rubric gallery

Scoring rubric for a reflective journal, applying critical thinking and reflection to one's clinical nursing experiences.

This is a rubric designed to measure a student's reflection and application on an assigned evidenced-based journal article.

Use this rubric to complete your case study assignment

Each students will research a disease, illness, or condition of their choosing and relay what was learned to the class. Information on the disease should include the physiology and etiology of the condition, as well as discussion of diagnostics, nursing assessments (subjective & objective), medical management, nursing diagnosis and planning and nursing interventions & special consideration. Rationales for nursing interventions should be explained and discussed. Presentations can be in any format that the student desires. A written summary of the presentation and research is to be handed in, and bibliography/references are to be included for assessment.

Scoring rubric for a reflective journal, applying critical thinking and reflection to one's clinical nursing experiences.

*A score of 0 in any category will results in a clinical "U" and possibly automatic dismissal from the clinical site. *A total score of 10 or less will result in a clinical "U". *This rubric is to be used as a formative tool and points earned are not reflected in course point totals

A rubric that provides an objective basis for creating and grading care plans. Score from 0-100%.

Demonstrate the appropriate techniques for assessing a patient. Demonstrate the appropriate communication skills with patients while doing your assessment. Use of good body mechanic while performing a head-to -toe assessment. Assess the pertinent aspects of the patients condition.

Students are required to perform clinical nursing skills with 100 % proficiency. In addition to skills performance of skills, students must use critical thinking skills to include indirect care measures: safety, infection control, comfort measures, patient rights.

The purpose of the teaching project is to identify learning needs in your client and develop an individualized teaching plan. As nurses we continually educate those we care for regarding their health status. This provides you an opportunity to create a formal teaching plan that will assist in guiding you in other teaching situations.

(20 POINTS - 4 points each section) Below is a chart that shows you exactly how your class participation grade will be determined. All students are expected to participate in class! I do understand that some students are shy and participate in ways other than class discussion. Forms of participation other than participating in class discussion (although this is a primary form of participation) include coming to me for extra help, giving other students feedback in class, adhering to the no-voice and no-phone rule, consistent attendance, and being able to answer in-class ASL dialogue from both the teacher and other students. NOTE: If you get to the point of having a fair/poor participation grade in one or more areas, it will probably be recommended that you withdraw from the class, as you probably will not be able to keep up with the material. If a student is absent, s/he losts points on the punctuality grade rubric also.