1. Stroke Care Management SCM 301
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Group Agreement
Confidentiality
Respect
Mobile Phones
Break times
Domestics (Fire, WC)
Introductions
Recap aims and objectives
Catch up from home work and any questions from previous sessions
House keeping
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Aims
Understand legislation, guidelines and best practice to support stroke care management.
Explore the effects of stroke on an individual and provide an understanding of how a person centred approach may support stroke care management
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Learning Outcomes
Understand how to support individuals to manage stroke according to legislation, policy and guidance
Understand specific communication factors affecting individuals following a stroke
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Learning Outcomes
Understand physical changing needs of individuals affected by stroke
Understand the impact of the effects of stroke on daily living
Understand the associated complications for an individual with stroke
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Legislation
National Stroke Strategy (2007)
National Service Framework for Older people (2001)
National Service Framework For long term conditions (2008)
National clinical guideline for stroke (2012)
1.1 recap legislation and ask about home work
Home work to identify key themes from the legislation
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1.1
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1.1
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9. Key Themes and Best Practice
Ask learners to shout out to the front
Making list of themes and best practice in initial stages of stroke
Refer to the 10 point action plan from stroke strategy
Collate flip chart with key themes
Also emphasise the nice quality markers
Prevention
First contact
Treatment and rehab
Long term support and review
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10. What is mental capacity?
Put simply it’s the ability to make a decision
A person who lacks capacity is someone who cannot make a decision at the time it needs to be made, because of an impairment in the functioning of their mind or brain.
Explain limitations of the training course and no way replace MCA and DOLS training
Ask about understanding of capacity
Temp AND Decision Specific
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11. The 5 guiding principles
an assumption of capacity
supporting people to make their own decisions
people have the right to make eccentric or unwise decisions
Ask if can name the five principles
Watch Lucy's video if applicable to the group
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12. The 5 guiding principles
where someone lacks capacity staff must act in the person's best interests
where someone lacks capacity any action we take on their behalf must generally be the least restrictive option
Ask if can name the five principles
Watch Lucy's video if applicable to the group
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What are the potential implications of a stroke on someone's mental capacity? How can we support someone?
Group discussion and flip chart paper feed back to front
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Video to recap the stroke awareness element about changes in the brain
Looking at where the stroke occurs dominant and non dominant side of the brain
If it occurs left right effected if right left effected
Brain damage to cells or cell death
Stroke and the Brain
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Relate this to communication
Liz’s help with explaining the parts of the brain connected with communication
Allow the learners to try and name some of the conditions we have already talked about in ABI and SICN units
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Recap who we communicate and reiterate this is one study and lots of other explains of communicate available this is just a widely accepted one.
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18. Impact of Communication difficulties
Frustration, anger, fear
Unable to communicate choice
Social exclusion/isolation
Role changes within the home/society
Unable to adapt to new identity
Family unable to communicate to their loved one.
Animation first to allow learners to shout out to the board and then list
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19. How does stroke effect communication
Aphasia
Dysarthria
Apraxia
Different types again goo back to previous units and recap other conditions aswell
Liz to explain in greater depth to the front using flip chart and pens
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20. Aphasia Impairment in language Damage to left side of the brain
part of the brain responsible for language and communication
Perhaps have hand out of the brain so learners also have a visual to help understand the link between the brain and communication

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Aphasia
Depends on which communication centre in the brain in affected
Can be divided into two types;
Expressive (message out)
Receptive/comprehension (message in)
Perhaps have hand out of the brain so learners also have a visual to help understand the link between the brain and communication
Liz to explain in greater depth to the front using flip chart and pens
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Expressive aphasia
Understanding remains however difficulty in finding words and expressing what they want to say
Broca’s area of the brain affected in the left hemisphere
May have difficulty ready, writing and naming objects
Again relate to brain and reiterate cognitive functioning may still be very high do not mean the person does not have understanding
Liz to explain in greater depth to the front using flip chart and pens
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Receptive aphasia
Difficulty understanding what is being said to them
Wernicke's area of the brain
In left hemisphere responsible for understanding
Liz to explain in greater depth to the front using flip chart and pens
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Apraxia
May also be called dyspraxia
Difficulty putting sounds and syllables together
Difficulty in using rhythm and inflections
Liz to explain in greater depth to the front using flip chart and pens
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Dysarthria
Video to demonstrate the difference for stroke4 carers
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26. Communication methods and aids
Low tech and high tech
Shout out to board as already covered in SICN unit
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27. Supported conversations
video from scotish carers discuss after wards
List to the boards methods of supported conversations
Using hand out snd time looking at the + and – of each and learners to summerise
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Physical effects
Mobility
Continence
Pain
Spatial awareness
Fatigue
Feelings
Sensations
Swallowing
Give each pair a topic and ask them to look at why and how these effect someone and start to introduce the idea of fluctuating nature of stroke
Feed back to the front of the board
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30. the fluctuating nature of stroke
ANALYSE…
the fluctuating nature of stroke
Reiterate what anaylse means
Already fed back to front so give learners time to discuss with tutors
Refer back to study skills information
Stroke journey not a straight line
Depends on damage and area
Fatigue, mood, motivation and support all play apart in the changing nature of stroke
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Real Stories
Using the video to consolidate knowledge and answer some of the learning outcomes 4 and 5
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32. Presentation Spilt into two teams Each time will be allocated a topic
Learning outcome 4 OR
Learning outcome 5
Peer to peer learning
One tutor with each group
Groups have already been given the home work of researching there given outcome
Each to formulate a presentation to the group based on there homework and the information sheets.
Learners have completed all other modules so very little new infomration needed to complete this task
Tutors to fill in any important information that is missed and feedback to the group
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Using the knowledge and experience you have gained from completing the other modules prepare a presentation for the other team
When feeding back
Tutor to ask any questions of each team to add in more information or any bits that may be missing in order to meet the outcomes.
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You will have access to all your previous power points and your completed workbooks
You will be given a resource pack for your learning outcome
You must present your information on flip chart
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Values game
Using the values pyramid to shape discussion and explore person centeredness
Draw on knowledge from the PCA unit as leaners have already completed this.
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Active Participation
Working in a way that recognises the person’s right to participate in activities and relationships of everyday life as independently as possible.
The person is regarded as an active partner in their own care / support rather than a passive recipient.
Refer back to PCA unit and ask to explain active participation
Shape discussion around learning outcome
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Evaluation
Evaluation forms for the whole course as well as for this unit
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Last UNIT!!!
Good luck and goodbye
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