Taking Blood Pressure Measurement

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Table of Contents

Introduction
Method of Evaluation
Instructional techniques
Learner Activities
Computer Mediated Learning Authoring Tool
References

Introduction

One important lesson in medical education is how to measure the vital signs of life such as blood pressure. For one to understand how to perform this accurately, it requires attention to detail, correct technique and careful listening (Kier, Wise and Krebs, 2003). The term blood pressure is taken from the fluctuating pressure that blood applies against arterial walls as the heart alternately expands and contracts.

This pressure is useful in that it can be used to assess the condition of the heart, amount of blood forced out of the heart at contraction, condition of the arteries and to some extent the viscosity and volume of the blood (Kier, Wise and Krebs, 2003). The blood pressure of an individual is measured in the brachial artery of the arm at the antecubital space (See Figure I).

Initially measurement should be performed on both hands as there is normally a 5-10mm difference (Kier, Wise and Krebs, 2003). After this subsequent readings should be continued on the arm with higher pressure. The maintenance of blood pressure is mainly the result of two related factors. The first being the heart which is responsible for pumping blood round the human body.

The human heart reportedly contracts almost 100,000 times daily forcing blood through the aorta and the entire range of blood vessels (Kier, Wise and Krebs, 2003). A strong pump is essential to make sure that the blood flows and the pressure does not drop.

In this report a discussion will be presented on how to provide a computer mediated lesson to teach how to measure blood pressure to a group of students. In addition to this a suitable method of evaluation will be selected to assist the instructor assess how well the learners understood the topic. Also to be discussed in the report is the role and effectiveness of one authoring tools that will be used in presenting the learning material to the learner’s.

Method of Evaluation

The purpose of evaluation of a learner is to establish whether what was taught has been understood (Reeves & Hedberg, 2003). It is reported that the most important function of evaluation is review of what has been presented to the learner. It is hoped that through reviewing the highlights of what was learnt the learner can recap and develop a sound understanding of the concepts taught (Reeves & Hedberg, 2003).

Prior to taking an evaluation it is important that the learner review the text or the material that was used in instruction. Another crucial but sometimes underutilized function of evaluation is needs assessment (Reeves & Hedberg, 2003). In the case of taking blood pressure it may be crucial that a needs assessment form part of the evaluation process depending on at which stage the learners are in the course.

In this case a practical needs assessment evaluation may need to be undertaken to ensure the learner is fully conversant with what is required to successfully carry out the blood pressure test. This would is sometimes known as a formative evaluation. A more detailed test may require a learner to carry out the actual tests and record results. Such an evaluation is more rigorous and may be classified as a formative evaluation.

As indicated above the evaluation methods used can either be formative or summative. In the case where formative evaluation is used the goal of the teacher is to establish the progression of students towards meeting the learning goals. In this case this suggests progress in the class towards learning how to complete the test and its relevance (Oermann and Gaberson, 2009).

On the other hand where summative evaluation is used the goal of the teacher will be to establish the student has completed the set of goals required within the rotation such as a term or semester (Oermann and Gaberson, 2009). This position shows clearly that the assessment will depend on the duration for which this task will be covered and whether it will be part of a set of tasks that are completed within a length of time.

However, if the task is a one off affair a formative evaluation will be appropriate. This may include a brief set of questions to ascertain whether the learners were paying attention during the lecture. Some questions on what materials are required and the main points of how to take a blood pressure reading could form the evaluation.

Instructional techniques

In the selection of an appropriate instructional technique it is important to know when a specific instructional technique is best applied. Given that that this lesson will be computer mediated it appears a lecture will be the most suitable technique for providing the lesson or lessons. This is because lectures are best applicable to a lesson when the instructor intends to give an overview of a greater issue (Sharma, 2007).

The lecture can be taken to e appropriate as it allows the instructor a longer time to discuss the issue at hand. As with the case of taking blood pressure a lecture or series of lectures is important as it will help put the issue into its correct perspective. As with any illness it is necessary to understand causes and possible circumstances to avoid.

A lengthy discussion such as this would require ample time. In addition to time to speak the instructor can make use of the computer or information technology to make the lecture more interesting (Sharma, 2007). This is because a lecture is also useful when the instructor wants to aid or supplement student reading.

In such cases an instructor can ask the class to read on a specific topic and later prepare a brief lecture or series of lectures to expand on the materials that the learners covered in their individual reading. A lecture is also useful when the instructor needs to provide the learner with background information on the topic. In such cases the learner will then be able to go about the study of the topic more intelligently (Sharma, 2007).

Without an appropriate introduction it is sometimes impossible for a learner to determine how deep and wide to study the desired subject. However, for introductory purposes a lecture can be very appropriate. Another reason why the lecture may be an appropriate mode of instruction is because the instructor may want to allow the students more time for in depth study or assignments or other tasks (Sharma, 2007).

Given that this task was to be accomplished in a semester of a nursing course it is likely that the student would be required to handle some assignments after completing the lesson. It is not uncommon for learners to be given tasks such as assignments to assist them gain deeper understanding (Sharma, 2007). In such a case therefore a lecture will be useful in acting as a suitable eye opener and providing descriptive boundaries to consider when doing further reading.

A lecture can also be very useful when the instructor wants to arouse interest in the learner. Introducing a new and perhaps complex article is likely to be difficult and complicated. However, with the use of an interesting well arranged and presented lecture a student can be aroused and enticed to enjoy an otherwise difficult or complex topic (Sharma, 2007).

In addition to the above the instructor may want to use the opportunity of a lecture to teach terms associated with the topic or clarify common misconceptions. Such occasions are best dealt with when the instructor opts to give an audible explanation. In addition to providing information this also acts as an opportunity to allow learners to ask questions about the topic.

Learner Activities

Since the subject matter in this case is related to medical studies we will use some information from medical studies to guide us in selection of learner activities. It has been reported that medical studies are best learnt when the learner s are motivated (Distlehorst, Dunnington and Folse, 2000).

It has bee suggested that an interesting activity that may captivate the learner’s upon completion of the lecture is a practical opportunity to attempt to take the blood pressure and listen in on the different phases. Blood pressure phases are identical to the phases of the pulse and an opportunity to physically perform the examination should be fairly exciting to most of the students (Kier, Wise and Krebs, 2003).

In addition to that another activity that the learner’s can participate in where the course is being offered near a clinic is an arrangement to walk in at scheduled times and assist the nurses in performing the examination. This activity is thought to be useful as learning is thought to be efficient when there is feedback to the learner (Distlehorst, Dunnington and Folse, 2000).

Such an opportunity is bound to be efficient as there is immediate feedback each time the student does something the right or wrong way. In addition to the above two the normal activities such as assignments may also be used to follow up on learning and even for evaluation of learning.

Computer Mediated Learning Authoring Tool

For the purposes of preparing a lecture or series of lectures on how to take blood pressure measurement a multimedia authoring tool such as PowerPoint may be used. Such tools allow the user to bring together various multimedia components to bring together a powerful presentation (See Figure I). For example on may incorporate pictures, audio and tables or charts and even video to make the presentation of a lecture very interesting (Stroman, Wilson & Wauson, 2008).

PowerPoint is typically called a slide show program and its main feature is it allows the preparation of a presentation one slide at a time or in a linear fashion. Each slide can allow the presenter to attach any of the multimedia content earlier mentioned and may allow some degree of branching (Stroman, Wilson & Wauson, 2008). The software was selected because it is readily available and fairly easy to learn.

References

Distlehorst, L. H., Dunnington, G., & Folse, J. R. (2000). Teaching and learning in medical and surgical education. Mahwah, NJ: Lawrence Erlbaum Associated Inc.

Keir, L., Wise, B. A., & Krebs, C. (2003). Medical Assisting: Essentials of Administrative and Clinical Competencies. Ontario: Delmar Learning.

Oermann, M. H., & Gaberson, K. B. (2009). Evaluation and Testing in nursing education. New York: Springer Publishing Company, LLC.

Reeves, T. C., & Hedberg, J. G. (2003). Interactive Learning Systems Evaluation. Engelwood Cliffs, NJ: Educational Technology Publications, Inc.

Sharma, T. C. (2007). Modern Methods of Teaching Social Studies. New Delhi: Sarup & Sons.

Stroman, J., Wilson, K., & Wauson, J. (2008). Administrative Assistants and Secretary’s Handbook. New York. Amacom.

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