The aim of this essay is to enable students to

The aim of this essay is to enable students to demonstrate an understanding of and ability to apply the Transtheoretical Model of Change (Stages of Change Model) within an evidence-based framework. In addition to this, students will identify components of Motivational Interviewing and therapeutic communication which could be utilised to assist with enabling a patient to change their health behaviours. Task Details Write a formal academic essay addressing the provided prompts. The essay will require an introduction, body, conclusion and reference list. As part of this assessment, you are required to: Utilise evidence-based literature to support your discussion. For the purposes of this paper, while seminal work (early literature) may be referenced, contemporary literature is a requirement. Use at least twelve (12) credible and relevant references, and most should be research articles (reflecting the higher levels of evidence). Make sure all in-text citations have a corresponding entry in the reference list. Case Study Jacob is a 35-year-old man who will be undergoing a Right total knee replacement (TKR). This is as a result of being a competitive tennis player throughout his adolescent years and into his early 20’s. Jacob is about to become a first time father and is currently working a high-stress job in finance working long hours (up to 60 hours per week), and winds down by drinking three glasses of wine at least 5 nights per week, He also binge drinks (more than 4 standard drinks) on the weekend. Jacob is a carer for his elderly mother and shares this role with his two younger siblings, Sarah and Erica. He feels obligated to provide support to his sisters and mother. His mother Irma lives alone but requires assistance with attending appointments (she does not drive), and some household activities. Jacobs’s father Geoff died when he was 17 of complications from hepatitis related to prolonged alcohol use. You are a Health care professional working in the pre-surgery intake clinic that Jacob will attend prior to surgery. Jacob has raised concerns with his GP about the long-term consequences of prolonged and increased alcohol use. Jacob tells you, “I’m worried about my health, my work stress and drinking habit. I drink to manage my stress and my GP is encouraging me to reduce my alcohol use. I want to reduce my drinking and be healthier. My wife is having our first child in 3 months. I’m not sure how to start. I have attempted to stop drinking in the past and been able to be alcohol free for around a month. Can you please advise me on what I can do?”. You decide that Jacob is ready to make a change to his behaviour and is therefore in Stage 3, (Preparation stage) of the Transtheoretical Model of Change. You decide you need to build a therapeutic relationship with Jacob using therapeutic communication so that you can implement Motivational Interviewing techniques to assist Jacob in moving into Stage 4 (Action stage). Essay Prompts Your task is to address the following: a) Firstly, identify the life stage in which Jacob is in with regard to his age and life experiences. Consider (with rationale to support your choice) Eriksons stage of development and how this influences Jacob’s current health behaviour (alcohol use). b) Identify the key basic skills of OARS (open ended questions, Affirmations, Reflections, Summarising) and describe how the Health Care Professional (HCP) will use these skills to elicit Jacobs reasons for wanting to change c) Describe the use of one element of the spirit of motivational interviewing the HCP will use to assist and support Jacob through the stages of the transtheoretical model of change (TTM) (with reference to his alcohol use) and to work towards the Maintenance Stage. d) Summarise the new behaviours Jacob is required to engage in to be successful in the Action Stage of the TTM and to achieve improved health outcomes long term and to reach Maintenance. e) Consider Jacobs’s previous life experiences and current situation and describe how resilience will play a role in Jacob’s quest to address his alcohol use successfully. Additional Information To help you complete this ask successfully, the following resources are provided: Marking Rubric — refer to this to understand how you will be assessed Checklist: Assessment 2 — follow this checklist carefully to help you complete the task. Cadmus Manual — refer to this for information about academic skills (click the book icon in the bottom right to access the manual) Case Study and Essay Prompts — use the provided Case Study and Essay Prompts to complete your assignment Example: Case Study Essay (check if this can be provided) —review this to see a completed example of the task.Assessment Task 2 Semester 2 2024 (1) Criteria Ratings Pts This criterion is linked to a learning outcomeCritical thinking and knowledgea) Discussion of Erikson’s psychosocial stage of development, rationale and behaviours is evident. /15 15 to >12.74 Pts HD (>85%) Erikson’s psychosocial stage, rationale and behaviours are comprehensively articulated, and seamlessly supported by a wide range of relevant and credible sources. 12.74 to >11.24 Pts DI (75-84%) Erikson’s psychosocial stage, rationale and behaviours are credible, clear, and carefully constructed and supported by a range of relevant and credible sources. 11.24 to >9.74 Pts CR (65-74%) Erikson’s psychosocial stage, rationale and behaviours are clearly discernible and logically sequenced and supported by mostly credible sources. 9.74 to >7.4 Pts PA (50-64%) Erikson’s psychosocial stage, rationale and behaviours are relevant and credible, but limited, and supported by some credible sources. 7.4 to >0.0 Pts NN (0-49%) Erikson’s psychosocial stage, rationale and behaviours are limited, and not supported by credible sources. 0 Pts NN (0-49%) Erikson’s psychosocial stage, rationale and behaviours are not addressed and is not supported by any credible sources. 15 pts This criterion is linked to a learning outcomeCritical thinking and knowledgeb) The skills of OARS are identified and a description of how the HCP will use this to elicit reasons for wanting to change is evident. /15 15 to >12.74 Pts HD (>85%) The Skills of OARS and description of how of the HCP will use this to elicit reasons for wanting to change is comprehensively articulated, and seamlessly supported by a wide range of relevant and credible sources. 12.74 to >11.24 Pts DI (75-84%) The skills of OARS and description of how of the HCP will use this to elicit reasons for wanting to change is credible, clear, and carefully constructed and supported by a range of relevant and credible sources. 11.24 to >9.7 Pts CR (65-74%) The skills of OARS and description of how of the HCP will use this to elicit reasons for wanting to change is clearly discernible and logically sequenced and supported by mostly credible sources. 9.7 to >7.4 Pts PA (50-64%) The skills of OARS and description of how of the HCP will use this to elicit reasons for wanting to change is relevant and credible, but limited, and supported by some credible sources. 7.4 to >0.0 Pts NN (0-49%) The skills of OARS and description of how of the HCP will use this to elicit reasons for wanting to change is limited, and not supported by credible sources. 0 Pts No marks The skills of OARS and description of how of the HCP will use this to elicit reasons for wanting to change is not addressed and is not supported by any credible sources. 15 pts This criterion is linked to a learning outcomeCritical thinking and knowledgec) Description of one element of the spirit MI techniques the HCP will use is evident. /15 15 to >12.74 Pts HD (>85%) The Description one element of the spirit of MI techniques the HCP will use is comprehensively articulated, and seamlessly supported by a wide range of relevant and credible 12.74 to >11.24 Pts DI (75-84%) The Description of one element of the spirit MI techniques the HCP will use is credible, clear, and carefully constructed and supported by a range of relevant and credible 11.24 to >9.7 Pts CR (65-74%) The Description of one element of the spirit MI techniques the HCP will use is clearly discernible and logically sequenced and supported by mostly credible sources. 9.7 to >7.4 Pts PA (50-64%) The Description of one element of the spirit MI techniques the HCP will use is relevant and credible, but limited, and supported by some credible sources. 7.4 to >0.0 Pts NN (0-49%) The Description of one element of the spirit MI techniques the HCP will use is limited, and not supported by credible sources. 0 Pts No marks The description of one element of the spirit MI techniques the HCP will use is not addressed and is not supported by any credible sources. 15 pts This criterion is linked to a learning outcomeCritical thinking and knowledged) New behaviours required are outlined to achieve improved health outcomes long term and to reach Maintenance. /15 15 to >12.74 Pts HD (>85%) Summary of new behaviours is comprehensively articulated, and seamlessly supported by a wide range of relevant and credible sources. 12.74 to >11.24 Pts DI (75-84%) Summary of new behaviours is credible, clear, and carefully constructed and supported by a range of relevant and credible sources. 11.24 to >9.7 Pts CR (65-74%) Summary of new behaviours is clearly discernible and logically sequenced and supported by mostly credible sources. 9.7 to >7.4 Pts PA (50-64%) Summary of new behaviours is relevant and credible, but limited, and supported by some credible sources. 7.4 to >0.0 Pts NN (0-49%) Summary of new behaviours is limited, and not supported by credible sources. 0 Pts No marks Summary of new behaviours is not addressed and is not supported by any credible sources. 15 pts This criterion is linked to a learning outcomeCritical thinking and knowledgee) Outline of resilience is comprehensively articulated, and seamlessly supported by a wide range of relevant and credible sources /15 15 to >12.74 Pts HD (>85%) Outline of resilience is comprehensively articulated, and seamlessly supported by a wide range of relevant and credible sources. 12.74 to >11.24 Pts DI (75-84%) Outline of resilience is credible, clear, and carefully constructed and supported by a range of relevant and credible sources. 11.24 to >9.7 Pts CR (65-74%) Outline of resilience is clearly discernible and logically sequenced and supported by mostly credible sources. 9.7 to >7.4 Pts PA (50-64%) Outline of resilience is relevant and credible, but limited, and supported by some credible sources. 7.4 to >0.0 Pts NN (0-49%) Outline of resilience is limited, and not supported by credible sources. 0 Pts No marks Outline of resilience is not addressed and is not supported by any credible sources. 15 pts This criterion is linked to a learning outcomeSequencing/5 5 to >4.2 Pts HD (>85%) The content in the essay matches the outline presented in the introductory paragraph. Paragraphs are organised, and there is a logical progression of ideas so that content flows from one paragraph to the next. Each paragraph relates to a discrete idea. There are clear linking sentences that links each paragraph to the next. The essay ends with a rational conclusion. 4.2 to >3.7 Pts DI (75-84%) The content in the essay matches the outline presented in the introductory paragraph. Paragraphs are organised in a logical manner so that content flows from one paragraph to the next. Each paragraph relates to a discrete idea. There are clear linking sentences that links most paragraphs to the next and the essay ends with a rational conclusion. 3.7 to >3.2 Pts CR (65-74%) The content in the essay matches the outline presented in the introductory paragraph. Most paragraphs are organised in a logical manner so that content flows from one paragraph to the next. Most paragraphs relate to a discrete idea. There are clear linking sentences that links most paragraphs to the next and the essay ends with a rational conclusion. 3.2 to >2.4 Pts PA (50-64%) The content in the essay mostly matches the outline presented in the introductory paragraph. Most paragraphs are organised in a logical manner. Most paragraphs relate to a discrete idea. The paragraphs mostly link to one another and the essay ends with a rational conclusion. 2.4 to >0.0 Pts NN (0-49%) There is a clear introduction, followed by the body of the essay, with a conclusion. However, content within the body and within paragraphs is not always logically sequenced. There is evidence of paragraphs, however paragraph structure is disorganised, with no clear ideas, and no links. 0 Pts No marks No attempt made 5 pts This criterion is linked to a learning outcomeMechanics – Grammar, Spelling and Punctuation/10 10 to >8.4 Pts HD (>85%) There are no errors with grammar, spelling and punctuation, and the meaning is easily discernible. The essay reads without interruption. The language is sophisticated, and appropriate for the target audience, and suits the purpose for which the essay is intended. 8.4 to >7.4 Pts DI (75-84%) There are no errors with grammar, spelling and punctuation, and the meaning is easily discernible. The language is appropriate for the target audience and suits the purpose for which the essay is intended. Suitable professional language/ terminology is integrated. 7.4 to >6.4 Pts CR (65-74%) There are minimal errors with grammar, spelling and punctuation, and the meaning is easily discernible. The language is appropriate for the target audience and suits the purpose for which the essay is intended. 6.4 to >4.9 Pts PA (50-64%) There are some errors with grammar, spelling, and punctuation. However, the meaning is readily discernible. The language is appropriate for the target audience, and mostly suits the purpose for which the essay is intended. 4.9 to >0.0 Pts NN (0-49%) There are substantial errors with grammar, spelling, and punctuation. The errors detract significantly, but the meaning is discernible. The language is appropriate for the target audience. However, it does not suit the purpose for which the essay is intended. 0 Pts No marks No attempt made 10 pts This criterion is linked to a learning outcomeReferencingUse of APA 7th Edition required. /10 10 to >8.4 Pts HD (>85%) Accurate use of APA referencing style in all instances. A varied range of in-text citations has been used. Use of direct quotes on no more than two occasions for emphasis. A minimum of 12 valid and varied academic sources used. 8.4 to >7.4 Pts DI (75-84%) Accurate use of APA referencing style on most occasions. (1-2 errors) A range of in-text citations has been used. Use of direct quotes on no more than three occasions. 10-11 valid and varied academic sources used. 7.4 to >6.4 Pts CR (65-74%) Accurate use of APA referencing style on some occasions. (3-4 errors) There is limited use of a range of in-text citation formats. Use of direct quotes on no more than four occasions. 9-10 valid and varied academic sources used. 6.4 to >4.9 Pts PA (50-64%) Accurate use of APA referencing style sporadically. (> 4 errors) There is no variation of in-text citation format. Use of direct quotes on more than four occasions. 7 -8 valid and varied academic sources used. 4.9 to >0.0 Pts NN (0-49%) Many inaccuracies with the APA referencing style. Overuse of direct quotes >10% of word count. 6 or less valid and varied academic sources used. 0 Pts No marks No attempt made

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