{"id":4060,"date":"2019-06-06T05:57:39","date_gmt":"2019-06-06T09:57:39","guid":{"rendered":"https:\/\/todaysveterinarynurse.com\/?post_type=articles&p=4060"},"modified":"2022-02-23T15:24:37","modified_gmt":"2022-02-23T15:24:37","slug":"the-3-rs-of-tick-borne-diseases","status":"publish","type":"post","link":"https:\/\/navc.sitepreview.app\/todaysveterinarynurse.com\/parasitology\/the-3-rs-of-tick-borne-diseases\/","title":{"rendered":"The 3 Rs of Tick-Borne Diseases"},"content":{"rendered":"

Ticks are disgusting. The thought of them is enough to make a person\u2019s skin crawl and adds an \u201cick factor\u201d that makes it easier to convince clients that parasite prevention is desirable (FIGURE 1<\/strong>). But are we relying too heavily on our innate disgust for them and failing to clearly convey the health risk that ticks pose to pets and people? How do we, the veterinary medical team, successfully educate clients on the threat of tick-borne disease and the best preventive methods?<\/p>\n

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FIGURE 1.<\/strong> All of the ticks on this tray were removed from one dog.<\/p><\/div>\n

Start With the 3 Rs<\/h2>\n

The key to being successful in client interaction is to begin with effective team communication. Every team member, from those at the front desk to those in the boarding kennels, should understand tick-borne disease enough to convey its importance, answer client questions, and communicate the practice\u2019s preventive recommendations. It is easy to overestimate how well each person in the practice understands current protocols in preventive medicine. The responsibility of staff education falls on the clinic leadership.<\/p>\n

Regular, all-staff meetings are an imperative part of a healthy practice. Team meetings should be more than a time for airing complaints; they should include an educational component. This component doesn\u2019t need to be lengthy or formal. Simply use the 3 Rs: (1) Review<\/strong> the topic of concern, (2) discuss the current Recommendation<\/strong>(s), and (3) form a plan to Relay<\/strong> the information. Let\u2019s use tick-borne disease as an example.<\/p>\n

Review: Tick-Borne Disease<\/h2>\n

TABLE 1<\/strong> correlates the most frequently diagnosed diseases with their known tick vector. Distribution maps for each tick species are located at cdc.gov\/ticks\/geographic_distribution.html<\/a>.1<\/sup> When using the maps to determine which ticks are in your area, remember that tick distribution is dynamic and ever-changing. For example, the number of counties in the United States with established populations of Ixodes species has more than doubled in the past 2 decades.2<\/sup><\/p>\n

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Not only are domestic tick populations expanding, but global mobility of humans and animals presents an opportunity for the introduction and spread of new species of ticks. For example, Haemaphysalis longicornis<\/em>, the longhorned or Asian tick, has recently been detected in the United States. The Centers for Disease Control and Prevention reports that there is no evidence of H. longicornis<\/em> transmitting any disease to pets or people in the United States. However, H. longicornis<\/em> is being monitored closely because it is a carrier of multiple pathogens in other areas of the world; the unique asexual reproduction of this tick creates exponential population growth, which can equate to infestations severe enough to cause exsanguination.3<\/sup><\/p>\n

Disease review can easily turn into an endless litany of signs and symptoms. This is not an effective method of education; most listeners tune out and rarely remember the details. To engage the team, consider turning a potentially boring monologue into a fast-paced group activity. Break into groups (or individually for small teams) and assign each a tick-borne disease. Allow 5 minutes to find answers to 5 questions that focus on information clients should know rather than getting bogged down with clinical signs and diagnostics.
\nKeep in mind that the goal is to prepare the team to effectively communicate with clients about tick-borne disease.<\/p>\n

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  1. What is the pathogen?<\/li>\n
  2. What does it infect?<\/li>\n
  3. Is it deadly?<\/li>\n
  4. Is it a human health concern?<\/li>\n
  5. What makes it unique or memorable?<\/li>\n<\/ol>\n

    When the 5 minutes are up, have each group present the findings. To aid in the retention of information, create a chart using a white board or large piece of paper, with each group filling in their findings. TABLE 2<\/strong> gives an example, as well as correct answers for this activity.<\/p>\n

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    Recommendations<\/h2>\n

    A review of the practice\u2019s recommended tick prevention products should also be discussed during the meeting. Each member of the team should be knowledgeable enough about the products offered by the practice to answer any client questions about the dose, administration, efficacy, and potential side effects.<\/p>\n

    The Companion Animal Parasite Council (CAPC) is a nonprofit organization that collects and analyzes data on the prevalence of tick-borne diseases as well as the prevalence of other parasites and diseases in the United States and Canada. Dr. Craig Prior, immediate past president of CAPC, says that the major ticks seen in the United States have 3 different hosts in their life cycles. The hosts vary depending on tick species and life stages but may encompass any mammal, bird, amphibian, and even reptile. (Adult females lay anywhere from 2000 to 8000 eggs\u2014and some lay even more than that). According to Dr. Prior, ticks may live over 4 years and they spend over 3 years in the environment (not on a host). \u201cIf the temperature is over 43 degrees F, ticks are active, even if there\u2019s 2 feet of snow on the ground,\u201d says Dr. Prior. \u201cSnow actually acts as an insulator for them and the ticks stay below the top level of snow until the temperature is 43 degrees or above and the ticks then start questing.\u201d The dynamic changes in tick populations and distribution and the increased incidence of tick-borne diseases have led to the following recommendations, provided by CAPC (capcvet.org<\/a>):4<\/sup><\/p>\n