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iRubric: Skills Labs Assessment rubric

iRubric: Skills Labs Assessment rubric

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Skills Labs Assessment

  Derived from rubric: Skills Labs Assessment
built by Everton

Rubric Code: HX679W9
Physical Assessment Fall 2013
ready Ready to use    public Public Rubric

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Keywords: Rubrics Assessment
Categories: Subjects: Pharmacy  
Types: Assignment   Assessment  
Grade Levels: Graduate

Powered by iRubric Blood Pressure Rubri
How to take blood pressure
  No Evidence
0 pts Student unable to perform task
Poor
1 pts Student performs task with more than 3 errors
Fair
2 pts Student performs task with more than 2 errors
Good
3 pts Student performs task with more than 1 errors
Excellent
4 pts Student performs task with no errors.
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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