Oh, I see what you are needing. Well, it's been 15 years since I've done one of these and I don't have any saved. What I do remember about them was that we had several classes on therapeutic communication with patients. We were given handouts that listed and named the various therapeutic responses you made in response to patient's statements. Were you given some sort of journal articles to look at regarding this, or given references to look up to get this kind of information. I don't know that you'll find it in any nursing textbooks. Perhaps some other people who are currently in school and are reading this will know.
Anyway, the way I remember ours being set up was to make a number of columns. Column One was what the patient said (verbatim) and Column Two was our answer to the patient (verbatim). These two columns were pretty much like reading a script. Many students run out of words when talking with patients. It's probably smartest to have a conversation that is focused on, perhaps, getting some specific information from the patient, or some little patient teaching thing. For a psych patient you might want to talk with them about the medications they are taking and kind of interview them as to how they organize the medications at home, any kind of side effects they have with them, and how they feel about whether or not they are working for them. If the patient is in a psych facility focus your conversation around why they were admitted. Kind of do a Review of Symptoms with them along with a medical history.
It's typical to feel like you're always running out of words to say. That is because you have your assignment in the back of your mind. You are also just learning about therapeutic communication so it's very, very new to you. This is another reason why I carried the recorder in my pocket. I actually did record conversations without telling the patients, especially when I realized I had engaged them in a conversation that was flowing very well. It was very easy to click the recorder on without them knowing it. It's wasn't kosher, I know, but I was able to get a couple of good conversations to chose from out of it. The alternative is to just make up the whole paper you turn in. There were students in my class that did that. What I learned, however, was that my instructors seemed very satisfied with my struggle doing these, especially when I sat with them at a one on one session and we discussed what I had turned in to them. This expression of my frustration and the fact that they saw how I was struggling to work with these techniques is exactly what they were expecting from me. Now, your instructors might be different, but this was the experience I had. However, if you look at this as a learning experience, there really is a lot about talking with patients that you will learn from doing process recordings. Most people don't understand what open ended questions are. I didn't. I do now, however. And, after many years of practice I know that I can glean more information from a patient using an open ended question than, say, a yes/no one. You might want to sit down and practice talking with someone you know about something they've been involved in or done to help you out with this. A relative or friend is more likely to sit patiently while you consult your notes on how to phrase questions to put to them. It really would be a good way to practice this stuff. The big major focus by my instructors was not on all the wrong responses I gave to the patient, but my own recognition as I was writing up the process recording of how I could have responded in a more therapeutic way. Then, of course, we had to identify these things and reference them to literature on it. Counselors and clinical psych people spend a great deal of time perfecting these techniques. You are not going to be expert at them right now and I doubt very much that your instructors expect that of you at this point. Correcting years and years of our communication patterns starts with a recognition of what we are doing that doesn't fit the therapeutic communication mold. Next, comes a realization of what we should have done. The process recording is an exercise designed to help you with that.
Is this any kind of help for you?