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iRubric: Foodborne Illness (Gastroenteritis) Concept Map rubric

iRubric: Foodborne Illness (Gastroenteritis) Concept Map rubric

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Foodborne Illness (Gastroenteritis) Concept Map 
Concept Map Nursing Clinical
Foodborne Illness (Gastroenteritis) Concept Map Rubric
Rubric Code: G8X2X5
By ofirefly1970o
Ready to use
Public Rubric
Subject: Nursing  
Type: Assignment  
Grade Levels: Undergraduate

Powered by iRubric Concept Maps
  Poor

1 pts

Fair

2 pts

Good

3 pts

Excellent

4 pts

Pathophysiology Incidence &Etiology

Incidence & Etiology
Poor

Pathophysiology: description of disorder/disease process, incidence and etiology absent
Fair

Pathophysiology: description of disorder/disease process, incidence and etiology present in students own words but difficult to understand the connections to this patients condition.
Good

Patho explained to organ level or doesn't take into account the comorbidities and does not give specific etiology for the patient's condition.
Excellent

Patho at cellular level shows understanding of medical diagnosis and comorbidities and identifies etiology based on the patient's condition.
Cardinal S/S

Poor

Cardinal signs and symptoms are incomplete, description is lacking more than one system.
Fair

Provides brief description of cardinal s/s. Does not include possible long-term effects.
Good

Provides majority of cardinal s/s, provides some long-term effects.
Excellent

Cardinal s/s complete with all major elements addressed including long term effects.
Medications

Poor

Medication list present but incomplete based on standards.
Fair

Medication list done only for medications given but missing key elements and not
Good

Medications list done according to medication administration standards.
Excellent

Medications list done according to medication administration standards with information given for all medications prescribed but not given.
Labs

Poor

Lab results given, no discussion of abnormals.
Fair

Lab results only given partially, abnormals addressed, but not complete.
Good

Lab results documented and abnormals addressed and related to the patient's condition with discussion to the cellular level.
Excellent

Lab results documented and abnormals addressed and related to the patient's specific condition(s) with further discussion to the cellular level.
Management of Client Care

One diagnosis must include identifiable risk factors.
Poor

Nursing Diagnosis absent
Fair

Nursing Diagnosis present in students own words but poorly organized.
Good

Nursing Diagnosis present in students own words and organized with one specific connection to the patient's condition with prioritization based on pt condition/need.
Excellent

Nursing Diagnosis present in students own words with an extended understanding given of the connection to the patient's condition with prioritization based on the patient's condition/need.
Goal

Poor

Inconsistency noted in goal development for each problem and interventions listed but not for all listed. Goals not measureable given.
Fair

Goals present for some of the problems and intervenions listed but, are not measureable in with time/date in all instances.
Good

Goals present for all problems and interventions listed with measurable outcomes noted.
Excellent

Goals present for all problems and interventions listed with measurable outcomes and further evaluation specifics listed.
Interventions

Poor

One specific intervention or less for each of the patient problem(s) and goal(s) listed for the patient's designed problem and goal identified. Limited or no connections
Fair

Less than the acceptable number of interventions for each of the patient's problem(s) and goal(s) listed and each goal identified.
Good

Acceptable number (2) of interventions per goal and problem listed for this patient with relationship connections noted between the problem, goal, and interventions given.
Excellent

Outstanding relationships noted between interventions per goal and problem listed. Further details noted in relation to execution of nursing care interventions.
Evaluation

Poor

Lack of identifying connections by means of lines on concept map to connect important points.
Fair

Limited connections of basic points by means of lines on concept map. Connects some areas of needed information but lacks demonstration of critical thinking skills for this patient assignment.
Good

Identifies connections by means of lines to all areas of concept map. Connects specific areas needed to make important nursing care decision and demontrate adequate critical thinking for this patient assignment.
Excellent

Synthesises connections by means of lines to all areas of concept map. Connects and exceeds needed nursing care decision tree and demonstrates exceptional critical thinking for this patient assignment.
Patient Education

Poor

Minimal pt education provided.
Fair

Addresses limited pt educational needs related to treatment of symptoms and medications. Does not address expected length of illness or infection prevention.
Good

Addresses most major components of the treatment of symptoms,medications and recovery. Minimal education provided for prevention.
Excellent

Addresses all major components of symptom treatment, medications, and recovery. Provides appropriate education on prevention of recurrent illness.
Creativity / Spelling

Poor

Neatness, correct spelling, gross grammatical and spelling errors.
Fair

Neat with correct spelling and no gross grammatical and/or spelling errors.
Good

Inviting to look at and neat with correct spelling, and no gross grammatical and/or spelling errors.
Excellent

Eloquent execution with demonstration of advanced terms and knowledge in writing style with no grammatical or spelling errors.



Keywords:
  • Nursing Concept Map



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