Stroke Awareness

Overview

Framework:
RQF
Level:
Level 2
Unit No:
R/505/2526
Credits:
3
Guided learning hours:
28 hours

Assessment Guidance

Portfolio of Evidence.

Aim

The aim of this unit is to consider the causes of stroke and ways in which patients and their families can be supported during the recovery period.

Unit Learning Outcomes

1

Know what a stroke is.

Assessment Criteria

  • 1.1
    Identify the changes in the brain associated with stroke.
  • 1.2
    Outline other conditions that may be mistaken for stroke.

    1.2: Other conditions, for example:

    • indigestion
    • muscular strain
  • 1.3

    Define the differences between stroke and Transient Ischaemic Attack (TIA).

    1.3: Differences, for example:

    • the symptoms are very similar, but with a TIA, the symptoms pass
    • a TIA can last from minutes to hours, but does not last longer than 24 hours
2

Know how to recognise a stroke.

Assessment Criteria

  • 2.1
    List the signs and symptoms of stroke.
  • 2.2
    Identify the key stages of stroke.
  • 2.3
    Identify the assessment tests that are available to enable listing of the signs and symptoms.
  • 2.4

    Describe the potential changes that an individual may experience as a result of a stroke.

    2.4: Potential changes, for example:

    • difficulty with speech
    • mobility issues due to numbness or paralysis
3

Understand the management of risk factors for stroke.

Assessment Criteria

  • 3.1
    State the prevalence of stroke in the UK.
  • 3.2
    Identify the common risk factors for stroke.
  • 3.3

    Describe how risk factors may vary in different settings.

    3.3: Risk factors may vary, for example:

    • service users in residential care homes are more at risk due to age factors
    • research is suggesting that active young men are at risk due to undetected heart conditions
    • Some service users may be more at risk due to heart conditions such as Down's Syndrome
  • 3.4

    Define the steps that can be taken to reduce the risk of stroke and subsequent strokes.

    3.4: Steps, for example:

    • change lifestyle
    • review diet to reduce cholesterol levels
    • control diabetes
    • having regular check-ups, if there is a family history
4

Understand the importance of emergency response and treatment for stroke.

Assessment Criteria

  • 4.1

    Describe why stroke is a medical emergency.

    4.1: Why a stroke is a medical emergency, for example:

    • deterioration can be fast
    • a stroke can result in permanent damage
    • treatment is more effective in the first three to four hours
  • 4.2

    Describe the actions to be taken in response to an emergency stroke incident in line with agreed ways of working.

    4.2: Actions, for example:

    • carry out the 'fast' test, i.e. face, arms, speech
    • if any one of the signs is evident, then call 999
    • if in doubt, seek medical help 
  • 4.3
    Identify the impact on the individual of the key stages of stroke.
  • 4.4
    Identify the correct early positioning for airway management.
  • 4.5
    Identify the information that needs to be included in reporting relevant and accurate history of the incident.
5

Understand the management of stroke.

Assessment Criteria

  • 5.1

    Describe why effective stroke care is important to the management of stroke.

    5.1: Why effective stroke care is important, for example:

    • reduce the risk of further injury
    • increase the possibility of the re-use of limbs or speech
    • Improved quality of life
    • reduce the possibility of further strokes
  • 5.2
    Identify support available to individuals and others affected by stroke.
  • 5.3

    Identify other agencies or resources to signpost individuals or others for additional support and guidance.