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Process Recording Template Final-1

NR326

Course

Mental-Health Nursing (NR-326)

826 Documents

Students shared 826 documents in this course

University

Chamberlain University

Academic year: 2023/2024

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Part I is the introduction that should include brief descriptions of the following (at least 1 paragraph):

 Description of the client including basic demographic information and DSM5 diagnosis

 Description of the environment where the interaction will take place, situations/activities involving the

patient that occurred prior to the interaction that may affect the interaction.

 Description of the client’s appearance and affect.

 Measureable (SMART) goals – Prior to meeting with a client for whom a process recording will be

completed, the student must create at least two measureable (SMART) goals for the interaction.

These goals are what the student hopes to accomplish based on therapeutic communication.

Here is what SMART stands for:

 S = Specific

 M = Measurable

 A = Achievable

 R = Relevant

 T = Time Bound

Part II Recording is where students will need to record and complete exchanges between nurse-client. Use the

template provided for recordings. Students should be practicing introductions and how to close conversations in a

therapeutic closure on day 1. On day 2 and day 3, students will work on increasing the number of exchanges to

effective analyze communication techniques for at least 10 exchanges and be competent in analysis with

documenting the rational for the technique and analysis for use. Include introduction and how conversation ended

in the recording as two of the 10 exchanges. Students will utilize textbook using Table 8-2 and 8-3 to

identify/analyze.

Part III This is the reflective summary where the student will critically assess their strengths, their performance of

the interactions, techniques used and goals. The summary should be at least a paragraph and should include:

 Did the process recording assignment assist the student in the development of practice skills and

application of knowledge to practice? Why or why not?

 Did the student meet the SMART goals established at the start of the assignment? How was the goal

met?

 Did the techniques used help promote the client’s own ability to communicate thoughts, problem solve,

and/or address issues? Give specific examples.

 Assess three student strengths. (What techniques/skills did the student use effectively?)

 Assess three techniques/practice skills in which the student needs to grow.

NR326 Mental Health Process Recording

NOTE: At least two pages of template needed to write out conversation/type up after clinical day.

Reference: Townsend, M. C. & Morgan, K. I. (2018). Psychiatric mental health nursing: Concepts of care in evidence-based practice (9th ed.). F.

Davis: Philadelphia.

Student Name: D#: Date:

PART I – Description –See above information to describe client/setting and choose

SMART goals. (SMART: S = Specific, M = Measurable, A = Achievable, R =

Relevant, T = Time Bound)

PART II – Template on next page – Utilize Townsend & Morgan, Table 8-2 and 8-3 to

identify/analyze for 10 exchanges between student and client that are required for

satisfactory completion (including how student opened/closed conversation). Not all

therapeutic techniques required but student will document conversation and then identify

if a therapeutic or non-therapeutic technique was used; if non-therapeutic, must give

technique that would have worked better. The template will be about two pages for

documenting all parts.

PART III – Evaluation Summary – see above page description for summary on what to include.

NR 326 PSYCHIATRIC MENTAL HEALTH NURSING

PROCESS RECORDING

NOTE: At least two pages of template needed to write out conversation/type up after clinical day.

Reference: Townsend, M. C. & Morgan, K. I. (2018). Psychiatric mental health nursing: Concepts of care in evidence-based practice (9th ed.). F.

Davis: Philadelphia.

Column 1 Column 2 Column 3 Column 4

Interaction – Student Interaction - Client Nonverbal Communication Techniques/Rationale

Analysis

NOTE: At least two pages of template needed to write out conversation/type up after clinical day.

Reference: Townsend, M. C. & Morgan, K. I. (2018). Psychiatric mental health nursing: Concepts of care in evidence-based practice (9th ed.). F.

Davis: Philadelphia.

NR 326 PROCESS RECORDING ASSIGNMENT

RUBRIC GUIDELINES

Part III

Criteria Satisfactory Level of Performance

(All criteria met or exceeded)

Unsatisfactory Level of Performance

(One or more criteria not met)

Part I

Introduction

All criteria stated is met

Purpose of assignment

Description of client

Description of setting

Description of appearance/affect

Two or more SMART goals

All criteria stated is met (circle criteria not met)

Purpose of assignment

Description of client

Description of setting

Description of appearance/affect

Two or more SMART goals

Part II

Interaction

and analysis

All criteria stated is met

Columns 1 & 2

Verbatim account of interaction

Minimum of 10 exchanges (Include

introduction and closure of conversation)

Column 3

Record nonverbal communication

Identify thoughts and feelings

Column 4

Communication technique identified

Therapeutic/nontherapeutic

Describe rationale/effect of technique

Analyze promotion of communication

All criteria stated is met (circle criteria not met)

Columns 1 & 2

Verbatim account of interaction

Minimum of 10 exchanges (Include introduction

and closure of conversation)

Column 3

Record nonverbal communication

Identify thoughts and feelings

Column 4

Communication technique identified

Therapeutic/nontherapeutic

Describe rationale/effect of technique

Analyze promotion of communication

Part III

Summary

All criteria stated is met

Reflection assessment of practice skills

Reflection on SMART goals met (or not)

Techniques promote client abilities

Student strengths are reviewed

Areas for improvement included

All criteria stated is met (circle criteria not met)

Reflection assessment of practice skills

Reflection on SMART goals met (or not)

Techniques promote client abilities

Student strengths are reviewed

Areas for improvement included

Writing All criteria stated is met

Typed Process Recording

Grammar/mechanics - less than 3 errors

References included (Townsend & Morgan)

All criteria stated is met (circle criteria not met)

Typed Process Recording

Grammar/mechanics - less than 3 areas

References included (Townsend & Morgan)

Was this document helpful?

Process Recording Template Final-1

Course: Mental-Health Nursing (NR-326)

826 Documents

Students shared 826 documents in this course

University: Chamberlain University

Was this document helpful?

Part I is the introduction that should include brief descriptions of the following (at least 1 paragraph):

Description of the client including basic demographic information and DSM5 diagnosis

Description of the environment where the interaction will take place, situations/activities involving the

patient that occurred prior to the interaction that may affect the interaction.

Description of the client’s appearance and affect.

Measureable (SMART) goals – Prior to meeting with a client for whom a process recording will be

completed, the student must create at least two measureable (SMART) goals for the interaction.

These goals are what the student hopes to accomplish based on therapeutic communication.

Here is what SMART stands for:

S = Specific

M = Measurable

A = Achievable

R = Relevant

T = Time Bound

Part II Recording is where students will need to record and complete exchanges between nurse-client. Use the

template provided for recordings. Students should be practicing introductions and how to close conversations in a

therapeutic closure on day 1. On day 2 and day 3, students will work on increasing the number of exchanges to

effective analyze communication techniques for at least 10 exchanges and be competent in analysis with

documenting the rational for the technique and analysis for use. Include introduction and how conversation ended

in the recording as two of the 10 exchanges. Students will utilize textbook using Table 8-2 and 8-3 to

identify/analyze.

Part III This is the reflective summary where the student will critically assess their strengths, their performance of

the interactions, techniques used and goals. The summary should be at least a paragraph and should include:

Did the process recording assignment assist the student in the development of practice skills and

application of knowledge to practice? Why or why not?

Did the student meet the SMART goals established at the start of the assignment? How was the goal

met?

Did the techniques used help promote the client’s own ability to communicate thoughts, problem solve,

and/or address issues? Give specific examples .

Assess three student strengths. (What techniques/skills did the student use effectively?)

Assess three techniques/practice skills in which the student needs to grow.

NR326 Mental Health Process Recording

NOTE: At least two pages of template needed to write out conversation/type up after clinical day.

Reference: Townsend, M. C. & Morgan, K. I. (2018). Psychiatric mental health nursing: Concepts of care in evidence-based practice (9th ed.). F.A.

Davis: Philadelphia.

Page 1 of 5

Process Recording Template Final-1

Mental-Health Nursing (NR-326)

Chamberlain University

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Preview text

Part I is the introduction that should include brief descriptions of the following (at least 1 paragraph):

 Description of the client including basic demographic information and DSM5 diagnosis

 Description of the environment where the interaction will take place, situations/activities involving the

patient that occurred prior to the interaction that may affect the interaction.

 Description of the client’s appearance and affect.

 Measureable (SMART) goals – Prior to meeting with a client for whom a process recording will be

completed, the student must create at least two measureable (SMART) goals for the interaction.

These goals are what the student hopes to accomplish based on therapeutic communication.

Here is what SMART stands for:

 S = Specific

 M = Measurable

 A = Achievable

 R = Relevant

 T = Time Bound

Part II Recording is where students will need to record and complete exchanges between nurse-client. Use the

template provided for recordings. Students should be practicing introductions and how to close conversations in a

therapeutic closure on day 1. On day 2 and day 3, students will work on increasing the number of exchanges to

effective analyze communication techniques for at least 10 exchanges and be competent in analysis with

documenting the rational for the technique and analysis for use. Include introduction and how conversation ended

in the recording as two of the 10 exchanges. Students will utilize textbook using Table 8-2 and 8-3 to

identify/analyze.

Part III This is the reflective summary where the student will critically assess their strengths, their performance of

the interactions, techniques used and goals. The summary should be at least a paragraph and should include:

 Did the process recording assignment assist the student in the development of practice skills and

application of knowledge to practice? Why or why not?

 Did the student meet the SMART goals established at the start of the assignment? How was the goal

met?

 Did the techniques used help promote the client’s own ability to communicate thoughts, problem solve,

and/or address issues? Give specific examples.

 Assess three student strengths. (What techniques/skills did the student use effectively?)

 Assess three techniques/practice skills in which the student needs to grow.

NR326 Mental Health Process Recording

NOTE: At least two pages of template needed to write out conversation/type up after clinical day.

Reference: Townsend, M. C. &amp; Morgan, K. I. (2018). Psychiatric mental health nursing: Concepts of care in evidence-based practice (9th ed.). F.

Davis: Philadelphia.

Student Name: D#: Date:

PART I – Description –See above information to describe client/setting and choose

SMART goals. (SMART: S = Specific, M = Measurable, A = Achievable, R =

Relevant, T = Time Bound)

PART II – Template on next page – Utilize Townsend &amp; Morgan, Table 8-2 and 8-3 to

identify/analyze for 10 exchanges between student and client that are required for

satisfactory completion (including how student opened/closed conversation). Not all

therapeutic techniques required but student will document conversation and then identify

if a therapeutic or non-therapeutic technique was used; if non-therapeutic, must give

technique that would have worked better. The template will be about two pages for

documenting all parts.

PART III – Evaluation Summary – see above page description for summary on what to include.

NR 326 PSYCHIATRIC MENTAL HEALTH NURSING

PROCESS RECORDING

NOTE: At least two pages of template needed to write out conversation/type up after clinical day.

Reference: Townsend, M. C. &amp; Morgan, K. I. (2018). Psychiatric mental health nursing: Concepts of care in evidence-based practice (9th ed.). F.

Davis: Philadelphia.

Column 1 Column 2 Column 3 Column 4

Interaction – Student Interaction - Client Nonverbal Communication Techniques/Rationale

Analysis

NOTE: At least two pages of template needed to write out conversation/type up after clinical day.

Reference: Townsend, M. C. &amp; Morgan, K. I. (2018). Psychiatric mental health nursing: Concepts of care in evidence-based practice (9th ed.). F.

Davis: Philadelphia.

NR 326 PROCESS RECORDING ASSIGNMENT

RUBRIC GUIDELINES

Part III

Criteria Satisfactory Level of Performance

(All criteria met or exceeded)

Unsatisfactory Level of Performance

(One or more criteria not met)

Part I

Introduction

All criteria stated is met

Purpose of assignment

Description of client

Description of setting

Description of appearance/affect

Reference: Townsend, M. C. & Morgan, K. I. (2018). Psychiatric mental health nursing: Concepts of care in evidence-based practice (9th ed.). F.

PART II – Template on next page – Utilize Townsend & Morgan, Table 8-2 and 8-3 to

Reference: Townsend, M. C. & Morgan, K. I. (2018). Psychiatric mental health nursing: Concepts of care in evidence-based practice (9th ed.). F.

Reference: Townsend, M. C. & Morgan, K. I. (2018). Psychiatric mental health nursing: Concepts of care in evidence-based practice (9th ed.). F.

Columns 1 & 2

Columns 1 & 2

References included (Townsend & Morgan)

References included (Townsend & Morgan)