Please interview a family friend or relative outside your immediate family (i.e., not parents and siblings) who has experience with nurses, clinical care, and/or medical settings. Your interviewee should be of legal age (18 or older) and should be fully aware of the purpose of the interview and the fact that it is a course assignment. Grandparents, aunts, and uncles are great candidates for an interview. Interviewing classmates or close friends may not yield particularly interesting or fruitful results.
The purpose is for you to try out some of your interview skills as discussed in Coulehan and Block (2001) and Bickley & Szilagyi (2003) (e.g., such as active listening, empathy, open invitations, and prompts). It is best to conduct the interview face to face, but a phone interview is acceptable. Please avoid email interviews.
Please ask questions related to each of the following areas. Remember to ask open-ended questions, avoiding “yes or no” questions. Before the interview, you should brainstorm a few questions under each area. For example, for #1 in the areas below, good questions might include “Describe your eating habits,” “How often do you exercise,” and “Tell me how you know you are sick.”
Please remember to begin the interview explaining the format of the interview and end the interview by thanking the individual for their time. The interview should be between 15 and 30 minutes long. Please take some notes during the interview so that you can objectively report on the exchange. If you have a smartphone, using your audio recorder might be helpful so that you can listen to your interview again, but make sure that you have been granted permission by your interviewee.
As you write your narrative, remember to let the interviewee’s words inform the story rather than your judgements of their words. Your narrative should include the following four sections, as first-level headings. Notice that section 2 (interview findings) and section 3 (significance) should have level two headings as well. There is a sample Clinical Care Perspectives Narrative located in this module.
Your assignment will be graded upon the following criteria: Each criteria have a specific point value (see criteria) and will be graded as either exceptional, satisfactory, needs improvement, or unsatisfactory. Each assessment level provides a percentage of the points possible to earn (e.g., an exceptional focus, purpose, or thesis might be worth 90% of the 20 points possible to earn, which equals 18 points). It is possible to earn exceptional in one criteria (e.g., an exceptional focus, purpose, or thesis) and earn unsatisfactory in the other criteria (e.g., extremely limited vocabularly)
Focus, Purpose, or Thesis
|Engaging and full development of a clear thesis as appropriate to assignment purpose||Competent and well developed thesis; thesis represents sound and adequate understanding of the assigned topic||Mostly intelligibleideas; thesis may be weak, broad, or only indirectly supported||Ideas are simplistic, showing signs of confusion, misunderstanding, of the prompt; thesis is essentially missing or not discernable|
Ideas, Support, and Development
|Consistent evidence with originality and depth of ideas; ideas work together as a whole; main points are sufficiently supported with evidence; support is valid and specific||Ideas supported sufficiently; support is sound, valid, and logical||Main points and ideas are only indirectlysupported; support isnâ€t sufficient or specific, but is loosely relevant to main points||Lack of supportfor main points; frequent and illogical generalizations without support|
Organization and Paragraphing
|Organization is sequential and appropriate to assignment; paragraphs are well developed and appropriately divided; ideas linked with smooth and effective transitions||Competentorganization, without sophistication. Competent paragraph structure; lacking effective transitions.||Limitedattempts to organize around a thesis; paragraphs are mostly stand-alone with weak or non-evident transitions||Organization, if evident is confusing and disjointed; paragraph structure is weak; transitions are missing or inappropriate|
Audience, Tone, Point-of-View
|Clear discernment of distinctive audience; tone and point-of-view appropriate to the assignment||Effective and accurate awareness of general audience; tone and point-of-view are satisfactory||Little or inconsistentsense of audience related to assignment purpose; tone and point-of-view not refined or consistent||Lacks awarenessof a particular appropriate audience for assignment; tone and point-of-view somewhat inappropriate or inconsistent|
Sentence Structure (Grammar)
|Each sentence structured effectively, powerfully; rich, well-chosen variety of sentence styles and length||Effective and varied sentences; errors (if any) due to lack of careful proofreading; syntax errors (if any) reflect uses as colloquialisms||Formulaic or tedious sentence patterns; shows some errors in sentence construction; some non-standard syntax usage.||Simple sentencesused excessively, almost exclusively; frequent errors of sentence structure|
Mechanics and Presentation
|Virtually free ofpunctuation, spelling, capitalization errors; correct APA format||Contains only occasionalpunctuation, spelling, and/or capitalization errors. Few formatting errors.||Contains several (mostly common) punctuation, spelling, and/or capitalization errors. Several errors in formatting.||Contains many and serious errors of punctuation, spelling, and/or capitalization; errors severely interfere with meaning; formatting weak.|
Vocabulary and Word Usage
|Exceptional vocabulary range, accuracy, and correct and effective word usage||Good vocabulary range and accuracy of usage.||Ordinaryvocabulary, mostly accurate; some vernacular terms.||Extremely limited vocabulary; choices lack grasp of diction; usage is inaccurate.|
NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.