6 Diagnostic and Assessment Procedures
CHAPTER LESSON PLANS & OBJECTIVES
Lesson 6.1: Patient Vitals and Imaging Studies
- 1. Describe the proper procedure for taking the patient’s vital signs
- 2. Accurately document vital sign measurements
- 3. Describe the use of an electrocardiograph
- 4. List and define commonly used imaging studies
Lesson 6.2: Basic Patient Tests and Body Screenings
- 5. Discuss basic blood and urine chemistry tests
- 6. Describe different methods of tissue biopsy
- 7. Describe the effects of malignancy on the body
- 8. Discuss cancer screening
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Classroom Preparation
Lesson 6.1: Patient Vitals and Imaging Studies
INSTRUCTOR PREPARATION
Textbook Objectives Covered
- 1. Describe the proper procedure for taking the patient’s vital signs
- 2. Accurately document vital sign measurements
- 3. Describe the use of an electrocardiograph
- 4. List and define commonly used imaging studies
National Standards Covered
- • See the Fuller 8e/AST Core Curriculum Mapping Guide on Evolve instructor resources.
Classroom Preparation
Lesson 6.1: Patient Vitals and Imaging Studies
STUDENT PREPARATION (1 hr)
| 1 | READ – Chapter Heading(s) • Introduction • Concepts Related to Pathology • Vital Signs Temperature Measuring the Pulse Respiration Blood Pressure Oxygen Saturation ANSWER – Textbook • Review Questions 1, 2, 4, 5 • Case Study 1 ANSWER – Workbook • Chapter 6 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 2 | READ – Chapter Heading(s) • Introduction • Concepts Related to Pathology • Vital Signs Temperature Measuring the Pulse Respiration Blood Pressure Oxygen Saturation ANSWER – Textbook • Review Question 3 • Case Study 2 ANSWER – Workbook • Chapter 6 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 3 | READ – Chapter Heading(s) • Electrocardiography ANSWER – Textbook • Review Question 6 ANSWER – Workbook • Chapter 6 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 4 | READ – Chapter Heading(s) • Imaging Procedures Radiology Digital and Computed Radiography Fluoroscopy Computed Tomography Magnetic Resonance Imaging Positron Emission Tomography Ultrasound ANSWER – Textbook • Review Question 7 ANSWER – Workbook • Chapter 6 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
50-Minute Lesson Plan
Lesson 6.1: Patient Vitals and Imaging Studies
LECTURE OUTLINE (50 min)
| POWERPOINT SLIDES | CHAPTER HEADING(S) | |
| 1-2 | TAKING VITAL SIGNS AND DOCUMENTATION: SLIDES 4-10 | • Introduction • Concepts Related to Pathology • Vital Signs Temperature Measuring the Pulse Respiration Blood Pressure Oxygen Saturation |
| 3 | ECG: SLIDE 11 | • Electrocardiography |
| 4 | IMAGING STUDIES: SLIDES 12-13 | • Imaging Procedures Radiology Digital and Computed Radiography Fluoroscopy Computed Tomography Magnetic Resonance Imaging Positron Emission Tomography Ultrasound |
Learning Activities (choose one or more to equal 50 min)
| 1 | PRACTICE (50 min) • Students will practice on each other the proper steps of taking vital signs. Appropriate Settings: Traditional classroom |
| 2 | PRESENT (50 min) • In pairs, have the students do a PowerPoint presentation or poster board on accurate documentation of vital signs and how it impacts the surgical patient. • Appropriate Settings: Traditional/online/flipped classroom |
| 3 | DEMONSTRATE (30 min) • Borrow the electrocardiograph machine from the MA or nursing class. Demonstrate the proper way to apply the pads. After the instructor demonstrates the proper way to set up and use the machine, have the students alternate using it on each other. Appropriate Settings: Traditional classroom |
| 4 | DISCUSS (50 min) • Discuss with the class the commonly used imaging studies before, during, and after surgery. Appropriate Settings: Traditional/online/flipped classroom |
Critical Thinking Question
A patient hurries into his doctor’s office, late for his appointment. When the nurse takes his blood pressure, she finds it is 145/90 mm Hg. The patient says that he takes his own blood pressure periodically and it is always fine. Should this patient be concerned about his health? What is the next step that his health care provider should take?
Discussion Guidelines: Students might discuss that a single high blood pressure reading, especially on someone who has been rushing around and who might be nervous around doctors, doesn’t necessarily indicate a problem. Another reading should be taken later in the appointment, after the patient has had a chance to sit and relax. If the reading is still high (but not at dangerous levels), the patient will probably be encouraged to have another reading taken soon, and/or to monitor his own blood pressure at home for the next few weeks to get a better sense of his “true” blood pressure.
What are diagnostic procedures? What are some diagnostic procedures you are familiar with?
Discussion Guidelines: Diagnostic procedures are those used to determine a patient’s health status and medical condition; they do not cure or treat a condition. Most students will be familiar with radiographs (x-rays) and “blood tests.” More advanced students will be able to list and describe specific tests.
Classroom Preparation
Lesson 6.2: Basic Patient Tests and Body Screenings
INSTRUCTOR PREPARATION
Textbook Objectives Covered
- 5. Discuss basic blood and urine chemistry tests
- 6. Describe different methods of tissue biopsy
- 7. Describe the effects of malignancy on the body
- 8. Discuss cancer screening
National Standards Covered
- • See the Fuller 8e/AST Core Curriculum Mapping Guide on Evolve instructor resources.
Classroom Preparation
Lesson 6.2: Basic Patient Tests and Body Screenings
STUDENT PREPARATION (1 hr)
| 5 | READ – Chapter Heading(s) • Blood Tests Complete Blood Count Metabolic Panel Coagulation Tests Arterial Blood Gases ABO Groups Electrolytes • Urinalysis • Microbiological Studies ANSWER – Textbook • Review Question 8 • Case Study 3 ANSWER – Workbook • Chapter 6 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 6 | READ – Chapter Heading(s) • Pathological Examination of Tissue Tissue Biopsy ANSWER – Workbook • Chapter 6 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 7 | READ – Chapter Heading(s) • Cancer Terms and Concepts Definitions Comparison of Malignant and Benign Tumors Effects of Malignancy on the Body Diagnostic Methods ANSWER – Textbook • Review Questions 9, 10 ANSWER – Workbook • Chapter 6 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
| 8 | READ – Chapter Heading(s) • Cancer Prevention and Screening Nuclear Medicine Radiation Therapy ANSWER – Textbook • Review Question 11 ANSWER – Workbook • Chapter 6 PREPARE – Evolve Student Resources • Mock Certification Exam • Review Questions |
50-Minute Lesson Plan
Lesson 6.2: Basic Patient Tests and Body Screenings
LECTURE OUTLINE (50 min)
| POWERPOINT SLIDES | CHAPTER HEADING(S) | |
| 5 | CHEMISTRY TESTS: SLIDES 15-17 | • Blood Tests Complete Blood Count Metabolic Panel Coagulation Tests Arterial Blood Gases ABO Groups Electrolytes • Urinalysis • Microbiological Studies |
| 6 | TISSUE BIOPSY: SLIDE 18 | • Pathological Examination of Tissue Tissue Biopsy |
| 7 | MALIGNANCY: SLIDES 19-20 | • Cancer Terms and Concepts Definitions Comparison of Malignant and Benign Tumors • Effects of Malignancy on the Body Diagnostic Methods |
| 8 | CANCER SCREENING: SLIDE 21 | • Cancer Prevention and Screening Nuclear Medicine Radiation Therapy |
Learning Activities (choose one or more to equal 50 min)
| 5 | DISCUSS (30 min) • Discuss with the class the basic blood and urine chemistry tests. Include the normal baseline numbers. Appropriate Settings: Traditional/online/flipped classroom |
| 6 | INVITE (50 min) • Ask a guest expert to discuss the different methods of tissue biopsy. The expert should inform students of the steps taken to ensure successful biopsy and transfer of tissue for examination. • Appropriate Settings: Traditional/online/flipped classroom |
| 7 | PRESENT (50 min) • In pairs, students should prepare a PowerPoint on a malignancy and how it affects the body and the patient. You may wish to assign a particular type of malignancy so that the presentations are varied. • Appropriate Settings: Traditional/online/flipped classroom |
| 8 | PRESENT (50 min) • In pairs, students should prepare a PowerPoint presentation on a cancer screening, including the process and steps. You may wish to assign particular cancer screenings for the students to work on so that the presentations are varied among student groups. • Appropriate Settings: Traditional/online/flipped classroom |
Critical Thinking Question
Why are white blood cell counts useful as diagnostic tools?
Discussion Guidelines: White blood cells are a key part of the body’s immune response. There are several types of white blood cells, each with its own function. Alterations in the cell counts of one or more of these types indicate that the immune system has been perturbed in some way. In general, increased counts correspond to the presence of an infection or inflammation, whereas decreased counts indicate that the body’s ability to fight infection has been compromised (for example, by human immunodeficiency virus [HIV]).
Imagine that you are brought into the emergency department at the hospital where you work. You collapsed while running a marathon, but are now conscious, although you feel weak and dizzy. You tell the nurse that you were drinking more water than usual during the run since it is such a hot day. Your temperature is 99° Fahrenheit. Based on what you’ve learned about lab values, what might be wrong with you? What diagnostic tests could be run to find out?
Discussion Guidelines: Students might note that the patient has been sweating out electrolytes and water but taking in only water as a replacement. Hyponatremia (reduced sodium level) sometimes occurs in such situations. This condition can be detected directly with a blood test; lowered blood pressure would also be a symptom. Depending on the test results and the severity of the patient’s condition, the treatment will probably be intravenous electrolytes.
Assessments
Chapter 6: Diagnostic and Assessment Procedures
ASSESSMENTS BY OBJECTIVE
| 1-8 | Workbook • Chapter 6 Evolve Instructor Resources • Test Bank Create a quiz using ExamView; sort by objective. Evolve Student Resources • Mock Certification Exam • Review Questions |
| All | Elsevier Adaptive Quizzing • Chapter 6 – Graded quizzes (Mastery Levels 1, 2, and 3) |
