NUR 171 NURSING. CARE PLAN. GRADING ‘GUIDELINES Lae CBF gg MOTT Loy: 9 > scetactory N= needs mpreveeecat U > unandtpctcy PEER EVALUATION & INSTRUCTOR EVALUATION & ASSESSMENT ‘COMMENTS anne ‘COMMENTS ‘Nursing Data Base Is complete and appropriate to assigned client. | Signs and symptoms of Nursing Diagnoses and potential Nursing Dlagnoses are highlighted in Data Base. Preparation for Safe Patient Care packet with corrections Isincludes. | NURSING DIAGNOSIS ‘llactual and Fak dagnoses, prioritized according to Mastow’s Hierarchy, are listed la} jo |O The Fist wo priority diagnoses are developed into plans. | Atleast one diagnos from your lst should be identified 25 Supportve/Edueative, such as Defcient Knowledge or Ineffective Management of Therapeutic Regimen, and requires primarily teaching interventions. Use this | diagnosis to complete tha Teaching Pian on p/. Diagnoses are appropriate to the client: defining, characteristics are identified in assessment. Diagnoses are correctly written in PES Format. ‘OBIECTIVES "Objectives Bagin with "Gent wi” andre appropriate to nursing diagnoses, Objectives are measurable with appropriate AES. statements, INTERVENTIONS and RATIONALES Tnierventions are specific and individualized, start with a verb (eg, teach, tur, cough, monitor) and specify when or how each willbe done. Tntervertions are nursing functions that are suffient to accomplish goals. (Could a colleague implement this plan? It willikely require > 4 interventions) Rationales explain why each intervention willbe effective. Evidence based items are identified “Rationales and teaching interventions are froma PROFESSIONAL source, and include author and page number. Med/Surg text preferred. No dictionaries. aan Pose aera ea Inside exact whet wil be taught. Soros rues panes aes DONT ut sotcom webstes| ww lus J ow [YX] flo) FUN US EVALUATION. Fach goals evaluated as met oF not tet, and wy. S$ ach action Is identified as having worked or not, and why y TIF MORE THAN ONE AREA iS UNSATISFACTORY THE NCP WILL BE UNSATISFACTORY