{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Springtown High School","outOfStateSupporters":17.6,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":9934037,"projectId":9137723,"letterContent":"We are writing to share our immense appreciation for your recent donation of professional-grade Pulse Oximeters (Pulse Ox) to our Health Science program. Your generosity has provided our students with the ability to instantly and accurately assess one of the most critical components of patient health: oxygen saturation. This addition is absolutely vital, moving our training from theoretical knowledge into hands-on clinical assessment, and directly preparing our students for real-world emergency and bedside care.\r\n\r\nThe Excitement of High-Tech Tools\r\nWhen the shipment of Pulse Ox devices arrived, the students were immediately drawn to them. They were excited to have a piece of digital, instant technology, which felt far more aligned with the modern equipment they see used in hospitals and on television. Unlike the slightly more abstract skill of listening to a pulse through a stethoscope, the Pulse Ox provides a clear, objective number on a screen. Their reaction was one of pure engagement and respect for the tools. We heard comments like, \"This is what they use in the ER!\" and they immediately started learning to read the data correctly—not just the oxygen saturation percentage (\r\n\r\nSpO \r\n2\r\n​\r\n \r\n), but also the corresponding pulse rate. The new materials instill a sense of pride and professional responsibility, assuring them that they are working with the same instruments used by credentialed healthcare professionals.\r\n\r\nA Specific Moment: Objectivity in Assessment\r\nWe integrated the new Pulse Ox devices immediately into our Respiratory Assessment Lab. Our current focus is on managing patients with signs of respiratory distress. We simulated a patient who was anxious and struggling to breathe, using a mock medical scenario.\r\n\r\nOne student, named Liam, was attempting to gather the initial vital signs. He was struggling to manually count the patient's fast, shallow respiratory rate, and his blood pressure reading was slightly high. He was getting flustered. We handed him one of the new Pulse Ox devices. As soon as he clipped it onto the simulated patient's finger, the display showed an 90% oxygen saturation reading. This immediate, objective data transformed the scenario. Liam instantly understood the severity of the situation; his confusion turned into sharp focus. He stopped worrying about the exact number of breaths and realized the patient was in genuine distress. This moment taught him the true value of objective data in high-stress situations and how the Pulse Ox acts as a critical safety flag when subjective observations might be misleading or difficult.\r\n\r\nNext Steps: Oxygen Therapy and Advanced Scenarios\r\nYour donation has fundamentally improved our current project on patient stabilization. The next phase of this lesson is the Oxygen Therapy and Respiratory Triage Unit.\r\n\r\nArmed with the ability to accurately assess oxygen saturation using the Pulse Ox, our students will move on to simulations where they must determine the correct type and flow rate of supplemental oxygen (nasal cannula vs. non-rebreather mask). They will use the Pulse Ox to:\r\n\r\nDetermine Need: Confirm if the patient's \r\n\r\nSpO \r\n2\r\n​\r\n \r\n is low enough to warrant intervention.\r\n\r\nTitrate Flow: Adjust the oxygen flow based on a goal saturation level.\r\n\r\nMonitor Efficacy: Continuously monitor the Pulse Ox reading to ensure their intervention is working effectively and safely.\r\n\r\nThis transition from simple assessment to active intervention is a huge milestone in their training, and it would be impossible to teach effectively without these vital monitors.\r\n\r\nThank you once again for your unwavering commitment to practical, effective education. Your support is directly saving future lives by equipping our students today.","fullyFundedDate":1746524254121,"projectUrl":"project/pulse-ox-for-vital-signs/9137723/","projectTitle":"Pulse Ox for Vital Signs","teacherDisplayName":"Mrs. Cosentino","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9934037_orig.png?crop=500,500,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1740854859916","teacherClassroomUrl":"classroom/9934037"},{"teacherId":9934037,"projectId":9137671,"letterContent":"We are absolutely thrilled to extend our deepest gratitude for your generous support of our Health Science program! Thanks to your contributions, our students now have professional-grade blood pressure cuffs and stethoscopes, instantly transforming our classroom into a realistic clinical training environment. This wasn't just a donation; it was an investment in the next generation of nurses, EMTs, and doctors, and we are already seeing the incredible impact these tools are having.\r\n\r\nThe Power of Real-World Tools\r\nWhen the boxes arrived, the energy in the room was palpable. My students are typically calm, but they reacted like it was a holiday! They didn't just see instruments; they saw the symbols of their future careers. There were excited murmurs and immediate requests to try them out. One student said, \"Now I feel like a real professional.\" This simple act of putting on a stethoscope or fitting a cuff instantly boosted their confidence and dedication. The difference between looking at a picture in a textbook and feeling the weight of a professional tool is the difference between learning about a job and learning to do a job.\r\n\r\nHow are we using these resources? We launched straight into our Vital Signs Lab, focusing on manual blood pressure and apical pulse assessment. These instruments provided a critical, specific moment of learning. During practice, one student, Maya, struggled for nearly ten minutes to correctly locate the brachial pulse and hear the Korotkoff sounds—the distinct sounds of blood flow heard through the stethoscope. When she finally got the placement right and heard that first clear systolic beat, she threw her hands up and whispered, \"I heard it! I got a real reading!\" That moment, where theory became tangible skill, was the purest joy of teaching. The quality of these instruments ensures they are not just practicing but developing accurate, reliable techniques they will use every single day in their future careers.\r\n\r\nNext Steps: Moving from Assessment to Triage\r\nYour contribution has elevated our current project, which focuses on integrating vital signs into patient care scenarios. Our students are no longer just collecting data; they are practicing critical thinking and therapeutic communication. They are analyzing a high reading, identifying potential risk factors, and learning to communicate that information clearly to a simulated patient and their supervisor (me).\r\n\r\nThe next step in this lesson is the Cardiovascular Emergencies Unit. Armed with their professional gear, students will move into triage simulations. They will use the cuffs and stethoscopes to rapidly assess patients presenting with symptoms of hypertensive crisis or cardiac distress. The goal is to move beyond simply documenting a number, but to practice recognizing abnormal findings and initiating the correct sequence of care. They will be communicating urgent findings using the SBAR (Situation, Background, Assessment, Recommendation) framework—a core medical communication standard.\r\n\r\nThank you again for giving our students the invaluable gift of hands-on, authentic learning. You are directly enabling their journey toward becoming competent, confident, and compassionate healthcare providers. We couldn't do this without your generosity.","fullyFundedDate":1746785740561,"projectUrl":"project/blood-pressure-cuffs-and-stethoscopes/9137671/","projectTitle":"Blood Pressure Cuffs and Stethoscopes","teacherDisplayName":"Mrs. Cosentino","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9934037_orig.png?crop=500,500,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1740854859916","teacherClassroomUrl":"classroom/9934037"}],"pageName":"schoolpage_10196","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":1150,"numTeachers":72,"percentFrplEligible":54,"percentAsian":0,"percentBlack":1,"percentWhite":70,"percentIndigenous":0,"percentLatinx":24,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"9 - 12","studentTeacherRatio":"16.0:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"RURAL","ncesMetroType":"RURAL_DISTANT"},"inStateSupporters":82.4,"schoolId":10196,"financialInfo":null,"twitterShareText":"Learn more about Springtown High School on @DonorsChoose:","schoolName":"Springtown High School","canonicalPageUrl":"schools/texas/springtown-independent-school-district/springtown-high-school/10196"}