Primary concern and Pathophysiology/Cause

Identifying Data and Rationale

1 (6.66666%)

Student identifies CLINICALLY SIGNIFICANT data from the chief complaint, vital signs, and nursing assessment AND explains WHY each piece of data identified is clinically significant. Faculty may assign partial points for missing parts.

Lab/Diagnostic Identification

1 (6.66666%)

Student identifies lab/diagnostic results are RELEVANT that must be recognized as clinically significant to the nurse AND WHY. Faculty may assign partial points for missing parts.

Primary concern and Pathophysiology/Cause

2 (13.33333%)

Student identifies the PRIMARY problem that the client is presenting with AND the underlying Pathophysiology/Cause of this concern. Faculty may assign partial points for missing parts.

Nursing Priority

1 (6.66666%)

Student identifies what nursing priority will guide their care (example: Maslow’s).

Nursing Interventions

2 (13.33333%)

Student lists FOUR interventions with Rationale and Expected Outcome based on the identified nursing priority. Faculty may assign partial points for missing parts.

#7 Rational and Expected Outcome

2 (13.33333%)

Student lists the rationale AND expected outcome for EACH nursing intervention/order listed in #7. Faculty may assign partial points for missing parts.

Body systems, Complications, and Assessments

3 (20.00%)

Student fully answers ALL of the following 1. What body system(s) will you most thoroughly assess based on the patient’s chief complaint and primary/priority concern? AND 2. What is the worst possible complication to anticipate? (start with A-B-C priorities) AND 3. What nursing assessment(s) will you need to initiate to identify and respond to quickly if this complication develops. Faculty may assign partial points for missing parts.

Client Experience

2 (13.33333%)

Student answers ALL of the following: 1. What is the patient likely experiencing/feeling right now in this situation AND 2. What can you do to engage yourself with this patient’s experience, and show that they matter to you as a person? Faculty may assign partial points for missing parts.

Grammar & Spelling

1 (6.66666%)

Few grammar and spelling errors that do not detract the reader from the message.

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.