Hi,I have upload the files but still two more videos are left.I think the video is in Assignment too where you can open as well. If not please let me know.Thanks
Last updated 22/11/2021 H.Ryu School of Nursing and Midwifery NSG3MHI Mental Health and Illness Assessment 1 Title: Mental Health Assessment Written Report Due: 15th March 2022 Tuesday 11:59pm Percentage: 25% Word count: 1,000 word (±10%) including in-text citation, but excluding reference list SILO 3. Demonstrate mental health assessment skills Rationale. Mental state examination and therapeutic communication skills are fundamental skills of a nurse working with consumers with mental illness. By completing this report, students will be able to observe a consumer’s mental state, and document it appropriately. Furthermore, the student will learn by reflecting on helpful and unhelpful therapeutic communication skills. Instruction Please watch one of the below four videos of psychiatric interviews for teaching. [you will automatically fail if you use another video apart from these four.] • Alison (Depression): https://www.youtube.com/watch?v=4YhpWZCdiZc • John (Mania): https://www.youtube.com/watch?v=zA-fqvC02oM • Julie (Anxiety): https://www.youtube.com/watch?v=Ii2FHbtVJzc • Andy (Psychosis): https://www.youtube.com/watch?v=ZB28gfSmz1Y Part A. MSE documentation Write a comprehensive Mental State Examination on the consumer in the video that you selected. [500 words] Part B. Therapeutic communication Reflect on the interviewer’s (clinician’s) therapeutic communication skills. Discuss what components of this communication you thought were helpful and/or not helpful, and support with literature. [500 words] https://www.youtube.com/watch?v=4YhpWZCdiZc https://www.youtube.com/watch?v=zA-fqvC02oM https://www.youtube.com/watch?v=Ii2FHbtVJzc https://www.youtube.com/watch?v=ZB28gfSmz1Y Last updated 22/11/2021 H.Ryu Tips to do this assessment well. • Attend your classes as we will be using the same videos to practice MSE skills together. • Watch all the relevant lectures on the assessment including Welcome lecture 3, and Module 1 lectures on mental health assessment & MSE. • Read the instruction and rubric thoroughly, then read it again! • Watch the example video & refer to the written MSE, found in the assessment resource folder. • You do not need to write introduction and conclusion for this written report, however you still need an APA cover. • You do not need to write a timecode. • This assessment is to be completed using academic writing style. Do not write MSE in dot points. Use complete sentences. • To find relevant literature, start with your textbook and use the La Trobe library. • There is no minimum number of references required, however any arguments need to include a high-quality literature reference. • If you have a question about the assessment, please check Q&A forum if your question has been already answered or use the Q&A forum to ask a question. This will help others that have the same question. • Also, you can ask a question at a weekly zoom drop-in with the subject coordinator. • DO NOT collude. If your work appears to be highly similar to other students, both students will be referred to academic integrity advisor. This must be your own work. https://www.latrobe.edu.au/students/admin/academic-integrity • Written expressions & referencing is worth 20% of total marks. Please use La Trobe learning hub services for study resources and guidance. https://www.latrobe.edu.au/students/study- resources/learninghub • For APA style information, such as title page, headings, citations etc., please see https://apastyle.apa.org/style-grammar-guidelines https://www.latrobe.edu.au/students/admin/academic-integrity https://www.latrobe.edu.au/students/study-resources/learninghub https://www.latrobe.edu.au/students/study-resources/learninghub https://apastyle.apa.org/style-grammar-guidelines Last updated 22/11/2021 H.Ryu Assessment 1: 1,000-word written assessment (25%) Rubric Excellent (80-100%) Very Good (70-80%) Good (60-70%) Fair (50-60%) Poor (0-50%) MSE (40%) The MSE has all components including appearance, behaviour, mood, affect, speech, thought form, thought content, perception, cognition, insights and judgment. The MSE is accurate. The language used is professional and non-judgmental. The MSE skills exceed the expectation of an undergraduate nursing student. (32-40) The MSE has all the components including appearance, behaviour, mood, affect, speech, thought form, thought content, perception, cognition, insights and judgment, however there are some minor incorrect observations. The language used is professional and non-judgmental. The MSE skills are appropriate for an undergraduate nursing student(28-32) The MSE has all the components including appearance, behaviour, mood, affect, speech, thought form, thought content, perception, cognition, insights and judgment however there are some incorrect observations. The language used is professional and non- judgmental. The MSE skills needs some improvement. (24-28) The MSE is missing some components. There are multiple incorrect observations. The language used is somewhat colloquial, and judgmental. The student requires significant improvement in MSE skills. (20-24) Incorrect video is used. The MSE is missing the majority of components. The observations are mostly incorrect. The language used is colloquial and judgmental. Stigmatising expressions are used. The student is making a diagnosis from the MSE and/or discussing specific diagnostic criteria. (0-20) Therapeutic Communication Skills (40%) The student demonstrates a strong observation of therapeutic communication skills. The level of observation exceeds the expectation of an undergraduate student. The arguments of why you think this is helpful or unhelpful are well-supported with high-quality evidence. (32-40) The student demonstrates a good observation of therapeutic communication skills. The level of observation is appropriate for an undergraduate nursing student. The arguments of why you think this is helpful or unhelpful are supported with evidence. (28-32) The student demonstrates somewhat superficial observation of the therapeutic communication skills. The arguments of why you think this is helpful or unhelpful are sometimes supported with evidence. (24-28) The student demonstrates basic observation of the therapeutic communication skills. The arguments of why you think this is helpful or unhelpful are not supported with evidence. (20-24) Incorrect video is used. The student demonstrates incorrect observation of the therapeutic communication skills. There is no explanation why you think this is helpful or unhelpful. (0-20) Written expression and referencing (20%) APA style cover is provided. Word count is within the limit. Writing is clear and has a logical progression. There are no grammar errors. Paragraph length is appropriate. The expressions used are highly professional and not colloquial. The language used is recovery- focused and non-judgmental. The format follows APA 7 style, 12 times new roman and double spacing. APA in-text citations and end-text reference list are correct >80% of the time. (16-20) APA style cover is provided. Word count is within the limit. Writing is usually clear and has a logical progression. There are minor grammar errors. Paragraph length is appropriate. The expressions used are mostly professional and not colloquial. The language used is mostly recovery-focused and non- judgmental. The format mostly follows APA 7 style, 12 times new roman and double spacing. APA in- text citations and end-text reference list correct >70% of the time. (14- 16) Cover is provided, but it is not an APA style cover. Word count is within the limit. There are minor, infrequent lapses in clarity and accuracy. There are some grammar errors. Paragraphs are sometimes too long or short. Sometimes, there is a lack of logical progression in arguments. The expressions used are somewhat colloquial. The language used is mostly recovery- focused and non-judgmental. There is an error in APA format. APA 7 in-text citations and end- text reference list are correct >60% of the time. (12-14) Cover is not provided. Word count is within the limit. There are frequent lapses in clarity and accuracy. Paragraphs are often too long or short. Ideas often do not progress logically. There are multiple grammar errors. The expressions used are colloquial. The language used is somewhat recovery-focused and non- judgmental. The MSE is presented in dot points. The format does not follow APA style. APA 7 in-text citations and end- text reference list correct >50% of the time. (10-12) Cover is not provided. Word count is not within the limit. Language is unclear and confusing throughout. Most paragraphs are too long or short. Ideas do not progress logically. The expressions used are colloquial. The language used is not recovery-focused and judgmental. There are a significant amount of grammar errors. MSE is presented in dot points. The format does not follow APA 7 style. APA in-text citations and end-text reference list correct <50% of the time. (0-10) mental state examination (example) https://www.youtube.com/watch?app=desktop&v=824h2w-h5kg *this video is used for an example mse. you should not use jane for your assessment. jane jane has been presented to see a liaison psychiatrist following an episode of self harm. she lives by herself, and currently is unemployed. she has recently split from her partner who lives with her daughter. jane is 41 years old caucasian woman who appears older than her age. she is a medium build and has short brown hair. she is wearing a long sleeve jumper that is appropriate to the occasion and weather. she is mostly looking down however making an intermittent eye-contact with the interviewer, and is cooperative throughout the interview. there is no abnormal movement observed. she reports her mood is “crap”, and her affect is restricted. there are no abnormalities detected in her tone, volume and quantity of her speech. her thought-form is logical and goal-directed. there is no formal thought disorder observed. jane appears to be distressed with her recent relationship break-up with her boyfriend mark, who she dated for couple of weeks, she states that she “can’t believe he’s just gone” after she has suggested of them moving in together. she reports that she has of="" the="" time.="" (0-10)="" mental="" state="" examination="" (example)="" https://www.youtube.com/watch?app="desktop&v=824H2W-h5Kg" *this="" video="" is="" used="" for="" an="" example="" mse.="" you="" should="" not="" use="" jane="" for="" your="" assessment.="" jane="" jane="" has="" been="" presented="" to="" see="" a="" liaison="" psychiatrist="" following="" an="" episode="" of="" self="" harm.="" she="" lives="" by="" herself,="" and="" currently="" is="" unemployed.="" she="" has="" recently="" split="" from="" her="" partner="" who="" lives="" with="" her="" daughter.="" jane="" is="" 41="" years="" old="" caucasian="" woman="" who="" appears="" older="" than="" her="" age.="" she="" is="" a="" medium="" build="" and="" has="" short="" brown="" hair.="" she="" is="" wearing="" a="" long="" sleeve="" jumper="" that="" is="" appropriate="" to="" the="" occasion="" and="" weather.="" she="" is="" mostly="" looking="" down="" however="" making="" an="" intermittent="" eye-contact="" with="" the="" interviewer,="" and="" is="" cooperative="" throughout="" the="" interview.="" there="" is="" no="" abnormal="" movement="" observed.="" she="" reports="" her="" mood="" is="" “crap”,="" and="" her="" affect="" is="" restricted.="" there="" are="" no="" abnormalities="" detected="" in="" her="" tone,="" volume="" and="" quantity="" of="" her="" speech.="" her="" thought-form="" is="" logical="" and="" goal-directed.="" there="" is="" no="" formal="" thought="" disorder="" observed.="" jane="" appears="" to="" be="" distressed="" with="" her="" recent="" relationship="" break-up="" with="" her="" boyfriend="" mark,="" who="" she="" dated="" for="" couple="" of="" weeks,="" she="" states="" that="" she="" “can’t="" believe="" he’s="" just="" gone”="" after="" she="" has="" suggested="" of="" them="" moving="" in="" together.="" she="" reports="" that="" she="">