This document provides an overview of concepts related to sleep including definitions of sleep and rest, the two types of sleep (NREM and REM), sleep cycles and stages, factors that affect sleep, functions of sleep, and common sleep disorders. It also discusses nursing assessments of sleep and potential nursing diagnoses and interventions to promote healthy sleep.
it explain about definition of sleep, normal sleep, sleep disturbance, causes of sleep disturbance, management therapy, nursing therapy and its effect om normal life.
this topic is about sleep, stages of sleep, types of sleep, factors influencing sleep, sleep disorders and their management and various interventions to promote sleep
This PPT aims to give Knowledge and Understanding about Sleep Talking, Types of Sleep Disorder, Stages of Sleep, Factor of Effecting Sleep Talking, Causes of Sleep Talking, Risk and Concern Associated with Sleep Talking, Diagnosis of Sleep Talking, Treatment of Sleep Talking.
This document defines sleep and rest, compares their characteristics, and discusses sleep patterns and disorders. It outlines two types of sleep - NREM and REM sleep - and explains their stages and functions. Factors affecting sleep and common sleep disorders like insomnia and sleep apnea are identified. Nursing interventions to promote sleep through environmental changes, relaxation techniques, and medication administration if needed are also discussed.
This document discusses sleep, sleep disorders, and their diagnosis and treatment. It covers:
- The stages and functions of normal sleep
- Tools used in sleep medicine like polysomnography
- Common sleep disorders like insomnia, hypersomnia, narcolepsy, sleep apnea
- Treatment approaches including behavioral therapies, pharmacological options, and management of specific disorders.
This document provides an overview of sleep and sleep disorders. It defines sleep and describes the four stages of the sleep cycle: NREM Stages 1-3 and REM Stage. Common sleep disorders like sleep apnea, insomnia, narcolepsy, sleepwalking and sleep terrors are explained, including causes, symptoms and ways to prevent each. Finally, tips are provided for falling asleep fast, such as setting the right temperature, avoiding electronics before bed, and maintaining a regular sleep schedule.
The document discusses sleep fundamentals including rest, sleep physiology, types of sleep, sleep cycles, sleep variations across age groups, and nursing interventions to promote sleep. It describes sleep as a state of relaxation and reduced perception, characterized by non-REM and REM sleep stages. Physiology involves electrophysiological, hormonal and neural processes. Nursing focuses on assessment, education, environmental factors and medications to enhance sleep.
The document discusses sleep physiology from three approaches - electrophysiologic, hormonal, and neural. It describes the two main types of sleep - non-rapid eye movement (NREM) sleep and rapid eye movement (REM) sleep. NREM sleep is further divided into four stages. Nursing interventions to promote sleep include establishing sleep routines, ensuring a restful environment, providing comfort measures, and enhancing sleep with medications under certain conditions.
This document provides an overview of sleep and sleep disorders from a psychological perspective. It defines sleep and describes the four stages of the sleep cycle: NREM Stages 1-3 and REM Stage. Common sleep disorders like sleep apnea, insomnia, narcolepsy, sleepwalking and sleep terrors are explained. Potential causes and symptoms of each disorder are outlined. The document concludes by listing 14 evidence-based ways to fall asleep faster, such as keeping a regular sleep schedule, avoiding screens before bed, and getting exercise in the morning. References are provided.
Primary sleep disorders:
Primary sleep disorders are those disorders not attributable to another cause, which includes dyssomnias and parasomnias.
Dyssomnias: are primary disorders of initiating or maintaining sleep/ excessive sleepiness, characterized by abnormalities in the amount, quality, or timing of sleep.
Insomnia:
Difficulty initiating or maintaining sleep or nonrestorative sleep that lasts for 1 month and causes significant distress or impairment in social, occupational, or other important areas of functioning.
Hypersomnia:
Excessive sleepiness for atleast 1 month that involves either prolonged sleep episodes or daily daytime sleeping that causes significant distress or impairment in social, occupational or other functioning.
Narcolepsy:
A rare sleep disorder in which a person, usually under the age of 20, has recurrent sudden episodes of irresistible sleep attacks of short duration 10 - 15 minutes (directly enters into REM sleep).
Breathing related sleep disorder:
Sleep disruption leading to excessive sleepiness or, less commonly, insomnia, caused by abnormalities in ventilation during sleep. These disorders include obstructive sleep apnea (repeated episodes of upper airway obstruction), central sleep apnea (episodic cessation of sventilation without airway obstruction), and central alveolar hypoventilation (hypoventilation resulting in low arterial oxygen levels).
Circadian Rhythm Sleep Disorder:
Persistent or recurring sleep disruption resulting from altered functioning of circadian rhythm or a mismatch between circadian rhythm and external demands. Subtypes include; delayed sleep phase, jet lag, shift work and unspecified.
Delayed sleep phase: A persistent pattern of late sleep onset and late awakening times, with an inability to fall asleep and awaken at a desired earlier time.
Jet lag: Sleepiness and alertness that occur at an inappropriate time of day relative to local time, occurring after repeated travel across more than one time zone.
Shift work: Insomnia during the major sleep period or excessive sleepiness during the major awake period associated with night shift work or frequently changing shift work.
Parasomnias: are disorders characterized by abnormal behavioral or psychological events associated with sleep, specific sleep stages, or sleep–wake transition. These disorders involve activation of physiological systems, such as the autonomic nervous system, motor system, or cognitive processes, at inappropriate times during sleep.
Nightmare disorder:
Repeated occurrence of frightening dreams that lead to waking from sleep.
Sleep terror disorder:
Repeated occurrence of abrupt awakenings from sleep associated with a panicky scream or cry.
Sleepwalking disorder (Somnambulism):
Repeated episodes of complex motor behavior initiated during sleep, including getting out of bed and walking around.
This document discusses normal sleep patterns and stages of sleep. It describes the stages of non-rapid eye movement (NREM) sleep and rapid eye movement (REM) sleep. It then discusses factors that can affect sleep stages and cycles, including sleep disorders, sleep deprivation, stress, and environment. The document also summarizes sleep patterns in infants, adults, and elderly persons. Finally, it discusses non-organic sleep disorders like insomnia, and treatments for insomnia including sleep hygiene, behavioral therapy, relaxation techniques, sleep restriction, stimulus control, and medications.
Sleep wake disorder.pptx Sleep wake disorder is a chronic problem problemmaliktabassum725
Sleep-wake disorders encompass a spectrum of conditions that disrupt the natural patterns of sleep and wakefulness, affecting the quality and timing of sleep. These disorders can manifest in various forms, such as insomnia, hypersomnia, and circadian rhythm sleep-wake disorders. Insomnia involves difficulty falling asleep or staying asleep, leading to impaired daytime functioning. Hypersomnia is characterized by excessive daytime sleepiness despite sufficient nighttime sleep. Circadian rhythm sleep-wake disorders involve disruptions in the body's internal clock, leading to difficulties in sleep timing and alignment with societal norms. These disorders can significantly impact overall well-being, cognitive function, and daily activities, emphasizing the importance of proper diagnosis and management strategies tailored to individual needs.
This document provides an overview of sleep and sleep disorders. It defines sleep and describes the physiology and stages of normal sleep. It discusses factors that influence sleep such as circadian rhythms, neurotransmitters, and the sleep-wake cycle. Common sleep disorders are explained like insomnia, narcolepsy, sleep apnea, restless leg syndrome and parasomnias. Assessment methods and treatment options for sleep disorders are also summarized.
Introduction
The sleep – wakefulness cycle is genetically determined rather than learned and is established sometime after birth.Sleep is a naturally recurring state of mind and body, characterized by altered consciousness, relatively inhibited sensory activity and [inhibition of nearly all voluntary muscle during REM sleep] reduced interactions with surroundings.
Sleep can be regarded as a physiological reversible reduction of conscious awareness. Nearly one third of human life is spent in sleep. Disorders of sleep can affect activities of daily living (ADL) of an individual.
Definition
It is an easily reversible state of relative unresponsiveness and serenity which occurs more or less regularly and repetitively each day.
The EEG recordings show typical features of sleep which is broadly divided into two broadly different phases:
1. D-sleep (desynchronised or dreaming sleep), also called as REM- sleep (rapid eye movement sleep),active sleep, or paradoxical sleep.
2. S-sleep (synchronised sleep), also called as NREM-sleep (non-REM sleep), quiet sleep, or orthodox sleep. S-sleep or NREM-sleep is further divided into four stages, ranging from stages 1 to 4. As the person falls asleep, the person fifi rst passes through these stages of NREM-sleep.
Stages of sleep
The EEG recording during the waking state shows alpha waves of 8-12 cycles/sec. frequency. The onset of sleep is characterised by a disappearance of the alpha-activity.
Stage 1, NREM-sleep is the first and the ligh test stage of sleep characterised by an absence of alphawaves, and low voltage, predominantly theta activity.
Stage 2, NREM-sleep follows the stage 1 within a few minutes and is characterised by two typical EEG changes:
i. Sleep spindles: Regular spindle shaped waves of 13-15 cycles/sec. frequency, lasting 0.5-2.0
seconds, with a charac teristic waxing and waning amplitude.
ii. K-complexes: High voltage spikes present intermittently.
Stage 3, NREM-sleep shows appearance of high voltage, 75 μV, δ-waves of 0.5-3.0 cycles/sec.
Stage 4, NREM-sleep shows predominant δ-activity in EEG. NREM-sleep is followed by REM-sleep, which is a light phase of sleep. The EEG is characterised by a return of α-waves (α-wave sleep); other changes are similar to stage 1 NREM-sleep. One of the most characteristic features of the REM-sleep is presence of REM or rapid (conjugate) eye move ments. The other features include generalised mus cular atony, penile erection, autonomic hyperactivity (increase in pulse rate, respiratory rate and blood pressure), and movements of small muscle groups, occurring intermittently. Although it is a light stage of sleep, arousal is diffificult. These stages occur regularly throughout the whole duration of sleep. The first REM period occurs typically after 90 minutes of the onset of sleep, although it can start as early as 7 minutes after going off to sleep, e.g. in narcolepsy, in major depression, and after sleep deprivation.
A sleep-wake disorder is a condition characterized by disturbances in the normal pattern of sleep and wakefulness. These disorders can significantly impact an individual's ability to function during the day and may lead to various health problems if left untreated
Sleep and rest are normal physiological processes that alternate with periods of wakefulness and are regulated by circadian rhythms and neurotransmitters in the brain. Sufficient sleep promotes health, learning, memory and performance while lack of sleep can cause disturbances in physiological and psychological functioning. Nursing assessment of sleep includes evaluating usual sleep patterns, risks of disturbances, and manifestations of altered sleep. Nursing diagnoses like sleep pattern disturbance address identifying and meeting patients' sleep and rest needs.
This document discusses sleep and rest patterns. It defines sleep and rest, compares their characteristics, and discusses the two types of sleep - NREM and REM sleep. The four stages of NREM sleep and characteristics of REM sleep are outlined. Factors affecting sleep, common sleep disorders, functions of sleep, and nursing management of patients' sleep are also covered. Nursing management involves assessing, diagnosing, planning, implementing, teaching, and evaluating patients to promote healthy sleep.
Sleep apnea is a serious sleep disorder where breathing stops and restarts many times during sleep, preventing the body from getting enough oxygen. It is most commonly caused by the soft tissue in the back of the throat collapsing and blocking the airway during sleep. Left untreated, sleep apnea can cause loud snoring, daytime tiredness, and increase the risk of heart problems and high blood pressure. It can be diagnosed through a sleep study or home sleep test and treated through lifestyle changes or devices like CPAP machines.
This document provides information about sleep disorders and sleep hygiene. It defines sleep and describes the stages of sleep including NREM, REM sleep, and the progression through stages 1-3. It discusses factors that affect sleep, consequences of poor sleep, and categories of sleep disorders like insomnia. Assessment of insomnia and interventions like CBT and medications are outlined. General sleep recommendations are provided regarding sleep schedules, environment, and habits. Sleep hygiene tips conclude the document.
This document provides an introduction to pharmacology. It defines key terms like efficacy, potency, therapeutic index, and adverse drug reactions. It describes pharmacokinetic principles such as absorption, distribution, metabolism and elimination of drugs. It also discusses pharmacodynamics concepts like agonists, antagonists, and drug-receptor interactions. The document outlines various drug classifications and therapeutic categories. It discusses routes of drug administration including enteral and parental routes. It also covers topics like drug interactions, drug labeling, and patient records.
Pathophysiology deals with the physiological changes that occur with disease at the cellular, tissue, and organ levels and how those changes affect overall body function. The document introduces pathophysiology and defines it and the related field of pathology. It outlines the objectives of describing the basic concepts of disease development and the five components of the disease process: prevalence, etiology, pathogenesis, clinical manifestation, and outcomes.
This document provides an overview of health education, including its objectives, roles, levels, advantages, planning steps, methodologies, and principles of teaching and learning. Health education aims to produce positive behavior changes through increasing awareness and influencing attitudes. It is an important strategy of primary health care. The document discusses levels of health education from primary to tertiary, as well as advantages like promoting health and safety. Key steps in planning health education include assessment, priority setting, teaching implementation, and evaluation. Effective methodologies include lectures, discussions, demonstrations, and using visual aids. Principles of teaching emphasize meeting learners' needs and facilitating active participation.
The document provides guidance on assessing the abdomen, anus, and rectum. It outlines the objectives of the assessment, including discussing pertinent health history questions, describing specific examination techniques, documenting findings, and listing age-related changes. It then provides detailed instructions on inspecting, auscultating, percussing, and palpating the abdomen, as well as examining the rectum. It describes how to assess for common abnormalities and conditions affecting different areas of the gastrointestinal system.
The document provides guidance on assessing the nose, mouth, and pharynx by outlining objectives, components of the health history, physical examination techniques, anatomical structures, and common abnormal findings to evaluate for each area. The health history takes into account medical conditions, medications, allergies and lifestyle factors, while the physical examination instructs on inspecting and palpating the nose, mouth, teeth, gums, tongue, palate, tonsils, and throat. The document also lists equipment needed and references for further information.
The document provides an overview of assessing the skin, head, and neck by describing the anatomy and physiology of these systems, outlining the subjective and objective components of the physical exam including inspection, palpation, and documentation of normal and abnormal findings, and noting age-related variations and differences to consider in the assessment. The assessment approach is systematic and includes evaluating characteristics like color, temperature, texture, and integrity while inspecting for lesions, rashes, lumps or other abnormalities.
This document outlines the objectives and activities for a health assessment course. It introduces key concepts like health, illness, disease, and wellness. It also covers the four main types of health assessments and how to document assessment data using a problem-oriented approach. The document provides guidance on preparing for and performing a physical examination, including techniques like inspection, palpation, percussion, and auscultation. It emphasizes collecting objective and subjective data to make clinical judgments about a client's health status.
Food sanitation and safety are important to prevent food-borne illness. Proper food handling includes cleaning, separating foods, cooking to proper temperatures, and refrigerating foods promptly. Various methods can preserve foods like drying, refrigeration, vacuum sealing, salting, smoking, pickling, canning, and burial. Following food safety practices such as cleaning, separating foods, thoroughly cooking, refrigerating, and using safe ingredients can help prevent transmission of food-borne diseases.
The document summarizes the key components of the female reproductive system. It describes the internal and external organs including ovaries, fallopian tubes, uterus, vagina, vulva, and mammary glands. It explains the functions of producing eggs and sex hormones, transporting eggs and sperm, enabling fetal development and birth. The two phases of the menstrual cycle are also outlined: the follicular phase where an egg is produced and the luteal phase where the endometrium is prepared for potential implantation.
The document discusses the environment and its impact on community health. It defines environment as everything external to the human body, including the physical, biological, and social surroundings. The physical environment comprises air, water, housing, food, waste, and places of work. The biological environment includes animals, plants, bacteria, viruses, fungi, and rodents. The social environment consists of cultural values, customs, beliefs, attitudes, morals, religion, education, standard of living, and economics. Environmental factors like unsafe water, contaminated food, air pollution, noise, toxicants, and poor sanitation can negatively impact community health. Community health nurses should educate communities about environmental hazards and how to avoid or minimize their effects.
This document discusses enteral and parenteral nutrition. It defines key terms like enteral, parenteral and infant formula. It describes the indications for and types of enteral feeding tubes. It classifies different types of enteral formulas and discusses complications of enteral nutrition. It also describes central and peripheral parenteral nutrition and compares TPN and PPN. Finally, it discusses infant formula feeding and reasons parents may choose it.
The endocrine system regulates homeostasis through hormones that target cells and organs throughout the body. Key endocrine glands include the pituitary gland, which regulates other glands; the thyroid gland, which produces hormones regulating metabolism; the adrenal glands, which produce hormones involved in stress response like cortisol; and the pancreas, which produces insulin and glucagon to regulate blood sugar. Hormones signal to target cells via mechanisms like activating or inhibiting gene expression. The hypothalamus helps regulate the endocrine system by producing hormones that stimulate or inhibit hormone release from the pituitary gland.
The document discusses the concept of pain, including its definition, physiology, and theories. It defines pain as an unpleasant sensory and emotional experience associated with actual or potential tissue damage. The physiological processes of pain include transduction, transmission, perception, and modulation. Pain is also categorized by duration (acute or chronic) and pathological condition. The gate control theory proposes that pain impulses can be regulated by a gating mechanism in the central nervous system. Effective pain management requires a thorough assessment of the patient's description of their pain and influencing factors.
This document outlines objectives and content for a unit on concepts of loss, grieving, death and dying. It discusses types of loss, grief, terms related to loss and grieving, Kubler-Ross' stages of grief, manifestations of grief, effects of multiple losses, nursing assessment and diagnosis of grieving clients, and providing support to dying patients and their families. Key points covered include assessing physiological signs of death, identifying beliefs about death across ages, discussing needs of dying patients, and changes that occur in the body after death.
This document provides information on the concepts of elimination, including definitions, patterns, problems, nursing assessments, and interventions related to both fecal and urinary elimination. Specifically, it defines elimination and patterns, discusses common problems like constipation and incontinence, outlines nursing assessments of elimination functions, and provides potential nursing diagnoses and interventions to address issues and promote normal elimination.
This document provides an overview of the concepts of elimination, including definitions, common problems, nursing assessments, and interventions. It discusses the normal functioning of the urinary and gastrointestinal systems and factors that can influence elimination patterns. Common urinary issues covered include urinary tract infections, incontinence, retention, and diversions. For the bowels, constipation, diarrhea, impaction, and incontinence are addressed. Nursing assessments and plans of care for both systems are outlined, along with health promotion strategies and acute and restorative nursing interventions.
This document discusses air/ventilation and housing. It defines ventilation as the exchange of air in the lungs and describes the importance of proper ventilation for fire rescue efforts. Poor ventilation can cause fires to intensify and endanger firefighters. The effects of poor ventilation on health include elevated carbon dioxide, low oxygen, and indoor air quality issues that can cause respiratory illnesses. Regarding housing, the document outlines types of housing and standards for adequate housing including ventilation, sanitation, and safety. Poor housing can negatively impact physical and mental health through increased disease transmission, dampness, poor indoor air quality, overcrowding and homelessness.
This document discusses air/ventilation and housing. It defines ventilation as the exchange of air between the lungs and atmosphere to allow for oxygen exchange. Proper ventilation is important for fire rescue efforts and reducing hazards. Poor ventilation can cause fires to intensify and endanger firefighters. Issues from poor ventilation include elevated carbon dioxide, indoor air pollutants, and temperature/humidity extremes, which can lead to sick building syndrome or multiple chemical sensitivity. The document also describes common housing types and standards, noting that overcrowding and damp/mold from poor housing can increase health risks such as respiratory issues or reduced stature.
CHAPTER THREE: MUDRA AND BANDHA
Chapter 3 Verse 1 Kundalini is the support of yoga practices
As the serpent (Sheshnaga) upholds the earth and its mountains and woods, so kundalini is the support of all the yoga practices.
Chapter 3 Verse 2 Guru’s grace and opening of the chakras
Indeed, by guru's grace this sleeping kundalini is awakened, then all the lotuses (chakras) and knots (granthis) are opened.
Chapter 3 Verse 3 Sushumna becomes the path of prana and deceives death
Then indeed, sushumna becomes the pathway of prana, mind is free of all connections and death is averted.
Chapter 3 Verse 4 Names of sushumna
Sushumna, shoonya padavi, brahmarandhra, maha patha, shmashan, shambhavi, madhya marga, are all said to be one and the same.
Chapter 3 Verse 5 Sleeping goddess is awakened by mudra
Therefore, the goddess sleeping at the entrance of Brahma’s door should be constantly aroused with all effort by performing mudra thoroughly.
50 Hr – Hatha-Vinyasa Yoga Teacher Training Course
50 hours – Hatha-Vinyasa Yoga Teacher Training Course
Course Fee: INR 32,000 for Indian citizens only, for foreigners USD 350.
Yoga Manual (01)
Certificate
Excluded with accommodation and food
Upcoming Batches 50 Hr Non-Residential (Week-Days/Week-End)
Professional Yoga Teacher Training
Our 50 hours Yoga Teachers Training Course Hatha-Vinyasa Yoga Teacher Training Course is beautifully programmed for those enthusiasts who desire to have a professional certificate in the future but can’t afford the time of two months in one slot.
If you have less time or you want to learn slowly, so 50-hour yoga teacher training course in Bangalore can be the perfect yoga course for you, karuna yoga offers a self-paced yoga teacher training course in Bangalore India, and you can join the other half in 1 year of time to complete 200/300 hours Teacher Training Course.
In order to obtain a professional certificate of 200/300 Hour, Teachers Training Course affiliated with Yoga alliance one has to complete the 200 Hours which is usually completed in one or two months of time, we designed this course in such a way that if any participant wants to first get introduced with the way and process of professional yoga teacher training course and have only short time then students can enroll for this yoga course.
Our 50 hours Yoga Teacher Training Course program runs along with our regular student of 200/300-hour Teacher Training Course students in the first phase, upon completion of the course if a student wants to finish remaining their balance of 150/250 hours of Teacher Training Course in the future, then students can continue the course of the second stage of Teacher Training Course to obtain 200/300-hour Teacher Training Course certificate affiliated with Yoga Alliance in order to have a professional certificate.
Our 50 hours can be accepted as continuing education from Yoga Alliance if in the future you want to continue the training from our center. Please make a note while completing 50 hour TTC you will be only provided with a certificate issued by our organization and the certificate will not be affiliated with Yoga Alliance, and only after completion of the second stage of balance 150/250 hours of TTC, which technically becomes 200/300 hours in total of training, we will issue the certificate of 200/300-hour Teacher Training Course.
Karuna Yoga Vidya Peetham is a Registered Yoga teacher training school in Bangalore, India with an affiliation of Yoga Alliance, USA which offers 50 Hour Yoga Teacher Training in Bangalore, India. If you look forward to the course then this is the best choice.
International Certification
Upon successful completion of the course, you will receive a certificate of completion of the 20 hour Hatha Yoga course, that you can count towards your continuing education. Our yoga teacher training courses are accredited by Yoga Alliance USA.
Pre-requisites:
This course is open to all student
Online Live Personal Yoga Training at Home
Home Yoga
Change is Possible!
I am ready to help you, to improve your health, reduce stress and moving towards perfect peace, happiness and joy!
Show you the difference between intentional self-care and unintentional numbing out, so that you can be fully awake for all of your life
Restore your natural physical alignment, because it is critical to your health and well-being
Help you develop a practice of intentional surrender because it brings relief from stress and will improve every aspect of your life
Show you how to take care of yourself because that is the first step toward the connection you are craving with others
Restore your mind-body connection, because decision-making is so much easier when you can hear your own intuition
Home yoga course contents
The private yoga lesson consists of Power Yoga, Dynamic Yoga, Yoga Therapy for different ailments, Yoga for stress management, yoga posture (asana), yogic breathing (pranayama), guided meditation and relaxation. Sometimes the cleansing practices like Vamana Dhouti (vomiting), Jala & Sutra Neti (nasal cleaning), Laghu Sankhaprakshalana (intestine cleansing), vyutkarma & sheetkarma kapalabhati (nasal cleansing), Trataka (eye cleansing) and MSRT (immune system enhancement) are also included depending on the requirement of the participant
If you are looking for a secluded, silent, one-on-one yoga practice with personal care and attention and without any outside disturbances, private yoga lessons are perfect for you. In private yoga lessons, you save your time and energy from traveling to a distance yoga studio and practice yoga from the comfort of your home in a personal ambiance. In private yoga lessons, you learn properly with one-on-one attention from the yoga trainer. The yoga trainer also gets enough time to understand your requirements and customizes the yoga practices accordingly for your maximum health benefit.
If you are suffering from any specific health problems, private yoga lessons are ideal for you. Yoga therapy practices cannot be done in a group, it has to be done always one-on-one basis. Because your problem is different from others. In a group yoga class, the yoga practices are not addressed according to your body conditions & requirements, some of the practices in the group might be harmful to you. Moreover, if the group yoga trainer is not a qualified yoga therapist but only a yoga instructor, he may not know the yoga practices that are useful and harmful to you. Therefore, if you are suffering from any specific health conditions, you require private yoga lessons with one-on-one attention from an experienced yoga therapist for your recovery.
How many people can join in private yoga lessons?
We allow one or, maximum of two people at a time in a private yoga lesson.
Private yoga course contents
The private yoga lesson consists of Power Yoga, Dynamic Yoga, Yoga Therapy for different ailments, Yoga for stress management, yoga post
Mudra & Pranayama Certificate Course
Online/Offline 12 Hrs – Mudra & Pranayama Certificate Course
12 hours – Mudra and Pranayama Certificate Course
What is Yoga Continuing Education Courses (YACEP)
We offer various training programs to deepen knowledge and improve teaching skills through various yoga teacher training courses. Continuing education is a post-learning, formal learning program for yoga practitioners that can have credit courses as well as non-credit courses. These courses are intended to allow an individual to extend their insight and develop their abilities in a particular field. Numerous callings even expect individuals to take up Continuing Education to have the option to recharge their permit and seek after their training.
Continuing education in yoga mainly serves two purposes
To deepen your existing knowledge and skills.
To teach you new skills and techniques related to teaching yoga.
Yoga Alliance Registered Continuing Education Provider, Courses Open to Everyone.
This course is eligible for Continued Education (CE) credits with Yoga Alliance. It is accredited by Yoga Alliance and it can be used as a continuing education course (YACEP) for Register Yoga Teachers with Yoga Alliance
Deepen your practice and your knowledge
Are you are yoga professional or a curious practitioner and wish to deepen your yoga knowledge and techniques? Then a continuing education course may be something for you! You will learn selected specialized yoga topics that will allow you to expand your horizons when it comes to your personal practice or that of your students. With the knowledge you will acquire, you will gain a deeper understanding of the functioning of anatomical and energetic body layers, and develop a more complete insight into yoga.
International Certification
Upon successful completion of the course, you will receive a certificate of completion of the Mudra and Pranayama Certificate Course, which you can count towards your continuing education. Our yoga teacher training courses are accredited by Yoga Alliance USA.
About the course facilitator
Dr. S. Karuna Murthy, M.Sc., Ph.D., E-RYT 500, YACEP
Dr. S. Karuna Murthy is one of the most experienced Yogi practicing the ancient and the greatest Yoga tradition since he was 18 years of age. Following in the footsteps of his inspiration Swami Sivananda who was also the founder of Divine Life Society, has mastered the ancient Yoga traditions that only a few in this world are familiar with.
He completed M. Sc from Swami Vivekananda Yoga Anusandhana Samasthana University and Ph. D from Bharathidasan University. Besides, Dr. S. Karuna Murthy has also completed TTC and ATTC and is registered E-RYT-500 with American Yoga Alliance. Those qualifications depict his expertise in the context of Yoga and mastering Yoga Teaching methodology.
With the immense interest to serve the people with the ancient Yoga techniques, he also served as a Yoga therapist at S-VYASA, Bangalore. He has also served as a Yoga
Automated Feedback in Digital Depression Screening: DISCOVER Trial | The Life...The Lifesciences Magazine
A recent study published in The Lancet Digital Health delves into the effectiveness of automated feedback following internet-based depression screenings.
Yoga for Hypertension and Heart Diseases
Yoga Hypertension and Heart Diseases Certificate Course
Prevention and healing have been always the main purpose of yoga therapy practice. Yoga therapy is the process of empowering every individual to progress toward better health and optimal well-being through the application of the teachings and practices of Yoga therapy class. With the support of the Yoga trainer, implements a personalized and evolving Yoga therapy techniques that not only addresses the illness in a multi-dimensional manner, Pancha Kosa (Five Sheaths): Annamaya Kosha (Physical Body), Pranamaya Kosha (Energy Field), Manomaya Kosha (Mental Dimension), Vignanamaya Kosha (Psychic level of experience), Anandamaya Kosha (Bliss and Beatitude). It helps to reduce patient suffering in a progressive, non-invasive and complementary manner.
Why to study yoga Hypertension and Heart Diseases course?
Consequently, the demand for yoga therapist with specialized knowledge in yoga as a therapeutic tool, in different fields such as: health management organizations, hospitals and alcohol rehabilitation centers have grown rapidly. Studying yoga therapy as a tool to overcome and ease the symptoms of common illnesses has become extremely popular recently, due to the great therapeutic effects yoga practitioners experience in their body, mind and soul.
What you will learn from this course?
You may offer special seminars for people with similar diseases/conditions.
You will learn how to use yoga to assist in healing ailments and managing conditions?
You aim to be part of a positive change regarding health and lifestyle habits.
You want to teach people how to prevent diseases.
In group classes, you can teach your students how to become healthy.
You will feel more self-confident when approached by students that come to yoga seeking for support in their healing process.
Therapeutic applications of posture, movement and breathing.
Pre-Requisites:
This course is open to all students who wish to deepen their knowledge and application of some of the highest teachings of
Participants do not need to be yoga
Mastery of any yoga practice is not
Only yours sincere desire for knowledge and your commitment to personal
Love for Yoga is the most important eligibility factor for learning this course.
Students who want to know Yoga in totality and move beyond Asana and Pranayama, Mudra & Bandha.
Assessment and Certification
The students are continuously assessed throughout the course at all levels. There will be a written exam at the end of the course to evaluate the understanding of the philosophy of Yoga and skills of the students. Participants should pass all different aspects of the course to be eligible for the course diploma.
What do I need for the online course?
Yoga mat
Computer / Smartphone with camera
Internet connection
Yoga Blocks
Pillow or Bolster or Cushion
Strap
Notebook and Pen
Zoom
Recommended Texts
Asana Pranayama Mudra Bandha by Swami
This presentation tells about health education for hand wash to children. Every child should know that how to keep hand clean. And maintain the good hand washing practices. Nowadays disease are easily spread through uncleaned hands.germs are habitat in their hands and then it causes different types of diseases.so, we must give the health education for hand washing to every children. And make them practice.
50 Hr – Restorative Yoga Teacher Training Certificate Course
50 Hr – Restorative Yoga Teacher Training Course
Course Fee: INR 15,000 for Indian citizens only, for foreigners USD 350.
Yoga Manual (01)
Certificate
Excluded with accommodation and food
Upcoming Batches 50 Hr Non-Residential (Week-Days/Week-End)
Professional Yoga Teacher Training
Our 50 hours Restorative Yoga Teachers Training Course is beautifully programmed for those enthusiasts who desire to have a professional certificate in the future but can’t afford the time of two months in one slot.
If you have less time or you want to learn slowly, so 50-hour yoga teacher training course in Bangalore can be the perfect yoga course for you, karuna yoga offers a self-paced yoga teacher training course in Bangalore India, and you can join the other half in 1 year of time to complete 200/300 hours Teacher Training Course.
In order to obtain a professional certificate of 200/300 Hour, Teachers Training Course affiliated with the Yoga alliance one has to complete 200 Hours which is usually completed in one or two months of time, we designed this course in such a way that if any participant wants to first get introduced with the way and process of professional yoga teacher training course and have only short time then students can enroll for this yoga course.
Our 50 hours Yoga Teacher Training Course program runs along with our regular student of 200/300-hour Teacher Training Course students in the first phase, upon completion of the course if a student wants to finish remaining their balance of 150/250 hours of Teacher Training Course in the future, then students can continue the course of the second stage of Teacher Training Course to obtain 200/300-hour Teacher Training Course certificate affiliated with Yoga Alliance in order to have a professional certificate.
Our 50 hours can be accepted as continuing education from Yoga Alliance if in the future you want to continue the training from our center. Please make a note while completing 50 hour TTC you will be only provided with a certificate issued by our organization and the certificate will not be affiliated with Yoga Alliance, and only after completion of the second stage of balance 150/250 hours of TTC, which technically becomes 200/300 hours in total of training, we will issue the certificate of 200/300-hour Teacher Training Course.
Karuna Yoga Vidya Peetham is a Registered Yoga teacher training school in Bangalore, India with an affiliation of Yoga Alliance, USA which offers 50 Hour Yoga Teacher Training in Bangalore, India. If you look forward to the course then this is the best choice.
International Certification
Upon successful completion of the course, you will receive a certificate of completion of the 20 hour Hatha Yoga course, that you can count towards your continuing education. Our yoga teacher training courses are accredited by Yoga Alliance USA.
Pre-requisites:
This course is open to all students who wish to deepen their
1. Concept Of Sleep
SHAHINA BANO
Lecturer (DION&M, DUHS)
YEAR 1, SEM II.
DATE :23RD
NOV,2022
Objectives
At the end of this unit, learners will be able to:
1. Define rest and sleep pattern
2. Define terms related to rest and sleep.
3. Compare the characteristics of sleep and rest.
4. Discuss the characteristics of two kinds of sleep.
5. Enumerate the functions of sleep.
6. Discuss factors affecting sleep.
7. Identify common sleep disorders.
8. Identify conditions necessary to promote sleep.
9. Discuss nursing process for a patient to promote sleep.
Sleep
• Sleep is a basic human need.
• It is a universal process common to all people.
• Sleep enhances daytime functioning, and is vital for cognitive, physiological, and psychosocial function
(Gruber, 2013).
• We require sleep for many reasons :
• To cope with daily stresses
• To prevent fatigue
• To conserve energy
2. • To restore the mind and body
• To enjoy life more fully
SLEEP
A state of unconsciousness.
Sleep is considered an altered state of consciousness in which an individual‟s perception of and reaction
to the environment are decreased.
Sleep is characterize by minimal physical activity, variable levels of consciousness, change in the bodies
physiological processes and decrease responsiveness to external stimuli.
REST
Rest is a condition in which the body is in a decreased state of activity without physical emotional stress
and freedom from anxiety.
Rest refer to the state of relaxation and calmness both physical and mental.
Awareness of the environment is maintaining but motor or cognitive response is decreased.
Type Of Sleep
Sleep architecture refers to the basic organization of normal Sleep.
Electroencephalogram (EEG) patterns, eye movements and muscle activity are used to identify stages of
sleep.
The two types of sleep are:
1) NREM (Non Rapid Eye Movement sleep)
2) REM (Rapid Eye Movement sleep)
3. NREM Sleep
About 75% - 80% of sleep during night is NREM sleep.
NREM sleep previously divided into four stages, now divided into three stages.
Each associated with distinct brain activity and physiology.
NREM- Stage I
NREM-Stage II
NREM-Stage III
REM
4. Stage – I
It is the stage of very light sleep and lasts only a few minutes. During this stage person feel:
1. Relax and drowsy
2. Eyes roll from side to side
3. Heart and respiratory rate drop slightly
4. The sleeper can be easily awakened and deny that he or she was sleeping
Stage II
1. Light sleep during which body processes continue to slow down.
2. The eyes are generally still, the heart and respiratory rates drop slightly, and body temperature falls
3. An individual in stage 2 requires more intense stimuli than in stage 1 to awaken such as touching or
shaking
Stage III:
• The deepest stage of sleep
• During deep sleep or delta sleep, the sleeper’s heart and respiratory rates drop 20% to 30% below those
exhibited during waking hours.
• The sleeper is difficult to arouse.
• The person is not disturbed by sensory stimuli
• The skeletal muscles are very relaxed
• Reflexes are diminished
• Snoring is most likely to occur.
• This stage is essential for restoring energy and releasing important growth hormones
PHYSIOLOGICAL CHANGES DURING NREM SLEEP
Arterial blood pressure falls
Pulse rate decreases
Peripheral blood vessels dilates
Cardiac output decreases
Skeletal muscles relaxed
Basal metabolic rate decreases 10% to 30%.
5. Growth hormones level peak
Intracranial pressure decreased
REM Sleep
• During REM sleepbrain is highly active and brain metabolism increases as much as 20%.
• Not as restful as NREM– most dream takes place in REM.
Characteristics Of REM Sleep
• Active dreaming- dreams remembered
• May be difficult to arouse or may awake spontaneously
• Muscle tone is depressed
• Heart rate and respiratory rate are often irregular
• A few regular muscle movement occur- in particular, rapid eye movement
• BMR increases
• Lower jaw relaxed
Normal Sleep Cycle
Factors Affecting Sleep
Age
6. Environment
Fatigue
Life style
Psychological stress
Alcohol and stimulants
Diet
Illness (respiratory conditions, fever, endocrine disorders)
Medications
Functions of Sleep
There are many theories about the functions of sleep.
For example, there is a theory that the major function of sleep is to
conserve our energy.
Another suggestion is that as the hunger mechanism is suppressed
during sleep, we sleep in order to conserve food supplies.
In psychological points of view, it stated that our learning processes are largely inactivated during sleep,
this gives the brain a chance to reorganize and store more efficiently the information gathered during
the day.
Common Sleep Disorders
INSOMNIA:
• Inability to fall sleep or remain asleep. Person with insomnia awaken not feeling rested.
• Insomnia is not a disease, but it may be a manifestation of many illnesses
• Treatment for insomnia requires behavioral treatments
• Examples of behavioral treatments include the following:
• Stimulus control: creating a sleep environment that promotes sleep
• Cognitive therapy: learning to develop positive thoughts and beliefs about sleep
• Sleep restriction: following a program that limits time in bed in order to get to sleep and stay
asleep throughout the night
Common Sleep Disorders
7. HYPERSOMNIA:
It is a condition where the affected individual obtains sufficient sleep at night but still can not awake
during the day.
NARCOLEPSY:
It is a disorder of excessive day time sleepiness caused by lack of the chemical Hypocretin in the area of
the central nervous system that regulates sleep.
Common Sleep Disorders
PARASOMNIA:
Behaviors that may interfere with sleep and may even occur during sleep
It is characterized by physical events such as movements or experiences that are displayed as emotions,
perceptions, or dreams.
Example, you might move around, talk, or do unusual things during sleep.
• ENURESIS:
• Bedwetting in night time, usually occurs when arouse from NREM III and IV.
• Bedwetting during sleep can occur in children over 3 year old.
• More males than females are affected.
• It often occur 1 to 2 hour after falling asleep, when rousing from NREM stage 3.
Common Sleep Disorders
Somnambulism:
Sleep walking( occur in stage III)
Periodic Limb Movement:
A condition in which the legs jerk twice or thrice time per minute during sleep.
During NREM sleep individual moves leg and sometimes arms every 20-30 seconds for minutes or hours.
Sleep Talking
Talking during sleep occurs during NREM sleep before REM sleep.
It rarely presents a problem to the person unless it becomes troublesome to others.
Sleep Deprivation
o Insufficient sleep or sleeplessness
8. BRUXISM
Clenching or grinding of teeth, usually occurs during Stage II.
Common Sleep Disorders
SLEEP APNEA:
Frequent short breathing pauses during sleep.
Common Sleep Disorders
SLEEP APNEA:
9. Intermittent stopping of breathing during sleep due to obstruction of the airway or nervous system.
Apnea during sleep, more than five apneic episodes or five breathing pauses longer than 10 seconds per
hour is considered abnormal and should be evaluated by a sleep medicine specialist.
Types Of Sleep Apnea
Three common types of sleep apnea are:
a) Obstructive apnea
b) Central apnea
c) Mixed apnea.
A) Obstructive apnea occurs when the structures of the pharynx or oral cavity block the flow of air.
Enlarged tonsils and adenoids, a deviated nasal septum, nasal polyps, and obesity predispose the client to
obstructive apnea.
• An episode of obstructive sleep apnea usually begins with snoring; thereafter, breathing ceases, followed
by marked snorting as breathing resumes.
B) Central apnea is thought to involve a defect in the respiratory center of the brain.
• Clients who have brainstem injuries and muscular dystrophy, for example, often have central sleep apnea.
C) Mixed apnea is a combination of central apnea and obstructive apnea
• Treatment for sleep apnea : is directed at the cause of the apnea.
– For example, enlarged tonsils may be removed.
– Other surgical procedures, including laser removal of excess tissue in the pharynx, reduce or
eliminate snoring and may be effective in relieving the apnea.
– The use of a nasal continuous positive airway pressure (CPAP) device at night is effective in
maintaining an open airway.
Assessment of Sleep
A complete assessment of a client’s sleep difficulty includes a sleep history (sleep pattern, sleep
environment, bedtime rituals), sleep diary, a physical examination (yawning, any dark circles, facial
expression), and a review of diagnostic studies
sleep is measured objectively in a sleep disorder by laboratory test polysomnography.
In which an electroencephalogram (EEG), electromyogram (EMG), and electro-oculogram (EOG) are
recorded simultaneously.
Key questions to ask regarding sleep patterns are include :
10. When do you usually go to a sleep? Do you nap? If the client is child ask about bed time rituals?
Do you have any problem with your sleep?
Do you use any prescribed medicines or natural remedies to help you sleep?
Is there any thing else I need to know about your sleep?
Nursing Diagnosis
• Risk for Injury related to somnambulism
• Ineffective Coping related to insufficient quality and quantity of sleep
• Fatigue related to insufficient sleep
• Impaired Gas Exchange related to sleep apnea
• Deficient Knowledge (nonprescription remedies for sleep) related to misinformation
• Anxiety related to sleep apnea and/or the diagnosis of a sleep disorder
• Activity Intolerance related to sleep deprivation or excessive daytime sleepiness
Nursing intervention to Promote Sleep
• To establish a regular bedtime and wake-up time for all days of the week to enhance your biologic rhythm
• Establish a regular, relaxing bedtime routine before sleep such as reading, taking a warm bath, or doing
some other quiet activity you enjoy.
• Get adequate exercise during the day to reduce stress, but avoid excessive physical exertion at least 3
hours before bedtime
• Create a sleep-conducive environment that is dark, quiet, comfortable, cool and noise free.
• Music is not recommended because studies have shown that music will promote wakefulness (it is
interesting and people will pay attention to it).
• Sleep on a comfortable mattress and pillows.
Nursing intervention to Promote Sleep
• Avoid heavy meals 2 to 3 hours before bedtime.
• Avoid alcohol and caffeine-containing foods and beverages (e.g., coffee, tea, chocolate) at least 4 hours
before bedtime. Caffeine can interfere with sleep. Both caffeine and alcohol act as diuretics, creating the
need to void during sleep time.
• If a bedtime snack is necessary, consume only light carbohydrates or a milk drink. Heavy or spicy foods
can cause gastrointestinal upsets that disturb sleep.
11. • Take analgesics before bedtime to relieve aches and pains as prescribed by doctor.
Nursing intervention to Promote Sleep
Assist client with hygienic routines
Offer back message
Administer analgesics 30 min before sleep
Safety Measures For Sleep
Use night lamps/lights
Place the bed in low position
Raise side rails appropriately
Place the call bell within easy reach
References.
• Kozier&Erb’s. (2016). Fundamentals of Nursing: Concepts, Process and Practice (10th ed.) Addison:
Wesley.
• Delaune, S. C., & Ladner, P. K. (2010). Fundamentals of Nursing: Standards and Practice. (4th ed.)
Canada: Delmar.