General Assessment and Management Techniques

Responding to a call begins with _____/_____.

BSI/SP

The minimum BSI that you should prepare is _____.

Gloves

Consider additional BSI if it is possible that the patient has a _____, in which case you should prepare a _____ and _____ for yourself and a _____ or _____ for the patient. If the patient is actively _____, prepare a _____ for yourself.

Communicable disease; N95 mask; eye protection; surgical mask; non-rebreather mask; bleeding; gown

After preparing your BSI, you should make sure the _____ by running through _____.

Scene is safe; PENMAN

PENMAN allows you to survey and confirm a scene’s safety by considering _____, _____, and _____; _____; _____; _____ vs. _____; _____; and _____ or _____.

Personal, partner, and patient safety; environmental hazards; number of patients; mechanism of injury vs. nature of illness; additional resources; need for extrication or spinal motion restriction

When considering additional resources as part of PENMAN, you should generally call _____ if the call involves chest pain, severe respiratory distress, or shock. You can also call for additional _____, _____, and _____ as indicated.

ALS; units; resources; personnel

After running through PENMAN, you can begin your _____.

Primary assessment

Before entering a scene (i.e. a patient’s home), make sure to _____ and _____.

Knock; ask for permission to enter

After knocking and asking for permission to enter a scene (i.e. a patient’s home), you can form your _____.

General impression

Your general impression involves ascertaining the patient’s approximate _____, _____, _____, whether this is a _____ vs. _____ call, and _____, recognizing that _____.

Age; sex; position found; medical; trauma; life threats; everything is life-threatening until proven otherwise

After forming your general impression, consider the need for _____.

C-spine immobilization

You should consider C-spine immobilization if it is possible that the patient has sustained a _____, _____, and/or _____ injury due to _____, a _____, or a _____.

Head; neck; spine; trauma; fall; syncopal episode

In order to properly immobilize the C-spine, approach the patient from the _____, hold your _____ out, ask the patient to _____, direct the patient to _____, and let the patient know that you _____.

Front; hand; look at your hand; not move their head; suspect they may have a spinal injury

In the event that you need to immobilize the C-spine for a patient found in the prone position, _____ the patient to position them _____ before immobilizing the C-spine.

Log roll; supine

After assessing the need for C-spine immobilization, assess the patient’s _____.

Responsiveness

Assess the patient’s responsiveness by considering whether they are _____, responsive to _____ stimuli, responsive to _____ stimuli, or _____.

Alert; verbal; painful; unresponsive

When assessing a patient’s responsiveness, anything less than _____ is considered an altered level of consciousness (ALOC), indicating that you can assess and manage the patient under _____.

Alert; implied consent

After assessing a patient’s responsiveness, address any _____ before proceeding to BLS or your introduction.

Obvious bleeding

In order to control obvious bleeding, _____ the wound, _____ the wound, apply _____, apply a _____, apply a _____, and apply a _____, in that order. If the bleeding is associated with a fracture, then _____ the fracture.

Expose; elevate; direct pressure; pressure dressing; tourniquet; hemostatic dressing; splint

When applying a tourniquet, make sure to assess _____ before applying the tourniquet. Tighten the tourniquet until the _____.

CMS; distal pulse disappears

Using a hemostatic dressing is indicated when _____. To proper use a hemostatic dressing, remove any _____ without removing any _____. _____ the dressing into the wound, then wrap the wound with additional _____ and a _____. Apply continuous _____ for _____. If the dressings become saturated within this time frame, then _____. Once adequate, _____ the wound above the heart if possible.

A tourniquet cannot control bleeding; pooled blood; blood clots; pack; gauze; roller bandage; pressure; 3 minutes; re-pack the wound; elevate

If, after assessing responsiveness, you determine that the patient is unresponsive, initiate _____ procedures.

BLS

To initiate BLS procedures, _____ the patient if needed, securing the _____ and performing a synchronized _____. Begin by _____ while _____ for about _____. For children and infants, you may begin chest compressions if the patient has a _____. If the patient is _____ and _____, then call for an _____ before moving the patient onto a _____. Expose the _____ to begin _____, then open and manage a _____. Consider _____ if there are any visible _____, as well as insert a _____ or _____. Attach a _____ to _____ running at _____ and _____ the patient, utilizing the correct _____. Use the _____ once available, and initiate _____ once an _____ has been placed. Check for a pulse every _____. If the pulse is present but _____ is not normal, continue providing _____.

Reposition; head; log roll; palpating the pulse; scanning for chest rise and fall; 5 to 10 seconds; pulse <60 BPM; pulseless; apneic; AED: hard surface; chest; chest compressions; patent airway; suction; secretions; OPA; NPA; BMV; oxygen; 15 L/min; ventilate; compression to ventilation ratio; AED; asynchronous CPR; advanced airway; 2 minutes; breathing; rescue breaths

When initiating BLS procedures on an infant, if the arrest was not _____, perform about _____ of CPR (_____ compression-to-ventilation ratio for 1-rescuer CPR and _____ compression-to-ventilation ratio for 2-rescuer CPR) before calling for the _____.

Witnessed; 2 minutes; 30:2; 15:2; AED

When performing chest compressions on an infant, keep the neck in a _____ position and use the _____ (1-rescuer) or _____ (2-rescuer) technique.

Neutral; 2-finger; thumb-encircling

Use of an OPA is indicated if the patient is _____ and has no _____ OR needs _____, as well as if the patient is _____ and _____. Use of an OPA is contraindicated if the patient is _____ and has a _____, the patient has _____, or the patient has sustained _____.

Unconscious; gag reflex; ventilation; pulseless; apneic; conscious; gag reflex; clenched teeth; oral trauma

To use an OPA, obtain a correctly-sized OPA by measuring from the patient’s _____ to the _____. Open the patient’s mouth, then insert the OPA _____; if they _____, remove the OPA and considering inserting an _____ instead. If the patient tolerates the OPA, rotate the OPA _____ until the _____, then place a _____ over their mouth. At this point, re-assess the patient’s _____. _____ and _____ the patient as needed.

Earlobe; corner of their mouth; upside-down; gag; NPA; 180º; flange rests on their lips; BMV; chest rise and fall; reposition; suction

Removal of an OPA is indicated when the patient cannot _____ the OPA, the patient starts _____, and when the patient regains _____ and/or their _____.

Tolerate; vomiting; consciousness; gag reflex

To remove an OPA, grasp the _____ and guide the OPA out of the patient’s mouth. If indicated, _____ the patient. Re-assess _____ while continuing _____ and _____. Dispose of any _____.

Flange; suction; chest rise and fall; ventilations; oxygen; contaminated equipment

Use of an NPA is indicated when the patient is _____ to some extent and has an intact _____, as well as if they have _____ or have sustained _____. Use of an NPA is contraindicated when the patient has a _____ injury with _____ draining from their nose, as well as when the patient is less than _____.

Conscious; gag reflex; clenched teeth; oral trauma; head blood; 1 year old

To use an NPA, obtain a correctly-sized NPA by measuring from the patient’s _____ to their _____. _____ the NPA using a _____, then insert the NPA with the bevel angled _____, trying the _____ nostril first. Confirm the NPA’s position by seeing if _____ is flowing out of the airway and the nostril is not _____. Re-assess the patient’s _____, and _____ and _____ as needed.

Earlobe; nostrils; lubricate; water-soluble lubricant; right; air; blanching; chest rise and fall; reposition; suction

To remove an NPA, guide the NPA out and _____. Re-assess the patient’s _____ while continuing _____ and _____, then dispose of any _____.

Down; chest rise and fall; oxygen; ventilation; contaminated equipment

When performing CPR on an adult, for every _____ compressions, provide _____ breaths.

30; 2

When performing CPR on a child or infant, if you are the only rescuer available (1-rescuer CPR), for every _____ compressions, provide _____ breaths. If you have a partner (2-rescuer CPR), for every _____ compressions, provide _____ breaths.

30; 2; 15; 2

When performing asynchronous CPR on an adult, provide 1 breath every _____. When performing asynchronous CPR on a child or infant, provide 1 breath every _____.

6 seconds; 2-3 seconds

If, after assessing responsiveness, you determine that the patient has an airway obstruction, establish that the patient is _____ and that the obstruction is _____.

Choking; severe

Managing an airway obstruction in a responsive adult OR child involves performing _____ until the obstruction is removed.

Abdominal thrusts

Managing an airway obstruction in an unresponsive adult OR child involves performing _____. Begin by initiating _____ at a ratio of _____ for adults, _____ for children if there is only 1 rescuer, or _____ for children if there are 2 rescuers. Open the _____, attempt to _____ and _____ the object, then _____ the patient.

Modified CPR; chest compressions; 30:2; 30:2; 15:2; airway; visualize; remove; ventilate

Managing an airway obstruction in a responsive infant involves providing _____, then _____, then _____ the object until it is removed.

5 back slaps; 5 chest thrusts; visualizing

Managing an airway obstruction in an unresponsive infant involves performing _____. Begin by initiating _____ at a ratio of _____ if there is only 1 rescuer or _____ if there are 2 rescuers. Open the _____, attempt to _____ and _____ the object, then _____ the patient.

Modified CPR; chest compressions; 30:2; 15:2; airway; visualize; remove; ventilate

If you have determined the scene is safe and the patient is relatively stable, you can consider a _____ using a _____. Have a team member _____ before continuing through your primary assessment and physical exam.

Seated spinal immobilization; KED; manually immobilize the patient’s head

If you have determined that the scene is unsafe, the patient requires immediate care or is too unstable to do a seated spinal immobilization, you need to reach another critical patient, and/or you cannot properly assess the patient due to their location, then perform a _____ and consider using a _____ to move the patient.

Rapid extrication; blanket drag

To perform a rapid extrication, begin by _____, applying a correctly-sized _____, _____ the patient, slide a _____ under their butt, _____ the patient down, then _____ the patient as a unit to the top of the board.

Manually immobilizing the head; cervical collar; rotate; backboard lay; slide

To use a blanket drag to move a patient, _____ over a _____ of a blanket and place it next to the patient. _____ the patient with a partner, then _____ the blanket under the patient’s _____ before _____ them onto the blanket. Move the patient from the side with their _____, making sure their _____ is supported.

Fold; quarter; log roll; unfold; back; log rolling; head; head

If you discover that a patient is having a seizure, protect any _____, place the patient in the _____ position, provide _____, and do not _____ the patient.

Injuries; recovery; blow-by oxygen; restraint

If, after assessing responsiveness, the patient is responsive to some extent and does not require immediate intervention, proceed to your _____.

Introduction

During your introduction, introduce _____, your _____, and your _____; ask for the patient’s _____ and their _____; and obtain _____.

Yourself; partner; company; name; chief complaint; consent

After your introduction, proceed to assessing the patient’s _____ and determine whether it is _____ (patient is talking or crying) or _____ (patient is gurgling, has noisy respirations, or has shallow/absent breathing).

Airway; patient; obstructed

If indicated, manage the patient’s airway by _____ and _____/_____ the airway and utilizing _____.

Opening; clearing/suctioning; basic airway adjuncts

To open the airway in a medical patient, use the _____ maneuver. To open the airway in a trauma patient, use the _____ maneuver. If working with a child, place _____ under their _____ to help open the airway.

Head-tilt-chin-lift; jaw thrust; towels; torso

Use of suction is indicated when respirations are _____ or the patient is _____ secretions.

Noisy; coughing up

To use suction, select the correctly-sized _____ and ensure a vacuum pressure of at least _____ on your suction device. Set the appropriate suction setting, which is _____ for adults and _____ for children and the elderly. Remove any _____ being administered to the patient, then attach your suction tubing to the _____. If the patient does not have a suspected spinal injury, considering turning them to the _____. Open the patient’s _____, then insert the catheter, using _____ at first. Pay attention to maximum _____ and _____ for each age group. Plug the seal to suction on the way _____. Replace any _____ being administered to the patient, and evaluate the _____ of the airway. Change your _____ and then discard the _____. If suctioning does not work, _____ the patient to their _____ and clear their mouth with a _____.

Catheter; 300 mmHg; 80-120 mmHg; 50-100 mmHg; oxygen; catheter; side; mouth; no suction; depth; duration; out; oxygen; patency; gloves; catheter; log roll; side; gloved finger

After assessing and managing the patient’s airway, assess the patient’s _____ by determining whether it is _____ vs. _____

Breathing; adequate; inadequate

When assessing the patient’s breathing, assess the _____ (_____ vs. _____), _____ (_____ vs. _____), _____ (_____ and _____ vs. _____ and _____), and _____ (_____ vs. _____ vs. _____).

Rate; fast; slow; rhythm; regular; irregular; quality; strong; equal chest rise and fall; labored; unequal chest rise and fall; depth; normal; shallow; deep

If indicated, manage the patient’s breathing by administering _____ if there is inadequate oxygenation and/or administering _____ if there is inadequate ventilation.

Oxygen; ventilations

To administer oxygen, begin by _____ the cylinder and clearing any _____. Crack the _____ and confirm the _____ is in place. Attach the _____ by lining up the _____. Open the _____ and confirm the pressure on the gauge reads at least _____ before attaching your delivery device to the _____.

Inspecting; clearing; valve; O-ring; regulator; pins; cylinder; 500 psi; Christmas tree

If the patient presents with mild hypoxia (using a pulse oximeter) or mild respiratory distress (without using a pulse oximeter), administer oxygen via _____ at a rate of _____. Make sure to choose the correct _____ mask (_____ vs. _____) If the patient cannot tolerate this, administer oxygen via _____ at a rate of _____.

Nasal cannula; 2-6 L/min; size; adult; pediatric; blow-by oxygen; 15 L/min

If the patient present with moderate to severe hypoxia (using a pulse oximeter) or moderate to severe respiratory distress (without using a pulse oximeter) AND/OR _____, _____, or _____, administer oxygen using a _____ at a rate of _____. Make sure to choose the correct _____ mask (_____ vs. _____) and _____ before administration by _____.

Chest pain; altered level of consciousness; major trauma; non-rebreather mask; 15 L/min; size; adult; pediatric; inflate the bag; holding your finger over the valve inside the mask

Ventilations are indicated if the patient is not _____ OR is presenting with _____ (over _____ breaths/min), _____ (under _____ breaths/min), _____ tidal volume, or excessive _____.

Breathing on their own; bradypnea; 8; tachypnea; 30; shallow; accessory muscle use

To administer ventilations, select the correct size _____ and _____ (_____ vs. _____ vs. _____). Assemble your _____, then connect it to a _____. Set the oxygen regulator to deliver _____.

If you are by yourself, begin by _____ the airway, using padding or your knee to maintain alignment. Remove any visible _____, considering _____. Insert a _____, then place the BMV over the mouth and nose using a _____. Ventilate the patient at the appropriate _____ and _____. If they are breathing on their own, then _____.

If you have a partner, have your partner _____ the airway and maintain alignment. Remove any visible _____, considering _____. Insert a _____, then place the BMV over the mouth and nose and have your partner use a _____. Ventilate the patient at the appropriate _____ and _____. If they are breathing on their own, then _____.

Mask; bag; adult; pediatric; infant; BMV; oxygen delivery device; 15 L/min; opening; obstructions; suction; basic airway adjunct; C-E grip; rate; volume; ventilate at the rate they are breathing; open; obstructions; suction; basic airway adjunct; double C-E grip; rate; volume; ventilate at the rate they are breathing

After assessing and managing the patient’s breathing, assess the patient’s _____ using the acronym _____.

Circulation; COPS

Begin assessing the patient’s circulation by assessing their _____ to determine whether it is _____ vs. _____. Next, assess for any _____ and manage as indicated. Next, assess the patient’s _____, noting the _____ (_____ vs. _____ vs. _____), _____ (_____ vs. _____), and _____ (_____ vs. _____). If the patient is relatively stable, check their _____. If the patient is relatively unstable, check their _____. If the patient is an infant, check their _____. Next, assess the patient’s _____, noting _____, _____, and _____ on the patient’s _____, _____, or _____.

Capillary refill; normal; delayed; obvious bleeding; pulse; rate; normal; fast; slow; rhythm; regular; irregular; quality; strong; weak; radial pulse; carotid pulse; brachial pulse; skin signs; color; temperature; moisture; forehead; cheek; or neck

If indicated, manage the patient’s circulation, which primarily involves treating for _____. Administer _____ (if you have not done so yet), cover the patient with a _____, and then _____ the patient if necessary. If the patient has a possible spinal injury, place them into the _____ position. If the patient is in respiratory distress, place them into the _____ position. If none of the above apply, you can consider _____ position.

Shock; high-flow oxygen; blanket; reposition; supine; Semi-Fowler’s shock

After assessing and managing the patient’s circulation, scan the patient for obvious _____ and ask the patient about existing _____.

Deformities; disabilities

Examples of deformities that should be identified in the primary assessment include _____ position, _____ or _____ posturing, _____ in the hands and feet, facial _____, _____ speech, and apparent _____.

Tripod; decorticate; decerebrate; contractures; droop; slurred; paralysis

After scanning the patient for obvious deformities and asking the patient about existing disabilities, _____, _____, and _____ the area associated with the chief complaint. This entails removing the patient’s _____ and finalizing whether this is a _____ vs. _____ call.

Expose; visualize; palpate; clothing; medical; trauma

After exposing, visualizing, and palpating the area associated with the patient’s chief complaint, then you can _____. This should include the patient’s _____, _____, _____, _____, pertinent _____ and associated _____, _____, and your _____.

Formulate a field impression; age; sex; position found; chief complaint; primary assessment findings; interventions; suspected condition; plan of action

After formulating your field impression, identify the patient’s _____ (_____ vs. _____) and your need to _____ (_____ vs. _____). At this point, if the situation is critical, exercise your clinical judgment as to whether it would be best to _____ vs. _____.

Level of transport; Code 3; Code 2; reassess vitals; every 15 minutes; every 5 minutes; wait for ALS; rendezvous on the way to the hospital

The secondary assessment consists of the _____, _____, and _____.

Vitals; patient history; physical exam

Obtaining the relevant parts of the patient’s medical history can be accomplished by running through _____.

SAMPLE

The S in SAMPLE refers to _____. This step can be fulfilled by asking the patient to _____.

Signs and symptoms; describe how they are feeling

The A in SAMPLE refers to _____. This step can be fulfilled by asking the patient about _____, _____, _____/_____, _____/_____/_____, and _____.

Allergies; foods; medications; animals/bugs; grass/pollen/anything outdoors; anything not mentioned

The M in SAMPLE refers to _____. This step can be fulfilled by asking the patient about _____, if they take any _____ and _____, if they take any _____, if they take any _____, and if they take any _____.

Medications; medications that might help them right now; medications prescribed by a doctor; are taking them as prescribed; over-the-counter medications; vitamins/supplements; recreational/illicit drugs

The P in SAMPLE refers to _____ (for medical patients) and _____ (for trauma patients). For medical patients, ask if _____, if they _____, if they are _____, and if they have had any _____. For trauma patients, ask them about any _____.

Pertinent medical history; past medical history; this has happened before; went to the hospital; seeing a doctor for this condition; recent surgeries; pertinent medical conditions

The L in SAMPLE refers to _____. This step can be fulfilled by asking the patient about _____.

Last oral intake; what they last had to eat and drink, and when

The E in SAMPLE refers to _____. This step can be fulfilled by asking the patient _____.

Events leading up to illness/injury; what they were doing when this happened

The acronym OPQRST should be used for _____ patients and ideally follows the _____.

Responsive medical; SAMPLE history

The O in OPQRST refers to _____. This step can be fulfilled by asking the patient _____ and _____.

Onset; what they think caused this; if the pain came about quickly or slowly

The P in OPQRST refers to _____. This step can be fulfilled by asking the patient if _____ and _____.

Provoke vs. palliate; anything makes their pain worse; anything makes their pain better

The Q in OPQRST refers to _____. This step can be fulfilled by asking the patient to _____.

Quality; describe their pain in their own words

The R in OPQRST refers to _____, _____, and _____. This step can be fulfilled by asking the patient to _____, if _____, and if this has _____.

Region; radiation; recurrence; point to where it hurts; the pain spreads to anywhere else; happened before

The S in OPQRST refers to _____. This step can be fulfilled by asking the patient _____.

Severity; on a scale of 1-10, with 1 being no pain and 10 being the worst pain you’ve ever felt, how they would rate this pain

The T in OPQRST refers to _____. This step can be fulfilled by asking the patient _____.

Time; how long they have had this pain

If a patient presents with a gastrointestinal complaint, additional questions you should ask when obtaining the patient’s history include when they had their last _____ and if there was anything abnormal about it, and if they have _____, _____, or _____ recently.

Bowel; lost weight; lost their appetite; had surgery

If a female patient presents with abdominal pain, additional questions you should ask when obtaining the patient’s history include when they had their last _____ and if they have had any recent _____/_____.

Normal menstrual period; abnormal vaginal discharge/bleeding

If a patient presents with a potential diabetes-related complaint, additional questions you should ask when obtaining the patient’s history include if they _____, if they have an _____, if they _____ today, if they _____ today, and if they have had any recent _____, _____, or _____.

Take insulin or other medications to lower their blood sugar; insulin pump; took their normal insulin/medication; ate normally; surgeries; stress; unusual amount of activity

The _____ diamond should be used for geriatric patients during the secondary assessment. This involves recognizing that geriatric patients often have an _____ presentation; scanning the _____ for safety vs. neglect; recognizing whether this complaint is _____ vs. _____, the patient’s _____, and obtaining a list of their _____; and evaluating the patient’s ability to _____, ability to _____, and their _____.

GEMS; atypical; environment; new vs. chronic; baseline; medications; meet their basic needs; complete their ADLs; social network

A focused physical exam is appropriate for _____ or _____ patients.

Responsive medical; minor trauma

A rapid physical exam (used to identify and treat _____) followed by a detailed physical exam is appropriate for _____ or _____ patients. The rapid physical exam should be performed _____.

Life threats; unresponsive medical; major trauma; immediately after the primary assessment

If indicated (i.e. if performing a rapid physical exam), _____ the patient prior to starting your physical exam by cutting clothing down their shoulders, down their chest, and down their paints, covering them with a blanket when finished.

Strip and flip

As part of the physical exam, each body area should be evaluated for _____, which stands for _____, _____, _____, _____, _____, _____, _____, _____, _____, and _____.

DCAP-BLS-TIC; deformities; contusions; abrasions; punctures; burns; lacerations; swelling; tenderness; instability; crepitus

Begin your physical exam by assessing the _____. This involves pressing down around the _____ and _____, looking and feeling behind the _____, and looking into the _____ and _____. In addition to observing and palpating for any _____, you should also assess this area for _____, _____, _____/_____, _____ or _____, _____/_____/_____, and abnormal _____.

Head; head; face; ears; mouth; nose; DCAP-BLS-TIC; asymmetry; raccoon eyes; blood/CSF draining from the nose; soot or singed hairs; blood/vomit/loose teeth in the mouth; odors

After assessing the head in your physical exam, assess the _____. This involves getting close to the _____ to check for _____, as well as pushing down on the front and back of the _____. In addition to observing and palpating for any _____, you should also assess this area for _____, _____, _____ (which are all signs of a possible _____), use of a _____ or _____, use of _____, and any _____/_____. Additionally, if the patient is wearing a _____, remove it if necessary to manage the airway and maintain SMR. If the patient is in a _____ (i.e. for pediatric patients), leave them there unless it is damaged or the patient must be extricated. If indicated, close any open wounds using a _____.

Neck; ground; step-off; neck; DCAP-BLS-TIC; jugular vein distention; tracheal deviation; subcutaneous emphysema; tension pneumothorax; stoma; medical alert tag; accessory muscles; track marks/tattoos; helmet; car seat; 4-sided occlusive dressing

After assessing the neck in your physical exam, assess the _____. This consists of pressing down on the _____, both _____ and _____, walking along the _____, asking the patient to _____ while you _____, and asking the patient to _____ while you _____. In addition to observing and palpating for _____, you should also assess this area for _____ by _____, use of _____, _____ respirations/movement, _____ (which should be managed with a _____), _____ (skin sign), and if the patient has a _____ or _____ (the latter of which EMTs cannot transport).

Chest; shoulders; inferiorly; posteriorly; clavicles; take a deep breath; press down on their sternum with your forearm; take a deep breath; press inward on the outer parts of their chest; DCAP-BLS-TIC; abnormal lung sounds; auscultating lung sounds in 6 fields; accessory muscles; paradoxical; sucking chest wounds; 3-sided occlusive dressing; subcutaneous emphysema; pacemaker; chest tube

To properly apply a 3-sided occlusive dressing, place a _____ and _____ over the wound. Wipe away any excess _____, then peel off the backing of a _____ and place it directly over the wound. If not available, apply an _____ dressing over the wound and seal it on _____ sides.

Gloved hand; gauze; blood; vented chest seal; airtight; 3

After assessing the chest in your physical exam, assess the _____. This consists of using a _____ to palpate the _____ of this region. In addition to observing and palpating for _____, you should also assess for _____, _____, _____, _____, _____ and _____, as well as _____ (which should be managed with a _____) and signs of _____ and/or complications.

Abdomen; rolling motion; 4 quadrants; DCAP-BLS-TIC; distention; rigidity; guarding; ecchymosis; rebound tenderness; mass that is pulsating; evisceration; soaked, sterile dressing; pregnancy

After assessing the abdomen in your physical exam, assess the _____. This involves pressing _____, then _____ in this region. In addition to observing and palpating for _____, you should also assess for _____, _____, and signs of _____ and/or complications.

Pelvis; downward; inward; DCAP-BLS-TIC; incontinence; priapism; pregnancy

After assessing the pelvis in your physical exam, assess the _____. This involves using _____ on the _____, then the _____, before placing both of the patients _____ on their _____ to check for _____. In addition to observing and palpating for _____, you should also assess the patient for _____/_____, and _____ by assessing and comparing the _____, asking the patient to _____, and asking the patient to _____.

Upper extremities; counter pressure; upper arm; forearm; hands; chest; CMS; DCAP-BLS-TIC; track marks/tattoos; circulation; radial pulses; wiggle their fingers; close their eyes and identify which finger you are pinching

After assessing the upper extremities in your physical exam, assess the _____. This involves using _____ on the _____, then _____, _____ the _____, and then removing _____/_____ to check for _____. In addition to observing and palpating for _____, you should also assess for _____/_____, _____, and _____ (using either the _____ or _____), asking the patient to _____, and asking the patient to _____.

Lower extremities; counter pressure; thigh; lower leg; wiggling; kneecaps; shoes/socks; CMS; DCAP-BLS-TIC; track marks/tattoos; pedal edema; circulation; pedal pulse; posterior tibial pulse; wiggle their toes; close their eyes and identify which toe you are pinching

After assessing the lower extremities in your physical exam, assess the _____. If you are alone, roll the patient over with one hand on their _____ and the other hand on their _____ or _____. Keep one hand on their _____ and use the other hand to palpate the _____, _____, _____, _____, and _____. In addition to observing and palpating for _____, you should also assess for _____ by _____, _____ (type of swelling), and _____ (common in the elderly).

Back; shoulder; hips; thighs; shoulder; head; neck; back; buttocks; legs; DCAP-BLS-TIC: abnormal lung sounds; auscultating lung sounds in 6 fields; sacral edema; decubitus elders