Compare and Contrast Assignment
50 points
Objective 2.1 Create concept maps which demonstrate assessment, nursing diagnosis, interventions,
and evaluation of patient care.
A. Teamwork Rubric 10 points: Review criteria BEFORE starting assignment.
B. Compare and Contrast Table: 30 points
C. Concept Map: 10 points
Directions: The Compare and Contrast Assignment is completed on a day when the student is not
assigned to patients. Three students work together to complete the Compare and Contrast Table and
to present the information in Post clinical. The Concept Map is completed independently.
Compare and Contrast Assignment
50 points
INSTRUCTIONS: This clinical day is a “project” day and you will be assigned no patients. Three students
will work together either in the hospital or the nursing home setting to find 3 patients with the same
medical diagnosis (for example heart failure, pneumonia, etc).
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Collect information on all 3 such as: history, other pre-existing conditions, diet, medications,
treatments, limitations in function, etc. (see Compare and Contrast Table)
Each student will visit one patient and perform an assessment using Gordon’s Functional Health
Patterns (see following pages).
The three students then get back together and compare and contrast each patient noting what
you learned in the textbook compared with what you are seeing, and identify what is different
and why (SEE Compare and Contrast table).
Discuss all the patient information and note reasons why diet, meds, treatments, etc. vary from
patient to patient.
Discuss the assessment findings and note when specific findings would be out of range, what
those would be, and what action to take.
Identify at least 1 priority nursing diagnosis for each of the 3 patients from the subjective data
that you obtained during your interview. List 3 interventions for each nursing diagnosis.
Discuss Erikson’s stages for each patient.
Note possible complications for each patient and nursing interventions to prevent those
complications.
EACH of the students will then INDEPENDENTLY develop a concept map for one of the patients
that the compare and contrast study was completed on. Do not select the same patient.
The students will discuss their findings in the compare and contrast study at post clinicals. Each
individual student will also discuss the concept map they created. You will be graded during
your presentation off of the rubrics attached.
11. Grading: Review Rubrics BEFORE beginning your project.
10 points for teamwork
30 points for Compare and Contrast Table
10 points for Individual Concept Map
12. Submit written information in your portfolio under Objective 2.1 prior to your midterm
evaluation.
A. Teamwork Rubric
B. Compare and Contrast Table
C. Concept Map
Assignment revised from Linda Caputi’s Workshop (2011)
Rubric for Team Work Compare and Contrast
Level of Achievement for your Team 10 points
Criteria
Exemplary (3 points)
Satisfactory (2 points)
Unacceptable (1 point)
Participating
There is a clear definition of tasks
to be accomplished, anticipating
future needs. All members take
an active role. Tasks are defined
by the group and assigned to all
group members. The team
engages in follow-up activities to
monitor progress
Tasks are defined informally,
and most but not all
members
understand them. Most
members contribute.
Follow-up is sporadic.
Tasks are not defined, and
few members participate
actively. There is no
follow-up.
Every member’s role on the team
is defined and understood by all.
Each team member can explain
the role of others.
Members' roles are defined
informally and may not be
completely understood by
all. Some members may not
be able to explain the role of
others.
There is little
understanding of who
does what.
Every team member is treated
with respect. All members listen
to all ideas. The work of each
person is acknowledged.
Members feel free to seek
assistance from others or to ask
questions.
There is a general
atmosphere of
respect for team members,
but
some members may not be
heard as much as others.
Acknowledging others' work
is serendipitous rather than
planned. Some members
may not feel free to turn to
others for help.
The team atmosphere is
competitive and
individualistic
rather than cooperative
and supportive.
1 point
All members take part in the
presentation of information
0.5 points
0.5 points if there are
members that do not
present
0 points
0 points if everything is
presented by one person
Points
(participating)
Defining
Members Roles
Points (roles)
Team Member
Support
Points (support)
Presentation of
Team Work
Points (Work)
Total Points:
Retrieved from: http://www.winona.edu/air/resourcelinks/team%20work.pdf
Jiles, Huba, Others. Material Sciences and Engineering, CRCD Project (8/24/00) (Modifications made)
Compare and Contrast Assignment Table
Criteria to Compare and Contrast
History
Other Pre-existing conditions
Diet
Medications
Treatments
Student 1 assesses
Patient 1
30 points
Student 2 assesses
Patient 2
Student 3 assesses
Patient 3
Reason for Variations
SUBJECTIVE FINDINGS from Gordon’s Functional Health Patterns
Criteria to Compare and Contrast
Health Perception
Nutritional – Metabolic Pattern
Elimination Pattern
Activity-Exercise Pattern
Sleep-Rest Pattern
Perceptual Pattern
Self-Perception Pattern
Role-Relationship Pattern
Patient 1
Patient 2
Patient 3
Sexuality-Sexual Functioning
Pattern
Coping-Stress Management
Pattern
Value-Belief System
Priority Nursing Diagnosis
Identify at least 1 PRIORITY
nursing diagnosis for each of the
3 patients from the subjective
data that you obtained during
your interview.
Interventions
List 3 interventions for each
nursing diagnosis.
Physical Assessment OBJECTIVE FINDINGS
Criteria to Compare and Contrast
General Appearance
Are there specific findings that
are abnormal, what are they and
what action should be taken?
Cognitive-Emotional
Are there specific findings that
are abnormal, what are they and
what action should be taken?
Respiratory
Are there specific findings that
are abnormal, what are they and
what action should be taken?
Circulatory
Are there specific findings that
are abnormal, what are they and
what action should be taken?
Integumentary
Are there specific findings that
are abnormal, what are they and
Patient 1
Patient 2
Patient 3
Reason for Variations
what action should be taken?
Abdomen
Are there specific findings that
are abnormal, what are they and
what action should be taken?
Neurosensory
Are there specific findings that
are abnormal, what are they and
what action should be taken?
Muscular-Skeletal
Are there specific findings that
are abnormal, what are they and
what action should be taken?
Erikson’s Development Stage
Criteria to Compare and Contrast
Patient 1
Patient 2
Patient 3
What stage should the patient be
at using Erikson’s Stages (see
following pages for stages)?
Has the stage been resolved?
If not, what stage do you think
they are at and give a rationale for
your answer?
Potential Complications for EACH Patient
Criteria to Compare and Contrast
List Potential Complications for
Each Patient.
List reason for variations among
the patients.
List Interventions to Prevent
Complications
Patient 1
Patient 2
Patient 3
Reason for Variations
RUBRIC FOR GRADING COMPARE AND CONTRAST
30 Possible Points
1. Medications
2. Treatments
3. Subjective Data
Identify at least 1 PRIOIRTY
nursing diagnosis for each of
the 3 patients from the
subjective data.
4. Subjective Data
List 3 interventions for each
nursing diagnosis
5. Objective Data
Lists at least 3 specific findings
that are out of range.
Identifies the reason for
variation among the patients.
6. Objective Data
Identifies the action to take for
each finding that is out of
range.
7. Erikson’s Stage
3
Lists variations in medications.
Identifies 3 or more reasons for
variations in medications
between the 3 patients
2
Lists variations in medications.
Identifies 1 or 2 reasons for
variations in medications between
the 3 patients
1
Unable to identify reason for
variation in medications between
the 3 patients
Identifies 3 or more reasons for
variations in treatments
between the 3 patients
Identifies 3 PRIOIRTY nursing
diagnosis
(1 for each patient) from the
subjective data obtained during
interview
Lists at least 3 interventions for
each nursing diagnosis
Identifies 1 or 2 reasons for
variations in treatments between
the 3 patients
Identified 2 nursing diagnosis (1 for
2 of the patients) from the
subjective data obtained during the
interview
Unable to identify reason for
variation in treatments between
the 3 patients
Identified 1 nursing diagnosis
from the subjective data obtained
during the interview
Lists 2 interventions for each nursing
diagnosis
Lists less than 2 interventions for
each nursing diagnosis
Lists at least 3 specific findings
that are out of range. Identifies
the reason for variation among
the patients.
Lists 2 specific findings that are out
of range. Identifies the reason for
the variation among the patients.
Does not identify 2 or 3 specific
findings out of range.
Does not identify the reason for
variations.
Identifies the action to take to
correct all 3 findings which are
out of range.
Identifies the action to take to
correct 2 of the findings that are out
of range.
Identifies the action to take to
correct 1 of the findings that are
out of range.
Able to identify correctly the
Erikson’s stage for each patient.
Able to correctly identify
whether the stage has been
resolved.
Able to identify correctly the
Erikson’s stage for 2 of the patients.
Able to correctly identify whether
the stage has been resolved for 2 of
the patients.
Able to identify correctly the
Erikson’s stage for 1 of the
patients.
Able to correctly identify whether
the stage has been resolved for 1
9. List Potential Complications
for Each Patient. List reason
for variations among the
patients
If not resolved able to identify
rationale for the stage they are
presently in.
Able to identify potential
complications for all 3 patients.
Able to list reasons for
variations among all 3 patients.
If not resolved, able to identify the
rationale for the stage they are in
for 2 of the patients
Able to identify potential
complications for 2 patients. Able to
list reasons for variations among 2
patients.
of the patients.
If not resolved, able to identify the
rationale for the stage they are in
for 1 of the patients
Able to identify potential
complications for 1 patient.
Unable to list reasons for
variations among patients.
10. List interventions to prevent
complications for each
patient.
Able to identify 2 interventions
to prevent complications for
each patient.
Able to identify 1-2 interventions to
prevent complications for each
patient.
Unable to identify 2 interventions
to prevent complications for each
patient.
8. Erikson’s Stage
Total Points
Compare and Contrast Concept Map Assignment:
10 points
Each student chooses a different (one out of the three) patient to complete a concept map.
Signs and Symptoms
Admitting Dx:
Co-existing Dx & Chronic
Problems
Allergies
Progress of Current
Problem
Complementary and
Alternative Medications
or Therapies and i.e.
herbals, massage, etc
Medical Dx: Age and Sex
Labs:
Date/Normal/Patient
level/causative
factors/complications of
abnormals
Meds/Dose/frequency
route/classification/action/
nursing implications
Assessment: Follow
Gordon’s Health
Assessment
Concept Map Part I
Priority Nursing Diagnosis
List the Priority Nursing
Diagnosis for this patient
and
2 secondary Nursing
Diagnosis.
Secondary Nursing
Diagnosis
Secondary Nursing
Diagnosis
Concept Map Part II
Concept Map Part III
Problem #1:
5 Part Goal Statement:
Nursing Interventions
Rationales for Nursing Interventions
1.
1.
2.
2.
3.
3.
Evaluation:
Problem #2:
5 Part Goal Statement:
Nursing Interventions
Rationales for Nursing Interventions
1.
1.
2.
2.
3.
3.
Evaluation:
Adapted from Schuster, P. (2011). Concept mapping: A critical thinking approach to care planning. (3rd edition).
Rubric for Concept Map Grading
10 points
1 points
1.
Concept Map
Complete and neat
0.5 points
Messy
Missing 1 or more
areas.
0 points
Unable to read
Missing 2 or more
areas.
Points : 1 or 0
3 points EACH
2.
Nursing Priority
Problems
3.
5 part goals
4.
Nursing
Interventions
2 points EACH
Identifies 1 Priority
nursing diagnosis and 2
secondary nursing
diagnosis
Identifies accurately two
5-part goals
Identifies 1 PRIORITY
nursing diagnosis and
only 1 secondary
nursing diagnosis
Identifies accurately
one 5-part goal
Lists 3 nursing
interventions with
rationales under each
goal statement
Lists 2 nursing
interventions with
rationales under each
goal statement
1 point EACH
Identifies no PRIORITY
nursing problem and 1
or 2 secondary nursing
diagnosis
Identifies 5-part goals
but they are
inaccurately
completed.
Lists 1 nursing
intervention with
rationales under each
goal statement
Points for 1
+ Points for 2, 3, 4
Total Points
Assignment Revised by:
Minnesota Northland Community and Technical College AD Nursing Faculty
Field, S., Baxter, G., Carda, N., Koenig, K., Sather, M., Scott, D., Seyfried, D., Vobr, L. (2012).