In Shadow Health’s Leadership course, students identify and practice leadership behaviors and strategies that allow them to perform as an effective member of the healthcare team over the course of three simulated days on the Medical-Surgical Floor of a hospital.


Debbie O'Connor, 55, comes to the Med-Surg Floor at Shadow General with an exacerbation of her Stage C COPD. During her stay, students will practice empathetic and professional communication with Debbie's daughter, who disagrees with Debbie's continued smoking and interest in an advanced directive. Students will also determine if Debbie's condition requires transfer to Intensive Care and advocate for their decision with Debbie's health care provider.

The BIG Picture

The Shadow Health undergraduate Leadership product engages students with the core principles of Leadership over the course of three simulated shifts in a medical-surgical unit. Students practice prioritization, professional communication, delegation, patient examination, and safety assessment while navigating scenarios that address conflict resolution, ethics, advocacy, and change management.


Bedside Shift Report

Prioritizing Delivery of Care

Prioritizing Individual Patient Needs

Team Delegation

Interprofessional Communication


A Day in the Life of the Nurse

Shadow Health's Leadership course contextualizes learning objectives in the minute-to-minute, hour-to-hour, and day-to-day decisions and consequences that students will face in the clinical setting. Students will begin their shifts by receiving bedside report handoffs, then prioritize patients, delegate care, and visit high priority patients before transferring care via bedside handoff reports and ending their shift. Over the course of all assignments, students will also face emergent events that arise as consequences of their patients' care.

Leadership Staff

The student is offered an introduction to the Leadership product. In the simulation, the student receives Bedside Shift Reports, Prioritizes Delivery of Care, Prioritizes Individual Patient Needs, and practices Interprofessional Communication.


The student uses the principles of Nursing Ethics to navigate complex social, moral, and policy challenges. Throughout this assignment, the student will be tasked with effectively communicating on these matters with patients, visitors, and coworkers alike. The student continues to practice Prioritization, Delegation, and Interprofessional Communication.


The Delegation exercise is introduced. In this Delegation exercise, the student uses the Five Rights of Delegation as a guide to select the appropriate delegatee for a nursing task. The student continues to practice their Prioritization and Interprofessional Communication skills.

Change Management & Patient Advocacy

The student is tasked with supporting change at Shadow General and keeping Patient Centered Care as their focus throughout. In the assignment, the student will act as a Change Agent to initiate hospital policy change and also be given an opportunity to express concern about patient care. The student continues to practice Prioritization, Interprofessional Communication, and Delegation.

Conflict Management

The student faces challenges in the form of patient and workplace conflict, and must identify and use appropriate Conflict Management strategies to ensure positive outcomes for patient care. The student continues to practice Prioritization, Interprofessional Communication, and Delegation.


Students will work with colleagues, patients, and patients’ loved ones to prepare patients under their care for discharge from Shadow General, while incorporating the lessons and theories learned throughout the Shadow Health Leadership product.


The purpose of the Debrief is to discuss the impact of personal leadership style, organizational values, and culture of organization on healthcare system and patient centered care. By following INACSL best practices and using the 3D framework (Decompress, Discover, Deepen) we allow the students to reflect on their experience first by unpacking their feelings about the simulation. Then, we learn about their decisions and why they made those decisions during the Discover phase. The debrief adapts based on student performance in critical decision points during the simulation. Students review these decision points in context, and then answer specific questions about those decisions. For instance, if a student performs poorly on one skill, the debrief zeroes in on that weakness and pushes students to create a plan for addressing it. During the Deepening portion, students are asked how they can take the lessons they learned in the assignment and apply them to scenarios they might encounter in the future.

Debrief with Diana

Mapped To

Baccalaureate Essentials

Accreditation Essentials

National Nursing Education Framework

CNEA Accreditation Standards


Great feedback, I enjoyed learning more about SBAR.

RN-BSN Student / Schreiner University

This is an excellent program to do clinicals with. I feel like I get real life scenarios that can help me immensely in practice.

RN-BSN Student / Schreiner University

Very interesting assignments. Similar to real life situations.

RN-BSN Student / SUNY Downstate

Great way to practice interpersonal skills.

RN-BSN Student / Charter College

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