SlideShare uma empresa Scribd logo
1 de 47
Presented By-
BIBHU PRASAD SAHU
RUPSY
DIYA SAHA
HITESH KHATUA
ARPIT PATEL
PRITHVI SENA JAS
1. Definition
2. Etiology
3. Pathogenesis/ Pathophysiology
4. Complications
5. Principles of management
6. Summary
 Hunger– Physiological state when food is not able to
meet energy needs.
 Malnutrition– Malnutrition refers to deficiencies or
excesses or imbalances intake of energy and/or
nutrients in a person .
It could be under-nutrition or over-nutrition(obesity) .
 Undernutrition – most common form of malnutrition
in developing countries.
 Overnutrition(obesity)- common on developed
countries
Fig: Undernourished and Obese
WHO and UNICEF defines Severe Acute Malnutrition
(SAM) for children aged 6 months to 60 months as :
◆ Weight for height below -3 SD score of the median
WHO growth standards.
◆ By visible severe wasting.
◆ Bipedal oedema ; and
◆ Mid upper arm circumference below 115mm.
• Primary - when the otherwise healthy
individual's needs for protein, energy, or both
are not met by an adequate diet. (most
common cause worldwide)
• Secondary - result of disease states that may
lead to sub-optimal intake, inadequate
nutrient absorption or use, and/or increased
requirements because of nutrient losses or
increased energy expenditure.
 Lack of food (famine, poverty)
 Inadequate breast feeding
 Wrong concepts about nutrition
 Diarrhoea & malabsorption
 Infections (worms, measles, T.B)
The “Vicious Cycle”of Undernutrition & Infection
Disease:
. incidence
.severity
.duration
Appetite loss
Nutrient loss
Malabsorption
Altered metabolism
Inadequate
dietary intake
Weight loss
Growth faltering
Lowered immunity
Mucosal damage
F i g u re 2. T h e Synergistic cycle o f infection an d malnutrition
Across all organ systems !!
13
Infection : lung , blood, UT, GIT, skin
Metabolic
hypoglycemia
hypocalcemia
hypomagnesemia
Hypothermia
• Severe vomiting/ intractable vomiting
4/10/2016 44
Hypothermia:
axillary’s temperature < 35°C
or rectal < 35.5°C
Fever > 39°C
4/10/2016 45
The WHO has developed guidelines have been
adapted by the Indian Academy of Pediatrics.
*The general treatment involves ten steps in two
phases:
i. The initial Stabilization phase focuses on restoring
homeostasis and treating medical complications
and usually takes 2-7 days of inpatient treatment.
ii. The Rehabilitation phase focuses on rebuilding
wasted tissues and may take several weeks.
Step 1: Treat/Prevent Hypoglycemia
*Blood glucose level <54 mg/dl or 3 mmol/l.
*If blood glucose cannot be measured, assume hypoglycemia.
*Hypoglycemia, hypothermia and infection generally occur
as a triad.
Treatment
*Give 50 ml of 10% glucose or sucrose solution orally or by
nasogastric tube followed by first feed.
*Feed with starter F-75 every 2 hourly day and night
Prevention
*Feed 2 hourly starting immediately.
*Prevent hypothermia.
Step 2: Treat/Prevent Hypothermia
*Rectal temperature less than <35.5°C or 95.5°F or
axillary temperature less than 35°C or 95°F.
Treatment
*Clothe the child with warm clothes.
*Provide heat using overhead warmer, skin contact or heat
convector.
*Avoid rapid rewarming as this may lead to disequilibrium.
*Feed the child immediately.
Prevention
*Place the child's bed in a draught free area.
*Always keep the child well covered
*Feed the child 2 hourly starting immediately after
admission.
Step 3: Treat/Prevent Dehydration
with Shock
*All severely malnourished children with watery
diarrhea have some dehydration.
Treatment
*Use ORS with potassium supplements.
*Initiate feeding within two to three hours of starting
rehydration.
Prevention
*Give ORS at 5-10 ml/kg after each watery stool, to
replace stool losses.
*If breastfed, continue breastfeeding.
*Initiate refeeding with starter F-75 formula.
Step 4: Treat/Prevent Infection
*Multiple infections are common.
*Majority of bloodstream infections are due to gram-
negative bacteria.
Treatment
*Treat with parenteral ampicillin 50 mg/kg/ dose 6 hourly
for at least 2 days
*followed by oral amoxicillin 15 mg/kg 8 hourly for 5 days
and
*gentamicin 7.5 mg/kg once daily for 7 days.
*If other specific infections are identified, give
appropriate antibiotics.
Prevention
*Follow standard precautions like hand hygiene.
*Give proper vaccination if not immunized and is of
suitable age
Step 5: Correct Electrolyte Balance
*Give supplemental potassium at 3-4
mEq/kg/ day for at least 2 weeks.
*On day 1, give 50% magnesium sulphate IM
once. Thereafter, give extra magnesium
(0.8-1.2 mEq/kg daily)
Step 6: Correct Micronutrient
Deficiencies
*Use up to twice the recommended daily
allowance of various vitamins and minerals
*On day 1, give....
*Micronutrient
supplementation
GOI OPERATIONAL GUIDELINES ON
MALNUTRITION 2011
36
MICRONUTRIENT DOSING
Vitamin A
Vitamin A,C, D, E and B12 TWICE RDA
Zinc 2 mg/kg/day
Iron Start after two days on catch up diet, elemental
iron @ 3 mg/kg/day
Copper 0.3 mg/kg/day (if separate preparation not
available use commercial preparation containing
copper)
Folate 5 mg on day 1, then 1 mg/day
Micronutrient Supplementation
Step 7: Initiate Re-feeding
*Start feeding as soon as possible as frequent small feeds.
*If unable to take orally, initiate nasogastric feeds.
*Total fluid recommended is 130 ml/kg/day.
*If breast feeding, then continue breast feeding.
*Start with F-75 starter feeds every 2 hourly.
*If persistent diarrhea, give a cereal based low lactose F-75
diet as starter diet.
Step 8: Achieve Catchup Growth
*Once appetite returns in 2-3 days, encourage higher intakes
*Increase volume offered at each feed and decrease the
frequency of feeds to 6 feeds per day.
*Make a gradual transition from F-75 to F-100 diet.
*Increase calories to 150-200 kcal/kg/ day, and proteins to
4gm/kg/day.
Step 9: Provide Sensory Stimulation & Emotional
Support
*A cheerful, stimulating environment.
*Age appropriate structured play therapy for at least 15-
30min/ day.
*Tender loving care.
Step 10: Prepare for Follow-up
*Primary failure to respond is indicated by:
*Failure to regain appetite by day 4.
*Presence of edema on day 10.
*Failure to gain at least 5 g/kg/day-by-day 10.
*Secondary failure to respond is indicated by:
*Failure to gain at least 5 g/kg/day for consecutive days
during the rehabilitation phase.
39
 Clinical complex, which includes
electrolyte changes associated
with metabolic abnormalities that
can occur as a result of nutritional
support ( enteral or parenteral), in
severely malnourished patients.
 Also called “the hidden syndrome”
 History
 Nausea, vomiting, and lethargy
 Respiratory insufficiency, cardiac
failure, hypotension, arrhythmias,
delirium, coma, and death
Refeeding a malnourished patient can result in
Heart failure due to:
 Atrophic myocardium in malnutrition
 Muscle depletion of Mg, K, P
 Sodium and water overload
Feeding and correction of biochemical
abnormalities can occur in tandem
without deleterious effects to the
patient.(NICE)
Early identification of at risk individuals,
Monitoring during refeeding , and
An appropriate feeding regimen are
important.
Sam is major burden in deveoping countries.
SAM is a medical emergency
Pathophysiology still elusive and incomplete
Ten steps are the key to successful management
Community based treatment has revolutionised
management of SAM
Special needs for young infants and follow up
issues need to be recognised
*

Mais conteúdo relacionado

Mais procurados

Assessment and management of dehydration
Assessment and management of  dehydrationAssessment and management of  dehydration
Assessment and management of dehydrationDr Praman Kushwah
 
Enteric Fever in Pediatrics ( Typhoid ) Dr Padmesh
Enteric Fever in Pediatrics ( Typhoid )   Dr PadmeshEnteric Fever in Pediatrics ( Typhoid )   Dr Padmesh
Enteric Fever in Pediatrics ( Typhoid ) Dr PadmeshDr Padmesh Vadakepat
 
WHO Growth Chart
WHO Growth ChartWHO Growth Chart
WHO Growth ChartKunal Modak
 
Complementary feeding ppt
Complementary feeding pptComplementary feeding ppt
Complementary feeding pptmanisha21486
 
Growth charts
Growth chartsGrowth charts
Growth chartsdrravimr
 
Nephrotic syndrome case presentation
Nephrotic syndrome case presentationNephrotic syndrome case presentation
Nephrotic syndrome case presentationbinaya tamang
 
malnutrition case presentation
malnutrition case presentationmalnutrition case presentation
malnutrition case presentationSongoma John
 
Age Independent Anthropometry
Age Independent AnthropometryAge Independent Anthropometry
Age Independent AnthropometryBrij Raghuwanshi
 
Malnutrition in pediatrics
Malnutrition in pediatricsMalnutrition in pediatrics
Malnutrition in pediatricsADRIEN MUGIMBAHO
 
Paediatric Anthropometry
Paediatric AnthropometryPaediatric Anthropometry
Paediatric AnthropometryAbhinav Kumar
 
Dehydration in children
Dehydration in childrenDehydration in children
Dehydration in childrenNaz Mayi
 
malnutrition classification and severe malnutrition management
malnutrition classification and severe malnutrition managementmalnutrition classification and severe malnutrition management
malnutrition classification and severe malnutrition managementMuhammad Jawad
 
Pneumonia in children
Pneumonia in childrenPneumonia in children
Pneumonia in childrenAzad Haleem
 
protein energy malnutrition
protein energy malnutritionprotein energy malnutrition
protein energy malnutritiondev224224
 

Mais procurados (20)

Assessment and management of dehydration
Assessment and management of  dehydrationAssessment and management of  dehydration
Assessment and management of dehydration
 
Enteric Fever in Pediatrics ( Typhoid ) Dr Padmesh
Enteric Fever in Pediatrics ( Typhoid )   Dr PadmeshEnteric Fever in Pediatrics ( Typhoid )   Dr Padmesh
Enteric Fever in Pediatrics ( Typhoid ) Dr Padmesh
 
WHO Growth Chart
WHO Growth ChartWHO Growth Chart
WHO Growth Chart
 
Complementary feeding ppt
Complementary feeding pptComplementary feeding ppt
Complementary feeding ppt
 
Growth charts
Growth chartsGrowth charts
Growth charts
 
Nephrotic syndrome case presentation
Nephrotic syndrome case presentationNephrotic syndrome case presentation
Nephrotic syndrome case presentation
 
Malnutrition
Malnutrition Malnutrition
Malnutrition
 
malnutrition case presentation
malnutrition case presentationmalnutrition case presentation
malnutrition case presentation
 
Age Independent Anthropometry
Age Independent AnthropometryAge Independent Anthropometry
Age Independent Anthropometry
 
Malnutrition in pediatrics
Malnutrition in pediatricsMalnutrition in pediatrics
Malnutrition in pediatrics
 
Protein Energy Malnutrition
Protein Energy MalnutritionProtein Energy Malnutrition
Protein Energy Malnutrition
 
Childhood obesity
Childhood obesityChildhood obesity
Childhood obesity
 
Paediatric Anthropometry
Paediatric AnthropometryPaediatric Anthropometry
Paediatric Anthropometry
 
Dehydration imnci
Dehydration imnciDehydration imnci
Dehydration imnci
 
Dehydration in children
Dehydration in childrenDehydration in children
Dehydration in children
 
malnutrition classification and severe malnutrition management
malnutrition classification and severe malnutrition managementmalnutrition classification and severe malnutrition management
malnutrition classification and severe malnutrition management
 
Pneumonia in children
Pneumonia in childrenPneumonia in children
Pneumonia in children
 
IYCF
IYCFIYCF
IYCF
 
protein energy malnutrition
protein energy malnutritionprotein energy malnutrition
protein energy malnutrition
 
Croup in children
Croup in childrenCroup in children
Croup in children
 

Semelhante a Severe Acute Malnutrition

child_malnutrition_final_FINAL.pptx
child_malnutrition_final_FINAL.pptxchild_malnutrition_final_FINAL.pptx
child_malnutrition_final_FINAL.pptxAnkitSahu944117
 
10 Step Approach To Protein Energy Malnutrition Treatment
10 Step Approach To Protein Energy Malnutrition Treatment10 Step Approach To Protein Energy Malnutrition Treatment
10 Step Approach To Protein Energy Malnutrition TreatmentSunidhi Singh
 
DIABETES MELLITUS TYPE 1 & MANAGEMENT OF DIABETIC KETOACIDOSIS
DIABETES MELLITUS TYPE 1 & MANAGEMENT OF DIABETIC  KETOACIDOSIS DIABETES MELLITUS TYPE 1 & MANAGEMENT OF DIABETIC  KETOACIDOSIS
DIABETES MELLITUS TYPE 1 & MANAGEMENT OF DIABETIC KETOACIDOSIS Rakesh Verma
 
Hypogylcemia (neonate)
Hypogylcemia (neonate)Hypogylcemia (neonate)
Hypogylcemia (neonate)Mahato Rahul
 
Diabetes Mellitus in children for medical students
Diabetes Mellitus in children for medical students Diabetes Mellitus in children for medical students
Diabetes Mellitus in children for medical students Azad Haleem
 
Nutrition in critically ill
Nutrition in critically illNutrition in critically ill
Nutrition in critically illNeha Singh
 
kwashiorkor disease .pdf
kwashiorkor disease .pdfkwashiorkor disease .pdf
kwashiorkor disease .pdfNagebSaif
 
Nutrition in Surgery.pptx
Nutrition in Surgery.pptxNutrition in Surgery.pptx
Nutrition in Surgery.pptxAnandaHegde1
 
1.Acute Malnutrition.pptx
1.Acute Malnutrition.pptx1.Acute Malnutrition.pptx
1.Acute Malnutrition.pptxTbndkSamuelTesa
 
Presentation on Protein Energy Malnutrition.pptx
Presentation on Protein Energy Malnutrition.pptxPresentation on Protein Energy Malnutrition.pptx
Presentation on Protein Energy Malnutrition.pptxshivanibhardwaj57
 
Nutrition in surgical patients
Nutrition in surgical patientsNutrition in surgical patients
Nutrition in surgical patientsAjayKumar4497
 
Sever Acute Malnutrition.pptx
Sever Acute Malnutrition.pptxSever Acute Malnutrition.pptx
Sever Acute Malnutrition.pptxBabikir Mohamed
 
Presentation_on_type1.ppt
Presentation_on_type1.pptPresentation_on_type1.ppt
Presentation_on_type1.pptArushi174433
 
Management of SEVERE ACUTE MALNUTRITION
Management of SEVERE ACUTE MALNUTRITIONManagement of SEVERE ACUTE MALNUTRITION
Management of SEVERE ACUTE MALNUTRITIONRAVI PRAKASH
 

Semelhante a Severe Acute Malnutrition (20)

child_malnutrition_final_FINAL.pptx
child_malnutrition_final_FINAL.pptxchild_malnutrition_final_FINAL.pptx
child_malnutrition_final_FINAL.pptx
 
10 Step Approach To Protein Energy Malnutrition Treatment
10 Step Approach To Protein Energy Malnutrition Treatment10 Step Approach To Protein Energy Malnutrition Treatment
10 Step Approach To Protein Energy Malnutrition Treatment
 
Malnutrition.pptx
Malnutrition.pptxMalnutrition.pptx
Malnutrition.pptx
 
nutrition.pptx
nutrition.pptxnutrition.pptx
nutrition.pptx
 
DIABETES MELLITUS TYPE 1 & MANAGEMENT OF DIABETIC KETOACIDOSIS
DIABETES MELLITUS TYPE 1 & MANAGEMENT OF DIABETIC  KETOACIDOSIS DIABETES MELLITUS TYPE 1 & MANAGEMENT OF DIABETIC  KETOACIDOSIS
DIABETES MELLITUS TYPE 1 & MANAGEMENT OF DIABETIC KETOACIDOSIS
 
Malnutrition.pptx
Malnutrition.pptxMalnutrition.pptx
Malnutrition.pptx
 
Diabetes Mellitus PPT
Diabetes Mellitus PPTDiabetes Mellitus PPT
Diabetes Mellitus PPT
 
Hypogylcemia (neonate)
Hypogylcemia (neonate)Hypogylcemia (neonate)
Hypogylcemia (neonate)
 
Diabetes Mellitus in children for medical students
Diabetes Mellitus in children for medical students Diabetes Mellitus in children for medical students
Diabetes Mellitus in children for medical students
 
SAM .pptx
SAM  .pptxSAM  .pptx
SAM .pptx
 
Nutrition in critically ill
Nutrition in critically illNutrition in critically ill
Nutrition in critically ill
 
kwashiorkor disease .pdf
kwashiorkor disease .pdfkwashiorkor disease .pdf
kwashiorkor disease .pdf
 
Nutrition in Surgery.pptx
Nutrition in Surgery.pptxNutrition in Surgery.pptx
Nutrition in Surgery.pptx
 
1.Acute Malnutrition.pptx
1.Acute Malnutrition.pptx1.Acute Malnutrition.pptx
1.Acute Malnutrition.pptx
 
Presentation on Protein Energy Malnutrition.pptx
Presentation on Protein Energy Malnutrition.pptxPresentation on Protein Energy Malnutrition.pptx
Presentation on Protein Energy Malnutrition.pptx
 
Nutrition in surgical patients
Nutrition in surgical patientsNutrition in surgical patients
Nutrition in surgical patients
 
Sever Acute Malnutrition.pptx
Sever Acute Malnutrition.pptxSever Acute Malnutrition.pptx
Sever Acute Malnutrition.pptx
 
Presentation_on_type1.ppt
Presentation_on_type1.pptPresentation_on_type1.ppt
Presentation_on_type1.ppt
 
Severe acute malnutrition
Severe acute malnutritionSevere acute malnutrition
Severe acute malnutrition
 
Management of SEVERE ACUTE MALNUTRITION
Management of SEVERE ACUTE MALNUTRITIONManagement of SEVERE ACUTE MALNUTRITION
Management of SEVERE ACUTE MALNUTRITION
 

Último

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...Nguyen Thanh Tu Collection
 
Fostering Friendships - Enhancing Social Bonds in the Classroom
Fostering Friendships - Enhancing Social Bonds  in the ClassroomFostering Friendships - Enhancing Social Bonds  in the Classroom
Fostering Friendships - Enhancing Social Bonds in the ClassroomPooky Knightsmith
 
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.christianmathematics
 
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptxExploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptxPooja Bhuva
 
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...Nguyen Thanh Tu Collection
 
How to setup Pycharm environment for Odoo 17.pptx
How to setup Pycharm environment for Odoo 17.pptxHow to setup Pycharm environment for Odoo 17.pptx
How to setup Pycharm environment for Odoo 17.pptxCeline George
 
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptxOn_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptxPooja Bhuva
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptxMaritesTamaniVerdade
 
Towards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxTowards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxJisc
 
SOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning PresentationSOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning Presentationcamerronhm
 
Understanding Accommodations and Modifications
Understanding  Accommodations and ModificationsUnderstanding  Accommodations and Modifications
Understanding Accommodations and ModificationsMJDuyan
 
Salient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsSalient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsKarakKing
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.MaryamAhmad92
 
REMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptxREMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptxDr. Ravikiran H M Gowda
 
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxBasic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxDenish Jangid
 
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Pooja Bhuva
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsMebane Rash
 
General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual  Proper...General Principles of Intellectual Property: Concepts of Intellectual  Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...Poonam Aher Patil
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024Elizabeth Walsh
 

Último (20)

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
 
Fostering Friendships - Enhancing Social Bonds in the Classroom
Fostering Friendships - Enhancing Social Bonds  in the ClassroomFostering Friendships - Enhancing Social Bonds  in the Classroom
Fostering Friendships - Enhancing Social Bonds in the Classroom
 
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
 
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptxExploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
Exploring_the_Narrative_Style_of_Amitav_Ghoshs_Gun_Island.pptx
 
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...
 
How to setup Pycharm environment for Odoo 17.pptx
How to setup Pycharm environment for Odoo 17.pptxHow to setup Pycharm environment for Odoo 17.pptx
How to setup Pycharm environment for Odoo 17.pptx
 
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptxOn_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
On_Translating_a_Tamil_Poem_by_A_K_Ramanujan.pptx
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
 
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024
 
Towards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxTowards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptx
 
SOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning PresentationSOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning Presentation
 
Understanding Accommodations and Modifications
Understanding  Accommodations and ModificationsUnderstanding  Accommodations and Modifications
Understanding Accommodations and Modifications
 
Salient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsSalient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functions
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.
 
REMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptxREMIFENTANIL: An Ultra short acting opioid.pptx
REMIFENTANIL: An Ultra short acting opioid.pptx
 
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxBasic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
 
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
 
General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual  Proper...General Principles of Intellectual Property: Concepts of Intellectual  Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024
 

Severe Acute Malnutrition

  • 1. Presented By- BIBHU PRASAD SAHU RUPSY DIYA SAHA HITESH KHATUA ARPIT PATEL PRITHVI SENA JAS
  • 2. 1. Definition 2. Etiology 3. Pathogenesis/ Pathophysiology 4. Complications 5. Principles of management 6. Summary
  • 3.  Hunger– Physiological state when food is not able to meet energy needs.  Malnutrition– Malnutrition refers to deficiencies or excesses or imbalances intake of energy and/or nutrients in a person . It could be under-nutrition or over-nutrition(obesity) .  Undernutrition – most common form of malnutrition in developing countries.  Overnutrition(obesity)- common on developed countries
  • 5.
  • 6. WHO and UNICEF defines Severe Acute Malnutrition (SAM) for children aged 6 months to 60 months as : ◆ Weight for height below -3 SD score of the median WHO growth standards. ◆ By visible severe wasting. ◆ Bipedal oedema ; and ◆ Mid upper arm circumference below 115mm.
  • 7.
  • 8.
  • 9. • Primary - when the otherwise healthy individual's needs for protein, energy, or both are not met by an adequate diet. (most common cause worldwide) • Secondary - result of disease states that may lead to sub-optimal intake, inadequate nutrient absorption or use, and/or increased requirements because of nutrient losses or increased energy expenditure.
  • 10.  Lack of food (famine, poverty)  Inadequate breast feeding  Wrong concepts about nutrition  Diarrhoea & malabsorption  Infections (worms, measles, T.B)
  • 11.
  • 12. The “Vicious Cycle”of Undernutrition & Infection Disease: . incidence .severity .duration Appetite loss Nutrient loss Malabsorption Altered metabolism Inadequate dietary intake Weight loss Growth faltering Lowered immunity Mucosal damage F i g u re 2. T h e Synergistic cycle o f infection an d malnutrition
  • 13. Across all organ systems !! 13
  • 14.
  • 15. Infection : lung , blood, UT, GIT, skin Metabolic hypoglycemia hypocalcemia hypomagnesemia Hypothermia
  • 16.
  • 17.
  • 18. • Severe vomiting/ intractable vomiting 4/10/2016 44
  • 19.
  • 20.
  • 21.
  • 22.
  • 23. Hypothermia: axillary’s temperature < 35°C or rectal < 35.5°C Fever > 39°C 4/10/2016 45
  • 24.
  • 25.
  • 26.
  • 27.
  • 28. The WHO has developed guidelines have been adapted by the Indian Academy of Pediatrics. *The general treatment involves ten steps in two phases: i. The initial Stabilization phase focuses on restoring homeostasis and treating medical complications and usually takes 2-7 days of inpatient treatment. ii. The Rehabilitation phase focuses on rebuilding wasted tissues and may take several weeks.
  • 29.
  • 30. Step 1: Treat/Prevent Hypoglycemia *Blood glucose level <54 mg/dl or 3 mmol/l. *If blood glucose cannot be measured, assume hypoglycemia. *Hypoglycemia, hypothermia and infection generally occur as a triad. Treatment *Give 50 ml of 10% glucose or sucrose solution orally or by nasogastric tube followed by first feed. *Feed with starter F-75 every 2 hourly day and night Prevention *Feed 2 hourly starting immediately. *Prevent hypothermia.
  • 31. Step 2: Treat/Prevent Hypothermia *Rectal temperature less than <35.5°C or 95.5°F or axillary temperature less than 35°C or 95°F. Treatment *Clothe the child with warm clothes. *Provide heat using overhead warmer, skin contact or heat convector. *Avoid rapid rewarming as this may lead to disequilibrium. *Feed the child immediately. Prevention *Place the child's bed in a draught free area. *Always keep the child well covered *Feed the child 2 hourly starting immediately after admission.
  • 32. Step 3: Treat/Prevent Dehydration with Shock *All severely malnourished children with watery diarrhea have some dehydration. Treatment *Use ORS with potassium supplements. *Initiate feeding within two to three hours of starting rehydration. Prevention *Give ORS at 5-10 ml/kg after each watery stool, to replace stool losses. *If breastfed, continue breastfeeding. *Initiate refeeding with starter F-75 formula.
  • 33.
  • 34. Step 4: Treat/Prevent Infection *Multiple infections are common. *Majority of bloodstream infections are due to gram- negative bacteria. Treatment *Treat with parenteral ampicillin 50 mg/kg/ dose 6 hourly for at least 2 days *followed by oral amoxicillin 15 mg/kg 8 hourly for 5 days and *gentamicin 7.5 mg/kg once daily for 7 days. *If other specific infections are identified, give appropriate antibiotics. Prevention *Follow standard precautions like hand hygiene. *Give proper vaccination if not immunized and is of suitable age
  • 35. Step 5: Correct Electrolyte Balance *Give supplemental potassium at 3-4 mEq/kg/ day for at least 2 weeks. *On day 1, give 50% magnesium sulphate IM once. Thereafter, give extra magnesium (0.8-1.2 mEq/kg daily) Step 6: Correct Micronutrient Deficiencies *Use up to twice the recommended daily allowance of various vitamins and minerals *On day 1, give....
  • 36. *Micronutrient supplementation GOI OPERATIONAL GUIDELINES ON MALNUTRITION 2011 36 MICRONUTRIENT DOSING Vitamin A Vitamin A,C, D, E and B12 TWICE RDA Zinc 2 mg/kg/day Iron Start after two days on catch up diet, elemental iron @ 3 mg/kg/day Copper 0.3 mg/kg/day (if separate preparation not available use commercial preparation containing copper) Folate 5 mg on day 1, then 1 mg/day Micronutrient Supplementation
  • 37. Step 7: Initiate Re-feeding *Start feeding as soon as possible as frequent small feeds. *If unable to take orally, initiate nasogastric feeds. *Total fluid recommended is 130 ml/kg/day. *If breast feeding, then continue breast feeding. *Start with F-75 starter feeds every 2 hourly. *If persistent diarrhea, give a cereal based low lactose F-75 diet as starter diet. Step 8: Achieve Catchup Growth *Once appetite returns in 2-3 days, encourage higher intakes *Increase volume offered at each feed and decrease the frequency of feeds to 6 feeds per day. *Make a gradual transition from F-75 to F-100 diet. *Increase calories to 150-200 kcal/kg/ day, and proteins to 4gm/kg/day.
  • 38. Step 9: Provide Sensory Stimulation & Emotional Support *A cheerful, stimulating environment. *Age appropriate structured play therapy for at least 15- 30min/ day. *Tender loving care. Step 10: Prepare for Follow-up *Primary failure to respond is indicated by: *Failure to regain appetite by day 4. *Presence of edema on day 10. *Failure to gain at least 5 g/kg/day-by-day 10. *Secondary failure to respond is indicated by: *Failure to gain at least 5 g/kg/day for consecutive days during the rehabilitation phase.
  • 39. 39
  • 40.
  • 41.  Clinical complex, which includes electrolyte changes associated with metabolic abnormalities that can occur as a result of nutritional support ( enteral or parenteral), in severely malnourished patients.  Also called “the hidden syndrome”  History
  • 42.
  • 43.  Nausea, vomiting, and lethargy  Respiratory insufficiency, cardiac failure, hypotension, arrhythmias, delirium, coma, and death
  • 44. Refeeding a malnourished patient can result in Heart failure due to:  Atrophic myocardium in malnutrition  Muscle depletion of Mg, K, P  Sodium and water overload
  • 45. Feeding and correction of biochemical abnormalities can occur in tandem without deleterious effects to the patient.(NICE) Early identification of at risk individuals, Monitoring during refeeding , and An appropriate feeding regimen are important.
  • 46. Sam is major burden in deveoping countries. SAM is a medical emergency Pathophysiology still elusive and incomplete Ten steps are the key to successful management Community based treatment has revolutionised management of SAM Special needs for young infants and follow up issues need to be recognised
  • 47. *

Notas do Editor

  1. ach play session should include language and motor activities, and activities with toys. (examples of simple toys for structured play therapy are provided in the annexure 20.) teach the child local songs and games using the figers and toes. encourage the child to laugh, vocalise and describe what he or she is doing. encourage the child to perform the next appropriate motor activity, for example, help the child to sit up; roll toys out of reach to encourage the child to crawl after them; hold the child’s hands and help him or her to walk. Physical activity promotes the development of essential motor skills and may also enhance growth. For immobile children, passive limb movements should be done at regular intervals. For mobile children, play should include such activities as rolling or tumbling on a mattress, kicking and tossing a ball, and climbing stairs etc. Duration and intensity of physical activities should increase as the child’s condition improves. Mothers and care givers should be involved in all aspects of management of her child. Mothers can be taught to: prepare food; feed children; bathe and change; play with children, supervise play sessions and make toys. Mothers must be educated about the importance of play and expression of her love as part of the emotional, physical and mental stimulation that the children need ach play session should include language and motor activities, and activities with toys. (examples of simple toys for structured play therapy are provided in the annexure 20.) teach the child local songs and games using the figers and toes. encourage the child to laugh, vocalise and describe what he or she is doing. encourage the child to perform the next appropriate motor activity, for example, help the child to sit up; roll toys out of reach to encourage the child to crawl after them; hold the child’s hands and help him or her to walk. Physical activity promotes the development of essential motor skills and may also enhance growth. For immobile children, passive limb movements should be done at regular intervals. For mobile children, play should include such activities as rolling or tumbling on a mattress, kicking and tossing a ball, and climbing stairs etc. Duration and intensity of physical activities should increase as the child’s condition improves. Mothers and care givers should be involved in all aspects of management of her child. Mothers can be taught to: prepare food; feed children; bathe and change; play with children, supervise play sessions and make toys. Mothers must be educated about the importance of play and expression of her love as part of the emotional, physical and mental stimulation that the children need ach play session should include language and motor activities, and activities with toys. (examples of simple toys for structured play therapy are provided in the annexure 20.) teach the child local songs and games using the figers and toes. encourage the child to laugh, vocalise and describe what he or she is doing. encourage the child to perform the next appropriate motor activity, for example, help the child to sit up; roll toys out of reach to encourage the child to crawl after them; hold the child’s hands and help him or her to walk. Physical activity promotes the development of essential motor skills and may also enhance growth. For immobile children, passive limb movements should be done at regular intervals. For mobile children, play should include such activities as rolling or tumbling on a mattress, kicking and tossing a ball, and climbing stairs etc. Duration and intensity of physical activities should increase as the child’s condition improves. Mothers and care givers should be involved in all aspects of management of her child. Mothers can be taught to: prepare food; feed children; bathe and change; play with children, supervise play sessions and make toys. Mothers must be educated about the importance of play and expression of her love as part of the emotional, physical and mental stimulation that the children need ach play session should include language and motor activities, and activities with toys. (examples of simple toys for structured play therapy are provided in the annexure 20.) teach the child local songs and games using the figers and toes. encourage the child to laugh, vocalise and describe what he or she is doing. encourage the child to perform the next appropriate motor activity, for example, help the child to sit up; roll toys out of reach to encourage the child to crawl after them; hold the child’s hands and help him or her to walk. Physical activity promotes the development of essential motor skills and may also enhance growth. For immobile children, passive limb movements should be done at regular intervals. For mobile children, play should include such activities as rolling or tumbling on a mattress, kicking and tossing a ball, and climbing stairs etc. Duration and intensity of physical activities should increase as the child’s condition improves. Mothers and care givers should be involved in all aspects of management of her child. Mothers can be taught to: prepare food; feed children; bathe and change; play with children, supervise play sessions and make toys. Mothers must be educated about the importance of play and expression of her love as part of the emotional, physical and mental stimulation that the children need ach play session should include language and motor activities, and activities with toys. (examples of simple toys for structured play therapy are provided in the annexure 20.) teach the child local songs and games using the figers and toes. encourage the child to laugh, vocalise and describe what he or she is doing. encourage the child to perform the next appropriate motor activity, for example, help the child to sit up; roll toys out of reach to encourage the child to crawl after them; hold the child’s hands and help him or her to walk. Physical activity promotes the development of essential motor skills and may also enhance growth. For immobile children, passive limb movements should be done at regular intervals. For mobile children, play should include such activities as rolling or tumbling on a mattress, kicking and tossing a ball, and climbing stairs etc. Duration and intensity of physical activities should increase as the child’s condition improves. Mothers and care givers should be involved in all aspects of management of her child. Mothers can be taught to: prepare food; feed children; bathe and change; play with children, supervise play sessions and make toys. Mothers must be educated about the importance of play and expression of her love as part of the emotional, physical and mental stimulation that the children need arge play mats and with the mother. each play session should include language and motor activities, and activities with toys. (examples of simple toys for structured play therapy are provided in the annexure 20.) teach the child local songs and games using the figers and toes. encourage the child to laugh, vocalise and describe what he or she is doing. encourage the child to perform the next appropriate motor activity, for example, help the child to sit up; roll toys out of reach to encourage the child to crawl after them; hold the child’s hands and help him or her to walk. Physical activity promotes the development of essential motor skills and may also enhance growth. For immobile children, passive limb movements should be done at regular intervals. For mobile children, play should include such activities as rolling or tumbling on a mattress, kicking and tossing a ball, and climbing stairs etc. Duration and intensity of physical activities should increase as the child’s condition improves. Mothers and care givers should be involved in all aspects of management of her child. Mothers can be taught to: prepare food; feed children; bathe and change; play with children, supervise play sessions and make toys. Mothers must be educated about the importance of play and expression of her love as part of the emotional, physical and mental stimulation that the children need.