Related Learning Experiences

Requirement Formats and Rubrics

College of Nursing
1st Semester SY 2020-2021

1. Journal Reading (18pts)

1.1 Journal Reading (contents)
1. Title, edition, publisher, and author
2. Summary of the Journal
3. Personal reaction/ reflection of the journal
4. Reaction/ reflection to the Journal’s Implication to Nursing Education
5. Reaction/ reflection to the Journal’s Implication to Nursing Profession
6. Reaction/ reflection to the Journal’s Implication to Nursing Research
* in paragraph form

1.2 Journal Reading Rubrics

Criteria 3pts 2pts 1pt
1. Journal edition 3 years back from the Incomplete journal Only title of the
current year of edition/ information. Relevant to journal and does not
publication. Including the area of exposure. correlated to the area
publisher and author. of exposure.
Relevant to the area of
exposure.

2. Summary of the Summarized briefly Summarized the journal Summarized the

journal and concise. Salient but Lacks substantial journal but no
points were information/data about substantial
emphasized. the journal information/data about
the journal
3. Personal Reflection Reflection demonstrated Reflection lacks
reaction/reflection to demonstrated a high limited critical thinking critical thinking.
the journal degree of critical (agree or negate) in Superficial discussion
thinking (agree or applying, analyzing, about the journal is
negate) in applying, and/or evaluating key made.
analyzing, and course concepts and
evaluating key course theories from reading.
concepts and theories
from reading.
4. Reaction/ reflection Deliberated own Limited opinion on the Vague opinion on the
to the Journal’s opinion on the implication of journal to implication of the
Implication to implication of journal nursing education. Did journal to nursing
Nursing Education to nursing education. not discuss education.
Discussed salient points comprehensively salient
in the journal that a points in the journal that a
 student can gain in student can gain in terms
terms of knowledge, of knowledge, skills, and
skills, and attitude attitude
5. Reaction/ reflection Deliberated own Limited opinion on the Vague opinion on the
to the Journal’s opinion on the implication of journal to implication of the
Implication to implication of journal nursing profession. journal to nursing
Nursing Profession to nursing Profession. Minimal thought of how profession.
Discussed how the the journal can enhance
journal can enhance the the set of competencies
set of competencies related to knowledge,
related to knowledge, skills, and attitude that all
skills, and attitude that learners are expected to
all learners are demonstrate as
expected to professionals.
demonstrate as
professionals.
6. Reaction/ reflection Deliberated own Limited opinion on the Vague opinion on the
to the Journal’s opinion on the implication of journal to implication of the
Implication to implication of journal nursing Research. journal to nursing
Nursing Research to nursing Research. Limited idea of the research.
Strongly pointed out journal concept that needs
concept of the journal to be studied and
that needs further explored further that
studies and to be correlates to the nursing
explored that would profession.
add to the body of
nursing knowledge,
skills, and attitude that
education, and
profession can gain.
Total points

2. The Nursing Care Plan (24 pts)

2.1 Nursing Care Plan (NCP)
1. Assessment
2. Explanation of the Problem (narrative or diagram, reference)
3. Objectives ( short term and long term)
4. Intervention ( Dx, Tx, Edx)
5. Rationale
6. Evaluation / expected outcome

2.2 NCP Rubrics

Criteria 1pt 2pts 3pts
Inappropriate Recognition or Recognized or assesses
1.Assessment (medical / recognition or assessment of problem priority problems.
nursing concern- assessment of the that lacks significance
recognizes problem in main problem
the case)
 2.Explanation of the Explanation of the Limited and superficial Discussed and
problem problem was not explanation of the explained the facts in
(support of analysis/ related to the nursing nursing problem being the case and cites
facts based on research. problem being identified. related knowledge from
adds knowledge from identified. readings, research and
personal related related learning
experience) experiences related to
the nursing problems
identified.
3.Plan/ Objectives Objectives were Some Objectives for Objectives were
(ability to resolve inaccurate to the the identified nursing accurate to identified
identified nursing nursing problem problems were nursing problems.
problem) inaccurate Simple
Measurable
Attainable
Realistic
Time bound
4.interventions actions /interventions more than one accurate Presents interventions
(how does the student proposed were intervention following accurately following
resolved the problem? inaccurate Dx, Tx, Edx Dx, Tx, Edx basing on
Proposed actions deal the
with most important S-M-A-R-T
issue) objective
5. Rationale Rationales do not Almost all rationales All Rationales were
(accurate reasons why correlate to the were accurate. accurate and were
interventions need to be intervention based on Scientific
done) principles, theories or
concepts underlying
nursing intervention
6.Evaluation / expected failed to relate to the Statements stating if
outcomes skills, theories and client met the goals set
(outright result of the concepts, and for patient or not.
nursing care plan) contents in the NCP Include proposed
modifications or
present plan for
improvement of
nursing care.

total score

2.3 NCP Guidelines and Format

Assessment Explanation of Objective intervention Rationale Evaluation
the problem /Expected outcome
( narrative or in
diagram)

s> covert discussed what goals based on dx- must be Scientific Statements stating if
data(symptom) caused the patient the nursing based on the principles, client met the goals
o > overt data (signs, to develop the diagnoses – objectives and theories or set for patient or not.
observable and problem should be subjective concepts Include proposed
measurable) S-M-A-R-T tx – independent underlying modifications or
A> nursing dx that dependent nursing present plan for
best describes the reference: Short term collaborative/ intervention improvement of
problem being Long term supportive nursing care.
identified edx – based on
the nursing
assessment

(pangket and avena)

Actual ncp- stated in past tense potential ncp – stated in future tense
Last column – “evaluation” last column – “expected outcome”

3.13 Areas of Assessment (40pts)

3.1 Patient’s profile (1pt)
1. Personal data (all information that reveals client’s identity must not be
Disclosed)
2. Admitting Diagnosis
3. Final Diagnosis

3.2 13 Areas of Assessment (39pts)

I. Psychological Status
II. Mental and Emotional Status
III. Environmental Status
IV. Sensory Status
V. Motor Status
VI. Nutritional Status
VII. Elimination Status
VIII. Fluids and Electrolytes
IX. Circulatory Status
X. Respiratory Status
XI. Temperature
XII. Integumentary Status
XIII. Comfort and Rest Status

3.3 !3 Areas of Assessment Rubrics

Criteria 3pts 2pts 1pt
1.Psychological Able to explore client’s Limited No substantial
psychosocial / psychological psychological/psychosocia psychological/
needs, represent patient and l information gathered Psychosocial
 family's mental, social, from the client or information or data
cultural, spiritual, and significant others gathered from the client
developmental needs  or significant others
arising from emotional
responses to their diagnosis,
social and role limitations,
loss of physical abilities,
2.Mental And Emotional Structured assessment of the Limited assessment of the No substantial mental
Status patient's behavioral and patient's behavioral and and emotional
cognitive functioning. It cognitive functioning. information or data
includes descriptions of the gathered from the client
patient's appearance and or significant others
general behavior, level of
consciousness and
attentiveness, motor and
speech activity, mood and
affect, thought and
perception, attitude and
insight
3.Environmental Status Discussed environmental Limited discussion Information/data
factors that affects client’s /assessment regarding gathered do not
road to recovery. Recognized environmental status of the correlate to the client’s
environmental factors that client. health status.
contribute to positive patient
outcomes and improve
patients' experiences in
hospital environments.
4.Sensory Status Performed an examination of Limited discussion Information/data
the key sensory points. pertaining to the key gathered do not
Identified and differentiated sensory areas including correlate to the client’s
normal and abnormal findings findings. health status.
5. Motor Status Performed a -based scale that Incomplete assessment of Information/data
was developed as a means the motor status of the gathered do not
of assessing everyday  patient. correlate to the client’s
Motor function of the health status.
patients.
6.Nutritional Status Elaborated dietary, Limited discussion Information/data
biochemical, and pertaining to the gathered do not
anthropometric measurements nutritional status including correlate to the client’s
as nutritional assessment findings. health status.
methods that can be applied
in all forms of nutritional
assessment system.
7.Elimination Status Described the regulation, Limited discussion Information/data
control, and removal of by- pertaining to the gathered do not
products and wastes in the elimination status correlate to the client’s
body. Fully monitored including findings. health status.
client’s intake and output.
8.Fluids and electrolytes Completed account of client’s Incomplete record of Information/data
fluid intake and Intravenous client’s fluids and gathered do not
 fluids administered. electrolytes. correlate to the client’s
health status.
9.Circulatory Status  Assessed circulation by Incomplete record of Data gathered do not
checking: pulse, heart rate, client’s circulatory status. correlate to the client’s
BP-quick swelling of an health status.
artery as blood passes
through with each heartbeat.
Capillary refill. Documented
Normal and abnormal
findings.
10.Respiratory Status Thorough respiratory Limited discussion on Assessment gathered
assessment consists of respiratory assessment of do not correlate to the
inspection, palpation, the client. client’s health status.
percussion, and auscultation
in conjunction with a
comprehensive health history.
Use a systematic approach to
do a visual inspection and
hands-on assessment of patie
nt's back and chest. Complete
account of client’s respiratory
rate.
II. temperature Assessed and accounted Incomplete record of Data gathered do not
body temperature that client’s body temperature correlate to the client’s
provided a baseline data for and interpretation. health status.
subsequent evaluation to
determine changes in the
core temperature of the
patient in response to a
specific medical intervention.
12.Integumentary Assessed the integumentary Incomplete data provided Findings pertaining to
system and involved pertaining to the the integumentary
inspection and palpation of assessment of the skin. status were irrelevant to
the skin, hair, scalp, and nails. the current health
Findings included. status.
13.Comfort, Rest, and Assessed client need for Incomplete assessment of Failed to assess client’s
Sleep client’s need for comfort, need for comfort, rest,
sleep/rest and intervene as rest, and sleep. and sleep.
needed

Applied knowledge of client

pathophysiology to rest and
sleep interventions.
Scheduled client care
activities to promote adequate
rest
 Total score

 Student presents the normal and abnormal findings. Must not copy the assessment made by
the attending physician. The student’s assessment should be based on the day the student
handled the patient.

4. Drug Study (18pts)

4.1 Drug Study Format
1. Generic Name
2. Brand Name
3. Drug Classification
4. Mode of Action
5. Side effects and Adverse Reaction
6. Nursing Responsibility

4.2 Drug Study Rubrics

Criteria 3pts 2pts 1pt
1.Generic Name Recognized the Partially recognized the Unable to
chemical name and chemical name and recognize the
chemical make- up of chemical make- up of chemical name of
the drug. the drug. the drug.
2.Brand Name Recognized the brand Partially recognized the Unable to
name of the drug brand name of the drug. recognize the
administered to the Unable to specify the brand name of the
client. Including the dosage, route, and drug, dosage form,
dosage form, route, and frequency. route, and
frequency of the drug. frequency.
3.Classification Classified drug based on Some drugs are being Unable to classify
the various effects they recognized the drug.
have on the mind and on
the body.
4.Mechanism of Discussed in full the Partially discussed the Unable to discuss
Action specific biochemical specific biochemical the drug’s
interaction through interaction through mechanism of
which a drug substance which a drug substance action.
produces its produces its
pharmacological effect. pharmacological effect,
Included discussion of specific molecular
the specific molecular targets to which the drug
targets to which the drug binds, such as an
binds, such as an enzyme or receptor. 
enzyme or receptor. 
5.Side effects/ Recognized undesirable Limited knowledge in Unrecognized
Adverse reaction secondary effect which Recognizing undesirable secondary effect
occurs in addition to the secondary effect which of the drug.
desired therapeutic occurs in addition to the
effect of a drug or desired therapeutic
medication. effect of a drug or
medication.
6.Nursing Demonstrated a high Demonstrated some Demonstrated
responsibility degree of critical degree of critical limited degree of
thinking in analyzing thinking in analyzing critical thinking in
and evaluating drug and evaluating drug analyzing and
before administration before administration evaluating drug
following acceptable following acceptable before
standards. standards. administration
following
acceptable
standards.
Total score

5. FDAR CHARTING (12 pts)

5.1 FOCUS
DATA
ACTION
RESPONSE

Criteria 1pt 2pts 3pts

Focus Inappropriate recognition Recognition of a problem Recognized priority
of the focus problem but not a priority. problem.
Data Inappropriate Some data/ assessment Assessment / data
assessment / data to the correlates to the nursing gathered were accurate to
focus problem problem. the identified focus
problem
Action actions proposed were more than one accurate Depicts S-M-A-R-T
inaccurate actions following Dx, actions accurately and
Tx, Edx appropriately following
Dx, Tx, Edx
Response Unable to achieved stated Nursing actions were Nursing actions were
nursing actions partially achieved. achieved.

Books and Electronic References:

Berman, A, & Kozier, B. (2008). Kozier & Erb’s fundamentals of nursing: Concepts, process, and practice (8th ed.). Upper
Saddle River, N.J.: Pearson Prentice Hall.
Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 4/2014
www.centeach.uiowa.edu
www.drug.com

Prepared by:

Juliet V. Avena
Program Chair, Hospital Nursing Practice

Noted:
Judith Odanee G. Magwilang
Academic Dean

“Our job as nursing educators is to provide students an environment to thrive in as they grow into
competent professional nurses.”
– Unknown