NURSING SKILLS: 1.5, 1.6, 1.7, 1.8, 1.9

Clinical Nursing Skills: A Concept-Based Approach to Learning, Volume 3, 4e Copyright © 2023 by Pearson Education, Inc. All rights reserved.We Want the Practice Screening

NURSING CONCEPT(S): Assessment

NURSING SKILL(S): 1.5, 1.6, 1.7, 1.8, 1.9

Pre-assignment—students are to review these skills

TARGET GROUP(S): Beginning nursing students

LEARNING OUTCOMES

• Recall skill techniques for obtaining blood pressure and pulse measurements.
• Demonstrate accuracy when obtaining blood pressure and pulse measurements with a variety

of adults.

DESCRIPTION

• Begin planningtwo weeks in advance to have a blood pressure screening booth on campus for all students. Reserve an appropriate space, date, and time, and follow campus guidelines for events. Reserve tables for students to work from.• Divide students into groups of three. Instruct students that one person will check the blood pressure and pulse, one student will record the results on a sheet like the one below, and the third student will make observations. The students will rotate these roles with each student screening.• Instruct students they will screen blood pressures for 2 hours.• At the end of 2 hours, instruct students to gather in a circle.

PROPS AND EQUIPMENT

• Data Recording Sheet Blood Pressure Pulse 1 2

• Have a laptop available for each group of students to record data obtained.• Have paper available to give to students who ask to have a copy of their blood pressure results.• Have a variety of blood pressure cuff sizes, alcohol wipe pads, stethoscopes (students can bring their own), and waterless, alcohol-based hand hygiene solution available.• Have a poster board available for students to make “Free Blood Pressure Checks Here” signs.

DEBRIEFING (as a large group discussion) • Include these “think about” questions: How many blood pressure checks did you do? Were you able to obtain blood pressure readings on everyone you were checking? Why or why not? Did you feel more comfortable after doing several checks on the students? How were your communication skills with adults of different ages? Do you feel better prepared to perform this skill for patients you will be assigned to in clinical? Why or why not? What did you notice about those wanting their blood pressure checked? What are some takeaways you observed or experienced during this activity?(Clinical Nursing Skills A Concept-Based Approach, (Volume 3) 4e By Pearson) (Solution Manual, For Complete File, Download link at the end of this File) 1 / 3

Clinical Nursing Skills: A Concept-Based Approach to Learning, Volume 3, 4e Copyright © 2023 by Pearson Education, Inc. All rights reserved.Focused Versus Head-to-Toe Physical Assessment

NURSING CONCEPT(S): Assessment

NURSING SKILL(S): Skill 1.1 through Skill 1.27

Pre-assignment—students are to review these skills

TARGET GROUP(S): Intermediate and advanced nursing students

LEARNING OUTCOMES

• Summarize differences in performing a focused assessment and a head-to-toe assessment.
• Demonstrate performing a variety of focused assessments on different patients.

PREPARATION

• Have supplies available for students to perform focused assessments including: skin prep pads, 4×4 gauze sponges, tongue blades, cotton swabs, tape, and tape measures.• List of focused assessments for students to draw from a container and demonstrate:

• Abdomen
• Sensory
• Mouth/oropharynx
• Heart
• Musculoskeletal
• Peripheral vascular
• Skin
• Thorax/lungs
• Neurologic
• Surgical site
• IV site
• Pain

• Have students in the group rotate role-playing the patient receiving a focused assessment.• The day before the learning activity is to be done, ask all students to bring their assessment equipment (stethoscope, pen light, etc.) to class on the following day.

DIRECTIONS

• Facilitator leads short introduction comparing and contrasting focused and head-to-toe assessments, including when and why each assessment is done and why both types of assessment are necessary at different times during patient care.• Divide the students into groups of six and instruct them to each create a patient to role play receiving a focused assessment.• Each group receives the above list of focused assessments that have been cut apart and placed in a container. The students take turns drawing a focused assessment from the container and then demonstrating performing it on another group member who is playing a patient. The students repeat these instructions until all focused assessments have been demonstrated.• If the student demonstrating the focused assessment needs help completing it, the other group members can give suggestions.

DEBRIEFING (as a large group discussion) • Include these “think about” questions: Which assessments out of the 12 demonstrated were the most challenging? Why? How does doing a focused assessment promote time management? What did you notice about communication styles during the demonstrations?How did it feel to be the patient receiving the assessment? Did you notice ways in which the patient was made to feel comfortable during the assessment? What about ways that made the patient feel anxious? Did you have needed supplies and equipment to complete the 2 / 3

Clinical Nursing Skills: A Concept-Based Approach to Learning, Volume 3, 4e Copyright © 2023 by Pearson Education, Inc. All rights reserved.assessment? If you didn’t, how can you remember all you need to have the next time? What are some takeaways you observed or experienced during this activity?

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