together with the flow meter so that water • Provide cannula oxygen. vapour can be added to the dry gas (oxygen, medical air or a mixture). If a humidifier is not • Provide nasal prong CPAP. used the infant will breathe very dry gas which may damage the airways. A simple humidifier (‘water bubbler’ at room USING A FLOW METER temperature) is usually used to add water vapour to the dry gas if a head box or nasal WITH HUMIDIFIER cannulas are used. Sterile or boiled water (which has been allowed to cool) is added to the humidifier bottle until the water level 11-a The flow meter reaches the full mark. When the water level It is important to measure the flow rate of gas approaches the empty mark more water must given to an infant with a flow meter. The flow be added. The water must be changed and the meter is usually plugged into an oxygen/air humidifier must be cleaned every day or when blender. However, the flow meter can also be the humidifier is to be used for another infant. plugged directly into an oxygen wall plug or Dangerous bacteria such as Pseudomonas the reducing value of an oxygen cylinder. can grow well in water and, therefore, the humidifier should only be filled with water
  • 2. 218 NEWBORN CARE when it is being used. The humidifier should air is too low. The dial which controls the be cleaned with detergent or soap and water, mixture of oxygen and air can be set at and be allowed to drip dry. The switch on the any combination from 21% oxygen (i.e. humidifier must be kept on ‘bubbles’ and not pure medical air) to 100% oxygen (pure ‘jet’. The humidifier must be dry during storage. oxygen). 3. The flow meter with humidifier (either Some humidifiers both warm and humidify room temperature or warmed). the gas. These are expensive and are usually used with a blender. When infants are given nasal prong CPAP or are ventilated 11-d Using a venturi via an endotracheal tube (except during If a blender is not available, a venturi can be resuscitation), warmed, humidified gas must used with a head box. A venturi is cheaper be used as the high flow rates can cool and than a blender but not as accurate. The dry out the mucosa. venturi is a short plastic tube to which a pipe supplying oxygen is attached. The oxygen passing through the venturi sucks in room air USING A BLENDER OR and, thereby, mixes the 2 gases. The venturi is VENTURI usually attached to a head box (oxygen hood). Some venturis provide a fixed concentration of oxygen while others can be used to give Except during an emergency resuscitation, the concentration required. The latter are 100% oxygen from a cylinder or piped source preferred. When using a venturi attached to a should not be used as pure oxygen is toxic to head box, an oxygen flow rate of 5 litres must many tissues, especially the retina of the eye. be used. If possible the percentage of oxygen Whenever possible oxygen should be mixed in the head box should still be accurately (blended) with medical air using a blender or measured with an oxygen monitor. with room air using a venturi. 11-c The components of an oxygen/air USING AN OXYGEN blender MONITOR 1. The plastic gas pipes: The pipe for oxygen is usually white while the pipe for medical Whenever an infant is given oxygen into a air is usually black. Each pipe ends in a head box the FiO2 (fraction of inspired oxygen) steel connector that must be plugged into must be measured with an oxygen monitor as a wall gas fitting or a reduction valve on a too high or too low a concentration of oxygen gas cylinder. The shape of the 2 connectors may be dangerous for that infant if it results differs to prevent the pipe being connected in too much or too little oxygen in the blood. to the incorrect source. The oxygen The FiO2 cannot be controlled accurately with connector is 6 sided while the medical air a flow meter alone. If an oxygen monitor is connector has 2 flat sides and 2 curved not available then a blender or venturi should sides. The wall fitting for oxygen is white be used to determine the approximate FiO2, and the wall fitting for medical air is grey. provided a flow of 5 litres or more is used. 2. The blender unit: This, with the gas pipes, is usually attached to a supporting rail on the wall. The blender also has emergency 11-e The components of an oxygen monitor escape valves which operate if the gas 1. The monitoring unit: This is usually pressure gets too high. An alarm will attached to a rail or stands on a shelf. On sound if one of the pipes is not plugged the front of the unit is an on/off switch, a in properly, or the pressure of oxygen or display of the FiO2, high and low settings,
  • 3. SK ILLS WORKSHOP : OXYGEN THERAPY 219 a calibration knob and an alarm light. The A SaO2 above 92% is safe only if the infant is monitor is powered by batteries that have breathing room air. to be replaced at intervals. Most models A saturation below this range may be have a ‘low battery’ display to warn that the dangerous to the infant. The measurement battery is getting flat. is made by shining a bright light through 2. The oxygen sensor: This is attached to the skin and then determining the colour of the monitoring unit by a thin cable. The the transmitted light on the other side with sensor is placed in the head box next to the a sensor. If the blood is red (well saturated) infant’s head. the SaO2 reading will be normal or high. A low reading will be obtained if the blood is 11-f Calibrating the oxygen monitor cyanosed. The monitor also measures the Place the sensor in room air and switch on the pulse rate by detecting the arterial pulsations monitor. The display should read 21%. If not, in the small vessels in the skin. adjust the calibration knob until the display reads 21%. The monitor should always be 11-h Components of a pulse oximeter calibrated before it is used. It should also be The monitor is attached to a skin sensor calibrated at least daily while in use. by a thin cable. The monitor is powered by electricity (via a power cable which plugs 11-g Using the oxygen monitor into a wall fitting) or battery and displays a First calibrate the monitor with room air. Then pattern of the pulse wave together with the place the sensor into the head box. The display percentage saturation and pulse rate. A number should now give the FiO2 in the head box. Set of different designs of sensor are available. the high and the low alarm limits to 5% above One type looks like a clothes peg and can be and 5% below the required FiO2. If the display clipped onto the infant’s hand, foot or ear lobe. falls outside these limits, the red alarm light Another type can be strapped onto a hand or will come on and the alarm buzzer will sound. foot with tape, while an adult finger sensor can, Silence the alarm by correcting the air/oxygen with difficulty, be slipped over the infant’s foot. mixture to the required FiO2. The display A regular pulse wave indicates that the skin should be read and recorded on the observation sensor is correctly positioned. The pulse wave chart at regular intervals while the infant is may be displayed as a moving line on a screen receiving extra oxygen. Remember that the or a digital display of vertically arranged lights. monitor measures the FiO2 but does not control the FiO2. The FiO2 cannot be changed by simply 11-i Using a pulse oximeter adjusting the oxygen monitor! 1. Attach the sensor to the infant’s hand, foot or ear and then switch on the monitor. It may take a short while before it displays USING A PULSE OXIMETER the pulse wave on the screen. (OXYGEN SATURATION 2. A good, regular pulse wave should be displayed. If not, adjust the position of MONITOR) the sensor slightly or move the sensor to another part of the body. A pulse oximeter (also called an oxygen 3. Set the upper and lower limits for the saturation monitor) measures the saturation SaO2 and pulse rate. This is usually done (amount) of oxygen in the red cells of small by simply pressing the limit buttons. The arteries under the skin. The result is expressed SaO2 limits are usually set at 86% and 92% as a percentage and the normal saturation of while the pulse rate limits are usually set to oxygen (SaO2) in a newborn infant is 86–92%. 120–160 beats per minute.
  • 4. 220 NEWBORN CARE 4. You should now be able to read both the PROVIDING NASAL SaO2 and the pulse rate on the display panel. If the pulse wave is poor or the SaO2 CANNULA OXYGEN or pulse rate is abnormal the alarm will sound. Press the alarm button to switch off This is the best way of providing an infant the alarm and take the necessary action. with extra oxygen if CPAP or ventilation is not required. 11-j Problems with a pulse oximeter 11-k Setting up the equipment needed 1. If the infant moves a lot it may not be poss- ible to obtain a good pulse wave reading 1. Source of oxygen and medical air which and the monitor will alarm repeatedly. is mixed in a blender. If a blender is not 2. If the infant’s perfusion is poor it is best to available, 100% oxygen can be used. attach the sensor to the hand or ear rather 2. A flow meter. The flow rate is set between than the foot. 0.5 and 1 litre per minute. Do not use high 3. If the infant is receiving phototherapy or is flow rates. under a bright light, it is preferable to cover 3. A humidifier (bubbler) at room temperature the sensor with a nappy or piece of cloth as 4. Connecting tubing the light may interfere with the function of 5. A nasal cannula set. This consists of a loop the sensor. of tubing with two short nasal cannulas at the centre of the loop. The nasal cannula The pulse oximeter should be used when the set is plugged into the connecting tubing measurement of SaO2 is needed on a sick from the blender or oxygen source. infant. The sensor can be left attached for 6. It is very useful to have a pulse oximeter continuous monitoring or the sensor can to make sure that the correct percentage be attached at regular intervals for a single oxygen is being given. reading. The monitor should not be used simply to obtain the pulse rate. If the pulse rate recorded by the monitor differs from the 11-l Attaching nasal cannulas correct heart rate, then the monitor is not The nasal cannula set is slipped over the functioning properly and, as a result, the SaO2 infant’s head so that both short cannulas sit displayed may be incorrect. When moving the comfortably in the nostrils. The two tubes sensor from one infant to another, the sensor are then gently pulled together at the back of should first be wiped with an alcohol swab to the head. Usually the tubing is taped to the prevent the spread of infection. infant’s face on either side of the nose. This NOTE A red and infrared light is used in a pulse will keep the nasal cannulas in place and oximeter to measure the colour of red cells. Well- prevent them pulling out. oxygenated haemoglobin absorbs more infrared light while poorly oxygenated haemoglobin absorbs more red light. The barr graph indicates PROVIDING NASAL CPAP when the pulse of arterial blood enters the capillaries. The oximeter reading is taken at the height of the pulse and, therefore, reflects the It is important not to attempt to provide nasal oxygen saturation of arterial blood. A good pulse CPAP unless the medical and nursing staff is needed to get an accurate reading. have been trained in the correct method to apply this management. 11-m CPAP apparatus CPAP is given to the infant with a CPAP apparatus. This may be made up of individual
  • 5. SK ILLS WORKSHOP : OXYGEN THERAPY 221 parts or bought as a Flow Driver, which is 4. A well-fitting cotton or woollen cap should a commercial device designed specially for be put in place so that it fits snugly over the providing CPAP. back of the infant’s head. 5. Choose the correct size nasal prongs which The components of a CPAP apparatus are: fit comfortably into the infant’s nostrils. It 1. A blender with air and oxygen pipes to is very important to choose the correct size connect to the gas source (wall plugs or of nasal prongs which are not too tight as cylinders). This will allow a choice of FiO2 this can cause damage to the infant’s nose. between 0.21 and 1.0. An oximeter is very 6. Connect the nasal prongs to the nosepiece. useful as it accurately measures the FiO2 7. The CPAP nose piece is put into position being provided. and firmly attached. 2. A flow meter to control the flow of mixed 8. The temperature of the humidifier must be air and oxygen in litres per minute. Setting set at 37 °C. the flow rate controls the amount of CPAP 9. The required FiO2 is set and the flow provided. adjusted to provide CPAP of 5 cm water. 3. A warmed humidifier 10. Monitor the infant carefully with regular 4. A pressure gauge. This allows the pressure observation. This is very important as (CPAP) to be measured. the nasal prongs can easily be dislodged. 5. Tubing (pipes for the circuit) to connect the Routine suctioning is not needed. If humidifier to the nose piece. The single tube possible the infant should be monitored from the humidifier divides into 2 smaller with a pulse oximeter. tubes, one going to each nasal prong. 6. A special nose piece with interchangeable 11-o Attaching the nose piece nasal prongs. Three sizes of prongs are needed. Two small tubes carry the blended A cotton or woollen cap is placed on the infant’s and humidified air and oxygen mixture to head. Tapes attached to the cap are then tied to the nose piece while a single larger tube the nose piece so that the nose piece is held in allows the infant to exhale through the nose place. Tape the ties between the cap and nose piece. The temperature probe from the piece to the sides of the infant’s face. It helps if humidifier plugs into the tubing at the point a piece of Stomadhesive, about 1 by 2 cm, is cut where the single tube divides into 2 tubes. and stuck over the infants cheekbones in front of the ears on both sides of the face. The tubing A cotton or woollen cap with tapes to hold the can now be taped to the Stomadhesive pieces. nose piece in position, as well as strapping to This protects the infant’s skin. attach the tubing, is needed. The 2 inflow tubes should rest on a roll of cotton stocking placed on top of the infant’s 11-n Setting up the CPAP apparatus head. The cotton roll is taped to the top of 1. Place the infant supine (back lying on the the cotton cap. The small tubes can now be bed) under an overhead radiant heater or strapped to the cap to help keep the nose piece in a close incubator. in place if the infant moves her head. 2. It is useful to place a small rolled-up nappy under the infant’s shoulders to get the head 11-p Managing an infant on nasal CPAP and neck in the correct position. 3. The infant should not be fed and an 1. Record the infant’s respiratory rate, orogastric tube should be passed and kept heart rate, colour, presence or absence on open drainage to prevent abdominal of recession or apnoea. Record the pulse distension. An intravenous infusion is oximeter reading if available. needed.
  • 6. 222 NEWBORN CARE 2. Check that the nasal prongs are in position 5. Only suction if needed. and make sure the nasal prongs are not too 6. If necessary the CPAP pressure can be tight. increased to 8 cm water. 3. Check the temperature and water level 7. Wean both the CPAP pressure and FiO2 as of the humidifier and remove any excess the infant improves clinically. water from the tubing. Do not provide nasal CPAP unless the staff 4. Adjust the FiO2 if needed. have received appropriate training.