Assignment: Head-to-Toe Assessment

components

1

2

3

4

delineate systems.

systems. Details are vague or nonexistent.

systems. Some examples used, but there is a lack of detail.

headings to delineate systems. Explanations were good but could be more detailed..

headings to delineate systems. Specific, detailed evidence is used to support ideas.

described how portions of the assessment would be conducted without certain equipment.

how portions of the assessment would be conducted without certain equipment, or the details are vague or nonexistent.

how portions of the assessment would be conducted without certain equipment. Some examples used, but there is a lack of detail.

how portions of the assessment would be conducted without certain equipment. Explanations were good but could be more detailed..

how portions of the assessment would be conducted without certain equipment. Specific, detailed evidence is used to support ideas.

system with normal

and abnormal findings and included normal laboratory findings for client age.

with normal and abnormal

findings and did not include normal laboratory findings for client age. Details are vague or nonexistent.

with normal and

abnormal findings and included normal laboratory findings for client age. Some examples used, but there is a lack of detail.

and abnormal findings and

included normal laboratory findings for client age. Explanations were good but could include more detail and use of external resources to support findings.

review of each system with normal and abnormal findings and included normal laboratory findings for client age. Specific, detailed evidence is used to support ideas.

explained age-specific risk reduction health screen and immunizations.

age-specific risk reduction health screen and immunizations. Details

are vague or nonexistent.

age-specific risk reduction health screen and immunizations. Some examples used, but there is a lack of detail.

age-specific risk reduction health screen and immunizations.

Explanations were good but

could be more detailed..

age-specific risk reduction health screen and immunizations. Specific, detailed evidence is used to support ideas.

expectations of normal findings and indicated abnormal findings in review of systems.

normal findings and did not indicate abnormal findings in review of systems. Details are vague or nonexistent.

of normal findings and indicated abnormal findings in review of systems. Some examples used, but there is a lack of detail.

normal findings and indicated abnormal findings in review of systems. Explanations were good but could be more detailed.

of normal findings and indicated abnormal findings in review of systems. Specific, detailed evidence is used to support ideas.

points

described the differential diagnosis (disease) associated with possible abnormal findings.

the differential diagnosis (disease) associated with possible abnormal findings. Details are vague or nonexistent.

the differential diagnosis

(disease) associated with possible abnormal findings. Some examples used, but there is a lack of detail.

differential diagnosis (disease) associated with possible abnormal findings. Explanations were good but could be more detailed.

the differential diagnosis

(disease) associated with possible abnormal findings. Specific, detailed evidence is used to support ideas.

points

care including nursing diagnosis, interventions, evaluation.

including nursing diagnosis, interventions, evaluation. Details are vague or nonexistent.

including nursing diagnosis, interventions, evaluation. Some examples used, but there is a lack of detail.

including nursing diagnosis, interventions, evaluation. Explanations were good but could be more detailed.

including nursing diagnosis, interventions, evaluation. Specific, detailed evidence is used to support ideas.

points

points

points

components.

missing entirely.

Poorly organized document.

Transitions are infrequent, illogical, or missing entirely.

Conclusion is limited or missing entirely.

Writing contains numerous errors in spelling, grammar, or sentence structure that severely interferes with readability and comprehension.

No attempt at APA

formatting.

but incomplete or underdeveloped.

Poorly organized document that interferes with readability and comprehension.

Transitions are sporadic. Conclusion is present, but incomplete or underdeveloped.

Writing contains numerous errors in spelling, grammar, or sentence structure that somewhat interfere with readability or comprehension.

APA format is attempted to paraphrase, quote, and cite, but errors are significant.

opening, provides background information, and states the topic.

Loosely organized document that may have to be inferred.

Transitions are appropriate and help the flow of ideas. Conclusion summarizes main argument and has a clear ending.

Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension.

APA format is attempted to paraphrase, quote, and cite, but few errors are present.

reader’s attention, provides compelling and appropriate background information, and clearly states the topic.

Well organized document with an appropriate introduction.

Transitions are thoughtful and clearly show how ideas relate. Conclusion leaves the reader with a sense of closure and provides concluding insights.

Writing follows conventions of spelling and grammar throughout that helps establish a clear idea and aid the reader in following the writer’s logic.

APA format is used throughout when appropriate or called for.

Total Score

points