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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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 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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NURS-FPX4025 Assessment 1: Analyzing a Research Paper

Identify and write a summary of the various factors that contribute to the credibility of a research article related to a diagnosis of interest that you identified from the Sentinel U simulation on Patient Management & Delegation. In the module, there are 10 patients listed with various diagnosis. Select one diagnosis of interest to you from the simulation.

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Introduction

Evidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as make decisions regarding the content of the scholarly resources.

Professional Context

As a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible evidence, determining the type of evidence and being able to make decisions based on the findings of credible evidence is the foundation of evidence-based care.

Preparation

Review the What Is Scholarly? Campus page. Specifically, look at the following two items on the page:

• What Are Peer-Reviewed Articles?
• Anatomy of a Scholarly Article.

These will give you the factors that contribute to credibility, which you will need to identify in the article you choose for this assessment.

Also, look at the “Find EPB Articles” section of the Evidence-Based Practice in Nursing & Health Sciences library guide (found in the guide’s left-hand menu). This may help you locate an article to use for this assessment.

Instructions

Write a 2-page analysis of a scholarly research article, demonstrating your ability to locate credible, useful evidence related to a diagnosis of interest selected from the Sentinel U simulation on Patient Management & Delegation. There are 10 patients, each with a different medical diagnosis. Select one patient with a diagnosis of interest to you.

Once you have chosen your diagnosis of interest from the Sentinel U simulation, complete the following:

• Use a credible search engine to locate a research article on your topic.
• Review the article for the following criteria:
  • Type of study (quantitative or qualitative, the level on the pyramid of evidence, methodology).
  • Credibility factors.
  • Importance of content to selected diagnosis.
  • The ability to apply the content in your current workplace or patient population.
• Take a screenshot of the abstract and paste it into a Word document (see the Example of Screenshot [PDF] document). You can refer to the instructions in the Taking Screenshots [PDF] document.
• Create a table or series of text boxes next to or below the screenshot and use that to label each criterion.
• Also take a screenshot of the patient and the diagnosis from Sentinel U simulation you used.
• Write up a summary of your findings on the second page. Note what information is important to your specified diagnosis. How credible is the article you’ve found and how useful is it related to your specified diagnosis and your ability to apply it?
• Include a link to your article.
• Include a reference to your article in APA format.

Review the Analyzing a Research Paper scoring guide for specific details of grading prior to submission.

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.
  • Determine the type of study and the level of evidence according to the pyramid of evidence.
  • Identify the credibility factors of an article.
  • Summarize the findings of an article, noting what information is important to a specified diagnosis.
• Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
  • Summarize the ability to generalize article findings in a specified work space and patient population.
• Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
  • Provide an APA-formatted reference and link to an article.

Introduction
Evidence-based practice (EBP) is the cornerstone of quality nursing care, combining current best evidence, clinical expertise, and patient values to improve health outcomes. For nurses, the ability to identify credible research is critical, as decisions must be grounded in reliable evidence that directly informs patient care. Within the Sentinel U Patient Management & Delegation simulation, each diagnosis presents unique challenges that require careful evaluation of supporting research to guide practice. Selecting a diagnosis of interest and analyzing the credibility of a related research article provides an opportunity to strengthen skills in evaluating scholarly sources. Factors such as peer review, study design, methodology, and alignment with clinical needs all contribute to determining whether evidence can be trusted and applied in practice. By understanding and applying these elements, nurses can ensure that the care they deliver is not only competent but also based on the most credible and relevant evidence available.

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