MacKenzie Bowron
“Kenesha, I am sure you are excited to have your cast removed today. Before the cast is removed, I wanted to explain to you how your arm may look once the cast is off. After we remove the cast, expect to see some changes to your arm. Since you haven’t used your arm in six weeks, it will look like it is smaller than your other arm. Your broken arm has less endoplasmic reticulum, mitochondria, and myofilaments than your other arm. (McCance & Huether, 2019) These sound like big and confusing words but they work very hard in your muscles. The endoplasmic reticulum is in charge of transportation while the mitochondria is the powerhouse of the cell and creates energy for your muscles to move! The myofilaments are what allow you to flex your muscles like a superhero. When these parts of the muscle cell are lowered from not using your broken arm, the muscle gets smaller. This is called disuse atrophy! Notice the name has the word disuse in it. Your muscle got smaller simply because you haven’t used it for six whole weeks! Do not worry because muscles can get bigger just like they can get smaller. Once the cast is removed and you start using your arm again, the muscle will start to grow and become stronger. This process is called hypertrophy. When you begin to use your affected arm, the number of the endoplasmic reticulum, mitochondria, and myofilaments will increase again and help grow your muscle. Remember how I told you that these big and confusing words work hard in your muscles? These parts of the muscle cell are responding to all of the hard work you will be doing to become strong again. It will take some time to get back the strength you had in your arm before it was broken. With lots of hard work and exercise, your arm will be big and strong just like before! Every time you are working hard to get back your strength think about the endoplasmic reticulum, mitchondria, and myofilaments in your muscle working just as hard to build your muscle!”
Reference:
McCance, K. L., & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children. (8th ed.). Elsevier.
Discussion # 2
Elexa MolinaryYesterdayJun 30 at 11:44am
At 9 years old, a child that was in the room when his grandmother peacefully died might not realize that person has died because they do not understand the process after death has occurred. An article from Stanford Children’s Health (n.d.) stated that school-age children can be very curious about the physical process of death and what happens to that person. It is important to provide factual information to the child to make sure the child has no misunderstanding or misinterpretations about death and not provide false information that could increase the child’s anxiety and fear related to death. That fear and anxiety may get worse if they are not given correct information about death because in this developmental stage they know that death is not reversible and could happen to them. McCance & Huether (2019) stated that the most notable manifestations after death are cessation of respirations and circulation, so it would be beneficial to explain to the child that death has occurred because she is no longer breathing and her heart has stopped beating. You may also explain to him that after death, body temperature starts to fall until it reaches the temperature in the room so that is why his grandma’s hand may feel cold to touch. He also believed that she was not dead because she was not stiff and he saw on tv that dead people are stiff like board, so it is important to explain to him about rigor mortis. McCance & Huether (2019) stated that rigor mortis begins within 6 hours of death and that it usually affects the muscles of the jaw first due to them being smaller muscles and that within 12 – 14 hours rigor mortis usually affects the whole body. You may explain to the child that after death occurs it takes a couple hours for muscles to get hard and stiffen and that his grandma may not have that happen for awhile. It is important that while explaining these concepts to the child to just be honest and encourage them to ask questions and that whatever they are feeling is okay.
References:
A Child’s Concept of Death. (n.d.). Stanford Children’s Health. Retrieved June 30, 2021, from https://www.stanfordchildrens.org/en/topic/default…
McCance, K. L., & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). Elsevier.ReplyReply to Comment
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