Scenario: Casey Corriveau: Care of a Client Experiencing an Ischemic Stroke
Student Pre-Simulation Guide
PURPOSE:
The purpose of this document is to provide an overview of the simulation-based education (SBE) activity
aligned with the course and guide your preparation activities. This document will review the required
foundational concepts related to pathophysiology, management of the disease process, and the clinical skills
that learners will be expected to apply during the scenario.
SCENARIO OVERVIEW:
Casey Corriveau is a 68-year-old client admitted to the Medical Telemetry Unit for 24-hour observation
with a diagnosis of syncopal episodes. Client has a history of Type 2 diabetes. The scenario takes place at
0730 with nurse to nurse change of shift report.
SCENARIO RUN TIME: 45 minutes
MAPPING OF LEARNING OBJECTIVES:
Didactic Course Objectives MET UNMET
1. Implement safe and effective nursing care to adults and older ☒ ☐
adults experiencing complex health alterations to achieve desired
patient, systems, and population outcomes.
2. Defend the choice of nursing therapeutics based on the best ☐ ☒
available evidence to achieve patient, systems, and population
outcomes.
3. Revise the plan of care based on biopsychosocial assessment data ☒ ☐
to achieve desired patient and population outcomes.
4. Prioritize nursing actions across patients based on aggregate ☒ ☐
biopsychosocial assessment data.
5. Lead the development of the interprofessional plan of care. ☐ ☒
6. Defend decisions from a cost-effectiveness perspective. ☐ ☒
Lab Course Objectives MET UNMET
1. Provide safe, effective evidence-based care to a group of adult ☒ ☐
and older adult patients to achieve desired patient, systems, and
population outcomes.
2. Administer prescribed therapeutics safely, effectively, and cost ☒ ☐
effectively.
3. Transition patients safely to other levels of care to achieve quality ☒ ☐
and cost system and population outcomes.
4. Gather and report nursing sensitive patient and population data to ☒ ☐
, improve outcomes.
5. Manage self in a manner that promotes patient safety and quality ☐ ☒
of care.
6. Establish a therapeutic relationship with patients. ☒ ☐
Scenario Learning Objectives
1. Evaluate the client’s neurological status using the National Institutes of Health (NIH) Stroke
Scale.
2. Anticipate diagnostic orders and therapies that will be included in the plan of care for a client
displaying signs and symptoms of cerebrovascular ischemia.
3. Prioritize interventions in the plan of care for client with a cerebrovascular infarction.
4. Calculate correct dosage and safely administer tPA according to the Six Rights.
5. Evaluate effectiveness of interventions and modify the plan of care as appropriate.
6. Analyze assessment and diagnostic lab data and report pertinent findings to the healthcare
provider using SBAR.
7. Demonstrate therapeutic communication techniques to establish client rapport and reduce
anxiety.
8. Prepare client for transfer to a different level of care and provide nurse to nurse handoff report
using SBAR.
LEARNER ROLES DURING THE SIMULATION-BASED ACTIVITY
The facilitator of the SBE activity will ensure that each learner is assigned to a specific nursing role. While
each of the roles represent a component of the responsibilities of a nurse providing client care, it is important
that learners function as a nursing team to successfully complete the SBE activity. This may require
delegation and/or learners to assume responsibilities aligned with other roles. The learner roles for this
scenario are as follows:
Charge Nurse
The charge nurse is the team leader, ensuring the client receives safe, organized, high-quality care. The
learner fulfilling this role may delegate duties to members of the nursing team as appropriate. The charge
nurse will be the primary point person for communicating with members of the interdisciplinary team to
coordinate client care. This role requires the learner to keep members of the nursing team updated with
changes in client status, healthcare provider updates, and new information learned throughout the scenario.
Additionally, this role will support the primary nurse with the implementation of orders as needed.
Primary Nurse
The primary nurse is fundamentally responsible for maintaining effective communication with the client
and/or family member(s). The learner fulfilling this role will obtain the client’s health history, perform
initial comprehensive or focused physical assessments and follow-up reassessments, and implement non-
medication interventions included in the plan of care. The primary nurse will purposefully observe the client
for any changes in status. Additionally, the primary nurse will provide all clients and family members with
education, with the exception of medication administration.
Student Pre-Simulation Guide
PURPOSE:
The purpose of this document is to provide an overview of the simulation-based education (SBE) activity
aligned with the course and guide your preparation activities. This document will review the required
foundational concepts related to pathophysiology, management of the disease process, and the clinical skills
that learners will be expected to apply during the scenario.
SCENARIO OVERVIEW:
Casey Corriveau is a 68-year-old client admitted to the Medical Telemetry Unit for 24-hour observation
with a diagnosis of syncopal episodes. Client has a history of Type 2 diabetes. The scenario takes place at
0730 with nurse to nurse change of shift report.
SCENARIO RUN TIME: 45 minutes
MAPPING OF LEARNING OBJECTIVES:
Didactic Course Objectives MET UNMET
1. Implement safe and effective nursing care to adults and older ☒ ☐
adults experiencing complex health alterations to achieve desired
patient, systems, and population outcomes.
2. Defend the choice of nursing therapeutics based on the best ☐ ☒
available evidence to achieve patient, systems, and population
outcomes.
3. Revise the plan of care based on biopsychosocial assessment data ☒ ☐
to achieve desired patient and population outcomes.
4. Prioritize nursing actions across patients based on aggregate ☒ ☐
biopsychosocial assessment data.
5. Lead the development of the interprofessional plan of care. ☐ ☒
6. Defend decisions from a cost-effectiveness perspective. ☐ ☒
Lab Course Objectives MET UNMET
1. Provide safe, effective evidence-based care to a group of adult ☒ ☐
and older adult patients to achieve desired patient, systems, and
population outcomes.
2. Administer prescribed therapeutics safely, effectively, and cost ☒ ☐
effectively.
3. Transition patients safely to other levels of care to achieve quality ☒ ☐
and cost system and population outcomes.
4. Gather and report nursing sensitive patient and population data to ☒ ☐
, improve outcomes.
5. Manage self in a manner that promotes patient safety and quality ☐ ☒
of care.
6. Establish a therapeutic relationship with patients. ☒ ☐
Scenario Learning Objectives
1. Evaluate the client’s neurological status using the National Institutes of Health (NIH) Stroke
Scale.
2. Anticipate diagnostic orders and therapies that will be included in the plan of care for a client
displaying signs and symptoms of cerebrovascular ischemia.
3. Prioritize interventions in the plan of care for client with a cerebrovascular infarction.
4. Calculate correct dosage and safely administer tPA according to the Six Rights.
5. Evaluate effectiveness of interventions and modify the plan of care as appropriate.
6. Analyze assessment and diagnostic lab data and report pertinent findings to the healthcare
provider using SBAR.
7. Demonstrate therapeutic communication techniques to establish client rapport and reduce
anxiety.
8. Prepare client for transfer to a different level of care and provide nurse to nurse handoff report
using SBAR.
LEARNER ROLES DURING THE SIMULATION-BASED ACTIVITY
The facilitator of the SBE activity will ensure that each learner is assigned to a specific nursing role. While
each of the roles represent a component of the responsibilities of a nurse providing client care, it is important
that learners function as a nursing team to successfully complete the SBE activity. This may require
delegation and/or learners to assume responsibilities aligned with other roles. The learner roles for this
scenario are as follows:
Charge Nurse
The charge nurse is the team leader, ensuring the client receives safe, organized, high-quality care. The
learner fulfilling this role may delegate duties to members of the nursing team as appropriate. The charge
nurse will be the primary point person for communicating with members of the interdisciplinary team to
coordinate client care. This role requires the learner to keep members of the nursing team updated with
changes in client status, healthcare provider updates, and new information learned throughout the scenario.
Additionally, this role will support the primary nurse with the implementation of orders as needed.
Primary Nurse
The primary nurse is fundamentally responsible for maintaining effective communication with the client
and/or family member(s). The learner fulfilling this role will obtain the client’s health history, perform
initial comprehensive or focused physical assessments and follow-up reassessments, and implement non-
medication interventions included in the plan of care. The primary nurse will purposefully observe the client
for any changes in status. Additionally, the primary nurse will provide all clients and family members with
education, with the exception of medication administration.
