What is asthma ?
Asthma is caused by permanent inflammation of the bronchi and results in decreased respiratory function. The asthma attack is a reaction of the inflamed bronchi facing a particular aggression (allergies, irritations, viral infections, strain, etc.)
How an asthma attack works
During breathing, air enters the lungs through the trachea, which divides into bronchi .
During inspiration, air is brought to the lungs to provide the blood and cells with the oxygen we need. It is led there by a system of pipes (the trachea and the bronchi) surrounded by muscles (like laces)
When an attack starts , there is a contraction of the muscles and a more or less important inflammation of the surface of the bronchi which makes the wall of the bronchi thicker . The inflammation will subsequently cause hypersecretion (mucus) which partially blocks the bronchi .
(this is where corticosteroids work)
Bronchoconstriction (bronchospasm) : muscle s surrounding bronchus constrict causing a narrowing of the airways. The air passes only with difficulty.
(this is where the bronc h odilators act)
Asthma is a chronic disease . Some asthma are triggered occasionally in specific conditions : workplace (dust mites) , animal contact, contact with pollen s in the air, weather and / or pollution peaks, effort, stress ... S i l The attacks are brief and few in number , it is an intermittent asthma. Seizures induced by allergens or by exercise develop suddenly, while those due to a viral infection (eg cold) usually set in within a few days.
In other cases asthma is omnipresent throughout the year. It is then persistent and more or less severe with multiple causes.
How to spot an asthma attack and how to react ?
During a course, the crisis of asthma bit t be quickly detected e through warning signs . C e ux this little Fri t often avert crises called " severe ." This is why for the teacher, knowing these warning signs turns out to be a precious help to intervene judiciously and without arming himself, with a student in crisis. Of course, s ' acting with a first appearance at a student, the notice is not easy.
. cough
. tiredness
. itchy eyes
. runny nose
. sneezing
. a headache
. a change in face color
. a drop in expiratory flow ...
In children, the airways are smaller, so any change in them can cause serious problems . These changes (airway inflammation and bronchospasm) show four main symptoms that can leave thinking that the student has asthma :
cough
shortness of breath
whistling in the chest
chest tightness
These signs can be variable and of different intensity according to the pupils. If the teacher has doubts, he should try to assess : the intensity of the respiratory discomfort, the response to the treatment ( bronchodilator ) and the value of the peak expiratory flow (when it is possible to measure it with a flowmeter. which allows to measure the breath)
A crisis may be severe or move seve immediately urs days prior to worsen, v oir e occur after exercise . The teacher can take the following behaviors depending on the intensity of the crisis.
Intensity of the crisis
Teacher conduct
Mild or moderate crisis
(all signs are present)
. coughing, wheezing, or difficulty breathing are present during activity but not when resting
if the difficulty in breathing persists or worsens
▼
- Ask the student to stop
- Have the pupil take an adapted treatment of rapid action and of short duration . *
- Warn the nurse and the parents (on notebook for example) to inform by prudence in the event that the crisis would return later
More severe crisis
(1 single sign is sufficient)
. no improvement or worsening of breathing difficulties after taking rapid-acting bronchodilator and of short duration
. breathing difficulties are present at rest
. inability to complete a sentence without catching your breath
. respiratory rate ≤ 50% of its normal value and does not return to 80% after taking a bronchodilator
▼
- stop the activity
- adopt a resting position, lying down is not recommended
- notify doctor and / or firefighters
- talk with the student to reassure and av er that would aggravate its crisis by the additional stress
- breathe slowly with him
- repeat taking the bronchodilator while waiting for help
Very severe crisis
(1 single sign is sufficient)
. respiratory rate ≤ 33% of its normal value and does not return to 80% after taking a bronchodilator
. the lips are blue
. l 're confused ideas nt
. sweating at rest
. inability to stand
▼
- immediately call the SAMU : 15 or 112 on mobile phone
- repeat taking the bronchodilator while waiting for help
IN NO EVENT SHOULD YOU LEAVE THE STUDENT ALONE
Help the student to treat his asthma attack
Most of the time, students with asthma know how to manage their asthma independently. It sometimes happens that a student, who must take his crisis treatment before practicing a sports activity, forgets to do so . Especially young students (6 th ) and / or children who discover just their asthma. Knowing how to take a metered-dose inhaler can help treat a crisis. During this , the student does not always perform precise movements and the inspiration is sometimes truncated . Teachers can the help verifying the proper application of treatment for a result effective and fast . In addition , knowledge of the actions to prevent and help often makes it possible to reduce the apprehension about the participation of a student with asthma. To calm a crisis, a bronchodilator (beta - 2 mimetic) is often used . Its rapid action will act, for 4 to 6 hours, to relax the muscles surrounding the bronchi. These will return to a " normal " size allowing the passage of air and facilitate breathing.
How to take the aerosol
position the aerosol upside down
put the mouthpiece in your mouth and close your lips on it
breathe out as much as possible with your mouth closed
press the bottle while inhaling the product as much as possible
block breathing for a few seconds and start over
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