9.

Place your index finger of your non-dominant hand over the radial pulse point; make sure
you can feel the pulse.
10. Pump the BP bulb up until you cannot feel the pulse any longer and note the reading. You
will then add 20-30mmHg to this number. This will be the maximum number you will pump
the manometer up to when taking the BP.
11. Deflate the cuff completely by opening the screw and wait 30 seconds to 1 minute before
taking the BP.
12. Check to make sure your diaphragm/bell is turned to the correct position.
13. Re-tighten the screw (clockwise).
14. Pump the BP cuff up to the number you noted earlier with the 20-30 added to it. Place the
diaphragm of the stethoscope over the brachial artery, and then slowly open the screw,
approx 2-3 mmHg per second.
15. As the cuff starts to slowly deflate, you will be listening to when you first hear a clear
sound, note this number. This is the systolic BP or the top number.
16. Continue listening until you cannot hear a sound any longer, note this number. This is the
diastolic BP or bottom number. Numbers should be to the nearest 2 mmHg.
17. If you need to take the BP again, wait 1 minute between each attempt.
18. Clean your stethoscope earpieces, diaphragm, and bell with an alcohol swab.
19. Record your findings, noting which arm the BP was taken in and any other information
pertinent.
20. Remove the BP cuff and provide your XYZs.
Guided Practice: WE DO: Guided practice is performed with the students by going through the
steps of the procedure again slowly, step-by-step as the teacher is walking around the room
noting the students progress and understanding of the concept.
CFU (Checking for understanding): The teacher will check for understanding during the
guided practice, utilizing visual observation of the students hands-on and periodic
questioning of the procedure. The students are grouped in pairs of 2.
Independent Practice: YOU DO (Individual students): Students are paired with a partner and
will practice performing blood pressures on each other, utilizing the BP form given to them to
record their findings. Students will also take turns rotating to the electronic manikin with a
pre-set systolic and diastolic reading to check accuracy of obtaining the BP within +/- 4 mmHg
that the teacher has pre-set.
Ending, Summary / Reflection:
1. What did we learn today?
2. Why is it important to ask the client about their BP history?
3. Why do we add 20-30 mmHg to our initial systolic finding?
Tomorrow we will learn how to identify the landmarks of an apical pulse and PMI (point of maximal
impulse) and we will practice correctly locating, auscultation, and recording our findings.

Materials / Resources:
1. Blood pressure cuffs
2. Stethoscopes
3. Alcohol prep pads
4. BP recording sheet
5. Copies of the BP Skills Check Off sheet that the students will be graded from
6. Reserved skills lab
7. Electronic manikins
Grouping Patterns: Students are paired in 2, performing taking a blood pressure on each other.
They will rotate to other peers in their class to gain experience on difference body types.

Technology:
Electronic manikins that enable the teacher to pre-set systolic and diastolic readings that can be
changed for each student. This allows for the teacher to gain and provide valuable information to
each student as to their accuracy in obtaining a blood pressure.