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Please grade this assignment in a short paragraph: Interpersonal Process Recording Template Preliminary Data Sheet Please provide the following demographics: The individual’s Initial of First or Last Name: J.M Individual’s Age: 72 Gender/Sexual identity Male Race/Ethnicity: Hispanic Religion/Spiritual Practice: Baptist Marital Status: Divorced Please provide the following information to set the context for the interaction: 1. The interaction between the patient and the nursing student occurred at the Bronx Psychiatric Facility, on the third floor where the patient currently resides. The meeting took place in a private room, away from other residents. This was the second interaction between the student and the patient, the first having occurred earlier that morning during medication administration, where the nursing student assisted the nurse. The patient initiated the encounter with a friendly wave, signaling openness and receptivity. 2. The primary goals for this interaction included developing a deeper understanding of the patient’s perspective regarding his placement in the facility, as well as exploring his personal interests, dislikes, future aspirations, family dynamics, and available support systems. These objectives were to be achieved through open communication and observational assessment during the interaction. 3. Prior to the interaction, I felt somewhat anxious and apprehensive. I was concerned about unintentionally triggering the patient by asking sensitive questions. Upon reviewing the patient’s chart beforehand, I became aware of how my personal biases were contributing to my anxiety. Fortunately, my professor provided guidance on appropriate communication strategies and accompanied me during the interview, which significantly helped alleviate my concerns and allowed me to proceed with more confidence. 2 4. The interaction proved to be effective and unexpectedly smooth. Contrary to my initial concerns, the patient was very receptive and forthcoming. He shared significant aspects of his past, including events that led to his current admission. His willingness to disclose personal information suggested a level of trust and comfort during our conversation. We discussed his interests, family relationships, and his experience living in the facility, which provided valuable insight into his mental and emotional state. 5. Based on Erikson’s psychosocial stages of development, the patient appears to be facing unresolved conflicts related to Identity vs. Role Confusion (typically occurring during adolescence) and Intimacy vs. Isolation (common in early adulthood). During the interaction, the patient expressed uncertainty regarding his life direction, which may stem from prolonged institutionalization—initially through incarceration, followed by court-mandated psychiatric placement at Bronx Psychiatric Center. When asked about his future plans following potential discharge, he was unable to articulate a clear vision, reflecting a lack of identity consolidation. Furthermore, the patient’s interpersonal history suggests difficulty with intimacy. He disclosed that he was previously married but divorced due to infidelity, indicating challenges with maintaining committed relationships. Although he maintains contact with his sister, his overall emotional distance and limited social network point to difficulties in forming and sustaining close bonds. However, he demonstrated appreciation for being included in the interview and expressed happiness at having someone to talk to, suggesting a desire for connection. These observations align with current research indicating that unresolved identity formation can impair one’s ability to build intimacy, which in turn affects long-term emotional and relational functioning (Roisman et al., 2021). Directions: Use the following column format to record your exchanges. Include, by column the following detail: Student column: your verbal and non verbal behavior, as well as your thoughts and feelings that impacted your response Patient column:the patient’s verbal and non-verbal behavior. 3 Analysis column: name and define the therapeutic technique(s) you use, provide the rationale (theory) for your use of the technique (s), and your assessment of the effectiveness of the approach. Offer an alternative potentially effective strategy, identifying that strategy and your rationale for why you think it would be a reasonable alternative. Student Verbal/Nonverbal Patient Verbal/Nonverbal Analysis “Hello, my name is Nat im a nursing student, how are you?” “Is it ok if I ask you a few questions?” “Have you had breakfast already?” “Can you tell me a little bit about the reason you’re here.” “How long have you been here?” “Do you like it here?” “Im doing good” “Sure” “Yes raisin brand, coffee, muffin, and prune.” “I got here by accident. I’m not supposed to be here. They said I set a building on fire, and there was a woman inside. They locked me up, and sent me here after.” “10 years” “It’s ok, but I don’t get to sleep enough, they wake you up early, I want more rest.” ” I use to work at a supermarket, I went to the During this interaction, the primary therapeutic techniques I used were active listening, open-ended questioning, and establishing rapport. I began the conversation with an introduction and a respectful inquiry about the patient’s well-being, which helped initiate a therapeutic alliance. I used open-ended questions such as “Can you tell me a little bit about the reason you’re here?” and “What do you enjoy to do?”, allowing the patient to share his story freely and express thoughts and emotions without feeling interrogated. Nonverbal cues such as a calm tone, open posture, and consistent eye contact supported the verbal interaction. According to Halter (2022), the use of open-ended questions encourage patients to share information about experiences, perception, or responses to situation” (,p.141). Active listening aligns with Peplau’s Interpersonal Relations Theory, which emphasizes the nurse-patient relationship as the foundation for therapeutic communication. Peplau identifies the orientation, working, and termination phases as key stages in the nurse-patient interaction. In this case, my approach facilitated movement into the working phase, 4 “Tell me about what your life was like before coming here.” “Do you have a discharge date yet or any goals for yourself when you are discharged?” “What do you enjoy to do” “Tell me about your family” army, and I was a cab driver. The best thing I done is work. “It’s not up to me when I get discharged, they have to say its ok. I don’t know what I would do. I don’t really know the neighborhood too well. ” “I attend groups with my escort, like health and wellness, and arts and crafts. I also like music, and used to go dancing. I had a radio but it was stolen, and I know she took it even though she said she didn’t.” I was married but we broke up because I cheated. I don’t have any kids. I have two sisters and one brother who lives in Texas. He is married with kids, has a car and good job. Im visiting my sister on Friday, and I will have a box of pizza.” where the patient was able to disclose personal history, experiences, and emotions in a trusting environment. Additionally, the communication techniques reflect principles from humanistic theory, particularly Carl Rogers’ concept of person- centered care, which emphasizes empathy, unconditional positive regard, and genuineness as essential components for therapeutic change. The patient appeared receptive and engaged throughout the interaction. He offered thoughtful responses and shared both factual history and emotional insights. His voluntary disclosure of sensitive information such as his criminal charges, past relationships, and daily activities suggests a developing sense of trust. He also expressed gratitude for the interaction, stating, “Thank you for talking with me. I enjoyed the conversation,” which indicates that the approach helped him feel heard and validated. Overall, the techniques were effective in fostering a supportive environment that promoted openness and therapeutic rapport. Student Verbal/Nonverbal Patient Verbal/Nonverbal Analysis “Are you on medication?” “A lot of pills, but I don’t remember the names.” An alternative approach that could enhance future interactions is the use of motivational interviewing (MI). MI is a client-centered, 5 “Have you ever smoked cigarettes?” “Ok, Thank you for answering my questions.” “yes, 34 years ago.” ” Thank you for talking with me. I enjoyed the conversation.” directive method for enhancing intrinsic motivation to change by exploring and resolving ambivalence. This approach could be especially useful when discussing the patient’s future plans or feelings about discharge, areas where he demonstrated uncertainty and lack of direction. For example, using reflective statements such as “It sounds like you’re unsure about what comes next, but you’ve had meaningful roles in the past, like working and serving in the army,” could help the patient recognize his own strengths and build readiness for planning his future. Motivational interviewing is grounded in self-determination theory, which supports autonomy and empowerment as key factors in personal growth and recovery. References 6 Halter, M. J. (2022). Varcarolis’ foundations of psychiatric-mental health nursing: A clinical approach (9th ed.). Elsevier. Roisman, G. I., Masten, A. S., Coatsworth, J. D., & Tellegen, A. (2021). Implications of identity resolution in emerging adulthood for intimacy, generativity, and integrity across the adult lifespan. Journal of Personality and Social Psychology, 120(2), 409-435

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