Understanding of Pathophysiology Diagnosis

Student Name: Date: Patient Initials: Patient Disease/Disorder:

Concept Map Rubric Pediatrics June 2020

Concept Map Rubric: NURS 317L

Criteria Proficient Acceptable Needs Improvement

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Unsatisfactory

100-90% 89-76% 75%-60 59-0% Pathophysiology for Admitting Diagnosis, S/S, Diagnostic Test and proposed treatment Weight: 10%

Pathophysiology is explained in complete detail with accurate and in-depth understanding of Admitting diagnosis. and presenting signs/symptoms supported by diagnostic tests and proposed treatment plan; APA references.

Pathophysiology is explained in some detail with some understanding of Admitting diagnosis and presenting signs/symptoms somewhat supported by diagnostic test and understanding to proposed treatment plan; with references. Understanding of Pathophysiology Diagnosis

Pathophysiology is explained vaguely with marginal understanding Admitting diagnosis. and presenting signs/symptoms vaguely supported by diagnostic test and vague understanding to proposed treatment plan; no references cited.

Pathophysiology details limited with poor understanding of chief complaint and presenting signs/symptoms does not support medical diagnosis, not supported by diagnostic tests and with no proposed treatment plan; no references cited.

History of other health problems, hospitalizations surgeries and social issues Weight: 10%

Complete details given of other health problems (includes explanation of all relevant medical and surgical history) with full understanding as to its relation to the patient’s/ client’s present health problem(s).

Some details given of other health problems with partial explanation of all relevant medical and surgical history) with full understanding as to its relation to the patient’s/client’s present health problem(s).

Vague details given of other health problems with minimal explanation of relevant medical and surgical history) with full understanding as to its relation to the patient’s/client’s present health problem(s).

No details given of other health problems, without explanation of relevant medical and surgical history) with full understanding as to its relation to the patient’s/client’s present health problem(s).

Family, Culture, and Ethnic background. Erickson’s Develop- mental Stages/ SDOH Weight: 10%

Complete information provided about patient/client family, provides cultural point of view in illness and wellness and connects Ethnicity to health problems/ Social Determinants of Health. (APA references)

Some information provided about patient/client family and cultural point of view in illness and wellness, somewhat connects Ethnicity to health problems, with references/Social Determinants of Health. (APA References) Understanding of Pathophysiology Diagnosis

Vague information provided about patient/client family and cultural point of view in illness and wellness, vaguely connects Ethnicity to health problems/ limited Social Determinants of Health described, no references cited. Vaguely identifies

No information provided about patient/client family and cultural point of view in illness and wellness, establishes no connect to Ethnicity and the health problems. Limited to no Social Determinants of Health described, no references cited.

Student Name: Date: Patient Initials: Patient Disease/Disorder:

Concept Map Rubric Pediatrics June 2020

Clearly and accurately identifies client’s developmental stage with explanation based on the patient’s/ client’s developmental tasks.

Adequately identifies patient’s/client’s developmental stage with explanation based on the patient’s/client’s developmental tasks.

patient’s/client’s developmental stage without explanation based on the patient’s/ client’s developmental tasks.

Fails to identify patient’s/ client’s developmental stage and lacks any explanation based on the patient’s/client’s developmental tasks.

Teaching Assessment and Patient/Client Education & Transfer/ Discharge Planning *Consider Interprofession al consults as needed Weight: 10% Understanding of Pathophysiology Diagnosis

Clearly and accurately identifies areas of instructional needs, learning preference and learning barriers for the patient and/or the parent. Provide clear and concise patient/client education the will aid in health promotion, health maintenance and self-care activities and transfer/discharge planning.

Adequately identifies areas of instructional needs, learning preference and learning barriers. Provide some and adequate patient/client/pare nt education the will aid in health promotion, health maintenance and self-care activities and transfer/discharge planning.

Vaguely identifies areas of instructional needs, learning preference and learning barriers. Provide minimal and vague client education the will aid in health promotion, health maintenance and self-care activities and transfer/discharge planning.

Fails to identify areas of instructional needs, learning preference and learning barriers. Did not provide patient/client education the will aid in health promotion, health maintenance and self-care activities and transfer/discharge planning.

Review of Systems (Detailed Head to Toe Assessment) Weight: 15%

Documents full Head-to-Toe physical assessment – relevant to the patient/client as performed by the student. Utilizes an organized format and appropriate terms to describe both normal and abnormal assessment findings.

Documents Head- to-Toe physical assessment – with approx. 75% + relevant to the patient/client as performed by the student. Utilizes an organized format and appropriate terms to describe both normal and abnormal assessment findings.

Documents full Head-to-Toe physical assessment – with approx. 50% -75% relevant to the patient/client as performed by the student. Format may be moderately disorganized with mostly appropriate terms to describe both normal and abnormal assessment findings.

Documents full Head- to-Toe physical assessment – with approx. > 50% relevant to the patient/client missing information – as performed by the student. Format is mostly disorganized and may be lacking appropriate terms to describe both normal and abnormal assessment findings Understanding of Pathophysiology Diagnosis.

Student Name: Date: Patient Initials: Patient Disease/Disorder:

Concept Map Rubric Pediatrics June 2020

Nursing Diagnoses: (2 Highest Priority) and 1 At Risk Nursing Diagnosis- Format: Nursing Diagnosis R/T medical diagnosis or condition, AEB pertinent S/S, diagnostics and supporting data Weight: 7.5%

All nursing diagnoses are accurate and prioritized per format with clear etiology and data to support the diagnosis. Nursing Diagnoses are consistent and present a correlation from the assessment data.

All nursing diagnoses are adequate and prioritized per format with sufficient etiology and data to support the diagnosis. Nursing Diagnoses are consistent and present a correlation from the assessment data.

Any nursing diagnoses that may be vague and/or is not prioritized per format with vague etiology and unclear correlation from the data to support the diagnosis. Nursing Diagnosis are consistent and presents correlation from the assessment data.

Nursing diagnoses are low priority and/or are not prioritized per format, with vague etiology and unclear correlation from the data to supports the diagnosis. Nursing Diagnoses are not consistent and do not correlation from the assessment data.

Nursing Outcome/ Goal and Evaluation Weight: 7.5%

The goal clearly supports the nursing diagnosis and plan of care. The goals are specific, measurable, attainable, realistic and timed. Evaluates effectiveness of interventions and measures goal completion. Modifies, revises and recommends alternative interventions.

The goal somewhat supports the nursing diagnosis and plan of care. The goals are somewhat measurable and realistic, and timed. Evaluates effectiveness of interventions and measures goal completion. Modifies, revises and recommends alternative interventions.

The goals are inconsistent with the nursing diagnosis and plan of care. The goals are vaguely realistic, measure and timed. Evaluates effectiveness of interventions and measures goal completion. Modifies, revises and recommends alternative intervention..

The goals lack support and nonspecific from gathered data, Outcome criteria are not specific, realistic, measurable, attainable, nor timed. Does not evaluates effectiveness of interventions and measures goal completion. Modifies, revises and recommends alternative intervention.

Nursing Interventions Weight: 7.5%

Clearly and accurately Identifies nursing/ collaborative interventions.

Adequately Identifies nursing/collaborativ e interventions with adequate teaching. Interventions are

Vaguely Identifies nursing/ collaborative interventions with unclear teaching. Interventions are

Fails to identify nursing/ collaborative interventions and teaching. Interventions are non-specific, inappropriate, Understanding of Pathophysiology Diagnosis

Student Name: Date: Patient Initials: Patient Disease/Disorder:

Concept Map Rubric Pediatrics June 2020

Interventions are always individualized, prioritized, organized, specific and realistic. Nursing actions are always aimed at the patient’s/client’s goals and directed at the stated health deviation

adequate, individualized, organized, specific and realistic. Interventions can be implemented adequately that is focused on patient’s/client’s goal and health deviation

inconsistent, non- specific, disorganized, and not adequately focused on the patient’s/client’s goal. Interventions are difficult to implement and has weak relationship to nursing diagnosis

unrealistic, un- measurable and do not relate to nursing diagnosis. Interventions do not focus on patient/client goals and/or the stated health deviation based on nursing assessment

Medications Weight: 10%

Lists all MAR medications (Routine and PRN) including name; ordered dose; route; MD ordered indication; mechanism of action; relevant side effects and nursing considerations relevant to the patient/client. Includes med math to demonstrate it is a safe dose per weight for this patient mg/kg/dose

Lists all MAR medications (Routine and PRN) but does not adequately medication name; ordered dose; route; MD ordered indication; mechanism of action; relevant side effects and nursing considerations relevant to the patient/client. Includes dose per weight, but does not calculate for specific patient.

Lists most MAR medications (Routine and PRN); excepts lacks medication name; ordered dose; route; MD ordered indication; mechanism of action; relevant side effects and nursing considerations relevant to the patient/client. . Does not include does per weight.

Lists most MAR medications (Routine and PRN); but fails to include medication name; ordered dose; route; MD ordered indication; mechanism of action; relevant side effects and nursing considerations relevant to the patient/client. Does not include does per weight.

Pertinent Lab Tests and Diagnostic Tests/ Procedures Weight: 7.5%

Clearly and accurately identifies and explains abnormal findings for pertinent current laboratory and diagnostics test results related to patient’s/client’s disease process.

Adequately identifies and explains abnormal findings for pertinent current laboratory and diagnostics test results related to patient’s/client’s disease process.

Vaguely identifies and explains abnormal findings for pertinent current laboratory and diagnostics test results related to patient’s/client’s disease process.

Fails to identify and explain abnormal findings for pertinent current laboratory and diagnostics test results related to patient’s/client’s disease process.

General Organization Weight: 5%

Accurate APA format; Appropriate citations and references;

Adequate APA format; Minimal citations and references are appropriate; Few

Numerous APA format errors; Inaccurate citations and references;

Fails to utilize APA format; No citations or references included; Understanding of Pathophysiology Diagnosis

Student Name: Date: Patient Initials: Patient Disease/Disorder:

Concept Map Rubric Pediatrics June 2020

No spelling or grammar errors.

spelling or grammar errors.

Few spelling and grammar errors.

Numerous spelling and grammar errors.

Weight=100%

Notes and Feedback: Understanding of Pathophysiology Diagnosis