Care of the Pediatric Trauma Patient
Course #92074 - $90 -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
Trauma is the primary cause of mortality and morbidity in the pediatric population. Great efforts have been made to educate the public on many safety issues. However, unintentional injury and death rates in children remain high. Pediatric trauma should be considered a preventable disease. In caring for the injured child, it is imperative that the healthcare provider consider the unique anatomic and physiologic parameters of children. These factors predispose the child to unique patterns of injury as well as unique resuscitative requirements. This course will focus on the patterns of childhood trauma and measures to reduce the mortality and morbidity of these devastating injuries.
- INTRODUCTION
- BIOMECHANICS OF PEDIATRIC TRAUMA
- OVERVIEW OF EMERGENCY PEDIATRIC TRAUMA CARE
- TRAUMA TO THE HEAD AND FACE
- TRAUMA TO THE SPINE AND SPINAL CORD
- CARDIOTHORACIC TRAUMA
- ABDOMINAL AND GENITOURINARY TRAUMA
- MUSCULOSKELETAL AND SOFT TISSUE TRAUMA
- MEDICAL SEQUELAE OF PEDIATRIC TRAUMA
- NON-ENGLISH-PROFICIENT PATIENTS AND FAMILIES
- SUMMARY
- Works Cited
- Evidence-Based Practice Recommendations Citations
This course is designed for all healthcare professionals involved in the care of pediatric patients, especially those in trauma care centers.
As injury remains a leading cause of mortality and morbidity among children, the purpose of this course is to allow healthcare professionals to provide timely care to pediatric trauma patients and to assist parents and caregivers in recognizing measures that prevent this type of injury.
Upon completion of this course, you should be able to:
- Describe the impact of pediatric trauma on society and health care.
- Describe the types of pediatric injuries sustained with a given mode of trauma, and identify the most common injuries occurring in various age groupings.
- Identify unique anatomic or physiologic differences in children, when compared to adult patients.
- Describe the levels of pediatric trauma care and how to prepare an emergency department for treatment of the injured child.
- Discuss the components of the primary survey of a pediatric trauma patient.
- Outline the secondary survey, and identify controversies in pediatric shock trauma management.
- Differentiate between mild, moderate, and severe head injuries that may occur in pediatric patients.
- Describe the unique traumatic injuries to the spine that occur in children and measures to treat these injuries.
- Differentiate the types of cardiothoracic trauma, and list appropriate management for each type.
- Identify the signs, symptoms, and management of pediatric abdominal and genitourinary trauma.
- Recognize the risks and appropriate interventions in the management of orthopedic pediatric trauma.
- Discuss the appropriate management of traumatic amputation and soft tissue trauma in pediatric patients.
- List the signs and symptoms and appropriate interventions for post-traumatic respiratory distress syndrome in children.
- Describe the identification and treatment of multiple organ dysfunction syndrome (MODS).
- Differentiate the various types of renal failure that occur following trauma in the child.
- Outline the role of interpreters when caring for patients whose families speak a language other than English.
Susan Engman Lazear, RN, MN, received her undergraduate education at the Walter Reed Army Institute of Nursing in Washington, D.C. After completing her BSN, she served as an Army Nurse at Letterman Army Medical Center in San Francisco for four years. She then attended the University of Washington School of Nursing and received a Master’s in Nursing, specializing in Burn, Trauma and Emergency Nursing. After receiving her MN, she started Airlift Northwest, the air ambulance service based in Seattle which serves the entire Northwest region, including Alaska. Mrs. Lazear left the air ambulance service to start her own nursing education and consulting business, Specialists in Medical Education. For the past 20 years she has been teaching emergency nursing courses throughout the country. She lives in the Seattle area. Mrs. Lazear continues to teach and publish. She is both an editor and contributing author of Critical Care Nursing, published by W.B. Saunders Company, in June of 1992. She served as an author and reviewer of the Emergency Nursing Core Curriculum 6th Edition, published by W.B. Saunders Company in 2007. She has been named to the Who’s Who in American Healthcare list annually since 1992.
Contributing faculty, Susan Engman Lazear, RN, MN, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Ronald Runciman, MD
Margo A. Halm, RN, PhD, NEA-BC, FAAN
The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.
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The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.