You will undertake a Clinical Skills Assessment of (simulation of)

You will undertake a Clinical Skills Assessment of (simulation of) a person presenting with mental ill-health. You will be assessed on the following clinical skills: Mental State Examination Therapeutic communication Either substance use screening or risk assessment This assessment may include depiction of mental ill-health such as psychotic conditions, depression, mania, or anxiety with a co-occurring condition such as substance misuse or risk of suicide. You will be provided with the history and presenting issue(s) of all the possible individuals, only 1 of which you will utilise. Assessment of your performance will be based upon your use of therapeutic communication, your written documentation (including summary of the Mental State Examination), and your clinical reasoning used to select and utilise the additional assessment tool. Students will be required to perform the Clinical Skills Assessment in pairs. Assessment criteria and marking rubric Assessment Criteria Measures Intended Learning Outcome: Criterion 1 Demonstrates principles of therapeutic communication. ILO1, ILO2 and ILO6. Criterion 2 Performs MSE comprehensively. ILO2, ILO4 and ILO5. Criterion 3 Identifies and documents risk in relation to the MSE. ILO4. Criterion 4 Documents the clinical formulation (including summary of the Mental State Examination) using accurate professional expression and demonstrating clinical reasoning. ILO1, ILO2, ILO3, ILO4, ILO5 and ILO6. Rubric Carefully review the AT3 Marking Rubric for this assessment task. Markers will be assessing your work against the assessment criteria in this rubric. Other important information Please read this information carefully in preparation for Assessment Task 3. Submitting a video file You will need to upload your video into Assessment 3 submission folder using the Record Video button. Follow the detailed instructions on the next page. Other important information Please read this information carefully in preparation for Assessment Task 3. Submitting a video file You will need to upload your video into Assessment 3 submission folder using the Record Video button. Follow the detailed instructions on the next page. Specific guidance You may self-select your partner during the second intensive session, or at another time and have an opportunity to rehearse these assessment skills in the third intensive session. You are encouraged to work with another student as your interviewee, but if this is not possible for you, another friend or family member may be substituted if they are willing to do so. This is less preferable as it is an imposition on their goodwill and their understanding of the portrayal of mental health problems may be limited and influenced by inaccurate or stereotyped beliefs. Task format The task requires you to therapeutically engage with a simulated patient (your partner) in order perform a Mental State Examination (MSE), demonstrate principles of therapeutic communication and document using accurate professional expression. The practical component of the assessment will be video-recorded and part of your submission for marking. This is an individual assessment task (you will be assessed on your performance as the health professional). However, you will support your partner by assuming the role of the patient for their video. Once you have finished the recording, you are required to document your MSE and submit to MyLO Assignment folder together with the video. Your final submission will consist of a nine (9) minute video recording (+/- 10%) plus 500 word (+/- 10%) MSE and formulation. Referencing Marking and feedback Extensions Ruth is a 21-year-ol female who is a second-year student studying full-time at university (Bachelor of Commerce). Six months ago, Ruth started seeing ‘Adam’. During this time, Adam introduced Ruth to Cannabis, which both Adam and Ruth used together. Over the past few months Ruth’s cannabis use has increased and now uses a bit of Cocaine, approx. 5-times in the past 2-weeks at the insistence of Adam. Seven months ago, a significant event created chaos in your life. It began when you started seeing a boy named Adam. Whilst Adam was good and loving to you, he began introducing you to and use of drugs such as cannabis. Background information: Ruth was a good student throughout high school and continued to perform well throughout her university studies until 7-months ago when she began to see Adam. Ruth decided to end the relationship with Adam, as Ruth felt that Adam was not good for her. Following the initial break-up, Ruth returned home to visit her parents who raised concerns that Ruth was looking unwell and seemed to be unsettled and acting strangely. This was characterised by Ruth closing the curtains in the house during the day and night, not showering and looking as she once did, as well as staying in her room for long periods, even when her brothers visited, which was out of character. Upon interview Ruth reports to the nurse, • That her lectures at the university are spying on here and continuing to eavesdrop on her conversations with fellow students. • That her friends did not take her seriously, and had been using her notes to gain better grades; and • that she has been feeling unwell due to the mind-controlling gases were being pumped through the dorm’s air-conditioning vents and that the water flowing from the dining room tap was making you sick. • When asked, Ruth discloses that last week she was involved in an altercation with one of her friends at a party, after she attacked him thinking that he was Adam. If the nurse/health worker asks you relevant questions, please provide the following information: • Ruth should be avoiding eye contact, looking dishevelled and unkempt, act in a manner which would be untrusting and suspicious of the nurse and the line of questioning.• How the break-up with Adam may have triggered stress and symptoms of psychosis and substance use. • You started taking drugs including cannabis and cocaine after being introduced by your boyfriend Adam. • The situation deteriorated further when you started mentioning that one of the lecturers was spying on you and eavesdropping on conversations. In the last month when you travelled to your parents’ home on weekends, you were telling them about people spying on you and how bad your friends were when they did not take you seriously when you told them this. • How you shocked everyone when you suddenly lunged at one of your friends with a carving knife because they looked like Adam. • You also reported that toxic mind-controlling gases were being pumped through the dorm’s air-conditioning vents and that the water flowing from the dining room tap was making you sick

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