NURS-FPX4015- Assessment 3 Concept Map: The 3Ps and Mental Health Care

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NURS-FPX4015- Assessment 3 Concept Map: The 3Ps and Mental Health Care

Create a concept map of a mental health diagnosis using one of the mental health scenario case studies presented in this section of the course.

Introduction

Concept maps are useful tools to help care providers and patients visualize the big picture of a condition. By being able to present a snapshot of symptoms, impacts, treatments, as well as contributing and risk factors, concept maps can improve communication, treatment planning, and health outcomes. Understanding how to create accurate, well-organized, and easy to understand concept maps will help you improve your efficacy as a healthcare practitioner and the outcomes of the patients you work with.

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Instructions

Before beginning this assessment, make sure that you have completed the three Sentinel U case study activities included in the assessment. These will form the basis of your assessment.

For this assessment you will select one of the mental health Sentinel U case study activities and create a concept map that outlines the pathophysiology, pharmacology, and physical assessment of the mental health diagnosis from your chosen case study.

The key components of a mental health diagnosis concept map include the pathophysiology, pharmacology, and physical assessment of the diagnosis. The concept map should outline the key concepts related to the diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions. The map should be organized using a nursing concept map template, such as spider maps, hierarchical maps, or flow charts, to organize the information. The concept map should be accurate, complete, well-organized, and use appropriate nursing concepts and terminology.

To complete your concept map, you may wish to follow these steps:

  1. Select one of the mental health Sentinel U scenarios:
    • Ivy Jackson, 61 YO, Female, African American.
    • Marco Mancini, 43 YO, Male, Mediterranean.
    • Wesley Blanco, 13 YO, Non-Binary, Filipino, White.
  2. Research the pathophysiology, pharmacology, and physical assessment of the chosen mental health diagnosis within the Sentinel-U case study.
  3. Complete the case study simulation and download the simulation report showing the patient you selected and showing 100% complete.
  4. Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
  5. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

Your assessment submission will be assessed on the following criteria.

  • Diagnosis: Describe a mental health diagnosis. The diagnosis should be accurate and supported by relevant and evidence-based sources.
    • Make sure that the diagnosis is accurate and includes specific symptoms or criteria that support the diagnosis.
    • Ensure you have downloaded the completed Sentinel-U simulation report showing the patient you selected.
  • Concept Map: Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
    • Make sure that your use of evidence to support the concept map is explicit and relevant, and that the relationships between the concepts are clearly defined.
  • Organization: The concept map should be well-organized and easy to follow. The content should be presented in a logical and clear manner, with a clear purpose and goals.
    • Also, you should make sure that your map is visually appealing and easy to read, incorporating appropriate use of colors, shapes, and symbols.
  • Professional Communication: The concept map should demonstrate professionalism and effective communication. The map should be free of errors and typos and should use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis to a professional audience.
  • APA format and style: The reference list should be formatted in APA style. All sources used should be relevant to the topic and evidence-based, published within the last 5 years.

Additional Requirements

  • Concept Map: 1-page concept map that clearly organizes the 3Ps related to a mental health diagnosis, risk factors, diagnostics, complications, nursing diagnosis, and nursing interventions.
  • SIM Report: Ensure you download the completed SIM report showing the patient selected.
  • Reference List: Create an APA style reference list for all sources that you used to help build and support the information in your concept map. Include this in the same document as your concept map, but on its own page.
  • APA Style:  Use current APA style for all in-text citations and any current APA-approved font.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 2: Create evidence based interventions to address the health needs, risks, and resources of individuals from diverse backgrounds and cultures.
    • Describe a mental health diagnosis that is supported by relevant and evidence-based sources.
    • Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
    • The concept map is well-organized and easy to follow, with a clear purpose and goals.
  • Competency 4: Perform comprehensive and focused physical assessments using appropriate techniques and tools.
    • Upload the Sentinel-U case study showing the Simulation name OR showing 100% complete.
  • Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.
    • The concept map should demonstrate professionalism and effective communication, use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis.
    • The reference list is formatted in APA style. All sources used should be relevant to the topic, evidence-based, and published within the last 5 years.

Introduction

Concept maps are valuable tools in nursing education and practice because they provide a clear and organized way to connect complex health information. In the context of mental health care, concept maps help nurses and other providers visualize the interconnected factors that shape a patient’s condition, such as risk factors, symptoms, diagnostic procedures, treatment options, and nursing interventions. By mapping these elements, healthcare professionals can better understand the relationships between pathophysiology, pharmacology, and physical assessment, which are essential for creating effective and holistic care plans.

For this assessment, a mental health case study from the Sentinel U simulation will serve as the foundation for the concept map. The selected patient’s diagnosis will be examined using evidence-based sources to ensure accuracy and relevance. The map will incorporate key aspects of the mental health condition, including its pathophysiological mechanisms, pharmacological treatments, physical and mental health assessments, complications, and nursing diagnoses. Additionally, the concept map will identify appropriate nursing interventions aimed at addressing both the immediate and long-term needs of the patient.

The purpose of this assignment is to demonstrate how concept maps can enhance communication, strengthen clinical reasoning, and support the delivery of safe, quality, and patient-centered mental health care. By organizing complex information into a visual framework, the concept map will not only clarify the patient’s clinical picture but also guide evidence-based decision-making and improve health outcomes.

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NURS-FPX4015- Assessment 2: Enhancing Holistic Nursing Care With the 3Ps

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NURS-FPX4015- Assessment 2: Enhancing Holistic Nursing Care With the 3Ps

Create a 3–5 page double-spaced paper that examines how holistic nursing care and pathophysiology, pharmacology, and physical assessment intersect to help nurses provide safe and quality care.

Introduction

Holistic nursing care is crucial for driving positive health outcomes because it considers the whole person, including their physical, emotional, social, and spiritual needs. This comprehensive approach allows for more personalized care, leading to better patient satisfaction and improved health outcomes. For Bachelor of Science in Nursing (BSN) nurses, understanding holistic nursing care is vital as it equips nurses with the skills to provide comprehensive care, enhancing their ability to promote health and wellness effectively. Furthermore, a solid understanding of pathophysiology, pharmacology, and physical assessment is essential in providing evidence-based holistic nursing care. Together, these elements enable nurses to develop a comprehensive care plan that addresses all aspects of a patient’s health, thereby promoting holistic care and improving patient outcomes.

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Instructions

For this assessment you will be creating a paper that explores holistic nursing care and how pathophysiology, pharmacology, and physical assessment play a role in delivering holistic care. Your paper should be 3–5 double spaced pages, not counting the title or reference page. You should also be prepared to support your paper with evidence from the literature and professional best practices.

Your assessment submission will be assessed on the following criteria:

  • Define holistic nursing care.
    • Definition of Holistic Nursing Care and its Benefits for Patients and Nurses: The section should provide a clear definition of holistic nursing care and explain its benefits for both patients and nurses. The definition should be accurate and comprehensive, and the benefits should be supported by evidence-based research.
  • Explain how pathophysiology can help nurses understand the underlying causes and mechanisms of diseases and disorders, and how they affect the whole person.
    • Explanation of Pathophysiology and Its Role in Nursing Practice: This section should explain how pathophysiology can help nurses understand the underlying causes and mechanisms of diseases and disorders, and how they affect the whole person. The explanation should be detailed and supported by relevant examples.
  • Discuss how pharmacology can help nurses select, administer, and monitor the effects of medications, and how they interact with the patient’s physical, psychological, and social needs.
    • Discussion of Pharmacology and Its Role in Nursing Practice: This section should discuss how pharmacology can help nurses select, administer, and monitor the effects of medications, and how they interact with the patient’s physical, psychological, and social needs. The discussion should be comprehensive and supported by relevant examples.
  • Describe how nurses can use physical assessment to collect, analyze, and interpret data about the patient’s health status, and how they can use this information to plan, implement, and evaluate care.
    • Description of Physical Assessment and Its Role in Nursing Practice: This section should describe how physical assessment can help nurses collect, analyze, and interpret data about the patient’s health status, and how they can use this information to plan, implement, and evaluate care. The description should be detailed and supported by relevant examples.
  • Identify two examples of how these three domains of knowledge (pathophysiology, pharmacology, and physical assessment) can be integrated and applied in different clinical scenarios and settings.
    • Examples of Integration and Application of Knowledge in Clinical Scenarios: This section should provide examples of how these three domains of knowledge (pathophysiology, pharmacology, and physical assessment) can be integrated and applied in different clinical scenarios and settings. The examples should be relevant and supported by evidence-based research.
  • Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

Additional Requirements

  • Length of submission: 3–5 pages of content plus title and reference pages.
  • Number of references: Cite a minimum of 4 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old. Use the Capella University Library and BSN Program Library Research Guide as needed.
  • APA formatting: References and citations are formatted according to current APA style. See the APA Module.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 1: Explain how pathophysiology, pharmacology, and physical assessment comprise a holistic approach to nursing care.
    • Define holistic nursing care.
    • Explain how pathophysiology can help nurses understand the underlying causes and mechanisms of diseases and disorders, and how they affect the whole person.
    • Discuss how pharmacology can help nurses select, administer, and monitor the effects of medications, and how they interact with the patient’s physical, psychological, and social needs.
    • Identify two examples of how these three domains of knowledge (pathophysiology, pharmacology, and physical assessment) can be integrated and applied in different clinical scenarios and settings.
  • Competency 2: Create evidence based interventions to address the health needs, risks, and resources of individuals from diverse backgrounds and cultures.
    • Describe how nurses can use physical assessment to collect, analyze, and interpret data about the patient’s health status, and how they can use this information to plan, implement, and evaluate care.
  • Competency 5: Apply scholarly writing standards to communicate evidence based strategies that support safe and effective patient care.
    • Convey purpose, in an appropriate tone and style, incorporating supporting evidence and adhering to organizational, professional, and scholarly writing standards.

Introduction

Holistic nursing care is an essential framework for ensuring safe, effective, and patient-centered healthcare. Unlike approaches that focus solely on disease or symptoms, holistic care views individuals as whole beings whose physical, emotional, psychological, social, and spiritual needs are interconnected. This perspective empowers nurses to design care plans that not only address illness but also promote overall wellness and quality of life. For Bachelor of Science in Nursing (BSN) students and practicing nurses alike, embracing holistic care fosters stronger patient relationships, improved health outcomes, and higher levels of satisfaction.

To provide this level of comprehensive care, nurses must integrate knowledge from several critical domains: pathophysiology, pharmacology, and physical assessment. Pathophysiology helps nurses understand the underlying mechanisms of disease, guiding clinical reasoning and interventions that consider the patient’s overall condition. Pharmacology equips nurses with the expertise to safely select, administer, and monitor medications while accounting for interactions with the patient’s physiological state and psychosocial needs. Physical assessment provides the foundation for gathering and interpreting data about a patient’s health, enabling evidence-based planning, implementation, and evaluation of care. When combined, these three domains ensure that nurses move beyond fragmented care to a unified, holistic practice.

This paper will explore the intersection of holistic nursing care with pathophysiology, pharmacology, and physical assessment, highlighting how these areas complement one another in promoting safe, high-quality care. Additionally, examples of their integration across different clinical scenarios will demonstrate how nurses apply this knowledge in practice. By examining these interconnected domains, the discussion underscores the importance of evidence-based, holistic approaches in modern nursing practice.

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NURS-FPX4015- Assessment 1: Volunteer Patient Identification and Waiver Submission

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NURS-FPX4015- Assessment 1: Volunteer Patient Identification and Waiver Submission

Introduction

The Comprehensive Head-to-Toe Physical Assessment requires you to have a volunteer to act as your patient. You are required to submit the waiver from this assessment to indicate that you have obtained permission from your volunteer to film them. Please use a friend or family member and not a patient or anyone under 18.

This assessment must be submitted and graded by faculty before you can submit your Comprehensive Head-to-Toe Physical Assessment.

This assessment will help to ensure that you are prepared to complete the Comprehensive Head-to-Toe Assessment.

Instructions

For this assessment, you must identify a standardized patient that you will use for the Comprehensive Head-to-Toe Assessment.

Please use a friend or family member and not a patient or anyone under 18.

The volunteer patient will pretend to have the same profile as one of the patients you select from the Sentinel U scenarios in this course. It may be helpful to discuss with your volunteer which patient profile they would be most comfortable acting as.

Additionally, to successfully complete this assessment you must complete and submit the Comprehensive Head-to-Toe Assessment Waiver [DOCX].

Your final assessment, Comprehensive Head-to-Toe Assessment, will not be graded unless you have submitted a completed waiver in this assessment.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 4: Perform comprehensive and focused physical assessments using appropriate techniques and tools.
    • Comprehensive Physical Examination Waiver is complete and has been submitted.

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Introduction

The Comprehensive Head-to-Toe Physical Assessment is a key component in developing the skills necessary to perform safe, accurate, and holistic patient care. This assessment provides an opportunity to practice a systematic evaluation of the human body by using a volunteer who will serve as a standardized patient. To ensure ethical practice and patient safety, participants are required to obtain consent from their volunteer and submit a signed waiver, confirming permission to film and use them for this educational purpose. Importantly, the volunteer must be a friend or family member who is at least 18 years old, rather than an actual patient or a minor, to maintain compliance with course requirements.

For this activity, the volunteer will assume the profile of a patient selected from the Sentinel U scenarios provided in the course. Discussing the chosen profile with the volunteer helps ensure that they feel comfortable in their role and that the interaction mimics a realistic clinical experience. This process not only strengthens communication and interpersonal skills but also allows the learner to refine their clinical judgment in a safe, controlled environment.

Submitting the signed Comprehensive Head-to-Toe Assessment Waiver is a mandatory requirement before the final assessment can be evaluated by faculty. Without this documentation, the Comprehensive Head-to-Toe Assessment will not be graded. By completing this preparatory step, learners demonstrate accountability, professionalism, and readiness to conduct thorough physical examinations using proper techniques and tools. Ultimately, this assessment reinforces Competency 4, which focuses on the ability to perform comprehensive and focused physical assessments that align with professional standards of practice.

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HCR 576: Module 7 Assignment-Compare & Contrast Regulations

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HCR 576: Module 7 Assignment-Compare & Contrast Regulations

  • Due Oct 7 by 11:59pm
  • Points 25
  • Submitting a file upload
  • Available Aug 20 at 12am – Oct 8 at 11:59pm
Step 1:  Prepare a table to compare and contrast the requirements for a new drug application to  FDA and EU. You may do this collectively or individually.
Step 1:  Create a table in excel or word.  Across the top list the requirements for
FDA – 21CFR211
Along the left side list the requirements for
EU – Annex 1
 
Step 2:  Place an “x” in the box where the 2 requirements are the same or similar.
Step 3:  Select another region to compare and contrast and add this to your table.  Other regions include ANVISA, PMDA, KFDA, TVA, SFDA, Health Canada, CoFEPRIS, SFDA, or any from this link
List these requirement on the right side of your table.
Step 4:  Put an “*” in the box where the requirement for FDA and your other HA requirement is the same or similar.
Step 5:  Under the table list the requirements that are the same or similar for each of the HAs – FDA, EU and other HA.
This activity is as an individual activity however you may work together in discussing the table and the elements of the table.  Each student MUST submit a table even if you worked with other students.  Each student must inform the instructor via email of the HA used for comparison in Step 3 and 4 to be compared.
This assignment is to submit a table comparing and contrasting regulations.  Add a cover page and a separate page for references.
This is worth up to 25 points.
Rubric
Compare & Contrast Regulations
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeRegulation table
Demonstrates understanding of health authority regulations, their differences and similarities.
40 ptsFull MarksTable is clear, convincing and describes requirements.
0 ptsNo MarksDoes not meet criteria.
40 pts
This criterion is linked to a Learning OutcomeContent
Format, spelling, grammar, APA format.
20 ptsFull MarksOrganized and clear; presents strategies, provides justification, solid reasons and data to support choice. Addresses the complexities and expectations of various health authority requirements. Demonstrates contrast between health authorities.
0 ptsNo MarksDoes not do minimal and or does not data to support leadership.
20 pts
This criterion is linked to a Learning OutcomeSpelling, grammar, format
10 ptsFull MarksSpelling, grammar and formatting are complete and without errors.
0 ptsNo Marks
10 pts
This criterion is linked to a Learning OutcomeIndividual health authority
Specify health authority.
30 ptsFull MarksTable is updated with all relevant information. Additional row and columns are added to highlight the differences/contrasts.
0 ptsNo Marks
30 pts
Total Points: 100

Introduction

The regulation of pharmaceuticals differs across global health authorities, yet each framework shares the common goal of ensuring patient safety, product quality, and therapeutic effectiveness. In the United States, the Food and Drug Administration (FDA) regulates new drug applications under Title 21 of the Code of Federal Regulations (21 CFR 211), which provides the framework for current Good Manufacturing Practices (cGMPs). In contrast, the European Medicines Agency (EMA) governs new drug applications through Annex 1 of the EU GMP guidelines, focusing on sterile medicinal products and manufacturing standards applicable across all EU member states.

This assignment compares and contrasts FDA and EU regulatory requirements to highlight areas of similarity and divergence in the approval pathway for new drugs. In addition, a third regulatory authority is included to broaden the analysis and demonstrate the complexities of global compliance. The comparison underscores not only the technical and procedural differences but also the shared principles of quality assurance and regulatory oversight.

By preparing a side-by-side table of requirements and identifying areas of alignment, this project aims to deepen understanding of international regulatory frameworks and the challenges faced by pharmaceutical companies seeking global market access. Ultimately, this analysis demonstrates the critical role of regulatory harmonization in safeguarding public health while supporting innovation in drug development.

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HCR 576 Module 6: Group Assignment: Mock PLI/PAI Report for a Manufacturing Facility Group Project

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HCR 576 Module 6: Group Assignment: Mock PLI/PAI Report for a Manufacturing Facility Group Project

  • Due Oct 2 by 11:59pm
  • Points 150
  • Submitting a file upload
  • Available Aug 28 at 12am – Oct 3 at 11:59pm
Mock PLI/PAI Presentation & Summary
You and your team are preparing your submission and are ready to file.  You know that FDA could show up as soon as the submission is received because FDA requested to view manufacturing during their visit and you have scheduled production to start 2 weeks after submission.
Resources:
Module 6: Group Assignment: Mock PLI/PAI report for a manufacturing facility
  • Due Oct 2 by 11:59pm
  • Points 150
  • Submitting a file upload
  • Available Aug 28 at 12am – Oct 3 at 11:59pm
Mock PLI/PAI Presentation & Summary
You and your team are preparing your submission and are ready to file.  You know that FDA could show up as soon as the submission is received because FDA requested to view manufacturing during their visit and you have scheduled production to start 2 weeks after submission.
Resources:
Prepare a 2-3 slide checklist to prepare for a PLI/PAI.
Prepare an SME list on a separate slide.
Prepare a slide providing an overview of your drug manufacturing.
On a separate slide  describe how you would set up an inspection ready room.
On a separate slide list 5-6 topics that you believe the FDA will review during their visit to your site.
Prepare a 1 page summary, where a paragraph is 5-6 sentences, Times New Roman, 12 font describing the outcome of this presentation and potential next steps.  Add a title page and a separate page for references for a total of 3 pages.  More than 1 page summary will be marked down points.
This is worth up to 100 points.
GROUPS are the same as the group for Module 3.
Rubric
Presentation – PAI
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomePresentation
Demonstrates knowledge of topic
Slides/notes are not read
Demonstrates linkage to other related topics
50 ptsFull Marks
0 ptsNo Marks
50 pts
This criterion is linked to a Learning OutcomeFormat
9-12 words per line
Readable graphics
Combination of narrative and graphics
Drug name
Description of PAI
References APA format
20 ptsFull Marks
0 ptsNo Marks
20 pts
This criterion is linked to a Learning OutcomeSummary Report
page summary of presentation with a clearly articulated hypothesis, conclusion and recommended next steps.
65 ptsFull Marks
0 ptsNo Marks
65 pts
This criterion is linked to a Learning OutcomeSummary report format
APA format, spelling, grammar, references – 1 MUST be from ASU library
15 ptsFull Marks
0 ptsNo Marks
15 pts
Total Points: 150

Introduction

Preparing for a Pre-License Inspection (PLI) or Pre-Approval Inspection (PAI) is one of the most critical milestones in pharmaceutical manufacturing. These inspections serve as the FDA’s final verification that a facility, its processes, and its quality systems meet regulatory requirements before a product can be approved for market release. For our group project, we are tasked with simulating the steps a company must take to ensure inspection readiness while aligning production timelines with regulatory expectations. This assignment provides an opportunity to integrate our knowledge of pharmaceutical manufacturing, facility design, inspection management, and regulatory frameworks into a cohesive plan that reflects real-world industry standards.

Our mock PLI/PAI presentation focuses on developing a structured checklist, identifying subject matter experts (SMEs), and preparing an inspection-ready room to facilitate effective communication with FDA inspectors. Additionally, we will summarize the key elements of our drug manufacturing process and anticipate the primary topics FDA reviewers are likely to evaluate during their visit. Through this exercise, we aim to demonstrate not only technical and regulatory knowledge but also the critical importance of preparation, organization, and proactive quality assurance in ensuring successful inspection outcomes.

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MHNS5004 Assessment 3 – Motivational Interviewing Report

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MHNS5004 Assessment 3 – Motivational Interviewing Report

Title
Motivational Interviewing Report
Type
Report/Essay
Due Date
Week 6 – 11.59pm on Friday October 10, 2025
Length
2,000 words (plus 500 to allow for in-text citations, reference list, tables, figures etc. / maximum all-inclusive total 2,500 words)
Weighting
45%
Academic Integrity
Written assignments are to be composed by the student and the use of Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, to compose assignments is forbidden. Students are encouraged to access and read primary sources rather than using GenAI tools to summarise or synthesise information.
Submission
Microsoft Word document submitted to Turnitin. Please review the guidelines on word counts and check your total count on Turnitin before the submission.
Unit Learning Outcomes
This assessment task maps to the following ULOs:
ULO3: Formulate effective individual and systemic responses to facilitate behaviour change founded on theory, empirical research and recovery principles.
ULO4: Apply motivational interviewing knowledge and strategies to facilitate co-constructed consumer behaviour change.
Rationale
This assessment task provides you with an opportunity to demonstrate knowledge of the spirit and principles of Motivational Interviewing (MI) and to critically evaluate competency in applying MI to support behaviour change. By engaging with a simulated clinical interaction, you will deepen your understanding of how MI strategies are operationalised in practice and reflect on both strengths and areas for improvement. In addition, this task encourages the development of essential academic and professional skills, including critical analysis, research-informed reasoning, and effective written communication. The written report format supports the articulation of complex ideas, integration of theory and practice, and construction of evidence-based arguments. These skills are not only central to academic success but also directly relevant to professional practice, where practitioners must evaluate interventions, communicate their findings, and engage in reflective learning to enhance the quality of mental health care.

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Background
Motivational Interviewing (MI) is an evidence-based, client-centred approach designed to help individuals resolve ambivalence and build motivation for change. With its focus on empathy, collaboration, and respect for autonomy, MI has been shown to be effective across a range of mental health challenges, including addiction, depression, and anxiety, making it a valuable and versatile tool in contemporary mental health care. Practising MI skills – such as reflective listening, affirmations, and open-ended questioning – enables students to develop skills in facilitating meaningful, lasting behaviour change within a supportive and non-judgemental framework. This assignment provides an opportunity to critically reflect on the principles and practical application of MI, considering both observed techniques and missed opportunities for engagement. At the same time, it reinforces scholarly skills by requiring you to integrate theoretical insights with empirical evidence, evaluate practice critically, and communicate your reflections in a clear, academically rigorous manner. Through this dual focus on clinical and academic competencies, the assessment supports both professional readiness and lifelong learning.

Task Description and Instructions
Step 1. Review the following video of a simulated Motivational Interview (MI):

Step 2. Take detailed notes on what features of MI are employed and what opportunities the interviewer may have missed to apply MI strategies. Consider how the interviewer demonstrates (or does not demonstrate) the spirit of Motivational Interviewing, including empathy, collaboration, and respect for autonomy.
Step 3. Write a reflective and theory/literature informed report on the clinical interview process. In your report, you should:
• Critically evaluate what the interviewer has done well.
• Identify areas of Motivational Interviewing that the interviewer still needs to strengthen.
• Reflect on how the simulated client responded to the MI approach, including any observable changes in engagement, ambivalence, or motivation.
• Consider what could have been done differently to promote behaviour change more effectively in this context.

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Your report should integrate theoretical and empirical evidence on MI principles and strategies. It should also demonstrate clear and coherent academic writing, appropriate use of referencing, and critical engagement with the literature to support your reflection and evaluation.
Resources
Course readings and resources on motivational interviewing and behaviour change theory, alongside independent scholarly research.
Submission Format
This assessment should be submitted as a Microsoft Word document through the Assessment 3 submission link on Blackboard.

Note: Prior to final submission, students are encouraged to upload drafts to the Turnitin similarity check portal. Use this process to refine your paraphrasing and correct any matched text before submitting your final assignment. You may upload multiple drafts to the similarity check portal.
• Important: The similarity check portal is not the final submission point. Please ensure you submit your completed assignment to the official Assessment 3 submission portal on Blackboard.
• Please ensure your total document word count does not exceed 2,500 words. This includes all content: headings, in-text citations, reference list, and any tables or diagrams. A cover sheet is not required, but a clear title is always needed. If the word count is exceeded, the assignment will not be graded.

Introduction

Motivational Interviewing (MI) is a collaborative, person-centred approach that supports individuals in resolving ambivalence and strengthening their motivation for change. Originally developed for use in addiction treatment, MI has since been applied across a wide range of mental health contexts, where it helps practitioners promote behaviour change while respecting client autonomy. The purpose of this report is to critically evaluate a simulated Motivational Interview, with particular attention to the strategies applied, the principles demonstrated, and the opportunities for improvement. In doing so, the report will integrate theoretical and empirical perspectives on MI to assess the effectiveness of the interviewer’s approach and reflect on the client’s responses. This analysis will highlight both the strengths and limitations of the interaction, while also considering how MI techniques could be enhanced to more effectively promote behaviour change.

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Assessment 2 – Behaviour Change Report

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Assessment 2 – Behaviour Change Report

Title
Behaviour Change Report
Type
Report/Essay
Due Date
Week 4 – 11.59pm on Friday September 26, 2025
Length
2,000 words (plus 500 to allow for in-text citations, reference list, tables, figures etc. / maximum all-inclusive total 2,500 words)
Weighting
45%
Academic Integrity
Written assignments are to be composed by the student and the use of Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, to compose assignments is forbidden. Students are encouraged to access and read primary sources rather than using GenAI tools to summarise or synthesise information.
Submission
Microsoft Word document submitted to Turnitin. Please review the guidelines on word counts and check your total count on Turnitin before the submission.
Unit Learning Outcomes
This assessment task maps to the following ULOs:
ULO1: Critically analyse and deconstruct behaviour change theory and its application within mental health contexts.
ULO2: Evaluate and critique, biological, psychological, social, neurophysiological and systematic factors that impact on behaviour and behaviour change in mental health contexts.
ULO3: Formulate effective individual and systemic responses to facilitate behaviour change founded on theory, empirical research and recovery principles.
ULO4: Apply motivational interviewing knowledge and strategies to facilitate co-constructed consumer behaviour change.

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Rationale
This assessment task provides you with an opportunity to demonstrate your understanding of the application of behaviour change theory within mental health contexts. By engaging in a structured written assignment, you will critically analyse theoretical perspectives, synthesise empirical evidence, and evaluate the complex factors influencing behaviour change in specific populations. This task encourages the development of higher-order skills, including critical thinking, evidence-based reasoning, and integration of psychological, neurophysiological, social, and systemic knowledge. It also mirrors professional practice, where mental health practitioners must justify intervention strategies, anticipate challenges, and design theoretically informed approaches that are responsive to individual and population-level needs.
Background
This assignment focuses on understanding and facilitating behaviour change in mental health populations, where sustainable changes – such as smoking cessation, increased physical activity,

Assessment Brief
Reduced alcohol or illicit drug use, and treatment adherence – are critical for improved health and overall quality of life. Mental health professionals must approach these behaviours using evidence-based strategies that are tailored to the unique characteristics, needs, and barriers of the population being served. By critically analysing behaviour change theories and examining biological, psychological, social, and organisational factors, this assignment prepares you to develop informed, theoretically grounded interventions. It also strengthens the ability to anticipate and address challenges at multiple levels – neurophysiological, individual, interpersonal, and systemic – thereby enhancing the likelihood of meaningful and sustained behaviour change in clinical practice.

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Submission Format
This assessment should be submitted as a Microsoft Word document through the Assessment 2 submission link on Blackboard.
• Note: Prior to final submission, students are encouraged to upload drafts to the Turnitin similarity check portal. Use this process to refine your paraphrasing and correct any matched
MHNS5004
Supporting Behaviour Change in Mental Health Contexts
10
Assessment Brief
text before submitting your final assignment. You may upload multiple drafts to the similarity check portal.
• Note: The similarity check portal is not the final submission. Please ensure you submit your completed assignment to the official Assessment 2 submission portal on Blackboard.
• Please ensure your total document word count does not exceed 2,500 words (this includes all content, headings, citations, reference list, and any tables/diagrams). No cover sheet is needed but a title for your work is required. If the word count is exceeded, the assignment will not be graded.

Introduction
This assessment will evaluate your ability to critically analyse and apply behaviour change theories within mental health contexts. You will be required to demonstrate knowledge of key theoretical models, including the Transtheoretical Model of Change, Self-Determination Theory, and the Health Belief Model, as well as the principles of Motivational Interviewing. In addition, the report will assess your capacity to evaluate the biological, psychological, social, and neurophysiological factors that influence behaviour change. You will be expected to integrate empirical research with recovery-oriented principles to design individual and systemic responses that support sustainable behaviour change in mental health populations. The focus will be on behaviours such as smoking cessation, physical activity, treatment adherence, and reduction of substance use, with an emphasis on tailoring interventions to diverse populations and addressing barriers to change. By completing this report, you will demonstrate the ability to justify intervention strategies with theoretical and evidence-based reasoning, reflecting the critical thinking and professional practice skills required of mental health practitioners.

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MHNS5004 Supporting Behaviour Change in Mental Health Contexts

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MHNS5004 Supporting Behaviour Change in Mental Health Contexts

Title: Online Quiz
Type: Multiple Choice Quiz
Due Date
Week 2 – Opens at 12:00 (midnight) on Wednesday September 10, 2025; due by 11.59pm (end of day) on Friday September 12, 2025
Length: 10 Questions; 30 minutes
Weighting
10%
Academic Integrity
The use of Generative Artificial Intelligence (GenAI) tools or search tools to assist with completing this task is forbidden.
Submission
The quiz is completed online, via the course Blackboard site within the ‘Assessment Tasks and Submission’ content area
Unit Learning Outcomes
This assessment task maps to the following ULOs: ULO1: Critically analyse and deconstruct behaviour change theory and its application within mental health contexts
Rationale
This assessment task provides you with an opportunity to demonstrate your understanding of key concepts and theories related to behaviour change within mental health contexts. By engaging with multiple-choice questions, you will critically apply foundational knowledge that underpins effective interventions for behaviour change. The online quiz format allows for broad coverage of unit material in a structured and objective manner, reinforcing essential theories and principles, enhancing knowledge retention, and helping you identify areas that require further study. This task also supports preparation for professional practice by familiarising you with the types of structured assessment often used in clinical decision-making, and by providing immediate feedback to consolidate understanding of theory and key principles underpinning co-constructed behaviour change between consumer and clinician.
Background
A sound understanding of behaviour change theories and their application is critical for mental health professionals seeking to support constructive change and recovery in consumers. Behaviour is influenced by complex interactions between neurophysiological, cognitive, emotional, and social factors, which can be further complicated by mental health conditions. Developing theoretical knowledge enables practitioners to critically evaluate these factors, anticipate potential challenges, and design interventions grounded in empirical evidence. Knowledge of foundational theories – such as models of motivation, behaviour change, and the principles of Motivational Interviewing – provides a framework for understanding how consumers engage with change processes. Early engagement with these concepts through structured learning, such as this quiz, ensures that students are prepared to apply theoretical insights effectively in professional contexts, enhancing the capacity to facilitate meaningful, co-constructed behaviour change.

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Task Description and Instructions
This online quiz will assess your knowledge of the key concepts and theories of behaviour change introduced in Week 1 and Week 2 of the unit, as covered in the recommended readings and other unit material presented in PERCI. The quiz consists of 10 multiple-choice questions and is designed to be completed in 30 minutes, allowing you to demonstrate understanding across foundational content while reinforcing key learning outcomes.
The quiz will be opened at 12:00 am (midnight) on Wednesday, 10th September 2025, and will remain open until 11:59 pm on Friday, 12th September 2025. Once you commence the quiz, the 30-minute timer will begin, and you must complete the quiz within this time frame. The quiz is accessible via the Assessment Tasks and Submission content area on the unit Blackboard site.
Before commencing the quiz, you will be required to acknowledge the following declaration:
By proceeding with this exam, I am declaring that:
a. I will complete this exam on my own;
b. I will not discuss it with another student;
c. I will not access any literature or online resources that could assist me in gaining higher grades (including books, readings, personal notes, lecture notes, or tutorial handouts);
d. I will not access/google any websites, social media platforms (e.g., Facebook, Instagram), or AI tools (e.g., ChatGPT) to assist me with this exam.
Should it be identified that I have breached the values of Academic Integrity during this exam, I understand that I will be reported to the Academic Integrity Officer and may be subject to penalties, including a mark of zero (0) or a reduced mark, as outlined in the Rules – Student Academic and Non-Academic Misconduct Rules. Further information regarding expectations of student behaviour in examinations is detailed in the SCU Code of Conduct Rule 3 – Coursework Awards – Student Assessment and Examinations.

Introduction
This online quiz will assess your understanding of the key behaviour change theories introduced in Weeks 1 and 2. The questions will focus on foundational models such as the Transtheoretical Model of Change, Health Belief Model, and Self-Determination Theory, as well as the principles of Motivational Interviewing. You will also be tested on how these theories apply within mental health contexts, including the role of motivation, consumer–clinician collaboration, and factors that influence engagement with change. By completing this quiz, you will demonstrate your ability to critically apply theoretical knowledge to practice, while reinforcing essential concepts that support effective behaviour change interventions.

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NURS-FPX4025 Assessment 4: Presenting Your PICO(T) Process Findings to Your Professional Peers

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NURS-FPX4025 Assessment 4: Presenting Your PICO(T) Process Findings to Your Professional Peers

Create a 5–10 minute video of yourself, as a presenter, in which you propose an evidence-based plan to improve the outcomes for your diagnosis.

Introduction

As part of the critical role that EBP plays in nursing, professional nurses share their findings with their peers and others. A big part of research is sharing knowledge so that others can also learn. Professional nurses attend seminars and read journals specific to their practice, and they also publish and present what they have learned. This assessment prepares you to share your knowledge with others.

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Instructions

For this assessment, you are a presenter! You will create a 5–10 minute video using Kaltura or similar software. In the video and written narrative:

  • Review your findings from Assessment 3.
  • Create a poster presentation based on your findings from Assessment 3 (see the samples in the Assessment 4: Poster Template Examples reading list). Include:
    • An explanation of the diagnosis.
    • The research question you developed using PICO(T).
    • A summary of your sources.
    • The answer to your PICO(T) question based on your analysis of evidence.
  • Describe the key steps of care you are recommending based on your evidence.
  • Give a professional presentation to your peers, showing your poster with your voice narration using Kaltura or similar software.
  • Include your written narrative/script of the presentation in a Word document. Add the link to your video at the end of your written narrative.

Refer to Using Kaltura Campus resource as needed to record and upload your video.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.

Additional Requirements

Your assessment should also meet the following requirements:

  • Length of video: 5–10 minutes.
  • References: Cite at least three professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.
  • APA reference page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video. Be sure to format the reference page according to current APA style.
  • Video and narrative: You must submit a written narrative of all of your video content. Add the link to your video at the end of your written narrative.

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Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Explain a diagnosis in terms of outcomes, risks, and complications.
    • Summarize the content of at least three sources of evidence, including the credibility and relevance of the articles to a specific diagnosis issue.
  • Competency 4: Plan care based on the best available evidence.
    • Describe a research question developed using the PICO(T) process to address a chosen issue related to a diagnosis.
    • Explain the answer to a PICO(T) question based on an analysis of the evidence.
    • Describe key steps of care based on the evidence.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
    • Organize content in a poster presentation and written narrative so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Communicate effectively in a professional audiovisual presentation with clear light and sound.
    • Apply APA formatting to in-text citations and references, exhibiting adherence to most aspects of APA format.

Introduction
Evidence-based practice (EBP) is not only about identifying credible research and applying it to patient care, but also about sharing findings with peers to strengthen nursing practice. Professional communication of research ensures that knowledge is disseminated, evaluated, and applied across healthcare settings to improve outcomes. In this presentation, I will review my findings from the previous assessment and translate them into an evidence-based plan of care for the selected diagnosis. Using the PICO(T) framework, I developed a focused research question, gathered and analyzed credible evidence, and identified best practices that can directly improve patient outcomes. This presentation highlights the diagnosis, the guiding PICO(T) question, a summary of the most relevant sources, and the proposed steps of care supported by the evidence. By presenting these findings, I aim to demonstrate how EBP can be used not only to guide individual decision-making but also to lead broader practice changes that support safe, effective, and patient-centered care.

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NURS-FPX4025 Assessment 3: Applying the PICO(T) Process

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NURS-FPX4025 Assessment 3: Applying the PICO(T) Process

Create a 3–5 page submission in which you develop a PICO(T) question for the diagnosis you worked with in the first two assessments and analyze the evidence you locate to answer the question.

Introduction

PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation.

It stands for:

  • P – Patient/population/problem.
  • I – Intervention.
  • C – Comparison (of potential interventions, typically).
  • O – Outcomes.
  • T – Time frame (if time frame is relevant).

The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell & Cannon, 2015). From this perspective, a PICO(T) question can be a valuable starting point for nurses who are beginning to apply an evidence-based model. By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective. Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search. When applying the PICO(T) approach, the nurse can isolate the interventions of interest and compare to other existing interventions for the evidenced impact on the outcome of the concern.

Reference

Boswell, C., & Cannon, S. (2015). Introduction to nursing research. Jones & Bartlett Learning.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, healthcare systems, and nursing practice outcomes are positively impacted.

PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related to the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question. When writing a PICO(T)-formatted research question, you want to focus on the impact of the intervention and the comparison on the outcome you desire.

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Scenario

For this assessment, please use the diagnosis you worked with in the first two assessments.

Instructions

After reviewing the materials you created to research a specific diagnosis in the first two assessments, apply the PICO(T) process to develop a research question and research it.

Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source’s specific findings and best practices related to your chosen diagnosis, and explain how the evidence would help you plan and make decisions related to your question.

If you need some structure to organize your initial thoughts and research, the PICO(T) Question and Library Search template (accessible from the Create PICO(T) Questions page) might be helpful.

In your submission, make sure you address the following:

  • Review the PICO(T) process.
  • Explain your diagnosis from Assessment 1 in terms of outcomes, risks, and complications. In your explanation, be sure to include the risks and complications for vulnerable populations or those affected by healthcare disparities and the impact of those disparities.
  • Consider your diagnosis from Assessment 1. Develop a research question using the PICO(T) process to address an issue of your choosing related to your diagnosis.
  • Properly format your PICO(T) question to guide your search of the literature.
  • Describe your search of the literature, noting search engines, key words, and credibility factors.
  • Locate evidence that explores your intervention and comparison of your PICO(T) question with an emphasis on your specific outcome (at least three diagnosis-issue-specific sources of evidence (scholarly articles)).
  • Explain the content of each of your scholarly articles.
  • Explain the credibility and relevance of each of the articles you chose to your diagnosis issue.
  • Analyze the evidence. Determine the answer to your PICO(T) question based on your analysis of the evidence.

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Additional Requirements

Your assessment should also meet the following requirements:

  • Length of submission: Create a 3–5-page submission focused on defining a research question and interpreting evidence relevant to answering it.
  • Number of references: Cite a minimum of four sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
  • APA formatting: Format references and citations according to the current APA style.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.
    • Describe a search of the literature noting search engines, key words, and credibility factors.
  • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
    • Explain a diagnosis in terms of outcomes, risks, and complications, including the risks and complications for vulnerable populations or those affected by healthcare disparities, and the impact of those disparities.
    • Explain the content of at least three sources of evidence, including the credibility and relevance of the articles to a specific diagnosis issue.
  • Competency 4: Plan care based on the best available evidence.
    • Describe a research question developed using the PICO(T) process to address a chosen issue related to a diagnosis.
    • Analyze evidence to explain the answer to a PICO(T) question.
  • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references, exhibiting adherence to most aspects of APA format.

Introduction
Developing clinical questions with a structured framework is essential for guiding effective evidence-based practice (EBP). The PICO(T) model, patient, intervention, comparison, outcome, and time, serves as a valuable tool for nurses to refine their focus and conduct efficient searches for scholarly evidence. By clearly defining each element, the nurse can better identify studies that directly address a patient’s condition and evaluate which interventions are most effective in improving outcomes. This process not only enhances the quality of evidence retrieved but also ensures that clinical decisions are grounded in credible research rather than tradition or assumption. Building upon the diagnosis examined in previous assessments, applying the PICO(T) framework offers an opportunity to transform a clinical issue into a focused research question. Doing so promotes the integration of reliable findings into practice, ultimately supporting safe, patient-centered care.

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