TEACH FOR NURSES LESSON PLAN
Chapter 3: The Interview
CHAPTER OBJECTIVES
1. Demonstrate the ability to establish the parameters for a health interview.
2. State the factors that affect communication.
3. Describe the phases of an interview.
STUDENT RESOURCES
understand
• Textbook Chapter 3
• Sherpath for Medical-Surgical Nursing*
• Animations (Evolve website)
• Answer Keys: Study Guide & Lab Manual
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apply
• Case Studies (Evolve)
• Elsevier Adaptive Quizzing*
INSTRUCTOR RESOURCES
before class
• Nursing Curriculum Standards (below)
in class
• PowerPoint Presentations (Evolve)
• Image Collection (Evolve)
* Sold separately from textbook.
TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
THE PROCESS OF
COMMUNICATION
Exhibit several different
behaviors that can affect
an interview.
• Activity: Encourage the students to record in some way an interview with a patient. After reviewing
the recording, have the students offer information about what they discovered about their interview
personal and process.
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TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
Dress
Note-Taking
Give examples of how
putting nonverbal
communication into
context can be used as a
tool.
TECHNIQUES OF
COMMUNICATION
Introducing the Interview
The Working Phase
Approach the class using
proper and improper
interviewing techniques.
Ask students how they felt
and how these feelings
might affect an interview.
• Small Group Activity: Divide the students into “patient” and “practitioner” pairs. Assign the
“patients” various actions to perform during the interview, such as crying, avoiding eye contact, and
so on. Alternately, assign the “practitioners” various actions, such as those illustrated in the “10
traps.” Have them present a portion of the interview and ask the class to identify the problems
illustrated.
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TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
Closing the Interview
interviewing. Have the
students make their own
list of examples of harmful
behavior.
Explain the importance of
closing the interview with
an agreement between
the interviewer and the
patient on the patient’s
state of health.
each level of development.
Bring in assessment
DEVELOPMENTAL
COMPETENCE
Point out that when a
parent is interviewed, he
or she may be distracted
• Discussion Topic: Have students discuss unusual ways they effectively and successfully navigated
interviews with patients of all ages.
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TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
DIFFERENT AGES
The School-Age Child (7 to
12 Years)
The Adolescent
The Older Adult
equipment and
demonstrate how an
students examples of how
to speak to this age group,
demonstrating how to ask
the child a question while
at the same time inviting
additional information
from the parent.
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TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
the students the
importance of avoiding
“elder speak.”
redirect a patient’s
Personal Questions
Sexually Aggressive
People
Crying
Anger
Threats of Violence
the necessity of accurate
interpretation for hearing-
impaired patients.
Identify the difficulties of
gathering information
about an acutely ill person.
Discuss the importance of
conciseness, prioritization,
and clarification.
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TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
personal questions back to
himself or herself without
giving too much personal
information.
Make the students aware
of the assistance available
to them should they feel
threatened or unsafe
during an interview.
Discuss when and how to
use assistance.
to account for all sexual
CULTURE AND GENETICS
Review the mannerisms of
various cultures and
• Discussion Topic: Ask the students to volunteer any cultural communication practices they might use
that differ from the mainstream norm.
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TEACHING STRATEGIES
Content Focus
Content Highlights
Learning Activities
We Are Understood
Tools for Determining
Literacy
orientations.
Emphasize the sensitivity
needed for an interview
Invite both an interpreter
and an adult who speaks
limited English to discuss
with the class the
difficulties associated with
access to proper health
care because of language
barriers. Encourage
students to ask questions.
Review Tables 3.5 and 3.6
Review Table 3.7.
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IN-CLASS/ONLINE CASE STUDY
Emily, a 3-year-old toddler, presents to the pediatrician’s office for her yearly physical examination. Her mother and 6-month-old brother
accompany her. Emily’s brother was seen first for immunizations and a checkup, and now it is Emily’s turn for an exam and immunization check.
The nurse notes that Emily’s immunizations are up to date (she received the pneumonia vaccine in the fall, as well as her yearly flu shot). Emily’s
mother reports that her daughter is doing well in preschool and has had no illnesses since the last visit. Vital signs are T 98.6 P 122 R 20 BP
90/40. Emily is clinging to her mother; she is visibly upset, crying, and shouting, “Please don’t let them give me boo boo shot!”
1. How should the nurse proceed with the health interview?
2. What factors may affect communication with this patient?
3. What are the three phases of the interview process?
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4. What communication techniques would be appropriate for gathering the data needed to complete the health history?
NURSING CURRICULUM STANDARDS
QSEN/NLN COMPETENCIES
• Patient-Centered Care/Human Flourishing
o The Process of Communication
o The Adolescent
o Working With (and Without) an Interpreter
• Informatics/Nursing Judgment
o External Factors
o Culture and Genetics
NURSING CONCEPTS
The following conceptual themes and specific concepts match those presented in Giddens, J. F. (2017). Concepts for nursing practice (2nd ed.).
St. Louis: Elsevier. The specific exemplars chosen and listed below for each concept have been tailored specifically to correspond to the Jarvis
textbook.
A full Concept-Based Curriculum Map covering the entire book can be found in the “Download by Resource Type” folder on Evolve.
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THEME: Personal Preferences
THEME: Mood and Cognition
• Concept: Anxiety
o Exemplar: Anxiety
THEME: Nursing Attributes and Roles
• Concept: Professional Identity
o Exemplar: Techniques of Communication
BSN ESSENTIALS
• Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
o Nonverbal Skills
o Interviewing People with Special Needs
o Cultural Considerations on Sexual Orientation
• Essential IV: Information Management and Application of Patient Care Technology
o External Factors
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o External Factors
o Nonverbal Skills
o The Adolescent
ANSWERS TO QUESTIONS IN THE STUDY GUIDE
Note: Answers to these questions can be found on Evolve site. Click here.