Different Therapeutic Communication Techniques

Discussion
Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding psychopharmacology. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.     
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO 1: Apply advanced practice nursing knowledge to collecting health history information and examination findings for psychiatric mental health patients across the lifespan. (POs 1,2)
CO 2: Adapt health history and mental status examination to the developmental, gender-related, age-specific, and special population needs of the individual patient. (POs 1,2)
Due Date
Initial posts are due to the discussion board by Wednesday at 11:59 p.m. MT. Instructor and peer responses are due by Sunday at 11:59 p.m. MT. Students must post on a minimum of two separate days. A 10% late penalty will be imposed for discussions posted after the deadline Wednesday at 11:59 p.m. MT, regardless of the number of days late. NOTHING will be accepted after 11:59 p.m. MT on Sunday (i.e., the student will receive an automatic 0).      
Total Points Possible: 100 points
Preparing the Assignment
Application of Course Knowledge: 
Provide an example of how therapeutic communication techniques differ between nurses and psychiatric mental health practitioners (PMHNPs).
Select one verbal component of therapeutic communication. Discuss the importance of the component in relation to the overall goal of a therapeutic alliance.
Select one nonverbal component of therapeutic communication. Discuss the importance of the component in relation to the overall goal of a therapeutic alliance.
Discuss one pitfall to avoid when establishing a therapeutic alliance. Identify strategies the PMHNP can use to avoid this pitfall.
Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation in addition to the textbook.   
A. Discussion post is supported with appropriate, scholarly sources; AND   
B. Sources were published within the last five years; AND
C. References list is provided and in-text citations match; AND
D. Discussion includes a minimum of one scholarly reference in addition to the textbook.
Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.  
Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.    
Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.      
Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic.   
Grammar, spelling, and/or punctuation are accurate.  
Good writing calls for the limited use of direct quotes. Direct quotes in discussions are to be limited to one short quotation (not to exceed 10 words). The quote must add substantively to the discussion.  
Reference Citation: References have complete information as required by APA (0-1 errors). In-text citations included for all references, AND references are included for all in-text citations (zero errors).  
Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.  
Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.   
**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.