HES 006 (Anatomy & Physiology - Laboratory)

STUDENT ACTIVITY SHEET BS NURSING / FIRST YEAR

Session # 40

LESSON TITLE: HEART (Part 2 cont.) Materials:

Book, pen and notebook
LEARNING OUTCOMES: PowerPoint presentation

Upon completion of this lesson, the nursing student can:

1. Explain the concept of the pressure wave, or pulse; References:
2. Demonstrate detection of the pulse in a human subject; VanPutte, C., Regan, J., & Russo, A. (2019).
3. Use sphygmomanometer to measure blood pressure; and Seeley’s essentials of anatomy & physiology (10th
4. List some factors that affect pulse and blood pressure. ed.). New York, NY: McGraw-Hill Education.

LESSON PREVIEW/ REVIEW (10 minutes)

Matching: Key terms and Description

Match each key term with the best description. Use choices only once unless otherwise indicated.

It is important to know the different locations a pulse can be palpated in a human body. The following describes general
locations to palpate a few common pulse points:

Key terms: Descriptions

1. _______Brachial artery a. Palpated within the groin (inguinal region)

2. _______Common carotid artery b. Palpated between the medial side of ankle and
3. _______Dorsalis pedis artery Achilles tendon (between medial malleolus and
4. _______Femoral artery calcaneal tendon)
5. _______Popliteal artery c. Palpated within the front of the elbow (antecubital
6. _______Posterior tibial artery region)
7. _______Radial artery d. Palpated within the back of the knee (popliteal region)
e. Palpated within the side of the neck (cervical region)
f. Palpated on the thumb side of the wrist
g. Palpated on the top of the foot (dorsum of foot)

(You can do this activity at home or in the classroom. All activities done at home will be checked by the instructor during
the face to face interaction)

MAIN LESSON (35 minutes)

The instructor should discuss the following topics. Instruct students to take down notes and read their Laboratory Manual
about this lesson (Chapter 12 of the lecture book and Laboratory Manual):

BLOOD PRESSURE

Overview
 Adequate blood pressure must be maintained for proper blood flow to tissues (tissue perfusion). Without enough
blood supply a tissue will die.

Key Concepts
 _________________ is the force of blood against the inside of blood vessel walls.
 Blood will only move down its pressure gradient, from ________________ pressure. Therefore, adequate blood
pressure must be maintained.
 Blood pressure can be influenced primarily by: ________________, ______________ resistance, and blood
___________. Body position, exercise, and other factors may affect some of these variables.
 ___________ pressure is the maximum pressure in an artery during ventricular contraction.
 ___________ pressure is the minimum pressure in an artery during ventricular relaxation.

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 Determining blood pressure
Blood pressure is a combination of systolic and diastolic pressure.
Things you must know:
 Blood pressure is manually determined using a ______________________ (blood pressure cuff) along with a
____________________.
 The sphygmomanometer is placed around an ___________ (typically the brachial artery of the arm), and the
stethoscope is placed distal to the cuff.
 The cuff is oriented such that the tubing is facing anterior and exits the cuff distally.
 Inflation of the cuff blocks blood flow distally in the artery.
 Slow deflation of the cuff allows blood to slowly flood back into the artery. The practitioner can determine systolic
and diastolic pressure by listening to the blood pressure (Korotkoff) sounds (see image below).
 _______________ sounds are heard from an artery as pressure is applied by a sphygmomanometer below
systolic pressure.
 Blood pressure is recorded using two numbers, one on top of the other. The top number is the _______________
pressure, and the bottom number is the ___________________ pressure.
 Normal adult blood pressure for those between the ages of 20-40 is 115/70. Blood pressure is lower as an
adolescent, and higher as we age.
 Chronically elevated blood pressure over 140/90 is called _________________.
 Chronically low blood pressure less than 90/60 is called __________________.

Korotkoff sounds in blood pressure test

***Class presentation lab exercise 28 and lab report 28 on Lab Manual, pg. 209-214.

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CHECK FOR UNDERSTANDING (15 minutes)
You will answer and rationalize this by yourself. This will be recorded as your quiz. One (1) point will be given to correct
answer and another one (1) point for the correct ratio. Superimpositions or erasures in you answer/ratio is not allowed.
You are given 15 minutes for this activity:
Multiple Choice
1. Which of the following indicates a normal blood pressure?
a. 140/100 mmHg c. 90/55 mmHg
b. 95/70 mmHg d. 120/80 mmHg
ANSWER: ________
RATIO:___________________________________________________________________________________________
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2. Which of the following is not one of the three main factors influencing blood pressure?
a. cardiac output c. peripheral resistance
b. emotional state d. blood volume
ANSWER: ________
RATIO:___________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________________________________________

3. Normal heart sounds are caused by which of the following events?

a. friction of blood against the chamber walls c. closure of the heart valves
b. opening of the heart valves d. excitation of the sinoatrial (SA) node
ANSWER: ________
RATIO:___________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________________________________________

4. The second heart sound represents which of the below events?

a. Valvular stenosisSemilunar valves opening c. Atrioventricular valves closing
b. Semilunar valves closing d. Atrioventricular valves opening
ANSWER: ________
RATIO:___________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________________________________________

5. This is used to reduce the friction between membranes of the heart.

a. Epicardium c. Endocardium layer
b. Pericardium d. Pericardial (serous) fluid e. Pericardial cavity
ANSWER: ________
RATIO:___________________________________________________________________________________________
_________________________________________________________________________________________________
_______________________________________________________________________________________________

RATIONALIZATION ACTIVITY (THIS WILL BE DONE DURING THE FACE TO FACE INTERACTION)
The instructor will now rationalize the answers to the students. You can now ask questions and debate among yourselves.
Write the correct answer and correct/additional ratio in the space provided.
1. ANSWER: ________
RATIO:___________________________________________________________________________________________
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2. ANSWER: ________
RATIO:___________________________________________________________________________________________
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3. ANSWER: ________

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RATIO:___________________________________________________________________________________________
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4. ANSWER: ________
RATIO:___________________________________________________________________________________________
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5. ANSWER: ________
RATIO:___________________________________________________________________________________________
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LESSON WRAP-UP (15 minutes)
Teacher directs the student to mark (encircle) their place in the work tracker which is simply a visual to help students track
how much work they have accomplished and how much work there is left to do. This tracker will be part of the student
activity sheet.

You are done with the session! Let’s track your progress.

AL Activity: CAT: Directed Paraphrasing

Directed Paraphrasing is another classroom activity which helps students understands how they learn. This is an ideal
activity for helping students put concepts into their own words, versus simply regurgitating the information. It's also a good
strategy for holding them more accountable for reading an assignment.

Directed Paraphrasing involves the following:

 In writing, have students (paraphrase) explain in their own words a concept, part of a lesson, or homework
assignment/reading, etc. for a specific audience or purpose. (The "paraphrase" part requires that the student
create a new way to convey a concept. The specific audience to whom the paraphrase is "directed," reveals
whether the student understands the concept within a specified framework.)
For example, "a nursing student might be directed to paraphrase the concept of drug clearance by the kidneys to
a worried patient. An economics student might be directed to paraphrase a point of tax policy to a corporate CEO.
A philosophy student might be directed to paraphrase an ethics concept so that it is readily understood by a
teenager (Cross and Angelo 233)."
 Review and sort their responses into categories such as "on target," "okay," or "off target."
 At the start of the next class session, share with the students how many responses were "on target" and read a
few examples.
 If only a third of your students provided "on target" responses, consider spending extra time either reviewing or
having them apply the concept.

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