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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Population Means And Proportions

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Population Means And Proportions

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Population Means And Proportions

Module 4 – SLP
DRAWING INFERENCES ABOUT POPULATION MEANS AND PROPORTIONS
Having developed the null and alternative hypotheses in the previous module, write a (2-3 pages) paper in which you:

Identify a test statistic to help you assess the evidence against the null hypothesis you developed in the previous module.
Explain why you have chosen the specific test statistic. Include in your discussion description of the test statistic.
Summarize your findings by creating a summary graph in which you display your data.
Discuss the total number of measurements (sample size), the possibility for measurement error, and whether it is large enough to paint an accurate picture.
SLP Assignment Expectations
Assessment and Grading: Your paper will be assessed based on the performance assessment rubric that is linked within the course. Review it before you begin working on the assignment.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me: 
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Discussion: Population Means And Proportions

Responsible Sexuality

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Responsible Sexuality

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Accepting responsibility for one’s pleasure or sexuality

Accepting responsibility for someone’s pleasure or sexuality means understanding your desires, setting boundaries, and making decisions that align with the desires and the set boundaries (Lyu et al., 2020). Accepting responsibilities for one’s pleasure or sexuality may involve decisions such as when and with whom you should practice sexual activities.

 Behaviours being implied

Behaviors that can be implemented in ensuring that one takes up responsibility for their pleasure and sexuality are Being able to communicate candidly about one’s desires, attending sex health seminars to be educated on safe practices of sex, and seeking help if matters to deal with sex arises (Lyu et al., 2020).

Responsible Sexuality

Talking about responsible sexuality includes Fostering transparent and sincere communication with sexual partners on matters of consent, a person’s preferences, and personal limits (Lyu et al., 2020). Moreover, it also includes acquiring knowledge regarding sexual health, measures to embrace to ensure sexual safety, and how to seek help when sexual urges come up.

Consequences  for “irresponsible” sexuality

Irresponsible sexuality can result in STIs, unwanted pregnancies, HIV and Aids infections, strained relationships, and emotional distress to the parties involved (Ahuja et al., 2020). It is worth noting that irresponsible sexual actions have a negative impact not only on oneself but also on the partners and the community at large.

How to encourage someone else to take responsibility for their own

I can encourage responsible sexual behavior in others by encouraging them to have candid and non-judgmental communications on sexual needs, principles, and boundaries. I would also promote self-awareness through sexual education and encourage individuals to listen to what is being generated by sexual education. If someone tries to control your behavior inappropriately, it is good to openly and respectfully talk about your set boundaries.

References

Ahuja, N., Schmidt, M., Dillon, P. J., Alexander, A. C., & Kedia, S. (2020). Online narratives of methamphetamine use and risky sexual behavior: Can shame-free guilt aid in recovery? Archives of Sexual Behavior, 50(1), 323-332. https://doi.org/10.1007/s10508-020-01777-w

Lyu, J., Shen, X., & Hesketh, T. (2020). Sexual knowledge, attitudes, and behaviors among undergraduate students in China—Implications for sex education. International Journal of Environmental Research and Public Health, 17(18), 6716. https://doi.org/10.3390/ijerph17186716

Responsible Sexuality

Paper details

Responsible Sexuality

 

Rationale: This assignment asks you to think critically about the connection between your sexual values and behaviors.

Instructions: Write a response addressing the following questions:

  • What does it mean to accept responsibility for your own pleasure or sexuality?
  • What behaviors are implied?
  • Is this the same as taking responsibility in other areas of life?
  • What might the consequences be for “irresponsible” sexuality?
  • How can you encourage someone else to take responsibility for their own behaviors or get someone to stop trying to take responsibility for yours?

Compare Google with Facebook

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Compare Google with Facebook

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Compare Google with Facebook. In terms of the five forces of competition, do you feel these companies view one another as competitors? Why or why not?

ADDITIONAL INSTRUCTIONS FOR THE CLASS 

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Korean Cultural Practice

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Korean Cultural Practice

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User Generated

lnavp0412

Health Medical

ST Thomas University

Description

Jay and Sue Kim, ages 29 and 26 years and married for 2 years, immigrated from South Korea and settled in Los Angeles. They have lived in a small one-bedroom apartment since their arrival. Both graduated from the same Korean university with baccalaureate degrees in English literature. They have one child, Joseph, age 1 year. When they arrived in the United States, Jay was unable to find a job because of his poor proficiency in English, despite his major in English literature. He eventually obtained a job with a moving company through a church friend. Sue is not working because of their son. Although the Kim’s did not attend a church before immigration, they are now regularly attending a Korean Protestant church in their neighborhood.

Sue is pregnant again, determined by a home pregnancy kit, with their second child and concerned about the medical costs. They did not use any contraceptives because she was breastfeeding. Because of financial limitations, Sue did not initially have prenatal care with her first pregnancy. However, she did keep up with the Korean traditional prenatal practice, tae-kyo. Eventually, she received help from her church and delivered a healthy son. She is not sure whether she can get financial help from her church again but is confident that her second child will be healthy if she follows the Korean traditional prenatal practices.

Jay is concerned about job security because he recently heard from colleagues that the moving company might soon go bankrupt. Although Jay has not been satisfied with his current job (he thinks that he is overqualified), this news is still a cause for concern. Moreover, Sue’s recent pregnancy has made Jay more stressed, and he has started drinking alcohol. Joseph cannot stand up by himself and still wants to be breastfed. Although Sue has tried to give foods such as oranges, apples, steamed rice, and milk (because she is now pregnant), Joseph refuses to eat them and cries for breastfeeding. Joseph’s weight is low-normal for same-age babies.

  1. Describe the Korean cultural practice tae-kyo. Is this practice congruent with allopathic recommendations for prenatal care?
  2. How do food choices among Koreans differ with pregnancy and postpartum?
  3. Describe cultural attitudes toward drinking among Koreans.
  4. Identify two or three culturally congruent strategies a healthcare provider might use to address Jay’s drinking.

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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