Running head: TEACHING PROJECT SUMMARY PAPER: BLOOD PRESSURE 1

Teaching Project Summary Paper: Blood Pressure

Ellen Gilliam

Old Dominion University

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Introduction

I recently started working at one of the Emergency Departments in my local community

and I was quickly able to notice the lack of knowledge throughout my community about blood

pressure. Part of my job is to take the initial vital signs of all patients that sign into the

emergency department. Patients would come in with high blood pressures and have no idea.

They would ask if their blood pressures were okay when they clearly were not. Often times,

patients will look at their blood pressure reading and ask me, “What is considered a good blood

pressure?” The Scope and Standards of Practice of Cardiovascular Nursing supported the use of

an educational program on this problem by expressing how it is essential to assess, diagnose

proper nursing diagnoses, plan, implement and teach patients about prevention, detection, and

treatment of cardiovascular disease which blood pressure plays a critical role in as it can cause

ischemic heart disease (Anderson, 2010).

Assessment of Learner

My target audience include the residents of my local community and for this project are

people I consider friends. They are of all different cultures such as Hispanic, African American,

Caucasian, and Native American. There were no barriers identified. I decided to develop an

educational program for this specific group of learners because they are young individuals and

are the least likely to be informed about blood pressure. I’m convinced if people learn about

blood pressure while they are young their chance of prevention increases tenfold. Too many

people have little knowledge on blood pressure until they are diagnosed with high blood

pressure, when simple education earlier on in their life could have prevented it. I assessed my
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Audiences‘ current knowledge on blood pressure, their ability to obtain their own manual blood

pressure, and instructed them to create goals that will result in healthy blood pressures and

promote heart healthy lifestyles. I assessed by asking them questions before going over an

informational power point on blood pressure. I then gave them a fill in the blank worksheet, a

goal worksheet, and observed their return demonstration on obtaining manual blood pressures on

each other.

Development of Teaching Plan

I decided what to teach after observing the blood pressure knowledge deficit each day

that I work and obtained patient’s vital signs. I decided how to teach after gathering the

audience’s information on how they learned best using the VARK model questionnaire. Two

participants were kinesthetic learners, three were visual learners, and two were reading/writing

learners. However, one of the visual learners were unable to attend so there were two instead of

three visual learners on the day of the teaching. I created a power point and included videos for

visual and auditory learners, an interactive worksheet for reading and writing learners, and the

manual blood pressure return demonstration for the kinesthetic learners.

Implementation of Teaching Plan

The actual day of teaching went according to plan except I did not have a projector

available, so I had to print out the power points and pass them out to each participant. One

audience member was unable to attend so there were five instead of six participants. The

audience was eager to learn. They were also friends of mine so they were not afraid to ask

questions. One learning theory I used is the Cognitive Theory which supported the choice of my
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goal creating instructional method by emphasizing the importance of processing information and

creating goals and expectations for oneself. There were no cultural considerations that influenced

the use of my instructional methods as I chose my instructional methods based off my

participants VARK Model Questionnaire results.

Evaluation

The methods used to evaluate the attainment of each objective were the worksheets and

teach back demonstration of obtaining manual blood pressures. The overall effectiveness of the

instruction was sufficient as my friends all took something from it and implemented the teaching

into their everyday health habits and lifestyle through making goals. Before the teaching, one

participant stated what caused blood pressure and another participant stated ways to control your

blood pressure. Heart attack and stroke were identified as two health risks of blood pressure by a

participant. Two participants read aloud their goals. One of their goals included to walk every

day and another participant made a goal to reduce the amount of salt she put on her food. Each

participant had the chance to obtain a manual blood pressure on another participant and did so

successfully. The instruction achieved the anticipated outcomes and the goal was met. The

participants already had knowledge on blood pressure, gained new knowledge on blood pressure

and the effect it has on the body, created lifestyle change goals, and learned how to obtain their

own manual blood pressures.

Summary

I learned that teaching is a very intricate process in which you have to frame around the

needs of your target audience. It is important to relay essential and accurate information in a way

that the learners can synthesize and understand. It helps a lot when the audience is active and
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interested. I learned how to strategically plan multiple ways to teach an audience of different

learning methods. I enjoyed this teaching project and look forward to sharing the knowledge I

obtained with future patients who ask me about blood pressure.

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References

American Heart Association. (2019). Changes you can make to manage high blood pressure.

Retrieved from: https://www.heart.org/en/health-topics/high-blood-pressure/changes-

you-can-make-to-manage-high-blood-pressure

American Heart Association. (2019). Know your risk factors for high blood pressure. Retrieved

from https://www.heart.org/en/health-topics/high-blood-pressure/why-high-blood-

pressure-is-a-silent-killer/know-your-risk-factors-for-high-blood-pressure

Anderson, T. (2010). Cardiovascular Nursing: Scope and Standards of Practice (2008). Nebraska

Nurse, 43(2), 8–9.

Preventative Cardiovascular Nurses Association. (2017, November 13). New Hypertension

Guidelines: PCNA statement: Retrieved from https://pcna.net/new-hypertension-

guidelines-pcna-statement/

Vark Learn Limited. (2019). The VARK Questionnaire. Retrieved from http://vark-

learn.com/the-vark-questionnaire/
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Appendix A

Blood Pressure Power Point

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Appendix B

Needs Assessment: The VARK Model

You have finished a competition or test and would like some feedback. You would like to have
feedback:
a. From somebody who talks it through with you
b. Using a written description of your results
c. Using graphs showing what you had achieved
d. Using examples from what you have done

A group of tourists want to learn about the parks or wildlife reserves in your area. You would:
a. Show them maps and internet pictures
b. Give them a book or pamphlets about the parks or wildlife reserves
c. Talk about, or arrange a talk for them about parks or wildlife reserves
d. Take them to a park or wildlife reserve and walk with them

Other than price, what would most influence your decision to buy a new non-fiction book?
a. The way it looks is appealing
b. A friend talks about it and recommends it
c. It has real-life stories, experiences and examples
d. Quickly reading parts of it

You are going to cook something as a special treat. You would:

a. Ask friends for suggestions
b. Look on the internet or in some cookbooks for ideas from the pictures
c. Use a cookbook where you know there is a good recipe
d. Cook something you know without the need for instructions

You have to make an important speech at a conference or special occasion. You would:
a. Write out your speech and learn from reading it over several times
b. Gather many examples and stories to make the talk real and practical
c. Write a few key words and practice saying your speech over and over
d. Make diagrams or get graphs to help explain things

A website has a video showing how to make a special graph. There is a person speaking, some
lists and words describing what to do and some diagrams. You would learn most from:
a. Seeing the diagrams
b. Watching the actions
c. Listening
d. Reading the words
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You want to learn a new program, skill or game on a computer. You would:
a. Read the written instructions that came with the program
b. Talk with people who know about the program
c. Follow the diagrams in the book that came with it
d. Use the controls or keyboard

Remember a time when you learned how to do something new. Avoid choosing a physical skill,
e.g. riding a bike. You learned best by:
a. Watching a demonstration
b. Written instructions – e.g. a manual or book
c. Listening to somebody explaining it and asking questions
d. Diagrams, maps, and charts – visual cues

Do you prefer a teacher or a presenter who uses:

a. Diagrams, charts, or graphs
b. Handouts, books, or reading
c. Demonstrations, models or practical sessions
d. Question and answer, talk, group discussion, or guest speakers

You are about to purchase a digital camera or mobile phone. Other than price, what would most
influence your decision?
a. The salesperson telling me about its features
b. It is a modern design and looks good
c. Reading the details or checking its features online
d. Trying or testing it

I like websites that have:

a. Things I can click on, shift, or try.
b. Audio channels where I can hear music, radio programs or interviews
c. Interesting design and visual features
d. Interesting written descriptions, lists, and explanations

You are using a book, CD or website to learn how to take photos with your new digital camera.
You would like to have:
a. A chance to ask questions and talk about the camera and its features.
b. Diagrams showing the camera and what each part does
c. Clear written instructions with lists and bullet points about what to do
d. Many examples of good and poor photos and how to improve them

You have a problem with your heart. You would prefer that the doctor:
a. Gave you something to read to explain what was wrong.
b. Showed you a diagram of what was wrong
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c. Described what was wrong

d. Used a plastic model to show what was wrong
You are going to choose food at a restaurant or café. You would:
a. Listen to the waiter or ask friends to recommend choices.
b. Choose from the descriptions in the menu
c. Look at what others are eating or look at pictures of each dish
d. Choose something that you have had there before

You are helping someone who wants to go to your airport, the center of town or railway station.
You would:
a. Draw, or show her a map, or give her a map
b. Go with her
c. Write down the directions
d. Tell her directions

You are planning a vacation for a group. You want some feedback from them about the plan.
You would:
a. Describe some of the highlights they will experience
b. Phone, text or email them
c. Use a map to show them the places
d. Give them a copy of the printed itinerary
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Appendix C

Blood Pressure Worksheet

1. Blood pressure is the ____ of blood flowing through your blood vessels.

2. What is blood pressure known as due to the absence of symptoms?

3. What is considered a normal blood pressure? (120/80 mmHg)

4. What is considered a hypertensive crisis? (higher than 180/120)

5. What are 3 modifiable risk factors for high blood pressure?

6. What are 3 health risks that blood pressure puts you up for?

7. What are 3 ways to control your blood pressure?

8. When taking your blood pressure manually, what is the first rhythmic sound you hear?
(Systolic)

9. When taking your blood pressure manually, what is the last rhythmic sound you hear?
(Diastolic)

10. List 2 lifestyle modification goals you will implement to maintain a healthy blood
pressure.