PROBLEM SOLVING STANDARDS – DR MARIE HUTCHINSON
SOUTHERN CROSS UNIVERSITY
Adapted from the AAC&U VALUE Rubrics and acknowledged with thanks. See Assuring Graduate
Capabilities
Problem solving is the process of designing, evaluating and implementing a strategy to achieve desired goals or solve complex real-world problems [1]
Proficient
Graduates as professionals
IDENTIFIES SOLUTIONS RELEVANT TO A PROBLEM OR ISSUE
Defines the problem Identifies the complexity of concepts,
patterns, and their significance or
relationship to each when constructing
a problem.
Determines solutions and
priorities for resolving the
problem [2]
DEVELOPS A PLAN TO ADDRESS THE PROBLEM
Evaluates solutions
Develops goals
Communicates and documents a
plan
IMPLEMENTS THE PLAN
Monitors responses to
interventions[2]
Responds effectively to
unexpected or rapidly changing
situations and adjusts plan
accordingly [2]
Competent
Graduates of the Bachelor of Nursing
course
Intermediate
Students in the middle stages of the
Bachelor or Nursing course
Novice
Students in the beginning stages of the
Bachelor or Nursing course
Demonstrate the ability to identify and
clearly detail the problem taking into
consideration all relevant contextual
factors.
Demonstrate the ability to identify and
adequately detail the problem with
evidence of most relevant contextual
factors
Demonstrate the ability to identify a
problem, but the problem is defined
superficially or too narrowly with
significant issues overlooked.
Identifies solutions that are tailored to the
problem. Solutions reflect a sound
understanding of the contextual
dimensions of the problem.
Proposes one or more solutions that are
sensitive to some of the contextual
dimensions of the problem.
Identifies one or a limited number of
generalised solutions to the problem.
Thoroughly evaluates proposed solutions
and considers history of the problem.
Critically reflects upon reasoning and
draws upon previous experience and
knowledge. Examines and weighs up
impacts of solutions [1]
Does not thoroughly evaluate the
proposed solutions only considers some
of the history of the problem. With
guidance critically reflects upon
reasoning and draws upon own
knowledge. Examines and weighs up
some impacts of solutions [1]
Limited or superficial evaluation of
solutions, does not explore below the
surface level.
Identifies goals that are measurable,
achievable, and congruent with the
context[2]
Able to identify some goals, with
guidance can select appropriate strategies
congruent with the context.
Requires assistance to develop goals that
are congruent with the context.
Clearly and precisely communicates a
plan, justifying reasoning and explaining
intended outcomes in a structured way.
Able to communicate plan, does not
provide detailed justification or
sufficiently explain intended outcomes.
Requires assistance to communicate and
document the plan
Employs ongoing evaluation of actual
and intended results.
Able to compare actual and intended
results.
Limited capacity to evaluate solutions
requires structured guidance to undertake
evaluation.
Ensures appropriate and timely
modifications are made to the plan as
required.
Slow to respond or requires prompting to
respond to unexpectedly changing
situations.
Limited capacity to respond to evolving
situation.
Uses best available evidence or accepted
Emerging capacity to evaluate outcomes
Evaluates outcomes at a superficial level
EVALUATES OUTCOMES
standards to come to well-considered
conclusions about outcomes [3-4]
1.
2.
3.
4.
using available evidence or accepted
standards.
without reference to available evidence or
accepted standards.
Association of American Colleges and Universities AAC&U Value Rubrics.
Australian Nursing and Midwifery Council Limited (ANMC), National competency standards for the registered nurse. 2005, Australian Nursing and Midwifery Accreditation Council Limited: Dickson,
ACT.
Paul, R. and L. Elder, Consequential validity: Using assessment to drive instruction, in W h i te Pa p e r, F.f.C. Thinking, Editor. 2002: www.criticalthinking.org.
Facione, N.C. and P.A. Facione, eds. Critical Thinking and Clinical Judgment. Clinical Reasoning in the Health Sciences: A Teaching Anthology. 2008, Insight Assessment. The California Academic
Press: Millbrae CA. 1-13.