Interpersonal Recording Essay Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Description / paper instructions
NURS-142: FUNDAMENTAL NURSING CONCEPTS
CRITERIA FOR HEALTH HISTORY-IPR ASSIGNMENT
Due Date: September 25, 2020 (day clinical students)
Due Date: September 26, 2020 (weekend clinical students)
In NURS-142, the student will learn how to conduct a health history and develop a therapeutic relationship with a patient. The student will become aware of interviewing skills and communication techniques, and the effect of their verbal and non-verbal communication on nurse/patient interactions and the development of a nurse-patient relationship.
The clinical faculty will assign the student to a patient in the Clinical Agency. The student will meet with the patient on two (2) separate occasions. In the first interaction, the student will interview the patient to complete a health history. Based on the information obtained in the health history, the student will identify a goal/objective, which will be the topic for discussion in the second meeting. The second interaction should be a minimum of fifteen (15) minutes. A five (5) minute portion of the conversation will be written verbatim in the form of the Process Recording. This requires active listening, acute observation skills and a good memory. Write up the conversation as soon as possible to ensure accurate recording. No written notes or tape recordings should occur during the nurse/patient interactions.
The assignment must be word processed on a computer or typed and should be in APA format. Computers are available for student use in the Nursing Study Lab (HS 266) or in the Open Computer Lab (CL180 or DH110). A Health History/IPR Assignment Form can be downloaded in a Word document from the module on Canvas titled NURS 142 Forms.
This assignment will be graded as pass/fail. A passing grade is defined as 75% according to the grading criteria. Completion of the Health History/IPR assignment is a clinical requirement and must be submitted to the clinical instructor on the due date. Assignments that are incomplete or do not meet the criteria will be returned; students who do not receive a passing grade will be given one opportunity to complete the assignment and submit it by the announced due date.
Interpersonal Recording (IPR) Content:
The assignment is to include the following information:
1. Patient Information:
Summarize in 2-3 paragraphs pertinent data from health history such as age, sex, social, occupational and cultural background, marital status and role in family, physical appearance and health status.
Identify the location of the interaction and describe the setting.
3. Describe your thoughts/feelings prior to the interaction.
4. State the predetermined objective for the interaction.
5. Identify the phase of the therapeutic nurse-patient relationship.
6. The Process Recording:
Process Recording must reflect a 5-minute portion of the conversation. The recording may be presented in chart form (see sample) or in an organized manner, that includes in the following order, the:
1. Students verbal and non-verbal communication.
2. Patients verbal and non-verbal communication.
3. Communication techniques used by the student.
4. Feelings of the student nurse.
Process Recordings are verbatim recordings (word for word) of the verbal and nonverbal interactions that occur between the nurse and the patient. Communication techniques must be identified as therapeutic or non-therapeutic with the name of the technique listed. For example, Therapeutic: Reflection, or Non-therapeutic: Giving False Reassurance. Since the purpose of the assignment is to analyze communication skills, students are not penalized for the use of non-therapeutic techniques. However, points will be deducted for incorrect labeling of techniques.
7. Analysis of the Process Recording:
Examine in detail (2-3 paragraphs) the student nurse-client relationship and the effects of therapeutic and non-therapeutic communication techniques. The analysis section should include the following:
a. Describe how the following factors influenced the communication process: the patients (and students, if applicable) developmental level, gender, social and cultural background, values, environment and physical and mental/emotional status.
b. Discuss the impact of non-verbal communication such as body language, eye contact, appearance and gestures on the conversation. Reflect on the silences that occurred during the conversation and describe your feeling and reactions.
c. Reflect on your interviewing techniques. Give examples of how your interview techniques facilitated or hindered obtaining relevant and accurate data during the health history.
d. Comment on the communication techniques identified in the Process Recording. Did your use of therapeutic communication techniques help meet the objective of the conversation? Would other techniques have been more appropriate? How did the non-therapeutic communication techniques influence the conversation? What would you say differently?
e. Describe how your interpersonal skills (rapport, trust, respect, empathy, etc.) influenced the development of a helping/therapeutic relationship with the patient.
8. Conclusion: include a statement regarding this learning experience and implications for further learning of therapeutic communication skills.
9. Health History Form: A completed Health History Form must be submitted with the assignment.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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