Great Deal! Get Instant $10 FREE in Account on First Order + 10% Cashback on Every Order Order Now

ASSIGNMENT 3: Oral ExamYou 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...

1 answer below »
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.
This assessment task assesses LO4, LO5
Attend the online Oral assessment in examination week. A time and date will be allocated to you via Central Examinations or your Campus Lecturer in Charge.
Examination marks will be available when results are released on 2nd December 2022
Students will receive a score out of 100% - see rubric Appendix B
This assessment task involves students partnering with another student to make a video, develop a verbal reflective piece, incorporate your partner feedback and then to attend an individual Oral Assessment. Oral assessment to commence in the examination weeks. Dates and venues to be confirmed by each campus.
2. Verbal reflection about your video to the examiner, which
includes partner feedback.
3. Oral Assessment in examination week to show an examiner the
video (via zoom), to discuss the verbal reflection, partner feedback
and to answer questions about MI and therapeutic communication.
You will have 20 minutes with the examiner
The exam will be conducted via Zoom and on-campus
1. You will be required to find another student who is completing this unit to partner with, and
work with that partner to complete this assessment.
2. Each student is to select a case study from the four case studies provided in Appendix C of this
Unit Outline. You and your partner must choose a different case study.
3. You are then required to prepare and record a video with your partner. Using one of the case studies you must role-play being the healthcare professional, whilst your partner will be the patient/client. Your video must be of you being the healthcare professional and your partner being the client.
HLSC111_202260_Extended Unit Outline_FINAL MODERATED_ © Australian Catholic University 2022 Page 12 of 21

4. You will need to use Motivational Interviewing techniques and therapeutic communication skills to understand and address your client’s feelings, concerns and negative health behaviours. You will need to show how you will assist your client to move to more positive health behaviours. So, prior to making the video think about and prepare – What are the issues? How might they feel? What are the troublesome aspects of your client’s situation? How can you assist them to explore and create better health outcomes into the future? Your video must be around 5 minutes in length.
5. You may use any recording device, as long as it is equipment that you can bring to the Oral Assessment to show the examiner online and shared via zoom.
6. Once you have both recorded your video’s, take some time to reflect and evaluate how you used Motivational Interviewing techniques and therapeutic communications skills with your client and how effective this was. You should also reflect on what you missed or did not do so well.
a. Your partner then needs to give you feedback on what they thought you did well and what you could improve on. Your partner can give you feedback on areas such as - what aspects of MI you demonstrated and areas for improvement, what therapeutic communication skills you used and any areas for improvement, and did you avoid biases and judgments or did you try to fix the clients problems for them, or did you use effective listening and therapeutic communication skills, and did you establish a good rapport with the client?
7. Include other areas you think are important and that you have learnt this semester. Record what you and your partner discussed and reflected on and write it on a piece of paper See Appendix D for a template. You will use your own reflections and your partners feedback to tell the examiner what you observed and wrote down when you have your Oral Exam.
8. Oral Assessment
9. A time, day and location will be allocated to you by Central Examinations or your campus
Lecture in Charge (This may be via zoom, so please note your zoom exam room in this case).
a. You will need to attend your Oral Assessment (online via zoom or on campus) on this day which will be for 20 minutes in length.
b. You must submit your video This must be a video submission, and your submission should be no more than 5 minutes duration. Your video must be submitted in the LEO drop box in your State/Territory as an ECHO360 capture. Please see the LEO assessment tile for further information about how to do this. Students are responsible for the quality of the recorded file. It is strongly recommended you listen to the audio- visual recording of your presentation prior to LEO submission to ensure you can be heard clearly. You must submit your video as an ECHO360 capture to your campus/state LEO tile by October 26th @ 4pm
c. You will need to bring your student ID.
d. You will be asked to show the examiner your 5-minute video. This will be an individual Oral Assessment so you will not be with your partner. Your video needs to be you role playing the healthcare professional and your partner role playing the client.
HLSC111_202260_Extended Unit Outline_FINAL MODERATED_ © Australian Catholic University 2022 Page 13 of 21

Writing requires skill and being able to write within a specified word limit is an essential component of professional and academic work. Reading and writing critically are fundamental skills which demonstrate an understanding and an ability to make judgements and solve problems, hence why only 10% of a word count should be direct quotes. That is, if the word count is 1500 words only 150 of those words should be direct quotes. Word counts provide students with an indication of the amount of detail and work required for each assessment item.
What is included in a word count?
Essentially, all text within an assessment item from the introduction through to the conclusion is counted in the word count. This includes all in-text citations, direct quotes and headings. The word count does not include the following:
• Title page
• Reference list
• Appendices
• Tables
• Figures and legends
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

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?
HLSC111_202260_Extended Unit Outline_FINAL MODERATED_ ©
Answered Same Day Oct 25, 2022


Dr Insiyah R. answered on Oct 25 2022
55 Votes
Direct interpersonal interaction between therapist and patient to better the latter's mental and physiological health is therapeutic communication. Healthcare professionals employ therapeutic communication techniques to educate and care for patients while maintaining an objective and detached technical attitude. Therapeutic contact with a patient may take several forms, including asking open-ended questions, demonstrating that you have heard and understood them, maintaining silence, looking for direction, listening actively, reflecting on your experience, and summarising your findings (Blake and Blake,2019). However, it may have eased the stress if they had been in a therapeutic relationship. A registered nurse may help a patient overcome anxiety by listening attentively and offering positive reinforcement. This assignment aims to improve comprehension of the Healthcare practitioner and patient interaction and dialogue (Magill et al,2018).
Case study 2
As a Sally, I had the chance to be a 28-years old female and work as a financial adviser for a large finance company. I have always struggled with my weight and cu
ently weigh 122 kilograms. And have a family history of type 2 diabetes and hypertension. GP has said to lose weight and keep it off. I would prefer to have a gastric band or gastric sleeve surgery. However, my GP is against this as they believe I need to make lasting lifestyle changes through diet and exercise. I realise this is a more logical approach, but I do not believe or have the time or energy to do this.
The four methods offered are Egan's Skilled Helper Model, Carl Rogers' Person-Centered Therapy, the Motivational Interviewing Procedure, and Transactional Analysis (Cooper,2019). The two treatments that Sally will benefit from are our motivational interviewing and Egan's skilled helper model. Encroaching Egan's Skilled Helper Model, an eclectically oriented treatment model, offers therapists, psychologists, and psychiatrists a methodical and goal-directed framework. The "Skilled Helper Model", developed by psychologist and psychiatrist Kelly Egan is a methodical, solution-focused approach to eclectically-oriented treatment (Grant and Goodman,2018).
It is a three-stage process where the therapist employs different techniques at each level to aid Sally's development. Using the Egan Skilled Helper method, patients are coached to become active interpreters of their world by providing context for events, actions, and occu
ences; identifying and overcoming challenges; investigating sources of difficulty; identifying and seizing opportunities, and establishing and achieving personal goals. The Skilled Aide facilitates the client's development of a plan of action, their own sense of responsibility for their progress, and their own inner resources (Magill et al,2018). The Skilled Helper is also aware of their patient's nonve
al cues and maintains an open channel of sensory input. The Skilled Helper prompted the nurses to pay attention during patient interactions by stepping in. Looking at the patient's story in light of their ve
al and nonve
al communication is a vital part of this approach. Body languages, such as gestures and facial expressions, are examples of nonve
al communication. The patient can share their thoughts, feelings, experiences, and behaviours through conversation. The physician aids the patient in keeping things short and sweet, is nonjudgmental and sympathetic rather than compassionate, and is there to assist the patient get to the heart of the matter (Percy and Richardson,2018).
Stage one skills in the Egan Helping Model are similar to Rogerian counselling skills employed in the person-centred approach. They both concentrate on learning about the client's situation. The physician uses skills including concentration, empathy, rephrasing, pondering, and active listening throughout Stage I of the exploration process, which consists of the patient's voluntary queries. To rephrase: Emotional Structural Summarizing Paraphrasing Reflection (Grant and Goodman,2018). Stage II aims to help the patient develop a more nuanced and accurate understanding of their situation. The nurse will be able to determine the patient's actual needs and wants with the help of this model. The patient will be encouraged to think outside the box by being exposed to different perspectives and being encouraged to choose those that are realistic, consistent with their worldview, and offer suitable incentives. The third-stage talents include guiding and inspiring stakeholders while creating priorities, increasing communication, and...

Answer To This Question Is Available To Download

Related Questions & Answers

More Questions »

Submit New Assignment

Copy and Paste Your Assignment Here