These links to other blog postings on CVA and acute interventions will help prepare for simulation.

  • Hand washing and infection control procedures
  •  Consent
  • Patient identification
  • Maintains privacy, dignity and respect
  • Cultural safety practiced (assess spirtual needs as self concept will be altered)
  • Communication with patient and nurse is appropriate
  • Student undertakes an appropriate assessment relevant to the clinical scenario:

Neurological, respiratory, communication, fluid balance, braden scale, mobility, BSL

Here’s an article explaining the link between stroke and hyperglycaemia

For distinction patient education needs to occur:

Range of motion exercises, dietary & lifestyle changes, family education, rehab process

  •  Skills performed correctly, as taught by tutors and approved guidelines/protocol e.g. BSL & neurological assessment, CIWA,
  • Responds to anomalies and reports to RN
  •  Initiates in collaboration with the RN an intervention of priority for the patient.

NBM, ICP monitoring, seizure precautions, fluid balance, laxatives, analgesia, frequent positoning changes, ROM, prophylaxis anticoags (contraindicated <24hrs if alteplase was used)

  •  Maintains safe practice and health and safety throughout
  • Student show understanding of what they are doing and why
  • Knowledge of medications

Thrombolytics, anticoags, antiemetics & laxatives, analgesia, anticonvulsants

  •  Follows guidelines/protocol e.g. hypoglycaemia
  • Questions appropriately
  •  Records objective and subjective data correctly & appropriately (Complete EWS and GCS scores)
  •  Clinical notes completed correctly & accurately
  •  SBAR Handover completed (Situation, backgroung, assessment, recommendations)
  •  Date and time, Signature and status
  •  Uses correct terminology in clinical notes
  • At least one Maori word used within assessment (used consistently for distinction)


  • Tēnā koe (formal)
  • Kia ora (informal),
  • Ata mārie, mōrena (good morining)
  • Kei te pēhea koe? (how are you?)

Other words to incoporate:

  • Kai
  • Rongoa
  • Tapu/noa
  • Kaumatua
  • Karakia
  • Tamariki
  • Whanau


  • Maori tradition used appropriately and at least once within assessment
  •  Tikanga used appropriately and at least once within assessmentInterprets data correctly and responds appropriately within assessment and reflects on capability
  •  Asks RN for assistance in priority treatment
  • Initiates in collaboration with the RN an intervention (correctly) of priority for the patient.
  •  Undertakes this priority treatment with assistance with the RN
  • Basic reflection on how the assessment went




Te Taura Whiri i te Reo Māori. (2016).  Ngā Mihi : Greetings. Retrieved from 

Western Institute of Technology Taranaki. (2016). Simulation checklist. New Plymouth New Zealand: Western Institute of Technology Taranaki