Simulation Grading Rubric PDF

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SOUTHWEST TEXAS JUNIOR COLLEGE ASSOCIATE DEGREE NURSING PROGRAM HCC – ALL SEMESTERS Simulation Grading Rubric SIM Date: _____ /_____ /_____ SIM TOPIC: _________________________ STUDENT NAME: ______________________________ SIM Group: AM PM Group 1 Group 2 INSTRUCTORS: ________________________________________________________ FULL POINTS

PARTIAL POINTS

MINIMAL POINTS

GRADE

8 points -Student reports to the SIM lab tardy OR -One element of uniform or supplies missing.

6 points -Student reports to the SIM lab tardy -More than one element of uniform or supplies missing. 10 points Student shows minimal preparation for SIM topic: -Is missing three or more components of the assigned pre-work assignment -Is inconsistent most of the time -Did not demonstrate the required preparation for the scenario.

PRE-CONFERENCE: 30 POSSIBLE POINTS 10 points -Student reports to SIM on time -In full uniform, with name tag, stethoscope, and watch with second hand. 20 points Student demonstrates excellent preparation for SIM topic: - Has researched the SIM topic and is able to define how it relates to assigned concept. -Knows the expected assessment findings, diagnostic tests, diagnostic labs, medication orders, physician orders, and nursing interventions. Knows rationales for the above. -For medications knows appropriate route, dose, indication, supplies, assessments, and contraindications.

15 points Student demonstrates average preparation for SIM topic: -One or more element of excellent preparation is missing -Student does not consistently demonstrate preparation for SIM

SIMULATION: 40 POSSIBLE POINTS 10 points -Prioritizes and performs assessments and interventions in a timely manner. 10 points -Consistently recognizes abnormal assessment findings and utilizes nursing process (ADPIE). -Performs all interventions/skills correctly with proper technique and body mechanics.

10 points -Consistently works as team member in whatever role is assigned and allows others to do the same. -Stays in role-play: does not laugh, addresses mannequin as real patient, responds to every element of the scenario as “real life”. 10 points -Consistently communicates in a clear, constructive manner with all members of the healthcare team, patient, and family. -Communicates findings to team with SBAR.

8 points -Either does not prioritize or does not perform assessments and interventions in a timely manner. 8 points -Most of the time recognizes abnormal assessment findings. Some of the time utilizes nursing process (ADPIE). -Performs most interventions/skills correctly with proper technique and body mechanics. 8 points -Most of the time works as team member in whatever role is assigned. Most of the time allows others to do the same. -Most of the time stays in role-play; one element of role-play missing. 8 points -Most of the time communicates in a clear, constructive manner with all members of the healthcare team, patient, and family. -Some of the time uses SBAR.

6 points -Is not able to prioritize nor perform assessments and interventions in a timely manner. 6 points -Inconsistently recognizes abnormal assessment findings. Inconsistently utilizes nursing process (ADPIE). -Does not perform interventions/skills correctly with proper technique and body mechanics. 6 points -Inconsistently work as team member in assigned role. Inhibits team functions. -Inconsistently role-plays; two or more elements of role play missing. 6 points -Inconsistently communicates in a clear, constructive manner with healthcare team, patient, and family. -Inconsistently uses SBAR.

INSTRUCTOR FACILITATED CONCEPT ENHANCEMENT ACTIVITY: 10 POSSIBLE POINTS 10 points Actively participates in activities: asking questions, completing all work, clarifying when needed.

8 points Requires occasional prompting to participate in activities.

6 points Requires continuous prompting to participate in activities.

8 points Requires occasional prompting to participate in debriefing process.

6 points Requires continuous prompting to participate in debriefing process.

8 points -Some of the time uses self-reflection -Is unable to identify either areas of strength or area for improvement.

6 points -Inconsistently uses self-reflection -Is unable to identify strengths or areas for improvement.

POST-CONFERENCE: 20 POSSIBLE POINTS 10 points Actively participates in debriefing process: reflects on objectives, teamwork, communication, assessments, interventions, and asks questions. 10 points -Consistently engages in self-reflection -identifies at least one strength and one area for improvement.

TOTAL:

SOUTHWEST TEXAS JUNIOR COLLEGE ASSOCIATE DEGREE NURSING PROGRAM HCC – ALL SEMESTERS Simulation Schedule – 4 Hour Periods PRE-CONFERENCE Time Instructor A & B Responsibilities Approximately 1 hour (all students participate in pre-conference)

SIMULATION Time Approximately 1 hour per group

-Come on time, prepared -Split students into 3 or 4 person groups -Facilitate pre-conference:  Review preparation activities  Review objectives  Review scenario  Ask students about expected/anticipated assessment findings, diagnostic tests, diagnostic labs, medications, physician orders, and nursing interventions.  Ask students about rationales for the above -Grade pre-conference section of rubric Suggestion: Instructor A can facilitate pre-conference while Instructor B sets up activities or finishes preparing simulation room.

Instructor A Responsibilities

Student Responsibilities -Participate in scenario -Role play -Apply information covered in didactic and pre-briefing -Learn! -Function as team member -See grading rubric for more information -Ensure personal grading rubric section has been graded before proceeding to next activity or post-conference.

-Facilitate activities that enhance the student’s understanding of the concept being covered that week -Grade Instructor Facilitated Concept Enhancement Activity section of rubric

POST-CONFERENCE Time Instructors A & B Responsibilities Approximately 1 hour (all students participate in postconference)

-Come on time, prepared -Fill out grading rubric: SIM Date, SIM Topic, Student Name, SIM Group, Instructor Names -Actively participate in pre-conference (see grading rubric) -Ensure personal grading rubric Pre-Conference section has been graded before proceeding to next activity (simulation or instructor facilitated concept enhancement activity)

-Orient students to simulator -Orient students to simulation scenario and available supplies -Run scenario -Role play with students as needed (physician, lab, respiratory, radiology, etc). -Observe students -Provide individualized/immediate feedback as needed at end of scenario (i.e. sterile technique not utilized during urinary catheter insertion) -“Turn around” room for next group -Grade Simulation section of rubric

INSTRUCTOR FACILITATED CONCEPT ENHANCEMENT ACTIVITY Time Instructor B Responsibilities Approximately 1 hour per group

Student Responsibilities

-Review simulation with students  Were the objectives met?  Explain how the objectives were or were not met  What worked well for the group and what did not  What surprised you (the student) about the scenario  What surprised you (the student) about the way you handled the scenario  Reflect on scenario and use of the nursing process during the scenario (the nursing process should drive the student’s assessments, decision making, interventions, and evaluations)  Name one thing you (the student) did well today  Name one thing you (the student) could have done better today Suggestion: Instructor A can facilitate post-conference while Instructor B cleans simulation room. Prior to leaving for lunch/for the day: both instructors enter grades and attendance into gradebook.

Student Responsibilities -Endeavor to apply information covered in didactic -Actively participate in learning process -See grading rubric for more information -Ensure personal grading rubric section has been graded before proceeding to next activity or post-conference.

Student Responsibilities -Actively participate in post-conference -Reflect on scenario -Answer/discuss based on instructor prompts -Reflect on use of the nursing process throughout the scenario -Use self-reflection to identify current strengths and areas of improvement -See grading rubric for more information -Receive completed grading rubric back from instructor. Upload into Typhon....