Research Essay, Thesis & Dissertation Topics Sample Assignments:

Video with a partner using Motivational Interviewing techniques

November 30, 2022 0 Comments

Title: Writer’s choice
Number of sources: 0
Paper instructions:
You are required to make a video with a partner using Motivational Interviewing techniques and therapeutic communication skills. You will need to reflect on the video and gain feedback from your partner before attending an oral exam to show the video and discuss your reflection.
Due date:
Length and/or format:
Learning outcomes assessed:
How to submit: Return of assignment:
Assessment criteria: Task:
The Oral Assessment will be in the examination weeks. Students will be allocated through Central Examinations or the Lecture in Charge an appointed day and time to attend the Oral Assessment. Your video must be submitted via LEO as an ECHO360 capture into the LEO dropbox (your state/campus) prior to October 26th by 1600 hours (4pm)
1. 5-minute video made with a partner from this unit
The aim of this assessment is to reflect on and evaluate your use of therapeutic communication skills and motivational interviewing techniques learnt over the course of the semester.

Appendix D
Assessment 3 Reflection template
Simple reflections are short statements that reflect the content or emotion of what was said in an interaction. You can then use these to analyse and reflect more deeply on your practice.
Choose and record some elements and aspects of your interview that are noteworthy and then use them to reflect on your practice. The aim is to improve your Motivational Interviewing techniques, therapeutic communication skills and clinical interviewing practices.
Describe, examine, analyse, and then tell the examiner what you have learnt from this assessment task and reflective practices. The more thorough and comprehensive the details you can tell the examiner, including highlighting your critical thinking and reflective skills, the higher the possible grade you might receive.
My reflection:
I asked my patient/client:
1. What did I do well when conducting an interview with you?
2. What did I not do so well?
3. Did anything distract you, annoy you or make you feel bad or unsupported in the interview?
4. What could I improve on in my practice?
I asked myself and reflected on my own practice including:
1. What areas of motivational interviewing did I utilise in this interview effectively?
2. Did I use multiple motivational interviewing techniques or just a few? Which ones?
3. Did I use therapeutic communication skills? Can I identify what they are and how they impacted positively or negatively on the interaction?
4. What areas was I not so good at or forgot to use? Did anything have a negative impact on the patient/client?
5. How can I improve my skills in MI and therapeutic communication for enhanced outcomes the next time I interview a patient/client?
6. Did I understand the needs of my chosen case study and was I effective in helping them with their issues? Explain.
7. Did I understand what stage of the Transtheoretical Model of Change the patient/client was at?
8. What reflections did I make about my own performance as the healthcare professional?
9. What feedback did I receive from my patient/client about how I performed and how did I reflect on this feedback? What ideas and solutions did I come up with after hearing what they had to say?

Appendix C
Assessment 3 role plays
Case study 1: Your name is David and you are a 36-year-old male journalist who has a very demanding job which involves working long hours. You have been smoking since you were at university and you estimate that you currently smoke between 30-40 cigarettes a day. You love to catch up with your friends at the pub for a smoke and a drink as you say it helps you relax. You have tried to stop smoking on a number of occasions, with limited success as you suffer badly from nicotine withdrawal. Your father recently died of lung cancer at age 68 after many years of smoking. In his final stages of cancer, Donald was in a great deal of pain and distress. You are worried that if you keep smoking like this, you will end up with lung cancer like your dad.
Case study 2: Your name is Sally, you are a 28-years old female and you work as a financial adviser for a large finance company. You have always struggled with your weight and you currently weigh 122 kilograms. You have a family history of type 2 diabetes and hypertension. Your GP has said you must lose weight and keep it off. You would prefer to have gastric band or gastric sleeve surgery. However, your GP is against this as you they believe you need to make lasting lifestyle changes through a combination of diet and exercise. You realise this is a more logical approach to take but do not believe you have the time or energy to do this.
Case study 3: Your name is Mark and you are a 19-year old male university student. You have moved away from home to attend university and you are studying exercise science. In an effort to meet people and form new social networks you have joined several societies. Your favourite group is the ‘pubs along the pier’ night. You are generally reserved but find that after a few drinks you are more outgoing and confident. People have commented how easy going and friendly you are which increases your desire to be part of this group. Over the last two months however you have woken up the next morning with no recollection of how you got home on several occasions and on the last occasion you woke up in another person’s house. A friend from your hometown is visiting you and when you tell them this story which you laugh about, they urge you to stop drinking with this group of people. You agree to go and see a health professional but really don’t see what the issue is.
Case study 4: Your name is Tessa and you are a 29-year-old female single parent of three children under the age of eight (8) years old. You work 4 days a week at a local supermarket. By the time you pick up your children from school and childcare you are too tired to cook, so your meals are invariably takeaway meals and you use the left overs the next day for lunches. Your eldest child has brought a note from their teacher asking to meet with you. At the meeting the teacher indicates that you need to be providing more nutritious meals for your child. You know the teacher has a valid point, but you feel like you are being made out to be a bad parent and you have no idea how to go about making this change to your children’s diets and making the teacher happier.
HLSC111 202260_Extended Unit Outline FINAL MODERATED_ Australian Catholic University 2022 Page 20 of 21

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