Assessment 3 – Case study Weighting percentage: 50% of the total unit grade Addresses learning outcomes: 3. Identify and use strategies to maintain the integrity of self and personal pliancy through...

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Assessment 3 – Case study Weighting percentage: 50% of the total unit grade Addresses learning outcomes: 3. Identify and use strategies to maintain the integrity of self and personal pliancy through intra and interaction with people in healthcare practice 4. Demonstrate independence in developing interpersonal communication skills 5. Demonstrate advanced critical professional reflective practice Assessment details: You are required to interview a person who has experienced a health challenge or who is engaging in behaviours that may negatively affect their health – this could be a consumer in the healthcare context or a person in the community. Present your assessment as a case study with a reflective component. You may use subheadings within your assessment (no bullet points, graphs or lists). Your submission should address the following: · Provide a brief overview of the Transtheoretical ‘stages of change’ Model · Identify the person’s health challenge or behaviour and explore the person's motivation to address their health challenge or behaviour using the Transtheoretical Model · Explore the techniques you have used in your motivational interview towards discussing the person’s health challenge or behaviours. · Evaluate your progress – consider the impact of the motivational interview on the interviewee’s choices regarding their health challenge or behaviour. · Provide an in-depth reflection of your learning and development in conducting this activity and consider how you might develop your interpersonal and communication skills in your future practice. You should include at least eight (8) academic references to support your assessment. Word limit: 1800 words (+ or – 10%) Referencing style: APA 7th edition   Note: All assessments must be attempted to pass this unit Rubric Assessment 3 case study Assessment 3 case study Criteria Ratings Pts This criterion is linked to a learning outcomeOutline the stages of change Explanation of the transtheoretical ‘stages of change’ model 5 to >4.2 Pts High distinction Excellent overview of the transtheoretical model that identifies the recognised stages. 4.2 to >3.7 Pts Distinction Very good overview of the transtheoretical model that identifies the recognised stages. 3.7 to >3.2 Pts Credit Good overview of the transtheoretical model that identifies the recognised stages with some inaccuracies or omission of information 3.2 to >2.4 Pts Pass Adequate overview of the transtheoretical model that attempts to identify the recognised stages. There are some inaccuracies or omission of information 2.4 to >0 Pts Fail Minimal or absent overview of the transtheoretical model that does not identify the recognised stages. There are a number of inaccuracies or omission of information. 5 pts This criterion is linked to a learning outcomeOverview of health challenge Description of the interviewee’s health challenge or behaviour and analyses where the interviewee fits in the transtheoretical model in relation to addressing their health challengealthcare challenge behaviour 10 to >8.4 Pts High distinction Excellent articulation of the interviewee’s health challenge or behaviour that is presented in a scholarly manner. Clear articulation of the interviewee’s appropriate stage in the transtheoretical model. 8.4 to >7.4 Pts Distinction Very good articulation of the interviewee’s health challenge or behaviour that is presented in a scholarly manner. Identifies the interviewee’s appropriate stage in the transtheoretical model 7.4 to >6.4 Pts Credit Good articulation of the interviewee’s health challenge or behaviour that has some aspects of a scholarly approach. Identifies the interviewee’s stage in the transtheoretical model with some inaccuracies or lack of justification. 6.4 to >4.5 Pts Pass Adequate articulation of the interviewee’s health challenge or behaviour that is has minimal aspects of a scholarly manner. Attempts to identify the interviewee’s stage in the transtheoretical model with some inaccuracies. 4.5 to >0 Pts Fail The articulation of the interviewee’s health challenge or behaviour is not addressed or very minimal information provided. Minimal or absent reference to the interviewee’s placement in the transtheoretical model 10 pts This criterion is linked to a learning outcomeTechniques used Discussion of the techniques used to help the person address their health challenge or behaviour, and critical analysis on the efficacy of the techniques utilised 10 to >8.4 Pts High distinction Excellent discussion of the motivational techniques and communication skills used in exploring the interviewee’s motivation to change. This discussion is approached in a scholarly manner. With excellent evidence of critical analysis of the efficacy of the techniques utilised. 8.4 to >7.4 Pts Distinction Very good discussion of the motivational techniques and communication skills used in exploring the interviewee’s motivation to change. This discussion is approached in a scholarly manner. With very good evidence of critical analysis of the efficacy of the techniques utilised. 7.4 to >6.4 Pts Credit Good discussion of the motivational techniques and communication skills used in exploring the interviewee’s motivation to change. This discussion is approached in a scholarly manner. With good evidence of critical analysis of the efficacy of the techniques utilised. 6.4 to >4.5 Pts Pass Adequate discussion of the motivational techniques and communication skills used in exploring the interviewee’s motivation to change. This discussion has some aspects of a scholarly approach. With some evidence of critical analysis of the efficacy of the techniques utilised. 4.5 to >0 Pts Fail Minimal or absent discussion of the motivational techniques and communication skills used in exploring the interviewee’s motivation to change. Minimal or limited aspects of a scholarly approach. Minimal or limited analysis of the techniques used. 10 pts This criterion is linked to a learning outcomeEvaluation Evaluates the likely outcome related to the impact of the motivational interview on the interviewee’s choices regarding addressing their healthcare challenge behaviour 5 to >4.2 Pts High distinction Excellent discussion of the likely outcomes of the conversation, including recognising and outlining any changes in the interviewee’s stage in the transtheoretical model. This is presented in a thoughtful and scholarly manner. 4.2 to >3.7 Pts Distinction Very good discussion of the likely outcomes of the conversation, including recognising and outlining any changes in the interviewee’s stage in the transtheoretical model. This is presented in a thoughtful and scholarly manner. 3.7 to >3.2 Pts Credit Good discussion of the likely outcomes of the conversation, including recognising and outlining any changes in the interviewee’s stage in the transtheoretical model. There are some inaccuracies in identifying the appropriate stage and some aspects of a scholarly approach. 3.2 to >2.4 Pts Pass Adequate discussion of the likely outcomes of the conversation, including recognising and outlining any changes in the interviewee’s stage in the transtheoretical model. There are inaccuracies in identifying the appropriate stage and limited aspects of a scholarly approach. 2.4 to >0 Pts Fail Minimal or absent discussion of the likely outcomes of the conversation, including recognising and outlining any changes in the interviewee’s stage in the transtheoretical model. Limited evidence of a scholarly approach 5 pts This criterion is linked to a learning outcomeReflection Provides an in-depth reflection 10 to >8.4 Pts High distinction Excellent evidence of deep and purposeful reflection within the submission, the student shares insights into their learning and development as a result of the Motivational Interview and provides recommendations to develop their interpersonal / communication capabilities for the future 8.4 to >7.4 Pts Distinction Very good evidence of deep and purposeful reflection within the submission, the student shares insights into their learning and development as a result of the Motivational Interview and provides recommendations to develop their interpersonal/communication capabilities for the future 7.4 to >6.4 Pts Credit Good evidence of the use of reflection within the submission, the student shares some insights into their learning and development as a result of the Motivational Interview, with some recommendations outlined to develop their interpersonal / communication capabilities for the future 6.4 to >4.5 Pts Pass Adequate evidence of reflection within the submission, the student shares some insights into their learning and development as a result of the Motivational Interview and provides limited recommendations to develop their interpersonal / communication capabilities for the future 4.5 to >0 Pts Fail Minimal or absent evidence of reflection within the submission. Limited insights provided into the students learning and development as a result of the Motivational Interview and provides minimal or absent recommendations to develop their interpersonal / communication capabilities for the future 10 pts This criterion is linked to a learning outcomeScholarly approach Follows conventional academic writing style including grammar, spelling, punctuation and syntax. Appropriate formatting adhered to with the structure including introduction, body and conclusion and word limit is adhered to. 5 to >4.2 Pts High distinction Excellent standard of academic writing with correct grammar, writing, spelling and syntax. Excellent structure and articulation of ideas within the assessment that reflects assessment instructions. Final word count is within + or- 10 % of required word count. 4.2 to >3.7 Pts Distinction Very good standard of academic writing with correct grammar, writing, spelling and syntax. Excellent structure and articulation of ideas within the assessment that reflects assessment instructions. Final word count is within + or- 10 % of required word count. 3.7 to >3.2 Pts Credit Good standard of academic writing with mostly correct grammar, writing, spelling and syntax. Good structure and articulation of ideas within the assessment that mostly reflects assessment instructions. Final word count is not within + or- 10 % of required word count. 3.2 to >2.4 Pts Pass Adequate standard of academic writing with a number of errors in grammar, writing, spelling and syntax. Adequate structure and articulation of ideas within the assessment that somewhat reflects assessment instructions. Final word count is not within + or- 10 % of required word count. 2.4 to >0 Pts Fail Minimal standard of academic writing with a number of errors in grammar, writing, spelling and syntax. Poor structure or articulation of ideas within the assessment that does not reflect assessment instructions. Final word count is not within + or- 10 % of required word count. 5 pts This criterion is linked to a learning outcomeReferences Utilised and appropriately referenced at least eight (8) sources using the APA 7th edition referencing style 5 to >4.2 Pts High distinction Excellent use of literature to support this assessment. This includes high-quality peer-reviewed sources. References and reference list adheres to APA 7th edition referencing with no errors or unsupported claims in the assessment 4.2 to >3.7 Pts Distinction Very good use of literature to support this assessment. This includes good-quality peer-reviewed sources. References and reference list adheres to APA 7th edition referencing with minimal errors or some unsupported claims in the assessment 3.7 to >3.2 Pts Credit Good use of literature to support this assessment. This includes good-quality peer-reviewed sources. References and reference list mostly adheres to APA 7th edition referencing with some errors or unsupported claims in the assessment 3.2 to >2.4 Pts Pass Adequate use of literature to support this assessment. This includes some use of quality peer-reviewed sources. References and reference list somewhat adheres to APA 7th edition referencing with errors or unsupported claims evident in the assessment 2.4 to >0 Pts Fail Minimal or absent use of literature to support this assessment. There are minimal or absent sources used to support the assessment. References and reference list minimally adheres to APA 7th edition referencing with a number of errors or unsupported claims in the assessment 5 pts Total points: 50
Answered 2 days AfterMay 02, 2021University of Canberra

Answer To: Assessment 3 – Case study Weighting percentage: 50% of the total unit grade Addresses learning...

Vidya answered on May 04 2021
139 Votes
CASE STUDY
OVERVIEW OF TRANSTHEORETICAL ‘STAGES OF CHANGES’ MODEL:
The Transtheoretical Model places that people travel through six phases of progress: precontemplation, contemplation, preparation, action, maintenance, and termination. Termination was not piece of the first model and is less regularly utilized in utilization of phases of progress for wellbeing related practices. For each phase of progress, d
iverse mediation systems are best at moving the individual to the following phase of progress and in this manner through the model to upkeep, the ideal phase of conduct (The Transtheoretical Model, 1983).
1. Precontemplation - In this stage, individuals don't plan to make a move soon (characterized as inside the following a half year). Individuals are frequently ignorant that their conduct is risky or produces adverse results.
2. Contemplation - In this stage, individuals are planning to begin the sound conduct soon (characterized as inside the following a half year). Individuals perceive that their conduct might be hazardous, and a more insightful and down to earth thought of the upsides and downsides of changing the conduct happens, with equivalent accentuation set on both.
3. Preparation (or) Determination - In this stage, individuals are prepared to make a move inside the following 30 days. Individuals begin to move toward the conduct change, and they think changing their conduct can prompt a better life.
4. Action - In this stage, individuals have as of late changed their conduct (characterized as inside the most recent a half year) and mean to continue to push ahead with that conduct change.
5. Maintenance - In this particular stage, individuals have supported their conduct change for some time (characterized as over a half year) and plan to keep up the conduct change going ahead. Individuals in this stage work to forestall backslide to prior stages.
6. Termination - In this stage, individuals want to get back to their undesirable practices and are certain they won't backslide. Since this is once in a while reached, and individuals will in general remain in the support stage, this stage is frequently not considered in wellbeing advancement programs (The Transtheoretical Model, 1983).
In the present case, the patient was identified to be in the fourth stage of change i.e., “action” as he was previously not regular with his medications, but has agreed to follow it strictly since then. This is due to the understanding of his disease condition, its future consequences etc., which he was not exactly aware of previously. As he was beforehand not standard with his prescriptions, but rather has consented to follow it rigorously from that point forward, it gives a positive response to the activity conducted.
PERSON’S HEALTH CHALLENGE OR BEHAVIOUR AND THE PERSON'S MOTIVATION TO ADDRESS THE HEALTH CHALLENGE OR BEHAVIOUR USING THE TRANSTHEORETICAL MODEL
As part of the study, a schizophrenic patient was interviewed. The experiences from the workplace was a major aetiology identified in this patient. Schizophrenia is an illness identified with a persistent mind problem which put the effect on the human cerebrum (Braginsky, B. M., & Braginsky, D. D., 1967). At the point when this request is dynamic, is give different sort of manifestations like fantasies, absence of inspiration, fancy and dealing with issue while thinking and focusing (Chopra, P., 2009) (Braginsky, B. M., & Braginsky, D. D., 1967). In any case, there is no particular danger or remedy for Schizophrenia; a few manifestations can be improved by proper treatment and medicine. The administration assumes a huge part to advance great psychological well-being and improves the conduct and mentality of the representatives analyzed by Schizophrenia (Krupa, T., et al., 2009). According to a report distributed in 2016 by Ertem, a few laborers in the work environment are experiencing issues identified with psychological well-being (Ertem, M., & Duman, Z. Ç., 2016).
The patient cooperated with the interview as he felt that there are many other workers who require appropriate support, without...
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