CASE 1    |    Sierra Burnes

CASE 2    |    Shirley Carter

CASE 3    |    Bradley Leonard (Butch) Sampson

CASE 4    |    Henry and Ertha Williams

CASE 5    |    Sherman (Red) Yoder

CASE 6    |    Charles Robert (Chip) Jones


CASE 8    |   Mrs. Millie Larsen

CASE 9    |    Ms. Julia Morales

CASE 10    |    Miss Patricia Verloren

CASE 11    |    Abel 

CASE 12    |    Heddy

CASE 13    |    NAME

CASE 14    |    NAME

CASE 15    |    NAME

CASE 16    |    NAME

CASE 17    |    NAME

Facilitator Guide


Please encourage students to fill out pre and post surveys  

Please see Break-out group questions below.  Questions posted there may also belong in this guide as well. (students have access to these questions in their LMS) 

What are the patient issues you would need to consider at these levels of care?  


  • Primary Care/Emergency Department 

  • Inpatient Hospital Setting 

  • Discharge Planning 

  • Causes, Prevention and Preventive Measures 


Each group will nominate one student to act as speaker and report out the larger group after meeting in small groups. This student should take notes on a Google document.  


If the group is quiet: helpful questions to help probe them. You do not have to cover all of these questions.  

Please start off with student introductions & identification of professions.  If a student is quiet, please call on them.  


Interprofessional/collaborative care questions 

  1. What is the role of the_____?  

  2. Are there any other providers you would consult?  

  3. In what ways would an interdisciplinary approach to care benefit our patient? 

  4. What do you think gets in the way of or are barriers to communicating with other professions?  

  5. How might you reach out to another professional if you don’t have the necessary expertise? 

  6. Engage the client- patient-centered care: the patient is the expert over their intersectionality. Ask the client how they prefer you as the provider to engage with them. Meeting the patient where they are. 


Clinical questions 

  1. Alert students to an early interaction between the practitioner and the patient when permission to touch the patient’s arm wasn’t initially obtained. Probe to see if anyone in the group picked up on it……What should health care providers consider related to cultural facets of touch? How might you confirm that it is okay to touch your patient? 

  2. Other than the suspected physical diagnosis, what are some of the additional concerns/presentations that will or may have the potential to impact the patient’s overall health & well-being? 

  3. Are there any additional things that could be ordered? (consults, diagnostics, equipment, labs, collateral interviews)   

  4. The patient placed blame on the physical therapist for not addressing her concerns. What would you do if a patient discusses dissatisfaction with care provided by another provider? 

  5. What do we need to know to formulate goals of care or a treatment plan?   

  6. Pronouns-Pronouns: she/her/hers.  

How you might address the use of preferred pronouns of a patient? 

  1. If a patient mentions suicidal ideations, intent, plan and/or past attempt(s) what do you do? 

  2. Do you understand the legal requirements regarding reporting abuse within your state? 

  3. Is there a difference if the patient just turned 18 in mandated reporting? Is it no longer child abuse? 

  4. What if a patient tells you not to report the abuse, what do you do?  

  5. What can one do to add to the safety planning- social worker would explore interest in alternative housing, shelters to keep the patient safe 

  6. How does HIPAA & confidentiality play a part in this case? Are you breaking patient confidentiality if you report? 


Population health/psychosocial questions –  

  1. What community resources could you refer the patient to, given the health needs of the patient and family dynamics involved?  

  2. What are the social and behavioral concerns/presentations that may contribute to this patient’s health and well-being?  

  3. What psychosocial concerns and client strengths contribute to this patient’s experience?  

    1. Why is it always important to consider both the psychosocial needs and the medical needs? 

  4. What are the physiological and emotional dimensions that contribute to this patient’s health, safety and well-being?  

  5. Why are these health and family issues important for the entire community?  

  6. Thinking about the larger community and its health: What are the roots of the social/behavioral issue of risky behaviors in the population?  Preventative/protective factors also? 

  7. What data could be collected from this patient’s experience that could support individual prevention and community prevention efforts?