2017 Volume 16 Pages 61-69
In the present study, we developed a sphygmomanometer for nursing students and evaluated how it affected their technique acquisition related to blood pressure measurement as a teaching material. The subjects in this study comprised a total of 138 nursing students at the nursing department of University A. The first group was the “improved sphygmomanometer group” and consisted of 58 students who entered the program in 2015 and practiced using the improved sphygmomanometer. The control group was the “normal sphygmomanometer group” and consisted of 61 students who entered the program in the previous year (2013) and practiced using the normal sphygmomanometer. Instructors assessed the effects, which were grouped under the three categories of “cuff placement (three items) ”, “cuff deflation”, and “listening to the sounds”. No differences were found between the two groups in terms of “cuff placement” and “listening to the sounds”. However, the improved sphygmomanometer group performed “cuff deflation” more accurately than the normal sphygmomanometer group (P＜0. 01). The improved sphygmomanometer allowed visualization of the deflation rate, making it possible for students to evaluate their own deflation rates more objectively, which, therefore, appeared to lead to accurate technique acquisition. In the future, we will explore new methods for students to practice “cuff placement” and “listening to the sounds” more effectively.
