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Escalation call

Calling nurse handout

Guided brief · 2:00 p.m.

For the learner making the call: case brief and preparation/reflection worksheet. Keep receiver instructions separate.

Fictional scenario for formative communication practice. Not clinical guidance or a validated assessment. Confirm the facts and response pathway against your local policy before teaching. Before you teach

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Lingua CoPilot Medical Escalation call

Nursing faculty teaching resource

Calling nurse case brief

Recognize the change

It is 1:58 p.m. on 3 East. You are Lee Harmon, RN, caring for Robert Hayes. You have just found the change below. The charge nurse is available nearby, but no emergency call has yet been made. Compare the trend and decide what help is needed immediately.

Patient / location
Robert Hayes, 67 years; fictional MRN 593824; 3 East, room 318
Admission
Hospital day 2 with pneumonia; receiving prescribed antibiotics.
History / status
Hypertension; no chronic lung disease or home oxygen use. No known medication allergies. Full code.
Respiratory change
Earlier: speaking in full sentences. Latest: more short of breath at rest, accessory-muscle use and short phrases; awake and responding.
ObservationEarlier: 1:30 p.m.Latest: 1:58 p.m.
Respiratory rate18/min30/min
Oxygen saturation96% on 2 L/min89% on 2 L/min
Heart rate88/min118/min
Blood pressure126/74 mmHg104/64 mmHg
Temperature100.8 °F (38.2 °C)100.8 °F (38.2 °C)

The oximeter probe and signal have been checked; saturation remains 89% on 2 L/min by nasal cannula.

Exercise response pathway

For this exercise, severe breathing difficulty, saturation persistently below 90% despite oxygen, or serious staff concern requires immediate rapid response activation without provider permission. The standing emergency protocol authorizes nasal-cannula oxygen adjustment and continuous oximetry while help is summoned. Flow and target selection are not assessed.

If the patient becomes unresponsive and is not breathing normally (including only gasping), call the code team (local emergency response) and start BLS as trained; return to SBAR only when immediate care is covered.

Fictional scenario for formative communication practice. Not clinical guidance or a validated assessment. Confirm the facts and response pathway against your local policy before teaching.
Version 1.0 | November 4, 2026 | medical.linguacopilot.in | CC BY 4.0
1 / 2
Lingua CoPilot Medical Escalation call

Nursing faculty teaching resource

SBAR worksheet

Prepare and record the call

Initial decision

Which changes need action now? What will you do and who will you call for help?

S - Situation

Identify yourself, the patient, and the urgent problem.

B - Background

Which background and earlier findings explain the change?

A - Assessment

What do you think is wrong? Support the concern and acknowledge uncertainty.

R - Recommendation or request

Make a clear request with timing. If the clinician cannot attend, agree on an immediate alternative.

Communication note and reflection

After the call, record the time, findings reported, contact method and clinician role, actions underway, and actual agreement. Then name one change for your retry. Do not invent new orders or patient results.

Fictional scenario for formative communication practice. Not clinical guidance or a validated assessment. Confirm the facts and response pathway against your local policy before teaching.
Version 1.0 | November 4, 2026 | medical.linguacopilot.in | CC BY 4.0
2 / 2