Empowering Nursing Students: Your Guide to Expert Assignment Assistance

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Are you looking for a professional writer who know how to do concept maps? Feel free to contact me for professional help. Here is a sample concept map I have done:
Student Name: Date:
Patient Initials:
Patient Disease/Disorder:
Concept Map Rubric: NURS 121L, 211L, 481L,
Criteria
Proficient
Acceptable
Needs
Improvement
Unsatisfactory
100-90%
89-76%
75%-60
59-0%
Pathophysiology for Admitting
Diagnosis, S/S, Diagnostic Test and proposed
treatment
Weight: 10%
Pathophysiology is explained in
complete detail
with accurate and
in-depth
understanding of
Admitting diagnosis. and presenting
signs/symptoms
supported by
diagnostic tests
and proposed
treatment plan;
APA references.
Pathophysiology is explained in some detail with some
understanding of
Admitting diagnosis and presenting
signs/symptoms
somewhat
supported by
diagnostic test and understanding to
proposed
treatment plan;
with references.
Pathophysiology is explained vaguely
with marginal
understanding
Admitting diagnosis. and presenting
signs/symptoms
vaguely supported by diagnostic test
and vague
understanding to
proposed
treatment plan; no references cited.
Pathophysiology
details limited with
poor understanding
of chief complaint
and presenting
signs/symptoms
does not support
medical diagnosis,
not supported by
diagnostic tests and
with no proposed
treatment plan; no
references cited.
History of other health
problems,
hospitalizations surgeries and social issues
Weight: 10%
Complete details
given of other
health problems
(includes
explanation of all
relevant medical and surgical history) with full understanding as to its relation to the patient’s/
client’s present
health problem(s).
Some details given of other health
problems with
partial explanation of all relevant
medical and surgical history) with full
understanding as
to its relation to
the
patient’s/client’s
present health
problem(s).
Vague details given of other health
problems with
minimal
explanation of
relevant medical and surgical history) with full understanding as to its relation to the
patient’s/client’s
present health
problem(s).
No details given of
other health problems, without explanation of relevant medical and
surgical history) with
full understanding as to its relation to the
patient’s/client’s
present health
problem(s).
Family, Culture, and Ethnic
background.
Erickson’s
Develop
mental Stages/ SDOH
Weight: 10%
Complete
information
provided about
patientclient
family, provides
cultural point of
view in illness and wellness and
connects Ethnicity to health
problems/ Social
Determinants of
Health.
(APA references)
Some information provided about
patient/client
family and cultural point of view in
illness and
wellness,
somewhat
connects Ethnicity to health
problems, with
references/Social Determinants of
Health.
(APA References)
Vague information provided about
patient/client
family and cultural point of view in
illness and
wellness, vaguely
connects Ethnicity
to health problems/ limited Social
Determinants of
Health described,
no references cited. Vaguely identifies
No information
provided about
patient/client family
and cultural point of
view in illness and
wellness, establishes no connect to
Ethnicity and the
health problems.
Limited to no Social
Determinants of
Health described, no references cited.

Concept Map Rubric v.3 November 2019
Student Name: Date:
Patient Initials:
Patient Disease/Disorder:

Clearly and
accurately
identifies client’s
developmental
stage
with explanation
based on the
patient’s/ client’s
developmental
tasks.
Adequately
identifies
patient’s/client’s
developmental
stage with
explanation based on the
patient’s/client’s
developmental
tasks.
patient’s/client’s
developmental
stage without
explanation based on the patient’s/
client’s
developmental
tasks.
Fails to identify
patient’s/ client’s
developmental stage and lacks any
explanation based on the patient’s/client’s developmental tasks.
Teaching
Assessment
and
Patient/Client Education
& Transfer/
Discharge
Planning
*Consider
Interprofession al consults as needed
Weight: 10%
Clearly and
accurately
identifies areas of instructional
needs, learning
preference and
learning barriers.
Provide clear and
concise
patient/client
education the will aid in health
promotion, health maintenance and
self-care activities and
transfer/discharge planning.
Adequately
identifies areas of instructional
needs, learning
preference and
learning barriers.
Provide some and adequate
patient/client
education the will aid in health
promotion, health maintenance and self-care activities and
transfer/discharge planning.
Vaguely identifies areas of
instructional needs, learning preference and learning
barriers. Provide
minimal and vague client education the will aid in health
promotion, health maintenance and
self-care activities and
transfer/discharge planning.
Fails to identify areas of instructional needs, learning preference
and learning barriers. Did not provide
patient/client
education the will aid in health promotion, health maintenance
and self-care activities and transfer/discharge planning.
Review of
Systems
(Detailed Head to Toe
Assessment)
Weight: 15%
Documents full
Head-to-Toe
physical
assessment –
relevant to the
patient/client as
performed by the student. Utilizes
an organized
format and
appropriate terms to describe both
normal and
abnormal
assessment
findings.
Documents Head to-Toe physical
assessment – with approx. 75% +
relevant to the
patient/client as
performed by the student. Utilizes
an organized
format and
appropriate terms to describe both
normal and
abnormal
assessment
findings.
Documents full
Head-to-Toe
physical
assessment – with approx. 50% -75% relevant to the
patient/client as
performed by the
student. Format
may be moderately disorganized with
mostly appropriate terms to describe
both normal and
abnormal
assessment
findings.
Documents full Head to-Toe physical
assessment – with
approx. > 50% relevant to the patient/client
missing information - as performed by the student. Format is
mostly disorganized
and may be lacking
appropriate terms to describe both normal and abnormal
assessment findings.
Nursing
All nursing
All nursing
Any nursing
Nursing diagnoses are

Concept Map Rubric v.3 November 2019
Student Name: Date:
Patient Initials:
Patient Disease/Disorder:
Diagnoses:
(2 Highest
Priority)
and 1 At Risk
Nursing
Diagnosis
Format:
Nursing
Diagnosis R/T medical
diagnosis or
condition, AEB pertinent S/S, diagnostics and supporting
data
Weight: 7.5%
diagnoses are
accurate and
prioritized per
format with clear
etiology and data
to support the
diagnosis. Nursing Diagnoses are
consistent and
present a
correlation from
the assessment
data.
diagnoses are
adequate and
prioritized per
format with
sufficient etiology and data to
support the
diagnosis. Nursing Diagnoses are
consistent and
present a
correlation from
the assessment
data.
diagnoses that may be vague and/or is not prioritized per
format with vague etiology and
unclear correlation from the data to
support the
diagnosis. Nursing Diagnosis are
consistent and
presents
correlation from
the assessment
data.
low priority and/or are not prioritized per
format, with vague
etiology and unclear correlation from the data to supports the diagnosis. Nursing
Diagnoses are not
consistent and do not correlation from the assessment data.
Nursing
Outcome/
Goal and
Evaluation
Weight: 7.5%
The goal clearly
supports the
nursing diagnosis
and plan of care.
The goals are
specific,
measurable,
attainable, realistic and timed.
Evaluates
effectiveness of
interventions and measures goal
completion.
Modifies, revises
and recommends
alternative
interventions.
The goal somewhat supports the nursing diagnosis and plan of care. The goals are somewhat
measurable and
realistic, and timed. Evaluates
effectiveness of
interventions and measures goal
completion.
Modifies, revises
and recommends alternative
interventions.
The goals are
inconsistent with
the nursing
diagnosis and plan of care. The goals
are vaguely
realistic, measure
and timed.
Evaluates
effectiveness of
interventions and
measures goal
completion.
Modifies, revises
and recommends
alternative
intervention..
The goals lack support and nonspecific from gathered data,
Outcome criteria are not specific, realistic, measurable,
attainable, nor timed. Does not evaluates
effectiveness of
interventions and
measures goal
completion. Modifies, revises and
recommends
alternative
intervention.
Nursing
Interventions Weight: 7.5%
Clearly and
accurately Identifies nursing/
collaborative
interventions.
Interventions are
always
Adequately
Identifies
nursing/collaborativ e interventions with adequate teaching. Interventions are
adequate,
Vaguely Identifies nursing/
collaborative
interventions with unclear teaching.
Interventions are
inconsistent, non
Fails to identify nursing/ collaborative
interventions and
teaching. Interventions are non-specific,
inappropriate,
unrealistic, un-

Concept Map Rubric v.3 November 2019
Student Name: Date:
Patient Initials:
Patient Disease/Disorder:

individualized,
prioritized,
organized, specific and realistic.
Nursing actions are always aimed at
the
patient’s/client’s
goals and directed at the stated
health deviation
individualized,
organized, specific and realistic.
Interventions can be implemented
adequately that is focused on
patient’s/client’s
goal and health
deviation
specific,
disorganized, and not adequately focused on the
patient’s/client’s
goal. Interventions are difficult to
implement and has weak relationship to nursing diagnosis
measurable and do not relate to nursing
diagnosis. Interventions do not focus on
patient/client goals
and/or the stated health deviation based on
nursing assessment
Medications
Weight: 10%
Lists all MAR
medications (Routine and PRN) including name; ordered dose; route; MD ordered indication;
mechanism of
action; relevant side effects and nursing considerations
relevant to the
patient/client.
Lists all MAR
medications
(Routine and PRN) but does not
adequately
medication name; ordered dose; route; MD ordered
indication;
mechanism of
action; relevant side effects and nursing considerations
relevant to the
patient/client.
Lists most MAR
medications (Routine and PRN); excepts lacks medication
name; ordered dose; route; MD ordered indication;
mechanism of action; relevant side effects and nursing
considerations
relevant to the
patient/client.
Lists most MAR
medications (Routine and PRN); but fails to include medication
name; ordered dose; route; MD ordered
indication; mechanism of action; relevant side effects and nursing
considerations relevant to the patient/client.
Pertinent Lab Tests and
Diagnostic
Tests/
Procedures
Weight: 7.5%
Clearly and
accurately identifies and explains
abnormal findings for pertinent current laboratory and
diagnostics test
results related to
patient’s/client’s
disease process.
Adequately
identifies and
explains abnormal findings for
pertinent current laboratory and
diagnostics test
results related to
patient’s/client’s
disease process.
Vaguely identifies and explains
abnormal findings for pertinent current
laboratory and
diagnostics test
results related to
patient’s/client’s
disease process.
Fails to identify and
explain abnormal
findings for pertinent current laboratory and diagnostics test results related to
patient’s/client’s
disease process.
General
Organization
Weight: 5%
Accurate APA
format; Appropriate citations and
references;
No spelling or
grammar errors.
Adequate APA
format;
Minimal citations and references are appropriate; Few spelling or grammar errors.
Numerous APA
format errors;
Inaccurate citations and references;
Few spelling and
grammar errors.
Fails to utilize APA
format;
No citations or
references included;
Numerous spelling and grammar errors.
Weight=100%