Vital Signs Module Narrated Final

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Vital Signs:

Vital Signs Shelly Kayser | nursing fundamentals Franklin pierce university

Module Outline:

Module Outline Learning Objectives 4 Vital Signs and Definitions Purpose of Vital Signs Instructional Methods and content Classroom Instruction Video Simulation lab Evaluation

Learning Objectives:

Learning Objectives Course Objectives Rationale Objective 1 – Define what vital signs are and explain why accurate measurements are important. Baseline vital signs are essential for comparison of changes over time. Their values can guide care. Objective 2 – Identify normal and abnormal vital signs in adults. Abnormal vital signs can signify system compromise and must be detected early before a crisis situation occurs. Objective 3 – Identify the assessment techniques for performing vital signs and demonstrate technique on peers and/or instructors. Appropriate technique and demonstration are essential for accurate measurement of vital signs. Objective 4 – Accurately record and interpret results and report to physician as needed. Patient health status is determined by vital signs. Any abrupt change, upward or downward trend, or out of range vital sign should be reported for appropriate physician intervention.

Vital Sign Module Description:

Vital Sign Module Description This vital signs module will teach students how to perform and interpret the following vital signs in adults: Body temperature Heart rate Respiratory rate Blood pressure

Definitions:

Definitions Body temperature - T he degree of heat maintained by the body or the balance between heat produced in the tissues and heat lost to the environment . Heart rate - The number of heartbeats per unit of time, usually per minute. The heart rate is based on the number of contractions of the ventricles of the heart. Respiratory rate - The number of breaths per minute or, more formally, the number of movements indicative of inspiration and expiration per unit of time . Blood pressure - T he pressure of the blood in the circulatory system, often measured for diagnosis since it is closely related to the force and rate of the heartbeat and the diameter and elasticity of the arterial walls . Systolic (upper number) is the heart during contraction and diastolic (bottom number) is the heart during relaxation.

Purpose of Vital Signs:

Purpose of Vital Signs To establish a patient’s baseline To record the effects of medication (examples – beta blockers - decreased HR and RR; antibiotics – decreased temperature ), and blood transfusions. A way to measure the body’s response to stressors like surgery V/S can indicate an acute emergency such as internal bleeding after surgery if you see a sudden drop in blood pressure V/S are also good to spot upward or downward trends for chronic conditions such as hypertension – results can assist physicians in adjusting BP medications in particular

Instructional Methods:

Instructional Methods Description of instructional methods Classroom discussion – covers abnormal and normal vital signs for adults, purpose of vital signs, what abnormal values can indicate YouTube video – shows a demonstration of vital sign technique Simulation Labs - students will have the opportunity to practice on peers and/or instructors Evaluation – both written and demonstration

Classroom Discussion:

Classroom Discussion Normal vs. Abnormal Heart rate: Normal is 60-100 beats per minute. Technique: Using your first and second fingers, press firmly on the radial artery near your wrist until you feel a pulse. Count for sixty seconds, or fifteen seconds and multiply by four. Also note the rhythm. Abnormal is any number out of this range or out of range for the individual patient, and/or irregular rhythm Respiratory rate: Normal is 12-18 breaths per minute. Technique: To take respirations, simply count the number of breaths by watching the patient’s chest rise and fall. One respiration is a full inhalation and exhalation. Abnormal is any number out of this range , or out of range for the individual patient,accessory muscles used when breathing and/or other visible signs of distress

Classroom Discussion (continued) Normal vs. Abnormal :

Classroom Discussion (continued) Normal vs. Abnormal Body temperature: Normal is 97.8-99.1 orally . Technique: Body temperature can be taken orally using a glass or plastic (digital) thermometer that is placed under the tongue with the patient’s mouth closed for approximately three minutes or until an audible beep is heard, depending on the device. Abnormal is any number out of this range Blood pressure: Normal is 90/60-120/80 . Technique: Blood pressure is taken using a stethoscope and blood pressure cuff and measured in millimeters of mercury or digitally using electronic devices . Abnormal is any number out of this range, or out of range for the individual patient

Slide10:

Some examples of c auses of Abnormal Vital Signs : Increase in RR can indicate poor oxygen perfusion and the need for supplemental oxygen. Possible causes: COPD, asthma, bleeding, drug overdose, pain . Increase in temperature can indicate infection Increase in BP can indicate stress, smoking, obesity, lack of exercise, high sodium intake, pain, genetics, sleep apnea, older age, too much alcohol Increase in HR can indicate cardiac disease, heart failure, atherosclerosis

YouTube Video:

YouTube Video Link: http://www.youtube.com/watch?v=e7h3mnYvSYo

Simulation Lab:

Simulation Lab Used as a way to practice hands on skills from content learned in the classroom Have video available to refer to Practice on peers or instructors or patient “dummies” Follow rubric given

Evaluation:

Evaluation Demonstration of skills on “dummy”, peer, or instructor– 50 % - can also record demostration Written multiple choice test – 50% Rubric followed Must achieve 100% to pass If you do not pass, additional help and practice is offered and a new time for re-take is scheduled

Questions?:

Questions?

References:

References Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5 th ed .). St. Louis, MO: Elsevier . Clifton , A., & Mann, C. (2011). Can YouTube enhance Student Nurse learning? Nurse Education Today, 31 (4), 311-313. doi:10.1016/j.nedt.2010.10.004. Dwyer, R. G., Deloney , L. A., Cantrell, M. J., & Graham, C. J. (2002). The first clinical skill: Students teach students to take vital signs. Retrieved July 19, 2016, from http:// www.med-ed-online.net / index.php / meo /article/ viewFile /4545/4725. Everett, F., & Wright, W. (2011). Measuring vital signs: An integrated teaching approach. Nursing Times, 107 (27), 16-17.

References:

References Everett , F., & Wright, W. (2012). Using multimedia to teach students essential skills. Nursing Times, 108 (30/31), 18-19. James, N. ( n.d. ). What are vital signs? - Definition and how to take them. Retrieved July 23, 2016, from http:// study.com /academy/lesson/what-are-vital-signs-definition-how-to-take- them.html . McCombs, B. (2016). Developing responsible and autonomous learners: A key to motivating students. Retrieved July 22, 2016, from http://www.apa.org/education/k12/learners.aspx . Nursing Show. ( n.d ), Retrieved July 24, 2016, from http :// www.nursingshow.com/episode-transcripts/vital-signs-part- 2/purpose-of-taking-vital-signs /  

References:

References Sharoff , L. (2011). Integrating YouTube into the nursing curriculum. The Online Journal of Issues in Nursing, 16, (3). doi:10.3912/OJIN.Vol16No03PPT03 . Vital signs (body temperature, pulse rate, respiration rate, blood pressure). ( n.d. ). Retrieved July 20, 2016, from http:// www.hopkinsmedicine.org / healthlibrary /conditions/ cardiovascular_diseases /vital_signs_body_temperature_pulse_rate_respiration_rate_blood_pressure_85,P00866/. Vital signs [Def.2]. ( n.d. ). In Merriam-Webster Online, Retrieved July 18, 2016, from http://www.merriam-webster.com/dictionary/vital%20signs . Whiteford , R. ( n.d. ). Vital Signs. Retrieved July 22, 2016, from https:// www.cteonline.org /curriculum/ lessonplan /vital-signs/ pnaWNJ    

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