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First Responder EMS Curriculum for Training Centers in Eurasia

First Responder EMS Curriculum for Training Centers in Eurasia

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help. Monitor the victim, particularly <strong>for</strong> impairment of blood flow <strong>in</strong> the lowermost arm. If thevictim rema<strong>in</strong>s <strong>in</strong> the recovery position <strong>for</strong> > 30 m<strong>in</strong>utes, turn the victim to the opposite side.Although no s<strong>in</strong>gle specific recovery position can be recommended, the one illustrated is suitable<strong>for</strong> tra<strong>in</strong><strong>in</strong>g purposes.Provide Rescue Breath<strong>in</strong>gWhen provid<strong>in</strong>g rescue breath<strong>in</strong>g, you must <strong>in</strong>flate the victim's lungs adequately with eachbreath.Mouth-to-Mouth Breath<strong>in</strong>gMouth-to-mouth rescue breath<strong>in</strong>g is a quick, effective way to provide oxygen and ventilation tothe victim. Your exhaled breath conta<strong>in</strong>s enough oxygen to supply the victim's needs. To providerescue breaths, hold the victim's airway open, p<strong>in</strong>ch the nose, and make a seal with your mouthover the victim's mouth. Rest the palm of one hand on the victim's <strong>for</strong>ehead and p<strong>in</strong>ch thevictim's nose closed with your thumb and <strong>in</strong>dex f<strong>in</strong>ger. P<strong>in</strong>ch<strong>in</strong>g the nose will prevent air fromescap<strong>in</strong>g through the victim's nose. Take a deep breath and seal your lips around the victim'smouth, creat<strong>in</strong>g an airtight seal. Give slow breaths, deliver<strong>in</strong>g each breath over 2 seconds,mak<strong>in</strong>g sure the victim's chest rises with each breath. Be prepared to deliver approximately 10 to12 breaths per m<strong>in</strong>ute (1 breath every 4 to 5 seconds) if rescue breath<strong>in</strong>g alone is required.Figure 11. Mouth-to-mouth rescuebreath<strong>in</strong>g.The number of breaths delivered to <strong>in</strong>itiate rescue breath<strong>in</strong>g/ventilation varies throughout theworld, and there is no data to suggest superiority of one number over the other. In the UnitedStates, 2 breaths are provided. In Europe, Australia, and New Zealand, 5 breaths are provided to<strong>in</strong>itiate resuscitation. Each approach has its advantages. Delivery of fewer breaths will shortenthe time to assessment of circulation/pulse and attachment of an AED (and possibledefibrillation), but delivery of a greater number of breaths may help to correct hypoxia andhypercarbia. In the absence of data to support one number of breaths over another, it isappropriate to deliver 2 to 5 <strong>in</strong>itial breaths, accord<strong>in</strong>g to local custom.Gastric <strong>in</strong>flation frequently develops dur<strong>in</strong>g mouth-to-mouth ventilation. Gastric <strong>in</strong>flation canproduce serious complications, such as regurgitation, aspiration, or pneumonia. It also <strong>in</strong>creases<strong>in</strong>tragastric pressure, elevates the diaphragm, restricts lung movements, and decreases respiratorysystem compliance. Gastric <strong>in</strong>flation occurs when the pressure <strong>in</strong> the esophagus exceeds thelower esophageal sph<strong>in</strong>cter open<strong>in</strong>g pressure, caus<strong>in</strong>g the sph<strong>in</strong>cter to open so that air delivereddur<strong>in</strong>g rescue breaths enters the stomach <strong>in</strong>stead of the lungs. Dur<strong>in</strong>g cardiac arrest, thelikelihood of gastric <strong>in</strong>flation <strong>in</strong>creases because the lower esophageal sph<strong>in</strong>cter relaxes. Factorsthat contribute to creation of a high esophageal pressure and gastric <strong>in</strong>flation dur<strong>in</strong>g rescuebreath<strong>in</strong>g <strong>in</strong>clude a short <strong>in</strong>spiratory time, a large tidal volume, and a high peak airway pressure.332 <strong>First</strong> <strong>Responder</strong> <strong>EMS</strong> <strong>Curriculum</strong>/AIHA, July 2002

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