Overview
Open Resources for Nursing (Open RN) and Amy Ertwine
This textbook discusses professional and management concepts related to the role of a registered nurse (RN) as defined by the American Nurses Association (ANA). The ANA publishes two resources that set standards and guide professional nursing practice in the United States: The Code of Ethics for Nurses With Interpretive Statements and Nursing: Scope and Standards of Practice. The Code of Ethics for Nurses With Interpretive Statements establishes an ethical framework for nursing practice across all roles, levels, and settings and is discussed in greater detail in the “Ethical Practice” chapter of this book. The Nursing: Scope and Standards of Practice resource defines the “who, what, where, when, why, and how of nursing” and sets the standards for practice that all registered nurses are expected to perform competently.[1]
The ANA defines the “who” of nursing practice as the nurses who have been educated, titled, and maintain active licensure to practice nursing. The “what” of nursing is the recently revised ANA definition of nursing: “Nursing integrates the art and science of caring and focuses on the protection, promotion, and optimization of health and human functioning; prevention of illness and injury; facilitation of healing; and alleviation of suffering through compassionate presence. Nursing is the diagnosis and treatment of human responses and advocacy in the care of individuals, families, groups, communities, and populations in recognition of the connection of all humanity.”[2] Simply put, nurses treat human responses to health problems and life processes and advocate for the care of others.
Nursing practice occurs “when” there is a need for nursing knowledge, wisdom, caring, leadership, practice, or education, anytime, anywhere. Nursing practice occurs in any environment “where” there is a health care consumer in need of care, information, or advocacy. The “why” of nursing practice is described as nursing’s response to the changing needs of society to achieve positive health care consumer outcomes in keeping with nursing’s social contract and obligation to society. The “how” of nursing practice is defined as the ways, means, methods, and manners that nurses use to practice professionally.[3] The “how” of nursing, also referred to as a nurse’s “scope and standards of practice,” is further defined by each state’s Nurse Practice Act; agency policies, procedures, and protocols; and federal regulations and ANA’s Standards of Practice.
State Boards of Nursing and Nurse Practice Acts
RNs must legally follow regulations set by the Nurse Practice Act by the state in which they are caring for patients with their nursing license. The Board of Nursing is the state-specific licensing and regulatory body that sets standards for safe nursing care and issues nursing licenses to qualified candidates based on the Nurse Practice Act. The Nurse Practice Act is enacted by that state’s legislature and defines the scope of nursing practice and establishes regulations for nursing practice within that state. If nurses do not follow the standards and scope of practice set forth by the Nurse Practice Act, they may be disciplined by the Board of Nursing in the form of reprimand, probation, suspension, or revocation of their nursing license. Investigations and discipline actions are reportable among states participating in the Nurse Licensure Compact (that allows nurses to practice across state lines) or when a nurse applies for licensure in a different state. The scope and standards of practice set forth in the Nurse Practice Act can also be used as evidence if a nurse is sued for malpractice.
Find your state’s Nurse Practice Act on the National Council of State Board of Nursing (NCSBN) website.
Read more about malpractice and protecting your nursing license in the “Legal Implications” chapter of this book.
Agency Policies, Procedures, and Protocols
In addition to practicing according to the Nurse Practice Act in the state they are employed, nurses must also practice according to agency policies, procedures, and protocols.
A policy is an expected course of action set by an agency. For example, hospitals set a policy requiring a thorough skin assessment to be completed when a patient is admitted and then reassessed and documented daily.
Agencies also establish their own set of procedures. A procedure is the method or defined steps for completing a task. For example, each agency has specific procedural steps for inserting a urinary catheter.
A protocol is a detailed, written plan for performing a regimen of therapy. For example, agencies typically establish a hypoglycemia protocol that nurses can independently and quickly implement when a patient’s blood sugar falls below a specific number without first calling a provider. A hypoglycemia protocol typically includes actions such as providing orange juice and rechecking the blood sugar and then reporting the incident to the provider.
Agency-specific policies, procedures, and protocols supersede the information taught in nursing school, and nurses can be held legally liable if they don’t follow them. It is vital for nurses to review and follow current agency-specific procedures, policies, and protocols while also practicing according to that state’s nursing scope of practice. Malpractice cases have occurred when a nurse was asked by their employer to do something outside their legal scope of practice, impacting their nursing license. It is up to you to protect your nursing license and follow the Nurse Practice Act when providing patient care. If you have a concern about an agency’s policy, procedure, or protocol, follow the agency’s chain of command to report your concern.
Federal Regulations
Nursing practice is impacted by regulations enacted by federal agencies. Two examples of federal agencies setting standards of care are The Joint Commission and the Centers for Medicare and Medicaid Services.
The Joint Commission accredits and certifies over 20,000 health care organizations in the United States. The Joint Commission’s standards help health care organizations measure, assess, and improve performance on functions that are essential to providing safe, high-quality care. The standards are updated regularly to reflect the rapid advances in health care and address topics such as patient rights and education, infection control, medication management, and prevention of medical errors. The annual National Patient Safety Goals are also set by The Joint Commission after reviewing emerging patient safety issues.[4]
The Centers for Medicare & Medicaid Services (CMS) is an example of another federal agency that establishes regulations affecting nursing care. CMS is a part of the U.S. Department of Health and Human Services (HHS) that administers the Medicare program and works in partnership with state governments to administer Medicaid. The CMS establishes and enforces regulations to protect patient safety in hospitals that receive Medicare and Medicaid funding. For example, one CMS regulation often referred to as “checking the rights of medication administration” requires nurses to confirm specific information several times before medication is administered to a patient.[5]
Standards of Practice
The ANA defines Standards of Professional Nursing Practice as “authoritative statements of the actions and behaviors that all registered nurses, regardless of role, population, specialty, and setting, are expected to perform competently.”[6] These standards are classified into two categories: Standards of Practice and Standards of Professional Performance.
The ANA’s Standards of Practice describe a competent level of nursing practice as demonstrated by the critical thinking model known as the nursing process. The nursing process includes the components of assessment, diagnosis, outcomes identification, planning, implementation, and evaluation and forms the foundation of the nurse’s decision-making, practice, and provision of care.[7]
Read more information about the nursing process in the “Nursing Process” chapter of Open RN Nursing Fundamentals, 2e.[8]
The ANA’s Standards of Professional Performance “describe a competent level of behavior in the professional role, including activities related to ethics, advocacy, respectful and equitable practice, communication, collaboration, leadership, education, scholarly inquiry, quality of practice, professional practice evaluation, resource stewardship, and environmental health. All registered nurses are expected to engage in professional role activities, including leadership, reflective of their education, position, and role.”[9] This book discusses content related to these professional practice standards. Each professional practice standard is defined in the following sections with information provided to related content in this book and the Open RN Nursing Fundamentals, 2e textbook.[10]
Ethics
The ANA’s Ethics standard states, “The registered nurse integrates ethics in all aspects of practice.”[11]
Read about ethical nursing practice in the “Ethical Practice” chapter of this book.
Advocacy
The ANA’s Advocacy standard states, “The registered nurse demonstrates advocacy in all roles and settings.”[12]
Read about nurse advocacy in the “Advocacy” chapter of this book.
Respectful and Equitable Practice
The ANA’s Respectful and Equitable Practice standard states, “The registered nurse practices with cultural humility and inclusiveness.”
Read about cultural humility and culturally responsive care in the “Diverse Patients” chapter in Open RN Nursing Fundamentals, 2e.[13]
Communication
The ANA’s Communication standard states, “The registered nurse communicates effectively in all areas of professional practice.”[14]
Read about communicating with clients and team members in the “Communication” chapter in Open RN Nursing Fundamentals, 2e.[15]
Read about interprofessional communication strategies that promote patient safety in the “Collaboration Within the Interprofessional Team” chapter of this book.
Collaboration
The ANA’s Collaboration standard states, “The registered nurse collaborates with the health care consumer and other key stakeholders.”[16]
Read about strategies to enhance the performance of the interprofessional team and manage conflict in the “Collaboration Within the Interprofessional Team” chapter of this book.
Leadership
The ANA’s Leadership standard states, “The registered nurse leads within the profession and practice setting.”[17]
Read about leadership, management, and implementing change in the “Leadership and Management” chapter of this book.
Read about assigning, delegating, and supervising patient care in the “Delegation and Supervision” chapter of this book.
Read about tools for prioritizing patient care and managing resources for the nursing team in the “Prioritization” chapter of this book.
Education
The ANA’s Education standard states, “The registered nurse seeks knowledge and competence that reflects current nursing practice and promotes futuristic thinking.”[18]
Read about professional development and specialty certification in the “Preparation for the RN Role” chapter of this book.
Scholarly Inquiry
The ANA’s Scholarly Inquiry standard states, “The registered nurse integrates scholarship, evidence, and research findings into practice.”[19]
Read about integrating evidence-based practice into one’s nursing practice in the “Quality and Evidence-Based Practice” chapter of this book.
Quality of Practice
The ANA’s Quality of Practice standard states, “The nurse contributes to quality nursing practice.”[20]
Read about improving quality patient care and participating in quality improvement initiatives in the “Quality and Evidence-Based Practice” chapter of this book.
Professional Practice Evaluation
The ANA’s Professional Practice Evaluation standard states, “The registered nurse evaluates one’s own and others’ nursing practice.”[21]
Read about nursing practice within the legal framework of health care, negligence, malpractice, and protecting your nursing license in the “Legal Implications” chapter of this book.
Read about reviewing the interprofessional team’s performance, providing constructive feedback, and advocating for patient safety with assertive statements in the “Collaboration Within the Interprofessional Team” chapter of this book.
Resource Stewardship
The ANA’s Resource Stewardship standard states, “The registered nurse utilizes appropriate resources to plan, provide, and sustain evidence-based nursing services that are safe, effective, financially responsible, and used judiciously.”[22]
Read more about health care funding, reimbursement models, budgets and staffing, and resource stewardship in the “Health Care Economics” chapter of this book.
Environmental Health
The ANA’s Environmental Health standard states, “The registered nurse practices in a manner that advances environmental safety and health.”[23]
Read about promoting workplace safety for nurses in the “Safety” chapter in Open RN Nursing Fundamentals, 2e.[24]
Read about fostering a professional environment that does not tolerate abusive behaviors in the “Collaboration Within the Interprofessional Team” chapter of this book.
Read about addressing the impacts of social determinants of health in the “Advocacy” chapter of this book.
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- The Joint Commission. https://www.jointcommission.org ↵
- Centers for Medicare and Medicaid Services. https://www.cms.gov/ ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- Nursing Fundamentals by Chippewa Valley Technical College is licensed under CC BY 4.0 ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- Nursing Fundamentals by Chippewa Valley Technical College is licensed under CC BY 4.0 ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- Nursing Fundamentals by Chippewa Valley Technical College is licensed under CC BY 4.0 ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- Nursing Fundamentals by Chippewa Valley Technical College is licensed under CC BY 4.0 ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). American Nurses Association. ↵
- Nursing Fundamentals by Chippewa Valley Technical College is licensed under CC BY 4.0 ↵
What is Blood Pressure?
A blood pressure reading is the measurement of the force of blood against the walls of the arteries as the heart pumps blood through the body. It is reported in millimeters of mercury (mmHg). This pressure changes in the arteries when the heart is contracting compared to when it is resting and filling with blood. Blood pressure is typically expressed as the reflection of two numbers, systolic pressure and diastolic pressure. The systolic blood pressure is the maximum pressure on the arteries during systole, the phase of the heartbeat when the ventricles contract. This is the top number of a blood pressure reading. Systole causes the ejection of blood out of the ventricles and into the aorta and pulmonary arteries. The diastolic blood pressure is the resting pressure on the arteries during diastole, the phase between each contraction of the heart when the ventricles are filling with blood. This is the bottom number of the blood pressure reading.[1] Therefore, 120/80 indicates the systolic blood pressure is 120 mm Hg and the diastolic blood pressure is 80 mm Hg.
Blood pressure measurements are obtained using a stethoscope and a sphygmomanometer, also called a blood pressure cuff. To obtain a manual blood pressure reading, the blood pressure cuff is placed around a patient's extremity, and a stethoscope is placed over an artery. For most blood pressure readings, the cuff is usually placed around the upper arm, and the stethoscope is placed over the brachial artery. The cuff is inflated to constrict the artery until the pulse is no longer palpable, and then it is deflated slowly. The American Heart Association (AHA) recommends that the blood pressure cuff be inflated at least 30 mmHg above the point at which the radial pulse is no longer palpable. The first appearance of sounds, called Korotkoff sounds, are noted as the systolic blood pressure reading. Korotkoff sounds are named after Dr. Korotkoff, who first discovered the audible sounds of blood pressure when the arm is constricted.[2] The blood pressure cuff continues to be deflated until Korotkoff sounds disappear. The last Korotkoff sounds reflect the diastolic blood pressure reading.[3] It is important to deflate the cuff slowly at no more than 2-3 mmHg per second to ensure that the absence of pulse is noted promptly and that the reading is accurate. Blood pressure readings are documented as systolic blood pressure/diastolic pressure, for example, 120/80 mmHg.
Abnormal blood pressure readings can signify an area of concern and a need for intervention. Normal adult blood pressure is less than 120/80 mmHg. Hypertension is the medical term for elevated blood pressure readings of 130/80 mmHg or higher. See Table 3.2 for blood pressure categories according to the 2017 American College of Cardiology and American Heart Association Blood Pressure Guidelines.[4] Prior to diagnosing a person with hypertension, the health care provider will calculate an average blood pressure based on two or more blood pressure readings obtained on two or more occasions.
For more information about hypertension and blood pressure medications, visit the "Cardiovascular and Renal System" chapter in Open RN Nursing Pharmacology.
Hypotension is the medical term for low blood pressure readings less than 90/60 mmHg.[5] Hypotension can be caused by dehydration, bleeding, cardiac conditions, and the side effects of many medications. Hypotension can be of significant concern because of the potential lack of perfusion to critical organs when blood pressures are low. Orthostatic hypotension is a drop in blood pressure that occurs when moving from a lying down (supine) or seated position to a standing (upright) position. When measuring blood pressure, orthostatic hypotension is defined as a decrease in blood pressure by at least 20 mmHg systolic or 10 mmHg diastolic within three minutes of standing. When a person stands, gravity moves blood from the upper body to the lower limbs. As a result, there is a temporary reduction in the amount of blood in the upper body for the heart to pump, which decreases blood pressure. Normally, the body quickly counteracts the force of gravity and maintains stable blood pressure and blood flow. In most people, this transient drop in blood pressure goes unnoticed. However, some patients with orthostatic hypotension can experience light-headedness, dizziness, or fainting. This is a significant safety concern because of the increased risk of falls and injury, particularly in older adults.[6] Orthostatic hypotension is also commonly referred to a postural hypotension. When obtaining orthostatic vital signs, the pulse rate may also be collected. If the pulse increases by 30 beats/minute or more while the patient stands (or sits if unable to stand), this indicates a significant change.
Perform the following actions when obtaining orthostatic vital signs:
- Have the patient stand upright for 1 minute if able.
- Obtain the blood pressure measurement while the patient stands using the same arm and the same equipment as the previous measurement that was taken with patient lying or sitting.
- Obtain the radial pulse again.
- Repeat the blood pressure and radial pulse measurements again at 3 minutes. Waiting several minutes before repeating the measurements allows time for the autonomic nervous system to compensate for blood volume shifts after position change in the patient without orthostatic hypotension.
- If the patient has symptoms that suggest orthostatic hypotension but doesn't have documented orthostatic hypotension, repeat blood pressure measurement.
Tip: Some patients may not demonstrate significant decreases in blood pressure until they stand for more than 3 minutes.
Table 3.2 Blood Pressure Categories[7]
Blood Pressure Category | Systolic mm Hg | Diastolic mm Hg |
---|---|---|
Normal | Less than 120 | Less than80 |
Elevated | 120-129 | Less than 80 |
Stage 1 | 130-139 | 80-89 |
Stage 2 | 140 or higher | Greater or equal to 90 |
Hypertensive Crisis | Greater than 180 | Greater than 120 |
View Ahmend Alzawi's Korotkoff sounds video on YouTube.[8]
Equipment to Measure Blood Pressure
Manual Blood Pressure
A sphygmomanometer, commonly called a blood pressure cuff, is used to measure blood pressure while Korotkoff sounds are auscultated using a stethoscope. See Figure 3.1[9] for an image of a sphygmomanometer.
There are various sizes of blood pressure cuffs. It is crucial to select the appropriate size for the patient to obtain an accurate reading. An undersized cuff will cause an artificially high blood pressure reading, and an oversized cuff will produce an artificially low reading. See Figure 3.2[10] for an image of various sizes of blood pressure cuffs ranging in size for a large adult to an infant.
The width of the cuff should be 40% of the person’s arm circumference, and the length of the cuff’s bladder should be 80–100% of the person’s arm circumference. Keep in mind that only about half of the blood pressure cuff is the bladder and the other half is cloth with a hook and loop fastener to secure it around the arm.
View Ryerson University's accurate blood pressure cuff sizing video on YouTube.[11]
Automatic Blood Pressure Equipment
Automatic blood pressure monitors are often used in health care settings to efficiently measure blood pressure for multiple patients or to repeatedly measure a single patient’s blood pressure at a specific frequency such as every 15 minutes. See Figure 3.3[12] for an image of an automatic blood pressure monitor. To use an automatic blood pressure monitor, appropriately position the patient and place the correctly sized blood pressure cuff on their bare arm or other extremity. Press the start button on the monitor. The cuff will automatically inflate and then deflate at a rate of 2 mmHg per second. The monitor digitally displays the blood pressure reading when done. If the blood pressure reading is unexpected, it is important to follow up by obtaining a reading using a manual blood pressure cuff. Additionally, automatic blood pressure monitors should not be used if the patient has a rapid or irregular heart rhythm, such as atrial fibrillation, or has tremors as it may lead to an inaccurate reading.
Sample Documentation of Expected Findings
Blood pressure 120/80 on the left arm with the patient in a seated position using a manual cuff.
Sample Documentation of Unexpected Findings
Blood pressure reading on right arm 160/95. Blood pressure reading left arm 154/93 after patient rested 5 minutes. Reports no history of hypertension and currently not taking any blood pressure medications. Denies dizziness, headache, visual changes, or light-headedness. Dr. Smith notified of all of above and order for furosemide 20 mg PO now received.
Sample Documentation of Expected Findings
Blood pressure 120/80 on the left arm with the patient in a seated position using a manual cuff.
Sample Documentation of Unexpected Findings
Blood pressure reading on right arm 160/95. Blood pressure reading left arm 154/93 after patient rested 5 minutes. Reports no history of hypertension and currently not taking any blood pressure medications. Denies dizziness, headache, visual changes, or light-headedness. Dr. Smith notified of all of above and order for furosemide 20 mg PO now received.
Use the checklist below to review the steps for obtaining a "Manual Blood Pressure."
Note: The two-step method includes the first step of inflating the cuff and palpating the radial pulse to estimate the systolic blood pressure before obtaining the blood pressure reading. This procedure is based on current AHA recommendations.[13]
View an instructor demonstration YouTube video on assessing blood pressure[14]:
Steps
Disclaimer: Always review and follow agency policy regarding this specific skill.
- Gather supplies: blood pressure cuff and stethoscope. (Select an appropriately sized cuff for the patient.)
- The width of the cuff should be 40% of the person's arm circumference, and the length of the cuff's bladder should be 80–100% of the person's arm circumference.
- Perform safety steps:
- Perform hand hygiene.
- Check the room for transmission-based precautions.
- Introduce yourself, your role, the purpose of your visit, and an estimate of the time it will take.
- Confirm patient ID using two patient identifiers (e.g., name and date of birth).
- Explain the process to the patient and ask if they have any questions.
- Be organized and systematic.
- Use appropriate listening and questioning skills.
- Listen and attend to patient cues.
- Ensure the patient's privacy and dignity.
- Assess ABCs.
- Cleanse the stethoscope and blood pressure cuff prior to placing it on the patient's skin.
- Place the patient in a relaxed reclining or sitting position. The patient should be seated quietly for at least five minutes in a chair prior to blood pressure measurement. Ask the patient which arm they prefer to use. Be aware of conditions that contraindicate the use of an arm for blood pressure measurement, such as a previous mastectomy or the presence of a fistula. During the procedure, both feet should be on the floor and the arm should be supported at heart level.
- Adapt the procedure to life span considerations of the patient.
- Remove or rearrange clothing so the cuff and the stethoscope are on bare skin.
- Center the bladder of the blood pressure cuff over the brachial artery with the lower margin 1" above the antecubital space. Fit the cuff evenly and snugly. Palpate the brachial artery in the antecubital space.
- Locate the radial pulse.
- Inflate the cuff rapidly (while palpating the radial or brachial pulse) to the level at which pulsations are no longer felt and inflate the cuff 30 mmHg above the palpated pressure or the patient's usual blood pressure. Note the level and rapidly deflate the cuff; wait 30 seconds.
- With the eartips of the stethoscope placed downward and forward, place the bell/diaphragm lightly on the brachial artery and rapidly inflate the cuff to 30 points above where the brachial or radial pulse is no longer felt.
- Deflate the cuff gradually at a constant rate by opening the valve on the bulb (2-3 mm Hg/second) until the first Korotkoff sound is heard. Note the systolic pressure.
- Continue to deflate the cuff slowly at 2 mm Hg/second. Note the point at which Korotkoff sounds disappear completely as the diastolic pressure.
- Deflate the cuff completely and remove the cuff from the patient's arm.
- Inform the patient of the blood pressure reading.
- Cleanse the stethoscope and blood pressure cuff.
- Perform proper hand hygiene.
- Ensure safety measures when leaving the room:
- CALL LIGHT: Within reach
- BED: Low and locked (in lowest position and brakes on)
- SIDE RAIL: Secured
- TABLE: Within reach
- ROOM: Risk-free for falls (scan room and clear any obstacles)
- Document findings and report significant deviations from norms according to agency policy.
Use the checklist below to review the steps for obtaining a "Manual Blood Pressure."
Note: The two-step method includes the first step of inflating the cuff and palpating the radial pulse to estimate the systolic blood pressure before obtaining the blood pressure reading. This procedure is based on current AHA recommendations.[15]
View an instructor demonstration YouTube video on assessing blood pressure[16]:
Steps
Disclaimer: Always review and follow agency policy regarding this specific skill.
- Gather supplies: blood pressure cuff and stethoscope. (Select an appropriately sized cuff for the patient.)
- The width of the cuff should be 40% of the person's arm circumference, and the length of the cuff's bladder should be 80–100% of the person's arm circumference.
- Perform safety steps:
- Perform hand hygiene.
- Check the room for transmission-based precautions.
- Introduce yourself, your role, the purpose of your visit, and an estimate of the time it will take.
- Confirm patient ID using two patient identifiers (e.g., name and date of birth).
- Explain the process to the patient and ask if they have any questions.
- Be organized and systematic.
- Use appropriate listening and questioning skills.
- Listen and attend to patient cues.
- Ensure the patient's privacy and dignity.
- Assess ABCs.
- Cleanse the stethoscope and blood pressure cuff prior to placing it on the patient's skin.
- Place the patient in a relaxed reclining or sitting position. The patient should be seated quietly for at least five minutes in a chair prior to blood pressure measurement. Ask the patient which arm they prefer to use. Be aware of conditions that contraindicate the use of an arm for blood pressure measurement, such as a previous mastectomy or the presence of a fistula. During the procedure, both feet should be on the floor and the arm should be supported at heart level.
- Adapt the procedure to life span considerations of the patient.
- Remove or rearrange clothing so the cuff and the stethoscope are on bare skin.
- Center the bladder of the blood pressure cuff over the brachial artery with the lower margin 1" above the antecubital space. Fit the cuff evenly and snugly. Palpate the brachial artery in the antecubital space.
- Locate the radial pulse.
- Inflate the cuff rapidly (while palpating the radial or brachial pulse) to the level at which pulsations are no longer felt and inflate the cuff 30 mmHg above the palpated pressure or the patient's usual blood pressure. Note the level and rapidly deflate the cuff; wait 30 seconds.
- With the eartips of the stethoscope placed downward and forward, place the bell/diaphragm lightly on the brachial artery and rapidly inflate the cuff to 30 points above where the brachial or radial pulse is no longer felt.
- Deflate the cuff gradually at a constant rate by opening the valve on the bulb (2-3 mm Hg/second) until the first Korotkoff sound is heard. Note the systolic pressure.
- Continue to deflate the cuff slowly at 2 mm Hg/second. Note the point at which Korotkoff sounds disappear completely as the diastolic pressure.
- Deflate the cuff completely and remove the cuff from the patient's arm.
- Inform the patient of the blood pressure reading.
- Cleanse the stethoscope and blood pressure cuff.
- Perform proper hand hygiene.
- Ensure safety measures when leaving the room:
- CALL LIGHT: Within reach
- BED: Low and locked (in lowest position and brakes on)
- SIDE RAIL: Secured
- TABLE: Within reach
- ROOM: Risk-free for falls (scan room and clear any obstacles)
- Document findings and report significant deviations from norms according to agency policy.
View a supplementary YouTube video on Blood Pressure Assessment[17]
Review of Head and Neck Assessment on YouTube[18]
Learning Activities
(Answers to "Learning Activities" can be found in the "Answer Key" at the end of the book. Answers to interactive activity elements will be provided within the element as immediate feedback.)
“2 Step Blood Pressure Sequencing Activity” by Susan Jepsen for Lansing Community College is licensed under CC BY 4.0
“Orthostatic Blood Pressure Management Activity” by Susan Jepsen for Lansing Community College is licensed under CC BY 4.0
Test your clinical judgment with an NCLEX Next Generation-style question: Chapter 3, Assignment 1.
Test your clinical judgment with an NCLEX Next Generation-style question: Chapter 3, Assignment 2.
Test your clinical judgment with an NCLEX Next Generation-style question: Chapter 3, Assignment 3.
Diastole: The phase between each contraction of the heart when the ventricles are filling with blood.
Diastolic blood pressure: The resting pressure of blood on the arteries between each cardiac contraction.
Hypertension: Elevated blood pressure over 130/80 mmHg in an adult.
Hypotension: Decreased blood pressure less than 90/60 mmHg in an adult.
Korotkoff sounds: The audible sounds of blood pressure named after Dr. Korotkoff who discovered them.
Orthostatic hypotension: A decrease in blood pressure by at least 20 mmHg systolic or 10 mmHg diastolic within three minutes of standing from a seated or lying position.
Sphygmomanometer: A device used to measure blood pressure and is commonly referred to as a blood pressure cuff.
Systole: The phase of the heartbeat when the left ventricle contracts and pumps blood into the arteries.
Systolic blood pressure: The maximum pressure of blood on the arteries during the contraction of the left ventricle of the heart referred to as systole.
Diastole: The phase between each contraction of the heart when the ventricles are filling with blood.
Diastolic blood pressure: The resting pressure of blood on the arteries between each cardiac contraction.
Hypertension: Elevated blood pressure over 130/80 mmHg in an adult.
Hypotension: Decreased blood pressure less than 90/60 mmHg in an adult.
Korotkoff sounds: The audible sounds of blood pressure named after Dr. Korotkoff who discovered them.
Orthostatic hypotension: A decrease in blood pressure by at least 20 mmHg systolic or 10 mmHg diastolic within three minutes of standing from a seated or lying position.
Sphygmomanometer: A device used to measure blood pressure and is commonly referred to as a blood pressure cuff.
Systole: The phase of the heartbeat when the left ventricle contracts and pumps blood into the arteries.
Systolic blood pressure: The maximum pressure of blood on the arteries during the contraction of the left ventricle of the heart referred to as systole.