Patient care procedure

Criteria

Poor (1)

Fair (2
)

Good (3)

Excellent (4)

Comments

Score

Timeliness

Student completed the assignment two or more days late

Student completed the assignment one day late

Student completed the assignment on the required date but at a later time

Student completed the assignment on the required date and time

Use of proper terminology, grammar and sequence of words

Improper use of proper terminology, grammar and sequence of words used on 8 or more occasions

Improper use of terminology, grammar and sequence of words used on no more than 6 occasions

Improper use of terminology, grammar and sequence of words used on no more than 4 occasions

Improper use of terminology, grammar and sequence of words used on no more than 1 occasion

Articulate the importance of using statistics, tests and measurements for purposes of delivering evidence based practice through Q&A with Instructor

Unable to articulate . Recommend Tutoring.

Student able to articulate with 50% efficiency. Clarification and additional EBP exercise, tutoring required

Student able to articulate with 75% efficiency. Evidence of knowledge and understanding. Minor clarification provided

Student able to articulate with 100% efficiency. Evidence of knowledge and understanding. Exceeds expectation.

Long Term goals reflect the most important impaired functional and occupational areas of the patient.

3 or more important functional or occupational area in the Long Term goal are not evident.

2 important functional or occupational area in the Long Term goalsare not evident

1 important functional or occupational area in the Long Term goals is not evident.

All Long Term goals reflect the most important impaired functional and occupational areas of the patient.

Long Term Goals are specific and measurable

3 or more instances of a a specific and measurable LTG.

Two instances of a specific and measurable LTG.

One instance of a lack of a specific and measurable LTG.

All LTGs were specific and measurable.

Long Term Goals are realistic and achievable for the anticipated time frame

Three or more Long Term Goals were not realistic and achievable for the anticipated time frame

Two Long Term Goals were not realistic and achievable for the anticipated time frame

One Long Term Goal was not realistic and achievable for the anticipated time frame

All Long Term Goals were realistic and achievable for the anticipated time frame

Each Long Term Goals is comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment.

Three Long Term Goals were not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment.

Two Long Term Goals were not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment.

One Long Term Goal was not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment.

Each Long Term Goals is comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of treatment.

Short Term goals reflect the most important impaired client’s body functions and skills.

3 or more important impaired body functions or skills were not included

.2 important impaired body functions or skills

Were not included

1 important impaired body function or skill was not included.

All Short Term goals reflect the most important impaired body functions and skills

Short Term Goals are specific and measurable

Specific and measurable STG were not evident in 3 or more instances

specific and measurable STGs were not evident in two instances.

Specific and measurable STG was not evident in one instance.

All STGs were specific and measurable.

Short Term Goals are realistic and achievable for the anticipated time frame

Three or more Short Term Goals were not realistic and achievable for the anticipated time frame

Two Short Term Goals were not realistic and achievable for the anticipated time frame

One Short Term Goal was not realistic and achievable for the anticipated time frame

All Short Term Goals were realistic and achievable for the anticipated time frame

Each Short Term Goals is comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term

Three Short Term Goals were not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term.

Two Short Term Goals were not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term.

One Short Term Goal was not comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term.

Each Short Term Goals is comprehensive and well elaborated reflecting clearly how and through what means the patient is envisioned to be functioning at the end of the term.

Criteria

Poor (1)

Fair (2
)

Good (3)

Excellent (4)

Score

Are the areas addressed during the Tx session a true reflection of the main and priority problem list?

Three or more of the areas addressed during the Treatment session were not a true reflection of the main and priority problem list.

Two of the areas addressed during the Treatment session were not a true reflection of the main and priority problem list.

One of the areas addressed during the Treatment session was not a true reflection of the main and priority problem list.

All the areas addressed during the Treatments session were a true reflection of the main and priority problem list.

Were the activities and exercises presented during the session congruent and related to the STGs.

Three or more of the activities and exercises presented during the session were not congruent and related to the STGs.

Two of the activities and exercises presented during the session were not congruent and related to the STGs.

One of the activities and exercises presented during the session was not congruent and related to the STGs.

All of the activities and exercises presented during the session were congruent and related to the STGs.

Were the exercises, activities and techniques used during the session correctly applied and implemented

Three or more exercises, activities or techniques used during the session were incorrectly applied and implemented

Two exercises, activities or techniques used during the session were incorrectly applied and implemented

One exercise, activity or techniques used during the session was incorrectly applied and implemented

All the exercises, activities and techniques used during the session were correctly applied and implemented

Were the exercises, activities and techniques used during the session explained clearly and properly to the patient/caregiver/family/significant other?

Three or more of the exercises, activities and techniques used during the session were not explained clearly and properly

Two of the exercises, activities and techniques used during the session were not explained clearly and properly

One of the exercises, activities and techniques used during the session was not explained clearly and properly

All of the exercises, activities and techniques used during the session were explained clearly and properly

Was the interaction and communication with patient/caregiver/family/significant other carried out with respect and professionalism, with evidence of therapeutic use of self

The interaction and communication with the patient was carried out with respect and professionalism on few occasions with no evidence of therapeutic use of self

The interaction and communication with the patient was carried out with respect and professionalism sometimes with limited evidence of therapeutic use of self

The interaction and communication with the patient was carried out with respect and professionalism most of the time with evidence of therapeutic use of self

The interaction and communication with the patient was carried out with respect and professionalism at all times with evidence of therapeutic use of self

Did the therapist provide adequate and timely feedback to the patient that led to the desired response

The therapist provided inadequate and untimely feedback to the patient that led to an undesired response

The therapist provided adequate and timely feedback to the patient that led to the desired response, on occasion

The therapist provided adequate and timely feedback to the patient that led to the desired response most of the time

The therapist provided adequate and timely feedback to the patient that led to the desired response at all time

Did the therapist apply safety measures and techniques while treating the patient

The therapist did not apply safety measures and techniques while treating the patient three or more times

The therapist did not apply safety measures and techniques while treating the patient twice

The therapist did not apply safety measures and techniques while treating the patient once

The therapist applied safety measures and techniques while treating the patient at all times

Did the therapist integrate opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion

The therapist did not integrate appropriately or at all, opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion

The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion, on occasion

The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion most of the time

The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other prevention, health maintenance and health promotion

Did the therapist project confidence with full domain and control while offering the treatment session?

The therapist did not project confidence with full domain and control of the treatment session

The therapist projected confidence with full domain and control of the treatment session sometimes

The therapist projected confidence with full domain and control of the treatment session most of the times

The therapist projected confidence with full domain and control of the treatment session at all times

Did the therapist integrate opportunity to discuss with the patient/caregiver/family/significant other the need to possibly integrate interprofessional team dynamics for planning, delivering and evaluating care?

The therapist did not integrate appropriately or at all, opportunity to discuss with the patient/caregiver/family/significant other

The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other

The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other most of the time

The therapist integrated appropriately, opportunity to discuss with the patient/caregiver/family/significant other

Criteria

Poor (1)

Fair (2
)

Good (3)

Excellent (4)

Score

Timeliness

Student presented the paper 2 or more days late

Student presented the paper the following day with an excuse

Student presented the paper the same day but at a later time

Student presented the paper on time.

Use of proper terminology and grammar

Use of wrong terminology or grammar on more than 9 occasions.

Use of wrong terminology or grammar on no more than 7 occasions.

Use of wrong terminology or grammar on no more than 5 occasions.

Use of wrong terminology or grammar on no more than 3 occasions.

Description of the exercise or activity assigned, including historical background, usage and application.

25-49% the content was comprehensive with a strong historical background and a correct description of its application

50-74% of the content was comprehensive with a strong historical background and a correct description of its application

75-89% of the content was comprehensive with a strong historical background and a correct description of its application

90-100% of the content was comprehensive with a strong historical background and a correct description of its application.

Provided complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned. Articulated need and rationale to evidence Therapeutic Use of Self.

25-49% of the content of this section depicted complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned. Insufficient articulation regarding Therapeutic Use of Self.

50-74% of the content of this section depicted complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned. Fair articulation regarding Therapeutic Use of Self.

75-89% of the content of this section depicted complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned. Good articulation regarding Therapeutic Use of Self.

90-100% of the content of this section depicted complete and accurate information of the benefits, indications, precautions and contraindications of the exercise or activity assigned. Excellent articulation regarding Therapeutic Use of Self.

Included sufficient and accurate pictures, photos and diagrams related to the activity or exercise assigned as part of the appendix section

Included 1-2 appendices

demonstrating the exercises, activities or technique assigned

Included 3-4 appendices

demonstrating the exercises, activities or technique assigned

Included 5-7 appendices

demonstrating the exercises, activities or technique assigned

Included 8 or more appendices

demonstrating the exercises, activities or technique assigned

Sources of references

Failed to include 5-6 sources of references

Failed to include 3-4 sources of references

Failed to include 1-2 sources of references

Included the necessary and truthful sources of references

Explanation and demonstration of the assignment to fellow students

The information presented was clear, easy to understand, and accurate 25-49% of its content

The information presented was clear, easy to understand, and accurate 50-74% of its content

The information presented was clear, easy to understand, and accurate 75-89% of its content

The information presented was clear, easy to understand, and accurate 90-100% of its content