lesson plan teaching

1. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
1.
2.
Teacher
introduces the
topic
Define vital
signs
2min
1min
INTRODUCTION:
Vital signs are measures of various physiological status, in
order to assess the most basic body functions. When these
values are not zero, they indicate that a person is alive. All of
these vital signs can be observed, measured, and monitored.
This will enable the assessment of the level at which an
individual functioning. Normal ranges of measurements of vital
signs change with age and medical condition. Vital signs are
useful in detecting or monitoring medical problems. Vital signs
can be measured in a medical setting, at home, at the site of a
medical emergency, or elsewhere.
DEFINITION:
Vital signs are basic components of assessment of physiological
and psychological health of client. Vital signs are also known
as cardinal signs.
Vital Signs
Are measurements of the body's most basic functions:
1. Body temperature (Temp).
2. Pulse / heart rate.
3. Respiration.
4. Blood pressure (BP).
Teacher
introduces the
topic
Teacher
defines vital
signs
Bulletin
board
What are vital
signs?

2. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
2.
3.
4.
Explain the
purposes of
vital signs
Enumerate the
indications of
vital signs
Discuss the
principles of
vital signs
3min
3min
2 min
PURPOSE OF VITAL SIGNS:
1. To assess the normal condition of vital organs.
2. To assess the condition and progress made by the patients.
3. to understand the effectiveness of treatments
4. Before and after surgical or invasive diagnostic procedures.
5. To change the mode of treatments
6. It help to understand the present problem
INDICATIONS:
1.On admission
2.change in health status
3.surgical procedure
4.administration of drugs
5. invasive diagnostic procedures
PRINCIPLES OF VITAL SIGNS:
1. Vital signs are governed by the vital organs and often reveal
even the slightest deviation from the normal body function.
2. Through vital signs, specific information may be obtained
that will help in the diagnostic, treatment, nursing care.
3. The changes in the condition of patient improvement or
regression may be detected by the observation of these signs.
Teacher
explains the
purposes of
vital signs and
students
contribute their
views
Teacher
Enumerates
the indications
of vital signs
temperature
and students
listens
carefully
Teacher
discusses the
principles of
vital signs and
students listens
carefully.
Ohp
Chart
ppt
What are the
purposes of vital
signs?
What are the
the indications
of vital signs?
What are the
principles of
vital signs?

3. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
5
6.
Define body
temperature.
Explain the
factors
affecting and
alterations
body
temperature
1min
2 min
BODY TEMPERATURE:
DEFINITION
Body temperature may be defined as the degree of heat
maintained by the body or it’s a balance between the heat
production and heat loss. Heat regulation centre is the
hypothalamus situated in the brain.
The normal range of the body temperature is
Oral =98.6’F/37*C
Rectal =99.6’F/37.6
Axillary =97.6’F/36.4
FACTORS AFFECTING:
Body's Heat Production
1.Oxidation and Specific Dynamic Action of Food
2.Execise
3.Strong Emotions
4.Hormonal Effect
5.Change in the Environment and Atmospheric Conditions
6.Disease Conditions
Heat Loss From Body
Through skin,lungs,kidneys,bowels
Teacher
defines body
temperature
and students
write on paper.
Teacher
explains the
factors
affecting and
alterations
body
temperature
Ppt
Black board
What is the
meaning of body
temperature?
What are the
factors affecting
and alterations
body
temperature?

4. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
7. Enlist the types
of
thermometers
1 min
ALTERATIONS IN BODY TEMPERATURE
Pyrexia:
A body temperature above the usual range is called pyrexia,
hyperthermia, or (in lay terms) fever.
Hyperpyrexia:
A very high temperature, e.g. 41Cº (105 ºF) is called
hyperpyrexia.
Hypothermia:
Whenthe bodytemperature fallsbelow35Cº( 95 ºF),
TYPES OF THERMOMETERS:
1. Electronic thermometer.
2. Glass thermometer.
3. Disposable Paperthermometer.
4. Tympanicmembrane thermometer.
5.Temperature Sensitive Strips and Chemical Dot
Enlist the types
of
thermometers
ppt
What are the
types of
thermometers?

5. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
8. Describe the
sites for
assessing body
temperature
4min SITES FOR ASSESSING BODY TEMPERATURE:
1. Orally (common way). 2min
 The oral cavity temperature is considered to be reliable
when the thermometer is placed posteriorly into the
sublingual pocket.
 This landmark is close to the sublingual artery, so this
site tracks changes in core body temperature.
2. Axillary (safe way). 5min
 Temperature is measured at the axilla by placing the
thermometer in the central position and adducting the
arm close to the chest wall.
 It is considered to be an unreliable site for estimating
core body temperature because there are no mainblood
vesselsaroundthisarea,thereforeshouldadd1°Fto the
actual reading.
3. Rectal (accurate reading). (5 min).
 Rectal temperature is the most accurate method for
measuring the core temperature, and should reduce 1°
F to the actual reading.
Teacher
describes the
sites for
assessing body
temperature
ppt Which are the
sites for
assessing body
temperature

6. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
4. Tympanic membrane.
 The tympanic thermometer senses reflected infrared
emissions from the tympanic membrane through a
probe placed in the external auditory canal.
 This method is quick (<1 minute) minimally invasive
and easy to perform.
 It has been reported to estimate rapid fluctuations in
core temperature accurately because the tympanic
membrane is close to the hypothalamus.

7. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
9.
10.
Define pulse
Explain the
characteristics
of pulse
1min
2min
 PULSE
DEFINITION:
Pulse is the alternate expansion and recoil of an artery as the
wave of blood is forced through it during the contraction of the
left ventricle. The pulse can be felt by the fingers on the point
where an artery acrosses a bone close to the surface of the skin.
A normal pulse rate for adults is between 60 and 100 beats per
minute.
- Bradycardia is a heart rate less than 60 beats per minute in an
adult.
- Tachycardia is a heart rate in excess of 100 beats per minute
CHARACTERISTICS OF PULSE :
1. Quality.
2. Rate.
3. Rhythm.
4. Volume (strength or amplitude).
1. Pulse quality refers to the ‘‘feel’’ of the pulse, its rhythm
and forcefulness.
2. Pulse rate is an indirect measurement of cardiac output
obtained by counting the number of apical or peripheral pulse
waves over a pulse point.
-
Teacher
defines pulse
and students
writes
Explain the
characteristics
of pulse
Black
board
What is pulse?
What are the
characteristics of
pulse

8. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
3. Pulse rhythm is the regularity of the heartbeat. It describes
how evenly the heart is beating:
- Regular (the beats are evenly spaced).
- Irregular (the beats are not evenly spaced).
- Dysrhythmia (arrhythmia) is an irregular rhythm caused by
an early, late, or missed heartbeat.
4. Pulse volume is a measurement of the strength or amplitude
of force exerted by the ejected blood against the arterial wall
with each contraction.
- It is described as normal (full, easily palpable).
- Weak (thready and usually rapid), or
- Strong (bounding).

9. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
11 Discuss the
pulse point
assessment
5min
.
PULSE POINT ASSESSMENT
1. Temporal: Over temporal bone, superior and lateral to
eye.
2. Carotid: Bilateral, under lower jaw in neck along
medial edge of sternocleidomastoid muscle.
3. Apical: Left mid clavicular line at fourth to fifth
intercostal space.
4. Brachial: Inner aspect between groove of biceps and
triceps muscle at antecubital fossa.
5. Radial: Inner aspect of forearm on thumb side of wrist.
6. Ulnar: Outer aspect of forearm on finger side of wrist.
7. Femoral: In groin, below inguinal ligament (midpoint
between symphysis pubis and anterosuperior iliac
spine).
8. Popliteal : Behind knee, at center in popliteal fossa
9. Posterior tibial: Inner aspect of ankle between Achilles
tendon and tibia (below medial malleolus).
10.Dorsalis: Over instep, midpoint between extensions
tendons of great and second toe
Teacher
discusses the
pulse point
assessment and
students
observes
picture Which is the
pulse point
assessment

10. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
12
13
Define
respiration
Discuss the
factors
affecting
respiration
1min
3min
 RESPIRATION
Respiration is the act of breathing.it is the process of taking in
oxygen and giving carbondioxide.respiration constitutes
- Inspiration (inhalation) is the act of breathing in.
- Expiration (exhalation) is the act of breathing out.
FACTORS AFFECTING RESPIRATION:
1. Pain, anxiety, exercise.
2. Medications.
3. Trauma.
4. Infection.
5. Respiratory and cardiovascular disease.
6. Alteration in fluids, electrolytes, acid- base balances.
Teacher
defines
respiration and
students writes
in book
Teacher
discusses the
factors
affecting
respiration and
students
contribute
them
What is
respiration
What are the
factors affecting
respiration

12. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
14. Explain the
sites of
breathing
measurement
2min SITES OF BREATHING MEASUREMENT
- Normal breathing is slightly observable, effortless, quiet,
automatic, and regular. It can be assessed by observing chest
wall expansion and bilateral symmetrical movement of the
thorax.
- Another method the nurse can use to assess breathing is to
place the back of the hand next to the client’s nose and
mouth to feel the expired air.
Teacher
explains the
sites of
breathing
measurement
picture
Which are the
sites of breathing
measurement

13. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION

14. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
15. Define blood
pressure and
its variations
2min  BLOOD PRESSURE
Blood pressure is the force required by the heart to pump
blood from the ventricles of the heart into the arteries.
It is measured in systolic and diastolic pressure.
- Systolic pressure : it is known as the force to pump blood out
of the ventricles of the heart
- Diastolic pressure: it is known as relaxation period of the
heart pump (ventricles).
The normal BP is 120/ 80 mmHg.
Hypertension: refers to a systolic blood pressure more than
120 mm Hg or 20 to 30 mm Hg more the client’s normal
systolic pressure.
Hypotension, refers to a systolic blood pressure less than 90
mm Hg or 20 to 30 mm Hg below the client’s normal systolic
pressure
Teacher
defines blood
pressure and
its variations
and students
actively listens
What is blood
pressure and its
variations ?

15. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
16.
17
Explain the
sites for
measurement
of blood
pressure
Enumerate the
factors
increases
blood pressure
2min
2min
SITES FOR MEASUREMENT OF BLOOD PRESSURE -
The most common site for indirect blood pressure measurement
is the client’s arm over the brachial artery.
 When the client's condition prevents auscultation of the
brachial artery, the nurse should assess the blood
pressure in the forearm or leg sites.
 When pressure measurements in the upper extremities
are not accessible, the popliteal artery, located behind
the knee, becomes the site of choice.
 The nurse can also assess the blood pressure in other
sites, such as the radial artery in the forearm and the
posterior tibial or dorsalis pedis artery in the lower leg.
 Because it is difficult to auscultate sounds over the
radial, tibial, and dorsalis pedis arteries, these sites are
usually palpated to obtain a systolic reading.
FACTORS INCREASING BLOOD PRESSURE :
1. Age
2. Exercise:
3. Stress
4. Obesity.
5. Sex
6. Medications
7. Disease condition
Teacher
explains the
sites for
measurement
of blood
pressure and
students pays
attention
Teacher
enumerates the
factors
increases
blood pressure
Ppt
Flash card
Which are the
sites for
measurement of
blood pressure?
What are the
factors increases
blood pressures?

16. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
18. Discuss the
nurses
responsibility
for taking
T.P.R and
Blood Pressure
2min NURSES RESPONSBILITY FOR TAKING T.P.R &B.P
 Preliminary Assessment
Identify the client
Check the diagnosis ,date and type of surgery ,if any
Ability to follow instructions
Any contraindications
Previous measurement and range of T.P.R and B.P
 Equipments Required:
1. Oral/axilla/rectal thermometer(1)
2. Stethoscope(1)
3. Sphygmomanometer with appropriate cuff size(1)
4. Watch with a second hand(1)
5. Spirit swab or cotton(1)
6. Sponge towel(1)
7. Paper bag(2):for clean(1) for discard(1)
8. Record form
9. Ball-point pen :blue(1) black(1) red (1)
10. Steel tray(1):to set all materials
Teacher
discusses the
nurses
responsibility
for taking
T.P.R and
Blood Pressure
What are the
nurse’s
responsibility for
taking T.P.R and
Blood Pressure?

17. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
19. Demonstrate
the stepsof the
procedure for
takingT.P.Rand
B.P
10 min  Steps Of The Procedure For Taking T.P.R
Caring action Rationale
1.Wash your hands Hand washing prevents the
spread of infection
2.Prepare all required
equipments
Organization facilitates
accurate skill performance
3.Check the client’s
identification
To confirm the necessity
4. Explain the purpose and
the procedure to the client.
Providing information fasters
cooperation and
understanding
5. Close doors and/or use a
screen.
Maintains client’s privacy
and minimize embarrassment
6. Take the thermometer and
wipe it with cotton swab
from bulb towards the tube.
Wipe from the area where
few organisms are present to
the area where more
organisms are present to limit
spread of infection
7. Shake the thermometer
with strong wrist movements
until the mercury line falls to
at least 95 ℉(35 ℃).
Lower the mercury level
within the stem so that it is
less than the client’s potential
body temperature
8. Assist the client to a
supine or sitting position.
To provide easy access to
axilla.
9.Move clothing away from
shoulder and arm
To expose axilla for correct
thermometer bulb placement
10.Be sure the client’s axilla
is dry.If it is moist pat it dry
gently before inserting the
thermometer.
Moisture will alter the
reading. Under the condition
moistening, temperature is
generally measured lower
than the real
Teacher
demonstrates
the stepsof the
procedure for
takingT.P.Rand
B.P and
studentspays
attentiontoit
demonstrat
ion
What are the
stepsof the
procedure for
takingT.P.Rand
B.P?

18. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
11. Place the bulb of
thermometer in hollow of
axilla at anterior inferior
with 45 degree or
horizontally.
To maintain proper position
of bulb against blood vessels
in axilla.
12. Keep the arm flexed
across the chest, close to the
side of the body.
Close contact of the bulb of
the thermometer with the
superficial blood vessels in
the axilla ensures a more
accurate temperature
registration.
13. Hold the glass
thermometer in place for 3
minutes.
To ensure an accurate
reading
14.Count and examine the
pulse
1) Place the tips of your first,
index, and third finger over
the client's radial artery on
the inside of the wrist on the
thumb side.
The finger tips are sensitive
and better able to feel the
pulse. Do not use your thumb
because it has a strong pulse
of its own.
2)Apply only enough
pressure to radial pulse
3) Using watch, count the
pulse beats for a full minute.
Moderate pressure facilitates
palpation of the pulsations.
Too much pressure
obliterates the pulse, whereas
the pulse is imperceptible
with too little pressure
4) Examine the rhythm and
the strength of the pulse.
Strength reflects volume of
blood ejected against arterial
wall with each heart
contraction.

19. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
15.Counting respiration:
1) Observe the rise and fall
of the client’s (one
inspiration and one
expiration). 2)Count
respirations for one full
minute.
3) Examine the depth,
rhythm, facial expression,
cyanosis, cough and
movement accessory
One full cycle consists of an
inspiration and expiration.
assess respirations, especially
when the rate is with an
irregular
normally have an
irregular, more rapid rate.
Adults with an irregular rate
require more careful
assessment including depth
and rhythm of respirations.
16. Remove and read the
level of mercury of
thermometer at eye level.
To ensure an accurate
reading
17. Shake mercury down
carefully and wipe the
thermometer from the stem
to bulb with spirit swab.
To prevent the spread of
infection

20. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
Steps Of Procedure For Taking B.P
Care Action Rationale
1.Wash your hands Hand washing prevents the
spread of infection
2. Gather all equipments.
Cleanse the stethoscope's ear
pieces and diaphragm with a
spirit swab wipe.
Organization facilitates
performance of the skill.
Cleansing the stethoscope
prevents spread of infection
3. Check the client’s
identification. Explain the
purpose and procedure to the
client
Providing information fosters
the client’s cooperation and
understanding.
4. Have the client rest at least
5 minutes before
measurement
Allow the client to relax and
helps to avoid falsely elevate
readings.
5.Determine the previous
baseline blood pressure, if
available ,from the client’s
record
To find any changes his/her
blood pressure from the
usual

21. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
6.Identify factors likely to
interfere which accuracy of
blood pressure measurement
: exercise, coffee and
smoking
Exercise and smoking can
cause false elevations in
blood pressure.
7. Setting the position:
1) Assist the client to a
comfortable position .Be sure
room is warm, quiet and
relaxing.
2) Support the selected arm.
Turn the palm upward.
3) Remove any constrictive
clothing.
The client's perception that
the physical or interpersonal
environment is stressful
affects the blood pressure
measurement. Ideally, the
arm is at heart level for
accurate measurement.
8.Checking brachial artery
and wrapping the cuff:
1) Palpate brachial artery.
2)Center the cuff’ s bladder
approximately2.5cm (1 inch)
above the site where you
palpated the brachial pulse
3)Wrap the cuff s snugly
around the client’s arm and
Center the bladder to ensure
even cuff inflation over the
brachial artery
Loose-fitting cuff causes
false high readings.
Appropriate way to wrap is
that you can put only 2
fingers between the arm and
cuff.

22. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
Secure the end
approximately.
4) Check the manometer
whether if it is at level with
the client’s heart.
Improper height can alter
perception of reading
9.Meausre blood pressure by
two step method:
(A)Palpatory method
1) Palpate brachial pulse
distal to the cuff with finger
tips of non dominant hand.
2) Close the screw clamp on
the bulb. 3) Inflate the cuff
while still checking the pulse
with other hand.
4) Observe the point where
pulse is not longer palpable.
5) Inflate cuff to pressure 20-
30mmHg above point at
which pulse disappears.
6) Open the screw clamp,
deflate the cuff fully and wait
30seconds.
Palpation identifies the
approximate systolic reading.
Estimating prevents false low
readings, which may result in
the presence of an auscultory
gap.
Maximal inflation points for
accurate reading can be
determined by palpation.
Short interval eases any
venous congestion that may
have occurred.

23. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
(B)Auscultation
1) Position the stethoscope’s
earpieces comfortably in
your ears (turn tips slightly
forward).Be sure sounds are
clear, not muffled.
2) Place the diaphragm over
the client’s brachial artery.
Do not allow chest piece to
touch cuff or clothing.
Each ear piece should follow
angle of ear canal to facilitate
hearing.
Proper stethoscope
placement ensures optimal
sound reception.
Stethoscope improperly
positioned sounds that often
result in false low systolic
and high diastolic readings.
9. (B)
3) Close the screw clamp on
the bulb and inflate the cuff
to a pressure30 mmHg above
the point where the pulse had
disappeared
4) Open the clamp and allow
the aneroid dial to fall at rate
of 2 to 3mmHg per second.
5) Note the point on the dial
when first clear sound is
heard. The sound will slowly
increase in intensity.
Ensure that the systolic
reading is not
underestimated.
If deflation occurs too
rapidly, reading may be
inaccurate. This first sound
heard represents the systolic
pressure or the point where
the heart is able to force
blood into the brachial artery.
This is the adult diastolic
pressure .It represents the
pressure that the artery walls

24. 6) Continue deflating the
cuff and note the point where
the sound disappears. Listen
for 10 to 20 mmHg after the
last sound.
7) Release any remaining air
quickly in the cuff and
remove it.
8) If you must recheck the
reading for any reason, allow
a 1 minute interval before
taking blood pressure again.
exert on the blood at rest.
Continuous cuff inflation
causes arterial occlusion,
resulting in numbness and
tingling of client’s arm.
The interval eases any
venous congestion and
provides for an accurate
reading when you repeat the
measurement.
AFTER CARE
18. Dispose of the equipment
properly. Wash your hands.
To prevent the spread of
infection
19.Replace all equipments in
proper place.
To prepare for the next
procedure
20.Record in the client’s
chart and give signature on
the chart.
Axillary temperature
readings usually are lower
than oral readings.
Giving signature maintains
professional accountability
21. Report an abnormal
reading to the senior staff.
Documentation provides
ongoing data collection

25. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION
20
21
Summarizes
the topic
Concludes the
topic
1min
1min
SUMMARY
Today we have learned about the vital signs ,its definition
,purposes ,indications, principles ,factors affecting body
temperature, types ,sites for assessing body temperature,
definition of pulse ,characteristics of pulse ,sites of taking
pulse, definition of respiration ,factors affecting respiration ,site
of breathing measurement ,definition blood pressure ,sites for
measurement of blood pressure, factors increases blood
pressure ,nurses responsibility and demonstration
CONCLUSION:
The vital signs are body temperature, pulse, respirations, and
blood pressure. Recently, many agencies have designated pain
as a fifth vital sign. When and how often to assess a specific
client’s vital signs are chiefly nursing judgments, depending
on the client’s health status
Teacher
summarizes
the topic
Teacher
concludes the
topic

26. SR.
NO
SPECIFIC
OBJECTIVE
TIME CONTENT TEACHING
/LEARNING
ACTIVITY
A.V.AIDS EVALUATION

28. GENERAL OBJECTIVES:
At the end of the class students will gain knowledge about the vital signs and practice this skill in clinicals.
SPECIFIC OBJECTIVES:
At the end of the class the students will be able to:
-define vital signs
-explain the purposes of vital signs
-enumerate the indications of vital signs
-discuss the principles of vital signs
-define body temperature
-explain the factors affecting the body & alterations in body temperature
-enlist the types of thermometer
-describe the site for assessing the body temperature
-define pulse
-explain the characteristics of pulse
-discuss the sites of taking pulse
-define respiration’-discuss the factors affecting respiration
-explain the site of breathing measurement
- define blood pressure
-explain the sites for measurement of blood pressure
-enumerate the factors increasing blood pressure

29. -discuss the nurses responsibility for taking TPR & BP
-demonstrate the procedure for taking TPR & BP
‘