Interprofessional communication in an acute clinic: Consultation with the nursing staff

Teacher Guidelines
Student Learning Objectives
Role Simulated Participant

📄 You can download the full simulation scenario in your preferred language below:

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🧩 Simulation Overview

The simulation provides an opportunity to learn, practise and perform a structured consultation for room adaptation in an inpatient environment, while providing verbal instructions to the responsible nurse on how to adapt the room of a patient who suffered a stroke two days ago and is currently experiencing motor and visual neglect, as well as severe left-sided hemiplegia. This consultation will take place in the safe, simulated environment of a station meeting room. The therapy session aims to provide the ward nurse with strategies on how to support your client to become as independent as possible in her room, bearing in mind her physical and neuropsychological deficits on the left side of her body. The occupational therapist will find that communicating with the ward nurse is surprisingly challenging, as she has a limited amount of time to work with patients, as well as doing additional work for them.

Modality: Digital Student roles:

Student roles	Number of students	Extra information
Occupational therapist	1
Participant	1	In this scenario, the participant (nurse) is being simulated by a student – though an actor would be possible for this scenario.
Other simulated participant Please specify in extra information
Observer	1<	Students not engaged directly in simulation observe process, make notes of observations, monitor student’s application of communication skills and conducting an interview, pose questions and provide feedback during debriefing. They also get specific observations tasks which are given beforehand.

Learning outcomes:

Learning outcomes (simOT Framework)

Domain A: Knowledge and attitudes supporting OT competence
Domain B: Managing and conducting OT process	Conducting the occupational therapy consultation regarding a stroke patients’ room and giving advice in terms of further room adapting -strategies B.1. Occupational therapists demonstrate competencies in professional reasoning during the occupational therapy process. B.2.3. Occupational therapists demonstrate competencies for implementing, monitoring, evaluating, adjusting, and concluding occupational therapy interventions.
Domain C: Developing and maintaining professional relationships and partnerships	Verbal communication skills, showing understanding, support and compassion to the nurse; C.1. Occupational therapists demonstrate competencies in engaging in effective professional communication. C.2. 2. Occupational therapists establish and maintain relationships and partnerships with colleagues.
Domain D: Professional autonomy and continuous professional development	D.2. Occupational therapists demonstrate competencies in the management of oneself and one’s practice, service, and workplace.

🛠️ Preparation for the Simulation

Prerequisites:

Competencies	Specific description of prior knowledge, attitudes and skills
A.1. Occupational therapists possess knowledge about occupation and humans as occupational beings	Knowledge about occupation itself and its importance
A.5. Occupational therapists possess general medical and professional knowledge about:	Knowledge about neurological diseases or symptoms like insult, neglect and hemiplegia
B.1. Occupational therapists demonstrate competencies in professional reasoning during the occupational therapy process.	Creative problem-solving strategies in communication in challenging situations (e.g. willingness to compromise in terms of work division)
C.1. Occupational therapists demonstrate competencies in engaging in effective professional communication.	Communication skills throughout the occupational therapy process and handling challenging situations

📦 Actions and Materials

Action	Materials
Printing and preparing all materials	Printed case study for OT, group and nurse Instructions for OT and nurse (further details) Questions for student observers
Preparing the environment of the simulation (if the scenario is conducted in presence while using the SimStation)	Arrange access to the simulation, control, and debriefing rooms. Familiarize yourself with the SimStation system: Test cameras, microphones, and software. Learn how to record, mark, and replay sessions. Conduct a technical check before the session: Ensure all devices, batteries, and connections are working. Test audio and video recording/playback. Cameras positioned and adjusted: Microphones positioned and tested SimStation control console and software ready Display or projector in debriefing room ready Optional: whiteboard/flipchart and markers for debriefing discussion.
Decision-making about the roles	The simulation is carried out as part of a role play. The occupational therapist must be played by a student, the nurse is also played by one student but can also be played by actors.  The student observers do get specific observation tasks for the simulation itself.
Prepare the nurse/OT	The teacher prepares the students carrying out the simulation for the upcoming situation, gives them the necessary materials and wires them up. The teacher also instruct the role-playing students about how to communicate interprofessional and gives instructions on communication rules so that they are well understood when transmitted via SimStation. The students should not sit with their backs to the camera, speak clearly and try not to interrupt each other.

Learning objectives (observable behaviour)

Domain B	Students will be able to consult the ward nurse while giving concrete suggestions of changing the patient’s room to support her self-independence. Students will be proficient in educating the ward nurse about occupational therapy interventions and its importance to support the patient’s self-independence.
Domain C	Students will be able to give clear instructions of how to adapt a patient’s room in an acute care clinic. Students show empathy regarding the lack of time and further resources the ward nurse is facing. Students respond promptly and effectively to questions and concerns raised by the ward nurse about how to adapt and conduct the strategies to support the patient’s self-independence.
Domain D	Students will be able to offer support to the colleague with the patient’s room adaption while e.g. managing a free timeslot with the responsible ward nurse on the same time.

Name	Sarah Johnson
Sex	Female (gender can be adapted)
Personal factors	Sarah is a registered nurse with over 15 years of experience in acute care settings. Sarah is in her early 40s and is known for her dedication, compassion, and expertise in handling complex medical cases. She holds a Bachelor of Science in Nursing (BSN) and has undergone specialized training in stroke care and rehabilitation. Sarah’s primary responsibility is to provide comprehensive care to patients admitted to the acute care unit, ensuring their medical, physical, and emotional needs are met.
Reason of contact between OT and simulated participant	She is the responsible nurse for their shared acute-care patient, who is currently bed-ridden after a massive stroke.