preceptor for initial interview of client
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
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Interview Format Preceptor for Initial Interview of Client
An initial interview is used to gathered useful information from the client by asking individuals questions. A formal introduction is the first step in the interview
(George et al., 2018). In initial interviewing, the preceptor makes the environment in which individuals feel comfortable so that relevant information is revealed.
The preceptor generally gathers information about current problems and demographic information. Marital status, employment, and race or ethnicity
information and problems affecting functioning, frequency of the problem, and previous attempts to solve problems are the information therapists gathered.
More questions about current medications, social support, and medical history are asked. The information collected during the initial interview affects the
treatment plan, so communication should be accurate and honest. The initial interview conducted during the counseling process can be useful in assessing
Communication skills of therapists make the initial interview more effective. Open-ended questions may allow clients to express their feelings and thoughts
and answer questions in their own words. Meaningful questions will reduce defensiveness from the client during the interview. At the end of the interview, the
provider is required to thank the client for interviewing for the position and save all information (Slade & Sergent, 2021). Also, the provider should reflect on
what went wrong and what did not go well for the next interview.
Most Helpful Element in Interview Format
The most helpful element of the interview format is communication skills. Communication plays a vital role in healthcare organizations as without
communication no further actions can be taken. Communication can be both verbal and nonverbal depending on the situation (Chichirez & Purcarea, 2018;
Sadock et al., 2014). Nonverbal communication includes eye contact, posture, and time used while communicating interest in the job. Effective
communication creates comfort and trust level between the healthcare providers and patients and enables a smooth treatment process in future and
increases positive results. These results improve the patients functional position after treatment. Verbal communication includes the information gathered in
the form of both spoken and written communication (Vogel, Meyer, & Harendza, 2018). Although communicating with a patient seems very easy, actually it
takes knowledge and practice to communicate with the patient to obtain a complete history. Confidence, level of comfort, and personality of some healthcare
providers make are a variety of reasons that creates difficulty in communication while some can naturally communicate with patients more effectively.
Communication skills take time to learn and develop. In the field of healthcare, communication is base on accuracy and correct information must be delivered.
Communication between patients and healthcare providers affects patient care and safety.
Chichirez, C., & Purcarea, V. (2018). Interpersonal communication in healthcare. Journal of Medicine and Life, 11(2), 119-122.
George, M., Avila, M., Speranger, T., Bailey, H. K., & Silvers, W. S. (2018). Conducting an integrative health interview. The Journal of Allergy and Clinical
Immunology: In Practice, 6(2), 436-439. https://doi.org/10.1016/j.jaip.2017.11.029.
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadocks synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Wolters Kluwer.
Slade, S., & Sergent, S. (2021). Interview techniques. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK526083.
Vogel, D., Meyer, M., & Harendza, S. (2018). Verbal and non-verbal communication skills including empathy during history taking of undergraduat
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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