iRubric: Standardized Patient Assessment rubric

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Standardized Patient Assessment

Standardized Patient Assessment and Plan

Rubric Code: A25WWC4

By MrBierce

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Public Rubric

Subject: Nursing

Type: Assessment

Grade Levels: Graduate

Objective 1 20 % Demonstrate appropriate communication style and client interactions
	NO Student missed more than half of the items 0 pts	Partial Student got a majority of the items but missed one or two 60 pts	Yes Student excelled and got all items 80 pts	Very Good 100 pts
Introduce self and provide for privacy 10 %	NO	Partial	Yes	Very Good
Subjective Information 5 % 1. Obtains the Chief Complaint 2. Asks the appropriate questions related to the the CC and expands the HPI 3. Gathers pertinent past medical history, ROS, Family, Psychosocial<BR> 4. Determines existence of allergies, medications, supplements, etc	NO Inadequate history taking, fails to gather pertinent positive negatives, ROS, or important PMHx, Social, etc. Inadequate assessment performed	Partial Student gathers basic subjective information. Omits some relevant historic information.	Yes Student obtains most of the required historic information. Provides limited additional information about allergies, medications/supplements/OTC meds.	Very Good Student obtains all required historic information related to cc, including related ROS and PMH/SH/FH. Identifies all allergies, medications/supplements/OTC meds.
Physical Exam 15 % 4. Chooses and Performs Physical Exam <BR> Using the appropriate techniques of <BR> a. Inspection<BR> b. Palpation<BR> c. Percussion<BR> d. Auscultation 2. Interprets abnormal PE findings <BR>	NO Inadequate PE, system choice does not match case. Unable to interpret abnormal findings.	Partial PE choice is correct, PE is incomplete. Makes an attempt to interpret findings.	Yes Chooses correct PE. Performs PE mostly accurately. Able to interpret some abnormal findings.	Very Good Chooses correct PE. Performs all PE components with accuracy. Accurately interprets all abnormal findings.
Patient Assessment 35 % 1. Integrates S, O to determine Dx, ddx <BR> 2. Selects appropriate diagnostic tools <BR> 3. Correctly interprets diagnostic tests <BR>	NO Dx and ddx are not based on S and O findings. Unable to interpret diagnostic tests.	Partial Dx and ddx are present, no well correlated to S and O. Some errors with interpretation of diagnostic tests.	Yes Dx and ddx are based on S and O findings. Diagnostic testing is correctly interpreted.	Very Good Dx and ddx are clearly linked to S and O findings. Diagnostic testing is fully interpreted and supports dx/ddx.
Management 30 % 1. Integrates principles of nat med phil/therap order into tx plan 2. Identifies conventional therap 3. Prescribes safe, effective intervention and advises on possible side effects 4. Provides referral with rationale if indicated 5. Advises on expected outcome and follow up	NO Plan is missing elements of management.	Partial Plan includes basic information and is missing details of therapeutics, naturopathic theory/principles, expected outcome, referrals, and follow up.	Yes Student includes limited information on naturopathic theory/principles. Provides basic information on therapeutic interventions. Limited information on referrals, follow up, prognosis.	Very Good Student integrates naturopathic theory/principles in therapeutic plan. Plan includes an understanding of conventional therapy. Therapeutic interventions are safe and effective and include any possible side effects. As needed referral are included. Expected outcomes are fully identified and includes necessary follow up.
Professionalism 5 % 1. Effectively and professionally communicates orally 2. Dresses professionally 3. Is on time	NO Is not professional in timeliness, dress and or communication.	Partial Student explains assessment with lay language. Arrives on time, dressed professionally.	Yes Student is on time and dressed professionally. Uses professional language to explain assessment and plan. Does not include rationale.	Very Good Student is on time and dressed professionally. Student effectively, using professional language, communicates to proctor the assessment and plan including rational for interventions.

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