PEDIATRIC GRAND ROUNDS AND CONCEPT MAP PRESENTATION GRADING
CRITERIA (Include with presentation)Response to Hospitalization
Data Form (Accuracy & completeness is key, typed responses
required) Using the Response to Hospitalization Data Form, Map it
out with Colleagues
Name _________________________ Section I NURSING PROCESSES &
ASSESSMENT 33 points DATA Admission, Medical & History Data
(HPI and Past Medical History; Medical Diagnosis & Definition;
Childs presentation/description of the illness, signs &
symptoms S&S, risk factors, previous treatments/therapies)
Laboratory test results with reference ranges. Explanation of lab
test(s) to include the normal reference range, the patients
results, and the significance of results. Explanation of the
diagnostic test(s), the patients results and the significance of
results. Medications/Pharmacological: Medication name, dose, route,
frequency, indication for use and why child is receiving the
medication, nursing implications and considerations.
Fluid/electrolyte balance Psychosocial data Developmental history
Response to hospitalization section Medical treatments/therapies
& other nursing considerations Planning Needs &
Community/Other Resources PHYSICAL EXAM FINDINGS: Head to Toe
Descriptive, accurate, concise interpretation of the pertinent
Section ANALYSIS & CRITICAL REASONING II 12 points ANALYZE AND
DESCRIBE YOUR INTERPRETATION OF THE ABOVE DATA (Narrative summary
to include all data and assessment findings. What does all of this
data mean?) Section PLAN OF CARE III NURSING DIAGNOSES,
GOALS/OUTCOMES, 20 points PLANNING AND IMPLEMENTATION,
EVALUATION
Date ___________ Maximum Student Points Points 4
3
2 5
2 2 3 3 2 2 5
12
Formulation of nursing diagnoses, goals and expected outcomes
(measureable) Prioritization of diagnoses (one physical and one
psycho-social) At least SIX Nursing Interventions per nursing
diagnosis & Rationales for each intervention Evaluation of
nursing interventions & goals Discharge planning (Teaching
child and/or caregiver; must be different from teaching handout)
Includes Rationale and expected outcomes Section IV 5 points
2 2
6 pts.
6 4
6 HEALTH PROMOTION & OTHER PLANNING NEEDS Anticipatory
guidance instructions Provides at least three parental anticipatory
guidance instructions with rationales (relevance for
selecting/relate to child/family) Community & other resources
(at least 2) Provides at least 2 resources with rationales
(relevance for selecting/relate to child/family) MANAGEMENT OF THE
GROUP PROCESS Established & leads discussion with ground rules
Clear, articulate, & presented content in logical flow
Maintained eye contact, audible & clear voice projection
Explains why the nursing diagnoses and interventions were chosen
for the development of the care plan Explains the teaching handout
and the rationale for the content The Presentation contributed
toward group learning Creative and kept group engaged Respectfully
listened, & validated input from others Formulated questions to
stimulate discussion Allowed time for questions & summarized
effectively Section VI 20 Points
3
2
Section V 10 points
1 point each
CONCEPT MAP & TEACHING PROJECT Teaching Handout (Creative,
relevant to the child/family)
15
Concept Map Development & Content Creativity TOTAL POINTS
EARNED out of 100 _________ Faculty Comments:
3 2
RESPONSE TO HOSPITALIZATION DATA FORM Data collection sources
should be from the student nurse interactions with the child and
family, other members of the health care teamas well as other
sources such as charts, etc. (This form must be turned into the
faculty member and typed) Student Name___Dina Spencer______
ASSESSMENT DATA Date 4/19/12
ADMISSION DATA: Date of Admission: 4/11/12 Childs initials: SD
Age: 14 Gender: Female Cultural/Religious Considerations:
Algerian/Muslim. Patient and family speak English, mother is
currently in Algeria, father is in the United States with patient.
Religious considerations for Muslim patients include avoiding pork
products. Some female patients are uncomfortable with male health
care providers, so you should ask the patient about this
beforehand. Also some muslims are forbidden from receiving blood,
or blood products. This should be asked of the patient during
admission. For the patient at hand, she is only strict about not
eating pork. Admission V.S. Wt., Ht.., HC (if applies
