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Professional Development Portfolio Scoring Guide
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Get Help Now!| Professional Development Portfolio Scoring Guide Grading Rubric | ||||
| Criteria | Non-performance | Basic | Proficient | Distinguished |
| Conduct comprehensive and focused assessments of health and illness parameters in individuals, groups, and vulnerable populations. | Does not conduct comprehensive and focused assessments of health and illness parameters in individuals, groups, and vulnerable populations. | Conducts limited assessments of health and illness parameters in individuals, groups, and vulnerable populations but does not demonstrate an understanding of the factors that make up a comprehensive and focused assessment. | Conducts comprehensive and focused assessments of health and illness parameters in individuals, groups, and vulnerable populations. | Conducts comprehensive and focused assessments of health and illness parameters in individuals, groups, and vulnerable populations and integrates an in-depth understanding of the factors that make up a comprehensive and focused assessment. |
| Incorporate concepts of patient safety, clinical management, and quality improvement to improve patient outcomes. | Does not incorporate concepts of patient safety, clinical management, and quality improvement to improve patient outcomes. | Describes concepts of patient safety, clinical management, and quality improvement but does not connect the concepts to improved patient outcomes in real-world nursing practice. | Incorporates concepts of patient safety, clinical management, and quality improvement to improve patient outcomes. | Incorporates concepts of patient safety, clinical management, and quality improvement to improve patient outcomes and describes evidence-based best practice strategies for applying the concepts to professional nursing practice. |
| Incorporate evidence-based practice interventions (such as information systems or patient care technologies) as appropriate for managing the acute and chronic care of patients, promoting health across the lifespan. | Does not incorporate evidence-based practice interventions (such as information systems or patient care technologies) as appropriate for managing the acute and chronic care of patients, promoting health across the lifespan. | Identifies practice interventions (such as information systems or patient care technologies) for managing the acute and chronic care of patients, promoting health across the lifespan, but the interventions are not evidence based or are not appropriate for specific situations. | Incorporates evidence-based practice interventions (such as information systems or patient care technologies) as appropriate for managing the acute and chronic care of patients, promoting health across the lifespan. | Evaluates evidence-based practice interventions (such as information systems or patient care technologies) to determine appropriate interventions for managing the acute and chronic care of patients, promoting health across the lifespan. |
| Understand the scope and role of policy, finance, and regulatory environments in relationship to individual and population outcomes. | Does not demonstrate an understanding of the scope and role of policy, finance, and regulatory environments in relationship to individual and population outcomes. | Demonstrates a limited understanding of policy, finance, and regulatory environments but not in relationship to individual and population outcomes. | Demonstrates an understanding of the scope and role of policy, finance, and regulatory environments in relationship to individual and population outcomes. | Demonstrates an in-depth understanding of the scope and role of policy, finance, and regulatory environments in relationship to individual and population outcomes and uses real-world examples to illustrate how each environment impacts patient outcomes. |
| Communicate effectively with all members of the health care team, including interdepartmental and interdisciplinary collaboration for quality outcomes. | Does not communicate with all members of the health care team, including interdepartmental and interdisciplinary collaboration for quality outcomes. | Communication is ineffective and not specific to the intended audience, making interdepartmental and interdisciplinary collaboration difficult and resulting in poor outcomes. | Communicates effectively with all members of the health care team, including interdepartmental and interdisciplinary collaboration for quality outcomes. | Communication strategies demonstrate an in-depth understanding of the concepts and principles of highly effective interprofessional collaboration for quality outcomes. |
| Apply knowledge of organizational behavior, nursing theory, and systems (micro- and macro-) as appropriate for the scope and role of one’s own practice. | Does not apply knowledge of organizational behavior, nursing theory, and systems (micro- and macro-) as appropriate for the scope and role of individual practice. | Applies knowledge of organizational behavior, nursing theory, and systems (micro- and macro-), but the application shows gaps in knowledge and may or may not be appropriate for the scope and role of individual practice. | Applies knowledge of organizational behavior, nursing theory, and systems (micro- and macro-) as appropriate for the scope and role of one’s own practice. | Applies in-depth knowledge of organizational behavior, nursing theory, and systems (micro- and macro-) and demonstrates critical thinking skills in suggesting changes to improve key issues in nursing practice. |
| Apply and incorporate a basic understanding of the concepts of health promotion and disease prevention as a means of improving health at the individual, population, and community levels. | Does not apply and incorporate a basic understanding of the concepts of health promotion and disease prevention as a means of improving health at the individual, population, and community levels. | Applies and incorporates a basic understanding of the concepts of health promotion and disease prevention but does not connect the concepts to a means of improving health at the individual, population, and community levels. | Applies and incorporates a basic understanding of the concepts of health promotion and disease prevention as a means of improving health at the individual, population, and community levels. | Applies and incorporates a high-level understanding of the concepts of health promotion and disease prevention and provides evidence-based interventions and best practices as a means of improving health at the individual, population, and community levels. |
| Incorporate a holistic, caring, culturally appropriate nursing approach that contributes to the wellness and health of individuals, groups, and vulnerable populations. | Does not incorporate a holistic, caring, culturally appropriate nursing approach that contributes to the wellness and health of individuals, groups, and vulnerable populations. | Explains how a holistic, caring, culturally appropriate nursing approach contributes to the wellness and health of individuals, groups, and vulnerable populations, but it is not clear if this nursing approach is incorporated into individual nursing practice. | Incorporates a holistic, caring, culturally appropriate nursing approach that contributes to the wellness and health of individuals, groups, and vulnerable populations. | Combines evidence-based best practices into a holistic, caring, culturally appropriate nursing approach that contributes to the wellness and health of individuals, groups, and vulnerable populations. |
| Incorporate the qualities, skills, behaviors, and knowledge required to function as a patient advocate, practice high-quality care, assess and evaluate patient outcomes, and provide leadership in improving care. | Does not incorporate the qualities, skills, behaviors, and knowledge required to function as a patient advocate, practice high-quality care, assess and evaluate patient outcomes, and provide leadership in improving care. | Describes the qualities, skills, behaviors, and knowledge required to function as a patient advocate, practice high-quality care, assess and evaluate patient outcomes, and provide leadership in improving care, but it is not clear if these qualities, skills, behaviors, and knowledge are incorporated into individual nursing practice. | Incorporates the qualities, skills, behaviors, and knowledge required to function as a patient advocate, practice high-quality care, assess and evaluate patient outcomes, and provide leadership in improving care. | Demonstrates, through the use of evidence-based best practices and real-world examples, the high-level integration of the qualities, skills, behaviors, and knowledge required to function as a patient advocate, practice high-quality care, assess and evaluate patient outcomes, and provide leadership in improving care. |
| Integrate a holistic approach to local, regional, national, and global dynamics in nursing and health care system delivery. | Does not integrate a holistic approach to local, regional, national, and global dynamics in nursing and health care delivery. | Describes local, regional, national, and global dynamics in nursing and health care delivery, but it is not clear if these dynamics are integrated into a holistic nursing approach. | Integrates a holistic approach to local, regional, national, and global dynamics in nursing and health care delivery. | Analyzes local, regional, national, and global dynamics in nursing and health care delivery and integrates evidence-based best practices into a holistic nursing approach. |
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