Get Answer: Someone Help Perform Question Guide

This type of question evaluates analytical and critical thinking skills.

What This Question Is About

This question relates to someone help perform and requires a structured academic response.

How to Approach This Question

Use appropriate theories and support your answer with clear reasoning.

Key Explanation

This topic involves someone help perform. A strong answer should include explanation, application, and examples.

Original Question

Can someone help me on how to perform a “Self-evaluation as a provider in the interview of a patient” using the content below Self-Rating of Rapport – RAPPORT GOAL – Demonstrates skill in gaining rapport with the standardized patient Rapport Rating Criteria Projects a calm and reassuring demeanor Treats the patient with respect and understanding Uses empathetic responses that accurately capture patient’s feelings, behaviors or experiences Engages client in conversational manner when possible (versus a “checkbox-style” interview) Listened without interrupting most of the time Used eye contact, facial expressions and words to encourage responses Offers hope/reassurance Self-Rating of the Interview Process – INTERVIEW PROCESS GOAL – Demonstrates skill in and in seeking information and organizing the interview Interview Process Rating Criteria Introduces self, asks patient preferred name, and sets parameters of the interview Uses open-ended questions initially to elicit chief complaint Uses transitional statements to guide patient when changing focus or topics Uses limited time efficiently Closes interview by either: summarizing the patient’s concerns/S & S or explains probable diagnosis to patient Self-Rating of the Interview Content – INTERVIEW CONTENT GOAL – Elicits the significant information from patient needed to arrive at an accurate diagnosis Interview Content Rating Criteria Gathers characteristics of presenting S & S listed below Quality Severity Timing Duration Setting Factors that relieve/exacerbate S & S Associated symptoms Interference with function Screens for presence of other DSM-5 criteria Elicits pertinent current psychosocial history (e.g., living arrangements, relationships, hobbies& employment) Assesses past and current medical history Assesses habits that may contribute to presenting concerns (e.g., caffeine, tobacco, diet) Assesses for past and present substance abuse Gathers essential patient psychiatric history (hospitalizations, therapy, medications) Assesses essential family history in first degree relatives Assesses all relevant components of the mental status exam (e.g., emotions, cognitions, perceptions) Explores dangerous behaviors (suicidal & homicidal) OPTIONAL DOCUMENTATION FEEDBACK – this part of the assignment is not required and will not be graded for this midterm simulated (peer) patient. Decide as partners if you wish to provide feedback for each other. Self-Rating on Documentation – DOCUMENTATION GOALS: Accurately documents the information that leads to the diagnosis Rule out or acknowledges differential diagnoses Documentation Rating Criteria Client quotes are used to document chief complaint and other essential information Documentation provides accurate chronology of the history of the present illness Psychiatric history, substance use, and social history are documented Pertinent current (ROS) and past medical history is documented Uses appropriate descriptors in documenting mental status findings (e.g., looseness of association, tangential speech, circumstantial speech, restricted affect, inappropriate affect, difference between mood and affect) Areas where information wasn’t elicited and/or is insufficient are documented Documented information supports criteria for diagnosis(es) Summarizes how arrived at diagnosis(es) Interviewer’s impressions/opinions are confined to the summary section of the documentation Documentation is typed, has correct punctuation, spelling and grammar and is in the format specified.

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