初始尿培养阴性的发热性尿路感染。

IF 0.7 4区 医学 Q3 PEDIATRICS
Kazuki Iio, Naoaki Mikami
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引用次数: 0

摘要

发热性尿路感染(UTI)是婴幼儿常见的细菌感染。发热性尿路感染的诊断是通过导尿获得的尿液培养来证实的。当细菌菌落计数不符合诊断阈值时,通常认为尿路感染不太可能发生。我们确定了在我们机构诊断为发热性尿路感染的婴儿,他们在同一发热发作期间多次接受尿检。我们总结了最初尿培养低于尿路感染诊断阈值但随后在同一发热发作期间尿培养阳性的患者的临床特征。五名患有发热性尿路感染的婴儿在最初的尿液测试中菌落计数低,随后在同一发烧发作期间尿液培养呈阳性。在大多数患者中,最初的尿液样本是在发烧开始后几小时内获得的。2例患者已知膀胱输尿管反流,3例既往有尿路感染史,2例就诊时年龄小于3个月。发热性尿路感染不应仅仅根据低于尿路感染诊断阈值的初始尿液培养来排除,特别是在发热早期获得尿液样本时。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Febrile Urinary Tract Infection With Negative Initial Urine Culture.

Febrile urinary tract infection (UTI) is a common bacterial infection in young infants. The diagnosis of febrile UTI is confirmed by a urine culture obtained via catheterization. UTI is generally considered unlikely when the bacterial colony count does not meet the diagnostic threshold. We identified infants diagnosed with febrile UTI at our institution who underwent urine testing multiple times during the same febrile episode. We summarized the clinical characteristics of patients whose initial urine culture was below the UTI diagnostic threshold but who subsequently had a positive urine culture during the same febrile episode. Five infants with febrile UTI were identified who had a low colony count in the initial urine test, followed by a positive urine culture during the same febrile episode. In most patients, the initial urine samples were obtained within several hours of fever onset. Two patients had known vesicoureteral reflux, 3 had a prior history of UTI, and 2 were younger than 3 months of age at presentation. Febrile UTI should not be excluded solely on the basis of an initial urine culture below the diagnostic threshold for UTI, especially when the urine sample is obtained in the early phase of fever.

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来源期刊
Clinical Pediatrics
Clinical Pediatrics 医学-小儿科
CiteScore
2.10
自引率
6.20%
发文量
189
审稿时长
3-8 weeks
期刊介绍: Clinical Pediatrics (CLP) a peer-reviewed monthly journal, is a must read for the busy pediatrician. CLP contains state-of-the-art, accurate, concise and down-to earth information on practical, everyday child care topics whether they are clinical, scientific, behavioral, educational, or ethical.
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