Vital Signs

Faculty member: Kathryn Underwood and Laura Feltham
Type: Learning Objects/Modules

Description: The purpose of this textbook is to help learners develop best practices in vital sign measurement. Using a multi-media approach, it will provide opportunities to read about, observe, practice, and test vital sign measurement. Boxes with helpful tips are provided throughout the chapters:

• Technique Tips provide helpful information about measurement techniques, and
• Points to Consider highlight key points to consider about vital sign measurements and findings.

A Chapter Summary and Printable Flashcards highlighting techniques for each vital sign measurement are provided at the end of each chapter. These printable flashcards are all located together in the textbook’s conclusion chapter.

Learners can review the full textbook or advance to sections that they have identified as areas to work on. The textbook has a self-directed format and provides an interactive and engaging way for learners to develop competence in the measurement of vital signs while integrating knowledge about anatomy and physiology.

Learners will develop knowledge about various vital signs including temperature, pulse, respiration, blood pressure, and oxygen saturation. Measurement of vital signs is a foundational, psychomotor skill for healthcare providers and students in post-secondary health-related programs such as nursing, medicine, pharmacy, midwifery, paramedics, physiotherapy, occupational therapy, and massage therapy. These measurements provide information about a person’s overall state of health and more specifically about their cardiovascular and respiratory status. These measurements can also reveal changes in a client’s vital signs over time and changes in their overall state of health. Proficiency in vital sign measurement is essential to client safety, care, and management. Measurements can influence clinical decision-making related to therapeutic interventions.

Dr. Jennifer Lapum, RN, BScn, MN, PhD
Professor, Daphne Cockwell School of Nursing

Dr. Jennifer Lapum is an arts-based and narrative researcher. She is an RN with clinical background in critical care nursing and cardiovascular care. Taken from previous work, her program of research is focused on ensuring that “the 7,024^thpatient doesn’t feel like the 7,024^th patient.” She explores the promotion of humanistic health care practices and policies in the healthcare context. Over the last couple of years, she has been exploring how to best prepare nursing students to work in these environments. She has been involved in developing innovative pedagogy and open educational resources.

In addition, her research involves engaging methodological approaches that facilitate deep understanding of human experiences. Her focus is on experimenting with the arts as an epistemological stance and method of research dissemination. Consequently, her work is qualitatively informed with expertise in narrative and arts-informed approaches including poetry and photographic images. One of her CIHR-funded projects that highlights this work is “The 7,024th Patient” art exhibit. It is a 1739 square foot installation that is over 9 feet in height and composed of poetry and photographic images that captures the raw, emotional and embodied experiences of patients in open-heart surgery and recovery. For more information on the exhibition, access the following video: view exhibition video. (external link) 

Her work has been presented internationally and published in Social Science & Medicine, Qualitative Health Research, Heart & Lung, International Journal of Qualitative Methods, Qualitative Inquiry, CMAJ, CJCN, Forum: Qualitative Social Research, Canadian Journal of Cardiology and European Journal of Cardiovascular Nursing and Allied Professions. 

She was the recipient of the Ryerson University Research Knowledge Mobilization and Engagement award. She was also the co-recipient of the Clinical Simulation in Nursing Non-research article of the year award in 2018, the International Nursing Association for Clinical Simulation and Learning (INACSL), Research Excellence Award in 2018, and the eCampuOntario Technology Enabled Seminar + Showcase (TESS) Awards: Best in Show: Learner-Centred Outcomes.