vSim for Nursing
CLINICAL
REPLACEMENT
PACKAGE
THI TRAN
FATIME SANOGO
vSim for Nursing
vSIM CLINICAL REPLACEMENT PACKET FOR STUDENTS
Est. Time: 4-6 Hours
STUDENT INSTRUCTIONS FOR VIRTUAL CLINICAL REPLACEMENT
This activity packet is intended to be used with your assigned virtual patient found in vSim. The Six Step learn flow in vSim
is to be followed as instructed below. Once you have completed the Six Steps, in addition to this Clinical Replacement
Activity Packet, submit for grading as instructed in your syllabus.
vSim tutorial
https://elearning.easygenerator.com/3c3ade24-0990-4783-953f50ef4b6446d5/#section/13b4e1c3538a4f4dbdb7e4c68768572d/question/065eac92ad034289909a26309269f7e1
LEARN FLOW - STEP ONE
 Finish the Suggested Readings, then complete the following four activities:
 Clinical Worksheet
 Plan of Care Concept Map
 Pharm4Fun Worksheet (one per medication)
 ISBAR Worksheet
LEARN FLOW – STEP TWO
 Take the Pre-Simulation Quiz
 Student may take several times using the answer key to provide immediate remediation prior to the
virtual simulation. Quiz is recorded as complete.
LEARN FLOW – STEP THREE
 Launch the virtual simulation
 Suggest student complete the vSim Tutorial prior to launching Step Three.
 Each clinical experience in the simulation lasts a maximum of 30 minutes.
 Student is to complete the simulation as many times as it takes to meet an 80% benchmark.
LEARN FLOW – STEP FOUR
 Complete the Post-Quiz
 The answer key is not visible to the student until after they have submitted the quiz.
 The quiz grade is recorded as a percentage
LEARN FLOW – STEP FIVE
 Document
 The student documents the clinical events that occurred during the simulation using the information
contained in step five.
 If using DocuCare, the instructor assigns the same vSim patient which can be found in DocuCare cases.
LEARN FLOW – STEP SIX
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 Reflection Questions
 Students are to complete the reflection questions and submit to instructor post clinical replacement (see
syllabus for details).
 The quiz grade is recorded as a percentage
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CONCEPT MAP/ PLAN OF CARE
Est. Time: 30 Minutes
This activity creates an opportunity for you to organize the nursing care required for the patient care presented in your
assigned vSim.
STUDENT LEARNING OUTCOMES
At the end of this activity, student will be able to:
1.
Describe pathological events associated with the patient’s disease process or condition.
2.
Create a plan of care and prioritized nursing interventions based on patient care needs.
3.
Identify anticipated diagnostic and physical assessment findings related to the identified condition or disease
process.
ASSIGNMENT
1.
Log into thePoint and launch the assigned vSim, following all instructions posted on your learning management
system (LMS).
2.
Review the information contained in the patient information.
3.
Review the smart sense links associated with Nursing Care, Diagnostics, and Pharmacology found in the
suggested reading area.
4.
Create the following “concept map”. List the pathophysiology associated with the patient’s disease process or
condition, the anticipated physical assessment findings, vital signs, diagnostics, specific nursing interventions,
and other patient information associated with the patient situation.
5.
Utilize the smart sense links throughout the vSim to complete the worksheet.
6.
Submit your concept map for review.
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CONCEPT MAP WORKSHEET
DESCRIBE DISEASE PROCESS AFFECTING PATIENT
(Include Pathophysiology of Disease Process)
Postpartum Hemorrhage: an obstetric emergency and leading cause of maternal morbidity and mortality. It is more bleeding than normal after
the birth of a baby, which is classified as losing greater than 500 mL after vaginal birth and more than 1,000 mL after cesarean birth. About 1 in
100 to 5 in 100 women have postpartum hemorrhage. It is more likely with a cesarean birth. It most often happens after the placenta is
delivered, but it can also happen later.
Postpartum hemorrhage may also be caused by:
 Tear in the cervix or tissues of the vagina
 Tear in a blood vessel in the uterus
 Bleeding into a hidden tissue area or space in the pelvis. This mass of blood is called a hematoma. It is usually in the vulva or vagina.
 Blood clotting disorders
 Placenta problems
DIAGNOSTIC TESTS
(Reason for Test and Results)
•CBC - estimate blood loss and to identify if
a blood transfusion is needed
•Type and cross match - to find the
appropriately matched blood type if a
transfusion is needed
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PATIENT INFORMATION
Fatime Sanogo:
• 23-year-old, primigravida
• No known allergies, is O+, hepatitis
negative, rubella immune, and GBS
negative
• Delivered via NSVD at 41 4/7 weeks
• Delivered a baby girl at 0605 weighing
9lbs.
• Presence with a 2nd-degree laceration
(repaired).
• No pain medication during delivery.
• Manually placental delivery at 0635 by
the provider.
ANTICIPATED PHYSICAL FINDING
•Uncontrolled bleeding
•Pain and tenderness
•Uterine atony (soft, boggy)
•Pallor of skin and mucous membranes
•Tachycardia
•Hypotension
•Oliguria
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ANTICIPATED NURSING INTERVENTIONS
•ASSESS INITIAL VS AND ONGOING MONITORING OF VS
•ASSESS FOR ANY ALLERGIES TO PRESCRIBED MEDICATIONS
•REVIEW AND EVALUATE FOR ANY POTENTIAL RISK FACTORS FOR TREATMENT
•ASSESS PATIENT’S PERINEAL AREA, INSPECT THE LACERATION FOR HEALING PROCESS AND NO SIGNS OF INFECTION.
•ASSESS LOCHIA FOR COLOR, QUANTITY, AND CLOTS
•ASSESS FUNDUS FOR FIRMNESS AND POSITION, PERFORM FUNDAL MASSAGE TO ENCOURAGE UTERUS TO CONTRACT
•ASSESS FOR BLADDER DISTENTION AND USE BLADDER SCANNER TO SEE IF THERE IS ANY RETAINED URINE. PERFORM STRAIGHT CATHETERIZATION
•REASSESS VS
•REPORT TO PROVIDER PATIENT STATUS AFTER ORDER
ISBAR ACTIVITY
Est. Time: 30-60 Minutes
This ISBAR activity assists you in building the skill of communicating pertinent information when caring for a patient.
Appropriate actions you should do to complete this activity include finding appropriate data to provide a thorough ISBAR
report.
STUDENT LEARNING OUTCOMES
At the end of this activity, student will be able to:
1.
Identify pertinent data from the patient information area of the vSim suggested reading section.
2.
Communicate pertinent information for a patient using ISBAR.
ASSIGNMENT
1.
Log into thePoint and launch the assigned vSim, following all instructions posted on your learning management
system (LMS).
2.
Review the information contained in the patient information area of the suggested reading section.
3.
Review the smart sense links found within the Nursing Care, Diagnostics and Pharmacology areas of the
suggested reading.
4.
Navigate and fill out the data in the following document using the patient information provided in the
suggested reading area.
5.
Submit for review.
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VSIM ISBAR ACTIVITY
INTRODUCTION
Student Worksheet
Thi Tran, RN, Mother and Baby unit
Your name, position (RN),
unit you are working on
SITUATION
Fatime Sanogo, 23, the patient was admitted yesterday at 0600 for oxytocin induction.
Patient’s name, age,
specific reason for visit
BACKGROUND
Patient’s primary diagnosis,
date of admission, current
orders for patient
ASSESSMENT
Current pertinent
assessment data using
head-to-toe approach,
pertinent diagnostics, vital
signs.
Fatime Sanogo, 23, the patient was, admitted for oxytocin induction of labor secondary to
postdates, admitted on 09/16/2022 at 0600. She delivered at 0605 via NSVD at 41 4/7 weeks and
the baby girl's weight of 4,082 g (9 lb). Apgar scores of 9 and 9. The patient has a second-degree
perineal laceration; this has been repaired. The placenta was delivered manually at 0635. Patient
bleeding was controlled via fundal massage. An infusion of oxytocin is running. Her partner is at
the bedside with the patient.
•HR: 108; pulse present (Tachycardia)
•BP: 98/50 (Hypotensive)
•RR: 20, SpO2: 97%
•Temp: 37 C
•Pain at the belly 5/10
•Uterus is soft and boggy (uterine atony)
•A lot of blood and lochia were in the vaginal.
•1140mL of lochia was on the pads. Bleeding at a moderate rate; time since last change of pads
suggests a bleeding rate of 2040 mL/hour
•Perineum: minimal redness, minimal edema, no ecchymosis, no discharge from the repair, well
approximated
•Bladder contains 300 mL of urine
RECOMMENDATION
Any orders or
recommendations you may
have for this patient
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





Vital signs
Continue fundal checks every 15 minutes, comforting measures
Pain assessment
Give medications as scheduled.
Monitor vital signs, and bleeding assessment.
Encourage patient to breastfeed as often as baby wants to help with uterine one
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vSim for Nursing
PHARM4FUN
Est. Time: 30 Minutes (per medication)
This activity provides you with the opportunity to create pertinent patient education on the pharmacological agents
associated with the vSim activity. You will utilize this worksheet for each drug listed under the pharmacology area of the
suggested reading section.
STUDENT LEARNING OUTCOMES
At the end of this activity, student will be able to:
1.
Explain purpose for taking the identified pharmacological agents.
2.
Discuss pertinent patient education related to all the listed pharmacological agent.
ASSIGNMENT
1.
Log into thePoint and launch the assigned vSim, following all instructions posted on your Learning Management
System (LMS).
2.
Review the information contained in the patient information.
3.
Review the smart sense links associated with the Pharmacological agents found in the suggested reading area.
4.
Use the smart sense link to complete the following “patient education” worksheet for each pharmacological
agent listed in the Pharmacology are of the suggested reading section.
5.
Submit for review..
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PATIENT EDUCATION WORKSHEET
NAME OF MEDICATION, CLASSIFICATION AND INCLUDE PROTOTYPE
MEDICATION: OXYTOCIN
CLASSIFICATION: OXYTOCIC AGENTS.
PROTOTYPE: PITOCIN
SAFE DOSE OR DOSE RANGE, SAFE ROUTE
IV: 10 units infused at 20-49 milliunits/min
IM: 10 units after delivery of placenta
PURPOSE FOR TAKING THIS MEDICATION
Induction of labor. Control of postpartum bleeding
PATIENT EDUCATION WHILE TAKING THIS MEDICATION
•Explain use and administration of the drug to patient and family
•Report to HCP immediately if feeling fast, slow, or uneven heart rate; excessive bleeding long after childbirth; severe headache,
blurred vision, pounding in neck or ears; or confusion, severe weakness, feeling unsteady.
•Advise patient to expect contractions like menstrual cramps after administration has started
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CLINICAL WORKSHEET
This activity creates an opportunity for you to prepare for a virtual clinical experience. This activity provides you with the
opportunity to manage patient care, prioritize interventions, and identify aspects of care that could be delegated.
STUDENT LEARNING OUTCOMES
At the end of this, student will be able to:
1.
Describe pathological events associated with the patient’s disease process or condition.
2.
Create a plan of care that is prioritized and is based on the patient’s care needs.
3.
Identifies path to healing or health and path to death or injury.
4.
Describes aspects of care that can be delegated and appropriate personnel to complete delegated tasks.
ASSIGNMENT
1.
Log into thePoint and launch the assigned vSim, following all instructions posted on your learning management
system (LMS).
2.
Review the information contained in the patient information.
3.
Review the smart sense links associated with the Nursing Care, Diagnostics, and Pharmacology, found in the
suggested reading area.
4.
Complete all areas of the attached clinical worksheet.
5.
Submit the completed worksheet.
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VSIM WORKSHEETS GRADING RUBRIC
Criteria
Content Knowledge
Critical Thinking
5 Points
2 Points
Total
Points
1 point
• Knowledge of topic is partially • Knowledge of topic is general
covered.
in more than three areas of
the worksheet.
• Key information is missing
from 2 or more assignment
• One or more areas of
areas.
worksheet left blank.
• Worksheet difficult to follow • Content unorganized
in two or more areas.
throughout worksheet.
• Information is incomplete in
• Difficult to understand
two or more areas.
content of paper.
• Knowledge of topic is
general throughout entire
worksheet, and/or does
not cover all the required
assignment areas.
• Concisely explains each
content area.
• Major aspects of the content
areas are presented, but
content lacks insight and
analysis.
• Information is basic.
• Scholarly work.
(Spelling, Grammar,
Sentence Structure)
3 Points
• Follows all requirements for • Follows all requirements for
the assignment.
the assignment.
•
Major points of topic are
• Conveys well-rounded
mostly covered in the
knowledge of the topic.
required assignment areas.
• Content well organized,
•
Content organized, logical
logical.
flow.
• Easy to read and understand
throughout all of worksheet. • Easy to read and understand
through most of worksheet.
• Analyzes information,
connects data points to
provide accurate, concise
information.
Writing Composition
4 Points
• An occasional spelling error
present.
• Grammar, readability, and
sentence structure is error
free.
• Explains each content area.
• Presents information about
the topic.
• Some analysis, insight
present, some data points
threaded together.
• Errors do not interfere with
the readability or
comprehension of
information.
• Few insights presented,
lacking analysis.
• Few data points connected to • Data points not connected to
provide information.
information provided.
• Little Understanding gained
from information presented.
• Scholarly work.
• Some minor errors (1-3
errors) with spelling,
grammar and/or sentence
structure, not consistent
throughout worksheet.
• Few aspects of the content
areas presented.
• Frequent errors (4-5 errors)
with spelling, grammar
and/or sentence structure.
• Errors effect ability to
comprehend information
present on worksheet and
readability.
• Two or more areas
• Left blank on worksheet.
• Unable to follow flow of
worksheet.
• No aspects of the content
present in the worksheet.
• Lacks insight, analysis, and
conclusions.
• No understanding from the
content presented.
• Numerous errors (5-6 errors) • Excessive errors (>6
errors) occur with spelling,
with spelling, grammar and/or
grammar and/or sentence
sentence structure
structure, throughout
throughout worksheet.
worksheet.
• Difficult to understand
• Unable to understand
information presented due to
• information presented in the
numerous errors.
worksheet.
TOTAL POINTS: _____
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vSim for Nursing
CLINICAL WORKSHEET
Date: 09/17/2022
Initials:
Age:
F.S
Student Name: Thi Tran
Diagnosis: Induction of
Labor Secondary to
Postdates
HCP:
Assigned vSim: Fatime Sanogo
Isolation:
Standard
Precaution
IV Type:
Fall Risk: NA
Location: Right
forearm
Critical Labs:
Other Services
23
M/F: F
Length of Stay:
Code Status:
Full
Consults:
Allergies:
NKA
Consults Needed:
Transfer: NA
Fluid/Rate:
Oxytocin @334ml/hr
Why is your patient in the hospital (Answer in your own words and include the History of present illness)?
FS, 23-year-old, was admitted on 9/16/2022 for an oxytocin induction and had a moderate pph blood loss of 800mL. She was delivered a baby girl (9lbs) at 0605.
Placenta was delivered manually at 0635.
Health History/Comorbidities (that relate to this hospitalization):
Pt. has No Know Allergies (NKA). Pt. is primigravida, nullipara, hepatitis negative, rubella immune, GSB negative, and blood type O+.
Shift Goals/ Patient Education Needs:
1. Patient vitals will remain stable and within normal/expected limits.
2.
Patient lochia and bleeding will be within expected limits, fundus will be firm and show signs of involuting.
3.
Patient will be educated on postpartum hemorrhage and the medications administered to improve uterine contractions and decrease bleeding.
4.
Patient will be educated on signs and symptoms of postpartum hemorrhage and infection and know when to report to the PCP or come into the ER.
Path to Discharge: Patient and newborn have stable vital signs, stable labs, bleeding is within normal limits, lochia is within expected characteristics, patient is
educated on signs and symptoms of postpartum hemorrhage and infection.
Patient and newborn are bonding appropriately, and feedings are successful and occur without complications.
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Path to Death or Injury: Patient experiences a sudden fever above 100.4 F, experiencing signs of postpartum hemorrhage with excessive bleeding, infection as well
CLINICAL WORKSHEET
Alerts:
What are you on Alert for with this patient? (Signs & Symptoms)
1.
Heavy vaginal bleeding – more than 500 mL in normal vaginal delivery &
more than 1000 mL in cesarean delivery are signs of a postpartum hemorrhage.
2.
3.
Management of Care: What needs to be done for this Patient Today?
1. Assess patient’s fundus, massage if soft/boggy, perineum status
2.
Assess patients’ perineal area for healing of the laceration.
3.
Monitor patient’s lochia and bleeding, weigh peri pads and sheets if
bleeding is more than expected.
4.
Educate the patient and family on postpartum hemorrhage and the
medications that are prescribed along with their expected action.
5.
Monitor patients’ vital signs, and ensure they remain stable.
6.
Monitor patient’s lab values to know if a transfusion may be indicated if
too much blood is being lost
Soft/boggy fundus unresolved with fundal massage
Fever over 100.4 F – indicates infection
What Assessments will you focus on for this patient?
(How will I identify the above signs & symptoms?)
1. Assess lochia discharge and bleeding on peri-pad and/or sheets. Weigh the
peri pads and sheets to determine quantitative bleeding.
2.
Frequently assess the patient’s fundus to be firm, midline and at the
umbilicus the first day of delivery. Perform fundal massage if fundus is
soft/boggy.
3.
Monitor patient’s vital signs for drastic changes that are outside of
expected limits.
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List Complications may occur related to dx, procedure, comorbidities:
1. Acute pain
Priorities for Managing the Patient’s Care Today
1. Stable vital signs.
2.
Risk for infection
2.
Neurologic status and skin assessment
3.
Ineffective tissue perfusion
3.
Assess for lochia/bleeding, perineum
What nursing or medical interventions may prevent the above alert or
complications?
1. Continually assessing the patient’s vital signs to identify any signs of
infection
What aspects of the patient care can be Delegated and who can do it?
1.
PCP can prescribe medication/diagnostic tests if nursing interventions are
not resolving the issue.
2.
2.
Nurse can administer medications and draw the blood for labs.
3.
Lactation consultant can assist patient with breastfeeding.
3.
Monitor for any changes in skin, capillary refill, milk production and
neurologic status.
Assess perineum, lochia, and bleeding status.
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vSim for Nursing
GRADING RUBRIC FOR DOCUCARE ENTRY: VSIM
Purpose: This rubric analyzes the components of the electronic health record that students
would utilize when documenting the care of a patient during a simulated event.
Components: Each criterion contains performance criteria to demonstrate the critical thinking
and clinical reasoning utilized during a simulated patient care encounter. The performance
criteria describe the traits that are linked to a level of performance. There are four levels of
performance as well as a “not applicable” column. The levels of performance indicate the
degree to which the student documented the events of the simulated patient care situation.
Using the Rubric:
 Students: Prior to the simulation experience, the students can use the rubric to prepare
for the documentation requirements associated with a simulated experience. The
emphasis on thorough, systematic documentation of the nursing care provided during
the simulation will facilitate clinical reasoning and critical thinking development. The
student can utilize the rubric to perform a self-assessment of their documentation of the
simulated events prior to submitting their DocuCare assignment. The rubric provides
transparency related to the expectations for documentation and the grading of the
student’s submitted work.
 Faculty: The simulation documentation is only graded in whole numbers. The minimum
accepted score is an 80%. The student will need to resubmit the simulation
documentation if the total percentage is less than 80%. The student receives one attempt
to remediate and edit their documentation.
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RUBRIC FOR GRADING VSIM CLINICAL WORKSHEET
5
Patient Information:
Demographics, Diagnosis, Allergies,
Provider, Consults, Isolation, Fall
Risk, Intravenous Therapy, Critical
Labs, Services and Needed
Consults
Medical History:
Why patient is in the hospital,
History of present Illness, Past
Medical/Surgical History,
Comorbidity Factors
Patient Education/Goals:
Shift Goals, Patient Education
Needs
Disease Progression:
Pathway to Death or Injury
Pathway to Health
AACIP:
Alerts, Assessments,
Complications, Interventions
and Prevention
Nursing Care Plan:
Management of Care, Priorities for
Patient Care, Delegation
All documented areas 100% complete and
provide thorough information.
3
1
0
Three listed areas completed OR
documented areas 75%
complete.
Less than three listed areas completed
OR documented areas less than 50%
Patient information area blank.
100% of HPI, Past Medical/Surgical History
and Comorbidity Factors completed with
thorough, relevant information.
75% of HPI, Past Medical/Surgical History
and Comorbidity Factors completed.
Information relevant to scenario.
50% of HPI, Past Medical/Surgical
History and Comorbidity Factors
completed. Information basic and
lacks relevancy.
25% of HPI, Past Medical/Surgical
History and Comorbidity Factors
completed. Information not
relevant, or content areas left
blank,
Thorough and detailed patient education.
Patient shift. goals are SMART, relevant,
and detailed goals. 100% of worksheet area
is complete.
Provides patient education but lacks
thoroughness or details. Patient shift goals
missing 1-2 components of SMART goals.
75% of information needed for worksheet
area present.
Patient education lacks thoroughness
and details. Patient shift goals missing
3 – 4 components of SMART goals.
50% of the information needed for
worksheet area present.
Pathway to death and health is identified with
detail. Information is concise, relevant,
accurate and portraits appropriate timeframe
for occurrence. 100% of the information
needed for worksheet present.
Pathway to death and health is
identified. Information is relevant and
accurate. Missing timeframe for
occurrence. 75% of information needed
for worksheet area present.
Alerts, Assessments, Complications and
Interventions/Preventions identified
thoroughly. Answers relevant to scenario.
100% of the information needed is
present.
Alerts, Assessments, Complications and
Interventions/Preventions identified.
Most answers relevant to scenario. 75%
of the information needed for
worksheet area present.
Missing over 50% of needed
information for worksheet area
present. Pathway to death and health
identified but content either not
relevant or accurate for situation
present in scenario.
Missing 2 – 3 areas on worksheet.
Answers not relevant to scenario.
50% of the information needed is
present.
Missing patient education
and/or patient shift goals.
Patient shift goals lack all
components of SMART goals.
25% of the information
needed for worksheet area
present. to death and health
Pathway
contains information not
relevant or accurate to the
scenario or section left blank.
Management of Care is relevant to case
scenario and detailed. Priorities for
scenario are identified. Identifies all
aspects of care that can be delegated
and identifies appropriate personnel to
delegate activities to. Answers detailed
Critical thinking is evident.
Management of Care, Priorities or
delegation sections relevant to
scenario. Answers generic to situation.
Some evidence of critical thinking
present.
completed.
Missing relevant data in one or
more categories (management of
care, prioritization, delegation).
Answers basic without detail. Little
to no evidence of critical thinking
present.
Missing 4 or more areas on
worksheet. Answers not relevant
to scenario. 25% of the
information needed for worksheet
area is present.
Information provided not
relevant to scenario. Answers
are basic without detail. No
evidence of critical thinking.
Missing answers in one or more
area.
TOTAL POINTS:
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LASATER CLINICAL JUDGMENT RUBRIC FOR VSIM FOR NURSING
Purpose: This rubric analyzes the components of the stages of clinical judgment formation. It
identifies multiple criterion and sub-criterion associated with the different levels of clinical
judgement formation. The Lasater Clinical Judgment Rubric allows faculty to analyze student
performances and identify what level of clinical judgment formation the student is exhibiting.
Components: Each criterion contains performance criteria to demonstrate the clinical judgment
level of performance related to the actions taken by the student during the vSim for Nursing
simulated event. The performance criteria describe the traits that are linked to a level of
performance. There are four levels of performance: Beginning, Developing, Accomplished and
Exemplary. The levels of performance indicate the degree to which the student utilized clinical
judgment during the vSim for Nursing activity.
Using the Rubric:

Students: Prior to the simulation experience, the students can use the rubric to review
the different levels of clinical judgment and the defining characteristics for the subcriterion found within the rubric. The student can utilize the rubric to perform a selfassessment of their clinical judgment skills after completing the vSim for Nursing activity.
This self-assessment then can be compared with the instructor’s assessment of the
student’s clinical judgment formation.. The rubric provides transparency related to the
defining characteristics of the different levels of clinical judgment.
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LASATER CLINICAL JUDGMENT RUBRIC FOR VSIM FOR NURSING
Dimension
Effective Noticing
Effective Interpreting
Effective Responding
Effective Reflecting
TOTAL
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Exemplary (20-25)
Accomplished (13-19)
Developing (7-12)
Beginning (0-6)
Regularly recognizes subtle
changes and obvious changes in
patient’s objective and
subjective data
Focuses on the most relevant
and important data; able to
make sense of patterns, justify
interventions
Interventions are tailored for
the individual patient; monitors
patient and is able to adjust
treatment as indicated;
demonstrates safety at all times
Evaluates and analyzes
performance, elaborating on
alternatives; accurately
identifies strengths and
weaknesses and develops
specific plans to eliminate
weaknesses
Recognizes most obvious
patterns and deviations in data;
may miss the most subtle
Identifies obvious patterns and
deviations in data; missing some
important information
Generally focuses and interprets
the most important data but
also attends to less pertinent
data
Completes interventions on the
basis of relevant data; monitors
patient but does not expect to
have to change treatments;
could improve accuracy
Evaluates and analyzes
performance, alternatives are
identified; identifies strengths
and weaknesses; could be more
systematic in evaluating
weaknesses
Makes an effort to prioritize
data and interpret, but attends
to less relevant or useful data
Fails to collect important
subjective and objective data;
misses most patterns and
deviations from expectations
Appears not to know which data
are most important; has
difficulty interpreting or making
sense of data
Focuses on a single
intervention; some monitoring
may occur; unable to select
interventions; demonstrates
unsafe practice
Appears uninterested in
improving performance; is
uncritical or overly critical of
self; unable to see flaws or need
for improvement
Completes interventions on the
basis of the most obvious data;
monitors progress but unable to
make adjustments as indicated
by the patient’s response
Demonstrates awareness of the
need for ongoing improvement;
makes some effort to learn from
experience but tends to state
the obvious
Score
/25
/25
/25
/25
/100
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