Blood Pressure Measurement Training for Pharmacy Students

Document Type

Poster Presentation

Publication Date

4-17-2026

Keywords

fsc2026

Abstract

Purpose:

Accurate blood pressure (BP) measurement is a fundamental clinical skill for pharmacists, yet a documented curricula gap exists in its maintenance. Prior research demonstrated the effectiveness of the American Medical Association (AMA) BP Measurement modules in improving knowledge among medical students. The purpose of this project is to describe the integration of this module into the curriculum for first-year Doctor of Pharmacy students. The project objectives were to introduce standardized training and document its impact across three key domains: student knowledge of correct BP procedure, development of evidence-based skills for technique, and overall confidence in performing BP assessments.

Methods 

This prospective, single-cohort project was conducted in August 2025, enrolling 70 incoming Doctor of Pharmacy students during their required orientation prior to the first professional year. Students first completed the American Medical Association (AMA) interactive module. Following the module, students were assessed via an Objective Structured Clinical Examination (OSCE). In the OSCE, students were required to prepare a simulated patient for BP measurement (including key preparatory steps such as confirming recent activity, seating position, and rest period) and then perform a manual BP measurement on a high-fidelity BP simulation arm under the supervision of a faculty preceptor. The assessment had two components: technique was scored using a practical skills checklist, and accuracy was defined as a measurement result ≤5 mmHg error compared to the arm's programmed reading. After the OSCE, a three-part post-assessment survey was administered to evaluate knowledge retention with multiple-choice questions and to assess student confidence in performing BP assessments using a 5-point Likert scale (1 = Not at all confident, 5 = Extremely confident). All clinical activities represented in this abstract was approved by the appropriate Institutional Review Board (IRB).

Results 

A total of 33 students completed the post-assessment survey. Knowledge performance was strongest on questions regarding the initial BP measurement on a new patient and the advantage of using an automated device (32/33, 97% for both). High rates were also seen on the two finger rule (28/33, 85%). Conversely, the lowest knowledge scores were for questions on the number of measurements on returning visits (12/33, 36%) and cuff positioning above the antecubital crease (16/33, 49%). Skills checklist scores demonstrated a 60% proficiency in performing evidence-based BP assessments, including correct patient positioning and communication of readings. Of the 70 students evaluated, 33 obtained a manual BP result with a ≤5 mmHg error for both systolic and diastolic pressures compared to the arm's programmed reading. An additional 8 students were accurate only for systolic, and 12 only for diastolic. A total of 9 students were unable to achieve a result within the ≤5 mmHg range, while 8 were excluded because the BP reading was not programmed on the simulated arm during their check. Student confidence placed the students between "Moderately confident" and "Very confident" after training.

Conclusion 

The AMA interactive module was found to be a valuable component for enhancing students' knowledge regarding correct BP procedure, developing evidence-based skills for technique, and increasing their overall confidence in performing BP assessments. These positive outcomes reinforce the utility of online modules to deliver foundational clinical training efficiently among Doctor of Pharmacy students. Implementing this evidence-based curriculum addresses a known gap in professional education and promotes the standardization of accurate blood pressure measurement skills. These findings support the value of supplementing hands-on training with high-quality online educational tools.

Comments

Poster presented at the 2026 Fisher Showcase, St. John Fisher University, April 17, 2026.

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