Student Name:
Date:
Patient Initials:
Patient Disease/Disorder:
Concept Map Rubric: NURS 317L
Criteria
Pathophysiology
for Admitting
Diagnosis, S/S,
Diagnostic Test
and proposed
treatment
Weight: 10%
History of other
health
problems,
hospitalizations
surgeries and
social issues
Weight: 10%
Family, Culture,
and Ethnic
background.
Erickson’s
Developmental Stages/
SDOH
Weight: 10%
Proficient
Acceptable
100-90%
89-76%
Pathophysiology is
explained in
complete detail
with accurate and
in-depth
understanding of
Admitting diagnosis.
and presenting
signs/symptoms
supported by
diagnostic tests
and proposed
treatment plan;
APA references.
Complete details
given of other
health problems
(includes
explanation of all
relevant medical and
surgical history) with
full understanding
as to its relation to
the patient’s/
client’s present
health problem(s).
Pathophysiology is
explained in some
detail with some
understanding of
Admitting diagnosis
and presenting
signs/symptoms
somewhat
supported by
diagnostic test and
understanding to
proposed
treatment plan;
with references.
Some details given
of other health
problems with
partial explanation
of all relevant
medical and surgical
history) with full
understanding as
to its relation to
the
patient’s/client’s
present health
problem(s).
Some information
provided about
patient/client
family and cultural
point of view in
illness and
wellness,
somewhat
connects Ethnicity
to health
problems, with
references/Social
Determinants of
Health.
(APA References)
Complete
information
provided about
patient/client
family, provides
cultural point of
view in illness and
wellness and
connects Ethnicity
to health
problems/ Social
Determinants of
Health.
(APA references)
Concept Map Rubric Pediatrics
Needs
Improvement
75%-60
Unsatisfactory
Pathophysiology is
explained vaguely
with marginal
understanding
Admitting diagnosis.
and presenting
signs/symptoms
vaguely supported
by diagnostic test
and vague
understanding to
proposed
treatment plan; no
references cited.
Vague details given
of other health
problems with
minimal
explanation of
relevant medical and
surgical history) with
full understanding
as to its relation to
the
patient’s/client’s
present health
problem(s).
Pathophysiology
details limited with
poor understanding
of chief complaint
and presenting
signs/symptoms
does not support
medical diagnosis,
not supported by
diagnostic tests and
with no proposed
treatment plan; no
references cited.
Vague information
provided about
patient/client
family and cultural
point of view in
illness and
wellness, vaguely
connects Ethnicity
to health problems/
limited Social
Determinants of
Health described,
no references cited.
No information
provided about
patient/client family
and cultural point of
view in illness and
wellness, establishes
no connect to
Ethnicity and the
health problems.
Limited to no Social
Determinants of
Health described, no
references cited.
59-0%
No details given of
other health problems,
without explanation of
relevant medical and
surgical history) with
full understanding as
to its relation to the
patient’s/client’s
present health
problem(s).
Vaguely identifies
June 2020
Student Name:
Date:
Patient Initials:
Patient Disease/Disorder:
Teaching
Assessment
and
Patient/Client
Education
& Transfer/
Discharge
Planning
*Consider
Interprofession
al consults as
needed
Weight: 10%
Review of
Systems
(Detailed Head
to Toe
Assessment)
Weight: 15%
Clearly and
accurately
identifies client’s
developmental
stage
with explanation
based on the
patient’s/ client’s
developmental
tasks.
Clearly and
accurately
identifies areas of
instructional
needs, learning
preference and
learning barriers
for the patient
and/or the parent.
Provide clear and
concise
patient/client
education the will
aid in health
promotion, health
maintenance and
self-care activities
and
transfer/discharge
planning.
Documents full
Head-to-Toe
physical
assessment –
relevant to the
patient/client as
performed by the
student. Utilizes
an organized
format and
appropriate terms
to describe both
normal and
abnormal
assessment
findings.
Concept Map Rubric Pediatrics
Adequately
identifies
patient’s/client’s
developmental
stage with
explanation based
on the
patient’s/client’s
developmental
tasks.
Adequately
identifies areas of
instructional
needs, learning
preference and
learning barriers.
Provide some and
adequate
patient/client/pare
nt education the
will aid in health
promotion, health
maintenance and
self-care activities
and
transfer/discharge
planning.
patient’s/client’s
developmental
stage without
explanation based
on the patient’s/
client’s
developmental
tasks.
Fails to identify
patient’s/ client’s
developmental stage
and lacks any
explanation based on
the patient’s/client’s
developmental tasks.
Vaguely identifies
areas of
instructional needs,
learning preference
and learning
barriers. Provide
minimal and vague
client education the
will aid in health
promotion, health
maintenance and
self-care activities
and
transfer/discharge
planning.
Fails to identify areas
of instructional needs,
learning preference
and learning barriers.
Did not provide
patient/client
education the will aid
in health promotion,
health maintenance
and self-care activities
and transfer/discharge
planning.
Documents Headto-Toe physical
assessment – with
approx. 75% +
relevant to the
patient/client as
performed by the
student. Utilizes
an organized
format and
appropriate terms
to describe both
normal and
abnormal
assessment
findings.
Documents full
Head-to-Toe
physical
assessment – with
approx. 50% -75%
relevant to the
patient/client as
performed by the
student. Format
may be moderately
disorganized with
mostly appropriate
terms to describe
both normal and
abnormal
assessment
findings.
Documents full Headto-Toe physical
assessment – with
approx. > 50% relevant
to the patient/client
missing information as performed by the
student. Format is
mostly disorganized
and may be lacking
appropriate terms to
describe both normal
and abnormal
assessment findings.
June 2020
Student Name:
Date:
Patient Initials:
Patient Disease/Disorder:
Nursing
Diagnoses:
(2 Highest
Priority)
and 1 At Risk
Nursing
DiagnosisFormat:
Nursing
Diagnosis R/T
medical
diagnosis or
condition, AEB
pertinent S/S,
diagnostics and
supporting
data
Weight: 7.5%
Nursing
Outcome/
Goal and
Evaluation
Weight: 7.5%
Nursing
Interventions
Weight: 7.5%
All nursing
diagnoses are
accurate and
prioritized per
format with clear
etiology and data
to support the
diagnosis. Nursing
Diagnoses are
consistent and
present a
correlation from
the assessment
data.
All nursing
diagnoses are
adequate and
prioritized per
format with
sufficient etiology
and data to
support the
diagnosis. Nursing
Diagnoses are
consistent and
present a
correlation from
the assessment
data.
Any nursing
diagnoses that may
be vague and/or is
not prioritized per
format with vague
etiology and
unclear correlation
from the data to
support the
diagnosis. Nursing
Diagnosis are
consistent and
presents
correlation from
the assessment
data.
Nursing diagnoses are
low priority and/or are
not prioritized per
format, with vague
etiology and unclear
correlation from the
data to supports the
diagnosis. Nursing
Diagnoses are not
consistent and do not
correlation from the
assessment data.
The goal clearly
supports the
nursing diagnosis
and plan of care.
The goals are
specific,
measurable,
attainable, realistic
and timed.
Evaluates
effectiveness of
interventions and
measures goal
completion.
Modifies, revises
and recommends
alternative
interventions.
Clearly and
accurately Identifies
nursing/
collaborative
interventions.
The goal somewhat
supports the nursing
diagnosis and plan
of care. The goals
are somewhat
measurable and
realistic, and timed.
Evaluates
effectiveness of
interventions and
measures goal
completion.
Modifies, revises
and recommends
alternative
interventions.
The goals are
inconsistent with
the nursing
diagnosis and plan
of care. The goals
are vaguely
realistic, measure
and timed.
Evaluates
effectiveness of
interventions and
measures goal
completion.
Modifies, revises
and recommends
alternative
intervention..
The goals lack support
and nonspecific from
gathered data,
Outcome criteria are
not specific, realistic,
measurable,
attainable, nor timed.
Does not evaluates
effectiveness of
interventions and
measures goal
completion. Modifies,
revises and
recommends
alternative
intervention.
Adequately
Identifies
nursing/collaborativ
e interventions with
adequate teaching.
Interventions are
Vaguely Identifies
nursing/
collaborative
interventions with
unclear teaching.
Interventions are
Fails to identify nursing/
collaborative
interventions and
teaching. Interventions
are non-specific,
inappropriate,
Concept Map Rubric Pediatrics
June 2020
Student Name:
Date:
Patient Initials:
Patient Disease/Disorder:
Medications
Weight: 10%
Interventions are
always
individualized,
prioritized,
organized, specific
and realistic.
Nursing actions are
always aimed at
the
patient’s/client’s
goals and directed
at the stated
health deviation
Lists all MAR
medications (Routine
and PRN) including
name; ordered dose;
route; MD ordered
indication;
mechanism of
action; relevant side
effects and nursing
considerations
relevant to the
patient/client.
Includes med math
to demonstrate it is
a safe dose per
weight for this
patient mg/kg/dose
Pertinent Lab
Tests and
Diagnostic
Tests/
Procedures
Weight: 7.5%
General
Organization
Weight: 5%
Clearly and
accurately identifies
and explains
abnormal findings
for pertinent current
laboratory and
diagnostics test
results related to
patient’s/client’s
disease process.
Accurate APA
format; Appropriate
citations and
references;
Concept Map Rubric Pediatrics
adequate,
individualized,
organized, specific
and realistic.
Interventions can be
implemented
adequately that is
focused on
patient’s/client’s
goal and health
deviation
inconsistent, nonspecific,
disorganized, and not
adequately focused
on the
patient’s/client’s
goal. Interventions
are difficult to
implement and has
weak relationship to
nursing diagnosis
unrealistic, unmeasurable and do not
relate to nursing
diagnosis. Interventions
do not focus on
patient/client goals
and/or the stated health
deviation based on
nursing assessment
Lists all MAR
medications
(Routine and PRN)
but does not
adequately
medication name;
ordered dose; route;
MD ordered
indication;
mechanism of
action; relevant side
effects and nursing
considerations
relevant to the
patient/client.
Includes dose per
weight, but does not
calculate for specific
patient.
Adequately
identifies and
explains abnormal
findings for
pertinent current
laboratory and
diagnostics test
results related to
patient’s/client’s
disease process.
Adequate APA
format;
Minimal citations
and references are
appropriate; Few
Lists most MAR
medications (Routine
and PRN); excepts
lacks medication
name; ordered dose;
route; MD ordered
indication;
mechanism of action;
relevant side effects
and nursing
considerations
relevant to the
patient/client.
. Does not include
does per weight.
Lists most MAR
medications (Routine
and PRN); but fails to
include medication
name; ordered dose;
route; MD ordered
indication; mechanism
of action; relevant side
effects and nursing
considerations relevant
to the patient/client.
Vaguely identifies
and explains
abnormal findings for
pertinent current
laboratory and
diagnostics test
results related to
patient’s/client’s
disease process.
Fails to identify and
explain abnormal
findings for pertinent
current laboratory and
diagnostics test results
related to
patient’s/client’s
disease process.
Numerous APA
format errors;
Inaccurate citations
and references;
Fails to utilize APA
format;
No citations or
references included;
Does not include does
per weight.
June 2020
Student Name:
Date:
Patient Initials:
Patient Disease/Disorder:
No spelling or
grammar errors.
spelling or grammar
errors.
Few spelling and
grammar errors.
Numerous spelling and
grammar errors.
Weight=100%
Notes and Feedback:
Concept Map Rubric Pediatrics
June 2020