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iRubric: Skills Labs Assessment rubric

iRubric: Skills Labs Assessment rubric

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Skills Labs Assessment Skills Labs Assessment Physical Assessment Fall 2013 Rubric Code: HX64ABW By apage4 Ready to use Public Rubric Subject: Pharmacy Type: Assessment Grade Levels: Graduate

Blood Pressure Rubri How to take blood pressure
	No Evidence Student unable to perform task 0 pts	Poor Student performs task with more than 3 errors 1 pts	Fair Student performs task with more than 2 errors 2 pts	Good Student performs task with more than 1 errors 3 pts	Excellent Student performs task with no errors. 4 pts
Explanation Explanation Student accurately explains procedure to patient.	No Evidence	Poor	Fair	Good	Excellent
Patient Position Student places patient in sitting or lying position with forearm supported at the level of the heart.	No Evidence	Poor	Fair	Good	Excellent
Preparation Student exposes upper arm and palpates the brachial artery.	No Evidence	Poor	Fair	Good	Excellent
Cuff Position Student places the cuff 1 inch above the site of the brachial artery and centers the cuff bladder above the artery. (above the elbow)Student wraps cuff snugly around upper arm, placing the manometer is easily viewed position.	No Evidence	Poor	Fair	Good	Excellent
Stethoscope position Student places the bell or bladder of the stethoscope over the brachial artery.	No Evidence	Poor	Fair	Good	Excellent
Inflating Cuff Student tightens the thumbscrew of the pressure bulb and pumps the bulb until the mercury or other indicator reaches 180 mm Hg or until the pulse beat is no longer heard.	No Evidence	Poor	Fair	Good	Excellent
Deflating the cuff/Systolic measure Student slowly opens the valve by loosening the thumbscrew and watches the indicator to fall slowly. Listens for the beat to begin and takes the reading on the gauge where it is heard first. Systolic	No Evidence	Poor	Fair	Good	Excellent
Diastolic measurement Student listens to the pulsations until they are no longer heard or become very soft. Student notices where the sound changes and records this as the diastolic reading.	No Evidence	Poor	Fair	Good	Excellent
Recording the blood Pressure Student records the blood pressure writing the letters BP in front of the systolic/diastolic number	No Evidence	Poor	Fair	Good	Excellent
Collecting Medication Data Includes prescription, herbal and OTC meds
	No Evidence 0 pts	Poor 1 pts	Fair 2 pts	Good 3 pts	Excellent 4 pts
Body Language Eye contact, eye level, open posture, facial expression & confidence	No Evidence Arrogance, avoidance, lack of confidence detracted from relationship	Poor Inconsistent in several (2-3) areas, for example, confident through some portions of history but not others; or, eye contact missing at end	Fair At least 3 of the above behaviors noted OR, all 5 qualities demonstrated but not consistently	Good At least 4 of the above behaviors noted OR, all 5 qualities demonstrated but not consistently	Excellent Consistently had good eye contact with patient Communicated at patient’s eye-level Maintained an open posture, leaning toward patient Facial expression interested, non-judgmental Confident and relaxed, not arrogant
Thoroughness	No Evidence Missing more than 3 items	Poor Missing 2 items	Fair Missing 1 items	Good All items (1-4) included but may have missed some sub-categories	Excellent Includes 1: prescription medications, nonprescription medications, herbal products, and other dietary supplements.2. Reason for use; 3. How it’s taken; 4. How long it’s been taken
Data Gathering	No Evidence Did not consistently demonstrate probing skills, questions were narrow and rarely open-ended, interrupted or cut patient off, rarely encouraged more information with phrases such as ‘tell me more’.	Poor Demonstrates 3 of the core probing skills, or, 3-4 skills used however did so inconsistently; multiple ‘missed’ opportunities to probe; disorganized at times	Fair Demonstrates at least 4 of 6 skills noted above throughout the history, or, used all 6 skills but inconsistently.	Good Demonstrates at least 5 of 6 skills noted above throughout the history, or, used all 6 skills but inconsistently.	Excellent 1. Uses open-ended, broad questions; 2. encourages patient to tell story chronologically; 3. allows patient to talk without interrupting; 4. encourages by using phrases such as ‘tell me more’ or ‘what else?’; 5. summarizes what was heard; 6. Approach was organized

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