answered: HIS ACTIVITY CAN BE COMPLETED IN TWO PARTS PART 1. Food Inse

  

HIS ACTIVITY CAN BE COMPLETED IN TWO PARTS PART 1. Food Insecurity (This can be completed at any time.) Watch the following videos of people who have experienced food insecurity from Feeding the Hungry’s website (Links to an external site.): (~2 minutes each) Terri Lamont On the same website, read the short stories of non-healthcare providers who have stepped up to serve: Christina Sally Additionally, review the following TED talks: What Americans agree on when it comes to health (Links to an external site.) What if our healthcare system kept us healthy (Links to an external site.) PART 2. MI Encounters (This can be completed ONLY after 9/22) You will be sent a Google folder after you complete your encounter with a patient on 9/22. The folder will contain your video encounter, the rating from the standardized patient, and the rating from a faculty member. You MUST watch your video and review the rating from the patient and faculty. Then, you can move on to writing the reflection. Once you have completed #1 and #2, please write a reflection about your motivational interviewing (MI) and SALINE training and patient communication skills to address food insecurity. Be sure to address the following topics: There must be ONE paragraph addressing this prompt: Please describe what you learned about your personal empathy skills from this activity. How did the evaluations by the patient and faculty member as well as watching the video alter your perceptions of the importance of empathy and your ability to demonstrate empathy? What might you do differently in the future? Then… Address your perceived strengths and areas for development related to MI in general. Include your specific plan to practice and improve your patient communication skills during pharmacy school. Discuss how you plan to address issues related to food insecurity when communicating with patients with cardiovascular diseases. Reflect on why MI and SALINE training skills are important to interacting with patients with cardiovascular disease and associated health behavior changes, such as healthy eating in the setting of food insecurity, and how your worldview interfaces with these skills. Throughout the reflection, you also need to outline how your personal Christian worldview impacts how you counsel a patient. Additional Expectations The reflection should be at least two pages (should have minimal white space at the bottom of page two, if at all), double-spaced, in 11- or 12-point font, with one-inch margins, and submitted as a Word document. Any title or name should be included in the header and NOT take up additional space. The reflection must be submitted on Canvas Monday, September 26th at 7:30am. See the syllabus for the policy regarding late assignments. The rubric on which you will be graded is listed below. This is worth 100 points, scaled to be 5% of your final grade. Rubric for reflection Part 1: Readability and Mechanics (15 points) Mastery 5 Satisfactory 4 Needs Improvement 3 Unacceptable 0 Organization (Transitions, Flow) Is logically organized, and concepts develop and build upon one another. Effectively uses transition statements to organize and orient the reader. Is mostly logically organized, and concepts generally develop and build upon one another. Uses transition statements to organize and orient the reader. Is somewhat logically organized with some concepts developed and built upon one another. Missing transition statements to organize and orient the reader. Did not use any organization, headers, or transitions. Development/ Clarity of Ideas Each paper contains only one idea, with appropriate introduction of an idea. The remainder of the paper is spent expanding the idea. The majority of the paragraphs contain one idea, but occasionally there is a run-on paragraph. This does not disturb the quality of the paper. There are several paragraph issues, such as paragraphs with multiple ideas or paragraphs without adequate expansion of the main idea. However, the paper is still readable. There is NO form to the paragraphs, leading to poor quality. Mechanical Correctness of Writing There are NO spelling errors, typos, punctuation issues, or any other problems with the technical aspects of writing. There are least 1-5 technical mistakes, minor problems that do not interfere with the quality of the paper. There are at least 6-10 technical mistakes, which cause confusion for the reader. Overall, the paper is still readable. The paper is poorly written, with more than 20 mistakes. The paper is unreadable. Part 2: Discussion of MI Skills (85 points) Mastery 5 Satisfactory 4 Needs Improvement 3 Unacceptable 0 Discussion of perceived strengths (x3) The student discusses their patient communication and MI skill strengths and includes insightful reflection. The student’s patient communication and MI skill strengths are listed and somewhat discussed, but reflection is NOT deep. The student’s patient communication and MI skill strengths are listed, and minimally discussed. There is NO discussion of the student’s patient communication and MI skill strengths. Discussion of areas for development (x3) The student discusses their areas for development in patient communication and MI skills and includes insightful reflection. The student’s areas for development are discussed, but reflection is NOT deep. The student’s areas for development are listed and minimally discussed. There is NO discussion of areas for development in patient communication and MI skills. Plan for improvement (x3) The student discusses a thoughtful and feasible plan for improvement for all areas of development. The student discusses a plan for improvement for all areas of development, but the plan is NOT adequate or feasible. The student discusses a plan for improvement, but does NOT address all areas for development. There is NO plan for improvement. Importance of MI/SALINE in Cardiology (x4) There is insightful discussion of the importance of MI skills/SALINE in interactions with cardiac patients. There is adequate discussion of the importance of MI skills/SALINE in interactions with cardiac patients, but it could be improved. There is some discussion of the importance of MI skills/SALINE in interactions with cardiac patients, but it is limited in scope. There is NO discussion of the importance of MI skills/SALINE in interactions with cardiac patients. Outline of Christian Worldview (x4) The student discusses their Christian worldview and how it interfaces with MI skills. Insightful reflection on MI skills/SALINE and Christian worldview. There is adequate discussion of the interface of MI skills/SALINE and the student’s Christian worldview, but it could be expanded. There is some discussion of the interface of MI skills/SALINE and the student’s Christian worldview, but it is limited in scope. There is NO discussion of how MI skills/SALINE interface with student’s Christian worldview.