Part of Unit: Vital Signs
Lesson Plan Overview / Details
In this lesson, students will learn how to take blood pressure of a patient as well as learn the terminology associated with blood pressure.
- can change time based on number of procedure repetitions
- 60 Minutes
California Career and Technical Education Standards
Objectives and Goals
- Define Blood pressure
- List four factors that increase or decrease blood pressure
- Demonstrate how to measure and record blood pressure
- Explain how vital signs provide information about a patients health
- Understand terminology related to taking and recording blood pressure
Activities in this Lesson
- Questions to start. - Hooks / Set
Who knows what their blood pressure is? It is the force of the blood being pushed against the vessels of the body. However, there are two types of blood pressure - Systolic and Diastolic. Blood pressure is not constant like the water out of a hose. (Bring in a hose as an example or use the story of a child jumping on a hose while his sibling is trying to take a drink out of it) There is a high and a low pressure. Who knows what their blood pressure should be? For high school age students it should be 90-140 over 60-90 or written as 90-140/60-90. Who knows what the name of the device is that measures your blood pressure? Discuss these questions and lead to the blood pressure cuff for the last one also known as the sphygmomanometer. Have them repeat the word after you say it. It is in the packet and the word is broken down and explained.
- Blood_Pressure.ppt [ Download ]
- Reading and discussion - Lecture
Read the section in the book on blood pressure. Have students take turns reading to the class.
- Blood Pressure - Demo / Modeling
Review and demonstrate taking a persons blood pressure as described in the book. Explain to the students that they will pump the cuff up to 150mm, NOT ANY MORE THAN THAT. ALSO REMIND THEM THAT IF THE PATIENT COMPLAINS OF TINGLING OR PAIN TO IMMMEDIATLY DEFLATE THE CUFF.
- Student Practice - Demo / Modeling
Have the students pair up and take turns taking the other students blood pressure. After both students have taken the blood pressure of the other have the students record their readings. Then have the students change their partners and repeat until five blood pressures with five different students have been taken by each student.
- Teacher moves around - Assessment
The teacher should be moving around the class and helping students who are struggling with taking blood pressure. If a student is competent in the procedure the teacher can check them off at this time. (This saves time)
- Check and see - Closure
Pick out a student and check to see who took that students blood pressure. Compare the findings of the five readings and see if they are close. Do this for a few students and then compare the results of all the students. Then discuss the normal range for blood pressure and compare it to the class findings. Then summarized the reading from the book.
- Assessment Types:
- Journals, Demonstrations, Observations,
Assessment is done by the teacher observing the students as they take blood pressure. Later the student may have to demonstrate taking blood pressure for a chapter or unit test.
After students finish everything have them summarize the
activities/procedures in their own words in their journals.