Health Assessment and Communication Scoring Guide
| Health Assessment and Communication Scoring Guide Grading Rubric | ||||
| Criteria | Non-performance | Basic | Proficient | Distinguished |
| Describe the key elements that make up a health assessment at the community, group, and individual levels. | Does not describe the key elements that make up a health assessment at the community, group, and individual levels. | Identifies the key elements that make up a health assessment at the community, group, and individual levels or describes the key elements that make up a health assessment at the community level or group level or individual level—but not all three. | Describes the key elements that make up a health assessment at the community, group, and individual levels. | Analyzes the key elements that make up a health assessment at the community, group, and individual levels. |
| Explain the process involved in conducting a comprehensive health assessment. | Does not explain the process involved in conducting a comprehensive health assessment. | Lists the steps involved in conducting a comprehensive health assessment. | Explains the process involved in conducting a comprehensive health assessment. | Explains the process involved in conducting a comprehensive health assessment and outlines best-practice strategies for obtaining critical information. |
| Summarize the findings of a health assessment for a specific population. | Does not summarize the findings of a health assessment for a specific population. | Lists the findings of a health assessment for a specific population. | Summarizes the findings of a health assessment for a specific population. | Summarizes the findings of a health assessment for a specific population and explains how the findings are supported by the literature. |
| Describe the characteristics of a specific target audience. | Does not describe the characteristics of a specific target audience. | Lists the characteristics of a specific target audience. | Describes the characteristics of a specific target audience. | Describes the characteristics of a specific target audience and explains how the characteristics guided the development of a presentation. |
| Develop a presentation that is appropriate in scope for a specific target audience. | Does not develop a presentation that is appropriate in scope for a specific target audience. | Develops a presentation, but the scope of the presentation is either too narrow or too broad for a specific target audience. | Develops a presentation that is appropriate in scope for a specific target audience. | Develops a well-organized presentation that is appropriate in scope for a specific target audience and presents relevant examples. |
| Use valid, scholarly research resources relevant to the field of nursing to support information presented. | Does not use valid, scholarly research resources relevant to the field of nursing to support information presented. | Uses research resources that are not valid, scholarly, or relevant to the field of nursing, such as Wikipedia or About.com. | Uses valid, scholarly research resources relevant to the field of nursing to support information presented. | Uses valid, scholarly research resources relevant to the field of nursing to support information presented and establishes the credibility of the research. |
| Write coherently to support a central idea in appropriate APA format, with correct grammar, usage, and mechanics as expected of a nursing professional. | Writing does not support a central idea in appropriate APA format. Does not use correct grammar, usage, and mechanics as expected of a nursing professional. | Writing supports an idea. APA format is inconsistent, containing major errors of grammar, usage, and mechanics. | Writing coherently supports a central idea in appropriate APA format, with few errors of grammar, usage, and mechanics. | Writing is coherent, using evidence to support a central idea in a consistently appropriate APA format, with correct grammar, usage, and mechanics as expected of a nursing professional. |
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